Course Notes

GENDER TRAINING

Soc Trang, 13.08.2012

Trainer: Mrs. Tran Thu Thuy Director of General Office of the Central Vietnam Womens Union Gender training agenda Time 8:00 8:30 8:30 10:00 10:00 10:15 10:15 11:30 11:30 12:45 12:45 13:15 13:15 15:00 15:00 15:30 Contents Introduction Gender concepts - Matching games Coffee break Why gender? Basis of arguments Lunch break Introduction to gender analysis Group work, presentations & discussion Plenary discussion

List of participants No. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 Name Dng Tn Trng Triu Thy Thanh Tho Lm Thanh Dim Trn Mai Kiu Ch Th Bch Trm Quch Th Thanh Bnh Phan Vn Thum Trn Ngc Tng Phng Ngc Tuyt Trn Hong Dng Hong nh Quc V Bi Nh Thch Minh Pha Trn Vn Sang Phm Th Hng Hong Vn Hng Hn Vn Ha Phm Vn Vng H Hng Kit Thch Sinh Cao Hu Giang V Th Thin Phm Vit Phng ng Minh Thng Trn L Hng C Vn Hi Nguyn Hng Nhung Phm Thy Dng Organisation DARD DARD DONRE DONRE DONRE Sub. Dpt. of Aquaculture Sub. Dpt. Of Rural Development Sub. NAFIQAD Sub. NAFIQAD Sub. DECAFIREF Coordinator of Vinh Chau DPT Vinh Chau Sub. DONRE Vinh Chau Sub. DARD Vinh Chau Agricultural Extension Center Vinh Chau Womens Union Vinh Hai communes Peoples Committee Peoples Committee of ward 1 Coordinator of Tran De DPT Tran De Sub. DARD Tran De Sub. DARD Tran De Agricultural Extension Center Tran De Womens Union Trung Binh commune Peoples Committee Tran De towns Peoples Committee Cu Lao Dung Womens Union An Thanh 3 commune Peoples Committee GIZ CZM Soc Trang GIZ CZM Soc Trang

Note-taker: Pham Thuy Duong Soc Trang, August 2012

Contents 1. Introduction .. 4 2. Gender concepts.. 7 3. Basis of gender arguments.... 11 4. Gender analysis.14 Annex I - Report by the trainer, Mrs. Tran Thu Thuy.15 Annex II - Needs Assessment on Gender Training.21 Annex III - Course Evaluation Sheet...23

1. Introduction Gender equality in Vietnam has always been an important part of policy, with equal rights of women and men enshrined in the first constitution adopted in 1946. But nevertheless, gender awareness and capacity of the implementation and policy-making bodies are still limited. Nowadays it is increasingly understood that the impacts of climate change are likely to have different impacts on women and men. More broadly, it is now recognised that gendered development interventions tend to be more successful than interventions that do not take account of gender differences. Meanwhile, gender equality and womens empowerment are central to meeting the Millennium Development Goals. Gender equality also plays an important role in the activities of the GIZ project. For the project to achieve its goal, it is important that a common understanding of gender principles is held during project implementation. To ensure this, a national expert, Mrs. Tran Thu Thuy from the Central Womens Union, conducted gender training for local authorities, with the aim of strengthening the 1 participants knowledge and skills on how to integrate gender aspects into project activities. The training was conducted as a dynamic workshop in with a participatory approach including games, group work, presentations and a plenary discussion. Workshop regulations required active participation; all ideas to be listened-to and respected; no personal criticism and mobile phones to be in silent mode.

What do you think about these statements? Becoming a good mother and a good wife is the most important thing to women. Becoming a good father and a good husband is the most important thing to men. Men need to eat more than women because their work is harder. Naturally, women are more suitable to taking care of the family than men. Men are more analytical and assertive, thus they are better decision-makers than women.

