Gender sensitization workshop report - IFAD-funded project Southern Punjab (Pakistan)

IFAD Ass isted-Southern Punjab Poverty Al lev ia�on Project (SPPAP)

GENDER SENSITIZATION &

MAINSTREAMING

WORKSHOP REPORT

GENDER SENSITIZATION & MAINSTREAMING

WORKSHOP REPORT

IFAD Assisted-Southern Punjab Poverty Allevia�on Project

(SPPAP)

© 2016 by IFAD Assisted- Southern Punjab Poverty Allevia�on Project (SPPAP)

All rights reserved. No part of this publica�on may be reproduced, stored in a retrieval system, or transmi�ed, in any form or by any means,

electronic, mechanical, photocopying, recording, or otherwise without prior permission of (SPPAP)

CONTENTS

8- Opening Session

9- Session One- Gender Sensi�za�on

10- Session-two on Gender Framework Analysis

11- Session-three on Gender and Development

12- Session-four-Gender Mainstreaming

13- Workshop evalua�on by par�cipants

14- Project Director-SPPAP Annota�ons

5.1- Introduc�on of the par�cipants

9.1- From WID to GAD

10.1- Project Gender Analysis/Assessment of Key Interven�ons of SPPAP

11.1- Gender and Development Concepts

12.1- Gender mainstreaming issues

12.2- Gender mainstreaming strategies to address the issues

5.2- Workshop Expecta�on & Fears

9.2- The Quick Understanding about Gender Concepts

5.3- Norms Se�ng

9.3- Case Study-1

9.4- Case Study-2

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6- Workshop Objec�ves

7- Expected Outputs

1- Background And Ra�onal

3- Par�cipants

4- Programme

5- Workshop Proceedings

I F A D A s s i s t e d - S o u t h e r n P u n j a b P o v e r t y A l l e v i a � o n P r o j e c t ( S P P A P )

2- Venue and Dates

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15- Cer�ficate Distribu�on & Group Photo

16- Vote of thanks

17- Annexes

Annex-I A�endance Sheet

Annex-II Sample training cer�ficate


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LIST OF ACRONYMS

BZU Bahauddin Zakariya University

CO Community Organization

DMU District Management Unit

ETO Entrepreneurship Training Organization

GAD Gender & Development

GOPb Government of the Punjab

GPS Gender & Poverty Specialist

IFAD International Funds for Agriculture Development

IRM Institute of Rural Management

M&E Monitoring & Evaluation

MDGs Millennium Development Goals

NPSC National Poverty Score Card

NRSP National Rural Support Program

PD Project Director

PMU Project Management Unit

SDGs Sustainable Development Goals

SPPAP Southern Punjab Poverty Alleviation Project

VTO Vocational Training Organization

WID Women in Development


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1. BACKGROUND AND RATIONAL

Gender equality is well-thought-out an acute constituent in attaining decent

work for all women and men, in order to effect social and institutional

change that leads to sustainable development with equity and growth.

Gender equality enhances economic development, improves prospects for

future generations and strengthens political and social systems. There is

rising sign of the collaborations between gender equality, on the one hand,

and economic, social and environmental sustainability, on the other. Given

that women are generally in an underprivileged situation as compared to

men, promotion of gender equality infers obvious care to women's needs

and viewpoints. Connecting gender equality and sustainable development

is significant for several causes. First, it is a moral and ethical imperious:

achieving gender equality and realizing the human rights, dignity and

capabilities of diverse groups of women is a central requirement of a just

and sustainable world. Second, it is critical to redress the uneven impact of

economic, social and environmental shocks and stresses on women and

girls, which undermine the enjoyment of their human rights and their vital

roles in sustaining their families and communities. Third, and utmost

ominously, it is important to build up women's agency and capabilities to

create better synergies between gender equality and sustainable

development outcomes.

In the southern Punjab most of the population lived in village areas where

women folk are facing miserable conditions. Feudal system, weak law

implementation and lack of awareness in male dominated society are the

major reasons of that which creates big differentiation between men and

women and most women spend their lives in their homes and courtyards

and go outside only for male approved reasons. Due to these conditions

their social life remained in a specific circle created by men. This is why the

men decide what is good and evil for women. Within the household and

through local decision-making and legal bodies, men exercise control over

women's labour, their sexuality, their choice of marriage partner, their

access to labour and other markets and their income and assets.

