====== The GENERA PAM Tool ======
 [[pam|{{ wiki:pam_online.png?50|Return to the PAM Tool start}}]]\\ 

[[pam|{{:wiki:task.png?50|Return to select task  }}]] -- [[pam|Find indicators to specify targets and to monitor change]] \\ 
[[i_select_target|{{:wiki:target1.png?50|Return to select 1st level target }}]] -- [[i_select_target|Strengthen the gender dimension in research programmes]]\\ 
[[i_select_target3|{{:wiki:target2.png?50|Return to select 2nd level target }}]] -- [[i_select_target3|Inclusion of gender in teaching]]
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This target and the following indicators are only relevant for teaching institutions / HEIs.

^**Indicator**^**Value**^**Description & Use**^**Source**^
|Inclusion of the gender dimension in teaching/curricula|Yes/No|State if in your institution the gender dimension included in\\ teaching/curricula.\\ \\ Indicator is only relevant for institutions with teaching activities.|EFFORTI D3.3(( Kalpazidou Schmidt, Evanthia; Bührer, Susanne; Schraudner, Martina; Reidl, Sybille; Müller, Jörg; Palmen, Rachel; Haase, Sanne; Graversen, Ebbe Krogh; Holzinger, Florian; Striebing, Clemens; Groó, Dora; Klein, Saskia; Rigler, Dorottya; Høg Utoft, Ea. (2017). EFFORTI – Deliverable 3.3. A Conceptual Evaluation Framework for Promoting Gender Equality in Research and Innovation. A synthesis report https://efforti.eu/sites/default/files/2018-03/EFFORTI%20D3.3%20FINAL%2027032018.pdf )),\\ ECNGD(( ECNGD. (2017): see Reidl, Sybille; Holzinger, Florian; Streicher, Jürgen; Beranek, Sarah; Unger, Maximilian; Hafellner, Silvia (2017): EFFORTI Comparative Background Report. Deliverable D2.3. https://www.efforti.eu/sites/default/files/2018-03/EFFORTI%20WP2%20Comparative%20Report%20Final.pdf))|
|Courses with gender aspects in the headline of the course announcement in relation to all courses|%|It is assumed that gender mainstreaming in teaching requires gender expertise of scientific teachers. Thus, this indicator can be used to measure the gender competence of teaching staff.\\ \\ The indicator provides information on how many teachers have gender expertise and about the opportunities for students to participate in courses with gender reference in their contents.|FESTA(( FESTA – Female Empowerment in Science and Technology Academia: FESTA Toolkit WP3.2. Towards Raising Organizational Awareness http://eige.europa.eu/sites/default/files/festa_toolkit_towards_raising_organizational_awareness.pdf ))|
|Courses with gender aspects in the announcement description in relation to all courses|%|It is assumed that gender mainstreaming in teaching requires gender expertise of scientific teachers. Thus, this indicator can be used to measure the gender competence of teaching staff.\\ \\ The indicator provides information on how many teachers have gender expertise and about the opportunities for students to participate in courses with gender reference in their contents.|FESTA(( FESTA – Female Empowerment in Science and Technology Academia: FESTA Toolkit WP3.2. Towards Raising Organizational Awareness http://eige.europa.eu/sites/default/files/festa_toolkit_towards_raising_organizational_awareness.pdf ))|
|Gender specific subjects in Bachelor/Master Curricula by field of science|# and %| |IGAR(( IGAR Tool. Recommendations on Integrating Gender Analysis into Research. GENDER-NET. http://igar-tool.gender-net.eu/en))|
|Gender cross-cutting subjects in Bachelor/Master Curricula\\ by field of science|# and %| |IGAR(( IGAR Tool. Recommendations on Integrating Gender Analysis into Research. GENDER-NET. http://igar-tool.gender-net.eu/en))|
|(Post) Graduates that hat at least one Gender specific subject by field of science|# and %| |IGAR(( IGAR Tool. Recommendations on Integrating Gender Analysis into Research. GENDER-NET. http://igar-tool.gender-net.eu/en))|

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{{ :wiki:helpi.png?nolink|"Here is a list of activities"}}Please have a look at the list of relevant indicators and its use.