This document provides information on gender in India based on various statistics and reports. It discusses India's ranking in global gender gap indexes, literacy rates, sex ratios, enrollment in education, health indicators, crimes against women, employment distribution, and traditional gender stereotypes. Key points include India ranking 114th out of 142 countries in the 2013 global gender gap index, differences between male and female literacy and school dropout rates, higher rates of anemia and mortality among women, and the types of crimes most commonly committed against women in India. Statistics on employment are also presented comparing regular wage work, casual labor, and self-employment between men and women in various Indian states. The document concludes with definitions of gender-related terms.
India has one of the lowest sex ratios in the world at 933 females per 1000 males. This is due to strong son preference and practices like female infanticide and foeticide. Over 1 in 3 Indian girls do not live to see their 15th birthday. Haryana state has the worst ratio of 879 females per 1000 males. The document discusses key concepts in gender and development like patriarchy, gender discrimination, and women's empowerment. It contrasts the Women in Development and Gender and Development approaches, noting that GAD focuses on challenging gender roles and relations to achieve social and gender equality.
1) The document outlines an agenda for a training workshop on Gender and Development (GAD) Sensitivity Training. It includes various icebreaker activities, discussions, and presentations on topics related to understanding gender, gender roles, stereotypes, and mainstreaming gender in development.
2) Key topics that will be covered in the workshop include differentiating between sex and gender, exploring gender stereotypes and concepts, understanding gender discrimination and roles, and defining gender mainstreaming as a development strategy.
3) The workshop aims to develop participants' basic understanding of GAD and its benefits, as well as make them familiar with gender-responsive approaches to education.
This document discusses gender sensitization and the differences between sex and gender. It explains that sex refers to biological characteristics that define males and females, while gender refers to socially constructed roles and behaviors associated with each sex. The document also discusses how gender is learned through socialization and conditioning rather than determined by biology alone. It emphasizes the importance of gender equality and equity in ensuring equal rights and opportunities for both women and men.
This document discusses gender bias and inequality in India. It defines key terms like gender, gender roles, and gender bias. It outlines various forms of gender inequality like in family, employment, wages, and promotion opportunities. It provides examples and statistics about wage gaps and lack of women in leadership positions in India. It also discusses sexual harassment faced by women in public and workplace in India. The document advocates for reducing gender bias through education, changing social norms, and promoting gender diversity and equality.
This document discusses key concepts related to gender sensitivity and gender and development. It defines sex and gender, explaining that sex is biological while gender is socially constructed. It outlines how gender roles are socialized through various institutions like family, school, church and society. It also discusses the gender division of labor between productive and reproductive roles. The document then covers manifestations of gender bias like stereotyping and violence against women. It defines different types of power in relation to gender and how this impacts development. Finally, it explains the goals and importance of adopting a gender and development framework to development work in order to promote fairness, equity and empower both women and men.
This slide contains information regarding Gender Based Violence. This can be helpful for proficiency level and bachelor level nursing students. Your feedback is highly appreciated. Thank you!
Group e bsba-3-a_module-5_presentationChuckieYBIAS
This document discusses gender concepts including gender identity, sexual orientation, gender expression, and gender roles. It defines these terms and differentiates between them. It also discusses gender bias and how it manifests through stereotyping, subordination, marginalization, and violence against women. Gender equality aims for equal rights and opportunities between men and women, while gender equity recognizes different needs and calls for redistribution of power and resources.
This document discusses gender and development. It begins with an overview of key concepts related to gender, including the differences between sex and gender. It notes that while sex is biological, gender is socially constructed and refers to the roles, behaviors, and attributes assigned to women and men in a given culture. It then discusses how gender roles are learned through socialization by institutions like the family, school, and media. The document outlines some of the gender issues and discrimination faced by women. It defines gender and development (GAD) as a framework that recognizes unequal gender relations and how they can impede development. The document emphasizes that GAD aims to promote more equitable development outcomes through women's empowerment and addressing gender biases. It closes by
India has one of the lowest sex ratios in the world at 933 females per 1000 males. This is due to strong son preference and practices like female infanticide and foeticide. Over 1 in 3 Indian girls do not live to see their 15th birthday. Haryana state has the worst ratio of 879 females per 1000 males. The document discusses key concepts in gender and development like patriarchy, gender discrimination, and women's empowerment. It contrasts the Women in Development and Gender and Development approaches, noting that GAD focuses on challenging gender roles and relations to achieve social and gender equality.
1) The document outlines an agenda for a training workshop on Gender and Development (GAD) Sensitivity Training. It includes various icebreaker activities, discussions, and presentations on topics related to understanding gender, gender roles, stereotypes, and mainstreaming gender in development.
2) Key topics that will be covered in the workshop include differentiating between sex and gender, exploring gender stereotypes and concepts, understanding gender discrimination and roles, and defining gender mainstreaming as a development strategy.
3) The workshop aims to develop participants' basic understanding of GAD and its benefits, as well as make them familiar with gender-responsive approaches to education.
This document discusses gender sensitization and the differences between sex and gender. It explains that sex refers to biological characteristics that define males and females, while gender refers to socially constructed roles and behaviors associated with each sex. The document also discusses how gender is learned through socialization and conditioning rather than determined by biology alone. It emphasizes the importance of gender equality and equity in ensuring equal rights and opportunities for both women and men.
This document discusses gender bias and inequality in India. It defines key terms like gender, gender roles, and gender bias. It outlines various forms of gender inequality like in family, employment, wages, and promotion opportunities. It provides examples and statistics about wage gaps and lack of women in leadership positions in India. It also discusses sexual harassment faced by women in public and workplace in India. The document advocates for reducing gender bias through education, changing social norms, and promoting gender diversity and equality.
This document discusses key concepts related to gender sensitivity and gender and development. It defines sex and gender, explaining that sex is biological while gender is socially constructed. It outlines how gender roles are socialized through various institutions like family, school, church and society. It also discusses the gender division of labor between productive and reproductive roles. The document then covers manifestations of gender bias like stereotyping and violence against women. It defines different types of power in relation to gender and how this impacts development. Finally, it explains the goals and importance of adopting a gender and development framework to development work in order to promote fairness, equity and empower both women and men.
This slide contains information regarding Gender Based Violence. This can be helpful for proficiency level and bachelor level nursing students. Your feedback is highly appreciated. Thank you!
