Gender Training Module-2

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GENDER TRAININGMODULE

DEVELOPED BY

MINISTRY OF GENDER AND

FAMILY PROMOTION

MARCH 2011


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TABLE OF CONTENTS

LIST OF ABBREVIATIONS AND ACRONYMS.............................3

ACKNOWLEDGEMENT........................................................4

INTRODUCTION.............................................................. 5BACKGROUND.................................................................6GLOSSARY OF GENDER TERMS.............................................8

PART 1: GENERAL INTRODUCTION......................................12Activity 1.1 Why a Gender Training?....................................................................13

Activity 1.2: Welcome and Introdction!............................................................14Activity 1.3: Training Goal! and "#$ectation......................................................15

Activity 1.4: %etting grond rle!.........................................................................16Activity 1.5: &onclding "#erci!e..........................................................................19

PART 2: UNDERSTANDING GENDER.....................................2'%e!!ion 2.1: (e)inition and di))erence *et+een gender and !e#..................21%e!!ion 2.2: %ocial con!trction o) gender.......................................................24%e!!ion 2.3: Gender role! and !tereoty$e!........................................................27

PART 3: GENDER FROM A DEVELOPMENT PERSPECTIVE..............33%e!!ion 3.1 Gender )rom a develo$ment $er!$ective.......................................34

%e!!ion 3.2: Women in develo$ment v!. gender a$$roach...............................37%e!!ion 3.3: Identi)ying $ractical need! and !trategic intere!t!................44

PART 4: FRAMEWORKS FOR GENDER ANALYSIS AND PLANNING...46

%e!!ion 4.1 Introdction to conce$tal )rame+or,! o) gender analy!i!.....474.1.1 -arvard Analytical rame+or,.................................................................474.1.2 The mo!er rame+or,................................................................................50

4.1.3 The +omen/! "m$o+erment rame+or,.................................................524.1.4 Gender Analy!i! 0atri#.............................................................................55

PART 5: GENDER IN RWANDAN CONTEXT..............................61%e!!ion 5.1 nder!tanding gender in the +andan conte#t...........................62

PART 6: GENDER MAINSTREAMING.....................................3

%e!!ion 6.1 nder!tanding gender main!treaming............................................74

.1 &onclding and &lo!re.......................................................................................81.2: "valation o) the +or,!ho$ and )ollo+ $...................................................82.3: i!t o) re)erence!...........................................................................................83.4: %am$le agenda....................................................................................................84

.5: Gender trainer! gide......................................................................................85.6: %te$*y!te$ gide to initiate gender cl*! in !chool!...........................87

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LIST OF ABBREVIATIONS AND ACRONYMS

AI(%.Ac7ired Immne (e)iciency !yndrome

&"(AW&onvention on "limination o) all )orm! o) (i!criminationAgain!t Women

&& ..&hild rotection committee!(-%..(emogra$hic and -ealth %rvey

"(%..."conomic (evelo$ment and overty edction%trategy

"A......"dcation )or All".g.or "#am$le

".t.c. "tceteraGA(....Gender and (evelo$ment

GA0Gender Analy!i! 0atri#

G""Gender "7ality and "m$o+erment rame+or,G9....Gender 9a!ed iolence-I-man Immne ir!

ICCPR.I!"#$!%"&'!%( C')#!%!" '! C&)&( %!* P'(&"&+%(

$&,-"

0IG";0ini!try o) Gender and amily romotion


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FOREWORD

The 0ini!try o) Gender and amily romotion ha! revi!ed the gendertraining modle in order to ad@!t it +ith the ne+ly revi!ed


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INTRODUCTION

Thi! training modle i! de!igned )or !e +ith diver!e gro$! *t e!$ecially

)or develo$ment change agent!C+or,er!. It can al!o *e !ed )or general!en!iti=ationB training on advocacyB $rogramming and $olicy develo$mentto+ard! $romoting gender e7ity and e7ality in +anda.

The o*@ective o) thi! training modle i! to $rovide a !tandard $ac,age o)

training material! on the *a!ic conce$t! o) genderB gender analy!i! andgender main!treaming. The training !hold e7i$ $artici$ant! +ithintrodctory ,no+ledge and tool! that +ill ena*le them to recogni=e

$otential gender i!!e! and to *egin to determine ho+ they !hold *eaddre!!ed throghot their +or,. In trnB thi! !hold im$rove genderre!$on!iveB re!ltoriented $olicie!B $rogram! and o$eration!. Thi! modle

)oc!e! only on the *a!ic! o) integrating gender into develo$mentintervention!.

The modle i! de!igned )or !e *y trainer! +ho have inde$th ,no+ledge o)

gender i!!e! and are e#$erienced in $artici$atory method! o) training.-o+everB le!! e#$erienced $ractitioner! +ill al!o )ind it ea!y to !e *eca!e

o) the !te$*y!te$ in!trction! and the !er)riendly )acilitator note!."ach $art !$eci)ie! learning o*@ective!B !te$! to )ollo+B content and *a!ic

re!orce material!. The !ection! are *ilt in a logical !e7ence. -o+everBtrainer! may rearrange the to$ic!B e#$and or redce the detail and

creatively ada$t the method! in re!$on!e to ni7e a!$ect! o) the trainingor de$ending on the level o) $artici$ant!. It al!o inclde! a !et o) e#erci!e!that the trainer may !e to enhance learning and commnicate ,ey $oint!.The trainer i! advi!ed to thoroghly )amiliari=e himCher!el) +ith the

content o) the modle *t may al!o )eel )ree to im$rovi!e and enrich it +iththeir o+n in)ormation and re!orce!. The trainer can ada$t the cor!e to

!it the need! o) $artici$ant gro$! *y !electing di))erent learning

e#erci!e! )or gro$ di!c!!ion. or e#am$leB i) heC!he train! a gro$ o)edcation !$eciali!t! in +andaB then he or !he !hold choo!e to revie+general ca!e !tdie!B !ome tailored to the edcation !ector and !ome

tailored to the +andan conte#t. At the end o) the modle are im$ortantre)erence! )or additional in)ormation )or the trainer!.

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BACKGROUND

The Government o) +anda ha! throgh it! $olicie! and action!B

demon!trated it! commitment to +or, to+ard! the redction o) gender*a!ed violenceB gender ine7alitie! and $romotion o) gender e7ity and

e7ality in all area!. +anda ado$ted the 9ei@ing lat)orm )or action andndertoo, !trategic action! aimed at tac,ling t+elve identi)ied crcial area!.

It rati)ied and adhered to a nm*er o) international and regionalconvention!B charter! and declaration! inclding &"(AWB the 0illennim

(evelo$ment Goal!B &hild rotection &ommittee! atall level! )rom di!trict to village level.

An increa!ing amont o)


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The modle !erve! a! a re)erence )or all training! relating to gender andgender main!treaming ta,ing $lace in +anda and i! availa*le to all $artner!!$$orting the Government o) +anda to achieve gender e7ality in +anda.0oreoverB it cold *e ada$ted to !$eci)ic gro$!Cconte#t!B !ch a! Gender

&l*! and G9C& &ommittee!.

Thi! gide i! *a!ed on training modle! that 0IG"; develo$ed in 2''2and 2''5 and the e#i!ting modle! develo$ed *y other $artner! *t al!o

ada$ted to the vario! commitment! on gender at nationalB regional andinternational level!.

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G;%%AH ; G"


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and )rame+or,!. It inclde! a methodology )or collecting and $roce!!ing

in)ormation a*ot gender.

%e#

di!aggregateddata

or a gender analy!i!B all data !hold *e !e$arated *y !e# in order to allo+

di))erential im$act! on men and +omen to *e mea!red.

Gender lanning e)er! to the $roce!! o) $lanning develo$mental $rogram! and $ro@ect!that are gender !en!itive and +hich ta,e into accont the im$act o)

di))ering gender role! and gender need! o) +omen and men in the targetcommnity or !ector. It involve! the !election o) a$$ro$riate a$$roache! to

addre!! not only +omen and men/! $ractical need!B *t al!o identi)ie! entry$oint! )or challenging ne7al relation! Di.e. !trategic need!E and )or

enhancing the genderre!$on!ivene!! o) $olicy dialoge.

Gender ole! earned *ehavior! in a given !ocietyCcommnityB or other !$ecial gro$Bthat condition +hich activitie!B ta!,! and re!$on!i*ilitie! are $erceived a!male and )emale. Gender role! are a))ected *y ageB cla!!B raceB ethnicityB

religion and *y the geogra$hicalB economic and $olitical environment.&hange! in gender role! o)ten occr in re!$on!e to changing economicBnatral or $olitical circm!tance!B inclding develo$ment e))ort!. 9oth menand +omen $lay mlti$le role! in !ociety

Gender


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%ociali=ation

&ltre

Gender(i!crimination

Gender (ivi!ion

o) a*or

atriarchy

Women"m$o+erment

The GA( a$$roach +a! develo$ed in the 18'! +ith the o*@ective o)

removing di!$aritie! in !ocialB economic and $olitical e7ality *et+een+omen and men a! a $recondition )or achieving $eo$lecentereddevelo$ment. 9oth a$$roache! are !till in !e and are a$$lica*le in

di))erent +ay!.

It i! a $roce!! o) in)ormal learning +hich im$art! certain vale!B attitde!.

