European Trade Union Committee for Education

Comit Syndical Europen de lEducation

Bd. du Roi Albert II, 5 9th floor
B-1210 Brussels, Belgium

ETUCE SURVEY
on gender equality in the education sector, the teaching profession and within
teacher trade unions
THANK YOU FOR RETURNING
THIS QUESTIONNAIRE NO LATER
THAN 30 JANUARY 2009

Aims and scope

The aim of this questionnaire is to identify the current situation regarding gender equality in the
education sector, the teaching profession and within national teacher trade union structures in the
EU/EFTA and candidate countries.
As womens presence in the education sector workforce has been and remains highly segregated
across Europe -although in some countries there is a decrease in the gender segmentationwomen remain heavily under-represented in school leadership and other promotional positions.
The results collected through this survey questionnaire will be analysed in order for the ETUCE
to be able to outline the obstacles preventing for the achievement of a better and more dynamic
working life for women in the education sector in Europe. The ETUCE believes that overcoming
these obstacles will be beneficial not only for the empowerment of women in society or the
improvement of general gender equality statistics. It will most of all favour an increase in the
status of the teaching profession, an increase in teachers remuneration and thus in the
educational achievements of students.
National teacher trade unions are equally accountable for gender equality within their own
structures and membership. Several action plans, a Charter on Gender mainstreaming in trade
unions and one Framework of actions on gender equality have been promoted by the European
Social Partners at EU level. National teacher unions are also requested to implement these policy
documents at both national and union levels. The results of the survey will help the ETUCE in
providing guidance to its member organisations for a successful implementation of these policy
documents.

Remarks
This questionnaire is not aimed at developing a scientific research but aspires at gathering
information on different trends regarding gender equality in education across Europe. It is
addressed and can be filled in by all ETUCE member organisations in the EU and candidate
countries (Croatia, Turkey and the Former Yugoslav Republic of Macedonia).
In order to complete the information gathered via the current questionnaire, the ETUCE will use
the data collected via the EI/ETUCE Teachers pay in Europe survey. This information will
provide us with a clearer view on the situation regarding gender pay gap, gender pension gap and
other gender differentials in the teaching profession as far as remuneration is concerned.
Please do not hesitate to use information available from previous national surveys on the issue
when answering the questions, precisely quoting the source of information provided (concrete
reference to relevant national or trade union studies and/or reports).

BACKGROUND INFORMATION ON THE RESPONDENT:

Organisation:

______________________________________________________

Country:

______________________________________________________

Name of respondent:

______________________________________________________

Position:

______________________________________________________

Phone:

______________________________________________________

Fax:

______________________________________________________

Email:

______________________________________________________

EDUCATION SECTOR COVERED BY THIS COMPLETED QUESTIONNAIRE:

(Please tick as appropriate)
Pre-school education
Primary education
Secondary education
Vocational education
All four education sectors

DEFINITIONS

In order to facilitate a good understanding of the questionnaire, definitions of key concepts are
provided below. Please use them while answering the questions and do not hesitate to contact the
ETUCE Secretariat whether you need more details to fully understand what information is
requested:
Congress/Convention/General Assembly: the supreme decision-making body of the trade
union, which meets annually or less frequently.
Checklist: series of questions and/or instructions designed in advance in order to facilitate the
examination of a policy, a practice or a measure.
Executive Committee: the second highest decision-making body of the Union, which holds a
mandate to elaborate and implement the trade union policy between two
Congresses/Conventions/General Assemblies.
Gender refers to the roles and responsibilities of men and women that are created in our
families, our societies and cultures. It also includes the expectations held about the
characteristics, aptitudes and likely behaviours of both women and men (femininity and
masculinity).
In 2003, the European Commission has defined gender as the social differences between women
and men that are learned, changeable over time and have wide variations both within and
between cultures.
Gender analysis is the collection and analysis of sex-disaggregated information. Men and
women both perform different roles. This leads to women and men having different experience,
knowledge, talents and needs. Gender analysis explores these differences so policies,
programmes and projects can identify and meet the different needs of men and women. Gender
analysis also facilitates the strategic use of distinct knowledge and skills possessed by women
and men.
Gender equality means equal visibility, empowerment and participation of both sexes in all
spheres of public and private life. (Council of Europe, 1998)
Gender mainstreaming is the (re) organisation, improvement, development and evaluation of
policy processes, so that a gender perspective is incorporated in all policies at all levels and at all
stages, by the actors normally involved in policy-making (Council of Europe, 1998)
Systematically incorporating the specific conditions, priorities and needs of men and women into
all policies in order to promote activities based on gender equality or to mobilise all general
policies and measures specifically for the purpose of achieving equality by actively and openly
taking into account at the planning stage their possible effects on the respective situations of men
and women, monitoring them and assessing them (Commission Communication COM(96) 67
final of 21 February 1996).

