Training on Gender Mainstreaming in Project Management: Case of
International Donor Programs and Projects for Ukrainian Local
Communities’ Development
Galina V. Berezhna
1 a
, Olena V. Aleinikova
2 b
, Oksana A. Kovtun
1 c
, Hanna B. Danylchuk
3 d
,
Vitalina O. Babenko
4 e
and Pavlo P. Nechypurenko
5 f
1
University of Educational Management, 52A Sichovykh Striltsiv Str., Kyiv, 04053, Ukraine
2
Kyiv National University of Technologies and Design, 2 Nemyrovycha-Danchenka Str., Kyiv, 01011, Ukraine
3
The Bohdan Khmelnytsky National University of Cherkasy, 81 Shevchenko Blvd., Cherkasy, 18031, Ukraine
4
V.N. Karazin Kharkiv National University, 4 Svobody Sq., Kharkiv, 61022, Ukraine
5
Kryvyi Rih State Pedagogical University, 54 Gagarin Ave., Kryvyi Rih, 50086, Ukraine
Keywords:
Gender Mainstreaming in Programs and Projects, Gender Training, International Donor Projects, Local
Development Projects, Project Management, Women in Project Management.
Abstract:
In recent years, the concept of gender mainstreaming in project management has become more popular and
in demand. Mainstreaming gender in project management cycle requires knowledge and skills of all stake-
holders and coordinated actions and commitments of all actors (government, international donors, territorial
communities, non-governmental organizations, educational institutions and others). The paper focuses on
finding an answer to the main question how to mainstream gender in project cycle management to ensure
effectiveness and gender-sensitivity of local development projects, taking into account the requirements of
international donor programs and projects. The paper highlights the main issues of theory and practice of
gender mainstreaming in programs and projects, engendering of community-based development projects, role
and participation of women in project management, prospects of implementing gender mainstreaming con-
cept in educational process for project managers. Questions which are raised in paper are: “What is gender
mainstreaming and how it should be implemented into project cycle?”, “How to mainstream gender in differ-
ent types of Ukrainian local-development projects according to requirements and approaches of international
donors and national legislation?”, “What is project management now and how it would change in the future?”;
“What is the current state of women in project management profession globally and in Ukraine?”; “What
challenges / barriers / obstacles women face as project managers?”; “Prospects for women in project man-
agement how can they meet challenges and overcome barriers?”, “How gender mainstreaming should be
implemented in the design of education policies and programs for project managers?”.
1 INTRODUCTION
The importance of diversity in project management
was emphasized by many researchers (Okoro, 2016;
Australian Institute of Project Management, 2020;
Hunt et al., 2015). Okoro (Okoro, 2016) considered
prioritizing diverse talent as a key resource for en-
a
https://orcid.org/0000-0002-0596-8534
b
https://orcid.org/0000-0002-4876-3563
c
https://orcid.org/0000-0002-0159-730X
d
https://orcid.org/0000-0002-9909-2165
e
https://orcid.org/0000-0002-4816-4579
f
https://orcid.org/0000-0001-5397-6523
hancing project success, and one way to achieve it
is to increase women’s participation in project man-
agement (in numbers as well as in levels and scope
of programs and projects). The Australian Institute
of Project Management (AIPM) identified “diversity
by default” as one of its core values but reported still
low level of female members (22%) (Australian Insti-
tute of Project Management, 2020). McKinsey’s re-
search defined diversity from two perspectives (gen-
der and ethnic/racial characteristics) and analyzed the
relationship between the level of diversity in the lead-
ership of large companies and companies’ financial
performance (Hunt et al., 2015). Authors found a
Berezhna, G., Aleinikova, O., Kovtun, O., Danylchuk, H., Babenko, V. and Nechypurenko, P.
Training on Gender Mainstreaming in Project Management: Case of International Donor Programs and Projects for Ukrainian Local Communities’ Development.
DOI: 10.5220/0010920300003364
In Proceedings of the 1st Symposium on Advances in Educational Technology (AET 2020) - Volume 1, pages 39-60
ISBN: 978-989-758-558-6
Copyright
c
2022 by SCITEPRESS Science and Technology Publications, Lda. All rights reserved
39
statistically significant relationship (correlation) be-
tween them (Hunt et al., 2015).
Issues of women as project managers were studied
from different aspects. Thus Bieli
´
nska and Osbert-
Pociecha (Bieli
´
nska and Osbert-Pociecha, 2018) ex-
amined the benefits of increasing participation of
women in project management as well as factors de-
termining their effectiveness (case of Poland). Hen-
derson et al. (Henderson et al., 2013) explored women
project managers as a group in the present project
context within which they work in order to identify
their project challenges and perspectives in this pro-
fession. Duong and Skitmore (Duong and Skitmore,
2003) examined the extent to which workplace prob-
lems may cause low numbers of women project man-
agers based on survey of the Australian Institute of
Project Management members.
Other area of research focus is the women
representation in the leadership of major projects
(Pritchard and Miles, 2018). This report explored
wider issues of social responsibility, organizational
culture and gender equality in order to find answer
why women continued to be underrepresented in lead-
ership of major projects and what it could mean
for the project management profession (Pritchard
and Miles, 2018). Mascia (Mascia, 2015) exam-
ined whether women have advantages over men at
transformational leadership (with greater emphasis
on emotional intelligence and interpersonal skills)
and if so what are the reasons of women under-
representation in project leadership. The differences
in gender managerial styles were studied in paper
(Rodr
´
ıguez et al., 2017).
Henderson and Stackman (Henderson and Stack-
man, 2010) explored gender differences in project
managers related to gender differences in their team
members (location to one another, use of technol-
ogy, the cost and size of project teams). Gender
equality issues of the project strategic management in
R&D organizations (case of Serbia) were examined
by Obradovi
´
c et al. (Obradovi
´
c et al., 1912).
Atkins-Hansen (Atkins-Hansen, 2001) examined
women in project management through a “glass ceil-
ing” concept (invisible barriers that prevent women
from advancing movement-development) which can
be analyzed from two perspective: 1) individual
project manager (particular female) and 2) project
management discipline. Maxwell (Maxwell, 2007)
explored negative consequences of “glass ceiling” re-
garding women in non-traditional jobs (particularly
female project managers) as well as the attitudes and
perceptions that prevent women to reach their full po-
tential as project managers.
Also authors examined articles from key journal
“Gender in Management” (GIM) published over the
period 2016–2020. GIM is the leading journal in
the field with focus on empirical research, theoretical
developments, practice and current issues within the
context of gender, management and leadership partic-
ular the theme of female entrepreneurship and man-
agement.
The main focuses of researches over this period
were corporate governance, analysis of differences
between women and men (from different prospects)
and conflict of interests. The topic of women’ lead-
ership particularly in male-dominated industries and
gender diversity in top management were examined
in a lot of articles. However the topic of women
in project management received less attention. In
this context worth mentioned article (Olofsdotter and
Randev
˚
ag, 2016) which examined how masculinities
are reproduced in project-based organizations (based
on construction project managers case study) with
practical recommendations of creating more equal
work-environment in the construction industry for fe-
male and male managers.
However, the issue of the role and participation
of women in project management is part of a broader
direction of research and practice, namely the imple-
menting of a gender approach (gender mainstream-
ing) in all spheres of life, including project manage-
ment in order to achieve gender equality. Ramsak
(Ramsak, 2017) studied the process of implementing
gender mainstreaming in projects and programs em-
phasizing that different types of projects have differ-
ent impact on gender norms and stereotypes. It is im-
portant to understand strategic entry points for inte-
grate key gender dimensions into project cycle as well
as monitor and evaluate project using gender indica-
tors.
A significant amount of research is devoted to
analysis of methods for mainstreaming gender equal-
ity particular in community-based development pro-
grams and projects and approaches and tools pro-
posed by international donors (Arenas and Lentisco,
2011; Haataja et al., 2011; UNIDO, 2015). Thus one
of the major points of implementing such projects
is integrating gender into project cycle management
as well as training project managers and teams re-
sponsible for design and development of effective and
sustainable local development projects using tools,
methodologies and principles with a gender perspec-
tive.
The main point of this paper is to find out answers
on following questions:
1) is gender mainstreaming and how it should be im-
plemented into project cycle;
2) to mainstream gender in different types of
AET 2020 - Symposium on Advances in Educational Technology
40
Ukrainian local-development projects according
to requirements and approaches of international
donors and national legislation;
3) is project management now, how it would change
in the future, and what is the current state and
challenges of women in project management pro-
fession;
4) for women in project management – how to meet
challenges and solve problems;
5) gender mainstreaming should be implemented in
the design of education policies and programs for
project managers.