%ociali=ation i! a contino! and li)e long $roce!! and !everal in!tittion!!tarting +ith the )amily +e are *orn in hel$ in $er$etating gender *a!ed

*ehavior. ;)ten the !ociali=ation $roce!! i! !*tle and the only time +ereali=e it! +or,ing i! +hen +e go again!t the $re!cri*ed norm!.

The di!tinctive $attern! o) idea!B *elie)!B and norm! +hich characteri!e

the +ay o) li)e and relation! o) a !ociety or gro$ +ithin a !ociety

The !y!tematicB n)avora*le treatment o) individal! on the *a!i! o) theirgenderB +hich denie! them right!B o$$ortnitie! or re!orce!. Women/!di))erential acce!! to $o+er and control o) re!orce! i! central to thi!

di!crimination in all in!tittional !$here!B i.e. the ho!eholdB commnityBmar,etB and !tate.

The !ocially determined idea! and $ractice! +hich de)ine +hat role! and

activitie! are deemed a$$ro$riate )or +omen and men. While the genderdivi!ion o) la*or tend! to *e !een a! natral and immta*leB in )actB the!e

idea! and $ractice! are !ocially con!trcted.

%y!temic !ocietal !trctre! that in!tittionali=e male $hy!icalB !ocial andeconomic $o+er over +omen. The conce$t o) $atriarchy to e#$lain the

!y!tematic !*ordination o) +omen *y *oth overarching and locali=ed!trctre!. The!e !trctre! +or, to the *ene)it o) men *y con!training

+omen/! li)e choice! and chance!

A K*ottom$/ $roce!! o) tran!)orming gender $o+er relation!B throghindividal! or gro$! develo$ing a+arene!! o) +omen/! !*ordination and

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Gender elation!

Gender 9a!ed

iolence

0a!clinity

*ilding their ca$acity to challenge it. "m$o+erment i! !ometime!

de!cri*ed a! *eing a*ot the a*ility to ma,e choice!B *t it m!t al!oinvolve *eing a*le to !ha$e +hat choice! are on o))er. What i! !een a!em$o+ering in one conte#t may not *e in another.

-ierarchical relation! o) $o+er *et+een +omen and men that tend to

di!advantage +omen. The!e gender hierarchie! are o)ten acce$ted a!Knatral/ *t are !ocially determined relation!B cltrally *a!edB and are

!*@ect to change over time. They can *e !een in a range o) gendered$ractice!B !ch a! the divi!ion o) la*or and re!orce!B and gendered

ideologie!B !ch a! idea! o) acce$ta*le *ehavior )or +omen and men.

Gender *a!ed violence i! de)ined a! any act that re!lt! in a *odilyB

$!ychologicalB !e#al and economic harm to !ome*ody @!t *eca!e they are)emale or male. %ch act re!lt! in the de$rivation o) )reedom and negative

con!e7ence!. Thi! violence may *e e#erci!ed +ithin or ot!ide ho!ehold!DG9 la+:5C2''8E

0a!clinity re)er! to the mlti$le +ay! that manhood i! !ocially de)inedacro!! the hi!torical and cltral conte#t and to the $o+er di))erence!

*et+een !$eci)ic ver!ion! o) manhood. "g: a ver!ion o) manhood a!!ociated+ith the dominant !ocial cla!! DeconomicB cltralB ethnicB !e#alorientationE.

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PART 1: GENERAL INTRODUCTION

The )ir!t $art o) the gender training modle cover! the general introdction

+ith +elcome and introdctory !e!!ionB $artici$ant/! e#$ectation!B traininggoal! and o*@ective! a! +ell a! highlighting the methodological a$$roach that+ill *e a$$lied throghot the training. It al!o inclde! e#erci!e! to hel$

$artici$ant! get to ,no+ each other *etterB )or the $r$o!e o) net+or,ing*t al!o to ma,e the training environment more com)orta*le and )avora*le.

"#erci!e! that !timlate $artici$ant/! $artici$ation and e#$re!!ion aremo!tly a$$lied.

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A+"&)&"0 1.1 Why a Gender Training?

eo$le in virtally all contrie! !hare genderdi))erentiated role! and

re!$on!i*ilitie! *oth in the $rivate and $*lic !$here!. The!e role! re)lect

varying !ocietal vale!B attitde!B ,no+ledge and nationalB regionalB andCorlocalCcommnity realitie!. -o+everB many contrie! are concerned +ith thene7al economic and !ocial develo$ment o$$ortnitie! and !tat! *et+een

men and +omen. The di!$aritie! !igni)icantly a))ect +omen/! ri!, o) $overty.;)ten en!ing $overty )rther e#acer*ate! gender ine7itie! and e#$o!e!

+omen to level! o) di!crimination and $overty not )aced *y their maleconter$art!. In commnitie! +here !ocial and economic role! and the

divi!ion o) la*or are gender*ia!edB even meticlo!ly $lanned intervention!Bi) gender*lindB can have nantici$ated and adver!e im$act!.

Thi! gender training aim! to develo$ gender a+arene!! among !ta,eholder!involved in develo$ment $olicyB $lanning and im$lementation. It hel$!develo$ment $olicy ma,er!B $lanner! and im$lementation !ta,eholder!nder!tand the di))erential im$act on men and +omen o) develo$ment

intervention! and increa!e the ,no+ledge o) the di))erent need! and$re)erence! that men and +omen have. The training aim! to increa!e the

a+arene!! among $artici$ant! that addre!!ing gender i!!e! in $olicy)ormlationB $rogramC$ro@ect de!ign and im$lementation can increa!e

develo$ment e))ectivene!!.

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A+"&)&"0 1.2: W#(+'# %!* I!"$'*+"&'!

O4#+"&)#:

To hel$ the )acilitator! to introdce them!elve! and get to ,no+ the$artici$ant!

To hel$ the $artici$ant! to get to ,no+ each other To *ild tr!t and a develo$ !a)e environment )or the dration o) the

+or,!ho$

P$'+#:

1. "ach $artici$ant i! a!,ed to introdce them!elve! in trn *y !im$ly

adding an ad@ective *e)ore their name that *egin! +ith the !ame letterB

)ollo+ed *y the name o) the organi=ation and the +or, they do2. The )acilitator lead! *y giving an e#am$leB I am !erio! %amL I am @olly

oyL I +or, +ith ;"00"% T+e!e -am+e a! a +omen em$o+erment

e#$ert

3. Thi! can *e done +hen !eatedB *t i! more )n and active i) $artici$ant!

!tand in a circle. A!, each $er!on to accom$any the name +ith amovement or ge!tre. When they !te$ *ac, it i! the ne#t $er!on trnDthe one they choo!eE

4. I) the )acilitator ,no+! any other e#erci!e !heChe !hold )eel )ree to

!e it

F%+&(&"%"'$!'"#

There i! no need to de*rie) a)ter thi! e#erci!e. 0o!t im$ortantly anatmo!$here o) in)ormality i! e!ta*li!hed. The $hy!ical movement rela#e!$artici$ant! and $t! them at ea!e +ith other!. The )acilitator !hold

in)orm the $artici$ant! that they can )eel )ree to !e any langage +hileintrodcing them!elve!. The trainer i! !re that the e#erci!e redce! thecrio!ity o) identi)ying each $artici$ant and vice ver!a. artici$ant! +ill al!o

di!cover each otherB they/ll gain a net+or, o) $eo$le +ith +hom they cancolla*orate even a)ter the training. The e#erci!e i! one o) the +ay! that

rai!e! attentivene!! among $artici$ant! even )or the trainer

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A+"&)&"0 1.3: T$%&!&!, G'%( %!* E7#+"%"&'!

O#+"&)#:

To di!cover the e#$ectation! o) the $artici$ant! and learn a*ot their

intere!t in the training To hel$ the $artici$ant! to get to ,no+ each other

To *ild tr!t and develo$ a !a)e environment )or the dration o) the

+or,!ho$

M%"#$&%(:

%mall &ard!B li$ &hartB 0ar,er $en!

P$'+#

1. %$lit $artici$ant! into $air!

2. (i!tri*te !mall card! among $artici$ant! Deach $airE

3. Write do+n the )ollo+ing 7e!tion! on a )li$ chart and a!, each

$artici$ant to a!, the!e 7e!tion! to their $artner dring the e#erci!e:

a. What i! yor *ac,grondC e#$erience in gender?

*. What do yo ho$e to gain )rom thi! trainingCyor e#$ectation!?M

2. A)ter 5 minte! o) intervie+ing each otherB a!, the $artici$ant! to arrive

at a common e#$ectation )rom the training that they *oth agree on and+rite it on a card

3. A!, each $air to re$ort their common e#$ectation to the $lenary onea)ter the other

F%+&(&"%"'$ !'"#:

The im$ortant a!$ect in thi! e#erci!e i! that $artici$ant! do not re$ort onlytheir o+n e#$ectation! *t learn to +or, in gro$!C$air!. In thi! +ay thee#erci!e i! netral to !eniority: $artici$ant! !itting ne#t to each other

intervie+ each other. I) the gro$! are larger than 2' $er!on!B it i!im$ortant to em$ha!i=e that $eo$le !hold !tic, to 1 minte to re$ort *ac,

the mo!t im$ortant a!$ect!. ;ther+i!e thi! e#erci!e might end $ *eing toolong and $artici$ant! might get *ored. The )acilitator !hold ma,e a

!mmary o) the e#$ectation! o) the $artici$ant! and lin, it +ith the overallo*@ective o) the +or,!ho$. The )acilitator! !hold !e thi! e#erci!e to

clari)y +hat they +ill *e a*le to achieve in the given time )rame o) the+or,!ho$ and tell $artici$ant! that item! +ill *e di!c!!ed later i) re7ired.

