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

University of Educational Management, 52A Sichovykh Striltsiv Str., Kyiv, 04053, Ukraine

Kyiv National University of Technologies and Design, 2 Nemyrovycha-Danchenka Str., Kyiv, 01011, Ukraine

The Bohdan Khmelnytsky National University of Cherkasy, 81 Shevchenko Blvd., Cherkasy, 18031, Ukraine

V.N. Karazin Kharkiv National University, 4 Svobody Sq., Kharkiv, 61022, Ukraine

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-

https://orcid.org/0000-0002-0596-8534

https://orcid.org/0000-0002-4876-3563

https://orcid.org/0000-0002-0159-730X

https://orcid.org/0000-0002-9909-2165

https://orcid.org/0000-0002-4816-4579

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

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

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

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

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

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

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

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) ﬁve 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,

AET 2020 - Symposium on Advances in Educational Technology

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

Training on Gender Mainstreaming in Project Management: Case of International Donor Programs and Projects for Ukrainian Local

Communities’ Development

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.

UPMA’s 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;

AET 2020 - Symposium on Advances in Educational Technology

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

Communities’ Development

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:

AET 2020 - Symposium on Advances in Educational Technology

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

Training on Gender Mainstreaming in Project Management: Case of International Donor Programs and Projects for Ukrainian Local

Communities’ Development

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

AET 2020 - Symposium on Advances in Educational Technology

Figure 3: Gender mainstreaming at all stages of a project’s lifecycle. Mustakallio and

Tanhua 2011.

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

Assessment of target groups

4. Assessment of measures planned

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;

Training on Gender Mainstreaming in Project Management: Case of International Donor Programs and Projects for Ukrainian Local

Communities’ Development

− 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

− 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

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 ﬁve 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

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

– 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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