Group e bsba-3-a_module-5_presentationChuckieYBIAS
This document discusses gender concepts including gender identity, sexual orientation, gender expression, and gender roles. It defines these terms and differentiates between them. It also discusses gender bias and how it manifests through stereotyping, subordination, marginalization, and violence against women. Gender equality aims for equal rights and opportunities between men and women, while gender equity recognizes different needs and calls for redistribution of power and resources.
This document discusses gender and development. It begins with an overview of key concepts related to gender, including the differences between sex and gender. It notes that while sex is biological, gender is socially constructed and refers to the roles, behaviors, and attributes assigned to women and men in a given culture. It then discusses how gender roles are learned through socialization by institutions like the family, school, and media. The document outlines some of the gender issues and discrimination faced by women. It defines gender and development (GAD) as a framework that recognizes unequal gender relations and how they can impede development. The document emphasizes that GAD aims to promote more equitable development outcomes through women's empowerment and addressing gender biases. It closes by
This document discusses gender sensitization and the differences between sex and gender. It defines sex as biological characteristics determined at birth, while gender refers to socially constructed roles, behaviors and attributes for men and women in a society. Examples of gender issues that hinder a full and satisfying life for both men and women are then provided, including domestic violence, the multiple burden on women, financial abuse, and the assigning of household chores to women. Statics related to crimes against women in India such as rape, dowry deaths, torture, and molestation are also presented.
GENDER ROLE STEREOTYPE PERCEPTION ON OCCUPATIONAL ROLES AMONG MALAYSIAN CHILDRENAjeet Kaur
The document is an acknowledgement from researchers thanking various individuals who assisted with their research. It expresses appreciation to their supervisor, lecturer, senior lecturer, and others who provided guidance and support throughout the research process. It also thanks the families who allowed their children to participate in the research.
Gender and Development Lecture (new) (2 hrs).pptxRLDDDPRO10
This document provides information about a training specialist, including their educational background and training experience. It then outlines the goal and objectives of a lesson on gender concerns and relationships. The goal is to enlighten participants on gender differences, gender bias, equality, and projects. The objectives are to define sex and gender, cite examples of gender bias, and identify projects. It then provides content on the differences between sex and gender, manifestations of gender bias, and visions of gender equality.
This document provides information about gender awareness and development. It discusses key concepts like differentiating between sex and gender. Gender is socially constructed while sex is biological. It also discusses gender roles and stereotypes that arise from confusing sex and gender. Social institutions like family, education, religion, work, and media reinforce gender roles and stereotypes through socialization and social control. The document aims to equip participants with knowledge of gender concepts and their effects on women and society.
This document discusses gender and gender mainstreaming in the context of local governance. It begins by defining key terms - sex refers to biological differences while gender refers to social roles and relations between women and men that are socially constructed and can vary by culture. Gender mainstreaming is defined as making men's and women's concerns an integral part of policies across all sectors to promote gender equality and sustainable development. The document outlines how gender is learned and reinforced through socialization agents like family, school and media. It also discusses patriarchal social systems and norms that create unequal power relations between men and women. Finally, it discusses approaches to development like empowerment that aim to achieve full participation and decision making power for both women and men.
This document discusses gender and gender mainstreaming in the context of local governance. It begins by defining key terms - sex refers to biological differences while gender refers to social roles and relations between women and men that are socially constructed and can vary by culture. Gender mainstreaming is defined as making men's and women's concerns an integral part of policies across all sectors to promote gender equality and sustainable development. The document outlines how gender is learned and reinforced through socialization agents like family, school and media. It also discusses patriarchal social systems and norms that construct unequal gender roles and relations that systematically disadvantage women. Gender mainstreaming aims to address both practical and strategic gender needs through women's participation and empowerment in all areas of community life
This document discusses gender equality and breaking down stereotypes. It includes activities where students discuss stereotypes about gender roles and jobs. They consider whether certain things are more associated with girls or boys. The document also lists goals for achieving gender equality, such as ending discrimination, violence against women, and harmful practices. It emphasizes equal participation of women in leadership and decision making.
This document discusses gender equality and breaking down stereotypes. It includes activities where students discuss stereotypes about gender roles and jobs. They consider whether certain things are more associated with girls or boys. The document also lists goals for achieving gender equality, such as ending discrimination, violence against women, and harmful practices. It emphasizes equal participation of women in leadership and decision making.
Situation of gender difference educational and socialNeenujain
This document discusses gender differences in education and society. It notes that gender is a social construct while sex is biological. In education, girls face numerous barriers like lack of access to schooling and early marriage that prevent them from pursuing their goals. Solutions proposed include making schools more equitable by changing structures, hiring practices, mentoring, and training teachers. Socially, gender roles socialize behaviors differently and women face issues like lower work participation, pay gaps, and social violence. Recommended solutions are raising aspirations, empowering women, legal protections, and encouraging non-traditional vocations.
Women Empowerment – Conceptual Framework, மகளிர் அதிகாரமளித்தல் – கருத்தியல் கட்டமைப்பு, Sex and Gender
Meaning and Role of Gender
Gender Staratification in Historical Perspective
Gender Socialiszation
Gender Inequality and Gender injustice.
பாலினம்
1. The document discusses gender sensitization and women's safety. It aims to make people aware of power relations between men and women and afford equal opportunities and treatment regardless of gender.
2. It explains the differences between sex and gender, with sex being biological attributes and gender being socially constructed roles. It provides examples of statements that are gender versus those that are sex.
3. The document outlines various crimes against women such as rape, domestic violence, dowry deaths, as well as their causes and recommendations to prevent and reduce such crimes. It emphasizes the need for improved infrastructure, restrictions on alcohol, and self-defense training.
This document discusses key concepts related to gender sensitivity including:
1. It defines sex and gender, distinguishing between biological and social aspects. Gender roles are learned through socialization while sex roles correspond to biological characteristics.
2. It outlines how gender socialization occurs through various institutions like family, school, church, media, and society. Stereotypes play a big role in shaping ideas of appropriate gender norms.
3. It explains the importance of a gender and development (GAD) approach which seeks to transform unequal gender relations and empower women by addressing how gender biases can impede development if not considered.
The document discusses gender as a social construct and how it relates to educational practice. It explains that gender roles are cultural expectations about appropriate behavior for males and females. Gender bias arises from patriarchal societies that view men as dominant. Educational practices should promote equal access for all genders and prevent gender-based violence through approaches like human rights education and teaching respectful relationships. The goal is to address how social constructions of gender can influence education.