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A+"&)&"0 1.4: S#""&!, ,$'!* $(#

O#+"&)#

To collectively develo$ and )ollo+ the grond rle! to )o!ter andencorage re!$ect )or each other and im$rove commnication among

the gro$ !o that $artici$ant! can !hare their vie+! +ithot anyhe!itation in )ront o) the gro$

To clari)y +hat ,ind o) *ehavior the $artici$ant! e#$ect )rom eachother to *ild tr!t and develo$ a !a)e environment )or the dration

o) the +or,!ho$

M#"-'*'(',0: 9rain!torming

M%"#$&%( $#8&$#*: &hart $a$erB ta$e and mar,er!

P$'+#

1. A!, the $artici$ant! to !it in a circle and in)orm them that the

$r$o!e o) the activity i! to collectively develo$ a li!t o) grond rle!)or di!c!!ion +ithin the gro$ !o that the gro$/! time together i!

$rodctive and re!$ect)l and each $artici$ant )eel! com)orta*le toe#$re!! hi!Cher do*t!B crio!itie!B o$inion!B and $oint! o) vie+.

2. A!, the gro$ to !gge!t grond rle! they )eel are im$ortant

3. -ave the gro$ di!c!! and vote on the!e grond rle!. Tho!e that the

ma@ority o) the $artici$ant! !$$ort !hold *e +ritten $ on the large!heet! o) $a$er hanging on the +all

4. Invite all the $artici$ant! to !ign the grond rle!5. "#$lain to the gro$ that the!e grond rle! +ere decided

democratically andB there)oreB +e +ill )ollo+ the!e in the )ollo+ing!e!!ion!

6. oint ot that the )oc! o) the +or,!ho$! i! to $romote criticalre)lection o) di))erent gender norm!B attitde!B and *ehavior! and to

$rovide a !$ace +here $artici$ant! can re)lect on +hat choice! are

*e!t )or them in relation to the to$ic! that +ill *e addre!!ed

F%+&(&"%"'$ !'"#: evi!it the!e grond rle! a! nece!!ary throgh the

vario! activitie!B $articlarly *e)ore the di!c!!ion o) antici$ated$ro*lematic to$ic!. 9elo+ are !ome e#am$le! o) grond rle! that aregenerally !e)l in $romoting re!$ect)l di!c!!ion:

i!ten care)lly to +hat other! !ay.

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(o not interr$t +hen !omeone i! !$ea,ing &on)identiality

&lari)y any 7e!tion! or do*t! a! !oon a! yo can.

e!$ect time and *e $nctal.

e!$ect di))ering o$inion! (o not lagh or ma,e )n o) other $artici$ant!/ comment! or

e#$erience!

%+itch o))C$t in !ilent mode mo*ile $hone!

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A+"&)&"0 1.5: C'!+(*&!, E#$+

At the end o) thi! !e!!ionB !hare the )inal agenda o) the +or,!ho$ +ith the

$artici$ant! and give a co$y o) the agenda to them. A!, them to revie+ it*rie)ly and give time to a!, )or clari)ication.

1. &onvey the +or,!ho$ !chedle clearly +ith !tartB lnch and tea

*rea,!B and clo!re timing!. oint ot the location o) the *athroom!and other )acilitie! that the $artici$ant! need to ,no+

2. A!, )or volnteer! to *e the Keye!/ and Kear!/ o) the +or,!ho$ and to

give an in)ormal )eed*ac, o) the $artici$ant! to the )acilitator! atthe end o) the day. Thi! +old hel$ the )acilitator! to ,no+ i) thereare any !e!!ion! or methodology that the $artici$ant! are not ha$$y

+ith

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PART 2: UNDERSTANDING GENDER

Thi! !ection o) the training modle cover! vario! ,#!*#$ $#(%"#**#9&!&"&'! and +'!+#7": It revie+! and e#$lain! ,ey +'!+#7" '! ,#!*#$B

'+&%( +'!"$+"&'! o),#!*#$ ,#!*#$ $'(# and"#$#'"07# and,#!*#$#*

&!"&""&'! %!* "$+"$#+hich !en!iti=e $artici$ant! on ho+ gender i!!ocially con!trcted and ho+ it !ha$e! ma!cline and )eminine identitie!B*ehavior!B attitde! and $ractice! +ith $articlar re)erence to gender

ine7alitie!. It al!o !ho+! the hi!torical $er!$ective! o) gender +ith the aimo) $tting into hi!torical $er!$ective the !trggle )or gender e7ality and

identi)ie! ,ey landmar,! in thi! $roce!!

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S#&'! 2.1: D#9&!&"&'! %!* *&99#$#!+# #";##! ,#!*#$ %!* #

KGender/ re)er! to the !ocially determined idea! and $ractice! o) +hat it i!

to *e )emale or maleB ho+ a $er!on/! *iology i! cltrally valed and

inter$reted into locally acce$ted idea! o) +hat it i! to *e a +oman ormanB +herea! K%e#/ re)er! to the *iological characteri!tic! thatcategori=e !omeone a! having either a )emale or male *ody

O#+"&)#

To ena*le the $artici$ant! to re)lect on their nder!tanding o) !e#and gender

To clari)y the di))erence *et+een !e# and gender )or the$artici$ant!

To increa!e the nder!tanding o) the conce$t o) gender To increa!e the com)ort level o) $artici$ant! +ith the!e i!!e!

M#"-'*'(',0:9rain!tormingB di!c!!ion *a!ed on giding 7e!tion!

M%"#$&%(:)li$chart!B mar,er!B $a$er! and $en!

P$'+#:

1. Ta,e a )li$ chart and +rite in *old letter! KH"% IT/% G"


23/90

0en have mo!tache

Women cannot carry heavy load!

Women are !cared o) +or,ing ot!ide their home! at night

0en/! voice! *rea, at $*erty +omen/! don/t

Women are emotional and men are rational

0o!t o) the +omen have long hair and men have !hort hair

0o!t !cienti!t! are men

&oo,ing come! natrally to +omen

2. A)ter each !tatementB once the $artici$ant! ta,e a !tand a!, them toe#$lain +hy they thin, !o. ;nce everyone had a chance to e#$lain +hy

they cho!e tho!e an!+er! a!, them i) they thin, the*ehaviorCcharacteri!tic in the !tatement i! determined *y the *iological

or $hy!ical di))erence! *et+een men and +omen. "ncorage the$artici$ant! to di!c!! and de*ate +hether there are e#ce$tion! to the

!tatement and i) ye! then ho+ do the!e e#ce$tion! come a*ot?

3. Throgh the!e di!c!!ion!B highlight the $hy!icalC*iological di))erence!

*et+een +omen and men and the !ocial di))erence! *et+een them.

4. 9a!ed on the di!c!!ion dring thi! e#erci!eB a!, the $artici$ant! +hat

they nder!tand *y !e# and gender. (ra+ a vertical line in the middle o)the )li$ chart and +rite !e# on one !ide and gender on the other. A!, the

$artici$ant! to give the characteri!tic! o) !e# and gender. 0a,e !rethat the $artici$ant! $oint ot $oint! in handot

F%+&(&"%"'$ !'"#

"#$lain to the gro$ that the!e !tatement! +ere meant to generate adi!c!!ion arond ho+ !ociety $romote! image! o) men and +omenB +hich

re!lt! in gender *ia!e! and image!. nder!tanding the di))erence *et+eengender and !e# i! critical a! it hel$! nder!tand the ca!e o) ine7ity

*et+een men and +omen. The ca!e o) ne7al relation!hi$ *et+een men and

+omen i! the !ocially con!trcted attri*te! o) men and +omen.

K#0 #%,#: Gender and !e# are t+o di))erent conce$t! +ith di))erent meaning! %e# re)er! to *iological characteri!tic! that categori=e !omeone a!

having either a )emale or male Gender i! the re!lt o) a !ocial con!trction

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/AND OUT 1: DIFFERENCE BETWEEN GENDER AND SEX

The ta*le *elo+ !ho+! the di))erence *et+een gender and !e#. It i!

im$ortant not to ndermine the !igni)icance o) *iological di))erence. %ome*iologicalC$hy!ical di))erence! do re7ire di))erential treatment. Women/!marginali=ation ha! o)ten *een !een a! Knatral/ and a )act o) their *iology.

-o+ever the!e *iological di))erence! cannot e#$lain +hy +omen have le!!acce!! to $o+er and lo+er !tat! than men. Gender and the hierarchical

$o+er relation! *et+een +omen and men *a!ed on thi! are !ociallycon!trctedB and not derived directly )rom *iology. Gender identitie! and

a!!ociated e#$ectation! o) role! and re!$on!i*ilitie! are there)orechangea*le *et+een and +ithin cltre!.

SEX GENDER

9iologically determined &on!trcted *y !ociety

niver!al )or all hman *eing! 0lti)aceted di))er! +ithin and*et+een cltre!

nchanging (ynamicB change! over time

In*orn Ac7ired

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S#&'! 2.2: S'+&%( +'!"$+"&'! '9 ,#!*#$

O#+"&)#:

To ena*le $artici$ant! to nder!tand the di))erential *ehavior norm!a!cri*ed to men and +omen

To identi)y !orce! that in)lence and rein)orce the!e *ehavior! To nder!tand the con!e7ence! o) di))erent *ehavior )or

girl!C+omen and *oy!Cmen

M#"-'*'(',0: 9rain!torming in $lenary !e!!ionB individal thin,ingB gro$+or, and di!c!!ion

M%"#$&%(:)li$chart!B mar,er!B $a$er! and handot!