Figure 1. Pillar of the household? (Photo by Auke van der Weide)

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Excerpt from invitation letter to participants 4

Results of the Gender Training Needs Assessment survey (from 24 participants) (See Annex II for the questionnaire) Questions Answers Number of Answers 23 1 2 22 0 3 21 0

1. Have you ever heard about the concept of Gender?

a. Yes b. Never a. Similar

2. In your opinion, are Gender and Sex similar?

b. Different c. Not similar but can be interchanged in some cases

3. When talking about Gender, it means: because the issue relates to - the whole society - men and women equality

a. talking about women b. talking about women and men c. talking about men

4. Please choose only 1 most important reason for these following statements: a. Men are not suitable for housework and taking care of children. Men rarely because: share housework b. Society thinks that it is not mens work. c. Women do not want men to do it. 8 12 5 1 15 8 2 18 4 6 2 16

Women have lower educational levels than men because:

a. Capacity for higher education of women is lower than men. b. Family does not encourage girls to study higher. c. Women themselves think that they do not need higher educational level like men. a. They earn more.

The mens voices in families are more decisive because:

b. According to traditional point of view, men are heads of the households. c. Women cannot make important decisions by themselves. a. Women hesitate to participate in management or have low capacity.

Low participation of women in leadership because:

b. Women are not suitable for leadership. c. Society thinks that women do not have leadership capacity.

5. Urgent gender inequality issues that need to be addressed in Vietnam: Unequal income, employment and access to information for women in different regions Inequality in households: decision-making, family violence In state governance, women are not considered capable Educational and professional levels of women are still lower than men More and more women migrate into cities Women are still heavily affected by Confucianism, prejudices Low percentage of women who are holding key positions in politics, state governance, scientific research, industry Discrimination in prefering that a baby be born of a particular sex

6. Gender inequality issues in their own organizations: (16 participants said that there is no gender inequality in their organization) Retirement age Appointment of women for leadership

7. Issues needing special consideration in order to empower women: Training for women: professional, skills, self-defense Increasing income and information access Priority policy and rights protection for women Elderly and disabled women; women in difficult situation Losing of traditional values; practical life style, abortion in young women Domestic violence, sexual harassment, prostitution, women and children trafficking, marriage to foreigners Changing in organizational mechanisms: educational planning; training for female staff; a balanced proportion of men and women; a specific training policy for women.

8. Expectations of participants: Understand, properly and sufficiently aware of gender, roles of women and men in society. Change in attitudes and behaviours with gender prejudice. Know the importance of gender equality, how to integrate gender in work/project. Have opportunities to share feelings and aspirations of most women; have a more objective view on male and female roles in society. Separate data on gender; responsibility and skills on gender integration. Participants of the training should include both male and female, leaders, trade union staff, managers, and labour representatives.

2. Gender concepts

Sex Sex describes the biological characteristics of women and men. -

Gender Gender describes characteristics, positions, roles of women and men in all social relationships not only about women not naturally inherent diverse changeable

inborn biological homogenous unchangeable -

Gender prejudice: is a negative, biased perception, relating to an attitude and evaluation of the characteristics, positions, roles and competence of men and women. Gender prejudice is peoples thoughts about what women and men are able to do; what types of jobs that they can do and should do. Gender prejudice is a set of characteristics that some specific group or community attributes to the properties of men or women. Most gender prejudices are often less positive perceptions which do not reflect well the real capacity of individuals, thus leading to limitations on what a female/male person can do. Gender prejudices tend to generalize and rigidly standardize on the characteristics and ability of males and females, without considering the specific individuals capacity. Reflective questions: Who often have gender prejudices? To whom and how does gender prejudice affect? Is gender prejudice a root cause of gender inequality?

Gender role: is a set of behaviours that society expect from men and women relating to sexual characteristics and capacities that society considers as attributes of women or men (boys or girls) in a society or in a specific culture. Productive role: (work that brings in money) involves activities that create goods and services for consumers and trade/exchange. These activities create income. Both men and women can participate in production activities. However, because of social prejudices, the level of their participation is not the same, and the value of their jobs is also not recognized as being the same. Society values and appreciates this role. Reproductive role: (unpaid care work and housework) includes taking care of and maintaining the basic practical needs of the household and family members, such as providing food, shelter, and health care. Childbearing/rearing responsibilities, and domestic tasks mostly done by women, required to guarantee the maintenance and reproduction of the labour force. It includes not only biological reproduction but also the care and maintenance of the work force (male partner and working children) and the future work force (infants and school-going children). Community/political role: (community work) involves activities that bring benefits to the community. Mostly women are in charge of these activities, apart from doing the housework for their families. Community work has an important role in the cultural development of a community. It is sometimes voluntary, and it is time-consuming. Role of the care sector: involves maintaining the health and skills of the labour force, as well as building and maintaining social relationship frameworks (community, social responsibility, social rules

