gender equality and sexual exploitation - psea task force

Gender Equality andSexual Exploitation

Edited by Andrew Baker

Introduction to Gender Equality

Mainstreaming Gender Equality in NGOs

Preventing Sexual Exploitation and Abuse

TRAINING PACKP I C K – U P – A N D – GO

First published by Oxfam GB in 2006

© Oxfam GB 2006

ISBN 0 85598 568 2

A catalogue record for this publication is available from the British Library.All rights reserved. Reproduction, copy, transmission, or translation of any part of this publicationmay be made only under the following conditions:

· with the prior written permission of the publisher; or

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· for quotation in a review of the work; or

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The handouts in Gender Equality and Sexual Exploitation are designed to be copied for use inthe purchasing institution. Purchasers are free to make copies of this material for their own useand for teaching within the purchasing institution, provided that the material is not sold to thirdparties. The handouts and PowerPoint slides as presented on the CDRoM are designed to beadapted for use in training sessions. The base material remains the copyright of Oxfam GB evenafter it has been adapted, and the copyright notice ‘Adapted from material in Gender Equalityand Sexual Exploitation (c) Oxfam GB 2006’ must be included on all such adapted materials.

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Published by Oxfam GB, Oxfam House, John Smith Drive, Cowley, Oxford, OX4 2JY, UK

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ContentsPreface 4

Introduction to Gender Equality Facilitator’s notes 9Handouts 23Supplementary information for facilitator 36PowerPoint presentation 42


Facilitator’s notes 67Handouts 86Supplementary information for facilitator 90PowerPoint presentation 96

Preventing Sexual Exploitation andAbuse (for all staff)

Facilitator’s notes 115Handouts 126Flipcharts 134Supplementary information for facilitator 137

Preventing Sexual Exploitation andAbuse (for managers)

Facilitator’s notes 153Handouts 179Flipcharts 188Supplementary information for facilitator 205PowerPoint presentation 216

Preface

Oxfam GB currently employs more than four thousand staff in more thanseventy countries. Some of them are based in remote locations with limitedcommunication links. This geographical dispersal presents many challenges.Among them is the question of how to provide opportunities for learningand development, to enable local staff to achieve all the ambitious anddiverse aims and objectives of Oxfam’s many programmes.

Pick-up-and-Go training packs represent one of the solutions that Oxfam GBhas developed to address that challenge. They contain all the guidance andmaterials that facilitators will need in order to present some of the basicprinciples and processes of Oxfam’s work, in the form of training that canbe delivered where and when it is most needed by local staff.

These training materials have been written in a structured, standardised format. They are designed to give the facilitator as much support as possible,and to require as little preparation work as possible. Facilitators who havemore time and/or particular expertise are invited to adapt the material to theparticular needs of the learners. Staff in organisations other than Oxfamare welcome to adapt the resources to their own particular circumstances.

The packs are comprehensive, containing facilitators’ notes, handouts,flipchart headings, and PowerPoint slides and additional background information in some cases. Depending on the subject matter, the workshopslast from two hours to one whole day. They are designed to be participativeand to engage learners’ interest through a mix of activities and a range of media.

In introducing these packs into Oxfam GB, we have consciously challengedthe conventional assumption that workshops can be run only by ‘experts’.Non-specialist staff have run pilot courses using these materials with goodresults, and a commitment to use the Pick-up-and-Go resources is alreadyincluded in the performance objectives of some managers.

We would be pleased to receive feedback from users of these packs.Please contact us by email on [email protected]

Andrew BakerOxfam GBOxfam House, Oxford, UK


4 hours

Written by Elsa Dawson (formerly Oxfam GB Gender Adviser for South America)

with help, support, and contributions from many Oxfam staff around the world


Contents Facilitator’s notes Introduction 9Session 1: Introductions and energiser 14 Session 2: Basic concepts of gender 15 Session 3: Gender inequality and poverty 16 Session 4: Why working on gender inequality is important 19 Session 5: Oxfam GB policy on gender equality 21 Session 6: Course evaluation 22

Handouts 1: Gender glossary 23 2: Statements for ranking 24 3: Mathare case study 25 4: Oxfam GB’s policy on gender equality 33 5: Evaluation form 35

Supplementary information for facilitator 1: How does poverty relate to gender inequality? 36 2: Oxfam GB’s rationale for work on gender equality 39

PowerPoint slides 42

Facilitator’s notes Introduction Information for managers

Length of workshop

4 hours, including a break

Facilitation skills

This workshop requires presentation skills and the management of facilitated discussion and small-group activities. The facilitator must have experience of mainstreaming gender equality in development, humanitarian, or advocacy programmes, or in an NGO as an organisation. Managers are responsible for ensuring that this workshop is delivered by a suitable member of staff.

Learners

This workshop is intended for all staff who need to understand the importance of working on gender equality.

Preparation by learners

None.

Size of group

This course could be run for groups of 3–20. However, it is easier for learners to ask questions, and easier for facilitators to manage the activities, if groups consist of 6–12 participants.

Information for facilitators

Room

This workshop requires space for the whole group to work together in a room, sitting in such a way that they can all see one another. It also requires sufficient space for the group to divide into smaller groups of about five persons.

Equipment needed

Flipchart stand, pens, and paper. Laptop and data projector, or an overhead projector (using pre-printed acetate slides). Cards (big enough for the writing on them to be legible when the cards are posted on the

wall). Some means of attaching paper and cards to the wall, e.g. Blutack, pins, or sticky tape.

Preparation of material

1. Photocopy the agenda and the handouts:

Handout 1: ‘Gender glossary’ (for Session 2) Handout 2: ‘Statements for ranking’ (for Session 3) Handout 3: ‘Mathare case study’ (print this out as a handout for Session 4) Handout 4: ‘Oxfam GB’s policy on gender equality’ (for Session 5) Handout 5: ‘Evaluation form’ (for Session 6)

Pick-up-and-Go • Introduction to Gender Equality • Facilitator’s Notes 9

2. Copy the PowerPoint slides (pages 42–61) and the slides for Handout 3 (pages 26–32) (or from the PowerPoint files on the CD) on to acetate slides (unless you are using a data projector).

3. Write the agenda for the day on a flipchart sheet and put it up on the wall where all

participants can see it. Use this to guide them through the day; make any changes to the timings if they become necessary.

Supplementary information

These documents provide background information to help you to support the participants. They are not intended for use as lecturing material or to hand out to participants. (You are a facilitator, not a lecturer.) However, if you think the briefs would be particularly useful to the learners and the learners would have time to read them, they could be photocopied and distributed. • ‘How does poverty relate to gender inequality?’ (for Session 3): this gives many examples

of gender inequality and the ways in which poverty is experienced differently by women and by men. It also provides some basic ideas about ways in which an NGO like Oxfam can respond to inequality.

• ‘Oxfam GB’s rationale for work on gender equality’ (for Sessions 4 and 5). If you read nothing else, read this.

Linked learning

Books: • The Oxfam Gender Training Manual, Suzanne Williams with Janet Seed and Adelina

Mwau, Oxfam GB, 1995. • A Guide to Gender-Analysis Frameworks, Candida March, Ines Smyth, and Maitrayee

Mukhopadhyay, Oxfam GB, 1999. • Gender Works: Oxfam Experience in Policy and Practice, Fenella Porter, Ines Smyth,

and Caroline Sweetman (eds.), Oxfam GB, 1999. • Gender Equality and Men: Learning from Practice, Sandy Ruxton (ed.), Oxfam GB, 2004. Internet: • www.undp.org/gender/ Contains UNDP gender-mainstreaming information and tools. • www.unifem.org News and resources on gender and development issues. • www.worldbank.org/gender/ The GenderNet provides experience-based information

about gender and development. People: • For Oxfam staff, expert support is available within Oxfam GB from Regional Gender

Advisers, the Programme Policy Team, and the Humanitarian Department Gender Adviser.

Translations

This module is currently available in English, Spanish, French, and Portuguese. If it would help learners, please feel free to translate all or part of it into additional languages, but please send a copy to the Oxfam Publishing Team at Oxfam House in Oxford (address at the front of this pack).

Support and feedback

• Please send questions, ideas, and feedback to [email protected]

10 Pick-up-and-Go • Introduction to Gender Equality • Facilitator’s Notes

Workshop objectives During the workshop, participants will: Know … Understand the relationship between gender inequality and poverty, and why Oxfam needs to promote gender equality. Feel … Motivated to challenge gender-based discrimination, and mobilised to find out more about how to do this and how to act. Do … Attempt a basic gender analysis, using a case study. As a result of this workshop, participants will understand that Oxfam is concerned to address the injustice faced by poor women throughout the world, and to challenge the abuse of their rights. They will understand why Oxfam believes that it cannot effectively and sustainably alleviate poverty without addressing related gender inequality. This is a basic workshop for use with all kinds of staff, but it can be adapted to meet the precise requirements of particular participants.

Optional pre-course questionnaire You may find it helpful to acquire information in advance about the participants’ expectations and current levels of knowledge. You could do this by asking the questions below, either face to face or by telephone. 1. Have you attended any other gender-equality training course? 2. What do you hope to learn from this workshop? 3. What are the main gender-related issues that you encounter in your work?

Asking such questions will also help you to establish a trusting relationship with individual participants on a sometimes sensitive subject.

Case study One case study is provided as a basis for this workshop. It has been carefully designed to be relevant in most geographical contexts. If you feel that it would make your workshops more effective, you could replace it with a more relevant text, but you should use the following criteria when choosing one. 1. It should include clear examples of the relationship between poverty and gender

inequality. 2. It should be no longer than one page in length, or six PowerPoint slides.


Timetable Start Finish Session

0000 0045 1. Introductions and energiser

0045 0115 2. Basic concepts of gender

0115 0215 3. Gender inequality and poverty

0215 0230 BREAK

0230 0330 4. Why working on gender inequality is important

0330 0345 5. Oxfam GB’s policy on gender equality

0345 0400 6. Course evaluation

The timings for this four-hour event are shown as starting from 00.00. The actual start-time will depend on the group’s normal working hours.

Pick-up-and-Go • Introduction to Gender Equality • Facilitator’s Notes12

Note to facilitator The subject of gender usually stimulates many questions and debates. Much useful learning can come out of such discussions, but it is important to move the course along and delay questions until the relevant part of the course – when they may be covered anyway. • Pay careful attention to the timings of the workshop and chair the sessions

strictly. Explain to the participants that not every question can be asked or answered in the time allowed.

• Put up a page of flipchart paper on the wall and use it to ‘park’ questions that

cannot be answered immediately. This is a way of acknowledging the question. Explain how answers will be provided: for example, by referring questions to an appropriate colleague.

• In order to maintain the pace of the course, it is important to provide clear

instructions and information about timings. Five minutes before the end of each group exercise, tell the learners that five minutes remain; one minute before the end, tell them that they have one more minute. Always finish the session on time. Groups working under pressure tend to produce better results.

• During group work, circulate among the groups to make sure that they have

understood the exercise and are working effectively.


Ses

sio

n 1

In

tro

du

ctio

ns

an

d e

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gis

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T

OT

AL

T

IME

: 45

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e fa

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and

par

ticip

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goal

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wor

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hel

p pa

rtic

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ts to

un

ders

tand

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aim

in te

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ualit

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hat

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LE

AR

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R

eso

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es

00.0

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at

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ualit

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Slid

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Ses

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B

asic

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gen

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TO

TA

L

TIM

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30 m

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AR

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00.4

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01.1

5

A

sk p

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to c

all o

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itio

ns o

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and gender

. T

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t th

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S

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an

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dev

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nd

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abo

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nsiti

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ppro

ach

to a

ll po

licie

s a

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rog

ram

mes

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Sh

ow

Slid

e 7

on s

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and

pra

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eed

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xpla

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ffer

enc

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to

brai

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in t

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wor

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in t

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itio

n.

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st t

hese

on

a fli

pcha

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Iden

tify

the

mai

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es,

and

ask

par

ticip

ant

s to

for

m p

airs

to

try

to

defin

e th

em

.

T

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giv

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Cla

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say

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disa

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data

’.

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not

bee

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se t

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Gen

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for

an

expl

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Id

entif

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e co

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the

y fe

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elop

def

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for

term

s th

at

they

fee

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be

in g

reat

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need

of

clar

ifica

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des

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5, 6

, 7

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Ses

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G

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qu

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2

page

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TIM

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: to

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ess

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ased

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the

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Tim

ing

W

hat

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at t

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RS

do

R

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01.1

5 •

Ask

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to

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the

m.

•

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to

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Car

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lt-tip

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s

01.3

0 •

Sh

ow

Slid

es 8

–19.

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you

go t

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gh t

he

quiz

qu

estio

ns,

ask

par

ticip

ants

to

call

out

the

ir an

swer

s.

Onc

e yo

u kn

ow

wh

at p

eop

le in

th

e gr

oup

thin

k, t

hen

tel

l th

em

the

ans

wer

s.

• D

iscu

ss a

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for

the

gro

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om

th

e an

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ides

.

• T

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thei

r an

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• D

iscu

ss a

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urpr

isin

g re

sults

.

Sli

des

8–1

9: K

ey

fact

s on

ge

nder

in

equ

ality

; an

d a

quiz


Tim

ing

W

hat

YO

U d

o

Wh

at t

he

LE

AR

NE

RS

do

R

eso

urc

es

1.45

2.15

Sta

tem

en

t-ra

nki

ng

act

ivit

y

• A

sk t

he g

rou

p to

for

m p

airs

. T

ell t

he

m t

hat

the

y w

ill b

e as

ked

to lo

ok a

t a

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s of

sta

tem

ents

and

to

dec

ide

if th

ey a

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e or

dis

agre

e w

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hem

.

• A

sk t

he p

airs

to

cho

ose

the

stat

em

ent

that

the

y m

ost

stro

ngly

agr

ee w

ith (

rank

ing

it fir

st)

and

the

stat

em

ent

that

the

y m

ost

stro

ngl

y di

sag

ree

with

(ra

nkin

g it

nint

h).

• G

ive

out

Han

dout

2.

• E

xpla

in t

hat

the

re a

re n

o ri

ght

or

wro

ng a

nsw

ers

. T

he

poin

t of

the

exe

rcis

e is

to

get

the

m t

o e

ngag

e w

ith

som

e of

the

maj

or g

end

er-i

neq

ualit

y as

pect

s of

w

om

en’

s ec

ono

mic

rol

es.

• O

nce

they

hav

e a

gre

ed o

n th

e tw

o st

ate

me

nts,

exp

lain

th

at t

his

is t

he e

nd

of t

he e

xerc

ise.

• D

ecid

e in

pai

rs w

hic

h st

ate

men

ts t

hey

mos

t st

rong

ly a

gree

with

an

d w

hich

the

y m

ost

stro

ngly

dis

agr

ee w

ith,

neg

otia

ting

the

ir op

inio

ns w

ith t

heir

par

tne

rs,

influ

enci

ng a

nd

liste

ning

, as

the

y fe

el a

ppro

pria

te.

Ha

nd

ou

t 2:

‘S

tate

men

ts f

or

rank

ing’


02.1

5-02

.30

BR

EA

K

R

emem

ber

that

a b

reak

is a

n im

port

ant a

spec

t of l

earn

ing.

Enc

oura

ge th

e gr

oup

to g

et u

p an

d w

alk

arou

nd, b

ut a

sk th

em n

ot to

get

in

volv

ed in

oth

er w

ork,

suc

h as

mak

ing

tele

phon

e ca

lls.


Ses

sio

n 4

W

hy

wo

rkin

g o

n g

en

der

ine

qu

alit

y is

imp

ort

an

t

2 p

age

s

TO

TA

L T

IME

: 1

hour

Pu

rpo

se:

to m

otiv

ate

staf

f to

part

icip

ate

activ

ely

in O

xfam

’s w

ork

to a

ddre

ss g

ende

r in

just

ice.

T

imin

g

Wh

at Y

OU

do

W

hat

th

e L

EA

RN

ER

S d

o

Res

ou

rces

02.3

0

• A

sk t

he p

artic

ipan

ts if

the

y th

ink

it is

impo

rta

nt t

o w

ork

on g

end

er in

equa

lity

with

in t

hei

r p

rog

ram

me,

and

if s

o w

hy.

You

sh

ould

brin

g ou

t th

e fo

llow

ing

poin

ts:

o

that

NG

Os

like

Oxf

am

are

con

cern

ed t

o ad

dres

s th

e in

just

ice

of

gen

der

ineq

ualit

y a

nd t

he

wor

ld-w

ide

abus

e of

po

or w

om

en’s

rig

hts;

o

th

at w

e re

cog

nise

th

at w

e ca

nno

t al

levi

ate

pov

erty

with

out

add

ress

ing

rela

ted

gen

der

ine

qual

ity.

• S

ho

w t

he P

ow

erP

oint

slid

es a

bout

the

Ken

ya M

atha

re c

ase

stu

dy,

whi

ch y

ou

have

als

o p

rinte

d o

ut a

s H

ando

ut 3

.Org

ani

se p

artic

ipa

nts

in g

rou

ps o

f fo

ur o

r fiv

e pe

ople

to

cons

ide

r th

e in

form

atio

n pr

ovid

ed.

• A

sk t

hem

to

disc

uss

the

ma

in w

ays

in w

hich

pov

erty

in M

atha

re is

rel

ate

d to

ge

nde

r in

equa

lity

and

th

e la

ck o

f w

om

en’s

rig

hts.

Whi

ch is

sues

wo

uld

need

to

be a

ddre

sse

d in

ord

er t

o al

levi

ate

pove

rty?

•

Ask

the

m t

o a

gre

e o

n th

e th

ree

mos

t im

port

ant

issu

es,

and

repo

rt t

heir

deci

sion

to

a pl

ena

ry s

essi

on,

writ

ing

each

poi

nt o

n a

card

or

pos

t-it

note

. •

Stic

k th

e ca

rds

or p

ost-

its u

p o

n th

e w

all,

orga

nisi

ng

the

m b

y th

em

es:

for

exa

mpl

e, t

he e

cono

my,

edu

catio

n, h

ealth

, po

litic

al is

sues

. T

her

e ar

e no

fix

ed

corr

ect

answ

ers,

but

ans

we

rs m

ight

incl

ude

the

fo

llow

ing:

1.

W

om

en

hav

e le

ss a

cces

s to

lan

d.

2.

Wo

me

n e

arn

less

tha

n m

en.

3.

Wo

me

n ar

e m

ore

dep

ende

nt o

n so

cial

ser

vice

s th

an m

en

bec

ause

of

thei

r ch

ild-c

arin

g ac

tiviti

es,

whi

ch m

ake

it m

ore

diff

icu

lt fo

r th

em

to

eng

age

in

paid

wor

k.

4.

Th

e p

ollu

tion

of w

ater

and

th

e en

viro

nm

ent

affe

cts

wo

men

mor

e, b

eca

use

• F

orm

gro

ups

an

d co

nsid

er t

he

Ke

nya

Mat

hare

Cas

e S

tudy

, di

scus

sin

g h

ow

po

vert

y an

d ge

nder

in

equ

ality

are

link

ed in

th

is lo

catio

n.

Sli

des

: M

atha

re

case

stu

dy

Ha

nd

ou

t 3:

T

he

Mat

hare

sl

ides

,

Car

ds o

r po

st-i

ts


Tim

ing

W

hat

YO

U d

o

Wh

at t

he

LE

AR

NE

RS

do

R

eso

urc

es

03.3

0

4.

Th

e p

ollu

tion

of w

ater

and

th

e en

viro

nm

ent

affe

cts

wo

men

mor

e, b

eca

use

of t

heir

do

mes

tic a

nd c

hild

-car

ing

resp

onsi

bilit

ies.

5.

W

om

en

are

less

we

ll e

duca

ted

than

me

n a

nd h

ave

few

er v

ocat

iona

l op

por

tuni

ties.

6.

W

om

en

are

mo

re v

ulne

rabl

e to

HIV

/AID

S.

7.

Yo

ung

girls

mar

ry v

ery

you

ng,

whi

ch m

akes

it m

ore

diff

icul

t fo

r th

em

to

earn

a li

ving

and

pro

vide

fo

r th

eir

child

ren.

• E

xpla

in t

hat

in t

his

sess

ion

they

hav

e ca

rrie

d ou

t th

e fir

st s

tage

in

mai

nstr

eam

ing

gend

er e

qual

ity,

whi

ch is

to

reco

gn

ise

the

diff

ere

nt im

pact

s of

po

vert

y on

wo

me

n an

d m

en.


Ses

sio

n 5

O

xfam

GB

po

licy

on

ge

nd

er e

qu

alit

y T

OT

AL

TIM

E:

15 m

inut

es

Pu

rpo

se :

to e

nsur

e th

at p

artic

ipan

ts u

nder

stan

d th

e po

licy

and

its r

elev

ance

for

thei

r w

ork.

T

imin

g W

hat

YO

U d

o W

hat t

he L

EA

RN

ER

S d

o R

esou

rces

03.3

0

03.4

5

• S

ho

w S

lide

20.

• G

ive

par

ticip

ant

s H

ando

ut 4

.

• A

sk p

artic

ipa

nts

to r

ead

the

han

dout

, an

d th

en

disc

uss

in p

airs

ho

w

they

can

impr

ove

the

ir im

ple

men

tatio

n of

thi

s po

licy

with

in t

heir

ow

n fu

nctio

ns a

nd

role

s.

• C

onsi

der

Oxf

am

GB

’s g

ende

r po

licy

and

dis

cuss

ho

w it

rel

ates

to

the

ir o

wn

wor

k. H

ow

can

th

ey

impr

ove

the

way

in w

hic

h th

ey

impl

em

ent

the

pol

icy?

Sli

de

20:

‘Gen

der

Pol

icy’

Ha

nd

ou

t 4:

‘O

xfa

m G

B p

olic

y on

gen

der

equ

ality

‘


Ses

sio

n 6

C

ou

rse

eva

luat

ion

T

OT

AL

TIM

E:

15 m

inut

es

Pu

rpo

se :

to th

ink

abou

t how

this

cou

rse

will

be

used

in th

e w

orkp

lace

, and

to e

valu

ate

the

wor

ksho

p.

Tim

ing

W

hat

YO

U d

o

Wh

at t

he

LE

AR

NE

RS

do

R

eso

urc

es

03.4

5

4.00

• A

sk p

artic

ipa

nts

to d

escr

ibe:

o

one

thin

g th

at t

hey

will

do

diff

ere

ntly

in t

heir

wor

k as

a r

esu

lt of

pa

rtic

ipat

ing

in t

his

wor

ksh

op,

and

o

one

asp

ect

of t

he c

ours

e th

at c

oul

d be

impr

oved

.

• A

sk t

hem

to

com

plet

e th

e ev

alu

atio

n fo

rm (

Han

dout

5)

befo

re le

avin

g th

e ro

om

.

• D

iscu

ss w

heth

er a

ny o

f th

e p

rodu

cts

of t

he w

ork

shop

cou

ld b

e us

ed

for

futu

re a

ctio

n pl

ann

ing,

suc

h as

eff

orts

to

mai

nstr

eam

gen

der

equ

ality

.

• E

valu

ate

wha

t th

ey h

ave

lea

rned

fr

om

the

wo

rksh

op,

co

mm

ent

on

any

impr

ove

me

nts

need

ed,

and

th

ink

abo

ut h

ow

the

y w

ill u

se t

he

wor

ksh

op t

o ta

ke f

orw

ard

wo

rk

on g

ende

r eq

ualit

y.

Ha

nd

ou

t 5:

‘E

valu

atio

n fo

rm’


Handout 1: Gender glossary GAD (gender and development)

An approach which addresses inequalities in the social roles of women and men, in relation to development.

GDI (Gender Development Index)

A tool for comparing women’s and men’s life expectancies, educational attainments, and incomes.

gender A concept which refers to the comparative or differential roles, responsibilities, and opportunities (all socially constructed) of women and men in a given society.

gender analysis An approach which explores the inequalities in the relations between women and men in a given society (as well as the inequalities between women according to age, class, etc.), and assesses the disadvantages that women themselves identify as a cause for concern.In this approach, data are separated (‘disaggregated’) by sex, and the ways in which labour, roles, needs, and participation are divided and valued according to sex are examined.

gender balance The participation of an equal number of women and men within an activity or organisation, such as representation on committees or in decision-making structures.

gender equality Identical treatment of women and men in laws and policies, and access to resources and services.

gender equity A broader term, indicating general fairness of treatment for women and men, according to their respective needs.

gender-equality mainstreaming

A process of ensuring that all policy, programme, administrative, and financial activities contribute to gender equality, by transforming the balance of power between women and men.

gender relations Ways in which power, rights, roles, responsibilities, and identities are ascribed to women and men in relation to each other.

gender-sensitive Recognising differences and inequities between female and male needs, roles, responsibilities, and identities.

gender-specific Targeted only at the needs and interests of either women/girls or men/boys as special categories, within existing gender divisions.

sex-disaggregated data

Information presented according to numbers of males and females in a given population.

gender-disaggregated data

Data collected about males and females separately in relation to all aspects of their functioning – ethnicity, class, caste, age, location, etc.

gender indicator A marker to measure gender-related changes, e.g. in terms of improved gender equality.

sex The biological difference between men and women: not dependent on culture

Women in Development

An approach which includes women in development projects in order to make the projects more efficient.

Pick-up-and-Go • Introduction to Gender Equality • Handouts

© Oxfam GB 2006 All rights reserved

23

Handout 2: Statements for ranking (for Session 3) WOMEN HAVE CHILDREN Women don’t need to be financially independent of men, because all they do is have children and get married.

WOMEN DO IT ALL Women are financially worse off than men because men are lazy and don’t do any of the housework or child care, so women have to do it all and they don’t get paid for this work.

WOMEN NEED NEW SKILLS To improve their economic position, women need help to develop the skills necessary to obtain paid work.

ONE’S OWN DECISION It is for women themselves to decide what they want to do. It is not for other people, like the government, to interfere. Anyway, there is nothing wrong with being a housewife or a mother.