P$'+#

1. (ivide the $artici$ant! in 3 gro$!. A!!ign each gro$ one o) the ta!, in

-andot 2. Give 15min to the gro$ to di!c!! and com$lete their ta!,.The )acilitator! !hold circlate dring the gro$ +or, to en!re that

each gro$ ha! nder!tood the ta!, clearly.

/ANDOUT 2: CASE STUDIES

G$'7 1T%


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G$'7 2

T%


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F%+&(&"%"'$ !'"#:

(ring the $re!entation *y di))erent gro$!B *e ready to $ro*e and highlightthe di))erent *ehavior e#$ectation! )rom girl! and *oy!B +omen and men."#$lain the )ollo+ing term! to the $artici$ant! dring the di!c!!ion: Gender

role!B gender !tereoty$e!B !ociali=ation. 9ilding on the di))erent e#am$le!cited dring $lenary $re!entation!B the )acilitator can !mmari=e +ith more

e#am$le! inclding:

&hild naming: Girl!/ name!B 0,o*+a@anaB 0,a,igeliB 0tamri=aB

0,andoliB 0te!iB 0rorn,+ere 9oy!/ name!B


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S#&'! 2.3: G#!*#$ $'(# %!* "#$#'"07#

O4#+"&)#:

To nder!tand ho+ gender role! lead to gendered divi!ion o) la*or

To ena*le $artici$ant! to nder!tand gender di!crimination *a!ed on

!tereoty$ing o) male and )emale 7alitie! To nder!tand the !ocial $re!!re!B *ene)it! and co!t! )or men and

+omen to con)irm to dominant gender role!

G#!*#$ $'(# &! the *ehavior!B attitde! vale!B *elie)! and !o on that a

$articlar cltral gro$ con!ider! a$$ro$riate )or male! and )emale! on the

*a!i! o) their *iological !e#. Gender role! and e#$ectation! are learned.

A ,#!*#$ "#$#'"07#i! a $rodct o) a !*@ective $erce$tion *ilt +ith an

aim o) con)irming a !ociety in +hich +omen have a lo+er !tat! than men.

The con!e7ence! o) the!e gender !tereoty$e! are gender ine7alityB thecontino! re$rodction o) gender ine7alitie! and gender *a!ed violence.

M#"-'*'(',0: *rain!tormingB large gro$ !haringB !mall gro$ !haring

M%"#$&%( !##*#*:o+er $ointB li$ chartB card!B ne+!$rint and mar,er!

P$'+#

A!, all the $artici$ant! to !tand $ and ma,e a circle. A!, the $artici$ant!

to volnteer to )orm t+o )amilie!:

1. amily 1: -!*and Dage 4'EB +i)e D35EB a *oy age 14yr! and a girl age12yr!. The )amily live! in Oigali. The h!*and +or,! in the o))ice andha! a reglar !alary. The +i)e !tay! at home and loo,! a)ter the

ho!e

amily 2: -!*and Dage 35EB +i)e Dage 26EB 3 *oy! Dage 8B 6B 1E and one

girl Dage 4E. The )amily live! in a village in 0yange. They have a !mall$iece o) land and do !*!i!tence agricltre +hich allo+! them to

!rvive.

2. ;nce the $artici$ant! have volnteered to $lay the role o) di))erent)amily mem*er!B a!, each gro$ to role $lay di))erent ho!eholdchore! )rom morning ntil midnight.

3. (ivide the remaining $artici$ant! into t+o gro$! o) o*!erver! anda!!ign them to the t+o )amilie!. Give the o*!erver! a 24 -or day

chart and e#$lain to them that they have to o*!erve and note do+n

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ho+ ta!, and re!$on!i*ilitie! are di!tri*ted and carried ot in a given+or,ing day *y the adlt man and +oman in the )amily.

4. ;nce the role $lay i! over and the o*!erver team ha! made detailednote! in the 24 hor day chartB a!, the entire gro$ Damily 1

Po*!erver o) )amily 1 and )amily 2Po*!erver o) amily 2E to !ittogether and go throgh the li!t that the o*!erver! have made. Thegro$! !hold di!c!! the )ollo+ing:

(o the!e role $lay! re)lect role! $layed *y menB +omenB *oy! andchildren in +andan )amilie!?

(o yo )ind any di))erence! in role! $layed *y men and *oy! androle! $layed *y +omen and girl!?

A!, the gro$! to categori!e the role! o) men and +omen into

$rodctiveCre$rodctive and commnity role!. Give hand ot 5 )orthe de)inition o) the 3.

A!, the gro$! to com$are the di))erent role! o) men and +omen

and !hare them in the $lenary.

A!, the gro$ i) the $rodctive role! can *e done +ithot the re$rodctive

role!?

F%+&(&"%"'$ N'"#

acilitator! !hold add the )ollo+ing $oint! i) they have not *een

identi)ied dring the di!c!!ion: D&)&&'! '9 (%'$: Women and girl! concentrate on re$rodctive

chore! +hile *oy! and men dominate the $rodctive and $olitical role!

D#+&&'!=%


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moneyB re!$ectB $o+er +herea! tho!e o) men are highly a$$reciated a! they)all +ithin the $rodctive category. 0en/! re!$on!i*ilitie! are a!!ociated+ith economic and !ocial ca$acity and +ith $rotected right! ma,ing it$o!!i*le )or them to e#ert $o+er over +omen. Women/! re!$on!i*ilitie! are

a!!ociated +ith minor right!B +hich lead! to !ocial and economic de$endenceand !*ordination com$ared to men. In the +andan traditional conte#tB the

di!tri*tion o) role! i! enacted *y cltre and la+! +hich:

(ictate e#$ectation! o) !ociety to+ard! men and +omenB $erce$tion!B

attitde! and $ractice! +hich are di))erent.

(etermine need! and ,no+ledge to ac7ire !o that men and +omen

e#ert their role! and re!$ective re!$on!i*ilitie!B

(etermine the $lace! and the moment +hen the!e role! +ill *e

e#erted.

K#0 #%,#: artici$ant! are a+are that the traditional divi!ion o) la*or *et+een

men and +omen *a!ed on cltre re!lt! in a overload o) +or, )or

+omen. %ome !ocially a!!igned ta!,! em$o+er $eo$le o) one !e# andthi! di!tri*tion doe! not vale the many other!/! ta!,!. The

!tereoty$e! contine to maintain thi! ne7al divi!ion o) ta!,! andre!$on!i*ilitie! and there)ore re!lting into $o+er relation! and

im*alance!

HANDOUT 4: 24 HOUR DAY CHART

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Time of !e "#$ T#%& ' M#( T#%& ) *om#(

HANDOUT +: GENDERED TRIPLE ROLESP,o"-.i/e ,oe: Comprises the work done by both men and womenfor payment in cash or kind

Re,o"-.i/eDome%i. ,oe: comprises childbearing/rearingresponsibilities as well as domestic tasks, required to guarantee themaintenance and well being of household members !t includes not onlybiological reproduction but also the care and maintenance of thepersons who comprise the household

Comm-(i$ m#(#3eme( ,oe: comprises acti"ities undertaken atthe community le"el to contribute to the de"elopment or politicalorganisation of the community !t is usually "oluntary, unpaid work

S#&'! 2.4 G#!*#$#* &!"&""&'! %!* "$+"$#

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O#+"&)#:

To nder!tand ho+ di))erent in!tittion! $er$etate gender role!

To ena*le $artici$ant! to re)lect on $o!itive and negative image!

created and $ortrayed *y the!e in!tittion!

M#"-'*'(',0: *rain!tormingB large gro$ !haringB !mall gro$ !haring

M%"#$&%( !##*#*: li$ chartB card!B maga=ine!B ne+!$a$er cli$$ing!B

mar,er!

P$'+#:

1. (ivide the $artici$ant! into 4 gro$!. A!, each gro$ to di!c!! on the)ollo+ing:

ol, !ong!B $rover*!B $o$lar !torie!: a!, the gro$ to identi)y !ome,ey e#am$le! o) tho!e !ong!B !torie!B $rover*! +hich either rein)orce

the e#i!ting role! and image! or create ne+ image! o) menC+omen.A!, them to di!c!! i) they convey a $o!itive or negative image! )or

men and +omen. (o any o) them !$eci)ically $ortray a $re)erence )or*oy! or girl!? What can +e do to change the!e?

adioB T %erial! and adverti!ement!: e$eat the !ame e#erci!e a!a*ove *t thi! time a!, the gro$ to thin, a*ot the $o$lar T

!erial! and maga=ine! or adverti!ement either in $rint media or on T. %ocial and cltral $ractice!: a!, the gro$ to re)lect on !ome cltral

and religio! $ractice! in their commnitie! and )amilie! that aredi))erent )or men and +omen. ;n a )li$ chart !heet ma,e 2 colmn! Q

one )or men and another )or +omen. A!, the $artici$ant! to li!t the$ractice! +hich have negative im$lication! )or men and +omen andtho!e +hich have $o!itive im$lication!. A)ter li!ting the!e $ractice!B

a!, them to di!c!! the )ollo+ing:

o Who i! im$o!ing the!e $ractice!? Who i! *ene)iting )rom the!e$ractice!? Why do +e contine to $er)orm them i) they are

negative?

