The GATI Equity Indicator Framework presents the essential elements of the GATI Charter as a set of seven Criteria. Gender Equity Indicators provide a measure of performance that would entail collection and analysis of gender disaggregated data evidence and information on identified facets. The indicators would reflect progress and change along identified dimensions towards achieving a gender-sensitive or gender responsive environment as a pre- requisite to gender equity.
As achieving gender equity is a work in progress across institutions, various indicators may be in the form of description of an initiative, an input into a programme, a relevant activity, an incremental impact, an intermediate result, a measurable output or a cumulative outcome visible only in the long-term.
Broadly, Key Indicators would reflect
- how well policies, processes and associated activities are being implemented
- how well policies and intervention initiatives meet the goals, objectives, expected results and influence change
- what are the gaps, obvious lacunae and unintended outcomes that need purposeful action
- what are the barriers, challenges and opportunities
- what needs to be done to bridge gaps between policy and practice; between objectives and achieved results; how the barriers and challenges can be overcome.
As Institutions embark on reviewing, monitoring and evaluating policies, processes, procedures, practices, programs, projects, plans and strategies, the listed indicators would provide the goal that needs to be achieved. Evidence-based self-evaluation would provide institutions insight on the level of achievement and what more needs to be done. This would help them set fresh goals and develop SMART Action Plans.
An Evaluation Metric for use by Peer Review and Accreditation Teams is under development.
The following table lists the Criteria and Sub-Criteria along with the corresponding performance indicators that can provide an assessment of whether the objectives of the criteria are being met.
| S.No. | GATI Self-Assessment Criteria | Key Indicator |
|---|---|---|
| 1 | GATI Self-Assessment Process | Community engagement with the GATI Charter |
| 2 | Gender Profile of the Institution | Gender disparity in education and employment |
| 2.3 | Data Overview | Status of overall gender representation across the pipeline in STEMM and Non-STEMM domains |
| 2.4 | Data Timeline Trends | Tracking changes in status of gender representation across the pipeline in STEMM and Non-STEMM domains over past five years |
| 2.5 | Gender Profile in STEMM Domains | Status of gender representation across the pipeline in STEMM domains |
| 3 | Gender Advancement, Career Progression and Leadership | Equality of opportunity; access to professional careers and advancement opportunities |
| 3.1 | Starting the Career: Equal Opportunity | Gender Mainstreaming |
| 1. Recruitment | Access to equal opportunity; elimination of obvious bias or unintended outcomes in recruitment (and spousal hiring); leaky pipeline | |
| 2. Induction | Effective integration with the institution; familiarity with policies; access to resources, sense of belonging | |
| 3.2 | Professional Development and Progression | Gender Mainstreaming |
| 1. Training and Capacity Building | Equal access to professional growth opportunities. | |
| 2. Performance Appraisal and Development Training | Institutional support for performance enhancement and recognition | |
| 3. Progression and Promotion | Equitable implementation of promotion policies; eliminating unconscious procedural disparities/obvious bias | |
| 4. Retention/Attrition, Lateral Mobility, Vertical Progression | Faculty satisfaction level; gendered aspirations and advancement opportunities | |
| 3.3 | Progression to Leadership | Gender Mainstreaming |
| 1. Gender Profile of Heads of Departments | Inclusion of women in decision-making; Equity in advancement opportunities | |
| 2. Representation on Senior Management and Decision-Making Committees | Inclusion of women in decision-making; valuing women’s perspective; equity in advancement opportunities | |
| 3. Leadership Capacity Development | Encouraging aspirations and developing leadership skills | |
| 4 | Gender Policies, Processes, Procedures, Practices | Gender Responsiveness |
| 4.1 | Supporting Work-Life Dynamics | Valuing women’s multifaceted roles |
| 1. Maternity/Adoption/Paternity Leave | Level of policy compliance; bridging gaps between policy and practice | |
| 2. Child Care Leave | Level of policy compliance; bridging gaps between policy and practice | |
| 3. Caring Responsibilities | Facilitating social expectations and valuing women’s responsibilities | |
| 4. Managing Careers, Breaks and Flexibility | Supporting gender-based needs; Facilitating re-entry into workforce | |
| 4.2 | Infrastructure and Welfare Support | Gender Responsiveness |
| 1. Family Support Services | Work-life balance; supportive work environment | |
| 2. Gender-sensitive Facilities | Addressing gender differentiated needs | |
| 3. Safety and Security | Prevention and deterrence of threats to personal safety and dignity; strategies/plans for instilling confidence | |
| 4.3 | Dignity at Work | Dignity at work in day -to-day functioning |
| 1. Addressing Sexual Harassment | Prevalence of sexual harassment; level of policy compliance; effectiveness of deterrents, prevention strategies/plans, gender climate | |
| 2. Anti-Ragging/Anti-Bullying and Disciplinary Processes | Community behavior; level of policy compliance; effectiveness of deterrents, prevention strategies/plans, organizational climate | |
| 4.4 | Audits, Reviews and Resources | Parity in access to resources |
| 1. Gender Dimension in Audits | Equal access to infrastructure, resources, services and opportunities. | |
| 2. Gender Responsive Budget | Equal access to infrastructure, resources, services and opportunities. | |
| 5 | Gender Climate and Organizational Culture | Quality of social and professional environment in the institution |
| 5.1 | Student Support and Curriculum Enrichment | Values and diversity intelligence |
| 1. Orientation and Sensitization | Familiarity with institutional ecosystem and values; sense of belonging | |
| 2. Gender Issues in Curriculum | Interdisciplinary understanding of gender issues | |
| 3. Diversity and Student Advancement in Science | Need-based mentoring and pedagogic inputs for diverse student populations | |
| 4. Feedback and Satisfaction Surveys | Assessing expectations, perceptions and achievements | |
| 5.2 | Gender Responsiveness | Values upholding diversity, inclusion, equity and intersectionality with gender |
| 1. Orientation and Diversity Sensitization | Respect for diversity, inclusion, equity and intersectionality with gender | |
| 2. Gender Aspects in Research | Deepening understanding of gender issues and integration of gender dimension in scientific research | |
| 3. Workload Models for Committee and Extramural Work | Gender bias in allocation of work; equitable work distribution; recognition of contribution | |
| 5.3 | Promoting Women in Science | Mainstreaming Gender |
| 1. Visibility and Role Models | Showcasing achievement; equitable presence at events; gender responsive climate | |
| 2. Awards and Recognition | Acknowledging and rewarding merit; gender responsive climate | |
| 5.4 | Promoting Science Outreach | Promoting understanding of science and opportunities; attracting talent |
| Outreach and Engagement Activities | Science, society and community engagement | |
| 5.5 | Assessing Gender Climate and Organizational Culture | Gender responsive attitudes, expectations and values; perceptions about quality of institutional ecosystem |
| 6 | Institutional Values, Best Practices and Case Studies | Quality of Institutional Climate and Organizational Culture |
| 1. Institutional Values | Diversity, Inclusion, Equity; intersectionality with gender; respecting full spectrum of gender | |
| 2. Institutional Best Practices | Level of progress towards gender equity | |
| 3. Case Studies | Level of impact on individual members of the community | |
| 7 | Institutional Strategy for Gender Advancement | Institutional commitment for advancing gender equity |
| 1. Prioritized Short-term SMART Action Plans | Level of integration of GATI Charter Principles and sustenance | |
| 2. Prioritized Long-term SMART Action Plans | Level of integration of GATI Charter Principles and sustenance |