Gender in Sustainable Development - wecf.eu€¦ · Description of interactive methods ... This Gender TOT Instruments ... If the participants represent cultures with little practice

Gender in Sustainable Development

Collection of Exercises for Training of Trainers (ToT)

#women2030

Titel.indd 1 11.12.17 11:51

Gender TOT Instruments

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WECF2017©July2017revisedWECFe.V.,Germany(firstpublishedin2014)

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ThispublicationhasbeenproducedwiththeassistanceoftheEuropeanUnion.ThecontentsofthispublicationarethesoleresponsibilityoftheWomen2030ProjectPartnersandcaninnowaybetakentoreflecttheviewsoftheEuropeanUnion.

ThispublicationwasfinanciallysupportedbytheDeutscheGesellschaftfürInternationaleZusammenarbeit(GIZ)GmbHonbehalfoftheGermanFederalMinistryforEconomicCooperationandDevelopment(BMZ).

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Content

GenderinSustainableDevelopment

CollectionofExercisesforTrainingofTrainers(ToT)

Executivesummary......................................................................................................................................................................7

Introduction.................................................................................................................................................................................7

Objectiveofthemanual...............................................................................................................................................................8

Whocanusethismanual?..............................................................................................................................................................................................8Methodologicalbasis........................................................................................................................................................................................................9Howtousethismanual?.................................................................................................................................................................................................9Mainprinciplesofthecollectionofexercises:.......................................................................................................................................................9

GenderTOTspecifics....................................................................................................................................................................9

Proposedsizeofthegroup:............................................................................................................................................................................................9Maintoolsproposedinthemanual.........................................................................................................................................................................10

Descriptionofinteractivemethods............................................................................................................................................11

Individualwork................................................................................................................................................................................................................11Workinsmallgroups....................................................................................................................................................................................................11Opendiscussion................................................................................................................................................................................................................12Mini-lecture.......................................................................................................................................................................................................................13Brainstorming..................................................................................................................................................................................................................13Role-play.............................................................................................................................................................................................................................14Casestudy...........................................................................................................................................................................................................................14Notesandchecklistforthetrainer..........................................................................................................................................................................16

Part1............................................................................................................................................17

Startofthetraining/Session1.Introductoryexercises.................................................................17StructureofSession1....................................................................................................................17Process:................................................................................................................................................................................................................................17

ToolsforSession1.........................................................................................................................18Introductoryexercises................................................................................................................................................................18

Icebreakers/Getting-to–know-each-otherexercises..................................................................................................................18

1.1 Speakobjectively...........................................................................................................................................................................................181.2 Ataglance.........................................................................................................................................................................................................181.3 Verypersonaljewellery...............................................................................................................................................................................19

Developingparticipants’expectations........................................................................................................................................20

1.4 Whatdotheparticipantsalreadyknow?Whataretheirexpectationsfromthetraining?..........................................20


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Part2............................................................................................................................................21

Session2/Gender:Itsconceptsanddevelopment........................................................................21Session2.Whatisgender?............................................................................................................21Whyisgenderimportant?..........................................................................................................................................................21Empowermentofwomen.............................................................................................................................................................................................22

StructureofSession2....................................................................................................................23Process:................................................................................................................................................................................................................................23

ToolsforSession2......................................................................................................................................................................24Whatisgender?............................................................................................................................242.1 Understandingofgender:Basicsofgenderliteracy.Exercise“Expectationfromwomenandmen”......................242.2 Understandingofgender:Basicsofgenderliteracy.Exercise“IcanandIcould”...........................................................252.3 Understandingofgender:Choosingthesexofyourchild............................................................................................................262.4 Understandingofgender:Basicsofgenderliteracy.Exercise“IdealwomenandIdealmen”...................................272.5 Understandingofgender:Basicsofgenderliteracy.Exercise“Genderequality”..............................................................282.6 Understandingofgender:Changinggenderroles.Role-play.....................................................................................................29Card#1................................................................................................................................................................................................................................30Card#2................................................................................................................................................................................................................................30Card#3................................................................................................................................................................................................................................30Card#4................................................................................................................................................................................................................................302.7 TheSpiderWeb...............................................................................................................................................................................................31

Part3............................................................................................................................................32

Session3/Genderrolesandgenderdivisionoflabour..................................................................32Genderrolesandgenderdivisionoflabour................................................................................................................................32StructureofSession3....................................................................................................................33Process.................................................................................................................................................................................................................................33

TOOLSforSession3.......................................................................................................................34Genderrolesandgenderdivisionoflabour...................................................................................343.1 Genderdivisionoflabour:Dailyscheduleofwomenandmen...................................................................................................343.2 Genderdivisionoflabour:Seasonalcalendar....................................................................................................................................363.3 Genderroles:Defininggenderandsexroles......................................................................................................................................37

Part4............................................................................................................................................38

Session4/Analysesofgenderneeds............................................................................................38Table1.Matrix-Practicalgenderneedsandstrategicgenderinterests...............................................................................................39

StructureofSession4....................................................................................................................40Process:................................................................................................................................................................................................................................40

ToolsforSession4Genderneeds..................................................................................................414.1 Understandingofgenderneeds:Exercise“WomenarefromVenus,menarefromMars”............................................414.2 Identifyinggenderneeds.Opendebates...............................................................................................................................................424.3 Identifyinggenderneeds.Practicalgenderneedsandstrategicgenderinterests............................................................434.4 Identifyinggenderneeds.Houseofmydreams.................................................................................................................................43


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Part5............................................................................................................................................44

Session5/Controloverresources.................................................................................................44StructureofSession5....................................................................................................................44Process:................................................................................................................................................................................................................................40

TOOLSforSession5.......................................................................................................................455.1 Controloverresources:Mappingexercise...........................................................................................................................................455.2 Controloverresources:VillageResourceMap..................................................................................................................................465.3 Controloverresources:Problemgallery..............................................................................................................................................475.4 Controloverresources:Problemranking............................................................................................................................................485.5 Controloverresourcesanddecision-making:StakeholderAnalysis.......................................................................................495.6 Acasestudyongendermainstreaming................................................................................................................................................51

Annexes........................................................................................................................................52

Evaluation..................................................................................................................................................................................52Trainingfeedbackform................................................................................................................................................................................................52

Glossaryofgenderterms............................................................................................................................................................54Listofadditionalgendertrainingtools.......................................................................................................................................57Listofreferences........................................................................................................................................................................58


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Executivesummary

ThisGenderTOTInstrumentsmanualwasoriginallydevelopedin2014byWECFanditspartnersunderthe“EmpowerWomen–Benefit(for)All(EWA)”project,whichworkswithwomeninthelow-incomeruralandperi-urbanregionsinAfghanistan,Georgia,Kyrgyzstan,SouthAfrica,TajikistanandUganda.Ithassincebeenupdated,revisedandbroadenedtoprovideastandardpackageoftrainingmaterialsonthebasicconceptsofgenderequality,genderanalysisandgendermainstreaming.Itisacollectionoftoolsaccompaniedbytherespectivetheoreticalexplanationsandbackgroundinformation.Designedforpractitionerswithtrainingandfacilitationskills,themanualwillassisttheminpreparingnewtrainersandcanbeappliedwhenworkingwithcommunitymembersdirectlyaswell.

Themanualensuresthatparticipantsofthetraininggetanintroductoryknowledgeonthesubject,andstarttoreflectongenderissuesanddeterminehowtheseissuesshouldbeaddressedwithinthecontextoftheirworkrelatedtosustainabledevelopment.Thehopeisthatconductinggendertrainingsaccordingtotheproposedscenarioswillpromotegender-responsive,result-orientedplanning,implementing,monitoringandevaluatingofactivities,programmesandpolicies.Thepresentedtoolscanalsobehelpfulinenhancingleadershipskills.

Themanualcanbeusedforconductingtrainingswithinvariousgenderprogrammes,suchastheEWAprogramme,whichaimstocontributetotheeconomicandpoliticalempowermentofwomenandtheWOMEN2030project,whichfocusesonachievinggenderjustsustainabledevelopmentgoals(SDGs).WiththesupportoftheEuropeanUnionandtheGermanInternationalCooperation(GIZ),thisprogrammehasbeenimplementedbyWECFandpartnerssince2016.Additionally,trainingsbasedonthismanualcanbeintegralinthegeneralcapacity-buildingprocessforcommunities.

Thefirstpartofthemanualexplainstheprinciplesofstartingthetraining,suggestswaysinwhichparticipantscanbecomeacquaintedwitheachotherandintroducesthemtothetopicinfocus.

Fourtopicsarecoveredinthemanual:understandingoftheconcept“gender,”genderrolesandthegendereddivisionoflabour,genderneeds,andcontroloverresources.

Foreachtopicatheoreticalintroductionintothesubjectisgiven.Thebackgroundinformationanddefinitions(bothwithintheintroductorysectionsandintheseparateglossary)aretohelpthetrainerpreparethecontent,nameandframetheissuesandbereadyforpossiblequestionsfromtheparticipants.

Toassistthetrainer(s)inplanningthesessions,theirpossiblestructureissuggested.Theauthorsindicatetheestimatedtimerequiredforthesessions,notethematerialsthatmightbeneededforthetasksandgiveageneraldescriptionofthetrainingprocess.

Thescenarioofeachsessionisprovidedwithatoolkit,whichisacompilationofgloballyacknowledgedinteractiveexercisesandself-designedtoolsongender.Theselectedtools,describedinasimplebutdetailedway,willhelpthetrainertoengagetheparticipantsintoameaningfulwork,facilitatecommonunderstandingoftheraisedissues,transmitnewknowledgeandidentifypotentialareasforfuturetrainings.

Introduction

Trainingisaprocessofacquiringandsharingknowledge,skillsandcompetencesthroughformalorinformallearningfacilitatedbyatrainer.Learningimpliesapermanentchangeinbehaviourandisthereforecapableof(andisaimedat)enablingtheswitchofthelearners’attitudestowardsimprovedperformance1–inthepresentcase–intheareaofgenderissues.

Agendertrainingisaspecificexampleofatrainingevent.Itisadevelopmentinterventionandcapacity-buildingtoolforraisingawareness,changingbehaviourandprovidingnecessaryknowledgeandskillsinrelationtogender.Itdiffersfromtrainingonothersubjectsinthatittouchesuponpersonalandpoliticalissues,evenwherethisisnotintentionallyplanned.

Theprocessoftrainingshouldbebasedontheassessmentoftherespectiveparticipants’needs.Itshouldusetheapproachesthatfollowtheprincipleofexaminingpeople’sexperience,forexamplewomen’srolesinthe

1TrainingManualforGenderAwareness/SensitizationWorkshopforCommunityRepresentatives


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communityorasmembersofafamily.Theyshouldtakeaspecialplaceintrainingsrosteroforganisations.Thetrainingneedsshouldfocusonthefourkeyfeatures:knowledge,attitude,skillsandhabits.Thetrainingeffectisalsoevaluatedthroughthesefeatures.

Itisimportantthatatthestartofsuchtrainingthetrainers/facilitatorsmakeitclearforthemselvesandclarifyfortheparticipantsthefollowingtipsongender,essentialforgraspingtheconceptofgenderrelationsandthegenderednatureofoursociety2:

‘Gender’isacontentioussubject.Inmanylanguagesthereislittleornolinguisticdistinctionbetweenthewords“sex”and“gender,”whichcommonlyleadstoconfusionofthesetwonotions.Gender(man/woman/genderqueer),isbasedonsocietalconstructionsofmasculinityandfemininityandexpectationsforaperson’sbehaviourbasedontheirsex,withsex(male/female/intersex)referringtoaperson’sbiological,mainlyreproductivefunctions.Thetrainershouldensuretheeliminationofthepossiblemisunderstanding.Itisworthspendingtimeattheoutsetofthecourseonexplainingthesekeytermswithemphasisontherespectivedistinctionuntiltheparticipantsfeelconfidentthattheyunderstand.

‘Gender’isanemotionalsubject.Genderisanintegralandoneofthemostsignificantfactorsofourself-determination.Beingmaleorbeingfemaledeterminesthewayweinteractwiththeworld,communicatewithotherpeople;itshapesourlifestyleandbehaviour.Moreover,theworldperceivesusthroughourgenderidentityandexpression,offofwhichsocietyassignsusaspecificsocialrole.Raisinggenderissuesatthetrainingmayaffectparticipants’self-comprehensionandprovokehesitantor,inextremecases,hostilereactions.

‘Gender’isapoliticalsubject:Itpermeatesallaspectsofoursocialstructuresfromfamilytostateinstitutions.Iftheparticipantsrepresentcultureswithlittlepracticeandtraditionofquestioningorchallengingtheexistingsituation,theyarelikelytofeelnervousandsuspicious.Thiscanresultingeneralresistancetothesubject.

‘Gender’isoftenclassifiedas‘women’sissues’.Peoplemaythinkthatthediscussionsongenderfocusonwomen’sinterests,ontheproblemsoftheiroppression,exclusionfromthepoliticalanddecision-makingprocesses,etc.Thisperceptionis,however,wronganditisimportanttodispelthemisconceptionfromtheverybeginning.Whenclarifyingthecomprehensivenotionofgenderasaffectingallgenders,usevividexamples,casestudiesandexplanatoryexercisestoreinforcetheproperunderstandingoftheissue.

‘Gender’isaseriousissue.Ithasfar-reachingimplications.Understandingofgenderissuesandpracticalimplementationofthelessonstobelearnedfromthatunderstandingareevidentlyimportant.Itis,however,recommendedthatthetrainermaintainabalanceinpresentingthetopic,encouragingtheparticipantstosharehealthyhumouronthesubject.Nottodiscreditthetraining,thisshouldnotbeinterpretedasaninvitationtolaughatthesubject,butrathertorealisethatweareallhumansandareimperfect.Itisvitaltocreateacomfortableandfriendlyenvironment,whereforeanappropriatejokecouldbeaneffectiveicebreaker.

Objectiveofthemanual

TheobjectiveofthegenderTOTistoprovidethetrainerwithdiversetoolsonhowtoconductaninteractivetrainingand/orworkshopongender.Furthermore,thetrainerwillreceiverelevantbackgroundinformationongenderdidactics.Inparticular,itgivesessentialinformationondesigningatrainingprogramme,trainingmethods,preparationoftrainingsessionsandtheroleofatrainerintheproposedactivities.

Whocanusethismanual?

Thismanualisdevelopedforpractitionerswhoworkwithcommunities,mainlyonsustainabledevelopmentissues.Itcanalsobeusedatthelevelsof:

(1)Trainingoftrainers,(2)Trainingoffacilitators,and(3)Communityleveltrainings.

2 Formore detailed description see:Gender Awareness Training on Concepts and Terminologies /Manual for staff andresourcepartners,p.7-8


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Methodologicalbasis

Themanualcomprisesofideasandsuggestionsfromanumberofpublications.Tonameafew,theTrainingManualforGenderAwareness/SensitizationWorkshopforCommunityRepresentatives3providesvaluableexplanationsabouttheissuesofgenderrolesandthegendereddivisionoflabourinrelationtoresourcemanagement(Session3)aswellascontroloverresources(Session5).Session4“Analysesofgenderneeds”drawsuponthematerialpresentedonthisissueinACurriculumfortheTrainerofTrainerinGenderMainstreaming4manual.WaysofclarifyingvariousnotionsrelatedtogenderwereborrowedfromtheGenderAwarenessTrainingonConceptsandTerminologies,ManualforStaffandResourcePartners5,FAO’spublicationBridgingtheGap6,etc.Commonlyrecognisedconceptsandbestpracticesarealsoreflectedinthismanual.

