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Caliper - Plan d'égalité des genres (version courte)
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GEP Short version (September 2021)
This project has
received funding from the European
Union's Horizon 2020 Research and Innovation programme
under Grant Agreement No 873134
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Faculty of Sciences
Brussels School of
Engineering
This document presents
the
Gender Equality Plan
(GEP)
that the
Université
libre de Bruxelles
(ULB)
has approved for its two
STEM faculties
:
within the framework of
the EU-funded CALIPER
project.
contributing to the
European Research Area
(ERA) priorities on gender
equality, and
stimulating
dialogue and
collaboration
between
academia, public
authorities, professionals,
and industry players to
tackle gender inequalities.
CALIPER
is a Horizon 2020
European project that aims at
enhancing the gender balance
in STEM fields
, thereby
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identifying gender inequalities
,
implementing
innovative strategies
to correct them, and
setting targets and
monitoring progress
via indicators.
A
GEP
is a set of actions aimed at:
The present GEP seeks
to promote gender equality in STEM
fields
, thus contributing to both
scientific excellence and the
core values of ULB
, a committed university that defends the
principle of free inquiry, refuses all arguments of authority,
and promotes democracy, freedom, equality, and social
justice.
Gender
equality
plan
(GEP)
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- leads to economic benefits
- fosters the attraction and retention of talents
- increases excellence in research quality
- creates better work environments
- is leverage for organizational change
- is a matter of fairness, democracy and credibility
Gender equality...
European Institute for Gender Equality (2016),
Gender Equality in Academia and
Research. GEAR tool
. Luxembourg: Publication Office of the European Union.
01
02
03
04
CALIPER Team
Project management &
GEP drafting
Steering Committee
GEP consultative
&
decision-making
role
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Working Group
Gender
assessment
R&I Hub
Consultative
role and design of collaborative actions
Laurent Licata, Professor,
Project academic leader
Patricia Mélotte, PhD,
Gender & diversity officer
Sara Aguirre, PhD,
R
esearcher and project manager
3 Internal groups (ULB)
1 External group
R&I Ecosystem
Michel Verstraeten
,
Vice-rector for gender & diversity
Olivier Markowitch
,
Dean of the Faculty of Sciences
Frédéric Robert
,
Dean of Brussels Schools of Engineering
Laurence Rosier
,
Advisor to the University Authorities for
gender policy
Christine Decaestecker, Karine van Doninck, Dimitri
Leemans & Jean-Christophe Leloup
,
STEM faculties
professors and gender contact persons
Daniele Carati
,
Research department's director
Monique Tavernier
,
University’s secretary
Isabelle Mazzara
,
University’s director
David Paternotte & Barbara Truffin
,
Gender research structure
(STRIGES) directors
CALIPER team
members +
Barbara Clerbaux, Dimitri Leemans, Nathalie Gypens,
STEM
professors
Jennifer Watchi,
STEM
PhD researcher
CALIPER team
members +
4 groups with
members of ULB &
the R&I ecosystem
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&
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Current composition as of September 2021. Other organizations/institutions may be added in the future.
Identification
of situations
to improve
across
different
areas
4 thematic
workshops
with 42 ULB
members
3 workshops
with external
stakeholders
(R&I Hub)
Identification of possible
strategies, courses of
action & collaborations
Definition of actions
(objectives, activities,
resources, etc.)
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Desk reseach
Collection of
indicators
Interviews and
focus groups
1 meeting with
STEM Deans + VR
for gender &
diversity
1 meeting with
consultative WG
Selection of the
strategy, priorities
and courses of
action
12 meetings with
18 key ULB
members (high &
middle
management)
1 dialogue with
R&I Hub
1 meeting with
consultative WG
Drafting of GEP
Validation by
consultative WG
STEM faculty
councils
ULB’s academic
council
Signature by Rector,
Vice-rector and
STEM Deans
Approval of GEP by:
Approval &
signature of
GEP
89 people
consulted
GE assessment
GEP design
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As an RPO comprising of
different faculties and
disciplines, the
strategy
that
ULB has adopted for its GEP
is twofold:
1) it focuses on
STEM-
specific situations
to
improve, and
2) it acts on
common
transversal problems
that
will be mainly addressed at
the STEM faculty level. These
pilot experiences will be
monitored and shared with
the entire University.