WOMEN HAVE SKILLS Women have many skills and abilities which they learn while running a home, but these are not recognised by employers when women apply for paid work.

MEN WON’T CHANGE Women are economically worse off than men because men won’t change. Men are worried that change will mean that they lose out. If men won’t change, then it’s up to women to change things for themselves.

WOMEN SHOULDN’T WORK In a time of high unemployment, women should not expect to go out to work. It’s better if they stay at home and look after the children, so there are enough jobs for men.

WOMEN DO UNPAID WORK Women are economically worse off than men because society does not take responsibility for child care and looking after old people and disabled people, but expects women to do these things without pay.

WOMEN NEED LAWS FOR EQUALITY Women are economically worse off than men because governments are not interested in passing laws to promote equality.



24

Handout 3: Mathare case study

Handout 3 is a set of PowerPoint slides, presented as a separate file on the Pick-up-and-Go CD.

The facilitator should copy pages 26–32 as a handout for each participant, in addition to showing it as PowerPoint slides.

Pick-up-and-Go • Introduction to Gender Equality • Handouts 25


© O

xfam

GB

200

6 A

ll ri

ghts

res

erve

dH

an

do

ut

3:

Sli

de

1

Lan

d R

igh

ts in

Mat

har

e S

lum

, Nai

rob

i, K

enya

Pic

k-u

p-a

nd

-Go

Tra

inin

g P

ac

k •

Intr

od

uc

tio

n t

o G

en

de

r E

qu

ali

ty:

Ha

nd

ou

t 3

Th

is m

ate

ria

l is

use

d w

ith

kin

d p

erm

issi

on

of

Est

he

r M

wa

ura

Mu

riu

of

Gro

ots

Ke

nya

.

26

© O

xfam

GB

200

6 A

ll ri

ghts

res

erve

dH

an

do

ut

3:

Sli

de

2

Lan

d a

cces

s in

Ken

ya

La

nd r

ight

s an

d la

nd o

wne

rshi

p ha

ve b

een

a m

ajor

pro

blem

in K

enya

sinc

e th

e tim

e of

Inde

pend

ence

.

T

his

is e

spec

ially

so

in u

rban

are

as. B

y 20

07, i

t is

expe

cted

that

mor

e

than

50

per

cent

of t

he w

orld

’s p

opul

atio

n w

ill li

ve in

urb

an a

reas

,

plac

ing

mor

e pr

essu

re o

n la

nd-t

enur

e sy

stem

s.

M

ore

than

25

per

cent

of t

he u

rban

peo

ple

in K

enya

live

in a

bsol

ute

pove

rty

and

have

no

acce

ss to

land

.

T

he H

IV/A

IDS

epi

dem

ic is

cur

rent

ly m

akin

g th

ings

wor

se, a

ffect

ing

mai

nly

youn

g an

d m

iddl

e-ag

ed g

roup

s.

Pic

k-u

p-a

nd

-Go

Tra

inin

g P

ac

k •

Intr

od

uc

tio

n t

o G

en

de

r E

qu

ali

ty:

Ha

nd

ou

t 3

27

© O

xfam

GB

200

6 A

ll ri

ghts

res

erve

dH

an

do

ut

3:

Sli

de

3

Mat

har

e

Mat

hare

, abo

ut 5

km

eas

t of N

airo

bi, K

enya

's c

apita

l, is

one

of A

fric

a’s

larg

est

and

wor

st s

lum

s. T

he p

opul

atio

n of

hal

f a m

illio

n is

incr

easi

ng a

s ru

ral p

eopl

e

mig

rate

to N

airo

bi in

sea

rch

of w

ork.

It

cons

ists

of a

maz

e of

sha

cks

with

rus

ty ir

on-s

heet

ing

roof

s, m

ud w

alls

,

and

open

sew

age

gutte

rs.

P

opul

atio

n de

nsity

is h

igh:

1,20

0 pe

ople

per

hec

tare

.

M

ore

than

70

per

cent

of t

he in

habi

tant

s ea

rn le

ss th

an o

ne d

olla

r a

day,

on a

vera

ge.

T

he s

lum

has

inad

equa

te b

asic

ser

vice

s.

T

here

is n

o m

ore

land

in M

atha

re fo

r al

loca

tion

or d

istr

ibut

ion.

Mos

t is

in th

e

hand

s of

priv

ate

deve

lope

rs.

Pic

k-u

p-a

nd

-Go

Tra

inin

g P

ac

k •

Intr

od

uc

tio

n t

o G

en

de

r E

qu

ali

ty:

Ha

nd

ou

t 3

28

© O

xfam

GB

200

6 A

ll ri

ghts

res

erve

dH

an

do

ut

3:

Sli

de

4

Liv

ing

co

nd

itio

ns

in M

ath

are

E

nviro

nmen

tal p

robl

ems

– ga

rbag

e an

d hu

man

was

te, b

roke

n se

wer

s,la

ck o

f cle

an w

ater

, poo

r ho

usin

g.

Pic

k-u

p-a

nd

-Go

Tra

inin

g P

ac

k •

Intr

od

uc

tio

n t

o G

en

de

r E

qu

ali

ty:

Ha

nd

ou

t 3

29

© O

xfam

GB

200

6 A

ll ri

ghts

res

erve

dH

an

do

ut

3:

Sli

de

5

Su

rviv

al s

trat

egie

s in

Mat

har

e

D

omes

tic w

ork,

was

hing

clo

thes

.

S

ellin

g ill

icitl

y br

ewed

bee

r, tr

aditi

onal

med

icin

es,

mai

ze, b

eans

, etc

.

R

ecyc

ling

garb

age.

T

ailo

ring.

La

bour

ing

in th

e fie

lds

alon

g N

airo

bi R

iver

.

C

arpe

ntry

.

W

orki

ng a

s ca

rers

for

HIV

/AID

S p

atie

nts.

Pic

k-u

p-a

nd

-Go

Tra

inin

g P

ac

k •

Intr

od

uc

tio

n t

o G

en

de

r E

qu

ali

ty:

Ha

nd

ou

t 3

30

© O

xfam

GB

200

6 A

ll ri

ghts

res

erve

dH

an

do

ut

3:

Sli

de

6

Wo

men

in M

ath

are

F

ew w

omen

hav

e co

mpl

eted

bas

ic fo

rmal

sch

ool o

r ha

ve r

ecei

ved

any

sign

ifica

nt te

chni

cal t

rain

ing.

G

irls

mar

ry y

oung

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32

Handout 4: Oxfam GB policy on gender equality

(for Session 5; 2 pages)

Oxfam’s mission is to work with others to overcome poverty and suffering. People experience poverty when they are denied the right to livelihoods, water, education and health, protection and security, a voice in public life, or freedom from discrimination. Oxfam’s definition of poverty goes beyond the purely economic to encompass capabilities, powerlessness, and inequality. Women often have less recourse than men to legal recognition and protection, as well as lower access to public knowledge and information, and less decision-making power both within and outside the home. Women in many parts of the world frequently have little control over fertility, sexuality, and marital choices. This systematic discrimination reduces women’s public participation, often increases their vulnerability to poverty, violence, and HIV, and results in women representing a disproportionate percentage of the poor population of the world. Gender equality gives women and men the same entitlements to all aspects of human development, including economic, social, cultural, civil, and political rights; the same level of respect; the same opportunities to make choices; and the same level of power to shape the outcomes of these choices. 1 This policy represents our organisational commitment to gender equality. It has been written to help staff and volunteers ensure that our work improves the lives of both women and men and promotes gender equality. Principles

• Throughout the organisation, we will base our work on a common

understanding that gender equality is key to overcoming poverty and suffering.

• We will work with both women and men to address the specific ideas and

beliefs that create and reinforce gender-related poverty.

• Women and girls will be empowered through all aspects of our programme and ways of working, and we will often prioritise work which specifically raises the status of women.

• Our own internal practices, and ways of working, will reflect our commitment

to gender equality.

Strategies for achieving gender equality • A thorough understanding of the different concerns, experiences, capacities,

and needs of women and men will shape the way in which we analyse, plan, implement, and evaluate all our work.

1 Adapted from Marsha Freeman, Oxfam GB Gender Review, September 2001.



33

• We will address the policies, practices, ideas, and beliefs that perpetuate gender inequality and prevent women and girls (and sometimes men and boys) from enjoying a decent livelihood, participation in public life, protection, and basic services.

• We will seek to ensure the full participation and empowerment of women in all

areas of our work, and will promote women’s rights as human rights, particularly in the areas of abuse and violence.

• We will work with both men and women, together and separately, to have a

more lasting impact on beliefs and behaviour. We will ensure that any work that we do with men and men’s groups supports the promotion of gender equality.

• Partnerships and alliances will be assessed on the basis of their commitment

to gender equality.

• Our campaign, advocacy, and media messages, and the images that we use to support these, will emphasise the importance of gender equality in overcoming poverty and suffering. Our communications will also highlight our own commitment to gender equality, and the essential role played by women in all aspects of development and humanitarian work.

• Managers will encourage groups and forums across the organisation to share

learning and best practice on gender equality. Gender training will also be made available to staff and volunteers.

• In all our work we will demonstrate commitment to gender equality through

setting appropriate team and individual objectives, and through allocating adequate staff and resources to enable us to fulfil the gender-equality policy.

• Managers of all divisions will devise and report on measurable objectives and

actions relating to the gender-equality policy; and our management, finance, and human-resource systems will facilitate and contribute to our gender work.

• Gender awareness and understanding will be used as a criterion for

recruitment and development of staff and volunteers.

• Within the organisation we will pursue family-friendly work practices that enable both men and women to participate fully in work and family life.

This gender policy is closely linked to Oxfam GB’s Equal Opportunities and Diversity Policies.



34

Handout 5: Course evaluation (for Session 6) Name (optional): _______________________ Date: _____________ For each question where there is a scale, please circle the relevant number. 1. I understand the basic concepts related to gender.

Strongly Strongly Disagree Agree

0 1 2 3 4 5

2. I understand the relevance of addressing gender inequality in the

struggle against poverty and for human rights. Strongly Strongly Disagree Agree

0 1 2 3 4 5

3. I understand why it is important to address gender inequality in our

programmes and ways of working.


0 1 2 3 4 5

Thank you for taking the time to fill out this course evaluation.

Is there anything that could be done differently to improve any of the scores that you have given?

How could the facilitator improve his or her skills in helping others to learn?



35

Supplementary information (1) How does poverty relate to gender inequality? (for Session 3) (Note: this is not a handout) All the governments participating in the UN Fourth World Conference on Women agreed on a useful definition of poverty: Poverty has various manifestations, including lack of food and productive resources sufficient to ensure a sustainable livelihood; hunger and malnutrition; ill health; limited or lack of access to education and other basic services; increasing morbidity and mortality from illness; homelessness and inadequate housing; unsafe environments; and social discrimination and exclusion. It is also characterised by lack of participation in decision-making and in civil, social and political life. It occurs in all countries – as mass poverty in many developing countries and as pockets of poverty in developed countries (Beijing Platform of Action, United Nations, 1996). Both women and men living in poverty would recognise the key elements on this list. But gender inequality means that women’s experience of poverty differs from men’s experience of poverty, and therefore the solutions are different in each case.

Do poor women outnumber poor men? Yes. It is impossible to quote precise figures, but most observers agree that the imbalance is getting worse. We often hear the statement, ‘Women are 70 per cent of the world’s poor’; but some statisticians say that the proportion is closer to 55 or 60 per cent. However, all agree that the degree of women’s poverty is worsening. Current ways of measuring poverty fail to identify gender-related differences, for several reasons:

• Poverty statistics usually focus on households, not individuals, so they don’t identify unequal treatment within a family. However, female-headed households can be counted, and it is clear that most (though not all) are economically poorer than households headed by men.

• Measurements of poverty focus only on economic want – not on powerlessness, violence and abuse, and the exhaustion caused by women’s heavy and often unequal workloads. All these are essential aspects of poverty as Oxfam understands it.

• Poverty measurements give us a single ‘snapshot’ of household poverty at a particular time. They don’t capture changes over time. Women’s livelihoods tend to be less secure than men’s, so women and their dependants are vulnerable to sudden crises and repeated periods of impoverishment.

• Official economic analysis focuses only on production undertaken for cash. It ignores production for household consumption, and all the unpaid work of caring for family and household. This leads to inappropriate and unfair economic policies which ignore the great contribution that women make to development; such policies further reinforce gender inequality.

Pick-up-and-Go • Introduction to Gender Equality • Supplementary Information36

Is poverty ‘different’ for women and men? Yes. To return to the UN’s definition of poverty, given above:

• lack of food… hunger and malnutrition: women and girls are often expected to eat the leftovers after the men and boys have finished eating.

• lack of productive resources sufficient to ensure a sustainable livelihood: most

women do not have legal or traditional rights to land or other assets. They can’t get loans or credit, because they have no collateral. Other resources needed for success in business include skills training, time, and information about markets. Women are less likely to have these resources than men, and hence they are concentrated in low-return, insecure, informal occupations. Lacking alternatives, many cannot leave abusive men, because they are wholly dependent on them for their survival.

• ill health… increasing morbidity and mortality from illness: in countries where

people pay for health care, women are less likely than men to seek treatment in hospitals or clinics when they are ill, and more likely either to treat themselves at home or consult traditional healers. Pregnancy and childbearing carry heavy risks for women who lack access to trained support. Women are also more likely than men to look after sick family members.

• limited or lack of access to education and other basic services: two-thirds of

the children who don’t attend school are girls. Many of them are kept at home, doing housework and looking after other children. Some girl children are already married. Parents may decide not to send girls to school because of fears for their physical safety on the journey there – and even at school, where male teachers and pupils may sexually molest them.

• homelessness and inadequate housing: if a marriage breaks down, or a

daughter displeases her parents, in most societies it is the woman who has to leave her home, because she has no rights of ownership – regardless of the contribution that she has made to the family. Women-headed households are more likely to live in sub-standard housing.

• unsafe environments: gender-based violence, including rape, makes it

dangerous for women in all societies to move around outside their homes. Home is often not a safe place either, since domestic violence is widespread, and often condoned by society. If war breaks out, adult men are the first to be called to fight, while women and children are more likely to suffer as civilian casualties. Men traditionally do risky work, like mining or fire-fighting, but increasingly women are also working with unsafe chemicals and technologies, in both factories and fields.

• social discrimination and exclusion…lack of participation in decision making

and in civil, social, and political life: poor men are excluded from government because they are poor. Poor women are excluded for two reasons: poverty and gender. In most societies, women are grossly under-represented in government. No parliament in the world has equal representation of women and men. In many societies, women are also excluded from or under-represented in local decision-making bodies. Economic and financial policies are developed without recognising women’s economic contributions in the unpaid and informal parts of the economy.

Pick-up-and-Go • Introduction to Gender Equality • Supplementary Information 37

What can an NGO like Oxfam do about all this? Gender equality is an essential part of poverty alleviation. Sometimes this recognition has led to development projects that focus on female-headed households. Households headed by women often lack representation on local decision-making bodies that distribute resources. Women heads of household may not even be allowed to do essential things, like ploughing land, because of cultural taboos. Development projects may focus on raising the income of women-headed households, and supporting such women to gain a voice in the community. But working to alleviate the poverty of women in general is not enough. There is good evidence that if gender inequality exists within a household, that household is more likely to continue to be poor. Two-thirds of households worldwide are headed by men. So without promoting equality for women in these households, it is impossible to alleviate poverty for the majority in any community. Projects working with women in male-headed households tend to focus on increasing women’s participation in community-level decision making, and promoting their role in production. Such projects also need to promote gender equality inside the household.

How does gender equality benefit poor families headed by men? • Evidence from both developing and developed countries demonstrates that

women are more altruistic than men in the way they choose to spend household income. The greater women’s control of family budgets, the better the nutritional status and health of the whole family.

• Some evidence suggests that if a woman is educated, her family is likely to be smaller. Smaller family size usually correlates with less poverty.

• Women and men can maximise their livelihood opportunities by doing whatever work is most useful, regardless of restrictive assumptions about men’s and women’s roles.

Overall, if all family members, including women, are permitted to combine their skills and knowledge to make genuinely joint decisions on livelihoods and family size, the family is more likely to stay together, survive poverty, and move on to better times.

What might NGOs like Oxfam do to help? Development projects that aim to alleviate poverty need to mainstream gender equality throughout all their activities, with measures that include the following:

• Raising awareness about gender and poverty, and supporting women and men in livelihoods activities which are appropriate for them as individual members of families, rather than as ‘women’ or ‘men’.

• Challenging violence against women at home and in the community. • Supporting women who are abused at home. • Supporting men to end violence against women, inside and outside the home. • Challenging conventional assumptions about gender which prevent women

and men maximising their skills in the marketplace. (Why shouldn’t women go to market? Shouldn’t men help out at home?)

• Educating both women and men about family planning.

Finally, development organisations need to support women to challenge unfair, inappropriate economic and social policies which make life harder for women. Caroline Sweetman, Oxfam GB Campaigns and Policy Department (with thanks to Jane Cotton, Thalia Kidder, Maree Keating, and Sarah Totterdell)


Supplementary information (2)

Oxfam GB’s rationale for work on gender equality (Note: this is not a handout)

The rights-based approach Human rights are tied inextricably to issues of gender equality. The Universal Declaration of Human Rights states unequivocally that men and women have equal human rights. Oxfam GB takes a rights-based approach to its work of addressing the root causes of poverty. Women and men, boys and girls, experience poverty when they are denied the rights to livelihoods, water, education, health care, protection and security, a voice in public life, or freedom from discrimination. Our definition of poverty goes beyond the purely economic to encompass capabilities, powerlessness, and inequity. Addressing gender-based violations of human rights is a crucial aspect of Oxfam’s development and anti-poverty work. Institutions and structures are predominantly shaped by and for men, and therefore they reflect existing inequalities and gendered power relations in society, and they also help to constitute them. By excluding women’s voices, they work to the advantage of men as a group, and to the disadvantage of women. While recognising the many different ways in which women and men across the world are influenced by race, class, caste, colour, sexuality, age, religion, politics, disability, and other elements of identity, we can say that women’s overall access to and power within institutions and structures is systemically limited because of gender inequality and discrimination.

However poverty is defined, there is one common feature: women are disproportionately affected… Whichever approach to poverty Oxfam takes, therefore, it must pay particular attention to gender inequity.1

Poor women have less recourse than their male counterparts to legal and religious recognition and protection, as well as more limited access to public knowledge and information, and less power to make decisions about resources, both within and outside the home. Women in many parts of the world frequently have little control over their fertility, sexuality, and marital choices. This systemic discrimination reduces women’s participation in public life, often increases their vulnerability to poverty, violence, and HIV infection, and results in their representing a disproportionate percentage of the poor population of the world.

Addressing human rights and gender inequality in our programmes A focus on women’s human rights can simultaneously address economic, social, civil, and political rights. In many instances, overcoming violence is the key to supporting women to achieve social and economic rights, such as the right to work and to achieve an adequate standard of living. Oxfam’s programme work on violence against women has the potential to help women to achieve both social and economic rights (for example, access to HIV protection and health services, or to decent working conditions) as well as civil and political rights (for example, the freedom not to marry against their will, and the freedom not to be subject to cruel, inhuman, or degrading treatment).

1 Definitions of poverty, Oxfam Fundamental Review Of Strategic Intent, Steering the course for the 21st century, 1998, 1.1.4


Many boys and men are also sometimes subject to gender-based violations of their human rights, particularly in situations where violent and risky behaviour is seen as evidence of masculinity. Working with men to examine what they gain and lose from their rigid gender-related roles can increase the impact of work on gender equality and women’s rights. For example, in Brazil, Oxfam GB supports health and HIV programmes that have worked with groups of men to examine risky behaviour and address broader issues of gender equality.

Gender inequality and economic poverty Women are not a homogeneous group. However, there is a universal factor weakening women’s position vis-à-vis men in all major social institutions, namely, women’s responsibility for reproductive work. By reproductive work is meant activities such as childcare, housework and cooking. Such work tends to be taken for granted and undervalued in all societies and economic systems. Both women’s reproductive work burden itself, and the low value societies set on it, militate against gender equity.2

The effects of globalisation have had a devastating impact on the poor, and particularly on women. Unfair terms of trade under the rules of the World Trade Organisation have negatively affected agriculture and economies across the developing world, leading to falling incomes and widespread food insecurity. Adjustment policies, influenced by debt-reduction priorities and bilateral funding agreements, have resulted in cuts in public expenditure and reduced subsidies on basic services such as drinking water, food supply, health care, education, and transport. Women’s multiple roles within the household and their role in subsistence food production, coupled with ideas, beliefs, and practices which discriminate against women, have culminated in a greater burden on women as workers and family care-givers. Cuts in social services, for example, have increased the burden on women as care-givers in the household. The introduction of user fees for health services in Zambia in the 1980s means that a sick person in a low-income household is more likely to be looked after by a female relative than taken to the clinic. Most women do not have legal or traditional rights to land or other assets. They cannot get loans or credit, because they have no collateral. They cannot leave abusive men, because they are dependent on them for their economic survival and social status. In addition, they often lack the productive resources, including skills, information, and economic organisation, that they need in order to market their produce profitably. Women tend to be concentrated in the most risky, low-profit areas of marketing. If they lose their jobs or are unable to find employment due to global and local trends, women often seek inferior and less secure livelihoods in the informal sector, and/or though migration. Economic policy and analysis tend to focus on productive work and the money economy, ignoring production for household consumption and the informal economy, where women predominate, as well as the unpaid work of caring for families and households. This leads to policies on aid, development, investment, and finance which both fail to promote development and further reinforce gender inequality through reaffirming cultural assumptions about women’s roles. The view that productive work is men’s responsibility, and consequently of greater value than women’s work, is a serious barrier to development and detrimental to both sexes. Oxfam GB is committed to promoting a broader view of economics: one that values, protects, and promotes unpaid caring work as much as work in the cash economy.

2 Geraldine Terry, Oxfam SCO 5 Strategic Framework Document, 2000


This has the dual impact of creating drastically improved development opportunities for men and women, and promoting gender equality. In the transition economies of Eastern Europe, men have experienced absolute declines in life expectancies in recent years. This is associated with growing stress and anxiety, due to rapidly worsening unemployment among men.3 The trafficking of women from the former Soviet Union to Europe is another impact of the same situation. A gender analysis will reveal the particular and different ways in which poverty affects women and men, and will enable the design of programmes to directly address the underlying causes of poverty, not merely the symptoms.

International trends influence the conditions of women’s lives With an increase in religious fundamentalism across the world, the rights of women have become a subject for extremist arguments. Women’s right to organise, question, and debate in many countries is being curbed on the grounds of religious heresy and political disloyalty. Widespread armed and ethnic conflict has gendered dimensions. Young boys, and often girls, in many conflict situations are compelled to leave school and risk their lives by engaging in dehumanising combat. Young girls are often forced into sexual slavery to service militia. Huge numbers of men are killed in combat, and women and children are killed and maimed as civilians. Women and girls form the majority of refugees or displaced populations, and the proportion of woman-maintained households in turbulent situations has increased. In addition, women in conflict situations suffer sexual assault and other forms of exploitation in the home during and after conflict. A large proportion of all Oxfam’s programmes involves humanitarian and conflict work. In accordance with Humanitarian Charters, Oxfam recognises that humanitarian interventions are more effective when they are based on an understanding of men’s and women's, boys’ and girls’ different needs, interests, vulnerabilities, capacities, and coping strategies, and the differing impacts of disaster upon them. In many parts of the world the AIDS epidemic has become the single most important issue affecting development and poverty. There are strong links between the spread of HIV infection, gender equality, and gender-based violence. The fastest-growing group of those infected with AIDS is adolescent girls. In addition, the number of AIDS-related deaths has left a generation of orphans who are exposed to exploitation and high-risk behaviour. The extra burden of care is often placed on elderly women. These gender-related issues need to be considered together in all programme development.

3 World Bank, Engendering Development Through Gender Equality in Rights, Resources, and Voice, 2001


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61


8 hours

Written by Elsa Dawson (formerly Oxfam GB Gender Adviser for South America)

with help, support, and contributions from many Oxfam staff around the world

Mainstreaming Gender Equality in NGOs Contents Facilitator’s notes Introduction 67 Session 1: Introductions 73

Session 2: Mainstreaming gender equality in the project and programme management cycle 74 Session 3: Mainstreaming gender equality: good-practice case study 77 Session 4: Gender analysis 80

Session 5: Mainstreaming gender equality in organisational culture and systems 84 Session 6: Course evaluation 85

Handouts 1: Dominican Republic coffee-production case study 86 2: Humanitarian-relief scenario 88 3: Evaluation form 89

Supplementary information 1 Gender equality in the programme management cycle 91

2: Capacities and vulnerabilities – possible answers to the humanitarian-relief scenario exercise 94

3: How gender equality can be mainstreamed in key elements of organisational culture and systems 95


Facilitator’s notes Introduction

Information for managers

Length of workshop

8 hours, including lunch and breaks: one day

Facilitation skills

This workshop requires presentation skills and the management of both facilitated discussion and small-group activities. The facilitator must have experience of mainstreaming gender equality in development, humanitarian, or advocacy programmes. Alternatively, a good facilitator could run the course with a support person present who has gender-mainstreaming experience. Managers are responsible for ensuring that this workshop is delivered by a member of staff of sufficient capability.

Learners

This workshop is intended for all staff who need to understand how they can improve the mainstreaming of gender equality in their programme and their organisation’s culture and systems.

Preparation by learners

It is assumed that participants have some understanding of gender equality. For those staff who do not, this pack includes a separate Pick-up-and-Go module for a half-day course: Introduction to Gender Equality.

Size of group

This workshop could be run for groups of 3–20, but it is easier for learners to ask questions and easier for facilitators to manage the activities if groups are smaller: ideally 6–12 members.


