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A WORKSHOP FOR ANGLOPHONE AFRICAN COUNTRIESkampala, uganda, december 10 - 16, 2000

TRAINING OF TRAINERS IN GENDER MAINSTREAMING

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Background to the Workshop 2

Organisational Information 2

Introductory Remarks andOpening Ceremony 2

Course Methodology and Outline 3Visualisation in ParticipatoryProgrammes (VIPP) 3Workshop Operations 3Workshop Process 3Workshop Expectations 3Workshop Objectives 3

Module One: Gender Concepts 4

Definition of Terms 4Practical and Strategic Gender Needs 5Theoretical and Historical Approachesto Development 6Video: Man Made Famine 7Methodological Summary 7

Module Two: The Social Constructionof Gender 8

Institutions, Structures, Systemsand Processes Responsible for theSocial Construction of Gender 8Video: The Lesser Child 8Video: Secret and Sacred 9Methodological Summary 9

Module Three: Tools for GenderAnalysis 9

Contemporary Frameworks 9Harvard Analytical Framework 9Case Study: Community Forestry inEast Kalimantan, Indonesia 10Gender (or Women’s) Equality andEmpowerment Framework 13Video: Why Mrs X Died 13

Module Four: Gender Mainstreaming 14

The Project Cycle 14Qualitative and Quantitative Indicators 16Methodological Summary 16Bureaucratic Forms of Resistancesto Gender Mainstreaming and PossibleCounter-Strategies 17

Module Five: Practical Training Skills 18

Communication 18Adult Learning 18Principles of Training 18Qualities of a Good Communicator(Trainer) 19Problem Analysis 19Methodological Summary 20

Module Six: Practice in Facilitation 20

Methods of Training 20Methodological Summary 22The Training Cycle 22Methodological Summary 23

Individual, Institutional and NationalAction Plans 23Case Study: Kenya’s Gender TrainingTeam (GTT) 23FEMNET’s Follow Up Objectives andAction Plan 23

Final Evaluation 24

Concluding Remarks and ClosingCeremony 24

Annexes 24

Workshop Programme 24Needs Assessments: Results 25Individual, Institutional and NationalAction Plans 26GhanaSouth AfricaUgandaList of Participants 27Certificate of Participation 27

Contents


Irene Muloni, Vice Chair (East), FEMNET opened the workshop by providing thebackground to the workshop. This training of trainers (ToT) in gendermainstreaming workshop is part of a training programme run by the AfricanWomen’s Development and Communication Network (FEMNET) and supportedby the Africa Bureau of the United Nations Development Programme (UNDP).

The training programme targets civil society, governments and intergovernmentalrepresentatives involved in gender mainstreaming and/or in communicatingthis work to wider audiences. The training programme includes seven Africancountries, in both anglophone and francophone regions—Cameroon, Ghana,Mali, Rwanda, Senegal, South Africa and Uganda. It seeks to re-build a team ofgender trainers across the region, especially within francophone Africa.

The ToT in gender mainstreaming workshop held in Kampala, Uganda fromDecember 9-15, 2000 included 17 participants from the anglophone countriesof Ghana, South Africa and Uganda. Training and logistical support was providedby FEMNET’s Regional Secretariat in Nairobi, Kenya.

FEMNET would like to particularly thank the following for their efforts towardsthe ToT in gender mainstreaming workshop: Njoki Wainaina, former Chair forconceiving of this programme; Irene Muloni, Vice Chair (East) for providinglocal leadership and arranging local logistical support in Uganda; Rose Chege,Overall Consultant for planning the programme despite uncertainty around it;Miruka Okumba, Consultant for ably running the workshop despite delays;Linda Gorretti Nassanga, Consultant for contributing towards the early stagesof the programme and for assisting with training during the workshop; MarthaBanyima for helping with local logistics; Clare Tyler, Intern for pulling thisreport together and dealing with the slow pace in East Africa; and BrendaAzenga, Intern for helping with logistics.

FEMNET would also like to thank Viola Morgan, Gender Advisor of the AfricaBureau at UNDP for being patient with the programme and for ensuring thisworkshop took off.

And finally, FEMNET would like to thank the participants for coming to Kampala,Uganda despite flight difficulties and fears about the Ebola outbreak and fortheir enthusiastic contributions and active participation in the workshop.

It is FEMNET’s sincere hope that the workshop is only the start of more consistentwork in gender mainstreaming across the African continent.

Organisational Information

FEMNET was set up in 1988 to share information, experiences, ideas and strategiesamong African women’s non-governmental organisations (NGOs). FEMNET aimsto strengthen the role and contribution of African NGOs focusing on women’sdevelopment, equality and other human rights. It also aims to provide aninfrastructure for and a channel through which these NGOs can reach oneanother and share information, experiences and strategies to as to improvetheir input into women’s development, equality and other women’s humanrights in Africa

FEMNET works on advocacy, communications and training so as to advancewomen’s development, equality and other women’s human rights in Africa.With respect to training, FEMNET has developed a model for training of trainersin gender mainstreaming which is applicable to the 12 priority areas outlined inthe African and Beijing Platforms for Action. The model has been tested at thenational level in a number of African states and is currently being developed soas to more explicitly address sectoral concerns. FEMNET has also produced thefollowing publications, which continue to be disseminated:

Case studies, workshop reports and videos for use in trainingon gender mainstreaming;ABC of Gender Analysis: a Framework of Analysis;Delusions: Essays on the Social Construction of Gender;Road to Empowerment;Directory of Gender Trainers in the African Region;Gender and Development: a FEMNET Model;Gennews, a newsletter for trainers in gender mainstreaming.

For more information, please contact:African Women’s Development and Communication Network (FEMNET)

P O Box 54562, Nairobi KenyaTel: +254 2 3741301/20 Fax: +254 2 3742927

E-mail: [email protected] Website: www.femnet.or.ke

Introductory Remarks and Opening Ceremony

L. Muthoni Wanyeki, FEMNET’s Executive Director, opened the workshop withthe following introductory remarks.

The condition of and prospects for African’s women’s development, equalityand human rights are grim. The African continent is impoverished by economicre-structuring and weighed down by a rising debt burden, mired in conflict andsuffering disproportionately from HIV/AIDS—all of which have specific impactupon and particularly adverse consequences for the human rights of Africanwomen.

The state of African economies is the first cause for concern. The economicrestructuring currently underway in Africa discourages public investment insocial services. Economic liberalisation and privatisation have thus decreasedreal incomes for the majority and increased women’s productive and reproductiveworkload. In addition, the external debt burden of African countries is increasing,with 33 of the 41 countries identified by the International Monetary Fund (IMF)and the World Bank as highly indebted poor countries (HIPC), being in Africa.The implications are that African countries are forced to divert resources awayfrom public investment in social services (such as education and health) to debtservicing. In Tanzania, for example, expenditure on external debt is double thelevel of spending on water provision, even though more than 14 million peoplelack access to safe water. In Uganda, three USD per person is spent on healthcompared to USD17 on debt repayment per person.

The result is that 40 per cent of Africa’s 242 million people live on less than oneUSD per day. Sub Saharan African countries have the lowest developmentindicators in the world. African women, with their traditional productive andreproductive responsibilities, bear the brunt of this increased poverty.

This is particularly evident, for example, from the impact of HIV/AIDS on Africanwomen. African women are the least able to negotiate safer sex and yet are athigher risk of contracting HIV from heterosexual sexual activities. They are alsoat more risk of being stigmatised and discriminated against due to their HIVstatus. At the same time, with the onus for care taking within the family fallingon African women and decreased opportunities to access state health facilities,African women are expected to assume responsibility for those ill within thefamily. Conflict is a second cause for concern. Most of the world’s inter andintra state conflicts take place in the underdeveloped world. Over the last 27years, more than 30 wars have been fought in Africa. Refugee outflows in Africahave increased by 43 per cent in the last decade, the majority of whom havebeen women and children. In addition, women account for about 70 per cent ofAfrica’s internally displaced persons. The consequences of conflict are thusincreasingly gendered, including the systematic violation of women’s humanrights through sexual harassment, rape and sexual slavery. Thus, the poordevelopment of African countries is increasingly due to the effects of conflict.

Background to the Workshop

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African’s women’s ability to address these situations is athird cause for concern. To be meaningful, developmentmust involve both men and women, with all contributingto their fullest potentials. A situation where African women,who constitute more than 50 percent of the population ofthe various countries in Africa, are almost completely shut outof the political and economic development process does notaugur well for the development of the continent. For example,the representation of women in African parliaments was belowseven per cent in 1995.

For these reasons, during the Beijing Plus Five review processthrough late 1999 to mid 2000, African women identified decisionmaking and political participation, globalisation, conflict, HIV/AIDSand women’s human rights as the five critical areas of concernhindering advancement on the implementation of the BeijingPlatform for Action (PFA).

Regional and national level advocacy for policies and programmes toaddress these five critical areas of concern is critical to advance Africanwomen’s development, equality and other human rights. For thepotential of Africa’s population to participate in the development processcontinues to be unrealised partly as a result of gender blind policies andprogrammes that in effect—if not in intention—favour men over women.

Yet African women within organised civil society have still have limited capacityto deconstruct and reconstruct regional and national policy and programmeprocesses, discouraging informed dialogue on, input into and transformationof these processes.

In line with the outcomes of the Beijing Plus Five review process, a continentalsharing of experiences and lessons learnt is necessary to move work on thesefive critical areas of concern forward. Gender mainstreaming efforts by Africanwomen within organised civil society, by African states as well as by regionaland intergovernmental organisations (IGOs) are needed to develop and effectgender responsive policies and programmes on the five critical areas of concern.And to ensure that these efforts in gender mainstreaming do indeed get uswhere we wish to go, there is need to constantly interact with African gendermachineries and regional and IGOs on gender mainstreaming theory and practicein relation to the five critical areas of concern.

This training programme thus focuses on building the skills for gendermainstreaming training to define advocacy agendas in terms of policies andprogrammes. And, more importantly, to ensure the successful implementationof gender responsive policies and programmes.

Wanyeki concluded by noting that this is the first workshop in the programmeand by bidding the participants welcome (karibuni)!

Visualisation in Participatory Programmes (VIPP)

The trainers explained that the course would be run by using Visualisationin Participatory Programmes (VIPP). VIPP is a participatory methodology,in which participants use cards of different colours and sizes to expressand record their views. Rules for VIPP are that:

Participants must think before writing on the cards;Each card can only be used to express one idea to allow for theclustering of ideas;Ideas must be expressed using key words only to capture the pointsuccinctly;A maximum three lines can be written on each card to economise oncard space;Only black or blue ink can be used to write on the cards because theyare more legible;Writing should be in upper and lower cases as in normal writing ascapitals alone blur;Writing should be bold and large so as to be visible from eightmetres away;Used cards are arranged according to a hierarchy of colour and shapecodes visually distinguish between idea categories and clusters.

Workshop Operations

The trainers also explained that all participants would assist with themanagement of the workshop by daily instituting:

An evaluation committee, responsible for designing and delivering acreative and participatory evaluation process for the previous dayswork;A mechanics committee, responsible for tidying up the workshopspace, arranging the previous day’s VIPP cards on the wall andpreparing new VIPP sheets for the trainers;A social committee, responsible for organising the video sessions andentertainment in the evenings should the participants wish to dosomething collectively.

The trainers further explained that some VIPP cards would be used astraffic signs during the workshop, to signify that participants neededfurther explanation, wished to stop and so on.

Workshop Process

Finally, the trainers explained that the process for the workshop was meant to:Be participant-centred;Be practical;Lead from action to reflection;Be both educational and fun;Be experimental;Be flexible.

Workshop Expectations

The participants then used VIPP cards for the first time to outline theirexpectations of the workshop as being to:

Acquire more information on GAD;Learn how to practically apply the gender analysis and mainstreamingframeworks;Acquire effective gender mainstreaming and training skills;Become a competent trainer.

The expectations were tallied with workshop objectives presented below.

Workshop Objectives

OverallTo develop and establish core teams of gender trainers in Ghana, Uganda andSouth Africa who will be responsible for building local capacity for gendermainstreaming.

SpecificBy the end of the workshop, participants will be able to:

Explain the concept of Gender and Development.Provide information and knowledge on gender and how it impacts ondevelopment.Explain and differentiate the various frameworks for gender analysis asmeans of gender mainstreaming.Plan, conduct and evaluate gender mainstreaming training.Produce plans of action and specify mechanisms for follow-up on gender mainstreaming in their respective countries.

Course Methodology and Outline

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The objectives of this module are to:

Explain the concepts of gender and explore how they are related to womenand development;Clarify gender concepts in order to achieve common working definitions;

Through an exercise using VIPP cards, participants outlined what they thoughtwere sex and gender attributes. Female attributes were noted by describingwomen as follows:

Emotional;Emotionally strong;Communicate easily;Good communication skills;Assumed to be passive;Organised;Responsible;Domestic role;Home makers;Mothers;Responsible for childcare;Property;Praise singers;Ushers;Support staff;Healthcare providers.

Male attributes were similarly noted by describing men as being:

Aggressive;Dominating because of expectations from society;Egoists;Insecure emotionally;Uncommunicative;Independent;Macho;Rational;Strong;Virile;Risk takers;Head of household;Providers;Decision makers;Traditional Leaders;Imams.

Definition of TermsSex versus Gender

Sex refers to the biological differences between women and men. The biologicaldifferences between women and men were noted as being that women havebreasts and a womb and therefore can bear children and procreate while menhave a penis and testicles which produce sperm enabling procreation. Sexual(biological) differences between women and men cannot be reversed (sex changessought by transsexuals are exceptions to this rule).Gender refers to the cultural, economic, social and political roles ascribed towomen and men because of their sexual (biological) differences. These rolesvary among different families and within different cultures or countries. Althoughthese roles are assigned from birth and learnt over time, these roles can and arefrequently changed or reversed. This is because these roles can be unlearnt.

In development, sex and gender are often confused. Development approacheshave in the past been predicated on sexual (biological) differences, which cannotbe changed, rather than on gender differences, which can be changed. This hasbeen a hindrance to development.

Equality versus Equity

Equality is:The starting point;

A philosophical perspective;A fundamental right;About the sameness of women and men;About access;About opportunity;A questioning of the framework/system.

