Gender equality and sustainable development. Progress and challenges in the global agenda and at university
DOI:
https://doi.org/10.14198/fem.2024.43.09Keywords:
Equal opportunity, SDGs, SDG5, Gender gap, Gender, University, Sustainable development, Official reports, Gender mainstreamingAbstract
In 2015, the United Nations approved the Sustainable Development Goals (SDGs) of the 2030 Agenda, including SDG 5, which proposes gender equality. Just seven years before the end of this Agenda, it is clear that, although there has been significant progress, there is still a lack of commitment and work by all administrations and educational entities to contribute to the achievement of all the goals that include the 17 SDGs. In this context, the objectives of this study are: 1) analysing, on the basis of the official reports provided by the United Nations SDG website, the differences between men and women worldwide, showing the link between SDG 5 and other SDGs; 2) finding out the university’s links with the Sustainable Development Goals of the 2030 Agenda and in particular with SDG 5; and 3) exploring the measures that have been carried out by Spanish universities for the implementation of SDG 5, promoting equal opportunities for men and women, in government and in research. In order to achieve these objectives, a descriptive methodology has been used, carrying out a bibliographic review of government reports and current Spanish legislation and scientific publications. Among the conclusions are recognized the significant advances that have been made in terms of equality policies, promotion of the gender perspective in education and research and the participation of women in academic and leadership roles. However, persistent challenges have also been identified, such as gender gaps in certain disciplines and the need to address and eliminate gender-based violence in the university environment. It is essential to maintain and strengthen the commitment with inclusive policies and concrete measures that address gender inequalities in Higher Education. This involves promoting diversity and equity in the recruitment and promotion of academic staff, as well as ensuring that a free of discrimination university culture and gender-based violence is promoted.
References
Agència de Qualitat de l’Ensenyament Superior d’Andorra. AQUA. (2019) Proposal of indicators to embed the Sustainable Development Goals into institutional quality assessment. https://acortar.link/OsvMR6
AQU Catalunya. (2019). Marco general para la incorporación de la perspectiva de género a la docencia universitaria. Agència per a la Qualitat del Sistema Universitari de Catalunya.
Cisneros, P. F., & Mendoza, K. L. (2018). Vinculación universidad-sociedad: espacio para generar creatividad e innovación. Killkana Sociales: Revista de Investigación Científica, 2(2), 53-58. https://doi.org/10.26871/killkana_social.v2i2.304
Collins, C., Landivar, L. C., Ruppanner, L., & Scarborough, W. J. (2020). COVID-19 and the gender gap in work hours. Gender, Work & Organization, 28(S1), 549-560. https://doi.org/10.1111/gwao.12506
Comisión de Mujeres y Ciencia del CSIC. (2022). Informe mujeres investigadoras 2022 junio. https://mujeresconciencia.com/app/uploads/2022/07/cmyc-2022-6722.pdf
Connell, R. (2019). The good university: What universities actually do and why it’s time for radical change. Bloomsbury Publishing. https://doi.org/10.1111/ajph.12605
Consell Interuniversitari de Catalunya (CIC). (2021). Memòria del Consell Interuniversitari de Catalunya 2020. https://recercaiuniversitats.gencat.cat/web/.content/10_publicacions/6_memories/CIC/docs/Memoria_CIC_2020.pdf
CRUE. (2019). Grupo de trabajo de políticas de género. https://www.crue.org/wp-content/uploads/2020/02/GT-Poli%CC%81ticas-de-Genero.pdf
CRUE. (2021a). La universidad en la transición social hacia la Agenda 2030. https://www.crue.org/Boletin_SG/Manifiesto%20Crue-Sostenibilidad%20Mieres. pdf
CRUE. (2021b). Universidad 2030: propuesta para el debate. https://www.crue.org/wp-content/uploads/2021/11/CRUE_UNIVERSIDAD2030_VERSIONDIGITAL.pdf
CRUE. (2022). El compromiso de las universidades españolas con la Agenda 2030. https://www.crue.org/wp-content/uploads/2021/11/CRUE-Universidades-Espanolas.-Posicionamiento-Agenda-2030.pdf
De la Cal, M. L., Etxezarreta, A., Galbete, A., & Martínez, E. (2023). Estudio brecha salarial de género en las universidades públicas españolas. https://www.observatorioigualdadyempleo.es/download/estudio-brecha-salarial-de-genero-en-las-universidades-publicas-espanolas/
De Torres, M. L. (2020). La Educación Superior en España en 2020: retos para alcanzar la igualdad de oportunidades. Revista CES Derecho, 11(2), 160-178. https://doi.org/10.21615/cesder.11.2.9
Díaz, M., Moreno, R., & Gallardo, C. (2021). La universidad española ante el ODS 4: los planes estratégicos como principal barrera para alcanzar la inclusión. Revista de Educación Inclusiva, 14(1), 69-91.