Withthismanualtheauthorsarenot“reinventingthewheel”ongendertrainingbutsummarisetheexistingknowledgeandsharetheirexperiencesofferingtheselectedexercisesthattheyhavetriedoutandfoundsuitableforthementionedtargetgroupsandcircumstances.Theexercisesincludedwiththecreationofthismanualrepresentthoseavailablebefore2015.Morerecentexercisesandmaterialsforfurtherreferenceareincludedintheannexes.

Howtousethismanual?

Themanualrepresentsacollectionofdifferenttoolstobetterunderstand,discussandworkongenderissues.Practitionerscanusethemanualwithitspresentedtools,terminology,explanationsandprinciplestodeveloptheirowntrainingdesignedfortheirspecifictargetgroups.Themanualshouldnotbeseenasasourceofuniversalanswersongenderissuesratherasareferencesourceforpractitionerswhoaredesigningtrainingprogrammesonthetopicofgender.Itisnotafixedinstructiononwhatshouldbesaidatwhichtimeofthetraining.Itlieswithintheresponsibilityoftrainerstousethebackgroundinformation,visualaidsandproposedexercisesinanappropriatewaytoensurethatthelearningobjectivesaremet.

Mainprinciplesofthecollectionofexercises:

1. Participation–equalinvolvementofallparticipantsinthetraining.

2. Volunteering–participationinthetrainingshouldbebasedonpersonalwill.

3. Experienceandknowledgeexchange–interactivetoolsshouldbeusedasmuchaspossibleduringthetraining.

4. Timeframeoptimalforparticipants–trainingcanbeconductedinawholesetorcanbedividedintoseveraltrainingsessions.

GenderTOTspecifics

Differenttrainingmodulescanbedevelopedbyusingthistrainingmanual:short-termtrainingsupto5hoursinlengthorlongertrainingsupto3days.

Atrainingcanbestartedwithabrainstormingexercise.Participantsareaskedtoelaborateonthenotion“gender”:whatcomestotheirmindwhentheyhearthisword?Inwhichcontextisitused?Whatkindofproblemsisitconnectedwith?Thenanexplanationof“gender”shouldbegiven.Whenexplainingthetheoreticalpart,relevantpictures,stories,graphs,etc.canbeusedtogivemoreinsightstotheparticipants.

Proposedsizeofthegroup:

Thesizeofthegrouptakingpartinagendertrainingdependsonthetrainingmethodology.Experienceshowsthat15-20peopleareidealforagroup.Duetothehighlyparticipatoryapproachofthetraining,largergroups

3Ahmad.TrainingManualforGenderAwareness/Sensitization.4Chege.ACurriculumfortheTrainingofTrainersinGenderMainstreaming.5GenderAwarenessTrainingonConceptsandTerminologies,Manualforstaffandresourcepartners.6FAO.BridgingtheGap:FAO’sprogrammeforgenderequalityinagricultureandruraldevelopment.


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maylackspaceandopportunitiesforthemeaningfulinvolvementofallparticipants.However,thesizeofthegroupisalsorelatedtothelengthofthetraining.Commitmenttospendingtimeonthetrainingactivitiesdependsonhowseriouslythegroup/communitytakestheprocess7.

Maintoolsproposedinthemanual-Accordingtothesessiongoalsthetrainercanuseinteractivetools,presentedinthemanual,combining:-Individualwork-Workinsmallgroups-Opendiscussions-Mini-lectures-Brainstorming-Roleplays-Casestudies(examples)-Presentations-Questionsandanswers

Thetrainershouldnotbelimitedjusttoonetechniqueduringthetraining.Theuseofavarietyoftechniqueshelpsnotjusttokeeptheparticipants’attention,butalsoreflectsthereal-lifesituationswheremixingofseveralpatternsofbehaviouriscommon.

Training on gender issues in Kyrgyzstan

7Siwal.BasicFrameworkandStrategyforGenderTraining


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Descriptionofinteractivemethods

Individualwork

Individualworkprovidesthetrainingparticipantswithanopportunitytounderstandthetheoryandpractice,andtoreceiveandthinkaboutthenewinformationgivenbythetrainer.Forabettereffect,theindividualworkshouldbefollowedbyworkinsmallgroups.

Timerequired 3-10minutes,nomore.

Roleoftrainer Thetrainershouldnotinterfereintotheworkbutfacilitatetheprocessandgiveopportunitiestoeveryparticipanttofulfilthetask.Thetrainershouldre-clarifythetaskifnecessary.

Advantages (*)Everyparticipantisinvolved.(*)Maximumofopinionsandsuggestions.(*)Goodopportunitytoidentifystereotypes

Disadvantages Muchtimeforpresentationsisneeded.

Necessaryresources Dependsonthesituation.Sometimesnoresourcesarenecessary,andinsomecasescolouredpaperorcardsareuseful.

Process Thetrainerexplainsthetaskandwritesontheflipchart,providestheresources,ifnecessary,decidesonthetimingforexercisesandkeepsthetime.

Hint Ifsomeoftheparticipantsrefusetoparticipateintheindividualwork,donotinsist.Inthiscase,suggestaroleofanexpert,encouragingtheparticipanttocommentorresumetheexercise.

Workinsmallgroups

Workinsmallgroupsisoneofthemainmethodsusedinthetraining.

Timerequired 15-60minutes

Roleoftrainer Thetrainermonitorstheworkinsmallgroupswithouttakingpartinit.He/shecanconsultandgiveadviceifanygroupfacesdifficultiesincomingtoaconsensusorexperiencesa"deadend"initsdiscussion.

Advantages (*)Participantsfeelmoreconfidentinsmallgroups.(*)Participantsarelesspronetothepositionof"conciliation".(*)Everyoneisinvolvedinthediscussion.(*)Participantsdonotdependonthetrainer’sopinion.

Disadvantages (*)Time-consuming.(*)Possibledominationofsomeparticipantsduringdiscussions.(*)Strongdisagreementsamonggroupmemberscanoccur.

Necessaryresources Dependsonthesituation.Standardresources:aflipchartpaperandasetofmarkersforeachgroup.

Process Dividetheparticipantsintogroups.Explainthetask;itshouldbeclearforeveryone.Confirmthetimeframeandrulesofworkinginsmallgroups,e.g.theparticipantsshouldlistentoeachother,eveniftheydonotagreewithwhatotherssay,discussionsshouldnotbedominatedbyoneortwopeople,everyone


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shouldbeinvolvedinthework.Askeachgrouptodefineroles:afacilitator,atimekeeper,asecretaryandapresenter.Thetrainershouldalsoremindtheparticipantsaboutthetime5minutesbeforetheendoftheexercise.Whenthegroupworkispresented,askthegroupmembersforanyadditions.Allowadditionaltimeforquestionsandanswers.Afterallofthepresentationsaredone,thetrainersummarisestheresultsofthework.

Hint Thegroupsizeisveryimportant.Experienceofworkingingroupsprovesthat3peopleistheminimumsizewhichlimitsabilitytogenerateanddevelopideas;4-6peoplecomprisequiteaneffectivegroup,while6-10peopleisthebestgroupsize.

Opendiscussion

Thismethodseemstobetheeasiest,butinpracticeitisactuallyoneofthemostdifficultonesthroughoutthewholetraining.Opendiscussionisaprocesswhereparticipantscanexpresstheirviewsonagiventopic,andatthesametimetheycanlearnabouttheopinionsofotherparticipants.Duringthediscussion,participantscanchangetheirpointsofview.Ideallytheparticipantscometooneopinionattheendofthediscussion,butitisnotrequired.

Timerequired 5-20minutes,nomore.Incaseoflongertimeforthediscussionthetopiccanbedistortedandtheparticipantsmightlosethepointofthediscussion.

Roleoftrainer Thetrainerfacilitatesthediscussion,givingtimeandopportunitytoeveryonetoexpresstheiropinions,andresumesthediscussion.

Necessaryresources Notrequired.

Advantages Thismethodeasilyhelps(*)todevelopatopicfordiscussion,(*)toidentifytheexistingstereotypes,(*)toidentifytheparticipants’experience/levelofknowledge,(*)tocollectallthenecessaryinformationinashorttime.

Disadvantages (*)Notallparticipantsmightgetachancetospeak.(*)Someparticipantscandominateinthediscussion.(*)Thediscussioncanleadtodisputesandtensionsamongtheparticipants.(*)Thetopicofthediscussioncanbelost

Process Askagroupquestion.Facilitatethediscussion,givingbriefremarksormakingresumesduringthediscussionifnecessary.Sumupthediscussion.

Hint Thetrainer’sroleisveryimportantincreatingafriendlyatmosphereforthediscussion.Firstofall,thetrainershouldexplainthattherearenorightandwrongstatementsandjudgments.Thetrainershouldrememberandremindtheparticipantsofthemainruleofopendiscussions:thefloorisforeverypersoninordertopromoteequalparticipation.Itisimportanttoinitiateanactivediscussionbyaskingfortheparticipants’opiniononthesubject.Thetrainershouldfacilitateandmonitordiscussionsothattheparticipantsdonotlosethefocusorattention.Attheend,thetrainersummarisesthediscussion.Ifnecessary,someinterestingpointsexpressedbytheparticipantscanbestressed.Theroleofthetrainerisnottobringalltheparticipantstoanagreement,buttocreatespacefortheexchangeofopinionsandcollectionofideas.Thetrainershouldnotdominateinthediscussion–inthatcasetheparticipantswillbeverypassive.


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Mini-lecture

Thisisamessagetypetechniquewithsomeelementsofdiscussion.Amini-lecturecanserveasagoodintroductiontothenewsessionandcanbeusedtogiveanunderstandingofthenewtopicofthetraining.Itisalsosuitableforalargeaudience,whereactiveparticipationisratherdifficult.

Timerequired 15-20minutes.

Roleoftrainer Thetraineristhemainsourceofinformationfortheparticipants.Incaseofparticipants’passivebehaviour,thetrainercanclarifyquestionsandprovideadditionalknowledgetoattracttheirattention.

Necessaryresources

Notrequired.

Advantages (*)Opportunitytopresentlargeamountofinformationinashorttime.(*)Structuredpresentation.(*)Themethodisfamiliartoalltheparticipants.(*)Mini-lecturesenablefurtherconstructiveinteractivework.

Disadvantages (*)Passivityoftheparticipants.(*)Possiblelossoffocus.(*)Notallparticipantsaregoodlistenersandareabletoobtainnecessaryinformationbylistening.

Process Introducethetopicandpresentthepreparedinformation.Ensuretheparticipants’understandingoftheterms.Invitetheparticipantstoaskquestions.

Hints Visualmaterialsimprovetheefficiencyofmini-lectures.Elementsofdiscussioncanalsohelptomaintaintheparticipants’attentionduringamini-lecture.

Brainstorming

Brainstormingisthemostopenandfreeformofdiscussion.Itisbettertousebrainstormingatthestartofanewtopic.Itsmainfunctionistogenerateideas,nottoanalyseordiscussthem.


Roleoftrainer Thetrainerwritesdownalltheproposedideasonaflipchart,whiteboard,etc.,thesamewayasvoicedbytheparticipantsandwithoutanyclarificationsincethistendstointerrupttheflowofideas.

Necessaryresources

Flipchart,markers.

Advantages (*)Collectionofmanyideasinashortperiodoftime.(*)Opportunitytoidentifytheparticipants’levelofawarenessandexperience.

Disadvantages (*)Onlyactivemembersareinvolved.(*)Sometimestheideasarenotrealistic.(*)Thetrainershouldbeexperiencedinfacilitationinordertoactivatethegroup.

Process Afterexplainingtherulesofbrainstorming,outlinetheprocessingeneral.Youcanstartbrainstormingwithnotingaheadlineofthediscussiononaflipchartorwhiteboard.

Hints Itcanalsobeusefultoresumethelistofwrittenideasandwelcomeanyadditionalopinionasfarasbrainstormingisintendedtogenerateideas,nottoevaluatethem.


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Role-play

Role-playisaninteractivetoolwheretheparticipantsareassignedroles(participantscanrole-playastheirowngenderorasadifferentgender)andareaskedtoactoutacertainsituation.Usingdrama,theparticipantsexperienceasimulationofareallifesituationinaninterestingmanner.Theytrytofeelandactastheircharactersandtrytoraiseotherpeople’sawarenessontheissues.


Roleoftrainer Thetrainer'sroleisveryimportantasthetrainerhelpstoanalyseandobservethefeelingsandbehaviourexpectedfromtheassignedroles.Thetrainerhelpstodistinguishthedifferencebetweentherole-playandreality.

Necessaryresources Flipchartandmarkers,ifnecessary.

Advantages (*)Opportunitytoperform,discussandexperiencedifferentsituationsinonesession.(*)"Learningbydoing"-oneofthemostefficientmethodsoflearningandexperiencing.(*)Personalexperienceandfeelingsaresharedthroughtherole-play.(*)Enjoyable,funwayoflearningandgainingskills.(*)Opportunitytounderstandthebehaviourofotherpeople.

Disadvantages (*)Artificiality.(*)Thevalueofasuccessfulrole-playisinbringingitveryclosetoreality.Ifthescenarioisunrealisticordoesnottakeintoaccountsomeoftheactualdetailsthathappeninpractice,thevalueofthegamewillbelostandthelearningobjectiveswillnotbemet.(*)Role-playingincludesashareofrisk.Itwillbesuccessfulwhenthewholegroupisreadytobeengagedinit.Ifsomegroupmembersareafraidof"losingface"byparticipatingintherole-playorrejecttheprocessitself,thisexercisewillnotbeeffective.(*)Ifthepurposeoftheexerciseisnotfullyexplainedanditsimportanceisnotemphasised,thereisadangerthattheeducationalfunctionoftherole-playwillbeunderestimated;itwillbetreatedjustassomethingfunny.

Process Discussthesubjectandroles.Givetheparticipantstimetopreparefortheroles.Invitethegroupstostarttheperformance.Openthefloorforfurtheranalysisanddiscussion:first,asktheactorstosharetheirfeelingsandthenaddresstheothertrainingparticipants.Drawaconclusion.

Casestudy

Thecasestudyisatoolwhereareal-lifesituationissummarisedintheformofastorysothattheparticipantscanidentifyitsmainissuesandsuggestappropriatecoursesofaction.Itisaprocessofdiscussingandfindingsolutionstospecificproblematicsituations.


Roleoftrainer Thetrainershouldclearlyexplainthetaskandhelptheparticipantstofindalternativesolutionstothesituation.

Necessaryresources Preparedcases,flipchart,papers,andmarkers.

Advantages (*)Activeparticipationofthegroup.

Disadvantages (*)Time-consuming.(*)Someparticipantscandominateinthediscussion.


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Process Explainthecaseveryclearly.Thetrainercanalsodividetheparticipantsintosmallgroups.Conductthediscussionandsummariseitsresults.

Thefigurebelowillustratesthecontentretentionratesafterusingdifferenttrainingmethods.Itconfirmstheimportanceofinteractivesessionsforbetterunderstandingandlearning.

