Gender in SSWRDSP

Gender in SSWRDSP

In-house Planning Session

ObjectivesObjectives

• Reach a common understanding about the meaning of “Gender” in this Project

• Review LGED Gender Strategy

• Share experiences from Phase-1

• Decide how to include gender perspective in all stages of project cycle

What is “Gender”?

Biological Aspect

- Women give birth

- Women nurse children

Social Aspect

- Socialization of children

- Sexual division of labor

- Values, Religion, History

- Opportunities, obstacles, Actions

“Gender Equity”

• Equitable distribution of both Social and Economic

Resources between males and females

• Basic Reason No. 1: Fairness

• Basic Reason No. 2: Social Justice & Human Rights

Men & Women Both Create a “Gender System”

• Attitudes & Values of Both: Either Protect, Promote or Prohibit Access to Opportunities

• Diversity Exists

• Participation Is Our Motto

Change is Inevitable

• New ideas• Economic change • New opportunities

for men and women• Adjusted

relationships

The Project is a Change Agent

• Creates a new local institution - the WMCA

• Alters the local economy

• Requires: Poverty alleviation & gender equity plans

Gender & Poverty Issues are Related

• The first female WMCA members are poor women seeking employment

• Middle-income and low-income women are at high risk of becoming poor

• Strong power systems often are based on “patriarchal” values hostile to gender equity

Achievements of SSWRDSP-1

• To help destitute women- earth work, tree plantation Care taker

• Include women in first MC and O&M Committees

• “Practical” training- to improve economic status

• “Strategic” needs- Decision making power

Women in EARTH WORKS

WOMEN DOING MAINTENANCE WORK

WMCA MEMBERS MEETING VISITORS

Overall WMCA Participation Rates

Percentage of Beneficiary HH in WMCA

60.0%70.0%

80.0%90.0%

100.0%

1 2 3 4 5

SP Group

Women Members of WMAs

• Women’s representation in WMCA- below 30%

• Highest percentages of women members Group 3 (26%) & Group 5 (24%)

00.20.40.60.8

Percent

1 2 3 4 5

SP Group

Men and Women WMCA Members

Men

Women

DONATING PRODUCTS FOR THE O&M FUND

O&M Committees

• Goal: at least three women in each O&M Committee

• Steady improvement from Group-1 to Group-5

Men and Wom en in O&M Com m ittees

0.00%20.00%40.00%60.00%80.00%

100.00%

1 2 3 4 5

Group

Fem ale

Male

WOMEN IN O&M COMMITTEES

TRAINING

INSPECTING

Needs-based Training for Poor and Others Too

• Training on Vegetable & Seed Production• Advanced Training on Seed Production &

Processing• Pond Fisheries & Fingerlings Production• Poultry Farming & Vaccination• Training on Income Generating Activities

• 11,474 women and some men received training in a total of 371 batches

VEGETABLES and FISH IMPROVE FAMILY NUTRITION AND WOMEN’S EARNED INCOME

LGED Gender Equity Strategy-2002

• Pictures of Planning Workshop on Gender Equity strategy

LGED Gender Equity Strategy-2002

The Goal is: to mainstream gender in LGED’s activities

“Mainstreaming Gender” means that gender-based knowledge and skills are used in a more systematic manner within all LGED Sectors

The objective: Gender Equity to become an integral dimension of all LGED programs and community-level processes.

Data / Information

• Collect gender disaggregated and gender sensitive data

• Increase knowledge of gender issues including gender/social impact analysis

• Increase capacity to make appropriate use of gender disaggregated and sensitive data

List of Other-Strategic Areas

1. Human Resource Development (HRD) 2. Training3. Participation4. Contracting5. Policy6. Support Facilities7. Programme Issues8. Communication9. Monitoring and Evaluation10.Funding and Resources

LGED Gender Action Plan:2002-2007 WATER SECTOR

• Ensure women’s participation at all level of physical process,

For example: Subproject preparation (PRA, Feasibility Study), Implementing (earth work), Post-construction (Tree-plantation, Care taker, O&M)

• Practical Training- Continue• Strategic Training- Increase

LGED Gender Action Plan:2002-2007

WATER SECTOR

• Gender disaggregated data in MIS

• Indicators/checklist

• Undertake relevant analysis and prepare reports

What Is the Gender Team Doing (1)?

• Communication about Gender Strategy/Action Plan, concept

• Strengthening SSWRDSP gender framework: guidelines, TORs for women members, monitoring recommendations (MIS)

• Literature review, sharing

• Helping to arrange M.O.U. between MW&CA and LGED

• Creating gender training modules (working with you)

What Is the Gender Team Doing (2)?

• Meeting district/uz./field staff

• Follow-up: Phase-1 gender impact analysis

• Analysis: why women are more active in some places than others (Phase-1 SP study)

• More “practical” training for SP residents (planned)

• “Strategic” training at district/upazila level (planned)

Men and women are in the process

Every one is a Gender Specialist Now

Inform Yourself, and Don’t Worry.

Gender Equity is Not Too Difficult to Understand!

Set an Example for Others to Follow &

Uplift All

WOMEN REPRESENTING THE PROJECT

IN FIELD VISITS

WOMEN’S VIEWS ARE IMPORTANT TO THE PROJECT

WOMEN’S VIEWS ARE IMPORTANT TO THE PROJECT

Hosneara from Haridhara Sub-project of Nilphamari

I believe a woman has the right to get equal wages as a man,

Because she uses her money for her family, not only for herself.

In many cases poor women are

the head of households though it is not well recognized by the community but that is true”.

“Are all men cut/bring same amount of earth? Why all men are paid same amount? Do all men have equal strength? Why women should not be paid as equal of men’s wages while they are in the same group? Isn’t it unfair and unjust?

CONSIDER WOMEN’S NEEDS

Observe & Comment on Gender and Other Social Impacts of the Project

Guidelines for Field Visits (part 1)

Question Findings Date/Info. Sources

A.How has the seasonal routine of men’s and women’s normal activities changed because of the sub-project?

How have rich/middle/poor people (women or men) experienced the changes?

B.Does the changed water regime affect the following types of productive activities?-Livestock rearing-Poultry rearing-Homestead gardening-Vegetable cultivation in fields-Fisheries

Guidelines for Field Visits (part 2)

Question Findings Date/Info. Source

C. What are men’s and women’s respective duties in the above-listed productive activities?

D. In what ways do men and women use surface water in their daily activities? How have these uses been affected by the subproject?

E. Do you have any general comments about specific opportunities and/or obstacles facing women in this Sub-project?

Gender Progress Indicators

• Trends in WMCA participation• Only active participation counts!• Project Opportunities are offered to

women and men: special training, public recognition, inclusion in important discussions and decisions

• Respect for women

THANK YOU