CARICOM Education for Employment Program (C-EFE) · The C-EFE offers opportunities to break the cycle of poverty by assisting and empowering young women at risk, especially those

CARICOM Education for Employment Program (C-EFE) 159 Program Implementation Plan (December 15 2010 – March 31 2016)

Annex 3 Gender Equality Strategy

CARICOM Education for Employment Program

(C-EFE)

Program Gender Analysis and Action Plan

DRAFT

December 2011

Annex 3 Page 2 CARICOM Education for Employment Program (C-EFE) Program Implementation Plan (December 15 2010 – March 31 2016)

Table of Contents

__________________________________________________________

A. Background 3

B. Gender analysis by component 9 C. Lessons learned 11 D. Information and data gaps 12 E. Key interventions by component 12

F. Contribution to CIDA’s Gender Equality Policy 15

Annex A: Potential contribution to CIDA’s Gender Equality Policy 16 Annex B: Framework for Stakeholder Consultations 18 Annex C: Draft Terms of Reference for Gender and TVET Group 19 References

CARICOM Education for Employment Program (C-EFE) Annex 3 Page 3 Program Implementation Plan (December 15 2010 – March 31 2016)

A Background The achievement of equality between women and men, girls and boys is fundamental to poverty reduction and sustainable development. The Canadian International Development Agency (CIDA) is committed to promoting gender equality (GE) internationally and integrating GE as a crosscutting theme in all its development policies and programmes. For over 25 years, CIDA has promoted development work centred on achieving GE. In 2003, Canada was commended by the United Nations Committee on the Elimination of All Forms of Discrimination Against Women (CEDAW) for its work in promoting women's rights in developing countries and internationally, and for mainstreaming gender in its development assistance programmes and projects.77 Gender issues are critical to achieving all of the Millennium Development Goals (MDGs), in enabling universal access to education and health care, and protecting the environment. Because the MDGs are mutually reinforcing, progress towards one goal can affect progress towards the others. Of particular interest to the gender strategy is MDG Goal 3 that seeks 'gender equality and the empowerment of women'. The pursuit of this goal continues to be threatened by negative cultural beliefs and practices, and the lack of 'institutionalization of gender mainstreaming' in terms of adequate resources, technical expertise, and authority of those responsible for

implementation.78

Gender inequalities that negatively affect women and girls are evident within the immediate problems facing the Caribbean region: high unemployment and underemployment, large numbers of working poor, low skill levels which affect productive growth, low availability of jobs, food insecurity, high levels of crime and violence, vulnerability to HIV/AIDS particularly through transactional sex and increased drug trafficking– can all be associated with women’s structural poverty and social marginalization.79 In many countries of the Caribbean, more than 40 percent of households are female-headed80 and face survival issues, compounded in some cases by early pregnancies of girl children who are often forced to terminate their schooling as a consequence of the pregnancy. The C-EFE offers opportunities to break the cycle of poverty by assisting and empowering young women at risk, especially those with children; and promoting nurturing roles for young men in care-giving and domestic work. The main gender outcome of the C-EFE, a gender equitable workforce, confronts an enduring disparity between educational attainment and employment as it affects the female labour force. Despite their predominance as participants in higher education in the formal education system (see Table 1 and Figure 1), women continue to face more severe unemployment, lower wages, higher levels of poverty, and lower representation in decision-making positions. Women in some Caribbean countries are in some cases earning less than half of what men make. This is partly due to labour force occupational segmentation by gender: for women who are concentrated in administrative and clerical fields, wage levels are generally lower than in some technical and financial fields where males tend to predominate. It is well documented that the historical division of the labour market by gender has led to clusters of males and females in different education and employment streams. While no formal barriers to women’s participation in education and the labour force exist, there are entrenched gender

77 CIDA-contributed excerpts from TOR for Gender Advisor, C-EFE, ACCC, October 2011. 78 Ibid 79

CIDA, Caribbean Program - Gender Equality Analysis – SGDE-EDRMS #4600439 80 Dunn and Mondesire (2011). Regional Special Topic Monograph on Gender and Development Issues Based on Analysis of 2000 Round Census Data of

