Slide presentation to accompany TAGs.

1. Guidelines for Integrating
Gender-based Violence
Interventions in
Humanitarian Action
MODULE 5 - Thematic Areas:
Integrating Gender-Based Violence
Interventions in EDUCATION

2. Agenda
 Links between GBV and Humanitarian Programming
 Knowledge Basics for Implementing the Thematic Area
Guidance
 A Closer Look: Assessment; Resource Mobilization;
Implementation; Referrals; Coordination; Monitoring
and Evaluation
 Discussion of Implementation Strategy
 Developing an Action Plan

3. Outcomes
 EDUCATION actors are informed about key
relevant elements of the Guidelines
 EDUCATION actors are supported to develop an
action plan with indicators for integrating the
Guidelines’ recommendations into their areas of
operation
 EDUCATION actors identify accountability
measures to track progress of GBV risk reduction
mainstreaming and response
EDUCATION

4. Guidelines for Integrating Gender-based Violence Interventions in Humanitarian Action
“Protection of all persons affected and at
risk must inform humanitarian decision-
making and response…it must be central
to our preparedness efforts, as part of
immediate and life-saving activities….”

5. Guidelines for Integrating Gender-based Violence Interventions in Humanitarian Action
Warm-up Activity: Mapping Risk across
EDUCATION
1) What types of GBV are prevalent in your settings?
2) What are the risks in this setting that contribute to GBV
• Pre-existing - exists independent of, or prior to emergency or conflict
(culture, policy, etc.)
• Emergency-related - specific to/resulting from the disaster or conflict
• Humanitarian-related - caused directly or indirectly by humanitarian
environment
3) What can your cluster/sector do to prevent and mitigate
GBV risks?
• Pre-existing risk mitigation activity
• Emergency-related risk mitigation activity
• Humanitarian-related risk mitigation activity

6. Assessment,
Analysis and
Planning
What are our priority areas of
inquiry for EDUCATION?

7. Guidelines for Integrating Gender-based Violence Interventions in Humanitarian Action
A walk through EDUCATION TAG:
Assessment, Analysis & Planning
Key point:
• Purpose is not for EDUCATION actors to
undertake standalone GBV
assessments, but rather to incorporate
questions related to GBV risks into their
ongoing EDUCATION assessments

8. Guidelines for Integrating Gender-based Violence Interventions in Humanitarian Action
A walk through EDUCATION TAG:
Assessment (cont’d)
• Provides a list of recommended GBV-related
questions to incorporate, as relevant, into
EDUCATION assessments and routine monitoring
• These questions do not cover the nature and scope
of GBV, but basic issues related to EDUCATION
programming, policies and communications
• EDUCATION specialists are NOT expected to
undertake assessments about the extent of GBV

9. Guidelines for Integrating Gender-based Violence Interventions in Humanitarian Action
What does this mean for EDUCATION ?
From page 42:
k) Are schools and other learning environments located
in areas that are safe and equally accessible for women,
girls and other at-risk groups?
m) Are learning environments physically secure (lighting,
toilets accessible, sanitary supplies available)?
o) Are there referral pathways through which survivors
of GBV can access appropriate care and support, and are
these pathways linked to educational settings?

10. Guidelines for Integrating Gender-based Violence Interventions in Humanitarian Action
Activity: Conducting Assessments
Option 1: Review and Discuss
Review the Areas of Inquiry in the GBV guidelines:
1) Which questions would you prioritize?
1) How will you collect this information?
I. What surveys / assessment are already being used where you can
integrate questions
II. When and where will the survey occur to ensure participation of at-risk
groups
3) Who would you need to work with to collect this information?
I. What is the composition of the assessment team, men / women?
II. What training will they require?
III. How will they communicate about the assessment with the community?