in order to ensure trust, good-will and social order). It should not be considered as a social role only. The care sector also has an economic value, because it also has to use scarce resources, as well as providing the necessary contributions to the private sector and public services. Moreover, this sector relates very much to gender issues as mostly only women participate in it. Reflective questions: Nowadays how do Vietnamese men and women conduct their gender roles? Who does what? Who is most responsible for which role? What are the impacts of gender prejudice on the division of labour between men and women? What are the impacts of conducting different roles for the development of men and women? What are the lessons learned from these gender roles?

Gender equality: men and women have equal positions and roles, and are given favourable conditions and opportunities to develop their capabilities for community and family development, and to gain equal benefit from these developments. Gender equality is NOT: swapping male and female roles from one extreme to another having equal numbers or a ratio of 50/50.

Gender equality IS: sharing work between men and women in different roles, especially in reproductive roles (care work and housework) creating opportunities for men and women to develop comprehensively in all respects creating conditions for women to compensate the gaps created by pregnancy, giving birth, housework and taking care of family members.

Gender mainstreaming: (gender integration) is a process of bringing gender issues into an organizational framework/institution, and into policies, programs and projects in order to meet gender needs. In other words, gender mainstreaming is creating equal opportunities for both men and women as an organization policy and taking action to promote gender equality. Goals of gender mainstreaming are: ensuring equal participation of both men and women, as well as appreciating equally their contributions acknowledging that men and women have different experiences, needs, priorities each gender is affected differently by policies, programs meeting the different needs and priorities of men and women distributing the benefits of development equally to men and women.

Discrimination in terms of gender: is the limitation, exclusion, lack of recognition or not appreciating, the roles and positions of men and women, causing inequality between men and women in aspects of their social lives. Examples: Inadequate wages for men or women with prejudices just because they are men or women. Regulations on marriage and when working women can have their first child. Recruiting only men or women in positions that both men and women can do. Assigning work not based on capability or a jobs requirements but on gender, thus leading to low wages and low income.

Gender gap: is a quantitative difference or inequality between boys and girls or men and women, in a specific case, relating to benefitting from conditions, access or resources. Examples:

Ratio of male and female students who drop out of school. Ratio of businesswomen and businessmen Ratio of women and men participating in leadership/management.

Gender sensitivity: is the awareness of different needs, roles and responsibilities of women and men arising from their unequal social relationships. It is the understanding that these differences lead to gender differences in terms of accessibility and control of resources, as well as levels of participation and benefits in the development process. Examples: Issuing specific policies for enterprises owned by females. Regulations on ensuring male labour rights in enterprises. Awareness of different roles and needs of men and women to complete specific tasks.

Gender responsibility: is having gender sensitivity and active and consistent measures or activities in the workplace to exclude causes of gender inequality thus achieving gender equality. Gender responsibility in business is: Ensuring gender equality in the division of labour and training Recruiting requirements based on capability, not on gender Creating opportunities and conditions for male and female workers, depending on the practical situation (with equal or temporary special measures)

Gender data and information: Data separated by sex: are data which separate males and females according to some criteria or specific aspects, showing the level of gender gaps and presented by different forms of tables or graphs. They show the differences in a quantitative manner. Gender statistics: Information or data on specific issues showing the existence of gender gaps. Information from gender analysis: is the result of gender analysis showing why there are differences between men and women in terms of specific issues, or in a specific situation. It shows the causes of the differences in a qualitative manner. Why gender mainstreaming?
(Source: Malta - Affirming Gender Mainstreaming at a National Level Project)

