DEVELOPED BY
MARCH 2011
TABLE OF CONTENTS
LIST OF ABBREVIATIONS AND ACRONYMS.............................3
ACKNOWLEDGEMENT........................................................4
INTRODUCTION..............................................................5
BACKGROUND.................................................................6
GLOSSARY OF GENDER TERMS.............................................8
PART 1: GENERAL INTRODUCTION......................................12
Activity 1.1 Why a Gender Training?....................................................................13
Activity 1.2: Welcome and Introductions............................................................14
Activity 1.3: Training Goals and Expectation......................................................15
Activity 1.4: Setting ground rules.........................................................................16
Activity 1.5: Concluding Exercise..........................................................................19
PART 2: UNDERSTANDING GENDER.....................................20
Session 2.1: Definition and difference between gender and sex..................21
Session 2.2: Social construction of gender.......................................................24
Session 2.3: Gender roles and stereotypes........................................................27
PART 3: GENDER FROM A DEVELOPMENT PERSPECTIVE..............33
Session 3.1 Gender from a development perspective.......................................34
Session 3.2: Women in development vs. gender approach...............................37
Session 3.3: Identifying practical needs and strategic interests................44
PART 4: FRAMEWORKS FOR GENDER ANALYSIS AND PLANNING...46
Session 4.1 Introduction to conceptual frameworks of gender analysis.....47
4.1.1 Harvard Analytical Framework.................................................................47
4.1.2 The moser Framework................................................................................50
4.1.3 The womens Empowerment Framework.................................................52
4.1.4 Gender Analysis Matrix.............................................................................55
PART 5: GENDER IN RWANDAN CONTEXT..............................61
Session 5.1 Understanding gender in the Rwandan context...........................62
PART 6: GENDER MAINSTREAMING.....................................73
Session 6.1 Understanding gender mainstreaming............................................74
7.1 Concluding and Closure.......................................................................................81
7.2: Evaluation of the workshop and follow up...................................................82
7.3: List of references...........................................................................................83
7.4: Sample agenda....................................................................................................84
7.5: Gender trainers guide......................................................................................85
7.6: Step-by-step guide to initiate gender clubs in schools...........................87
FOREWORD
The Ministry of Gender and Family Promotion has revised the gender
training module in order to adjust it with the newly revised National Gender
Policy adopted in July 2010. One of the programs of the National Gender
Policy is gender mainstreaming and institutional capacity development. In
this context, a module on gender has been revised in order to ensure that
gender awareness is sufficiently elevated among decision makers,
implementers and communities.
The issue of gender is increasingly coming to the forefront of public debate
in Rwanda. The Government of Rwanda alongside development partners
acknowledge that there is a need to improve the general knowledge of the
population in the area of gender basic concepts, gender analysis and gender
mainstreaming.
The rationale for this module is therefore to harmonise and guide gender
messages and interventions from an increased number of NGOs and
development partners who provide training and implementing gender related
sensitization campaigns.
This training module aims to promote gender awareness among men, women
boys and girls in order to increase gender equality and equity. It is an
important tool for facilitators and trainers and other program implementers
within and outside Rwanda.
It is my hope that this new module will enhance gender awareness among the
practitioners in particular and the general public in general.
Sincerely,
INTRODUCTION
This training module is designed for use with diverse groups but especially
for development change agents/workers. It can also be used for general
sensitization, training on advocacy, programming and policy development
towards promoting gender equity and equality in Rwanda.
The objective of this training module is to provide a standard package of
training materials on the basic concepts of gender, gender analysis and
gender mainstreaming. The training should equip participants with
introductory knowledge and tools that will enable them to recognize
potential gender issues and to begin to determine how they should be
addressed throughout their work. In turn, this should improve genderresponsive, result-oriented policies, programs and operations. This module
focuses only on the basics of integrating gender into development
interventions.
The module is designed for use by trainers who have in-depth knowledge of
gender issues and are experienced in participatory methods of training.
However, less experienced practitioners will also find it easy to use because
of the step-by-step instructions and the user-friendly facilitator notes.
Each part specifies learning objectives, steps to follow, content and basic
resource materials. The sections are built in a logical sequence. However,
trainers may rearrange the topics, expand or reduce the detail and
creatively adapt the methods in response to unique aspects of the training
or depending on the level of participants. It also includes a set of exercises
that the trainer may use to enhance learning and communicate key points.
The trainer is advised to thoroughly familiarize him/herself with the
content of the module but may also feel free to improvise and enrich it with
their own information and resources. The trainer can adapt the course to
suit the needs of participant groups by selecting different learning
exercises for group discussion. For example, if he/she trains a group of
education specialists in Rwanda, then he or she should choose to review
general case studies, some tailored to the education sector and some
tailored to the Rwandan context. At the end of the module are important
references for additional information for the trainers.