2 GENDER MAINSTREAMING IN
PROGRAMS AND PROJECTS:
CONCEPT
Gender mainstreaming first came up as a concept in
1985 at the United Nations Third World Conference
on Women in Nairobi. In 1995, the Platform for
Action adopted at the Fourth World Conference on
Women in Beijing explicitly called upon governments
and other actors to promote gender mainstreaming.
Gender mainstreaming is based on the recognition
that:
1) men and women have different needs and living
conditions, and that development policies can af-
fect them differently;
2) women tend to have more limited access to and
control over power, money, human rights, infor-
mation, justice, resources, benefits and decision-
making opportunities, and therefore more limited
opportunities to participate;
3) projects should be designed in a way to ensure that
men and women benefit from them equally and
that neither group is inadvertently disadvantaged
or ignored (Council of Europe and Directorate of
Internal Oversight, 2015; Commonwealth secre-
tariat, 2019).
Mainstreaming gender means ensuring equal op-
portunities and non-discrimination practices in all
policy development and implementation. If gender is
mainstreamed, all actions should be planned, imple-
mented, monitored, reported on, and evaluated with
a gender perspective in mind (Council of Europe and
Directorate of Internal Oversight, 2015, p. 7).
Thus gender mainstreaming is a strategy that was
formally included in the Beijing Platform for Action
in 1995 and is most often defined by the 1997 United
Nations Economic and Social Council (ECOSOC) in-
terpretation of the term: “Mainstreaming a gender
perspective is the process of assessing the implica-
tions for women and men of any planned action, in-
cluding legislation, policies or programs, in any area
and at all levels. It is a strategy for making women’s
as well as men’s concerns and experiences an integral
dimension in the design, implementation, monitoring
and evaluation of policies and programs in all polit-
ical, economic and societal spheres so that women
and men benefit equally and inequality is not perpetu-
ated. The ultimate goal is to achieve gender equality”
(UNIDO, 2015, p. 4).
Gender mainstreaming includes creating and shar-
ing knowledge, awareness and responsibility for gen-
der equality. It is also a strategy for including the con-
cerns of girls/women and boys/men in the design, im-
plementation, monitoring and evaluation of education
policies and programs so that girls and boys, women
and men benefit equally (Frei and Leowinata, 2014,
p. 8).
The Council of Europe defines the concept of
gender mainstreaming as “the (re)organization, im-
provement, development and evaluation of policy pro-
cesses, so that a gender equality perspective is in-
corporated in all policies at all levels and all stages,
by the actors normally involved in policy-making”
(Council of Europe and Directorate of Internal Over-
sight, 2015, p. 8).
Gender mainstreaming is a very effective tool for
achieving gender equality. Gender mainstreaming
means that gender equality issues are integrated into
all activities. Gender mainstreaming is not a one-time
activity, instead, it requires ongoing attention. The
range of activities involved in gender mainstreaming
includes:
identifying gaps in gender equity;
raising awareness about inequality;
promoting and building support for change;
providing resources and expertise to make needed
changes,
monitoring results and evaluating progress;
providing information about the results of gen-
der mainstreaming activities (Frei and Leowinata,
2014, p. 33).
Taking the gender perspective into account means
that the objectives and contents of activities can be
developed to better meet the different needs of various
groups. It therefore represents one way of improving
the quality and impact of activities.
Gender mainstreaming is necessary for several
reasons:
Training on Gender Mainstreaming in Project Management: Case of International Donor Programs and Projects for Ukrainian Local
Communities’ Development
41
1) identify gender differences and inequality;
2) make the case for taking gender issues seriously;
3) design policies and plans that meet women’s and
men’s needs;
4) monitor the differential impact of policy, project
and budget commitments on women and men
(Frei and Leowinata, 2014, p. 35).
The aim of gender mainstreaming is to change
gender neutral (taking no account of gender) ways
of thinking and procedures, and the related operating
culture (Haataja et al., 2011). The ultimate goal of
gender mainstreaming is advancing gender equality;
it’s not mainly about increasing women’s participa-
tion, it “facilitates equal opportunities, benefits and
outcomes for girls/women and boys/men” (Frei and
Leowinata, 2014, p. 6).
Key steps to process of gender mainstreaming:
1) conduct a gender analysis (collect sex-
disaggregated data and analyze these data
by using a “gender analysis”: Who is valued?
Who makes the decisions? Who has a say
over resources? Who is rewarded? Who has
the power to act? Who is overlooked? What
strategic and practical needs are being addressed
or overlooked?);
2) involve women and men in creating the agenda
(identify the obvious, less obvious and least ob-
vious gender equality issues and gaps through
an analysis of the data and through consultations
with both women and men to make an appropriate
diagnosis of the problems);
3) develop actions that fit the context and design
projects that address these issues (What kind of
change is required: legal, policy, cultural, ser-
vices, personal, political?);
4) build capacity for change (Commonwealth secre-
tariat, 2019; Frei and Leowinata, 2014).
Progress of gender mainstreaming implementa-
tion was introduced as a concept of gender main-
streaming ladder (table 1) (Frei and Leowinata, 2014,
p. 37).
Factors influencing the level of gender main-
streaming (based on the research results on gen-
der mainstreaming in cooperation programs and
projects):
1) the internal triggers and reasons for gender main-
streaming:
staff members are more likely to mainstream
gender if they consider it relevant for their work
and/or have undergone some gender training
(staff members who are interested in the sub-
ject matter are more likely to perceive gender
mainstreaming as relevant for their work than
those who are not);
peers and senior management are more of a
supporting factor than any entities and struc-
tures whose mandate it is to promote gender
equality or to coordinate cooperation; item[]
the most important internal obstacle to gender
mainstreaming in cooperation relates to a lack
of gender mainstreaming training and gender
analysis tools available for staff;
2) the external triggers and reasons for gender main-
streaming:
the influence of the donor was a very significant
factor for introducing the issue of gender into
programming (especially the Canadian Interna-
tional Development Agency, the Scandinavian
countries and Switzerland insist on the incor-
poration of gender issues);
the interest of cooperation partners in the issue:
(a) sometimes governments specifically request
gender mainstreaming since they have iden-
tified the issue of gender equality as a pri-
ority area: as a result of their own analysis
or specific requests from international institu-
tions such as the European Union (EU), which
make improvements in gender equality a pre-
condition to providing (continued) support;
(b) a high level of awareness on the part of the
civil society local and international non-
governmental organizations (NGOs) (Council
of Europe and Directorate of Internal Over-
sight, 2015).
EU introduced dual strategy for promoting gen-
der equality which entails that the gender perspective
must be included in all planning, activities, decision-
making and assessment on program and project level,
in addition to separate gender equality program and
projects being implemented from time to time to
achieve more marked leaps in development (Haataja
et al., 2011).
Therefore government and international develop-
ment actors often use a combination of two strategies
in order to promote gender equality:
1) gender equality intervention (specific intervention
with the primary aim of promoting gender equal-
ity);
2) gender mainstreamed intervention (intervention
which mainly aims at objectives other than gen-
der equality but which promotes gender equality
in addition to these other objectives, meaning that
AET 2020 - Symposium on Advances in Educational Technology
42
Table 1: Gender mainstreaming ladder.
Stage Content
Stage 6
Learning and action mainstreaming
Gender equality changes have clearly been acted on,
systems for monitoring and evaluating results are set up,
further gender analysis is done based on the new data,
and more changes are introduced as needed.
Stage 5:
Implemented mainstreaming
It is clear how the institutions and teachers acted
on the gender-equality changes recommended by the
gender analysis, and integrated them into the curricula.
Stage 4:
Institutionalized mainstreaming
The results of the gender analysis are evident in some
aspects of how the institutions or teachers acted on the findings,
including by changing the curricula
Stage 3:
Integrated mainstreaming
A gender analysis is done, but there is little evidence of how
the institutions or teachers consistently acted on the
findings or made changes to the curricula.
Stage 2:
Pro forma mainstreaming
A token sentence or paragraph is found in institutional or
curriculum design documents, with no evidence that it
affected the structures, how teachers are trained or how
classes are taught.