Gender mainstreaming involves both women and men and makes full use of human resources. Through gender mainstreaming, access to opportunities in employment are made equal, thus utilizing the existing human resource capacity. Gender mainstreaming leads to better administration. By introducing gender mainstreaming, policies would be gender inclusive, and this in turn would make sure that such organizational policies will not negatively affect any gender. Gender mainstreaming takes into account the diversity among women and men. Men and women are not a homogenous group, they differ in various aspects. In order to pay due attention to this diversity, policies and policy instruments have to take diversity into account. Gender mainstreaming is able to better target the particular situation of different groups of men and women because it leaves room for diversity. Gender mainstreaming allows new ideas and concepts to be created. By involving both genders in decision-making and in think-tanks, products and services will be more sensitive to the needs of both genders. Gender mainstreaming is the way forward. Attracting the more able individuals from the human resource market is the challenge we face today. Providing policies and training initiatives sensitive to gender is a necessity. Gender mainstreaming accommodates the needs of each and every one of us. 9

Gender mainstreaming requires a planning process that promotes the well-being and empowerment of both women and men. Gender should be mainstreamed at the earliest possible point in the project or programme cycle, as it can fundamentally affect the entire project/programme concept and structure. It is not a one-time exercise during the project or programme planning phase, rather an integral part of the entire planning and implementation process and continues throughout the life of the project or programme. (Bonnie Kettel, 2001)

Figure 3. Gender mainstreaming in various aspects of life (Source: Malta - Affirming Gender Mainstreaming at a National Level Project)

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3. Basis of gender arguments Question: Why do we need to integrate gender or take into account female issues in projects/ programs in general, and in the project Management of Natural Resources in the Coastal Zone of Soc Trang Province in particular? Basis of gender arguments: Legal basis from womens human rights; women have the same equal rights as men in all aspects of life. Practical basis from the extent of womens contributions and the benefits they provide The strength of women in community - women provide a risk mitigation component.

Women need to be cared for and empowered because of their capabilities in: Community awareness Information and experience sharing Maintaining, improving and responding Participation in community work More and more active participation in work related to the environment and natural disasters.

Womens development

Better education, training

Better job opportunities, living

Qualified labour force, high productivity

Human development

Small scale family

Children are better nurtured and educated

National economic and comprehensive development

Qualified future labour force

Figure 2. Women, family and social development Gender equality begins with education. Women and girls must be included in public life. This begins with the education of boys and girls through to adulthood. This is how men and boys will become involved in removing the barriers that prevent women and girls from participating in the disaster risk reduction cycle. (UNISDR)

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International policies on gender equality CEDAW 1979 - Convention on the Elimination of All Forms of Discrimination against Women CEDAW was approved by the United Nations General Assembly in 1979. The convention has become valid since March 1982. The full text of the convention can be read at the website: http://www.un.org/womenwatch/daw/cedaw/cedaw.htm BPFA 1995 - Beijing Platform for Action In 1995, the Fourth World Conference on Women was held in Beijing. The Conference was the culmination of twenty years of work by the global women's movement, and resulted in the Beijing Platform for Action (BPFA). The BPFA is one of the most influential international policy documents regarding women's human rights and has been considered as one of the most progressive blueprints for achieving gender equality for women. It was negotiated and adopted by over 180 countries that attended the Beijing Conference. The document is divided into the following twelve critical areas of concern, each with its own principles and actions. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. Women and Poverty Education and Training of Women Women and Health Violence against Women Women and Armed Conflict Women and the Economy Women in Power and Decision-making Institutional Mechanism for the Advancement of Women Human Rights of Women Women and the Media Women and the Environment The Girl-child

The full text of the Beijing Platform for Action can be read at the website of United Nations Divisions for the Advancement of Women: http://www.un.org/womenwatch/daw/beijing/platform/index.html MDGs Millennium Development Goals The United Nations Millennium Development Goals are eight goals that all 191 UN member states have agreed to try to achieve by the year 2015. The United Nations Millennium Declaration, signed in September 2000, commits world leaders to combat poverty, hunger, disease, illiteracy, environmental degradation, and discrimination against women (MDG 3 promote gender equality and empower women).