BACKGROUND
The Government of Rwanda has through its policies and actions,
demonstrated its commitment to work towards the reduction of gender
based violence, gender inequalities and promotion of gender equity and
equality in all areas. Rwanda adopted the Beijing Platform for action and
undertook strategic actions aimed at tackling twelve identified crucial areas.
It ratified and adhered to a number of international and regional
conventions, charters and declarations including CEDAW, the Millennium
Development Goals, UNSCR 1325, and the Universal Declaration of Human
Rights among others. All these instruments highlight gender as an important
approach to sustainable development. Rwanda is therefore highly committed
to the cause of gender equality and womens empowerment as transpired in
the June 2003 National Constitution, the National Gender Policy, the Vision
2020, the Economic Development and Poverty Reduction Strategy which
highlight gender as a crosscutting issue, the national gender machineries
(e.g. National Women Council, Gender Monitoring Office etc.) and
promulgation of various laws including the 2002 land law, 2008 Law
Preventing and punishing GBV, law n22/99 of 12/11/1999 on matrimonial
regimes, liabilities, succession and inheritance etc.
The Government of Rwanda alongside development partners acknowledges
that there is a need to improve the general knowledge of the population in
the area of gender roles and gender inequality, including gender based
violence. To efficiently improve the response and prevention of gender
related violence and to improve the comprehension of gender, the Ministry
of Gender and Family promotion (MIGEPROF) has initiated and supported
the establishment of key structures at the decentralized levels. These
structures include Gender Clubs that are active in both secondary schools
and universities and Gender Based Violence & Child Protection Committees at
all levels from district to village level.
An increasing amount of NGOs and development partners are implementing
gender related sensitization campaigns and projects in schools as well as in
the community. In order to harmonize the messages that are passed on to
youth, women and men and the community in general, the Ministry of Gender
and Family Promotion has developed a national methodological framework and
a module to guide these interventions.
The module serves as a reference for all trainings relating to gender and
gender mainstreaming taking place in Rwanda and is available to all partners
supporting the Government of Rwanda to achieve gender equality in Rwanda.
Moreover, it could be adapted to specific groups/contexts, such as Gender
Clubs and GBV/CP Committees.
This guide is based on training modules that MIGEPROF developed in 2002
and 2005 and the existing modules developed by other partners but also
adapted to the various commitments on gender at national, regional and
international levels.
Gender
Identifies the social relations between men and women. It refers to the
relationship between men and women, boys and girls, and how this is socially
constructed. Gender roles are dynamic and change over time.
Gender
Mainstreaming
The process of ensuring that women and men have equal access to and
control over resources, development benefits and decision-making, at all
stages of development process, projects, programs or policy.
Gender-blind
Gender
Awareness
Gender
Sensitivity
Gender Equality
Gender Equity
Gender Analysis
For a gender analysis, all data should be separated by sex in order to allow
differential impacts on men and women to be measured.
Gender Planning
Gender Roles
Gender Needs
Leading on from the fact that women and men have differing roles based
on their gender, they will also have differing gender needs. These needs
can be classified as either strategic or practical needs.
Access
Control
and Productive, reproductive and community roles require the use of resources.
In general, women and men have different levels of both access (the
opportunity to make use of something) to the resources needed for their
work, and control (the ability to define its use and impose that definition
on others) over those resources.
Resources
The GAD approach was developed in the 1980s with the objective of
removing disparities in social, economic and political equality between
women and men as a pre-condition for achieving people-centered
development. Both approaches are still in use and are applicable in
different ways.
Socialization
Culture
Gender
Discrimination
Gender Division The socially determined ideas and practices which define what roles and
of Labor
activities are deemed appropriate for women and men. While the gender
division of labour tends to be seen as natural and immutable, in fact, these
ideas and practices are socially constructed.
Patriarchy
Women
Empowerment
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Gender Relations
Gender
Violence
Masculinity
Based Gender based violence is defined as any act that results in a bodily,
psychological, sexual and economic harm to somebody just because they are
female or male. Such act results in the deprivation of freedom and negative
consequences. This violence may be exercised within or outside households
(GBV law:59/2008)
Masculinity refers to the multiple ways that manhood is socially defined
across the historical and cultural context and to the power differences
between specific versions of manhood. Eg: a version of manhood associated
with the dominant social class (economic, cultural, ethnic, sexual
orientation).
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The first part of the gender training module covers the general introduction
with welcome and introductory session, participants expectations, training
goals and objectives as well as highlighting the methodological approach that
will be applied throughout the training. It also includes exercises to help
participants get to know each other better, for the purpose of networking
but also to make the training environment more comfortable and favorable.
Exercises that stimulate participants participation and expression are
mostly applied.
