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Session

Formal Opening

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Handout-01

ABOUT GENDER MAINSTREAMINGIN PLANNING AND DEVELOPMENT DIVISION

&DEPARTMENTS PROJECTGoal

To address the imperatives under the institutional strengtheningcomponent, a three year Gender Mainstreaming Project has beeninitiated. The project is being supported by the governments of Norwayand Canada.

This Project resides in the Planning and Development Division at theFederal level, and the P&D Departments of the four provinces, AJK andFANA. The Project goal is to:

Build the capacity of the government officials to mainstream gender inthe

i.

of government policies, plans, programme and project in all areas ofdevelopment.

ObjectivesThe Project attempts to achieve its Goal through the following

objectives:

This one-day interactive discussion session contributes to Objective # 1.

i

Formulation

ii

Implementationii i

Monitoring

iv

Evaluation

Gender sensitization of senior and mid-levelplanning and development (P&D) officials at thefederal, provincial and district levels.

Developing capacity for gender analysis, planning,monitoring and evaluation.

Establishing gender disaggregated databases usinginformation and communication technology skillsand competencies.

Establishing knowledge based networking, e-forums, and a community of gender mainstreamingpractitioners.

Developing institutional mechanisms andprocedures for systematic gender mainstreamingand accountability in government.

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Handout-02

CAPACITY DEVELOPMENTTHROUGH

GENDER MAINSTREAMING PROJECT

A high priority of the Project is to raise the awareness of senior officialsand policy makers of the government to the importance ofmainstreaming gender in policies, programmes and projects. The trainingcomprises of four categories, each with defined target group as follows:

senior government professional civil servants working in the top tiers of government legislators managers and data managers

The T1 & T2 category of training, of which this Session is a part, aims tomake public officials more aware of gender issues, more able to exercise

gender analysis skills, and use the gender lens to review planningdocuments such as PC-1s.

Type Type of Training Duration Target Group

S1 Gender Sensitization day Senior Government Managers

S2 Gender Sensitization 1 day Professional Civil Servants

S3 Advocacy/Sensitization 1 day Legislators

S4 Sensitization 1 day Data Managers

T1 Gender Analysis 2 days Senior Mid-level advisory staff

T2 Gender Analysis 2 weeks Officers dealing with basic levelproject proposal/programme

C1 Computer Skills 4 days Senior-mid level supervisorystaff

C2 Computer Skills 5 days Officers dealing with basic levelproject proposal/programme

C3 Website development 1-1/2 day Selected Federal and ProvincialOfficers

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Handout-03

ABOUT GENDER SUPPORT PROGRAM (GSP)

SynopsisThe Gender Support Programme (GSP) provides a strategic framework

establishing linkages between governance, poverty reduction and genderequality through implementation and monitoring of national priorities in theareas of political participation, economic empowerment, establishing socialenvironment andinstitutionalstrengthening. Anoverview of GSP withregard to projectsand thematic scope isas follows:

Economic EmpowermentWomens Access to Capital andTechnology (WACT). Enhanceeconomic status of urban andrural women through credit,

promoting small and mediumentrepreneurship, building

capacity, facilitating ICT solutionsand networking.

Enabling Social EnvironmentGender Justice through Musahilat

Anjuman (MA). Interventions build capacity of MA members,enhance public engagement,

promote womens awareness oftheir rights, and utilize services of

the MA.

Political ParticipationWomens Political School, MoWD

(mega intervention to make womencouncilors and local governmentmore effective). Interventions providing ToT, training 36000

councilors, building support link,sharing information and institutional

strengthening.

Institutional Strengtheningof NCSW (Gender Responsive

Budgeting, MoF GenderMainstreaming in the Planning

Process, P&DD Achieving National &Intl Commitments on Gender &

Poverty Issues, MoWD

Gender

Mainstreaming

in PDDD

Contribute topoverty eradication

efforts through gender

responsivegovernance and a

rights-based approach tosustainable human

development

Women

Accessto

Capital&

Technology

Institutional

Strengthening

of the NC on

the Status

of Women

Gender

Responsive

Budgeting

Initiative

Gender

Justice thru

Musalihat

Anjuman

Working TowardsAchieving the National

and International

commitments on

Gender and PovertyIssues

Women

Political

School

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Session

(Introduction)

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Handout-04

OVERALL WORKSHOP OBJECTIVE(TWO DAYS)

TTo clarify gender concepts and provide policymakers with a rationale as to why gender

should be mainstreamed in policies,programmes and projects;

To build some basic skills for gender integrationin policies, programmes and projects, and toidentify ways to take forward the gender agenda;

To identify ways to take forward the genderagenda.

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Session

(Why Gender Matters forDevelopment Professionals)

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Handout-05

AWAKE UP CALL

International

Of the worlds 1 billion poorest people, three fifths are women and

girls Of the 960 million adults in the world who cannot read, two thirds

are women

Seventy percent of the 130 million children who are not enrolled inschool are girls

Of the 960 million adults in the world who cannot read, two thirdsare women

70% of the 130 million children who are not enrolled in school aregirls

With notable exceptions such as Rwanda and the Nordic countries,women are conspicuously absent from parliament, making up, on an

average, only 16 percent of parliamentarians worldwide Women everywhere typically earn less than men, they are

concentrated in low-paying jobs and because they earn less for thesame work

Although women provide about 70 percent of the unpaid time spentfor caring for family members, that contribution to the globaleconomy remains invisible

Half a million women die and at least 9 million more suffer seriousinjuries or disabilities from preventable complications of pregnancyand childbirth

Source: UNDP Gender Mainstreaming: What it means, How to do it A Resource Kit

National

Comparison of Men and Women on Key Social Development Indicators

Indicator Women MenGDP per capita US$ 776 US$ 1594Literacy rate 27 percent 51 percentGross primary enrolment 64 percent 80 percentCombined primary and secondaryenrolment ratio

25 percent 50 percent

Maternal mortality 340 per 100,000 live births -

Labour force participation 11.39 percent 69.1percent

Earned income shares 20 percent 80 percentTop administrative / managerial jobs 3 percent 97 percent

Sources: This table has been prepared from several sources including the Global and SouthAsian Human Development Reports, SPDC reports, HIES and data from NIPS takenfrom Federal GRAP (Gender Reform Action Plan).

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Handout-06

GOPCOMMITMENTS TO WOMEN DEVELOPMENT

Policy Environment for Gender Mainstreaming

International Commitments

1. MDGs Millennium Development Goals (MDGs, 2000)

2. CEDAW in force on September 3, 1981. Pakistan ratified in1996.

National Commitments

3. MTDF Mid Term Development Framework (2005-10)

4. NPA by Ministry of Women and Development, September 1998.

5. NPDEW by Ministry of Women and Development, 2002

Major Initiatives

6. GRAPs National and Provincial GRAPs (2004)

7. Decentralization Support Program - TA2

8. GSP - Gender Support Programme (2003-2008)

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Handout-07

FROM MEDIUM TERM DEVELOPMENT FRAMEWORK(MTDF2005-2010)

Gender

Equality isanchored inthe MTDF

QuotableQuotes!