11. Guidelines for Integrating Gender-based Violence Interventions in Humanitarian Action
Activity: Conducting Assessments
Option 2: Review and Compare
Review the Areas of Inquiry in the GBV guidelines against your current
assessment tool.
1) Which GBV risks and considerations are already integrated in the
assessment tool currently or previously used?
2) Which GBV risks or considerations would you prioritize for
inclusion?
3) How will it be possible to integrate new questions which consider
GBV risks?
I. With whom will you need to advocate to include these areas
of inquiry?
- Cluster coordinators, state actors, GBV specialists
II. With whom will you need to collaborate in order to safely and
effectively integrate these areas of inquiry?
- Cluster coordinators, state actors, GBV specialists

12. Guidelines for Integrating Gender-based Violence Interventions in Humanitarian Action
Activity: Conducting Assessments
Option 3: Mapping information on GBV risks to mitigation
Prioritize 3 areas of inquiry that apply to your context and carry out the below:
Area of Inquiry Risk of Concern Potential for GBV Mitigation
1. Accessibility of
schools (distance
to travel, cost,
lighting, security)
Beneficiaries are not
able to access
education or cannot
attend school
(required to work or
stay home)
Risk of sexual
assault, child labor
(girls domestic,
boys in field),
transactional sex to
obtain school fees
Ensure schools
are located in
physically secure
areas, ensure
security/lighting
on walking routes
2. Cultural
barriers to
accessing
education
Girls, persons with
disabilities, young
women with
children and other
at-risk groups will
not access
education
Sexual exploitation
and abuse, isolated
in home or to earn
livelihood
Engage families to
ensure
participation of
girls, design
access for persons
with disabilities
and childcare

13. Guidelines for Integrating Gender-based Violence Interventions in Humanitarian Action
Quiz: Conducting Assessments
EDUCATION actors should:
• Consult GBV specialists throughout the planning,
design, analysis and interpretation of an assessment
• Not use local expertise
• Strictly adhere to safe and ethical recommendations
for researching GBV
• Share data that may be linked back to a group or an
individual, including GBV survivors
• Seek out GBV survivors to speak to them specifically
about their experiences of GBV

14. Guidelines for Integrating Gender-based Violence Interventions in Humanitarian Action
Quiz: Conducting Assessments
• Assume reported data on GBV/trends represent actual
prevalence/trends in the extent of GBV
• Include GBV specialists on inter-agency and inter-sectoral
teams
• Not include female assessors and translators when
conducting assessments
• Conduct consultations in a secure setting where
individuals feel safe to provide information and
participate in discussions and decision-making
• Provide training for assessment team members on ethical
and safety issues

15. Guidelines for Integrating Gender-based Violence Interventions in Humanitarian Action
Discussion:
• Is it always possible to include GBV in initial assessments?
• How can one ensure inclusion of at-risk groups in
assessments?
• Who needs to be involved?
• Why is it the responsibility of EDUCATION staff? Where
does this responsibility ends?
• Who needs to be convinced?
ALWAYS INVOLVED WOMEN AND OTHER AT-
RISK GROUPS IN THE DESIGN AND ASSESSMENT
OF EDUCATION PROGRAMS

16. Resource
Mobilization
What are EDUCATION
commitments to Resource
Mobilization for GBV risk
reduction?

17. Guidelines for Integrating Gender-based Violence Interventions in Humanitarian Action
A walk through the EDUCATION TAG:
Resource Mobilization
Key point:
• Funding for EDUCATION-related GBV
prevention and risk mitigation activities must
be included in project proposals from the
outset of emergency response

18. Guidelines for Integrating Gender-based Violence Interventions in Humanitarian Action
A walk through the EDUCATION TAG:
Resource Mobilization
• In humanitarian settings, GBV resources tend to be linked
to longer-term protection and stability initiatives
• Resources to address GBV in emergencies are often
limited
• The Guidelines provide recommendations on
incorporating GBV risk mitigation activities into project
proposals
• Donors are encouraged to reference this section to
ensure GBV issues are included in EDUCATION proposals

19. Guidelines for Integrating Gender-based Violence Interventions in Humanitarian Action
A walk through the EDUCATION TAG:
Resource Mobilization
GBV risk based on
gender analysis
and safety audit
Proposed
intervention
Risk vs. benefits
Adapted
intervention
Impact?