Based on the gender issues in Southern Punjab, IFAD Assisted-Southern

Punjab Poverty Alleviation Project (SPPAP) has been designed stunningly

by the Government of Punjab in financial assistance of International Fund

for Agriculture Development (IFAD) for the poverty reduction, elimination of

gender discrimination, assurance of gender equality and women

empowerment in four poorest districts of the Southern Punjab

(Bahawalpur, Bahawalnagar, Muzaffargarh & Rajanpur). Poverty decline of

marginalized segment of the society is the prime objective of the project by

ensuring the gender equality. Tangible actions have been taken to coup up

the prevailing gender issues in the project area.


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For operative execution of project interventions in terms of gender lens,

gender sensitive staff is inevitably prerequisite who certify the gender

mainstreaming at all levels so that project could achieve its objectives in

real term. The project has hired the services of gender sensitive Staff and

Implementing Partners (National Rural Support Program & Institute of

Rural Management) to achieve the desired project objectives. M/S

National Rural Support Program (NRSP) is responsible for identification of

targeted poor beneficiaries while Institute of Rural Management (IRM) has

been given the task of imparting vocational and Entrepreneurship trainings

in four targeted districts of Southern Punjab.

In this context, IFAD Assisted-Southern Punjab Poverty Alleviation Project

(SPPAP) organized a Gender Sensitization & Mainstreaming Training

Workshop in collaboration with Training Service Provider M/S Institute of

Rural Management (IRM) for project and Implementing Partners staff. The

Workshop covered the topics i.e. different gender concepts, gender

sensitization, mainstreaming, and gender based analysis to achieve the

desired project objectives by ensuring gender equality and equity at all

levels etc.

The workshop also materialized at an opportune moment. Project has

already a well advanced gender policy and Gender Action Plan in place.

The presence of Management, Project Staff and Implementing Partners

proved to be a source of enrichment and add value to the quality of the

workshop deliberations and outputs.

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2. VENUE AND DATES

3. PARTICIPANTS

The Gender Sensitization and Mainstreaming Workshop was held on

Wednesday 19 October 2016 at NRSP Training Center, District

Bahawalpur and the sessions were held from 9:00 am to 5:00 pm.

The workshop was attended by the 37 participants (13 Women & 24 Men)

from Project Management Unit (PMU), SPPAP, District Management Unit

(DMU), SPPAP, Bahawalpur, National Rural Support Programme and

Institute of Rural Management (IRM) of four project districts. A full list of

participants including their positions and contacts are attached in

Appendix 1. (The cover photo shows the participants and the facilitators in

the training venue).


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The detailed workshop programme was broadly structured as follows:

4. PROGRAMME

TIME

DESCRIPTION OF ACTIVITY

RESPONSIBILITY

09:00 AM Recitation from Holy Quran Participants

09:05 AM Registration & Attendance of Participants Ms. Navida Sadiq, M&E Specialist

09:30 AM Expectations & Fears Mr. George Chughtai, Project Coordinator

09:45 AM Welcome to Participants Ms. Sammar Firdous, Gender Focal Person

09:50 AM Opening of Workshop Mr. Imran Nazir, Gender & Poverty Specialist

10: 00 AM Gender Sensitization � Gender Concept � Gender Role � From WID to GAD � Gender disparities

Ms. Asma Ejaz, Trainer

11:15 AM Tea Break

11:30 AM Gender Analysis Frame work

� Role and Responsibilities � Asset s � Decision making � Need and Perspective


01:30 AM Prayer and Lunch Break

02:15 PM Gender & Development

� Class and gender � Gender Issues � Development


03:15 PM Gender Mainstreaming Ms. Asma Ejaz, Trainer

04:15 PM Training Evaluation & Participant Feedback

Ms. Navida Sadiq, M&E Specialist

04:30 PM Distribution of Certificate Mr. Muhammad Saghir, Project Director-SPPAP

04:40 PM Address to the Participants Mr. Muhammad Saghir, Project Director-SPPAP

04:50 PM Word of Thanks Mr.George Chughtai, Project Coordinator

05:00 PM Tea & Good Bye Ms. Navida Sadiq, M&E Specialist

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5. WORKSHOP PROCEEDINGS

The workshops started with the recitation of Holy Quran and introductory

session and participants expectations and fear. Mr. George Chughti,

conducted this session and briefed all participants to divide themselves into

pair and then introduce each other on following points about partner i.e.

name, designation, organization, location, self-vision, strengthen and

learning objectives from the workshop. All participants really enjoyed this

method of introduction and in this way they were able to understand each

other in a participatory manner. This set a participa

tory learning platform for the Workshop.