Room

This workshop requires space for the whole group to work together in a room – sitting in such a way that they can all see one another. It also requires sufficient space for the group to break into smaller groups of about five persons.

Equipment needed

Flipchart stand and paper. Laptop and data projector; or an overhead projector with PowerPoint slides

printed on to acetates. Flipchart pens. Cards (big enough to write something which will be legible if stuck up on the wall). Some means of attaching paper and cards to the wall, e.g. Blutack, pins, or sticky

tape.

Pick-up-and-Go • Mainstreaming Gender Equality in NGOs • Facilitator’s Notes 67


1. Photocopy the agenda and handouts. • Handout 1: Dominican Republic coffee-production case study (for Session 3) • Handout 2: Humanitarian-relief scenario (for Session 4) • Handout 3: Evaluation form (for Session 6)

2. Copy the PowerPoint slides on to acetate transparencies (unless you are using a data projector).

3. Write the agenda for the day on a flipchart sheet and display it on the wall where

all participants can see it. Use this to guide them through the day.

Supplementary Information

These documents provide you with checklists and potential answers for some of the exercises, to help you to support the learners. They are not intended for use as lecturing material or as handouts for participants. (You are a facilitator, not a lecturer.) For this workshop, you should have the following briefs:

1. ‘Gender in the programme-management cycle’ (for Session 2) 2. ‘Capacities and vulnerabilities: possible answers to the humanitarian-relief

scenario exercise’ (for Session 4) 3. ‘How gender equality can be mainstreamed in key elements of our

organisational culture and systems’ (for Session 5)

Linked learning

Books: • The Oxfam Gender Training Manual, Suzanne Williams with Janet Seed and

Adelina Mwau, Oxford: Oxfam GB, 1995. • A Guide to Gender-Analysis Frameworks, Candida March, Ines Smyth, and

Maitrayee Mukhopadhyay, Oxford: Oxfam GB, 1999. • Gender Works: Oxfam Experience in Policy and Practice, Fenella Porter, Ines

Smyth, and Caroline Sweetman (eds.), Oxford: Oxfam GB, 1999. • Gender Equality and Men: Learning from Practice, Sandy Ruxton (ed.), Oxford:

Oxfam GB, 2004. Internet: • www.undp.org/gender/ Contains UNDP gender-mainstreaming information and

tools. • www.unifem.org News and resources on gender and development issues. • www.worldbank.org/gender/ The GenderNet, providing information and

experience on gender and development. People: For Oxfam staff, expert support on gender is available from Regional Gender Advisers, the Programme Policy Team, and the Humanitarian Department Gender Adviser.

Pick-up-and-Go • Mainstreaming Gender Equality in NGOs • Facilitator’s Notes68

Translations

This workshop is currently available in English, Spanish, French, and Portuguese. If it would help learners, please feel free to translate all or part of this into additional languages – but please send a copy to the Oxfam Publishing team at Oxfam House in the UK.


Please send questions, ideas, and feedback to [email protected] Workshop objectives As a result of taking part in the workshop, participants will: Know … The key elements of work to mainstream gender equality in programmes and organisational culture. Feel … Motivated to ensure that all aspects of their work contribute to gender equality by transforming the balance of power between women and men, and committed to challenge gender discrimination wherever it is found. Do … Use a case study to practise steps in mainstreaming gender equality into a project.As a result of this workshop, participants will understand that NGOs like Oxfam are concerned to address the injustice faced by poor women throughout the world, and to challenge the abuse of their rights. They will understand why we cannot effectively and sustainably alleviate poverty without addressing related gender inequality. This is a basic workshop for use with all kinds of staff, but it can be adapted to respond to the precise requirements of particular participants.

Optional pre-course questionnaire It may help you if you know in advance the participants’ expectations and current levels of knowledge. You could find out by asking the questions below, either face-to-face or by telephone. Asking such questions will also help you to establish a trusting relationship with individual participants on a sometimes sensitive subject. 1. Have you attended any other Gender Training course? 2. What do you hope to learn from this workshop? 3. What are the main gender-related issues that you encounter in your work?


Case study Case studies are provided as a basis for this course. They have been carefully designed to be relevant in most geographical contexts. If you feel that it would make your workshops more effective, you could replace them with more relevant texts, but you should use the following criteria when choosing them. 1. They should include clear examples of the relationship between poverty and

gender inequality. 2. They should be no longer than one page in length, or six PowerPoint slides. 3. The case study for Session 3 should illustrate a number of replicable ways of

mainstreaming gender equality effectively. 4. The case study for Session 4 should provide information on the differing

capacities and vulnerabilities of women and men in a given group of potential beneficiaries.


Timetable

Start Finish Session

0000 0045 1. Introductions

0045 0215 2. Mainstreaming gender equality in the project and programme management cycle

0215 0230 BREAK

0230 0345 3. Mainstreaming gender equality: a case study of good practice

0345 0445 LUNCH

0445 0645 4. Gender analysis

0645 0700 BREAK

0700

0745 5. Mainstreaming gender equality in organisational culture and systems

0745 0800 6. Course evaluation

The timings for this eight-hour event are shown as starting from 00.00. The actual start-time will depend on the group’s normal working hours.


Note to facilitator The subject of gender can stimulate many questions and debates. Many useful lessons can come out of such discussions, but it is important to move the course along and delay questions until the relevant part of the course – when they may be covered anyway. • Pay careful attention to the timings of the workshop, and chair the sessions

strictly. Explain to the participants that not every question can be asked or answered in the time allowed.

• Put up a page of flipchart paper on the wall and use it to ‘park’ questions that

cannot be answered immediately. This is a way of acknowledging the question. Explain how answers will be provided: for example, by referring it to an appropriate colleague.

• In order to maintain the pace of the course, it is important to provide clear

instructions and information about timings. Five minutes before the end of each group exercise, tell the learners that five minutes remain; one minute before the end, tell them that they have one more minute. Always finish the session on time. Groups working under pressure tend to produce better results.

• During group work, circulate among the groups to make sure that they have

understood the exercise and are working effectively.


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w S

lide

7 an

d ex

plai

n th

at g

end

er e

qual

ity is

incl

ude

d in

O

xfa

m’s

Str

ate

gic

Cha

nge

Obj

ectiv

es in

tw

o w

ays:

bot

h as

a

sepa

rate

obj

ectiv

e (‘

SC

O 5

’) a

nd m

ains

trea

med

into

all

of t

he

othe

rs.

•

Sh

ow

Slid

e 8

to p

rese

nt t

he t

ext

of S

CO

5.

•

Fo

r O

xfa

m s

taff

: as

k pa

rtic

ipan

ts t

o ex

plai

n br

iefly

ho

w t

he

over

all

fra

me

wor

k pr

ese

nted

on

the

slid

e is

bei

ng in

terp

rete

d in

th

e pr

ogr

am

me

whe

re t

hey

wor

k. H

ow

is g

end

er e

qua

lity

bein

g in

teg

rate

d in

eac

h S

CO

th

at t

heir

Reg

ion

is w

orki

ng

on?

Do

regi

onal

Pro

gra

mm

e Im

ple

men

tatio

n P

lans

(P

IPs)

ade

quat

ely

refle

ct t

he in

teg

ratio

n of

gen

der

equa

lity?

• C

heck

tha

t th

ey u

nde

rsta

nd t

he

way

in

whi

ch g

end

er e

qual

ity is

tre

ate

d in

O

xfa

m G

B’s

Str

ate

gic

Cha

nge

Obj

ectiv

es.

• E

xpla

in h

ow

th

eir

Re

gio

n is

in

terp

retin

g th

is f

ram

ew

ork.

Sli

des

6 a

nd

7 o

n th

e in

tegr

atio

n of

ge

nde

r eq

ualit

y in

O

xfa

m G

B

Sli

de

8: ‘S

CO

5’

01.0

0

• S

ho

w t

he s

impl

ifie

d ex

am

ple

of a

pro

gra

mm

e a

nd p

roje

ct

man

age

me

nt c

ycle

on

Slid

e 9

to s

timu

late

dis

cuss

ion.

• D

ivid

e th

e p

artic

ipan

ts in

to g

roup

s. A

lloca

te o

ne o

f th

e st

ages

to

each

. If

the

re a

re in

suff

icie

nt p

art

icip

ants

, al

loca

te t

wo

sta

ges

to

each

gro

up.

Ens

ure

that

eac

h g

roup

incl

ude

s at

leas

t on

e pr

ogr

am

me

staf

f m

em

ber.

• A

sk t

hem

to

prod

uce

a lis

t of

gen

der-

rela

ted

task

s th

at t

hey

are

doin

g, o

r ta

sks

that

co

uld

usef

ully

be

done

, at

eac

h st

age

in t

he

cycl

e, in

ord

er t

o in

teg

rate

gen

der

equa

lity

mor

e ef

fect

ivel

y in

to

• B

rain

stor

m id

eas

on

wha

t is

bei

ng

don

e a

nd w

hat

cou

ld u

sefu

lly b

e do

ne

at e

ach

stag

e of

the

pr

ogr

am

me/

proj

ect

ma

nag

em

ent

cycl

e in

ord

er

to in

tegr

ate

gend

er

equ

ality

into

all

activ

ities

.

Sli

de

9: ‘S

impl

ifie

d pr

ogr

am

me/

proj

ect

man

age

me

nt

cycl

e’


Tim

ing

W

hat

YO

U d

o

Wh

at t

he

LE

AR

NE

RS

do

R

eso

urc

es

02.1

5

the

prog

ram

me.

Ask

the

m t

o co

nsid

er d

evel

opm

ent

, hu

man

itaria

n, a

nd

adv

ocac

y w

ork,

an

d as

k O

xfa

m s

taff

to

desc

ribe

ho

w t

hey

are

appl

yin

g g

end

er-r

elat

ed

cons

ider

atio

ns t

o th

eir

use

of t

he O

xfa

m P

rog

ram

me

Acc

ount

abili

ty a

nd L

ear

nin

g (O

PA

L) s

yste

m.

• U

se t

he

chec

klis

t in

Sup

ple

men

tary

Inf

orm

atio

n (1

): ‘G

end

er

equ

ality

in t

he

prog

ram

me

ma

nage

men

t cy

cle’

to

stim

ulat

e gr

oup

di

scus

sio

ns.

• A

sk e

ach

gro

up t

o ag

ree

the

thre

e m

ost

impo

rtan

t ta

sks.

• H

old

a pl

ena

ry f

eed

back

ses

sion

in w

hich

eac

h gr

oup

pres

ents

its

me

mb

ers’

vie

w o

f th

e m

ost

impo

rtan

t ta

sks

to b

e ca

rrie

d o

ut a

t th

e st

ages

tha

t th

ey d

iscu

sse

d.

• S

ho

w S

lide

10

and

em

pha

sise

tha

t if

gend

er e

qua

lity

is

inco

rpo

rate

d in

th

e an

alys

is s

tag

e of

pro

gra

mm

e m

anag

em

ent

, it

will

logi

cally

fa

ll in

to t

he

rest

of

the

pro

gra

mm

e an

d its

de

velo

pm

ent

. T

his

is w

hy a

wh

ole

sess

ion

will

be

ded

icat

ed

to

gen

der

anal

ysis

. E

mph

asis

e th

at t

his

appl

ies

also

to

advo

cacy

an

d hu

man

itari

an w

ork

.

• A

gree

th

e m

ost

imp

orta

nt t

asks

with

ot

her

me

mbe

rs o

f th

eir

gro

ups

.

• P

rese

nt t

hese

to

a pl

enar

y se

ssio

n.

Sli

de

10:

‘Inco

rpor

atin

g ge

nde

r eq

ualit

y in

to P

rog

ram

me

Imp

lem

enta

tion

Pla

ns’


02.1

5-02

.30

BR

EA

K

R

emem

ber

that

a b

reak

is a

n im

port

ant a

spec

t of l

earn

ing.

Enc

oura

ge th

e gr

oup

to g

et u

p an

d w

alk

arou

nd, b

ut a

sk th

em n

ot to

get

in

volv

ed in

oth

er w

ork

such

as

mak

ing

tele

phon

e ca

lls.


Ses

sio

n 3

M

ain

stre

amin

g g

end

er e

qu

alit

y: a

cas

e s

tud

y o

f g

oo

d p

rac

tice

(2

pag

es)

To

tal t

ime:

1

hour

15

min

utes

P

urp

ose

: to

eng

age

part

icip

ants

in a

pra

ctic

al e

xerc

ise

to p

ract

ise

inte

grat

ing

gend

er e

qual

ity in

to p

rogr

amm

e an

d pr

ojec

t m

anag

emen

t. T

imin

g

Wh

at Y

OU

do

W

hat

th

e L

EA

RN

ER

S d

o

Res

ou

rces

02.3

0

• G

ive

out

cop

ies

of H

and

out

1.

• A

sk le

arn

ers

to r

etu

rn t

o th

eir

grou

ps a

nd

disc

uss

the

way

in

whi

ch g

ende

r eq

ualit

y ha

s b

een

mai

nstr

ea

me

d in

thi

s pr

ojec

t.

Wha

t w

as d

one

wel

l, an

d w

hat

coul

d be

impr

oved

on?

Ho

w c

ould

th

e ta

sks

that

the

y id

entif

ied

in t

he p

revi

ous

sess

ion

impr

ove

the

inte

gra

tion

of g

ende

r eq

ualit

y in

th

is p

roje

ct?

Ho

w d

id t

his

pro

ject

in

volv

e m

en

in t

he w

ork

of r

edr

essi

ng

gend

er im

bal

anc

es?

• H

ere

are

som

e cr

itici

sms

whi

ch t

hey

mig

ht m

ake:

o

T

he

FE

DE

CA

RE

S p

rog

ram

me

faile

d to

incl

ude

ge

nde

r eq

ual

ity f

rom

th

e st

art,

an

d di

d no

t ca

rry

out

a g

ende

r an

aly

sis

at t

he b

egin

ning

.

o

Th

eref

ore

the

staf

f di

d no

t co

nsid

er

the

spec

ific

need

s of

m

en a

nd w

om

en

fro

m t

he

star

t.

o

Doi

ng

this

mig

ht h

ave

led

the

pro

gra

mm

e to

foc

us o

n w

ays

of a

ddr

essi

ng in

equ

aliti

es in

ter

ms

of t

he w

om

en’s

un

equ

al w

ork

bu

rden

s, a

nd

the

une

qual

ret

urns

tha

t w

om

en

rece

ive

d fo

r th

eir

wor

k.

o

We

are

not

told

wh

ethe

r th

e w

om

en w

ere

paid

for

the

ir la

bou

r; if

not

, w

hat

was

be

ing

done

abo

ut it

? W

e a

re n

ot

told

ho

w t

heir

wor

k co

uld

have

be

en m

ade

easi

er.

o

Not

hin

g w

as d

one

to g

ive

wo

men

th

e tim

e th

at t

hey

nee

ded

to p

artic

ipat

e in

dec

isio

n-m

akin

g.

• P

ract

ise

appl

ying

and

def

end

ing

the

app

licat

ion

of t

asks

tha

t th

ey d

efin

ed

in t

he p

revi

ous

sess

ion,

by

judg

ing

the

stre

ngt

hs a

nd w

eak

nes

ses

in a

re

al-li

fe c

ase

of g

end

er-e

qua

lity

mai

nstr

eam

ing.

Ha

nd

ou

t 1:

‘D

om

inic

an

Rep

ublic

cas

e st

udy’


Tim

ing

W

hat

YO

U d

o

Wh

at t

he

LE

AR

NE

RS

do

R

eso

urc

es

• A

sk t

hem

to

prep

are

to r

epo

rt t

heir

conc

lusi

ons

in t

he f

orm

of

a di

alog

ue b

etw

een

one

me

mbe

r of

eac

h gr

oup

in h

is o

r he

r O

xfa

m

role

, sp

eaki

ng t

o a

noth

er m

em

ber

of t

he

grou

p, w

ho p

lays

the

ro

le o

f th

e D

irec

tor

of F

ED

EC

AR

ES

.

• E

xpla

in t

hat

the

Dir

ecto

r of

FE

DE

CA

RE

S is

anx

ious

to

defe

nd t

he

proj

ect

and

the

way

th

at it

has

mai

nstr

ea

me

d g

ende

r e

qual

ity.

Th

e D

irec

tor

que

stio

ns t

he u

sefu

lnes

s of

impl

em

ent

ing

Oxf

am

’s

sugg

estio

ns.

• G

ive

the

m 3

0 m

inut

es f

or t

heir

grou

p w

ork,

tel

ling

the

m t

o pr

epar

e a

ten-

min

ute

role

-pla

y.

• If

the

re is

res

ista

nce

to t

he id

ea

of a

ro

le-p

lay,

ask

eac

h g

roup

to

rep

ort

back

its

conc

lusi

ons

on

a fli

pcha

rt.

• D

ivid

e in

to s

mal

l gro

ups

an

d ta

ke 3

0 m

inut

es t

o pr

epa

re a

10-

min

ute

role

-pl

ay.

3.00

3.40

3.45

• C

ondu

ct a

ple

nar

y se

ssio

n in

whi

ch e

ach

smal

l gro

up p

rese

nts

its

ten-

min

ute

role

-pla

y.

• O

nce

all t

he

feed

back

is c

om

plet

e, a

sk p

art

icip

ants

wh

at t

hey

have

lea

rned

fro

m t

his

exe

rcis

e in

ter

ms

of r

elat

ing

effe

ctiv

ely

to

part

ner

s o

n th

e su

bjec

t of

mai

nstr

eam

ing

gend

er e

qual

ity in

pr

ojec

ts t

hat

they

su

ppor

t or

impl

em

ent.

• S

har

e th

eir

ide

as in

the

for

m o

f a

role

-pla

y pr

ese

nted

to

the

oth

er

gro

ups.


3.

45-

4.4

5 LU

NC

H

R

emem

ber

that

a b

reak

is a

n im

port

ant a

spec

t of l

earn

ing.

Enc

oura

ge p

artic

ipan

ts to

get

up

and

to w

alk

arou

nd, b

ut a

sk th

em n

ot

to g

et in

volv

ed in

oth

er w

ork

such

as

mak

ing

tele

phon

e ca

lls.


Ses

sio

n 4

G

en

der

an

alys

is

(

3 pa

ges)

T

ota

l tim

e:

2 ho

urs

P

urp

ose

: to

intr

oduc

e th

e ba

sic

elem

ents

of g

ende

r an

alys

is, a

nd g

ive

an o

ppor

tuni

ty to

try

out a

key

gen

der-

anal

ysis

fram

ewor

k.

Tim

ing

W

hat

YO

U d

o

Wh

at t

he

LE

AR

NE

RS

d

o

Res

ou

rces

04.4

5 •

Ask

par

ticip

ant

s w

hat

they

un

ders

tand

by

‘ge

nder

ana

lysi

s’.

Che

ck t

hei

r a

nsw

ers

aga

inst

Slid

e 11

(th

e O

xfa

m d

efin

itio

n).

• S

ho

w S

lide

12.

•

Ask

the

par

ticip

ants

to

form

pai

rs in

whi

ch b

oth

me

mb

ers

hav

e kn

ow

ledg

e of

a

part

icul

ar g

roup

of

bene

ficia

ries.

•

Invi

te t

hem

to

cons

ider

th

e ba

sic

gen

der-

ana

lysi

s qu

estio

ns o

n S

lide

12 a

nd a

ppl

y th

em

to

this

par

ticul

ar g

roup

. G

ive

the

m 1

5 m

inut

es.

•

Ask

on

e pe

rson

fro

m e

ach

pai

r to

me

ntio

n o

ne n

ew

fac

t ab

out

gen

der

ine

qual

ity t

hat

they

hav

e le

arn

ed f

rom

thi

s di

scus

sio

n.

• E

xplo

re w

hat

they

un

der

sta

nd b

y ge

nde

r an

alys

is,

and

appl

y th

e ba

sic

que

stio

ns t

o a

gro

up o

f be

nef

icia

ries

with

w

hom

th

ey a

re

fam

ilia

r.

Sli

de

11:

‘Def

initi

on o

f ge

nde

r an

alys

is’

Sli

de

12:

‘Ge

nder

an

aly

sis

– b

asic

qu

estio

ns’

05.1

5 •

Sh

ow

Slid

e 1

3. T

he C

apac

ities

and

Vul

nera

bili

ties

fram

ew

ork

, di

sagg

reg

ate

d by

sex

, is

esp

ecia

lly u

sefu

l in

hum

anita

rian

wo

rk,

but

it ca

n be

app

lied

to o

ther

situ

atio

ns,

to

help

to

pla

n th

e re

lief

of im

me

diat

e ne

eds,

and

to

help

pe

ople

to

dev

elop

str

eng

ths

for

thei

r fu

ture

dev

elo

pm

ent

. (T

he o

rigin

al s

ourc

e of

the

fra

me

wor

k is

Ris

ing

fro

m t

he

Ash

es;

Dev

elo

pm

ent

Str

ateg

ies

in T

imes

of

Dis

aste

r, b

y M

ary

B A

nde

rson

an

d P

eter

J

Wo

odro

w,

pub

lishe

d by

UN

ES

CO

and

Wes

tvie

w P

ress

, 19

89.)

•

Th

e ex

erci

se w

ill h

elp

par

ticip

ant

s to

thi

nk a

bou

t th

e di

ffe

renc

es (

bot

h p

ositi

ve a

nd

neg

ativ

e)

betw

een

the

situ

atio

ns o

f w

om

en

and

men

, an

d h

ow

wo

men

’s n

eeds

and

st

reng

ths

are

ign

ored

in in

terv

entio

ns t

hat

are

not

gen

der-

sens

itive

.

• E

xpla

in h

ow

to

use

the

fra

me

wor

k, u

sin

g th

e fo

llow

ing

def

initi

ons.

C

ap

aci

ties

: ex

istin

g st

ren

gths

of

indi

vid

uals

an

d so

cial

gro

ups.

V

uln

era

bil

itie

s: lo

ng-

term

fac

tors

wh

ich

we

ake

n pe

opl

e’s

abili

ty t

o co

pe.

The

se

fact

ors

exis

t be

fore

and

aft

er d

isas

ters

. T

hey

are

diff

eren

t fr

om

imm

edi

ate

need

s in

th

at t

hey

requ

ire

the

long

-te

rm s

trat

egi

c so

lutio

ns t

hat

are

part

of

deve

lop

me

nt w

ork.

S

lid

e 13

: ‘C

apac

ities

and

V

ulne

rab

ilitie

s fr

am

ew

ork’


Tim

ing

W

hat

YO

U d

o

Wh

at t

he

LE

AR

NE

RS

d

o

Res

ou

rces

Ph

ysi

cal

or

mat

eria

l c

ap

aci

ties

an

d v

uln

era

bil

itie

s: f

eatu

res

of t

he

land

, cl

imat

e,

and

envi

ron

me

nt w

here

peo

ple

live,

the

ir he

alth

, sk

ills,

wo

rk,

hous

ing,

tec

hnol

ogi

es,

wat

er a

nd f

ood

su

pplie

s, a

cces

s to

ca

pita

l and

oth

er a

sset

s. A

sk p

art

icip

ants

to

thin

k ab

out

who

has

acc

ess

to a

nd

cont

rol o

ver

thes

e re

sou

rces

. S

oci

al o

r o

rga

nis

ati

on

al c

ap

acit

ies

an

d v

uln

erab

ilit

ies:

the

soc

ial f

abr

ic o

f a

com

mu

nity

, fo

rmal

pol

itica

l str

uctu

res,

info

rmal

de

cisi

on-m

akin

g a

nd le

ade

rshi

p sy

stem

s, a

nd s

yste

ms

for

org

ani

sing

any

soc

ial a

nd

eco

nom

ic a

ctiv

ities

, at

bot

h th

e fa

mily

an

d co

mm

unity

leve

ls.

Mo

tiva

tio

nal

an

d a

ttit

ud

inal

ca

pa

citi

es

an

d v

uln

era

bil

itie

s: c

ultu

ral a

nd

psyc

holo

gic

al f

acto

rs,

wh

ich

mig

ht b

e re

late

d to

re

ligio

n, o

r a

com

mu

nity

’s h

isto

ry o

f cr

isis

, an

d th

eir

expe

ctat

ion

of e

mer

genc

y or

dev

elo

pm

enta

l ass

ista

nce.

5.30

G

rou

p w

ork

•

Ask

par

ticip

ant

s to

for

m g

rou

ps o

f fo

ur o

r fiv

e p

eopl

e. I

deal

ly,

they

sh

ould

app

ly t

he

fra

me

wor

k to

a g

roup

of

ben

efic

iari

es w

ith w

hom

the

y ar

e w

orki

ng

or f

am

iliar

, be

caus

e th

e ex

erc

ise

de

ma

nds

deta

iled

kno

wle

dg

e of

the

ir si

tuat

ion.

Ho

wev

er,

if no

su

ch g

rou

p ca

n be

cite

d, t

he H

um

anita

rian

-Rel

ief

Sce

nar

io (

Ha

ndou

t 2

) ca

n b

e us

ed,

and

lea

rner

s sh

oul

d us

e th

eir

imag

inat

ion

to d

ecid

e w

hat

the

diff

eren

t ca

pac

ities

and

vu

lner

abi

litie

s of

the

fe

mal

e an

d m

ale

refu

gees

mig

ht b

e.

•

Giv

e th

em

45

min

utes

to

cre

ate

a ca

paci

ties

and

vuln

era

bilit

ies

anal

ysis

. •

Alte

rnat

ivel

y, if

mo

re t

ime

is a

vaila

ble,

use

th

e ca

se s

tudy

of

El S

alva

dor

ref

uge

es o

n pa

ge

395

of

the

Oxf

am

Ge

nder

Tra

inin

g M

anua

l. It

pro

vid

es m

ore

det

ails

and

leav

es

less

to

the

ima

gina

tion;

but

it is

qu

ite lo

ng,

so d

o n

ot u

se it

if m

em

ber

s of

the

gro

up

tend

to

rea

d sl

ow

ly.