This is the most exciting presentation on Women Empowerment.
I hope everyone can go through it.
All the very best to every one.
Wish you best of luck for your Presentation.
I advise to all please add your body language when you give your presentation.
THIS IS THE BEST PRESENTATION ON WOMEN EMPOWERMENT.
I HOPE YOU ENJOY IT .
WISH YOU BEST OF LUCK FOR YOUR PRESENTATION.
I ADVISE TO ALL PLEASE ADD YOUR BODY LANGUAGE DURING YOUR PRESENTATION IT WILL HELP YOU TO DRAW ATTENTION AND SPEAK LOUDLY AND CONFIDENTLY.
BEST OF LUCK TO ALL.
This document provides an introduction to basic concepts of sex and gender. It defines sex as the biological attributes that distinguish males and females, while gender refers to the socially constructed roles, behaviors, and expectations assigned to women and men in a society. Several key building blocks of gender analysis are outlined, including the gender division of labor, practical and strategic gender needs, manifestations of gender bias, and levels of women's empowerment. The document stresses that gender analysis should be integrated throughout the entire development process and validated with the community.
This is an inclusivity training for conservation scientists and practitioners. The goal is gender mainstreaming research methods and programmatic outputs. It was presented on December 8, 2021, for the International Congress for Conservation Biology's annual meeting.
This document discusses the concepts of gender, gender roles, and development. It defines key terms like gender, sex, and gender roles. The main points are:
1. Gender refers to the social and cultural construction of differences between men and women, including norms, behaviors and expectations. Sex refers to biological differences.
2. Gender roles and expectations are learned through socialization and can vary across cultures and over time. Gender is socially constructed while sex is biological.
3. Gender dynamics refer to relationships and interactions between men and women that are informed by socio-cultural ideas about gender and power relationships. Gender is constructed through these dynamics in society, schools, and other institutions.
Concepts in Gender and sex - edited.pptxssuser504dda
This document discusses concepts related to gender and sex. It defines sex as the biological differences between males and females, while gender refers to the social and cultural roles, behaviors, and identities attached to one's sex. Historically, gender roles and stereotypes have been used to justify unequal treatment and limit opportunities for women. However, gender is a social construct, not a biological determinant, and gender roles have varied across cultures and over time. The document examines how gender roles and stereotypes are learned through socialization and can influence access to power and privilege between men and women in a society.
The document outlines a workshop on incorporating a gender perspective in the workplace, including defining key terms like sex, gender, gender sensitivity, and gender mainstreaming. It discusses concepts of gender socialization and the different roles of men and women. The workshop aims to provide insights into approaching gender equality and assessing organizational performance on gender issues.
The document outlines the key principles of persuasion, including having a credible communicator who is knowledgeable and similar to the audience. The most effective format is face-to-face communication. An effective message gets attention, is repeated, offers benefits, is paired with something valued, has low cost, suggests benefits, appeals to audience norms, and uses reciprocity. Principles for an effective persuasive message include knowing the facts and audience, expressing similarities, utilizing opinion leaders, making a strong opening, getting to the point, offering benefits, minimizing costs, inoculating the audience, asking for action, clarifying and simplifying the action, obtaining commitment, using models, repeating the message, thanking the target, following up, and keeping
BA 361 lecture ch 16 p.396-403; 405-406; 409-414.pptDr. Vartika Dutta
This document discusses forces of change that organizations face both internally and externally. It also covers models of planned organizational change including Lewin's change model and Kotter's 8 steps for leading change. Resistance to change is examined by looking at reasons why people resist change and strategies for overcoming resistance such as participation, education, negotiation, and facilitation.
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Similar to Gender Senstivity.ppt [Compatibility Mode].pdf
This document discusses gender sensitization and the differences between sex and gender. It defines sex as biological characteristics determined at birth, while gender refers to socially constructed roles, behaviors and attributes for men and women in a society. Examples of gender issues that hinder a full and satisfying life for both men and women are then provided, including domestic violence, the multiple burden on women, financial abuse, and the assigning of household chores to women. Statics related to crimes against women in India such as rape, dowry deaths, torture, and molestation are also presented.
GENDER ROLE STEREOTYPE PERCEPTION ON OCCUPATIONAL ROLES AMONG MALAYSIAN CHILDRENAjeet Kaur
The document is an acknowledgement from researchers thanking various individuals who assisted with their research. It expresses appreciation to their supervisor, lecturer, senior lecturer, and others who provided guidance and support throughout the research process. It also thanks the families who allowed their children to participate in the research.
Gender and Development Lecture (new) (2 hrs).pptxRLDDDPRO10
This document provides information about a training specialist, including their educational background and training experience. It then outlines the goal and objectives of a lesson on gender concerns and relationships. The goal is to enlighten participants on gender differences, gender bias, equality, and projects. The objectives are to define sex and gender, cite examples of gender bias, and identify projects. It then provides content on the differences between sex and gender, manifestations of gender bias, and visions of gender equality.
This document provides information about gender awareness and development. It discusses key concepts like differentiating between sex and gender. Gender is socially constructed while sex is biological. It also discusses gender roles and stereotypes that arise from confusing sex and gender. Social institutions like family, education, religion, work, and media reinforce gender roles and stereotypes through socialization and social control. The document aims to equip participants with knowledge of gender concepts and their effects on women and society.
This document discusses gender and gender mainstreaming in the context of local governance. It begins by defining key terms - sex refers to biological differences while gender refers to social roles and relations between women and men that are socially constructed and can vary by culture. Gender mainstreaming is defined as making men's and women's concerns an integral part of policies across all sectors to promote gender equality and sustainable development. The document outlines how gender is learned and reinforced through socialization agents like family, school and media. It also discusses patriarchal social systems and norms that create unequal power relations between men and women. Finally, it discusses approaches to development like empowerment that aim to achieve full participation and decision making power for both women and men.
This document discusses gender and gender mainstreaming in the context of local governance. It begins by defining key terms - sex refers to biological differences while gender refers to social roles and relations between women and men that are socially constructed and can vary by culture. Gender mainstreaming is defined as making men's and women's concerns an integral part of policies across all sectors to promote gender equality and sustainable development. The document outlines how gender is learned and reinforced through socialization agents like family, school and media. It also discusses patriarchal social systems and norms that construct unequal gender roles and relations that systematically disadvantage women. Gender mainstreaming aims to address both practical and strategic gender needs through women's participation and empowerment in all areas of community life
This document discusses gender equality and breaking down stereotypes. It includes activities where students discuss stereotypes about gender roles and jobs. They consider whether certain things are more associated with girls or boys. The document also lists goals for achieving gender equality, such as ending discrimination, violence against women, and harmful practices. It emphasizes equal participation of women in leadership and decision making.