Management Committee/Board applies the trade union policies by taking decisions between
two executive committee meetings.
Statutory Committee could also be called advisory committee, which is provided for in the
union statutes to work on a specific topic, to develop policies and to advise the Executive
Committee.
Working Group is a non-statutory group established occasionally in order to complete a short
term mission.

I. WOMEN REPRESENTATION AND GENDER POLICIES IN THE TEACHER

TRADE UNION MOVEMENT

The 1st part of the current questionnaire is aimed at analysing the situation regarding gender
equality within national teacher trade unions affiliation and structures, as well as on their
policies towards the achievement of gender equality.

A. Trade union affiliation

1. In your trade union, please state the total number of members and either the number of
female members or the proportion (%) of female members as a percentage of all
members1:
Total number of affiliates

Number of female
members

Proportion of female
members as a percentage of
all members

.%

2. If this data is not available, please state why (tick as appropriate):

No overall statistics taking gender into consideration

Trade union policy (does not want this information to be available)

Other

If other, please explain:

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

B. Trade Union constitutional bodies

3. Please describe the constitutional bodies of your trade union:
- Congress/Convention/General Assembly

YES

NO

(Highest decision-making body)

In case only a partial study over a certain amount of affiliates has been conducted, please indicate the proportion of
female members as a percentage of all members.

Every ..

Frequency of meetings:

Number of delegates at last Congress (date :..) Men: Women:

Is there an increase in the number of women
attending since the previous Congress:

YES

NO

Is there an increase in the number of men

attending since the previous Congress:

YES

NO

YES

NO

- Executive Committee
(Second highest decision-making body)

Frequency of meetings:
Who it is chaired by - a man or a woman?
Does the chairperson change:
- at every meeting?
- yearly?

Every ..
F
M
YES
YES

NO
NO

Are there any deputy chairpersons?

- 1st Deputy Chairperson
- 2nd Deputy Chairperson
- 3rd Deputy Chairperson

YES
F
F
F

NO
M
M
M

- Management Committee/Board/National Secretaries

(Third highest decision-making body)
YES

NO

on average every ..

Frequency of meetings:
Total number of members

How many of these are

men?

How many of these are

women?

..

Is there a General Secretary?

Is the General Secretary a woman or a man?

YES
Women

NO
Men

Is there a Deputy General Secretary?

Is the Deputy General Secretary a woman or a man?

YES
Women

NO
Men

Is there a President?
Is the President a woman or a man?

YES
Women

NO
Men

YES

NO

- Statutory Committees
(Or other statutory bodies where decisions are prepared)

Frequency of meetings:

Every ..

Committee names

Themes/Objectives

Chair
F
F
F
F

% Women
M
M
M
M

If no data is available for each specific committee, what is the general average proportion of
women who sit on all committees in your union: ..%
- Working groups

YES

NO

(Non-statutory groups established occasionally with a short term mission)

Every ..

Frequency of meetings:
WG names

Themes/Objectives

Chair
F
F
F
F

% Women
M
M
M
M

C. Trade Union secretariat

4. Please describe your trade unions secretariat and its structure :
- Secretariat (day to day affairs)

YES

NO

How many elected members work in your secretariat?

Total number

How many of these

are men?

How many of these

are women?

Part time

..

Full time

..

How many employees work in your secretariat as technical staff?

Total number
How many of these
are men?

How many of these

are women?

Part time

..

Full time

..