Figure 4. The 8 Millennium Development Goals 12

International laws/policies related to gender and environment/climate change Agenda 21 UN: Chapter 24 on Global Action for Women towards Sustainable Development World Summit on Sustainable Development (Johannesburg, 2002): gender mainstreaming in sustainable development Round Table on Gender and Climate Change (2007): Womens Leadership Council + Womens Environment & Development Organization (WEDO) recognized that women have to be integrated in decision-making processes at all levels. Hyogo Framework for Action (HFA) 2005-2015: Building the resilience of nations and communities to disasters. In 2005, at the World Conference for Disaster Reduction in Kobe, Japan, 168 countries drafted and approved the Hyogo Framework for Action (HFA): a 10-year strategy to integrate disaster risk reduction (DRR) into the development programmes of individual nations.
st

Women & girls are powerful agents of change (UNISDR) In their vital but unsung roles, women re-wove the fabric of their communities while men rebuilt the structure. (Helen Cox) They are activists, law makers, social workers, role models, community leaders, teachers, and mothers. They are invaluable in disaster risk reduction and climate change adaptation processes if real community resilience and significant reduction of disaster impacts are to be achieved. Women must always be part of policy, planning and implementation processes. They represent roughly half the worlds population and are among the most affected by disasters. Their experience, knowledge and expertise are critical to climate change adaptation and disaster risk reduction strategies and processes. Household adaptation measures are more likely to take root if women are included in processes from beginning to end.

National policies on gender equality Viet Nam ratified the Convention for Elimination of all forms of Discrimination Against Women (CEDAW) in 1982. Gender equality is enshrined in the new Constitution (Article 63). Vietnam approved the Law on Gender Equality in 2006 & Law on Preventing and Combating Domestic Violence in 2007.

However, in reality, some gender equality regulations have not been implemented or have been already implemented but with little effectiveness. Gender issues in natural disaster prevention in Vietnam: Preparing, adaptive and recovery activities for natural disasters do not have gendersensitivity. Female and male needs have not been considered separately. There is no analysis on vulnerability and different needs of women and men. Different capabilities of women and men have not been mobilized and explored sufficiently. Womens roles in natural disaster management and mitigation have not been properly appreciated. Limitations in female participation in organizations of natural disaster management, in decision-making processes and planning.

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4. Gender analysis Gender analysis is a systematic gathering and examination of information on gender differences and social relations in order to identify, to understand and to redress inequities and inequalities based on gender. A thorough gender analysis is a critical starting point for any programme or project that aims to be more gender sensitive.

Women's and men's lives, and therefore experiences, needs, issues and priorities are different. The life experiences, needs, issues, and priorities vary for different groups of women (depending on age, ethnicity, disability, income levels, employment status, marital status, etc). Therefore, different strategies may be necessary to achieve equitable outcomes for women and men and different groups of women. Gender analysis aims to achieve equity rather than equality. Gender equality is based on the premise that women and men should be treated in the same way. This fails to recognize that equal treatment will not produce equitable results, because women and men have different life experiences. Gender equity takes into consideration the differences in women's and men's lives and recognizes that different approaches may be needed to produce outcomes that are equitable.

Gender Analysis Framework Roles and Responsibility What do men and women do? How do they do it? Where (location/patterns of mobility)? When (daily and seasonal patterns)?

Issues to consider: productive roles, reproductive roles, community participation Assets and Access What livelihood assets/opportunities do men and women have access to? What constraints do they face? Issues to consider: human assets, natural assets, social assets, physical assets, financial assets. Power and Decision-making What decision-making do men and/or women participate in? What decision-making do men and/or women usually control? What constraints do they face?

Issues to consider: household level, community level Needs, Priorities and Perspectives What are womens and mens needs and priorities? What perspectives do they have on appropriate and sustainable ways of addressing their needs? What is the social, political and/or economic situation that explains the answers to the above questions? What are the cross-cutting issues? Influencing factors can be: race, demographics, economics, political/institutional structures, health and disability, education and training, culture and religion, history.

