2014 SOS Podgorica SOS Telephone for Women and Children Victims of Violence – Podgorica, MONTENEGRO 5/1/2014 TC "TRAINING OF TRAINERS ON GENDER MAINSTREAMING"
2014
SOS Podgorica
SOS Telephone for Women and
Children Victims of Violence –
Podgorica, MONTENEGRO
5/1/2014
TC "TRAINING OF TRAINERS ON GENDER MAINSTREAMING"
"Training of Trainers on Gender Mainstreaming", 01 – 08. May 2014, Ulcinj, MONTENEGRO
2
TC "TRAINING OF TRAINERS ON GENDER MAINSTREAMING"
2014
"Training of Trainers on Gender Mainstreaming", 01 – 08. May 2014, Ulcinj, MONTENEGRO
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Leading partner and main organizer: SOS telephone for women and children victims of violence – Podgorica (SOS Podgorica), MONTENEGRO, e-mail: [email protected], [email protected] www.facebook.com/sostelefonpodgorica; tel/fax: +382 20 232 254, 232 253 Director of SOS Podgorica: Biljana Zekovic Coordinator of the SOS Youth Programme: Ivana Smolovic Trainers: Aleksandra Gligorovic, Martina Cekovic, Ivo Ivanovski
This project has been funded with support from the European Commission. This publication reflects the views only of the author,
and the Commission cannot be held responsible for any use which may be made of the information contained therein.
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1 CONTENTS 2 Introduction ............................................................................................................................. 5
3 MAIN CONTEXT AND OBJECTIVES OF THIS TRAINING COURSE .............................................. 5
4 ORGANIZERS ............................................................................................................................ 6
4.1 Main organizer ................................................................................................................. 6
4.2 PARTNERS IN PROJECT REALIZATION ............................................................................... 7
5 PROGRAM OF THE TRAINING COURSE .................................................................................. 11
6 Day one .................................................................................................................................. 12
7 Day two .................................................................................................................................. 14
8 Day three ............................................................................................................................... 18
9 Day four ................................................................................................................................. 19
10 Day five .................................................................................................................................. 24
11 Day six .................................................................................................................................... 26
12 Summary of the evaluation ................................................................................................... 27
13 PR of the project .................................................................................................................... 30
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TC "Training of Trainers on Gender Mainstreaming"
2 INTRODUCTION
TC "Training of Trainers on Gender Mainstreaming" was 6 days program that has been organized in Ulcinj,
Montenegro, by SOS telephone for women and children victims of violence – Podgorica (SOS Podgorica).
It gathered 36 youth workers, leaders, volunteers and members of NGOs dealing with youth - 18
participants from Program countries and 18 participants from SEE. Countries involved were: Montenegro,
Albania, Bosnia and Herzegovina, FYR of Macedonia, Serbia, Bulgaria, Slovakia, Romania, Croatia,
Netherlands, Spain, Turkey, Germany and Italy.
Main goal was to contribute to future better social
inclusion and participation of all and increase
understanding of youth workers, leaders, volunteers
that gender mainstreaming is an essential part of all
aspects of their partnership projects and is crucial for
lasting growth and democracy in their countries and it
also symbolizes a society’s level of political maturity.
Project aims in building European sense of ownership
among young people around Europe (EU and SEE
concretely) but ownership when it comes to values of
the EU and social inclusion and gender equality as one of the crucial. As mentioned above, we wanted to
inspire young people around Europe to work on creating vision of more equal and more gender sensible
EU in the future, and we want to give them tools how to make their activities more inclusive and more
gender sensitive, in order to increase active participation of all.
3 MAIN CONTEXT AND OBJECTIVES OF THIS TRAINING
COURSE
Equal participation of women and men in all aspects of society is crucial for lasting growth and democracy.
It also symbolizes a society’s level of political maturity. In the past decade, the European Union has
embraced a new and broader agenda for equal opportunities between women and men. By contrast with
the Union’s traditional focus on equal pay and equal treatment in the workplace, this new agenda also
includes specific positive actions on behalf of women, as well as a new commitment to ‘mainstream’
gender throughout the policy process.
One of the objectives of this TC/project was that young people from EU and SEE understand that inclusion
and equality are processes that needs to be supported, are not something that will just happen in their
work and it cannot be something we add on to make our application more acceptable by saying for
example “we don’t discriminate” or “we treat everyone the same” or that “men and women are working
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together, so there is no need to focus separately on their respective needs.”. Gender is not the same as
sex, and it is not only about women: gender in general refers to the socially constructed roles appropriate
for men and women in any society at any given time, governed by power relations. Gender mainstreaming
is not an additional issue to other factors organizations need to take into account when planning or
implementing youth project and partnerships (such as financial efficiency, accounting, trans-nationality,
empowerment, coordination and so on) but crucial integrated part of them.
In EU 2013 is year of Citizens (http://europa.eu/citizens-2013/) and with this project we wanted to inspire
young people around Europe to build a vision of more equal and more gender sensible EU in 2020.
4 ORGANIZERS
4.1 MAIN ORGANIZER SOS telephone for women and children victims of violence – Podgorica (SOS Podgorica), MONTENEGRO
www.facebook.com/sostelefonpodgorica; e-mail: [email protected], [email protected]
SOS telephone for women and children victims of violence – Podgorica (SOS Podgorica) has 17 years of
experience in gender field. As a part of Education program of organization many trainings, seminars on
this topic were realized for different target groups (young people - volunteers of the organization and
students, police officials, judiciary, health service providers, journalists). From establishment, organization
has implemented about 100 projects, with voluntary work of all engaged (Board and volunteers) and with
the support of various donors: CARDS, OXFAM/NOVIB, CIDA, FOSI, UNDP, U.S. Embassy, Slovak AID;
UNIFEM).
