From 2021, the section on gender equality in the program analysis template is designed to rhyme with UKÄ's writings for review of the quality system regarding gender equality. According to UKÄ's writings, each higher education institution must ensure that gender equality is taken into account in the content, design and implementation of the education.
UKÄ's assessment basis for gender equality
"A gender perspective is taken into account, communicated and systematically anchored in the content, design and implementation of the education."
KTH's interpretation of the different parts of the assessment basis
A gender perspective is taken into account
That a gender equality perspective is taken into account means that knowledge and awareness of gender equality is given importance and affects the content and form of the education.
That a gender equality perspective is communicated means that the education is affected and that this is made visible in course plans, follow-ups, intended learning outcomes formulations, etc.
An anchoring of a gender equality perspective means that knowledge and awareness of gender equality affects education, and that this is made visible in documents, and that decisions that this is made become clear and that it is followed up and evaluated.
Systematically means that there is a long-term plan for how knowledge and awareness of gender and equality is integrated in all programs, and that implementation is followed up continuously.
Content means that knowledge about gender is conveyed in the education so that students can account for basic concepts in gender research and that they have basic knowledge of theories that describe the meanings of gender in society, in working life and at the individual level.
With this knowledge, students can, for example, interpret different expressions of inequality and balance of power in society and in working life, and that students are aware that there is discrimination legislation, gender equality policy goals, global goals for sustainable development, methods for gender equality work, etc. that aim to increase gender equality, diversity and equal conditions in society and working life.
For teachers, content about gender-conscious pedagogy is added, including knowledge about group dynamics, majority and minority effects, change methods etc.
Design means that there is a clear structure for when and how the integration takes place in all programs. That this is worked in via degree goals and learning goals, and that there is a clear structure for follow-up via program analyzes in the quality system. It is about how skills and abilities, values and attitudes within the field of gender equality are ensured, how this is followed up and remedied if necessary.
Implementation involves gender-conscious pedagogy. Measures must be taken to work for inclusive gender equal and equitable teaching and an educational environment free from discrimination. It is about how the teachers carry out the teaching, i.a. that they acquire knowledge of and practice gender-conscious pedagogy and that there are routines and information to counteract harassment and sexual harassment.
