The document discusses the need for gender-transformative approaches to aquaculture. Recent studies show that while targeting women with technologies can provide benefits, social and gender relations shape adoption and use. Gender-integrated approaches that do not address underlying inequities limit sustainability. True empowerment requires challenging social norms through participatory action research, consciousness-raising, and supporting collective action and networks to foster dynamic, multiscale change.
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This poster was presented by Bimbika Sijapati Basnett (CIFOR) for the pre-Annual Scientific Conference meeting organized for the CGIAR research program gender research coordinators on 4 December.
The annual scientific conference of the CGIAR collaborative platform for gender research took place on 5-6 December 2017 in Amsterdam, the Netherlands, where the Platform is hosted (by KIT Royal Tropical Institute).
Read more: http://gender.cgiar.org/gender_events/annual-scientific-conference-capacity-development-workshop-cgiar-collaborative-platform-gender-research/
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Studies show that gender gaps in access to agricultural assets and resources undermines agricultural performance. Understanding these gender equalities, their underlying factors, and strategies for and factors contributing to women’s empowerment, is needed to help design appropriate interventions. This presentation shows the results of a study in Bangladesh that looked at these factors to further understand how women are empowered or disempowered by their engagement in aquaculture.
Gender and fish aquaculture: A seven country reviewWorldFish
This presentation, by WorldFish gender researchers Surendran Rajaratnam and Cynthia McDougall, looks at the gendered patterns of access to, and benefits from, small-scale aquaculture within and across seven countries that WorldFish works in (Egypt, Nigeria, Tanzania, Zambia, Bangladesh, Cambodia and Myanmar). The presentation was created for the 6th Global Symposium on Gender in Aquaculture and Fisheries on 3-7 August 2016 in Bangkok, Thailand.
This poster was presented by Bimbika Sijapati Basnett (CIFOR) for the pre-Annual Scientific Conference meeting organized for the CGIAR research program gender research coordinators on 4 December.
The annual scientific conference of the CGIAR collaborative platform for gender research took place on 5-6 December 2017 in Amsterdam, the Netherlands, where the Platform is hosted (by KIT Royal Tropical Institute).
Read more: http://gender.cgiar.org/gender_events/annual-scientific-conference-capacity-development-workshop-cgiar-collaborative-platform-gender-research/
Women’s empowerment in aquaculture: Case studies from Bangladesh WorldFish
Studies show that gender gaps in access to agricultural assets and resources undermines agricultural performance. Understanding these gender equalities, their underlying factors, and strategies for and factors contributing to women’s empowerment, is needed to help design appropriate interventions. This presentation shows the results of a study in Bangladesh that looked at these factors to further understand how women are empowered or disempowered by their engagement in aquaculture.
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Read more: http://gender.cgiar.org/gender_events/annual-scientific-conference-capacity-development-workshop-cgiar-collaborative-platform-gender-research/
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Read more: http://gender.cgiar.org/gender_events/annual-conference-2018/
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The annual scientific conference of the CGIAR collaborative platform for gender research took place on 5-6 December 2017 in Amsterdam, the Netherlands, where the Platform is hosted (by KIT Royal Tropical Institute).
Read more: http://gender.cgiar.org/gender_events/annual-scientific-conference-capacity-development-workshop-cgiar-collaborative-platform-gender-research/
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This presentation was given by Likimyelesh Nigussie (IWMI), as part of the Annual Gender Scientific Conference hosted by the CGIAR Collaborative Platform for Gender Research. The event took place on 25-27 September 2018 in Addis Ababa, Ethiopia, hosted by the International Livestock Research Institute (ILRI) and co-organized with KIT Royal Tropical Institute.
Read more: http://gender.cgiar.org/gender_events/annual-conference-2018/
Jemimah Njuki, Sarah Eissler, Hazel Malapit, Ruth Meinzen-Dick, Elizabeth Bryan, and Agnes Quisumbing
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Presented by Kathleen Earl Colverson at the Africa RISING Integrating Gender into Agricultural Programming training, Addis Ababa, Ethiopia, 18-20 August 2014
A trainer's manual" (available at http://cgspace.cgiar.org/handle/10568/33426)
Gender transformation in climate-smart agriculture: A framework for actionCGIAR
This presentation was given by Sophia Huyer (CCAFS), as part of the Annual Gender Scientific Conference hosted by the CGIAR Collaborative Platform for Gender Research. The event took place on 25-27 September 2018 in Addis Ababa, Ethiopia, hosted by the International Livestock Research Institute (ILRI) and co-organized with KIT Royal Tropical Institute.