This document discusses gender equality and breaking down stereotypes. It includes activities where students discuss stereotypes about gender roles and jobs. They consider whether certain things are more associated with girls or boys. The document also lists goals for achieving gender equality, such as ending discrimination, violence against women, and harmful practices. It emphasizes equal participation of women in leadership and decision making.
Situation of gender difference educational and socialNeenujain
This document discusses gender differences in education and society. It notes that gender is a social construct while sex is biological. In education, girls face numerous barriers like lack of access to schooling and early marriage that prevent them from pursuing their goals. Solutions proposed include making schools more equitable by changing structures, hiring practices, mentoring, and training teachers. Socially, gender roles socialize behaviors differently and women face issues like lower work participation, pay gaps, and social violence. Recommended solutions are raising aspirations, empowering women, legal protections, and encouraging non-traditional vocations.
Women Empowerment – Conceptual Framework, மகளிர் அதிகாரமளித்தல் – கருத்தியல் கட்டமைப்பு, Sex and Gender
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பாலினம்
1. The document discusses gender sensitization and women's safety. It aims to make people aware of power relations between men and women and afford equal opportunities and treatment regardless of gender.
2. It explains the differences between sex and gender, with sex being biological attributes and gender being socially constructed roles. It provides examples of statements that are gender versus those that are sex.
3. The document outlines various crimes against women such as rape, domestic violence, dowry deaths, as well as their causes and recommendations to prevent and reduce such crimes. It emphasizes the need for improved infrastructure, restrictions on alcohol, and self-defense training.
This document discusses key concepts related to gender sensitivity including:
1. It defines sex and gender, distinguishing between biological and social aspects. Gender roles are learned through socialization while sex roles correspond to biological characteristics.
2. It outlines how gender socialization occurs through various institutions like family, school, church, media, and society. Stereotypes play a big role in shaping ideas of appropriate gender norms.
3. It explains the importance of a gender and development (GAD) approach which seeks to transform unequal gender relations and empower women by addressing how gender biases can impede development if not considered.
The document discusses gender as a social construct and how it relates to educational practice. It explains that gender roles are cultural expectations about appropriate behavior for males and females. Gender bias arises from patriarchal societies that view men as dominant. Educational practices should promote equal access for all genders and prevent gender-based violence through approaches like human rights education and teaching respectful relationships. The goal is to address how social constructions of gender can influence education.
This is the most exciting presentation on Women Empowerment.
I hope everyone can go through it.
All the very best to every one.
Wish you best of luck for your Presentation.
I advise to all please add your body language when you give your presentation.
THIS IS THE BEST PRESENTATION ON WOMEN EMPOWERMENT.
I HOPE YOU ENJOY IT .
WISH YOU BEST OF LUCK FOR YOUR PRESENTATION.
I ADVISE TO ALL PLEASE ADD YOUR BODY LANGUAGE DURING YOUR PRESENTATION IT WILL HELP YOU TO DRAW ATTENTION AND SPEAK LOUDLY AND CONFIDENTLY.
BEST OF LUCK TO ALL.
This document provides an introduction to basic concepts of sex and gender. It defines sex as the biological attributes that distinguish males and females, while gender refers to the socially constructed roles, behaviors, and expectations assigned to women and men in a society. Several key building blocks of gender analysis are outlined, including the gender division of labor, practical and strategic gender needs, manifestations of gender bias, and levels of women's empowerment. The document stresses that gender analysis should be integrated throughout the entire development process and validated with the community.
This is an inclusivity training for conservation scientists and practitioners. The goal is gender mainstreaming research methods and programmatic outputs. It was presented on December 8, 2021, for the International Congress for Conservation Biology's annual meeting.
This document discusses the concepts of gender, gender roles, and development. It defines key terms like gender, sex, and gender roles. The main points are:
1. Gender refers to the social and cultural construction of differences between men and women, including norms, behaviors and expectations. Sex refers to biological differences.
2. Gender roles and expectations are learned through socialization and can vary across cultures and over time. Gender is socially constructed while sex is biological.
3. Gender dynamics refer to relationships and interactions between men and women that are informed by socio-cultural ideas about gender and power relationships. Gender is constructed through these dynamics in society, schools, and other institutions.
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This document discusses concepts related to gender and sex. It defines sex as the biological differences between males and females, while gender refers to the social and cultural roles, behaviors, and identities attached to one's sex. Historically, gender roles and stereotypes have been used to justify unequal treatment and limit opportunities for women. However, gender is a social construct, not a biological determinant, and gender roles have varied across cultures and over time. The document examines how gender roles and stereotypes are learned through socialization and can influence access to power and privilege between men and women in a society.
The document outlines a workshop on incorporating a gender perspective in the workplace, including defining key terms like sex, gender, gender sensitivity, and gender mainstreaming. It discusses concepts of gender socialization and the different roles of men and women. The workshop aims to provide insights into approaching gender equality and assessing organizational performance on gender issues.
Similar to Gender Senstivity.ppt [Compatibility Mode].pdf (20)
The document outlines the key principles of persuasion, including having a credible communicator who is knowledgeable and similar to the audience. The most effective format is face-to-face communication. An effective message gets attention, is repeated, offers benefits, is paired with something valued, has low cost, suggests benefits, appeals to audience norms, and uses reciprocity. Principles for an effective persuasive message include knowing the facts and audience, expressing similarities, utilizing opinion leaders, making a strong opening, getting to the point, offering benefits, minimizing costs, inoculating the audience, asking for action, clarifying and simplifying the action, obtaining commitment, using models, repeating the message, thanking the target, following up, and keeping
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This document discusses forces of change that organizations face both internally and externally. It also covers models of planned organizational change including Lewin's change model and Kotter's 8 steps for leading change. Resistance to change is examined by looking at reasons why people resist change and strategies for overcoming resistance such as participation, education, negotiation, and facilitation.
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2) People experience change differently over time, from initial immobilization to eventual internalization, and leaders must prepare people for change.