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Objectives:
To help the facilitators to introduce themselves and get to know the
participants
To help the participants to get to know each other
To build trust and a develop safe environment for the duration of the
workshop
30m
Process:
1. Each participant is asked to introduce themselves in turn by simply
adding an adjective before their name that begins with the same letter,
followed by the name of the organization and the work they do
2. The facilitator leads by giving an example, I am serious Sam! I am jolly
Joy! I work with PROFEMMES Twese Hamwe as a women empowerment
expert
3. This can be done when seated, but is more fun and active if participants
stand in a circle. Ask each person to accompany the name with a
movement or gesture. When they step back it is the next person turn
(the one they choose)
4. If the facilitator knows any other exercise she/he should feel free to
use it
Facilitatorsnotes
There is no need to debrief after this exercise. Most importantly an
atmosphere of informality is established. The physical movement relaxes
participants and puts them at ease with others. The facilitator should
inform the participants that they can feel free to use any language while
introducing themselves. The trainer is sure that the exercise reduces the
curiosity of identifying each participant and vice versa. Participants will also
discover each other, theyll gain a network of people with whom they can
collaborate even after the training. The exercise is one of the ways that
raises attentiveness among participants even for the trainer
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15
20m
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25m
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1. Convey the workshop schedule clearly with start, lunch and tea
breaks, and closure timings. Point out the location of the bathrooms
and other facilities that the participants need to know
2. Ask for volunteers to be the eyes and ears of the workshop and to
give an informal feedback of the participants to the facilitators at
the end of the day. This would help the facilitators to know if there
are any sessions or methodology that the participants are not happy
with
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Objectives
To enable the participants to reflect on their understanding of sex
and gender
To clarify the difference between sex and gender for the
participants
To increase the understanding of the concept of gender
To increase the comfort level of participants with these issues
1ho
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Process:
1. Take a flip chart and write in bold letters YES ITS GENDER and paste
it on a wall. Take another flip chart and write NO ITS SEX on it and
paste it on the opposite wall. Ask the participants to come together in
the middle of the room. Explain to them that you will read out a series of
statements. After each statement, the participants have to decide
whether the characteristic/behavior in the statement is gender or sex
and accordingly go and stand near the YES ITS GENDER or NO ITS
SEX sign post. Each participant must decide for themselves without
discussing it with others. Explain to the participants that there is no
right or wrong response and the participants should freely choose
whatever they think is correct according to them. Read out the following
statements:
Men do not need tenderness and are less sensitive than women
Most of the women have long hair and men have short hair
2. After each statement, once the participants take a stand ask them to
explain why they think so. Once everyone had a chance to explain why
they chose those answers ask them if they think the
behavior/characteristic in the statement is determined by the biological
or physical differences between men and women. Encourage the
participants to discuss and debate whether there are exceptions to the
statement and if yes then how do these exceptions come about?
3. Through these discussions, highlight the physical/biological differences
between women and men and the social differences between them.
4. Based on the discussion during this exercise, ask the participants what
they understand by sex and gender. Draw a vertical line in the middle of
the flip chart and write sex on one side and gender on the other. Ask the
participants to give the characteristics of sex and gender. Make sure
that the participants point out points in handout
Facilitators notes
Explain to the group that these statements were meant to generate a
discussion around how society promotes images of men and women, which
results in gender biases and images. Understanding the difference between
gender and sex is critical as it helps understand the cause of inequity
between men and women. The cause of unequal relationship between men and
women is the socially constructed attributes of men and women.
Key message:
Gender and sex are two different concepts with different meanings
Sex refers to biological characteristics that categorize someone as
having either a female or male
Gender is the result of a social construction
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GENDER
Biologically determined
Constructed by society
Multi-faceted differs
between cultures
Unchanging
Inborn
Acquired
within
and
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Case Study: Gasaro and Ntwali are a married couple living in Munini. One day
they heard the good news that Gasaros sister gave birth to a baby boy. The
next day they heard that Ntwalis cousin has become a father of a baby girl.
Gasaro and Ntwali are invited for the naming ceremony of the two new born
babies. Gasaro and Ntwali decide to purchase gifts for the new born baby
girl and boy as they prepare to attend the naming ceremony.
a. What gifts do you think Gasaro and Ntwali bought for the baby girl
and the baby boy?
Why? What would happen if they exchange the
gifts?
b. What names do you think they suggest for the baby boy and baby girl?
Is there a reason for suggesting a particular name?
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Group 2
Task: Discuss the following Case Study and answer the questions given
at the end.
Case Study: Mutesi is a young woman living in Kabeza. She is in love with
Musoni and is getting married to him with her familys blessings. Before the
wedding, Mutesis bridal shower is organized and attended by older women
of her family to give her advice for the new phase of her life.
a. What advice do you think Mutesi is given by the older women?
b. Do you think Musoni is also given advice before the wedding? If yes,
then what advice do you think is given to him? If not, then why do you
think he is not given any advice?
Group 3
Task: Discuss and answer the following questions: In the context of
Rwanda:
a. How would a bride and a bridegroom behave on their wedding day?
b. How would a woman/man show her/his anger?
c. How would a woman/man show her/his pain?
d. How would a woman/man behave in a big gathering?