Reference Messagefrom the President of Islamic Republic

of Pakistan General Pervez Musharraf.. because of uneven distribution of its fruits across varioussections of the population and provinces, and disregard ofequity, marginalized vast segments of the population. Thepoverty situation worsened and it is hardly surprising thatthe economic system supporting these injustices crumbledunder its own weight.

Ensuring equitable development of regions and ethnicgroups is one of the strategic objectives of our planning. Weare giving equal importance to the protection of the rightsof every citizen, particularly those of children, youth,women and minorities. With the realization that economicgrowth and social stability must go hand in hand, we arestriving to establish a just and sustainable economic systemfor reducing poverty and honoring our commitment totransfer the benefits of economic development to thepeople of Pakistan.

Reference Forewor d by Shaukat Aziz, PrimeMinister of PakistanEconomic growth does not automatically translate intopoverty reduction and equitable distribution amongpersons, genders, ethnicities and regions. Growth will bemade pro-poor by result-oriented investments in women

empowerment, education, health, water supply andsanitation, rural development, livestock, SMEs, speciallytargeted works programmes and an integrated socialprotection strategy for the poor and vulnerable.

Reference - An Overvi ew:Establish a j ust and sust ainable economic systemforreducing poverty and achieving MDGs.Protect the right to development of every ci t izenparticularly those of children, youth, women andminorities.

Refer ence St rat egic thrust of t he Framework:

Facilitating the development of human capital andprivate sector as the engines of economic growth.

Reference to a Sust ainable Societ y: The people will needto be empowered through improved access to assets,increased democratization, and inclusion and participation.This will also call for strengthening institutions to respondto interests of all citizens, particularly the poor ..

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Handout-08

CASE STUDY 1THE PATHANKOT WATER SUPPLY SCHEME

The water supply scheme for villagePathankot was being designed. Rehmanhad developed an elaborate system ofcommunity project dialogues, where 24dialogues were organized, 2 each with 12mohalla groups representing the 12mohallas in the village. Care was takento ensure that there was consensusamong the entire community village onthe route of the water supply scheme.

The separate mohalla dialogues helped towork out the mechanics of compensating,

where required, those villagers whoseland was being used for laying down thepipes. The location for installingcommunity taps were also decided jointlyby the projects technical team and themohalla representatives. The womenwere informed by the male members oftheir families about the water supplyscheme. There was an air of excitementin the village households.

Finally the water supply scheme was

inaugurated. About two dozencommunity taps were installed; in publicplaces often alongside a mud path andaway from any trees. Essentially therewere no washing pads where whichwomen could use for household washing.Those from the influential householdsbought rubber pipes connected them tothe community taps and ensureduninterrupted water supply for theirhouses for at least half an hour daily. Forthe rest of the women it was business asusual. They continued their old practice

of walking miles to the nearest streamsto wash clothes and to collect water forhousehold consumption.

Discussion Quest ions:1. What happened?

2. Did the scheme succeed? If not,

why?

3. What could have been donedifferently?

Source: from UNDP/GEUP supported Gender Sensitivity and Awareness-Raising Manual, March 2003 by ShazrehHussain and Nasim Zehra

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Handout-09

CASE STUDY 2INCOME GENERATION PROJECT FOR KALINGER

A Project was initiated in Kalinger to help local womenproducing traditionally embroidered clothes, bed-sheets, cushions etc. to improve existing embroideryskills, improve designs, access credit facilities at zerointerest rate for purchasing raw materials, and providemarketing facilities through KDPs existing sales outletin Abbottabad and Islamabad. By June 2002, when 150local women completed classes run by two embroideryexperts, the project announced that they could nowreceive credit from a one window operation thatrequired no collateral, and provided Rs. 500 for 6months at zero interest rate.

The project was committed to end what they believedwas an exploitive borrower-lender relationship, aperception developed on the basis of a study conductedin the eighties which highlighted that local landlordsgave loans to the villagers at a 50-60% interest rate,and when villagers could not pay back the monthlyinterest rate, forced them to work in their homes forminimal wages. Women who conducted the baselinesurvey for this Project talked to local women about theavailability of credit to buy raw materials for theproduct they were producing. The response was by andlarge unanimous: Our poor men have to beg for creditand ALLAH knows what we go through trying to returnthe credit and the heavy interest.

Three months after the credit scheme was announced,NOT ONE SINGLE WOMAN had applied for credit fromthe Project scheme! Mrs. Imaan, the Team Leader andProject Manager, became concerned. She believed theyhad a really attractive credit scheme, so why werewomen not applying for credit? Was there perhaps noneed for the credit? The KDP sociologist was asked toundertake an assessment. On the basis of discussionswith the male members of those families who accessraw material, this is what the study revealed:

A traditional credit facility functions in Kalinger.Every 2-3 months, when women require rawmaterial or groceries, the men approach the localshopkeeper, Hassan Mia, the main supplier ofmonthly requirements to every household. Hassan,who has no other investment opportunity, lends inkind at 10% interest rate to his clients, friends, andfellow villagers, establishing no specific paybackperiod. Generally his borrowers borrow fewhundred rupees every three months, returningwithin 2-3 months.

Discussion Quest ions:1. Did the community

in Kalinger benefitfrom all elementsof the womensincome generationProject? If not,which elementproved useless forthem?

2. Explain why theelement wasunsuccessful?

3. Could the failureof the elementhave beenavoided?

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Hassans borrowers have been very comfortablewith this arrangement, finding Hassan to be anunderstanding and sympathetic lender who, onmany occasions, have shown tolerance to those whohave not been able to pay on time. He has evenextended additional loan even though the previousloan has been still outstanding.

The men view Hassans credit facility a blessing,particularly after an experience with a World BankCredit Project, where 20 men took loans, and when5 of them were unable to return it on time, theywere blacklisted by the Project personnel, and theirnames were published in the local newspaper. TheUnion Council Nazim also received a writtencomplaint against them. These five safaid poshmen were humiliated. The village men had vowednever to take credit from any outside source.

4. Can you recall theoccurrence of asimilar problem inany project thatyou have beendirectly or

indirectly beenengaged with?