Average retention rates8,

source: National Training Laboratories Bethel. Maine

8TrainingManualonGenderMainstreaming,p.25


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Notesandchecklistforthetrainer

Priortothetraining

Toensuremeaningfultrainingandtobeconfidentinleadingthesessionsitisimportantto:

• Interpretthetrainingprogrammeandcurriculum

• Plananddevelopthetrainingsessionsaccordingtothetargetgroup

• Identifytheappropriatetrainingresources

• Decideontherelevanttrainingapproach,outcomesandmethods

• Decideonthepresentationstyleandsteps

Inordertocreateasafeandcomfortableenvironmentforthetrainingparticipants,itisbettertoprovidethemwiththefollowinginformationinadvance:

• Trainingtitle

• Trainingdates

• Trainingdetails(registration,trainingschedule)

• Nameandtelephonenumberofthecontactperson(incaseofquestions)

• Trainingvenue(location,address)

• Informationonhowtoreachthetrainingvenue(publictransportation,availabilityofparkinglotsifnecessary)

Duringthetraining

Themainprinciplesofthetrainer’swork:

• Askopenquestions(questionbeginningwiththewords:why,how,when,what.Suchtypesofquestionscompeltheparticipantstogivedetailedanswers)

• Respondpositivelytoanyanswersandremarks

• Bereadytoprovideadditionalnecessaryinformation

• Donotinterfereintotheworkingprocessesofagroup,donotimposeontheparticipants’ownopinions

• Encourageindividualstatements

• Befairandremainneutralinallpossibleconflictsituationsormisunderstandings.Helpagrouptodrawconclusions:summarizeandarticulategrouppresentationsifnecessary

Constantevaluationisrequired:

• Aftereachsession

• Attheendofthetraining

Afterthetraining • Carryoutanevaluationandanalysisoftheresults

• Noteweakpointsthatneedtoberevisedinthefuture• Prepareareportofthetraining


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Part1.Startofthetraining/Session1.Introductoryexercises

StructureofSession1Bytheendofthissessiontheparticipantswillbeabletoexplaintheobjectiveofthetrainingandsharetheirexpectationstheyhaveofthetraining.

Timeneeded 2hours

Sessionoverview Opening

Introductions

Learningrules

Participants’expectationsandobjectivesoftheworkshop

Overviewoftheworkshop’stimetable

Necessarymaterials Flipchartpaper,colouredmarkers,cards,stickers,andscotchtape.

Process

1. Thetrainerwelcomesthegrouptotheworkshop.Keepinmindthatwelcomingwordssetthetonefortherestoftheworkshop.Adjustthisintroductiontothetargetgroup.

2. Thetrainerinvitestheparticipantstointroducethemselvestothegroupthroughaparticipatoryexercise.Oneofthewaystodothisistogrouptheparticipantsinpairs,askingeachpersontointroducehisorherneighbour.Theintroductionsshouldincludetheperson’sname,theorganisationheorsherepresentsandtwoexpectationsofthetraining.Asanoption,itispossibletoaddagender-basedintroduction,forexamplethepartnerscannameonethingtheylikeordonotlikeabouttheirgender.

3. Thetrainerwritestheannouncedexpectationsonaflipchart.He/sheclarifieswhichexpectationsareadmissibleatthetrainingandwhicharenot.Itisusefultoprovidereasonswhycertainparticipants’expectationsareoutsideofthetrainingcontext.

4. Thetrainerbringstheparticipantstothecommondevelopmentofbasicrulesfortheworkshop.Thesecouldincludetimekeeping,rulesforparticipationinactivitiesandinteractionwitheachother,creatingspaceforpresentingvariousperspectives,respectofdifferentopinions,listeningtoeachotherandothersasrequestedbytheparticipants.Onewaytodevelopsuchrulesisa“busstop”exercise.Splittheparticipantsinto4smallgroupsaskingthemtoimaginethemselvesasagrouptravellingaroundbybus.Indicateeachbusstopwithaflipchartwheretheycanwritedowntheirideas.Theideasshouldbeexpressedinonesentenceavoidingrepeatingpreviouslywrittenones.Thetrainershouldprepare4flipcharts(4“busstops”)inadvance:1.Atthetrainingwewillnot…(e.g.theparticipantscanwritedown:…usemobiletelephones,interrupteachother,etc.);2.Atthetrainingwewill…(e.g.theparticipantscanwritedown:…bepolitetoeachother,speakoutourthoughts,etc.);3.Fromthetrainingweexpect…(e.g.theparticipantscanwritedown:…newknowledge,clearunderstandingofgenderissues,etc.);4.Wedonotwant…(e.g.theparticipantscanwritedown:…tobebored,feelaggressive,etc.);NOTE:Itisimportanttodealwiththeparticipants’expectationsatthispoint.Thiswillhelptoavoidfrustrationandwillensurecommonunderstandingofthetrainingframework.


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ToolsforSession1Introductoryexercises

Icebreakers/Getting-to–know-each-otherexercises

1.1 Speakobjectively9

1.2 Ataglance10

9UNFPAandWorldYWCA.EmpoweringYoungWomentoChange,p.7.10Ibid.

Description Theparticipantsaregiven15minutestofindanobjectthatrepresentssomeaspectofthemselves.Theparticipantsthenintroducethemselvesusingtheselectedobject.

Objectives Tohelptheparticipantstogetacquaintedwitheachother.

Howtofacilitate

1.Telltheparticipantsthattheyhave15minutestoexplorethesurroundingarea,bothoutsideandinsideifappropriate,andsearchforanobjecttheyfeelrepresentstheirpersonalityorsomeoftheircharacteristics.

2.Whenthe15minutesareover,gathertheparticipantsbacktogether.

3.Alloweachoftheparticipantsaturntosayhis/hername,showtheobjecthe/shehasselectedandexplainwhatitrepresents.Forexample,theintroductioncanbe:“MynameisSvetlana.Ihavepickedthisrockbecauseitrepresentsmystrengthbutitssurfaceissmooth,likemycharacter.”

Description Afteraveryshortobservation,eachparticipantisaskedtointroducethepersononhis/herright.Theintroducedparticipantwillthencorrectanyfalseinformationandintroducethenextperson.Theexerciseshowsthatconclusionsaboutsomeonebasedjustonappearancesareofteninaccurate.

Objectives Tohelptheparticipantstolearneachother’snamesandbackgrounds.Toillustratethatjudgmentsbasedonphysicalappearanceareneitherappropriatenorreliable.Tohelptheparticipantstobecomemorecomfortablewitheachother.

Preparation Arrangeseatsinacircle.

Howtofacilitate

1.Whentheparticipantsareseatedinacircle,tellthemthattheyhaveafewsecondstoobservetheirneighbourontherightandhavetointroducehim/herbasedonthatshortobservationonly.Explainthatweoftenformconclusionsaboutpeoplebasedontheirphysicalappearance,andthisexercisewilltesthowaccuratetheseconclusionscanbe.

2.Whenintroducingaparticipanttheymustgivehis/herfirstname,age,makeaguessonthefamilystatusandonepossiblehobbyorinterest.

3.Theintroducedparticipantwillthencorrectanyinaccuraciesintheintroductionandgoonintroducingthenextpersononhis/herright.

4.Whenalltheparticipantsareintroduced,leadashortdiscussiononthelessonslearnedfromtheintroductionexercise.


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1.3 Verypersonaljewellery11

Starting the training

11Ibid.,p.9.

Description Thisactivitywillbeappropriateforgroupsofwomen.Itisdesignedforgroupsofpeoplewhoarenotacquaintedyet.Forthegroupsthatalreadyknoweachotherwell,chooseanicebreakingactivityinstead.

Participantsaregiven15minutestocreateapieceofjewelleryfromtheartsuppliesprovidedusingbeadsthattheyfeelrepresentwhomtheyare.Whenthegroupcomesbacktogethereachparticipanthastointroduceherself/himselfanddescribeher/hispersonalitybasedonthepieceofjewelleryshe/hehascreated.

Objectives Togivetheparticipantsachancetoreflectontheirpersonalities.Toprovidespaceforsharingpersonalinformation.Tohelptheparticipantstolearneachother’snames.

Materials Assortmentofbeadsandsmallbowlsorcontainersforthem,labelsforeachcontainerandastring.

Preparation Assigneachtypeofbeadadifferentmeaning,e.g.bluebeadsrepresentgenerosity,redbeadsshowfriendliness,andbrownbeadsshowdetermination.Placeeachtypeofbeadinaseparate,labelledcontainer.Assignonecontainerofbeadstorepresent“anunknownspecialtrait”.Arrangeatablewithbeads,string,scissorsandanyotherartsupplies.

Howtofacilitate

1.Givetheparticipantsanoverviewoftheactivity.

2.Lettheparticipantsknowwhenthetimeforjewellerymakingisover.

3.Giveeachparticipantachancetointroduceherself/himselfanddescribeherself/himselfbasedonthejewelleryshe/hehascreated.Iftheparticipanthasusedanyofthebeadsthatrepresent“anunknownspecialtrait”askifshe/heiswillingtosharethetrait(s)thatthebeadsrepresent.


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Developingparticipants’expectations

1.4 Whatdotheparticipantsalreadyknow?Whataretheirexpectationsfromthetraining?

Acomprehensivepre-assessmentoftheparticipants’levelofknowledgeandawarenessofgenderissueswouldtakeacoupleofhoursforwhichwedonothavetime.However,itisusefultobeabletoseewhattheparticipantsalreadyknowonthesubjectbeforeyoustartthecourse.Whengivingtheoverviewofthecourseyouwillbeabletoreferbacktothissheetandshowwhichsessionaimstoaddresscertainexpectations.Ifthereareexpectationsthatwillnotbecoveredbythetrainingcontent,explainwhy,andtrytoincludetheminthefuturecourses.

Description Theexercisewilltakeapproximately30minutesforagroupof20participants.Itimpliesanactivediscussion:askaquestionandthengiveeveryoneachancetothinkabouthis/heranswer.

Makesureyougiveeveryoneinthegroupachancetorespond.Donotbejudgmentalofparticipants’answers–allanswersarevaluableastheyshowthelevelofknowledge.

Objectives Tobrieflydefinewhattheparticipantsalreadyknow.Toascertaintheirexpectationsfromthecourse.

Materials Cards(whiteorcoloured),flipchartandpens,colouredpensfortheparticipants,andstickingtapeorbluetag.

Keyquestions Tomeetthefirstobjective,askafewsimplequestions,forexample:-Whatisgender?-Whatcausesgenderstereotypes?-Whocausesgenderdiscrimination?-Isgendersomethingthataffectsyou?How?-Howdoesitaffectyouasawoman/man,comparedtotheothergender?-Istheresomethingyoucandotostopgenderdiscrimination?Giveexample(s).Isthereanythingthatyoufeelyoucannotdoherebecauseyouareawoman?Istheresomethingthatawomanmaynotbeabletodobecauseofhergender?

Howtofacilitate • Facilitatetwoseparatediscussionsontheabove-mentionedobjectives(tryandkeepthediscussionsseparate–useadifferentsheetofpaperforeachdiscussion).

• Takeyourownnotesasparticipantsrespond–itisnotnecessarytoputthemdownontheflipchart,asthesearethenotesforyourownevaluation.

• Ifpossible,trytokeeptrackofwhosayswhatsothatattheendofthetrainingyoucanaskprobingquestionssuchaswhethertheindividualshavelearntanythingnewandwhetherthenewknowledgechangedtheirmindonsomething.

• Tomeetthesecondobjectiveandascertainwhatparticipantsexpectfromthisworkshop:

• Askanopenquestionandgiveeachparticipantachancetorespondindividually.Writetheiranswersontheflipchartor,ifpossible,onpiecesofpaper(eachpointseparately)andstickthepapersup.Thisgivesyoutheopportunitytogroupsimilarexpectations.

• Anotherwaytogetanoverviewofexpectationsistocombinethiswiththeicebreakingexercisewheretheparticipantsaresplitinpairsandgettoknowtheirpartners/neighbours.Eachpersonhastointroducetheexpectationsofhis/herpartner.


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Part2.Session2/Gender:Itsconceptsanddevelopment

Session2.Whatisgender?Genderroles,genderrelations,genderdiscrimination,genderequality,genderequity,genderanalysis,genderbalance,gendermainstreaming–overthepastdecades,allofthosetermshavebeenacceptedintodeclarations,plansofaction,policiesandnationaldevelopmentprogrammes”12.However,thenotionof“gender”isnotalwaysfullyunderstoodand,ashighlightedearlier,itisessentialtoformparticipants’clearvisionofgenderandrespectiveaspectsandissuestocontinuesuccessfulworkonthetopic.

Theterm“gender”attributestothesocialdistinctionbetweenmenandwomen.Itrefersnotonlytothedifferencesbetweenmaleandfemaleattributeswhicharebiologicallydetermined,butalsotothedifferencesbetweenmasculineandfemininefeatures-thequalitiesandcharacteristicsthatsocietyascribestoeachsex.Perceptionsofgenderchangeovertimeandacrosscultures,butarealwaysrelatedtotheissuesofpowerandresources.

Peoplehavedifferentunderstandingoftheterm“gender”,whichseemstocoverissuesofdifferentnatureandofawiderange.Somepeopletendtothinkofgenderissuesasofspecifically“women’s”issues.Thisisahistoricallyformedapproach,whichimpliesfocusonaddressingwomen’sneedssincewomentypicallytendtobemoredisadvantagedthanmen.Othersbelievethatgenderisrelatedtoreproductivehealth(RH)issuesorgender-basedviolence(GBV).Sincegendercoversissuesofwomenandmenindifferentcontextsoflifespeakingofgenderisrelevantinrelationtoalltheseissues.

Whyisgenderimportant?

Theimportanceofagenderdimensionwithinthecomplexconceptofsustainabledevelopmenthasbeenrecognizedduringtherecentdecadesandhasresultedinthegrowingattentiontoandsupportofgenderstudies,developmentoftherelevantpoliciesandpromotionofthetopicatdifferentlevels.

Inmanycountrieswomen,especiallyruralwomen,havelessaccessthanmentoproductiveresources,forexample,landandlivestock,aswellastoservices,assetsandopportunities,includingeducation.Inthesecircumstances,humancapitalandlabourproductivitydecrease,whileeconomiccostsinevitablyincrease.Thisrepressesdevelopmentandprogress,especiallyintheagriculturalsector.Thusgenderandtheunderstandingofitsissuesaresoimportantforsustainabledevelopmentasawholeanditsspecificaspects,particularlyruraldevelopmentandfoodsecurity.

Genderaspects–therolesofmenandwomenandtheirinterrelations–areinparticularasignificantfactorforthedevelopmentofcommunities.ThishasledtotheshapingoftheGenderandDevelopment(GAD)approach.Itsmainobjectiveis“mainstreamingwomen’sneedsandperspectivesintoallactivities.Mainstreamingacknowledgesthatalldevelopmentoperationshaveagenderimpactanddonotautomaticallybenefitmenandwomenequally.ThusitisnecessarytoadopttheGADapproachfordevelopmentprogrammestobenefitallgenders,andalsoforsustainabledevelopmentandpositiveimpactsonthesocietyaswhole”13.

12BridgingtheGap,p.6.13Ahmad.TrainingManualforGenderAwareness/Sensitization,p.3.


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GADtoolsareused“toanalysehowthedifferentfactorse.g.environmental,economical,socialandinstitutionalinfluencedifferentpeople’slivelihoodsanddevelopmentoptions”14.Factorsofadifferentorder,calledinfluencefactors,haveanimportantimpactinthesocio-economicandculturalsituationofindividuals.Thesefactorsaredividedintwocategories15:

• Specificinfluencefactors:ethnicity,socialclass,agegroup,civilstatus,familystructure,demographicsituation(birthrate,mortality,migration,etc.)

Genderandsexualorientationgreatlyaffectanindividual’seconomicandsocialstatusinacommunity.Individualswhofalloutsideofthegenderbinary,havesexualorientationsthataren’theterosexual,and/ordon’tadheretosocietalnormsregardinggenderexpressionmaynotbefullyacceptedbytheirfamilyandpeers,andmayfacedifficultiesinfindingeducationalandgainfulemploymentopportunities.