GEP
20 measures in 7 areas
Harassment
2 measures
Human Resources
4 measures
Governance
3 measures
Research
3 measures
Teaching
2 measures
Students
3 measures
Communication
3 measures
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2 years
are foreseen for the
implementation
of the GEP
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The GEP in STEM aims at
complementing
ULB’s already
existent policy on gender and
diversity
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This makes it difficult, in turn, to attain gender-
balanced participation in STEM decision-making
bodies and commissions
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1
the low proportion of female post-doctoral researchers, a key transition period in the
academic career
t
he low proportion of female applications received for STEM academic vacancies
Over time, this has an impact on:
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Mutual influence: the shortage of female role models may
discourage young girls from pursuing STEM studies
G
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R
N
A
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C
E
3
Key: gender-balanced participation in decision-making
The institutionalization of gender equality principles at the faculty level and the
establishment of indicators for its monitoring will guarantee the sustainability of the GEP and
its long-term impacts
Measures in these “secondary” domains will strategically support change in the 3 key priority areas by
raising awareness, disseminating knowledge and facilitating access to services
O
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:
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**
Faculty of Science
Brussels School of Engineering
Women
24%
Men
76%
Women
9%
Men
91%
Faculty 2018-2019 =
185 people
Faculty 2018-2019 =
93 people
Gender Equality Plan
in STEM
Actions per area of intervention
H
u
m
a
n
R
e
s
o
u
r
c
e
s
To explore the feasibility of
affirmative actions at the
University to increase the
proportion of female
applications and recruitments
in STEM academic positions
Situation
General
objective
Strategies
Measures
Toolkit to attract more
female candidates to
STEM positions
1
Feasibility study
‘Affirmative actions for
academic recruitment’
2
Feasibility study ‘Extension
of post-doctoral contracts
for the duration of
childcare leave’
3
A lower proportion of women academics in STEM facilities compared to their
counterparts (24% in the Faculty of sciences and 9% in the Brussels School of
Engineering in 2018-2019)
To increase the proportion of women in the STEM academic body (by increasing both
the proportion of STEM female post-doctoral researchers and the proportion of STEM
female scholars in the first levels of the academic body - lecturers)
To increase the
proportion of female
applications to STEM
positions
To take into account
childcare leave in the
selection process to
establish a more
egalitarian research
evaluation system
To
support post-doc
researchers in case of
childcare leave
4
Feasibility study
‘Correction standard
for career breaks due
to childcare leave’
G
o
v
e
r
n
a
n
c
e
To promote a gender-
balanced composition of
advisory bodies at the
institutional level
Situation
Limited
institutionalization of
GE policies at faculty
level
General
objective
Strategies
Unavailability of gender indicators at
discipline level
Low participation of women
in certain key decision-
making bodies at the
institutional level (some
Advisory Boards)
To collect gender disaggregated data
within STEM disciplines regarding the
gender composition of the academic,
scientific and student bodies
To institutionalize the
gender+ policy at
STEM faculty level
To ensure the
sustainability of the
gender+ policy initiated
by CALIPER at STEM
faculty level
To identify STEM disciplines in which
women are less represented to develop
more targeted actions
To increase the participation
of women in the decision-
making bodies in which they
are under-represented
Measures
Gender+ commission in
STEM faculties
5
Gender indicators within
different STEM disciplines
6
Proposal for a gender-
balanced participation in
Advisory Boards
7
R
e
s
e
a
r
c
h
To provide researchers
with a clear and simple
tool to include the
sex/gender dimension in
(STEM) research when
relevant
To raise STEM researchers’
and students awareness of the
added value of the
sex/gender+ dimension in
STEM research
To raise awareness on the
low presence of women in
STEM PhD juries
Situation
Sex/gender perspective generally absent in STEM
research contents
General
objective
Strategies
Low presence of women
in STEM PhD juries
To increase the number of STEM studies including a
sex/gender+ dimension
To increase the proportion
of women taking part in
STEM PhD juries
Measures
Dissemination of guideline
on the inclusion of the
sex/gender dimension in
(STEM) research
8
Exhibition
‘Sex/gender+ in STEM
research’
9
Gender target in STEM
PhD juries
10
T
e
a
c
h
i
n
g
To provide teachers with tools for
gender-sensitive teaching
To establish an institutional framework in the
STEM faculties to promote and support change
towards gender-sensitive and inclusive
teaching
Situation
Sex/gender perspective is generally absent in STEM teaching.