20. Guidelines for Integrating Gender-based Violence Interventions in Humanitarian Action
What does this mean for EDUCATION ?
GBV-related points to consider for inclusion in a proposal
(Pg. 45):
1). Humanitarian Needs Overview/Situation Analysis:
– Describe the vulnerabilities of women, girls and other at-risk groups;
2). Project Rationale/Justification:
– Explain GBV-related risks related to EDUCATION interventions in your
context;
3). Project Description:
– Explain which activities may help in preventing or mitigating GBV
– Describe mechanisms that facilitate reporting of GBV in safe and
ethical manner

21. Guidelines for Integrating Gender-based Violence Interventions in Humanitarian Action
What does this mean for EDUCATION ?
How to measure GBV-related points to consider for
inclusion in a proposal, cont’d:
Monitoring and Evaluation:
• M&E plan should track progress and adverse effects on GBV
mainstreaming activities;
• M&E plan should include the participation of women, girls and
other at-risk groups;
• Include outcome-level indicators to measure program impact on
GBV-related risks;
• Disaggregate indicators by sex, age, disability and other
vulnerability factors

22. Guidelines for Integrating Gender-based Violence Interventions in Humanitarian Action
THE IASC GENDER MARKER
Both Gender marker and GBV
mainstreaming address
issues of women and girls’
empowerment and gender
equality and include men
and boys as partners in
prevention.
• = Tool that codes (0-2
scale) whether or not a
humanitarian project is
designed well enough
to ensure that
women/girls, men/boys
will benefit equally
from it or that it will
advance gender
equality in another way

23. Guidelines for Integrating Gender-based Violence Interventions in Humanitarian Action
What does this mean for EDUCATION?
Some examples of GBV mainstreaming activities that can be
included in proposals:
• Location and design of learning environment reduces GBV risk
• Training for teachers and school staff on standards and
protocols on reporting cases of GBV in schools
• Providing support to governments to ensure primary and
secondary education promto gender equality and
empowerment of girls

24. Guidelines for Integrating Gender-based Violence Interventions in Humanitarian Action
What does this mean for EDUCATION?
Do you have other examples of mitigation strategies?

25. Guidelines for Integrating Gender-based Violence Interventions in Humanitarian Action
Activity: Resource Mobilization
In Small Groups:
Review the assigned proposal in light with the
resource mobilization checklist of the Guidelines and
highlight:
– Good practices
– Gaps
– Proposed strategies to address these gaps.
– Tools needed to better design proposals

26. Guidelines for Integrating Gender-based Violence Interventions in Humanitarian Action
Discussion:
• Is GBV-related activities in EDUCATION programs
always cost-effective? Why should it be
considered?
• Do donors always support GBV-related activities in
EDUCATION programs? What can be some of
these barriers?
GBV MAINSTREAMING ACTIVITIES ALWAYS
CONTRIBUTE TO GOOD EDUCATION
PROGRAMMING

27. Implementation
What are our commitments to
include GBV prevention and
mitigation within ongoing and
new EDUCATION activities?

28. Guidelines for Integrating Gender-based Violence Interventions in Humanitarian Action
Key takeaway:
• If effectively designed, EDUCATION
programmes can mitigate risks of GBV:
 Safe access to learning facilities
 Participation of women and girls in EDUCATION
related committees and associations
 Culturally relevant, age specific and gender equal
learning programs
A walk through the EDUCATION TAG:
Implementation

29. Guidelines for Integrating Gender-based Violence Interventions in Humanitarian Action
A walk through the EDUCATION TAG:
Implementation
• Provides guidance for putting GBV-related risk reduction
responsibilities into practice
• Activities to improve the overall quality of GBV-related
prevention and mitigation strategies:
 Establish GBV-related responsibilities common to all actors
working within EDUCATION
 Recommend strategies for EDUCATION actors to reduce risks
 Maximize immediate protection of GBV survivors and persons
at risk and foster longer-term interventions to eliminate GBV
• 3 main types of responsibilities: programming, policies,
and communications & information sharing