• Generalinfluencefactors:economy,politics,environment,culture,religion,etc.

Thesefactorsshouldbeconsideredintheanalysisofgenderissuesinordertoplandevelopmentactionsthataresociallyacceptable.

Empowermentofwomen

Althoughthe‘genderanddevelopment’approachaddressesallgenders,inmostcasesthefocusisononlywomen.Thus,theMillenniumDevelopmentGoalsandtheirsuccessors,theSustainableDevelopmentGoals(SDGs)includepromotionofgenderequalityandempoweringofwomenthroughincreasingleadershipopportunities,increasingaccesstoreproductivehealthservicesandstrengtheninglegislativepracticestoprotectwomen’srights(SDG5).16Historicandculturalfactorshaveingrainedtheunequalstatusofwomeninmanysocieties–fromslightdifferenceinwomen’sandmen’sopportunities,tocertainrestrictionofpersonalfreedomofwomenandtotheiroppressionandfullmen’sdomination–explainsthecurrentneedtofocusonthepositionofwomen.Womentendtohavefeweropportunitiestoparticipateinthepoliticalspherewheretheycouldgenerateprogressivelegislationandinfluencethepoliciesthataffectthem.Additionally,womenhavelessaccesstoeconomicresourcesandtrainings,makingitdifficultforthemtodeveloptheirownbusinessesorfindoccasionsforeconomicgrowth.

Discussing gender issues

14GenderMainstreamingTrainingModulesforCivilSocietyOrganizationandLocalGovernments,p.19.15Ahmad.TrainingManualforGenderAwareness/Sensitization,p.5.16FormoreinformationontheMillenniumandSustainableDevelopmentGoalsseehttp://www.un.org/millenniumgoals/orhttps://sustainabledevelopment.un.org/.


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StructureofSession2Bytheendofthissessionparticipantswillunderstanddifferentconceptsofgender,developmentandhowtheyareparticularlyrelatedtowomen.

Timeneeded 2.5hours

Sessionoverview Shortintroductionintothesession

Brainstormingorworkinsmallgroups

Grouppresentations

Mini-lecture

Necessarymaterials Flipchartpaper,colouredmarkers,cards,stickersandscotchtape.

Process:

1. Thetrainerannouncestheupcomingsession.

2. Theparticipantsaregivenabrainstormingexerciseandareaskedtoidentifygenderattributesordifferencesbetweensexandgender.Thetrainerarrangesthementionedcharacteristicsinaccordancetosocialandbiologicalmeaningonthechart.

3. Mini-lectureongenderandsex.Explanationoftheterm“gender”shouldbegivenasaresumptionofthediscussion.

4. Exercisesfortheparticipantstoseethesocialorculturalbarriers.

5. Afterbothexercises the trainergivesmore informationonthemeaningofgender,conceptsofgender,notionofgenderinthedevelopmentcontext,thewaygenderissuescameintothedevelopmentprocessandtheimportanceofthisnotion.


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ToolsforSession2

Whatisgender?

2.1 Understandingofgender:Basicsofgenderliteracy.Exercise“Expectationfromwomenandmen”.17

17Takenfromhttp://info.worldbank.org/etools/docs/library/192862/Module1/cases/M1LC1GenderandSex.pdf

Description Attheendofthisexercise,theparticipantswillbeabletoidentifythedifferencebetweengenderandsex,asdefined,byanalysingtheirownexperience.

Time 35min

Keyquestions • Openquestionsforthediscussion:

• Whydidyouchooseyouranswers?

• Wasitdifficultoreasytodeterminegenderorsex?

• Whatisthedifferencebetweensex-disaggregatedindicatorsandgenderindicators?

• Whatdoesthisshow/tellus?

• Whatdoesthismeanforourwork?

Howtofacilitate Step1.Individualwork(7minutes).

Prepare5flipchartpaperswithcommonsayingsaboutwomenandmen.Writethesayingsontheflipchartandleavespacefortherelevantremarks.Thefollowingcommonsayingscanbeincluded:

- Boysarerude,girlsaregentle.- Menaregoodconstructors,womenarenot.- Womencangivebirthtochildren,mencannot.- Womenarebetteratcaringaboutothers.- Womenaresmallerthanmen.- Womenhavelonghairandmenhaveshorthair.- Mendonotneedtendernessandarelesssensitivethanwomen.- Womencanbreastfeedbabies,mencannot.

Asktheparticipantstocomeuptotheflipchartsandputtheir“agree”or“disagree”signsrightunderthesayingsusinggreencolour–forgender,bluecolour–forsex(colourscanbedifferent).

Step2.Opendiscussion(15minutes).

Countevery“gender”and“sex”mark.Discussthesayingswiththeparticipants(e.g.whyarewomensmaller?Dotheyevermeettallwomen?Ordotheyeverseesmallandthinmen?).Leadtheparticipantstotheunderstandingthatdifferentsayingsreflectourexpectationsfrommenandwomen,butmanyofthemdependonsex,notongender.


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2.2 Understandingofgender:Basicsofgenderliteracy.

Exercise“IcanandIcould”.


Time 35min

Keyquestions • Openquestionsforthediscussion:

• Whydidyouchooseyouranswers?

• Whatisthedifferencebetween“can”and“could”?Arethesedifferencessostrictoraretheyratherartificial?

• Whatisthedifferencebetweensex-disaggregatedexpectationsandgenderexpectations?

• Whatdoesthisshow/tellus?

• Whatdoesthismeanforourwork?


Asktheparticipatingmenandwomentocomeuptothepreparedflipchartpapersandwritedowntheirthoughts.

Flipchartpaperforthemaleparticipants:

Flipchartpaperforthefemaleparticipants:


Discussthegivenstatementslinebylineaskingmenwhy,forexample,theythinktheycannotcookorcareforchildren.Leadtheparticipantstotheunderstandingthatdifferentkindsofstatementsreflectourexpectationsfrommenandwomen,butmanyofthemdependonsex,notongender.

Step3.Mini-lecture(10minutes).

Attheconclusionoftheexerciseexplaintheparticipantsthedifferencebetween“sex”and“gender”.Explainthemwhat“gender”isabout,what“genderroles”are.

Iamaman.Ican…… IfIwereawomanIcould……

Iamawoman.Ican…… IfIwereamanIcould……


Attheendoftheexerciseexplaintheparticipantsthedifferencebetween“sex”and“gender”.Explainthemwhat“gender”isabout,what“genderroles”mean.

Afterthemini-lectureasktheparticipantstoreviewtheirmarksforthesayings.Iftheywanttheycansharethereasonsforhavingchangedtheirmind.


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2.3 Understandingofgender:Choosingthesexofyourchild.18


Time 30min


Telltheparticipantsthefollowingstory:“Acoupleisstrugglingtoconceiveachild.Theygotothedivinerwhotellsthemtheywillhaveachild,butonlyaftertheyhavedecidedwhichsextheywantthechildtobe.”Giveeachparticipantapieceofpaperandaskthemtoimaginebeinginthissituation.Askthemtowritedownthesextheywouldchoosefortheirchild.

Later,asktheparticipantstowritedowntheirreasonsforchoosingthesex.Givethemafewminutesandcollectthepapers.Puttheresultsonaflipchart:‘Thenumberofthosewhochoosegirlsandthenumberwhochooseboys’andlistthereasons.


Discusswiththeparticipants:

- Thenumberofgirlsandboys

- Reasonsforchoosingtheexactsex

- Whatkindofexpectationsfromboysandgirlsdotheseresponsesshow?

- Whobenefitsfromtheseresponses?

- Howdothesemessagescontributetotheprocessofestablishingsociallydefinedrolesforwomenandmen?

Completing the exercise “Choosing the sex of your child”

18Ahmad.TrainingManualforGenderAwareness/Sensitization,p.13.


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2.4 Understandingofgender:Basicsofgenderliteracy. Exercise“IdealwomenandIdealmen”.

Time 50min

Howtofacilitate Step1.Brainstorming(5minutes).

Asktheparticipantsiftheycanexplainthedifferencebetweenthenotions“sex”and“gender.”Writedownonaflipboardorflipcharttheiranswers.

Step2.Workingroups(15minutes).

Dividetheparticipantsintosmallgroupsaccordingtotheirsex,withthemaximumnumberofpeopleinthegroupupto7(numberofgroupsdependsonthenumberoftrainingparticipants).

Taskforthewomen’sgroups:asktheparticipantstoportrayanidealmanaccordingtotheirperception.Underlinethatthisidealimageimpliesnotonlyappearance,butshouldreflectthedesiredskills,abilities,traitsofcharacter,givinganinsightintothewomen’sunderstandingoftheidealmaningeneral.

Taskforthemen’sgroups:asktheparticipantstoportrayanidealwomanaccordingtotheirperception.Likewise,underlinethatthisidealimageshouldincludenotonlyappearance,butalsoskills,abilities,etc.

Afterwardseachgroupshouldmakeapresentation.


Dependingonthesetofcharacteristicspresentedbythegroupsthetrainerasksadditionalclarifyingquestionsregardingeachpresentation.Thetrainerfacilitatesadiscussionontheidealimagesofbothamanandawomanandtriestorevealthereasonsforthenamedcharacteristics.Forexampleif“strong”isnamedasadesiredcharacteristicofmen,asktheparticipantswhywomencannotbestrong,etc.Leadtheparticipantstotheunderstandingofthedifferencebetweenthenotions“sex”and“gender”andofgenderroles.


Attheendoftheexerciseexplaintheparticipantsthedifferencebetweenthenotions“sex”and“gender”.Explainthemwhat“gender”isabout,what“genderroles”mean.


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2.5 Understandingofgender:Basicsofgenderliteracy.Exercise“Genderequality”.19

Time 20min

Howtofacilitate Mini-lectureandopendiscussion(20minutes).

Askthegroupiftheyhaveeverheardtheterm“genderequality.”Askthemwhattheythinkitmeans.Giveenoughtimefortherespectivediscussion.

Asktheparticipantstodiscusswhetherornotgenderequalityactuallyexistsintheircommunity.Duringthisdiscussion,writedownanystatementsthatexplainwhywomendonotshareequalstatuswithmenindifferentspheres.Besuretoincludesomeofthefollowingpoints,iftheyarenotmentionedbythegroup:

- Womeninmanycountriesaremorelikelytoexperiencesexualanddomesticviolencecomparedtomen.

- Men-inmostcases-arepaidbetterthanwomenforthesametypeandamountofwork.

- Menexercisemorepowerindifferentsectors;theynormallyhavehigherpositions.

- Womentaketheresponsibilitycaringandlookingafterthefamilymembers,especiallycaringforthosewhoaresick.

Asktheparticipantswhathappensinthecommunitiesifgenderequalityisimpaired,e.g.whathappensifwomenandtheirrightsaretotallyignored?Whatcouldhappenintheoppositesituation,ifmenandtheirrightsweretotallyignored?Aftergettingthefeedback,providethedefinitionof“genderequality”and“genderdiscrimination,”ifnecessary,explainthesetermsusingnationalorlocalspecifics(genderequalitybylegislation,developmentprogrammes,nationalprojects,etc.).Askthegroupifthedefinitiongivenmakessenseandleavetimeforpossiblequestions.

19EngagingMenattheCommunityLevel,p.22-23.


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2.6 Understandingofgender:Changinggenderroles.Role-play.20

Description Theparticipantswillstarttoreflectonwhethergenderrolescanbechangedandonthewaysinwhichthismightbeachieved.Gettingreadyforthesession,thetrainershouldpreparethreeorfourrole-playcards,dependingonthesizeofthegroup.Itisrecommendedtoprepareyourowncardstoreflectthelocalconditions.

Time 1-1.5hours

Howtofacilitate Step1.Workinginsmallgroups(30minutes).

Splittheparticipantsintothreeormoregroups.Leteachgrouppickonerole-playcardtopreparethetaskandactitout.Giveabout30minutesforthepreparation.

Step2.Presentations(30minutes–dependingontheactualnumberofgroups).

Eachgrouppresentstherole-play.Attheendofeachperformance,discussthetypesoftheproposedsolutionsandwritethemontheflipchartpaperorwhiteboard(forexample,thesesolutionsmightincludeeducationandtraining,demonstrating,advocating,threatening,negotiating,etc.).

Step3.Discussions(15minutes).

Whenallrole-playsareperformed,reviewthelistoftheproposedsolutions.Asktheparticipantsiftheyhaveanyotherideasorpracticalsuggestionsonhowtoworkonchangingrolesintheircommunities.Addthesetothelist.


Makeapointthatrolescanbechanged.Rolesandresponsibilitiesofmenandwomen(whichareformedbythesociety),includingemployment-relatedroles,arechangeable.Review,oraskaparticipanttoreviewsuggestionsonthepossiblewaysforinitiatingtheprocessofchange.

20Trainingpackage#1,p.15.


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Hintsforthetrainer:

Card#1

Setting:Ahouseholdwherewomenworkveryhard,butreceivelittlerecognitionorrespectfortheworktheydo.

Task:Preparea10-minutesketchshowinghowwomenmightgainmorerecognitionandrespectforthehouseholdworktheydo.

Card#2

Setting:Acommunitywherewomenarenotinvolvedincommunitymeetingsorpoliticalactivities.

Task:Preparea10-minutesketchshowinghowgreaterparticipationofwomenincommunityactivitiescouldbeachieved.

Card#3

Setting:Afamilyinwhichbothhusbandandwifeareequallyengagedinproductiveactivities,butinwhichthewifehasmostoftheresponsibilityforthehouseholdwork.

Task:Preparea10-minutesketchshowinghowthehusbandandthewifemightachievemoreequalityinhouseholdresponsibilities.

Card#4

Setting:Setting:Afamilyinwhichthehusbandandthewifearebothengagedinproductivework,andsharetheresponsibilitiesofcookingandchildcare.Thehusbandandthewifearecomfortablewiththesituation.However,thewife’smother-in-lawlivestogetherwiththem,anddoesnotthinkhersonshouldbesharingthehouseholdwork.

Task:Preparea10-minutesketchshowinghowthehusbandandthewifemightgainthesupportofthehusband’smother.


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2.7 TheSpiderWeb21

Description TheparticipantswilllearnabouttheintersectionofgenderandtheSDGs

Time 30-45minutes

Howtofacilitate Step1:Workinginsmallgroups

Thefacilitatorshouldinadvancepreparetwocircledcardswiththefollowingmessage:‘genderequalityandwomen/girlsempowerment’,and‘SDGs(6or7or15,theonethatyourorganizationisworkingon)’.Eachcardwillbefixedonacentralpartofaflipchartorboard.

Theparticipantsaredividedintwogroups,eachofthemwillworkwithoneofthemessages.Whenthereisabiggroupofparticipants(morethan20),theycanbedividedinfourgroups,thentheycanworkonanotherSDGs,butalwaystogetherwiththemessageongenderequality.Asktheparticipantstowrite-downononeortwocarts,anactivity(orthemeorstrategy)thathis/herorganizationisworkingoninrelationtothemessagefixedontheflipchart.After,eachparticipantwillstickhis/hercardontheflipchartclosetothecentralcard,drawingalinetolinkboth.Whenalltheparticipantshavefinishedwithstickingtheircardsanddrawingthelines,thenaskthemtodrawotherlinesthatmayrelatetoothercardsthattheyhavewritten.Intheend,theresultingfigurelookslikeaspidernet.

Step2:Discussion

Asktheparticipantswhatkindofmessageorideatheycandrawfromthespidernet.Thefacilitatorandhis/herassistantwillwritedownthesemessagesonacard,whichwillbeusedlateron,forinstanceduringthepppresentationofmainstreaminggenderinSDGs,tohighlightthatgenderisconstitutive(interlinked)toallSDGs.

