Elements of a strategy for gender responsive research

THINKING beyond the canopy

CRP6: Elements of a strategy for gender-responsive research

Esther Mwangi, Delia Catacutan, Riina Jalonen8th March 2012 - Rome

http://www.worldagroforestry.org/


Walk through CRP6 gender (the research; the strategy) Highlight activities in 2012 workplan Feedback: is 2012 workplan relevant for Component 2?



Gender in the CRPs

CGIAR new research for development strategy Commitment to incorporate gender via new research

portfolio (the CRPs) Careful integration of gender into research objectives,

technology development, diffusion and extension strategies, and evaluation frameworks.

Gender analysis as a critical component of agricultural research – one that can help CGIAR scientists develop products that are responsive to the needs, preferences and capabilities of farmers (women as well as men).



Gender in CRP6 (ICRW reflection)

The majority of CRPs are gender-neutral…. only five CRP proposals integrated gender in original and effective ways. • CRP 1.3 (Harnessing the Development Potential of Aquatic �

Agricultural Systems for the Poor and Vulnerable);

• CRP 2 (Policies, Institutions and Markets to Strengthen Assets and �Agricultural Incomes for the Poor);

• CRP 3.4 (Roots, Tubers and Bananas for Food Security and Income);�• CRP 3.7 (More Meat, Milk and Fish by and for the Poor); and�• � CRP 6 (Forests and Trees: Livelihoods, Landscapes and

Governance).

PARTNERS: SAFORGEN, SYAMPUNGANI, CATIE, FAO, IUCN, CIRAD, IRD, FFPRI, WB



Strategies for gender-responsive research

Collection of sex-disaggregated data multiple methodologies to generate insights a premium on participatory techniques (inclusion, learning,

empowerment) sentinel sites, established in diverse settings: monitoring

change and assessing impacts of specific policy and/or practice

Training programs/workshops : tools and skills for collecting sex-disaggregated data and gender relations.



Strategies for gender-responsive research (2)

Partnerships and alliances informing research eg problem identification and

prioritization avenues for uptake and adoption raising awareness and mobilizing action toward gender

inclusion

Pathways to impactsMultiple levels: local, national, regional, international




Knowledge sharing Synthesis, documentation and dissemination of

knowledge generated from gender dimensions of our research

• Eg factors that enhance/constrain women’s/mens’ ‘participation’

good practice guides, training guides, policy briefings and scientific articles




Adaptive learning develop and track indicators of inclusion, improved

gender equity, evaluate effectiveness improve data collection and analysis systems quantitative and qualitative indicators

critical analysis of activities/outputs for incorporation of new knowledge



Table 1 Consideration of gender differentials and equality across the research components.

Theme Issues across research components Key research strategies

Knowledge, preferences and priorities reflected in identification of research topics

Priorities for tree and forest species, traits, land uses and products (C1–C5)

Value chains and enterprise opportunities for tree and forest products (C1, C2)

Priority resources and mitigated impacts in climate change adaptation (C4)

Specific priorities of women: postharvest processing (C1, C2), bioenergy for household consumption (C4), fruit trees (C2)

Participatory research and identification of topics

Sex-disaggregated data

Gender analysis for understanding the underlying factors

Negative impacts identified and avoided/mitigated

Trade-offs between land uses and livelihoods, and displacement of user groups during forest transitions (C3), market integration (C5), payments for environmental services (PES) (C3) and REDD+ projects (C4) and conservation actions (C2)

Policies and strategies on tenure rights (C1–C5), ecosystem management (C2, C3), REDD+ (C4), trade and investment flows (C5) and conservation (C2)

Impacts of climate change (C4), loss of ecosystem services (C3) and biodiversity (C2) on priority systems, products and services




Knowledge sharing and tools development

Differential access and ability to adopt materials, methods and knowledge accounted for in activities

Access to and control of land and tree resources during changing land uses, policies and markets (C1–C5)

Approaches and tools in ecosystem and tree management (C1–C3)

Approaches and tools in climate change adaptation and mitigation projects (C3)

Targeted extension and training approaches (C1–C4)

Access to inputs, markets and market information on forest and tree products (C1, C5), PES (C3) and REDD+ (C4)




Participatory scenario building and planning


Outcome mapping

Equitable participation in and ability to influence decision-making processes enhanced

