This document summarizes workshops conducted in multiple countries to build the capacity of agricultural extension workers to integrate gender into their programs. Pre- and post-workshop assessments showed significant increases in knowledge, especially around applying gender analysis tools and techniques. The workshops aimed to increase awareness of gender issues, provide practical tools, and demonstrate strategies for integrating gender. Participants included extension agents, researchers, and NGO staff. Recommendations for improved gender integration included training more female extension workers, considering cultural contexts, and ensuring projects do not increase women's workload.

1. Building Capacity to Integrate Gender
into International Extension Programs
Dr. Kathleen Earl Colverson
University of Florida
MODERNIZING EXTENSION AND ADVISORY SERVICES
CONFERENCE CENTER
JUNE 3-5, 2015
WASHINGTON, D.C.

2. Why integrate gender into
pluralistic extension systems?
Because…
“The failure to recognize the roles, differences and
inequities between men and women poses a
serious threat to the effectiveness of the
agricultural development agenda.”
Gender and Agricultural Sourcebook (2009)

5. “Gender Constraints to Agricultural Inputs”
Women have:
 Less access to land, less money to buy land, using more borrowed or illegal land
 Fewer head of livestock than male-headed households
 Higher number of orphans living in female-headed households than male headed
 Fewer agricultural inputs, such as improved seed and fertilizer, used by female-headed
households
 Less access to extension services and improved technologies
USAID, 2003

6. Most front-line extension workers have
little to no idea how to integrate
gender effectively or tools available.
So…..what can we do to create
greater gender equity across pluralistic
rural advisory services?

8. Capacity Development is Critical!
 Workshops were conducted in Tanzania (Sokoine
Agricultural University); Uganda (Makerere University); and
Mozambique (USAID MEAS); Ethiopia (USAID Africa Rising)
from 2011-2014.
Workshop purpose(s):
 A) to increase awareness of the importance of gender
issues in agricultural extension programs
 B) provide practical tools and approaches to integrate
gender
 C) demonstrate strategies for integrating gender in
project planning and agricultural value chain analysis

9. Workshop pre and post assessments….
 Extensive interactions with in-country partners prior to
workshop to determine audience needs, skills/abilities
related to integrating gender. Consider context!
 Each participant received a pre-workshop assessment prior
to workshop – 15 questions, electronically administered.
Workshops were tailored to participants’ needs
 After workshop, each participant received the same
assessment to quickly determine knowledge gained and
areas for workshop improvement

10. “Integrating Gender into Agricultural Programs”
Pre-Workshop Evaluation
Rate your ability to complete the activities listed below using the following scale:
3=To A Great Extent 2=Somewhat 1=Very Little 0=Not At All
_____Differentiate between gender and sex.
_____Analyze the connections among Extension work, gender, and agricultural productivity.
_____Identify some basic tools for conducting a gender analysis.
_____Describe how gender analysis tools can be applied to Extension work.
_____Compare and contrast techniques to engage mixed and single gender groups.
_____Identify methods for monitoring and evaluating gender responsive programming.
_____Assess when and how to apply gender analysis tools and participatory techniques to various Extension situations.

11. Participants varied…
 Extension agents – local and regional
 University researchers
 NGO field workers
 Government extension agents
 Gender focal points from other organizations
 Community Based Organization representatives
 Students
 136 total participants in four workshops
 Be prepared!

12. Sample Results from Gender
Workshops
 At Sokoine University (Tanzania) the average
scores on the pre-evaluation was 20.6, post
evaluation was 41.2. As a group the percentage
increase was 100%.
 At Makerere University (Uganda) the average
scores on the pre-evaluation was 24, post
evaluation was 41. As a group the percentage
increase was 73%.

13. Overall results from four workshops
 Greatest changes in knowledge pre and post workshop:
 A) Ability to apply a specific gender analysis tool to specific extension situation
 B) Ability to demonstrate an interactive gender energizer to introduce gender
concepts
 C) Ability to determine when and how to apply selected gender analysis tools
and techniques to different extension situations
 D) Ability to determine when to engage mixed or single sex groups in extension
activities
 E) Ability to identify methods for monitoring and evaluating gender responsive
programming

14. Recommendations for improved gender
integration:
 Train additional female extension workers
 Consider meeting times and locations - childcare provision should
also be considered to encourage attendance
 Consider cultural context - may be necessary to build women’s
confidence in single sex groups first before engaging them in mixed
sex groups to ensure their participation later
 Ensure that gendered division of labor will not adversely affect
women with project introduction
 Explore innovative ways to engage male extension workers

15. THANKS!
Questions???
Comments?
More info: www.meas.org
http://ingenaes.illinois.edu/
http://tinyurl.com/paheerb