18 Caribbean Countries. Georgetown: Caricom Secretariat


stereotypes that lead women and men into certain educational areas and consequently occupational categories.81 Moreover, as a result of gender biases in the labour market, the labour provided by women tends to have a lower status and remuneration level. The issue is accentuated further by the gender-linked demand for low skilled labour, reported to be higher for males than for females.82 An observation in this regard is that males are able to access wage employment at a younger age and with lower levels of certification compared to females.83 Gender and Education in the Caribbean The gender divide in the performance in the secondary school system is a recognized trend, in which the number of males graduating declines as the academic level increases. The lower grade survival for males in the secondary system reduces their chances of progressing to tertiary education. In addition to the gender factor, the performance of students in the school system has been shown to vary by geographical region, ethnicity and class. Schools in less prosperous communities have been found to produce fewer graduates.84 Observation of these intersecting factors has led to the contention that socio economic status is a more accurate predictor than of performance outcomes in the educational system than gender; and that the higher up the social rung, the less pronounced are the gender differences as some schools have low performance outcomes irrespective of gender.85 It has also been noted that in the Mathematics and Science subjects that are traditionally the domain of males, the performance of males in these subjects is above that of females.

Table 1. Tertiary enrolment by gender, selected countries (%)

Country Year Male Female

Antigua & Barbuda 2009 29 71

Barbados 2009 31 69

Belize 2009 36 64

Bermuda 2009 28 72

Dominica 2008 24 76

Grenada 2009 43 57

Guyana 2009 51 49

Jamaica 2008 31 69

Montserrat 2008 20 80

St Kitts & Nevis 2008 33 67

Saint Lucia 2009 28 72

Suriname 2002 38 62

Trinidad & Tobago 2005 43 56

Source: UN Department of Social and Economic Affairs, 2011.86

The Gender Study prepared during the project identification highlighted a number of issues related to gender in education. One of the prominent gender issues in education in the CARICOM region is the perception of “male underachievement.” There has been some academic research on this issue, with researchers like Bailey drawing a distinction between male under-participation and male under-achievement.87 Unemployment, idleness, marginal and illegal economic activities, including the high level of crime and violence due in part to the illegal drug trade, are often further exacerbated by the lack

81

Ibid. 82 Bailey, Barbara (2010). Regional Workshop on Gender Differentials in Education, April 26-27, 2010. Bridgetown: Caribbean Development Bank. 83 Gayle, H. & Levy, H. 2007, cited by Bailey, 2010. 84 Bailey (2010). Op. cit. 85 Ibid. 86

UN Department of Social and Economic Affairs, 2011. Available from:http://unstats.un.org/unsd/demographic/products/indwm/tab4d.htm 87

Ibid


of skills and opportunities. These are predicaments that put male and female youth at risk, and pose obstacles to their survival in the school system, and to their ability to further their education.

As gender inequality is associated with shortfalls in educational attainment for both males and females, addressing these issues is of paramount importance in building a stronger base for Caribbean economies. Gender and Employment in the Caribbean

A relationship between the economic well-being of countries and their labour force participation by gender has also been revealed. In a recent study, some of the poorest countries in the CARICOM region (Suriname, Belize, Guyana) were reported to have the lowest female labour force participation rates.88 As these countries bear similar demographic and ethnographic characteristics, gender patterns may be influenced by other factors such as culture, large size, and ethnic diversity. In the region as a whole, labour force participation rates tend to favour males although there are differences among countries given variations in economic conditions and opportunities. In most countries of the CARICOM region, unemployment levels are twice as high for females compared to males. The recent economic crises have also affected women’s employment, in areas such as the hospitality industry that is important to many Caribbean economies. As several Caribbean countries are reporting increases in the number of female headed households, there are also concerns that poverty associated with unemployment could threaten these households and the social and economic stability of countries as a whole. Table 2 and Figure 2 present unemployment data in the age group 20-24 for selected CARICOM countries.

88 CARICOM Education for Employment Design Document, ACCC (2009).


Women as welders “I wanted to go into joinery and at first they would not hire me as they said I would distract the men.”

Workshop participant, Nevis Stakeholder Meeting

October 14, 2011.