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Facilitator notes:
During the presentation by different groups, be ready to probe and highlight
the different behavior expectations from girls and boys, women and men.
Explain the following terms to the participants during the discussion: Gender
roles, gender stereotypes, socialization. Building on the different examples
cited during plenary presentations, the facilitator can summarize with more
examples including:
Child naming: Girls names, Mukobwajana, Mukakigeli, Mutamuriza,
Mukandoli, Mutesi, Murorunkwere; Boys names, Ntwari, Ngabo,
Rudahusha, Ngaboyisonga
Toys: Boys tend to be given mechanical (cars, aero planes, pistol, piano
etc) toys, while girls are given toys (baby dolls etc) designed to enable
them practice motherhood
Sex typing: Girls imitate what their mothers do and boys what their
fathers do
The best way to understand how socialization process works is by recalling
personal experiences. As conclusion the facilitators can ask the participants
to think about the different times in their lives when they were asked to
behave like a woman or a man. Encourage them to share these personal
experiences in the plenary. Probe how the participants felt when they went
through this experience.
Key message:
Gender inequalities are learned through education various levels including the
family, school, religions, society and the wider community level
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Objectives:
To understand how gender roles lead to gendered division of labour
To enable participants to understand gender discrimination based on
stereotyping of male and female qualities
To understand the social pressures, benefits and costs for men and
women to confirm to dominant gender roles
Gender role is the behaviors, attitudes values, beliefs and so on that a
particular cultural group considers appropriate for males and females on the
basis of their biological sex. Gender roles and expectations are learned.
A gender stereotype is a product of a subjective perception built with an
aim of confirming a society in which women have a lower status than men.
The consequences of these gender stereotypes are gender inequality, the
continuous reproduction of gender inequalities and gender based violence.
Methodology: brainstorming, large group sharing, small group sharing
Materials needed: Power point, Flip chart, cards, newsprint and markers
1ho
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Process
Ask all the participants to stand up and make a circle. Ask the participants
to volunteer to form two families:
1. Family 1: Husband (age 40), wife (35), a boy age 14yrs and a girl age
12yrs. The family lives in Kigali. The husband works in the office and
has a regular salary. The wife stays at home and looks after the
house;
Family 2: Husband (age 35), wife (age 26), 3 boys (age 8, 6, 1) and one
girl (age 4). The family lives in a village in Muyange. They have a small
piece of land and do subsistence agriculture which allows them to
survive.
2. Once the participants have volunteered to play the role of different
family members, ask each group to role play different household
chores from morning until midnight.
3. Divide the remaining participants into two groups of observers and
assign them to the two families. Give the observers a 24 Hour day
chart and explain to them that they have to observe and note down
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how task and responsibilities are distributed and carried out in a given
working day by the adult man and woman in the family.
4. Once the role play is over and the observer team has made detailed
notes in the 24 hour day chart, ask the entire group (Family 1
+observer of family 1 and family 2+observer of Family 2) to sit
together and go through the list that the observers have made. The
groups should discuss the following:
Do these role plays reflect roles played by men, women, boys and
children in Rwandan families?
Do you find any differences in roles played by men and boys and
roles played by women and girls?
Ask the groups to categorise the roles of men and women into
productive/reproductive and community roles. Give hand out 5 for
the definition of the 3.
Ask the groups to compare the different roles of men and women
and share them in the plenary.
Ask the group if the productive roles can be done without the reproductive
roles?
Facilitators Notes
Facilitators should add the following points if they have not been
identified during the discussion:
Division of labour: Women and girls concentrate on reproductive
chores while boys and men dominate the productive and political roles
Decision-making: men decide family life including the life and
wellbeing of a woman
Family headship: Men own the property and women only have user
rights. This property is passed on to the sons as custodians of family
heritage.
Kinship: Under patriarchy, the family name and identity is defined
along the male line. Children take on the names of their fathers. Girls
are expected to marry and go to stay with their husbands; boys are
seen as the permanent residents of the homestead, a factor that is
related to the expectation that they will offer protection to the
family and its wealth as well as being a continuation of the lineage.
The womens roles are interior and private while mens roles are external and
visible/public. The womens roles are not very remunerative in terms of
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money, respect, power whereas those of men are highly appreciated as they
fall within the productive category. Mens responsibilities are associated
with economic and social capacity and with protected rights making it
possible for them to exert power over women. Womens responsibilities are
associated with minor rights, which leads to social and economic dependence
and subordination compared to men. In the Rwandan traditional context, the
distribution of roles is enacted by culture and laws which:
Dictate expectations of society towards men and women, perceptions,
attitudes and practices which are different.
Determine needs and knowledge to acquire so that men and women
exert their roles and respective responsibilities,
Determine the places and the moment when these roles will be
exerted.