Source: from UNDP/GEUP supported Gender Sensitivity and Awareness-Raising Manual, March 2003 by ShazrehHussain and Nasim Zehra

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Handout-10

EXAMPLES OFGENDER BLIND DEVELOPMENT

1. Rural farming women were displaced by agriculture technology.The result was a loss of income for the women, and a lostopportunity to learn a new skill (since the assumption was thatwomen cannot deal with technology).

2. Aga Khan Education Services (AKES) in the Northern Areas investedin female schools because government schools for boys existed inthe area. The result was because of better quality of teaching; thegirls who graduated from those schools had a markedly highstandard of education compared to boys. One of the undesirableoutcomes was a difficulty in finding appropriate marriageproposals for these girls.

3. A stone wall was built to protect a watershed area near a forest inIndia. This was an important water source for the people wholived in the nearby city. But the wall cut off the local communityfrom their only source of fuelwood, leaf litter and fodder. Thearmy was sent to make sure the people kept out of the forest.Now the women who collect these forest products have to worksecretly at night to elude the army guards so it takes them sevenhours instead of three or four to gather a load of fuelwood.

4. Sindhs education policy for rural areas requires that the land forthe schools be contributed by the community. More often thannot, those who are in a position to donate the land are relatively

better off, and whose off springs probably go to private schools.The land which is donated by them is generally least valuable, andmost often located far away from the village and thereforeinaccessible and unsafe for young girls. Such schools consequentlyhave little impact on the increase in enrollment, and thereforefemale literacy rates, for obvious reasons.

5. A rice research project in Punjab resulted in new varieties thatwere fast growing and early producers. Plant breeders did notexplore other uses of the rice plant. The husbands were given theproceeds from the rice crop. Previously, women had made placemats and other crafts from the rice husks and stalk. With the new

varieties, this residue disregarded by the researchers was nolonger useful for crafts, resulting in less off-season income for thewomen in the family. While the family may have had more riceand the husbands (or other male household head) may have hadmore income, net family income was not necessarily greater, andwomens direct control over her income was affected.

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Session

(Understanding GenderConcepts)

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Handout-11

GENDER ROLES AND GENDER ISSUES

Gender refers to the economic, social and cultural attributes andopportunities associated with being a man or a woman in a given society.

They are about: what a man or woman can or cannot do what a man or woman can or cannot be social, economic and political relations between men and women who should do what who has control over decision-making, access to resources and benefits.

Gender roles are created by societies, they are not biological and they varyfrom society to society, from time to time, from place to place, and from ageto age. For example:

generation to generation: Think how different the day in the life ofyour grand-father or grand-mother would have been at your age and you

will appreciate how gender roles have changed!

time to time: Our own roles change as we grow from a daughter/son toan adult and a parent. The trap we often fall into when planning fordevelopment interventions is that we make assumptions about thecontext of development based on our own experience in a differentcontext. These assumptions can result in terrible waste of resourcesboth for the agencies and the local community involved.

place to place: Tasks that are intimately related with men in one placeare the tasks of a woman in another. For example, cutting trees in theforest for firewood is generally man's work in Finland whereas in

Pakistan or Tanzania it would be women's work. Farmers in NorthAmerica are mostly men whereas most food production in Africa is doneby women. It is important to understand that these variations take placefrom one country to another, but also within a country from one regionor a cultural group to another!

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Women and men play multiple roles in society, through which they participatein, and contribute to, the four domains around which society is organized:

Reproductive Activities (INSIDE):Recognized as Natural

Productive Activities (OUTSIDE):Recognized as Work

Roles:Child bearing/rearingresponsibilities and tasks required to guaranteemaintenance and reproduction oflabor force; includes care andmaintenance of the current andfuture work force (infants/schoolkids).

Roles:Work undertaken for pay in cashor kind includes marketproduction and subsistence /home production.

Community Managing Activities(INSIDE/OUTSIDE): Recognized as

Natural

Community Activities(Outside): Recognized as Work

Roles:Activities in the public sphere ofthe community, such asparticipating in a farmers or awomens group, attendingreligious meetings, organizingsocial events and services,community improvement tasks,maintenance of scarce resourcesof collective consumption, i.e.water, fuel, attending to theelderly sick and disabled. Itinvolves voluntary time and isimportant for communityorganization and development.

Roles:Activities at community levelwhere decisions are made withregard to access to and controlover human and materialresources. Would involveparticipation within theframework of national or localpolitics generally paid workdirectly or indirectly (financiallyrewarding) through STATUS orPOWER.

Once these roles are defined around the four domains, there is generallypressure on both men and women to conform to these social expectations. Thispressure is generally exerted through the family, media, education, traditionsand cultural norms.

Gender roles change over time in response to many factors social,technological, economic, geographic, and legal. During this process of

evolution, some values are reaffirmed, while others are challenged as no longerappropriate.

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Gender issues arise when gender stereotyping prevent men or women fromenjoying their full potential and human rights! Gender issues emerge whengender roles result in:

Invisibility ofeither gender

Women and mens multiple roles have to be recognized. Ifnot, one of the gender will tend to become invisible or

undervalued, e.g. the roles that women play in thereproductive domain; or womens contribution to theproductive domain in terms of farming, management oflivestock, mushroom farming, sericulture, etc. is not factoredinto interventions.

Similarly, mens absence from the reproductive domain meansthat they lose out on care and close bonding.

Womens absence from the political domain (beforedevolution) did not allow womens representation in decisionmaking.

Unequal burdensof work for

either gender

Men and women often have different needs and prioritiesdue to their different status and roles in society. Thereforedevelopment interventions affect men and women differently.Men and women are interested in those interventions thatmake their lives easier to manage. Unless the needs andpriorities of both women and men are addressed, humane, justand sustainable development is not possible.

Unequal accessto, and controlover, resources

Gender issues also arise when one gender has a greateraccess to, or control over, resources, including education,training, land, credit, health, labor, income, technology,information, political power, transport, etc. Only if therelationship between men and women is equitable can menand women fully participate in and benefit from development.And development results must consciously define the benefitsof any intervention for both men and women.

Men and women are the agents of change and an integral part of everydevelopment strategy. The participation of both men and women is essentialfor effective and efficient development.

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It is only when gender equality interventions are holistic and focus on macroand micro levels, i.e. on policy, program and project that society will progressand develop as a whole and any meaningful change would become visible.Planners must understand that interventions need to be designed so that theymay address men and womens practical needs and strategic interests, asfollows:

Practical Gender Needs (PGNs) Strategic Gender Needs (SGNs)

Gender needs of women arising fromexisting gender roles

Gender needs of women whichchange existing roles and status

Are immediate, concrete and oftenessential for human survival such asfor food, water, shelter, fuel andhealth care, etc. Attention topractical needs can addressimmediate disadvantages and

inequality, but can also reinforce thegender division of labour by helpingwomen and men perform theirtraditional roles better. Addressingpractical needs usually does notchange traditional gender roles andstereotypes.