Equity is:An achieved right;The impact of equality;The result of a commitment to equality;The result of work on equality;Measurable results;OutcomesBalance;Parity;Legislation;Structures and systems;Within a given framework/system.

The participants discussed the examples used (access to food and education) toillustrate that discrimination occurs in the distribution of resources. Experienceillustrates that the equity rather than equality approach is used by institutionsto address concerns about gender, for example, in the USA. The equity approachtherefore can undermine the equality approach as women enter institutions onmale terms without the equality approach being fully explored and utilised.Equity is often viewed as a favour whereas equality is a fundamental right. It isimportant to make the distinction when gender mainstreaming.

Gender Relations

Gender relations refers to power relations between women and men. Genderrelations have to do with how women and men relate to one another, women’sand men’s gender roles and the influence of these roles on how women and meninteract. Gender roles and structures and systems which reinforce them createblueprints for human behaviour. If we do not conform to these roles, we areseen to be deviant. For example, within the family, men assume earning andleadership roles and women assume domestic and child-caring roles. Powerbetween women and men is therefore often uneven as men have more power tomake influential and legal decisions. Power relations always result in one partybeing worse off than the other and create imbalances.

Development

The definition of development depends on the discipline making that definition.Development concerns:

Various actors;Increasing autonomy;Process.

Growth implies quantitative increases whereas development should be definedas quantitative growth. Human concerns must be included in definitions ofdevelopment. And human concerns require that gender be analysed to assessand address the particular needs of both women and men. For development isthe movement from a bad situation to a better situation. Development is bothqualitative and quantitative. And development needs to be gendered to be asuccess.

Empowerment

Empowerment means achieving authority through access to knowledge, resourcesand skills. Empowerment means being able to use knowledge, resources andskills in our self-interest. For empowerment cannot be achieved if knowledge,resources and skills cannot be applied. The process towards and results ofempowerment are critical for development.

MODULE 1: GENDER CONCEPTS

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Why Gender is a Development Issue

Women are 50 per cent of the world’s population;Women are two thirds of the world’s illiterate;Women own less than one per cent of the world’s property;Women perform two thirds of the world’s work;Women earn one tenth of the world’s income.

Participants noted that:

Theory precedes practice;Historical feminist approaches must be studied in relation to WID andGAD;It is important not to include men in some discussions of gender, asthey have a tendency dominate conversation and decision-making andwomen do not have the confidence, skills or training to challenge thatdominance. Confidence-building should remain a focus for women’sdevelopment and empowerment;We cannot force women and men to mix. We must look at individualcases and cultural contexts and adapt accordingly;An understanding of cultural contexts should underlie developmentplanning and implementation;There are no clear-cut issues or situations in development;Now, the focus is on women and GAD is useful as it looks women’sinvolvement and placement decision making processes;Men must be gender-sensitised in institutions where inequality is anissue. All parties should be included to ensure a multiplication of effects.

The participants also discussed the above definitions of WID and GAD andnoted that:

Mainstreaming should target both men and women as a developmentissue;Men hold the majority of decision-making positions;WID can be seen as an activist approach which is limited and restrictiveas it does not reaching out to all those concerned with development;WID is still important to bring women into decision-making positions;GAD is not based on efficiency;GAD ensures the efficient use of resources and benefits;

the shift to GAD can also be seen as reactive and as a way of easing resistanceto WID;Elements of WID need to be included in GAD.Both approaches can be combined to mainstream gender in development;Feminist approaches can be missed out with GAD, posing problems forwomen’s human rights;Strategic needs need to be addressed to ensure GAD incorporatesempowerment;GAD will continue to evolve and problems with GAD will emerge as happenedwith WID.

Practical and Strategic Gender Needs

Although these concepts belong to the Caroline Moser framework, they wereclarified under the first module as they relate to the GAD approach.

Practical gender needs are needs basic to survival and are not unique to women.Practical gender needs include food, water, shelter, clothing, work and health.They relate to the material conditions of life and can be met through directmaterial inputs through short-term interventions. Practical gender needstherefore concern the welfare (availability) and access (means) levels ofempowerment.

Strategic Gender Needs, on the other hand, refer to socio-economic and politicalpositions of women compared to men. They relate to structures and systemswhich are embedded and therefore more difficult to deal with. In looking atstrategic needs, focus is placed on such factors as:

Valuation of women—determining women’s value on the basis of their sexor gender roles, for example, on the basis of how many children womenhave;Objectification of women;Infantilisation—categorising women as children with no (legal) decisionmaking powers;Marginalisation of women—at all levels of decision-making, withdisadvantages accumulating over time;Subordination of women—assigning women to inferior position, for example,with citizenship rights.

1. The Approach: the development of both women and men;

2. The Focus: relations between women and men;

3. The Problem: unequal relations of power (poor/ rich, women/men) that prevent development and women’s full participationtherein;

4. The Goal: equitable, sustainable development with bothwomen and men as decision-makers;

5. The Solution: empower the disadvantaged (including women)and transform unequal relations of power;

6. The Strategies: identify and address practical gender needsdetermined by women and men to improve their lives, addresswomen’s and men’s strategic gender interests; address the poor’sstrategic interests through people-centred development.

1. The Approach: women as being at the centre of the problem;

2. The Focus: women

3. The Problem: the exclusion of women (half of productive human resources) from development;

4. The Goal: more efficient, effective and just development;

5. The Solution: integrate women into development;

6. The Strategies: women’s components, women’s projects,integrated projects, increase women’s productivity, increasewomen’s ability to look after households;

Women in Development (WID) and Gender and Development (GAD)

Following the first World Conference on Women held in Mexico in 1975, the UN made the decision to have a women’s decade. This decadesaw the development of the WID and later on, the shift to GAD due to the apparent lack of progress made in development with WID. TheWID approach places women at the centre of development problems. The GAD approach looks at the development, implementation andimpact of development strategies on both women and men.

Women in Development (WID) Gender and Development (GAD)

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Discrimination against women—treating women differently based on factors they cannot control;Dispossession of women;Violence against women—accepting emotional, mental or physical violence against women, for example, FGM or viewing battery as ‘correcting’ wives.

Theoretical and Historical Approaches to Development

Various approaches have been (and continue to be) used to achieve women’s development, including the following approaches: welfare, efficiency, anti-poverty,equity, empowerment and mainstreaming. The details are captured below:

From Welfare to WID

Policy approach to development

Policy approach to gender/women

Period most popular

Origins

Purpose

Gender needs met

Gender critique

From WID to GAD

Policy approach to development

Policy approach to gender/women

Period most popular

Origins

Purpose

1940s - 1960s

Economic growth

Pre-WID welfare

Still widely used

Residual model of social welfareunder colonial administration;Modernisation/accelerated growthmodel

Women should become bettermothers and family caretakers

Focus on women’s reproductiverole;Access to food, nutrition, healthcare, contraceptives; Practicalgender needs of women as wivesand mothers

Focus on growth of industry/mechanised employment (malejobs);Women are seen as wives andmothers

1940s-1960s

State socialist development

Emancipation

1950s-1970s

State socialism

To increase women’s politicalparticipation and harness theirlabour to meet nationaldevelopment goals

1970s

Distribution with growth (employmentand basic needs)

WID equity

During and after the women’s decade

Failure of modernisation; Decade ofwomen

Development should lead to equity forwomen

Addresses reproductive, productive andcommunity roles of women; Access toand control over factors of productionand decision-making (practical andstrategic gender needs and interests)

Focus on inequalities between womenand men

1970s

Economic self-reliance and politicalnon-alignment

Empowerment

1975-1980s, still widely used

Failure of equity approach; ThirdWorld feminist and grassrootsorganisations

Development should empower womenand men to greater self-reliance andassertion of own capabilities

1980s - 1990s

Economic efficiency (structuraladjustment and debtrepayment)

WID anti-poverty

Still widely used

Top-down equity approach;Growth and basic needs

Increased productive role of thepoor; Income generation forwomen

Access to land, credit, skills andcontraceptives; Practical genderneeds

Focus on the poor; Men seen asmain breadwinners, women ascontributors; No recognition ofthe multiple roles of womenand men; No recognition ofhousehold structures

1980s - 1990s

Social sustainability witheconomic and political reforms(economic liberalisation andinstitutional restructuring)

GAD mainstreaming

1980s - present

Most recent approach; Shiftfrom WID to GAD;Reaction to marginalisation ofinstitutionalised WID activities

Integrate gender awareness andcompetence into mainstreamdevelopment

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Gender needs met

Gender critique

Productive, reproductive andcommunity roles of women met; Accesto employment and income, but not tofactors of production; Access to socialgoods and services, but not laws andpolicies; Practical gender needs(employment and income); Strategicgender interests (politicalparticipation)

Women’s issues are important, butsubordinated to national developmentgoals; No challenge of genderrelations; Hostility towardsautonomous women’s organisations

Productive, reproductive andcommunity roles of women met;Access to factors of production, goodsand services; Access to and controlover information, Enhancement ofconfidence, participation anddecision- making; Practical genderneeds (bottom-up mobilisation;Stategic gender interest (organisation)

Recognises gender relations, withwomen organised autonomously inseparate or mixed organisations; Focuson solidarity between Third Worldwomen and men to challenge Westerndevelopment models

Productive, reproductive andcommunity roles of women andmen met; Access to and controlover resources in mainstreamdevelopment (with specificcomponents); Practical genderneeds of women and menaddressed; Strategic genderinterests of women and menpursued

Source: Gender Training Manual, GTZ.

The participants noted that:

WID is sometimes seen as an activist approach which is restrictiveand limited, as it does not reach out to, or exhaust all developmentchannels;The shift to GAD is sometimes seen as reactive and as a way of easingresistance to the WID approach;Feminist approaches are often missed out in GAD, which can pose aproblem in securing women’s rights. For example, when discussinggender equality, it is important in some instances not to include men,as there is the tendency for them to dominate conversation anddecision-making, especially where women do not have confidence,skills or training to challenge the that dominance. Confidence buildingbe included in women’s development and empowerment;But the GAD approach is useful as it looks at the wholeprocess and does focus on women in decision making;Mainstreaming should target both women and men as gender is adevelopment issue;Empowerment is long-term as it is based on collective organisationand action and therefore dependent on bottom-up commitmentand long-term interventions for which funding is difficult to secure;Empowerment is difficult to implement because it challenges cultureand tradition;Empowerment is also criticised for being elitist—benefiting educated,literate and urban women rather than uneducated, illiterate andrural women who have less access to information required;Hard to measure;Not well funded due to the above although the lack of understandingand will is not about the principle but the practice of empowermentand is dependent on management within organisations and countries.

Video: Man Made Famine

In the evening, the participants watched the video Man Made Faminewhich highlights the facts that famine is not only caused by nature butalso by humanity. Famine is caused by gender imbalances in time use

patterns, workloads, migration patterns and dependency. Famine is also causedby gender imbalances in the ownership of productive assets, the inequitabledistribution of resources and benefits and the marginalisation of women fromdecision making processes.

After viewing the video, the participants noted that famine is due to the factsthat:

Men are seen as the heads of the family and community and women lackdecision-making powers;Patriarchal attitudes are also internalised by women, for example, throughtraditional naming ceremonies;The division of labour is gendered;Men are ashamed to do domestic work;Men lack of financial responsibility;Western attitudes towards money exist;Women do not own land or benefit from income gained from land;Modern agriculture creates more work for women and decreases their freetime;Cash crops such as coffee and cotton to which land is devote are inedible;Men have migrated to urban areas;There is a lack of money for education;Women have not achieved independence and need special training to standup for their basic human rights;Women require financial independence and their own bank accounts.

Methodological Summary

The trainers asked the participants to recall the training techniques that thatbeen utilised the previous day. The participants came up with:

Icebreakers, for example, Frequent Fliers;Energisers, for example, I have a Letter;Concentration exercises, for example, that on Names and Adjectives;Content generation exercises, for example, that on the Mutual Interviewand Drawing of Acquaintances;VIPP Card Use, for example, through individual contributions or from buzzgroups to display, cluster and title.

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Explore the process of gender identity construction and its implications;Define gender identities as attributes, roles and behaviour that are culturallyspecific and expected, but learnt and therefore changeable;Examine how gender identities are assigned.

The participants were divided into two working groups to prepare for a debateon the following motion: if I had the chance to have only one child, I wouldprefer to have a girl. The two working groups generated VIPP cards for andagainst the motion. When the debate began, those for the motion noted thatwomen:

Are easier as children;Are grateful;Are peaceful;Are selfless;Have no education costs;Are responsible financially;Are prettier;Bring in dowry;Bring in wealth by making handicrafts;Can teach;Are domestic;Can help with childcare;Can help support the older generation;Provide food;Provide healthcare.

Those against the motion noted that men:

Are intelligent;Are strong-willed;Are physically strong;Are independent;Do not need supervision;Bring less shame to the family;Have good chances for education;Have good job prospects;Have handy incomes;Earn more;Keep property in the family;Care for mothers;Care for elderly;Have more value;Can be fathers;Can keep the family name;Can secure a marriage;Husbands want boys;In-laws love you more if you have boys.

Gender roles are systematically progressive. Patriarchal ideology informs thesocialisation into gender roles. The patriarchal ideology is hidden and subtle.But we increasingly conform to the reigning ideology in an orderly fashion. Forexample, when we are building a house, we plan it, get money for it, find landfor a site for it and invest labour, materials and time into it. Similarly, we planand invest in the maintenance of gender roles. There is therefore a blueprint forevery child who is born. Girls assume the homemaker blueprint and boys thebreadwinner blueprint.

Institutions, Structures, Systems and Processesresponsible for the Social Construction of Gender

The family;The community;Religions;Schools;The economic market;The work-place;The media;The law;The State.

The family is an institution that is key to the creation and maintenance ofgender roles. Families are gendered. Wives are often taken to be property, forexample, through the practice of dowry. Within the family, decision-making onreproduction rests with men. Women are expected to be faithful and obedient.Men have unquestioned reproductive rights, as seen, for example, in the factmarital rape is not legally recognised in many countries. Polygamy and batteryis accepted. When children are born, boys are preferred to girls. And wives areblamed for not giving birth to boys even though, biologically, men are responsiblefor the sex of the babies conceived. Gender expectations are endured by children,for example, with girls wearing different colours and styles of clothing thanboys. Girls have to submit to harmful traditional practices, such as FGM. Andeventually, girls become disadvantaged, for example, through priority beingplaced on boys’ education.

