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In order to support Higher Education and Research Institutions in assisting, monitoring and evaluating their GEPs there are a number of ready-to-use templates, drawn from Project-wide experience, to be used as tools.

The self-assessment process

1. At the onset of the project, each partner guides the collection of existing secondary baseline data, based on tailor-made templates;

2. Drawing upon these baseline data, as well as additional subsequent primary data collection the implementing partner conducts a self-assessment of the overall performance during the project, with particular reference to institutional impact.

Guidelines for the Self-Assessment of GEPs

1. Use self-assessment methodology for quality assurance of GEPs to support legitimacy and in-house dialogue and to measure institutional performance of the implementation of these plans to foster gender equality.

2. Provide a testing ground for building and adapting GEPs, setting targets and monitoring progress via measurable indicators, such as:

• Gender ratios at undergraduate, postgraduate, post-doctoral, all academic grades.
• Representation of wo/men on Committees, governing bodies and faculty groups;
• Gendered experiences in the workplace (via employee surveys): harassment, stress, discrimination, workplace culture and management styles;
• Childcare provision and family-friendly supports.

3. Continuously evaluate successful measures and results, to ensure that:

• Quality improvement is conducted throughout the lifespan of the project;
• Actions are measured against appropriate targets.

The target group of the guidelines comprises any actors in charge of or interested in conducting an assessment of (parts of a) GEP. These may include coordinators, gender equality bodies and quality management entities.