Read more: http://gender.cgiar.org/gender_events/annual-conference-2018/
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Read more: http://gender.cgiar.org/gender_events/annual-scientific-conference-capacity-development-workshop-cgiar-collaborative-platform-gender-research/
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DIFFERENT
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Read more: http://gender.cgiar.org/gender_events/annual-scientific-conference-capacity-development-workshop-cgiar-collaborative-platform-gender-research/
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This resource has been created
for civil society associations (such as fish processing and retail networks), development actors, private sector and research for development actors
for people and institutions who want to collaborate with current or potential women entrepreneurs and
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Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
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Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
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For more information, visit-www.vavaclasses.com
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
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This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Gender and Aquaculture: Equity and Empowerment in the Fisheries and Aquaculture Value Chains
1. The Need for Gender-
Transformative Approaches
Gender and Aquaculture: Equity and Empowerment in
the Fisheries and Aquaculture Value Chains
24–25 February 2015
Afrina Choudhury, Gender Specialist, WorldFish, Bangladesh
2. • What are women-targeted
technologies?
• How do study findings
substantiate the need for
gender-transformative
approaches (GTAs)?
• What are gender-
transformative approaches
(GTAs), conceptually and
practically?
Contents
4. Why target women? How?
Close to home for easy access (time and labor burden,
mobility and access constraints)
More control over homestead assets
Income opportunity from an underutilized resource
(without hindering other usage)
Enhanced resilience through diversified food and income
options
Nutritional consumption enabled through small fish
Selection based on interest and close proximity to resources
Technical knowledge transfer through short-duration
trainings
Coaching
Demonstration set up for practical learning and scaling out
Linkage events
Targeting women with technologies
6. Introduction to research study
Rationale:
• Research on agriculture and aquaculture technologies focuses
on testing and refining them to increase output.
• There is a need to understand how the social and gender
relations in a local context shape how women and men adopt,
use and adapt these technologies.
• Such knowledge will help to design more appropriate
technologies and dissemination strategies that lead to
independent uptake, sustained use and equitable development
outcomes.
Research question:
How do gender relations shape the uptake and use of aquaculture
technologies?
7. Research sites and methodology
Khulna District Barisal District Total
Bohalia Jalapara Sarendrapur Lakripur
Innovation
(cage or pond)
Cage Pond Cage Cage and
pond
Project
(CSISA-BD or AIN)
CSISA-BD AIN CSISA-BD CSISA-BD
Primary religious
background
Hindu Muslim Muslim Muslim
FGDs 6 10 6 10 32
In-depth interviews 25 15 19 30 89
Total 31 25 25 40 121
8. Study findings: Technology users are
embedded in a range of relationships
WorldFish project staff,
officers and contact people
9. Relationships inside household
Projects want to involve or target women, but this requires the whole
household to consent to attend training, provide inputs and investment,
and provide labor time.
Attending training can affect these relationships:
• Training affects the type of work women are perceived to be able to do.
• Training affects how much work women do.
One woman (pond adopter in Khulna in her 30s with secondary
education) said:
“[Husbands say,] ‘you have learned everything, fish farming along with
vegetable farming. We husbands don’t have to do anything; you can do
it all.’ Saying this, they leave it to us. Now [because of] training I am in
another hassle—now the husbands don’t do things, and we have to.”
Household relationships can affect who controls the money and
benefits.
11. Relationships among group
There are both benefits and drawbacks from a group.
Strong relationships help to foster technology use and benefit,
especially for women.
“If I’m away, [my wife] can call our neighbors, like my brother’s wife. That is
why this project was kept jointly.” (Male respondent, Barisal)
Lack of trust and certain power dynamics can affect the potential for
pooling resources and sharing knowledge.
“When doing it together, someone does more. The person whose house the
food is in gives food on two extra days. The person who doesn’t have the food
in his house doesn’t remember and stays busy with other work. But if each
one is on his own, each will remember about the work—that the work of
looking after the fish has to be done first. Otherwise one sits in expectation of
the other.” (Female respondent, Barisal)
13. Inequalities within the community can
lead to problems within households
“If anyone fails on any paper in an exam, then how does the heart feel? [The
demonstration farmer] got this fish; how does her heart feel? And we who didn’t
get the fish; how do our hearts feel? ... My husband also says, you go swaying to
the meeting and come back swaying, but only the Anwar fisher’s wife got the fish
…” (Female respondent, Barisal)
“My husband prohibited me from going to the [next] meeting. ‘You have been
going to the meeting for so many days but they don’t give you anything.’
That is why the husband says it’s bad and forbids me.” (Female respondent,
Khulna)
Another woman from the same village said, “My husband doesn’t help me with
my work anymore … My husband says they don’t give you anything in your
meeting.”