Women doing spider exercise

21Module1:Gender,conceptsandapproachestomainstreaminggenderinSDGs,pg25.


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Part3.Session3/Genderrolesandgenderdivisionoflabour

Thedistinctionbetweenthenotions“sex”and“gender”resultsintherespectivedifferencebetweensexrolesandgenderroles.

Sexrolesarebiologicallydeterminedandarebasedonphysiologicaldifferencesbetweenmenandwomen.“Theyrefertoaperson’sfunctionasamaleorasafemale.Thusawomen’srole(thefemalerole)isnaturallylinkedtopregnancy,givingbirthandbreast-feeding.Themaleroleisassociatedwithproducingsperm”22.

Genderrolesare,onthecontrary,notlinkedtophysicalabilitiesandarenotbiologicallydetermined,butculturallydefined.Forexample,peopleofallgendersareabletocook,however,cookingisoftenseenaswomen’sresponsibilityandduty.Inthiscasecookingisafemalegenderrolenotafemalesexrole23.

Genderrolesareshapedthroughtheprocessofsocialisationwhichimpliesthatindividuals–girlsandboys,menandwomen–aretaughthowtobehavebythesociety–throughfamily(parents,grandparents,etc.)andvarioussocialinstitutions(schools,churches,etc.).

Genderrolesandgenderdivisionoflabour

Thesocialdifferentiationofmenandwomenresultedinthedivisionoftasksandactivitiesaccordingtotheperson’ssex.Thesemultipleworkrolesincludeproduction,reproduction,essentialhouseholdandcommunityservices,andcommunitymanagementandpoliticalactivities24.

Productiverole

Activitiesattributedtotheproductiveroleincludealltasks,whichcontributetogenerationofincomeandensuringeconomicwelfareofthehouseholdorcommunity.Forthesepurposesallpeopleperformarangeofproductiverolesregardlessofgender.Women’sproductiverolescanincludetakingcareoflivestock,farming,foodprocessingforsale,foraginginforests,homebasedindustries,andwaged/formalsectoremployment.

Reproductiverole

Thereproductiverole,thoughcloselyboundtosex(biologicalfunctions),alsoimpliesgender-basedactivitiescarriedouttoreproduceandcareforthehousehold.Thus,theresponsibilityforcontraceptionanddecision-makingonfamilyplanning(reproduction)maybeinthehandsofwomenormen,toalargeextentdependingontheculturalcontext.Childrearingisanobviousgenderroleandisoftenconsideredawoman’sduty,howevermen(fathers)alsoplayasignificantandrecognisedroleinmanycultures.

Householdandcommunityservices

Householdandcommunityservicesarethosecarriedoutdailytomeetthefamilyandcommunity’sbasicneeds.Thisincludesfuelandwatercollection,provisionofshelterandclothing,cleaning,education,healthcare,carefortheelderly,foodprocessingandpreparationofmeals.

22GenderAwarenessTraining,p.14.23Ibid.24Ahmad.TrainingManualforGenderAwareness/Sensitization,p.4.


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Communitymanagementandpoliticalactivities

Communitymanagementisrelatedtothemanagementandconservationofresourcesforcollectivecommunityconsumption(suchasfuel,forestsandwater),whilesociallyandpoliticallysignificantactivitiesimplyparticipationinculturalandreligiousceremonies,formalandinformalpoliticalactions,andinvolvementindevelopmentorganisations.

StructureofSession3Bytheendofthesessiontheparticipantswillhaveanunderstandingofthegenderdivisionoflabourinsocietyandhowthisdivisioncontributestothehouseholdeconomy.Thissessionwillalsogiveanideaaboutmenandwomen’sworkloadindifferenttimesoftheyear.

Timeneeded 1.5hours



Grouppresentations

Mini-lecture


Process

Thetrainerannouncestheupcomingsession.

Theparticipantsfulfilabrainstormingexerciseortasktofillintheactivitychartfortheirownhousehold(itcanbemadeinseparategroupsofwomenandmen).

Afterashortdiscussiontheparticipantsshouldstartthenextgroupexerciseonactivitiescarriedoutatthehouseholdlevelduringthewholeyear.

Bothexerciseswillbringthetrainerandthegrouptothediscussionofgenderrolesassignedbythesocietyandfixedbytheculture.Theserolescanbechangedwiththetimeoraccordingtothesituation,e.g.womentakeovertheresponsibilityofcattlegrazinginabsenceofthemalemembersofthehousehold.

During the training.


34

TOOLSforSession3Genderrolesandgenderdivisionoflabour

3.1 Genderdivisionoflabour:Dailyscheduleofwomenandmen.25

Description Thedailyscheduleillustratesallkindsofactivitiescarriedoutinoneday.Itisparticularlyusefulforlookingattherelativeworkloadsofdifferentgroups,especiallymenandwomenwithinonecommunity.Comparisonsofhoursspentshowwhoworksthelongest,whofocusesonafewactivitiesandwhodoesalargernumberoftasksduringtheday,aswellaswhohasmoreleisuretimeandtimetosleep.

Time 45min

Keyquestions Openquestionsforthediscussion:

- Foreachperson,howishisorhertimearrangedduringtheday?

- Whatisthedifferencebetweenthewomen'sandthemen'sschedule?

- Whohasthelargestworkload?

- Whohasmoretimeforrestandleisure?

- Howmuchtimeperdaydowomenorgirlsspendoncollectingwaterandfuelwood(oronotheractivitiestomeetthehousehold’sbasicneeds)?

Howtofacilitate Step1.Workingroups(20minutes).

Organiseseparatefocusgroupsofmenandwomen.Makesurethateachgroupincludespeoplefromdifferentsocio-economicbackgrounds.Explainthatyouwouldliketolearnabouttheirtypicalday.Askthegroupsofmenandwomentopreparetheirschedules.Youcanstartbyaskingthemwhattheydidyesterdayandhowtheygenerallyspendtheirdaythistimeoftheyear.It'seasytostartthecompilationoftheschedulebyaskingthemwhattimetheyusuallygetup.Alternatively,thetrainercanstarttheexercisebydrawingapictureofhowhe/shespentthedayyesterday.Drawabigcircleonapieceofflipchartpaperrepresentingtheclockandindicatewhenyouwakeup,whattimeyougotobedandalltheactivitiesyoudoin-between.Thereisnoneedtogointogreatdetail,butbesuretoshowthatallkindsofactivitiesareincludedsuchaswork,householdtasks,andchildcare.

Prepareapictureorcreateatableofalltheactivitiestheparticipantscarriedoutthedaybefore,andhowlongtheseactivitiestook.Puteachactivityonacircle(“theclock”)oronascaleofatimetable.Activitiesthatarecarriedoutatthesametime(suchaschildcareandcooking)canbenotedinthesamespaces.

25PRAToolBox.


35


Whenthegraphwiththeclockorthetimetableisready,representingthetypicalschedule,asktheparticipantsquestionsabouttheactivitiesindicated.Notethepresentseason(winter/spring/summer/autumn).Ifthereistime,asktheparticipantstoproduceanewscheduletorepresentatypicaldayintheotherseason.Comparethedayschedulesofmenandwomen.Usethekeyquestionsabovetoguideadiscussionontheactivitiesandworkloads.Makesurethatthenameofthegroup/personandtheseasonoftheyeararemarkedontheschedule.

Step3.Mini-lecture,conclusion(5minutes).

Givetheparticipantsanopportunitytolearnwhatdifferentpeopledoduringonedayandhowheavytheirworkloadsare,thedifferenceintimemen/womenspendonhouseholdneedsaswellasthedivisionofrolesbetweenmenandwomen.Withthehelpofthisexerciseonecaneasilyanalysethemaingenderroleswithinthecommunityandidentifyeachgender’sspecificneeds.

Presenting results of the group work. Exercise “Daily schedule of women and men”


36

3.2 Genderdivisionoflabour:Seasonalcalendar.26

Description Aseasonalcalendarisaparticipatorytooltoexplorehowseasonalchangesaffectdifferentareasofthecommunitylife,theavailabilityofresources,economicactivities,healthandsoon.Theobjectiveistolearnaboutchangesinlivelihoodsovertheyearandlookforinterconnectionsin-between,aswellastoshowtheseasonalityofagriculturalandnon-agriculturalworkload,foodavailability,gender-specificincomeandexpenditure,water,forage,humandiseases,etc.Thetopicsfordiscussioncanvary,including:

(1)Seasonsandweather

(2)Foodscarcity

(3)Income(cashandinkind)forwomen

(4)Income(cashandinkind)formen

(5)Expenditureformen

(6)Expenditureforwomen

(7)Wateravailabilityforconsumption(eating,sanitationandhygiene,householdcare,etc.)

(8)Livestockforageavailability

(9)Creditavailability

(10)Numberofholidaydays

(11)Agriculturalworkloadforwomen

(12)Agriculturalworkloadformen

(13)Non-agriculturalworkloadforwomen

(14)Non-agriculturalworkloadformen

Time 1hour

Keyquestions Openquestionsforthediscussion:

- Whatarethebusiestmonthsoftheyear?

- Atwhattimeoftheyeardoyoufacefoodscarcity?

- Howdoesincomevaryovertheyearformenandwomen?

- Howdoesexpenditurevaryovertheyearformenandwomen?

- Howdoeswateravailabilityfordailyhouseholdconsumptionvaryovertheyear?

- Howdoeslivestockforageavailabilityvaryovertheyear?

- Howdoescreditavailabilityvaryovertheyear?

- Whenarethepublicholidays?Howmanydaysaredesignedforpublicholidaysandinwhichmonth?

- Whenismostoftheagriculturalworkcarriedoutbywomen?

- Whenismostoftheagriculturalworkcarriedoutbymen?

26Ibid.


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- Whenismostofthenon-agriculturalworkcarriedoutbywomen?

- Whenismostofthenon-agriculturalworkcarriedoutbymen?

- Whichseasoncouldbethemostappropriateforadditionalactivitiesformenandwomen?Whatkindoftimeconstraintsexistandforwhatreason?

- Hintsforthetrainer:AdditionalissuesfortheSeasonalCalendarcanbeaddedaccordingtotheneedsandinterestsoftheparticipants.

Howtofacilitate

Step1.Opendiscussionandbrainstorming(1hour).

Asktheparticipantstodrawamatrix(seeanexamplebelow),indicatingeachmonthalongoneaxisandtopicsalongtheotherone(seeexamplebelow).Itisusuallytheeasiesttostartworkingonthecalendarbytalkingaboutseasons.

Step2.

Reviewdifferenttopicsonebyone.Forexample,askpeopleduringwhichmonththefoodresourcesareusuallyscarce.Discussthereasonswhythathappensandmakesurethatthisinformationisreflectedonthemap.Continuetheexercisemovingtoothertopics.

Afterthecalendarisfinishedasktheparticipantswhichlinkagestheyseebetweendifferenttopicsofthecalendar.Encouragethegrouptodiscussthecreatedcalendar.

Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec

Weather

Foodscarcity

…..

…..

3.3 Genderroles:Defininggenderandsexroles.

Description Attheendofthisexercisetheparticipantswillclearlydistinguishgenderandsexroles.

Time 45min

Howtofacilitate Step1.Workingingroups(10minutes).

Dividetheparticipantsintogroups(notmorethan6peopleineach).Askeachgrouptolistonaflipchartthesociallyexpectedrolesofwomenandmen.Workinginthegroup,theparticipantsshouldidentifywhichrolesaregender-relatedandwhicharebiological.

Step2.Presentationsandopendiscussion(15minutes).

Duringthegrouppresentationsthetrainercanmakeaninputclarifyingthedistinctionbetweengenderandsexroles.

Step3.Individualwork(10minutes).

Theparticipantsdiscussinpairsthemeaningoftheconcept.Theyshouldtrytocometoanagreementontheworkingdefinitionoftheconcepts.


38

Part4.Session4/Analysesofgenderneeds

Womenandmenhavedifferentrolesandresponsibilitiesandthereforehavedifferentinterestsandneeds-thesearecalledpracticalandstrategicgenderinterests/needs27.Consultationwithwomenontheirpracticalgenderinterests/needscanbeaprerequisiteforaddressinggenderinequalities–thisensuresthatstrategicgenderinterests/needsaremetinthelongerterm.

Practicalgenderneeds:Practicalgenderneedsaremoreorlesscommonforeveryone.Theyaredefinedasbasicneedsofsurvivalandincludefood,shelter,clothingandwater.Theyarebasedonthematerialconditionsoflife,areshort-termandcanbemetthroughdirectmaterialinputs28.Thoughmeetingpracticalgenderneedsisessentialinordertoimprovelivingconditionsofindividuals(e.g.women),itisnotaffectingtheirsocialstatus.Thus,womencanenjoyaratherhighstandardoflivingbutstillbeindisadvantagedsocialpositionandfaceoppression.

Strategicgenderinterests/needs:“Strategicgenderinterests/needsarethosethatwomenidentifybecauseoftheirsubordinatepositiontomenintheirsociety”29.Theseneedsarerelatedtotheissuesofpower,control,decision-makingandgenderdivisionoflabourandincludenodomesticviolence,equalwages,revisionofcertainlegalframeworks,etc.Womenmightbeaswellinterestedinchangesinthegenderdivisionoflabour,e.g.theywouldliketobroadencareeropportunities,beconsideredforthepositionsthattraditionally“belong”tomen,sharematernityleavewithmen,delegatemoreresponsibilitiesonchildcaretomen,etc.Sincestrategicgenderinterests/needsarenotaseasilyidentifiedaspracticalgenderneeds,womenmayrequirespecialconditionsandtoolstobeabletocriticallyanalysetheirsituationanddescribewhattheywantandlookfor.

Ontheotherhand,strategicgenderinterests/needsrefertosocio-economicandpoliticalpositionsofwomencomparedtomen.Inthisregardstrategicneedswouldinclude“theskillsetsthatwomenmustgaintoachieveequality,thelegalconditionsthatmustbeachievedtosupportequality,andthesocietalvaluesthatmustbealteredtoprovideabasisforongoingequality”30.Thisisrelatedtostructuresandsystems,whichareembeddedandthereforemoredifficulttodealwith.Inlookingatstrategicneeds,afocusisplacedonfactorssuchas31:

27Chege.ACurriculum,p.6.28Ibid.,p.7.29Ibid.,p.14.30Trainingpackage#1,[5],p.3.31Chege.ACurriculum,[6].


39

Marginalisation-exclusioninprocessessuchasdecision-making.Thisresultsinwomennotbeinggiventhechancestoadequatelyarticulatetheirneedsandinterests.

Discrimination-differentialtreatmentbasedonfactorsoverwhichanindividualhasnocontrol,e.g.sex,tribe,nationality,race,etc.

Objectification-assignmentoflessthanhumanstatusandtreatmenttowomen.

Infantilism-categorisingwomenwithchildren,i.e.havingnolegaldecisionmakingpowers,votingrightsorcapacitytoenterintocontracts.

Dispossession-throughpatriarchalsystemsofpropertyinheritance.

Valueassignment-determiningawoman’svaluebythesexandnumberofchildrenshebears.

Violence-physical,mentalandemotionalabuse,whichisculturallyacceptedascorrectingawifeorharmfulpracticessuchasfemalegenitalmutilationtosubduefemalesexualurge.

Subordination-assignmentofaninferiorpositione.g.treatmentassecond-classcitizens.

MoreinformationonpracticalandstrategicgenderneedsandinterestsispresentedintheTable 132.