Schools are another institution which uphold the social construction of gender.Textbooks portray and promote gender roles learnt within the family. Girls aretherefore streamed towards the social sciences and boys towards the physicalsciences. And systems of punishment and reward are administered differentlybetween girls and boys.

Labour is also gendered in terms of the division of labour, the value attached tolabour and the enjoyment of the benefits of labour. Within the family, womenare expected to do the housework. Professionally, women are expected to sacrificetheir careers to care for children. But men are expected to continually developtheir careers. Housework is not remunerated. So incomes are generally controlledby men. Women spend their money on consumables, such as food. And menspend their money on fixed assets, such as cars and houses. Given that womendo not traditionally inherit property, this means that most family property isvested in men.

Video: The Lesser Child

To reinforce the module on the social construction of gender, the video TheLesser Child was screened.

The participants noted that mothers are beaten and divorced for bearing femalechildren. Socialisation into gender roles as girls and boys begins from birth asreproductive technologies are used against girls, for example, through theabortion of female children. Fathers give more attention to boys than to girls.The majority of family investments are made to boys. Their education is prioritisedover that of girls. This is because girls’ education is viewed as a waste of money.Girls are equated to with farm animals and start carrying out their mothers’duties when young. And more girls die in childhood than boys, with discriminationis justified and institutionalised by customary gender role socialisation.

The result is that fewer girls are enrolled in schools and the dropout rates ofgirls from school are high. This is because when mothers engage in income-generating activities, girls are forced to assume their responsibilities in thefamily. Schools lack facilities for girls. Girls are not encouraged in ‘male’ subjects,leading to poor performance, although textbooks are being made gender-sensitive.

MODULE 2: THE SOCIAL CONSTRUCTION OF GENDER

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Girls are not prepared for the challenges of adolescenceand adulthood, but are expected to know how to behave.So babies have babies and female children who give birthundergo emotional, physical and social problems. Girls often years can become pregnant because their physicaldevelopment is seen as a sign of maturity. The consequencesof early pregnancy are anaemia, cancer of the womb, highblood pressure, STDs and HIV/AIDS. And of all girls’ deaths, 30per cent are due to pregnancy.

Society victimises adolescent mothers and they are often thrownout of the education system. Pregnant girls are stigmatised andthe law fails girls and woman, for example, around rape. Girls arethrown out of school or withdrawn and married off young. Girlswant to go back to school and need the power to fight for this right.

The participants also noted that:

Development cannot occur if discrimination still exists;Girls and women and children need to be made aware of their humanrights;Some countries have policies and laws to protect girls and womanand girl-child, but they are not implemented;A ‘so what?’ attitude exists in society and communities, religiousorganisations and communicators are responsible for making relevantpeople aware of these issues;It is not enough to raise awareness as some people will resist change.This is a problem we must tackle;We should not forget men when we are dealing with women as menare in positions to change policies and must be involved;We must commit to action with commitment and strategic planning.

Video: Secret and Sacred—FGM

The participants noted that girls who undergo FGM can bleed to death or diefrom shock during the operation. They can develop physical complications suchas HIV/AIDS from the use of unsterilised tools during the operation or difficultieswith urination, menstruation, sexual intercourse and birth as a result of FGM.FGM can also interfere with girls’ education as after circumcision, girls areconsidered women and as being ready to marry. And because women lose sexualfeeling as a result of FGM, many men with circumcised wives take second wivesthey think will please them more.

Yet, circumcisors are respectable members of society. Girls are stigmatised ifthey are not circumcised. And it is taboo for women to conceive before beingcircumcised. For example, young brides’ fathers are anointed if their daughtersare not found to be pregnant. Trying to stop FGM is seeing as interfering withcustom or tradition. And in many countries, FGM is still legal.

Women should stop seeing FGM as sacred and secret and demand that theirbodily integrity and rights are protected. Families, communities, governmentsand the international community need to be incorporated in the fight againstFGM.


The participants listed the training techniques utilised during the day as follows:

Brainstorms;Debates;Group Discussions; andVideos.

The objectives of this session are to explain and apply selected genderanalysis tools.

Session Process

Through brainstorming, participants defined a framework as a model,outline, structure, and way to analyze information, guideline or rule. Thefacilitator then stated that the frameworks set out different categories ofelements/factors to be considered in analysis, draw attention to key issuesand could outline a set of tools for measurement. The frameworks

Assist in gathering information.Raise awareness about gender issues.Assist in identifying stakeholders.Provide information and data for mainstreaming gender concerns inprojects.

It was pointed out that frameworks are guides not recipes. They should bemade to fit different needs and applied to different cultural contexts.

Contemporary frameworks for gender analysisinclude (in alphabetical order):

The ABC of Gender Analysis, developed by FEMNET for FAWE to analyseschool curriculum and textbooks for gender responsiveness;The Caroline Moser Framework, developed in 1983 and examining theimpact of the triple roles of women on meeting practical gender needsand strategic gender interests;The Gender Analysis Matrix, developed by Rani Parker for community-based gender analysis;

The Gender Management System, developed by the Commonwealth forsectoral gender analysis and gender mainstreaming within sectors;The Harvard Framework of Analysis, developed in the 1980s to achieveefficiency in the use of resources;People Oriented Planning (POP), developed for use in emergencies;Socio-Economic and Gender Analysis (SEGAL), developed in the 1980s forUNDP to address development challenges with over 40 tools and strategies;The Social Relations Framework, which defines development as human wellbeing and examines power and social relations. It includes an institutionalanalysis for government policies, programmes and projects and fills gapsother frameworks miss;The Women’s Equality and Empowerment Framework (WEEF), developed bySara Longwe, FEMNET’s Chair, for UNICEF for gender mainstreaming. Itcombines elements from the other frameworks for gender analysis.

The Harvard Framework for Analysis

The Harvard Framework for Analysis was defined as a tool to collect, analyse anduse data and information in programme and project design and evaluation.TheFramework has four interrelated components as follows .

Activity Profile

An activity profile looks at the division of labour (work) between women andmen in both the reproductive, the community and the productive spheres.Reproductive labour includes cleaning, collecting firewood and water, cooking,child-raising, taking care of the elderly and the sick and so on. Reproductivelabour is labour generally done by women because of their assigned genderroles and it is therefore un(der)valued and unremunerated (however, reproductivelabour can become productive labour if it is done by hired, paid domestic help).

MODULE 3: TOOLS FOR GENDER ANALYSIS

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In order to strengthen understanding of the Harvard Framework for Analysis,participants were assigned the the case study “Community Forestry in Indonesia”below to analyze in groups. Using the Harvard Framework of Analysis, theworking groups had to:

Identify and complete an activity profile (working group 1);Determine what resources and benefits male adults, female adults, malechildren and female children have access to (working group 2);Determine what the influencing factors for the project are (working group3);Extract the gender concerns.

Case Study: Community Forestry in East Kalimantan, Indonesia

Conventional forestry projects (concerned with planting and maintaining orcutting forests) usually have two objectives—wood production for commercialuse or tree growth for environmental protection. Commercial forestry inIndonesia involves the logging of timber, processing timber into saw logs,plywood and veneer for export and using timber for fuel wood, building materialand non-timber forest products for trading and domestic use. Intensive buildingsilviculture is done only in the teak forests of Java. Forests maintained forenvironmental objectives prevent soil erosion and control run-off and watersupplies. Conventional forestry projects are the major activity of the IndonesianMinistry of Forestry, and are also undertaken through the State ForestryManagement Company.

Forests for People, an Indonesian programme developed by the Ministry, hasrecognised that, especially in adjacent areas, forests should benefit the communityas well as State and corporate interests. A different set of objectives, activitiesand management style from traditional forestry projects has evolved.

Community forestry may involve activities similar to those in conventionalforestry, but most community forests are for consumption by rural people.Community forestry objectives may include the production of fuel wood, animalfodder, poles and timber for building, food products (leaves, nuts, fruits, herbs)as well as environmental protection. As rural development activities, these projectsmay also aim to increase rural employment, raise the standard of living of therural poor (through increasing forest output and income), and involve the ruralcommunity in local self-help activities. Institutional inputs may include extension,training, guidance, technical help, the provision of materials/tools and training.

In Indonesia, the community forestry approach has had good results. Since1964, Gadjah Mada University has been involved in reforestation using aparticipatory approach to community development. In West Java, participatoryaction research has been used to involve the rural population in dealing withproblems of soil erosion, increasing resource management, and improving thelivelihood of rural people. WAHL, a federation of 15 Indonesian environmentalorganisations, worked with the government and NGOs to promote tropicalforest conservation, soil protection and community forestry.In February 1983, the village of Biyasan (not its real name) was given approvalfor a community forestry project. Biyasan is one of several villages in threeneighbouring kecamatans targeted by government for community forestryprogrammes. The village, located in an upland area of East Kalimantan near theheadwaters of a major river, is made up of seven hamlets, scattered withinwalking distance. It covers 1,200 hectares of hilly terrain.

In 1989, Biyasan had a population of 3843, 1680 males and 2163 females, withan average of 5.9 people per household. Over the previous 15 years, the area hadseen considerable population growth and then a decline. Population growth, at1.6 per cent per year was low due to migration. Most villagers (600 households)had been in the area for generations. Twelve years ago farmers from away (50households) were resettled in Biyasan and given small (0.5 hectare) plots of land.

Though the soil was stony and shallow in places, there was good seasonalrainfall, and farmers harvested one crop of sawah rice each year. They also grewdry land crops. 38 per cent of the land was in agricultural production, 12 percent in home gardens, seven per cent in private wood lots, 15 per cent was

Community labour includes voluntary labour, usually carried out by womenwithin their communities or religious organisations. It includes social labouraround births, funerals, weddings and so on as well as other voluntary labour,for example, around healthcare.

Productive labour includes paid labour in the public sphere for the productionof goods and services. Productive labour has traditionally been done by men togenerate income (however, women are increasingly involved in productive labour).

The activity profile is usually presented in a matrix such as this:

Activities Who When Where How

Productive

Reproductive

Community management

Community politics

The participants noted that FEMNET always includes an analysis of communitylabour, although this was not included in the original Harvard Framework forAnalysis. This is because some activities/work do not fall into either thereproductive or the productive categories of labour but do take up women’sefforts and time. But, if you add the community category of labour to youranalysis, simply justify its use. As a general rule, use the categories of labour thatare relevant to what you are analysing. Adaptability and flexibility are necessaryto make the best use of all the frameworks for gender analysis.

Access to and Control of Resources and Benefits

Resources needed and benefits accrued from the activities/work done by womenand men in the various categories of labour in the activity profile above arethen assessed. Access refers to the ability to use resources. And control refers todecision-making power over (ownership of) resources and benefits derivedfrom them. For example, women may have access (user rights) to land, a resourcerequired for agriculture, but not control (ownership rights) over land andbenefits accrued from the land use.

The access and control profile is usually presented in a matrix such as this:

Resources Who has access? Who controls?

Benefits Who has access? Who controls?

Influencing FactorsThe outcomes from the above are then explained on the basis of the followinginfluencing factors: culture, tradition, religion, economic trends and structures,education, government, history, politics and values.

The Project CycleFinally, a project cycle is developed from the results of the three steps above tosee how revealed needs can be met. In a project cycle:

Objectives are developed to guide the impact of the project to be created;Indicators are developed (data and information to be provided) for theachievement of those objectives; andAn evaluation is done to measure and assess what those indicators revealabout the differential impact of the project, for example, around age, gender,race and so on.

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fallow and 33 per cent was unproductive due to theriver, the slope of the land, previous clear cutting andpoor soil. The main crops in the area included rice andpalawija (cassava, corn and peanuts). The tree crops includedcashew and coffee, and were primarily cash crops, as werepeanuts.

Women and men both owned and inherited land. Men owned68 per cent of all productive land, women the remaining 32 percent—a result of traditional inheritance patterns. The average sizeof landholding per household was seven hectares, with six percent holding more than 3.5 hectares. Twenty per cent of householdswere headed by women, and in ten per cent, the men had migratedin search of waged employment.

Wealthy farmers might employ wage labour at harvest time, as wellas using family labour. Many of them obtained credit for fertilisersand some had access to machinery for weeding and hulling. They werealso converting fallow fields to cloves, chocolate and coffee tree crops.Because of poor soil quality, steep slopes and soil erosion, wealthyfarmers’ fields expanded further from the village.

The poorer farmers had significantly poorer yields in recent years, andhad not been able to benefit from commercial inputs. Few farmers,however, were landless sharecroppers. Seasonal agricultural labour wasprimarily unpaid family labour, and tologmenolong. For poor farmers,returns on family land were not usually enough to provide for a householdand other income had to be earned.

In nearby timber estates, trees continued to be cut and sawn logs shippedto urban areas. Depletion of the nearby forest because of widespreadclear cutting resulted in problems. A number of necessary ingredients fornatural medicine were becoming scarce. It was harder to find choice treesfor wood forest products. Reforestation had provided employment for anumber of men and women over the last ten years, but at the time of thecase study, these jobs had decreased because of concession holders’ placinglow priority on reforestation. Women’s earnings traditionally came frommaking rattan products and other non-wood forest goods and trading inthe market. During reforestation efforts, women were the main wagelabourers in tree nurseries.

Wage labour accounted for 30 per cent of male income, (down ten percent in five years), and 17 per cent of female income (down 15 per cent infive years). The drop reflects a decline in local forestry employment, increasedmechanisation by wealthy farmers, and land use changes by largelandholders—from increasingly unprofitable agriculture to private woodlots—which decreased the need for hired labour.

Farmers had not concerned themselves with planting and maintaining privatewood lots, because there appeared to be abundant forests which could be cut,with or without licenses. Their concern was food production. But clear cutting,the resulting soil and water losses, and a growing need for building materialand fuel wood, made private wood lots desirable for those who could afford it.At the time of the case study, no income had been generated from private woodlots.

Local men who had not migrated for work were involved in agriculture, eitheron family land or as hired labour. Men did field preparation, terrace construction,and ploughing with oxen. They were also involved in animal care and feeding.Their daily work might also include some artisan craft production, (makingrattan furniture), and trading. From time to time, men raided the reforestedarea for building material, or additional space for home gardens. Families plantedtrees for fencing around their gardens, and for soil conservation; but more treeswere needed for home construction and other building.