Women 0en

32

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negative $o!itive negative $o!itive

eligio! $ractice!: re$eat the !ame e#erci!e a! a*ove *t thi! time a!,

the gro$ to re)lect on religio! $ractice!.

F%+&(&"%"'$ !'"#:

It i! im$ortant to note that the in!tittion! named a*ove are not the only

one! that $er$etate gender role! *t thi! de$end! on di))erent cltre!and !ocietie!. Al!o remem*er to highlight that it i! not al+ay! that the!e

in!tittion! give only negative image o) a +oman.

K#0 #%,#:

The langage !ed and me!!age! given throgh !ong!B $rover*!B mediaB !omereligio! $ractice!B !ocial and cltral $ractice! $redetermine the genderine7alitie!. 0o!t o) the!e $ortray! a negative image o) a +oman and th! a!

develo$ment and change agent! need to challenge them.

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PART 3: GENDER FROM A DEVELOPMENT

PERSPECTIVE

Thi! !ection introdce! the conce$t! o) ,#!*#$ %!* *#)#('7#!"and the9%+"'$ a! to +hy any develo$ment intervention !hold ta,e into accont

gender dynamic!. Throgh the +%# "* given in thi! !ectionB$artici$ant! learn a*ot the nintended con!e7ence!B mo!tly negativeB o)

develo$ment $ro@ect! i) the di))erent gender role! and relation!hi$! in acommnity are not care)lly analy=ed and nder!tood in $lanning and

im$lementing the $ro@ect!. It $rovide! a )rame+or, )or con!ideringalternative +ay! o) $erceiving hman !ocial and cltral develo$ment andorgani=ing !ocialB economicB and $olitical li)e. Thi! !ection there)ore cover!

,#!*#$ 9$' % *#)#('7#!" 7#$7#+"&)# WID %!* GAD 7$%+"&+%( %!*

"$%"#,&+ ,#!*#$ !##*

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S#&'! 3.1 G#!*#$ 9$' % *#)#('7#!" 7#$7#+"&)#

O#+"&)#

To highlight the im$ortance o) loo,ing at di))erent gender need! in

develo$ment $lanning or $er!$ectiveM#"-'*'(',0:ca!e %tdyB gro$ di!c!!ionB o+eroint $re!entationB lectre

M%"#$&%(:ca!e !tdy handotB li$ chartB 0ar,er!B o+eroint $re!entation.

P$'+#:

1. (ivide the $artici$ant! in 2 gro$!. A!, each gro$ to di!c!! ca!e !tdy1 in -andot 6.

2. Give the gro$ 2'min! to read and di!c!! the 7e!tion! li!ted in theca!e !tdie! and then ma,e a $re!entation to the $lenary *a!ed on their

di!c!!ion

3. %hare +ith the gro$ yor idea! a*ot +hat ha$$ened in thi! $articlar

!itation

4. A!, $artici$ant! i) they ,no+ o) a !imilar !tory in their contry

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/ANDOUT 5: CASE STUDY: /AMMERS OF ET/IOPIA

Thi! i! the !tory o) a $ro@ect that +a! im$lemented in a remote village in"thio$ia. Thi! remote village +a! inha*ited *y one o) the ethnic gro$! in"thio$ia +ho had lived in i!olation )or a long time. The ethnic gro$ had

minimal contact +ith the ot!ide +orld and had no Kmodern )acilitie!/. Theyled a traditional li)e. ;ne dayB a nongovernmental organi=ation D


37/90

$ro@ect! !hold have a!,ed at the de!igning !tage are Q +ho doe! +hat? Whoha! acce!! to +hat re!orceB *ene)it! and o$$ortnitie!? Who control! there!orce!B *ene)it!B and o$$ortnitie!?

K#0 #%,#: The *a!ic re!$on!i*ilitie! entr!ted !ocially @!t to +omen or @!t to men

hinder the develo$ment o) the commnity. In any integrateddevelo$mentB it i! e!!ential to involve men and +omen in *a!ic

re!$on!i*ilitie!. Gender a$$roach i! an e!!ential tool )or develo$ment and one m!t ta,e

into accont the gender a!$ect! in the de!ign and im$lementation o)develo$ment $ro@ect!.

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S#&'! 3.2: W'#! &! *#)#('7#!" ). ,#!*#$ %77$'%+-

O#+"&)#:

To ena*le $artici$ant! nder!tand WI( and GA( conce$t! To identi)y di))erence! *et+een a gender and a WI( a$$roach

M#"-'*'(',0: *rain!torming and $o+er $oint $re!entation!

M%"#$&%(:li$chart!B mar,er!B $ro@ector and handot!

P$'+#:

E#$+ 1: 9rea, $artici$ant! into !mall gro$!. (i!tri*te handot 6 then

a!, $artici$ant! to read it and a!, ho+ they +old de!ign thi! $ro@ect

di))erentlyB i) they +ere to ado$t a gender a$$roach. Ill!trate thedi))erence *et+een the t+o a$$roache! !ing !$eci)ic e#am$le!. The trainercold )ir!t di!c!! the li,ely rea!on! +hy !ch a $ro@ect +old not !cceed

and then move on to ho+ the $ro@ect cold *e de!igned +ith hind!ight.

/ANDOUT 6: CASE STUDY

A $ro@ect in an A)rican contry aimed to increa!e agricltral income *y

introdcing ne+ cro$! !ita*le )or e#$ort!. The cltivation o) the!e cro$!re7ired large tract! o) land and the !e o) machinery. Althogh no analy!i!

+a! nderta,enB it +a! evident that +omen needed to *e !$$orted toincrea!e their income. A com$onent +a! added that inclded: DiE training o)+omen e#ten!ion agent! in ntrition and )amily care DiiE $rovi!ion o)

e#ten!ion !ervice! *y the!e trained agent! to +omen *ene)iciarie! DiiiE !ometraining o$$ortnitie! re!erved )or +omen *ene)iciarie! DivE !ome incomegenerating activitie! )or +omen in nonagricltral $rodct!.

The com$onent +a! not !cce!!)l. Women +ere rarely availa*le )or the

e#ten!ion trainingB nor did they *ene)it )rom the training o$$ortnitie!. The

ma@ority o) the income! generating activitie! +ere n!cce!!)l *eca!e+omen rarely have the a!!et! re7ired a! collateral )or !mall loan!. Andthere +ere no organi=ed gro$! that cold ta$ the!e credit!.

38

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>#"&'! 9'$ D&+&'!:R Were the intended o*@ective! valid?R Why did the $ro@ect not !cceed?

What cold have *een the $ro*lem!?

R What ,ind o) in)ormation +old the $ro@ect de!igner need )or develo$ingan e))ective $ro@ect?

1. P$'(# I!+(*#*: W-0 *&* "-# 7$'#+" !'" ++##*?

"#ten!ion trainer! +ere male. Interaction +a! there)ore di))iclt.

"#ten!ion agent! )oc!ed on coo,ing and ntrition +hen they !$o,e to

+omen. "#ten!ion trainer! +ere not trained in the !*!i!tence cro$!that the +omen $rodced.

"#ten!ion trainer! +ent to their home! to loo, )or +omen dring the

dayB +hen they +ere *!y cltivating their o+n land! or +or,ing ontheir ho!ehold land!.

It +a! al!o )ond that +omen +ere )orced to !$end time hel$ing their

h!*and! cltivate ne+ commercial cro$! and there)ore had little time)or ne+ agricltral activitie!.

Women had no a!!et! in their o+n name to $rovide a! collateral )orloan! and cold not avail o) the credit.

%!taina*ility +a! a $ro*lem and )nd! +ere !$ent on +omenB +ithotany attem$t to enhance their $rodctivity.

2. S#""&!, O#+"&)#: What +old *e the gender otcome! or re!lt! )or

thi! $ro@ect?SAn!+er! cold inclde em$o+erment o) +omenB increa!ing the income that

+omen generateB and increa!ing $rodctivity.

A!, $artici$ant! +hat a gender o*@ective +old *e

%gge!t that a genderrelated o*@ective +old need to addre!!gender di))erence! or changing the $o+er !trctre! in a +ay that +ill

advantage the crrently di!advantaged !e#

Th!B in the a*ove $ro@ectB it +a! e#$ected that increa!ing +omen/!

income +old lead to more *alanced deci!ion ma,ing in the home onho+ to !$end the income.

3. O"%&!&!, I!9'$%"&'!: What ,ind! o) in)ormation +old the $ro@ectde!igner! have needed to de!ign the $ro@ect to achieve the a*ove gendero*@ective! or otcome!?

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SIn order to de!ign the $ro@ect to achieve gender o*@ective!B one +old needto )lly nder!tand the di))erential role!B re!$on!i*ilitie!B a!!et!B need!B and$re)erence! o) *oth +omen and men.

;ne +old need to !ee, in)ormation on the di))erential! in term! o)acce!! to and control over di))erent ty$e! o) a!!et!Cre!orce!. or

e#am$leB +hat do +omen o+n in term! o) land that they cltivate?

(o they have the !ame need! in term! o) e#ten!ion !ervice!?

Are crrent e#ten!ion !ervice! reaching *oth +omen and men a!re7ired and relevant )or *oth o) them?