Obtaining and securing tenure rights during intensification (C1), forest transitions (C3), market integration (C5), development of markets for ecosystem services (C3) and REDD+ (C4), and conservation actions (C2)

Negotiation power on land uses and trade-offs with external actors: local and national authorities (C1–C5), market actors and industries (C1–C5), international climate policies (C4) and conservation NGOs (C2, C3)

Design of policies and strategies for tree and ecosystem management (C1–C3), PES (C3), climate change mitigation and adaptation (C4), trade, investment and land acquisition (C5) and conservation (C2)

Distribution of incomes from tree and forest products (C1, C2, C5), PES (C3) and REDD+ projects (C4)

Reconciling needs and managing conflicts in resource use within households and communities (C1–C5)



Alliances built with policy and advocacy communities



Table 1 Consideration of gender differentials and equality across the research components


What are the most important criteria for identifying priority tree species and populations for conservation action at subnational, national and regional levels?

How do criteria and priorities of men and women differ? How can understanding the different gender roles help address these priorities? How could the different priorities expressed be considered more equally when defining common priorities?

What are the status, trends threats and major drivers of loss of intra- and interspecific forest and tree biodiversity of socioeconomic importance?

Do men and women value species and traits differently and play different roles in and/or experience different effects from the drivers of diversity loss? Who e loses when different types of diversity are lost?

What are the most effective and practical indicators of genetic diversity (including ecological proxies) across the landscape (including seminatural managed and planted forests)?

Are the indicators equally understandable and applicable to men and women and their priority species and systems?

How can one design the best combination of in situ, ex situ and/or circa situ (on-farm) conservation approaches and how can challenges to their implementation be overcome for priority tree species (including fruit trees and tree crops across the forest-to-farm spectrum?)

How can one encourage equitable participation in strategy development and outcomes? How do conservation strategies affect men and women and their access to resources? What kinds of checks should be included in tools to assess gender impacts?How can women be prioritized as main processers, consumers and quality controllers of fruit diversity?

Which elements must be included in guidelines or strategies for conservation of genetic resources for uptake and adoption in high-poverty areas and by different user groups, including women and men?

How can equitable participation and influence in the strategy development processes by different user groups be encouraged?

Theme 1: Research questions


Activity Deliverable

Gender disaggregated data collection

Participate in CRP6 components operational planning meetings

Contribution to gender research in CRP6 components

Develop methods manual Manual of gender analysis methods for CRP6 scientists

Gender analysis training needs assessment and training

Scientists trained and mentoring system in place

Develop and roll out bibliographic database on gender, forests and trees

Database available on website and CD-ROM for use by scientists

Develop database of gender experts for CRP6 Database available to CRP6 component leaders

Identification of existing gender-relevant data sets

Summary report on characteristics of data set, accessibility, geographic distribution, type of data etc

Support for proposal writing/gender integration in current projects

Proposals reviewed; existing projects modified to incorporate gender

Adaptive learning Learning workshop on methods for gender analysis, monitoring and evaluation

Capacity-building plans, Indicators for gender inclusion, monitoring and evaluation

Knowledge sharing and dissemination

Review and synthesis of factors conditioning gender differentials in participation in use and management of forests and trees

Synthesis paper

Website updates and blogs Blog reports

Gender theme workplan 2012


Are 2012 activities relevant in light of our discussions?

Incorporating gender concerns in our work in diverse ways:

• Different points of the project cycle/planning eg priority setting; in methods/approaches—differentiation eg separate mens and womens groups; assessing impacts; multi-disciplinary teams that include socio-economists; balancing men and women in capacity building/training; situation analysis—identify whom to speak with and different entry points to women and men; funding programs for graduate research (CATIE, AWARD); team specialists trained in gender; internal training for sensitization

• Gender not relevant to all questions but ensure sensitivity and awareness

• Addressing critical gender issues to achieve gender equity and empowerment Proposals and budgets: screen proposals but also be sure to budget for gender Information management/sharing:

• gender-friendly materials produced; storage of gender-specific data; GIS tools to identify gender specific systems

Worries: imposition—people generally tired to work on the issue, resistance in institutions; difficult to make changes because relations are deep seated and cultural; migrants cant plant trees; we have not been doing good science with respect to gender


Elements of a strategy for gender responsive research

Education