• A

sk e

ach

gro

up t

o el

ect

a sp

okes

pers

on.

Giv

e th

em

flip

cha

rt p

ape

r on

wh

ich

to

com

plet

e th

e bo

xes

of t

he m

atrix

, to

pre

sent

the

re

sults

of

thei

r di

scus

sio

ns t

o a

ple

nary

.

• D

urin

g th

e gr

oup

wor

k, g

o ro

und

th

e gr

oups

to

chec

k th

at e

ach

has

corr

ectly

un

der

sto

od t

he

cate

gori

es o

f th

e fr

am

ew

ork

and

the

obj

ect

of t

he e

xerc

ise.

• W

ork

in s

mal

l gr

oup

s, u

sing

a

key

gend

er-

an

aly

sis

fra

me

wor

k

Ha

nd

ou

t 2:

‘H

um

ani

taria

n sc

ena

rio’

Flip

char

t sh

eet

s


Tim

ing

W

hat

YO

U d

o

Wh

at t

he

LE

AR

NE

RS

d

o

Res

ou

rces

6.15

06.4

5

Ple

nar

y se

ssio

n

• A

sk o

ne

grou

p to

rep

ort

the

ir re

sults

for

on

e p

art

of

the

fra

me

wor

k. T

hen

ask

if th

e ot

her

gro

ups

had

any

diff

ere

nt a

nsw

ers.

•

Th

en in

vite

ano

ther

gro

up t

o sh

are

thei

r re

sults

for

the

nex

t p

art

of t

he f

ram

ew

ork

, an

d so

on.

•

In y

our

sum

min

g u

p, y

ou c

ould

mak

e th

e fo

llow

ing

poi

nts:

o

T

his

exe

rcis

e h

elps

us

to id

ent

ify t

he d

iffer

ence

s b

etw

een

the

situ

atio

ns o

f m

en a

nd w

om

en.

o

W

e ne

ed d

eta

iled

info

rmat

ion

abo

ut t

he e

xact

nat

ure

and

situ

atio

n of

be

nef

icia

ries,

in o

rder

to

plan

eff

ectiv

e in

terv

ent

ion

s.

o

Ge

nder

re

latio

ns m

ight

cha

nge

in c

onf

lict

and

em

erg

enc

y si

tuat

ions

. A

ppl

ying

th

e m

atrix

at

diff

ere

nt p

oint

s in

tim

e, f

or e

xam

ple

to a

gro

up

of p

eop

le b

efor

e th

ey f

lee

thei

r h

om

es a

nd

afte

rwar

ds,

can

be u

sefu

l for

sho

win

g th

is.

o

Igno

rin

g w

om

en’s

ca

paci

ties

may

lead

to

nega

tive

dis

crim

inat

ion

and

in

effic

ienc

y.

Gro

ups

take

tur

ns t

o sh

are

thei

r an

alys

is


6.4

5 –

7.0

0 B

RE

AK

Rem

embe

r th

at a

bre

ak is

an

impo

rtan

t asp

ect o

f lea

rnin

g . E

ncou

rage

the

grou

p to

get

up

and

wal

k ar

ound

, but

ask

them

not

to

get i

nvol

ved

in o

ther

wor

k su

ch a

s m

akin

g te

leph

one

calls


Ses

sio

n 5

M

ain

stre

amin

g g

end

er e

qu

alit

y in

an

org

an

isa

tio

n’s

cu

ltu

re a

nd

sys

tem

s

To

tal t

ime:

45

min

utes

Pu

rpo

se:

to d

evel

op p

artic

ipan

ts’ i

deas

abo

ut h

ow to

mak

e th

eir

orga

nisa

tiona

l cul

ture

mor

e co

nduc

ive

to th

e m

ains

trea

min

g of

ge

nder

equ

ality

in th

e pr

ogra

mm

e.

Tim

ing

W

hat

YO

U d

o

Wh

at t

he

LE

AR

NE

RS

do

R

eso

urc

es

7.00

• S

ho

w S

lide

14

and

exp

lain

th

at,

havi

ng

tho

ught

ab

out

way

s in

w

hich

gen

der

equa

lity

is m

ains

trea

med

in p

rogr

am

me

wor

k, t

hey

ar

e n

ow

goi

ng

to c

onsi

der

ho

w g

end

er e

qual

ity c

an

be

mai

nstr

eam

ed in

an

org

anis

atio

n’s

cultu

re a

nd s

yste

ms.

•

Ask

the

m t

o co

nsid

er w

hat

the

ir or

gan

isat

ion’

s cu

lture

and

sy

stem

s d

o to

mak

e it

eith

er

easy

or

hard

to

inte

grat

e ge

nder

eq

ual

ity in

to t

he p

rog

ram

me.

•

Sh

ow

Slid

e 1

5 a

nd a

sk t

he

m t

o co

nsid

er

this

qu

estio

n in

rel

atio

n to

eac

h se

ctio

n.

• C

onsi

der

whi

ch a

spec

ts o

f or

gan

isat

iona

l cu

lture

cou

ld b

e im

prov

ed

in o

rde

r to

inte

grat

e ge

nder

eq

ual

ity m

ore

eff

ectiv

ely

into

th

e pr

ogr

am

me

– an

d ho

w.

Sli

des

14,

15:

M

ains

trea

min

g ge

nde

r eq

ualit

y in

O

xfa

m G

B a

nd in

its

org

ani

satio

nal

cu

lture

7.15

7.45

• A

sk t

he p

artic

ipan

ts t

o fo

rm a

gro

up f

or

each

of

the

four

par

ts o

f th

e tr

iang

le s

how

n o

n S

lide

15,

an

d br

ains

torm

ide

as f

or h

ow

to

impr

ove

the

mai

nstr

eam

ing

of g

end

er e

qual

ity in

eac

h.

• A

che

cklis

t of

idea

s fo

r ea

ch e

lem

ent

is p

rovi

ded

in

Su

pple

me

ntar

y In

form

atio

n (3

), w

hich

you

ca

n us

e t

o st

imul

ate

thes

e d

iscu

ssio

ns.


Ses

sio

n 6

C

ou

rse

eva

luat

ion

T

ota

l tim

e:

15 m

inut

es

Pu

rpo

se:

to r

evie

w th

e w

orks

hop

and

plan

how

the

part

icip

ants

will

use

thei

r le

arni

ng in

the

wor

kpla

ce.

Tim

ing

W

hat

YO

U d

o

Wh

at t

he

LE

AR

NE

RS

do

R

eso

urc

es

07.4

5

08.0

0

• A

sk e

ach

part

icip

ant

to

draf

t a

perf

orm

anc

e o

bjec

tive

to s

how

ho

w t

hey

will

mai

nstr

ea

m g

ende

r eq

ualit

y in

th

eir

wor

k, in

the

ligh

t of

wha

t th

ey h

ave

lear

ned

in t

his

wor

ksh

op.

Tel

l th

em

tha

t th

ey

have

5 m

inut

es t

o w

rite

thei

r o

bjec

tives

.

• A

sk e

ach

part

icip

ant

to

shar

e hi

s or

he

r ob

ject

ive

with

th

e re

st o

f th

e gr

oup.

• A

sk t

he p

artic

ipan

ts t

o co

mpl

ete

the

eval

uat

ion

form

(H

ando

ut 3

) be

fore

the

y le

ave

the

roo

m.

• D

ecid

e on

th

e m

ain

ne

w t

hin

g th

at

they

will

do

as a

res

ult

of t

akin

g th

is

wor

ksh

op,

and

co

mm

ent

on

any

ch

ange

s th

at t

hey

will

nee

d to

mak

e in

the

way

th

at t

hey

wor

k.

• C

om

plet

e th

e ev

alua

tion

form

.

Ha

nd

ou

t 3:

‘E

valu

atio

n fo

rm’


Handout 1: Dominican Republic coffee-production case study (two pages) Fedecares is a federation of more than 6,000 small-scale coffee producers in 120 rural communities in the poor mountainous south of the Dominican Republic. It was created in 1985 and began working with Oxfam GB the following year. Up to 1995, Oxfam supported institutional development, leadership, and technical training for coffee production and marketing. From 1995, it began to pay greater attention to gender relations in the organisation, encouraging meetings for women coffee producers, and women’s participation in leadership workshops. Oxfam researched the different roles that men and women play in coffee production, and the factors limiting women’s participation in the federation. Women coffee producers describe their day-to-day lives and their disadvantages as follows:

‘Women are essential to small-scale coffee production. We work side by side with our husbands and children. We give logistical support at harvest time. We get breakfast ready at daybreak. Then we start preparing lunch. We help to collect the coffee beans. At mid-day we go back to the kitchen to finish lunch. Later in the afternoon we spend hours peeling and washing the coffee beans and putting them out to dry on the terrace. Some women go with their husbands to sell the coffee. But usually selling is men’s business.’

‘It’s difficult for women to take part in meetings, because we have to do all the housework and look after the children. Many of us are illiterate, and we get bored in the meetings. But there are some who know how to write and to be leaders just as well as the men.’

On the basis of the research, Oxfam initiated a series of steps to improve women’s participation in training and development opportunities. 1. Dialogue and training. Oxfam began discussions with the leaders of Fedecares

about the importance of mainstreaming gender equality in the federation. The leaders were persuaded to participate in workshops on gender and development.

2. Accompaniment in decision-making processes. Fedecares showed a general understanding of concepts of gender equality, but found it difficult to design and implement processes for gender mainstreaming. Oxfam staff accompanied them through a period of gender-sensitisation which taught them to take decisions that effectively contribute to gender equality.

Miladis Mateo, Fedecares supervisor: ‘Life continues to be difficult for women. A lot has to change, but it's not only up to us.’ Photo: Pedro Guzman/Oxfam

Pick-up-and-Go • Mainstreaming Gender Equality in NGOs • Handouts


86

3. Applying positive discrimination in projects. A gender analysis identified the need for work specifically designed to improve women’s situation.

4. Finally, indicators on gender equality were developed to enable progress monitoring and the identification of barriers to gender mainstreaming.

At the beginning, it was necessary to promote the principles of gender-equality mainstreaming quite forcefully. Resistance to change was encountered, so it was important not to push the process too quickly, but to educate people at every stage. In 1995, the level of women’s participation was very low. Women were not members of the federation, nor were they included in management teams. Their involvement in decision making was extremely limited. At the Fedecares offices, women were employed only as accounting assistants, secretaries, and receptionists, and no woman had management responsibilities. Fedecares changed its statutes to promote the participation of women. Membership was no longer given to an individual (usually a male landowner) as it had been previously, but to the family unit. Any family member could now represent the family at meetings of the association or federation. Women’s participation in educational activities and meetings increased substantially: at the most recent general assembly, 25 per cent of delegates were women. Since 1996 all management committees have included women, and in 1998 the number of women in the decision-making structures of Fedecares was increased as part of the institutional capacity-building process. Of the three current managers, one is a woman. Fedecares staff also participated in gender training on gender identity; self-esteem, prejudices, and gender stereotypes; sex and gender; equal opportunities; human rights and women’s human rights; and gender and development. Roque Feliz, Programme Co-ordinator, Dominican Republic



87

Handout 2: Humanitarian-relief scenario (This scenario is fictional, but is loosely based on the real facts of real situations.) Severe abuses of human rights in Ruritania had caused an estimated 20,000 people to flee across the mountainous border into neighbouring Moritania, where they faced new hardships. They fled increased militarisation, the destruction of their villages, forced labour, confiscation of their land, and generally degrading and inhumane treatment, including sexual violence against women and girls. The government of Ruritania had imposed martial law and imprisoned anyone who criticised it, leading to the persecution of many opposition activists and village leaders. Many had male relatives who had been savagely killed in attacks on their villages, or who joined up with the opposition forces, leaving widows and orphans behind to cope on their own. The refugees were mainly small traders and livestock farmers. For food, they grew maize, beans, and a limited range of vegetables. Women would look after poultry and goats, while men herded cows. Boys had a two-in-three chance of attending primary school, and half as many girls attended as boys. Only 15 per cent of adults could read or write. Some of the men had worked as tailors. The government of Moritania invited international aid agencies to come in and assist the refugees. The UNHCR and a number of international NGOs set up refugee camps just south of the border. These were intended to house refugees for a few days before they were moved on; but because there was nowhere else for them to go, they were staying in the camps for months on end. The refugees arriving at the camps were traumatised and exhausted, having suffered more brutality in the no-man’s land between the borders at the hands of the Moritanian police, who packed them into buses to send them to the camps without any explanation about where they were going. Stripped of their identity documents, they faced a very difficult future, whether they stayed or whether they returned to Ruritania and tried to reclaim their land, property, and citizenship. High proportions were women and children and female-headed households, and there were many who were disabled and sick. Conditions in the muddy, smelly camps were appalling. All relief agencies were strained beyond their capacity to care for the sudden influx of refugees. Tents were erected in straight lines and close together, the largest ones accommodating 70 people with no privacy or protection. There was no artificial lighting, and the site was not planned in accordance with the demographic composition of the refugees. Sanitation facilities were wholly inadequate, and provided little privacy. No safe spaces had been set up for children, who stumbled about in the mud among the 4-wheel drives, large trucks, and earth-moving equipment. People were living on dry rations and any fresh food that the agencies could bring in. There was no space provided for the refugees to cook for themselves, and they would spend hours each day in queues waiting for a meal.



88

Handout 3: Course evaluation

(for Session 6) Name (optional): _______________________ Date: _____________ For each question where there is a scale, please circle the relevant number. 1. I understand what mainstreaming gender equality means for an

organisation like Oxfam GB.


0 1 2 3 4 5

2. I understand how I can integrate gender equality into my work. Strongly Strongly Disagree Agree

0 1 2 3 4 5

3. I understand the basic principles of gender analysis and how they can be

applied.


0 1 2 3 4 5

Thank you for taking the time to fill out this course evaluation

Is there anything that could be done differently to raise any of the scores you have given?

How could the facilitator improve their skills in helping others to learn?



89

Supplementary information These notes provide background information, checklists, and potential answers for some of the exercises, to help you to support participants on the course. They are not intended for use as lecturing material or to hand out to participants. For this module, you need the following supplementary documents: 1. Gender equality in the programme-management cycle (for Session 2)

2. Capacities and vulnerabilities – possible answers to the humanitarian-relief scenario exercise (for Session 4)

3. How gender equality can be mainstreamed in key elements of organisational culture and systems (for Session 5)

Pick-up-and-Go • Mainstreaming Gender Equality in NGOs • Supplementary Information90

Supplementary information (1) (for Session 2)

Gender equality in the programme-management cycle

(This is not a handout) This checklist is based on Oxfam GB’s booklet of Gender Mainstreaming Tools, produced by Fiona Gell and Paresh Motla. Needs assessment (for humanitarian work) • Collect sex-disaggregated data, remembering that emergencies may affect men

and women in different ways. • Look out for ways in which women and girls have become more vulnerable, ways

in which their inequality has worsened, and what their specific needs are, both practical and strategic.

• Identify ways in which they have developed new capacities (different from those of men) as a result of the emergency. Emergencies may be opportunities for developing such capacities and redressing gender-related imbalances of power.

Situation analysis What: Conduct a gender-sensitive poverty analysis in relation to the programme or project theme, using sex-disaggregated data that illustrate the following: • How the situation of poor women differs from that of poor men. Any differences in

terms of their skills, capacities, and aspirations. • Ways in which gender inequality relates to poverty. • Who takes the decisions and who has power? • Who has access to and control over resources? • What practical and strategic needs do women and men have? • The ability of women to exercise their human rights (with reference to

agreements such as the Universal Declaration of Human Rights, the Beijing Platform for Action, and the Convention on the Elimination of all Forms of Discrimination against Women).

• Numbers of women-headed households, and their particular situations. Analyse the ways in which policies, practices, ideas, and beliefs affect women and men in different ways. How: • Actively involve women, men, girls, and boys from diverse social groups in the

analysis. • Identify reliable existing sources of information on women’s specific situation,

such as local gender specialists, UNIFEM, NGOs that focus on women’s issues, and existing gender studies.

• Ensure that terms of reference for any additional research that is commissioned include the need for a gender-sensitive analysis, and ensure that researchers have adequate skills to do this.

Pick-up-and-Go • Mainstreaming Gender Equality in NGOs • Supplementary Information 91

Planning, designing, redesigning What: • Ensure that all objectives and strategies proposed will address and reduce the

poverty-related gender inequality identified in the analysis. • Identify and categorise intended beneficiaries according to their sex. • Ensure that activity plans show how equal participation by male and female

beneficiaries will be organised. • Check that budgets reflect gender-specific activities: for example, women-

targeted projects, or initiatives to engage men in gender-equality work. • Assess the potential impact of the project or programme on women and men,

both positive and negative: for example, will it increase women’s workload? Will it give men preferential access to project resources or decision-making forums?

• Include monitoring indicators that measure changes in gender equality, and collect relevant baseline data.

How: • Plan with the active participation of women, both beneficiaries and members of

partner organisations, incorporating their proposals and the development of their capacity.

• Ensure that beneficiaries and partner organisations are aware of your organisation’s objective of challenging gender inequality.

Appraisal of partner organisation(s) • Examine the capacity and potential of the partner organisation to mainstream

gender equality throughout its programmes and institutional practices. • Consider whether the project or programme will contribute to your organisation’s

goals on gender equality. • Select partners with the best capacity for gender-sensitive programme

management, or the strongest interest in developing this capacity. Novib Oxfam Netherlands has developed a set of criteria, known as ‘Traffic Lights’, for judging how well partner organisations are mainstreaming gender equality into their work. The criteria are divided into three phases, which are likely to represent the progressive development of gender sensitivity of an organisation. Novib’s ‘traffic lights’ criteria for assessing the mainstreaming of gender equality in partner organisations Phase 1 • Gender-disaggregated baseline monitoring, evaluation, and impact information is

collected, analysed, and used to inform programme development. • Female and male beneficiaries participate equally in decision making when

projects are planned, implemented, and evaluated, and their opinions are reflected in the way that programme decisions are made.

• Staff and volunteers have a sufficient level of understanding and skill to enable a

basic gender analysis to be carried out.


Phase 2 • A rights-based gender analysis that demonstrates the links between poverty,

discrimination against women, and gender inequality is developed, and this analysis is reflected in the organisation’s policy and programme.

• There is a balance of women and men in senior and middle management; or the organisation is actively seeking to redress an imbalance in order to reflect its beneficiary population more equitably. Women and men understand the need for gender-balanced decision making and are able to ensure that decisions taken reflect their different interests.

Phase 3 • A significant number of male staff members and beneficiaries are actively

engaged in work to strengthen gender equality.

• The organisation actively exchanges knowledge and information, collaborates with others to extend and share its learning on gender issues, and uses this learning to shape its programme.

• The organisation challenges gender-stereotyped beliefs and discriminatory attitudes towards women, both in its internal practices and externally.

Implementation Ensure that … • Female beneficiaries and partner organisation staff are as actively involved in the

management of the project as male counterparts. • Female and male beneficiaries and staff of partner organisations have equal

access to information, resources, and opportunities to carry out their responsibilities in the programme or project.

• Women’s participation does not merely serve to increase their workload, but consists of active involvement in decision making concerning the management of the project.

• Work on gender equality is also carried out with men. Strengthen the capacity of programme or project implementers in gender-sensitive programme management. Monitoring, evaluation, and impact assessment Ensure that there is a monitoring and evaluation system in place which will enable staff to identify positive and negative impact in terms of gender equality, including the following:

• The equal participation of women and men in decision-making processes in private and public spheres.

• Equal access for women and men to resources, equal control over resources, and equal access to basic social services.

• The incidence of gender-related violence against women. • Women’s empowerment (confidence, self-esteem, capacity for leadership and

self-organisation). • Gender stereotypes and discriminatory attitudes towards women and girls. This

includes changes in the understanding and commitment of men to supporting women’s empowerment (as measured by women and men separately).

If gender-impact indicators were developed at the planning stage, use these to assess progress. If not, develop them now.


Su

pp

lem

enta

ry in

form

ati

on

(2

) (f

or

Ses

sio

n 4

)

Cap

acit

ies

and

Vu

lner

abili

ties

: p

oss

ible

an

swer

s to

hu

man

itar

ian

-rel

ief

scen

ario

exe

rcis

e

C

apac

itie

s V

uln

era

bili

ties

Wo

men

M

en

Wo

men

M

en

Ph

ysic

al/

Mat

eria

l

Ski

lls in

car

ing

for

sick

ch

ildre

n an

d o

ther

ad

ults

un

der

diff

icul

t circ

um

stan

ces.

S

kills

in b

akin

g, h

erba

l re

med

y pr

epar

atio

n, t

radi

ng

smal

l ite

ms,

car

e o

f sm

all

lives

tock

. S

om

e w

omen

-hea

ded

hous

ehol

ds a

ble

to ta

ke o

n

trad

ition

ally

mal

e ro

les,

oth

ers

unab

le to

. Som

e w

om

en

trai

ned

as

prim

ary-

scho

ol

teac

hers

and

trad

itio

nal

mid

wiv

es.

Ski

lls in

tra

ding

and

cow

he

rdin

g. S

om

e a

ble

to

gene

rate

inco

me

by

selli

ng

food

rat

ions

or

bla

nket

s, o

r la

bour

ing

on

nea

rby

farm

s.

So

me

have

ski

lls in

tailo

ring

.

Inad

equa

te s

ecur

ity, f

or

exam

ple

wh

en u

sing

sa

nita

tion

faci

litie

s; u

nequ

al a

cces

s to

w

ater

, san

itatio

n, s

helte

r, fo

od.

Diff

icul

ties

in c

arin

g fo

r si

ck

fam

ily m

em

bers

and

chi

ldre

n,

and

cop

ing

with

hig

h le

vel o

f di

seas

e.

Fem

ale-

head

ed h

ouse

hold

s su

fferi

ng p

artic

ula

r h

ards

hip

, e.

g. h

avin

g to

car

e fo

r or

phan

s.

Inad

equa

te a

cces

s to

wat

er,

sani

tatio

n, s

hel

ter,

food

. F

ew in

com

e g

ener

atio

n

oppo

rtun

ities

.

So

cial

/ O

rgan

isat

ion

al

Com

mun

ity le

ader

ship

an

d or

gani

satio

nal c

apac

ities

, e.g

. in

form

ing

sm

all g

roup

s to

w

ork

land

col

lect

ivel

y.

Soc

ial a

nd

polit

ical

lead

ersh

ip

skill

s. R

un r

efu

gee

co

mm

ittee

s. C

om

mun

al

trad

ition

s co

ncer

ning

ex

chan

ge o

f fo

od a

nd s

helte

r.

27 p

er c

ent o

f hou

seho

lds

led

by a

wom

an.

C

amp

res

ourc

es d

istr

ibut

ed to

m

en.

Nee

d to

pro

vide

sex

ual f

avou

rs

in e

xcha

nge

for

reso

urce

s.

Mos

t m

en to

o e

xha

uste

d a

nd

thei

r m

oral

e to

o lo

w to

ex

erci

se th

eir

skill

s ef

fect

ivel

y.

Mo

tiva

tio

nal

/ A

ttit

ud

inal

Rel

igio

us fa

ith s

tren

gth

ened

w

omen

’s s

urvi

val c

apac

ity

unde

r ha

rsh

con

diti

ons.

The

ir liv

es h

ad n

ot b

een

eas

y ba

ck

in R

urita

nia

, whe

re th

e co

nflic

t had

ra

ged

for

man

y ye

ars,

so

they

wer

e u

sed

to

copi

ng w

ith c

rises

.

So

me

men

ab

le to

find

wor

k.

Mai

n ty

pe

of s

uppo

rt

requ

este

d w

as in

inco

me

gene

ratio

n.

So

me

men

ha

d es

tabl

ishe

d sc

hool

s w

here

wo

men

te

ache

rs w

ere

prov

idin

g

child

ren

with

ed

ucat

iona

l ac

tiviti

es.

Wom

en

and

girl

s tr

aum

atis

ed

by e

xper

ienc

e o

f vio

lenc

e,

incl

udin

g s

exua

l vio

lenc

e.

Tho

se w

ho lo

st h

usba

nds

an

d ch

ildre

n in

the

atta

cks

wer

e pa

rtic

ular

ly a

ffect

ed. S

om

e h

ad

deve

lope

d s

igns

of

men

tal

illne

ss.

Mor

ale

low

follo

win

g th

e vi

olen

ce w

itnes

sed.

D

epre

ssed

by

lack

of

empl

oym

ent o

ppor

tuni

ties

and

fear

s fo

r th

e fu

ture

. Fea

r of

re

pris

als

als

o a

ffect

ed

thei

r st

ate

of m

ind.


Supplementary information (3) (for Session 5)

How gender can be mainstreamed in key elements of organisational culture and systems

(This is not a handout)

Leadership Managers need to provide clear and committed leadership and guidance on the importance of integrating gender equality into all aspects of the programme and the organisation’s ways of working. They need to be able to articulate clearly the relationship between gender inequality and poverty. Staff composition and capacity There needs to be a reasonable balance between female and male members of staff at each level of the organisation, although the most important thing is that both men and women at all levels have the capacity required to integrate gender equality effectively into their work, especially for understanding poverty with a gender lens. Human-resources systems • Selection: Capacity for working in a gender-sensitive manner should be a key criterion for all

programme management and co-ordination posts. Interviews should include a question to assess the applicant’s capacity for doing so.

• Induction: All induction procedures should include an introduction to the organisation’s approach to working on gender equality. Oxfam staff should be given a copy of Oxfam GB’s Gender Policy, basic information on how Oxfam works on gender, basic bibliographic references, and useful Internet addresses.

• Performance management: Working in a gender-sensitive manner, or towards the achievement of gender equality, should be part of the objectives of all programme staff.