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Annex I Sc Trng, August 14th, 2012 Report of Training RAISING GENDER AWARENESS FOR GIZ PROJECT PARTNERS Reporter: Trn Thu Thy, trainer. As requested by the GIZ-project, Management of Natural Resources in the Coastal Zone of Soc Trang province, the training on raising gender awareness for project partners was held in Soc Trang on August 13, 2012. There were 27 participants, being staff from related departments in the province and from district project teams in Tran De, Cu Lao Dung and Vinh Chau. 1/ Progress and content of the workshop: - The trainer became acquainted with participants by asking them to introduce themselves and describe their current job. Then, based on information collected from the Needs Assessment Survey, the trainer presented the participants expectations from the workshop. Because the time allocated for the workshop was only one day, not all participants expectations could be met. The workshops objectives were: Introduction of general awareness on gender Sharing information on gender in projects/areas that participants are currently working Making recommendations for integration of gender into future activities. - In order to achieve these objectives, the trainer provided some main topics for discussion, which were: why gender, concepts of gender and introduction to gender analysis. A participatory approach was applied in the workshop, with discussion on the identification of gender issues in some project activities, and recommendations for interventions with gender sensitivity. - Concepts of gender were introduced, starting with gender prejudices. The trainer presented some everyday phrases and asked the participants whether they agree or disagree and why. The trainer then referred to the results of the workshops Needs Assessment Survey on the preferred options for question 1 to 4. The results coincided with the prejudices that had just been identified in the previous exercise. Their answers showed that gender prejudices in the various departments are still very common and that social pressure and bias on women and men have made them think that these prejudices are naturally inherent and unchangeable. - Since most of the participants already had some information and knowledge on gender, the trainer used matching games to systemize 12 basic gender concepts. Workshop participants were divided into pairs, each pair read out a concept written on a card and then they had to explain the concept, or give their own example for this concept. If anyone was not clear about the concept, the trainer explained it further. The most important concepts were gender and sex. It was stressed that gender is not an issue only for women - gender is an issue for both men and women. Therefore, referring to gender equality is bringing benefits not only to women but to men and to social development in general. - The section on why gender was presented under three aspects: 1) human rights of women frameworks 2) real data from Vietnam and Soc Trang on the contributions and benefits of women and men 3) reasons for the empowerment of a womens group: considering women as a factor in risk mitigation and promoting the strengths of women. On the frameworks, the trainer provided participants with international and national policies on gender equality, on gender and environment and on climate change. At a practical level, and based on the gender analysis of the GIZ Climate Change and Coastal Ecosystems Programme, the trainer used information, data and analysis on 15

gender roles, a control approach and decision-making rights at household and community level, to provide examples. The link between economic development, a sustainable environment and social development was highlighted. On the role of women, the trainer emphasized the gender characteristics of women experience has shown that among other aspects, women are a natural disaster risk mitigation factor, they are active as a group in a community and for information transfer, and can provide better maintenance and recovery services compared to men. - On the topic of gender analysis, the trainer did not go deep into the use of gender analysis tools but used other techniques to explain gender issues to participants. To know about and apply gender analysis tools takes time and practice, therefore, with only one day available, gender analysis was only introductory, using exercises that were relevant to the objectives of the workshop, and agreed to between the trainer and participants. - Participants formed into groups of districts and city and discussed the following questions: What are the gender issues in your project/program? How differently does your project activity affect women and men (in terms of physical living, spirituality, psychology, livelihood, status, etc.)? Why are there differences?

This section helped participants to study the activities of men and women at project sites, to be able to identify gender issues for project activities, and to analyse the projects impacts on each target group. Based on that, participants continued the group discussion on the following questions: How can women and men participate in the single activities of the project? At which levels? Which resources are they provided with? (it could be based on the annual operation plan 2012 with the addition of gender-sensitive outputs) Prediction of effectiveness if both men and women have an equal chance to implement these activities?

This section helped to guide participants in planning with gender sensitivity. According to plan, one topic had to be discussed specifically for dealing with the activities of the Womens Union, however this was not achieved as there was not enough time. (The Role of the Womens Union in participation in project activities? A list of activities that women can participate in at each level? What needs do women have? What resources are needed for their activities? Specific measures that women can take for implementing these activities in the process? - After the presentation from each group, the trainer used gender analysis tools to analyse the activity that they had chosen. This interested participants because they could ask questions related to their work. Additionally, in discussing the subject of planning with gender sensitivity, the trainer used the projects annual operation plan 2012 to provide questions and recommendations on how to integrate gender into outputs. - In the last section of the workshop, the trainer led the plenary discussion on issues raised by participants, such as: training, communication, activities at authority level, and activities at community organization or commune level. 2/ Results of group discussions: Group 1: Tran De district: Implementation of coastal natural resource protection project Current status: - People (women and men, boys, girls) deforest, exploit aquatic resources. Solutions: - Communication, awareness-raising for all people (separating target groups of men and women, together with relevant content for each target group) - Mobilising people to volunteer into a collective economic model 16

