THE GLOBAL CASE FOR WOMEN AND SPORT

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INTRODUCTION, PROBLEM STATEMENT, AIM AND METHODOLOGY OF THE STUDY

ORIENTATION

The status of women in society has been at the center of conversations for decades. The concepts of women’s empowerment, gender mainstreaming, gender equality, and gender equity have been identified as key drivers for promoting women’s quality of life (Malhotra, Schuler & Boender, 2002). According to the World Bank (Malhotra, et al., 2002), the promotion of women’s empowerment as a development goal is based on a dual argument: that social justice is an important aspect of human welfare and is intrinsically worth pursuing and that women’s empowerment is a means to other ends (including access to equitable sport and physical activity opportunities). The increased emphasis on the position of women during the last two decades has now been embedded in the broader context of global development and should not be regarded as an isolated effort. It builds on considerable international consensus relative to women’s position that has developed since the world population conference in Bucharest in 1974 (United Nations, 1974); the international conference on population in Mexico City in 1984 (United Nations, 1984); the world conference to review and appraise the achievements of the United Nations decade for women: equality, development and peace held in Nairobi in 1985 (United Nations, 1985); the world summit for children in 1990 (United Nations, 1990); the world conference on human rights held in Vienna in 1993 (United Nations, 1993) and the international Cairo conference on population and development in 1994 (United Nations, 1994) with its resulting program of action. Rationales for supporting holistic women’s empowerment in society have further been articulated in policy statements developed from several high level conferences such as the Beijing platform for action in 1995 (spawning from the United Nations fourth world conference on women in Beijing) the Beijing+5 declaration and resolution in 2000, the Cairo program of action (spawning from the Cairo conference on population and development in 1994), the millennium declaration and millennium development goals in 2000 and the Convention on the Elimination of all forms of Discrimination Against Women (CEDAW). The common line of argumentation in all of these policy documents is that it is through the process of social inclusion of women that systems are modified and institutions and societies can be transformed.
The United Nations emerged with an important platform that advocates for women’s equality in society.  Through its main legislative bodies, and especially the Commission on the Status of Women as well as the United Nations Development Fund for Women (UNIFEM), gender sensitive policies and approaches have been developed. It is not within the scope of this study to elaborate on all of the contributing policies and conferences, but three of them are regarded as seminal to this research.  The United Nations Beijing declaration and the platform for action (1995) set as goals gender equality, development and peace and constituted an agenda for the empowerment of women. Twelve critical areas for priority action to achieve the advancement and empowerment of women were identified: women and poverty, education and training of women, women and health, violence against women, women and armed conflict, women and the economy, women in power and decision-making, institutional mechanisms for the advancement of women, human rights of women, women and the media, women and the environment and the girl-child. The platform for action emphasized that women share common concerns that can be addressed only by working together and in partnership with men towards the common goal of gender equality around the world (United Nations, 2000).
The millennium development goals (MDGs) were born from the millennium declaration – an unprecedented global consensus reached in 2000 by 189 member states of the United Nations. In the declaration these nations collectively undertook to advance a global vision for improving the condition of humanity throughout the world in the areas of development and poverty eradication, peace and security, protection of the environment and human rights and democracy. In particular, the advancement of women’s right to gender equality was recognized as critically necessary for progress. The declaration pledged to combat all forms of violence against women and to implement the Convention on the Elimination of All Forms of discrimination against Women (CEDAW). It recognized the importance of promoting gender equality and women’s empowerment as an effective pathway for combating poverty, hunger and disease and for stimulating truly sustainable development (United Nations Development Fund for Women [(UNIFEM), 2003)]. The millennium declaration renewed the commitments regarding gender equality made at previous world conferences since 1974.  Eight of the commitments set out in the millennium declaration resulted in the MDGs: eradicate extreme poverty and hunger, achieve universal primary education, promote gender equality and empower women, reduce child mortality, improve maternal health, combat HIV/AIDS, malaria and other diseases, ensure environmental sustainability and develop a global partnership for development (UNIFEM, 2003).
The broad reference to empowerment of women and gender equality in the abovementioned policy documents is a cross-cutting concern for all sectors of society. A substantial body of work exists demonstrating gender equity/equality, or the lack thereof, in sectors such as health, education and economic participation from global as well as national perspectives. Although the focus of this research falls on the Brighton Declaration as a policy document aimed at empowering women through sport, it is necessary to briefly explore selected efforts in other sectors of society (Doyal, 2000; Kabeer, 2003; Subrahmanian, 2005)  in order to place the significance and management of the Brighton Declaration into context.
From a health perspective Doyal (2000) postulated that empowering women and gender equity is increasingly cited as a goal of health policy at both national and international levels but at the same time pointed out dilemmas in the equitable distribution of healthrelated resources. In her work she argued that there has been a shift away from talking about women to talking about gender. Instead of focusing on women as an underprivileged group, emphasis is placed on social construction of gender identities and on the nature of the relationships between women and men. Doyal (2000) declared that policies and attempts in pursuit of gender equity in health must not focus solely on health outcomes but equally on the inputs (management processes) that provide the basis for improving human quality of life. From a health perspective women and men cannot be treated identically, as they have a range of needs that have to be met if they are to achieve their potential for healthy lives.
In her research, Subrahmanian (2005) presented qualitative and quantitative assessments relative to the nature of progress towards gender equality in education as stated in the Dakar framework for action in 2000. She postulated that the Dakar framework for action (UNESCO, 2002) represented to-date the most important international political commitment towards promoting education for all containing two gender-based goals: commitment to eliminate gender disparities in primary and secondary education by 2005 and to achieve gender equality in education in 2015.  These goals are fully supported by the MDGs. She argued that the Dakar framework for action stipulated clear outcomes in terms of gender equality in education but points out that assessing progress towards gender equality also requires measuring meaningful progress towards the stipulated outcome, namely the right to education.  She stated that a significant challenge related to the process of arriving at the desired outcome, collection of data as well as interpretation of data. The process of translating a conceptual framework on gender parity (goals) into quantitative indicators (outcomes) offers specific challenges to the implementation of desired equality outcomes. She strongly argued the importance of approaching gender equality both in terms of a process that plays out through educational systems as well as identifying indicators relevant to each stage of the process to attain rights to education, rights within education and rights through education.

