The work for greater equality is partly regulated in the Discrimination Act, both in terms of prohibitions against discrimination and requirements for active measures. There is also a requirement to promote an even gender distribution within the different categories of worker and in leadership positions. Information about gender equality can also be found in the Higher Education Act, the Higher Education Ordinance and the Employment Ordinance. In addition to this, there are appropriation directions (regleringsbrev) that set a gender distribution goal of 49 percent women for newly recruited professors.
Gender Equity Integration (Gender Mainstreaming)
Gender equity integration (gender mainstreaming) is a goal in the appropriation directions for the year 2023 (regleringsbrev) for universities and university-colleges whose mission it is to contribute to gender equality policy goals.
Since equality happens at the point when decisions are made, resources allocated and norms set, an equality perspective must form part of daily work. We have chosen to focus our work on four areas:
1. Knowledge about Gender Equity Integration (Gender Mainstreaming)
For work in this area to be successful, there needs to be an established understanding at the University about what it involves. This means making information about the work available and also about highlighting and acting on issues of equality in everyday practice. The goal is that everyone, in light of their role, has sound knowledge and understanding of gender equity integration (gender mainstreaming) and their own responsibility in this area.
2. Gender-Equal Career Opportunities
Taking into account the inequality issues that exist within academia, the aim is to ensure equal opportunity when it comes to credentials and careers. This includes not only matters relating to hiring and promotion but also matters relating to the distribution of research funds and the way that qualified and non-qualified work is distributed. The goal is that everyone who has a direct impact on decision-making must understand how underlying norms and attitudes can affect the assessment of competence and qualifications. As well, equality must be given consideration when planning work and allocating work duties and funding.
3. Gender-Equal Study and Work Environment
This third area focuses on an equal study and work environment. For employees, this is about, for example, job security and health. The area also includes work to prevent victimisation of all kinds as well as sexual harassment of both employees and students. The goal is to actively work to ensure that discrimination, harassment or other such victimisation does not occur. It is also about understanding and preventing the causes of higher levels of sick leave among women.
4. Gender Equality in Education
One gender equality policy goal emphasises how women and men, girls and boys are to have the same opportunities and conditions when it comes to education, study choices and personal development. As a university, we have a responsibility here to counteract gender-based study choices and to use the content and design of courses and programmes to raise awareness and challenge notions and structures. The goal is that everyone who has planned and who is motivated is to have the opportunity to pursue higher education. In addition, students are to acquire the necessary knowledge and understanding that will enable them to counteract inequality in their future professional work.