3) Effective change leadership relies on strong communication, understanding different people's needs, adapting to the specific situation, and serving as a role model.
4) Innovation is key to overcoming resistance to change, and creativity can help generate new solutions.
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Gender sensitization aims to make people aware of unequal power relations between men and women in society and promote equal opportunities and treatment regardless of gender. It refers to modifying behaviors through sensitizing teachers, parents, and others to influence gender equality. True gender equality should be a priority in all aspects of an organization from policies to management practices. Organizations should commit to women's empowerment through non-stereotypical roles and decision-making structures that do not depend on individuals.
This document discusses human values and value education. It defines values as enduring beliefs that guide conduct and determine goals. Value education aims to develop students intellectually, mentally, and functionally by imparting moral, social, and spiritual values through the curriculum. This helps foster affective development. The document outlines the significance of values in promoting human rights and shaping society. It traces the evolution of values education in India and discusses the key components of a values-based curriculum, including moral education, environmental education, and teaching Indian culture and history. The conclusion emphasizes that educating the mind without educating morality produces a threat to society.
Human values are universal concepts that guide human behavior and are found in all cultures. The five main human values are truth, right conduct, love, peace, and non-violence. These values multiply as they are practiced and benefit both the giver and recipient. Schools can teach human values through direct methods like thought for the day or inter-curricular activities like clubs, projects, tours and cultural programs to develop qualities like tolerance and citizenship. Regular practice of human values shapes one's destiny.
The document summarizes a gender sensitization session that covered several topics:
The case study of Asma, who struggled to gain permission to become a teacher while also fulfilling domestic responsibilities. After 12 years, she became head teacher and her contributions were recognized.
Key concepts like gender, sex, gender roles, and the division of labor between productive and reproductive work were explained. The importance of gender equality and equity was discussed.
PDCN's efforts to promote gender equality in education through teacher training, scholarships, and encouraging female participation and leadership were highlighted. Challenges of cultural sensitivities and resistance to change in mainstreaming gender were also noted.
This document contains a presentation on human values and ethics given by Prof. D. Ilangovan. It discusses five core human values - love, peace, truth, right conduct, and non-violence. It emphasizes the importance of value education in schools to promote integrity, honesty, and other moral virtues. It also highlights the need for co-curricular activities to teach students self-control and foster character development through sports, community service and other extracurricular programs. Forgiveness is presented as a key human value that can be developed through value education programs.
This 3-day workshop aims to familiarize directors with human values and professional ethics education through self-exploration and reflection. The goals are to educate participants about the need for and process of value education, facilitate self-exploration, and help refine plans for implementing values education in their institutions and communities. Over the three days, there will be presentations and exercises on understanding human nature, relationships, society, nature, and existence, with the aim of developing a conducive environment for teaching values.
Here are some potential responses to those questions:
1. While the environment presents challenges, value education is even more needed today. Small changes can still make an impact.
2. One teacher can inspire students through their own example of integrity and care. They can also encourage students to reflect on their own values.
3. Value education doesn't need to add more content, but can inform how existing topics are taught through emphasizing core principles.
4. True, but we as educators still have a role in nurturing students' character during their time with us. The system may not prioritize values, but we can through our individual efforts and by advocating for support over time. Small steps can still help address the
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2. • In the Global Gender Gap Ranking of 142
Countries, 2013
India’s rank – 114
• In the Gender Development Index of 186
• In the Gender Development Index of 186
Countries, 2014
India’s rank – 135
3. Top Ten Countries in Gender Development Index,
2014
• Slovakia
• Venezuela
• Argentina
• Hungary
• Norway
• U.S.A.
• Sweden
• Finland
• Slovenia
• Canada
4. Below India’s Rank of 135
• Pakistan 145
• Yemen 146
• Afghanistan 148
• Mali 141
• Mali 141
• Central African Republic 144
7. Top Three and Bottom Three States in terms
of Sex Ratio 2011
Top three
States
Sex
Ratio
Bottom
three States
Sex
Ratio
Kerala 1084 Haryana 877
Puducherry 1038 Jammu &
Kashmir
883
Tamil Nadu 995 Sikkim 889
8. Dropout Rate in Classes I – VIII (%) 2009-10
Boys 40.59
Girls 44.39
(Department of School Education and Literacy (2010) MHRD Annual
Report – 2009-10)
Enrollment in Higher Education (2012-13)
Enrollment in Higher Education (2012-13)
Boys 16,329
Girls 13,301
(For Higher Education: AISHE-2012-13 (Provisional))
9. Health
• Anaemia Among Women 55.3% (NFHS III, 2006)
• Anaemia Among Pregnant Women 57.9 (NFHS III,
2006)
• Infant Mortality Rate, 2011
Male 43
Female 46
• Maternal Mortality Rate,2009 - 212
• Percentage of Safe Delivery (2007-08) – 52.6
(NFHS III 2005-06)
10. Crime Against Women
• Rate of Total Cognizable Crimes Committed
Against Women in 2013 – 52.24
• Total Incidents of Rape - 33707
Rate of Crime - 5.69
• Total Incidents of Dowry Death - 8083
Rate of Crime - 1.3
(NCRB, 2013)
11. • Total Incidents of Cruelty by Husband or
Relatives – 1,18,866
Rate of Crime – 20.06
• Assault on Women with intent to outrage her
modesty –
Total Incidents - 70,739
Total Incidents - 70,739
Rate of Crime - 11.94
(NCRB, 2013)
12. Distribution Of Employed People
All India
Regular wage (%) 17.9
Casual labour (%) 29.9
Self employed (%) 52.2
Female workers* (%) 23.1
MGNREGA** (%) 46
* 15-59 years age
**Average number of days for which employment
provided
Source: NSSO (2011-12), nrega.nic.in (2012-13)
16. Traditional Gender Stereotypes
Feminine Masculine
Not Aggressive
Dependent
Easily Influenced
Submissive
Passive
Home Oriented
Easily hurt emotionally
Indecisive
Aggressive
Independent
Not easily influenced
Dominant
Active
Worldly
Not easily hurt emotionally
Decisive
Indecisive
Talkative
Gentle
Sensitive to other’s feelings
Very desirous of security
Cries a lot
Emotional
Verbal
Kind
Tactful
Nurturing
Decisive
Not at all talkative
Tough
Less sensitive to other’s feelings
Not very desirous of security
Rarely cries
Logical
Analytical
Cruel
Blunt
Not nurturing
17. Gender Sensitivity
• Gender sensitivity is the ability to recognize
gender issues, especially women’s different
perceptions and interests arising from their
unique social location and gender roles. It
calls for an understanding and
consideration of the socio-cultural factors
underlying discrimination based on sex
(whether against women or men).