Table 2.Unemployment rates by gender, selected countries (%) Year Female Male

Bahamas 2004 4.7 6.1

Barbados 2011 5.8 4.8

Belize 2002 26.2 10.8

Guyana 2002 22.4 14.2

Jamaica 2011 36.8 21.4

Saint Lucia 2004 37.1 28.0

Suriname 2004 30.4 13.8

Trinidad &Tobago

2006 10.0 6.0

Sources: CARICOM Secretariat 200889

; STATIN 201190

, Government of Barbados 201191

There has been an observable gender occupational shift in which females are finding jobs in areas such as retail gas sales, security and airport service work, albeit opportunities in the lower end of the wage spectrum. It is noteworthy that some women who have entered fields such as welding and construction have made a mark, indicating that gender stereotypes are slowly changing. In the emerging fields such as ICT, women stand to secure more opportunities for training and employment. In terms of the impact of certification on access to employment, it was often observed during the consultations that compensation for work performed is not aligned to qualifications obtained. Disparity in jobs secured, compared to qualification or certification obtained, can be a disincentive to furthering education goals. It was also observed that males are able to access wage employment with lower levels of certification. Even when gender barriers are overcome to allow women to enter traditionally male employment domains, conditions of work may be disadvantageous for women. Conditions of work can be measured by wages paid, safety of the work environment, and amenities offered on the work premises. In venturing into fields that are the historical domain of males, women sometimes experience wage discrimination, receiving lower wages than males performing similar work; or are paid at the entry level on the wage scale. In some situations, they are deterred by the geographical location of the jobs, where there might be safety issues, or a disincentive to relocate due to family duties. Sexual harassment is also cited as a factor that discourages women from taking work in certain situations. Traditional male workplaces sometimes lack accommodation suited to women such as toilet facilities, or such facilities could be situated in dangerous areas where women are be more vulnerable. The consequences of income insecurity and idleness due to unemployment are hurtful to households, especially those that are sole supporters of families who are lacking in resources and in some cases experiencing gender-based violence. Teen pregnancy has also emerged as a concern, interrupting the completion of high schools by young girls. Drug trafficking and the use of illegal drugs are also considered major threats to the security of the region and to the well-being of young perpetrators who are mainly male.

89

Women and Men in the Caribbean Community, Facts and Figures, 1998 – 2005, Chapter 4: Work and Economy; Caribbean Community Secretariat Statistics Sub-Program, May 2008. Available from: http://www.gov.ai/statistics/images/Cha_Work.pdf 90

Government of Jamaica. Statistical Institute of Jamaica (STATIN). Available from: http://statinja.gov.jm/UnemploymentRatesByAgeGroup.aspx 91 Barbados Statistical Service. Government of Barbados. Available from : http://www.barstats.gov.bb/files/documents/LFS_Bulletin_2Q2011.pdf


Gender Analysis in TVET The foregoing observations underline the importance of gender analysis in TVET. The objective of the gender analysis is to set a baseline to monitor trends, to arrest situations that could be disadvantageous for either gender. Gender analysis requires the unravelling of age, ethnicity, socio economic class and geography. In CIDA’s framework for gender analysis, “the main purpose of the gender equality analysis is to:

Assess the gender equality capacity of key partners and stakeholders.

Identify and assess gender equality data and issues in the specific context of the project.

Suggest key entry points for the integration of gender equality within the context of the project.

Identify knowledge and information gaps and potential sources for information.” (CIDA Gender Analysis and Action Plan).

Table 3. Summary of Issues Emerging from Inception Mission Consultations

Area Examined Observations

Context In most Caribbean countries, more females are pursuing tertiary education than males and many countries record higher levels of participation by females in TVET, mainly traditionally female-associated fields. These patterns are undergoing shifts, and there is evidence of more females employed in non-traditional areas. Labour force participation rates are still higher for males in most countries, although the decline of construction and mining in some has led to a decrease in male participation rates, while the increase in retail and service jobs has created openings for females. Cultural practices influence gender stereotypes and can hinder the participation of women in certain skill and employment areas. Other influencing factors include socioeconomic status affected by class, ethnicity and geographic location.


Institutional environment Gender analysis is lacking in the existing TVET policy frameworks in the region. TVET Councils and NTAs, with a mandate that includes policy and program advice to the government, are well placed to effect changes that could promote less stereotypical roles of males and females in TVET. In most countries, the main TVET institutions are under the auspices of the Ministry of Education, and in some cases such as Barbados also under the Ministry of Labour and Social Security. These ministries would be the focus of capacity-building strategies to improve the application of gender planning principles in program design and delivery. Bureaus of Gender Affairs could play a catalytic and technical support role, through the national gender policy frameworks and through Gender Focal Points in ministries of education. The Gender Focal Point system is however still in the developmental stages in most countries, and not functional in most. Given their marginal status and under-resourcing in several countries, it might be unrealistic to expect the Bureaus of Gender Affairs to do more than support policy frameworks.