Stage 1:
Zero mainstreaming
There is no mention of gender equality anywhere,
or just an obviously superficial reference.
everything they do also promotes gender equal-
ity) (Council of Europe and Directorate of Inter-
nal Oversight, 2015).
In this paper authors are concentrated on the sec-
ond type of strategy – gender mainstreamed interven-
tion.
Mainstreaming gender in projects aims to avoid
the creation or reinforcement of inequalities, which
can have adverse effects on both women and men. It
also implies analyzing the existing situation, with the
purpose of identifying inequalities, and developing
policies which aim to redress these inequalities and
undo the mechanisms that caused them (Stella et al.,
2017).
The European Institute for Gender Equality sug-
gests that gender be mainstreamed throughout the
project lifecycle and proposes seven tools and meth-
ods of incorporating gender in project planning and
management:
1) gender analysis;
2) gender audit;
3) gender awareness-raising;
4) gender budgeting;
5) gender equality training;
6) gender evaluation;
7) gender impact assessment (Stella et al., 2017).
Five questions to promote gender equality in
project planning:
1) data: have we counted all women and men;
2) analysis: do women/girls and men/boys have a
fair share;
3) participatory engagement and accountability:
have both women and men been consulted;
4) policy, action, resources: have we invested
equally in women and men;
5) individual, organizational, social change: deci-
sion makers and project team have the skills,
knowledge and commitment to make a lasting
change (Commonwealth secretariat, 2019).
3 INTERNATIONAL DONOR
PROGRAMS AND PROJECTS
FOR LOCAL DEVELOPMENT
TO SUPPORT COMMUNITIES
IN UKRAINE
The current approach to mainstreaming gender equal-
ity in development cooperation is the result of a grad-
ual process of reflection in the international com-
munity, in both academic and development circles
(Haataja et al., 2011).
The World Bank defines community-driven devel-
opment (CDD) as programs which “operate on the
principles of local empowerment, participatory gover-
nance, demand-responsiveness, administrative auton-
Training on Gender Mainstreaming in Project Management: Case of International Donor Programs and Projects for Ukrainian Local
Communities’ Development
43
omy, greater downward accountability, and enhanced
local capacity” (Browne, 2014, p. 1).
CDD is strongly supported by the World Bank
and much of the literature comes from the World
Bank’s reports and publications. There is a reasonable
amount of evidence and rigorous research conducted
on gender outcomes, although this could be strength-
ened.
Key lessons from the literature are:
1) elite capture is a significant concern (“uncon-
trolled” CDD will not necessarily benefit women,
the poor and other disadvantaged groups);
2) women’s participation is a central problem (they
do not usually have the time and/or confidence to
contribute to community planning processes);
3) to reach women and other disadvantaged groups,
CDD needs to have explicit targets for them or
mandatory participation requirements (programs
with an explicit gender strategy are more likely to
impact on women’s empowerment than programs
without clear gender equality goals);
4) programs which allow women-only space appear
effective in enabling women’s voice and develop-
ing projects that respond to women’s needs;
5) CDD programs struggle to change attitudes and
norms around women’s social position (they are
often successful at engaging women in projects,
but fail to make significant changes in the long-
term);
6) examples of positive gender outcomes are im-
proved women’s participation in village-level
meetings and processes; personal empowerment
and voice; women’s access to services; increased
skills and independent income (Browne, 2014).
The challenge of elite capture has prompted donor
control of targeting and active gender-equality poli-
cies.
Strategies to overcome obstacles:
1) implementing partners with an explicit gen-
der inclusion strategy were more successful at
achieving high rates of women’s participation in
decision-making than partners without a clear
strategy;
2) quotas are a commonly used tool to overcome the
challenge of women’s participation;
3) implement women-only groups to discuss, pro-
pose and manage CDD projects;
4) NGOs have tackled the obstacles to women’s par-
ticipation by attempting to free up their time and
by capacity building.
CDD programs should have a gender balance in
their own staff, particularly with enough female facil-
itators to engage effectively with female beneficiaries.
The local elections on October 25, 2020 end the
second phase of decentralization in Ukraine. The suc-
cess of decentralization largely depends on the co-
ordinated work of all participants in the process
the government, parliament, associations of local self-
government (LSG), the donor community, experts.
The main advantages of decentralization and the
reform of local self-government implemented on its
basis from the point of view of LSG include the fol-
lowing:
1) ensuring the strategic freedom of participants in
the management process in territorial communi-
ties;
2) formation of bases of self-organization and gener-
ation of incentives for active activity in communi-
ties;
3) creating a balance of real LSG independence
(freedom of choice in decision-making respon-
sibility for their results);
4) stimulating interest in the appropriate end results;
5) the growing role of leaders and the forma-
tion of incentives for their personal development
(Bezugliy, 2017).
The Ministry for Communities and Territories De-
velopment of Ukraine (MinRegion) is the main body
in the system of central executive bodies that ensures
the formation and implementation of state policy in
the field of local self-government development, terri-
torial organization of government and administrative-
territorial organization.
Ukraine has established a Donors’ Council, which
brings together all programs and projects provided by
international donor organizations to support decen-
tralization processes in Ukraine (Ministry of Regional
Development, Construction and Municipal Services
of Ukraine Implementation of Decentralization in
Ukraine).
In order to reap the benefits and meet the chal-
lenges, achieve the set goals and achieve the planned
result, the project approach to management is gradu-
ally introduced in the local communities and the tools
and methods of project management are applied. This
trend of increasing the role of the project approach
in local socio-economic development in Ukraine is in
line with European trends, where projects are a means
of achieving priority goals in regional strategic plan-
ning (Bezugliy, 2017).
For the united local communities (ULCs, gro-
madas), projects are now becoming the main means
AET 2020 - Symposium on Advances in Educational Technology
44
of implementing change. Thus, within the framework
of the state financial support for the development of
ULCs, subvention funds from the state budget were
provided to the gromadas’ local budgets for the im-
plementation of infrastructure projects. The Resolu-
tion of the Cabinet of Ministers of Ukraine of March
16, 2016 No. 200 approved the “Procedure and con-
ditions for granting a subvention from the state budget
to local budgets to support the development of united
local communities, which stipulates that the subven-
tion is provided for implementation of projects prop-
erty” (Cabinet of Ministers of Ukraine, 2016).
Also, gromadas have the opportunity to submit
project applications for the implementation of invest-
ment projects and regional development programs for
funding from the State Regional Development Fund
(SRDF), which is created within the state budget
and allows to start financing regional development
projects in Ukraine on a competitive basis and accord-
ingly to regional development strategies.
The study of the peculiarities of the project ap-
proach application in local self-government, which
was conducted during 2014–2016 through online sur-
veys of 273 representatives of local communities, re-
vealed a number of problems, namely:
1) focus on short-term and small-budget projects
on traditional topics (often implemented large-
budget and medium-budget projects only 12% and
17% of respondents, respectively);
2) low readiness (and ability) to conduct a thorough
project analysis (project analysis is carried out by
50% of respondents);
3) absence in the communities of specialists trained
for project activities (27% of respondents) as well
as project activities regulations and reglaments
(almost 50% of respondents);
4) the communities need for external methodolog-
ical support for the use of project management
tools and the high-quality projects development
(more than 90% of respondents) (Bezugliy, 2017,
pp. 155–156).
Currently, the creation of ULCs is accompanied
by an increase in demand for the introduction of
a project approach in community activities and the
use of tools and methods of project management for
planning and achieving local development (Bezugliy,
2017).
There are the following main areas of project ap-
proach application in ULCs:
1) formation of state (regional) target programs;
2) implementation of priorities identified by ULCs’
development strategies;
3) solving certain problems of local development.
In this context, local development projects are de-
fined as: an instrument of systemic change manage-
ment; the main tool of implementing strategic goals
/ priorities and achieving the mission; “a leading tool
for the programmed achievement of community de-
velopment goals” (Bezugliy, 2017, p. 34).
Local self-government projects are defined as
“projects of strategic development of local commu-
nities, which are implemented at the request of the lo-
cal self-government body and implemented with the
involvement of state and non-state sources of funding
and participating organizations” (Bezugliy, 2017, p.
58).
Specifics of local self-government projects: usu-
ally complex multifaceted sets of works, pursue a
wide range of goals, are performed with the involve-
ment of different categories of participants and are as-
sociated with obtaining various benefits for the local
community (Bezugliy, 2017).
