Local problems have been identified within each problem area and a number of activities are suggested, as pilot projects and other work units can focus on in the work on gender mainstreaming. (Read more about the background and analysis of these areas in the plan). The pilot projects that will be implemented will be documented so that their experiences can be used systematically in continued JIHU work, thus benefiting the entire organisation.
Within the two problem areas, gendered education choices and completion rates, four local areas have been identified to be continued to work with. These are:
The content of the education – this is about incorporating the gender perspective into education programs and courses - in the form of literature, lectures, exercises and examinations, in the quality systems that govern education and clarify the perspective of local degree goals and in the program and course evaluation system. It is also about developing procedures to take into account the perspective of presentation and communication of the education programs, which all pilot projects will work with.
The design of the education - generally means developing equal education methods for inclusive study environments. The knowledge that is conveyed, the pedagogical methods used and the relationships created in the classroom play a major role for the students' opportunity to benefit from education and sense of belonging to the selected areas of knowledge.
Competence development for university staff - to develop support structures within and outside the university (collaborative partners) in order to work with problem areas and support pilot projects in the implementation of efforts. It is also about systematically utilizing and maintaining internal competence in the field. A university pedagogical course in normative education has been developed to strengthen the skills and competences of managers and employees in the field. Developing introduction and managerial programs as well as communication support for different staff groups are further examples of actions that should be taken.
Collaboration with employers - means that the university and external partners work together on the gender perspective by developing, for example, teacher training, students' future working environments, providing knowledge support about the issue and creating forms of continuous knowledge and experience exchange. An example of planned actions is a joint workshop for, among others, university employees - communicators, student counsellors, program managers - and external partners, around which images of education programs and professions are communicated in internal and external communication.
For career paths initial efforts will focus on research education, and research environments in the long term, where the following areas will be examined and processed:
Governing documents for research education - introduce gender equality perspective into the quality system governing Doctoral education and those used by the Research and Research Programme Committee. The committee will review the governing documents relating to Doctoral studies, the routines and practices of meriting as well as introduce the perspective in career planning and staff appraisal.
Peer environment in research education - review the beliefs and norms that can create informal social structures, which affect the organisation of everyday academic work and internal relationships.
The following programmes will serve as pilot projects: Electrical Engineering (Electric Power Technology), Nursing Programme, Programme in Social Pedagogy with Västervik as well as Research Education.
Electrical Engineering (Electric Power Technology)
Internal and external work in the form of competence-raising efforts in the field of norm awareness as well as cooperation projects with, among others, Vattenfall.
Norm critical work within the education. The project in the Nursing education aims to provide teachers with the competence to educate norm-aware healthcare professionals, and to maintain and develop internal competence in the long term.
Programme in Social Pedagogy with Västervik
An externally funded collaborative project concerning new forms of work-integrated learning.
Focus on career paths.
The co-operation projects within the social pedagogy program, electrical power program and the nursing project will be followed by researchers, and the other initiatives will be systematically documented in order to ensure the ability to identify which processes should be changed to counterbalance inequalities and other authority structures, and provide examples of how this can be implemented.