Policy environment The under treatment of gender in existing TVET policy frameworks opens possibilities for the C-EFE to innovate and implement unique approaches in TVET administration and programs. One important input into the policy process is research into gender trends in education. While the UWI has produced significant research on gender in education, the research does not appear to influence policies to a great extent. This could be a result of insufficient dissemination of research findings, a shortage of avenues for dialogue between researchers and government officials with decision-making authority, or a reluctance to address gender issues that are often perceived as female-oriented. There are limited sex-disaggregated data on TVET, and much of the available data on post-secondary education and training are not differentiated by levels.

Program delivery Although in most countries more females are enrolled in TVET programs, the curricula are still defined along traditionally male oriented fields and occupations. At lower levels of post-secondary TVET training, there are likely to be more males, reflecting secondary school drop-out trends. This implies that higher academic requirements would favour females and disfavour males. There are data showing that job opportunities accessed by males depend less on formal qualifications. “Certification by recommendation” can facilitate entry into positions where networks are in place, and these networks can bypass the need for formal qualifications.


B Gender analysis by component In assessing gender patterns in education and employment, qualitative and quantitative measures are required for the gender analysis. Potential gender disparities could occur in six main areas:

Access to TVET programs by males and females;

Quality of TVET programs accessed by males and females;

Sectors of TVET that males and females participate in;

Conditions under which certification is required or offered and implications for employment;

Access to employment as a result of training; and

Wage disparities by gender, either through legislative deficiencies, or gender discrimination. Table 4. Analytical Framework for Gender Components in Project Implementation Plan

C-EFE component (Immediate Outcomes)

Key stakeholders Questions/Information for Gender analysis

1100 Improved knowledge and skills in NTAs across the region to provide occupational standards & worker certification

NTAs. CANTA. ACTI. CXC. CAIC. UWI Institute for Gender and Development Studies. ILO. UNESCO. City and Guilds.

What are the gender patterns in access to worker certification and Prior Learning Assessment and Recognition (PLAR)? To what extent does labour market bias restrict the range of occupations available to each gender?

1200 Increased gender-equitable social marketing of TVET

Secondary school teachers. Guidance counsellors. Parents.

Secondary school students. Mainstream and alternative social media.

How does gender affect the choice of subject areas pursued by males and females? What role models can be promoted to dispel gender stereotypes internalized by parents and children? Can civil society organizations such as national youth councils and councils of women be effective partners in combating gender stereotypes?

2100 Enhanced and relevant labor market information

Ministries of education. TVET institutions.

What systems are in place to capture quantitative and qualitative sex-




(LMI) and vocational technical information system (VTIS) available to inform m/f stakeholders on TVET in the region

ILO. UNESCO. UNECLAC. UNICEF. UN Women. CDB.

disaggregated data nationally and regionally? What constraints are being experienced and supports needed? With which donors can effective partnership be fostered to secure sex-disaggregated data? Can the UWI Institute for Gender and Development Studies support the capacity of ministries of education and labour to strengthen the collection of sex-disaggregated data?

2200 Increased collaboration of private sector with TVET institutions to design & deliver demand-driven TVET programs & support student placement & employment

CAIC. National chambers of industry and commerce. TVET Institutions.

Which corporations are practising corporate social responsibility? How does gender equity fit within those strategies? Are there flagship examples that the C-EFE program could profile and/or partner with?

3100 Strengthened gender-sensitive TVET leadership & faculty to support institutional change & environmental awareness

Senior management and faculty in TVET institutions.

Are TVET leaders and managers prepared to engage in dialogue about gender imbalances in the TVET system and programs? Do teacher training curricula include and other educational materials refer to gender-related issues and analysis? Do teaching practices reinforce gender stereotypes and inequalities, and can these practices be corrected?

3200 Increased access, retention & competency of regional TVET students, including

Male and female students. TVET delivering institutions.

Are the enrolment and completion rates approaching gender parity? Are there shifts away from gender stereotypes in traditional fields of study?




disadvantaged groups, in relevant, gender & environmentally-sensitive TVET programs

Bureaus of gender affairs.

Are more women in vulnerable circumstances and rural women accessing TVET? Are provisions in place for child care to allow more women to participate in TVET programs?