- Departments in the union

YES

NO

(working units within your union secretariat)

Department name2
i.e. Collective
bargaining
i.e. Equality
i.e. Health and Safety
i.e. International
affairs

Presence

Chair

Number of men and

women in the Department

Yes

No

Men:. Women:

Yes

No

Men:. Women:

Yes

No

Men:. Women:

Yes

No

Men:. Women:

Yes

No

Men:. Women:

Yes

No

Men:. Women:

Yes

No

Men:. Women:

5. Does your Union have a Department/Person in its Secretariat working exclusively on

gender issues?
YES
NO
If yes, the responsible of the Department is a
Man
Women
If yes, is this Department working closely with your collective bargaining
Department/team?
YES
NO
Does it have sufficient financial and human resources? YES
NO
Does it have an advisory status?
YES
NO
How do you think the work of this department could be improved?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

D. Trade Union policies

6. Is your Union aware of the existence of the European Social Partners Framework of
Actions on Gender equality?
YES

If yes, are you implementing it:

YES

NO

NO

Add as many as necessary.

If yes, in which way?

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
7. Is your Union aware of the existence of the ETUC Charter on Gender Mainstreaming in
Trade Unions?
YES

If yes, are you implementing it:

YES

NO

NO

If yes, in which way?

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
8. Does your Trade Union have a written gender equality policy?
YES

NO (if no please move to question n16)

I do not know

If yes:
a. When was it adopted?
____________________________________________________________________
b. Is this the revision of an earlier document?
____________________________________________________________________
If yes, what objectives does this document promote (tick as many cases as necessary):
Promotion of gender equality within your trade union membership

Promotion of equal representation of women in trade union internal structures

and decision-making statutory bodies according to membership

Promotion of gender parity in trade union internal structures and

decision-making statutory bodies

 Regular monitoring of changes in membership, regarding gender

representation
Recruiting women as trade union members
Promotion of gender equality within the teaching profession
Promotion of gender equality via the education practices and system
Other

If other, please explain:

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
9. Is this policy accompanied by an official programme of actions regulating its
implementation?
YES

NO

10. What mechanisms does the policy involve in order to ensure its good implementation
(mark as many cases as necessary) :

Drawing up targets
Setting up a timetable
Setting up clear responsibilities on actors
Monitoring/follow-up mechanisms
Assessment mechanisms

YES
YES
YES
YES
YES

NO
NO
NO
NO
NO

Explain more in details these mechanisms:

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
11. Is there a specific budget for the implementation of this policy and its measures?

Trade union budget

External funding

YES
YES

NO
NO

12. What measures are used for the implementation of your union gender equality policy
regarding the trade union structures (mark as many as necessary):

Changes in statutes, i.e. quotas in elections

Seats reserved for women in decision-making bodies
Campaigns to encourage women to stand for decision-making positions
Specific arrangements to facilitate participation in meetings, i.e. childcare,
Dissemination of figures on decision-making broken down according to gender

10

Changing work priorities in order to match female workers interests

Training in negotiation skills for the under-represented gender
Training in trade union activities and how to carry them out
Other

If other, please specify:

____________________________________________________________________
____________________________________________________________________
13. How would you assess the measures from question 12 (Please score the measures
proposed for in your national policy according to their impact from 1 (very small
impact) to 5 (very big impact)?
Measure
Changes in statutes, i.e. quotas in elections
Seats reserved for women in decision-making bodies
Campaigns to encourage women to stand for decision-making positions
Specific arrangements to facilitate participation in meetings
Dissemination of figures on decision-making broken down according to gender
Changing work priorities in order to match female workers interests
Training in negotiation skills for the underrepresented gender
Training in trade union activities and how to carry them out
Other

Score

14. What measures are used for the implementation of your union gender equality policy
regarding gender equality in the teaching profession (thick as many as necessary):

Changing themes for negotiations in collective agreements to match female workers

interests
Dealing with gender equality issues in collective agreements
Monitoring the implementation of provisions on gender equality in collective
agreements
Training and awareness for male and women union members on equal opportunities
Raising awareness and exchanging good practices on combating gender stereotypes
in schools
Research on the causes and consequences of the feminisation of the teaching
profession
Research on the obstacles and glass ceilings for women preventing them to reach
leading positions in the education sector
Research on the interests and needs of women and men working in the education
sector
Campaigns to promote mens presence in the profession
Campaigns to empower women and to promote their presence at leading positions in
the education sector
Other

If other, please specify:

11

____________________________________________________________________
____________________________________________________________________

