- Promoting equality in the workplace
- Equality planning at workplaces
- Drafting an equality plan
- Assessment of the gender equality situation in the workplace
- Pay surveys
- The pay survey covers all employees
- Analysing pay and remuneration systems
- Pay comparisons and the classifications/groupings used
- Small groups of employees and groups consisting only of women or of men
- Assessing the reasons for differences in pay and deciding on measures
- Created in cooperation – the employer is responsible
- Measures and review of the implementation
- Information about the equality plan
- Consequences for neglecting equality planning
- Quotas and the equality rule
- Promoting equality in schools and educational institutions
- The educational institution's equality plan
- The aims of equality planning
- Cooperation with the staff and the students
- Questions that require special attention
- Sexual harassment and gender-based harassment at educational institutions
- Assessing the equality conditions in the educational institution
- Agreeing on clear measures
- Drafting an equality plan
- Information and commitment to the equality work
- Assessment and follow-up
- Consequences for neglecting equality planning
- The educational institution's equality plan
Cooperation with the staff and the students
Purposeful and planned equality-promoting work which aims to develop the educational institution's operations is always carried out in cooperation with the staff and the students. The students should take part in the planned work being carried out in the educational institution right from the start.
Work that has only been carried out by the staff, or work which has been done by the education provider, does not meet the requirements in the Equality Act on the planned equality-promoting work that is to be carried out in educational institutions.
When promoting gender equality in educational institution, the age and development of the children have to be taken into consideration. The younger the children are, the more important it is to assess what would be the most appropriate way of including them in the equality work being carried out in the educational institution.