• Code of conduct: All Oxfam staff must be aware of the contents of the Code of Conduct, should sign it on starting work with Oxfam, and should abide by its contents. (See the Pick-up-and-Go course on Preventing Sexual Exploitation and Abuse, in this pack.)

Knowledge management and development Good practice on gender mainstreaming should be shared across the programme.


Mai

nst

ream

ing

Gen

der

Eq

ual

ity

Pho

to:

How

ard

Dav

ies

Pic

k-up

-and

-Go

Trai

ning

Pac

k •

Mai

nstr

eam

ing

Gen

der

Equ

ality

in N

GO

s •

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es

© O

xfam

GB

200

6 A

ll rig

hts

rese

rved

Sli

de

1

96

© O

xfam

GB

200

6 A

ll rig

hts

rese

rved

Sli

de

2

Wo

rksh

op

ob

ject

ives

K

no

w:

The

key

asp

ects

of m

ains

trea

min

g ge

nder

equ

ality

in p

rogr

amm

es a

nd o

rgan

isat

iona

l cul

ture

.

F

eel:

Mot

ivat

ed to

ens

ure

that

gen

der

equa

lity

is m

ains

trea

med

in th

e w

ork

that

you

sup

port

, and

com

mitt

ed to

cha

lleng

e ge

nder

-bas

eddi

scrim

inat

ion

whe

reve

r it

is fo

und.

D

o:

Use

a c

ase

stud

y to

pra

ctis

e m

ains

trea

min

g ge

nder

equ

ality

in a

pro

ject

.

Pic

k-up

-and

-Go

Trai

ning

Pac

k •

Mai

nstr

eam

ing

Gen

der

Equ

ality

in N

GO

s •

Slid

es

97

© O

xfam

GB

200

6 A

ll rig

hts

rese

rved

Sli

de

3

Su

gg

este

d g

rou

nd

ru

les

Par

ticip

ants

sho

uld:

•C

ontr

ibut

e th

eir

own

exam

ples

and

idea

s.

•Li

sten

to a

nd r

espe

ct th

e op

inio

ns o

f oth

er le

arne

rs.

•R

espe

ct o

ther

lear

ners

’ rig

ht to

con

fiden

tialit

y.

•B

e pr

esen

t thr

ough

out t

he d

ay.

Pic

k-up

-and

-Go

Trai

ning

Pac

k •

Mai

nstr

eam

ing

Gen

der

Equ

ality

in N

GO

s •

Slid

es

98

© O

xfam

GB

200

6 A

ll rig

hts

rese

rved

Sli

de

4

Wh

ich

pro

ject

isg

end

er-m

ain

stre

amed

?…

.

Pro

vidi

ng a

ref

uge

for

wom

en e

scap

ing

from

vio

lenc

e.

Pro

vidi

ng in

com

e-ge

nera

tion

oppo

rtun

ities

for

a vi

llage

com

mun

ity.

A le

ader

ship

trai

ning

prog

ram

me,

with

acr

èche

faci

lity.

Sup

port

ing

sing

lefa

ther

s w

ith c

hild

care

.

Pic

k-up

-and

-Go

Trai

ning

Pac

k •

Mai

nstr

eam

ing

Gen

der

Equ

ality

in N

GO

s •

Slid

es

99

© O

xfam

GB

200

6 A

ll rig

hts

rese

rved

Sli

de

5

Oxf

am G

B’s

def

init

ion

of

gen

der

mai

nst

ream

ing

:

A

pro

cess

of e

nsur

ing

that

all

its w

ork,

and

the

way

that

it is

don

e,co

ntrib

utes

to g

ende

r eq

ualit

yby

tran

sfor

min

g th

e ba

lanc

e of

pow

erbe

twee

n w

omen

and

men

.

Pic

k-up

-and

-Go

Trai

ning

Pac

k •

Mai

nstr

eam

ing

Gen

der

Equ

ality

in N

GO

s •

Slid

es

100

© O

xfam

GB

200

6 A

ll rig

hts

rese

rved

Sli

de

6

Oxf

am is

mai

nst

ream

ing

gen

der

eq

ual

ity

into

....

Th

e P

rog

ram

me

Th

e O

rgan

isat

ion

Pic

k-up

-and

-Go

Trai

ning

Pac

k •

Mai

nstr

eam

ing

Gen

der

Equ

ality

in N

GO

s •

Slid

es

101

© O

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GB

200

6 A

ll rig

hts

rese

rved

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de

7

Oxf

am G

B in

teg

rate

s g

end

er e

qu

alit

yin

to it

s p

rog

ram

me

in t

wo

mai

n w

ays:

By

supp

ortin

g pr

ojec

ts s

peci

fical

ly

aim

ed a

t ge

nder

equ

ity.

(‘SC

O 5

’)

By

addr

essi

ngge

nder

ineq

ualit

y in

all

Str

ateg

ic C

hang

e O

bjec

tives

Pic

k-up

-and

-Go

Trai

ning

Pac

k •

Mai

nstr

eam

ing

Gen

der

Equ

ality

in N

GO

s •

Slid

es

102

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200

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ll rig

hts

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de

8

SC

O 5

: T

he

Rig

ht

to E

qu

ity:

Gen

der

an

d D

iver

sity

Wo

men

an

d m

en w

ill e

njo

y eq

ual

rig

hts

Thi

s w

ork

incl

udes

:

• fo

cuse

d su

ppor

t in

10 c

ount

ries

on g

ende

r m

ains

trea

min

g

• in

tens

ive

rese

arch

in 5

cou

ntrie

s on

the

impa

ct o

f g

ende

r-eq

ualit

y m

ains

trea

min

g

• a

Sou

th A

sia

prog

ram

me

on e

ndin

g vi

olen

ce a

gain

st w

omen

– i

nclu

ding

a r

egio

nal c

ampa

ign

Pic

k-up

-and

-Go

Trai

ning

Pac

k •

Mai

nstr

eam

ing

Gen

der

Equ

ality

in N

GO

s •

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103

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Sim

plif

ied

pro

gra

mm

e/p

roje

ct m

anag

emen

t cy

cle

Pla

nn

ing

, des

ign

ing

,re

des

ign

ing

Nee

ds-

asse

ssm

ent

(h

um

anit

aria

n)

Imp

lem

enta

tio

n

Mo

nit

ori

ng

,ev

alu

atio

n,

imp

act

asse

ssm

ent

Sit

uat

ion

an

alys

is

Par

tner

ap

pra

isal

Pic

k-up

-and

-Go

Trai

ning

Pac

k •

Mai

nstr

eam

ing

Gen

der

Equ

ality

in N

GO

s •

Slid

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104

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0

Inco

rpo

rati

ng

gen

der

eq

ual

ity

into

Pro

gra

mm

e Im

ple

men

tati

on

Pla

ns

(PIP

s)

Po

vert

y an

d p

olic

y an

alys

isw

ith

gen

der

aw

aren

ess G

end

er-a

war

e•C

han

ges

in p

olic

y, p

ract

ice,

idea

s, b

elie

fs•S

trat

egie

s•O

utc

om

es•I

mp

act

Pic

k-up

-and

-Go

Trai

ning

Pac

k •

Mai

nstr

eam

ing

Gen

der

Equ

ality

in N

GO

s •

Slid

es

105

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200

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ll rig

hts

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de

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1

Def

init

ion

of

gen

der

an

alys

is:

view

ing

po

vert

y th

rou

gh

a g

end

er le

ns

•E

xam

ines

how

wom

en a

nd m

en r

elat

eto

eac

h ot

her,

and

the

ineq

ualit

ies

ofth

at r

elat

ions

hip.

•F

ocus

es o

n w

hat d

isad

vant

aged

wom

en th

emse

lves

iden

tify

as th

eir

conc

erns

.

Pho

to:

Geo

ff S

ayer

Pic

k-up

-and

-Go

Trai

ning

Pac

k •

Mai

nstr

eam

ing

Gen

der

Equ

ality

in N

GO

s •

Slid

es

106

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GB

200

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ll rig

hts

rese

rved

Sli

de

1

2

Gen

der

an

alys

is –

bas

ic q

ues

tio

ns

W

ho

do

es w

hat

?

W

ho

has

wh

at?

W

ho

dec

ides

?

W

ho

gai

ns?

Wh

o l

ose

s?

Pic

k-up

-and

-Go

Trai

ning

Pac

k •

Mai

nstr

eam

ing

Gen

der

Equ

ality

in N

GO

s •

Slid

es

107

© O

xfam

GB

200

6 A

ll rig

hts

rese

rved

Sli

de

1

3

Cap

acit

ies

and

Vu

lner

abili

ties

Fra

mew

ork

Mal

eM

ale

Mo

tiva

tio

nal

/

Att

itu

din

al

So

cial

/

Org

anis

atio

nal

Ph

ysic

al/

Mat

eria

l

Fem

ale

Fem

ale

Vu

lner

abili

ties

Cap

acit

ies

Pic

k-up

-and

-Go

Trai

ning

Pac

k •

Mai

nstr

eam

ing

Gen

der

Equ

ality

in N

GO

s •

Slid

es

108

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xfam

GB

200

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ll rig

hts

rese

rved

Sli

de

1

4

Oxf

am G

B is

mai

nst

ream

ing

gen

der

eq

ual

ity

into

....

Th

e P

rog

ram

me

Th

e O

rgan

isat

ion

Pic

k-up

-and

-Go

Trai

ning

Pac

k •

Mai

nstr

eam

ing

Gen

der

Equ

ality

in N

GO

s •

Slid

es

109

© O

xfam

GB

200

6 A

ll rig

hts

rese

rved

Sli

de

1

5

Mai

nst

ream

ing

gen

der

eq

ual

ity

ino

rgan

isat

ion

al c

ult

ure

an

d s

yste

ms

Leadership

Sta

ff c

om

po

siti

on

and

cap

acit

y

Hu

man

-res

ou

rces

sys

tem

s –

Sel

ecti

on

, in

du

ctio

n, p

erfo

rman

ce m

anag

emen

t,

cod

e o

f co

nd

uct

Kn

ow

led

ge

man

agem

ent

and

dev

elo

pm

ent

Pic

k-up

-and

-Go

Trai

ning

Pac

k •

Mai

nstr

eam

ing

Gen

der

Equ

ality

in N

GO

s •

Slid

es

110


A Training Course for All Staff

2 hours

Written by Yoma Winder (Oxfam GB Humanitarian Programme Adviser)

with help, support, and contributions from many staff of Oxfam GB around the world

Preventing Sexual Exploitation and Abuse A Training Course for All Staff

Contents

Facilitator’s notes Introduction 115 Session 1 Introductions and objectives 120 Session 2 Story telling 121 Session 3 Rules and guidelines 122 Session 4 Reporting unacceptable behaviour 123 Session 5 Case studies 124 Session 6 Close and evaluation 125

Handouts 1 Sexual Conduct Guidelines from Oxfam GB’s Code of Conduct 1262 Oxfam GB Code of Conduct 127 3 Disclosure of malpractice in the workplace 131 4 Case studies 132

Flipcharts 1–5 134 Supplementary information for facilitator 1 Answers to case studies 137 2 Frequently asked questions: some thoughts 141 3 Oxfam GB policy on gender equity 143 4 Oxfam GB child-protection policy 145 5 Good practice when working with children 147

Facilitator’s notes

Introduction

Information for workshop managers

Module length

2 hours

Facilitation skills

• This module requires presentation skills and the management of facilitated discussion.

• The level of facilitation skills required for this course will be determined by the degree of behavioural change that the workshop is required to deliver.

• In Oxfam workshops, participants will ask questions about the Oxfam GB Code of Conduct and Sexual Conduct. The facilitator needs to be able to answer and debate these, and defend and promote Oxfam’s positions, using the facilitator’s notes and supporting documentation provided.

• In Oxfam workshops, the facilitator must have had some degree of exposure to Oxfam’s Code of Conduct, and experience of making management decisions on staff conduct.

• Managers are responsible for ensuring that this workshop is delivered by a member of staff of sufficient capability.

Learners

This module is intended for staff in non-management positions. Priority should be given to those who have any form of contact with beneficiaries.

Group size

This course could be run for groups of 6 to 30. However, it is easier to facilitate learning with groups of 18 to 20. A group of this size generates the maximum amount of discussion among participants, and therefore maximum learning.


Room

This module requires space for the whole group to be working together in a room – sitting in such a way that they can all see one another. It also requires sufficient space for the group to divide into smaller groups.

Equipment needed

• One flipchart stand, paper, and pens (black or dark blue only to ensure visibility).

• Post-it notes

• Blu-tack


• Prepare flipcharts 1–5 in advance.

Pick-up-and-Go • Preventing Sexual Exploitation and Abuse (Staff) • Facilitator’s Notes 115

Preparation of the facilitator

The facilitator needs to read and become familiar with all the material, in addition to managing the preparation of the material and the room. Oxfam facilitators may seek advice from their regional focal point for sexual exploitation and abuse issues, line manager, or Human Resources team.

Supplementary material for the training session comes in two varieties. S1 and S2 are essential material for running the training session, and the facilitator must be familiar and comfortable with their content. S3, S4, and S5 (Oxfam GB policies and guidelines) are included as background information for facilitators, who are advised to read them before delivering the training. As an optional extra, Oxfam facilitators are recommended to read the following policies and guidelines on the Intranet: • Anti-Harrassment Policy http://homepage.oxfam.org.uk/chr/polproc/7/harass.htm • Behaviour at Work

http://homepage.oxfam.org.uk/chr/polproc/10/behaviouratworkhomepage.htm • Dealing with Problems at Work

http://homepage.oxfam.org.uk/chr/polproc/7/problemsatwork.htm

Flipcharts 1–5 are intended to give an idea of how the actual flipcharts should look.

When making photocopies before the training session, DO NOT staple all the handouts together. Make sure they are stapled, separately, to be handed out at different times throughout the sessions.

Linked learning

Other Pick-up-and-Go packs:

‘Preventing Sexual Exploitation and Abuse’ – full-day and half-day training for managers.

For Oxfam GB staff:

• Ask your regional focal points, Human Resources team, or line manager for support before or after running the sessions.

Among your colleagues

It is every individual’s responsibility to promote and uphold the principles that will reduce the likelihood of sexual exploitation and abuse being committed by staff. Please ensure that you take every opportunity to discuss this subject with your colleagues.

Translations

This module is currently available in English, Spanish, French, and Portuguese. If it would help learners, please feel free to translate all or part of it into additional languages – but please send a copy to Oxfam Publishing at Oxfam House.


Please send questions, ideas, and feedback to [email protected]

Pick-up-and-Go • Preventing Sexual Exploitation and Abuse (Staff) • Facilitator’s Notes116

Workshop objectives

As a result of this workshop, employees of Oxfam GB will have an increased knowledge of and ability to comply with Oxfam GB’s Internal Staff Code of Conduct. They will:

Know …

the principles that underpin Oxfam GB’s Code of Conduct and the Guidelines for Sexual Conduct;

their responsibilities as Oxfam staff members; the consequences of breaking rules or not fulfilling their responsibilities.

Feel …

confident about raising issues and reporting suspected incidents to the organisation;

confident about what the organisation expects of them; warned about what will happen if they break the rules.

Do … study cases of sexual exploitation and abuse and apply them to their own work.


Timetable


00.00

00.10

1. Introductions and objectives

00.10

00.25

2. Story telling

00.25

00.50

3. Rules and guidelines

00.50

00.60

4. Reporting unacceptable behaviour

01.00

01.50

5. Case studies

01.50

02.00

6. Close and evaluation

The timings for this event are shown as starting at 00.00. The actual timing will depend on the participants’ normal working hours. This timetable can be divided into two sessions: input sessions first (1–4) and practice sessions second (5 and 6). This gives time for participants to absorb the information and discuss the implications, before they work on the case studies.


Note to the facilitator The subjects of sexual exploitation and abuse, and the sexual conduct of staff, nearly always raise more questions than they answer. You should be aware that people feel strong emotions when their beliefs and personal values are challenged. Make sure that you read the supplementary documents 1 and 2 before delivering the session, and be sure that you can defend the positions taken in them.

Please remember, and emphasise to participants, that we run these workshops because we know that many beneficiaries are forced into sexual relations with humanitarian workers in order to obtain food, goods, or essential services for themselves and their families. Oxfam GB finds this intolerable and will do everything that it can to prevent it happening. Those found sexually exploiting or abusing beneficiaries will (subject to due process) be dismissed for gross misconduct.

The discussions during the day will raise many important issues, but you must move the course along and delay questions until the relevant session, when they might be covered anyway.

• Pay careful attention to the timings of the course and be prepared to chair the event. Remember that not every question can be asked or answered within the course of one day.

• Put a page of flipchart paper on the wall to ‘park’ questions that arise. This is a way of clearly acknowledging a question without having to answer it at that time – but if you have not answered all of the questions by the end of the course, you should clearly identify the means by which you will answer them (for example, by consulting an appropriate colleague and then sending the answer by email to all of the participants).

• In order to maintain the pace and energy of the course, you need to be very clear about timings and instructions. If you give 10 minutes for groups to do an exercise, after 5 minutes you should announce that 5 minutes remain; after 9 minutes, announce that one minute remains – and then finish after 10 minutes. You will find that groups often produce better results if they feel under a reasonable degree of pressure.


Session 1 Introduction and objectives TOTAL TIME: 10 minutes

Purpose: by the end of this session, participants will know the aim of this workshop and know who is in the room.

Timing What YOU do What the LEARNERS do Resources

00.00 • Introduce yourself.

• Ask the participants to introduce themselves by telling the group their name, their job title, and the country or project area in which they work. Tell the participants that they will only have a very few minutes to do this.

• Ask questions if they need clarification.

• Introduce themselves, but very briefly.

Name badges if appropriate

00.05

• Introduce the course objectives: show Flipchart 1 and attach it to the wall where it can be seen throughout all sessions. Read the objectives to participants and ask if they have any questions.

• Read the objectives thoroughly and ensure that they match their own understanding and expectation of the course.

Flipchart 1


Session 2 Story telling TOTAL TIME: 15 minutes

Purpose: to demonstrate the extent and implications of the problem; to establish that some NGO staff commit abuse and exploitation, and that Oxfam GB will not tolerate this behaviour among its own staff.


00.10

00.15

00.25

• Tell the participants the following story. Guards at an NGO compound were allowing beneficiary families to enter the compound at night to collect water from the office tap. In exchange for this favour, they were forcing the younger women and girls to have sex with them. A complaint was eventually made by some of the women, and an investigation supported their complaint. The guards were suspended when the investigation began, and they were dismissed when the complaint was found to be true. They were not allowed to work their notice period, and they received no end-of-contract benefits.

• Ask the group if anyone has a similar story that they would like to share.

• If not, tell them this one: an NGO project officer overseeing an education programme was proved, eventually, of raping not only teachers but also pupils. He was instantly dismissed, with no notice period and no end-of-contract benefits whatsoever.

• Ask for comments on these stories.

• Emphasise that the stories that you have told are real stories from real NGO staff – that sexual exploitation and abuse of beneficiaries really does happen.

• If you have time, you can ask again if there is anybody who has a similar story that they want to share. If not, move on to the next session.

• Listen carefully to the case studies. Think about what they mean – to themselves, their families, the people that they work with, their jobs.

• Tell a story from their own experience (if they have one, and if they want to tell it).

• Ask questions for clarification or quick comment.

‘Parking’ flipchart


Session 3 Rules and guidelines TOTAL TIME: 25 minutes

Purpose: to know what is and what is not allowed; and how and why Oxfam GB has made its rules and guidelines.


00.25

00.35

00.50

• Divide the group into small groups of 4 or 5. Give each group one piece of flipchart paper and a pen.

• Put up Flipchart 2 and ask each group to write down what they know about the organisation’s rules concerning sexual conduct. Tell them that they have only 10 minutes for this.

• Bring the group back together and ask one group after another to report what they have written down.

• Ask other groups to comment on the answers. In particular, try to get other groups to say whether the ‘rules’ as written down are correct or not.

• Give Handout 1 to all participants. Ask them to read it thoroughly and discuss it with their neighbour.

• Stick Flipchart 3 on the wall and read through the two very simple rules.

• Ask if Handout 1 and Flipchart 3 say the same thing. Discuss.

NB At this stage you may need to start defending the organisation’s position. Make sure that you have read through the supporting documentation thoroughly and are fully able to debate the issues.

• Give out the Code of Conduct (Handout 2) and encourage participants to read it as soon as they can. The important bits are in bold.

• Emphasise that they should contact their manager or their nearest Human Resources staff member if they feel any confusion or concern about the Code.

• Form small groups as requested.

• Brainstorm and write down what they know about the organisation’s rules for sexual conduct.

• Choose one person to read and explain these to the whole group when asked.

• Comment on what other groups have written.

• Look closely at the rules that the organisation does have and comment on what they mean to them.

Flipchart paper

Pens

Handouts 1 and 2

Flipcharts 2 and 3


Session 4 Reporting unacceptable behaviour TOTAL TIME: 10 minutes

Purpose: to consider and discuss reasons why staff might want to report unacceptable behaviour, and the procedures for doing it.


00.50

01.00

• Ask the group what the word ‘whistle-blowing’ means. (It is an English idiom meaning ‘to report illegal or unacceptable behaviour’.) Ask if there is a local equivalent. Check this with others in the group, to ensure that the right word is being used!

• Ask why people would want to whistle-blow.

• Ask what the risks associated with whistle-blowing might be.

• Explain Oxfam GB’s whistle-blowing procedure.

• Give a copy of Handout 3 to all participants.

• Talk them through the really important bits of the document (genuine concern, confidentiality, correct procedure) and ask questions to check that they understand it.

Who can use this procedure?

What should you use it for?

To whom should worried members talk?

To whom should they not talk?

What will happen if the procedure is abused?

etc …

• Try to translate the term ‘whistle-blowing’ into local languages.

• Answer questions as asked, and debate with other learners as appropriate.

• Read the handout.

• Answer questions about the whistle-blowing procedure.

Handout 3


Session 5 Case studies TOTAL TIME: 50 minutes

Purpose: To use information from previous sessions to practise and role-play some real-life case studies. To discuss, debate, and learn from others what is expected of them in terms of their behaviour and their responsibilities.


01.00

01.05

01.20

01.50

• Divide participants into three groups (regardless of the number of total participants).

• Each group will work on a different case study – three groups, three case studies. Give a copy of Handout 4 to each participant and make it clear which group must work on which case study. Ensure that each group has at least one piece of flipchart paper.

NB It is normally OK to use the same case studies that were used in the opening session, because they will not yet have been discussed in depth. There are more case studies provided than you will probably have time to use, so feel free to ‘mix and match’ them as you like.

• Tell them they have only 15 minutes to read the case study, discuss it, and answer the questions that it poses. Ask them to write their answers on a sheet of flipchart paper.

• Move round the groups and encourage them to look at all aspects of the case study and all angles from which it could be viewed.

• Tell the participants when they have only 5 minutes left.

• Bring the small groups back together and ask each in turn to present their answers.

• Discuss the answers as a large group and ensure that the ‘right’ answers are clear to all at the end.

NB Make sure that you have read supplementary documents 1 and 2 before you present this session. It is very important for you to be familiar with the ‘right’ answers to many of the questions that people will ask.

• Read the case study closely.

• Discuss it with other members of their small group.

• Answer the questions that follow the case study.

• Write these answers up and be prepared to explain and defend them to the whole group.

• Make sure that they finish the exercise within the 20-minute time limit.

• Listen carefully to others’ answers and ask for clarification of anything that they do not understand.

Handout 4

Flipchart paper


Session 6 Close and evaluation TOTAL TIME: 10 minutes


01.50

01.55

02.00

• Refer back to the flipchart on which the course objectives were written. Ask participants whether they feel that they have met the objectives.

• Allow five minutes to discuss any outstanding queries and requests for clarification.

• Look at the ‘parking’ flipchart and see if any of the questions there can now be answered.

• Stick the two evaluation flipcharts up on the wall. Ask participants to consider the two questions, and mark an x on the flipchart to indicate the extent to which they agree with the statement.

Question whether they really feel that they are happy and confident that the original objectives have been met.

Raise any outstanding queries.

Complete the evaluation flipcharts.

Flipcharts 4 and 5


Handout 1 Sexual Conduct Guidelines from Oxfam GB’s

Code of Conduct Oxfam’s Code of Conduct provides guidelines for the way Oxfam intends its staff to behave. The guidelines are necessarily broad, covering all aspects of behaviour, use of equipment, and guidance on relationships with others at many levels and in many situations. The Code draws on and makes reference to many of Oxfam’s policies (use of computers, harassment, etc.) but there is no policy on sexual conduct or child protection. Below you will find a distillation of how Oxfam requires its staff to behave in this regard. The underlying, non-negotiable principles that we expect to govern your behaviour and that of those around you are the following: • No exploitation or relationships that are exploitative as a result of your position

within Oxfam. • No actions that bring the organisation into disrepute. Therefore … • No sexual contact at all with anybody under the age of 18 (because it is exploitative

by nature). • No sexual contact at all with beneficiaries (because it is potentially exploitative by nature). To clarify: • You must not demand or accept sex or sexual contact in return for goods or services from you

or Oxfam. Essential warning: • It is your duty and responsibility to report, via the systems that exist, behaviour that you feel is

not in accordance with the above requirements. • It is also your responsibility to actively promote and maintain an atmosphere or environment in

which staff feel that they can and will live up to the expectations clarified above.