Researchers distinguish 2 groups of local develop-
ment projects:
1) investment projects (create material objects, re-
quire capital investments for their financing, for
obtaining which in most cases investment attrac-
tion special mechanisms are required);
2) social projects (create, mainly, intangible objects
or other public goods; do not require capital in-
vestment and can be implemented through current
funding, or various grants that do not involve cap-
ital expenditures) (Bezugliy, 2017).
Over the last two decades, decentralization and
support for the development of local self-government
have become the main areas of international coopera-
tion.
In Ukraine, one of the possible sources of fund-
ing for local development projects is grants from in-
ternational donor organizations and foundations (as
the main source for funding individual projects and
as co-financing of projects). The activities of inter-
national donor organizations require significant activ-
ity and a certain level of project skills development
on the part of communities. However, in local com-
munities, grant activities are underdeveloped and at-
tracting grant funding raises many questions and often
requires methodological external support for commu-
nities (Bezugliy, 2017).
According to the portal decentralization.gov.ua,
within the framework of international cooperation to
support decentralization and local self-government
reform, 25 international donor organizations pro-
grams and projects are currently being implemented
Training on Gender Mainstreaming in Project Management: Case of International Donor Programs and Projects for Ukrainian Local
Communities’ Development
45
in Ukraine; the assistance amount is CHF 9,277 mil-
lion; USD 55,0 million; EUR 154,81 million; SEK
41,71 million; CAD 19,489 million.
The largest (in terms of funding) ve existing
international programs and projects implemented in
Ukraine to support local development:
1) program “Support to decentralization reform in
Ukraine / U-LEAD with Europe: Program for
Ukraine on local empowerment, accountability
and development” (funding: EUR 152,3 million;
implementation period: 01.01.2016–31.12.2023)
(Official website and main information portal of
local governance reform and territorial organiza-
tion of power in Ukraine , decentralization);
2) the United Nations Recovery and Peacebuilding
Pogramme (UN RPP) (funding: USD 80 million;
implementation period: 01.11.2014–31.07.2022)
(Official website and main information portal of
local governance reform and territorial organiza-
tion of power in Ukraine , decentralization);
3) the program “Decentralization brings better re-
sults and efficiency” (DOBRE) (amount of fund-
ing: USD 50 million; implementation period:
08.06.2016–07.06.2021) (Official website and
main information portal of local governance re-
form and territorial organization of power in
Ukraine , decentralization);
4) project “Partnership for urban development”
(PLEDDG) PROMIS Project (funding:
CAD 19,5 million; implementation period:
27.03.2015–31.12.2020) (Official website and
main information portal of local governance
reform and territorial organization of power in
Ukraine , decentralization);
5) “E-Governance for accountability and partic-
ipation program” EGAP program (fund-
ing: CHF 9,4 million; implementation pe-
riod: 01.05.2015–30.06.2023) (Official website
and main information portal of local governance
reform and territorial organization of power in
Ukraine , decentralization).
Main findings of gender mainstreaming in coop-
eration based on an overview of the extent to which
gender has been mainstreamed in cooperation inter-
ventions between the Council of Europe and member
states/neighborhood cooperation countries (mainly
the period 2014 to 2017) and which could be taken
into account for designing and implementing local de-
velopment projects in Ukraine:
1) while about half of the survey respondents per-
ceive gender to be mainstreamed in cooperation
interventions, gender mainstreaming is only vis-
ible in very few logical frameworks and strate-
gic documents that guide cooperation interven-
tions (Council of Europe and Directorate of In-
ternal Oversight, 2015, p. 12);
2) the different gender mainstreaming techniques
have been applied to varying extents: techniques
that require only a very small degree of familiarity
with gender mainstreaming concepts (gender bal-
anced participation in events) are used more fre-
quently than more sophisticated measures (gender
impact analysis and gender budgeting) (Council
of Europe and Directorate of Internal Oversight,
2015, p. 21), figure 1 (Council of Europe and Di-
rectorate of Internal Oversight, 2015, p. 13).
In order to participate in international donor pro-
grams and projects and receive grant funding, com-
munities need to build “project capacity” – to acquire
the necessary knowledge, skills and experience in
project management with gender mainstreaming per-
spective at all levels and stages.
4 THE ROLE AND
PARTICIPATION OF WOMEN
IN PROJECT MANAGEMENT:
CURRENT STATE AND
CHALLENGES
Project management is a relatively new area still de-
veloping as profession (Pritchard and Miles, 2018),
however the last years world demand for project man-
agement is rapidly increasing (Bieli
´
nska and Osbert-
Pociecha, 2018).
By the estimation of the World Bank more
than 20% of global economic activity proceeds
as projects (Pritchard and Miles, 2018). Projects
differ in size, cost, scale: from small local or
within-company projects to multi-national, multi-
million-valued, development-critical, politically sen-
sitive projects aiming to solve the most complex
world challenges.
Many companies worldwide implement project
management in their operations which leads to ad-
vancing project management towards higher levels,
with more strategic focus and alignment with orga-
nizational goals (Atkins-Hansen, 2001).
Project Management Job Growth and Talent Gap
2017–2027 report (Project Management Institute,
PMI) estimates that by 2027 87,7 million individuals
working in project management-oriented roles will be
needed across the globe (Anderson Economic Group,
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Figure 1: Extent of use of gender mainstreaming techniques (on a scale of 1 – “never” to 5 – “always”).
2017). Projectification studies that were conducted
in particular countries or regions, including Germany
(German Project Management Association, GPM),
Norway and Iceland, suggest that the average national
projectification level is around 33% of the country’s
GDP (Pritchard and Miles, 2018).
In this context the skills deficit is indicated to be-
come a global issue to be addressed in all regions
(skills gap) (Okoro, 2016) and project-based organi-
zations are challenged by increasing skill shortages
(Australian Institute of Project Management, 2020).
With growth of project management professional-
isation issue of advanced paradigm becomes impor-
tant (Pritchard and Miles, 2018). The high role in
this process plays organizations like Project Manage-
ment Institute and their charters in countries around
the globe, International Project Management Associ-
ation IPMA, national project management organi-
zations (Australian Institute of Project Management
AIPM, Chartered Institute of Personnel and Develop-
ment – CIPD).
Important issue for achieving project success and
overcoming this shortage of employees considers di-
versity (Okoro, 2016). Taking in consideration that
project management has been a male-dominated pro-
fession and still remained despite a significant in-
crease of “critical mass” of women (for many reasons
which would be characterized later in paper) diversity
means first of all increasing participation of women
(Bieli
´
nska and Osbert-Pociecha, 2018). So diversity
would define as a number of women participating in
project management at all levels.
Managerial careers in general have traditionally
been male oriented with women considering being
less effective exerting authority (Duong and Skit-
more, 2003). In addition to complex challenges for
project management profession due to high uncer-
tainty and ambiguity embedded in project environ-
ments women face the added challenges.
Current context of project management for
women:
the marginalization of women from the role
of project manager (project manager is non-
traditional job for women) (Maxwell, 2007);
the lack of women in the leadership of major
projects (women working in the profession of
project management are not breaking into the sig-
nificant role of project manager) (Pritchard and
Miles, 2018).
The research results (based on the log-linear anal-
ysis of 211 female project managers in North Amer-
ica) show significant associations among women
project managers’ career, age, cost of their projects,
and their professional certifications (Henderson et al.,
2013). Demographics and characteristics that exem-
plify the project and team environments for women
project managers:
women 50+ years old are more likely to have a
project management certification;
women 50+ years old are more likely to have man-
aged more costly projects;
women with a project management certification
are more likely to have managed larger projects;
larger projects are more likely to cost more and
have more geographically dispersed project mem-
bers (Henderson et al., 2013).
Factors which explained the under-representation
of women in the leadership of larger projects:
most comes from STEM subjects and via partic-
ular “project-dense” sectors engineering, con-
struction, technology, defense, transport – that are
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still predominately male (from school to gradua-
tion and career choice);
challenges of balancing an all-encompassing lead-
ership role with other responsibilities (caregiving
roles are still predominantly of women);
“social judgment and ideals” of leadership
(stereotypes and perceptions old and new of
the roles men and women play at work and in so-
ciety) (Pritchard and Miles, 2018).
Researches identified four advantages and four
disadvantages for female project managers (table 2)
(Henderson et al., 2013).