Women managed the households. They were involved in seasonal rice planting,transplanting, hoeing, weeding and harvesting, rice processing and storage, andwork in their gardens. Many women worked as unpaid labourers alongside theirhusbands who were employed by the state forestry company. Some also workedseasonally for wages, picking and drying coffee and tobacco for wealthy farmers.

Year-round, women collected fuel wood and natural medicines, made non-wood forest products from rattan and traded at the market. They collect woodfrom the piles made when fields were cleared (often with their children), orwalked further into the hills. As clearing moved further away from home,women walked greater distances for fuel wood. Sometimes they collected itfrom the reforestation area closer to home. As they returned home, they alsocollected leaves and fruit along the way. Women were active in traditionalwedding and funeral activities, and find alternatives to institutional credit byraising money through participation in the local artisan.

Girls were involved in household work form an early age. At seven, they helpedfeed animals, carry water, and gather fuel wood. By age ten, girls were helpingplant and harvest rice. Boys were active in feeding and caring for the animals,and helping in their fathers’ work. There was a primary school in the villagewhich both boys and girls attended, but, as they got older, girls were needed tohelp at home for longer hours than boys. Girls, especially those whose mothersworked as labourers or traded in the market had to drop out of school.

Poverty in the area was a result of the complex relationship between highpopulation density, poor quality soil, inequitable land tenure arrangements,and migration of men. The poorest people tended to be women and theirfamilies in single-headed households. Women traditionally did not benefitform credit and extension programmes for farmers as much as men. Women’sincome declined and because of a multitude of factors including lack ofeducation, there were few employment opportunities for women.

Group One: Activity Profile

What gets done? By whom When? How Where? How? Why?(gender, age)? often?

Forestry production FA; Seasonal Forest Manual Tradition;MA Economics

Agricultural production FA Daily Own land Manual Tradition;Economics

Weddings FA Tradition

Funerals FA Community Tradition

Household work FA; FC Daily Home Manual Tradition

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Group Two: Resources and Benefits

Resources Access ControlEducation MC; MA FA

FC

Land MA; 68.1 per cent;

FA 32.1 per cent

Women’s unpaid labour MA MA

Credit and extension services MA MA

Fertilisers MA MA?

Cash crops MA MA?

Forest goods FA ?

Employment MA ?

Factors

Tradition: gender-based division of

labour

Tradition: inheritance

Tradition: credit facilities

Environmental: poor soil quality

Economic: expansion of timber

estates

Economic: decline in income from

wage labour

Economic: rural-urban migration

Impact

Girls drop out of school;

Women’s work unpaid

Less women own land

Traditional credit cannot be

accessed by women

Land is unproductive

Wood and non-wood products

decrease (such as medicine,

which is women’s responsibility);

Women walk further distances;

Income goes to rich farmers

Poverty

More female-headed households

exist

Result

Women get skills in forestry

Both men and women can inherit

Creation of alternative financial

ways

Credit for fertilisers

Re-forestation;

Employment in the nurseries

Alternative work as labourers

Greater women’s control over land

Consequence

Women are less able to

move

Land goes to the rich;

Less land to inherit

Decline of income

Not valued;

Not prioritised;

Jobs decreased

Women work for men

Walking long distances;

Working longer hours

More work for women

Group Three: Influencing Factors

The participants noted that the exercise took time to complete becauseall the steps had to be followed to get a complete understanding of thegender concerns. There is therefore a logical flow to the steps in theHarvard Framework for Analysis.

A video based on a forestry project was also screened to augment thesession on gender analysis. It emphasised the need to undertake genderanalysis before a project is initiated and demonstrated how to use the

information generated in the project cycle.

The participants noted that the family is key to the social construction ofgender. The internalisation of women’s gender roles should have been exploredmore. The training on the social construction of gender crystallised throughthe exercise on the case study. A case study on policy and law would have beenuseful to demonstrate the relevance of gender mainstreaming. And theframeworks for gender analysis were understood more adaptable and flexiblethan previously thought.

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The WEEF was developed by Sara Longwe, FEMNET’s Chair,for UNICEF and published in June 1994. The WEEF definesdevelopment as the process of obtaining and sustainingbenefits and insists that these benefits should not be seen asfavours granted to women, but as rights. The WEEF notes thatgender inequalities are correlated to women’s levels ofempowerment. Equality is defined as the absence of structuraldiscrimination against women. And empowerment is defined asthe process by which women take control of and action toovercome obstacles to development. Empowerment is thereforea means of overcoming gender inequalities and can be configuredat five levels:

Zero Level/Welfare Level

This is the level at which basic needs, the material conditions requiredfor survival, are met. For example, ensuring the availability of foodand water.

Access Level

This is the level at which the means of obtaining basic needs, goods andservices are met. For example, ensuring the availability of factors ofproduction factor such as seeds, credit, land, equipment and time.Satisfaction of the access level can lead to the creation of basic needs,goods and services, needed for survival.

Concientisation

This is the level at which an awareness of the systemic nature of genderinequality is deliberately acquired. Concientisation enables anunderstanding of why welfare and access needs are not met. It demands afollow-up commitment to change and is empowering because changecannot occur on its own—it must be brought about by many women. Foreffective lobbying, the direction of change must be planned andalternatives understood.

Participation

This level has to do with women seeking change alongside men, on equalterms rather than as inferiors. At this level, there is an active involvement ofwomen, for example, in decision making about policy development, orprogramme and project analysis, or implementation. Women have bothvisibility and voice.

Control

This level has to do with autonomy and ownership. Women have equalpower to access and control resources and benefits. Women have equalrepresentation in policy and legal formulation. This is the level at whichwomen are free to be who they are. Most institutions, structures andsystems are gendered and quantitative statistics do not necessarily revealthat fact. There is a need for qualitative statistics as well. Women can onlycontribute when they have the personal and institutional capacity to. Thisis where institutional gender policies can be of assistance. Without thatcapacity, backlash against women who obtain power will prevent themfrom being able to bring forth the needs of other women.

As women move from the welfare to control, gender inequalities aredecreased.

The Hierarchy of Determinants

The WEEF goes further to distinguish between the manifestations orsymptoms of gender concerns and the causes of these gender concerns.The causes are further classified as: immediate, underlying and basic. This

is useful for gender analysis.The participants noted that:

The Harvard Framework for Analysis and the WEEF work well together;We need to accept qualitative as well as quantitative data for gender analysis.Qualitative data is vital as it has content and meaning and can help toformulate gender agendas;Women are at levels three and four (conscientisation and participation) now,but often only in a token way. Women should retain the option of exiting atany time because institutions and structures are often gendered andpatriarchal and fundamental changes are still necessary. Yet there is anassumption that when we reach a certain percentage of level four(participation) then our goal has been achieved. For example, the percentageof women in Parliament does not reveal whether or not they are raising andaddressing women’s issues. Many institutions and structures do not understandthe need for gender policies.

Video: Why Mrs X Died

In order to apply the WEEF and the hierarchy of determinants, the video “WhyDid Mrs X Die” was screened. The trainers asked the participants to carry out thefollowing tasks while watching the video:

Identify and classify, according to the WEEF’s hierarchy of determinants, thecauses of Mrs X’s death;Determine, according to the WEEF, which level of empowerment the causesrelate to (welfare, access, conscientisation, participation or control;Relate the proposed interventions to the causes of death and the level ofempowerment.

The video highlighted the results of several studies done to explain Mrs X’sdeath. Study 1, a community-based health study, noted that Mrs X stayed inhospital, bleeding, for over four hours. The bleeding had occurred on twosimilar occasions. Mrs X was not healthy during her pregnancy and sufferedfrom anaemia. She had no pre-natal care.

Study 2, a study on reproductive health and maternal mortality, done by FamilyHealth International, observed that Mrs X was 39 years old, already have fivechildren and did not want any more. She had no access to family planningservices and had never used a family planning method.

Study 3, a study on the socio-economic factors behind maternal mortality,observed that Mrs X was illiterate and Mrs X’s husband was an agriculturallabourer. It concluded that Mrs X died because of her socio-economic status(ignorance, bad nutrition and poverty). The study also noted that Mrs X, as awoman, did not get her equal share of development in the community. And itsaw that way out as being to raise the living standards of women througheducation, empowerment and nutrition as the status of the children dependson that of the mother.

The participants’ responses to the video resulted in the followinganalysis:

The Gender (or Women’s) Equality and Empowerment Framework (WEEF)

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The participants concluded that the immediate causes of Mrs X’s death were thehigh-risk pregnancy in life-threatening conditions and the lack of emergencyservices. These relate to the welfare level of empowerment.

The underlying causes were Mrs X’s excessive fertility, the failure of the firstreferral to determine that her pregnancy was a high-risk pregnancy and the lackof community-based family planning and pre-natal services. These relate to theaccess level of empowerment.

The root causes were the lack of information to enable Mrs X to address her ownreproductive needs and her socio-economic situation. An anti-poverty strategyto improve the status of women through education was missing. These relatedto the conscientisation, participation and contol levels of empowerment.

The participants also noted that:Women’s autonomy is a constant need;The issue of control over women’s bodies was not depicted on the video andyet women often have not control over their own reproduction;Political leaders are aware that education can lead to empowerment andquestion decisions about education on this basis;Education does not guarantee control and is only one of a multitude ofempowering factors;The levels of the hierarchy of determinants are not exclusive and anintervention was needed that combined all levels of empowerment;All frameworks for gender analysis should be linked in their application togender mainstreamingTime is needed to overcome long-standing patriarchal structures and systems.

Causes

Life threatening conditions

High risk pregnancy

Excessive fertility

Poverty

Hierarchy

Manifestation

Immediate cause

Underlying cause

Root cause

Level of Empowerment

Welfare

Access

Conscientisation

Participation and control

Interventions

Emergency services; firstreferral services

Community-based pre-natalcareInformation

Improved status of womenand quality of education

MODULE 4: GENDER MAINSTREAMING

The objectives if this module are to learn how to apply the different frameworksof gender analysis to ensure the mainstreaming of gender concerns inprogrammes and projects and to build and strengthen skills in gendermainstreaming.

Defining Gender Mainstreaming

From 1970-75, the WID movement challenged governments’ globalmodernisation approach to development, leading to the conception ofInternational Women’s Year. Small women’s programmes and projects weredevised, and women’s departments within governments and organisations werecreated, for example, the National Commission on Women in Development inGhana, the Office on the Status of Women in South Africa and the Ministry ofGender in Uganda. These departments and organisations push for the increasedintegration and productivity of women in the economy.

The 1975-85 Decade of Women was declared. At the 1980 mid-decadeconference in Copenhagen, it was asked whether or not women’s equality indevelopment and peace had been achieved. An evaluation of the previous fiveyears illustrated that equality had not been achieved and that women’s statushad not improved. WID was not working. It was acknowledged that there werestill problems to overcome as women and that women’s issues were still beingexcluded from the development process. This lead to a re-evaluation and theconception of GAD.

Over the next decade, GAD was to achieve integration and gender mainstreaming.Gender mainstreaming addresses how gender relates to development. It addressesthe need to equip people with information, knowledge and tools to incorporategender concerns. Gender sensitisation was to be used in ToTs to implementgender mainstreaming.

UNDP defines gender mainstreaming as an approach to achieving gender equalityand supporting the advancement of women. This approach was endorsed in theBeijing Declaration and Platform for Action during the Fourth World Conferenceon Women in Beijing, China in September 1995.

Gender mainstreaming focuses on bringing women into the centre ofdevelopment. Gender mainstreaming is everybody’s responsibility—women, men,institutions, organisations and governments. It occurs in programmes andprojects, as well as in institutions and organisations. For organisational structures,cultures and policies must be made gender-responsive. And gender must betaken into account during each stage of the programme and project cycles.

After the above definition, the participants looked into the process ofmainstreaming within various stages of project implementation.

The Project Cycle

Stage One: Identification (Situation Analysis)

The first stage of the project cycle aims to get a snapshot of the currentsituation by undertaking a situation analysis. A situation analysis takes thefollowing into account:

The cultural context;Demographic information;Socio-economic indicators, for example, around education, health, etc;Economic activities;Infrastructure;Regulatory (legal and policy) frameworks of government;Resources and benefits and related to that, access and control;Education and skills of the target population.

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Include girls and boys, women and men as sources of information;

Desaggregate all information by gender, age and any other relevant factor;

Articulate the priority problems of each gender category and classify aseither practical or strategic;

Develop gender desaggregated activity and resources profiles;

Establish the existence and nature of gender policies among collaboratingagencies and within the government;

Ensure that interventions/projects selected will address the interests of allstakeholders by gender, age, etc;

Ensure that the objectives are specific on how the project intends toimprove the lot of girls compared to boys and women compared to men.

Identify actors, interests, problems, opportunities,obstacles, etc;

Collect information on the geography, demography, labourcharacteristics, economic resources, collaborating agencies,policy frameworks;

Prioritise problems and select necessary interventions/projects;

Establish goals and objectives.

Ordinary Situation Analysis Incorporating Gender into a Situation Analysis

Stage Two: Needs Assessment

The second stage of the project cycle aims to identify and prioritiseproblems.

Stage Three: Possible Interventions (Projects)

Stage Four: Objectives

The fourth stage aims to establish a system of objectives. The degree ofdifference the project aims to create is determined to set the stage for theproject’s intervention. Objectives must be specific, measurable, attainable,realistic and time-bound (SMART).

Stage Five: Design

The fifth stage of the project cycle aims to establish strategies—the bestoptions to achieve the objectives. The strategies will depend on whether

your project:Is community-based, sectoral or integrated;Will use appropriate or high technology;Will be labour- or capital-intensive;Will use local or external expertise.

The strategies will also determine the project’s institutional/organisational,administrative and financial set-up and its resources and sources. Based on thestrategies, a project plan will be elaborated according to a project planningmatrix (PPM), such as the Logical Framework (Logframe). The logframe linksobjectives with achievements by tabulating:

Goals for the long term difference to be made by the project;Immediate Objectives for the purpose of the project;Activities;Outputs/outcomes;Indicators;Assumptions and risks.