5.1 INTRODUCTION OF THE PARTICIPANTS

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Mr. George Chughti, Workshop Facilitator enquired the participants to

share their expectation and fears from the workshop by distributing the

cards of two colors. Few of the communal fears and expectations given as

under:

5.2- WORKSHOP EXPECTATION & FEARS

5.3- NORMS SETTING

After the expectation the

training facilitator asked the

participants to set norms of

the training. All participants

finalize the rules and norms

of the training and agreed to

abide by these rules during

the sessions.

Norms

1. Follow given schedule

2. Raise hands before speaking

3. Cell phone should on silent mode

4. Name tag must be visible during sessions

5. No political and religious discussion/ criticism

6. Respect the views of each other

Expectation Fears

We will learn a lot from the workshop Long training hours

This workshop will boost up capacity Training workshop is too short i.e. one day

The workshop will cover all about gender development concepts and other topics

May not able to interact with each other and Resource Person

Knowledge about gender mainstreaming and sensitization

Management Fear

Improvement in their performance

Understanding about each other and project indicators with gender prospective

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6. WORKSHOP OBJECTIVES

I. Engage participants in understanding gender concepts and sensitize them about gender in project activities.

II. Strengthen participants understanding of the key gender concepts in the context of SPPAP.

III. Strengthen participants' skills and knowledge on gender planning, analysis and framework, gender mainstreaming and gender mainstreaming for gender responsive programming in all project components.

IV. Equip participants with knowledge and skills on the Gender Management Systems, gender and Development Protocol, and SDGs.

V. Discussion on Revised Gender Plan of Action with active participation from key stakeholders to achieve the project objectives and fill the identified gaps.

The immediate short term outputs expected from the workshop were a validated project gender policy, improved skills in gender mainstreaming, gender planning and analysis. The long term expected outcomes were improved project capacity to meet the Gender protocol targets and the SDG goals, increased capacity of participants for gender responsive planning, budgeting and greater awareness and commitment of participants to implement the Project Gender Action Plans.

7. EXPECTED OUTPUTS

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OPENING SESSION

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Mr. Imran Nazir, Gender and Poverty Specialist formally opened the

workshop on behalf Project Director SPPAP. He enlightened that instant

workshop had been designed for the staff members to be practical with

exercises to provide skills, encourage participation and exchange

information relating to gender sensitivity and its importance/significance in

the project. He focused that participants to this training workshop would

learn some of the key control issues in dealing with gender and how gender

equality could be put in place in real terms and why gender equality was

necessary to achieve the project objectives. He assumed that workshop

would provide an interactive forum for all the staff members to share,

explore and discuss concepts, issues related to gender in freely manners.

Mr. Imran Nazir, briefly introduced the workshop trainer, Ms. Asma Ejaz,

who had worked with different national and international organizations at

Pakistan in the capacity of training and gender.

8. OPENING SESSION

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SESSION -1GENDER SENSITIZATION

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After that Gender Training Resource Persons started session on gender sensitization and covering the following topics in her session a) Gender Concept, b)Gender Role, c) From WID to GAD and d) Gender disparities.

The session started with an activity, participants were asked to lineup in two ques one for men and other for women participants and men were asked to describe about women role, responsibilities and general perception and women were asked to describe men role and responsibilities and general conduct in the society. Based on this role play and brain storming exercise, resource person started the presentation on gender concepts and sensitization. The main points of this session on these points are as under:

Gender is a concept that refers to the differences between Men & Women that are socially constructed, changeable over time, and that have wide variations within and between cultures. Gender is the social construction of the biological differences between men and women. Gender is not about sex and is not about women.

Difference in Sex and Gender

What is a role?A role is a pattern of behavior of a person. It is shaped by the status and position of that person in a community and influenced by one's own opinion and other people's expectations of the role. It is hence culturally and economically and socially determined.

What are Gender roles?Gender roles are roles that are played by both women and men which are not determined by biological factors but by the socio-economic and cultural environment or situation. For example, in parts of Africa and Latin America unskilled construction work is regarded as “men's work”, whereas in India it is regarded as “women's work

GENDER SENSITIZATION

Sex

Gender

We are born male or female We have learned to behave like man and women (socially constructed roles)

Change is not possible Change has always been there and will be there

All men are same and all women are same

Differences b/w men & women according to class, region, religion, age etc.