30. Guidelines for Integrating Gender-based Violence Interventions in Humanitarian Action
What does this mean for EDUCATION?
From page 46:
• Build upon indigenous expertise and in
consultation with women, girls, boys and men,
promote the rapid establishment of primary and
secondary level education facilities.
• Provide private and sex-segregated dormitories,
toilets and bathing facilities; locate schools that
do not have their own water and sanitation
facilities near existing resources, monitor paths
for safety.

31. Guidelines for Integrating Gender-based Violence Interventions in Humanitarian Action
Activity- Implementation
Option 1: Review Mitigation Strategies
In small groups:
1. Review recommended mitigation strategies
2. Add any strategies missing
3. Prioritize 2-3 key strategies that should be prioritized
4. Highlight operational challenges
Rotate teams: troubleshoot challenges, provide recommendations
5. Create operational action plan:
i. Key actions
ii. Coordination amongst key actors
iii. Resources / support required

32. Guidelines for Integrating Gender-based Violence Interventions in Humanitarian Action
Activity- Implementation
Option 2: Mitigating GBV risk in Program Strategy
Review current programmatic strategy
In small groups:
1. Highlight GBV mitigation strategies currently integrated
2. Review Guideline recommended mitigation strategies
3. Prioritize 2-3 key strategies that should be prioritized
4. Create operational action plan:
i. Information needed
ii. Key actions
iii. Coordination amongst key actors
iv. Resources / support required

33. Discussion: Prioritization and Selection Criteria
 How to prioritize GBV risk reduction in
EDUCATION programs?
 What types of investments are required?
 What vulnerability criteria would you use for
beneficiaries?
 What challenges are associated with these?
 How should sensitive information be managed
to protect affected populations, including
survivors of GBV?
33
DON’T SINGLE OUT GBV SURVIVORS OR
VULNERABLE GROUPS

34. Coordination
What are our commitments to
include GBV prevention and
mitigation within ongoing and
new EDUCATION activities?

35. Guidelines for Integrating Gender-based Violence Interventions in Humanitarian Action
A walk through the EDUCATION TAG:
Coordination
Key takeaways:
• GBV prevention and risk reduction is most effective
when done in coordination with both GBV specialists
and other sectors
• Recommends specific actions for EDUCATION actors
to coordinate with others

36. Guidelines for Integrating Gender-based Violence Interventions in Humanitarian Action
A walk through the EDUCATION TAG:
Coordination
• Supports humanitarian actors to define responsibilities and
accountability mechanisms in GBV prevention and response
efforts
 Establish responsibilities for humanitarian actors in the prevention and
mitigation of GBV
 Maximize immediate protection of GBV survivors and persons at risk
through multi-sectoral coordination on response to GBV incidents
• Coordination activities can move across the 3 main types of
responsibilities: programming, policies, and communications &
information sharing and may also include advocacy / efforts for:
 Assessment
 Resource Mobilization
 Monitoring and Evaluation

37. Guidelines for Integrating Gender-based Violence Interventions in Humanitarian Action
A walk through the EDUCATION TAG:
Coordination
GBV Specialists can assist EDUCATION actors to (Pg. 54):
1. Design and conduct EDUCATION assessments that
examine the risks of GBV, and strategize ways to
mitigate these risks
2. Provide trainings for EDUCATION staff on issues of
gender, GBV and women’s/human rights
3. Develop standard operating procedures (SOPs) for
EDUCATION actors