Select and formulate the project strategy (community-basedor not, participatory or not, labour-intensive or capital-intensive, bottom-up or top-down, centralised ordecentralised, etc);

Determine the administrative and structural set-up (financialresources such as budgets, human resources such as staffingand salaries, organisational structure, collaborativemechanisms with roles and responsibilities, etc);

Elaborate the project plan (objectives, activities, inputs, expected outputs,indicators and methods of measurement, etc). Consultdifferent age and gender categories in choosing and designing the projectstrategy;

Ensure the project strategy has no potential to exclude stakeholders on thebasis of gender or age;

Allocate budget lines and resources for gender, such as training on gender;

State that gender equality is a staffing policy;Include gender responsive programming in the terms of reference of all staff;

Confirm that all collaborative mechanisms have gender on their agenda;Objectives and outputs should indicate anticipated improvements by genderand age;

Activities should be planned bearing in mind the gender-based divisions oflabour and the potential contributions of different gender and age categories;

Indicators should be gender-specific and be developed in a participatorymanner to reflect gender and age perspectives.

Ordinary Project Design Incorporating Gender into Project Design

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Elaborate plans of operations (annual targets and activities in achronological manner and time-bound manner, technicalpackages and delivery systems, etc);

Implement activities (staffing, management, participation ofstakeholders, networking);

Monitor and report (plan methods and frequency of monitoring,decide on data collection tools, develop monitoring indicators,monitor progress and bottlenecks, adjust accordingly and re-plan; compile and disseminate reports).

Targets should indicate intended improvements by genderand age;Technical packages and delivery systems should notmarginalise on the basis of gender and age;Ensure parity in numbers and positions of staff;Conduct gender training for staff and other stakeholders;Use a gender policy as the reference for managementdecisions;Choose data collection methods which have scope for thedesaggregation of information by gender;Target both genders and different age categories as sourcesof information;Desaggregate all data (both quantitative and qualitative);Package the report in media that will reach all gender andage categories.

Stage Six: Implementation (from Theory to Practice)

During the sixth stage of the project cycle, an operational plan is developed and implemented to carry out the activities of the project. The operation plan answersstaffing needs, establishes a budget, involves stakeholders, monitors and reviews activities, confirming their progress against the operational plan, adjusting themaccordingly and recording adjustments.

Ordinary Project Implementation, Incorporating Gender into ProjectMonitoring and Reporting Implementation, Monitoring and Reporting

Stage Seven: Evaluation

There are different types of evaluation for the seventh stage of the projectcycle:

Formative evaluations are undertaken at the beginning of each stage;Ongoing evaluations are carried out throughout the project;Summative or terminal evaluations are undertaken at the end of the project;Ex-post evaluations are taken after the end of the project to assess the long-term results.

And evaluations can be under taken by:

Internal evaluators, who know the fine details of the project;External evaluators to ensure an objective opinion;Participatory evaluators, which combine internal and external evaluations tocombine both knowledge and objectivity in the evaluation process.

Stage Eight: Appraisal (Feasibility Analysis)

The eighth stage of the project is undertaken to appraise and evaluate thecultural, economic, political and social assumptions of the project.

Qualitative and Quantitative Indicators

Indicators can be either qualitative, quantitative or proxy. Qualitative indicatorsare measurable and numerical indicators. Qualitative indicators are indicatorswhich add meaning to or help make sense of qualitative indicators. Proxyindicators are the nearest measure for cultural or social change and are thusrelated to qualitative indicators.

The participants noted that:

Context and time influencing data collection and participatory methodologiesfor data collection should be considered;

Both quantitative and qualitative data have their limitations. When both areused together, the most effective results can be seen as they are mutuallyreinforcing;Researchers and statisticians are sceptical of quantitative data, even thoughqualitative data often requires justification by quantitative data. But there isincreased recognition of the importance of qualitative data and in gendermainstreaming, there is no simple way of doing things, for example, awarenessis difficult to measure. We must go beyond convention to ensure change.

Indicators can be:

Risk/enabling indicators to highlight external factors that may impede orenhance the project;Input indicators to highlight the resources available for theproject;Process indicators to measure the delivery of activities and resources to trackthe progress of the project during implementation;Output indicators to measure the immediate results of the project; andOutcome indicators to measure the long-term results of the project.

Indicators should be considered during planning. Indicators therefore measureboth the means and the ends of the project. Indicators illustrate how theproject is progressing and allow for adjustments. And indicators should be settogether with time frames for all objectives and activities.


The participants listed the training techniques used during the day as follow:

Handouts;Lectures;The use of the overhead projector;Group Discussions and presentations;Case study: the Harvard Framework for Gender Analysis;Video: Secret and Sacred—FGM

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Gender mainstreaming is limited by various forms ofresistance. The session first brainstormed on forms ofresistance participants had encountered. The facilitatorsthen informed participants that in the WEEF, ten bureaucraticforms of resistance have been identified. After explaining theforms of resistance, participants were divided into groups andassigned to dramatise them. The role-plays were presented tothe plenary which then identified the form of resistancedramatised. The plenary then discussed how to counter theresistance. Below is a summary of the forms of resistance andcounter strategies adapted from the WEEF.

DenialHere the basis of resistance is complete denial of the existence ofgender gaps or discrimination against women. The claim is that“here women already have equality of opportunity, individuals gainpositions and promotion purely on merit; the problem is merely toencourage women to take advantage of the opportunities given tothem”.To counter denial, present irrefutable statistical evidence of actualgender gaps and of discriminatory practices. If necessary, commissiondesk research and even original empirical research for presentation ofthe facts. Such information should be available in the situation analysis.

InversionDenial is closely connected with the strategy of inversion, which may besummarised as putting the blame on the victim. In other words, followingthe claim that equality of opportunity already exists. It may be furtherclaimed that it is women’s own fault if they are not participatingsufficiently, or not coming forward to “take advantage of the opportunitiesalready open to them.”

To counter inversion, present actual examples, even first-hand accounts,of gender discrimination in women’s and girls’ access to resources andopportunities. Concentrate on examples of clear contravention of theprinciples of equality of opportunity.

DilutionDilution is a strategy which admits the problem of women’s developmentonly at the levels of increased welfare and access to resources. It meansdiluting women’s development down to the level of welfare, therebyavoiding the questions of women’s empowerment as being integral to thedevelopment process. Dilution involves selective denial, that is, admittinggender gaps but denying discrimination.

To counter dilution, be alert to the presentation of a gender issue purely atthe level of welfare or access to resources. Counter by revealing thedimension of the problem arising from gender discrimination, women’slack of participation, and women’s lack of control over the utilisation ofresources and distribution of benefits.

SelectionOne obvious means of perpetuating dilution is through selection ofprogramme priorities. This may mean selectively editing out projectobjectives that explicitly involve women’s increased participation andcontrol, or which suggest women’s increased conscientisation andempowerment. Selection could also be in terms of limiting the programmeto particular welfare-level projects. A neat combination of dilution andselection involves recognition and acceptance of gender issues in theoutlines of the current situation of women and identification of problemsand programme goals, but to overlook these same gender issues in theformulation of specific programme objectives or in the design of themanagement system. In other words, gender issues are excluded duringimplementation of the programmes.

To counter selection, do not be content with the identification of gender

issues at the level of defining the problem. The interest in closing gender gapsmust remain a focus of interest in all stages of the programme process, fromproblem identification through to programme implementation, and aparticipatory system of programme management and administration.

SubversionThis involves pursuing gender issues in a manner which is calculated to makelittle or no progress. Standardised bureaucratic procedures involve such tacticsas appointing an implementing officer with a reputation for incompetence orinterest in procedures requiring constant reference of decisions up or down thehierarchy, referring simple administrative decisions to a high level managementcommittee, losing the file, and so on. Subversion is the standard response ofofficials who are asked to implement policies which they personally findideologically unacceptable.

To counter subversion, be alert to any tendency for lack of interest in theprogress of addressing gender issues in programme implementation. Wherenecessary, look for alternative agencies or departments to implement theparticular projects or programmes. This could lead to collaboration with non-government agencies or other bodies.

ShelvingThis is a more honest, overt and detectable form of delay or slow destruction.Like other strategies, it does not challenge the policy principles or goals. On thecontrary, the goals may actually be praised as absolutely desirable and laudable.But here follow-up hinges on the wise and experienced bureaucrat’s judgementthat “the time is not yet ripe” for this sort of initiative or programme.

To counter shelving, take a shelved project to an alternative implementingagency or take it to another level in the system.

Lip ServiceShelving might itself be categorised as one form of lip service, which may besummarised as verbal enthusiasm not matched by any action. The rhetoric isloud but the action is quiet. The concepts and vocabulary of women’s developmentare used as surface rhetoric to describe gender issues in development projects.

To counter lip service, ensure the development of a system for monitoring andevaluating the women’s empowerment components within all programmes,and that programme offices make regular field visits to assess programmeprogress and effectiveness. By these means, ensure that programme objectiveson women’s participation and empowerment are actually being implementedin the field.

CompartmentalisationThis involves giving the responsibility for women’s development to a separatedWomen’s Development Officer, ideally belonging to a separate department orBureau of Women’s Development which does not belong to any of theimplementing ministries. Strategically, this means sidelining women’sdevelopment and relegating it as a “separate issue.” Compartmentalisation maytherefore be regarded as an institutionalised version of subversion. With elaboratelip service, it may sometimes even be presented as a strong strategy in supportof women’s development.

To counter compartmentalisation, ask for overall attention to gender issues inprogramme planning and implementation. Therefore, in a meeting where genderissues have been relegated as separate issues, constantly ask questions andremind members about the actual pervasive and crucial nature of gender issues.Remember, gender issues are relevant to all items on the agenda of development.

TokenismThis is an institutional complement of compartmentalisation. It involves havinga token woman in all discussions to address “gender issues” and to acknowledge“the woman’s point of view.” In most cases, such women are a token few -preferably one. Every committee can then give token respect to the token ideasfrom the token woman, for at least five token minutes. The token woman may

Bureaucratic Forms of Resistance to Gender Mainstreamingand Possible Counter-Strategies

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very well provide valuable advice on how to adjust the wording of documentsto take account of female sensitivities, and to adjust the terminology to conformto the jargon and latest fashionable rhetoric on women’s development. Tokenismis therefore an institutionalised method of achieving improved lip service andfrequently encountered at all management levels.

To counter tokenism, when you find yourself in a meeting where one womanseems as if she might have been invited as the “token woman,” join with thetoken woman in identifying and pursuing gender issues, and if she gets allies,much progress may be made. In this way the original strategy of tokenism issubverted, and may entirely backfire. If you yourself have been cast as the tokenwoman, you are better placed to initiate this counter-strategy. Another strategyis to build the capacity of the token woman to be effective in addressing genderissues.

Investigation

This is really a last resort strategy, when a bureaucracy is compelled to show

some action. The common situation is when attention is drawn to a glaring andvery visible instance of gender gap and gender discrimination where everybodyis aware that the problem exists, and also that according to policy guidelinessome remedial action is warranted. The way out here is to say, “we don’t knowenough about this problem” (a statement which is true about almost all problems).All actions are then suspended pending the results of a research project toinvestigate the dimensions of the problem situation, its underlying causes, andthe possible intervention methods for overcoming the problem. In other words,the investigation strategy is a more sophisticated, and expensive example ofshelving.

Since the claim that “we need to know more about this problem” cannot easilybe denied, do not deny it. Support the need for further research. But argueagainst this being a pre-condition for action. Recount all the aspects of theproblem and causes that are already known. Advocate for a pilot project toinvestigate the problem and take action. Cite examples of other programmeinterventions where more research is needed, but programme interventions arealready under way.

The objectives of this module are to become familiar with training techniquesand tools and to learn how to plan, co-ordinate, conduct, facilitate, follow-upand evaluate training.

CommunicationThe participants noted that communication:

Has to do with the sharing of ideas;Occurs through channels between or among different individuals or groups;Involves senders and receivers;Is known to be received when there is feedback and response;Is effective when meaning is shared.

The participants further noted that we communicate because the need to expressourselves and be understood is a human right as well as out of curiosity. Wecommunicate to:

Share ideas;Learn and empower ourselves;Inform, instruct or teach;Achieve objectives or satisfy needs.

Communication occurs through all our senses and can be:

Oral or verbal, through speech, which is the most common form ofcommunication;Visual, through sight, when material or physical signs are used to communicate,for example, through writing and reading a letter;Tactile, through touch;Olfactory, through smell;Gustatory, through taste;Intuitive, through what is referred to as our sixth sense or sub-conscious.

Communication can also be:

Inter-personal, among a small group;Group;Mass, among many people or the public at large (hence the term masscommunication).

Adult LearningKey characteristics of adults, to be aware of when training, include the factsthat adults, in general:

Have developed strong personal value systems (beliefs and principles);Are experienced;Are knowledgeable (although this varies and can be specific to different

groups of adults);Are sensitive (about appearing ignorant).

Therefore, conditions conducive to adult learning must be created for trainingto be successful, including:

Demonstrating respect;Establishing physical and social comfort;Grounding the training in the given cultural context;Identifying clear objectives;Being practical;Making learning relevant to the personal;Establishing an informal environment;Learning interactively to use the participants; experience and knowledge intraining;Involving the participants, for example, in decision-making or by drawing onpersonal experiences, sharing information and resources.

Appropriate and practical methods for adult learning thus include:

Lectures;Brainstorming;Discussions;Debates;Role plays and simulation;Case Studies;Observations;Field Work; andExperimentation.

Principles of Training

Training is about communication;Know your audience, for example, distribute pre-workshop questionnaire todetermine your pitch;Prepare well;Exercise respect;Be aware of factors that influence learning, for example, logistics, thepreparation and availability of resource materials, the atmosphere and settingfor learning, the competence of the trainers, etc;Be tolerant but firm;Be flexible;Be responsive to the participants’ needs;Consult the participants on the progress of the training, for example, on theprogramme or timetable, allowing for variables.

MODULE 5 : PRACTICAL TRAINING SKILLS

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A good trainer is:

Knowledgeable about the subject matter; Able to respond to questions and interventions; Organised; Able to use of resource materials and tools effectively; Positive; Motivated; Motivating; Able to establish a rapport with the audience; A good listener; Responsive to the audience; Audible; Articulate; Clear; Logical; Confident; Convincing; Focused; Controlled;Harmonious;Able to make eye-contact and use body language well;

Cautious of mannerisms; Appropriately dressed.