Key message:
Participants are aware that the traditional division of labor between
men and women based on culture results in a overload of work for
women. Some socially assigned tasks empower people of one sex and
this distribution does not value the many otherss tasks. The
stereotypes continue to maintain this unequal division of tasks and
responsibilities and therefore resulting into power relations and
imbalances
Task - Man
Task Woman
Objectives:
To understand how different institutions perpetuate gender roles
To enable participants to reflect on positive and negative images
created and portrayed by these institutions
Methodology: brainstorming, large group sharing, small group sharing
Materials needed: Flip chart, cards, magazines, newspaper clippings,
markers
1ho
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Process:
1. Divide the participants into 4 groups. Ask each group to discuss on the
following:
Folk songs, proverbs, popular stories: ask the group to identify some
key examples of those songs, stories, proverbs which either reinforce
the existing roles and images or create new images of men/women.
Ask them to discuss if they convey a positive or negative images for
men and women. Do any of them specifically portray a preference for
boys or girls? What can we do to change these?
Social and cultural practices: ask the group to reflect on some cultural
and religious practices in their communities and families that are
different for men and women. On a flip chart sheet make 2 columns
one for men and another for women. Ask the participants to list the
practices which have negative implications for men and women and
those which have positive implications. After listing these practices,
ask them to discuss the following:
o Who is imposing these practices? Who is benefiting from these
practices? Why do we continue to perform them if they are
negative?
Women
Men
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negative
positive
negative
positive
Religious practices: repeat the same exercise as above but this time ask
the group to reflect on religious practices.
Facilitator notes:
It is important to note that the institutions named above are not the only
ones that perpetuate gender roles but this depends on different cultures
and societies. Also remember to highlight that it is not always that these
institutions give only negative image of a woman.
Key message:
The language used and messages given through songs, proverbs, media, some
religious practices, social and cultural practices predetermine the gender
inequalities. Most of these portrays a negative image of a woman and thus as
development and change agents need to challenge them.
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This section introduces the concepts of gender and development and the
factors as to why any development intervention should take into account
gender dynamics. Through the case studies given in this section,
participants learn about the unintended consequences, mostly negative, of
development projects if the different gender roles and relationships in a
community are not carefully analyzed and understood in planning and
implementing the projects. It provides a framework for considering
alternative ways of perceiving human social and cultural development and
organizing social, economic, and political life. This section therefore covers
gender from a development perspective, WID and GAD, practical and
strategic gender needs
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1ho
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1. Divide the participants in 2 groups. Ask each group to discuss case study
1 in Handout 6.
2. Give the group 20mins to read and discuss the questions listed in the
case studies and then make a presentation to the plenary based on their
discussion
3. Share with the group your ideas about what happened in this particular
situation
4. Ask participants if they know of a similar story in their country
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projects should have asked at the designing stage are who does what? Who
has access to what resource, benefits and opportunities? Who controls the
resources, benefits, and opportunities?
Key message:
The basic responsibilities entrusted socially just to women or just to men
hinder the development of the community. In any integrated
development, it is essential to involve men and women in basic
responsibilities.
Gender approach is an essential tool for development and one must take
into account the gender aspects in the design and implementation of
development projects.
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30m
Process:
Exercise 1: Break participants into small groups. Distribute handout 6 then
ask participants to read it and ask how they would design this project
differently, if they were to adopt a gender approach. Illustrate the
difference between the two approaches using specific examples. The trainer
could first discuss the likely reasons why such a project would not succeed
and then move on to how the project could be designed with hindsight.
HANDOUT 6: CASE STUDY
A project in an African country aimed to increase agricultural income by
introducing new crops suitable for exports. The cultivation of these crops
required large tracts of land and the use of machinery. Although no analysis
was undertaken, it was evident that women needed to be supported to
increase their income. A component was added that included: (i) training of
women extension agents in nutrition and family care (ii) provision of
extension services by these trained agents to women beneficiaries; (iii) some
training opportunities reserved for women beneficiaries; (iv) some income
generating activities for women in non-agricultural products.
The component was not successful. Women were rarely available for the
extension training, nor did they benefit from the training opportunities. The
majority of the incomes generating activities were unsuccessful because
women rarely have the assets required as collateral for small loans. And
there were no organized groups that could tap these credits.
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[In order to design the project to achieve gender objectives, one would need
to fully understand the differential roles, responsibilities, assets, needs, and
preferences of both women and men].
One would need to seek information on the differentials in terms of
access to and control over different types of assets/resources. For
example, what do women own in terms of land that they cultivate?
Do they have the same needs in terms of extension services?
Are current extension services reaching both women and men as
required and relevant for both of them?
Do women control the income they generate?
How can you increase womens control over assets generated from the
project activity, etc?
Where would they have found such information and how would they
have obtained it? [There are different ways project designers collect
information necessary for project design.]
However, the most important point that needs to be made is that all
information-seeking activities undertaken during project preparation
must seek sex-disaggregated information as well as gender-related
information. This is the most efficient and effective way of obtaining
the necessary information.
