Browsing by Subject "gender mainstreaming"
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(2024)Gender equality and human rights have been foundational values of the European Union (EU) from the beginning however, it has initiatives to integrate the Women, Peace and Security agenda at all EU levels (including local, national, regional, and international level). Women, Peace and Security (WPS) agenda recognizes the need for systematic inclusion of gender perspectives, women empowerment and gender equality in peace and security, specially in the EU’s external action and foreign policy. The purpose of this thesis is to analyze the EU’s WPS policies and discover how efficiently the WPS agenda is implemented in EU’s Advisory Missions (EUAM). This thesis follows the qualitative case study methodology to identify whether there is any difference between policy and practice. EUAM Iraq and Ukraine were analyzed as case studies to understand the research purpose. Case studies were examined based on the information available at EUAM Iraq and Ukraine and WPS agenda conceptualization is done by assessing EU policy documents (Council Conclusion 2018, Action Plan on WPS 2019-2024). For analysis ‘women empowerment framework’ and ‘social relation approach’ are used as analytical tools. The analysis suggests women's empowerment is not only the increase of numbers but also vertical participation (equal presence in leadership, decision-making process, policy-making and in programme execution). In addition to that, lacking at structural level reproduces and institutionalizes masculinity and inequality. The research concludes that women’s participation is increasing in peace and security sector however, by positional aspect women are far behind than men because fewer women are seen in leading and managing positions. Moreover, for an effective and meaningful implementation of the Women, Peace and Security agenda, a good synchronization between WPS policy and mission mandates is needed. From a theoretical point of view the thesis identified the EU is a gender norm leader but it promotes gender equality from certain perspectives and goals. EU advocates gender equality in external actions and foreign policy to establish an image of gender-equal actor but in practice, EU missions do not demonstrate equality in positions. Moreover, images published in EUAM Iraq and Ukraine portray EU men and women are superior to host countries' men and women. However, for effective and meaningful implementation of the WPS agenda women's empowerment needs to be at both ends so that the progression can happen equally.
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(2020)Equal education is a fundamental human right that each child is entitled to. Education and gender equality benefit all individuals and promote both social and economic development. However, despite numerous legal instruments and practical measures taken by the international community, as well as by national governments, the right to education remains unclaimed universally for all children and inequality in education is pervasive all over the world. As a legacy of colonization Peruvian society suffers from persistent multifaceted inequalities that are manifested and reproduced in the education system in multiple ways. These inequalities are seen, amongst others, between genders, but also intersect with other individual characteristics such as poverty, rurality and indigeneity. This Master’s thesis explores gender equality in education in Peru and how gender is mainstreamed in the country program of Save the Children Peru. To do so, it explores how legal instruments, policy documents and the country programme of the organization address gender (in)equality and attempt to mainstream gender; and analyses how an education project that the organization implemented among indigenous Aymara adolescents between 2015 and 2018 managed to mainstream gender. This thesis is a qualitative case study. It follows the rights-based 4A framework by Katarina Tomaševski, which encompasses availability, accessibility, acceptability, and adaptability as key aspects of quality of education. The data for it consists of normative documents, literature on inequality in education, institutional documents of Save the Children International and transcribed interviews with key informants from Save the Children Peru. These were analysed by using interpretive analysis and then considered in the light of the model of Caroline Moser on different stages of gender mainstreaming. The results of the study demonstrate that despite recent achievements, gender inequalities in education persist in Peru, but focus has shifted from quantitative to qualitative disparities. Many stakeholders consider gender mainstreaming a rather ambiguous concept, and challenging to both implement and assess, which is why it often remains on a rhetoric level. This yields in a need for the organizations to provide the necessary tools and capacity building, not only for the monitoring personnel but for the whole staff. Promoting gender equality across the whole program cycle must be an institutional commitment, gender mainstreaming must permeate the whole organization and adequate resources must be allocated for it.
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