Problem Analysis

Participants were assigned to individually read through the followingcase studies “The Man with the Twisted Arm” and “The Interloper”.

Case Study: the Man with the Twisted Arm

Two faculty members for the workshop, Dr Bill Alden and Dr Jean Johnson,sat in the third row of the small amphitheatre waiting for the Director ofthe Development Agency to arrive. This was the agency’s first Women inDevelopment workshop and everyone who had been involved in its planningfelt it was important to have the Director open the workshop. Unfortunately,last minute changes in the Director’s schedule had made it impossible forhim to attend the opening dinner. In lieu of the Director’s participationthe first evening, the workshop planners decided to have him make hisremarks on the morning of the first day before the actual workshop activitiesbegan.

As the faculty sat with the participants waiting for the Director to arrive,they overheard the conversation of the two participants sitting directlybehind them.

“I don’t remember having my arm twisted this much. I tried to drop out ofthis workshop at least three times, and every time I’d get another note inmy mailbox telling me I was going. This workshop is just a phenomenalwaste of time. The programming we’re already doing on special projectsfor women is just fine.”

The Director finally arrived to deliver his welcoming remarks. He emphasisedhow important he thought the workshop was for the agency and that heexpected the workshop participants to make recommendations to him forfuture directions and activities as a result of their workshop deliberations.As the group began exiting the room to begin their study group discussions,the two disgruntled participants were still overheard to be complaining.Dr Johnson remembered the brief profile of the participants and remindedDr Alden that the first speaker was a senior person in the Policy Divisionand the second was a Deputy Administrator for the Education Division.

When the plenary session reconvened, the two dissatisfied participantswere seated next to each other in the first row of the amphitheatre. One of

the faculty members had decided to observe the first discussion from the lastrow of the classroom. Dr Alden began the discussion by calling on someone inthe back row. The class moved smoothly into an active discussion of the case.The two in the front row did not participate in the discussion but Dr Aldenobserved that they were involved in whispered side commentary with eachother.

The title refers to a type of participant that trainers should be able to identify.A participant of this type demonstrates:

That s/he had no choice in attendance;That s/he was coerced into attending;A lack of understanding about the training objectives;Reluctance to participate.

The causes of disgruntlement within such a participant may include the factsthat s/he is:Only there impersonally to record attendance;Determined to retain pre-conceived ideas and prejudices about the training;Unappreciative of the training;Complacent or in denial and resistant to the training;Already gender-sensitised, but is not interested in the issues.

The effects of such a participant on the training can include:

Distraction of the facilitators;Affecting the confidence of the facilitators;Affecting the training presentations;The creation of a bad learning atmosphere;The creation of internal divisions and tensions;A polarisation of the participants;The creation of resistance among the other participants;Disruptions;The trivialisation of the workshop;Threatening the objectives of the training.

However, facilitators can handle such a participant by:

Reminding the participants of ground rules, including respect;Dealing with the problem with all the participants;Involving her/him in resolving the problem;Confronting her/him about the problem;Separating her/him from the rest of the participants;If necessary, replacing her/him with other participants.

Lessons for the facilitators from such a participant include the need for:

Background information and knowledge;A needs assessment prior to the training workshop;Different training workshops for different levels of participants;Previous gender-sensitisation among those being trained as trainers;Better communication.

Case Study: the Interloper

The second case discussion of the Women in Development workshop had gottenoff to a good start. The case was an interesting one on informal labour marketsand employment generating opportunities for women in Bangladesh. It hadcaptured the attention of almost everyone. The participants seemed to havewarmed up to the case method and Dr Redding was pleased with the livelydiscussion that was ensuing.

The workshop participants had arrived the night before. They represented across-section of sectors and expertise in their development agency, and thegroup of participants included a labour expert from Bangladesh. Very few ofthe individuals knew each other but because they were a small group of only 15,

Qualities of a Good Communicator (Trainer)

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MODULE 6 : PRACTICE IN FACILITATION

they had gained some intimacy with each other and the workshop faculty overcocktails and dinner the previous evening.

Dr Redding had guided the case discussion through about half the logic of thecase. She was standing at the board with chalk in hand when, suddenly, thelabour expert leapt from his seat, strode to the board and snatched the chalkfrom her hand with a pleasant “Do you mind?” He then launched into a five-minute lecture on labour markets in Bangladesh outlining his comments on theboard. As he finished, he handed the chalk back to Dr Redding and thanked herpolitely.

As she accepted the chalk, Dr Redding quickly evaluated the lecture. The commentswere tangential, at best, to the discussion that had been in process and sheconsidered how to proceed.The title refers to a second type of participant which trainers should be able toidentify. A participant of this type considers her/himself an ‘expert’ and will tryto take over the training.

Causes of interloping include the facts that the participant may:Not know that ground rules were set;Be knowledgeable, feel the training is too informal and wishes for moredepth;Want to progress faster;Be taking advantage of familiarity with the participants or the facilitators;Be chauvinistic and not taking into account that women’s issues are beingdiscussed;Be discriminating on the basis of false perceptions.

The effects of such a participant include:

Demeaning the facilitators;Undermining the authority of the facilitators;Disturbing the training workshop’s programme;

Disrupting the progress of the training workshop;Moving from informality to formality.

However, the facilitators can handle such a participant by:

Dealing with the problem immediately;Trying to intervene;Making the programme and its content clear;Reminding the interloper of the ground rules set;Allowing other participants to say how they feel about the interloper’sintervention;Being diplomatic;Making sure reactions do not worsen the situation.

The lessons for facilitators from such a participant are that there is need to:

Obtain background information on the participants before the trainingworkshop to identify the levels of expertise among them;Recognise participants’ expertise and incorporate it into the training workshop’sprogramme accordingly;Set ground rules;Avoid emotion.

Methodological SummaryThe participants noted that the following training techniques had been usedduring the day:

Summary and question time after lectures;Group work;Case studies;Role play: Bureaucratic Opposition to Gender Mainstreaming;Case Studies;Video: Boardroom Meeting.


Illustrate mastery of the topics learnt;Gain confidence in training skills;Design, plan, and deliver (facilitate) a 30-minute training session on a giventopic.Explain the training cycle and exemplify its use.

Methods of Training

Methods or techniques of training include:

LectureA lecture is the delivery of trainer-accessed material to the participants. To havea lecture, the following must be done:Research;Preparation (of content and visual aids);Delivery;Participants’ observations;Responses;Conclusion.

The advantages of a lecture are that it:

Is good for an academic subject;Allows for the communication of new ideas;Is useful for a big group;Is good if there are time constraints;Can be made lively;Requires an informed facilitator.

The disadvantages of a lecture are that it:

Is facilitator-centred and requires hard work;Not participatory;Can be dull.

DebateA debate is a systematic oral discussion of a given issue by two or more personsor groups. To have a debate, the following steps are followed:A clear motion is agreed upon;Two groups and their respective standpoints are determined;Ground rules are outlined, including the time allocated to prepare and tospeak, the person appointed as mediator/judge and so on;The two groups develop their arguments among themselves;The debate commences;The mediator/judge gives a summary to tie the loose ends together and votesin the winner.

The advantages of a debate are that it:

Is fun;Explore broad and controversial issues in a safe way;Challenges ideas and mindsets;Allows learning from others;Is oral and not restrictive;Activates spontaneous discussion;Allows brainstorming and group discussion.

The disadvantages of a debate are that it:Depends for success on the motion being discussed and the participants;Can be superficial;Can digress from the original topic;Can take time;Restricts each of the two groups to expressing one point of view;Can get personal.

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Group Work

Group work is the division of participants into smaller groupswhere they can discuss a topic and share ideas freely withthe facilitator’s guidance. To carry out group work, thefollowing steps are followed: A briefing on the topics for discussion is given; A time limit is set; The smaller groups are formed and separated; The smaller groups choose a leader and a spokesperson and begin discussion; The facilitator monitors the smaller groups’ progress; The smaller groups return to plenary; The spokespersons from the smaller groups present reports to plenary; The plenary reflects on their work.

The advantages of group work are that it:

Enables in-depth exploration of the topics;Is done in smaller groups (of a maximum of eight persons) andtherefore increases concentration and is good for shypeople;Is interactive;Allows for the exchange of experience and information;Allows for expression and creativity;Is time-saving as the different smaller groups can deal with differenttopics;Breaks monotony;Is enjoyable;Is relaxed;Breaks up conflicts and tensions;Is team building.

The disadvantages of group work are that it:Allows for digression from the topic;Can lose time through the sharing of personal experiences;Requires keeping control of time;Is not foolproof against domination;Can allow some people to work while others spectate.

Case StudyA case study is information or text used to check participants’ understandingof a lecture or material presented. The content is related to course contentand material already covered. To use a case study, the facilitator must:

Have in-depth knowledge of the material;Explain the relevance of the material to the participants;Present a task based on the material to the participants;Provide clear instructions on completing the task;Allow time for questions;Allow time for the completion of the task;Observe participants completing the task;Have a discussion and feedback session following the task.

The advantages of a case study are that it:

Allows for the facilitator to create material;Is practical and allows for the putting of theory into practice;Tests the participants’ comprehension of the course content and material;Acts as a guide to deeper understanding of the course content andmaterial;Is useful to explore controversial issues;Provides an opportunity to study and use examples which can be close tothe participants’ background and experience.

The disadvantages of a case study are that it:

Is hard to compile if the facilitator is inexperienced; Is hard to identify good case studies;

Can create information under/overload;Can create hostility if the participants adversely identify with the case study(make the case study neutral or hypothetical);Is not appropriate for all participants, for example, when they come fromdifferent education levels;Is time-consuming.

Role PlayIn a role-play, the participants assume real-life situations related to the coursecontent and material and act them out. To do a role play:

The facilitator introduces the role play;Time limits are set (allowing for rehearsals);The participants discuss situations to role play;The participants compose scripts;The participants ensure story lines are well-developed (the facilitator muststress the need for a beginning, a middle and an end);Roles are assigned;The role play is rehearsed;The role play is acted out;The role-play is discussed.

The advantages of a role-play are that it:Is participatory;Allows for an exploration of complicated or subtle issues;Is informative;Is memorable;Is entertaining.

The disadvantages of a role-play are that it:

Tends to deviate from the original issues;May not benefit inhibited or shy participants (prior team-building work isnecessary);Can lead to stigmatisation as roles stick;Is time consuming;Is seen as fun rather than learning.

Audio-Visuals (Video)Video is a visual method to re-emphasise what has been taught (seeing isbelieving). To use video effectively for training:

Be aware of the target audience;Choose a video which corresponds to the course content or material;Ensure the video is of good quality;Allow for time constraints;Introduce the video and explain its relevance to the course content or material;Show the video;Allow for comments and feedback;Discuss and evaluate the video.

The advantages of a video are that it:

Relates theory to reality;Can illustrate the course content and material;Can be used to conclude a course module or session;Provides relief from lectures;Is memorable;Is enjoyable.

The disadvantages of a video are that it:

Is expensive to produce;Can be controversial;Can be seen as entertainment (ensure tasks are attached to viewing videos);Can be outdated.

EnergisersEnergisers are short mental and/or physical exercises designed to increaseconcentration by allowing for breaks during the course. The energisers used inthis training workshop include:

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Cat and Rat;Coconut;Egg;Frequent FliersI have a Letter;Join the Dots;Matatu Matatu Matatu;Mirror;Mutual interviews and drawing.Names and Adjectives;Tap Knee/Spin Dance;What are you Doing?

The trainers divided the participants into three groups, assigned each group atopic and set all groups the following tasks:

Decide on a possible target group;Design a 30 minute training session on the given topic;Present the training session, sharing facilitation, but with one group leadersand using not more than three participatory training methods.

The trainers noted that assessment of the training sessions would cover:

Overall achievement;Mastery of the topic;Appropriate use of training methods;Participation (how much the other participants were involved;Time management;Suggestions for improvement.

The Social Construction of Gender (Uganda)Feedback to this group included the following:

Relate the concepts of the topic to the rest of the training workshop;Research the topic and be analytical;Explore the implications of theory;Avoid using too much academic information in the introduction;Be confident and about your topic before you present it and illustrate thatconfidence when presenting it;Remember that this is the most difficult topic to teach as it challengesattitudes and beliefs;Summarise after each training session;Open up to discussion after each training session;Ask one question at a time;Ensure the follow up discussion remains focused on the topic at hand;VIPP cards were used well;Role plays are good to begin a training session as they act as icebreakers;Role plays should not be general, but focussed on the topic at hand;Video and discussion were used well;Ensure you watch videos used so you know their content and may find othertopics they can be used for;Good team work;Good involvement of the participants;Time management was good.

Frameworks for Gender Analysis (South Africa)

Feedback to this group included the following:

Good mastery of the topic, introduction and presentation;Be clear about terminology;Ask how the frameworks for gender analysis relate to individuals;Be aware of the target group;Remember to enable the participants to ask questions.

Gender Mainstreaming (Ghana)

Feedback to this group included the following:Good mastery of the topic, although some definitions were lacking;Start with the basics first;Have logical linkages between subjects within the topic;Recap terminology to ensure comprehension;Avoid information overload;Challenge the status quo;Do not rush delivery;Explain the training methods clearly;Read the VIPP cards before presenting them.

Lessons learnt from the practice in facilitation included the following:

Most effort goes into planning the training workshop;Never take anything for granted when planning a training workshop (checkthe videos, etc);Planning in a group is different to planning alone;Be prepared for changes in the training workshop’s programme and have abackup plan;Be creative and flexible with the training content and modules;Be aware of who is being trained;Establish ground rules at the start of the training workshop;Practice is required to present theory well;The topic should be clearly presented;Learn to present the same topics in different ways to reach different targetaudiences (be versatile);Case studies, role plays, videos, etc ensure that the topics are explored;When facilitating, do not answer all the questions (return them to theparticipants);Avoid panic.


The participants listed the training techniques used during the module asfollows:

Lectures;Discussions and questions;VIPP cards;Group work;Videos.

The Training CycleNeeds Assessment

The first stage of the training cycle is a needs assessment to ensure the trainingwill be relevant to the participants. A needs assessment helps to:Set the training objectives;Decide the content and register of the training workshop;Identify the training methods to be used;Identify the required resources.

Needs assessments can be done through:Performance appraisals;Questionnaires;Interviews;Brainstorming;Focus group discussions;Observation.