The interest in gender equality issue within the
concept of project management is growing in the lit-
erature (Obradovi
´
c et al., 1912). However in Ukraine
this direction of research is at the beginning stage
(there are no systematic studies on the role and par-
ticipation of women in project management). Lack
of data (not mentioned of its gender aggregation) on
project management is one of the obstacle on this way.
In the context of project management profession-
alisation there are 2 bodies in Ukraine:
1) Ukrainian Project Management Association
“UPMA”/”UKRNET” (UPMA, 2021);
2) Project Management Institute Ukraine Chapter
“PMI Ukraine Chapter” (PMI Ukraine Chapter,
2021).
Ukrainian Project Management Association
“UPMA” is a professional project management asso-
ciation in Ukraine which is “focused on promoting
project, program and portfolio management using
the competence development models of stakeholders
with the possibility of their international certification”
(UPMA, 2021). Since 1993 UPMA is a member of
the International Project Management Association
(IPMA). Since 1997 UPMA has a direct cooperation
agreement with a Project Management Institute
(PMI).
Among other types of professional activities
UPMA conducts international certification of profes-
sional project managers, organizations, consultants
and trainers (teachers) based on the IPMA system.
UPMAs website (UPMA, 2021) provides informa-
tion on project managers who have received certifi-
cates based on which gender data desegregation was
made (table 3).
Only 27,8% women holds professional certificates
granted from UPMA. Taking in consideration that
women with a project management certification are
more likely to have more opportunities for prominent
careers this gender gap could be starting point for fu-
ture researches.
The Project Management Institute Ukraine Chap-
ter (“PMI Ukraine Chapter”) is official representative
of the international non-profit organization Project
Management Institute (PMI). The top-management of
“PMI Ukraine Chapter” (gender structure):
1) President – 1 (man);
2) Vice presidents 7 (2 women; 5 men) (PMI
Ukraine Chapter, 2021).
Only 2 women (25%) are on senior leadership po-
sition in organization. Such disproportion between
men and women in project manager role is confirmed
also by the gender structure of PMI association, where
in 2008 30% of the members were women and 70%
men.
Common barriers to women’s advancement in
profession (particular in project management):
1) the leaky pipeline (the problem of retaining
women at every level of the organization);
2) maternity and caring (significant “funneling” of
women before reaching senior leadership roles
occurs around the ages of 28–40, and is particu-
larly challenging for those returning from mater-
nity leave);
3) recruitment (there are gendered barriers facing
women seeking new employment opportunities);
4) leadership (the pressures of leadership roles mean
that women aren’t always seen as a desirable op-
tion, negative attitudes about the ability of women
to lead);
5) gender pay gap (a difference in the pay of men and
women women typically earn less than men in
comparable work);
6) sexist stereotypes (sexist behaviors and attitudes
persist in organizations);
7) apathy towards diversity and gendered career
choices (the push for gender balance masks
the differences in representation between typi-
cally female-dominated and male-dominated pro-
fessions) (Pritchard and Miles, 2018; Maxwell,
2007).
Women project managers’ challenges could be di-
vided on 2 groups:
1) general (the gender issues common for all types
of women’ professional development, reflection
of historically masculine domination in societies):
traditional stereotypes towards women;
discrimination against women at the work-
place;
difficulties of combining work and family;
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Table 2: Women’s self-described advantages and disadvantages working in the project management profession.
Type Characteristic
Advantages
Hurdlers
Strengths in communication, collaboration, and building professional relationships
enabled them to overcome barriers in their roles as project managers.
Context setters Context-sensitive and empathetic styles as project managers
Team managers
Being competent team managers (to bring diverse people together on project teams,
and knowledge of how to create cohesiveness)
Presence The unique manifestations of women project managers as themselves
—Disadvantages—
“It is a man’s world” Men controlling power circles or inner circles from which women were excluded
Proving credibility Credibility gaps between women and the men with whom they work
Stereotypes Women were negatively stereotyped in some manner
Dismissed Being pushed aside, discounted, and/or dismissed by males in their workplaces
Table 3: Certified project managers (based on the data from UPMA – Ukrainian project management association).
Type / level of certification Female project managers Male project managers
PPMC 1 2
PMC 2 4
Level A 10 25
Level B 18 51
Level C 17 50
Level D 7 23
Level E 18 24
P2M 31 91
Total 104 270
27,8% 72,2%
difficulties of accessing informal networks, and
mentoring relationships;
lack of support from male and female col-
leagues;
low level of motivation, self-confidence, and
career aspiration;
2) specific (the project culture additional challenges
to women):
organizing under conflict, co-operative leader-
ship, integrative thinking, ability to make quick
decisions to adapt to the changing and group
working dynamics;
different management styles and adopting male
styles to survive in a masculine environment;
insufficient initial understanding of the project
team cultures;
difficulty working with people onsite because
of harassment and joking;
difficulties in applying particular project man-
agement techniques (Australian Institute of
Project Management, 2020; Bieli
´
nska and
Osbert-Pociecha, 2018; Duong and Skitmore,
2003).
Research findings regarding the job challenges
that women project managers identify reveal six sig-
nificant factors: visibility/risk, informal/persistence,
formality, networks, newness, and diversity (Hender-
son et al., 2013).
A difference in the pay of men and women for
comparable work in Ukraine is more than 20%. Ac-
cording to the State Statistics Service in Ukraine the
ratio of average wages of women and men is ranged
75–79% (table 4) (State Statistics Service in Ukraine,
2020).
Table 4: A difference in the pay of men and women for
comparable work in Ukraine.
2015 2016 2017 2018 2019
Ratio, % 74,9 74,6 78,8 77,7 77,2
Pay gap, % 25,1 25,4 21,2 22,3 22,8
The target set for 2020 is 80% (decreasing gender
pay gap to 20%).
AIN published a research by hh.ua on wages in the
project management sector in Ukraine. Experts ana-
lyzed this sector by vacancies over the past 5 years in
terms of gender desegregated data. The main results
of the study (Yarovaia, 2020):
Training on Gender Mainstreaming in Project Management: Case of International Donor Programs and Projects for Ukrainian Local
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1) men top-managers significantly prevailed on
women (70% of men’s resumes and 30% of
women’s resumes, 2019);
2) gender differences in project management areas
(men apply more: Production, Transport, Logis-
tics, Finance; women apply more: Sales, Market-
ing, Advertising, PR, HR);
3) significant difference in expected income from
men and women (table 5).
Table 5: Expected income applying on project manager po-
sition.
Salary range, UAH Women, % Men, %
Up to 24 400 29 23
Up to 48 800 56 38
Up to 73 200 5 19
Up to 97 700 5 9
Up to 122 100 5 5
More than 122 200 0 6
Total 100 100
These challenges result in the lack of career
progress, inappropriate job assignment and training
opportunities available for women; reduces the num-
ber of high profile projects and assignments offered to
women; leads to the scarcity of females in decision-
making positions.
Even in industries where the majority are women
as, for example, in cultural management in Ukraine,
women’ role is usually less visible and valuable com-
paring to men. Often, even on similar roles and po-
sitions (as project managers), women in practice do
more. Among the recommendations to change this
situation should be mentioned following: promoting
of women’s self-realization models through educa-
tional initiatives and/or in the media, implementation
of best practices and increasing women representa-
tion.
5 HOW TO IMPLEMENT
GENDER MAINSTREAMING IN
PROJECT USING PROJECT
MANAGEMENT
INSTRUMENTS
Gender mainstreaming is the main instrument imple-
mented in all interventions with specific actions ad-
dressing gender gaps, inequalities and discrimination
and anchoring gender in the organization. Project Cy-
cle Management (PCM) is a standard tool, relied on
around the developing world, consisting of intercon-
nected steps for managing programs or projects in a
systematic, holistic, result-oriented and accountable
manner.
Gender mainstreaming is not an isolated exercise,
but an integral part of the project or policy cycle. It
is not an “add on” to project work but rather a tech-
nique to employ in all planning to ensure projects are
even more efficient and effective. Practical gender
mainstreaming is about running through a checklist of
questions to ensure you have not overlooked anything
or anyone. Thus it is about asking the right questions
(Commonwealth secretariat, 2019).
Many development programs are implemented
following a cyclical model, both at program and
project level. A cyclical model divides the program
development entity into five stages. Integrating gen-
der strengthens the existing planning approach and
methodology. It consists in engendering all steps and
processes of PCM. At different cycle steps questions
are asked to ensure that the processes and results in-
tegrate gender needs.