15. How would you assess the measures from question 14 (Please score them according to
their impact from 1 (very small impact) to 5 (very big impact)?
Measure
Changing themes for negotiations in collective agreements to match female
workers interests
Dealing with gender equality issues in collective agreements
Monitoring the implementation of provisions on gender equality in collective
agreements
Training and awareness for male and women union members on equal
opportunities
Raising awareness and exchanging good practices on combating gender
stereotypes in schools
Research on the causes and consequences of the feminisation of the teaching
profession
Research on the obstacles and glass ceilings for women preventing them to reach
leading positions in the education sector
Research on the interests and needs of women and men working in the education
sector
Campaigns to promote mens presence in the profession
Campaigns to empower women and to promote their presence at leading
positions in the education sector
Other

Score

16. Is your Union implementing some activities to promote gender equality within the
Union, which are not formerly part of a written trade union policy?
YES

NO

17. Are there some of your unions main policies in which you have incorporated a gender
dimension (gender mainstreaming)?
YES

NO

If yes, please indicate which policies and the following details:

Policy

Impact expected

Measures used for the

incorporation of the
gender dimension

Problems encountered

12

13

II. GENERAL POLICY AND/OR LEGAL FRAMEWORK ON PROMOTING

GENDER EQUALITY AND EQUITY IN EDUCATION AT NATIONAL LEVEL

Part 2 of the questionnaire deals with national policy and legal frameworks on promoting gender
equality in society and in the education sector. It is aimed at understanding the overall national
context regarding gender issues, the specific policies that could exist on the promotion of gender
equality in the education sector, together with some structural and organisational aspects of the
national education system.
18. Are there an overall national policy and/or legal framework on gender equality3 in
your country?
YES

NO

If YES, please indicate its name, main trends and year of adoption. Please equally
indicate whether the policy is succeeding to a previous one:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

19. Are there gender-segregated statistics, including in the education sector in your
country?
YES

NO

If YES, please provide more information on who is collecting them and since when?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

Please notice that gender equality duties could also be part of a general Act/Legislation on Equality.

14

20. Are there schools which welcome female or male students exclusively in your country?
YES

NO

If YES, what is their percentage of the total amount of schools in your country?
____________________________________________________________________
____________________________________________________________________

If YES, at what education level are they situated?

____________________________________________________________________
____________________________________________________________________
21. As far as you are informed, are there an equal number of women and men in your
national Ministry of Education, at decision-making positions?
YES

NO

22. Are gender issues mainstreamed in the work of your national Ministry of Education?
YES

NO

I do not know

23. Is there a national policy on the promotion of gender equality in the education
sector in your country4?
YES

NO

If NO, please go directly to section III.

If YES, please indicate its designation, the year it has been adopted and whether it is part
of the overall national gender equality policy:
____________________________________________________________________
____________________________________________________________________

24. Is this policy accompanied by an official programme of actions regulating its

implementation?
YES

NO

Such a policy could include measures aimed at improving educational curricula and content, educational staff, etc.
Part III of this questionnaire deals in details with the possible gender equality measures to be implemented at
national level in the education sector.

15

25. As far as you are informed, were women and/or women organisations involved and/or
consulted during the drafting of the gender equality policy for education?
YES

NO

26. Does the national policy in the education sector include a specific timetable or period
for the implementation of the activities or is its lifetime indefinite?
Specific period of time No time period specified
Length of period:

27. Was your trade union involved and/or consulted during the drafting of the national
policy for gender equality in education?
YES

NO

If YES, please provide more information in which way?

____________________________________________________________________
____________________________________________________________________
28. According to your trade union, to what extend the national gender equality policy for
the education sector is (please put an X in the appropriate case) :
5

Comprehensible
Including clear guidelines on its implementation
Having a comprehensible timetable
Actors concerned/responsible for the implementation are
easily identifiable
Financially well-provided-for
Efficient
5= to a very good extend; 4= to a great extend; 3= to a small extend; 2= to a minimal extend; 1= not at all

29. Are there any mechanisms included in your gender equality policy, regulating its:

Monitoring
Final evaluation
Revision

YES
YES
YES

NO
NO
NO

If YES, please provide more information in which way (please put an X in the
appropriate case)?
Mechanism on
Monitoring
Final evaluation
Revision

