Gender & Conflict Sensitivity Training · REPORT ON THE GENDER AND CONFLICT SENSITIVITY TRAINING 24-25 August and 26-27 August 2015, Yangon 2 Submitted by: Nang Phyu Phyu Lin (Consultant)

REPORT ON THE GENDER AND CONFLICT SENSITIVITY TRAINING

24-25 August and 26-27 August 2015, Yangon

REPORT ON THE GENDER AND CONFLICT SENSITIVITY TRAINING 24-25 August and 26-27 August 2015, Yangon

2 Submitted by: Nang Phyu Phyu Lin (Consultant)

Contents 1. Introduction………………………………………………………………………… 1

2. About the Training………………………………………………………………

2.1 Objectives

2.2 Training Venue and Participants

2.3 Methodology

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3. Outputs of the training……………………………………………………….

3.1 Pre and Post test

3.2 Day One output

3.3 Day Two output

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4. Conclusions and Recommendations......................................

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Annex I: Training Participant List…………………………………………….

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Annex II: Training Agenda……………………………………………………….

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List of Acronyms AMW Auxiliary Midwives

BHS Basic Health Staff

CEDAW Convention on Elimination of all forms of Discrimination Against

Women CHW Community Health Worker

CTHP Comprehensive Township Health Plan

IASC Interagency Standing Committee

IDP Internally Displaced People

NSPAW National Strategic Plan for Advancement of Women

UDHR Universal Declaration of Human Rights

UNSCR UN Security Council Resolution

USD US Dollar

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1. Introduction The Three Millennium Development Goal fund (3MDG) supports the provision of health services in Myanmar and contributes towards the country’s efforts to achieve the three health-related Millennium Development Goals. These goals include reducing child mortality, improving maternal health and combating HIV, tuberculosis and malaria. The Fund’s “Health for All” strategy focuses on a responsible, fair and inclusive health sector, achieved in part through community engagement and capacity development. Implementing partners and other stakeholders need tools and resources, awareness, skills and confidence to use responsible, fair and inclusive practices in their everyday work. Health outcomes, service quality and patient satisfaction can be improved by strengthening the competence of staff, health service providers, communities and civil society organizations. The 3MDG Fund provides capacity development training for all of its partners (international NGOs, local NGOs, and Civil Society Organizations) including those who deliver programmes in some parts of the country where conflict has existed until recently, or is ongoing. Training and learning sessions play a key role in strengthening the capacity of partners to contribute to a responsible, fair and inclusive health sector in Myanmar. Accordingly, the 3MDG Health for All team organized a “Gender and Conflict Sensitivity” training for its Component 1 (MHCH) Component 2 (HIV, TB, Malaria), and Collective Voices partners.

2. About the Training 2.1 Training Objectives The objectives of the Gender and Conflict Sensitivity training are as follows:

To provide participants with a better understanding of gender and conflict concepts To train participants to be able to apply concepts in their workplace

2.2 Training Venue and Participants

3MDG works with many partners and in order to ensure the effectiveness of training, the two day training was conducted twice to cover all partner organisations. The training was conducted in the Mandalay Room, 3MDG office, Yangon. The first round was conducted on 24th and 25th August 2015 with a total of 36 participants (female 13, male 23) from 13 organizations. The second round of training was conducted on 26th and 27th August 2015 with a total of 26 participants (female 12, male 17) from 14 organizations. Please see the detailed participant list at Annex I.

3MDG contracted an external, local facilitator, Nang Phyu Phyu Lin, who has gender expertise and experience in conflict areas, and has been serving as gender resource person and facilitator in the development field since 2005. The training was conducted successfully in Myanmar language with active participation from the participants and two-way communication during the training. Please see training agenda at Annex 2.

2.3 Methodology



The facilitator used a two-way communication methodology, including group work, case studies, reflections on inputs, PowerPoint presentations, video clip discussions, role-plays, games, drawing GBV trees and action plans. Training handouts were translated into Myanmar and distributed. The same methodologies were used in both batches of training but were slightly different based on participants’ responses.