Permanent activities are: SOS telephone (free help line) for women and children victims of violence;
Mediation between victims of violence and governmental institutions, such as Courts, Social services,
Police; Free legal, psychological and pedagogical help; Realization of scientific research project, education
trainings and PR and introducing public with forms and frequencies of violence against women, children
and youth, and elderly.
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4.2 PARTNERS IN PROJECT REALIZATION 1. Beyond Barriers Association, ALBANIA
www.beyondbarriers.org; e-mail: [email protected]
Beyond Barriers Association, is a national association of young disabled and other disadvantage
youngsters, a voluntary, non-profit, non-governmental organization that protects the rights and interests
of young people. Goal is: To integrate young people with disadvantage in society. To promote a social
model for disability vice versa of existent medical model in Albania. For us a social model is an essential
step for an equal participation, mainstreaming and equal opportunities for all young disabled regardless
of the type or degree of disability. Working areas include: Human rights, education, professional courses,
training, infrastructure, employment, counseling, youth exchanges in and abroad country. Our association
is developing projects and programs in local and European level. We are Contact Point of YiA for Albania
since April 2010. We are active in organizing trainings, youth exchanges, partnership building activities,
seminars, EVS etc.
2. UNIque Junior Enterprise, ALBANIA
http://unique-je.org/; e-mail: [email protected]
UNIque is a nonprofit consulting enterprise located in Tirana (Albania) whose aim is to offer students that
follow higher education studies the possibility to bridge the gap between theory and practice. Students
are involved in projects and in the management of the Junior Enterprise. UNIque was founded by know &
how JE in cooperation with Albanian students in Albania, Austria, Germany and Italy and was registered
as a non-profit organization in Albania in October 2009. Our mission is to become a bridge between
university and labor market, as well as a bridge between Albania, Europe and the World. The concept of
Junior Enterprises aims to provide students of higher education with a unique “learning by doing”
experience. While still studying at the university, students create and manage their own non-profit SMEs.
They offer various consulting services to the market, in relation to their field of study, such as marketing,
finance, communication and engineering.
3. Youth Cultural Center – Bitola (YCC Bitola), FORMER YUGOSLAV REPUBLIC OF MACEDONIA www.mkcbt.org.mk; e-mail: [email protected]
Youth Cultural Center - Bitola (YCC- Bitola) is an independent, non-governmental, non-partisan and non-profit youth organization established in 1997 and officially registered in 1999. In the long term sustainable development of the Center a lot of energy and assets have been invested for effective functioning in the field of urban culture, youth, volunteering and non-formal education. Vision: Our vision is developed democratic society in which the young people are the leaders of the progress. Mission: To unite and develop the creative potentials of young people in South East Europe and to encourage civic activism. Short term goals: Sustainable development of Volunteer Center of Macedonia; Capacity building for youth and skills development; Support of civic initiatives and campaign; Support of urban cultural production. 4. Association for Theater values expansion (Theater Factory), FORMER YUGOSLAV REPUBLIC OF
MACEDONIA
e-mail:[email protected]
Theatre Factory (Teatar Fabrika) is a non- profit, non-government organization that works on local and
international level. It was founded in 2013 in Skopje by 5 young people, theater professionals and youth
leaders with significant experience in youth work and art productions. Main mission is to create and
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promote cultural development and active youth participation. Our main activities are oriented in making
theater productions that will include young professionals and will give them freedom to present their own
form of expression. Theater is a powerful tool and we try to experience and promote the ways in which it
can be used to contribute for social change, acceptance of diversity and conflict resolution.
5. Educational Center Krusevac, SERBIA
www.ec.org.rs; e-mail: [email protected]
Educational center is founded in the July 2000., and registered in May 2001., as non-government,
nonpolitical and nonprofit organization The Mission of ECK is promotion and development of civil society,
trough lifelong non formal education and support to active engagement. ECK is aimed at two areas of
priorities: The implementation of life long non formal citizen education in the field of democracy, civil
society, human rights, the respect of differences and culture of peace and non-violence; The support of
active youth participation in social life of the community. Educational center offers free internet access,
social games, books, and publications. Youth can also attend various programs of non-formal education,
learn about youth exchange programs and international participation and thus express their own desires
and also potentials.
6. Stichting Diversiteitsland (Diversityland Foundation), NETHERLANDS
www.facebook.com/minoritiesineurope; e-mail: [email protected]
Stichting Diversiteitsland’ (Diversityland Foundation) is a grass-roots consultant and project organization.
We aim to enhance social inclusion of vulnerable minority-groups. Employees and volunteers of
knowledge centers and social work organizations established ‘Stichting Diversiteitsland’ in 2008. We
differ from others by our bottom-up approach: the activities arise from the demands of our neighborhood
residents. They keep us focused on themes such as positive advocacy, empowerment, participation,
stereotyping, opinion, dialogue, networking and tolerance. We build lasting relationships between these
neighborhood residents and organizations, in order to achieve a greater mutual understanding and
communication. These issues led to the decision to bundle their experience and advise policy makers on
how to use the opportunities created through a culturally diverse society for the general benefit.