On program level, gender mainstreaming involves
the inclusion of this perspective in the various stages
of the program cycle depending of development
project types in regards to degree of gender equality
promotion. Therefore it is important to identify and
acknowledge the significance of gender at all stages
of the cycle (Haataja et al., 2011).
At project level, the gender perspective may be ac-
counted for in two ways:
1) plan and implement a “gender equality project”;
2) plan and implement a development project, in
which gender is mainstreamed in the way required
by the program, and to the required extent. It is
important to identify the significance of gender
equality in all projects not only to gender equal-
ity projects (Haataja et al., 2011).
Gender mainstreaming the project cycle serves to
ensure that the intervention advances women’s equal
participation as decision makers in shaping the sus-
tainable development of their societies and reduces
gender inequalities in access to and control over the
resources and benefits of development. These objec-
tives are based on two principles:
1) women and men have different needs, roles, inter-
ests and access to resources and their benefits in
local communities;
2) women and men have to play equally important
roles in achieving inclusive and sustainable local
development (UNIDO, 2015).
Overall, projects can be classified into four cate-
gories:
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25
of regional differences exist, in this respect, between women and men,
when the age factor is also taken into account? What kinds of people live
in different parts of Finland? Do regional changes affect women and men
in different ways? Do women in rural areas have different opportunities
to men in having an influence?
3.3. Development programmes are implemented following a
cyclical model – gender mainstreaming as well
Like many other development programmes, Structural Fund Programmes
are implemented following a cyclical model, both at programme and
project level. A cyclical model divides the programme development entity
into five stages. Figure 2 depicts the programme cycle stages within
green text frames.
Figure 2. Gender mainstreaming in project work and programming. Leinonen and
Haataja 2010.
EMPLOYMENT
QUALITY OF LIFE
Programming: V
Assessment of results,
experiences and things
learned in develop-
ment work
ECONOMIC DEVELOPMENT WELLBEING
COMPETITIVENESS COMPETENCE
REGIONAL DEVELOPMENT A LEARNING ORGANISATION
Strategies and program-
ming; I priorities and
themes
Strategies and program-
ming; II planning of
implementation
Embedding and mainstreaming
of results and best practices
Preliminary stage of project
planning: need and problem
analysis, idea creation
Final assessment and distribution
of results, best practices and
things learned
Project planning
Programming; IV monitoring
of implementation, project
monitoring and assessment
Programming;
III handling and funding
decision process
Project implementation,
monitoring and continuous
assessment (incl. develop-
ment and assessment of
best practices)
GENDER
MAINSTREAMING
SIVUN LEVEYS 140 mm
Figure 2: Gender mainstreaming in project work and programming.
1) gender-targeted projects;
2) projects with significant gender dimensions;
3) projects with limited gender dimensions;
4) projects with minimal gender dimensions
(UNIDO, 2015).
A checklist for project planners on gender main-
streaming in projects:
1) clarify for yourself what gender mainstreaming
entails at all stages of the project;
2) gain additional knowledge, training or guidance
in gender mainstreaming for the project you are
planning, if you feel that you cannot do all of this
by yourself;
3) find out about gender equality and the gender per-
spective regarding the operating target of your
project. This will provide a factual basis for plan-
ning;
4) on the basis of the knowledge gained, assess the
significance of gender at all stages of project;
5) make gender visible in project application and
project plan; proceed systematically, one project
phase at a time, and describe the concrete means
and methods for taking account of the gender per-
spective;
6) plan and implement project so that the gender per-
spective is taken into account in all phases, and to
ensure that the project promotes gender equality
in addition to other targets (Haataja et al., 2011)
(table 6 (UNIDO, 2015, p. 45)).
The following phases can be indicated in gender
mainstreaming (integration) in project activities:
1) assess the significance of the gender perspective
in project activities;
2) when the gender perspective does play a role in
project activities, at the project planning stage as-
sess the significance of the gender perspective for
each project phase;
3) during project implementation, account should be
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Table 6: Gender mainstreaming checklist for projects.
Question Yes No +/-
1. Does the project explicitly address a gender issue or issues?
If so, please describe how and if not, please provide an explanation.
2. Does the background/context analysis of the project examine:
(a) the different situations of women and men
(b) the impacts the project will have on different groups
3. Will the project collect and use sex disaggregated data and
qualitative information to analyze and track gender issues?
4. Are outcomes, outputs and activities designed to meet the
different needs and priorities of women and men?
5. Does the results framework include gender-responsive
indicators, targets and a baseline to monitor gender equality results?
6. Have adequate financial resources been allocated for the
proposed gender activities (vis-a-vis per cent of total budget)?
7. Are women/gender focused groups, associations or gender
units in partner organizations consulted/included in the project?
8. Does the project ensure that both women and men can provide
inputs, access and participate in project activities (target at least 40%
of whichever sex is underrepresented)?
9. Has a gender expert been recruited or do the project staff have
gender knowledge and have gender related tasks incorporated
in their job descriptions?
10. Will all project staff be sensitized to gender
(online courses, training)?
11. Is there gender balanced recruitment of project personnel
and gender balanced representation in project committees?
12. Will the monitoring and evaluation of the project cover
gender issues and monitor behavioral changes towards greater gender equality?
taken of the gender perspective throughout the
project, in accordance with the project and com-
munication plans. Attention to the gender per-
spective must be monitored, assessed and reported
on throughout the project (Haataja et al., 2011).
The significance of the gender perspective must be
assessed at all stages of the project lifecycle (figure 3)
(Haataja et al., 2011, p. 44).
5 key steps of gender mainstreaming in PCM:
1) identification – gender analysis;
2) design and planning – gender objectives and indi-
cators;
3) implementation – gender in monitoring;
4) evaluation and monitoring – gender in evaluation;
5) completion – gender in reporting.
How introduce gender mainstreaming in project
as a document: project design document (guidance
on the kind of information and analysis that you need
to apply in order to ensure that your project demon-
strates that it meets the needs of both men and women,
boys and girls) (Commonwealth secretariat, 2019).
1. Recommendation for project summary: ensure
that you reflect in this section the gender impli-
cations of the project which you have identified
and address by carrying out analysis.
2. Recommendation for background: Identify the
position of men and women prior to project de-
velopment with respect to participation, access
and control over resources, norms and values and
rights.
Issues to consider:
the government have a statement of political
will for enhancing gender equality and basic
legislation that prohibits discrimination on the
basis of gender;
laws or policies well work in practice; who has
responsibility for tracking them;
the division of labor between men and women
at formal, informal, community and family lev-
els;
who has access to and control over resources
(including time, information, money and eco-
nomic power and opportunities, education and
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Figure 3: Gender mainstreaming at all stages of a projects lifecycle. Mustakallio and
Tanhua 2011.
44
GENDER
MAINSTREAMING
Embedding of project results and
mainstreaming of best practices
Assessment and
dissemination of
project results
Project implementation,
monitoring and
assessment
Project planning:
Planning of objectives and
measures
First stage of
project planning:
Analysis of the initial
situation, the key
problem and the
operating
environment
SIVUN LEVEYS 144 mm
B. Assess the signicance of gender perspective at various stages of
the project
The significance of the gender perspective must be assessed at all stages
of the project. On the basis of information gained from the assessment,
project objectives, measures and ways of implementing them are planned
so as to promote gender equality. Account must also be taken of the gender
perspective in project monitoring and assessment, and in communications
and the dissemination and embedding of best practices.
Hence, project assessment from the gender perspective involves the following
phases:
1. Assessment of the initial situation, the key problem and the operating
environment
2. Assessment of project goals
3.
Assessment of target groups
4. Assessment of measures planned
5.
Assessment of monitoring and assessment methods
6. Assessment of communications
7. Assessment of dissemination and embedding of best practices
Figure 3: Gender mainstreaming at all stages of a project’s lifecycle.
training, work and career, IT and communica-
tion, social services, mobility, land and produc-
tive resources);
the barriers to women’s participation and pro-
ductivity and their reasons do they exist; the
impact of these for planed project;
the government implement gender-responsive
budgeting (Commonwealth secretariat, 2019).
3. Recommendation for problem to be addressed:
identify how your project will impact on women
and men differently.
