The Paradox of Gender Mainstreaming: Unanticipated Effects of New Modes of Governance in the Gender Equality Domain

2010 ◽  
Vol 33 (1) ◽  
pp. 118-135 ◽  
Author(s):  
Sophie Jacquot
2009 ◽  
Vol 16 (3) ◽  
pp. 271-290 ◽  
Author(s):  
Emilia Korkea-Aho

New modes of governance are proliferating at all levels, most prominently in the EU. One main characteristic of new governance is adjustability and revisability in the form of soft law. The non-binding nature of soft law is said to contribute to flexibility and diversity in Member States and to secure national autonomy. However, this article argues that while soft law may not be legally binding, it nevertheless has legal effects that throw flexibility and diversity of national action into doubt. Beginning by demonstrating that soft law may have discernible effects on practices in Member States, at the same time restricting Member State choices, the article goes on to develop a categorisation of those effects and to document them in detail. These are: judicial recognition by the European courts, explicit terms of soft law instruments, which demand special types of national implementing measures, the role played by non-state actors, and hybrid forms of regulatory instruments comprising soft and hard law provisions. The analysis shows a need to add variety to existing research on EU soft law, which has traditionally focused on the role of the judiciary in giving legal effects to soft law. Instead, we should be more attentive to the other three factors when discussing soft law. Besides the more holistic approach, research should also analyse soft law in a more case-specific manner in order to fully grasp the implications of choice of soft law in a domestic legal system.


2016 ◽  
Vol 15 (2) ◽  
pp. 173
Author(s):  
Yenita Roza

Gender mainstreaming being the big issues lately included in Indonesia. To improve the gender equality access for education Indonesian government been launching the schools program name “ Sekolah Berwawasan Gender”.  The aim of this study is to explore the schools’ achievement on that government program in The Province of Riau. Giving orientation program, schools were required to design and implement their specific program. Schools also get funded to accelerate their program. The assessment were done based on 10 standard on indicator of the program implementation. Data were collected through questionnaire and direct observation to the schools. This paper discuss finding based on the 10 standard that grouped into schools level and region of the schools. It was found that the highest achievement is reached for standard 3 (85%) that deal with learning outcome, the lowest achievement is given to the standard 5  (56%) about schools’ facilities. This finding will be used as recommendation for the schools and government to improve their program design and implementation of gender equality program.


2021 ◽  
Vol 9 (2) ◽  
pp. 157
Author(s):  
Cristina Miralles-Cardona ◽  
Esther Chiner ◽  
María Cristina Cardona-Moltó​

Western European countries have made impressive gender equality (GE) progress in education during the last few decades. Unfortunately, the implementation of gender mainstreaming (GM) in higher education has not been satisfactory. This paper describes a survey-based research study designed to explore student teachers’ perceptions of training for GE in teacher education (TE) using the Sensitive Assessment for Gender Equality (SAGE) index. The study firstly aims to analyse the factor invariance across degree of the SAGE and secondly tries to describe the status of GM implementation in teacher education programmes from students’ perspectives. Data were collected from 398 student teachers (84% female) aged 21.44, enrolled on two TE programmes from a public higher education institution in the Autonomous Region of Valencia (Spain). Using single and multi-group CFA the study revealed that the proposed three-factor structure of the SAGE fitted well to early childhood and elementary school student teachers’ data, thus suggesting equivalence between its components in both samples. Early childhood students scored significantly higher than elementary school student teachers in their reported perceptions of gender equality training and awareness of gender inequalities. Results will be displayed in terms of identifying institutional and curricular needs for GE education practices as findings reveal a clear demand for change.


2018 ◽  
pp. 19
Author(s):  
Γιώργος Οικονόμου

The process of European integration poses pressures for new modes of governance in the European space, allowing for the development of subnational mobilization. The European Grouping of Territorial Cooperation (EGTC) constitute a formal type of cross-border, inter-state and inter-regional co-operation aiming at improving social, economic, and territorial cohesion. This article focuses on the EGTCs as a new mode of multi-level governance. It is argued that motivation for participation in an EGTC stands for an essential precondition for attracting new members, however, is not suffi cient taking into account intervening variables which have an impact upon subnational mobilization.


2011 ◽  
Vol 46 (1) ◽  
pp. 126-144 ◽  
Author(s):  
Adrienne Héritier ◽  
Dirk Lehmkuhl

AbstractThis article raises the question of the link between new modes of governance and democratic accountability. Our definition of new modes of governance as modes refers to public policy-making that includes private actors and/or public policy-making by public actors that takes place outside legislative arenas, and which focuses on delimited sectoral or functional areas. We identify three different ways in which new modes of governance can be subjected to democratic control: parliamentary control, multi-stakeholder involvement and control through the public sphere and civil society at large. Building on a number of the illustrative insights from various empirical projects, we find that, in our cases at least, new modes of governance did not have a negative effect on existing patterns of democratic accountability. At the same time, neither multi-stakeholder policies nor the participation of civil society guarantee democratic accountability in the strict sense. We provide some evidence to the effect that, if institutionally linked to democratically elected governmental bodies – meaning, in this context, the European Parliament – it is more likely that negative externalities deriving from public policy-making in functionally segmented arenas of the European Union's multilevel polity will be dealt with in a more systematic way.


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