General
objective
To promote the integration of a gender perspective into STEM education (content and
teaching practices).
Strategies
Measures
Dissemination of guide on
gender-sensitive teaching
11
Consultation for an explicit integration of a
sex/gender+ and diversity perspective into
STEM curriculum competency frameworks
12
S
t
u
d
e
n
t
s
a
n
d
S
t
u
d
e
n
t
S
e
r
v
i
c
e
s
To convey a positive sense of
STEM disciplines and
professions in science
secondary education and
science outreach
To prevent gender
stereotypes and biases in
science secondary
education and science
outreach
To inspire girls to continue
and pursue STEM studies
and careers
Situation
Much lower proportion of female students than male students in STEM faculties,
particularly at the undergraduate level (30% in the Faculty of sciences and 21% in the
Brussels School of Engineering in 2018-2019)
General
objective
To increase the proportion of female students enrolled in STEM studies,
particularly in the disciplines in which they are under-represented
Strategies
Measures
Consultation for a new ULB
science and technology
qualification program to teach
at secondary schools
13
Technical support to
mainstream the gender+
perspective in ULB science
outreach activities
14
Joint g4g-ULB day
(CALIPER Women in
Innovation event)
15
C
o
m
m
u
n
i
c
a
t
i
o
n
To equip administrators of
STEM webpages with a
range of tools to implement
inclusive communication
To use inclusive
communication in STEM
faculties websites
To make visible the
gender+ policy in the
STEM faculties
Situation
Symbolic association of STEM studies and professions with men and masculinity still
remains
General
objective
To build a more inclusive image of STEM studies in the external communication of
STEM faculties to encourage girls to pursue them
Strategies
Measures
Hands-on training on
inclusive communication for
STEM webpages
administrators
16
Review and update of the
communication of current
STEM websites
17
Dedicated webpage for
the gender+ measures
of STEM faculties
18
S
e
x
i
s
m
a
n
d
S
e
x
u
a
l
H
a
r
a
s
s
m
e
n
t
To improve STEM faculty authorities and
departments/services leaders’ skills and
knowledge to prevent and effectively deal
with cases of discrimination and harassment
To improve the access of STEM faculties’
members to available protocols and
services to prevent and handle cases of
discrimination and harassment
Limited knowledge of, and thus access to, existent services and protocols to prevent
and effectively deal with cases of discrimination and harassment
To contribute to the prevention and better management of discrimination and
harassment cases in STEM faculties
Situation
General
objective
Strategies
Measures
Advertising of training on
discrimination and harassment
19
Permanent poster campaign
20
TIMEFRAME OF MEASURES
July - Sept 21
Oct - Dec 21
Jan - March 22
Apr - June 22
July - Sept 22
Oct - Dec 22
Jan - March 23
Apr - June 23
July - Sept 23
Toolkit
1
.
2. Affirmative actions
3. Childcare - recruitment
4. Childcare - post-doc
5. Gender+ commission
6. Gender indicators
7. Advisory Boards
8. Gender target PhD juries
9. Research - Guideline
10. Research - Exhibition
Mis à jour le 11 janvier 2022