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9.1- FROM WID TO GAD

Women in Development Gender and Development

1. The Approach

An approach which views women as the Centre of a problem

An approach to development of women and men

2. The Focus

Relations b/w women & men

3. The Problem

The exclusion of women (half of the productive resources) from the development process

Unequal relations of power (rich/poor, women/men) that prevent equitable dev & women’s full participation

4. Goals

More efficient, effective and just development

Equitable, sustainable development with women & men as decision-makers

5. Solutions

Integrate women into the existing development process

Empower the disadvantaged & women & transform unequal relations

6. The strategies

Women’s projects, Women’s components, Integrated projects, Increase women’s productivity, Increase women’s income, Increase women’s ability to look after the household

Identify and address practical gender needs determined by men & women to improve their lives

Address women’s & men’s strategic gender needs

Address strategic interests of the poor through people-centered development

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9.2- THE QUICK UNDERSTANDING ABOUT GENDER CONCEPTS

Culture The distinctive patterns of ideas, beliefs, and norms which characterize the way of life and relations of a society or group within a society

Gender Analysis

The systematic gathering and examination of information on gender differences and social relations in order to identify, understand and redress inequities based on gender

Gender Discrimination The systematic, unfavorable treatment of individuals on the basis of their gender, which denies them rights, opportunities or resources

Gender Division of Labor The socially determined ideas and practices which define what roles and activities are deemed appropriate for women and men

Gender Equality and Equity

Gender equality denotes women having the same opportunities in life as men, including the ability to participate in the public sphere

Gender equity denotes the equivalence in life outcomes for women and men, recognizing their different needs and interests, and requiring a redistribution of power and resources

Gender Mainstreaming

An organizational strategy to bring a gender perspective to all aspects of an institution’s policy and activities, through building gender capacity and accountability

Gender Needs Shared and prioritized needs identified by women that arise from their common experiences as a gender

Gender Planning The technical and political processes and procedures necessary to implement gender-sensitive policy

Gender Relations Hierarchical relations of power between women and men that tend to disadvantage women

Gender Training A facilitated process of developing awareness and capacity on gender issues, to bring about personal or organizational change for gender equality

Gender Violence

Any act or threat by men or male-dominated institutions, that inflicts physical, sexual, or psychological harm on a woman or girl because of their

gender

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At the end of session participants were divided into four groups. Both

groups were given following two case studies and were asked to find

answers of the questions given at the end of each case study.

Case study-1

9.3- Case Study-1

A loan fund was made available to individual women basket makers in

a rural community. The loan was intended to allow them to purchase

materials in greater quantities at lower prices, and to increase their

productivity and income. However, many women found that their

household and farming responsibilities did not leave them enough

time to increase their basket production. Others had difficulty repaying

their loans because of pressure to use the money for their family

needs. Those who were able to produce more baskets still faced the

problem of having to sell them to local intermediaries, who would in

turn sell them for a much higher price at distant markets.

1. Discuss the approach that was adopted by the development

agency. Was it WID or GAD? Explain.

2. Would this project have been a success or failure? Give

reasons

3. How could this project be changed in order to address the

needs of women more effectively?

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9.4- Case Study-2

Institutional strengthening support will be provided to agricultural co-

operatives in Sri Lanka. In addition to the development of village, district

and national level infrastructures, membership development, management

training and financial sustainability, an aspect of the project will be to

promote women's membership and the formation of women's committees.

Similar women's committee structure has existed for some years in

consumer and credit co-operatives.

Although women are actively involved in agricultural production and often

manage household finances, they have traditionally not been co-operative

members. Newly mobilized women's committees will receive training in co-

operative principles, leadership, community development, family health

and nutrition and some income-generation skills. Women members will be

eligible to receive loans for agricultural and income generating activities.

Eventually, district and national level women's committees will be formed

and women will be represented by their leaders at all levels of committees.

1. What are the strengths and weaknesses of this project?

2. Do you think that the project would have succeeded in meeting the

needs of women? If not, why not? Give reasons for your answer.

3. How could this project be changed to address the needs of women

and men more effectively?

The group work and presentations revealed the answers of the case

studies and concluded that gender and development theory is more

effective rather than WID, choosing right type of beneficiary for training

based on who is ultimately implementing this activity in the field. i.e.

formation of groups, training activities, income generating loans and other

leadership at all level by following approach of equity leads to equality in

both sex.

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SESSION - 2GENDER FRAMEWORK

ANALYSIS

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After a tea break, the next session on gender framework analysis started with brainstorming exercises and discussion through presentation to develop understanding on gender framework analysis. The key points of discussion on this topic are as under:

The systematic gathering and examination of information on gender differences and social relations in order to identify understand and redress inequities based on gender. Gender analysis is a valuable descriptive and diagnostic tool for development planners and crucial to gender mainstreaming efforts. The methodology and components of gender analysis are shaped by how gender issues are understood in the institution concerned. There are a number of different approaches to gender analysis, including the Gender Roles or Harvard framework, and Social Relations Analysis.

