2. PART-1 General Introduction
Welcome and Introductions
Training Goals and Expectation
Setting ground rules
Pre-training assessment
Overview of the schedule
4. 2.1 Sex and Gender…
Sex Gender
Biological Social
Given at Birth Results of trained or educated
Universal (the same every where) Different from Societies to Societies
Cannot be changed Can be Changed over time
Eg. Only women can give birth and breastfeed
and only men can provide sperm
Eg. Women can become a president
Men can take a good care of children
ሴት/ወንድ ሴትነት/ወንድነት
6. 2.3 Social institutions in gender role
construction
Institutions at different level construct gender norms that in most cases cause
inequality between the sexes
Family
Community
Schools
Media
Formal
&informal
institutions of
work
environment
7. Family
◦ Reinforcement or moulding-Parents at home treat their children differently depending
on their sex. Boys are normally given more freedom than girls while girls are treated more
protectively
◦ Opportunities- While boys are encouraged to take up technical jobs girls are discouraged
. Girls are encouraged to go along more in the ‘feminine way’ and boys are expected to
develop themselves along ‘the masculine way”
◦ Role modelling- children learn gender role from their families.
◦ Explicit verbal instruction- Boys don’t cry like girls”, “Pink is the color of girls”, “ You
are a girl you should know how to cook” etc are some very common instructions.
8. Community
Community
◦ Community social norms , values and beliefs either reinforce gender inequality or equality
◦ Positive norms , values and beliefs on gender equality need to be promoted
◦ Social norms values and beliefs restrictive of gender equality and women empowerment
need to be deconstructed
9. Schools
Schools are one of the most social institutions for gender
socialization.
Schools have hidden curriculum (norms, beliefs , values etc) that
influence gender
The curriculum, Subject syllabus and teaching and learning
materials that demonstrate stereotyped gender roles, is the bases
for students’ gender inequitable knowledge.
Integrating gender in educational curriculum is therefore essential
to guide schools to promote gender equality at early years of
student’s socialization.
10. Media
◦The media has a very powerful effect on culture, shaping
societal structures and operations
◦Popular media like magazines, newspapers, television,
internet and music have performed a substantial role in
constructing gender roles in the terms of their beliefs,
norms, attitudes and value
◦However if gender ins mainstreamed media is also powerful
shaping gender equitable norms
11. Institutions
Formal & informal institutions
◦Gendered organization inherently and culturally discriminates female
worker or employee based on the relationship between biology and
socialization in male-dominant and gender biased settings
12. 2.4. Gender Division of role/labor
Gender role is the behaviours, attitudes values, beliefs and so on that a particular
cultural group considers appropriate for males and females on the basis of their
biological sex. Gender roles and expectations are learned
Roles are divided in to three
13. Division of Work/Role
Productive role
Referring to the production
activities to generate income
(paid by money or products)
or consumption for HH Like:
Farming
Fishing,
Trading
Formal employment etc
Reproductive role
Referring to care and maintenance of
the household and its members
including
bearing and caring for children,
food preparation,
water and fuel collection,
shopping,
house keeping and
family health care
Community social responsibility
Referring to an extended role of
reproductive:
• Involves the collective
organization of social events
and services,
• Ceremonies,
• Community improvement
activities,
• Participation in groups,
organizations, local political
activities etc
Note:-Both women and men perform the roles under the three categories but men’s role in the reproductive work is less visible
while women invest more labor. Therefore this is what Women Triple Role means
14. Gender division of labor
Gender division of role/ labor: refers to
the allocation of different jobs or types of work to
women and men based on their sex and social
norms, given roles than competency .
Division of labor is therefore role that men and
women plays in the work
15. Gender stereotype
Are viewpoints from others assuming that men or women
are able to do or should do, unable to do or should not do
something
19. 2.6. Gender Based Violence (GBV)
Physical, psychological, sexual, economic, violence against women or men just
because of being male or female:
Example:
Physical: beating, rape etc
Psychological: Insulting, restricting not to visit his or her children, rape etc
Sexual: rape, unwanted sexual jocks, touching male or female body etc
Economic: Restricting employment opportunity, refuse to contribute for household
spending
20. 2.6. Gender Based Violence (GBV)…
Domestic violence: (also named domestic abuse or family violence)
is violence or other abuse in a domestic setting, such as
in marriage or cohabitation.