Pick-up-and-Go • Preventing Sexual Exploitation and Abuse (Staff) • Handouts

© Oxfam GB 2006 All rights reserved© Oxfam GB 2006 All rights reserved

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Handout 2 Oxfam GB Code of Conduct

As an Oxfam GB staff member, you are required to abide by the organisation’s policies and procedures, the terms and conditions of your employment (as outlined in your employment contract), and to ensure that your conduct is in keeping with the organisation’s beliefs, values, and aims. The aim of this Code of Conduct is to give you guidance regarding the key issues that you need to be aware of as an Oxfam GB staff member, and the standards by which you may need to behave in certain circumstances. The Code applies to all Oxfam GB staff, regardless of location, and in accepting appointment, you undertake to discharge your duties and to regulate your conduct in line with the requirements of this Code. The Code is designed for your guidance and protection, although a breach may result in disciplinary action (including dismissal in some instances) and, in some cases, may lead to criminal prosecution. While we recognise that local laws and cultures differ considerably from one country to another, Oxfam GB is a British-based International NGO, and therefore the Code of Conduct is based on European and international legal standards, as well as being written to reflect the organisation’s fundamental beliefs and values (as outlined below), to support its mission to work with others to overcome poverty and suffering and its commitment to ensuring that staff members avoid using possible unequal power relationships for their own benefit. Oxfam GB – mission, beliefs, and values Oxfam GB’s purpose

- To work with others to overcome poverty and suffering.

GB’s beliefs - The lives of all human beings are of equal value.

In a world rich in resources, poverty is an injustice, which must be overcome.

Poverty makes people more vulnerable to conflict and natural calamity; much

of this suffering can be prevented and must be relieved.

People’s vulnerability to poverty and suffering is increased by unequal power relations based on, for example, gender, race, class, caste, and disability; women, who make up the majority of the world’s poor, are especially disadvantaged.

Working together we can build a just and safer world, in which people take control over their own lives and enjoy their basic rights.

To overcome poverty and suffering involves changing unjust policies and practices, nationally and internationally, as well as working closely with people in poverty.

Oxfam GB’s anti-harassment policy

- Oxfam GB views all forms of harassment as incompatible with its aims and beliefs in the dignity of all people, and undermining to its vision of equal opportunities. Consequently, Oxfam GB will not tolerate the harassment of staff, volunteers, contractors, partner organisations, beneficiaries, or any others.



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Code of conduct – standards As a staff member of Oxfam GB, I will: 1. Be responsible for the use of information and resources to which I have access by

reason of my employment with Oxfam GB. - I will ensure that I use Oxfam GB information, funds, and resources entrusted to me in a

responsible manner and will account for all money and property, following the appropriate policy and procedural requirements. Resources and property include

Oxfam GB vehicles Telephones, photocopiers, fax machines, and stationery Other office equipment or equipment/resources belonging to Oxfam GB Computers, including the use of email, internet, and intranet Oxfam GB accommodation (including Oxfam housing in international locations)

2. Ensure safety, health, and welfare of all Oxfam GB staff members, volunteers, and contractors. - I will adhere to all legal and organisational health and safety requirements in force at the

location of my work. - I will comply with any local security guidelines and be pro-active in informing management

of any necessary changes to such guidelines. - I will behave in such a way as to avoid any unnecessary risk to the safety, health, and

welfare of myself and others, including partner organisations and beneficiaries.

3. Ensure that my personal and professional conduct is, and is seen to be, of the highest standards and in keeping with Oxfam GB’s beliefs, values, and aims. - I will treat all people fairly and with respect and dignity. - When working in an international context or travelling internationally on behalf of Oxfam

GB, I will observe all local laws and be sensitive to local customs. - I will not work under the influence of alcohol or use, or be in possession of, illegal

substances on Oxfam GB premises or accommodation. - I will seek to ensure that my sexual conduct does not bring Oxfam GB into any ill repute

and does not affect or undermine my ability to undertake the role for which I am employed. - I will not enter into commercial sex transactions with beneficiaries. For the purpose of this

Code of Conduct, a transaction is classed as any exchange of money, goods, services, or favours with any other person.

4. Perform my duties and conduct my private life in a manner that avoids possible

conflicts of interest with the work of Oxfam GB and my work as a staff member of the organisation. - I will declare any financial, personal, family (or close intimate relationship) interest in

matters of official business which may affect the work of Oxfam GB, e.g. contract for goods/services, employment or promotion within Oxfam GB, partner organisations, civil authorities, beneficiary groups.

- I will behave in a manner that does not undermine national or international perceptions of Oxfam GB’s impartiality.

- I will seek permission before agreeing to being nominated as a prospective candidate or other official role for any political party.

- I will not accept any additional employment or consultancy work outside Oxfam GB without prior permission from management.

- I will not accept significant gifts or any remuneration from governments, beneficiaries, donors, suppliers, and other persons which have been offered to me as a result of my employment with Oxfam GB.

- I will not abuse my position as an Oxfam GB staff member by requesting any service or favour from others in return for assistance by Oxfam GB.



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5. Avoid involvement in any criminal activities, activities that contravene human rights, or those that compromise the work of Oxfam GB. - I will contribute to combating all forms of illegal activities. - I will notify Oxfam GB of any unspent criminal convictions or charges prior to employment. - I will also notify the organisation if I face any criminal charges during my employment. - I will not engage in sexual behaviour with children under the age of 18, regardless of local

custom. - I will not abuse or exploit children under the age of 18 in any way and will report any such

behaviour of others to my line management. 6. Refrain from any form of harassment, discrimination, physical or verbal abuse,

intimidation or exploitation. - I will fully abide with the requirements of Oxfam GB’s policies on equal opportunities,

diversity, and anti-harassment. - I will never engage in any exploitative, abusive, or corrupt relationships. I have read carefully and understand the Oxfam GB Code of Conduct and hereby agree to abide by its requirements and commit myself to upholding the standards of conduct required to support Oxfam GB’s aims, values and beliefs. Name Signature Date



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Application of the code of conduct The Code of Conduct is intended to serve as a guide for all Oxfam GB staff in making decisions in their professional lives and, at times, in their private lives. By following this Code of Conduct, it is intended that all staff will contribute to strengthening the professionalism and impact of the work of Oxfam GB. The Code of Conduct forms part of the terms and conditions of employment of all staff. Further information and detail on specific aspects of this Code can also be found in ‘Behaviour at Work’ in Oxfam GB’s Policies and Procedures. 1. All staff will be given a copy of this Code of Conduct and be required to familiarise

themselves with its requirements, by reading and discussing the Code with their manager or colleagues.

2. All staff will be required to confirm this by signing their agreement to the Code of Conduct and by keeping a copy. A further copy of the signed agreement will be kept on the staff member’s personal file.

3. Further information on the provisions within the Code can be found in Oxfam GB’s policies, procedures and guidelines. Staff can also seek further clarification from their manager or a member of the Human Resources team.

4. For staff relocating to another country of work, guidance will also be given in relation to local specific customs and legal requirements, in order to inform the behaviour that they will be expected to adopt.

5. Further guidance and information will also be distributed to each office and work place and may also be found in related documents (e.g. Local Security Guidelines).

6. Managers have a responsibility to ensure that all staff, including newly recruited staff, are provided with a copy of the Code of Conduct, understand its provisions clearly, and sign their agreements to its terms.

7. Managers also have a particular responsibility to uphold the standards of conduct and to set an example.

8. In the recruitment and selection of staff, managers should seek to ensure that candidates selected support the beliefs and values of Oxfam GB and do not have a work history that contravenes the requirements of this Code.

9. Any staff member who has concerns about the behaviour of another staff member should raise these with the appropriate line manager. Any concerns will be treated with urgency, consideration and discretion.

10. Any breaches of the requirements of this Code of Conduct will be subject to investigation and possible disciplinary action in line with Oxfam GB’s disciplinary procedure.



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Handout 3 Disclosure of Malpractice in the Workplace (Worldwide)

Policy

Oxfam GB believes that good communications between staff and volunteers at all levels throughout the organisation promote better business practice. Staff and volunteers are encouraged to raise genuine concerns about malpractice in the workplace, without fear of reprisals, and Oxfam GB will protect them from victimisation and dismissal.

Scope: All Oxfam GB staff and volunteers.

Procedures

Oxfam GB has introduced these procedures to enable staff and volunteers to raise or disclose concerns at an early stage and in the right way. They apply in all cases where there are genuine concerns about malpractice in the workplace, regardless of where this may be and whether the information involved is confidential or not.

If an individual raises a genuine concern and is acting in good faith, even if it is later discovered that he or she is mistaken, under this policy they will not be at risk of losing their job or suffering any form of retribution as a result. This assurance will not be extended to an individual who maliciously raises a matter they know to be untrue or who is involved in any way in the malpractice.

Raising a concern Any member of staff or volunteer who genuinely believes that the actions of someone working for Oxfam GB could lead to, or have resulted in:

• a criminal offence;

• a failure to comply with any legal obligations;

• a miscarriage of justice

• danger to the health and safety of any individual;

• damage to the environment; or

• the deliberate concealment of information which may lead to any of the matters listed above

should raise the matter with their line manager. Where this is not appropriate because the line manager is involved in the alleged malpractice in some way, the matter should be raised with the line manager’s manager and brought to the attention of the Head of the Divisional/Regional Human Resources team. This may be done orally or in writing and should include full details and, if possible, supporting evidence.

Confidentiality

It is recognised that the individual may want to raise a concern in confidence under this policy. If the individual asks for his or her identity to be kept confidential, it will not be disclosed without his or her consent. However, if it is not possible to resolve the concern without revealing the individual's identity, the manager will discuss the implications with the individual, and a decision not to proceed with the investigation may need to be made. In order to avoid hindering an investigation into malpractice, anonymous disclosures are strongly discouraged.

(Note to workshop participants: this is just a small part of the ‘Disclosure of Malpractice in the Workplace’ document. Request the full document from the facilitator if you are interested.)



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Handout 4 Case studies

The following case studies are fictional, but each one is based on elements of fact. Case Study 1: Girls as gifts During field visits at a particular location, it was customary for chiefs to offer young girls in the village as gifts to the staff of NGO X to thank them for the partnership with the NGO. This happened for many years before any staff objected or raised the issue. One day this happened to an honest staff member, who then reported it to senior management. It turned out to be a regular occurrence. The case was even more serious because nearly all the girls offered were under 18. What is wrong with this? Who is in the wrong? What should the ‘honest’ staff member say to the chief? What should the NGO do next? Should the police be involved? Case Study 2: Extra food for a relationship Josie is an adolescent girl living in a camp. Samuel, one of Oxfam’s food distribution staff, has offered to give her a little extra food during distributions if she will be his ‘special friend’. She agrees willingly. Both of them agree to start a sexual relationship, and neither of them thinks there is anything wrong. Josie hopes that the relationship will be a passport to a new life out of the camp. Samuel does nothing to discourage these hopes. Who is in the right? Who is in the wrong? As Samuel’s manager, what actions would you take? What actions could you take to reduce the likelihood of this happening again? Case Study 3: Car rides for sex Joey is a local driver hired by Oxfam GB to transport relief items from the warehouse to camps, where they are distributed. On one of his trips he recognises a 15-year-old girl walking along the side of the road and gives her a lift back to the camp. Since then, to impress her and win her over, he frequently offers to drive her wherever she is going and sometimes gives her small items from the relief packages in his truck, which he thinks that she and her family could use. The last time he drove her home, she invited him inside the house to meet her family; afterwards they had sex. The family is pleased that she has a relationship with an NGO worker. Who is in the right? Who is in the wrong? What would you do if you were Joey’s colleague? What messages would you want to give to the rest of your team? How would you do this? Case Study 4: Living in the camps Staff working on a fast-paced, first-phase emergency response programme are travelling at least 4 hours a day to reach the camps in which they are delivering an integrated water and sanitation programme. The travelling, they feel, is reducing their effectiveness to an unacceptable level. Their programme co-ordinator, based several hundred km away in the provincial capital, receives a formal request from the team to move their living quarters from the small and inhospitable town where they currently live to the largest, and most central, of the refugee camps. This, they feel, will make them safer, less tired, and far more effective in their jobs. If you were the programme coordinator, what would your response and your actions be?



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Case study 5: Misuse of Oxfam material 1a First scenario A local staff member has admitted accessing pornographic websites via an Oxfam laptop. The staff member is known to have received a full and correct induction which included a good briefing on the Code of Conduct, and illegal/illicit use of Oxfam’s equipment had been explained and discussed in detail. 1b Second scenario A local staff member has admitted accessing pornographic websites via an Oxfam laptop. The staff member has not had a briefing by either the line manager or Human Resources. 1c Third scenario A local staff member has admitted accessing pornographic websites on an Oxfam computer. His defence (which he doesn’t think he really needs) is that it is culturally acceptable in his country (and the country in which he is based) to do this and he doesn’t understand why Oxfam finds fault with this. As his manager, you cannot be sure that he has received a full briefing on Oxfam’s Code of Conduct. What would be your response in each of the cases outlined above?



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Flipchart 1

As a result of this workshop, employees of Oxfam GB

will have a greater knowledge of, and ability to comply with,

Oxfam GB’s internal Staff Code of Conduct.

Flipchart 2

In your small groups, write down on the flipchart paper

your understanding of your organisation’s rules on the sexual conduct of all staff.

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Flipchart 3

No sexual contact at all with anybody under the age of 18

(because it is exploitative by nature).

No commercial or transactional sex with beneficiaries

(because it is exploitative by nature). Flipchart 4

How well do you think you understand what is meant by

‘unacceptable behaviour’?

Well …………………………………………. Not well

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Flipchart 5

How well do you think you know what actions you should take if your friends or colleagues are behaving unacceptably?

Well ……………………………….………….. Not well

Pick-up-and-Go • Preventing Sexual Exploitation and Abuse (Staff) • Flipcharts136

Supplementary information (1) Answers to case studies

(Not a handout – intended for the facilitator only) Case Study 1 Accepting gifts, goods, or services in return for help and support from Oxfam GB breaks our Code of Conduct, which states very clearly that staff must not do this. It therefore follows that if staff do accept gifts, goods or services, disciplinary action will immediately result. Beneficiaries should get what they need without having to pay, in any way. Accepting gifts (of any nature) compromises the individual and Oxfam and is considered a conflict of interest. If you accept gifts from beneficiaries, it is impossible to know whether they have been chosen as beneficiaries because they need Oxfam’s assistance or because they have paid you to become a beneficiary. This is an impossible and unacceptable position in which to put Oxfam or a beneficiary. If any of the girls who were offered to Oxfam GB staff were under 18, this breaks our Code of Conduct in a second way. We judge that girls under the age of 18 are still children and, as such, are not to be put in a position where they must decide whether to start a sexual relationship with anybody. This rule holds true even if the law of the land is different, and even if the Oxfam staff member does not know the age of the girl. Having sex with a girl under 18 is likely to result in immediate dismissal. In this case, the Oxfam staff member is in the wrong. But hardly anybody is in the right (although, in most cases the girls will be virtually blameless because they are unlikely to have been consulted!). Oxfam should launch investigative and disciplinary proceedings against any staff member who is thought to have accepted a girl while visiting this village. In addition, further information about the Code of Conduct and Guidelines for Sexual Conduct must be disseminated immediately. A visit should be made to the village to explain why Oxfam GB will no longer accept their kind gifts. It would be good to ask community members to tell Oxfam GB if its staff members continue to behave wrongly. Case Study 2 Samuel is exploiting Josie and giving Oxfam GB property away in order to have a relationship. Josie is a beneficiary and she has the right to expect that Oxfam staff will exercise full duty of care for her. In addition, Samuel is stealing from Oxfam. Both these acts contravene Oxfam’s Code of Conduct; exploitation and stealing are both acts of gross misconduct, and Samuel should expect to be dismissed. Josie may well be under 18, a fact which will make the gravity of Samuel’s case even more severe. As his manager, you will need to start investigative and disciplinary proceedings. More information on what Oxfam GB expects from its staff members must be given to all staff. In addition it would be very useful to talk with beneficiaries and their leaders to explain to them what they can and cannot expect from Oxfam GB staff. It is also important to set up a system whereby you and your team can hear the complaints of beneficiaries and respond to them.

Pick-up-and-Go • Preventing Sexual Exploitation and Abuse (Staff) • Supplementary Information 137

Case Study 3 Joey is in the wrong, already, for several reasons: He should not be giving lifts to somebody who is not a member of Oxfam’s staff and who

is not authorised to travel in an Oxfam vehicle. This warrants a stern warning, if not a disciplinary procedure.

He should not be giving her ‘gifts’ that are not his to give, even if he has asked for nothing in return. This warrants a stern warning, if not a disciplinary procedure.

If he starts a relationship with her, he will be guilty of exploitation – both by sleeping with an underage girl and by exchanging goods for sexual contact. This is gross misconduct, and formal disciplinary procedures should be immediately started and Joey should be suspended. If the case is proved, he will then immediately lose his job.

In all likelihood, many managers would feel the need (and under most circumstances would be advised) to dismiss Joey (with due process) for the first two of these offences and not merely the last one. Case Study 4 You should give a definite ‘no’ to the team. Immediately. This is for a number of reasons, including the following: • Security in the camps is likely to be very poor and there is often little action that aid

workers can take to improve matters. • As aid workers living in the camp, they will get no peace whatsoever: they will receive

requests for support and assistance continually and will find it almost impossible to protect themselves against this.

• They will become, inevitably, a target for those seeking a way out of the camp. Offers of sexual favours will become difficult to ignore. Behaving in the fair and transparent way that Oxfam GB expects will become increasingly difficult.

• The level of HIV infection is bound to be very high among the camp population. Any sexual relations that might result would put all concerned at extreme risk.

• The presence of relatively well-paid aid workers with seemingly endless resources will result in jealousy and poor perception of the workers and/or organisation involved, which may well lead to difficulties in programme implementation.

Pick-up-and-Go • Preventing Sexual Exploitation and Abuse (Staff) • Supplementary Information138

Case Study 5 First scenario From Oxfam GB’s policy on Internet use:

‘The following are some examples of misuse which would be classified as acts of gross misconduct under the disciplinary procedures and as such may result in summary dismissal, without prior warning and notice. The list is not exhaustive:

• violating the privacy of other users;

• corrupting or destroy other users’ data or disrupting their work;

• creating, accessing or displaying any criminal, offensive, obscene or indecent images, data or other material.’

Therefore this is an act that deserves sanction through the disciplinary procedures. The staff member has broken the terms of his contract and has not followed Oxfam GB’s procedures, instructions, and policy as set out in the Internet Use Policy. Decisions about what sanction(s) to apply are left to the line manager, but it is clear that at the very least this behaviour is a Performance Management issue. Some staff members who access pornographic websites have been dismissed for gross misconduct. In addition the manager(s) concerned should take the opportunity of convening a staff meeting or similar to explain the Internal Code and the guidance on Sexual Conduct and maybe carry out some work on case studies appropriate to the context. Second scenario This is still a disciplinary offence, because it contravenes the policy quoted above. The offending staff member probably deserves a formal, verbal warning with a note of the fact added to their file. In addition, the staff member’s manager (because he or she has not ensured that the code of conduct was given to the employee) should be held responsible for this transgression, and a formal, verbal warning should probably be issued to them also; their inability to carry out adequate inductions should become a performance-management issue. The staff member must immediately receive a copy of the Code of Conduct and should be given training on it and the responsibility that it requires of him. The staff member’s manager must be made aware of his or her responsibility to promote and maintain an atmosphere in which staff feel they can and will live up to Oxfam’s guidelines and rulings on sexual abuse and exploitation and sexual conduct. The manager’s willingness and ability to do this is a performance-management issue and should be closely monitored. Every effort must be made to reinforce key messages about Oxfam’s rules on the use of equipment and the responsibility of all to promote and maintain an atmosphere where staff can and will uphold the Internal Code. Third scenario As with the above answer, a formal, verbal warning would probably be the most appropriate primary response – both for the staff member concerned and for the manager (with notes added to their files to document the fact that this has been done). However, in addition, it is obvious that some work needs to be done with the staff member to help him to understand, and live up to, Oxfam GB’s Internal Code of Conduct and guidelines for sexual conduct. It must be clear to all staff, whatever their level, that Oxfam GB is fully aware that the global ‘Oxfam’ culture that we are promoting is sometimes not in accordance with local culture. In all circumstances, Oxfam GB culture should take precedence over local culture – always.


It would probably be a good idea to carry out training/reminder sessions with all staff at an opportune time. The judgements that Oxfam GB has made on what is acceptable and what is not acceptable may differ quite radically from the local ‘norm’. Although these differences are interesting, and much can be learned from debating them, the fact is that Oxfam GB has thought long and hard and has produced rules and guidelines that it feels are necessary and appropriate. Staff members must promote and maintain these rules and guidelines; or they and their managers should recognise that they are in the wrong organisation, and they need to leave.


Supplementary information (2) Frequently asked questions: some thoughts

(Not a handout – for the facilitator only)

‘But in my country the age of consent is lower than 18, and it is culturally acceptable to marry girls as young as 15.’ In many countries this is the case. But the Convention on the Rights of the Child, to which virtually all countries are signatory, states that childhood should continue up to the age of 18. This is Oxfam GB’s policy. We will help staff to live up to it. ‘My colleague X has been married for the last two years to somebody who is now only 16. Are you going to dismiss him?’ It is unlikely that this will be legally possible. But, now that we have introduced this clear new policy, we will not tolerate new staff or old staff starting a relationship with a child. In some countries we will be able to ask about marital status at interview, in others we will not: but we will make every effort to find out. Our recruitment procedures are about to become much more robust, to enable us to offer maximum protection to people in our care. Oxfam’s approach from now on is one of deterrence and detection: we will advertise broadly and clearly our position in relation to the protection of children, and then we will be rigorous in following up references, employment history, and criminal records where possible. In addition, we will be increasing the level of attention that we pay to these issues, and managers and staff alike will be more confident and competent to make the environment in which we work safe for vulnerable people. ‘Prostitution is legal in this country. Many people pay for sex with sex workers, there is little stigma attached.’ Yes we know. We are not banning the use of sex workers, but we are strongly recommending people to avoid using them, for many reasons. First of all there is the fundamental principle that any transaction of this sort is the result of an unequal power dynamic and is therefore exploitative. There is every possibility that indulging in transactional sex will bring Oxfam GB into disrepute, and there is often the distinct possibility that it will increase security risks for individuals and Oxfam alike. There is every chance that it will also have direct security implications for the sex workers themselves. ‘If Oxfam takes such a strong stance on gender equity, why hasn’t it banned the use of sex workers?’ No, we haven’t banned the use of prostitutes, but we strongly discourage it. We don’t ban it, because we cannot infringe on people’s civil liberties, and we know it would be impractical to think we could enforce a total ban. We also, in a number of countries, support partner organisations that work with sex workers to ensure their basic rights; so we are definitely not in any position to tell sex workers how to live their lives. ‘You might think that my relationship is exploitative, but it doesn’t feel like that to me, or to my partner. You are not in a position to pass judgement.’ This might be true. But if this relationship is with a minor or a beneficiary, then our fundamental principles tell us that this relationship is, by its very nature, exploitative and not something that Oxfam will condone. Indeed, disciplinary action can and should result immediately. If the relationship is not with a minor or a beneficiary, there is less justification for Oxfam GB to intervene or pass judgement. But if you, as a manager, feel that there is something exploitative about the relationship, then you are probably right. Therefore it is worth investigating.


‘If we are so keen to protect children, why don’t we check new recruits more rigorously when they start work for Oxfam?’ We realise that we need to do more, and work is already underway to fill the gap. We are taking advice from other specialist agencies in the field, and the new procedures that we draw up will emphasise our absolute duty of care to those in our charge, and also the fact that more robust procedures will require more resources. ‘Yes, I am having a relationship with a beneficiary but I haven’t given them anything in exchange, so I am not exploiting the power that I have or the position that I hold within Oxfam.’ Maybe not. But others will either not see this or not recognise it. So, in order not to risk tarnishing Oxfam GB’s reputation, we are saying that sexual relationships with beneficiaries are unacceptable. It is as much the potential for abuse, in addition to abuse itself, that we need to guard against. ‘I know many Oxfam GB staff who are having relationships within their management line. What does Oxfam feel about this, and what is the guidance to me, or others, if we find ourselves in this situation?’ Oxfam GB does not forbid relationships within the management line, but it does insist upon transparency. If you are having a relationship with somebody whom you manage, it is your responsibility to let your manager know. It is then up to the manager (and maybe others) to decide whether the relationship could result in a potential conflict of interest in any way. In all such cases, Oxfam GB needs to find an alternative so that you are not responsible for the Performance Management of your partner. ‘The Oxfam Code is vague on sexual conduct and is not prescriptive enough to help managers.’ It is not so much vague as rather broad. In addition we don’t have a policy on sexual conduct at present, so we can’t refer you to it for further clarity and guidance. What we do have are the ‘Sexual Conduct Guidelines’, information, and training packs, and soon Sexual Exploitation Focal Points will be appointed in each region and project areas as appropriate. In the meantime please feel free to contact your closest Human Resources team or sexual exploitation focal point.


Supplementary information (3) Oxfam GB Policy on Gender Equity


Oxfam’s mission is to work with others to overcome poverty and suffering. People experience poverty when they are denied the right to livelihoods, water, education and health, protection and security, a voice in public life, or freedom from discrimination. Oxfam’s definition of poverty goes beyond the purely economic to encompass capabilities, powerlessness and inequality. Women often have less recourse than men to legal recognition and protection, as well as lower access to public knowledge and information, and less decision-making power both within and outside the home. Women in many parts of the world frequently have little control over fertility, sexuality and marital choices. This systematic discrimination reduces women’s public participation, often increases their vulnerability to poverty, violence and HIV, and results in women representing a disproportionate percentage of the poor population of the world. Gender equality gives women and men the same entitlements to all aspects of human development, including economic, social, cultural, civil and political rights; the same level of respect; the same opportunities to make choices; and the same level of power to shape the outcomes of these choices.1 This policy represents our organisational commitment to gender equality. It has been written to help staff and volunteers ensure that our work improves the lives of both women and men and promotes gender equality. Principles

• Throughout the organisation, we will base our work on a common understanding that gender equality is key to overcoming poverty and suffering.

• We will work with both women and men to address the specific ideas and beliefs that

create and reinforce gender related poverty.

• Women and girls will be empowered through all aspects of our programme and ways of working, and we will often prioritise work which specifically raises the status of women.

• Our own internal practices, and ways of working, will reflect our commitment to

gender equality.