Issues to consider:
numbers of men and women equal in terms of
the project’s target beneficiaries;
difference in values attached to women and
men;
men and women access to resources in order to
benefit from the project;
gender stereotypes and gendered cultural and
social norms and values which affect men and
women in the implementation of this project;
stereotypes and values as an obstacle for men
or women in fully enjoying the benefits of the
project;
men and women rights to benefit from the
project;
historical gaps and perceptions which prevent
men and women from fully benefiting from the
does the project challenge the existing gender
relations between men and women (division of
labor, responsibilities and opportunities);
taking into account the local contexts and real-
ities (Commonwealth secretariat, 2019).
4. Issues to consider for rationale of project:
the need for this project should be identified by
women or by men;
the targets (both direct and indirect) of the pro-
posed project; who will benefit–lose; gender-
disaggregated data in evidence to identify base-
line and gaps for both men and women;
both women and men in organization, mem-
ber countries and partner organizations have
been consulted on the problem the project is
to address; they have been treated with equal
respect, as decision-makers, implementers and
participants;
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how have women been involved in the develop-
ment of the project proposal;
the long-term impact of the project in regard
to women’s increased ability to take charge of
their lives, and to take collective action to solve
problems (Commonwealth secretariat, 2019).
5. Issues to consider for beneficiary institutions and
lessons learnt:
how will this project strengthen the institu-
tions directly responsible for gender equality
and women’s empowerment in the country and
civil society organizations;
how will the project advance partnerships be-
tween interested parties;
how will the project bridge gaps between men
and women;
identified in this area gender gaps, the barriers
to women and men benefiting equally from past
projects;
how have these addressed in project;
practical steps taken to avoid reinforcing
stereotypes (Commonwealth secretariat, 2019).
6. Issues to consider for gender mainstreaming.
6.1. What are the gender issues in the central prob-
lem that this project aims to addresses:
will project challenge current barriers to gen-
der equality or will it reinforce these barriers;
will any activities targeted at woman empower
them or marginalize them more.
6.2. What results relating to gender equality and
empowerment of women will the project pro-
duces:
will project result in mechanisms being estab-
lished to increase participation of women in
leadership roles and decision making;
will project strengthen members’ capacities to
eliminate violence against women;
will project result in women’s increased ac-
cess to economic resources;
will this technical assistance and other support
be more gender responsive;
will policies, systems, budgets and processes
have been put in place for gender mainstream-
ing;
will performance monitoring and evaluation
mechanisms be more accountable for gender
equality.
6.3. What specific strategies will the project use to
achieve the proposed results:
training for staff and teams on gender analy-
sis;
resources and budgets committed to gender
equality projects;
revision and implementation of policies to re-
flect gender equality;
gender-disaggregated data collected;
partnership with international and local
women’s organizations;
identification of gender policy gaps in current
project research;
gender monitoring structures and reporting
mechanisms established/strengthened;
gender equality awareness raising (Common-
wealth secretariat, 2019).
7. Recommendation for project description: remem-
ber all strategic outcomes will have different im-
plications for men and women which is needed to
address to ensure a successful outcome for both.
Therefore even if the intermediate outcome in
project is not gender equality and women’s em-
powerment you need to still include gender spe-
cific activities, outputs and short term outcomes
in your project.
Issues to consider:
how will outcomes address the identified needs
of both men and women;
do outcomes include a broader commitment to
improving gender equality and transforming in-
stitutions and attitudes that perpetuate gender
inequality;
do planned activities involve both men and
women; any additional activities needed to en-
sure that a gender perspective is made explicit
(training in gender issues, additional research,
tools provided);
who will implement the project; have these
partners received gender mainstreaming train-
ing, so that a gender perspective can be
sustained throughout implementation; both
women and men participate in implementation
(Commonwealth secretariat, 2019).
8. Issues to consider for Logical framework:
indicators measure the gender aspects of each
outcome;
the indicators are gender-disaggregated and
compare the situation of men to women and
show an aspect of their relative advantage;
gender-specific indicators indicate an improve-
ment in women’s empowerment.
9. Issues to consider for risk management:
stereotypes or structural barriers that may pre-
vent one or the other gender from fully benefit-
ing from the project;
AET 2020 - Symposium on Advances in Educational Technology
54
factors which might help the project to promote
gender equality and factors which might hinder
it;
how could the attitudes and commitment of the
different stakeholders influence the promotion
of gender equality;
planned activities are gender responsive; what
needs to be revised (Commonwealth secre-
tariat, 2019).
10. Issues to consider for monitoring and assessment
plan:
both men and women will be equally involved
in the process of monitoring and evaluation;
the process will be gender sensitive (Common-
wealth secretariat, 2019).
The Logical framework approach (LFA) is a com-
prehensive methodology to plan, manage, monitor
and evaluate a project. It is a core tool required by the
EU in project cycle management (van Osch, 2010).
The LFA is a process by which the EU, partner
organizations and other stakeholders use a common
way of thinking to build, manage and evaluate their
projects. The key tool in the logical framework ap-
proach is the LogFrame matrix (van Osch, 2010). The
LogFrame results from a participative and/or consul-
tative process among stakeholders and is used as a ref-
erence tool throughout the project cycle. Drawing up
a Gender Mainstreamed Logframe means that gender
issues are integrated from the first step. Both women
and men should be involved from the start in a partic-
ipatory process which enhances ownership during the
whole project cycle (van Osch, 2010).
The Logframe is a crucial tool to engender the
project cycle (table 7) (van Osch, 2010, p. 12).
Quality frame is proposed to be applied for differ-
ent project stages with gender dimension:
I relevance:
1) consistent with EU policy commitments to
mainstreaming gender in development cooper-
ation;
2) consistent with, and supportive of, partner gov-
ernment policies and relevant sector policies,
guidelines and regulations;
3) stakeholder analysis/ institutional capacity as-
sessment: evidence that gender specialists and
representatives of women’s groups have been
consulted throughout the process;
4) problems appropriately analyzed: background
data/situation analysis disaggregated by age,
sex and other factors;
5) lessons learned from previous gender main-
streaming actions are incorporated; linkages
made with current and planned gender main-
streaming activities;
II feasibility:
1) objectives and work program linked to gender
equality policy objectives; project purpose de-
tails how benefits and results are to be enjoyed
by men and women, and how this will be mea-
sured and verified;
2) clear resources and cost implications, include
costs related to gender equality objectives;
3) management arrangements are clear and sup-
port institutional strengthening and partner
ownership: they reflect gender equality princi-
ples, give equal voice to men and women and
ensure that inputs are
4) clear monitoring, evaluation and audit arrange-
ments: consistent use of gender-disaggregated
indicators; resources for gender-sensitive data
collection;
5) identification of risks/risk management to elim-
inate impact of external factors which can ham-
per a gender-sensitive overall objective;
6) the project is environmentally, technically and
socially sound and benefits are sustainable:
(preliminary) relevant information on gender
and other social/environmental issues included;
III effectiveness:
1) project remains relevant and feasible to all
groups, including women and/or other target
groups identified;
2) project objectives are achieved and the re-
sults delivered in equitable manner as originally
planned (adjustments if relevant);
3) project is being well managed: equal opportu-
nities principles are implemented; gender in-
equality issues are reflected in project reports,
and corrective actions taken; information is
gender-disaggregated;
4) sustainability issues are being effectively ad-
dressed so that gender equality achievements
are maintained and built upon beyond the life
of the project;
5) good practice principles of project cycle man-
agement, including in gender mainstreaming,
are applied by project management tools like
Logframe approach (van Osch, 2010).
Training on Gender Mainstreaming in Project Management: Case of International Donor Programs and Projects for Ukrainian Local
Communities’ Development
55
Table 7: Engendering the Logframe.
Stage The Logframe matrix context
Identification
It is used to help stakeholders to analyze the problems of different groups
and to identify the best solutions for ensuring equal rights and benefits
for men and women.
Formulation
It is used to formulate project plan with objectives which reflect a gender
perspective, measurable results based on gender-disaggregated data,
resource allocations based on gender responsive budgeting, management
strategy and responsibilities which enhance gender equality.
Implementation
It is used to ensure equal rights, opportunities and benefits for men and
women who participate in the project and/or who are to benefit from the
project; to internal monitoring by target groups and for gender aware
external monitoring.
Evaluation
It is used to evaluate the gender specific performance, results,
outcomes and impact of the project.
6 PROSPECTS FOR WOMEN AS
PROJECT MANAGERS AND
ENGENDERING TRAINING OF
PROJECT MANAGERS
A strategic response prioritizing diverse talent as a
key resource for delivering successful projects has
been seen as a mean to ultimately increase women’s
participation at all levels of project, program and port-
folio management. A five key elements strategy is
proposed and advocated (table 8) (Okoro, 2016).