Project activities affecting women and men: - Co-management establishment (many women participating) (this actually is a process of people working together and monitoring together, and they do so for their own benefit - active participation of women should be encouraged in co-management implementation because of their strength in the community) - Vocational training for women (How to do vocational training for men???) - Forest plantation (mostly men participating) - These activities have had the participation of organizations such as: the local authority, unions, and associations. Results: - Reduction of deforestation and exploitation of aquatic resources - Reduction of heavy work for women - Enhancing lives Group 2: Cu Lao Dung district: - Establishing a project team considering gender (including both women and men) - Mangrove forest co-management group (attracting many women into monitoring and management) - Weaving training: mostly women participated, - should men participate? - Awareness-raising training (for both men and women in the community, through the school system, local radio and television) - Communication in many different ways Impacts: - Women get priority in participating in vocational training - The co-management group attracted many female participants, and women were encouraged to be the group leader - Women have better communication skills than men - Men have been more sharing with women after participating in the project Group 3: Vinh Chau district: Issue of environmental sanitation - Practices and knowledge of both men and women are limited - Lack of participation in community activities - Men do not, or rarely, participate Project activities affecting the above issues: - communication on gender and gender equality - communication on clean water, sanitation and environment - model implementation and experience transfer - training on household economic management - raising the role of women in participating in socio-economic development planning Why? - female work output is in the majority and this essential role needs to be maintained - the roles and positions of women have not been paid due attention - both men and women were not clearly aware of their positions

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- the environmental sanitation issue is a factor that promotes or hinders local development Group 4: Soc Trang city, including representatives from departments: Activities of communication, raising awareness about coastal natural resource protection,d natural disaster prevention, and climate change Current status: - ethnic people are poor - mostly exploitation of forest, sea (women, men, which group participates in which exploitation activity?) - vulnerable to natural disasters (women and men participating in natural disaster strategies) - less access to information, limited in awareness on natural resource management and adaptation to climate change Issues need to be solved: - awareness-raising for people living in the coastal areas (obstacles in terms of awareness, language of women and men) - Low communication effectiveness Solutions: - Communication forms: directly, indirectly Project activities affecting women and men: - causing changes in behaviour awareness - helping changes in awareness, occupation - more access to information. For each group, the trainer gave an analysis of the benefits to the project/community if there is active participation of women; about collecting data on males and females in areas; about communication work considering target groups of men, women, boys, girls, old people, disable people etc. with their needs; and giving examples about project activities such as: the bamboo walkway, improved stoves, etc. 3/ Evaluation of results by participants 18/27 participants said that the training workshop achieved the set objectives at a good level; 9/27 participants rated the workshop at above average. No participant rated the workshop as average or bad. - Question: Which parts of the workshop do you think useful? Most of the participants said that all parts are useful, especially the following: Group discussion Gender issues in project Reasons for gender, gender analysis, teaching methodology Gender integration into projects, understanding of gender and sex Gender issue identification in some project activities Integrating gender into planning Gender analysis and gender inequality Identification of the differences between, and the activities of, men and women Concepts on gender approach, activity analysis with participation of women and men, gender sex, gender role. Labour division by gender Knowledge of national policy on gender equality and climate change. 18

 Discussion by matching games: gender analysis, sex; gender issues in project/program - Question: In your opinion, which parts of the workshop needs to be changed? Why? List details on how it should be changed? Nothing needs to be changed (6 opinions) More time, more practice Only a one-day workshop so some parts were very short, training time should be arranged for more than a day Time was short, should be 2-3 days. Clarification on gender analysis is a complex issue, if we dont know how to analyse, it would be very difficult to realise the problem. - Question: Is this training workshop helpful for your work? List specific parts that are useful Very helpful for work, especially those sayings at the beginning of the lecture Very helpful because it is related to the local situation In helping themselves in project implementation, careful analysis is necessary, with gender sensitivity in order for the project to achieve maximum effectiveness. Projects with all gender participation operate more effectively Raising awareness for themselves, evaluation of a project positively and realistically Very helpful in action-planning for the project, gender issues should be considered in implementation The workshop content is very helpful, previously gender issues have not been mentioned in action-planning. Very helpful in developing work in the , and in order to get solutions to achieve objectives. Useful, gender equality has been applied in local socio-economic development. Useful. Womens capacity in each activity of the project. Understanding more on womens demands and ability. Helpful in project activity implementation, male and female data should be considered separately as foundations for evaluation: specific gender integration. Evaluation of the gender beneficiary rate Awareness-raising, local and regional development planning, understanding more about the project. Having a basis for integrating gender into future annual operation plans. Useful, a better understanding of gender roles in order to arrange more suitable work for the proper participant group. Training on tools for gender integration evaluation