7. Organization for civil initiatives (OCI/OGI), Croatia
www.ogi.hr; e-mail: [email protected]
Vision of the organization is: Society of active citizens that actively participate in creating sustainable communities through usage of all of its potentials. Support for citizens and public sector in development of democratic institutions and development of social services and social entrepreneurship in communities. Program activities: Development of NGOs and local civil initiatives; Development of regional and local self-government, and local boards; Education of officials, councilors and employees of local self-governments about civil society; Participation of citizens in creating public policies; Mobilization and organization of the community; Inter-sector connecting; Cross-border and regional cooperation; Increasing employment and improvement of labor market efficiency; Development of social services – priority on marginalized groups; Development of social entrepreneurship; Models of local partnership; European integrations – processes. 8. Associazione Artemide A.p.s., ITALY
http://cerquosino.altervista.org/artemide, e-mail: [email protected]
Cultural Association Artemide, house laboratory "the Cerquosino" is born in 1996, in one of those
disadvantaged and poorly productive areas that are nearly preserved intact until today. The House
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Laboratory “Il Cerquosino” has been restructured following bio building construction techniques focusing
the attention on energy critical consumption: there have been installed solar system collectors, waters'
herbal purification system, wood storage heater as well as to the principles of recovery and recycle
materials; construction with local stone. The association Artemide for years proposes itself as crossroad
of experiences in the educational field, the EDUC-active project has as primary objective the education to
the independence, the young people, above all if carriers of uneasiness, are stimulated and motivated
asking them to be active part in the process of theoretical construction and practice of the activities.
9. Haus der offenen Tür (HOT), GERMANY
www.kompetenzagentur.com; www.hot-sinzig-de; e-mail: [email protected]
The institution "Haus der offenen Tür" is part of the Catholic Church community named "St. Peter" in
Sinzig and is an institution concerning youth work. Youth work is described in § 11 of the social law, the
so called "SGB VIII". In cooperation with the civil community there is one colleague who works in the 3 in
Sinzig situated schools as a social worker (§ 13 SGB VIII). Since July 2007 the "Kompetenzagentur" is a
project of the institution. This project is part of the EMPOWERING YOUNG PEOPLE initiative of the Federal
Ministry for Family Affairs, Senior Citizens, Women and Youth and is funded by the European Social Fund
(ESF). The task of this project is it to accompany young disadvantaged people in the age of 14 up to 27 to
find their place in society. Competence agencies promote and improve the cooperation and coordination
between the institutions and stakeholders after leaving school (networking).
10. Asociación Juvenil Dadoo XXII (AJDXXII), SPAIN
e-mail: [email protected]
Dadoo XXII Youth Association works in the field of youth since 2003, developing activities of interest for
young people (youth meetings, leisure activities, training, workshops, etc...), run by and for youth. In the
last five years we have worked closely with the Youth Department of City Council of Íllora, managing that
area. We also work and collaborate with different organizations and institutions of the province of
Granada in meetings and youth events, training programs, etc.., creating a network of support and help
with projects and activities, generally in the youth field.
11. ADEFIS JUVENTUD INTERNACIONAL, SPAIN
www.adefis.org; e-mail: [email protected]
International youth ADEFIS was established as a non-profit organization as a result of the experience with
youth programs for the development, Education and Social Inclusion and to promote equality and
integration among young people, developing projects and programs directed to prevent discrimination
for any reason: birth, race, sex, religion, or personal and social status, as well as in the implementation of
projects and programs of environmental protection, sustainable development, culture, promotion of
voluntarism and awareness to Spanish society, European and third countries. Just us development
cooperation and co-development in countries with low per capita income and extreme poverty.
12. LIR Civilno drustvo / LIR Civil society, BOSNIA AND HERZEGOVINA
www.lir.ba; e-mail: [email protected]
LIR civil society is it is a non-profit, non-governmental development, consulting and research organization
qualified to work on different aspects of economic and social development, environmental protection and
management. Capacity Building / Education of CSOs, Public authorities, Private sector and beneficiaries in
different fields: socio-economic development, environment, social inclusion, reconciliation, human rights
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and provision of development activities and trainings for small entrepreneurs for vulnerable population
in order to increase their competitiveness and capacities in management of socio-economic businesses;
Establishment of clusters and networks, conducting strategic planning and advocacy campaigns in the
field of social inclusion and business sustainability of vulnerable people; Development of partnership
between public and private sector in regards to human rights protection, environmental protection and
economic development.
13. TAV - Turkiye Avrupa Vakfi Turkey Europe Foundation, TURKEY
www.turkeyavrupavakfi.org; e-mail: [email protected]
Turkey Europe Foundation recognizes as its fundamental object to protect and develop the common
values of humanity and in this framework, the principles of human rights, democracy, freedom and
supremacy of law. It shares an aspiration for civilized life in which humanity can develop itself freely. In
this context, it deems accommodation of any ideas defending various views which take democracy and
human rights as fundamental objectives, its richness and makes it a duty to support initiatives in this
direction regardless of their originating from whichever segment of society or political party. With this
understanding Turkey Europe Foundation has carried out many international and local projects, with the
aim of improving democracy and conditions in Turkey to become a strong member of European Union. It
is a member of Anna Lindh Euro-Med Foundation and representative of College of Europe Brugges in
Turkey. It has been organising seminars and trainings in fields from health to law.
14. A.D.E.L. – Association for Development, Education and Labour, SLOVAKIA
e-mail: [email protected]
The organization which trying to create opportunities for young people who would like to be an active,
try and learn something new and gain some experience and knowledge for personal and professional
development. They would like to enrich the educational, social and cultural life of young people living in
their country, mainly young people with fewer opportunities and coming from Eastern Slovakia.
