Create an inclusive university environment that promotes gender (Women/Men) equality. The University of Carthage recognizes the importance of gender (Women/Men) equity in the academic setting and is committed to striving towards gender (Women/Men) equality at all levels. While respecting national values, this plan aims to integrate gender (Women/Men) equity into all university activities, enhance the representation of women in leadership roles, and ensure an inclusive and respectful work environment.

• Promote gender (Women/Men) equity in all areas of the university based on a gender
(Women/Men) equality plan.
• Strive for gender (Women/Men) equity in leadership and decision-making positions.
• Raise awareness and train staff and students on gender (Women/Men) equity.
• Create mechanisms to minimize inequalities in research and teaching.
• Aim for a zero-tolerance policy towards discrimination and sexual harassment.
To this end, the university will adopt the following phases:
Phase 1: Planning and Awareness
Phase 2: Policy Development and Implementation
Phase 3: Strengthening and Sustainability
Phase 4: Celebration and Dissemination of Results
The Gender (Women/Men) Equality Plan is not only a series of objectives for UCAR's
commitment to gender (Women/Men) equality but also includes practical measures such as:
1. Implementing a formal GEP document:
o Preparing a document that best suits the University, considering the national
context, university policy, and based on benchmarking and existing successful
action documents and approaches.
o Validation by the authorities.
o Signature by top management.
o Publication and dissemination.

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2. Ensuring resources:
o Involving gender experts and potential allies at various levels within and outside
UCAR.
o Allocating the necessary financial resources.
o Participating in project calls related to gender (Women/Men) equality to support
relevant actions.

3. Diagnosing, analyzing, and monitoring GEP activities:
o Analyzing and evaluating the current state of UCAR to get an overview of the
measures that need to be implemented.
o Establishing performance indicators to measure the impact of initiatives.
o Conducting periodic evaluations and adjusting strategies based on the results
obtained.
o Performing a periodic gender (Women/Men) equality audit to assess the current
situation in terms of recruitment, promotion, salaries, and representation, based
on the committee's recommendations and indicators.
o Collecting quantitative and qualitative data on women's experiences at the
university.
o Defining corrective and preventive actions.
4. Organizing training and awareness-raising and dissemination activities:
o Periodically organizing workshops and training sessions on unconscious biases,
gender (Women/Men) dynamics, and the importance of gender (Women/Men)
equality.
o Disseminating information on the benefits of gender (Women/Men) through
internal communications (newsletters, posters, emails).
o Integrating the gender (Women/Men) equality approach into the university's
communications and partnerships.
o Launching a communication campaign to promote equal opportunities for both
genders.
o Including content dedicated to gender equality on the university's platforms and
websites, with resources, testimonials, and information on ongoing initiatives.
o Publishing a final report detailing the actions taken, results achieved, and lessons
learned.
o Disseminating results and best practices through conferences, academic
publications, and partnerships with other institutions.

The university's commitment to the GEP process is manifested through the following activities:
A. Establishing a Gender (Women/Men) Equality Committee:
• Forming a diverse committee composed of faculty members, administrative staff, and
students.
• Defining the roles and responsibilities of the committee.
• Starting meetings and following up on decisions.
• Proposed members: Mongi Besbes, Afef Abdelkrim, Mohamed Gargouri, Samir Tlahig,
Marwa Zouari, Mariem Louhibi, Yossr Sbais, Tahar Jallouli, Rania Bengriche,
Mannoubia Ben Ghdhahem.

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B. Identifying quantitative and qualitative indicators for diagnosing gender (Women/Men)
equality at UCAR:
Quantitative Indicators:
• Gender (Women/Men) representation: Percentage of women and men in leadership
positions, research teams, project coordination, and decision-making committees.
• Participation in training: Number of participants in workshops.
• Career progression: Rate of promotion and career progression of women within the
university and the project framework.
• Impact of RDI projects: Number of RDI projects integrating gender (Women/Men)
perspectives and their impact on the community.
Qualitative Indicators:
• Organization of training on gender equity.
• Employee and student satisfaction: Satisfaction surveys among staff and students
regarding policies and work environment concerning gender (Women/Men) equity.
• Harassment, violence, maternity/paternity leave.
C. Research, Development, and Innovation (RDI) Activities
• Inclusive research projects: Encouraging research teams to integrate gender
(Women/Men) perspectives into their projects, ensuring balanced participation of men
and women.
• Innovation for equality: Supporting innovation initiatives aimed at solving specific
problems related to gender equity, such as creating technologies or solutions promoting
inclusion.
• Strategic partnerships: Establishing partnerships with other institutions and
organizations to promote gender (Women/Men) equity in RDI projects.
This roadmap aims to create lasting change by fostering a culture of equality and inclusion
within the university.