18. • Gender: refers to the social definition given to
being either female or male in a society. It may
also be defined as the economic, social,
political and cultural attributes and
opportunities associated with being male or
female.
19. • Gender Analysis: is a way of looking at socio-
economic and political situations to identify
underlying factors related to gender that can
enhance or inhibit efficacious development
interventions.
20. • Gender Concern/Issues: arise where an
instance of gender inequality is recognized as
unjust. The fact that women have a higher
rate of illiteracy than men is a gender concern
and would need to be taken into account in a
project that requires literacy skills.
21. • Gender Equality: in the Governance Sector is
taken to concern fairness and justice in
women’s access to and benefits from their
involvement in decision-making and
representations within the government where
they can actively participate in decision-making,
this may include important qualitative as well as
quantitative dimensions.
22. Basic Premises on Gender Equality
• It is important to emphasize these premises at
the outset in order for participation to
appreciate and understand the context of the
discussions from the outset.
• This is borne by the fact that normally “gender
• This is borne by the fact that normally “gender
sensitivity” is perceived to be anti-male or to
promise a “war between the sexes”.
a) Not a war between sexes;
b) Both men and women have a stake in the
struggle.
23. Sex and Gender
• Sex: identifies the biological difference
between men and women. Sex identity is
determined by reference to genetic and
anatomical characteristics. Sex is largely
anatomical characteristics. Sex is largely
unchangeable.
24. • Gender: refers to the culturally or socially
constructed roles ascribed to males and
females. Gender identifies the social relations
between men and women. Gender is an
acquired identity. It refers to all differences
except those that are strictly biological.
except those that are strictly biological.
Generally, there are two types of genders, the
masculine and feminine. Since Gender is
cultural and social it can be changed, as
culture itself is dynamic.
25. Sex-Gender System
• A lot of cultures tend to see gender as a natural
phenomenon deriving from biological
differences between women and men. This
is what social scientists call a sex-gender
system. However, understandings of masculine
system. However, understandings of masculine
or feminine differ across culture or geographic
locations. The basic element in any
contemporary sex-gender system across
culture and geographic locations is the
difference in gender roles that leads to a sexual
division of labour.
26. Gender Roles, Stereotypes and Gender
Ideology
1. Sex Roles versus Gender Roles-
• Sex Roles refers to an occupation or biological
function for which a necessary qualification is
function for which a necessary qualification is
to belong to one particular sex category. For
example, pregnancy is a female sex role
because only members of the female sex may
bear children.
27. • Gender Roles are learned behaviours in a
given society/community, or other special
group that condition us to perceive certain
activities, tasks and responsibilities as male
or female. In most present day societies, this
sexual division of labour is rooted in what
sexual division of labour is rooted in what
is technically known as a production-
reproduction distinction.
28. 2. Sexual Division of Labour and the
Production- Reproduction
• Distinction- This is first manifested at home
then replicated in the work that men and
women engage in outside the home.
women engage in outside the home.
29. • Production refers to the production of goods
and services for exchange rather than for
personal or immediate consumption. These
goods or services usually have a
corresponding fee, salary or economic value.
This is considered a male sphere, and
This is considered a male sphere, and
generally known as the public sphere (e.g.,
construction work, factory work, office work,
etc.)
30. • Reproduction refers to both biological
reproduction and tasks usually associated
with it such as child rearing, housekeeping, etc.
that are necessary for survival but given no
economic value. This is usually the women’s
world, and often known simply as the private
sphere. Even when women work outside the
sphere. Even when women work outside the
home, their jobs are frequently a replication of
their tasks in the private sphere, such as
domestic work and care giving. However the
identical work in the private sphere is not given
any economic value.
31. Gender Stereotypes
• An over-generalized belief in the characteristics
of a person based simply on their gender. It is a
rigidly held and oversimplified belief that all
males and females possess distinct
psychological and behavioral traits.
32. Gender Ideology- determines:
a) What is expected of us
b) What is allowed of us
c) What is valued in us
c) What is valued in us
• The most common basis of gender ideology is
biological determinism, that is, that the
biological differences between men and
women automatically translate into differences
in their social roles.
33. What is wrong with sex-gender systems,
gender roles, gender stereotypes and gender
ideologies?
• Gender has Implications for Equality between
Men & Women. Gender limits the potential of
both men and women, making them both
victims. For example, boys and men are
victims. For example, boys and men are
commonly told, “boys don’t cry”. This results in
an expectation that men should keep their
emotions to themselves; a stance that modern
psychology tells us can psychologically
unhealthy.
34. • On the other hand, women are perceived to be
weaker and more emotional than men. The
types of work opportunities that are opened to
women correspond to this particular perception
of women’s capacities. This limits women’s
opportunities, pushing them towards positions
such as domestic or secretarial work,
such as domestic or secretarial work,
instead of managerial positions where intellect
is valued over emotion. This leads to gender
discrimination and subordination.
35. Gender Discrimination
• Differential treatment of individuals on the basis
of their gender. In most societies, this involves
systemic and structural discrimination against
women in the distribution of income, access to
resources, and participation in decision-
making (access to opportunities). It is the
prejudicial treatment of a person on the basis
of a gender stereotype.
36. Definitions of 4 Key Components in Gender
Analysis
1. Gender roles arises from socially perceived
differences between men and women that
define how men and women “should” think,
define how men and women “should” think,
act and feel. Gender roles are constantly
changing, and can vary between and within
cultures.
37. 2. Gender divisions of labour relate to the
different work that men and women do as
a consequence of their socialization, and to
acceptable patterns of work within a given
context.
3. Access is influenced by acceptable gender
roles and established gender divisions of
labour.
38. 4. Power relations have to do with the capacity
of individuals and groups to initiate action and
determine outcomes that change existing
social, political and economic systems and
norms. Understanding power relations is
norms. Understanding power relations is
essential to equalizing power relations is
essential to equalizing gender relations.
39. 5. Gender needs arise from the four components
cited above. Because men and women have
different gender roles, do different types of
work, have different degrees of access to
services and resources, and experience
unequal relations, needs of men and women
unequal relations, needs of men and women
are different. Practical Gender Needs and
Strategic Gender Needs are distinguished and
compared, to identify and address overall
gender needs and options for meeting those
needs.