4/ Recommendations - Recommendations of participants on gender-related activities in the GIZ project: More training should be organized Organizing gender training for local co-management groups. There should be gender training so that people understand more about gender and sex Activities helping women to improve their income and raising awareness. More training for local farmers who directly participate in project activities, such as comanagement groups, production co-operation group. Training for local authorities, unions Organising visits to places with good practices, models with gender integration Priority for gender-integrated activities Integration activities on gender and women Continuing gender and gender-equality training for local authorities at commune level and target groups in the communities. Project activity reports for 2012 as well as 2013 should show specific gender roles, gender data and gender role evaluation.

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Enhancing communication for both men and women. More gender integration in the project. Vocational training for men Achieved objectives of the project should show percentage of female participation (in final report) There should be analysis, separation of gender information and data of target group participation so that the effectiveness of GIZ project gender integration can be clearly seen. There should be more female members in the project teams in districts and communes for better co-ordination and implementation to achieve set objectives and for better implementation of gender equality. The number of female and male participants should be calculated properly in each project activity to enhance results.

- Trainers recommendations: There should be gender training for project staff at each stage, such as: raising awareness, providing tools and skills, and application in some specific project activities. Criteria, indicators on information-collecting with separate female and male data should be applied right at the beginning of project activity implementation. Working and co-operatiing with the Department of Labor, War Invalids and Social Affairs and Womens Union at the same level for promoting gender equality in general in project areas and gender issues in the project particularly. Communication on gender equality in different forms should be organized for different target groups (in as simple a form as possible), messages should consider the cultural and ethnic characteristics of Soc Trang. --------------------------------------------

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Annex II Needs Assessment on Gender Training Please give some of your time to fill in this questionnaire. The purpose of this questionnaire is not for personal evaluation but for information collection in order for the trainer to best meet participants needs on gender awareness raising. All opinions will serve only for the purpose of building the most appropriate training contents. We appreciate your co-operation and sincere contributions. You do not need to write your name in the questionnaire. 5. Have you ever heard about the concept of Gender? a. Yes. b. Never 6. In your opinion, are Gender and Sex similar? a. Similar b. Different 7. When talking about Gender, it means: (choose 1 answer) a. talking about women b. talking about women and men c. talking about men Why? 8. Please choose only 1 most important reason for these following statements: Men rarely share housework because: d. Men are not suitable for housework and taking care of children. e. Society thinks that it is not mens work. f. Women do not want men to do it. Women have lower educational levels than men because: d. Capacity for higher education of women is lower than men. e. Family does not encourage girls to study higher. f. Women themselves think that they do not need higher educational level like men The mens voices in families are more decisive because: a. They earn more. b. According to traditional point of view, men are heads of the households. c. Women cannot make important decisions by themselves. Low participation of women in leadership because: d. Women hesitate to participate in management/low capacity. e. Women are not suitable for leadership. f. Society thinks that women do not have leadership capacity. 9. According to you, what are urgent gender inequality issues that need to be concerned (in which fields) now in Vietnam?

10. In your organization, is there any gender inequality issue? Please specify the problem.

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11. According to you, which issues need special consideration in order to empower women?

12. What do you expect from this training course?

Thank you for your time and sharing of valuable information!

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Annex III Course Evaluation Sheet

Please answer the questions below: 1. How do you think the workshop has achieved the set objectives? a. Good b. Above average c. Average d. Bad 2. Which content of the workshop do you think useful?

3. In your opinion, which content of the workshop needs to be changed? Why? List details on how it should be changed?

4. Is this training workshop helpful for your work? List some specific usefulness.

5. Do you have any recommendations on gender-related activities in the GIZ project?

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