Very efficient

Efficient

Not too efficient

Not efficient at all

16

30. What weaknesses can you identify within the policy on gender equality in education,
affecting its efficient implementation?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
31. In your view, what are the barriers to the full implementation of your national policy?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

17

III. COMBATTING GENDER INEQUALITY AND STEREOTYPES IN

EDUCATION: NATIONAL POLICY APPROACHES AND MEASURES

In question 23, we have asked you whether in your country, gender equality in the education
sector has been dealt with in a specifically dedicated policy. Whether or not there is such a policy
in your country, some of the following measures could have been implemented at national level.
Part 3 of the questionnaire aims at identifying which measures have been put in place in your
country and how do you assess these as teacher trade union.
32. Are there any actions addressing gender roles and combating stereotypes in
education, provided for in your country?
Yes

No (If no, go directly to question 33)

If YES, which of the following provisions have been implemented in your country? How
would you assess those of the measures according to their impact from 1 (very small
impact) to 5 (very big impact)5?
i. Gender-sensitive assessment of current curricula in order to evaluate the impact
they have on both genders
Yes
No
Impact .
ii. Gender-sensitive analysis and assessment of main school materials and other
learning/teaching tools
Yes
No
Impact .
iii. Gender-sensitive review of data on pupil attainment, attendance, drop-out and
exclusion
Yes
No
Impact .
iv. Gender-sensitive assessment of current teacher initial education
Yes
No
Impact .
v. Training on gender mainstreaming for school headmasters and teachers (Continuous
Professional Development)
Yes
No
Impact .
vi. Training on gender mainstreaming for staff representatives, i.e. shop stewards,
union members, etc.
Yes
No
Impact .
vii. Gender mainstreaming checklists, benchmarks, indicators and monitoring tools for
schools
Yes
No
Impact .
5

5= very big impact; 4= great impact; 3= small impact; 2= minimal impact; 1= very small impact

18

viii. Checklists for gender-responsive classrooms

Yes
No

Impact .

ix. Regular audits and review of equality materials in schools

Yes
No
Impact .
x. Whole school policies and strategies committing the school to gender equality
Yes
No
Impact .
xi. Actions to redress under representation of one gender within the school staff
Yes
No
Impact .
xii. Promotion of technical and scientific professions among girls and women
Yes
No
Impact .
xiii. Extra-curricular activities designed to attract equally girls and boys
Yes
No
Impact .
xiv. Training for teachers, supervisors and other school staff on procedures for
responding to sexist or homophobic behaviour
Yes
No
Impact .
xv. Other (please describe and indicate its impact):

Impact .

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

33. Are there any affirmative actions aimed at promoting women in decision-making in
the education sector provided for in your country?
Yes

No (If no, go directly to question 34)

If YES, which of the following provisions have been implemented in your country? How
would you assess those of the measures according to their impact from 1 (very small
impact) to 5 (very big impact)6?
xvi. Introduction of quotas for the filling of some positions within the school hierarchy
Yes
No
Impact .
xvii. Introduction of quotas for the filling of some positions within the Ministry of
Education
Yes
No
Impact .
6

5= very big impact; 4= great impact; 3= small impact; 2= minimal impact; 1= very small impact

19

xviii. Activities to promote women presence at decision-making positions in the Ministry

of Education
Yes
No
Impact .
xix. Activities to promote equal participation of women and men at the hierarchy
positions in the education sector
Yes
No
Impact .
xx. Activities to promote women representation when decisions are taken in schools
Yes
No
Impact .
xxi. Activities to promote women representation when decisions are taken in the
Ministry of Education
Yes
No
Impact .
xxii. Other (please describe and indicate its impact):

Impact .

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

34. Are there any actions aimed at supporting work-life balance provided for in your
national policy on gender equality in education?
Yes

No (If no, go directly to question 35)

If YES, which of the following provisions have been implemented in your country? How
would you assess those of the measures according to their impact from 1 (very small
impact) to 5 (very big impact)7?
xxiii. Activities to compensate for gender disadvantage or discrimination via childcare
facilities and maternity leaves
Yes
No
Impact .
xxiv. Activities to compensate for gender disadvantage or discrimination via flexible
working hours
Yes
No
Impact .

xxv. Sabbatical leave availability and promotion

Yes
No

Impact .

xxvi. Parental leave availability and promotion

Yes
No

Impact .