Organization is aimed towards community of youth development, because they believe that young people
can play an active role in the public life and become partners in the decision- making processes, and a
driving force in the shaping of the society they live in. They would like to contribute to the formation of
new successful generation, which is determined to change the world for the better.
15. Cooperation for Voluntary Service – Bulgaria, BULGARIA
www.cvs-bg.org; e-mail: [email protected]
CVS-Bulgaria is a non-governmental organization that offers a public service in the area of international
voluntary work. Its aims are to promote interaction and contact between young people from all over the
world and to give young people the opportunity to participate in voluntary projects of different areas –
culture, ecology, work with children and elderly people and others in Bulgaria and abroad. CVS-Bulgaria
is also working on short- and long-term projects such as organizing work camps, sending and hosting LTVs
and EVSs. CVS-Bulgaria is active in the field of youth exchanges. We send young people with fewer
opportunities to exchanges as part of their integration and well-being as a part of the community. In order
to ensure quality projects, we organize educational and preparation courses for the leaders and the
participants.
16. 4YOUNG Association, ROMANIA
www.4young.ro/en; e-mail: [email protected]
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4 YOUNG Association is a youth NGO established in 2008 in Ploiesti City, Romania. The purpose of the
association is to promote on multiple levels, initiatives, actions and projects in order to stimulate, train
and develop youth in areas such as civic and democratic culture, defending and promoting human rights
and freedoms, promoting EU active citizenship, the Romanian traditions on national and international
level by providing educational resources to young people for long life learning, to promote policies for
social and professional integration of young people and for an independent life, promoting modern forms
of communication between social environments. 4YOUNG is organizing courses on methods and
instruments used in non-formal activities and has experience in organizing and participating in Youth in
Action projects.
5 PROGRAM OF THE TRAINING COURSE
TIME DESCRIPTION OF ACTIVITIES
Arrival 01.05.2014 - Arrivals of participants and trainers and suport staff
DAY 1 - 02.05.2014
AM Introduction to the training
Getting to know each other
Expectations and contributions
Objectives and elements (program) of TC
Erasmus +
Self-directed learning
PM Gender mainstreaming a closer look at the concept and terms
Practical exercise: understanding the concept of gender mainstreaming
A short history of European Union policy and gender mainstreaming
DAY 2 - 03.05.2014
AM Gender and Development Concepts
From Women in Development (WID) to Gender and Development (GAD)
PM Guests – NGO dealing with gender and youth
Mainstreaming Gender in Youth programmes and projects
DAY 3 - 04.05.2014
AM The gender impact analysis:a step-by-step description
Role of Trainer in educating youth NGOs in GM
PM Visit to NGO in Ulcinj dealing with gender and youth
Visit to Municipality Department in Ulcinj dealing with gender and youth
DAY 4 - 05.05.2014
AM How to take account of the gender perspective in managing the programme
Gender-sensitive indicators
PM Youth work and gender
Youth and gender in music
DAY 5 - 06.05.2014
AM Evaluation grid to assess the gender dimension of projects we prepare
Guest and Press Conference in Ulcinj to present project and YiA: 1. Government of Montenegro: Ministry of human and minority rights – Office for
Gender Equality and 2. Director of SOS telephone for woman and children victims of violence - Podgorica
PM Trainers role in GM
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Using social networks for GM
DAY 6 - 07.05.2014
AM Planing of future steps for individual work and organisation
Joint projects
PM Joint projects
Evaluation of the TC
Departure 08.05.2014
6 DAY ONE
The main goal of the Day 1 one was to introduce the trainer’s team, support staff and participants and to
establish basic rules of conduct and the way of working for the next week. During first part of the day
main objective was to introduce the goals of the TC, YiA & Erasmus+ possibilities for work on this filed and
development of cooperation.
In order to go through first phase of group development and work on trust building several exercises were organized, like name game (Passing the ball), icebreakers (name and favourite movie – Between my legs is… etc.). After this stage, participants were asked to share expectations, fears and contributions that they are capable and willing to share during training itself. Results of this session are presented in the photo on the left side. Participants also shared their previous training experience in this area. Detailed presentation of the program was made and space for questions and answers provided. Trainers’ team, Aleksandra, Martina and Ivo presented themselves and their work so far. Next important topic was about SDL (self-directed learning). Main
goal was that participants gets familiar with concept of learning, find
their learning styles; Learn about learning styles, usage of personal
learning plan & Youth pass; and Learn about self-directed learning. This was done by finding learning styles
through origami exercise; Learning styles presentation; Self-directed learning theory & Youthpass
introduction, and practical work on personal learning plan.
Next block was already getting directly into topic of the training – Gender and gender mainstreaming: a
closer look at the concept and terms - trough small group work, presentations; Short video on GM and
trainers input. Practical exercise: understanding the concept of gender mainstreaming trough buss groups
and discussion. Finally, a short history of European Union policy and gender mainstreaming was
introduced trough interactive game.
WHAT IS GENDER MAINSTREAMING?
The term gender mainstreaming first entered EC parlance in 1991, when it appeared as a relatively small
but innovative element in the Third Action Programme on Equal Opportunities, though the concept
remained unrealized during the Third Programme itself (1991–6). During this period, the Commission
undertook specific sectoral initiatives on behalf of women, and participated actively in the preparation
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for the Beijing Conference, where it endorsed the principle of gender mainstreaming on behalf of the EU
(Commission of the European Communities 1995). However, no attempt was made during the Third
Action Programme to create a bureaucratic structure across the Commission capable of introducing a
gender perspective into all EU policies.