(o +omen control the income they generate?

-o+ can yo increa!e +omen/! control over a!!et! generated )rom the

$ro@ect activityB etc?

Where +old they have )ond !ch in)ormation and ho+ +old theyhave o*tained it? SThere are di))erent +ay! $ro@ect de!igner! collectin)ormation nece!!ary )or $ro@ect de!ign.

-o+everB the mo!t im$ortant $oint that need! to *e made i! that allin)ormation!ee,ing activitie! nderta,en dring $ro@ect $re$arationm!t !ee, !e#di!aggregated in)ormation a! +ell a! genderrelatedin)ormation. Thi! i! the mo!t e))icient and e))ective +ay o) o*taining

the nece!!ary in)ormation.

Th!B any intervie+! nderta,en +ith !ta,eholder! m!t en!re that

*oth +omen and men are re$re!ented.

In intervie+ing in!tittional !ta,eholder!B in!tittion! that +or, +ith

+omen m!t *e inclded.

In additionB di!c!! +here !ch in)ormation +old *e availa*le.

Al!oB di!c!! the $o!!i*ility o) doing 7alitative a!!e!!ment! tonder!tand the di))erent $er!$ective! o) *oth men and +omen.

4. I!9(#!+&!, P$'#+" D#&,!: -o+ +old the ne+ in)ormation in)lence

$ro@ect de!ign? What ,ind! o) mea!re! +old addre!! the $ro*lem! they)ond and en!re that +omen al!o *ene)ited )rom the $ro@ect?Sor e#am$leB i) one ,ne+ that +omen o+ned only !mall $ortion! o) land on

+hich they e!!entially did !*!i!tence )arming and +or,ed only a!nremnerated la*or on their h!*and/! landB then it +old *e clear that thee#ten!ion !ervice! +ill not *e e7ally relevant )or +omen a! )or menB nle!!

!ome o) the advice and !ervice! o) e#ten!ion agent! +old a$$ly to!*!i!tence )arming.

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oc! may then need to *e $laced on +hether the income generated)rom their !*!i!tence )arming can *e increa!ed.

The $ro$o!ed de!ign cold al!o inclde $roviding them +ith o)))armincome generating activitie! that may *e nderta,en together +ith

their !*!i!tence )arming. I) the in)ormation indicate! that +omen !$end inordinate time )inding

)el and )odderB a com$onent may *e added to ma,e !ch re!orce!more acce!!i*le !o that they have greater time )or lei!re or other

$rodctive activitie!.

5. /'; ;'(* "-#0 #%$# ;-#"-#$ "-# 7$'#+" ;% #!#9&"&!, '"-

#! %!* ;'#!?

What +old *e a !e#di!aggregated indicator?


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/ANDOUT @: WOMEN IN DEVELOPMENT VS. GENDER APPROAC/

Women in (evelo$ment a$$roach came into *eing in the 1'/! +hen )or the

)ir!t time gender varia*le! +ere !ed to a!!e!! the im$act o) moderni=ationin develo$ing contrie!. The dominant main!tream thin,ing on international

develo$ment did not con!ider +omen a! a !e$arate nit o) analy!i! till then.It +a! *elieved that all +old *ene)it e7ally a! !ocietie! increa!ingly*ecome moderni=ed. The !$ate o) !tdie! in the 1'/! that !ed gendervaria*le! to a!!e!! the im$act o) develo$ment on men and +omen !ho+ed

that +omen +ere le)t *ehind in the race to develo$ment. e!earch !ho+edthat ne+ technologie! that +ere introdced in agricltre !ector +ere

directed at men and tended to *ene)it them to the marginali=ation o)+omen. %imilarly the enrollment )igre! in !chool! !ho+ed that girl! +ere

le!! li,ely to com$lete !chool than *oy!. The Wa!hington (& cha$ter o) the

%ociety )or International (evelo$ment !ed thi! evidence to dra+ theattention o) American $olicy ma,er! on i!!e! arond K+omen indevelo$ment/. They advocated )or legal and admini!trative change! to en!re

that +omen are *etter integrated into the economic !y!tem.

-o+everB the WI( $ro@ect )oc!ed more on involving +omen in income

generating activitie! li,e micro credit or teaching o) !$eci)ic !,ill! li,etailoring. The *a!ic a!!m$tion o) the!e $ro@ect! +a! that acce!! to income

+ill lead to !igni)icant change in the $o!ition o) +omen in !ociety. -o+everBthe!e $ro@ect! came nder critici!m a! the evalation !ho+ed that they

increa!ed the +or,load o) +omen and the indirect *ene)it o) the!e $ro@ect!+ere going to men in the ho!ehold!. An evalation o) the micro credit$rogram in India !ho+ed that more than ' $er cent o) the +omen in the

gro$ had ta,en heavy loan )rom the gro$ to $rcha!e income generatinga!!et! li,e a !ho$ or a mini van )or $*lic tran!$ort +hich +ere regi!tered intheir h!*and/! name. The income generated )rom the!e !orce! +a! nder

the control o) the men and the +omen +ere le)t to deal +ith the loan!L

The Gender and (evelo$ment a$$roach emerged in the 18'/! a! an

alternative to the earlier Women in (evelo$ment a$$roach. The GA(a$$roach i! not concerned +ith the +omen $er !e *t +ith the !ocial

con!trction o) gender and the a!!ignment o) !$eci)ic role!B re!$on!i*ilitie!and e#$ectation! to +omen and men. The GA( a$$roach doe! not )oc!

either on $rodctive or re$rodctive a!$ect o) +omen/! Dor men/!E live! tothe e#cl!ion o) other!. It loo,! at +omen/! contri*tion to *oth in!ide and

ot!ide the ho!ehold. The three main GA( $rinci$le! and $ractice are:

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1. 9ring a*ot change in gender relation!

2. Wor, in a $artici$atory +ay +ith men and +omen ma,ing !re to

involve men *eca!e it ta,e! men a! +ell a! +omen to changegender relation!.

3. Ta,e a *roaderB hi!torically in)ormed vie+ o) gender relation! andit! !ocial conte#t Q it acce$t! that gender relation! did not develo$

over night and +ill not change over night.

E#$+ 2:

A!, $artici$ant! to *rain!torm on +hat they have nder!tood *y GA(and WI( and +rite an!+er! on a )li$chart

%$$lement and give more clarity on WI( and GA( conce$t! !ing a )li$chart or $ro@ectorB !hare +ith the $artici$ant! the

di))erence! *et+een WI( and GA(.

/ANDOUT : WID AND GAD =T/E DIFFERENCESW'#! &! D#)#('7#!"

WID

G#!*#$ %!* D#)#('7#!" GAD

T-#A77$'%+-

An a$$roach +hich vie+!

+omen/! lac, o) $artici$ationa! the $ro*lem

An a$$roach to $eo$le centered

develo$ment

T-# F'+ Women elation! *et+een +omen andmen

T-# P$'(# The e#cl!ion o) +omen Dhal)o) the $rodctive re!orceE)rom the develo$ment$roce!!

ne7al relation! D*et+een+omen and menB rich and $oorEthat $revent! e7ita*ledevelo$ment and +omen/! )ll

$artici$ation

T-# G'%( 0ore e))icientB e))ectivedevelo$ment

"7ita*leB !!taina*ledevelo$ment +ith men and +omen!haring deci!ionma,ing and$o+er

T-# S'("&'! Integrate +omen into e#i!ting!trctre!

"m$o+er the di!advantaged and+omen and tran!)orm ne7alrelation! and !trctre!

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T-#S"$%"#,

Women only $ro@ect!

Women/! com$onent!integrated $ro@ect!

Increa!e+omen/!$rodctivity

Increa!e +omen/! income

Increa!e +omen/! a*ilityto manage the ho!ehold

Identi)yCaddre!! $racticalneed! determined *y +omenand men to im$rove theircondition

At the !ame time addre!!!trategic gender need! o)+omen and men

Addre!! !trategic need! o)the $oor throgh $eo$lecentered develo$ment gender

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S#&'! 3.3: I*#!"&90&!, 7$%+"&+%( !##* %!* "$%"#,&+ &!"#$#"

O#+"&)#

To introdce a )rame+or, )or di))erentiating *et+een $ro@ect! thatrein)orce e#i!ting gender ine7alitie! and $ro@ect! that challenge

tho!e identitie!

M#"-'*'(',0%mall gro$ analy!i! +ith giding 7e!tion!

M%"#$&%(li$chart!B handot! on $ractical need! and !trategic intere!t!

P$'+#:

1. Introdce $ractical and !trategic gender need! *y $o!ting the )li$chart

and highlighting main a!$ect! o) each on it and give !everal e#am$le! o)each

P$%+"&+%( !##* S"$%"#,&+ &!"#$#"

S-'$" "#$ L'!, "#$

9a!ic need! Dclean +aterB )oodB )elBho!ingE can *e addre!!ed throghconcrete !te$!

er!onal !ecrityB )reedom )romviolenceB legal right!B acce!! toedcation and more di))iclti!!e! to addre!!

Women can ea!ily identi)y the!eneed!

;)ten +omen cannot articlatethe!e need!

0a,e! it ea!ier )or +omen to carryot role! and re!$on!i*ilitie!a!!igned to them *y !ociety

&hallenge! the !y!tem! thatde)ine +omen/! and men/! role!and re!$on!i*ilitie!