5= very big impact; 4= great impact; 3= small impact; 2= minimal impact; 1= very small impact

20

xxvii. Activities aimed at encouraging parents to share leave periods more equally
Yes
No
Impact .
xxviii. Other (please describe and indicate its impact):

Impact .

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
35. Are there any actions aimed at tackling the gender pay gap provided for in your
national policy on gender equality in education?
Yes

No (If no, go directly to question 36)

If YES, which of the following provisions have been implemented in your country? How
would you assess those of the measures according to their impact from 1 (very small
impact) to 5 (very big impact)8?
xxix. Activities to promote gender neutral pay system in the education sector
Yes
No
Impact .
xxx. Activities to promote a transparent pay system in the education sector
Yes
No
Impact .
xxxi. Activities to promote gender equality in employment in both private and public
education sector
Yes
No
Impact .
xxxii. Raising-awareness on labour market needs and career opportunities for both
genders in schools
Yes
No
Impact .
xxxiii. Activities to promote the participation of boys and girls in school and extracurricular activities not traditionally associated with their gender
Yes
No
Impact .
xxxiv. Teacher training on how to make both genders feel confident in choosing a nontraditional school and university subject for their gender
Yes
No
Impact .
xxxv. Career counselling in schools, which is not oriented towards traditional gender
career choices and stereotypes
Yes
No
Impact .

5= very big impact; 4= great impact; 3= small impact; 2= minimal impact; 1= not at all

21

xxxvi. Other (please describe and indicate its impact):

Impact .

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

36. Please describe any other national policies good practices not included in the list, which
you consider efficient in your country?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

37. Please describe a national policy practice which you have considered to have a negative
impact on gender equality in education in your country?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

22

IV. GENDER BALANCE IN THE TEACHING PROFESSION: RECRUITMENT,

CAREER DEVELOPMENT AND WORKING CONDITIONS

This part is aimed at identifying at what point there is a gender imbalance of workers within the
education sector, are there any career development differentials for women and men in the
teaching profession, as well as are working conditions in schools having an impact on teacher
career choice. Information on the eventual gender remuneration differentials in the teaching
profession will be assembled from the EI/ETUCE Teachers pay in Europe survey.

38. Please fill in the following table with the latest figures available (year 2000 onwards) in
your country:
Education
level

Education
personnel

Pre-school

School leadership
Teachers
Non-teaching staff
School leadership
Teachers
Non-teaching staff
School leadership
Teachers
Non-teaching staff
School leadership
Teachers
Non-teaching staff

Primary

Secondary

VET

Total
number
of full
time
workers

Women
full time
workers

Total
number
of part
time
workers

Women
Total
Women
part
number seasonal
time
of
workers
workers seasonal
workers

Please indicate also the source and year of the data:

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

39. Is there any recruitment strategy applied to the education sector in your country?
Yes

No

23

If YES, are there any specific provisions aimed at ensuring the presence of the underrepresented gender in the sector (i.e. quota targets, recruitments campaigns, deployment
strategies9, incentives, etc.? Please describe the provisions of the strategy:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

40. Is there any study implemented in your country, exploring the factors that affect an
individuals decision to choose teaching as a career?
Yes

No

If YES, please indicate the name of that study and the year of its implementation:
____________________________________________________________________
____________________________________________________________________

If YES, please describe the main results of that study:

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

Please describe any different trends occurring regarding women and mens choices:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
9

Strategies aimed at ensuring that teachers from the under-represented gender are attracted to areas with significant
shortages of teachers from that gender

24

41. What is the basis for a salary increase, a promotion or any other career development for
women teachers in your country?

Competence based
Performance assessment10
External evaluation
Age
Other

If other, please explain:

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

42. Is there any study implemented in your country, exploring how working conditions in
the education sector (class sizes, induction programmes, administrative support
availability, level of school autonomy, student discipline issues, lack of support from
management, salaries, material and technical equipment of schools, etc.) affect teacher
recruitment and retention in your country?
Yes

No

Please describe any different trends occurring regarding women and mens point of
views:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

10

This process concerns the assessment the overall performance of a teacher and/or a head teacher and the planning
of the individuals future development in the context of an education improvement plan.

25

Additional comments:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
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Thank you for your cooperation and for your time!

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