3. Outputs of the training 3.1 Pre-test and Post test The pre-test and post-test were done in both trainings. The first round results showed that 21 participants had already received gender training. Only 15 participants had not. A total of 13 participants had attended conflict related training but 23 participants had not. The second round results showed that 17 participants had attended gender training and 12 were new to gender concepts. A total of 12 participants received conflict sensitivity training previously but 17 participants had not received this kind of training. Most of the participants from both the first and second rounds of training expected to gain more knowledge on gender and conflict sensitivity, ways to apply concepts in the workplace, the linkage between gender and conflict, gender mainstreaming in conflict areas, how to solve conflict, sharing experiences and lessons learned from other organizations, updated information on gender and conflict sensitivity, and practical tools. Only one participant mentioned a standardized gender work plan and monitoring plan for implementing partners. The following results show that after the training, the participants increased their confidence level to integrate gender and conflict sensitivity in their workplace. Although they do not have full confidence, most of them have much more confidence to integrate gender and conflict sensitivity than before they did the training.

Ability to integrate gender in work place 1st Batch (36 Participants) 2nd

Batch(20 Participants)

Pre test Post Test Pre Test Post Test

Do not have confidence to integrate gender 2 0 3 0

Has little confidence to integrate gender 25 12 20 11

Has much confidence to integrate gender 7 21 6 18

Has full confidence to integrate gender 2 3 0 0

Confidence level to integrate conflict sensitivity in workplace to reduce conflict

1st Batch (36 Participants) 2nd


Pre test Post Test Pre Test Post Test

Do not have confidence to integrate conflict sensitivity

5 0 3 2

Has little confidence to integrate conflict sensitivity

17 8 21 12

Has much confidence to integrate conflict sensitivity

13 26 5 15

Has full confidence to integrate conflict sensitivity

1 2 0 0

Confidence level to integrate gender in conflict

1st Batch (36 Participants) 2nd


Pre test Post Test Pre test Post Test

Do not have confidence to integrate gender in conflict

6 0 8 2

Has little confidence to integrate gender in 21 10 19 12



conflict

Has much confidence to integrate gender in conflict

9 25 2 15

Has full confidence to integrate gender in conflict

0 1 0 0

In the post-test one of the questions was about the commitment of participants after the training. The participants’ committed to do the following things at the end of the training. (1) Personal commitment:

Will value women and treat them with respect

Will try to challenge gender stereotyping norms e.g. women can also be a leader, men can share household work

Will take care not to create conflict

(2) Apply knowledge in the workplace:

Apply gender concepts in the workplace. e.g. ensure to collect sex disaggregated data, ensure gender balance in recruitment (staffing and beneficiaries selection), selecting basic health care staff, peer educators , try to finds ways to integrate gender in organization policy and procedure, integrate in project activities, gender integration in HE session and comprehensive township health plan CTHP, apply IASC gender guidelines, GBV ethics, advocate to township administrative department to reduce GBV, integrate Gender in M&E systems and develop feedback mechanisms on gender issues.

Will initiate women’s empowerment activities through engaging men approach. Will ensure to provide equal opportunity for women in project activities.

Apply conflict sensitivity approach, conflict analysis framework in dealing with conflict, try to reduce conflict in workplace and try not creating conflict.

Try to be gender sensitive in dealing with conflict.

(3) Share knowledge and conduct gender and conflict sensitivity awareness- raising:

Will share knowledge gained with family members, staff and community

Will arrange gender training and conflict sensitivity training for BHS, AMW, CHW and project staff

Will share information at monthly meetings

Will meet with school teachers before school HE session

Will arrange gender discussion in community and at office

The participants are requested to provide suggestions in the last question of the post-test. They provided the following suggestions: For Facilitator

Good facilitation but if would be good if two facilitators could facilitate, one subject per facilitator so the participants can have more interest and also workload of facilitator can be reduced.

Need to include more refresher games, power-point presentations and videos.



More group discussions and sharing sessions among participants so they can learn from each other’s work experience more.

More training days is needed so the facilitator can include project specific gender integrated curriculum e.g. gender response for specific diseases.

For 3MDG

Need more training days. 3 days would be great. Need to invite more participants from the field. Please share soft copy of training materials. Please share training report to all participants. The Mandalay training room is quite small for over 30 participants. There was bad smell in the training room. Please consider another training room for next

time.

3.2 Day One Outputs Basic Gender awareness was provided in the morning session through a case study, group discussion and concept explanation. The participants were divided into four groups to discuss four case studies. Three case studies were about the current flood response and one case study was about Kachin IDPs camp. The discussion questions were as follows: If you have to choose to send a team for flood response or to support IDPs camp management, identify criteria for a team, more women or men in your team, why? The four groups presented their discussion points. As a summary, the criteria for team member selection were based on the following facts.