Thus, any interviews undertaken with stakeholders must ensure that
both women and men are represented.
In interviewing institutional stakeholders, institutions that work with
women must be included.
In addition, discuss where such information would be available.
Also, discuss the possibility of doing qualitative assessments to
understand the different perspectives of both men and women.
4. Influencing Project Design: How would the new information influence
project design? What kinds of measures would address the problems they
found and ensure that women also benefited from the project?
[For example, if one knew that women owned only small portions of land on
which they essentially did subsistence farming and worked only as
unremunerated labor on their husbands land, then it would be clear that the
extension services will not be equally relevant for women as for men, unless
some of the advice and services of extension agents would apply to
subsistence farming].
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5. How would they measure whether the project was benefiting both
men and women?
What would be a sex-disaggregated indicator?
Number of beneficiaries receiving guidance from extension services,
disaggregated by sex;
Number of women involved in income generating activities;
Average increase in income per women;
What would be a gender indicator?
Measuring change in gender relationships is difficult and often needs
to be done through qualitative surveys and interviews.
Facilitator Notes
Through these discussions, one would need to see if the increased incomes
resulted in greater empowerment of women and consequently improved
gender balance in the home.
Key message:
Gender is not women's matters. It is essential to involve as well women and
men in all stages of development at household, the project, the community;
so that both womens and mens specific needs are taken into account but
also ensure that they equally benefit
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Exercise 2:
Ask participants to brainstorm on what they have understood by GAD
and WID and write answers on a flipchart
Supplement and give more clarity on WID and GAD concepts
Using a flipchart or projector, share with the participants the
differences between WID and GAD.
The Focus
Women
The Problem
The Goal
Equitable, sustainable
development with men and women
sharing decision-making and
power
The Solution
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The
Strategies
Womens components
integrated projects
Increase
womensproductivity
Identify/address practical
needs determined by women
and men to improve their
condition
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1ho
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Process:
1. Introduce practical and strategic gender needs by posting the flipchart
and highlighting main aspects of each on it and give several examples of
each
Practical needs
Strategic interests
Short term
Long term
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Productive
Reproductive
Community
KEY:
Who - Male Adult, Female Adult, Male Child, Female Child
What- Activities carried out
When- Time of the year/day
Where- Location of the activity, i.e. at home or away
How- Means of doing the activity, i.e. is it manual or technological
How often- Number of times it is done over a space of time
Why- What reason justifies the gender that does it
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Potential limitations
The idea of gender roles obscures the notion of gender relationships
and can give the false impression of natural order and equality;
The framework does not mention other forms of inequality, such as
class, race or ethnicity;
The framework is static and does not examine change over time as a
variable;
The policy approaches should not be seen as mutually exclusive; they
may often overlap each other in practice.
Welfare
Neutral level
Positive level
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impacts
of
development
Culture
Women
Men
household
Community
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5. Explain that the GAM is filled in taking each level and assessing the
impact of the project on each category shown. For example, what impact
will the project have on womens work - the response is written in the box
for women and labour. What impact will the project have on womens
resources; will they lose access to land or control over money they earn?
6. Explain that the GAM is used with groups of community members with
equal representation of women and men, and it is facilitated by a
development worker like the participants themselves. Over time,
community members themselves will facilitate the process, but in the
early stages, an experienced trainer is needed. The analysis will be done
by the group
7. Display the partially filled matrix for the project on bringing water to all
the homes in one village. Explain the filled boxes. Ask participants what
would be the project impact on womens resources, labour, time and
culture
PARTIALLY COMPLETED GENDER ANALYSIS MATRIX
Project Objective:
Labour
Time
Resources
Women
+ no longer
need to
transport
water
Men
+ saves time
+ option of
leisure
Training,
building and
maintenance
take more
time
household
Culture
Unease
about
women
having
free time
+ better
health
+ more
water
Community
+ trained
community
committee for
water system
maintenance
1. Are the effects listed above desirable? Are they consistent with the
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program goal?
2. How will this activity affect those who do not participate?
3. Unexpected results- to be identified during implementation
8. After several minutes of having participants generate ideas show an
example of a complete GAM by distributing the GAM handout.
9. Explain to the group that all the boxes have been filled in with potential
changes the project might bring. Those filling out the matrix would go
back to it and do the following.
Put a plus (+) sign if it is consistent with program goals
Put a minus (-) sign if it is contrary to program goals
Put a question mark (?) if they are unsure whether it is consistent or
contrary
10. Point to the filled matrix how it has been filled
11. Finally explain that when using the GAM in the field certain rules should
be followed. Post the rules shown below and read them aloud.