Are those needs, that when met, willactually challenge the traditionalgender division of labor which hasrelegated women to subordinationand vulnerable roles in society.Programs addressing the strategic

needs contribute to improved genderequality. They are more long termand less visible (than practicalneeds).

Examples of act ions towards PGNs:

Potable water Housing and household facilities

Community healthcenters/drugstores Labor-saving devices Food processing/preservation

technologies Pre and post natal care for

mothers Day care centers Literacy and skills development Accessible and adequate market

facilities Provision of credit facilities Womens crisis centers Community kitchens and laundries

Examples of act ions t owar ds SGNs:

Womens representation inpolitical structures and decision-making bodies

Policies/legislations against sexualharassment in the workplace

Maternity / Paternity leaves Removal of legal obstacles such as

discrimination in access to landand credit

Training for women and men innon-traditional areas (carpentryfor women, education for men)

Men helping more equally withdomestic work

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Handout-12

GENDER EQUALITY THE GOAL

Not equal numbers..

but equal recognitionand status

Gender equality does not simply mean equalnumbers of men and women or boys and girlsparticipating in all activities. It means thatmen and women enjoy equal recognitionandstatuswithin a society.

Not t o make t hem t hesame ..

but to highlight andvalue similarities anddifferences

It does not mean that men and women are thesame, but that their similarities anddifferences are recognized and equally valued.It means that women and men experienceequal conditions for realizing their full humanpotential, have the opportunity to participate,contribute to, and benefit equally fromnational, political, economic, social and

cultural development.Not to provide equalinput s .

but to ensure equaloutcomes

Most importantly, gender equality meansequal outcomes for men and women. Genderequality is both a critical human rights issueand an essential requirement for equitable,efficient, effective and sustainabledevelopment.

A stork and a cat are both hungry. Who getsto eat effectively depends upon whether theplate is shallow and wide, or elongated and

deep. In development we seek equitableinputs for equal results.

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Handout-13

ACCESS TO, AND CONTROL OVER, RESOURCES

Access is the ability to use a resource. Control is the ability to make

binding decisions about the use of a resource.

The distinction between access to, and control over, certain resource isimportant because the ability to use a resource does not necessarilyimply the ability to make decisions about the use of that same resource.For example, a woman may use land to grow food on. But the land maybelong to her husband who decides whether to keep or sell the land, andwho owns the products of his wifes agricultural work from that land. Awoman may have access to a donkey for transport, but if she does notdecide who can use the donkey when, then she does not have controlover it. If, for example, she needs to go to a clinic using the donkey, buther father-in-law who owns the donkey wants to use it to go to visit

friends, then the womans needs may be ignored thus she has access tothe donkey, but not control over its use.

Indicate that the fact that women and men are socially assigneddifferent roles and responsibilities (the division of labour betweenwomen and men) has direct implications for the level of access to andcontrol over resources they have, which in turn affects their health andtheir ability to access health services.

Source: HIV/AIDS and Power Dynamics in Pakistan: A Gender Training Manual

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Handout-14

INSTRUCTIONS FOR THE CASE STUDY GROUP

In your small groups, read the given case studies (on gender division oflabor and access to and control over resources) and answer the questionsasked at the end of each case. Once completed, the facilitator will leada discussion in the plenary vis--vis the following questions:

1. Of the various characters mentioned, explain who does what kindof work? (productive, reproductive, community, political)

2. Who makes the decisions? What sources of power are used fordecision-making?

3. What are the available resources? Who has access to them and

who controls them?4. Is there a difference in the condition and position of the two

women mentioned in the two case studies?

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Handout-15

CASE STUDY -1GENDER DIVISION OF LABOUR &RESOURCE

Zubaida got up before anyone else in the family to start the fire for breakfast. Sheput the water for tea to boil and then went to milk the cow. Meanwhile her thirdchild Shaheen, also awakened to help her mother with the morning chores. Zubaidahad five children, three boys and two girls. Shaheen, at 12 was the oldest girl. Hertwo elder sons went to school in the morning, while Salma and Salim (six and eightyears old) would take the goats and the cows out to pasture. Their father, Naseer,was a teacher but his salary was not enough, so he worked in a shop after school.Zubaida also helped by doing embroidery for the local trader who sold it in thenearby towns and by growing some vegetables on the small plot of land she hadinherited from her father.

After her husband and two sons left for school, Zubaida washed the clothes, whileShaheen cleaned the dishes and swept the floor. Shaheen had stopped going toschool when she was ten and her grand mother had promised her in marriage to hercousin. Zubaida had protested and even Naseer was not happy about this but wasnot able to refuse his mother.

After she cooked lunch, Zubaida worked on her land a bit, she wondered whetherShaheen had cooked the soft rice for her sick grand mother. She went back earlyand was happy to see that Shaheen had done all the work. The boys had also comeback from school and she had served them lunch. They were now busy with theirlessons. Salim and Salma were back too and were now playing in the courtyard.

In the afternoon, Zubaida decided she would visit her neighbout, Ameena whosehusband was a wealthy man who took good care of her and the family. She evenhad a servant to do all the house work for her. Her children went to a privateschool, where she was also teaching. She liked to teach; last year she had receivedthe best teacher award. This year she stopped teaching as her husband did not likehis wife to work. Sitting in her house, sipping the tea served by the woman-servantand eating sweats, Zubaida wondered why Ameena looked ill and unhappy. Herhusband had bought the best medicines for her and still she was not getting well.Perhaps this is because her husband was not giving her permission to visit herparents in the neighbouring village?

When she got home, Zubaida checked to see how her mother-in-law was feeling.She needed to be given her daily medicines. Naseer also came back from work and

was now having a nap. On his way back, he had stopped to buy some food suppliesfor the house. He was a member of the punchyat, and today he told Zubaida, therewould be a meeting at their house to decide where to make the new shoolbuilding. When the guests came, Shaheen made tea for them, which her olderbrother served.

Zubaida had saved some money from the embroidery and the vegetables she sold;she wanted to buy some more livestock and an embroidery machine with it, buther husband wanted to a shop so that he could leave his job as a teacher. Eventhough there was more money to be made from livestock. However, Naseer told

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her that he had decided bo buy the shop, as he had promised to give the owner themoney by end of the week.

Questions

1. From among all the characters mentioned above, explain who does what kindof work?(productive, reproductive, community)

2. Who makes decisions? What sources of power are used for decision-making?3. What are the available resources? Who has access to them and who controlsthem?

4. from amongst the two women was there any difference in their condition andposition?