European Institute for Gender Equality. (2016). Gender equality in academia and research: GEAR tool. https://eige.europa.eu/gender-mainstreaming/toolkits/gear
Fitz-Gibbon, K., & Walklate, S. (2020). Eliminating all forms of violence against all women and girls: Some criminological reflections on the challenges of measuring success and gauging progress. En J. Blaustein, K. Fitz-Gibbon, N. W. Pino, & R. White (Eds.), The Emerald handbook of crime, justice and sustainable development (pp. 315-332). Emerald Publishing Limited. https://doi.org/10.1108/978-1-78769-355-520201018
Gallego-Morón, N., & Matus-López, M. (2018). Techo de cristal en las universidades españolas. Diagnóstico y causas. Profesorado, Revista de Currículum y Formación del Profesorado, 22(3), 209-229. https://doi.org/10.30827/profesorado.v22i3.7999
Gil-Pérez, D., & Vilches, A. (2023). Cómo avanzar en la necesaria transición a la sostenibilidad. Ciência & Educação (Bauru), 29, 1-15. https://doi.org/10.1590/1516-731320230027
Grupo Banco Mundial. (2015). Mujer, empresa y el derecho 2016: alcanzando la igualdad. Grupo del Banco Mundial.
Instituto de las mujeres del Ministerio de Igualdad (2022). III Plan Estratégico para la igualdad efectiva de mujeres y hombres 2022-2025. https://www.inmujeres.gob.es/publicacioneselectronicas/documentacion/Documentos/DE1824.pdf
Ley 14/2011, de 1 de junio, de la Ciencia, la Tecnología y la Innovación. Boletín Oficial del Estado, 131, de 2 de junio de 2011, 54387-54455.
Ley Orgánica 3/2007, de 22 de marzo, para la igualdad efectiva de mujeres y hombres. Boletín Oficial del Estado, 71, de 23 de marzo de 2007, 12611-12645.
Lombardo, E., Bustelo, M., Alonso, A., Verge, T., Elizondo, A., Tildesley, R., & La Barbera, M. (2021). Igualdad e interseccionalidad en las universidades. Recomendaciones. https://interuniguales.com/recomendaciones/
Lutter, M., & Schröder, M. (2020). Is there a motherhood penalty in academia? The gendered effect of children on academic publications in German sociology. European Sociological Review, 36(3), 442-459. https://doi.org/10.1093/esr/jcz063
Marrero, O., Amar, R. M., & Triadú, J. X. (2018). Habilidades blandas: necesarias para la formación integral del estudiante universitario. Revista Científica Ecociencia, 5, 1-18. https://doi.org/10.21855/ecociencia.50.144
Massó, M., Golías, M., & Nogueira, J. (2021). Brecha salarial de género en las universidades públicas españolas: informe final. Universidade da Coruña.
Ministerio de Ciencia e Innovación. Unidad de Mujeres y Ciencia. (2021). Científicas en cifras. https://www.ciencia.gob.es/dam/jcr:dc8689c4-2c47-4aaf-97ce-874bd0b5a081/Cientificas_en_Cifras_2021.pdf
Momsen, J. (2019). Gender and development. Routledge. https://doi.org/10.4324/9781315674186
Observatorio Mujeres, Ciencia e Innovación (OMCI). (2020). Mujeres e Innovación 2020. Ministerio de Ciencia e Innovación.