Intimate partner violence: domestic violence by a current or former spouse or
partner in an intimate relationship against the other spouse or partner
Workplace violence: is any act or threat of physical violence, harassment,
intimidation, or other threatening disruptive behavior that occurs at the work
site
21. Causes of GBV
Individual Factors: These include the biological or personal history factors which can
increase the risk of violence. Young age, low level of education, low economic status
etc.
Relationship Level Factors: The level of relationship with peers, family members or
intimate partners might also become a cause of GBV.
Community Factors: This type of GBV is caused in the context at which the social
relations are embedded. Poverty seems to increase the risk of violence even more
than any other factor. Negative norms restrictive of gender equality
Societal Factors: There are some cultural and social norms that have shaped the
gender roles and led to unequal power distribution among men and women.
22. Consequences/Impact of GBV
Impact on women’s health
Physical
Psychological
Economic and social impact on women
Impact on women’s family and dependents
Impact on the perpetrators of violence
Impact on society
23. Strategies to prevent GBV
Individual Factors: Improve women and men agency, confidence, economic capacity,
education ,Working with perpetrators ¸ Exploring masculinities ¸
Relationship Level Factors: Improve the power dynamics at household and relationship for
gender equitable relationship.
Community Factors: Reduce the risk factors that exposed women to GBV, raise the
awareness, improve the poverty situation in the community, Media information and
awareness campaigns, Faith-based programs
Societal Factors: Improve norms and values at society and institution level supportive of
gender equality and women empowerment, International conferences and convention
24. Response to GBV Survivals
Health care services ¸
Victim assistance services ¸
Legal responses ¸
Psychosocial responses
25. 2.7. Practical and Strategic Gender needs and Interests
Practical Gender needs (PGN)- Are immediate needs identified by women to assist their survival
in their socially accepted role
Do not challenge existing power structures or gender division of labor
Are focus on health care, safe water, sanitation, livelihood etc
Strategic Gender Need (SGN)- needs to change the status and position of women
Challenges male dominance and privileges
Focus on empowerment and gender power differences
27. 2.8 Gender Equality and Equity
Gender Equality: means equal outcomes for women, men
Gender Equity: is the process to achieve gender equality. Gender equity
recognizes that women and gender-diverse people are not in the same
‘starting position’ as men. This is because of historical and social
disadvantages.
Gender Equity therefore different treatment for men and women based on
their realities of access and control but justified fair. The treatment is not
gender equality but the outcome is gender equality.
28. 2.9 Affirmative Action
Group Reflection
What is your understanding of Affirmative action? Do you think it is
positive , necessary and benefit?
29. 2.9 Affirmative Action
Affirmative Action- favoring individuals belonging to groups regarded as
disadvantaged or subject to discrimination; which have been historically
excluded
Correcting existing inequalities
Promote positive discrimination
When, how and for whom affirmative action?
Input-Process- Output
30.
31. 2.10 Gender Issues
Any issue or concern determined by gender-based and/or sex-
based differences between women and men – that causes in equality
and disadvantages either of the sex in social, economic and political
partication and benefit .
Therefore all inequality does necessary be gender issues?
A gender issue arises when people recognizes that a particular
instance of inequality is wrong and disempowering
What are inequalities that cause gender issues in the Ethiopian
Contexts?
33. Description of Gender Marker
Gender Markers Description of Marker
Grade-0
Gender Biased &
Blind
gender blind implies that men and women considered the same and the policy and programs an able to
see differences between men and women.
Gender biased The tendency to prefer one sex over another without the rational of gender equity.
Grade-1 Gender
neutral
not referring to either sex but only to people in gender-neutral language
Grade-2 Gender
Sensitive
Aware of how gender plays a role in life through their treatment of others.