Table1.Matrix-Practicalgenderneedsandstrategicgenderinterests

Practicalneeds

• Tendtobeimmediateandshort-term

• Uniquetoparticularwomen

• Relatetodailyneeds,food,housing,income,health,children,etc.

• Easilyidentifiablebywomen

• Canbeaddressedbyprovisionofspecificinputssuchasfood,handpumps,clinics,etc.

Strategicneeds

• Tendtobelong-term

• Commontoalmostallwomen

• Relatetodisadvantagedposition,subordination,lackofresourcesandeducation,vulnerabilitytopovertyandviolence,etc.

• Basisofdisadvantageandpotentialforchangenotalwaysidentifiablebywomen

• Canbeaddressedbyconsciousness-raising,increasingself-confidence,education,strengtheningwomen’sorganisations,politicalmobilisation,etc.

Addressingpracticalneeds

• Tendstoinvolvewomenasbeneficiariesandperhapsasparticipants

• Canimprovetheconditionofwomen’slives

• Generallydoesnotaltertraditionalrolesandrelationships

Addressingstrategicneeds

• Involveswomenasagentsorenableswomentobecomeagents

• Canimprovethepositionofwomeninsociety

• Canempowerwomenandtransformrelationships

32Chege.ACurriculum,[6],p.8.


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StructureofSession4

Bytheendofthesessiontheparticipantswillunderstandtheimportanceofconsideringgenderneedsindailylifeaswellaswhendesigningandimplementingcommunitydevelopmentactions.

Timeneeded 2,5hours



Grouppresentations

Mini-lecture

Necessarymaterials Flipchartpaper,colouredmarkers,cards,stickers,andscotchtape.

Process


2. Theparticipantsaregivenabrainstormingexerciseorotherpracticaltasktodrawtheirattentiontotheissueofgenderneeds.

3. Whenallthetasksarecompleted,thetrainergivesamini-lectureongenderneedsandwrapsupthesession.


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ToolsforSession4Genderneeds

4.1 Understandingofgenderneeds:Exercise“WomenarefromVenus,menarefromMars”.

Time 30min


Dividetheparticipantsintosmallgroups,maximumnumberofpeopleinthegroupupto7(thenumberofgroupsdependsonthenumberoftrainingparticipants).Providenamestoeverysmallgroup,suchasMars,Venus(ifnecessary,Earthandotherplanetscanbeadded).ExplaintotheparticipantsthatVenusisdominatedbywomen,whileMarsisdominatedbymen.Oneoftheadditionalplanetscanhaveequallydevelopedgenderroles/rightsinpractice.

AsktheparticipantstoimaginecommunitiesonMarswithamaledominatedsociety,VenuswithafemaledominatedsocietyandEarthwithbalancedpowers.Theparticipantsshouldconsidergenderrolesandproblemsfacedbysocietiesontheseplanets.

Askthegroupstopresenttheresultsoftheirworkandexplainthesituationondifferentplanets.

Step2.Opendiscussionandmini-lecture(20minutes).

Afterallthepresentationsaredone,asktheparticipantsonwhichplanettheyconsiderthesituationwouldbebetterandwhy.Askspecificquestionsonrespectivegenderneeds.Howdothesocietiesontheplanetsmeetgenderneeds?Whichimpactsofmet/notmetgenderneedsoccurondifferentplanets?Discusstogetherwiththeparticipantswhatshouldbeimprovedontheplanetswherewomen/menarediscriminatedagainst.Aftergettingthefeedback,providethedefinitionofthenotions“genderequality”and“genderdiscrimination”;ifnecessary,explainthesenotionsusingspecificnationalorlocalexamples(genderequalitybylegislation,developmentprogrammes,nationalprojects,etc.).

Example of the outcome posters for the exercise “Women are from Venus, men are from Mars”


42

4.2 Identifyinggenderneeds.Opendebates.33

Time 40min

Materials Fooditems(e.g.chocolateorbiscuits),ropeandmarkers.

Howtofacilitate

Therearetwooptionstoconductthedebate.

OPTION1.

Step1.Game(10minutes).

Startthegamebyselectingfiveparticipants.Askthesefiveparticipantstoplayaroleofvarioushandicaps,e.g.,blindfoldbotheyesofoneperson,tiebothhandsofoneperson,tiebothlegsofoneperson,tiebothhandsandlegsofoneperson,andletonepersonbefree.Placefooditemsabout5-6metersawayfromtheplacewheretheselectedfivearestanding.Askthefiveparticipantstowaitforasignaltostartthegameandthengotothefooditemsandtakeasmuchaspossible.Asktherestoftheparticipantstoremainsilentandmakeobservations.

Step2.Opendebates(20minutes).

- Asktheparticipantsquestionsafterfinishingthegame:

- Howeasyordifficultwasitforthefiveparticipantstoretrievethefooditems?

- Whogotmore,andwhogotless?

- Didthefiveparticipantshaveequalopportunitiestoacquireequalportionsoffood?

- Howcanthissituationbecomparedtothesituationofgenderinyourcountry?


Thetrainercanshowpicturesofwomencaringforhouseholdandfamilymembers,e.g.feedingtheirfamily,cookingorcollectingfuelforhouseholdneeds.Thetrainercanalsorecalltheresultsofthegroupworkduringtheexercise“Dailyscheduleofwomenandmen”.Elaborateonthemessagethatitisimportanttorecognisethatmenandwomendonotstartthe“race”underthesamecircumstances.Societalexpectationsregardingwomenandtheirrolesandresponsibilitiesoftenplacewomenatadisadvantageingainingaccesstoresources.

OPTION2.


Splittheparticipantsintotwogroups.Onegroupwillhaveadiscussiononthequestion,“Whatarethemainproblemsfacedbywomeninyourcommunity?”Thesecondgroupwilldiscussthequestion,“Whatarethemainproblemsfacedbymeninyourcommunity?”

Step2.Presentations(10minutes).

Thediscussionshouldcoverthefollowingquestions:(*)Whatarethespecificproblemsofwomen?(*)Whatarethespecificproblemsofmen?(*)Whatarethecommonproblemsofallgenders?(*)Whataresomeofthecausesoftheseproblemsandhowcantheyberesolved?

Step3.Resume(5minutes).

33Trainingpackage#1,p.20-21.


43

Askoneoftheparticipantstosummarisethesession.Asktherestoftheparticipantstocontributeifnecessary.

Hintsforthetrainer:Choosethegroundsuitableforplayingthegame.Giveenoughtimeforopendiscussion.Makenotesonthelessonslearnedfromthegameasmentionedbytheparticipants.Relatethelessonslearnedfromthegamewiththesituationofwomenandmeninyourcountry.Findotherpracticalexamplesofhowwomenlackaccesstoresources.

4.3 Identifyinggenderneeds.Practicalgenderneedsandstrategicgenderinterests.

Description Bytheendoftheexercisetheparticipantswillbeabletodistinguishbetweenpracticalgenderneedsandstrategicgenderinterests.

Time 40min

Preparation Prepareachartshowingthedifferencesbetweenpracticalgenderneedsandstrategicgenderinterestsshouldbepreparedinadvance.

Howtofacilitate


Showthechartofpracticalgenderneedsandstrategicgenderinterests,andexplainthedifferencesbetweenthetwo.

Step2.Brainstorming(25minutes).

Asktheparticipantstodescribedevelopmentactivitiesundertakenintheircommunitiesorbytheirgroups.Listtheiranswersinacolumn.Whiletheparticipantsnameanddescribeactivities,askthemiftheseactivitiesareaimedatmeetingpracticalgenderneedsorstrategicgenderinterests.Discussthereasons.Arethereanydifferences?

4.4 Identifyinggenderneeds.Houseofmydreams.

Description Duringthisexercisetheparticipantswillgetadeeperandclearerunderstandingofgenderneedsatasimple,practicallevel.Thisexercisealsohelpstoidentifydifferentviewsofmenandwomenonhomecomfortandahealthyenvironment.

Time 40min

Howtofacilitate


Splittheparticipantsinafemaleandamalegroup.Explainthegroupstheaimoftheexercise.Asktheparticipantstothinkaboutconditionstheywanttohaveathomeandcomparethesedesiredconditionswiththeonestheycurrentlyhaveintheirhouseholds.

Theparticipantscanwritedownalistoftheirneedsandwishesregardingacomfortablehome,theycanalsodrawpicturesoncardsorflipchartpaper.Alternatively,theycanusetheircreativitytoconstructsmallpapermodelsofthedreamhouses/households.

Step2.Presentationsanddiscussions(30minutes).

Thegroupsshouldpresenttoeachothertheresultsofthe“dreaming”exercise.Asktheparticipantstoexplaintheirchoicesandwishes.Menandwomenshoulddiscusstogetherthepresentconditions,susceptibilityoffamilymemberstoinappropriateconditionsandthelevelofresponsibilityoffamilymembers.


44

Part5.Session5/Controloverresources

“Thesocialdivisionoflabourthatattributessubordinaterolestowomenreducesatthesametimetheiraccesstoandbenefitsfromresources”34.Accesstoaspecificresourcealoneguaranteesneitheranopportunitytotakepartindecision-makingprocessesregardingitsuse,norensuresthatotherswilltakeone’sopinion/interestsintoconsideration.Thereforethecontroloverresourcesandtheopportunitytobenefitfromthemremaininquestion,andachievingequalcontroloverresourcesisamongthemostimportantobjectivesinthegenderapproach.Sharingthepowerintakingdecisionswillcontributetoamorefairdistributionofresourcesaswellasrelevantbenefits.Moreover,accessandcontroloverresourcesareverymuchinterconnectedwiththedevelopment.

Itoftenoccursthatwomenhaveaccesstoaresource(e.g.agriculturalland),butdonotexercisethecontroloverit,andtheirroleislimitedtoexploitationoftheresource(labour).Thatiswhyitisveryimportanttopayenoughattentiontowomen’sstrategicinterestsinordertoguaranteetheirempowerment35.

StructureofSession5Thissessionwillgivetheparticipantsabetterunderstandingofdifferentaspectsofresourcesinthegendercontext:availability,access,control,utilisationandshareofbenefits.

Timeneeded 2.5-3hours

Sessionoverview • Shortintroductionintothesession• Brainstormingorworkinsmallgroups• Grouppresentations• Mini-lecture


Process


2. Theparticipantsaredividedintogroupsandaregivenanexercise.Forexample,thetrainerpresentsthecontroloverresourceschart(seethetablebelow,preparedinadvance).Oryoustartwithanyotherexerciseexplainedbelow.

Resources Benefits Control Access User

… … … … …

34Ahmad.TrainingManualforGenderAwareness/Sensitization,p.5.35Ibid.


45

Theparticipantsshouldidentifyandlisttheresourcesneededfortheirownhouseholds.Thentheparticipantswillbeaskedtolistthebenefitsof,controlover,andaccesstotheresourcesbywomenandmenandalsowhoutilisestheseresources.Thegroupswillpresenttheirfindings.

3. Afterthegrouppresentationsaredonethetrainerleadsthediscussionabouttheaccessofwomentotheresourcesandcontroloverthem.Thisdiscussionmightraisequestionsondecision-makingpowersofmenandwomenandaboutinstitutionalarrangement(bothtopicsofthenextsession,seebelow).

Hintsforthetrainer:Thetrainercandirectthegroupdiscussionusingthefollowingquestions:

• Whataretheresourcesnecessaryforahousehold?

• Whatkindofbenefitstheyprovide?

• Whocontrolstheseresources?

• Whohasaccesstotheseresources?

• Whousestheresourcesandgetsrespectivebenefits?

ToolsforSession5

5.1 Controloverresources:Mappingexercise.

Description Avillagemapcanprovidearathercomprehensiveoverviewinrelationtotheanalysisofaspecificissue.Ithelpstovisualisethesituationandtomakeitmoreunderstandable.Communitymembersdiscussandpresentthehistoryandmappingoftheircommunity.Thisservesasafirstintroductionandastartingpointfordiscussingthecommunity'senvironmentalproblemsandhowtheyinfluencewomenandmen.

Time 1hour

Howtofacilitate Step1.Workinsmallgroups(30minutes).

Explainthatthecommunitymembersaregoingtoworkinsmallgroupsofmenandwomen.Explaintheprinciplesofthecommunitymappingexercise.Theparticipatinggroupsmakeamapoftheircommunityindicatingwaterbodies(protectedandnotprotected),publicbuildings,roads,marketplaces,areasthatrepresentahazardtohealth,andotherimportantplacesandobjects.Placethegroupsataproperdistancefromeachother.Trytoavoidpeoplerandomlywalkingaroundduringtheexerciseandinterferingwiththeothergroups’work(menstandingwithawomen’sgrouporteacherswithagroupofpupils).


Askthegroupstopresenttheirmaps.Theparticipantscaninitiatefurtherdiscussionsandeditthedraftlistsandmaps,e.g.byrecollectingandaddingmissingobjects,placesorevents.Everybodywhowantstosaysomethingshouldgetenoughtimetoreact.Askpeoplequestionsifsomethingregardingthecommunitymapisnotclearorifdifferentgroupstellcontradictorystories.Theopendiscussionwillrevealdifferentattitudes,accesslevelsandapproachesofwomenandmentothesameobjects.

Hintsforthetrainer:ensureactiveparticipationofallpeoplebywalkingaroundthecommunityandexplainingthateverybodyshouldparticipate.Takecareofthetiming;theexerciseshouldnotbetootime-consuming.


46

5.2 Controloverresources:VillageResourceMap.36

Description Theprimaryconcernisnottodevelopanaccuratemap,buttogetusefulinformationaboutlocalperceptionsofresources.Theparticipantsshoulddevelopthecontentofthemapaccordingtowhatisimportanttothem.TheVillageResourceMapisagoodtooltobeginwith.Itisalsoeasyandfunforthevillagers.Ithelpstoinitiatediscussionwithintheteamofparticipantsaswellasitinvolvesthewholecommunity.Allteammembersshouldobservethemappingexercisebecauseitprovidesanoverallorientationtothefeaturesofthecommunityanditsresources.Attheendoftheexercisetheparticipantsshouldbeinformedaboutthevillagers'perceptionofwhatkindofnaturalresourcesarefoundinthecommunityandhowtheyareused.

Objectives Tolearnmoreaboutthecommunityanditsresources’base.

Withwhom Itisusefultodothisexerciseinseparategroupsofmenandwomen.Thisisbecausewomenandmenmayusedifferentresourcesanditrevealsgenderdifferences.Thewomenwillmaptheresourcestheythinkareimportant(suchaswatersources,firewoodsources,etc.).Themenwillmaptheresourcestheythinkareimportant(suchasgrazingland,infrastructure,etc.).Mapsmayincludeinfrastructure(roads,houses,buildings,bridges,etc.),watersitesandsources,agriculturallands(cropvarietiesandlocations),soils,slopes,elevations,forestlands,grazingareas,shops,markets,healthclinics,schools,churches,specialplaces(sacredsites,cemeteries,busstops,etc.).

Time 1hour

Keyquestions - Whichresourcesareabundant?- Whichresourcesarescarce?- Doeseveryonehaveequalaccesstoland?- Dowomenhaveaccesstoland?- Dothepoorhaveaccesstoland?- Whomakesdecisionsonlanddistribution?- Wheredopeoplegotocollectwater?- Whocollectswater?- Whatdopeopleuseforheating?- Whocollectsheatingmaterial?- Wheredopeoplegrazecattle?- Whatkindofdevelopmentactivitiesdoyoucarryoutasawholecommunity?Where? - Withwhichresourcesdoyouhavethemostproblem?

