Departmental Results Report 2022-2023: Gender-based Analysis Plus
Section 1: Institutional GBA Plus Governance and Capacity
Governance
In 2022-23, the School continued to incorporate the Gender-based Analysis Plus (GBA Plus) perspective into departmental decision-making processes, including the design and delivery of its products. The School continued to work to apply the "Nothing Without Us" approach and to co-develop learning products and events. Intersectional analyses and other strategic and analytic lenses, including the climate lens, disability inclusion, and the Quality of Life Framework, were also considered in the development of learning products and events. GBA Plus products that were in development included an Introduction to Intersectionality course, an interactive case study on data collection, and a job aid series on Cabinet documents. The School relaunched two updated courses specific to GBA Plus: Introduction to GBA Plus, and GBA Plus: Applying Tools and Best Practices. During the GBA Plus Awareness Week, the School also organized and hosted three impactful events: GBA Plus in Action - Opening Event, Best Practices Exchange, and Closing Event. These events provided a platform for public servants and Deputy Ministers from various federal agencies to come together, share their insights on GBA Plus, and discuss its significance in advancing government priorities aligned with public service values. Furthermore, in the 2022-23 period, the School partnered with WAGE to enhance GBA Plus learning products. The focus was on promoting equity, diversity, and inclusion in federal initiatives by shedding light on the diverse barriers faced by individuals and marginalized groups. The initiative aimed to equip participants with better strategies to address the needs of those who have been historically oppressed or marginalized.
Capacity
In line with the Government of Canada's commitment to integrating GBA Plus into the work of departments and agencies and to sustaining this integration, one of the School's strategic priorities is to reinvigorate GBA Plus within the School.
As such, in order to strengthen the governance of GBA Plus across the School, the Policy and Strategic Relations team fulfills the role of GBA Plus Focal Point (GFP) for the School. The GFP is responsible for representing the School at the Women and Gender Equality Canada (WAGE) Interdepartmental Committee and in related working groups.
The GFP carries out research, analysis, and policy development, and advises on policy implementation. The GFP collaborates with the GBA Plus Centre of Expertise, Research, Results and Delivery Branch of WAGE. As part of this collaboration, the GFP is expected to engage with the virtual GBA Plus community on GCConnex.
On another front, the School continues to collaborate with other departments and agencies to enhance the GBA Plus learning curriculum, in order to build the competencies of public servants so they can provide meaningful and inclusive services to people in Canada. Through our events and courses focused on equity, diversity and inclusion, public servants will gain a greater understanding of key concepts in these areas. These courses are designed to change behaviour, influence mindsets, and encourage consideration of the impact that programs, policies and decisions have on diverse groups of people in Canada.
Section 2: Gender and Diversity Impacts, by Program
Core Responsibility: Common Public Service Learning
Program Name: Learning
Program Goals: The Canada School of Public Service provides common learning to all employees of the core public service to allow them to serve Canadians with excellence. It develops learning products to support the application of the GBA Plus by the Government of Canada.
Target Population: Federal public service employees in Canada
Distribution of Benefits
| Distribution |
Group |
| By gender |
n/a |
| By income level |
n/a |
| By age group |
n/a |
| |
As per the Policy Direction to Modernize the Government of Canada's Sex and Gender Information Practices, the School do not collect information on sex and gender, nor will it collect information on learners' age and income.
Specific Demographic Group Outcomes
n/a
Key Program impacts on Gender and diversity
n/a
Key Program Impacts Statistics
n/a
Other Key Program impacts
n/a
GBA Plus Data Collection Plan
Learner feedback is collected, reviewed and used to inform changes to learning products on an ongoing basis.
Feedback is collected through:
- learner surveys, questionnaires, and focus groups
- user testing during product development
- pilot offerings prior to launch
- evaluation data from courses and events (both quantitative and qualitative)
The data resulting from this feedback is then used to measure whether learners find the training engaging, beneficial, and relevant. It is used in the product development cycle, which includes periodic reviews.
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