The Gender Roles framework focuses on describing women's and men's roles and their relative access to and control over resources. The analysis aims to anticipate the impacts of projects on both productive and reproductive roles. It takes the household, rather than the breadth of institutions, as the unit of analysis and tends to assume that women are a homogeneous category.

In contrast, the Social Relations approach seeks to expose the gendered power relations that perpetuate inequities. This analysis moves beyond the household to include the community, society, and state institutions and so involves collecting data at all these levels. It uncovers differences between women, divided by other aspects of social differentiation such as class, race and ethnicity.

The aim is to understand the dynamics of gender relations in different institutional contexts and thereby to identify women's bargaining position and formulate strategies to improve this. It has proved challenging to adopt this approach in operational work. Recently, tools have also been developed to apply gender analysis to the analysis of project activities, and sectorial policies, and of project target vs. achievements.

The purpose of gender planning is to ensure gender-sensitive policy outcomes through a systematic and inclusive process. If gender policy has transformatory goals, then gender planning as a process will necessarily be a political one, involving consultation with and participation of different stakeholders. The gender planning tools include gender roles identification; gender needs assessment, and the collection of disaggregated data at the household level.

10. GENDER FRAMEWORK ANALYSIS

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The gender planning procedures involve the diagnosis of the gender problem, formulation of gender objectives, procedures for monitoring and evaluation, gender-based consultation and participation, and identification of an entry strategy.

At the end of session participants were divided into three groups. They were provided three different project interventions and were asked to develop a gender based framework analysis along with identification of strengths and weakness. They were also asked to come up with solution, strategy and gender action plans to improve the gaps for achieving the desired objectives. All the groups did their efforts best to develop the gender based framework analysis.

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10.1 PROJECT GENDER ANALYSIS/ASSESSMENT OF KEY INTERVENTIONS OF SPPAP

Sr. No

Strategies & Activities

Targets Responsibility

Timeline Achievements

General

1

Raising a position of Gender & Poverty Specialist at PMU-

SPPAP level

One post Gender & Poverty Specialist at PMU level

P&D Deptt

2013-14

Project has a full time Gender Specialist at PMU and Gender Focal Persons with each Implementing Partner.

2

Approval process to include clearance keeping in view Gender prospective

To make the work more transparent & qualitative regarding gender targets

PMU 2013-17

Gender Specialist regularly monitor the gender based targets.

3 Gender Policy of SPPAP

Gender policy to be displayed at PMU, every District Management Unit, SMP, Implementing partners offices

GPS 2014-15

Project has developed a well-defined gender policy.

SOCIAL MOBILIZATION

4 Social Mobilization

Partner

Gender Sensitive Social Mobilization Partner (SMP)

PMU-SPPAP

2013-14

Project has hired the services of a gender sensitive Social Mobilization Partner i.e. NRSP.

Identification of 70% women Community Organizations

NRSP 2013-17

NRSP-SPPAP has organized 3,799 Community Organizations (COs) till September, 2016. Out of which 2014 are female, 1,427 Mix and 358 male COs. 77% membership of these COs is comprised on women.

LIVELIHOOD ENHANCEMENT

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Small Ruminants (02 Goat Package) (Only women PSC

0-18)

100% small ruminants for poor women,

PMU, DMUs, NRSP

2013-17

Project has provided 100% Small Ruminants (2 Goat Package) to 30,747 poor women.

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6 Small Land Plots (Only Women PSC-011)

100% small land plots for poor women

PMU, DMUs, NRSP-SPPAP

2013-17

100% Small Land Plots have been given to 1,320 poor women.

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Provision of Vocational Training

(50% Women) (PSC 0-23)

Selection of gender sensitive Vocational Training Organization (VTO)

P&D Deptt;, PMU-

SPPAP

2013-14

M/S Institute of Rural Management (IRM) has been hired for vocational trainings which is considered a gender sensitive organization.

50% vocational trainings to the poor women

IRM-SPPAP

2014-17

11,593 participants have been trained. Out of which 5,812 are female and it becomes 50.13%

Development of training material keeping in view the women needs/requirements in the trainings

IRM-SPPAP

2014-17

Training Material has been developed keeping in view both gender needs.