Grade-3 Gender
Responsive:
Uunderstanding of gender roles and inequalities and encourage equal participation, including equal and
fair distribution of benefits
Grade-4 Gender
Transformative
Moving beyond individual change to altering unequal power dynamics between genders in order to
change gender norms.
35. Does Gender a development issue?
Why is gender a development issue?
Development program has differential effects on women and men. Based on sex
differences and assigned role in the community.
Therefore gender is a development issue needs to be mainstreamed in projects and
programs
36. 3.1 Women in development vs. gender approach
◦ Women in Development (WID) :
◦ Approach came into being in the 1970’s when for the first time sex variables were
used to assess the impact of modernization in developing countries. The result
showed it is only men who benefited from programs
◦ Then designed WID project focused more on involving women in income-
generating activities like micro credit or teaching of specific skills like tailoring.
◦ The basic assumption of these projects was that access to income will lead to
significant change in the position of women in society.
◦ However, these projects came under criticism as the evaluation showed that they
increased the workload of women and the indirect benefit of these projects were
going to men in the households.
37. Examples of impact of WID Projects
Do you have similar projects and programs similar to WID
projects? That designed specifically to benefit women?
38. Example- Women Micro Finance Project- WID
Counter arguments of targeting women for
microfinance. Some arguments against a focus on
women are:
Women – focused microfinance does not
automatically lead to empowerment; the
underlying problem has to do with cultural norms-
non financial support
Loan Pass- Through: Women might serve as
intermediaries between lending institutions and
their male relatives
39. Women Micro Finance Project- WID
The possibility of putting women at risk of
domestic violence
Focusing on women can raise tensions in the
home- tendency that husbands withdraw
from household expense contribution.
40. Women Micro Finance Project- WID
Places another obligation on
women:
Women are already overloaded with
household chores and childcare
It increase pressure to work for money
simply to repay their loan put additional
burden on women
41. Group Reflection
Review your project activities and reflect
the impact from the perspective of
counter argument of microfinance?
How we make sure our activities are not
putting women at risk of violence,
greater tension on women and Loan
provided is not Pass- Through?
Suggest possible strategies to make sure
that the above counter arguments are
addressed.
42. 3.2 Women in development vs. gender
approach…
Gender and Development (GAD):
◦ GAD- approach emerged in the 1980’s as an alternative to the earlier Women in
Development approach.
◦ The GAD approach is not concerned with the women per se but with the social
construction of gender and the assignment of specific roles, responsibilities and
expectations to women and men
43. 3.1 Women in development vs. gender
approach…
The three main GAD principles and practice are:
◦ Bring about change in gender relations
◦ Work in a participatory way with men and women- making sure to involve men
because it takes men as well as women to change gender relations.
◦ Take a broader, historically informed view of gender relations and its social context –
it accepts that gender relations did not develop overnight and will not change
overnight
44. 4.1 Gender Mainstreaming
What is Gender Mainstreaming:
Gender mainstreaming is a strategy to achieve
equality between women and men. It involves the
integration of a gender perspective into the
preparation, design, implementation, monitoring
and evaluation of policies, regulatory measures and
spending programmes
Goal of Gender mainstreaming: achieving gender
equality
45. 4.1 Approach to gender equality
1.Formal Equality
View: Women and men are the same so
treat them the same
Goal: To achieve equal treatment
46. 4.1 Approach to gender equality…
2. Protectionism Equality
View: Women and men are
different so should be treated
differently by protecting women
Goal: To protect women
47. 4.1 Approach to gender equality…
3. Substantive equality
View: There are differences in how
women and men experience life
and we should minimize negative
effects of this
Goal: Promote equality of
outcomes
48. 4.1 . Gender Mainstreaming…
Gender Mainstreaming Process
1. Clear Policy and gender equality commitments
2. Assessment/gender analysis
3. Integrate gender concerns in project cycle management
50. 4.3 Gender mainstreaming in PCM…
Design: During the design phase, conduct a gender analysis and/or needs
assessment. Identify the need and interests of men and women, boys and girls.