Gender Division of Labour

Type of work Done bywomen

Done by men Done by girls Don by boys

Productive

Reproductive

Community

Decision-making power

By whom? What decision? What source of power

Zubaida

Naseer

Naseers mother

Ameena

Ameenas husband

Children

Gender Division of Resource

Type of source Access Control

Handout-16

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CASE STUDY -2ACCESS TO, AND CONTROL OVER, RESOURCES

Razia lives in a village near a big town along with her husband and twochildren. She works on her husbands lands growing vegetables for the family toeat. Her husband does not work on the land. He works in the village. Her familyeats some of the vegetables and rest she sells at the local village market andthis gives her some spending.

Otherwise she has no money of her own. Her husband does not give her anymoney he simply brings food and other necessities from the village. She needsto have some money available, so that she can buy small gifts for her children,or pay for the clinic when she needs to go. One day her husband comes homeand tells her that a friend of his has offered to sell her vegetable crop innearby town for good money. She does not want to do this because it would

deprive her of the money she already has in her hands. She resisted to someextent but ultimately her husband told her that the lands on which she growsvegetables is his and he will decide what to do with the crop whether she likesit or not, as he had promised to give his friend the crop.

Questions

1. What are the available resources? Who has access to them and who hascontrol over them?

2. Who makes decisions? What sources of power are used for decision-making?

3. what was the difference in position between husband and wife?

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Handout-17

GENDER MAINSTREAMING AS A STRATEGYTOWARDS GENDER EQUALITY

As defined by the United Nations, gender mainstreaming is:

the process of assessing theimplications for women and men of anyplanned action, including legislation,policies or programs, in all areas and atall levels. It is a strategy for makingwomens as well as mens concerns andexperiences an integral dimension of thedesign, implementation, monitoring and

evaluation of policies and programs in allpolitical, economic, and societal spheresso that women and men benefit equallyand inequality is not perpetuated.

Source: The Economic and Social Council Report for 1997, United Nations, 1997

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Session

(Applying Concepts, SharpeningSkills)

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Handout-18

Case St udy-1Disaggregat ing Gender Terms

One of the requirements of gender-responsiveness is to apply the rule of using

gender distinction in terminology, i.e. differentiating generic terms such ascommunity, people, group, etc.

Task: Integrate gender distinctive terminology in the paragraph below, andidentify points where greater clarity is needed as to which gender the projectintends to address.

Case: Coastal Community Development

It is well understood that any sustainable ecosystem management initiative musthave the support of the local population that depends upon the resources. Withoutthis support, all the efforts of government and international bodies at protectingthe environment will be wasted. Alongside the forestry programme, therefore,there is a community development programme.

It has already been noted that there is a need to change the prevailing attitudetowards the mangroves as there are clear signs of degradation of the environment.Changing community awareness about such problems is difficult withoutestablishing the confidence of the local people in the local organizations. It iscounter-productive to come into a village telling the people who have dependedupon a resource for centuries to stop using it. It has been shown many times thatthe best solution lies in addressing other environmental needs first, especiallythose which are closer at hand, for example, water supply and sanitation, whichhave been identified as the most pressing need.

Once confidence has been built up, packages, which are of more direct relevanceto the sustainable management of the mangrove ecosystem, can be suggested. It isimportant that these packages be socially and economically attractive to thevillagers. One example of such a package is the production of mangrove honey,which the project is currently testing. If honey production in the mangroves isviable during the flowering season, which occurs at the same time as the slack inthe fishing season, an alternative source of income can be promoted. This will havetwo benefits it will increase awareness of the usefulness of the mangroves andmay reduce the pressure on fish stocks.

(Source: Sustainable Management of Mangroves in the lndus Delta: The Korangi Ecosystem Project. Korangi IssuesPaper No. 3. May 1992. IUCN).

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Handout-20

Case St udy - 3Spending Preferences

Each society has its own gender division of labor. Men and women have differentroles to play. Therefore, it follows, that they must have different needs and

priorities.

In a community, the household is the main sphere of interaction between men andwomen. It is said that the household is a site of cooperation as well as conflict.Final outcomes are often determined by the relative power held by individuals.This subtle power struggle shows up in various ways, especially in the spendingpatterns in the household. For example, there is a clear difference in the spendingpreferences of men and women. Research shows that in low income household, upto 80% of a womans income is spent on food and other household needs comparedwith 60% for men. According to quite authentic research, a larger share of mensearnings is spent on paan (beetel leaf), tobacco, naswar (or equivalent), cigarettesand supporting interactions (chai pani) with friends. The control over moneyincome, by either men or women, is an important determinant of spendingpatterns.

As a planner you have been asked to recommend policies to support economicdevelopment in a region of country Daniabad. The women and children of thisregion are known to suffer from various vitamin deficiencies, yet food with theright kind of nutrients can be easily grown or purchased at the local store. Youhave heard from your friend, the welfare officer in that region that the communityhas suffered a lot of disputes caused by extreme habits (including drugs, gambling,etc.).

You have found out that the main source of cash in the region is rice. Income islargely under the control of men. Handicraft produced by the women is in high

demand in the capital and overseas, but lack of a local market, and high shippingcosts, deter production. In recent times, the price of rice has fallen, andpredictions are that they are likely to remain depressed for a long time. YourMinister has asked you to recommend a subsidy that would be of most andimmediate benefit to the people of the region.

QuestionKnowing the concept of spending preferences and control of income, what wouldyou advise the Minister? Give reasons.

_____________________________

_____________________________

_____________________________

_____________________________

_____________________________

Adapted from: Gender Training for Planners in Pacific Island Countries: September 1995.

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Handout-21

Case St udy 4Communi t y Dat a

Members of the Village Development Team of Daniabad were pleased. The villagemeeting has so for proceeded well. All village elders were present and were quickin expressing village needs. Repairs were needed to the school, and a new roomwas needed for the village meeting house. The school principal gave a briefing inwhich he supported the need for additional classrooms. The presentation includedthe following:

District Education Indicators2002 2003 (as of June 30)

School Level Enrolment # of Teachers # of Class RoomsVillage A

Pre-school 17 1 1Primary 33 3 3Secondary 14 2 2

Total 64 6 5

Village B

Pre-school - - 1Primary 30 2 2Secondary 11 1 2

Total 41 3 5

Members of the visiting Village Development Team were impressed with thePrincipals presentation. The statistics were especially welcome, and would helpstrengthen a proposal to request more money for the school.

Members of the team were especially impressed with the delicious tea and lunchprovided by the women of the villages. The women were busy throughout themeeting preparing for the morning tea and lunch, and clearing up afterwards.

Faisal Rahim, the Assistant Provincial Planner, and youngest member of the team,was somehow dissatisfied. If you were to look at this scenario through the genderlens, what factors would you say could account for his dissatisfaction?