ObjectivesThe second stage of the training cycle is to set the objectives for the trainingworkshop. Care should be taken with the vocabulary used in the objectives, toensure that they are participant-oriented and yet also reflect institutional/organisational needs. The vocabulary used in the objectives should includewords such as name, list, distinguish, explain and demonstrate (rather than

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learn, know, appreciate and understand as these areabstract and unmeasurable). The objectives need to bespecific (focused), measurable, achievable/attainable,realistic/relevant and time bound (SMART).

InteractionThere are four factors whose interaction needs to be consideredduring the third stage of the training cycle:

Facilitators; Participants; Space; Materials.

ReportingReporting on training is done to document and memorise whathappened during the training workshop so as to serve as a referencepoint for future training workshops. Reporting is also done foraccounting purposes. The facilitators/trainers are generally responsiblefor the final report. Two kinds of reports should be prepared:

A debriefing report of four pages maximum, which is a short reportsummarising the objectives, the content, the results realised and therecommendations;A report of the proceedings of the training workshop (including theprocess, the content and annexes).

Follow-Up

The follow up stage of the training cycle is challenging and depends onthe nature of the training session. If the training session is on gendermainstreaming around a particular policy, programme or project, thedesired results and follow-up for that policy, programme and processshould be discussed at the beginning of the training workshop. In general,follow up should be determined in a session on action plans which shouldbe included in the training workshops programme. All action plans shouldinclude time frames.

Methodological SummaryThe participants listed the training techniques used as follows:

Facilitator-led discussions; VIPP cards; Brainstorming; Group discussions.

Individual, Institutional and National Actions PlansCase Study: Kenya’s Gender Training Team (GTT)

In the early 1990s, FEMNET invited 20 men and women to participate in aone-week gender-training workshop in Kenya. This workshop lead to themobilisation of individuals and organisations around gender mainstreaming.Funding support was obtained from UNICEF. And because of the demandcreated at the time, other UN agencies, the Kenyan government and a widerange of individuals and organisations were involved. After two years ofwork together, formal training for the GTT was carried out by CIDA’sInstitute of Development.

The aim of the GTT was to increase the number of those capable of gender

training in Kenya and to ensure that number included people from differentbackgrounds and disciplines (including academics and researchers, developmentworkers, religious workers and different government departments and ministries)through gender-sensitisation and ToTs in gender mainstreaming.The GTT carried out both general and sector-specific gender-sensitisation andToTs in gender mainstreaming. The GTT learnt as it went along. It learnt thatbeing trainers involved co-ordinating and organising logistics, the programme,being present and producing reports. It started with basic resources and eachmember gradually built up their own libraries of training materials and resources.It trained many people and created a demand for gender mainstreaming inKenya. Its success was due to:

Commitment and the fact that the GTT did not train only for rewards;Institutional support from FEMNET (and UNICEF) which provided a base forthe GTT;Support from the Kenyan government;The development of rules to regulate the GTT and its members;Team work as training was done by the GTT and not by its individual members;Creating, responding to and building on existing demand;The ability of the GTT to learn quickly, adapt training programmes to fit withexpressed needs (for example, through the development of trainingprogrammes that were sector-specific);The ability of the GTT to be aware of whom it was working with and adjusttraining materials and resources accordingly (case studies, videos produced,etc).

However, there were some problems, namely:

The drop out of some members due to other commitments, personality clashesor organisational deficiencies (“many were called, but a few were chosen”);Members of the GTT did not always follow the GTT’s rules, posing a threat tomembership.

The participants discussed the case study and made the following comments:

Individuals and institutions are becoming more open to gender-sensitisationand gender mainstreaming training;To get copies of the frameworks for gender analysis and training manuals,facilitators/trainers should compile personal libraries of information andtraining materials and resources from training sessions attended, institutions/organisations, libraries, the Internet, books, television programmes and so on.Educational videos are generally available from their production houses tobuy/copy (with credit). However, facilitators/trainers should work with thetraining materials and resources that they have and continually add relevantmaterials and resources. But core elements of the frameworks for genderanalysis remain—it is only their application to different target groups,cultures,organisations of countries that will differ;Training can be related to specific institutions/organisations by identifyingspecific needs and adapting the content and training materials or resourcesaccordingly. Training should be done by members of the training team withrelevant institutional, organisational or sectoral knowledge to help with theapplication of gender mainstreaming to the specific needs identified;To measure the key outputs of gender mainstreaming, any policy changeachieved should be analysed. A return to the programme or project locationshould be done to assess direct results;Training services can be made known through the work of those providingtraining, word of mouth, networking, advertisements and media coverage.Facilitators/trainers have to create opportunities for themselves.

FEMNETFrom this training workshop, FEMNET aims to:Assist those trained to develop into gender training teams within theirown countries to re-act to policies, programmes and projects as well asto proactively insert themselves into such policies, programmes andprojects;Re-establish national training contacts in the countries involved in thetraining programme to build up its gender trainers database;

Track and support the national effects at gender mainstreaming in thesecountries;Be able to provide referrals to gender trainers within these countries.

FEMNET will follow up on this training workshop by:Producing the reports from this training workshop;Using the reports to revise its training manual in both English and French;Provide what support it can towards the national action plans developed.

NB: Please see Annex 4.

2323232323


Final EvaluationThe final evaluation took place at the end of the final day. The participantsnoted that:The content, methodology, training materials and facilitators were allappropriate to course objectives;The facilitation was excellent throughout the whole course;Participation was excellent as discussions and exercises involved all participants.The methodology used by the facilitators was seen as responsible forencouraging active participation to help understand content;The session where participants took over as facilitators to practice wasbeneficial;The participants felt that they benefited from the course.

Specific gains included:

The sharing of experiences;A holistic understanding of gender;Improved understanding of gender analysis;Exposure to the frameworks for gender analysis;The acquisition of knowledge, especially about WID and GAD, the frameworksfor gender analysis and practical training methods;Confidence in how to apply theory to practice;Confidence in training on the frameworks for gender analysis;Awareness about how to use of VIPP cards;Knowledge and skills on planning a training workshop;

The participants agreed they would use the skills gained from the course in thefollowing ways:

Application of knowledge and skills within the participants’ own organisations;Formulation of new training methods and materials;Application to future training workshops;Carrying out future gender-sensitisation training;Training ‘on-line’;Setting up of national training and advisory programmes and teamssupportedby those who attended the course;

Application as per the individual, institutional and national action plans.

Further comments and suggestions were also made, including:

Running the course over two weeks as there was a lot of information to beabsorbed in a relatively short period of time;Allowing more time for the sharing of personal and cultural experiences,especially as four countries were represented;Going into more detail on the application of the frameworks for genderanalysis;Allocating more time for training practice;Having national teams work alongside FEMNET in the future.

Concluding Remarks and Closing Ceremony

The closing ceremony took place following the evaluation. Irene Muloni, ViceChair (East), FEMNET gave the concluding remarks. The facilitators and participantswere congratulated for completing the training workshop and thanked fortheir efforts, hard work, patience and participation because achievements hadundoubtedly been made. It was hoped that the participants would make use ofwhat had been learnt. In changing times, trainers should ensure that others aremade aware of how the changes affect them.

Thanks were given to UNDP for funding the training workshop, FEMNET, thetrainers for the sharing of their knowledge and skills, and the participants fortheir involvement in ensuring the success of the training workshop. The Ugandanswere thanked for hosting the training workshop.

It was noted that the participants should put the knowledge and skills gained touse in transforming society by setting up future ToTs in their own countries.This will not be easy, as determination, initiative, patience and strong wills arerequired to change people’s attitudes.

Muloni then officially closed the workshop by distributing the certificates ofparticipation and by wishing the participants success in their quest.

Saturday December 9, 2000 Arrivals andregistration

Sunday December10, 2000 10.00-12.00 Welcome and opening

remarks (FEMNET)Getting acquaintedAdministrative issues VIPPcard use rulesWorkshop objectives andexpectationsIntroduction to theworkshop programmeGround rules and learningcontractAssessing participants’backgroundReflection on trainingmethodology and process

12.00-1.00 Module 1:Gender ConceptsThe Concept of Genderand DevelopmentGender vs sexEquality vs equityGender relationsEmpowermentDevelopment

1.00-2.00 L U N C H B R E A K

2.00-3.30 WID and GADPractical needs vs strategicinterests

3.30-4.00 T E A BR E A K

4.00-5.00 Policy approaches to women,gender and development

ANNEXESIntroduction to gendermainstreamingProgramme cycleProject cycleDeveloping gender indicators

12.30-1.30 L U N C H B R E A K

1.30-3.30 Group workIdentifying gender concerns in programmes andprojects

3.30-4.00 T E A B R E A K

4.00-5.00 Bureaucratic resistance to gender mainstreaming

Evening Video: the Silent EpidemicVideo: Everyone’s ChildReadings

Wednesday December13, 2000 8.00-8.30 Reflections8.30-10.30 Module 5: Practical Training Skills

CommunicationAdult learning principles

10.30-11.00 T E A B R E A K

11.00-12.30 Problem analysis

12.30-1.30 L U N C H B R E A K

1.30-3.30 Training methods

3.30-4.00 T E A B R E A K

4.00-5.00 Continued

Evening Video: the SARA series

Evening Video: Man Made FamineReadings

Monday December11, 20008.00-8.30 Reflection

8.30-10.30 Module 2: the SocialConstruction of GenderIntroduction to the socialconstruction of gender

10.30-11.00 T E A B R E A K

11.00-12.00 Module 3: Gender AnalysisIntroduction to theframeworks for genderanalysis

12.00-1.00 Harvard Framework forGender Analysis

1.00-2.00 L U N C H B R E A K

2.00-3.30 Case study

3.30-4.00 T E A B R E A K4.00-5.30 Women’s Equality and

Empowerment FrameworkVideo: Why Mrs X Died

Evening Group workReadingsVideo: Neria

Tuesday December12, 20008.00-8.15 Reflection

8.15-12.30 Module 4: GenderMainstreaming

Annex One: Workshop Programme

2424242424


Thursday December14, 2000

8.00-8.15 Reflections8.15-10.30 Planning and managing a training event

10.30-11.00 T E A B R E A K

11.00-12.30 Continued

12.30-1.30 L U N C H B R E A K

1.30-3.30 Module Six: Practice in Facilitation

3.30-4.00 T E A B R E A K

4.00-5.00 ContinuedEvening Group work

Video

Friday December15, 20008.00- 8.15 Reflection

8.15-9.15 Continued

9.15-10.30 Individual, Institutional and National Action PlansCase study FEMNET

10.30-11.00 T E A B R E A K

11.00-12.30 Group work

12.30-1.30 L U N C H B R E A K

1.30-3.30 Plenary

3.30-4.00 T E A B R E A K

5.00-5.30 Evaluation

Evening ReceptionConcluding remarks and closing ceremony (FEMNET)Presentation of certificates of participation

Saturday December16, 2000 Departures

Responses

Has undergone gender training and is a ToT on violence against women;Gender skills acquired were in research and advocacy;Has conducted gender training for women parliamentarians, women’sorgranisations and community leaders.

Has undergone gender training;Gender skills acquired were in research, advocacy, facilitation, training anddesigning a training model;Has conducted gender training for the police, prosecutors, magistrates andcommunities.

Has not undergone any gender training;Has not conducted any gender training.

Has undergone gender training;Gender skills acquired were in documenting women’s human rights violationsand advocacy;Has not conducted any gender training.

Has undergone gender training;Gender skills acquired were the shared experiences of practising gender expertsfrom overdeveloped countries and in gender training;Has conducted gender training.

Has obtained basic gender training in gender;Has not conducted any gender training.

Has undergone gender training, a component of her degree in sociology;Gender skills acquired were in academic research and analysis;Has conducted gender training by teaching gender and development classes atthe third level.

Has undergone gender training through a graduate programme in women’sstudies and a ToT on gender budgeting;Gender skills acquired in identifying and analysing gender concerns, research andproposal writing;Has conducted gender training for an indigenous NGO on gender and law.

Has undergone gender training, a component of her degree course in sociology;Has written on women’s issues for UMWA.

Has undergone gender training with a wide range of consultants;Gender skills acquired were in gender planning and budgeting and training;Has conducted gender training.

Has undergone gender training as a component of the Women’s LeadershipInstitute;Gender skills acquired were in sex vs gender, gender issues, gaps, differences,equality and challenges as well as in socialism;Has conducted gender training.

Organisation

International Federation of WomenLawyers (FIDA)

Gender Commission

Womensnet

Women’s Development Foundation(WDF)

Eastern African Support ServicesInitiative (EASSI)

Gender Advisory Board (GAB)

United Nations DevelopmentProgramme (UNDP)

Ugandan Women’s Network (UWONET)

Ugandan Media Women’s Association(UMWA)

Ministry of Gender, Labour and SocialDevelopment.