14. Relationships outside village
Potential trade-offs in testing technologies
“Those who can afford to release fish worth 1000–2000 taka were given
fish, and those who do not have the ability to release fish weren’t given
fish. That’s why I say that the poor constantly have to bear kicks … Our
space is small, and that is why we didn’t get fish.” (Female
respondent, Khulna)
Managing expectations
Facilitating independent use:
•What processes?
•What technologies?
•What additional skills?
18. Why gender transformative?
• Practice is lagging behind
understanding.
• “Empowerment lite” does not
lead to real and sustained
change.
• Technical approaches and gap
filling (e.g. delivering technologies
to women) can accept or reinforce
inequity.
• Gender integration without social
change limits sustainability of
impacts.
“The dogmas of the quiet past are inadequate to the
stormy present … so we must think and act anew.”
Abraham Lincoln, 1809–1865
19. Key features of a gender-transformative
approach
understands people and social
diversity in their context
engages with both women and
men
addresses unequal power relations
enables critical learning, reflection
and questioning
fosters dynamic and multiscale
change processes.
20. Gender-transformative research
Integrates efforts to
redress gender
disparities in
resources, markets
and technologies
with complementary
actions to address
underlying social
norms and power
relations.
Institutions
and
policies
Community
Individual
Research and
development
organizations
Technical
interventions
Gender-transformative
action
21. GTA mechanisms: Plans and possibilities
• household approaches to foster more equitable
intrahousehold decision-making and relationships
• participatory action research (PAR)—experiential learning to
build new capacities and recognition of those capacities
• technology training approaches that integrate social issue
awareness (e.g. HKI manual)
• strategic gender initiatives to foster change in norms, attitudes
and practices for positive development outcomes (e.g.
communications for social change campaigns targeting
different groups, gender champions)
• supporting collective action and networks.
23. New aquaculture technology
dissemination approach
• The technology extension package is re-designed to combine
technical aquaculture training with gender-consciousness-
raising exercises from HKI’s Nurturing Connections manual.
• Training is modularized to interact with different stages of the
production cycle and address social issues that may arise as
a result of applying new knowledge.
• Changes in production and knowledge, attitudes and
practices (both technical and social) are being monitored
among participating women and their spouses through survey
research methods and process documentation.
26. Why is this research important?
•There are 4.27 million small shaded homestead ponds in Bangladesh
(Ben and Arif 2012), which have the potential for enhanced fish
productivity.
•Traditional aquaculture technologies don’t work well in small shaded
ponds.
•Women’s engagement and preference for homestead shaded ponds
provide opportunities for greater equity of benefits.
How this research is different?
•It engages farmers as co-researchers in knowledge generation and
analysis.
•The research seeks to understand alternative food systems appropriate
for shaded multi-use ponds.
•The focus is on a regular off-take of fish for consumption as the primary
objective.
27. • Key research question: What technologies lead to sustainable
intensification and regular harvesting of fish from small homestead
ponds, and how can these be developed and delivered in ways that
lead to equitable benefits?
• Desired outcomes:
• increased productivity in small homestead ponds
• reduced external feed and fish seed inputs
• enhanced and more constant fish harvesting for consumption and income
• increased diversity of fish species
• increased equitable benefits for women.
• Key research interventions:
• research on appropriate fish species and density
• research on effects of diversity of fish habitats on fish productivity and reproduction
• understanding shaded pond food and energy cycle
• impacts of participatory action research on gender equity outcomes.
29. Study conclusions
• Aquaculture training is leading to enhanced status and
strengthened voice in intrahousehold bargaining, irrespective
of methodology.
• Long-lasting and deeply held beliefs around gender roles and
responsibilities can be challenged when women are involved
in activities that bring clear economic benefits to their
households, or that enable them to perform their culturally
ascribed roles more effectively.
• However, the impacts of involving women can be temporary.
Women may not be able to secure long-standing, sustainable
change in their roles and responsibilities.
30. • Securing long-lasting change can only succeed if women and
men themselves take charge of—and feel they benefit as
individuals and as families from—changes in gender relations.
• Innovative methodologies for technology development and
dissemination need to focus on promoting farmer adaptive
capacity and enabling them to take charge of their own
learning, which is not a gender-neutral process.
• Working with development partners, value chain actors,
communities, families and individuals to remove gender-
based constraints to women's full participation in aquaculture
is essential.
Study conclusions
Formative study to help guide emerging AQ interventions in WorldFish – which are trying to integrate or involve women in these technologies…what can we learn to do this better?