After list of activities in this filed, quality
between women and men was strengthened in
the Treaty of Amsterdam and is one of the
priorities for developing employment in the
European Union. All Member States have
decided to include the principle of equality
between women and men (or "gender
equality") in all policies and actions at European
level, particularly in the fields of education and
culture. Understanding gender dimension and
its importance in EU policies is one of the key
objectives. The question of fighting
discrimination, solidarity, equality and
multiculturalism are values that are generally endorsed by young people. They are at the heart of
European integration but also of the cooperation with the rest of the world. In this sense our TC tended
to fulfil the expectations of young persons to protect universal fundamental rights and talk about EU
values openly.
The concept of gender mainstreaming calls for the systematic incorporation of gender issues throughout
all activities of GOs, as well as governmental institutions and policies. As defined by the Commission,
which adopted a formal commitment to gender mainstreaming in 1996, the term involves: The systematic
integration of the respective situations, priorities and needs of women and men in all policies and with a
view to promoting equality between women and men and mobilizing all general policies and measures
specifically for the purpose of achieving equality by actively and openly taking into account, at the
planning stage, their effects on the respective situation of women and men in implementation, monitoring
and evaluation. (Commission of the European Communities 1996: 2) Gender mainstreaming promises to
bring a gender dimension into all EU policies.
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However, the ability of youth to organize and to influence
policy is dependent in part upon mobilizing structures, defined
as ‘those collective vehicles, informal as well as formal, through
which people mobilize and engage in collective action’
(McAdam et al. 1996: 3). That is why we have to work together
on this issues and understand that equality and
nondiscrimination are preconditions for socially coherent
Europe that will give opportunity for dissent life to all young
people.
7 DAY TWO
Gender and Development Concepts
The participants were asked following questions: What does it mean to be a woman? What does it mean to be a
man? Are we born knowing our gender? What influences our concept of our own gender?
Despite these considerations we can start to build on some
straightforward descriptions. Gender can be seen as the ways in
which we understand and live as male and female. From birth, our
social and cultural contexts offer us meanings, limits and possibilities
of being ‘woman’ or ‘man’. The World Health Organisation (WHO)
offers a useful summary of this:
‘Sex’ refers to the biological and physiological characteristics that define men and women. ‘Gender’ refers to the socially constructed roles, behaviors, activities and attributes that society considers appropriate for men and women.
“The term ‘gender’ is used to describe a
set of qualities and behaviors expected
from men and women by their societies.
Gender is not biological; girls and boys
are not born knowing how they should
look, dress, speak, behave, think or
react.”
To accept the idea of gender and the
kinds of thinking that follow from it is to
accept that being a woman or a man is
not only a biological category of being
with a fixed, shared meaning, but rather
that these are categories that - socially
and culturally - we give meaning to. Kalyani Menon-Sen expresses this very nicely. To put it another way: ‘male’ and
‘female’ are sex categories, while ‘masculine’ and ‘feminine’ are gender categories.
Discussion with participants: Is this definition different in your language? Do the words ‘gender’ and ‘sex’ exist? Is it possible to translate
this? How do categories of masculine and feminine work in your language?
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Gender and sex: Can people have a different gender to their biological sex? Are there only two types of gender? What is the relationship between our body and our gender – if there is one?
Work in small groups: Worksheet group A. Worksheet group B. Compare! Results are on the photo with blue
background.
Reflection: On what issues and in what ways do you
experience sex and gender being confused? Why do you think this is?
The list of examples provided by WHO has a global scope. Could you add some examples for your own country, or from Europe?
Aspects of sex will not vary substantially between different human societies, while aspects of gender may vary greatly.
Some examples of sex characteristics: Women can menstruate while men cannot. Men have testicles while women do not. Women have developed breasts that are usually
capable of lactating (producing milk) while men have not.
Men generally have bigger bones than women.
Some examples of gender characteristics: In most countries women earn significantly less
than men. In Vietnam many more men than women smoke
because female smoking has not traditionally been considered appropriate.
In Saudi Arabia men are allowed to drive cars while women are not. In most of the world, women do more housework than men.
GENDER CONCEPTS:
Gender: this concept refers to socially constructed differences, which change in time and place.
Gender Equality: The needs, aspirations, and interests of women and men are equally valued and favoured in a way that both benefit from the development process and fully enjoy their human rights.
Gender mainstreaming: the process of promoting gender equality in all policies, programmes and projects at all levels and at all stages. The ultimate goal is achieving gender equality.
From Women in Development (WID) to Gender and Development (GAD)
This session was done according to the Handbook: Curriculum for Training of trainers in Gender mainstreaming that targets civil society, governments and intergovernmental representatives involved in gender mainstreaming and/or in communicating this work to wider audiences. Objective of the session was to explain the concepts of gender and development and how it relates to the women in development and other development approaches. Learner Objective was that by the end of this session participants have an understanding of the different concepts used in gender and development work.
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Theoretical and Historical Approaches to Women/Gender and Development was presented. These are various approaches that have been and continue to be used in women.s development namely: welfare, efficiency, anti-poverty, equity, empowerment and mainstreaming.
Guests – NGOs dealing with gender and youth from Ulcinj
During this session we had two guests from organizations working in this field from Ulcinj:
Vera Nakic, coordinator of Network of Roma and Egyptians for Ulcinj “First (PRVA)”,
Vera Andric, member of Association of parents of the children and youth with disability, and also successful
women entrepreneur.