(o not challenge !*ordinate$o!ition o) +omen to men

&hallenge! !*ordinate $o!itiono) +omen

2. A!, !ome o) the $artici$ant! to cite a )e+ o) their $ro@ect! or $rogram!

and a!, +hat $ractical and !trategic need! are addre!!ed in the [email protected]. 9rea, into !maller gro$!. A!, gro$! to ta,e 1' minte! di!c!!ing the

)ollo+ing 7e!tion!

What are !ome $ractical gender need! )or yo?

What are !ome !trategic gender intere!t! )or yo?4. A)ter 1' minte!B a!, them to ta,e 1' more minte! to di!c!! the

)ollo+ing:

%hold develo$ment $ro@ect! addre!! $ractical gender need!B

!trategic intere!t! or *oth? What are the advantage! or

di!advantage! o) each a$$roach?

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What !oltion +old yo $ro$o!e and +hy?

5. Tell them that each gro$ !hold *e ready to ma,e a 5 minte$re!entation o) their di!c!!ion!.

6. &lo!e +ith a !mmary *a!ed on their $re!entation

F%+&(&"%"'$ N'"#

It i! !e)l )or gender training )acilitator to *e a+are o) the di))erentim$lication! o) each a$$roach !o that they can a!, a$$ro$riate 7e!tion!to a!!i!t +or,!ho$ $artici$ant! +ith their o+n analy!i!.

K#0 #%,#:

The gender a$$roach i! !ed in a longterm vi!ion o) develo$ment

develo$ment $ro@ect! m!t there)ore *e de!igned ta,ing into accont the$ractical need! o) men and +omen a! +ell a! !trategic intere!t!.

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PART 4: FRAMEWORKS FOR GENDER ANALYSIS AND

PLANNING

Thi! !ection introdce! a %$0 '9 9$%#;'$


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S#&'! 4.1 I!"$'*+"&'! "' +'!+#7"%( 9$%#;'$


49/90

A& '9 "-# /%$)%$* F$%#;'$" !y!tem! o)ten do not ca$tre gender di))erence! in

acce!! and im$act!. Thi! mean! that $ro@ect manager! or $olicy ma,er!o)ten o$erate in the *lind and gender i!!e! remain invi!i*le.

Timely and !y!tematic collection o) !e#di!aggregated in)ormation can hel$determine +hether the intervention *ene)it! *oth male! and )emale!

!imilarly. It allo+! )or )inetning o) the $ro@ect dring im$lementation toaddre!! any de)iciencie!B a! +ell a! hel$! to enhance the gender dimen!ion!

o) de!ign dring the ne#t $ha!e o) the $ro@ect.

&ontino! monitoring o) the ade7acy o) in$t! to achieve the gender

related o*@ective!B and $eriodic !y!tematic evalation o) !e#di!aggregatedor genderrelated re!lt! Dot$t!B otcome! and im$act!E determine

+hether the intervention i! achieving or ha! achieved the de!ired gendero*@ective!.

0>" !y!tem! *ecame ea!ier to integrate i) they are con!idered at an early!tage o) $ro@ectC$rogramC$olicy $lanning. ir!tB to the e#tent $o!!i*leB all

indicator! )or each !tage o) the $ro@ect !hold *e mea!red ordi!aggregated *y !e#. Where a$$ro$riate or nece!!aryB additional indicator!

!hold *e develo$ed )or !$eci)ic genderrelated i!!e!. Where it i! not$ractical to !e indicator! to ca$tre gender!$eci)ic i!!e! !ch a!

em$o+erment or con)idence *ilding o) +omenB !e$arate $artici$atorya!!e!!ment! or other 7alitative method! may *e nece!!ary.

K#0 #%,#: 9e a+are to integrate gender at all level! o) develo$ment:

in!tittionalCorgani=ationB $olicie!B $rogram and $ro@ect $lanningB monitoringand evalation.

It i! there)ore im$ortant to condct a gender ga$ analy!i! o) every$rogramB !ector or $ro@ect to en!re that the identi)ied ga$! at all level!are ta,en into accont and addre!!ed accordingly.

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PART @: LIST OF APENDICES

@.1 C'!+(*&!, %!* C('$#O4#+"&)#:

To !ho+ a$$reciation to the gro$ !ing !ilence and creativity to

convey )eeling!

To conclde the +or,!ho$ on a $o!itive note

P$'+#

1. A!, everyone to !it in a circleB +ith no chair! in the middle. Tell

$artici$ant! that at the end o) the +or,!ho$ it i! !ometime! di))iclt to*rea, the gro$ )eeling. Thi! e#erci!e i! a good*ye gi)t )rom everyone that

+e can carry +ith ! a! +e leave. "#$lain that the e#erci!e re7ire!imagination and !ilence

2. %tart yor!el)B *y holding yor hand! +ith the $alm! trned $. !ing yorhand! mime the !ha$e o) an o*@ect Da *o#B a *ottleB a *allE. a!! thi! o*@ect

to the $er!on on yor right. "#$lain that they no+ can give any $re!ent o)their choo!ing to the ne#t $er!on

3. &ontine arond the circleB ntil yo receive the la!t gi)t. Ho can end +ithVThan, yoM or V9on oyageM

F%+&(&"%"'$ !'"#

Thi! i! a very calming and !haring e#erci!e in +hich $eo$le reveal them!elve!

to *e ama=ingly creative. It doe! not re7ire toching and i! there)ore!ita*le to many cltral conte#t!. -o+ever yo might )eel more

com)orta*le ma,ing t+o circle!B )or +omen and men.

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@.2: E)%(%"&'! '9 "-# ;'$


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@.3: L&" '9 $#9#$#!+#

1. Ag!tin OimonyoB D2''8E. Gender and commnity develo$mentanaly!i! in +andaBOigali

2. +anda: (emogra$hic -ealth %rveyD2''5E

3. (e$artment )or International (evelo$mentB D2''2E. Gender modle : a

$ractical gide )or develo$ment $olicy ma,er! and $ractitioner!

4. Gender !en!itive training !,ill! D2''5E. A training o) trainer! ac,age

5. 0IG";B D2''4E. a $oliti7e nationale d GenreB Oigali

6. 0ini!try o) -ealthB D2''3E.


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@.4: SAMPLE AGENDA

DAY SESSION TIME

DAY ONE Arrival and registration of participants 8:30 am - 9:00am

elcome and introd!ctions 9: 00 am " 09:15 am

#oals and participants e$pectations 09: 15 am " 09:45 am

%& a gender training 9: 45am " 10:00 am

'etting gro!nd r!le 10: 00 am " 10:15 am

(oncl!ding e$ercise 10: 15 am " 10:30 am

)ea *rea+ 20 10: 30 am " 10:50 am

,efinitions and difference *eteen gender and se$ 10: 50 am " 12:00 am

'ocial (onstr!ction of #ender 12: 00 pm" 13:00 pm

!nc% 13: 00 pm " 14:00 pm

#ender roles and gender stereot&pes 14: 00 pm " 15:30pm

#endered instit!tions and str!ct!res 15:30 pm " 16:45pm

(losing and reflection on t%e da& 16:45pm- 17: 00 pm

DAY TWO (oncerns/ !estion and ansers for da& one sessions 9: 00 am " 10:00 am

)ea *rea+ 20 10: 00 am " 10:20 am

#ender from a ,evelopment erspective 10: 20 am " 11:30 amomen in ,evelopment vs #ender Approac% 11: 30 am " 12:15 am

dentif&ing ractical eeds and 'trategic nterests 12: 15 pm " 13:00 pm

!nc% 13: 00 pm - 14:00 pm

ntrod!ction to (oncept!al rameor+s of #ender Anal&sis 14: 00 pm - 16:45 pm

(losing and reflection on t%e da& 16:45pm- 17: 00 pm

DAY THREE (oncerns/ !estion and ansers for da& one sessions 9: 00 am " 09:30 am

nderstanding gender in t%e andan conte$t 09: 30 am " 10:30 am

)ea *rea+ 10: 30 am " 11:00 am

nderstanding gender in t%e andan conte$t 11: 00 am " 13:00 pm

!nc% 13: 00 pm " 14:00 pm

nderstanding gender mainstreaming 14:00pm -16:15pm

val!ation of t%e training 16: 15pm " 16:30 pm

(los!re 16:30pm -16:45 pm

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@.5: GENDER TRAINERS GUIDE

The )acilitator !hold *e ,eenly a+are that gender i!!e! vary and are

di))erent acro!! !$aceB time and commnitie!. In additionB gender i! not

al+ay! $erceived a! an economic i!!eB *t a! a $oliticalB !ocialB or religio!i!!e. Thi! can lead to charged emotion! and hardening o) $o!ition! *eca!eB

o)tenB $artici$ant! re)lect di))erent $er!onal e#$erience! and *elie)!. A!cce!!)l trainer !hold en!re that all $artici$ant! are com)orta*le toe#$re!! their vie+!B a! +ell a! encorage and )acilitate o$enB re!$ect)lB and

hone!t di!c!!ion +ithot ta,ing !ide!. %ch di!c!!ion i! the )ir!t !te$ toe))ective learning

In!trctor! +ill need a $ro@ectorB )li$ chartB mar,er! and o!tIt note!to condct gro$ e#erci!e!. artici$ant! +ill need $a$erB $en! or $encil!

to com$lete the earning &a!e! and &a!e %tdie! To encorage $artici$ation and di!c!!ion among the $artici$ant!B the

room !hold *e !et $ in a manner in +hich all $artici$ant! can !ee eachother and the in!trctor. The cor!e allo+! in!trctor! to train a gro$

o) no more than 253' $eo$le. Thi! interactive cor!e give! $artici$ant!time to +or, actively on e#erci!e!B re)lect on the to$ic commnicate and

net+or, +ith other $artici$ant!

acilitator! !hold ,no+ that it i! very vital to !e training modle! at

every +or,!ho$ organi=ed )or !everal $r$o!e!: they !erve a! a gide )orthe trainerB !erve a! a gide and later re)erence )or trainee!B docment

$rocedre! and *e!t $ractice!B $rovide readymade chec,li!t! )or$er)ormance evalation and !horten the time to com$etency.