Physical strength: strong enough, healthy, fit to walk far distance Skills and knowledge: health knowledge, know local language, know how to swim, good

communicator, know rights based approach, know child rights, has contextual knowledge etc.

Attitude: has humanitarian spirit, volunteer spirit, trustworthy person, has gender sensitivity

Experience: has emergency response experience, able to manage emergency program, has knowledge on conflict resolution and management experience.

The criteria itself is not gender biased but when it comes to who will be selected, more women or men, it is attached social and gender norms, e.g. men should take risks and women should not go to dangerous places. It leads to unequal opportunities and injustice for women and men. Then the facilitator introduced gender concepts, gender stereotyping norms, socialization vs. internalization and gender roles. The participants were requested to calculate the cost of hiring an external person for household tasks. It included the cost of a house maid, laundry and ironing service, household cleaning service, babysitter fees etc. The total cost per month is between 90 USD to 350 USD. The participants recognized the value of domestic roles and understood that although people who play a domestic role do not earn money they contribute to save money for the household. People should not get stuck on gender stereotyping norms that assign domestic work to women only. Everyone should know how to do it. If men can’t do the domestic work but men should thank those who are doing it. In the development activities we should consider women’s free time as well.



The participants were requested to discuss theory and practical linkages. How do gender roles exist in the community, how are people socialized and internalize gender norms and how might it affect development work, e.g. if they would like to conduct nutrition awareness sessions and reproductive health awareness sessions who will they invite and who will come? Women used to come more as the community perceived that this is a women’s related issue. We need to change the community mindset, as this is not only a women’s issue. In the afternoon the facilitator focused on conflict and conflict analysis. The participants were divided into four groups and they were assigned to develop gender based conflict scenarios based on real case studies. Group one: Gender based conflict at the family level Group two: Gender based conflict at the community level Group three: Gender based conflict in the workplace Group four: Gender based conflict at the national level The participants developed gender based conflict case studies by themselves and did conflict analysis based on a conflict framework: Who are the actors, Root causes of conflict, Conflict behavior, People’s attitude towards conflict, dynamic/pattern of conflict, conflict resolution methods. Then the facilitator used a world café method for learning exchange. All of the groups studied the other groups and added their opinions and suggestions on the other’s group work. The gender integrated health message for health educators and auxiliary midwives was discussed with the first and second batch.

3.3 Day Two Outputs The morning session started with a recap session. Almost all of the participants understood gender and sex, gender stereotyping norms and the conflict analysis framework. Then the facilitator used power-point presentations and videos to explain international legal frameworks: Universal Declaration of Human Rights (UDHR 1948), Convention on the Elimination of All Forms of Discrimination Against Women (CEDAW 1979), UN Security Council Resolution 1325 (UNSCR 1325, 2000) and IASC gender guidelines for the health sector. The facilitator also explained how the Myanmar Government fulfills those international legal obligations e.g. National Strategic Plan for Advancement of Women (NSPAW 2013-2033), ongoing law drafting process of Prevention of Violence Against Women, the movement of gender networks and women’s networks etc. Gender Based Violence (GBV) was discussed in the afternoon session. The participants were divided into four groups and assigned to draw a GBV tree (Physical violence, Psychological violence, Sexual violence and Economic Violence, and the root causes, consequences of GBV and examples of GBV). The participants realized that gender inequality, social norms, lack of respect to women, lack of rule of law, and weak legal services are the major root causes of GBV. All the participants engaged actively in a GBV role-play. It was about a young girl from an IDP camp who is just 15 years old and has five siblings. She is the eldest one in the family. Her father died when she was young. Her mother was concerned for her safety and security and she thought there should be one male family member for their family safety and security. So her mother decided to let her marry a young boy who is from the same camp. The girl did not not want to get marred but she could not refuse. After she married she lived nearby her mother’s house in the camp. She has to