Where possible women and men in equal numbers should do the
analysis
The analysis should be reviewed and revised once a month for the
first three months
Every box should be verified on each review of the GAM and must be
used for other standard tools of analysis e.g. monitoring and needs
assessment tools
12. Assure participants that they will learn more about how GAM works by
actually doing the analysis with their own projects themselves
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Men
household
Labour
Time
Resources
Culture
+ no longer
need to
transport
water
+ saves time
+water is
easily
available
forGardens
irrigation
-Reduction of
mobility
+ Acquire skills
in water
system
building and
maintenance
Training,
building and
maintenance
take more
time
+Better
health
-Uneasy about
women having
free time
+ Net savings
or increase in
labour
+ women have
more time for
child care and
other home
based work
+ better
health
Community + trained
community
committee for
water system
maintenance
+ option of
leisure
+More
water
-Social
interaction at
water source
stops
? women more
at home
+ more
water
? Less time
+ more
for leisure
water easily
for men, more available
time for
women
womens
Involvement
in community
self
management
of water
system
women
interact less
with each
other
1. Are the effects listed above desirable? Are they consistent with the
program goal? Yes, but with potentially negative socio-cultural effects
2. How will this activity affect those who do not participate? All are involved
women
3. Unexpected results- to be identified during implementation.
Assumptions
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Facilitator notes:
It is important to note that Most of the gender frameworks except the
Womens Empowerment (Longwe) Framework do look at the gender roles and
relations of both women and men, and so could be used for projects which
target men. The Moser Framework looks at the strategic gender needs of
women only and the later ones include men as well and can also be used with
projects that address male gender roles.
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Key message:
The four tools are used to analyze the gender situation in the context of each
planner;
Harvard analytical framework :essentially used to assist planners to
allocate economic resources to men as well as to women; to help for
mapping the work of men and women in the community and highlight
the key differences
Moser framework: Focuses on gender roles and gender needs in order
to empower women or men accordingly.
The Womens Empowerment Framework: Used by planners to enable
women to take an equal place with men, and to participate equally with
men in the development processes in order to achieve control over the
factors of production on an equal basis with men.
Gender analysis matrix: Is a tool used for gender analysis of
development projects at community level, to determine the different
impacts of development interventions on women and men. The analysis
is done by a group within the community which preferably should
include women and men in equal numbers. It is used at different
stages of project planning and implementation, especially at the
planning stage to determine whether potential gender effects are
desirable and consistent with program goals.
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were women out of whom 22 were killed by their husbands. The 19 remaining
cases were men out of whom 2 were killed by their wives. In 2006, 84 cases
of family murders were reported and 50 were women out of whom 34 were
killed by their husbands. The 34 remaining cases were men out of whom 7
were killed by their wives (Augustin Kimonyo: 2008). It goes without saying
that highly significant numbers of cases of GBV are not reported to
concerned authorities. Four main forms of GBV have been identified and
they include physical violence, sexual violence, economic violence and
psychological violence
The main influencing factors of GBV proved to be poverty, alcohol, drugs,
ignorance and wrong interpretation of gender (Augustin Kimonyo: 2008). A
joint program on GBV has been developed by Rwanda Government and its
development partners to be implemented the following years and some of
the key strategies adopted in the program are: awareness raising and
training under the key component of prevention. Other strategies articulate
around the key component of response and they include the legal, medical,
psychological and protection interventions. Several institutions have taken
measures to fight GBV including the Rwanda National Police and the Rwanda
Defense Force who have established GBV desks. The two institutions have
hotlines for GBV victims, which are No 112 and No3512 respectively and the
Rwanda National Police is the main driver behind the One Stop Centers that
provide holistic care to victims of GBV. In the same line of though a men
local organization called Rwanda Men Resource Center (RWAMREC) is
promoting positive masculinity and fighting GBV is part of its mission.
Polygamy: The phenomenon of polygamy is still present here and there in
Rwanda. To avoid this phenomenon that proves to have a negative impact on
social lives of Rwandans, especially women, the Government of Rwanda has
adopted the strategy of legalizing marriages through mass weddings for
those married couples that were not registered before. The population has
massively responded to this process and so far thousands of couples have
legalized their marriages with the assistance of the closest concerned
authorities. As outcomes, this process has not only legal protection of the
wife in terms of her rights within the marriage but it also accords her the
right to succession to the properties of her family among others.
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Poor knowledge and attitudes about genders for some men and women
Ignorance
poverty
Culture
Some discriminating legal provisions
Confusing gender with foreign cultures which create confrontation
among women and men.
Rwandas patriarchal social structure has been at the base of existing
gender imbalances in the country for centuries and are reflected in social,
economic, education, health spheres of development
However, there are major challenges to girls education in Rwanda
including:
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justice and rights, women and men do not enjoy the same rights
following the cultural barriers that have their roots in the patriarchal
system still strong. It is important to propose changes to improve the
situation in the interest of men and women.
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1.