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Provision of Enterprise Development Trainings

(50% Women) (PSC 0-23)

Selection of gender sensitive Enterprise Development Training Organization (ETO)

P&D Deptt;, PMU-

SPPAP

2013-14

M/S Institute of Rural Management (IRM) has been hired for Enterprise trainings.

50% Entrepreneurship activist (EAs) will be women

IRM-SPPAP

2014-15

29 EAs have been trained. Out of which 14 are female and it becomes 48%.

50% Enterprise Development trainings for poor women

PMU,IRM-

SPPAP 2014-17

3,148 participants have been trained. Out of which 1572 are female and it becomes 50%.

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1126 Community Physical

Infrastructure Schemes

PMU,

NRSP, DMUs-SPPAP

2013-17

All the CPI Schemes have benefited both the male and females of project area. Based on the gender issues, Project has constructed 4,992 household toilets under 388 CPIs with special focus on women and children health conditions

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10

Low Cost Housing Component

Only Women PSC-011)

100% low cost houses for poor women

PMU, NRSP, DMUs,

Communities

2015-17

Project has achieved the target of 1,113 low cost houses and 100% house have been given to poor women having poverty score card 0-11)

Agriculture & Livestock Development

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Provision of smallholder farmers receive direct investment in area such as precision land levelling, raised bed plantation, gypsum treatment, tunnel farm, fish ponds etc. (PSC-0-23)

Open Quota

NRSP, DMU, PMU-

SPPAP

2013-15

Project has provided benefit to 10,057 poor households. 43% of the total beneficiaries under PEI Component are women especially in Kitchen Gardening.

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Establishment of Food Bank

Open Quota (PSC-0-11)

Beneficiaries of Food Bank will be Men/women

NRSP-SPPAP

2015-17

The wheat under Food Bank activity have been given to 94% to poor women during the hunger season.

Record keeper of Food Bank will be Woman

NRSP, DMUs

2015-17 100% Record

Keeper of Food Banks are women.

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Revolving Fund for Agriculture Input

Supplies Open Quota (PSC-0-

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Open quota for female beneficiaries

PMU, NRSP, DMUs

2015-17 76% beneficiaries of Revolving Fund are

Women

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Training of Para vets (50% Women PSC-

0-23)

50% participants of the training are women

BZU 2015-17

Till date 99 participant have been passed out as Para Vets out of which are 51 are females and it becomes 51% of the total pass out trainees.

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Community Service Providers trained & provision of equipment’s

Provision of modern Agriculture Implements through Community Service Providers

NRSP, DMUs, PMU

2014-16 All the Community Service Providers are men

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The participants concluded that this project have strengths in terms of gender equity and equality of both sex to achieve the project objectives by ensuring inclusion of disadvantage segment of the society in all project interventions and leadership positions for equitable distribution of benefits.The participants were of the view that they will plan and implement all project interventions in future with prospective of gender base analysis learn during the session in close coordination with all partners and community institutions.

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SESSION - 3GENDER AND DEVELOPMENT

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11. GENDER AND DEVELOPMENT

After the lunch break third session was started on gender and development. The term gender and women in development refers to the GAD (or Gender and Development) approach to development policy and practice focuses on the socially constructed basis of differences between men and women and emphasizes the need to challenge existing gender roles and relations

GAD emerged from a frustration with the lack of progress of WID policy, in changing women's lives and in influencing the broader development agenda. GAD challenged the WID focus on women in isolation, seeing women's 'real' problem as the imbalance of power between women and men. There are different interpretations of GAD, some of which focus primarily on the gender division of labour and gender roles focus on gender as a relation of power embedded in institutions (see Gender Analysis). GAD approaches generally aim to meet both women's practical gender needs and more strategic gender needs (see Gender Needs), by challenging existing divisions of labour or power relations (see Gender Division of Labour; Gender Relations).

Although WID and GAD perspectives are theoretically distinct, in practice it is less clear, with a programme possibly involving elements of both. Whilst many development agencies are now committed to a gender approach, in practice, the primary institutional perspective remains as WID and associated 'anti- poverty' and 'efficiency' policies. There is often a slippage between GAD policy rhetoric and a WID reality where 'gender' is mistakenly interpreted as 'women'.

