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Gender Equity and what it means in practice
29 April 2011Nairobi, Kenya
Learning Objectives• Gain knowledge of key gender terminology• Understand how gender equity is relevant to your work and
critical to the success of programmes• Understand how to move from a gender policy to gender
practice• Build on PCM skills to mainstream gender approaches in
projects• Know the key stages of undertaking a gender impact
assessment of projects• Introduce how gender-sensitive indicators are developed and
how to make them context-specific• Identify creative ways to support partner organisations with
gender sensitisation• Identify future opportunities to build a gender perspective in
to your workSlide 2
Sex isThe biological differences between men and women
Is the same everywhere in the world
Gender isAttributes, roles and activities connected to being a woman or a man
How women and men are perceived and how they are expected to behave
Different according to time, place and culture
Slide 3
Key gender concepts
Mainstreaming
Gender equity
Gender-related needs
Empowerment
Sex-disaggregated
data
Gender equality
Gender analysis
Gender relations
Slide 4
Which project is gender mainstreamed…
Providing income-generation
opportunities for a village community
Supporting single fathers with child
care
Providing a refuge for women
escaping violence
A leadership training
programme, with a crèche facility
Slide 5
Why is gender equity important?
• It is a question of justice or basic rights• Being aware of the different needs and
concerns of men and women, and acting on this awareness, means that we can address poverty more effectively.
• If we just assume that our work will benefit men and women equally, we will reflect and probably reinforce the imbalances that exist
Slide 6
Why bother with gender?
• In life and death situations, isn’t the question of gender equality a luxury?
• Gender equality is about ensuring that the protection and assistance provided in emergencies is planned and implemented in a way that benefits women and men equally, taking into account an analysis of their needs as well as their capacities.
• Helps to achieve sustainable development. If interventions are not planned with gender equality in mind, not only do the chances of doing greater harm increase, but the opportunity to support and promote equality in livelihoods between women and men can be lost
Slide 7
Gender differences and inequalities shape the way that decisions get
made, resources get allocated, and people interact with the world
Slide 8
Women’s needs can be…
Practical• Immediate perceived
needs, e.g. for better living conditions, improved health services, water, food ad education
Strategic• Gender imbalances in
power relations, such as those related to labour, legal rights, domestic violence, access and control, e.g. the fact that women have to look after their children affects their capacity to earn income
Slide 9
“Men and their rights and nothing more,
women and their rights and nothing less.”UN Women slogan
Slide 10
“How can you hope to overcome poverty by only working with 50% of the world’s population?”
Kofi Annan
12
Gender equity programming
A gender analysis informs programme planning, implementation and evaluation
The human rights of women, girls, boys and men are equally promoted and protected and gender equality is achieved
Gender mainstreaming Targeted actions based on gender analysis
Programmes to empower women and girls
Human rights-based approach to programming
Gender-based violence programming
Sexual exploitation and abuse programming
Gender balance in humanitarian agencies
THE
GO
ALST
RATE
GIE
S &
PR
OG
RAM
MES
THE
BASI
S
Framework for gender equality programming
ADAPT
nalyse gender differences
esign services to meet the needs of all
ccess for women, men, girls and boys
articipate equally
rain women and men equally
Slide 13
Framework for gender equality programming
ACTC
ddress GBV in sector programmes
ollect, analyse & report sex- and age-disaggregated data
arget actions based on gender analysis
oordinate actions with all partners
ADAPT and ACT Collectively to ensure gender equality
Slide 14
Adapted from: www.unifempacific.com/resources/publications/considerations/g_considerations.htm
Gender Issues in the Project Cycle
Implementation & Monitoring
Identification
Planning & DesignEvaluation
What questions should be asked at each stage of the project cycle to ensure gender issues are considered in planning?
Slide 15
Critical points for gender equality mainstreaming in the project cycle
• Is the project design based on a real understanding of the needs of men and women?
• Look at the planned results. Are they really what the male and female stakeholders need?
• Look at the daily life of the community. Look at who is using their time, labour, and resources. Which groups are in the most disadvantaged position? Why? How will the project make things better?
• How will the project contribute to the empowerment of men and women in the sector it deals with?
• Check that at all stages of the project cycle, any data collected is broken down into data related to women and data related to men – that is, gender disaggregated data.
Slide 16
Gender analysis allows you to understand who in the population is affected by the crisis; what
they need; and what they can do for themselves.
Gender analysis steps (1)• Ask the questions
– Seek to find out the differences in experience for women, girls, men and boys.
