Training for Wetlands Alliance Program (WAP) Network Members

Trainer: Ms. Jagriti Shankar

Gender and Development Studies

Asian Institute of Technology

9-10 October, 2012

Yangon, Myanmar

1

Gender Mainstreaming in Development Projects

Learning Objectives

2

After this session you should be able to:

Recognise the importance of gender mainstreaming in development projects

Identify gender sensitive and non-sensitive activities of development projects

Project

3

• Project is a Series of Activities to Achieve a Goal/Objective

• Project can be Donor Funded or Community Initiated

• Project bring about change

Change in livelihood / Food Security

Change in Health/Nutrition / Attitude and Behavior of people

Project Life Cycle

4

Baseline Data

And

Situation Analysis

Project Planning &

Design

Implementation

Monitoring

&

Evaluation

Why projects fail or under-achieve?

5

Can Neglecting Gender Roles or Gender Relations lead to Project

Failure?

Have a look at this development intervention.. (source: UNDP)

6

We have brought Food for

everyone, Go get from the tree.

Now answer these Q. based on the Picture

7

Do you think this is Equal Opportunity for all animals?

Does the same thing happens in development projects?

What should be done instead?

Some common Implicit Assumptions of Development Programs, that cause failure

8

Men are the head of household -> So, project activities for economic benefits involve men, & volunteer activities involve women to get their free labour. Working women and Women headed households are often forgotten.

Women will automatically join -> Because Women do

Housework /child care , which is not much efforts so they will work for the project. But women don’t join, they are busy.

Women are incharge of care work -> So Interventions related to family planning focus women, but power relations are forgotten (i.e. Men decide abt contraceptive/sterilisation), and projects fail

Exercise 1

9

Give one example of a gender assumption from your own project or

other projects

Stakeholders analysis

Major Issues/Pro

blem Analysis

Possible Solutions/ Objectives

Analysis

Step 1: Situation Analysis

Situation Analysis is often not gender sensitive 10

Step 1: Gender Sensitive Situation Analysis

11

Know your (both men and women) stakeholders – Do the gender analysis Analysis of the Division of Labour and Access and

Control of Resources

Understanding of gender relations and their Implications for development policy and implementation

A Review of Women’s Priorities, Women’s Practical Needs and Strategic Interest and ways to address them

A Review of Social, Economic, Political Power Dynamics

Understand the links between poverty and gender inequality

Step 1: Gender Sensitive SA–How?

12

Disaggregate and analysis all data collected by sex

Actively involve women, men, girls and boys from diverse social groups in the analysis and identification of needs

Identify existing sources of information, e.g. local women’s group, local gender specialists, existing gender studies

SA Example (Gender sensitive?)

13

Stakeholder and basic characteristics

Interests and how affected by the problem(s)

Possible actions to address stakeholder interests

Fishing families: -c.20,000 families, -Low income earners, - Small scale family businesses, - Organized into informal Cooperatives

- Maintain and improve their means of livelihood - Pollution is affecting volume and quality of catch

- Lobby to implement industry pollution control measures - Identify/develop alternative income sources

Source: EuropeanAid Cooperation Office (http://www.fao.org/docrep/014/ba0004e/ba0004e00 .pdf) (edited)

SA Example (Gender sensitive)

14

Stakeholder and basic characteristics

How affected by the problem(s)

Possible actions to address stakeholder interests

Fishing families: -c.20,000 families, 1000 Women headed households - Low income earners, small scale family businesses, -organized into informal cooperatives, Some Women Groups -Women actively involved in fish processing and marketing

- Maintain and improve their means of livelihood - Pollution is affecting volume and quality of catch - Family health is suffering particularly children and Mothers are undernourished

- Implement industry pollution control measures - Identify/develop alternative income sources for women and men - Discuss with Women groups on how to improve health of women and children

Source: EuropeanAid Cooperation Office (http://www.fao.org/docrep/014/ba0004e/ba0004e00.pdf)

Exercise 2: Which Project is Gender

Sensitive?

15

Project A: A researcher is sent to the village, he discusses the problem with village head, comes back to office and prepares the report for project design

Project B: A male and A female researcher go to the village. Male researcher discusses with male villagers about the issue. Female researcher discusses women’s issues with group of women. They both come back to office, discuss all inputs and design the project to benefit both men and women.

Step2: Planning/Design

16

Set up Objectives

Design log frame , indicators, assumptions, sources of verification etc.