"#$erience in !ing training modle! ha! !ho+n that it i! $re)era*le to!e the activitie! a! a com$lete !et and not in an i!olated +ay

It i! !e)lB +henever $o!!i*leB to have three )acilitator! $re!ent A !ita*le !$ace )or +or,ing +ith the commnity mem*er! !hold *e

!edB allo+ing the activitie! to *e carried ot +ithot any re!triction o)movement

;ne !hold try and $rodce a )ree and re!$ect)l environmentB +herethere are no @dgment! or critici!m! o) the attitde!B langage or

*ehavior o) the $artici$ant!.

%itation! o) con)lict may occr. It i! $ to the )acilitator! to interveneB

!ee,ing to e!ta*li!h a con!en!! and re!$ect )or di))erent o$inion!. The

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+or, !hold endeavor to go a! dee$ a! $o!!i*leB moving *eyond the!tandard K$olitically correct di!cor!e/

The di!c!!ion note! !erve more a! an interactive gide to engage

$artici$ant!B and not merely a! lectre note!. There)oreB trainer! !ingthi! modle m!t *e +ell ac7ainted +ith the !ection! D&ontent! and Time

re7iredE $rior to training. 9y revie+ing the !ection! in advanceB thetrainer can ma,e deci!ion! concerning +hich material! to !e according to

the $artici$ant!/ ,no+ledge or e#$erience. The di!c!!ion $oint!!gge!ted in the activitie! $re!ented do not nece!!arily have to *e !ed

at the end o) the activitie!B *t can *e !ed +hile it i! *eing e#ectedB a!the )acilitator thin,! )it

The dre!! code i! al!o im$ortantB !ince gender training i! a !en!itive i!!eand there)ore !hold not give room )or @dgment!. Thi! i! al!o related tothe cltral *elie)! and yet gender i! $art o) !ocial tran!)ormation.

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@.6: S"#7=0="#7 ,&*# "' &!&"&%"# ,#!*#$ +( &! #+'!*%$0 +-''(

%!* !&)#$&"

W-%" & % +-''( ,#!*#$ +(?

A !chool Gender &l* i! a !chool*a!ed gro$ rn *y !tdent! and !$$orted*y teacher! that +or,! to create !a)eB caring and incl!ive !$ace! )or

!tdent! and the entire !chool commnity to di!c!! and addre!! genderi!!e!. Ty$icallyB Gender &l*! are de!igned to $rovide a !a)e !$ace )or

!tdent! to meetB !ociali=e and !$$ort one another a! they di!c!! genderi!!e!. %tarting a cl* or gro$ at yor !chool can *e a great +ay to addre!!

gender i!!e! in the !chool a! +ell a! in the commnity in +hich yo live.

1. F'(('; %(( +-''( 7'(&+ %!* ,&*#(&!#

A Gender &l* !hold *e e!ta*li!hed in the !ame +ay that any other

gro$ in yor !chool i! )ormed. &hec, yor !chool $olicie! to !ee +hat the!chool/! rle! are )or !tdent gro$!. The!e rle! may re7ire yo to !ee,the $ermi!!ion o) a teacher and the !chool admini!tration and enli!t the

!$$ort o) other !tdent!. I) yo canB )ind lot! o) !$$ort and loo, )or adiver!e gro$ D*oy! and girl! or teacher!E to hel$ get yo !tarted

2. F&!* % G#!*#$ C( %*)&'$

ind a teacherB admini!trator or !chool !ta)) mem*er +ho +old *e+illing to !erve a! a !$$ortive ally )or yor gro$. I) $o!!i*leB try to

inclde *oth male and )emale advi!or!. emem*erB diver!ity +ill *e yorgro$/! greate!t !trength.

3. S7#%< "' 0'$ +-''( %*&!&"$%"&'!

"ncorage yor !chool admini!tration team to *ecome yor allie!. %chool

admini!trator! can +or, +ith yor cl* to hel$ demon!trate that yorgro$ i! a valed and im$ortant $art o) the !chool commnity.

Admini!trator! al!o !erve a! an im$ortant liai!on *et+een !tdent!B

teacher!B $arent!B !chool *oard! and the larger commnity. 9e !re toinclde them in yor $lanning. emem*erB i) yo )ollo+ all the $ro$er$rocedre!B a !chool cannot trn do+n yor re7e!t to !tart a Gendercl*

4. I!9'$1 +-''( +'!#(('$ %!* '"-#$ +-''( $#'$+# 7#'7(# %'" 0'$

+(

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%chool re!orce +or,er!B li,e $olice o))icer! and !chool con!elor!B +illo)ten ,no+ o) !tdent! +ho might *ene)it )rom yor !chool/! Gendercl*. %chool con!ellor!B in $articlarB may *e an im$ortant !orce o)!$$ort )or !tdent! +ho need to )orm cl*!

5. D#)#('7 % 1&&'! '$ )&&'! "%"#1#!"

A giding core !tatement o) *elie)! can hel$ to )oc! yor cl* andB intrnB demon!trate ho+ !erio! and im$ortant yor cl* i! to the !chool

commnity. ;rgani=e yor gender cl* goal and vale !tatement! toinclde $rinci$le! related to hman right! and !ocial @!tice. ind ot

+hat yor !chool/! edcational $rioritie! and goal! are and demon!trateho+ yor cl* hel$! to live them ot.

6. F&!* % %9# 1##"&!, 7(%+#%elect a !a)e and com)orta*le location in yor !chool that i! relatively$rivate. emem*er that !ome !tdent! may )eel ncom)orta*le and

nervo! +hen )ir!t attending meeting!. Try to create an atmo!$here thataccommodate! all individal! and com)ort level!. &hoo!ing a meeting $laceright ne#t to +here the !econdary !chool )oot*all team hang! ot maynot *e a good idea. ThenB againB yo cold al+ay! invite them to attend

@. A*)#$" 0'$ ,$'7

Wor, +ith yor advi!or to !e thi! o$$ortnity a! a Vteacha*le momentMto tal, a*ot gender. The !im$le $re!ence o) yor cl*/! $o!ter! can !end

a $o+er)l me!!age o) gender and hel$ edcate !tdent! and !ta)) a*otthe gender $romotion in yor !chool. re$are $o!ter! that !et a $o!itive

tone )or yor cl*. Inclde the meeting timeB location and date. Thin,a*ot inclding a !mall de!cri$tion a*ot +hat goe! on at yor meeting!

and *e !re to em$ha!i=e that everyone i! +elcome.

8. S+-#*(# 0'$ 9&$" 1##"&!,%elect a meeting time that i! convenient )or mo!t o) yor $artici$ant!.evi!it the gro$/! mi!!ion !tatement and *rain!torm $o!!i*le activitie!

and to$ic! o) di!c!!ion )or )tre meeting!. %ome cl*! hold meeting!+ee,lyB other! monthly. (etermine +hat ,ind o) !chedle +ill +or, *e!t)or yor cl*.

89


90/90

. E"%(&- +(#%$ ,&*#(&!#Thin, a*ot e!ta*li!hing !$eci)ic grond rle! )or cl* di!c!!ion! thatrea))irm re!$on!i*le and re!$ect)l *ehavior!. In addition to creating a+elcoming environmentB +or, together to develo$ and e!ta*li!h the cl*!

do! and don/t! that can *e $o!ted andCor read at the *eginning o) eachmeeting. Oee$ a $o!itive and !$$ortive tone in yor cl* meeting! and

remem*er to em$ha!i=e the im$ortance o) e7al $artici$ation D*y!tdent! and advi!or!Ea! +ell a! de*ate +hich hel$! to challenge

gendered norm!

1'. S#" P'&(# %+"&)&":

"#am$le! o) !ch activitie! cold inclde ho!ting ge!t !$ea,er! holding

@oint meeting! and event! +ith other !chool gro$!Ccl*! +riting article!)or the !chool ne+!$a$er or +e*!ite net+or,ing +ith local gender cl*!B$artici$ated in +omen/! day event! and other gender e7ality event!.

emem*er to $lan event! that entice $eo$le to comeB not *eca!e they arenece!!arily intere!ted in the ca!eB *t *eca!e the event !ond! )n. 9ecreativeB nder!tanding and gentle in yor a$$roachB and *e !re to incldecele*ration and !ociali=ation a! $art o) the cl*/! activi!m and organi=ing

11. P(%! 9'$ "-# 9"$#

Wor, +ith yor cl* to develo$ an action $lan that +ill hel$ to ma,e yorgro$ an active and !!taina*le $re!ence in yor !chool. Hor action $lan

might inclde long and !hortrange goal! and $rioritie!.

Documents

Gender Training Module-2