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They presented the work of their organizations, what is their biggest success,
what are major changes in working with marginalized groups. Vera Nakic focused
more Roma and Egyptian women and children and youth. Vera Andric presented
her personal experience in work of the association, and especially as a women
entrepreneur. After that, participants used time to ask them questions about
situation and life of youth from marginalized groups in Ulcinj, their work, and
recommendations from their experience (best practices in strengthening young
people, especially women to participate in programs and projects, and general
community life). After this session, discussion continues during coffee break,
since it was very interesting for international group of participants to communicate and exchange with guests from
local community. (Photo: Vera Nakic, coordinator of Network of Roma and Egyptians for Ulcinj “First (PRVA)”)
Mainstreaming Gender in Youth programmes and projects
Topics covered by this part of the program where: Gender mainstreaming in projects – policy definitions and phases of gender mainstreaming in projects: A. Assess whether the gender perspective plays a role in project activities B. Assess the significance of gender perspective at various stages of the project:
Assessment of the initial situation, the problem to be solved, and the operating environment, Assessment of project goals, Assessment of target groups, Assessment of measures planned, Assessment of monitoring and assessment methods, Assessment of communications, Assessment of dissemination and embedding of best practices.
Trainer Ivo Ivanovski made a presentation about GM in activity cycle (main elements can be found in PPT snapshots below).
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8 DAY THREE
The gender impact analysis: a step-by-step description
Objective of this session was to explain and differentiate between the various gender analysis frameworks. Learners’ objective was that by the end of this session, the participant become able to apply tools of gender analysis to their work in sector and thematic areas. This session was organized according to the Handbook: Curriculum for Training of trainers in Gender mainstreaming. Currently there are several gender-analysis frameworks in use. The framework to use will depend on the type of programmes and projects an organisation is implementing. Most frameworks have some similarities in their approach to analysis; most of them will for example emphasise an analysis of productive and reproductive activities as well as issues of desegregation of data and information by sex. It is therefore important for gender trainers to understand the conceptual differences between the various frameworks in order for them to make the right choice of the framework. Below are some of the frameworks in use. Harvard Gender Analysis Framework Gender Planning in the Third World by Caroline Moser Gender Equality and Empowerment Framework by Sara H Longwe People Oriented Planning by UNHCR Social Economic of Gender Analysis (SEGA) ABC of gender analysis for text books and curriculum Gender Analysis Matrix (GAM ) Social Relations Approach Capacities and Vulnerabilities Analysis framework.
Role of Trainer in educating youth NGOs in GM
During this session more focus was on role of trainer in preparation of trainings, especially leading trainings. Deep
analysis was made on How to deal with difficult/ challenging participants. This topic was of big importance for the
group because during this specific training we had 2 persons very hard to manage, and for them as a future trainers
this was something they stressed it could be problem to deal with. Topics from the presentation can be found below.
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Visit to NGO in Ulcinj dealing with gender and youth
Visit was organized to SOS UCLINJ (SOS telephone for women and children victims of violence – Ulcinj). We were
hosted by Hatidža Nelaj, director of SOS Ulcinj, presented the work of the organization, and two of their
volunteers. She gave information on what kind of activities SOS Ulcinj is implementing, about their cooperation
with Municipality (they have signed Memorandum of cooperation with Municipality Ulcinj).
Visit to Municipality Department in Ulcinj
dealing with gender and youth was
planned by the project but it was not
possible to organize it because of the
obligations of the main secretary for Social
affairs in Municipality. But,
communication with Ministry of human
and minority rights – Office for Gender
Equality was intensify and they agreed to
come to visit project and present what is done on Governmental / national level in this area. This presentation was
made during and after Press Conference on the Day 5. (Photo: Hatidža Nelaj, director of SOS Ulcinj, and poster in SOS
Ulcinj office)
9 DAY FOUR
How to take account of the gender perspective in managing the programme
The 10 Steps for Gender Mainstreaming includes: 1. A Mainstreaming Approach to Stakeholders: Who are the Decision-Makers? 2. Mainstreaming a Gender Agenda: What is the Issue? 3. Moving Towards Gender Equality: What is the Goal? 4. Mapping the Situation: What Information do we have? 5. Refining the Issue: Research and Analysis 6. Formulating Policy or Project Interventions from a Gender Perspective
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7. Arguing Your Case: Gender Matters! 8. Monitoring: Keeping a (Gender-Sensitive) Eye on Things 9. Evaluation: How Did We Do? 10. En-gendering Communication
Step 1 concerns the program and policy making context. The people involved in the process, along with their values
and understanding of gender issues, will significantly determine the outcome of your policy or program or project.
During this phase you should seek answers to the key questions:
Who are the stakeholders?
Do they include individuals or groups with a “gender perspective”?
Gender mainstreaming means that “gender”
stakeholders need to be identified and included
throughout the policy or program cycle.
Multiple stakeholders bring greater accountability and a
wider variety of options to the policy-making process. It
also introduces a series of “checks and balances” against
competing viewpoints. Negotiating these multiple
viewpoints will result in better policy-making.
Is there gender balance in all institutions and bodies involved?
If strong gender imbalance exists among stakeholders or the core policy making group, take measures to involve more of the underrepresented gender – be it men or women. This is a question of accountability and credibility.
Where is gender expertise available?
Stakeholders with gender expertise will help you identify entry points for gender mainstreaming and implement a
mainstreaming approach throughout the entire project or policy-making cycle. These experts are important allies.
Such expertise might be found with policy-making colleagues, academics, consultants, NGOs or community groups,
or development partners. Bringing this expertise aboard is mainstreaming at its most basic level.