Strategies for achieving gender equality • A thorough understanding of the different concerns, experiences, capacities and

needs of women and men, will shape the way we analyse, plan, implement and evaluate all our work.

• We will address the policies, practices, ideas and beliefs that perpetuate gender

inequality and prevent women and girls (and sometimes men and boys) from enjoying a decent livelihood, participation in public life, protection and basic services.

1 Adapted from Marsha Freeman, Oxfam GB Gender Review, September 2001


• We will seek to ensure the full participation and empowerment of women in all areas of our work, and will promote women’s rights as human rights, particularly in the areas of abuse and violence.

• We will work with both men and women, together and separately, to have a more

lasting impact on beliefs and behaviour. We will ensure that any work we do with men and men’s groups supports the promotion of gender equality.

• Partnerships and alliances will be assessed on the basis of their commitment to

gender equality.

• Our campaign, advocacy and media messages, and the images we use to support these, will emphasise the importance of gender equality in overcoming poverty and suffering. Our communications will also highlight our own commitment to gender equality, and the essential role played by women in all aspects of development and humanitarian work.

• Managers will encourage groups and forums across the organisation to share

learning and best practice on gender equality. Gender training will also be made available to staff and volunteers.

• In all our work we will demonstrate commitment to gender equality through setting

appropriate team and individual objectives, and through allocating adequate staff and resources to enable us to fulfil the gender equality policy.

• Managers of all divisions will devise and report on measurable objectives and actions

relating to the gender equality policy; and our management, finance and human resource systems will facilitate and contribute to our gender work.

• Gender awareness and understanding will be used as a criterion for recruitment and

development of staff and volunteers.

• Within the organisation we will pursue family-friendly work practices that enable both men and women to participate fully in work and family life.

This gender policy is closely linked to Oxfam’s Equal Opportunities and Diversity Policies.


Supplementary information (4) Oxfam GB Child-Protection Policy


Date first approved September 2004 Date for renewal September 2006 Geographical scope Worldwide Policy Statement: Oxfam GB believes that all children under the age of 18 have the right to protection from abuse and exploitation, and recognises its responsibility to ensure that staff, volunteers, consultants and partners are clear about the standards of behaviour and practice that are required of them when in contact with children, at all times. Oxfam GB will develop measures and mechanisms to prevent abuse, protect staff and safeguard the reputation of the organisation. Confidentiality: The policy statement will be made public. Other policy details are internal to staff and volunteers. Purpose of Policy: The purpose of the policy is to set minimum standards by which all managers, staff and others carrying out work for Oxfam GB are expected to abide. Policy Details: Abuse and exploitation can occur in many different forms. They can include neglect or bullying or be physical, sexual or emotional. Whilst abuse and exploitation of children can occur anywhere, it is accepted that as an international aid agency, our beneficiaries may be particularly vulnerable in this respect. Code of Conduct: Oxfam GB’s Code of Conduct outlines the standards expected of Oxfam GB staff. The Code of Conduct forms part of the terms and conditions of employment. A similar Code of Conduct has been produced, which relates specifically to volunteers, consultants and contractors and will form part of their ‘contract’ with Oxfam GB. Managers are responsible for explaining the Code of Conduct to their staff so that they understand what is expected of them. Guidelines are also available on ‘Good practice when working with children’. Reporting Procedures: Whilst different cultures may have different levels of tolerance, Oxfam GB will not tolerate what it considers to be abuse or exploitation in any form, which goes against the beliefs, values and aims of the organisation. It is the responsibility of all who represent Oxfam GB, in whatever capacity, to raise their concerns appropriately. Any member of staff having concerns regarding possible issues of abuse or exploitation in projects managed or supported by Oxfam GB, or is aware that a member of staff is committing abuse, should raise these immediately through their line management, using the Disclosure of Malpractice Procedures. If it is not possible to do this with an immediate line manager, issues should be taken to the next level of management; see procedures for details. Complaints of this nature raised by non-staff members should use the formal complaints procedures. Any concerns raised will be treated with the utmost urgency, consideration and discretion. Action taken against individuals who are believed to have abused or exploited a child/children may vary in each country context according to local cultures and legal frameworks. For members of staff, procedures within Oxfam GB’s “Problems at Work” policy will be followed, and the matter may also be referred to the appropriate legal authority.


Recruitment Procedures: All recruiting managers are expected to follow Oxfam GB’s recruitment and selection procedures to ensure that where a staff member will be working with children (those under the age of 18), either directly or indirectly, the necessary checks have been carried out to ensure that there is no known reason why they should not be employed to work with children, such as previous history of child abuse or exploitation. See Recruitment and Selection Guidelines. This is particularly important for recruitment to posts in humanitarian situations, where it is essential to get staff to an area as quickly as possible. Specifically, • Oxfam GB’s online recruitment system or a standard application form must be used in all

cases. This will help to establish previous criminal convictions and will provide structured details of skills and experience.

• Evidence of specific professional and personal qualifications must be checked. • Rigorous checking of experience and gaps in employment history should be carried out. Specific questions should be used during the interview to: • test levels of awareness of the problems of child abuse and the risks to children relevant

to the position applied for, • check out the individual’s commitment to the principles and values of Oxfam GB, • reinforce positive messages regarding the protection of children from abuse, and • gather a sense of the individual’s personal and professional values and practices in this

respect. Check legitimate registers (such as police records) in all cases where the individual is likely to come into unsupervised contact with vulnerable groups. References. Two references must be taken out before the appointment of any member of staff. Where the post involves working with or having significant contact with children, a specific question should be asked about their suitability to work with children. There may be a temptation to omit stages of the recruitment procedures, such as reference checks. This is a risk that Oxfam GB is not prepared to take. References must be taken prior to staff starting work. Guidelines: Advice on working with children can be found in The Oxfam Handbook of Development and Relief (Volume 1, page 269). Knowing what to do when there is evidence of, or appears to be, a situation of abuse in a local organisation can be very difficult. Reporting to authorities may not be viable, and withdrawing any funding or networking relationship may be the only solution. Possible options should be discussed with line managers. Other relevant documents Code of Conduct (Staff) Code of Conduct (Non-Staff) Dealing with Problems at Work Disclosure of Malpractice (Policy and Guidelines) Recruitment and Selection Guidelines Young People and Children Working with Oxfam GB External Complaints Procedure Management Guidelines – Good Practice when Working with Children


Supplementary information (5) Good practice when working with children

(Not a handout – intended for the facilitator only)

When in contact with children under the age of 18:

Always:

• Be aware of situations which may present risks, and manage these.

• Plan and organise the work and the workplace so as to minimise risks.

• Be visible to others when working with children whenever possible.

• Be open. Create and maintain a non-defensive attitude and an open culture in which to discuss any issues or concerns.

• Foster a culture of mutual accountability so that any potentially abusive behaviour can be challenged.

• Develop a culture where the children can talk about their contacts with staff and others openly.

• Respect each child’s boundaries and help them to develop their own sense of their rights, as well as helping them to know what they can do if they feel there is a problem.

In general, it is inappropriate to:

• Spend excessive time alone with children away from others.

• Take children to your own home, especially where they will be alone with you.

Never:

• Hit or otherwise physically assault or physically abuse children.

• Develop physical/sexual relationships with children.

• Develop relationships with children which could in any way be deemed as exploitative or abusive.

• Act in ways that may be abusive or may place a child at risk of abuse.

• Use language, make suggestions or offer advice which is inappropriate, offensive or abusive.

• Behave physically in a manner that is inappropriate or sexually provocative.

• Have a child/children with whom you are working to stay overnight at your home, unsupervised.

• Sleep in the same room or bed as a child with whom you are working.

• Do things of a personal nature for children which they can do for themselves.

• Condone, or participate in, behaviour of children that is illegal, unsafe or abusive.

• Act in ways intended to shame, humiliate, belittle or degrade.

• Discriminate against, show different treatment to, or favour particular children to the exclusion of others.

Many thanks to Tearfund for allowing us to reproduce and use their ‘Guidelines for Good Practice’.



A Training Course for Managers

One day or half a day, as appropriate

Written by Yoma Winder

(Oxfam GB Humanitarian Programme Adviser)

with help, support, and contributions from many staff of Oxfam GB around the world


A Training Course for Managers

Contents

Facilitator’s notes

Introduction 153

Session 1: Introductions 159

Session 2: Story telling 160

Session 3: Quiz 161

Session 4: Presentation 162

Session 5: Exercise 1 – Oxfam GB’s Code of Conduct 167

Session 6: Exercise 2 – Oxfam GB’s Guidelines on Sexual Conduct 168

Session 7: Brainstorm: vulnerable beneficiaries 169

Session 8: Checking the objectives of the course 171

Session 9: Case studies 172

Session 10: Story telling in groups 174

Session 11: Group work on chosen stories 176

Session 12: Evaluation 177

Session 13: Review and summary 178

Handouts 1: Oxfam GB Code of Conduct 179

2: Oxfam GB Guidelines on Sexual Conduct 183

3: Case studies – use of the Oxfam GB Code of Conduct 184 4: Feedback form 187

Flipcharts 188

Supplementary information 1: Preparatory text for participants 205

2: Sample stories 206

3: ‘Answers’ to case studies 209

4: Frequently asked questions: some thoughts 214


Introduction

Information for managers

Module length

One day or half a day, depending on the time available. A full day is preferable, for both facilitator and learners.

Facilitation skills

• This module requires presentation skills and the management of facilitated discussion and small-group activities.

• The level of facilitation skills required for this course will be determined by the degree of behavioural change that the workshop is required to deliver.

• Ideally the facilitator should have a helper who can deal with the large number of flipcharts on which this course is based. The helper might also lead some of the sessions, so that participants get to see a different face.

• Participants will raise questions about the Oxfam Code of Conduct and Sexual Conduct. The facilitator needs to be able to answer and debate these, and defend and promote Oxfam’s positions, or to have someone else in the room who can act as an expert resource person.

• Ideally the facilitator should have had some degree of exposure to Oxfam’s Code of Conduct and should have experience of making management decisions on staff conduct.

• Local managers are responsible for ensuring that this workshop is delivered by a facilitator who has sufficient experience and competence.

Learners

This module is intended for the following learners:

• All categories of staff, ranging from those in senior regional positions to those at local project-officer level.*

• All those who manage staff or programmes, or advise others how to do so.

• Those who will be responsible for explaining Oxfam’s position and its implementation to Oxfam GB partners.

*A separate module is available in this pack to provide training for drivers, guards, programme support staff, field workers, workers in camp situations, etc.

Prerequisites for learners

This course is intended for all staff from middle to senior grades. It is especially relevant to those who manage or who will be managing staff in emergency-relief situations; therefore these staff should be given priority. Before the course begins, participants should be asked to write a half-page account of an incident that they have experienced or have witnessed which touches upon sexual exploitation or abuse in some way. Participants should be sent the instructions and guidelines, supplied here as ‘Supplementary 1’, at least ten days before the date of the course.

Group size

This course could be run for groups of 6 to 36 people, but ideally the group should number between 12 and 20.

Pick-up-and-Go • Preventing Sexual Exploitation and Abuse (managers) • Facilitator’s Notes 153


Room

This module requires space for the whole group to work together in one room, seated in such a way that they can all see one another. It also requires sufficient space for the group to divide into smaller groups.

Equipment needed

• 2 flipchart stands, plenty of flipchart paper, and pens (black or dark blue to ensure visibility).

• Laptop and data projector for best results, or

• Overhead projector and acetates

• Post-it notes

• Blu-Tack


Photocopy the four handouts (1 – 4).

Write up pre-prepared flipcharts (1 – 11). Use only black or blue pens, so that writing will be visible to all.

Decide whether you prefer to use a data projector or an overhead projector. If you are going to use an overhead projector, you will need to copy on to acetate sheets the pages of the two PowerPoint presentations PPT1 (pages 216–224) and PPT2 (pages 225–233).

Print the supplementary material (2 – 4) that you will need to present and facilitate the course. It is important to remember that this supplementary material is provided for you, not for the participants. It is not, under any circumstances, to be handed to participants.

The participants need to prepare, in advance, a written description of an incident of sexual exploitation or abuse that they have experienced or witnessed (either within a working environment or outside it). Cut and paste the explanatory text contained in Supplementary Information (1) and send it to the applicants by email, fax, or post, at least 10 days before the day of the course.

Identify and instruct two volunteers for the story-telling exercise (if you are doing the full-day session).

Preparation of the facilitator

The facilitator needs to read and study all the material before the day of the course.

• It is essential for the facilitator to be thoroughly familiar with the supplementary information (2 – 4) before the course begins. These should not be given to the participants. Oxfam staff: if you want to read more about the subject and feel fully prepared to answer as many questions as possible, read the extra optional information on the Intranet:

• Anti-Harrassment Policy http://homepage.oxfam.org.uk/chr/polproc/7/harass.htm • Behaviour at Work

http://homepage.oxfam.org.uk/chr/polproc/10/behaviouratworkhomepage.htm • Dealing with Problems at Work

http://homepage.oxfam.org.uk/chr/polproc/7/problemsatwork.htm

In addition, sample flipcharts are included in the pack. They are numbered 1 – 11 and are intended to give an idea of how the flipcharts should look.

154 Pick-up-and-Go • Preventing Sexual Exploitation and Abuse (managers) • Facilitator’s Notes

Linked learning

• Oxfam staff should feel free to ask their regional focal points, Human Resources team, or line manager for support before or after running the sessions.

• It is the responsibility of every individual to promote and uphold the principles that will reduce the likelihood of sexual exploitation and abuse being committed by NGO staff. Please ensure that you take every opportunity to discuss this subject with your colleagues.

Translations

This module is currently available in English, Spanish, French, and Portuguese. If it would help learners, please feel free to translate all or part of it into additional languages – but please send a copy to Oxfam Publishing, Oxfam House, at the address given at the front of this pack.


• Please send questions, ideas, and feedback to [email protected]


Workshop objectives Participants will:

Know …

The principles that underpin Oxfam GB’s Code of Conduct and the Guidelines for Sexual Conduct

Feel …

Confident to make judgements and decisions on the sensitive and difficult subject of sexual exploitation and abuse.

Do …

Study cases of sexual exploitation and abuse in order to see where decisions need to be taken and, in some cases, how they could have been improved.

• Reflect on personal cases, discuss and analyse them to identify important issues, decisions, and judgements, and write these up for further use.

Participants will have an increased knowledge of and ability to comply with Oxfam’s Internal Staff Code of Conduct. Managers will feel more confident to use the Code, and all staff participating will understand the responsibilities that it implies and demands.

Pick-up-and-Go • Preventing Sexual Exploitation and Abuse (managers) • Facilitator’s Notes156

Timetable

Full-day session

Start Finish Session 00.00 00.15 1. Introductions

00.15 00.30 2. Story telling

00.30 00.50 3. Quiz

00.50 01.30 4. Presentation

01.30 01.45 BREAK

01.45 02.25 5. Exercise – OGB’s Code of Conduct

02.25 02.55 6. Exercise – OGB’s Sexual Conduct Guidelines

02.55 03.25 7. Brainstorm: vulnerable beneficiaries

03.25 04.25 LUNCH

04.25 04.40 8. Checking on the objectives of the course

04.40 05.40 9. Case studies

05.40 05.55 10. Story telling in groups

05.55 06.10 Break

06.10 07.15 11. Group work on chosen stories

07.15 07.45 12. Evaluation

07.45 08.00 13. Review and summary

Half-day session


00.00 00.15 1. Introductions

00.15 00.45 2. Quiz

00.45 01.25 3. Presentation

01.25 02.05 4. Exercise – OGB’s Code of Conduct

02.05 02.35 5. Exercise – OGB’s Sexual Conduct Guidelines

02.35 02.50 BREAK

02.50 03.50 6. Case studies

03.50 04.00 7. Evaluation

N.B. If time permits, the Facilitator may choose

to include sessions 10 and 11 from the full-day timetable.

The timings for this event are shown as starting from 00.00. The precise times should be adjusted to fit in with the group’s normal working hours.


Note to the facilitator The subjects of sexual conduct, exploitation, and abuse nearly always raise more questions than they answer. Although the debates that occur are always stimulating, you should be aware that people feel strong emotions when their beliefs and personal values are challenged. Make sure that you read all the supplementary documentation (2 – 4) before delivering the session, and be sure that you can defend the positions taken in it.

Please remember, and emphasise to participants, that we run these workshops because we know that many beneficiaries are forced into sexual relations with humanitarian workers in order to get food, goods, or essential services for themselves and their families. Oxfam GB finds this intolerable and will do everything that it can to prevent it happening. Those found sexually exploiting or abusing beneficiaries will (subject to due process) be dismissed for gross misconduct.

The discussions during the day will raise many important issues, but it is important to move the course along and delay questions until the relevant session, when they might be covered anyway.

• Pay careful attention to the timings of the course and be prepared to chair the event firmly. Remember that not every question can be asked or answered within the course of one day.

• Put a page of flipchart paper on the wall to ‘park’ questions that arise. This is a clear way of acknowledging a question without having to answer it at that time – but if you have not answered all of the questions by the end of the course, you should clearly identify the means by which you will answer them (for example, by consulting an appropriate colleague and then sending the answer by email to all of the participants).

• In order to maintain the pace and energy of the course, you need to be very clear about timings and instructions. If you give 10 minutes for groups to do an exercise, after 5 minutes you should announce that 5 minutes remain; after 9 minutes, announce that one minute remains – and then finish after one more minute. You will find that groups often produce better results if they are under a reasonable degree of pressure.


Ses

sio

n 1

In

tro

du

ctio

ns

T

OT

AL

TIM

E:

15 m

inut

es

Pu

rpo

se:

By

the

end

of

this

ses

sio

n, p

artic

ipa

nts

will

kno

w t

he

aim

of

this

wor

ksh

op a

nd w

ill k

now

who

is in

th

e ro

om

. In

ad

ditio

n th

ey w

ill

beg

in t

o kn

ow

wh

at t

he o

rga

nisa

tion

expe

cts

of t

he

m in

ter

ms

of t

heir

sexu

al c

ondu

ct.

(The

rea

sons

will

be

disc

usse

d in

late

r se

ssio

ns.)

Tim

ing

W

hat

YO

U d

o

Wh

at t

he

LE

AR

NE

RS

do

R

eso

urc

es

00.0

0 •

Intr

oduc

e yo

urse

lf.

• A

sk t

he p

artic

ipan

ts t

o in

trod

uce

the

mse

lves

bri

efly

by

telli

ng

the

gro

up t

hei

r n

am

e, t

hei

r jo

b tit

le,

and

the

coun

try

or p

roje

ct a

rea

in w

hich

the

y w

ork

.

• A

sk q

ues

tions

if t

hey

need

cla

rific

atio

n.

• In

trod

uce

the

mse

lves

, bu

t ve

ry b

riefly

.

00.0

5

00.1

5

• In

trod

uce

the

cour

se o

bje

ctiv

es b

y sh

ow

ing

flipc

ha

rts

F1

a a

nd F

1b.

Att

ach

the

m t

o th

e w

all s

o th

ey c

an b

e se

en t

hro

ugho

ut t

he s

essi

on.

Rea

d th

em

alo

ud t

o pa

rtic

ipa

nts

and

ask

if th

ey h

ave

any

ques

tions

.

• G

ive

flipc

hart

F2

to a

par

ticip

ant

and

ask

him

or

her

to

rea

d it

alo

ud t

o th

e gr

oup.

Te

ll th

e gr

oup

to

thin

k a

bout

it

but

not

to c

om

me

nt a

t th

is s

tage

– u

nles

s th

ey n

eed

any

ex

plan

atio

n. A

sk t

he

part

icip

ant

to p

ut f

lipch

art

F2

on t

he

wal

l so

me

wh

ere

visi

ble.

Don

’t sp

end

muc

h tim

e o

n th

is.

Th

ere

will

be

plen

ty o

f tim

e fo

r di

scus

sion

dur

ing

the

day

.

• G

ive

flipc

hart

F3

to a

diff

eren

t p

artic

ipa

nt a

nd a

sk h

im o

r he

r to

rea

d it

alo

ud.

Ask

the

gro

up f

or

thei

r th

ough

ts o

n th

ese

resp

ons

ibili

ties.

Ask

th

em

to

reca

ll oc

casi

on

s w

hen

th

ey t

ook

the

initi

ativ

e to

ens

ure

an e

nvir

onm

ent

that

re

duc

ed

the

risk

of s

exua

l exp

loita

tion

or a

buse

of

ben

efic

iarie

s. T

ry t

o g

et t

wo

or t

hree

exa

mp

les.

• R

ead

thro

ugh

flipc

har

t F

4 a

lou

d.

• In

trod

uce

the

ide

a of

a ‘p

arki

ng’ f

lipch

art

(F5)

, w

he

re y

ou

will

writ

e u

p q

uest

ions

tha

t ca

nnot

be

ans

wer

ed

imm

edi

ate

ly.

It is

you

r re

spon

sibi

lity

to e

nsur

e th

at t

he

ques

tions

on

flipc

hart

(F

5) a

re d

irec

ted,

aft

er t

he e

vent

, to

tho

se w

ho

can

answ

er t

hem

.

• R

ead

the

obj

ectiv

es a

nd

com

pare

the

m w

ith t

heir

ow

n u

nder

sta

ndin

g a

nd e

xpec

tatio

n of

the

co

urse

.

• R

ead

flipc

har

ts F

2 a

nd F

3 a

nd t

hin

k a

bout

the

ir re

leva

nce

to t

heir

ow

n w

ork.

• T

ry t

o th

ink

of e

xam

ples

of

whe

n th

ey h

ave

activ

ely

pro

mot

ed b

ehav

iour

or

activ

ities

th

at

have

red

uce

d th

e ris

k of

exp

loita

tion

or a

buse

of

ben

efic

iarie

s.

• Li

sten

to

the

exa

mpl

es g

ive

n, a

nd

try

to r

elat

e th

em

to

thei

r o

wn

wor

king

live

s –

hav

e th

ey s

een

, do

ne

or t

hou

ght

abo

ut a

nyth

ing

sim

ilar?

Co

uld

they

re

plic

ate

the

exa

mp

le g

iven

?

• F

lipch

art

s F

1a

and

F1b

(O

bje

ctiv

es)

• F

lipch

art

F2

(Rul

es)

• F

lipch

art

F3

(Res

pon

s-ib

ilitie

s)

• F

lipch

art

F4

(Ag

enda

)

• F

lipch

art

F5

(for

pa

rkin

g qu

estio

ns)


Ses

sio

n 2

S

tory

telli

ng

TO

TA

L T

IME

: 15

min

utes

Pu

rpo

se:

Pa

rtic

ipan

ts w

ill s

har

e at

leas

t 3

shor

t st

orie

s of

sex

ual e

xplo

itatio

n a

nd a

buse

tha

t th

ey h

ave

see

n or

hea

rd a

bout

, ei

ther

at

wor

k or

ou

tsid

e w

ork.

It

is im

port

ant

that

peo

ple

star

t ta

lkin

g ab

out

this

se

nsiti

ve s

ubj

ect

as s

oon

as

pos

sib

le.

Tim

ing

W

hat

YO

U d

o

Wh

at t

he

LE

AR

NE

RS

do

R

eso

urc

es

00.1

5

00.3

0

• U

sing

flip

cha

rt F

6, r

em

ind

the

m a

bou

t th

e ne

ed t

o re

spec

t co

nfid

entia

l inf

orm

atio

n.

• E

mp

hasi

se t

he f

act

that

bre

ache

s of

co

nfid

entia

lity

will

be

cons

ider

ed a

dis

cipl

inar

y of

fenc

e.

• T

ell

a sh

ort

stor

y of

sex

ual

abu

se o

r ex

ploi

tatio

n th

at y

ou

have

witn

esse

d or

exp

erie

nce

d. I

f yo

u ca

nnot

pro

vide

on

e, t

hen

use

on

e fr

om

th

e ‘p

rep

ared

sto

ries

’ (S

upp

lem

enta

ry I

nfor

mat

ion

2).

• B

efo

re t

he c

ours

e st

arte

d, y

ou w

ill h

ave

brie

fed

two

or

mor

e pa

rtic

ipa

nts

to ‘v

olu

nte

er’ t

o sh

are

with

the

gro

up

a sh

ort

stor

y a

bout

the

exp

loita

tion

or a

buse

of

ben

efic

iarie

s in

a p

rog

ram

me

of h

um

ani

tari

an

relie

f.

Cho

ose

peo

ple

who

will

spe

ak b

rief

ly.

You

sho

uld

verif

y in

adv

ance

tha

t th

eir

stor

ies

are

shor

t, in

form

ativ

e, a

nd

ano

nym

ous.

• F

ind

thes

e tw

o ‘v

olu

ntee

rs’ n

ow

an

d as

k th

em

to

tell

thei

r st

orie

s to

the

gro

up.

• It

is p

ossi

ble

that

the

re m

ay b

e tim

e fo

r o

nly

two

stor

ies.

Y

ou

sho

uld

keep

an

eye

on t

he

time

and

jud

ge f

or

your

self

how

man

y to

incl

ude

in t

his

ses

sio

n.

• Li

sten

to

stor

ies

told

by

oth

er p

artic

ipan

ts.

Rel

ate

the

stor

ies

to t

hei

r o

wn

lives

or

expe

rien

ces.

C

onsi

der

how

th

e st

orie

s re

late

to

the

exa

mp

le

that

the

y th

em

selv

es h

ave

pre

pare

d.

• F

lipch

art

F6

(Con

fide

nt-

ialit

y)


Ses

sio

n 3

Q

uiz

TO

TA

L T

IME

: 20

min

utes

Pu

rpo

se:

anot

her

war

m-u

p fo

r th

e la

ter

sess

ions

. A

bri

ef in

tro

duct

ion

to s

om

e of

the

ide

as a

nd

term

inol

ogy

that

will

be

used

dur

ing

the

day

.