Howtofacilitate Step1.Workingroups(30minutes).Startbydrawingamapofthevillage(orusetheoneofthepreviousexercise)foreachgroup.Asktheparticipantstodrawallthethingsonthemapthattheyfindimportant.Donotinterrupttheparticipantsuntiltheystopdrawing.Oncetheystop,youcanaskwhetherthereisanythingelseimportantthatshouldbeadded.

Step2.Opendiscussion(30minutes).Whenthemap(ormapsincaseofdifferentgroups)is(are)completed,thetrainershouldasktheparticipantstodescribeit.Askquestionsaboutanythingthatisunclear.Usethekeyquestionstoguideadiscussionaboutresourcesinthevillage.Whileaskingthequestionsmakenotesoraskanybodytoassistyouintakingnotesaboutthekeyremarksandoutcomes.

36PRAToolBox.


47

5.3 Controloverresources:Problemgallery.

Description Thisexerciseismeanttoprovideinformationabouttheproblemsinthecommunity.Eachgroupshouldwritedownallproblemstheyfeeltheyfaceonasheetofpaper.

Objectives Toletthecommunitymembersidentifythedifferentproblemstheyexperience.

Time 1hour


Splittheparticipantsupingroupsofmen/boysandwomen/girlsandaskthemtomakealistoftheircurrentproblems.Itisimportantthatthemen/boysandwomen/girlssitindifferentgroups,sincewomenmightfeelmorecomfortabletalkingwithwomenandmenmorecomfortablediscussingtheproblemswithmen.Furthermore,menandwomenmightexperiencedifferentproblems.Makeanevennumberofmaleandfemalegroups,sothatbothsexesaregiventhesameimportance.Iftherearefewerwomenthanmen,makethegroupsofwomensmallerthanthegroupsofmeninordertoensurethatthereareasmanyfemalegroupsasmaleones.

Hintsforthetrainer:donothelpthegroups–theyareusuallyverywellcapableofformulatingtheproblemstheyfindimportant.Sometimestheparticipantstendtowalkaroundandinterferewiththeworkofothergroups.Kindlyaskthesepeopletoreturntotheirowngroup.

Step2.Brainstorming(10minutes).

Whileeachgroupisstilldiscussingandwritingproblemsonapieceofpaperthetrainergives5cardstoeachgroup.Thetrainerexplainsthattheparticipantscanchoosefromtheirlistofproblems5problemstheyfeelarethemostimportantonesandwriteeachoftheseproblemsdownonaseparatecard.Explainagainthattheycanwriteonlyoneproblempercard.


After5minutescollectthecards.Thenasktheparticipantstocometogetherinonelargegroupagain.

Identify6highestpriorityproblems.

Callforattention:askeverybodytolisten.

Compilesimilarproblems.Makesurethatyouinvolvethegroupsbyaskingloudlyfortheiradviceregardingeachcard,forexample:“CanIrelatetheproblemofwaterpipestohealthproblems?”Putthecardsonthegroundortableandpilethemup,eachcardonthepileitfitsmost(orforminganewpilewhenacarddoesnotfittoanyoftheexistingpiles).

Writealltheindicatedcategories(namesofthepiles)downon1flipchartpaper.Theremaybemanypilesbuteachshouldbeconsideredasaproblem,writethemallontheflipchart.Count(loudly!)thenumberofcardsineachpileandwritethisnumbernexttotheproblem.

Identify6problemswiththelargestnumberofcards.Again,makesureeverybodyhearsandseestheresult.

Ifintheendtherearesomepileswithanevennumberofcards,askpeopletodecidewhatproblemstheyfindmoreimportant(askwomenseparatelyastheymaynotbeasloudorconfidentasmen).

Afterthisexercisetheproblemrankingexercisecanbeconducted.


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5.4 Controloverresources:Problemranking.

Description Thisexerciseismeanttoprovideinformationabouttheproblemsinthecommunity,prioritisingtheseproblems.Eachgroupshouldwritedownallproblemstheyfeeltheyhaveonasheetofpaper.

Time 40min–1hour


Preparations:drawsymbolsonaflipchartpaperthatrepresentthe6problemsidentifiedduringtheProblemGalleryexercise(prioritizingtheproblems,seeabove).Forexample:abottlerepresentswaterpipes,redcrossrepresentsahospital,abookrepresentsaschool,etc.Leaveenoughspacebetweenthesymbols;otherwiseitgetstoocrowdedwhenpeoplestartvoting.

Distribute6votingpieces(e.g.colouredpapers)toeachperson.Explainthattheparticipantscanvotewiththese6votingpapersfortheproblemstheyfindimportant.Theycandothisbyputtingthepapernexttotheproblemsoftheirchoice.Thepeoplecanvoteastheylike.Theycanvotewithalltheir6votingpiecesforoneproblem,underliningitssignificanceandpriority,ordistributethepiecesbetweenseveralproblems.Explainthattheparticipantsshouldthinkcarefullyabouttheirchoicebeforehand.Repeattheexplanationofthevoting(howonecanindicatethechoice,distributionofvotingmaterial,noexternalinfluence)duringtheactualvoting.

Countthevotes.Askafewcommunitymemberstohelpyouwiththecounting.Itisimportantthatallparticipantsclearlyseethatthecountingofthevotesisdoneproperly.Writetheresults(thenumberofvotesperproblem)onaflipchartpaperandannouncetheresultstotheparticipants.Indicatewhichproblemhasreceivedmostvotes,whichproblemwasrankedsecond,etc.

Hintforthetrainer:Makesurethatpeopledonotinfluenceothersduringthevoting.Makesurethatyouhaveenoughmaterialtodistributetoall.Thefacilitatorandthepersonresponsiblefortakingnotesshouldnotinfluencetheparticipants;neithercantheparticipantshelpthemtowritedownthelistedproblems.


Holdabriefdiscussionabouttheprioritisedproblems.Asktheparticipantstoexplainshortlythenatureandthecausesofeachproblemprioritised.Forinstanceifpeoplemention“healthissues”asaproblem,trytofindoutwhatthecausesofthisproblemare.Herewithmakesurethatallthestatementsarerecorded.Takingnotesisveryimportant.

Finalisetheactivitybyaskingwhethereverybodyagreeswiththeprioritiesgiventothedifferentproblems.


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5.5 Controloverresourcesanddecision-making:StakeholderAnalysis

Description Drawingacircleofinfluencecaneasilyidentifystakeholders.Astakeholderanalysisshowsinstitutions,organisations,groupsandimportantindividualswhocanbefoundinthevillageaswellasthevillagers’viewsoftheirimportanceandroleinthecommunity.AdditionallytheCircleofInfluenceexplainswhoparticipatesinthesegroupsintermsofgenderandsocialstatus.

Hintforthetrainer:Iftheparticipantsfinditdifficulttounderstandthistool,itwillbehelpfultoprovidethemwithasimpleexample.Makesurethatyouhaveallmaterialthatisneeded.YoucanuseaBIGsheetofpaper,pencilsandmarkers.Ifyoudecidetousepaper,peopleshouldfirstuseapenciltobeabletostillchangethesizeofthecirclesthattheparticipantswilldraw.

Objectives Toidentifyexternalandinternalinstitutions/groups/importantpersonsactiveinthecommunity,toclarifywhoparticipatesinlocalinstitutionsbygenderandsocialstatus,tofindouthowthedifferentorganisationsandgroupsarerelatedtoeachotherintermsofcontact,cooperation,informationflowandprovisionofservices.

Time 1hour

Keyquestions - Whichorganisations/institutions/groupsareworkinginorwiththecommunity?

- Whichorganisations/institutions/groupsdothevillagersconsiderthemostimportant,andwhy?

- Whichstakeholdergroupsaddresstheissuesofhouseholdfoodsecurityandnutrition?

- Whichorganisationsworktogetherandcooperate?

- Aretheregroupsthatareonlywomenormen-oriented?

- Aresomeparticulargroupsorpeopleexcludedfrombeingmembersofcertaininstitutionsorreceivingrelatedservices?

Howtofacilitate

Step1.Workinsmallgroups(30minutes).

Theexerciseshouldbedoneingroups.Iftimeallowsitwillbegoodtoformseparatefocusgroupsforwomenandmen.Makesurethatthepoorestandmostaffectedparticipantsalsojointhegroupwork.Explaintheobjectivesofthisexerciseonstakeholders.

Asktheparticipantswhichorganisations/institutions/groupsexist/canbefoundinthevillageandwhichexternalones(fromelsewhere)areworkingincollaborationwiththem.Makesurethattheyalsothinkofthesmallinformalgroupslikee.g.watercommittees.Thefollowingquestionsmightalsobeuseful:

- Howdopeopleassisteachother?- Whichlocalgroupsarefocusedonenvironmentalissues(water,arableland),

economicissues(saving,credit,agriculture,livestock),socialissues(health,literacy,religion,traditions,education,sports)?

- Arethesepoliticalgroups?- Whotakestheimportantdecisionsinthevillage?

Asktheparticipantstodrawabigcircleinthecentreofthepaper(seethepicturebelow).Thiscirclerepresentstheparticipant(individually)orthecommunity.Discussinwhichwaytheparticipantsbenefitfromdifferentorganisations,howimportantiseachorganisation/institutionforthem.Themostimportantonesarethendrawnasabigcircleandthelessimportantonesassmallercircles.Asktheparticipantstocompare


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thesizesofthecirclesandtoadjustthemsothatthesizesofthecirclesrepresenttheimportanceoftheinstitution,organisationorgroup.

Asktheparticipantstoshowthedegreeofcontact/cooperationbetweenthemselvesandthoseinstitutionsbydistancebetweenthecircles.Institutionswhichtheydonothavemuchcontactwiththemshouldbefarawayfromtheirownbigcircle.Institutionsthatareinclosecontactwiththeparticipantsandwithwhomtheyco-operatemostly,shouldbeinsidetheirowncircle.Thecontactbetweenallotherinstitutionsshouldalsobeshownbyadistancebetweenthecirclesonthemap(seeFigure2below).


Askthegroupswhichinstitutionsareonlyacceptingwomenormenasmembers.Arethereanyinstitutionsorgroupsthatdoprovideserviceseitheronlyformenoronlyforwomen?Showtheanswersbymarkingthecircleswithacommonsymbolformenorwomen.

Askthemtodiscussinwhichorganisationspoorpeopledonotparticipateandwhy.Askifthereareanyservicesofcertainorganisationsfromwhichthepoorerpeopleareusuallyexcluded.Marktheseinstitutionsonthemapbyusingasymbolforpoor.Youmightalsoaskifthereareothergroupsofpeoplethatusuallyareexcludedfromsomeoftheseinstitutionsorservices.

Onlyiftimeandthemotivationoftheparticipantsallows,askthegrouptodiscussandtakenotesonthedeclaredstrengthsandweaknessesofthoseinstitutionswhichwerereportedasmostimportant.

Thefacilitatorhastolistenverycarefullyandwritedown,whythedifferentorganisationsareconsideredmoreorlessimportant.

Circle of influence: the size and distance reflect the importance of certain institutions and the level of cooperation with them

Touching circles: some cooperation

Large distance: no or little cooperation

Close to each other: only loose contacts exist

Overlapping: close cooperation


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5.6 Acasestudyongendermainstreaming

37Manualforflexibleandtailor-madeCapacityBuilding,TrainingandCoachingonGenderandWater

Description Analysinghowtomainstreamgenderatalocallevel:

Time 1½-2hours

Howtofacilitate

Step1:Workinsmallgroupsandreadthecase

Dividetheparticipantsin2-3groupsanddistributethecasestudy.Letthemassignarapporteurfirstwhowillreportonthefindingsofthegroupinplenary.Lettheparticipantsreadthecaseandletthemdiscussaboutthequestionsforabout30minutes.TheinhabitantsoftheslumsinTiruchirapallidistrictinTamilNasu,Indiaaremostlypoorpeopleofthelowestcaste.Theyliveseparatedfromtherestofsocietythatconsidersthemtobeunclean.Typicaloccupationsformenwouldbelabourersandmanualworkers,whereasthewomenwouldworkasmaidservantsandhomemakers.

Asinthepast,membersofthecommunityhaveoftenbeenexploitedbypeoplefromoutsideoftheslums,sotheytendtomistrustoutsiders.Thereisnocommunicationlinkbetweenthepeoplelivingintheslumsandgovernmentofficials.Mendointeractwithoutsiders,butwomenlackawarenessofgovernmentservicesandschemesandareafraidtomeetgovernmentofficials.Genderbeliefsholdthatwivesshouldobeytheirhusbands,andtheonlypowerwomenhaveistomanagethefamilyonwhateverfundstheirhusbandschoosetogivethem.

Thereareonly6communitydrylatrineswherehumanwastefallsintoanopenpit,and2latrineswithseptictanksconstructedbythemunicipalcorporation.However,these8latrineshaveallbecomeunserviceablebecauseofpoormaintenancebythemunicipalinfrastructures.Evensothebrokentoiletsarestillusedfordefecation,aswellasthepavementareaoropendrainsinfrontofthehouses.Thegeneratedwasteiscollectedfromthepitsandswepttothesidebypeopleofalowercaste.Thiscreatesahugemoundofhumanwaste,whichisahazardtocommunityhealth.Afterrainfall,thewastefloatsaroundinthestreetsandintothehomes,asthereisnodrainagesystem.

WomenfromViragupettaireport,“thenon-maintenanceofthelatrinescausesfaecalwormstogenerateandreproduce,andtheycanbefoundnearbythewatertaps,andeveninsidethewallsofourhouses”.Thepoorsanitationandcontaminatedwateraffectsallfamilieswithdisease,increasingnotonlytheirmedicalexpensesbutalsotheworkloadofwomenwhoneedtotakecarefortheill.

Localgovernmentdoesnotclearblockedlatrinecomplexesandifwasteorsanitationrelatedconstructionworkistobecarriedout,theydosowithoutinvolvingthecommunity.Alackofsupervisionhasledtounfinishedworkbutalsotonewtoiletsthatstayedlockedfortwoyears.Requeststolocalgovernmentsforbetterservicesweretonoavail.ThestateauthoritiesforurbanaffairsinTiruchirapallidistrictwantstostartaprogramme“NamakkuNameThittam”(WeforOurselves)toencouragepeoples’participationandtoempowerwomen,involvingNGOs.37

Step2:OpenDiscussion

Coneback intheplenaryand leteverygrouppresenttheir findings in5-10minutes.Discussthe findings and summarise the conclusions. Use the following questions to help guide thediscussion:

1.Whatarethegenderissuesinthiscase?

(Thinkofhowdifferentgroupsofpeoplewillbeorareaffecteddifferently,andwhowillbenefitfromproposeddevelopments,andwhowillbenegativelyimpacted.)

2.Whatstrategiesandapproachescantheprojectadopttoaddresstheseissues?


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Annexes

Evaluation

Toassessthevalueandapplicabilityofthetrainingtotheparticipants’work,toanalysetheefficiencyofappliedmethodsandtoolsandtounderstandhowfuturetrainingmayneedtobeadjustedtobestrespondtoparticipants’needs,evaluationattheendofthetrainingisrequired.Forthispurpose,preparefeedbackforms(sampleformprovidedbelow).Uponthecompletionofthetrainingdistributetheformsamongtheparticipants,collectandreviewthemandanalysethegivenresponses.

Trainingfeedbackform

Wewouldliketoreceivefeedbackregardingthetrainingyouhaveattended.Pleaseanswerthequestionsbelow.

Howdoyouratetherelevanceofthetrainingyouhaveattended(pleasemark)?