WorldFish is taking a bold step in doing this, and this study highlights the complexity of what field staff are having to encounter
In order to do it appropriately, must challenge assumptions that targeting or involving women automatically leads to benefits for women or gender relations
Furthermore – how to sustain any changes or benefits for women?
We try to involve or target women but women do not use the technologies in a vacuum – without influences from other actors and institutions.
Power relations – and specifically gender power relations – at every level affect the extent to which women can actually use and benefit from these innovations.
This CCAFS & AAS funded study of two women targeted aquaculture technologies, disseminated through two WorldFish projects (USAID funded CSISA-BD and AIN), has found that technology interventions that target women alone may not necessarily enhance women’s contributions to aquaculture outcomes and the benefits they derive from them.
This discrepancy between expected and actual outcomes arises because women, and men, exist in a multidimensional system of gender relations which influence women’s ability to: adopt technologies, gain and apply knowledge and skills to adapt them, achieve anticipated production and consumption outcomes and share equitably in their benefits.
Involve or target women
Targeting women to receive assets can be a first step in the process of women actually using and deciding on AQ
Women have varying levels of responsibility and decision-making power relative to the husbands, fathers, or other males in the household
In one village, men and women say that the husband and wives do everything equally (joint responsibility); men’s and women’s labour can complement each other
In another village, men do the work. The technology is in their wife’s names only.
Who goes to training
Women in Barisal, in her 20’s, primary education – attended pond training: “My husband also doesn’t like all this. He also doesn’t like that I went to the meeting. The woman should stay at home. Fish farming is done by the men… I stopped farming fish. It was difficult for me to go the training. I have a small child, I have household work … Again there are outside men at the training. They see us … I didn’t go any more after those 3-4 days. I didn’t go anymore because I have hassles here.” (from husband, in-laws)
Training can affect the relationships
- Women learn to do tasks that men previously did – can achieve a new status (with roles and responsibilities) in productive activities (ESP POND)
There is a short gender module in the training that may help women to increase their decision-making in the household (though this still needs to be researched)
Motahar – him and his daughter-in-law were chosen as the pond demonstration farmer in Khulna – he is over 70 years old: “it’s easy, she [daughter-in-law] can do everything. Even if I am not home for 10 days she can look after everything. She is also sufficient alone in doing the agricultural work. She doesn’t need me on many occasions.”
However, training can also increase women’s workload. Loss of leisure or rest time. Only women’s workload is increasing. Some women like the new livelihood opportunity so they do not mind. Others wish their husbands would help them more.
One woman (pond adopter in Khulna in her 30’s with secondary education): “[Husbands say,] ‘you have learnt everything, fish farming along with vegetable farming, we (husbands) don’t have to do anything, you all can do’. Saying this, they leave it to us. Now [because of] training I am in another hassle, now the husband’s don’t do, we have to do.”
Who controls money or benefits
In Khulna cage site, both men and women said that women controlled the money and profits from the cage more than men. One husband (in his 40’s) said: “it’s her money. I don’t have any interest in that money. It is not my concern what she does with that money”. Another husband said he considered it as his wife’s own income and she could spend it any way she wanted.
In one very poor household in Barisal, the woman was the primary financial manager. The husband said that he felt it is good for women to have wealth and that his wife managed all the money and kept the earnings.
However, for others in Barisal, many of the women and their husbands said it was mainly the men who made decisions about the money. One man said “even if the money stays in their hands, we are the ones who spend it…they don’t spend anything. They bring the money and put it in our hands.”
Strong relationships
In cage village in Khulna, the technology was disseminated to members of an existing women’s group; who was strong and people trusted, both women and men.
Shikha Boiragi (cage adopter, Khulna, in 20’s, secondary education):
“we decided together that we will all release some fish in a pond and breed them there for some time and then from there we will give fish to everyone”
Groups can help to pool financial resources or labor
Shah Alam (husband in 40s, in Barisal, cage): “If I’m away, [my wife] can call our neighbours, like my brother’s wife. That is why this project was kept jointly”
Poor group dynamics
Unequal allocation of work among women cage adopters. In one village, one woman (Barisal, in her 20’s, primary education) said she felt that she did more work than everyone else:
“When doing it together, someone does more. The person’s house that the food is in, he gives food on two extra days. The person who doesn’t have the food in his house, he doesn’t remember, he stays busy in other work. And if each one is on his own, they will remember about the work, that, the work of looking after the fish has to be done first. Otherwise one sits in expectation of the other.”
Lack of trust makes it difficult to make decisions – especially financial decisions – at the group level. Particularly around how much to re-invest and how much to spend on personal expenses.