The designing of the project must ensure that gender is integrates in the
project title, goal, objective, strategies, activities and budgets.
Start-up: Develop a strategy for how gender equality will be promoted through
specific measures and arrangements such as committing to balanced
representation of women and men in project activities.
Implementation: Take gender-specific actions to redress inequalities and
discrimination against women and/or men in a given context. Build capacity
for gender mainstreaming among project staff and beneficiaries
51. 4.3 Gender mainstreaming in PCM…
Monitoring and evaluation: Review the extent to which projects are addressing key
gender issues.
◦ Integrate relevant gender-sensitive indicators into the project design and into the
monitoring and evaluation guidelines.
◦ Gender indicators may be sex disaggregated or gender specific.
◦ Use the results of project evaluations to identify best practices and lessons learned
and share this knowledge widely so that it informs future programs.
53. 5.1 Gender analysis basic concepts
What is Gender Analysis?
◦ Gender analysis is a tool to better understand the different social, economic,
cultural and political realities of women and men, girls and boys.
◦ It helps to bring-out and clarify the nature of social relationships b/n men and
women and their different social realities.
Goals of Gender Analysis
◦ Better understand the reality and contexts of our community (women, men, girls
and boys)
◦ Get better results from development programs
54. Gender analysis…
What Gender Analysis will provide?
◦ Analysis of the Division of Labour, Access to resources, Decision over Resources,
empowerment/agency, influencing factors and policy freamwork.
◦ Understanding of gender relations and their Implications for development policy and
implementation
◦ Specific gender disaggregated statistics
◦ A Review of Women’s Priorities, Women’s Practical Needs and Strategic Interest and ways to
address them
◦ A Review of Social, Economic, Political Power Dynamics
Absence of GA proposes high risk of program failure, less success or reinforce inequity.
55. Gender Analysis…
When to conduct a Gender Analysis
Gender Analysis should/can be undertaken at any/all stages of a program/project
cycle, including:
◦ Identification of the project;
◦ Planning or design of the activity;
◦ Implementation; and
◦ Monitoring and evaluation of program
56. 4.2 Conceptual frameworks of gender analysis and planning
The Harvard Analytical Framework;
The Moser Framework
The Women’s Empowerment Framework
Gender Analysis Matrix
59. Gender Analysis Reporting
Gender Analysis Report
1.Introduction
2.Background
3.Methodology
4.Key Findings
4.1 Division of Labor and women and men time
4.2 Access to Resources
4.3 Control over productive resources
4.4 Pattern of Decision
4.5 GBV (KAP), Prevalence
4.6 Women’s Agency and concessions of Rights
4.7 Influencing factors
5.Recommend Intervention
SLIDE CONTENT: Gender mainstreaming sounds easy enough, but how would you go about incorporating it into the design, implementation and evaluation of programs and policies? The International Labour Organization has created a useful project life cycle that incorporates gender throughout.
Design: During the design phase, conduct a gender analysis and/or needs assessment.
Start-up: Develop a strategy for how gender equality will be promoted through specific measures and arrangements such as committing to balanced representation of women and men in project activities.
Implementation: Take gender-specific actions to redress inequalities and discrimination against women and/or men in a given context. Build capacity for gender mainstreaming among project staff and beneficiaries.
Monitoring and evaluation: Review the extent to which projects are addressing key gender issues. Integrate relevant gender-sensitive indicators into the project design and into the monitoring and evaluation guidelines. Gender indicators may be sex disaggregated or gender specific. Use the results of project evaluations to identify best practices and lessons learned and share this knowledge widely so that it informs future programs.
It is important that your organization has relevant expertise to ensure that gender is mainstreamed throughout the project life cycle. It is also critical to have adequate resources, both human and financial, and strong commitment from leadership.
TRAINER NOTE: This example is more relevant for a program but can be adapted for policy development should this be more relevant to your participants.