38. Guidelines for Integrating Gender-based Violence Interventions in Humanitarian Action
What does this mean for EDUCATION?
Coordination with GBV Specialists, cont’d…
GBV Specialists can assist EDUCATION actors to:
4. Identify where survivors can receive care, and
provide EDUCATION staff with skills and information
to respond supportively to survivors
5. Provide training for the affected community on
issues of gender, GBV and women’s/human rights as
they relate to EDUCATION rights
6. Review relevant statutory and customary laws and
policies to strengthen GBV-related legal protections

39. Guidelines for Integrating Gender-based Violence Interventions in Humanitarian Action
What does this mean for EDUCATION:
Coordination with other sectors (p. 55)
EDUCATION actors can work with (ex: child protection
actors):
• To provide training for teachers on how to engage with
child survivors of GBV and provide immediate referrals
• To monitor routes to education settings and highlight
potentially unsafe areas for children and adolescents
• To ensure child protection issues are taken into account in
the recruitment, selection and appraisal of teachers and
education staff

40. Guidelines for Integrating Gender-based Violence Interventions in Humanitarian Action
What does this mean for EDUCATION:
Coordination for cross-cutting issues
Also coordinate with partners addressing:
gender
mental health and psychosocial support
(MHPSS)
HIV
age
environment

41. Guidelines for Integrating Gender-based Violence Interventions in Humanitarian Action
Activity: Coordination
Option 1: Mechanisms to Support Program Implementation
Return to small groups from the implementation activity:
1. Reflect on the specific actions recommended
2. Who needs to be involved to execute this action
– GBV specialists
– Other clusters
3. What type of coordination is required – be specific
- Roles and responsibilities
- Accountability mechanisms

42. Guidelines for Integrating Gender-based Violence Interventions in Humanitarian Action
Activity: Coordination Mapping
• With what sectors would CCCM benefit from stronger
coordination?
i. What coordination mechanisms exist to support collaboration
ii. Key actions
iii. Who is responsible, accountable, needs to be informed
iv. How will you monitor progress
• How could CCCM and protection actors better
coordinate/work together?
i. What coordination mechanisms exist to support collaboration
ii. Key actions
iii. Who is responsible, accountable, needs to be informed
iv. How will you monitor progress

43. Guidelines for Integrating Gender-based Violence Interventions in Humanitarian Action
Suggested recommendations about referrals
in the Guidelines
• All humanitarian personnel who engage with affected
populations should have up to date written information
about where to refer survivors for care and support.
• Ensure training on how to respectfully and supportively
engage with survivors and provide risk reporting and/or
referral information in an ethical, safe and confidential
manner
• Any programmes that share information about reports of
GBV must abide by safety and ethical standards (e.g.
shared information does not reveal the identity of or pose
a security risk to individual survivors, their families or the
broader community)

44. Guidelines for Integrating Gender-based Violence Interventions in Humanitarian Action
Activity: Coordination
Option 3: Coordination and Referrals w/ GBV specialists
In small groups discuss:
• Map the current referral mechanism where your activities are
ongoing
- What services are available
- Which actors are involved
• What are your responsibilities within the referral mechanism?
- Who do you immediately report an incident to?
- Are there cases where you are unable to refer?
• What happens when there is no referral mechanism in place or
when it is not functioning?
- What are your responsibilities in this situation?

45. Monitoring and
Evaluation
What are priority indicators for
GBV prevention and risk
mitigation in EDUCATION
programming?

46. Guidelines for Integrating Gender-based Violence Interventions in Humanitarian Action
A walk through the EDUCATION TAG:
Monitoring & Evaluation
Key Point:
• Indicators can be used to measure the
outcomes of activities undertaken across
the programme cycle, with the ultimate
aim of maintaining effective programmes
and improving accountability

47. Guidelines for Integrating Gender-based Violence Interventions in Humanitarian Action
A walk through the EDUCATION TAG:
Monitoring & Evaluation
• Why? Limited evidence exists on effective
integration of GBV programming in “other” sectors
• Indicators in the Guidelines aim to:
– Track outputs resulting from interventions to affected
populations
– Chart outcome of cluster activities
– Measure progress toward objectives, considering
diversity of affected populations & their perspectives
of the response