Adapted from: Gender Training for Planners in Pacific Island Countries; September 1995.

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Handout-22

Case St udy 5Pract ical and St rat egic Gender Needs

To encourage womens participation in development, it is useful to identify twotypes of needs practical and strategic gender needs.

Practical Gender Needs: those activities designed to improve womenscondition through greater provision of their basic needs, such as food, clothing,water, housing, transport, and so forth. The prime objective is to support womenin their current roles.

Strategic Gender Needs. those activities designed to improve the position orstatus of women in the community or in the country. Such activities includegreater income- earning opportunities to enhance their independence and givethem a wider range of choices, improved education and training opportunities,leadership training, elimination of discriminatory laws and customs, etc..

EXERCISE.Below is a checklist of projects for women. In your groups, tick under theappropriate heading whether the activities refer to womens practical or to theirstrategic needs.

Activity PGN SGN

1. Improved village water supply2. Sewing classes/Cooking classes3. Handicraft project4. Credit scheme for income generation5. Leadership training6. Vegetable gardening7. Promoting girls to secondary school

8. Literacy training for women9. Child health classes10.Child care facilities for working mother11.Workshop for male leaders on gender issues12.Radio Programmes on protect funding source

for women13.Training Programmes on preventing violence in

the home14.Training for producing alternative to plastic

bags15.Training women councilors

Too many projects for women narrowly address only womens practical genderneeds. For women to play a greater role in development, and to be directbeneficiaries of development, projects and activities should be designed so that itis possible to address womens strategic gender needs i.e. those that improve theirposition or power in relation to other groups in the community.

Adapted from: Gender Training for Planners in Pacific Island Countries; September 1995.

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Session

(Gender Mainstreaming inProgrammes & Projects)

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Handout-23

GENDER MAINSTREAMING IN PROGRAMS AND PROJECTS

Programs and projects impact differently on women and mendue to their gender-based roles and life situations. Developinginstitutional capacity for gender mainstreaming thus requires

that the needs of both women and men are reflected frombeginning to end of the program and planning process asfollows:

1. Situation Assessment and Analysis: Weregender disaggregated data and gender analysisused in the background and justification of theprogram or project?

2. Project Goals/Objectives, Strategy andProject Management: Are the needs of bothwomen and men reflected in the goals,

objectives and strategies of the Project? Isthere a clear policy for mainstreaming women?Has appropriate budget been assigned for and isit sufficient for the development of both menand women? Does the strategy consider mensand womens practical and strategic genderneeds?

3. Project Implementation: Will both men andwomen participate in the implementation? Arethose who will implement the Program orProject gender aware? Has adequate andappropriate resources been aligned to workwith both men and women?

4. Monitoring/Evaluation: Does the monitoringand evaluation strategy have a genderperspective? Do the indicators measure thegender dimension of each objective? Haveappropriate methods and resources beenassigned to obtain information from bothgender? Is there provision for a communicationstrategy? Does the project redress a previous

unequal sharing?

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Handout-24

Checklist to Mainstream Gender in Policies,Programmes and Projects

1. Situation Assessment & Analysis:

Has specific and relevant information been collected on issues anddifferences for men and women in relation to the specific problem?

Were women involved in conducting the needs assessment, and were thewomen of the community asked for their opinion on their problems andneeds?

Has there been an assessment of womens position in terms of suchpossible problems as their heavier work burden, relative lack of accessto resources and opportunities or lack of participation in thedevelopment process?

Has a gender analysis been conducted to understand the cause of the

issues or differences?

2. Project Goals/Objectives:

Do the project objectives make clear that project benefits are intendedequally for women as for men?

Does the goal seek to correct gender imbalances through addressingpractical needs of men and women?

Does the goal seek to transform the institutions (social and other) thatperpetuate gender inequality?

In what specific ways will the project lead to womens increasedempowerment? Will womens participation increase at the level of thefamily and community? Will women be able to control income resultingfrom their own labor?

Do any of the objectives challenge the existing or traditional sexual divisionof labor, tasks, opportunities and responsibilities?

Have specific ways been proposed to encourage and enable women toparticipate in the projects despite their traditionally more domesticlocation and subordinate position within the community?

Have indicators been developed to measure progress towards the fulfillmentof each objective? Do these indicators measure the gender aspects of eachobjective?

3. Project Strategy:

Is there need to target gender balance as a corrective measure?

Have the women in the affected community and target group beenconsulted on the most appropriate way of overcoming the problem?

Is the chosen intervention strategy likely to overlook women in the targetgroup, e.g. because of their heavier burden of work and more domesticlocation?

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Is the strategy concerned merely with delivering benefits to women, or doesit also involve their increased participation and empowerment, so they willbe in a better position to overcome the problem situation?

4. Questions on Project Management:

Do planned activities involve both men and women as equally as possible?

Are women and men of the affected community represented equally on themanagement committees?

Are any additional activities needed to ensure that a gender perspective ismade explicit (e.g. training in gender issues, additional research, etc)?

Is there a clear guiding policy for management on the integration of womenwithin the development process?

Have financial inputs been gender-proofed to ensure that both men andwomen will benefit from the planned intervention?

Has management been provided with the human resources and expertisenecessary to manage and monitor the womens development component

within the project?

5. Project Implementation:

Are the implementers gender-responsive and aware of the specific genderissues?

Will both women and men participate in implementation?

Do implementation methods make sufficient use of existing womensorganizations and networks such as womens groups?

Have these partners received gender mainstreaming training, so that genderperspective can be sustained throughout implementation?

6. Monitoring:

Does the monitoring strategy include a gender perspective?

Are there monitoring mechanisms that ensure that all policy / program /project activities are on track and take account of progress for male andfemale beneficiaries?

Are there monitoring methods to check the progress in reaching women?E.g. womens (increased) income, occupation of leadership roles, utilizationof credit facilities, participation in project management andimplementation, and influence over decision making?

Has a communication strategy been developed for informing various publicsabout the existence, progress and results of the project from a genderperspective?

7. Evaluation:

Do women receive a fair share, elative to men, of the benefits arising fromthe projects?

Does the project redress a previous unequal sharing of benefits?

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Does the project give women increased control over material resources,better access to credit and other opportunities, and more control over thebenefits resulting from their productive efforts?

What are the likely long-term effects in terms of womens increased abilityto take charge of their own lives, understand their situation and thedifficulties they face, and to take collective action to solve problems?

Adapted from Astrida Neimanis, Gender Mainstreaming in Practice: A Handbook, Part I.

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Handout-25

THE STORY BEHIND THE NUMBERS

1. Once upon a time sex-disaggregated data fora National TB Program

highlighted that

significantly more men

than women are

diagnosed with TB,

and that the Male to

Female ratio in TB

cases has increased

substantially between

1990 and 1999.