Table of Contents

• SUMMARY
• OPSOMMING
• 1 ORIENTATION, PROBLEM STATEMENT, AIM AND METHODOLOGY OF THE STUDY

ORIENTATION
PROBLEM STATEMENT
AIMS OF THE STUDY
CLARIFICATION OF TERMINOLOGY
RESEARCH METHODOLOGY SUMMARY
LIMITATIONS OF THE STUDY
OUTLINE OF THE STUDY
CHAPTER CONCLUSION

• 2 THE GLOBAL CASE FOR WOMEN AND SPORT

2.1 INTRODUCTION
2.2 RATIONALE FOR GLOBAL AND REGIONAL SPORT POLICIES AND DECLARATIONS
2.3 GLOBAL/REGIONAL SPORT POLICIES AND DECLARATIONS
2.3.1 Global Sport Policies and Declarations
2.3.1.1 United Nations, Universal Declaration of Human Rights, 1948; UNESCO International Charter of Physical Education and Sport, 1978; Convention on the Elimination of All Forms of Discrimination against Women (CEDAW), 1979;Convention on the Rights of the Child, 1989; Beijing Platform for Action, 1995;Sport and Development Millennium Goals, 2005; International Year of Sport and Physical Education, 2005; Action Plan on Sport for Development and Peace, 2006; Convention on the Rights of Persons with Disabilities,
2.3.1.2 Brighton Declaration, 1994
2.3.1.3 International Women and Sport Strategy, 1994 – 1998
2.3.1.4 The Windhoek Call for Action, 1998
2.3.1.5 International Women and Sport Strategy, 1998 – 2002
2.3.1.6 The Montreal Communiqué, 2002
2.3.1.7 International Women and Sport Strategy, 2002 – 2006
2.3.1.8 MINEPS IV Commission III Women and Sport Recommendations, 2004..64
2.3.1.9 Kumamoto Commitment, 2006
2.3.1.10 International Women and Sport Strategy, 2006 – 2010
2.3.1.11 IOC Resolutions, 1996; 2000; 2004, 2008
2.3.2 Regional Sport Policies and Declarations
Yemen Challenge, 2005
2.4 AIMS OF GLOBAL AND REGIONAL SPORT POLICIES AND DECLARATIONS
2.5 INTERNATIONAL AND REGIONAL ROLE PLAYERS
2.5.1 International Role Players
2.5.1.1 UK Sports Council
2.5.1.2 International Association of Physical Education and Sport for Girls and Women (IAPESGW)
2.5.1.3 International Council of Health, Physical Education, Recreation, Sport & Dance (ICHPERSD)
2.5.2 Regional Role Players
2.6 GLOBAL SPORT POLICIES, DECLARATIONS AND SOCIAL CHANGE
2.7 CHAPTER CONCLUSION