Gender is a development issue because resources have been distributed unevenly. Class is a development issue because resources have been distributed unevenly. Power relations are of two types of a) Superior (Distribution of Power) and b) inferior. The more emphasis are given on the following things which often being faced in implementing gender and development concepts in different projects

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11.1- GENDER AND DEVELOPMENT CONCEPTS

• Gender sensitivity is the ability to understand and consider the socio-cultural factors underlying gender-based discrimination

• Gender blind is the inability to recognize and consider the differences between men's and women's needs, benefits, access to resources, access to power, socio-political status; the absence of gender analysis from thought or practice

• Gender disparities are the differences in men's and women's access to resources, status and well-being that usually favor men and which are often institutionalized through laws and social customs.

• Development The process of improving the quality of life

through planned activities.

• Rural Development is the set of activities & actions of diverse

actors – individuals, organizations, groups – which taken together

leads to progress in rural areas.• Progress is defined differently by different people:• Historically, material progress• Today (current scenario)

• Mainstreaming gender in development programme, Gender

concerns & remedies for alleviating inequality vis-à-vis

disadvantaged classes/castes need to be built in to development

programme designs.• Design capacity building for women.• Design staffing positions for women from grass roots' level

upward• Activities should be designed to save time, reduce

workloads & risk & increase incomes quickly & continuously.• Designing allocation of resources in a participatory manner

While concluding the session, Gender and development was discussed as an approach aimed at promoting women in relation to other social groups as informed by a gender analysis. This approach takes into account the prioritized Strategic and Practical Gender Needs of both women and men.

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SESSION - 4GENDER MAINSTREAMING

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The final session on gender mainstreaming started with presentation and discussion facilitated by the resource person. The main features of this session are as under;

The terms gender mainstreaming is an interventionist strategy that aim is

to achieve gender equality, goals in an organization through integrating

gender analysis into everything the organization does. How organization

works, policies, procedures. What is needed to affect organization rules

and structure needed for mainstreaming?

Whereas terns Gender refers to · Economic, social and cultural attributes and opportunities

associated with being male and female.· Gender attributes and characteristics vary among societies

and change over time.· Gender norms are the way that society expects women and

men to behave.Gender mainstreaming also terms as an organizational strategy to bring a gender perspective to all aspects of an institution's policy and activities, through building gender capacity and accountabilityThe 1970s strategies of integrating women into development by establishing separate women's units or program within state and development institutions had made slow progress by the mid-1980s. In light of this, the need was identified for broader institutional change if pervasive male advantage was to be challenged. Adding women- specific activities at the margin was no longer seen as sufficient. Most major development organizations and many governments have now embraced 'gender mainstreaming' as a strategy for moving towards gender equality. With a mainstreaming strategy, gender concerns are seen as important to all aspects of development; for all sectors and areas of activity, and a fundamental part of the planning process. Responsibility for the implementation of gender policy is diffused across the organizational structure, rather than concentrated in a small central unit. Such a process of mainstreaming has been seen to take one of two forms. The agenda-setting approach to mainstreaming seeks to transform the development agenda itself whilst prioritizing gender concerns. The more politically acceptable integrationist approach brings women's and gender concerns into all of the existing policies and programmes, focusing on adapting institutional procedures to achieve this. In both cases, political as well as technical skills are essential to a mainstreaming strategy. Any approach to mainstreaming requires sufficient resources, as well as high-level commitment and authority. A combined strategy can be particularly powerful. This involves the synergy of a catalytic central gender unit with a cross-sectoral policy oversight and monitoring role, combined with a web of gender specialists across the institution. The building of alliances both within the institution and with outside constituencies, such as women's organizations, is crucial for success. Mainstreaming tools include gender training, introducing incentive structures which reward efforts on gender, and the development of gender-specific operational tools such as checklists and guidelines.

12. GENDER MAINSTREAMING

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Gender Issues that needs to be addressed related to project:a. Impact of project interventions and program adjustments

policiesb. Women's work in the informal sector/ rural economyc. Their invisibility in national accountsd. Impact of new technologiese. Time Burdenf. Mobilityg. Reverse Discrimination (Men to be included in programme)

The following components are required to implement the strategy successfully:

a. Sex disaggregated data and statisticsb. Skills and opportunities to carry out gender analysisc. Effective monitoring and evaluation systems and toolsd. National, provincial and local structures with clearly

defined rolese. A skilled human resource basef. Civil society participation

The facilitator at the end of session conducted a group discussion on gender mainstreaming in relation to project interventions and policies. The discussion revealed that isolated policy issues and gender mainstreaming alone will not serve the purpose to achieve the project objectives but rather key efforts are needed to ensure gender mainstreaming across project with equal participants from all partners. It was concluded that gender mainstreaming is about considering the different gender issues that affect different gender groups throughout the program cycle. It requires a clear understanding of gender concerns and figuring out how to address them.