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Gender sensitive stakeholder checklist: It is important to check have the following individuals and groups been brought into the policy or project cycle:
Gender focal points in other ministries or departments? Development partners with a gender equality mandate? A governmental or independent economist with gender expertise? Male and female representatives of private sector interests? An umbrella organization of women’s or gender NGOs? Any NGOs or community groups that represent men’s gender interests? Relevant sectoral or “special interest” NGOs that have an interest or experience in gender issues? Human rights groups or advocates? Think tanks or policy analysts with experience and expertise in gender issues? Academics or researchers from university Gender Studies departments?
Gender-sensitive indicators
In order to ensure that mainstreaming has taken place, and that there is no fading away of gender issues during the
project implementation, it is important to formulate indicators for use in the monitoring and evaluation process.
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Indicators are defined as measures of progress and can be quantitative or qualitative, where the former are
expressed numerically and the latter descriptively.
Youth work and gender
This session included work in small groups on how we understand NFE and Youth work. After presentation in plenary
discussion on how they integrate gender component into that. Presentations of what the organisations are focused
on and their work in this filed.
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The framework includes three levels of analysis that should be taken into consideration:
Micro: The micro level analysis helps to identify major constraints
faced by women at the household and community level, which will
have repercussions on the meso and macro levels.
Meso: The meso level deals with gender sensitivity of specific local
structures; it focuses on institutions and organizations and their
delivery systems. It investigates whether they reflect gender
equality principles in their structure, in their culture, in the services
they provide and in the way these services are provided.
Macro: The macro level deals with the overall institutional environment and interrelations between actors. This can
relate to for example legislation, policies and budgets.
GENDER AND HIV/AIDS
How SOS Podgorica is integrating gender perspective into work on HIV/AIDS was presented by one of the trainers - Martina Cekovic trough PTT: Integrating Gender in the National response to HIV/AIDS.
She presented what SOS Podgorica is doing in the area of strengthening the capacity of national stakeholders on gender issues related to the implementation of the national response to HIV / AIDS. Women are often exposed to various forms of discrimination and violations of basic human rights. They belong to particularly sensitive group exposed to poverty, stigmatization, sex trafficking, sexual violence, domestic violence, as well as other various forms of violence that carries legal and illegal work. Activities of SOS Podgorica in this area: Research on the topic: "Gender equality in the context of HIV / AIDS" (review and analysis of international and domestic legislation, conducted interviews with representatives of institutions-tested knowledge, attitudes and existing practices in the work of institutions in relation to gender issues and their impact on HIV vulnerability, conducted analysis of users’ groups by service providers. Training for representatives of health, government and NGOs on the theme "Gender sensitive approach to prevention and care of HIV / AIDS“. Training for representatives of media on the topic "The impact of media on the integration of gender-based principles in response to
HIV / AIDS in Montenegro
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10 DAY FIVE
Evaluation grid to assess the gender dimension of projects we prepare
Presentation of Grid and gender analysis matrix (gam) Worksheet was made. Participants in small groups practiced
on how to fill it.
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Guests and Press Conference in Ulcinj to present project and YiA
This part of the Program was organized with support from the Government of Montenegro - Ministry of human and
minority rights. Two representatives of the Ministry came to Ulcinj to present what the Government of Montenegro
is doing in the area of Gender mainstreaming.
Biljana Pejovic - Independent Advisor at the Ministry for Human and Minority Rights - Office for Gender
Equality,
Maja Jovic - Programme Associate in the Ministry for Human and Minority Rights - Office for Gender
Equality,
Biljana Zekovic, Executive director of SOS telephone for women and children victims of violence –
Podgorica (SOS Podgorica).
Director of SOS Podgorica presented what the
SOS is working on for the last 18 years in this
field. She presented also results of the other
projects that SOS Podgorica is implementing and
are supported by EU and are in line with
organizational mission and vision and purpose of
organizing international trainings like this TC.
Representatives from the Government
presented Legal and policy framework for
gender Equality in Montenegro – the Law on
Gender Equality, Law on protection from Family
Violence, National Strategy for Gender equality
etc. Representatives of the Ministry brought lot
of publications about gender equality for the
participants, some of them in English, some
bilingual, some Montenegrin (Serbian/Croatian/Bosnian) and Albanian language.
Press Conference was followed by TV Teuta from
Ulcinj. They made interviews with representatives
from Ministry, and Director of SOS Podgorica,
Biljana Zekovic. DVD with this video is attached to
this report, and can also be found at TV Teuta
YouTube channel.
Journalist from Radio Ulcinj was also present and
she interviewed 4 participants as well. This was
broadcasted during following day in Informative
program, but we could not get the transcript for
the purpose of this report.
Articles about this Press conference and training were published also in:
Facebook page of SOS Podgorica www.facebook.com/sostelefonpodgorica
Website of Government of Montenegro – Ministry for minority and human rights: Office for Gender Equality, http://www.mmp.gov.me/pretraga/138394/Trening-kurs-o-rodnoj-ravnopravnosti.html
National daily Newspapers “Pobjeda” http://www.pobjeda.me/2014/05/07/ulcinj-trening-o-znacaju-rodne-ravnopravnosti-za-demokratiju/#.U2yFwPmSySo ,
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Portal CDM http://www.cdm.me/drustvo/crna-gora/ulcinj-odrzan-trening-kurs-o-rodnoj-ravnopravnosti , Ulcinj Info in Montenegrin language http://mne.ul-info.com/sos-telefon-odrzan-trening-kurs/ . Ulcinj Info in Albanian language http://ul-info.com/sos-telefoni-u-mbajt-kursi-i-trajnimit/
It was shown on TV “Teuta” on 07th of May and on 11th of May 2014, and can be found on their You Tube chanel https://www.youtube.com/watch?v=igIAjSQHARQ&feature=youtu.be
Mentioned articles can be found at the end of this Report in PR of the project section.