• 3 MANAGING SOCIAL CHANGE THROUGH AND IN SPORT

3.1 INTRODUCTION
3.2 THEORETICAL FRAMEWORK OF SOCIAL CHANGE
3.2.1 Social change defined
3.2.2 Social change theories
3.2.2.1 Conflict theory
3.2.2.2 Cyclical theory
3.3 CAUSES OF SOCIAL CHANGE
3.4 STAGES AND MECHANISMS OF SOCIAL CHANGE
3.5 SOCIAL CHANGE, WOMEN AND SPORT
3.6 MANAGING ORGANIZATIONAL CHANGE
3.6.1 Organizational change
3.6.2 Change management models
3.6.3 Resistance to change
3.6.4 Change agents/change managers
3.7 CHAPTER CONCLUSION

• 4 MANAGING PROCESS QUALITY

4.1 INTRODUCTION
4.2 DESIGNING AND MAPPING BUSINESS PROCESS ACTIVITIES
4.2.1 Goal-Driven Business Process Mapping
4.3 QUALITY MANAGEMENT OF PROCESS ACTIVITIES
4.4 BENCHMARKING OF PROCESS MANAGEMENT ACTIVITIES
4.4.1 International Standards Organization (ISO) Standards
4.4.2 Montreal Toolkit
4.5 AUDITING PROCESS MANAGEMENT
4.6 CHAPTER CONCLUSION

• 5 RESEARCH METHODOLOGY

5.1 INTRODUCTION
5.2 RESEARCH DESIGN
5.2.1 The population
5.2.2 Target population
5.2.3 Sample frame
5.2.4 Research sample
5.2.5 Sampling procedure
5.2.6 Sample size and respondents
5.2.7 Data collection
5.3 THE MEASUREMENT PROCESS
5.3.1 Construct development
5.3.2 Scale development
5.4 PERCEPTION SCALE USED IN THE STUDY
5.5 DATA PROCESSING AND STATISTICAL ANALYSIS
5.6 CHAPTER CONCLUSION

• 6 ANALYSIS AND INTERPRETATION OF RESULTS

6.1 INTRODUCTION
6.2 RESULTS OF QUESTIONNAIRE
6.2.1 Section 1: General perception of signatories
6.2.1.1 Context of the signatory’s organization
6.2.1Declaration
6.2.1.12 Greatest challenges regarding implementation of Brighton Declaration
6.2.1.13 Factors contributing to the challenges of implementation
6.2.1.14 Continual representation at world conferences on women and sport
6.2.1.15 Primary expectations of Brighton Declaration
6.2.1.16 Proposed management strategies
6.2.2 Section 2: Management process design
6.2.3 Section 3: Documenting the management process
6.2.3 Section 4: Implementing the management process
6.2.4 Section 5: Supporting the management proces
6.2.5 Section 6: Monitoring and controlling the management process
6.2.6 Section 7: Improving the management process
6.2.7 Section 8: Examples of best/good management process practices

• 7 CONCLUSIONS, RECOMMENDATIONS, AND IMPLICATIONS FOR FURTHER RESEARCH

7.1 INTRODUCTION
7.2 CONCLUSIONS
7.2.1 Perceived quality of management processes
7.2.2 Weaknesses/barriers in the management processes of signatories
7.2.3 Best/good practices of signatories regarding implementation
7.3 RECOMMENDATIONS AND MANAGERIAL GUIDELINES FOR EFFECTIVE IMPLEMENTATION
7.4 IMPLICATIONS FOR FURTHER RESEARCH
7.5 FINAL STUDY CONCLUSION

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