Oficina Española de Patentes y Marcas (OEPM). (2022). La OEPM en cifras 2022. Ministerio de Industria, Comercio y Turismo.
Pastor, I., & Acosta, A. (2016). La institucionalización de las políticas de igualdad de género en la universidad española. Avances y retos. Investigaciones feministas, 7(2), 247-271. https://doi.org/10.5209/INFE.52966
Puri, L. (2017). Women: Major drivers & beneficiaries of poverty eradication. https://acortar.link/Qxldd7
Real Decreto 822/2021, de 28 de septiembre, por el que se establece la organización de las enseñanzas universitarias y del procedimiento de aseguramiento de su calidad. Boletín Oficial del Estado, 233, de 29 de septiembre de 2021, 119537-119578.
Rosa, R., Drew, E., & Canavan, S. (2020). An overview of gender inequality in EU universities. En E. Drevw, & S. Canavan (Eds.), The gender-sensitive university, (pp. 1-15). Routledge. https://doi.org/10.4324/9781003001348-1
Sachs, J. D. (2015). La era del desarrollo sostenible. Deusto.
Sachs, J. D., Kroll, C., Lafortune, G., Fuller, G., & Woelm, F. (2022). Sustainable development report 2022. Cambridge University Press. https://doi.org/10.1017/9781009210058
SDSN Australia/Pacific. (2017). Getting started with the SDGs in universities: A guide for universities, higher education institutions, and the academic sector. Sustainable Development Solutions Network – Australia/Pacific.
SDSN. (2020). Accelerating education for the SDGs in universities: A guide for universities, colleges, and tertiary and higher education institutions. Sustainable Development Solutions Network.
Stange, M. Z., Oyster, C. K., & Sloan, J. E. (Eds.). (2011). Encyclopedia of women in today’s world. SAGE Publications.
Tarrant, S. P., & Thiele, L. P. (2016). Practice makes pedagogy – John Dewey and skills-based sustainability education. International Journal of Sustainability in Higher Education, 17(1), 54-67. https://doi.org/10.1108/ijshe-09-2014-0127
Tomás y Valiente, F. (2020). Algunas reflexiones sobre la universidad, la historia y el estado. Encuentros Multidisciplinares, 64, 1-11.
UN Women. (2018). Why gender equality matters across all SDG’s. https://acortar.link/HN3N1j
UN Women. (2019). Progress of the world’s women 2019-2020. Families in a changing world. United Nations Publication.
UNESCO. (2019). Informe de seguimiento de la educación en el mundo: Migración, desplazamientos y educación: construyendo puentes, no muros, 2019. https://unesdoc.unesco.org/ark:/48223/pf0000367436
UNESCO. (2022). Knowledge-driven actions: Transforming higher educat ion for global sus taina bi l i ty. https://doi.org/10.54675/YBTV1653
United Nations. (1995). Report of the Fourth World Conference on Women. https://www.un.org/womenwatch/daw/beijing/pdf/Beijing%20full%20report%20E.pdf
United Nations. (2015). Transforming our world. The 2030 Agenda for Sustainable Development. https://sustainabledevelopment.un.org/content/documents/21252030%20Agenda%20for%20Sustainable%20Development%20web.pdf?r=artikellink
United Nations Development Programme (UNDP). (2020). Women in politics 2020. United Nations Development Programme.
United Nations Sustainable Development Group (UNSDG). (2017). SDGs and gender equality: UN interagency guidance note for the Europe and Central Asia Region. https://unsdg.un.org/resources/sdgs-and-gender-equality-un-interagency-guidance-note-europe-and-central-asia-region
Verge, T., & Cabruja, T. (2017). La perspectiva de gènere en docència i recerca a les universitats de la Xarxa Vives. Xarxa Vives d’Universitats.
Yildirim, T. M., & Eslen-Ziya, H. (2020). The differential impact of COVID-19 on the work conditions of women and men academics during the lockdown. Gender, Work & Organization, 28(S1), 691-697. https://doi.org/10.1111/gwao.12529
Downloads
Statistics
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Gema del Socorro García Luján Ávila, Sílvia Albareda-Tiana
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