48. Guidelines for Integrating Gender-based Violence Interventions in Humanitarian Action
Monitoring & Evaluation: Indicators
• Why? Limited evidence exists on effective
integration of GBV programming in “other”
sectors
• Indicators in the Guidelines aim to:
– Track outputs resulting from interventions to
affected populations
– Chart outcome of cluster activities
– Measure progress toward objectives, considering
diversity of affected populations & their
perspectives of the response

49. Guidelines for Integrating Gender-based Violence Interventions in Humanitarian Action
A walk through the EDUCATION TAG:
Monitoring & Evaluation: Reporting
• Analyze existing data using a ‘GBV lens’ to improve GBV
prevention and response
• Example: Teachers trained on how to respond to child
victims of GBV and safely refer them to appropriate services.
– What are the implications of the findings?
– How may this affect GBV prevention and mitigation?
• Failing to meet a target can lead to response and resource
mobilization
• Use data for action across the programme cycle

50. Guidelines for Integrating Gender-based Violence Interventions in Humanitarian Action
• # of assessment respondents who are female
• # of females who report concerns about experiencing GBV
when asked about attending learning environments
• # of females attending learning spaces/schools in affected
areas
• # of active-duty education staff who have signed a code of
conduct
• # of schools with a reporting and referral mechanisms for
GBV survivors
What does this mean for EDUCATION (Pg.
56)?

51. Guidelines for Integrating Gender-based Violence Interventions in Humanitarian Action
A walk through the EDUCATION TAG:
Monitoring & Evaluation
Good to know:
• Improvement or success is not
demonstrated by a decrease in reported
GBV cases
• Targets and data sources can be
modified to fit the context

52. Guidelines for Integrating Gender-based Violence Interventions in Humanitarian Action
Option 1: Prioritizing indicators and data collection methodology
1. Prioritize 1-2 indicators
i. Select indicator from assessment, resource mobilization,
implementation or coordination based on current focus within
response
i. For example, if preparing for an assessment
2. Review the indicator reference sheet used for women’s
participation
3. Fill out the blank indicator reference sheet for the indicator
prioritized
i. Indicator description
ii. Indicator acquisition
iii. Data Quality issues
iv. Data Analysis and Reporting/Dissemination
Activity: Monitoring & Evaluation

53. Guidelines for Integrating Gender-based Violence Interventions in Humanitarian Action
Option 2: Analyzing findings from gender or GBV evaluation
1. How are these findings relevant to your sector programming?
i. Which sectoral activities may be contributing to GBV risks?
ii. What cultural, community or policy variables may be contributing
to GBV risks?
a. Representation of women, girls and at-risk groups
b. Traditional or cultural gender norms, power dynamics
c. Policies governing access to services, impunity
2. What activities could you adjust to prevent or mitigate GBV risks?
i. Activities specific to prevention (focus on gender equality)
ii. Activities specific to mitigation (focus on reducing exposure to risk)
iii. Activities specific to response (focus on PFA, referral)
Activity: Monitoring & Evaluation

54. Monitoring and Evaluation
 How do you know whether EDUCATION programs contributed
to reducing GBV risks?
- Did select EDUCATION activities contribute to reducing GBV risks?
- What information lets you measure this?
 What are the challenges to monitoring GBV risks?
 Is it always possible to monitor that at-risk groups needs are
identified and responded to?
 Do EDUCATION SOPs include direction for monitoring GBV
risks within EDUCATION programming?
54
Do not use number of
reported cases as an indicator
of success.

55. Final Action Plan
1. In teams write down the priority actions
to take forward
2. Refer to the prevention, mitigation and
response activities of the day
3. Highlight key actors and responsibilities
4. Note attention to specific types of actions,
such as training, resources, staffing,
access, etc.

56. Guidelines for Integrating
Gender-based Violence
Interventions in
Humanitarian Action
Thank You.
For more information visit: www.gbvguidelines.org