C Lessons learned As training is only one input in the requirement for employment, the C-EFE is paying close attention to soft skills that could improve both entrepreneurial and employability options for graduates. Critical gaps have been identified in the lack of progression from training to formal or self-employment. For those seeking self-employment, this is associated with insufficient attention to business skills, and lack of finance to enable entrepreneurs to kick start businesses. Another issue is the lack of alignment of training with industry needs and trends. For those seeking employment in the formal labour market, there were hindrances posed by lack of negotiating, networking and presentation skills. These are all areas that are being considered for new TVET programming in the C-EFE.

Some Best Practices ___________________________________________________________________________ In Barbados, the Bureau of Gender Affairs initiated a rights-based project on mainstreaming

gender in education, working with guidance counsellors to promote more gender-aware counselling practices to reduce gender stereotypes. The project was funded by UN Women. In Jamaica, the Bureau of Women’s Affairs has launched a short-term training program for males, promoting male empowerment through dialogue about masculinity and training for employment. The commitment of the private sector to employ graduates enabled the majority of graduates from the training to be employed.

In a number of countries, including Grenada, Saint Lucia, St. Vincent and the Grenadines and Dominica, the bureaus of gender and women’s affairs have undertaken pilot projects for women in non-traditional areas. The outcomes of these initiatives are still to be assessed, and will be one area for research under the C-EFE. ___________________________________________________________________________

Experiences of training programs that target women

“In the informal training we did for women there was not enough onward planning: you would train women in skills like tie dying T-shirts, and we did not follow up with marketing, or secondary training in business skills. We did skills training, but it was hobbies: they were not able to market the goods and make them income generating.” Charms Gaspard, St Lucia Division

of Gender Affairs, December 13, 2011).


D Information and data gaps From the information gathered so far there are emerging areas and data gaps that could be considered for research in the course of implementing the C-EFE. They include:

Impact of training and employment projects promoting women in non-traditional occupations.

Gender trends in occupational certification including Prior Learning Assessment Recognition (PLAR).

Gender implications of demand-driven training that TVET can deliver based on national/regional priorities, and pre-requisites to ensure women have equal access to training.

Wage disparities in employment by gender and industry/sector.

Performance of women owned and managed micro, small and medium enterprises by product and sector.

E Key GE Interventions by component Table 5. Key Gender Equality Interventions to Achieve Immediate Outcomes

Project component (Immediate Outcomes) Key GE interventions

1100 Improved knowledge and skills in NTAs across the region to provide occupational standards & worker certification

Technical assistance and skills training to build the capacity to analyze gender in education

1200 Increased gender-equitable social marketing of TVET

Temporary placement of gender experts in key government institutions, including the ministries of education and labor; and some TVET councils.

2100 Enhanced and relevant labor market information (LMI) and vocational technical information system (VTIS) available to inform m/f stakeholders on TVET in the region

Gender and statistics training workshops, using the CIDA Gender Education Tips guide as a reference for indicators Supporting the promotion of sex-disaggregated statistics to inform program interventions Collection of sex-disaggregated statistics

2200 Increased collaboration of private sector with TVET institutions to design & deliver demand-driven TVET programs & support student placement & employment

Research into gender in non-traditional areas of training and employment, including areas such as IT, business management and leadership; and work-based certification

3100 Strengthened gender-sensitive TVET leadership & faculty to support institutional

Conduct of workshops to sensitize leaders to


Project component (Immediate Outcomes) Key GE interventions

change & environmental awareness gender and education trends, the construction of gender stereotypes and how they can be dismantled Promotion of partnerships and exchanges between colleges in Canada and the Caribbean

3200 Increased access, retention & competency of regional TVET students, including disadvantaged groups, in relevant, gender & environmentally-sensitive TVET programs

Gender neutral public education campaigns to raise awareness of TVET opportunities Targeted campaigns to females and males to de-sensitize gender stereotypes in TVET Modularized gender courses as well as mainstreaming gender in all TVET course curricula Counseling programs in secondary schools Workshops for parental guidance Communication systems to reach people with disabilities

E.1 The C-EFE gender strategy will include three broad dimensions:

Mainstreaming gender in all institutional and policy process in support of the strategic outcomes of the C-EFE. Integrating a gender component into all TVET programs, at the conceptualization and delivery stages. Targeted interventions to increase the access of women and men to TVET opportunities in non-traditional areas.


Table 6. Components of the C-EFE Gender Strategy

E.2Activities 1. Mainstreaming gender in all institutional and policy processes in support of the strategic

outcomes of the C-EFE. This will involve:

Supporting gender-sensitive program planning and institutional capacity building through research, policy dialogue, institutional support through technical assistance, encouraging gender assignment of staff, training of staff in ministries of education and labour.