Number of TB Cases(sputum smear positive)

(Source: Viet Nam National TB Program)

2. The information would have been taken at face value, and interventionswould have been proposed, had not one person challenged the findings. A

question was asked: do these differences in notification rates reflect a

true difference in TB incidence for women and men? Or do they reflect

an under-notification or misdiagnosis of the disease among women? This

indicated the need for gender statistics such as: were there differences

in clinical symptoms between men and women? How many women

completed the sputum test regime? Etc.

3. Gender statistics were collected, followed by gender analysis. A number ofgender-related issues emerged as follows:

a) Differences in clinical symptoms in women and men:b) Sputum test regime: women tend not to come back to the clinic to

complete their sputum test

c) Quality of sputum produced by men and womend) Understanding of and belief about TBe) Health-care seeking behavior and TB diagnosisf) Compliance with treatment and recovery after treatment.

4. This case study highlights the importance of sound gender analysis inensuring an accurate understanding of the differences and complexities forwomen and men, which is essential in guiding appropriate health care

interventions.

0

5000

10000

15000

20000

25000

30000

35000

40000

1990 1991 1992 1993 1994 1995 1996 1997 1998 1999

Male

Female

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Handout-26

INFORMATION IS EMPOWERMENT

While sex-disaggregated data are important for telling us if differences exist in

relation to a particular development issue or problem, the data cannot tell us why

the difference exists, and in some cases the conventional analysis might in fact

be misleading. Generally, a combination of biological and social factors is

responsible for the difference in sex-disaggregated data. Sound gender statistics

and gender analysis can help planners understand the story behind the numbers,

thus making a critical contribution in terms of appropriate projects, strategies, and

actions.

Planners must recognize t he hidden gender-based impediment s in development.

If these are not effectively identified and addressed, the national poverty

reduction goals cannot be achieved. When information is collected for any program

or project, the following must be ensured:

1. Obtain Sex-Disaggregated Data 2. Obtain Gender StatisticsReveals if there are differences

between women and men, boys andgirls on a specific issue.

e.g. In a community, the literacyrates for boys is twice as high as that

for girls;

Information/data on specific issueswhere a gender disparity is known to

exist.

e.g. area wise difference, income wisevariations, age differentials, and

cultural and sub-cultural variances;

3. Probe for Gender Analytical Information

The results of gender analysis provides informationabout what the cause of the difference is, and how to

address it.

e.g. girls from low income households are expected tostay home and help with domestic responsibilities

(cleaning, caring for siblings) resulting in a lower girl-child enrolment rate.

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Handout-27

ABOUT INDICATORS

Indicators are identified to measure output and outcome resultsIndicators are pointers, measurement, a number, a fact, an opinion, or aperception that helps measure the progress towards achieving expected results

GENDER-SENSITIVE INDICATORS

A GENDER INDICATOR can be defined as using quantitative and qualitativemeasures to capture gender-related changes in society over time. Gender-sensitive indicators capture changes that include gender-based differences

EXAMPLES # of women and men on school committees Quality of education as perceived by women and men Extent to which women influence decision-making

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Handout-28

INDICATOR DEVELOPMENT ANDSELECTION FLOWCHART

Brainstorm possibleindicators

Does the indicator reallymeasure the result?

Can we get reliable data forthis indicator, now and in

Does this indicator permitus to measure the result

Does it provide information

upon which decisions can

Can we afford to use thisindicator?

Does this indicator make iteasy to communicate thestatus of the result?

Is this indicator gender-sensitive?

Discard indicatoror keep in reserve

Yes

Yes

Yes

Yes

Yes

Yes

Yes

No

No

No

No

No

No

Confirmed

Valid

Reliable

Sensitiveto change

Useful

Affordable

Simple

Gender-sensitive

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Handout-29

WHAT IS GENDER MAINSTREAMING?

Gender Mainstreaming is a key strategy to reduce inequalities between women and

men.

The United Nations defines it asthe process of assessing the implications for women andmen of any plannedaction, including legislation, policies, orprogrammes, in all areas and at all levels. It is a strategy formaking womens as well as mens concerns and experiences adimension of the design, implementaiton, monitoring andevaluation of policies and programmes in all political,economic, and societal spheres so that women and menbenefit equally and inequality is not perpetuated.

The Economic and SocialCouncil Report for 1997,

United Nations, 1997.

It means changing the way government sand organizat ions workso that the complexities and differencesbetween mens and womens experiences,needs and priorities are equally valued,automatically considered, and addressedfrom the outset at all levels, in all sectors,

at all stages of the project and programcycle

It means t hat al l government of f icersat all levels, no longer simply assume thateither gender (especially women) willautomatically benefit from a proposedproject or program. Rather, it is consciouslythinking about how this will happen.

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Handout-30

WHY GENDER MAINSTREAMING IS IMPORTANT?

At OrganizationalLevel

It makes the socialproblem of genderinequality visible.

It improves thefoundations for all ourprograms and actions.

It teaches our staff aboutthe different effects onmen and women of our

programs and activities. It improves transparency

and strategic decision-making in ourorganization.

It makes full use of humanresources, recognizingwomen and men withsimilar capacities andopportunities.

It leaves room fordiversity, horizontalorientation and a new

organizational paradigm.

Adapted from Economic and SocialCouncil (ECOSOC). Gender

At National LevelCredibility and AccountabilityJust do the math! Men and women are 50% - 50%.Governments must be accountable to all of itscitizens.

Efficiency and SustainabilityEqual inclusion of men and women in all aspects ofdevelopment and society pays off for the country as awhole. It is a matter of the bottom line: economic andsocial efficiency and sustainability.

Justice and EqualityIt is just right! Democratic principles and basic humanrights demand gender equality.

Quality of LifeIncreased attention to gender equality issues willimprove the lives of individual men and women. Ifindividuals are happier and healthier, they will also bemore productive, thus contributing to a more efficientand prosperous society.

AllianceGender equality as a pre-requisite for forging formal

alliances or partnerships with other nations.

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Session

Reviewing PC-1s from a GenderPerspective

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Handout-31

Copy of PC-1Training of Trainers for Skills Development

(Separate Document)

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Handout-32

Reviewing PC-1s(Group Instructions)

Read the given case study and develop acommon understanding of what the PC-1aims to achieve?

Use the given checklist to assess whethergender has been mainstreamed in thesituation analysis, project design, ideas forimplementation, monitoring and evaluation?

If your group thinks that gender has notbeen mainstreamed, what would you do tobe more gender responsive?