40. Indicators and gender-sensitive indicators
• Gender-sensitive indicators have the special
function of pointing out how far and in what
ways development programs and projects
have met their gender objectives and
achieved results related to gender equity.
Gender-sensitive indicators measure gender-
related changes in society over time.
41. • The difference between an indicator and a
statistic is that using indicators should
involve comparison with a norm. For
example, a statistic would be “50 percent of
women are literate”, whereas an indicator
would be “50 percent of women and 70
would be “50 percent of women and 70
percent of men are literate”.
42. Where gender-sensitive indicators are needed
• Gender-sensitive indicators are needed in order
to measure progress towards targets which
themselves need to be gender-sensitive. A
prerequisite for the establishment of gender-
sensitive indicators is the availability of
sensitive indicators is the availability of
statistical data disaggregated by sex and
other more qualitative types of information
reflecting differences between women and
men.
43. Gender-sensitive indicators at different levels
Macro level
Typically indicators are used to measure the
following gender equality issues at the macro level:
• Changes in legislation/ policy frameworks affecting
gender equality;
gender equality;
• Changes in national/sector budget allocations in
favour of gender equality issues;
• Changes in institutional focus on women’s/gender
issues, for example by creating or strengthening
new national women’s machinery;
44. • Changes in political participation by women and
men at different levels, as reflected in voting
patterns or numbers of women parliamentarians;
• Rates of employment/unemployment (female and
male) in different sectors and at different levels;
• Access to productive assets (land, credit, vocational
training);
training);
• Access to basic services (education, health, water)
by women/men, girls/boys;
• Trends affecting gender roles and relations such as
economic reform, migration of men to urban areas,
introduction of new employment opportunities
through trade liberalization, new technology, etc.
45. Meso level
At meso level indicators may be used to measure the
following issues:
• Changes in quantity/quality of gender-competent staff in
government, NGOs, other agencies;
• Changes in creation and use of tools and procedures to
mainstream gender equality;
mainstream gender equality;
• New initiatives and partnerships to create synergies for
collaboration on gender equality;
• Changes in recruitment practices in favour of equal
opportunities;
• Changes in budget allocation in favour of gender at this
level.
46. Micro level
Indicators at this level are needed in order to
measure the following:
• Participation (quantity/quality) of women and men
in project activities;
in project activities;
• Access to decision-making, project resources and
project services by women and men;
• Expected/unexpected project outcomes for
women/men (compared with project objectives);
47. • Met/unmet practical and strategic needs of
women and men (compared with expressed
needs);
• Changes in project budget allocation in favour
of gender at this level;
• Changes in project staff’s capacity to
mainstream gender equality;
• Emergence of new gender issues in the
project or as a result of the project.
48. Key Points
• A gender-sensitive indicator measures gender-
related changes in society over time.
• Gender-sensitive indicators may be developed
when sex-disaggregated data and other qualitative
information reflecting gender differences are
information reflecting gender differences are
available.
• Quantitative indicators indicate average outcomes
in a sex-disaggregated manner. When data is
available, they tend to be easier to define, record
and assess.
49. • Qualitative indicators involve people’s
perceptions, for instance changes in
attitudes and behaviour; or growth in
knowledge and skills, self-reliance,
confidence, independence or self-esteem.
• It is important to be clear about the types of
indicator required at different levels.
50. • Therefore, mainstreaming gender in
development and environmental programmes
makes sense and is becoming a pre-requisite
for their efficiency and in order to achieve
programme goals.
• Gender equality is not just one of the
Millennium Development Goals (MDGs), it
is itself considered a condition for achieving
the other MDGs.
51. • It states “women should be fully involved in
decision-making and the implementation of
sustainable development activities” in order to
“avert the ongoing rapid environmental and
economic degradation in developing
countries”
• Equity involves access to equal opportunities
and the development of basic capacities.
52. • It does not imply that everyone must receive
the same ‘amount’: in some cases, equity
could necessitate the implementation of
special measures (affirmative action) to
compensate for the disadvantages women
face.
• It may also require different interventions to
• It may also require different interventions to
address different needs.
• And it may involve different modalities to take
into account different capacities.
53. Checklist for Gender Sensitive Programming
1.Conduct a gender analysis related to the sector
and the issues you intend to address.
2.Define objective, outcomes, outputs and
activities that will contribute to addressing both
women’s and men’s needs.
women’s and men’s needs.
3.Adopt a methodology that encourages the
participation of women in all components of the
programme, taking into account the socio-
cultural context in which the project is
implemented.
54. 4. Develop mechanisms to ensure equitable
benefits for women and men.
• Allocate sufficient budget to fund particular
measures to address women’s needs.
• Recruit or develop collaborative work with
• Recruit or develop collaborative work with
professionals/scientists women.
• Select gender sensitive partners.
55. 8. Build the capacity of the programme’s team
and partners to conduct gender analysis
and mainstream gender.
9. Define quantitative and qualitative gender
sensitive indicators to measure how the
outputs of the programmes have affected
women and men, and how women and men
women and men, and how women and men
have contributed to addressing the issues and
achieving the expected outcomes, and to what
extent the programme has equitably addressed
both women’s and men’s needs.
56. What are Indicators?
• Indicators are standards used to measure
achievements of a project. They are pointers,
numbers, facts, opinions or perceptions that
look into and measure changes of specific
conditions or situations.
• Indicators can be quantitative – measures of
quantity such as the number of women Vice-
Chancellors.
57. • And qualitative – people’s judgment or
perception about a subject, for instance, self
confidence developed by women users from
skills learned in telecentres that may help
them get better employment.
• Indicators also provide a closer look at results
of initiatives and actions.
• They are useful tools to assess positions and
directions with respect to values and goals, and
in evaluating specific programmes and
determining the impact of such
programmes.
58. What are Gender-sensitive Indicators?
• Gender-sensitive indicators, as the term
suggests, are indicators that track gender
related changes over time.
• Their value lies in measuring whether gender
equality/equity is achieved through a number of
equality/equity is achieved through a number of
ways.
• Gender indicators take into account that
gender roles exists and point to changes in
the status and roles of women and men over
time.
59. • They help illustrate the ways a project affects
gender roles and confirms or disregards gender
discrimination.