Promoting a gender balance in the membership of all C-EFE committees and sub-committees.

2. Integrating a gender component into all TVET programs, at the conceptualization and delivery

stages. This will involve:

Producing modules addressing fundamental gender issues as well as key functional skills such as presentation, negotiation, conflict management, networking, etc.

An instructor training program that will integrate GE issues, including the need for gender analysis in curriculum planning and delivery.

Promoting gender equity in the number of participants in the leadership development programs and in TVET instructor training and “train-the-trainer” programs.

Highlighting GE considerations in the leadership and management program.

A work plan supporting gender equality in each new TVET program partnership.

Developing gender-sensitive instructional and learning materials for the Program.

3. Targeted interventions to improve women’s access to TVET and subsequent employment or entrepreneurship. This will involve:

Designing course contents of TVET programs to address gaps in current skill sets of women as appropriate.

Providing opportunities for pre-training to meet course prerequisites.

Targeting female heads of household and poor rural women in some of the new programs for disadvantaged groups.


E.3 Human resources and technical support The human resource and technical support to the strategy will be supplied through:

A local GE leader appointed as a member of the C-EFE PMC.

A network of gender specialists from the region providing technical support to the C-EFE.

Canadian and local GE consultants engaged to participate in the stakeholder capacity assessment and baseline surveys, respectively. GE considerations resulting from gender-disaggregated data from the surveys will be fully integrated in program implementation.

Part-time services of Canadian and local GE consultants engaged throughout the duration of the Program to ensure follow through of all GE related commitments.

E.4 Other activities Complementary activities in support of the gender strategy will include:

Conferences held every two years to support the C-EFE’s GE Strategy.

Media campaigns with gender-sensitive materials (language and visuals) that promote non-traditional trades for both sexes.

F Contribution to CIDA’s Gender Equality Policy Within the CARICOM region, attention to women’s rights and to gender issues has been highlighted by an emerging women’s movement linked to regional Caribbean NGOs, international conventions, and UN declarations. The CARICOM countries have ratified the Declaration on Human Rights, the Convention on the Elimination of All Forms of Discrimination against Women, the Convention on Equal Opportunities of Men and Women, and have recognized the Beijing Platform of Action. The basic principles of these international documents are reflected in various national and regional documents, plans and studies. Donor support, particularly from CIDA’s GE Programme, has been an important stimulus for improving the legal foundation for GE and development programming to deal with gender issues. Gender equality is integrated into CIDA’s programming strategy in the Caribbean that focuses on Economic Growth and Security, including disaster management. The C-EFE will contribute to all three of CIDA’s Corporate GE results92: 1. More equal participation of women with men as decision-makers in shaping the sustainable

development of their societies; 2. Women and girls more able to realize their full human rights; and, 3. Reduced inequalities between women and men in access to and control over the resources

and benefits of development.

92 CIDA’s Policy on Gender Equality, 2009, http://www/acdi-cida.gc.ca.

http://www/acdi-cida.gc.ca


ANNEX A93 What is the potential contribution to CIDA’s Gender Equality Policy? The following questions are organized into three groups according to the CIDA’s three corporate gender equality results. 1. More equal participation of women with men as decision-makers in shaping the

sustainable development of their societies

• Will the project promote women in decision-making? At govt level? At private sector level? Are women being allowed to speak for themselves or are others representing them? The project will extend the opportunities for women in various skills areas, including business management, negotiating and networking skills, presentation and conflict resolution. This will enable women to better understand the work environment and improve their ability to secure meaningful employment.

• Have these project activities been planned by taking into account the needs and realities of

women and men? as identified by them? The Inception Mission and subsequent interviews sought the views of women and men into the design of the project. Educators, researchers, employer groups and professional associations were consulted across the region. As a result of the discussions, critical obstacles and gaps have been identified and have been addressed in the gender strategy.

• Are the partners who will implement activities in direct contact with men and women

participants, stakeholders, and beneficiaries? The principal partners are the NTAs, CANTA and selected organizations delivering gender programs. The latter includes bureaus of gender affairs, universities and civil society organizations with a demonstrated record of interfacing with women and men for the improvement of livelihoods and wellbeing.