Sharing knowledge
The demonstration farmer model is a way to have a ‘Learning Center’ in the village and encourage intra-community knowledge sharing. A certain percentage of assets are given to a demonstration farming HOUSEHOLD, and the other farmers can learn from them. The success of this though depends on the process and selection criteria of the farmer, and how good they are at sharing the knowledge. And whether the rest of the community will learn from them. Also, this is a technology focused trial, so need to show how the pond can be successful. There are a lot depending on the performance of the pond AND the demo farmer – so this is difficult
One woman pond demo farmer (in her 40’s, from Barisal) said she liked to use the new management practices and was able to improve her life from it. However, she had some challenges in sharing knowledge:
“They don’t even come close to us. That isn’t the fault of World Fish. They taught them, if there is anyone among you more knowledgeable, you can also let them know, the experience will increase. But they don’t listen to much. They don’t come…. Will they give value to my words? Everyone eats their own rice. I also don’t go to say anything to them. They also don’t come near me.”
Must be aware of social sensitivities –research question – why would other women not want to learn from her? Must investigate further.
Inequality between demonstration farmer and other farmers (who do not receive inputs) can contribute to this. Women who attended the pond trianing but did not receive inputs said they were sad or upset that they didn’t receive anything and the demo farmer did.
Woman who attended pond training in Khulna: “if anyone fails in any paper in an exam then how does the heart feel and this fish that [the demonstration farmer] got, how does her heart feel and us who didn’t get the fish, how do our hearts feel?...my husband also says, you go swaying to the meeting and come back swaying, only Anwar fisherman’s wife got the fish…”
THIS HAS IMPLICATIONS
“my husband prohibited me from going to the [next] meeting. ‘You have been going to the meeting for so many days but they don’t give you anything’. That is why the husband says it’s bad or forbids me”
Another woman from the same village said: “my husband doesn’t help me with my work anymore … my husband says they don’t give you anything in your meeting”
Trade-offs in testing
There may be a trade-off between testing the feasibility of a new AQ technology and decreasing poverty. For example, choosing an appropriate pond to test and demonstrate technologies may mean choosing a household that is not poor
Even in the same village in Khulna, pond adopters had different opinions. One man said he thought they provided training to the right people, or the poor people: “From the 25 of us in this group they didn’t select the rich people and give it. All of us are poor. This woman (field staff) is intelligent; she went from home to home and selected the best people. All of them are hard core poor.”
But one woman said the poor who really could have benefitted from getting some kind of input from WorldFish: “Those who can afford to release fish worth 1000/2000 taka, they were given fish and those who do not have the ability to release fish, they weren’t given fish. That’s why i say that the poor constantly have bear kicks….our space is small that is why we didn’t get fish”
Managing expectations
- Even if the project is very clear and transparent about what resources will be provided and for who, some people at the village-level seemed confused and disappointed if they did not receive assets.
Facilitating independent use
Cages were introduced as an adaptive research trial so project officers had to provide strong technical support and decision-making. Important to think through what kind of skills and experience people will need when it is up to them to manage the technologies on their own – financial training? Negotiation skills training for women?
Do some technologies lend better to being used without the support of extension officers? Are cages more complicated than the pond polyculture?
In Khulna, women who attended the pond training said they were specifically encouraged NOT to depend on them, they said: don’t stay reliant on us
POINT 3 (for audience): these technical approaches work within the existing social context and inequities instead of seeking to change those that stop poor women and men from reaching their potential
Note to Afrina: POINT 4: is a GTA…moving you to the next slide on what this type of gender integration, that seeks social change, would look like… so a GTA is a way to integrate gender that seeks to act upon the social context and the ways in which it/inequalities within it hinder poor women’s and men’s abilities to define and achieve development goals… limit what they feel they can aspire to be
Research for development initiatives whose goal is to typically fill “gender gaps” and focus “…on the separate characteristics of women and men rather than on the way that social institutions work together to create and maintain advantages and disadvantages” are highly problematic and fail to sustainably reduce gaps in poverty between women and men (Okali 2011)
Design and test approaches that integrate technical interventions and social change efforts…AAS research program… including a focus on our own organization culture and capacities
No one GTA; nor one initiative should operate alone
Gender power relations operate across actors and scales so ‘portfolio’ of initiatives must do the same to foster change in attitudes, norms and behaviors…
Applying learning from the study to design a new training approach in the CSISA BD project
Applying learning from the study to design a new training approach in the CSISA BD project
Multi project co-funding
Desired Outcomes
Faruque should say what was the action?
Applying learning from the study to design a new training approach in the CSISA BD project