A clear policy. It may be helpful to stress the importance of clear goals
and objectives. For example, you can have a strategic goal of gender equality
or empowerment of women. Or, again, gender equality could be a goal itself
or part of a larger goal, such as poverty reduction. The operational
objectives, approaches, and targets and measures would all be different for
each of these goals. To illustrate, measuring increased income of targeted
women, and their control over such income, will provide information on
empowerment, but not on achievement of gender equality. Similarly, since
there can be multiple relevant objectives that can support gender equality,
it is important to prioritize between them. Thus, when gender equality is
part of a poverty reduction mandate, focus on health and education sectors
may be a priority.
The policy should explain at what levels mainstreaming gender will take place.
Mainstreaming gender can take place at the country level in determining the
assistance to be provided to a country. Or, it can take place at the level of
individual projects or programs. Will gender be integrated into all projects
and programs or will it be incorporated only in selected projects in some
priority sectors?
2.
An assessment of past performance is critical. To develop a gender
mainstreaming strategy, it is critical to have an understanding of how the
relevant policy or related institutional systems have worked in the past. How
is gender currently being integrated? What are the systems and processes?
Where are the appropriate entry points for integrating gender? What have
been the results? What has worked well in the case of gender? What needs
to be strengthened? What are the constraintsare they human, financial,
technical, or other?
3.
Based on an understanding of what has worked and what needs to be
strengthened, an action plan for gender mainstreaming must be developed
with the participation of all key actors who will be responsible for different
elements of its implementation. Keeping in mind the prioritized objectives,
such an action plan should define clear responsibilities, include efficient
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Objectives:
To show appreciation to the group using silence and creativity to
convey feelings
To conclude the workshop on a positive note
Process
1. Ask everyone to sit in a circle, with no chairs in the middle. Tell
participants that at the end of the workshop it is sometimes difficult to
break the group feeling. This exercise is a goodbye gift from everyone that
we can carry with us as we leave. Explain that the exercise requires
imagination and silence
2. Start yourself, by holding your hands with the palms turned up. Using your
hands mime the shape of an object (a box, a bottle, a ball). Pass this object
to the person on your right. Explain that they now can give any present of
their choosing to the next person
3. Continue around the circle, until you receive the last gift. You can end with
Thank you or Bon Voyage
10m
Facilitator notes
This is a very calming and sharing exercise in which people reveal themselves
to be amazingly creative. It does not require touching and is therefore
suitable to many cultural contexts. However you might feel more
comfortable making two circles, for women and men.
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3. Do you feel confident that you will be able to apply the gender analysis method at
all stages of your work?
If yes, please give details.........................................
If no, please explain the constraints..
4. Do you feel that you will receive adequate support from senior management to
address the problems that have been identified in this workshop?
Yes Explain......................................................................
No Explain......................................................................
5. Did you find the workshop?
Too long?
The right length?
Too short?
6. Have you found group work, exercises and role plays useful during this workshop?
Yes
Explain.................................................................
................................................................................................................................
No,
Explain.................................................................
................................................................................................................................
7. What further training would you require to ensure that you can effectively
integrate gender into your work?
8. How should this training be organized?
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SESSION
TIME
DAY ONE
8:30 am - 9:00am
9: 00 am 09:15 am
09: 15 am 09:45 am
9: 45am 10:00 am
10: 00 am 10:15 am
Concluding exercise
10: 15 am 10:30 am
Tea break 20
10: 30 am 10:50 am
10: 50 am 12:00 am
12: 00 pm 13:00 pm
Lunch
13: 00 pm 14:00 pm
14: 00 pm 15:30pm
15:30 pm 16:45pm
16:45pm- 17: 00 pm
9: 00 am 10:00 am
Tea break 20
10: 00 am 10:20 am
10: 20 am 11:30 am
11: 30 am 12:15 am
12: 15 pm 13:00 pm
13: 00 pm - 14:00 pm
14: 00 pm - 16:45 pm
16:45pm- 17: 00 pm
9: 00 am 09:30 am
09: 30 am 10:30 am
Tea break
10: 30 am 11:00 am
11: 00 am 13:00 pm
Lunch
13: 00 pm 14:00 pm
14:00pm -16:15pm
16: 15pm 16:30 pm
Closure
16:30pm -16:45 pm
DAY TWO
DAY THREE
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Instructors will need a projector, flip chart, markers and Post-It notes
to conduct group exercises. Participants will need paper, pens or pencils
to complete the Learning Cases and Case Studies
To encourage participation and discussion among the participants, the
room should be set up in a manner in which all participants can see each
other and the instructor. The course allows instructors to train a group
of no more than 25-30 people. This interactive course gives participants
time to work actively on exercises, reflect on the topic communicate and
network with other participants
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The dress code is also important, since gender training is a sensitive issue
and therefore should not give room for judgments. This is also related to
the cultural beliefs and yet gender is part of social transformation.
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School resource workers, like police officers and school counselors, will
often know of students who might benefit from your schools Gender
club. School counsellors, in particular, may be an important source of
support for students who need to form clubs
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