Chart out activities

Budget

Step2: Gender Sensitive Planning/Design-I

17

In a gender sensitive project:

Project objectives will reflect a gender analysis and state the changes in terms of increased gender equality and women’s empowerment

Beneficiaries are disaggregated by sex

Activity plans clarify how equal participation of male and female beneficiaries will be ensured

Gendered assumptions are not made

Step2: Gender Sensitive Planning/Design-II

18

In a gender sensitive project:

Budgets reflect gender-specific activities, eg: trainings/awareness raising activities on gender, women targeted activities, initiatives to engage men in gender equality work etc.

Project’s potential impact on gender equality are anticipated including any negative impact such an increase in women’s workload

Monitoring indicators include those to measure change in gender equality, and baseline gender data is collected

Step2: Planning/Design: How?

19

Ensure that both female and male staff members are able to actively influence the planning process.

Actively involve female and male beneficiaries in the planning process, and ensure that each of their gendered interests is reflected in decisions made.

Exercise 3:Which project is GS and Why?

20

Goal Objectives Activity Plan P

roje

ct A

To improve the living conditions of villagers

To improve economic opportunities for villagers

-Micro credit to be given on based of property entitlements -Full day trainings for skills improvement at community centre to be organized

Pro

ject

B

To improve the living conditions of men and women in the village

To improve economic opportunities for women and men of the target group

-Micro credit to be given to both women and men -Skills improvement training to be organized for women and men -Discuss with women group about the content, timings of the training

Step 3: Implementation

21

Project Management takes the decision about how to carry out project activities

Staff is Hired to Execute the Project

Step 3: Gender Sensitive Implementation

22

A Gender Sensitive Project Implementation Will-

Make sure women and men (beneficiaries and staff) have equal access to information, resources and opportunity to carry out their responsibilities

Make sure women’s participation doesn’t increase their workload and women get returns for their participation

Make sure men understand why equal participation of women is important

Step 3: Implementation- How?

23

Improve gender analysis capacity of staff and project management

Involve female beneficiaries during planning and implementation of activities

Involve female staff in the decision making at project management levels

Consider women’s available times for meetings

Provide support for women’s reproductive activities to encourage them to involve in productive activities

24

A project supporting livelihood by investing to raise dairy cattle in Nepal.

• Women in the project area are supported by giving dairy cattle

• Women take care and feed cattle. Men are the ones that sell milk because women are busy with their housework and are not encouraged to go to public areas.

• Men used the money from selling milk for their needs.

• Women’s burden increased

• After few months some cattle died because women couldn’t tell the cattle were sick

24

Exercise: Discuss what went wrong, however the project claimed it involved women?

Institutional Factors

25

Are there gender sensitive recruitment practices, equal pay for equal work, equal access to career development opportunities, gender balance in staff at all levels spl. Management?

Are budget and resources allocated to gender equality work?

Is there collaboration/ communication with external groups working on gender, especially women’s groups?

Is the working culture of its own organization conducive to the empowerment of women or do discriminatory attitudes and practices exist?

Do family-friendly policies exist, e.g. flexible working hours, childcare?

Step 4: Monitoring and Evaluation

26

A monitoring plan will be set which will explain:

What data to be collected

How the data will be collected (tools used, surveys, Interviews, FGD etc. )

When to collect data

Who will collect the data

How the data will be analyzed

Gender Sensitive Monitoring and Evaluation

27

Identify gender sensitive project indicators

Gender Sensitive M&E plan and data collection activities

Monitor changes in gender relations, women and men’s access to resources, and decision making,

Monitor incidence of gender-based violence

Monitor changes in women’s empowerment (confidence, self-esteem, capacity for leadership and self-organization)

Gender Sensitive Monitoring and Evaluation- How?

28

Consult women and men separately as they might have different perceptions of impact

Ensure a gender balance of staff on monitoring and evaluation teams

Ensure Monitoring and evaluations staff have adequate gender analysis skills

Exercise: Which is more gender sensitive?

29

Project A: Male enumerators were hired and sent to villages to do the survey. They called the meeting of villagers. They were mostly men and a few women. They gave everyone a questionnaire to fill out. The form was in English. However they explained the meaning of questions, only a few men could reply all the answers. In the end the enumerators called for a discussion and collected the details.

Project B: Male and female enumerators were hired and given training on many tools of data collection as well as gender analysis. They went to villagers’ home and work places as per respondent’s availability. Men enumerators talked to men respondents and women enumerators talked to women respondents. Discussion and questionnaires were in local language. Women could participate in discussion and fill the questionnaire with little help.

30

- Equal participation by men and women in the decision-making processes for setting priorities and allocating resources

- Equal access to and control over society’s opportunities, resources and development outcomes by women and men

- Equal recognition and status for men and women

- Women and men enjoy equal human rights

- Equal improvements in and standards of quality of life for women and men

30

What to expect in a successful gender mainstreamed project

31

Thank you!