work hard to collect water, firewood, and washes the clothes. She did not realize when she became pregnant and does hard work as usual. She feels stomach pain so she requested her husband to send her to the clinic but her husband did not listen to her. She also asks her mother as well. Her mother was busy and could not accompany her to clinic. Finally her mother tries to send her to the clinic but she died. The first question is about who is responsible for her death? Who is the most responsible person and why? The participants from both batches mentioned her mother and her husband as the most responsible person due to lack of knowledge, social norms etc. The participants also mentioned the health worker, health departments in the camp, camp authority, Government, the economic, poverty, and conflict situation, ethnic issues, lack of supportive environment, less relatives, lack of security, lack of policy and system, political situation, and gender norms as root causes. Then the participants were assigned to think about the possible solution, which can be applied in the real situation. Finally the participants were requested to provide suggested action points to mainstream gender in the workplace. The first batch got time to do it and the second batch did not get time, but they provided some ideas during the group discussion and role-play. The suggested action points for gender mainstreaming are as follows:

1. Awareness raising: all staff, community, authorities, health staff, school-teachers 2. Advocacy: All stakeholders, gender equality policy in organization, gender integration in HR

policy, government action plan should be gender sensitive 3. Application: Apply gender in project cycle management. Gender needs assessment, gender

sensitive design, gender integration in monitoring and evaluation system, implementation etc.

4. Work with media for gender sensitivity 5. Integrate gender in school curriculum 6. Personal change and commitment

The questions and answer session was conducted at the end of the training. The participants asked the facilitator to clarify some points.



4. Conclusion and Recommendation The two day training was successfully conducted twice with active participations from all the participants. Thanks to 3MDG for organizing such a fruitful kind of training. Based on the participant post-test and two days of training I would like to recommend the following:

3MDG should share the training reports and soft copies to all the participants

It would be great if 3MDG could set up monitoring mechanism and follow up whether the participants are able to accomplish actions according to their commitment or not, e.g. awareness sessions for basic health staff, sharing sessions for staff etc.

Next time 3-days training is needed to allow more time for discussion time and to develop an action plan. The 3MDG focal should be involved in the action plan session so he/she is able to follow up.

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Annex 1: 3MDG Gender and Conflict Sensitivity Training First Batch Participant List (24-25 August 2015)

Organisation

IRC

MSI

MHAA

ILO

SARA

World Concern

Ar Yone Oo

CPI

Pyi Gyi Khin

SARA

MDM

IRC

CPI

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3MDG Gender and Conflict Sensitivity Training Second Batch Participant List (26-27 August 2015)

Organisation

CDDCET

AHRN

Burnet Institute

MANA

DRC-MRCS

CESVI

UNION

UNION

IOM

MHAA

Phan Tee Eain

PACT

MMA

Save the Children

MMA

IOM

COM

Relief International

Bright Future

MAM

World Concern

Pyi Gyi Khin

IRC

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Annex 2: Training Agenda for Gender and Conflict Sensitivity Training for 3MDG Objective: To have a better understanding on gender and conflict concepts and to be able to apply these in the workplace.

Day 1

Time Topic Remark

9:00-9:30 Participant Intro and Explain Objective of training 3MDG & Facilitator

9:30-10:00 Introduction to Gender

10:00-10:30 Tea Break

10:30-11:30 Gender concepts: Socialization & Internalization, Gender Role

11:30-12:30 Linkage Concept and practical work: Sex & Gender, Socialization & Internalization, Gender Role

12:30-1:30 Lunch

1:30-2:00 Energizer

2:00-3:00 Gender and Conflict: Conflict Analysis from gender perspective

3:00-3:30 Tea Break

3:30-4:30 Group work on Gender and Conflict sensitive program: e.g. Health Care program

Day 2

9:00-9:30 Day 1 recap

9:30-10:00 International Legal Framework (UDHR, CEDAW, UNSCR 1325)

10:00-10:30 Tea Break

10:30-11:00 IASC Guideline (Gender and Health sector in conflict)

11:00-12:30 Application of Gender Mainstreaming Tools

12:30-1:30 Lunch

1:30-2:00 GBV in conflict GBV in conflict

2:00-3:00 GBV role Play (Referral service)

3:00-3:30 Tea Break

3:30-4:30 Group Work: Gender and conflict sensitive activities in work place

Documents

Gender & Conflict Sensitivity Training · REPORT ON THE GENDER AND CONFLICT SENSITIVITY TRAINING 24-25 August and 26-27 August 2015, Yangon 2 Submitted by: Nang Phyu Phyu Lin (Consultant)