Women’s International Cross-CulturalExchange (ISIS-WICCE)

NameGhana1. Nana Oye

South Africa2. Lebogang Malepe

3. Lebogang Marishane

4. Phumla MazamisaUganda

5. Evelyne Abwoli

6. Martha Byanyima

7. Albha Bowe

8. Florence Ebila

9. Patricia Litho

10. Mubarak Mabuya

11. Harriet Nabukeera

Annex Two: Needs Assessments: Results

2525252525

A WORKSHOP FOR ANGLOPHONE AFRICAN COUNTRIES

kampala, uganda, december 10 - 16, 2000

South Africa: Lebogang Marishane

Activity Actors Target Strategy Time Resources Sources Report to Womensnet Womensnet

staff Women in civil society

Online training Mid 2001 Internet Womensnet

Content presentation Industrial activists

Technical web development skills

Sangonet

Research further into gender mainstreaming

South Africa: Phumla Mandisa Mazamisa

Activity Actor Strategy Time Resources Source Report back to WDF Self Written report Mid January Time; computer WDF South Africa: Kamogelo Lekubu-Wilderson

Activity Actor Target Strategy Time Resources Sources Report back to the CGE and inform of group action plan

Self CGE; Lebogang Malepe

Debriefing report and presentation

Mid January Computer; telephone/fax

CGE; NIPILAR

Three day workshop for NAPTOSA gender training core group on gender analysis and mainstreaming

Self; NIPILAR project manager

CATU; NAPTOSA affiliates; ITUSA; NUE; OFSATA; PEU;

Develop proposal and present to HBF; develop work plan to present to NAPTOSA's gender desk and propose training partnership; request CGE to motivate for funding; request financial assistance from FEMNET

End of December

FEMNET or GETNET experienced facilitator/trainer; coordinator; training materials; telephone/fax; email; transport; venue; accommodation

CGE; HBF; NIPILAR; FEMNET

Uganda

Activity Target Actors Strategy Time Resources Source Inventories Team Patricia Litho Collect and

compile list of available materials

January 2001 Financial Team

Capacity building Team Albha Bowe; Core of four people

Meet twice a month; Practice skills

January-March 2001

Financial; Materials; Technical; Venue

FEMNET; UWONET; Department of Gender and Women's Studies; UNDP

Planning training Team Harriet Nabukere Musoke; One UNDP trainer

Bang style; Media; Radio

March 2001 Financial; Technical

Team; FOKUS; NCA; UMWA; UNDP; UNICEF

Training Public Mubarak Mubayu (through the Ministry of Gender)

Team March 2001-onwards

Financial; Technical

Ministry of Gender

Contributing articles to the press

Team Albha Bowe; Patricia Litho

Other Voice; Women's Monitor Women's Vision;

March 2001-onwards


Team; NCA; UMWA

Publicity Team Martha Byanyima Radio Support Team Albha Bowe;

Linda Gorretti; Patricia Litho

Uganda: E

velyn Abw

oli

Activity

Actor

Strategy

Tim

e R

esources

Report w

riting S

elf

January T

ime

Debriefing colleagues at

EA

SS

I S

elf M

eeting January

Tim

e

Training needs assessm

ent am

ong NG

Os

Self and colleagues

Questionnaire and

interviews

January F

inances; time

Plan gender sensitisation for

NG

Os

Self and colleagues

February

Tim

e

Gender sensitisation for

project/programm

e officers and N

GO

s

Self and colleagues

Workshop

March

Finances; training m

aterials; facilitators

Include gender sensitisation into planned w

orkshops for research feedback at district level

Self and colleagues

Workshops

January A

lready budgeted for

Gh

an

a:

Th

ere

sa

O

wu

su

A

ko

a

nd

N

an

a

Oy

e

A

ctivity

Ac

tors

T

arg

et

Stra

teg

y T

ime

R

es

ou

rces

S

ou

rce

S

en

sitis

atio

n a

nd

a

wa

ren

ess

cre

atio

n

NC

WD

; H

ea

d o

f the

Civ

il S

erv

ice;

Min

istry

of F

ina

nc

e

an

d E

co

no

mic

P

lan

nin

g;

Min

istry

of G

en

de

r; G

en

de

r e

xpe

rts/train

ers

Civ

il serv

an

ts;

Pa

rliam

en

taria

ns

Wo

rksh

op

s in

re

gio

na

l c

ap

itals

; F

ollo

w u

p

qu

es

tion

na

ires

Th

ree

da

ys fo

r e

ach

w

orks

ho

p

Ge

nd

er

exp

erts;

Tra

ine

rs; L

og

istics

FE

MN

ET

; G

ov

ern

me

nt;

De

velo

pm

en

t p

artn

ers

Co

nd

uc

ting

ge

nd

er

an

aly

sis

to d

ete

rmin

e

the

exte

nt o

f ge

nd

er

ma

ins

trea

min

g in

G

ha

na

Na

tion

al D

eve

lop

me

nt

Co

mm

issio

n;

ND

PI;

De

pa

rtme

nt o

f D

ev

elo

pm

en

t Stu

die

s, U

nive

rsity of C

ap

e

Co

ast

ND

PI;

Na

tion

al D

ev

elo

pm

en

t V

isio

n 2

02

0;

Pa

rliam

en

t; G

ov

ern

me

nt

Re

sea

rch

on

g

en

de

r m

ain

stre

am

ing

6-1

2 m

on

ths

Ge

nd

er

exp

erts;

ND

PI;

Lo

gistic

s

FE

MN

ET

; G

ov

ern

me

nt;

De

velo

pm

en

t p

artn

ers

Tra

inin

g o

f loc

al a

nd

re

gio

na

l go

ve

rnm

en

t p

lan

ne

rs o

n g

en

de

r m

ain

stre

am

ing

FID

A;

GA

PV

OD

; N

DP

I; N

ET

RIG

HT

; J

ud

icia

ry;

Go

ve

rnm

en

t m

inistrie

s;

NG

Os

; J

ud

ge

s; P

arlia

me

nta

rian

s

Pro

vis

ion

of

da

ta a

nd

re

se

arc

h

ma

teria

l; T

oT

w

ork

sho

ps

On

e w

ee

k

Tra

ine

rs; L

og

istics

F

EM

NE

T;

NG

Os;

Go

ve

rnm

en

t; D

eve

lop

me

nt

pa

rtne

rs

Tra

inin

g o

f NG

Os

, the

ju

dic

iary

an

d

pa

rliam

en

taria

ns

NG

Os

; N

ET

RIG

HT

; L

oc

al a

sse

mb

lies

Co

urt re

gis

trars;

Re

gio

na

l co

-o

rdin

ato

rs; L

oc

al a

sse

mb

ly m

em

be

rs;

Co

un

cils

Cre

atio

n o

f M

ain

stre

am

ing

Q

ua

rterly

Qu

arte

rly

P

artn

ers

South Africa

Activity Actors Target Strategy Time Resources Sources Report and content presentation

L Malepe; L Marishane; P Mazamisa

Own organisations; organisations in Gauteng province

Write debriefing report and distribute

End of January

Telephone; photocopier; catering

WDF; Womensnet

Work plan K L-Wilderson GCE; government departments and policy planners

Target education and training departments

Venue E-mail

Team meeting Team Government departments

Send invitations Fax

Conduct gender sensitisation workshops

Team Policy planners in: Mpumalanga; the northern Cape; northern province; SALGA

Interviews; liaison with planners; identification of possible participants; establishment of partnership relationships; conducting the workshop at a central venue for the target groups

End of February

Funding; telephone/fax; stationary; photocopies; transport; accommodation; venue

Target groups and organisations; Womensnet; funding agencies; Oxfam; UNDP; UNIFEM; FEMNET

Gender analysis and mainstreaming workshop for three provinces and SALGA

Team; two lead facilitators and two rapporteurs

Mpumalanga; northern Cape; northern province; SALGA

Participant commitment; second phase workshop; controlled selection process; partnership with OSN officials and national SALGA offices; development of set terms of reference within target groups; clustering of target groups; employment of an external evaluator

June to July Telephone/fax; photocopies; venue; catering

WDF; Womensnet; DFID

Interviews based on a structured questionnaire

Team (four members)

Participants from phase one and two workshops

Complete questionnaires either in person or over the telephone

September and October

Funding; planning; stationary; telephone/fax; email; technology; transport; venue

WDF; Womensnet; NIPILARO; TLC; funding agencies; FEMNET

Annex Three: Individual, Institutional and National Action PlansGhana - South Africa - Uganda

26

26

26

26

26


Uga

nda:

Mar

tha

Bya

nyim

a

Act

ivity

A

ctor

s Ta

rget

s S

trat

egy

Tim

e R

esou

rces

S

ourc

es

Deb

rief c

olle

ague

s M

arth

a G

AB

; WE

TS

U

Giv

ing

a ta

lk

Firs

t wee

k of

Jan

uary

H

alf a

day

mee

ting

time

GA

B

Iden

tify

polic

ies

need

ing

tran

sfor

mat

ion;

iden

tify

ad

hoc

com

mitt

ees

Mar

tha;

GA

B

Gov

ernm

ent

rese

arch

ers

and

polic

y m

aker

s

Inte

rvie

ws

Sec

ond

wee

k of

Ja

nuar

y

Nee

ds a

sses

smen

t fo

rm; t

ime;

fa

cilit

ator

s

GA

B

Con

duct

nee

ds a

sses

smen

t to

iden

tify

prio

rity

area

s M

arth

a

Gov

ernm

ent

rese

arch

ers

and

offic

ials

Nee

ds a

sses

smen

t fo

rm; i

nter

view

s E

nd o

f Ja

nuar

y T

ime;

one

re

sear

cher

; one

fa

cilit

ator

?

Sen

sitis

e ad

hoc

com

mitt

ees

on g

ende

r M

arth

a; c

ount

ry

team

; FE

MN

ET

tra

iner

s

Ad

hoc

com

mitt

ees

of

Ken

ya,

Tan

zani

a,

Rw

anda

and

U

gand

a

Tra

inin

g w

orks

hops

A

pril

Tim

e; tr

aini

ng

mat

eria

ls; a

nd tw

o fa

cilit

ator

s

Mar

tha;

FE

MN

ET

; an

d ot

her

orga

nisa

tions

Uganda: Patricia Litho

Action Target Actor Strategy Time Resources Source Present report and recommendations to UMWA

UMWA co-ordinator

Self Report December 2000

Stationary Self

Incorporation into on-going projects

Newspapers (the Other Voice); Radio committee; Television; Rural outreach project

Self; Public

Influence decisions; Bang style; Articles; Training

March 2001 onwards


FOKUS; NCA; UMI; UMWA; University

Train media women UMWA Self and team Training March 2001 onwards


FOKUS; MUK; NCA; UMI; UMWA; University

Uganda: Harriet Nabukeera-Musoke

Activity Actors Target Strategy Time Resources Sources Participate in the development of and ensure that ISIS' plan of action for 2001 is gender responsive

ISIS programme staff

ISIS mandated beneficiaries

Give report of ToT workshop; point out gender gaps

December; January

Time; gender manuals

Available

Sensitisation on gender and development

ISIS; activists; facilitators

NGOs; women's groups; individual activists

Discussions Monthly (every last Thursday)

Funds Available

Sensitisation on gender and how it affects development

Two CBOs; ISIS; FEMNET grassroots groups

Communities Drama March to July

Funds; video tapes; transport; facilitation; translation

FEMNET?

Training workshop on Building Peace from the Grassroots to Governance

ISIS; NPI; participants from conflict areas

Community leaders

Training August Funds; trainers; venue

Available

Training on gender facilitation Harriet; CBO leaders; CBOs; ISIS

Communities Training; discussions Upon invitation

Training guides

Annex Four: List of ParticipantsGhana

1. Theresa Owusu Ako, Women’s Desk, Ghana Broadcasting Corporation (GBC), PO Box 1633, Accra, Ghana, Tel: (233) 21.223012 Ext. 2057, Fax (233) 21.221165,Email: [email protected]

2. Nana Oye, International Federation of Women Lawyers (FIDA), CT 3865, Cantonments, Tel: (233) 21.223875/237171, Fax: (233) 21.228887/ 248104,Email:[email protected] or [email protected]

South Africa3. Lekubu Kamogelo, the Gender Commission, Pretoria, Tel: (27) 11.403.4270, Fax: (27) 11 403.4275, Email: [email protected] or [email protected]

4. Lebogang Marishane, Womensnet, Email: [email protected]

5. Phumla Mandisa Mazamisa, Women’s Development Foundation, Pretoria, Tel: (27) 11.339.1895, Fax: (27) 11.339.6533, Email: [email protected]

Uganda6. Evelyne Abwoli, Eastern African Support Services Institute (EASSI), PO Box 24533, Kampala, Tel: 41.543995, Fax: 41.540256, Email: [email protected]

7. Albha Bowe, United Nations Development Programme (UNDP), PO Box 7184, Kampala, Tel: 41.233441 Ext 228, Fax: 41.344801, Email: [email protected]

8. Patricia Litho, Uganda Media Women’s Association (UMWA), PO Box 7182, Kampala, Tel: 077.421762, Email: [email protected]

9. Mubarak Mabuya, Ministry of Gender, Labour and Social Development, PO Box 7136, Kampala, Tel: 41.347854/5, 41.251401, 075.695447, Fax: 41.256374,Email:[email protected] or [email protected]

10. Harriet Nabukeera Musoke, ISIS-WICCE, PO Box 4934, Kampala, Tel: 41.543953, Fax: 41.543953, Email; [email protected]

Secretariat11. Brenda Azenga, Tel: (254) 2.780413, Email: [email protected]

12. Martha Byanyima, PO Box 29351, Kampala, Tel: 077.410314, Fax: 41.255385, Email: [email protected]

13. Rose Chege, Tel: (254) 2.574644/(265) 915087, Email: [email protected] or [email protected]

14. Linda Goretti Logolobi, Department of Mass Communications, Makerere University, Kampala, Tel: 41.543919/41.290423/077.503878,Email: [email protected] or [email protected]

15. Miruka Okumba, Tel: (254) 2.350710/ 072.705224, Fax: (254) 2.601005, Email: [email protected]

16. Clare Tyler, Email: [email protected]

17. L. Muthoni Wanyeki, African Women’s Development and Communication Network (FEMNET), PO Box 54562, Nairobi, Tel: (254) 2.741301/ 20, Fax: (254) 2.742927,Email: [email protected] or [email protected]

Annex Five: Certificate of Participation

Uganda: Mubarak Mabuya

Activity Actors Target Strategy Time Resources Source Brief colleagues and share experiences

Self; Colleagues

Department of Gender, Culture and Community Development

Lobby Commissioner to include the item on the agenda for the Department's meeting at the end of the month

By December 31, 2000

Time; Materials; Staff


Link up with colleagues to follow up on the country action plan

Self; Team

Colleagues Obtain physical addresses and telephone numbers and physical

By January 31, 2001

Commitment; Colleagues; Phone; Time

Personal; Team

Review available manuals and develop new approaches to training

Self Available manuals

Joint review with department colleagues

January 2001

Colleagues; Training materials; Time


Collect and disseminate training manuals/materials to the team

Self Team Deliver at team meeting

First team meeting

Manuals; Materials; Time

Gender Resource Centre; MGLSD

Invite the team to workshops organised by the Department of Gender, Culture and Community Development

Self Team Include topics on workshop agendas

Continuous Financial; Time

MGLSD

Share experiences with other ToT participants from Ghana, Kenya, South Africa and Uganda

Self Facilitators; FEMNET

Email communication Continuous Colleagues; Financial; E-mail

Self; MGLSD

Write articles for bulletins, journals and newsletters

Self Our Rights; Others

Writing and submitting Email communication

Continuous Information; Stationary; Email; Time

FEMNET; MGLSD; Various

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