Participants preparing and leading the sessions
In the afternoon part of the program, participants were on this day strengthened to practice, and in small groups
prepare and lead session by themselves.
Topics that were covered were:
Youth work and gender Youth and gender in music Using social networks for GM LGBT in gender.
Trainers, Aleksandra, Ivo,
and Martina, were providing
them with more information
when needed, more support
during preparation, and they were monitoring the process of team work,
content development and implementation of the workshops as well. They
were also following workshops and giving comments to each group directly
after the implemented session.
Participants showed big commitment in preparation of the workshops, and
where mainly open for feedback from trainers and proposals for improvement
in future work. Although, lot of them said that they still don’t feel comfortable
to lead the sessions and would need more training and practice.
11 DAY SIX
Last working days was planned for Planing of future steps for individual work and organisation. After brainstorming
of what the project is, and short discussion on what
are needed steps in planning of the projects, the
trainers concluded that more theoretical input on
this is needed. So, one of the trainers, Aleksandra
Gligorovic, gave theoretical input on: Problem tree
and defining the needs, defining objectives, results,
and activities that we want to implement, making
action plan for the project preparation.
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Participants were writing their own ideas for projects, small groups
according to interest has been made, and in small groups the project
ideas have been developed.
When developed, project ideas were presented in plenary, and all
other interested persons were invited to join the groups and work on
project development in the future.
Evaluation
Evaluation of the project was done in several ways – first, participants
were asked to express verbally in one word about how they feel at the
end of the TC. Some of the answers where following: really good, happy, so-so, OK, peaceful, better, improved,
confused, amazing, accomplished, great, tired, disappointed, relaxed, sexy, well feed, happy, updated, awesome,
relaxed, satisfied, fortuned, lucky to be here.
Participants were reminded to send typed Key
competences that they want to include in their
Youth pass.
All participants received blue envelops to write
messages for their friends from training that will
be taken home in memory on this TC. Team of
trainers gave their personal evaluation and
closing speech.
Evaluation questioner was passed to all
participants to fill-in.
12 SUMMARY OF THE EVALUATION
Evaluation questioner was distributed to all participants. They were asked two group of questions – one related to logistic, and one related to the program. They could rate specific element from 1 to 5, where 1 is the best (very satisfied) and 5 not satisfied. They could add personal comments as well. Here are the results.
1. Logistic
40%
12%36%
4%8%
Logistic support – help in organizing transfer
1
2
3
4
5
40%
12%
36%
4%8%
General accommodation
1
2
3
4
5
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2. Programme
40%
12%
36%
4%8%
Food / Coffee Breaks
1
2
3
4
5
40%
12%
36%
4%8%
Working space
1
2
3
4
5
40%
12%
36%
4%8%
Content of the program (topics covered)
1
2
3
4
5
40%
12%
36%
4%8%
Methods
1
2
3
4
5
40%
12%
36%
4%8%
Trainers’ competences
1
2
3
4
5
40%
12%
36%
4%8%
Your personal contribution to the program
1
2
3
4
5
40%
12%
36%
4%8%
Group commitment and participation in program
1
2
3
4
5
40%
12%
36%
4%8%
Group spirit
1
2
3
4
5
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Comments about the programme, trainers, guests: I am very happy and satisfied with a trainers and I like program all time. Generally the program was ok. In some session I felt more as I was on a seminar then on training. Trainers are very competent and they used a lot of interesting methods which I will use in my work. It could be a bit better, but it was great (especially with a so different people). Great professionals! Awesome training, the program was really good, accommodation was perfect! Trainers were emperors! As it was ToT I expected more of the program and of the methods.
Since it was ToT the program covered all important parts. Trainers were really professionals even that they could communicate and hangout with rest of the group after session. Guest from Ulcinj has a really great input, very useful.
Everything was ok except some participants. Program well designed, great and competent trainers. I am very satisfied with all about things, persons and what I have learned. The program and the trainers were very good and I liked it. You were great! Everything was fine, quite a pleasant experience. Trainers were great The trainers work as a teachers sometimes I really enjoyed everything and I learned a lot about what means to be a trainer, to organize this kind of
program, I learned something from every session
Could you explain to your friends what gender mainstreaming is? Please give the definition or list elements:
That male and female must have the same rights.
It means to include as much as possible stakeholders (NGO, Institutions, Universities and Employers) to reach
a wider target, population when they deal with gender equality and importance of G.E.
I will definitely implement it in my work. Gender mainstreaming is promoting gender equality for improving
the community.
GM is the process of establishing gender equality in many levels of society not only in politics but in social
services and economics…
The process of involving females in every single part of lives. To fight for human rights.
40%
12%
36%
4%8%
Guest speakers from Ulcinj
1
2
3
4
5
40%
12%
36%
4%8%
Guest speakers from Ministry of human and Minority rights
1
2
3
4
5
40%
12%
36%
4%8%
Guest speaker from SOS Telephone Podgorica
1
2
3
4
5
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Inclusion of Gender Equality elements in activity designing.
The process and methods to involve both female and male in the society.
GM is promotion of women rights and contribution in politics and law.
GM is a way to mainstream gender as an important topic in projects, policies and society in general.
GM is mainstreaming gender issues in all kind of topics
Process of achieving equality between gender through different methods
Good buy until the next opportunity!!
13 PR OF THE PROJECT
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