• Gender indicators should be drawn from
identifying gender issues within a specific
context of a project or activity.
• Many indicators that look into gender such as
measuring gender empowerment, human and
development index, and gender development
indices are useful tools in tracking gender
equality/equity. Many of these indicators are
based on gender analytical models.
60. Despite their differences, however, the key
question that these models and indicators
attempts to answer in measuring the impact of
any initiative is: “Is is life-changing?”
- How many men & how many women in key
- How many men & how many women in key
positions in an organization.
- How many women professors in selection
committees
61. - How many women experts of Research
Projects
- Fellowships/Scholarships available and
provided to women
- Disaggregated data women & men at all levels
- Disaggregated data women & men at all levels
- Special schemes for differently abled women.
62. Why look at gender indicators?
• Because what is measured is more likely to be
prioritized and evidence gathered against
indicators can help make the case that
gender issues should be taken seriously.
gender issues should be taken seriously.
Indicators can be used for advocacy and can
help make the case for action by highlighting
key issues, backed up with statistics and other
evidence.
63. • They enable better planning and actions.
Gender indicators can be used to evaluate the
outcomes of gender-focused and mainstream
interventions and policies and help reveal
barriers to achieving success.
• They can provide vital information for adjusting
programmes and activities so that they better
programmes and activities so that they better
achieve gender equality goals and do not
create adverse impacts on women and men.
• They can also be used to measure gender
gender mainstreaming within organizations
64. • They can be used for holding institutions
accountable for their commitments on gender
equality.
• Gender indicators and relevant data can make
visible the gaps between the commitments
many governments and other institutions have
many governments and other institutions have
made at all levels – for example by ratifying the
Convention on the Elimination of All Forms of
Discrimination Against Women (CEDAW) –
and their actual implementation and impact.
They can be used to hold policy-makers
accountable for their actions, or lack of action.
65. • They can help to stimulate change through data
collection processes.
• For example, discussions in focus groups or in
individual interviews can help raise awareness
of particular issues.
of particular issues.
• They can stimulate discussion and inspire
recognition among participants of common
experiences related to sensitive topics such
as GBV.
66. Deciding what to measure
• The choice of what to measure will be different
for different actors.
• Governments might be concerned with
monitoring progress for women and men,
monitoring progress for women and men,
development agencies focus on evaluating
the impact of their gender programmes.
67. Examples of gender indicators
International indicators
There are a number of useful International
Indicators, such as the Millennium Development
Goals (MDGs).
The MDGs
• A framework for incorporating gender equality
across the MDGs: Many practitioners and
policymakers agree that gender equality and
women’s empowerment are central to the
achievement of each of the MDGs, and the
achievement of Goal 3 in turn depends upon the
extent to which the other goals address gender-
based constraints.
68. • The Millennium Project Task Force on Gender
and Education has developed a framework
outlining some of the reasons why gender
equality is important to each of the 8
MDGs.
• These can help to make the case for
developing gender indicators for each MDG
and provide a good starting point.
69. MDGs and the importance of gender equality
Goal 1. Eradicate extreme poverty and
hunger
• Equal access for women to basic transport
and energy infrastructure can lead to
and energy infrastructure can lead to
greater economic activity
• Investment in women’s health and nutritional
status reduces chronic hunger and
malnourishment, which increases
productivity and wellbeing.
70. Goal 2. Achieve universal primary education
• Educated girls and women have greater
control over their family and participate more
in public life.
• A mother’s education is a strong, consistent
determinant of her children’s school enrolment
and attainment and their health and
nutrition outcomes.
71. Goal 3. Promote gender equality & empower
women
• This central goal dedicated to gender equality
and women’s empowerment depends on the
achievement of all other goals for its success.
achievement of all other goals for its success.
Goal 4. Reduce child mortality
• A mother’s education, income, and
empowerment have a significant impact on
lowering child mortality.
72. Goal 5. Improve maternal health
• A mother’s education, income, and
empowerment have a significant impact on
lowering maternal mortality.
Goal 6. Combat HIV/AIDS, malaria, and other
diseases
diseases
• Greater economic independence for women,
increased ability to negotiate safe sex, and
more awareness of challenges around
traditional norms in sexual relations are
essential for preventing the spread of
HIV/AIDS and other epidemics.
73. Goal 7. Ensure environmental sustainability
• Gender-equitable property and resource
ownership policies enable women (often as
primary users of these resources) to
manage them in a more sustainable manner.
Goal 8. Develop a global partnership for
development
• Greater gender equality in the political sphere
may lead to higher investments in
development cooperation.
74. The Gender-related Development Index and
Gender Empowerment Measure
What to do the GDI and the GEM aim to
measure?
• The Gender-related Development Index (GDI)
adjusts the Human Development Index (HDI)
adjusts the Human Development Index (HDI)
for gender inequalities in the three dimensions
covered by the Human Development Index
(HDI), i.e. life expectancy, education, and
income. It is important to note that the GDI is
not specifically a measure of gender
inequality.
75. • The Gender Empowerment Measure (GEM)
seeks to measure relative female
representation in economic and political power.
• It considers gender gaps in political
representation, in professional and
management positions in the economy as
well as gender gaps in incomes (Klasen,
2006).
76. • In 2009 concrete proposals for the two
gender-related indicators are being
formulated.
• These include the calculation of a male and
female HDI, as well as a gender gap index
female HDI, as well as a gender gap index
(GGI) to replace the GDI, that can be
interpreted more directly as a measure of
gender inequality (Klasen and Schuler
2009)
77. The GDI and GEM need to be used with caution
• They are useful in their capacity to identify gender
gaps in developing countries, rather than an
overall picture of growth or education. However,
they are limited in many ways. One concern is
that the indicators are too broad to reflect the
multiple dimensions of gender equality.
multiple dimensions of gender equality.
• A way to offset this might be to use the GEM and
GDI in combination with measures of additional
dimensions of equality, such as personal security
and dignity, women’s leisure time and gender
balances in decision-making.
78. Gender analysis
• A thorough gender analysis is a critical starting
point for any governance intervention that aims
to be gender sensitive. It facilitates the gathering
of qualitative and quantitative data to determine
the gender bias and discrimination against the
the gender bias and discrimination against the
empowerment of women to the achievement of
gender equality in governance reforms.
79. • This includes the different roles that men and
women perform and how that leads to males
and females having different experiences,
knowledge, needs, access to and control over
resources, political and decision-making
processes.