Veryrelevant Somehowrelevant Relevant Irrelevant

Pleaseratethefollowingbytickingtheappropriateboxbelow:

Verygood Good Fair Poor

Timing

Content

Methods

Facilitation


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1. Whichtopicsdidyoufindusefulforyourwork?Howdoyouhopetochangeyourpracticeasaresultofthistraining?

2. Whichtopicswereleastapplicableforyourwork?

3. Whatdidyoulikemostaboutthistraining?

4. Whataspectsofthetrainingcouldbeimproved?

5. Pleaseleaveanyothercommentsorsuggestionsthatyoumayhave:

Thank you for your response


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Glossaryofgenderterms

AccessandControl Productive,reproductiveandcommunityrolesrequiretheuseofresources.Ingeneral,womenandmenhavedifferentlevelsofbothaccess(theopportunitytomakeuseofsomething)totheresourcesneededfortheirwork,andcontrol(theabilitytodefineitsuseandimposethatdefinitiononothers)overthoseresources.

Culture Thedistinctivepatternsofideas,beliefs,andnorms,whichcharacterisethewayoflifeandrelationsofasocietyorgroupwithinasociety.

Discrimination(indirectordirect)

“Anydistinction,exclusionorrestrictionmadeonthebasisofsex…inthepolitical,economic,social,cultural,civiloranyotherfield.”38Directdiscriminationreferstoactsthatspecificallydiscriminatecertaingroupsinsociety.Indirectdiscriminationoccurswhenneutrallawsandrulesfailtoaddresstheunequalstartingpointofindividualstowhomthelawapplies.39

Empowerment Anincreaseinaperson’s“abilitytomakestrategiclifechoicesinacontextwherethisabilitywaspreviouslydeniedtothem.”40

Gender Identifiesthesocialrelationsbetweenmenandwomen.Itreferstotherelationshipbetweenmenandwomen,boysandgirls,andhowthisissociallyconstructed.Genderrolesaredynamic,changeovertimeandvarywithindifferentsocietiesandtraditions.

GenderAnalysis Genderanalysisistheprocessofanalysinginformationinordertoensurethatdevelopmentbenefitsandresourcesareeffectivelyandequitablytargetedtoallgenders,andtosuccessfullyanticipateandavoidanynegativeimpactsdevelopmentinterventionsmayhaveonwomenandmenoronexistinggenderrelations.Genderanalysisisconductedthroughavarietyoftoolsandframeworks.Itincludesamethodologyforcollectingandprocessinginformationaboutgender.

GenderAwareness Anunderstandingthattherearesociallydetermineddifferencesbetweenwomenandmenbasedonlearnedbehaviour,whichaffectsaccesstoandcontroloverresources.Thisawarenessneedstobeappliedthroughthegenderanalysisintoprojects,programmesandpolicies.

GenderBasedViolence Genderbasedviolenceisdefinedasanyactthatresultsinabodily,psychological,sexualand/oreconomicharmtosomebodyjustbecauseheisamanorsheisawoman.Suchactresultsinthedeprivationoffreedom,aviolationofotherrightsandhasnegativeconsequencesonthepersonaldevelopment.

Gender-blind Afailuretorecognisethatgenderisanessentialdeterminantofsocialoutcomesimpactingonprojects,programmesandpolicies.Agender-blindapproachassumesthatgenderisnotaninfluencingfactorinnearlyeveryactivity.

38ConventionontheEliminationofAllFormsofDiscriminationagainstWomen(CEDAW).39Christodoulou,J.(edt.ByAnnaZobnina2009).2005.GlossaryofGender-relatedTerms.40CEDAW


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GenderDiscrimination Thesystematic,unfavourabletreatmentofindividualsonthebasisoftheirgender,whichdeniesthemrights,opportunitiesand/orresources.Women’sdifferentialaccesstopowerandcontrolofresourcesiscentraltothisdiscriminationinallinstitutionalspheres,i.e.thehousehold,education,community,market,andstate.

GenderDivisionofLabour

Thesociallydeterminedideasandpracticesthatdefinewhatrolesandactivitiesareseenasappropriateforwomenandmen,whattypesofworkcanmenandwomendo.Whilethegenderdivisionoflabourtendstobeseenasnaturalandimmutable,infact,theseideasandpracticesaresociallyconstructed.

GenderEquality Equalitybetweenmenandwomenreferstotheenjoymentofequalrights,opportunitiesandtreatmentbymenandwomenofallagesinallspheresoflifeandwork.Itimpliesthatallhumanbeingsarefreetodeveloptheirpersonalabilitiesandmakechoiceswithoutthelimitationssetbystereotypesandprejudicesaboutgenderrolesorthecharacteristicsofmenandwomen.Itmeansthatthedifferentbehaviour,aspirationsandneedsofwomenandmenareconsidered,valuedandfavouredequally.

GenderEquity Entailstheprovisionoffairnessandjusticeinthedistributionofbenefitsandresponsibilitiesbetweenwomenandmen.Theconceptrecognisesthatwomenandmenhavedifferentneedsandpowerandthatthesedifferencesshouldbeidentifiedandaddressedinamannerthatrectifiestheimbalancesbetweenthesexes(equalityofoutcomes).

GenderMainstreaming Theprocessofensuringthatwomenandmenhaveequalaccesstoandcontroloverresources,developmentbenefitsanddecision-making,atallstagesofdevelopmentprocess,projects,programmesorpolicy.Itmeanstheintegrationofequalityconcernsintoallpolicies,programmesandactivities.

GenderNeeds Leadingonfromthefactthatwomenandmenhavedifferingrolesbasedontheirgender,theywillalsohavedifferinggenderneeds.Theseneedscanbeclassifiedaseitherstrategicorpracticalneeds.

GenderPlanning Referstotheprocessofplanningdevelopmentalprogrammesandprojectsthataregendersensitiveandwhichtakeintoaccounttheimpactofdifferinggenderrolesandgenderneedsofwomenandmeninthetargetcommunityorsector.Itinvolvestheselectionofappropriateapproachestoaddressnotonlywomen’sandmen’spracticalneeds,butalsoidentifiesentrypointsforchallengingunequalrelations(i.e.strategicneeds)andforenhancingthegender-responsivenessofapolicydialogue.

GenderRelations Hierarchicalrelationsofpowerbetweenwomenandmenthattendtodisadvantagewomen.Thesegenderhierarchiesareoftenacceptedas‘natural’,butaresociallydeterminedrelations,culturallybased,andaresubjecttochangeovertime.Theycanbeseeninarangeofgenderedpractices,suchasthedivisionoflabourandresourcesandgenderedideologies,suchasideasofacceptablebehaviourforwomenandmen.

GenderRoles Learnedbehavioursinagivensociety/community,orothergroup,thatconditionwhichactivities,tasksandresponsibilitiesareperceivedasmaleandfemale.Genderrolesareaffectedbyage,class,race,ethnicity,religionandbythegeo-graphical,economicandpoliticalenvironment.Changesingenderrolesoftenoccurinresponsetochangingeconomic,naturalorpoliticalcircumstances,in-cludingdevelopmentefforts.Peopleofallgendersplaymultiplerolesinsociety.


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GenderSensitivity Encompassestheabilitytoacknowledgeandhighlightexistinggenderdifferences,issuesandinequalitiesandincorporatetheseintostrategiesandactions.

GenderStereotypes Stereotypesareastructuredsetofbeliefsaboutthepersonalattributes,behavioursandrolesofaspecificsocialgroup.Genderstereotypesarebiasedandoftenexaggeratedimagesofwomenandmenwhichareusedrepeatedlyineverydaylife.

Intersectionality Theunderstandingthattherearemultipleinterconnectedfactorsofdiscrimination(racism,sexism,homophobia,transphobia,xenophobia,classism,speciesism)affectingindividuals.Thesefactorsmakeupindividuals’experienceoftheworldandcannotbelookedatseparatelyfromanother.41

Patriarchy Systemicsocietalstructuresthatinstitutionalisemalephysical,socialandeconomicpoweroverwomen.Theconceptofpatriarchytriestoexplainthesystematicsubordinationofwomenbybothoverarchingandlocalisedstructures.Thesestructuresworktothebenefitofmenbyconstrainingwomen’slifechoicesandchances.

Resources Resourcescanbeeconomic:suchaslandorequipment,loansandcredits;political:suchasrepresentation,leadershipandlegalstructures;social:suchaschildcare,familyplanning,education;andalsotime—acriticalbutoftenscarceresource.

Sex Identifiesthebiologicaldifferencesbetweenmenandwomen,suchaswomengivingbirth,andmenprovidingsperm.Sexrolesareuniversal.

Sex-disaggregatedData Foragenderanalysis,alldatashouldbeseparatedbysexinordertoallowdifferentialimpactsonmenandwomentobemeasured.

Socialisation Itisaprocessofinformallearning,whichimpartscertainvalues,attitudes.Socialisationisacontinuousandlifelongprocessandseveralinstitutionsstartingwiththefamilyweareborninhelpinperpetuatinggenderbasedbehaviour.Oftenthesocialisationprocessissubtleandtheonlytimewerealiseitsworkingiswhenwegoagainsttheprescribednorms.

Women’sEmpowerment A‘bottom-up’processoftransforminggenderpowerrelations,throughindividualsorgroupsdevelopingawarenessofwomen’ssubordinationandbuildingtheircapacitytochallengeit.Empowermentissometimesdescribedasbeingabouttheabilitytomakechoices,butitmustalsoinvolvebeingabletoshapewhatchoicesareonoffer.Whatisseenasempoweringinonecontextmaynotbeinanother.

41Christodoulou,pp.19-20.


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Listofadditionalgendertrainingtools

GenderEqualityTraining:GenderMainstreamingToolkit

EuropeanInstituteforGenderEquality,2016

http://eige.europa.eu/rdc/eige-publications/gender-equality-training-gender-mainstreaming-toolkit

GenderMainstreaminginHigherEducationToolkit

INASP,2016

http://www.inasp.info/uploads/filer_public/93/f6/93f69fa7-5e2c-47df-824e-4606df9d5db8/inasp_gender_toolkit.pdf

MainstreamingGenderintoAgriculturalInnovationPlatforms

ForumforAgriculturalResearchinAfrica,2016

http://faraafrica.org/wp-content/uploads/2017/01/Mainstreaming-Gender-into-Agricultural-Innovation-Platforms.pdf

PacificGenderandClimateChangeToolkit

https://genderinsite.net/sites/default/files/pacificgenderclimatechange.pdf

LandAccessforWomenProgram(Vietnam)

InternationalCenterforResearchonWomen,2015

https://www.usaid.gov/vietnam/press-releases/feb-4-2016-training-toolkit-support-womens-access-land-rights-vietnam


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Listofreferences

- Ahmad,Nazir,GulcheenAqil,andIngridNyborg.TrainingManualforGenderAwareness/Sensitization

- WorkshopforCommunityRepresentatives.NLH/AKRSPHighAltitudeIntegratedNaturalResourceManagementProgram,2002.

- BureauofStrategicPlanning-SectionforWomenandGenderEquality.UNESCO’sGenderMainstreamingImplementationFramework(GMIF)for2002-2007.Paris,France:UNESCO,2007

- CEDAWCommittee.2010.ConcludingobservationsoftheCommitteeontheEliminationofDiscriminationagainstWomen.46thSession.UNDocCEDAW/C/ALB/CO/3.

- Chege,Rose.ACurriculumfortheTrainingofTrainersinGenderMainstreaming.AfricanWomen’sDevelopmentandCommunicationNetwork,2007.

- Christodoulou,J.(edt.ByAnnaZobnina2009).2005.GlossaryofGender-relatedTerms.http://www.peacewomen.org/assets/file/AdvocacyEducationTools/genderglossary_migs_aug2005.pdf

- EngagingMenattheCommunityLevel.TheACQUIREProject/EngenderHealthandPromundo,2008

- FoodandAgricultureOrganization.BridgingtheGap:FAO’sprogrammeforgenderequalityinagricultureandruraldevelopment.Rome:FAOoftheUnitedNations,2009

- GenderAwarenessTrainingonConceptsandTerminologies,Manualforstaffandresourcepartners.Liberia:CivilSocietyandMediaLeadershipProgram,2016.

- GenderandDevelopmentProgramme,UnitedNationsDevelopmentProgramme(GIDP/UNDP):UNDPLearningandInformationPack-GenderMainstreaming,June2000.

- GenderandFoodSecurityToolkit.WECF-Alga,2013.

- GenderMainstreamingTrainingModulesforCivilSocietyOrganizationandLocalGovernments/PictureofWomenandMen,BoysandGirls,DisabledPlanningTogether.CouncilforEconomicEmpowermentforWomenofAfrica-UgandaChapter(CEEWA-Uganda),2009

- GlossaryofKeyGenderTermsandConcepts.WorldMeteorologicalOrganization.https://public.wmo.int/en/resources/gender-equality.

- Manualforflexibleandtailor-madeCapacityBuilding,TrainingandCoachingonGenderandWater.GWA2016.

- Module1:Gender,conceptsandapproachestomainstreaminggenderinSDGs.GWA.

- MinistryofGender,ChildrenandSocialDevelopmentofKenya.TrainingManualonGenderMainstreaming.DepartmentofGenderandSocialDevelopment,2008.

- MinistryofGenderandFamilyPromotion.GenderTrainingModule.Rwanda:2011.

- PRAToolBox.InConductingaPRATrainingandModifyingPRAToolstoYourNeeds.AnExamplefromaParticipatoryHouseholdFoodSecurityandNutritionProjectinEthiopia.Ethiopia:FAOoftheUnitedNations,1999.http://www.fao.org/docrep/003/x5996e/x5996e06.htm.

- Reeves,HazelandSallyBaden.GenderandDevelopment:ConceptsandDefinitions.Brighton:InstituteofDevelopmentStudies,UniversityofSussex,2000.

- Siwal,B.R.BasicFrameworkandStrategyforGenderTraining.NewDelhi,India:WDDivision,NIPCCD,2005.

- TrainingPackage#1/InterpersonalGrowthandGenderinGroups/Module#3GenderandDevelopment,GenderRoles.CanadaNepalGenderinOrganizationsProject,2008.

- UNFPAandWorldYWCA.EmpoweringYoungWomentoChange.WorldYWCA,2006.

- WVIGenderandDevelopment.GenderTrainingToolkit,2nded.CA,USA:WorldVisionInternational,2008.


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WECF The Netherlands

Korte Elisabethstraat 6 NL - 3511 JG Utrecht, The Netherlands Tel.: +31 - 30 – 231 03 00 Fax: +31 - 30 – 234 08 78

www.wecf.org

WECF e.V.

St.-Jakobs-Platz 10D - 80331 Munich, GermanyTel.: +49 - 89 – 232 39 38 - 0Fax: +49 - 89 – 232 39 38 - 11

WECF France

Cité de la Solidarité Internationale 13 avenue Emile Zola74100 Annemasse, FranceTel.: +33 - 0 -450 834 810

This manual addresses trainers of gender trainings in order to assist them in designing their individual training sessions and in choosing relevant exercises to deepen the learning experience of participants. The aim is to ensure that parti-cipants of a respective trainings get an introductory knowledge on the subject, and start to reflect on gender issues and determine how these issues should be addressed within the context of their work related to sustainable development. Conducting gender trainings according to the proposed scenarios will promote gender-responsive, result-oriented planning, implementing, monitoring and evaluating of activities, programmes and policies. The presented tools and exer-cises can also be helpful in enhancing leadership skills.

Titel.indd 2 18.01.18 14:08

Gender in Sustainable Development - wecf.eu€¦ · Description of interactive methods ... This Gender TOT Instruments ... If the participants represent cultures with little practice

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