Appointment of keeper Presentation in the plenary (5 minutes per group) Presentation should only pertain to what they would do to make the PC-

1 more gender sensitive

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Handout-33

Checklist to Mainstream Gender in Policies,Programmes and Projects

1. Situation Assessment & Analysis:

Has specific and relevant information been collected on issues anddifferences for men and women in relation to the specific problem?

Were women involved in conducting the needs assessment, and were thewomen of the community asked for their opinion on their problems andneeds?

Has there been an assessment of womens position in terms of suchpossible problems as their heavier work burden, relative lack of accessto resources and opportunities or lack of participation in thedevelopment process?

Has a gender analysis been conducted to understand the cause of the

issues or differences?

2. Project Goals/Objectives:

Do the project objectives make clear that project benefits are intendedequally for women as for men?

Does the goal seek to correct gender imbalances through addressingpractical needs of men and women?

Does the goal seek to transform the institutions (social and other) thatperpetuate gender inequality?

In what specific ways will the project lead to womens increasedempowerment? Will womens participation increase at the level of thefamily and community? Will women be able to control income resultingfrom their own labor?

Do any of the objectives challenge the existing or traditional sexual divisionof labor, tasks, opportunities and responsibilities?

Have specific ways been proposed to encourage and enable women toparticipate in the projects despite their traditionally more domesticlocation and subordinate position within the community?

Have indicators been developed to measure progress towards the fulfillmentof each objective? Do these indicators measure the gender aspects of eachobjective?

3. Project Strategy:

Is there need to target gender balance as a corrective measure?

Have the women in the affected community and target group beenconsulted on the most appropriate way of overcoming the problem?

Is the chosen intervention strategy likely to overlook women in the targetgroup, e.g. because of their heavier burden of work and more domesticlocation?

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Is the strategy concerned merely with delivering benefits to women, or doesit also involve their increased participation and empowerment, so they willbe in a better position to overcome the problem situation?

4. Questions on Project Management:

Do planned activities involve both men and women as equally as possible?

Are women and men of the affected community represented equally on themanagement committees?

Are any additional activities needed to ensure that a gender perspective ismade explicit (e.g. training in gender issues, additional research, etc)?

Is there a clear guiding policy for management on the integration of womenwithin the development process?

Have financial inputs been gender-proofed to ensure that both men andwomen will benefit from the planned intervention?

Has management been provided with the human resources and expertisenecessary to manage and monitor the womens development component

within the project?

5. Project Implementation:

Are the implementers gender-responsive and aware of the specific genderissues?

Will both women and men participate in implementation?

Do implementation methods make sufficient use of existing womensorganizations and networks such as womens groups?

Have these partners received gender mainstreaming training, so that genderperspective can be sustained throughout implementation?

6. Monitoring:

Does the monitoring strategy include a gender perspective?

Are there monitoring mechanisms that ensure that all policy / program /project activities are on track and take account of progress for male andfemale beneficiaries?

Are there monitoring methods to check the progress in reaching women?E.g. womens (increased) income, occupation of leadership roles, utilizationof credit facilities, participation in project management andimplementation, and influence over decision making?

Has a communication strategy been developed for informing various publicsabout the existence, progress and results of the project from a genderperspective?

7. Evaluation:

Do women receive a fair share, elative to men, of the benefits arising fromthe projects?

Does the project redress a previous unequal sharing of benefits?

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Does the project give women increased control over material resources,better access to credit and other opportunities, and more control over thebenefits resulting from their productive efforts?

What are the likely long-term effects in terms of womens increased abilityto take charge of their own lives, understand their situation and thedifficulties they face, and to take collective action to solve problems?

Adapted from Astrida Neimanis, Gender Mainstreaming in Practice: A Handbook, Part I.

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Session

Taking Forward the GenderAgenda, Evaluation & Close

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Handout-34

GENDER MAINSTREAMING ..WHAT DOES IT NEED ?

StrengthenedProcesses by

Mainstreaming inPolicy, Programme

or ProjectDocument

InternalCommitmentfrom Senior

MostLeadership

Support

from

Experts

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Handout-35

Internal Commitment from Senior Leadership

Senior management can oversee a crosscutting theme like Gender that overlapsthe various management structures and areas of an organization. Authority andsupport is essential in communicating the message that attention to gender

equality is important and is expected!

As Senior Management, Do You

Seek information, give ideas, and get progressreports on the gender mainstreaming process, andgender equality progress in policies and programs?

Recognize innovations and achievements related togender equality?

Integrate gender equality issues and perspectivesinto speeches and statements on a range of subjects

and not reserve comments on this theme purely forgender and/or women-specific occasions?

Assert what needs to change and how to do it toachieve gender equality, especially in the face ofresistance towards gender equality?

Advocate for sufficient resources, financial andhuman, for the promotion and support of gendermainstreaming efforts?

Participate in discussions on gender issues i.e.opening workshops, chairing panels, sponsoringdiscussions?

Extend moral support and lead policy advocacy anddialogue on gender issues, e.g. raising it regularly indiscussions with politicians and representatives ofdevelopment organizations?

Advocate for and promote measures to developgender equity within organizational structures,procedures and culture?

Adapted from: DFID April 2002, Gender Manual: A Practical Guide for Development Policy Makers andPractitioners

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Handout-36

Support from Experts

Stakeholders have a significant impact on the outcome of a policy, program, orproject. Reflect a moment on:

Who are your organizations key stakeholders? Do they include individuals orgroups with a gender perspective?

Is there an appropriate balance of women and men in all institutions andagencies involved in your planning processes?

Has gender expertise been mobilized for your organizations planningprocesses?

Have the following been brought in to contribute to the Public SectorPolicy, Programme or Project Cycle?

Gender focal points in other ministries ordepartments?

Development partners with a gender equalitymandate?

An umbrella organization of women or gender NGOs?

Relevant sectoral or special interest NGOs that havean interest or experience in gender issues?

Think tanks or policy analysts with experience orexpertise in gender issues?

Academics or researchers from university GenderStudies Departments?

Gender consultants

Adapted from: UNDP RBEC 2002 Gender Mainstreaming in Practice: A Handbook

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Handout-37

Feedback Form

Q.1 How would you rate the following sessions? (tick your feedback)

Sessions

Excellent Worthwhile Confusing Terrible

Why Gender Mattersfor Policy Makers

MainstreamingGender in Polices,Programs & Projects

Ponder for a Moment

Q.2 Please inform us of those aspects of the Session that you found mostuseful (e.g. contents, concepts, use of case studies, participatoryaspect of the event, material, etc).

_____________________________________________________________________________________________________________________

Q.3 Please identify one step that you would like to take in order tomainstream gender in your organizations policy, programme orplanning processes.

_____________________________________________________________________________________________________________________

Q.4 What support could the Gender Mainstreaming Project extend toyour organization with regard to mainstreaming gender?