• Put women, girls, men and boys at the centre of your assessment– Start with the smallest unit (HH), understand how each family
member participates, their role and what needs to improve• Understand the cultural context
– Cultural understandings of roles, HH head not always powerful• Coordinate and cooperate
– Involvement of all field workers to ask how situation affects women and men differently; actors share and communicate information about gender differences to ensure progs well coordinated
Slide 18
Gender analysis steps (2)• Don’t make assumptions
– Which women? Which men?• Consult affected population
– Systematic consultations, separately and in mixed groups– Who are representative leaders?
• Sex-disaggregated data • Analysis to action
– Use info gathered to inform programmes– Specific initiatives targeting particular populations
• Assess and adjust– People’s protection needs and risks change– Regular consultations needed to be able to adjust to meet needs
of the peopleSlide 19
Gender analysis – basic questions
• Who does what?• Who has what?• Who decides what?• Who gains? Who loses?• Who has access to and control over resources,
knowledge and decision-making?• Who has the means, skills and opportunities?
Slide 20
Assessing impact on gender equality
Criteria 1: Impact on lives of poor women, men, girls and boys
Criteria 2: Changes in policies, practices, ideas and beliefs
Criteria 3: Beneficiary involvement in the projectCriteria 4: Likely sustainability of changes
• What are the different ways in which the project has impacted on the lives of women, girls, men and boys?
• How have gender relations been affected?Slide 21
Which category does the project fall into?• Gender blind i.e. the project fails to distinguish between women
and men’s interests, reinforced existing gender relations, and did not support the full and active participation of women.
• Gender aware i.e. the project used knowledge of gender differences in the local context to target and meet the practical needs of both women and men, but did not attempt to change existing gender relations.
• Gender redistributive i.e. the project aimed to transform the existing distribution of resources ad responsibilities in order to create a more equal relationship between women and men. The focus was on strategic gender interests, although practical gender needs which had transformatory potential (providing a supportive environment for women’s empowerment) could also have been addressed.
Slide 22
Individual change
Systemic change
Informal
Formal
Women’s and men’s consciousness, knowledge
and commitment
Women’s rights, opportunities and access to resources
Informal cultural norms, inequitable
practices and ideologies
Formal institutions such as laws, policies, etc.
Gender at work: What are we trying to change?
Slide 23
Quantitative
Quantitative methods of data collection produce quantifiable results, and as such focus on issues which can be counted such as percentages of women and men in parliament, male and female wage rates, school enrolment rates for girls and boys.
QualitativeQualitative methodologies capture people’s opinions, attitudes and feelings and are generally derived from more qualitative processes of investigation (e.g. focus group discussions).
Participatory
Participatory methodologies are based on the principle that men and women should be the agents of their own development, contributing to decisions about what should be measured and what indicators should be used, and participating in the research themselves.
Different types of indicators
Slide 24
Purpose of indicators
Tracking the degree to which, and in what way, changes take place over a time. E.g. changes in
the relations between men and women, changes in outcomes of a particular policy, programme or activity for men and women, or changes in the
status or situation of men and women with regard to a particular issue such as levels of poverty or
political participation.
Slide 25
Disaggregate data by age and sex
Sample activity:Sex- and age-disaggregated data on programme coverage are collected on a regular basis
Sample indicator:100% livelihood programme quarterly reports in 2004 are based on sex- and age-disaggregated data
Slide 26
1. Explicitness: Objectives should explicitly state intended results, and not just refer to resources to be used and activities to be performed.2. Clarity and precision: Terms and concepts that are used should be clearly defined, and its meaning agreed upon by all stakeholders.3. Feasibility or realism: Realistic objectives should be established, which take account of available resources, the external environment, as well as actual and potential constraints, obstacles, risks and enabling factors.4. Measurability and verifiability: Indicators must allow verification of the achievements5. Time-frames: Indicators should include realistic deadlines, time-frames (or even specific dates)
Criteria for setting clear indicators
Slide 27
Working with partners on gender equity
1. Why do partners orgs need to integrate gender into their work?
2. Identify methods that can be used to raise partner awareness on gender equity?
3. What challenges/ problems do you expect to face when engaging a partner on gender equity?
Slide 28
What will you DO differently?
• Does your own work and behaviour help to promote gender equality?
• What changes need to be made in terms of organisational culture to enable gender-sensitive programme management?
• What changes need to be made in terms of systems to facilitate gender-sensitive programme management?
Slide 29