Another way to increase women participation in
project management at all levels could be achieved
through dedicated programs that focus on specific
goals (so called diversity programs) (Hunt et al.,
2015). These programs could be designed to raise the
representation of women in project-oriented organi-
zations as well as in particular projects. McKinsey
has identified techniques that can be used to enhance
the effectiveness of diversity programs (Hunt et al.,
2015).
Identifying and sharing good practice could be an-
other way to increase role and participation women in
project management for three reasons:
1) increasing visibility of women project managers
at all levels of their careers as well as their pro-
fessional achievements would create positive role
models;
2) interactive experience and supporting networks;
3) creating the right context for diverse talent to
thrive (Okoro, 2016).
Some employers provide brilliant examples of
good practice. BAE Systems (a company with a large
cohort of project managers and ranked fourth in The
Times top 50 Employers of Women) have a ve strand
vision on diversity and inclusion that attracts, sup-
ports and retains its employees (Okoro, 2016).
The good practice should be shared and promoted
by wide range of stakeholders (groups, educators and
employers/employees who together can change be-
haviors and culture). This is especially important task
and priority for leadership with influence in profes-
sional institutions, organizations or groups to formu-
late strategy as well as prioritize and champion con-
sidered initiatives.
Powerful project management organizations al-
ready advocate ideas of empowering women in
project management. Australian Institute of Project
Management (AIPM) have identified “the eight
imperatives” that Australian governments, society,
AIPM members and project management industry
need to address to remove the barriers to women’s
progression generally, and project management ca-
reers in particular:
1) valuing women;
2) workforce participation;
3) affordable childcare;
4) flexible work;
5) industry and occupational segregation;
6) gender pay gap;
7) superannuation gap;
8) workplace psychological safety (Australian Insti-
tute of Project Management, 2020).
Researchers determine the following conditions
for success these initiatives and interventions:
the intervention must be part of a “coherent plan”
with sufficient time schedule and resource;
the company (projects) must have an inclusive
culture;
AET 2020 - Symposium on Advances in Educational Technology
56
Table 8: Strategic approach “Diverse talent”.
Key elements Main points
Leadership
Vision
Communication
Embedding change
Processes
Inclusive
Flexible, not stifling
Resolve bottlenecks
Culture
Culturally intelligent
Emotionally intelligent
“Investors”
Innovation
Multiple entry routes including career changers
Spot and encourage
Welcome and reward
Nurturing
Explicit and fair progression routes
Challenging opportunities
Developing talent
the intervention frame should be designed in a
way that shapes all employees;
initiatives should seek to transform or challenge
the balance of power in an organization (projects);
the approach should be intersectional, complex;
challenging the base of privilege;
the interventions should call for the reflexivity of
participants and individuals experiences within a
wider context of societal inequality (Pritchard and
Miles, 2018).
Nowadays there is a tendency to increase the par-
ticipation of women in the management generally and
in project management particularly (Bieli
´
nska and
Osbert-Pociecha, 2018). Women project managers
develop their networks (both formally and informally)
for support, visibility and encouragement (Hender-
son et al., 2013). One example of the initiatives is
Celebrating Women in Project Management by Elise
Stevens. By her own words she provides “a channel
for women’s voices to be heard, supported and em-
braced in project management” through creating net-
work of female project managers (Stevens, 2021).
The main consideration on why do we have to pro-
mote gender mainstreaming in University:
legal requirements and commitments (interna-
tional, national and regional levels) when gov-
ernments have signed on to international human
rights standards and have a duty to protect and
promote the human rights of men and women;
gender equality is now a widely accepted marker
for international donors and agencies and is there-
fore a requirement for building credible and sus-
tainable partnerships (Commonwealth secretariat,
2019).
While authorities and project actors must them-
selves engage in the development of work processes,
development can be supported by means of training
and consulting. According to the Action plan for
the implementation of the Government of Ukraine’s
Commitments under the Biarritz Partnership for gen-
der equality, approved by the Government, the Min-
istry of Education and Science of Ukraine is respon-
sible for ensuring the implementation of the gender
equality principles in education namely:
development and approval of the Strategy for the
implementation of gender equality in the field of
education until 2030;
approval of the action plan for the implementation
of the Strategy for the implementation of gender
equality in the field of education until 2030;
introduction of anti-discrimination examination
of educational content;
gender audit of educational institutions (Cabinet
of Ministers of Ukraine, 2020).
Therefore the gender mainstreaming in education
becomes an important issue to be considered.
Gender training is an important tool for gender
mainstreaming. It provides people with awareness,
knowledge and practical skills about gender equal-
ity that help them reflect on and change their self-
perception, their ways of relating to others, their
beliefs, their problem-setting and problem-solving
skills, and their competence and knowledge. It also
motivates people to implement gender mainstreaming
and to work towards gender equality (Frei and Leow-
inata, 2014).
How training contributes to gender equality:
Training on Gender Mainstreaming in Project Management: Case of International Donor Programs and Projects for Ukrainian Local
Communities’ Development
57
training has led to notable outcomes at the per-
sonal/individual level for the participants involved
(changes in attitudes and practices concerning
gender in/equality and related issues; increased
the skills and confidence of participants, which
has facilitated the increased participation and rep-
resentation of women in the public sphere and
formal politics; advanced the capacity of partic-
ipants to integrate gender into their work, as well
as strengthening their advocacy skills in gender
equality);
changes can also be noted at the institutional level
(generated “change agents”, causing a multiplier
effect which helped to institutionalize knowledge
from the training; increased the capacity of part-
ner organizations to conduct gender analysis, fa-
cilitate training and provide technical assistance
in the area of gender equality; the tools devel-
oped during training sessions have often raised
awareness of gender issues in institutions and in-
creased the value accorded to gender mainstream-
ing by senior management) (Ferguson et al., 2016,
pp. 14-15).
Four key themes for analysis and further discus-
sion:
1) diverse nature of training for gender equality (its
characteristics and impact vary widely; there is no
one “type” of training for gender equality; train-
ings differ in their lengths, the modalities they use,
and the kinds of objectives they pursue);
2) the importance of theory of gender and theory of
change adopted which profoundly shapes the ob-
jectives and outcomes of training;
3) training’s embeddedness in long term change
projects (training should be structurally embed-
ded in such processes, leadership and manage-
ment commitment, conducive political institu-
tional context and follow-up initiatives to sustain
the institutionalization of knowledge from train-
ing);
4) budgets issue (the implementation of regular or
more wide-ranging trainings require additional,
specifically-directed funds) (Ferguson et al.,
2016).
To enable longer-term results (long-term changes
in individual attitudes and institutional practices),
measures beyond training are required. It needs to
incorporate of a gender transformative approach in
project design, research, articles, and tools (Fergu-
son et al., 2016). Therefore, other measures focused
on achieving and supporting sustained results are also
necessary, like as:
establishment of radio programs and channels for
women;
advocate for local policies and budget allocations
for gender equality and women’s empowerment
therefore advocacy theme could be introduced
as a part of studying disciplines or as separate
course;
created a network of self-help groups for female
project participants.
7 CONCLUSIONS
Despite the tendency to increase participation of
women in project management they are still under-
represented and project manager marks as non-
traditional job for women. Women working as
project managers usually are not assigned to signifi-
cant role and mega-projects. Beyond managing com-
plex projects, women face the added challenges of
having to prove their credibility many times over and
in multiple ways.
Indications of maintained marginalization of
women in project management: low level of women
participation in project management; mostly insignif-
icant role of women as project managers (usually
female managers were assigned less ambitious, less
complex and lower risk projects).
In the context of skills gap in project management
the role and participation of women could be cru-
cial. The strategies to increase women role as project
managers should be developed and promoted by wide
range of stakeholders (groups, educators and employ-
ers/ employees) with special emphasizing on cham-
pionship of professional institutions, organizations or
groups.
Achieving sustainable and lasting changes in com-
munities projects development for the benefits of
men and women requires the introduction of a gen-
der mainstreaming at all stages of the project cycle.
Project managers must be trained and given a set of
techniques and skills for the practical implementation
of gender mainstreaming in their activities. An im-
portant role in this process can and should be played
by educational institutions for the introduction of spe-
cial training and courses on gender mainstreaming in
project management.
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