12.1- GENDER MAINSTREAMING ISSUES

12.2- GENDER MAINSTREAMING STRATEGIES TO ADDRESS THE ISSUES

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In this workshop, all major areas of the programme were satisfactorily covered with good time management. There were four major presentations on gender sensitization, gender analysis and framework, gender and development, and gender mainstreaming. Most of the other work was done through group work interspersed with plenary sessions for sharing of findings and experiences. A participatory approach was privileged throughout the training. Before formally ending the training Workshop, participants were enquired about fulfillment of their expectation from the workshop and a formal workshop evaluation of the workshop was conducted by using a standard workshop evaluation format. The results of this evaluation are given below;

13. WORKSHOP EVALUATION BY PARTICIPANTS

13.1- PARTICIPANTS EVALUATION IN TABULAR FORM

S.no. Indicators A B C D Total

1 Resource persons attitude towards participants

20 17 0 0 37

2 Resource persons attention to all participants

17 20 0 0 37

3 Organized training sessions 18 19 0 0 37

4 Easy understandable, relevant and appropriate discussion

19 15 3 37

5 Resource person knowledge on topics 30 7 37

6 Situation handling during training 25 12 37

7 Session timing 15 12 10 37

8 group work and role plays 18 12 7 37

9 Provision of training material and handouts

20 17 37

10 training logistic arrangements 18 15 4 37

Total Grading 200 146 24 0 370

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Mr. Muhammad Saghir, Project Director, SPPAP congratulated the team for

holding the Gender Sensitization & Mainstreaming Workshop. He declared

that trainings presents a prime opportunity to expand the knowledge base

of the staff and who receives the necessary training is better able to perform

his/her job.

He expanded that Government of the Punjab with the financial assistance

of International Fund for Agriculture Development (IFAD) has launched the

Southern Punjab Poverty Alleviation Project (SPPAP) in the four most

deprived districts of Punjab i.e. Bahawalpur, Bahawalnagar, Muzaffargarh

and Rajanpur. SPPAP is an extreme gender sensitive project and all the

interventions are the real example of gender equality and women

empowerment. Based on the gender issues, most of the interventions had

been designed only for women to make them economically, socially

empower i.e. provision of small ruminants, small land plots, low cost

housing while some interventions have 50% fix quota i.e. vocational and

entrepreneur trainings, Para vets trainings and some interventions had

open quota for women i.e. Food Bank, Revolving Fund for Agriculture Input

Supplies Community Physical Infrastructure Schemes etc. He told the

house that women are absolutely independent in decision making process

and SPPAP is emphasizing on gender mainstreaming. To tackle the women

empowerment issues, SPPAP has provided Small Ruminants (Two Goat

Package) to 30,747 poor women having NPSC (0-18), 1320 Small Land

Plots to the landless poor women having NPSC (0-11), 1,113 Low Cost

Houses to the land less ultra-poor women. The ownership of said

interventions has been ensured in the name of women which is the major

substantiation of women empowerment. Less access of poor women

towards education and skills is the major cause of their vicious cycle of

poverty. Project has ensured 50% participation in the skills enhanced

components. PD-SPPAP emphasized on the gender training participants to

utilize their learned skills for achieving the project objectives of gender

equality and for assurance of women participation at all levels from

identification to implementation and evaluation.

14. PROJECT DIRECTOR-SPPAP ANNOTATIONS

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At the end, Project Director-SPPAP awarded the certificates to the participants who completed the requirements of the training workshop successfully and a group photo of the participants was also organized.

The workshop formally ended with the vote of thanks from Project Coordinator IRM-SPPAP. He thanked for organizing this wonderful learning workshop to develop synergies among all partners and understanding about the gender sensitization and mainstreaming and their implication on project to achieve the project objectives.

15. CERTIFICATE DISTRIBUTION

16. VOTE OF THANKS

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ANNEXTURES

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ANNEX-I . ATTENDANCE SHEET

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ANNEX- II . SAMPLE OF CERTIFICATE

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IFAD Assisted-Southern Punjab Poverty Alleviation Project, Planning & Development Department, Government of the Punjab, Pakistan.

Address: House No. 15-II/A, Sarwar Shaheed Road, Model Town-A, Bahawalpur.Phone: 062-9255540, Fax: 062-9255542

Web: http://sppap.org.pk/Facebook: https://www.facebook.com/search/top/?q=sppap

Government & Nonprofit

Gender sensitization workshop report - IFAD-funded project Southern Punjab (Pakistan)