2. Women and girls more able to realize their full human rights

• Are there any barriers to women (including women from marginalized groups, such as ethnic minorities, poor women) seeking equal treatment and equality of results that are relevant to this project? The main barriers identified are socio economic status, ethnicity, geography and cultural patterns. These apply in different ways in each country, and the context in which they are analyzed and accounted for is country-specific. The gender analysis in this document has recognized these as concerns to be addressed through the design and delivery of the training programs.

• How can this project be used to promote the equality rights of women and girls? • Are there any gender-specific rights violations (such as violence against women and girls or

discriminatory practices) that could be addressed in the context of this project? Is there scope to use relevant CEDAW articles and general recommendations, country-specific recommendations from the CEDAW Committee or facilitate CEDAW’s implementation more

93 Note from CIDA Gender Analysis and Action Plan: “See Annex A for guidance on the potential contribution CC-YEP could have”.


generally? There are gender-specific violations related to sexual harassment, gender differentials in wage earnings, and gender-based violence that have come to light in the research and consultations leading to the project design. These are not however within the scope of the project to be addressed.

3. Reduced inequalities between women and men in access to and control over the

resources and benefits of development • Does the project benefit women and men equitably? Does it contribute to reducing

disparities between women and men? The explicit outcome is a more gender equitable work force. All the activities are geared to this outcome.

• Are eligibility criteria for project inputs or benefits set to ensure that women can participate (e.g., open to household members rather than just household heads, avoiding educational requirements that discriminate against women)? Eligibility criteria will take into account the need for pre-training in certain areas to ensure that women, especially the most vulnerable due to socioeconomic circumstances, can benefit.

• If project components are disproportionately targeting male participants, are there meaningful ways that the project can also reach and benefit women? The project components are not disproportionately targeting male participants. It is however understood that there are certain situations affecting males in TVET that should be taken account of in particular the under-participation and sometimes under-achievement in the secondary school systems.


ANNEX B ASSESSING POTENTIAL AND METHODS

FOR INTEGRATING GENDER IN THE C-EFE A Guide to Stakeholder Consultations

AREA OF INTEREST

QUESTIONS TO EXPLORE

A. Contextual and General

Examine contemporary patterns of access to TVET by males and females in the country.

What are trends, shifts, and possible causal factors?

B. Institutional

What are current arrangements for incorporating gender analysis in education planning and TVET programming?

Are there policies that promote gender integration in education, and TVET in particular?

What is role of a gender department or division in this process? Are inter-ministerial arrangements in place?

Is there a Gender Focal Point (GFP) for education?

What is the person’s role, if there is one?

What resources are allocated for gender planning?

Where does the oversight lie for ensuring gender is incorporated?

C. Program delivery

What are gender-related patterns in choices of subjects? What influences these patterns?

What are the gender-related patterns in program offerings? i.e. are there more offerings in fields of study that traditionally attract more males and fewer females?

Are there projects or courses that have addressed gender issues?

What useful documents can be shared?

D. Impact

To what extent do females and males access employment in industries related to their training?

Are there tracer studies or follow up on this issue?

If gender in education projects have been implemented, what have been notable results, and what lessons can be taken forward?

E. Strategy for integrating gender in the C-EFE

What are some preliminary thoughts on how gender could be incorporated in the C-EFE? Examples include:

modules and units tailored to building competencies in gender analysis;

policies addressing gender equality;

marketing with a gender focus.


ANNEX C – TOR for Regional Gender and TVET Group

CARICOM – Education for Employment (C-EFE) Program Regional Gender and TVET Group

Terms of Reference

Title Regional Gender and TVET Group, C-EFE Background The CARICOM Education for Employment (C-EFE) program is a $20 M CIDA-funded program designed to support the Caribbean Community (CARICOM) in the transition of their education and training institutions and National Training Agencies (NTA) from a traditional, academic, supply-driven system to a more responsive, applied, demand-driven system that will equip learners with skills for the jobs of the future. The program serves twelve countries (Belize, Jamaica, the OECS, Guyana and Suriname, Barbados and Trinidad and Tobago) and will be implemented from 2011 to 2016. Purpose To act as a technical assistance and advisory body to ensure the effective planning and implementation of program activities promoting gender equality, namely:

1110 NTA, government and civil society support and industry capacity building

1210 Development of TVET and gender promotion strategies

2110 Development of gender-sensitive TVET LMI and training of LMI staff

2210 Development of partnerships with relevant national and regional organizations Membership The Gender and TVET Group will consist of representation from the following:

ACCC Gender Specialist/Advisor

Up to 6 gender specialists from the Caribbean community

Up to 3 representatives from TVET Councils in the Caribbean

One professional from the post-secondary/college system in the Caribbean

One professional from the private sector

One representative from the labor community in the Caribbean

One representative from the CARICOM division for education

ACCC Senior Technical Advisors Appointment The Membership list will be confirmed through a consultation process between ACCC and CANTA during the Inception Phase. As the C-EFE Program develops and partnerships are created between Caribbean and Canadian institutions, appropriate representatives will be named. Appointment will be for the duration of the Program. Structure The Gender and TVET Group will be convened by the Canadian Senior Technical Advisor/Regional Coordinator and the ACCC Gender Specialist/Advisor. CANTA will act as the Secretariat. Frequency and Location of Meetings


The Gender and TVET Group will meet twice annually. Meeting location will be at the venue to be determined by the co-chairs. Functions

Advise on the implementation of the activities relevant to their mandate that are detailed in the Program’s annual work plan to ensure achievement of the expected results;

Contribute ideas to certain aspects of the implementation of the C-EFE program with a view to ensuring the inclusion of a gender balance in opportunities offered in the C-EFE; and

Assist in identifying research and topics of interest that would complement the gender dimensions of the C-EFE program.

Comment on issues important to TVET from a gender perspective, at meetings of the group and at other fora when available.

REFERENCES

Bailey, Barbara (2010). Regional Workshop on Gender Differentials in Education, April 26-27, 2010. Bridgetown: Caribbean Development Bank. Canadian International Development Agency Background Paper: Technical and Vocational Education

and Training. [Online]. Available from:

http://cida.gc.ca/acdi-cida/ACDI-CIDA.nsf/eng/NAT-824104736-KCT (Accessed 31 October 2011) Caricom. (2008) Women and Men in the Caribbean Community, Facts and Figures, 1998 – 2005, Chapter 4: Work and Economy; Caribbean Community Secretariat Statistics Sub-Program, May 2008. Available from: http://www.gov.ai/statistics/images/Cha_Work.pdf CIDA’s Policy on Gender Equality [Online]. Available from: http://www.acdi-cida.gc.ca/acdi-cida/acdi-cida.nsf/eng/EMA-218123616-NN9 (Accessed October 21 2011) CIDA (2010). Gender Equality Policy and Tools. Canadian International Development Agency (CIDA). [Online]. Available from: http://www.acdi-cida.gc.ca/INET/IMAGES.NSF/vLUImages/GenderEquality3/$file/GE-Framework-EN.pdf (Accessed 27 October 2011) CIDA (2010). Education Gender Equality: Tip Sheets. Gatineau Québec: CIDA-ACDI. CIDA (n.d). Monitoring Framework for Gender Equality and Education CIDA-contributed excerpts from Terms of Reference for Gender Advisor, C-EFE, ACCC, October 2011. CIDA Caribbean Program - Gender Equality Analysis – SGDE-EDRMS #4600439

CIDA’s Policy on Gender Equality, 2009. [Online]. Available from: http://www/acdi-cida.gc.ca.

Note from CIDA Gender Analysis and Action Plan: See Annex A for guidance on the potential

contribution CC-YEP could have.

http://www/acdi-cida.gc.ca


ECOSOC (2011). UN Department of Economic and Social Affairs. [Online]. Available from: http://unstats.un.org/unsd/demographic/products/indwm/tab4d.htm Gayle, H. & Levy, H. (2007) cited by Bailey, 2010 in Regional Workshop on Gender Differentials in Education, April 26-27, 2010. Bridgetown: Caribbean Development Bank. Government of the Bahamas. (2011). Statistics Report Government of the Bahamas. [Online]. Available from: http://statistics.bahamas.gov.bs/download/076881800 Government of Barbados. (2011) Barbados Statistical Service. Government of Barbados. [Online]. Available from: http://www.barstats.gov.bb/files/documents/LFS_Bulletin_2Q2011.pdf STATIN. (2011) Government of Jamaica. Statistical Institute of Jamaica (STATIN). [Online]. Available from: http://statinja.gov.jm/UnemploymentRatesByAgeGroup.aspx

Documents

CARICOM Education for Employment Program (C-EFE) · The C-EFE offers opportunities to break the cycle of poverty by assisting and empowering young women at risk, especially those