Tim

ing

W

hat

YO

U d

o

Wh

at t

he

LE

AR

NE

RS

do

R

eso

urc

es

00.3

0

00.5

0

• C

hoos

e ei

ther

a d

ata

proc

esso

r or

ove

rhea

d pr

oje

ctor

an

d th

e ap

prop

riat

e in

form

atio

n fo

rmat

for

pre

sent

ing.

• T

ell

the

par

ticip

ant

s th

at t

hey

are

abo

ut t

o do

a li

ght

-he

arte

d qu

iz (

PP

T1)

. T

hey

will

not

kn

ow

all

the

ans

wer

s, b

ut t

hey

shou

ld s

hou

t o

ut t

he a

nsw

ers

that

the

y th

ink

they

do

kno

w.

• G

o q

uite

fas

t th

rou

gh t

he q

uiz:

yo

u re

ad t

he q

ues

tions

out

lo

ud,

but

mak

e th

e p

artic

ipan

ts p

rodu

ce t

he

ans

wer

s.

• T

he

aim

of

the

qui

z is

for

you

to

gain

so

me

ide

a of

ho

w m

uch

part

icip

ant

s kn

ow

abo

ut t

he s

ubj

ect

and

so

me

rela

ted

issu

es.

It d

oes

not

mat

ter

if th

e an

swer

s a

re r

ight

or

wro

ng;

the

pu

rpos

e of

the

qui

z is

to

enco

urag

e ac

tive

part

icip

atio

n.

• E

nco

urag

e al

l th

e pa

rtic

ipan

ts t

o re

spo

nd,

not

just

the

loud

an

d co

nfid

ent

one

s. A

t th

is s

tag

e yo

u sh

oul

d en

cour

age

ev

eryo

ne

to f

eel r

elax

ed,

and

to

thin

k an

d co

ntri

bu

te a

s m

uch

as p

ossi

ble

.

Not

es o

n th

e q

uiz:

• U

sing

th

e P

ow

erP

oint

pre

sent

atio

n is

eas

iest

, be

caus

e it

give

s p

artic

ipan

ts t

ime

to s

hou

t o

ut t

heir

ans

wer

s.

• If

you

are

usi

ng s

lides

and

an

OH

P,

you

can

put

eac

h tr

ansp

aren

cy o

n th

e O

HP

and

cov

er u

p th

e a

nsw

er

until

the

gr

oup

hav

e gi

ven

som

e an

swer

s.

• B

efo

re t

he d

ay b

egin

s, r

ead

thr

ough

th

e qu

iz e

nou

gh t

imes

to

be

abl

e to

ant

icip

ate

the

answ

ers.

Rea

d th

e po

licie

s an

d gu

idel

ines

(H

ando

uts

1 an

d 2)

.

• T

he

qui

z m

ent

ions

‘gro

ss m

isco

ndu

ct’.

Her

e is

a d

efin

itio

n:

gros

s m

isco

nduc

t is

an

act

that

is v

ery

likel

y to

lea

d to

su

mm

ary

dis

mis

sal w

ith lo

ss o

f m

ost

em

ploy

men

t be

nef

its.

• A

nsw

er t

he q

uest

ions

as

and

whe

n th

ey c

an.

• M

ake

it cl

ear

if t

hey

don

’t u

nder

stan

d th

e an

swe

rs,

or if

the

y n

eed

mor

e de

tail.

• La

ptop

and

da

ta p

roje

ctor

• P

PT

1 sl

ide

sho

w (

qui

z) o

r O

HP

and

sl

ides


Ses

sio

n 4

P

rese

nta

tio

n

(4 p

age

s)

T

OT

AL

TIM

E:

40 m

inut

es

Pu

rpo

se:

To

give

a b

rief

ove

rvie

w o

f th

e na

ture

and

ext

ent

of

the

prob

lem

of

abu

se,

and

the

wo

rk t

hat

Oxf

am

GB

and

oth

ers

hav

e do

ne

so f

ar t

o ad

dre

ss it

. T

o sh

ow

why

an

d ho

w O

xfa

m G

B h

as in

itiat

ed

four

maj

or p

iece

s of

wo

rk t

o co

mb

at s

exua

l abu

se,

and

to d

em

ons

trat

e h

ow

thi

s tr

aini

ng

cour

se f

its in

to t

he o

vera

ll sc

hem

e of

wor

k th

at is

to

be d

one.

Tim

ing

W

hat

YO

U d

o

Wh

at t

he

LE

AR

NE

RS

do

R

eso

urc

es

00.5

0

• C

hoos

e ei

ther

a d

ata

pro

ject

or o

r a

n ov

erh

ead

pro

ject

or a

nd t

he

app

ropr

iate

for

mat

for

pre

sent

ing.

• R

un t

he

pres

enta

tion

(PP

T2)

.

• S

lid

e 1:

Re

ad t

he

title

slid

e an

d dr

aw

lear

ners

’ att

entio

n to

the

ob

ject

ives

of

the

tra

inin

g d

ay.

• S

lid

e 2:

Ask

if t

hey

kno

w a

nyth

ing

abo

ut t

he s

can

dal o

f se

xual

ab

use

com

mitt

ed b

y h

um

anita

rian

wor

kers

in r

efu

gee

cam

ps in

th

e M

ano

Riv

er r

egi

on

(Gui

nea,

Lib

eria

, an

d S

ierr

a Le

one)

in

200

1//0

2. I

f so

, in

vite

the

m t

o sh

are

wh

at t

hey

kno

w.

• I

n th

ose

cou

ntri

es it

was

fo

und,

alm

ost

by a

ccid

ent

, th

at a

buse

s of

ref

ugee

s by

hu

man

itari

an w

ork

ers

wer

e ta

king

pla

ce o

n a

very

larg

e sc

ale.

Typ

ica

lly,

sexu

al f

avo

urs

wer

e be

ing

dem

ande

d of

(a

nd a

ccep

ted

fro

m)

bene

ficia

ries

in r

etur

n fo

r go

ods

or

serv

ices

th

at w

ere

cont

rolle

d by

the

hu

man

itaria

n w

orke

rs.

Mor

e th

an 4

0 N

GO

s, b

oth

natio

nal

and

inte

rnat

ion

al,

wer

e im

plic

ated

by

nam

e. O

xfa

m w

as n

ot n

am

ed,

but

thi

s di

d no

t m

ean

th

at s

om

e of

our

sta

ff w

ere

not

gui

lty o

f co

mm

ittin

g si

mila

r ab

uses

. T

he s

cand

al p

rom

pted

all

age

ncie

s to

tak

e th

e pr

obl

em

ser

ious

ly,

and

th

e ai

d co

mm

uni

ty b

ega

n w

ork

to

prev

ent

it ha

ppen

ing

agai

n.

• Li

sten

to

the

pres

ent

atio

n an

d as

k qu

estio

ns if

the

y n

eed

any

thin

g cl

arifi

ed.

Q

ues

tions

th

at a

re im

pos

sibl

e to

ans

wer

sh

ould

be

writ

ten

on t

he

‘pa

rkin

g’ f

lipch

art.

• If

the

y kn

ow

any

thin

g ab

out

the

pro

ble

ms

men

tion

ed in

th

e sl

ide,

the

y sh

ould

sha

re

that

info

rmat

ion.

• La

ptop

and

da

ta p

roje

ctor

or

OH

P a

nd

slid

es

• P

PT

2

• F

lipch

art

F5

(for

pa

rkin

g qu

estio

ns)


• In

200

1 th

e m

edia

obt

ain

ed r

elia

ble

info

rmat

ion

that

UN

HC

R

staf

f an

d pr

ojec

t p

artn

ers

wer

e co

mm

ittin

g a

buse

s ag

ains

t B

hut

anes

e w

om

en

and

child

ren

in r

efu

gee

cam

ps in

Nep

al.

T

he

abu

ses

incl

ude

d tr

affic

kin

g of

wo

men

and

org

anis

ing

and

pr

ofiti

ng f

rom

th

eir

pros

titut

ion.

Oxf

am

an

d U

NH

CR

(an

d po

ssib

ly m

any

othe

rs)

had

kno

wn

abo

ut t

his

for

som

e tim

e.

Whe

n th

e sc

and

al b

eca

me

publ

ic,

UN

HC

R a

dm

itted

so

me

deg

ree

of li

abi

lity.

Goo

d w

ork

was

don

e to

pre

vent

a r

ecur

renc

e of

the

ab

uses

.

• In

200

3 th

e U

N s

yste

m b

egan

to

inve

stig

ate

alle

gat

ions

of

abus

e a

nd e

xplo

itatio

n by

its

peac

e-ke

epi

ng

forc

e (M

ON

UC

) in

D

em

ocra

tic R

epu

blic

of

Co

ngo.

Th

ere

was

cle

ar e

vide

nce

of

wid

espr

ead

an

d se

vere

abu

se.

Cu

rre

ntly

inve

stig

atio

ns in

to t

he

beh

avio

ur o

f m

ore

than

13

0 U

N p

erso

nne

l (bo

th m

ilita

ry a

nd

civi

lian)

are

pe

ndin

g.

• E

mp

hasi

se t

he p

oint

tha

t th

ese

abu

ses

real

ly d

o h

app

en in

the

ai

d p

rofe

ssio

n. T

her

e is

ple

nty

of c

onvi

ncin

g ev

ide

nce

to p

rove

it.

Oxf

am h

as d

ism

isse

d m

any

staf

f on

th

ese

gro

und

s, b

ut m

any

m

ore

case

s h

ave

not

be

en d

ealt

with

, b

eca

use

ma

nag

ers

we

re

una

war

e, u

nw

illin

g, o

r u

nabl

e to

de

al w

ith t

he

m.

We

do n

ot

expe

ct m

ana

gers

who

hav

e ta

ken

part

in t

his

tra

inin

g co

urse

to

avoi

d th

ese

issu

es in

th

e fu

ture

.

• S

lid

es 3

an

d 4

: T

hes

e sl

ides

sho

uld

help

lear

ners

to

und

erst

and

why

an

d ho

w a

bus

e ca

n ha

ppen

. U

ne

ven

bal

anc

es

of p

ow

er p

rob

ably

alw

ays

exis

t b

etw

een

age

ncy

wor

kers

an

d be

nef

icia

ries.

But

in h

um

ani

tari

an

situ

atio

ns t

he d

iffer

entia

l is

extr

em

e. M

ost

bene

ficia

ries

(at

leas

t in

the

ear

ly s

tage

s of

an

em

erge

ncy)

are

ent

irely

de

pend

ent

on

agen

cy w

ork

ers

for

thei

r ve

ry s

urvi

val a

nd

that

of

the

ir fa

mili

es.

We

hav

e ev

eryt

hing

, an

d th

ey h

ave

noth

ing.

It

is e

asy

for

hum

anita

rian

wo

rker

s to

exp

loit

this

diff

ere

nce

in p

ow

er,

and

it is

usu

al f

or b

enef

icia

ries

to w

ant

or n

eed

th

em

to

do

so,

in o

rde

r to

obt

ain

wha

t th

ey

nee

d fo

r th

em

selv

es a

nd t

heir

fam

ilies

. T

his

type

of

tran

sact

ion

grad

ually

be

com

es t

he n

orm

, an

d m

ost

of t

hose

invo

lved

fai

l to

appr

ecia

te

the

natu

re o

r se

riou

snes

s of

the

pro

ble

m.

• P

artic

ipa

nts

sho

uld

thin

k ab

out

the

mse

lves

and

the

ir jo

bs,

and

the

real

ities

of

ben

efic

iari

es’ l

ives

, to

ap

pre

ciat

e h

ow

eas

y it

is f

or a

buse

an

d ex

ploi

tatio

n to

occ

ur.

• A

sk q

ues

tions

if t

hey

do n

ot u

nde

rsta

nd.

• E

nsu

re t

hat

qu

estio

ns t

hat

can

’t b

e an

swe

red

now

are

writ

ten

on

Flip

cha

rt F

5.


• S

lid

e 5:

Sho

w t

he

title

of

this

slid

e an

d as

k th

e gr

oup

to

sugg

est

why

thi

s so

rt o

f be

havi

our

is p

robl

em

atic

, a

nd w

ha

t th

e co

nse

quen

ces

of it

mig

ht b

e fo

r a

pro

ject

or

prog

ram

me

or

coun

try

tea

m.

It is

imp

orta

nt t

o e

mp

hasi

se t

he in

dire

ct im

pact

on

othe

r ag

enci

es in

the

sec

tor:

if o

ne

agen

cy is

kn

ow

n to

hav

e co

mm

itted

ab

uses

, w

e w

ill a

ll b

e bl

am

ed,

an

d su

spic

ion

will

lie

upo

n us

all.

• S

lid

es 6

an

d 7

: E

nsur

e th

at p

artic

ipa

nts

unde

rsta

nd t

hat

‘in t

he

line

’ pro

babl

y in

volv

es t

he

m,

beca

use

they

are

ma

nag

ers!

R

etur

n to

Flip

char

t F

3 (‘

role

s an

d re

spo

nsib

ilitie

s’)

at t

his

poin

t if

part

icip

ant

s ar

e no

t co

nvin

ced.

It

is v

ery

impo

rtan

t th

at t

hey

real

ise

that

thi

s tr

ain

ing

cour

se is

all

abo

ut T

HE

M –

bec

ause

m

ost

man

ager

s h

ave

felt

un

will

ing

or u

nabl

e to

de

al w

ith s

uch

issu

es in

th

e pa

st.

• C

heck

tha

t le

arne

rs u

nde

rsta

nd t

he

conc

epts

of

‘foca

l poi

nt’ a

nd

‘cha

mpi

on’

. In

Oxf

am

te

rms,

the

y d

enot

e m

em

bers

of

staf

f w

ithin

eac

h re

gion

or

prog

ram

me

wh

ere

abus

e is

con

sid

ered

lik

ely

to t

ake

pla

ce w

ho,

in a

ddi

tion

to t

heir

norm

al jo

bs,

are

resp

onsi

ble

for

lea

ding

and

su

ppor

ting

wo

rk t

o im

prov

e th

e at

titud

es a

nd b

eha

viou

r of

sta

ff.

• A

ll st

aff

and

man

ager

s m

ust

und

erst

and

th

at t

hey

shar

e re

spon

sibi

lity

for

pre

vent

ing

the

abus

e a

nd e

xplo

itatio

n of

vu

lner

abl

e be

nefic

iari

es.

As

the

faci

litat

or,

you

sho

uld

em

pha

sise

thi

s po

int

thro

ugho

ut t

he t

rain

ing.

Thi

s sc

and

al is

not

co

nfin

ed t

o ot

her

peop

le in

oth

er o

rgan

isat

ions

: it

can

occu

r in

an

y a

genc

y, a

nyw

her

e –

and

oft

en

does

.

• S

lid

e 8:

Thi

s is

th

e su

ppo

rt t

hat

is a

vaila

ble

to O

xfa

m s

taff

and

m

anag

ers.

Fac

ilita

tors

on

non-

Oxf

am

co

urse

s m

ight

wan

t to

re

sear

ch t

his

mat

ter

in a

dva

nce

of t

he s

essi

on.

Fin

d o

ut w

hat

is

avai

labl

e a

nd a

ppro

pria

te f

or t

he p

artic

ipa

nts

who

m y

ou

are

trai

ning

. O

r en

sure

tha

t qu

estio

ns a

bou

t th

is m

atte

r ar

e p

ut o

n th

e pa

rkin

g fli

pch

art

(F5

) an

d a

nsw

ered

, q

uick

ly,

aft

er t

he

sess

ion.

• T

hin

k a

bout

wha

t it

wou

ld m

ean

to t

hei

r or

gan

isat

ion

if a

me

mbe

r of

sta

ff w

as

beh

avin

g b

adly

to

war

ds b

ene

ficia

ries

, an

d th

e be

nefic

iary

co

mm

uni

ty a

nd

gene

ral

pub

lic b

eca

me

aw

are

of

it.

• P

artic

ipa

nts

sho

uld

thin

k ab

out

wh

at t

his

mea

ns f

or t

hem

per

son

ally

. H

ow

eas

y or

di

ffic

ult

will

it b

e to

dea

l with

alle

gat

ions

of

abus

e? H

ave

they

eve

r de

alt

with

thi

ngs

lik

e th

is b

efor

e?

Wh

at h

app

ened

th

en?

Ho

w w

ould

th

ey li

ke t

o b

e ab

le t

o re

act

in

a si

mila

r si

tuat

ion

afte

r th

is t

rain

ing

sess

ion

?

• T

hin

k a

bout

the

use

of

foca

l poi

nts

(or

othe

r in

itiat

ives

).

Wha

t co

uld

they

pe

rson

ally

do

to s

uppo

rt t

he

wor

k of

foc

al

poin

ts?

• P

artic

ipa

nts

mig

ht b

e a

ble

to s

ugg

est

wha

t w

ould

be

usef

ul t

o th

em

in t

erm

s of

su

ppor

t. S

ugg

estio

ns s

houl

d be

writ

ten

on

flipc

hart

F5.


01.3

0

• S

lid

e 9:

Th

ese

are

the

issu

es t

hat

con

cern

Oxf

am

GB

. T

hey

will

no

t be

ap

pro

pria

te f

or a

ll ag

enci

es.

Ho

wev

er,

they

are

fai

rly

com

mo

n di

lem

mas

, so

it m

ay b

e us

eful

to

dis

cuss

the

m.

• O

rgan

isat

ions

ne

ed t

o kn

ow

wh

at t

heir

dono

rs e

xpec

t fr

om

the

m

in t

erm

s of

sta

ff b

ehav

iour

and

att

itud

es.

And

th

ey n

eed

to a

lign

thei

r C

ode

of

Con

duct

and

tra

inin

g ac

cord

ing

ly.

Oxf

am G

B h

as

don

e th

is t

o a

cert

ain

exte

nt a

nd w

ill d

o m

ore

wor

k on

it in

the

ne

ar

futu

re.

In p

artic

ula

r w

e w

ill c

ont

inue

to

cons

ider

ou

r po

licy

on t

he m

atte

r of

pay

ing

for

sex

with

pro

fess

ion

al s

ex w

orke

rs.

• In

gen

eral

, ag

enci

es li

ke O

xfa

m e

xpec

t pa

rtne

r or

gan

isat

ions

to

shar

e th

eir

valu

es a

nd

bel

iefs

. B

ut it

mig

ht n

ot b

e ap

pro

pria

te t

o ex

pect

the

m t

o ad

here

to

exac

tly t

he s

am

e C

ode

of C

ondu

ct.

A

reas

onab

le c

om

pro

mis

e ca

n of

ten

be r

each

ed b

y in

clu

din

g a

stat

em

ent

abo

ut b

eha

viou

r in

th

e co

ntra

ct o

r M

em

ora

ndu

m o

f U

nder

stan

ding

th

at is

sig

ned

wh

en a

par

tner

ship

is e

stab

lishe

d..

• In

duct

ions

, tr

aini

ng,

an

d su

ppo

rt m

ust

be a

dapt

ed t

o su

it th

e ne

eds

of

indi

vid

ual o

rga

nisa

tions

. O

xfa

m w

ill c

ontin

ue t

o se

ek

advi

ce o

n h

ow

to

impr

ove

its p

roce

sses

in o

rder

to

res

pond

to

the

risk

of a

bus

e a

nd e

xplo

itatio

n. P

artic

ipan

ts’ f

ee

dbac

k on

thi

s tr

aini

ng s

essi

on w

ill b

e so

ugh

t in

th

e ev

alua

tion

sess

ion(

s) a

t th

e en

d of

the

day

.

• O

xfa

m G

B h

as f

oun

d th

at t

he

best

way

of

com

mu

nica

ting

its

conc

ern

s a

bout

ab

use

to it

s ov

erse

as o

ffic

es,

and

ens

urin

g th

eir

com

mitm

ent

to

tack

le it

, is

by

nom

inat

ing,

tra

inin

g, a

nd

supp

ortin

g F

ocal

Poi

nts.

Key

sta

ff,

who

hav

e ex

perie

nce

and

w

isdo

m,

hav

e b

een

aske

d to

pro

vid

e in

form

atio

n, a

dvic

e, a

nd

supp

ort

to a

ny s

taff

wh

o th

ink

they

hav

e a

prob

lem

or

who

hav

e se

en b

eha

viou

r th

at t

rou

bles

th

em

. F

ocal

Poi

nts

are

not

‘in

the

line

’ an

d ar

e no

t ex

pect

ed

to m

ake

deci

sion

s or

ta

ke a

ctio

n:

thei

r re

mit

is t

o gi

ve a

dvic

e an

d su

ppo

rt t

o th

ose

in m

ana

gem

ent

po

sitio

ns.

• T

hin

k a

bout

the

se is

sues

and

wh

at t

hey

wou

ld m

ean

in p

ract

ice.

Sh

are

rele

vant

ex

perie

nce

or

sug

gest

ions

with

th

e gr

oup.

• T

hin

k a

bout

whe

ther

th

ey w

ould

like

to

beco

me

foca

l poi

nts

with

in t

hei

r pr

ogr

am

me

or c

ount

ry o

r re

gion

. If

so,

th

ey s

houl

d in

form

th

e fa

cilit

ator

.


01.3

0 –

01.

45

BR

EA

K

Enc

oura

ge t

he g

rou

p to

mov

e fr

om th

eir

chai

rs a

nd

take

so

me

refr

eshm

ents

. W

hen

we

are

lear

ning

, it i

s im

port

ant

to h

ave

time

to r

efle

ct. A

sk th

e g

rou

p n

ot t

o us

e th

e b

rea

k as

an

opp

ortu

nity

to

ma

ke t

ele

phon

e c

alls

or

ret

urn

to t

hei

r de

sks.

T

hos

e w

ho h

ave

not

yet

pre

par

ed a

sto

ry to

tell

mu

st

now

do

so. E

nco

ura

ge p

artic

ipan

ts t

o ta

lk to

eac

h ot

her

to

hel

p th

em

to

thin

k of

a g

ood

exa

mpl

e.


Ses

sio

n 5

E

xerc

ise

1:

Ox

fam

GB

’s C

od

e o

f C

on

du

ct

T

OT

AL

TIM

E:

40 m

inut

es

Pu

rpo

se:

to e

ncou

rag

e p

artic

ipan

ts t

o lo

ok c

lose

ly a

t th

e C

ode

and

iden

tify

abso

lute

inst

ruct

ions

an

d th

en is

sues

tha

t a

re le

ss c

lear

ly d

efin

ed.

T

o id

ent

ify w

hat

the

Cod

e re

ally

doe

s a

nd d

oes

not

perm

it O

xfa

m G

B s

taff

to

do.

Tim

ing

W

hat

YO

U d

o

Wh

at t

he

LE

AR

NE

RS

do

R

eso

urc

es

01.4

5 •

Unc

ove

r fli

pch

art

F7

and

rea

d th

e in

stru

ctio

ns a

loud

.

• R

epea

t th

e in

stru

ctio

n to

re

ad o

nly

the

‘Sta

ndar

ds’ s

ectio

n of

H

ando

ut 1

– t

he r

est

can

be

read

late

r.

• A

sk p

artic

ipa

nts

to f

orm

pai

rs a

nd li

st t

hree

act

iviti

es t

hat

the

Cod

e de

finite

ly f

orbi

ds,

and

thre

e is

sues

wh

ich

the

y fe

el a

re le

ss

clea

rly

defin

ed.

• S

et a

tim

e lim

it of

30

min

utes

.

• C

heck

with

par

ticip

ant

s th

at t

hey

unde

rsta

nd

wh

at t

o do

.

• G

ive

eac

h le

arne

r a

copy

of

the

Co

de o

f C

ond

uct

(Han

dout

1).

• W

alk

roun

d, e

ncou

rag

ing

disc

ussi

on a

nd a

nsw

erin

g qu

erie

s.

• If

pai

rs f

inis

h e

arly

, e

nco

ura

ge t

he

m t

o di

scus

s th

eir

findi

ngs

with

ot

hers

.

• G

ive

10-

min

ute

and

5-m

inut

e w

arn

ings

bef

ore

the

end

of

disc

ussi

on

time.

• D

ivid

e in

to p

airs

.

• M

ake

sure

the

y un

ders

tand

th

e in

stru

ctio

ns.

• R

ead

page

s 2

and

3 of

the

Co

de o

f C

ondu

ct t

oget

her.

Lea

ve t

he r

est

until

la

ter.

• P

ick

out

thre

e a

reas

/act

iviti

es t

hat

they

th

ink

the

Cod

e is

cle

ar a

bou

t, a

nd

thre

e ar

eas

/act

iviti

es o

n w

hich

the

y n

eed

mor

e cl

arity

.

• H

ando

ut 1

: on

e co

py f

or

each

pa

rtic

ipa

nt

• F

lipch

art

F7,

w

ith t

he

task

ex

plai

ned

• F

lipch

art

for

answ

ers

02.1

5

02.2

5

• B

ring

the

gro

up b

ack

tog

eth

er.

• A

sk e

ach

pair

in t

urn

to r

epo

rt o

ne

exa

mpl

e of

a c

lear

inst

ruct

ion

or o

ne

exa

mpl

e of

an

uncl

ear

inst

ruct

ion.

• W

rite

thes

e up

on

sepa

rate

flip

cha

rt s

heet

s.

• T

ell

par

ticip

ants

tha

t th

e is

sues

ide

ntifi

ed a

s ‘u

ncle

ar’ w

ill b

e re

por

ted

to t

he a

dvis

ers

who

are

wor

kin

g to

ref

ine

the

Co

de.

• O

xfa

m f

acili

tato

rs:

kee

p th

e fli

pcha

rt f

or f

eedi

ng

back

to

your

re

gion

al f

oca

l poi

nt!

• G

ive

one

exa

mpl

e of

a c

lea

r or

unc

lear

as

pect

of

the

Cod

e.

• F

lipch

art

for

feed

back


Ses

sio

n 6

E

xerc

ise

2:

Ox

fam

GB

’s g

uid

elin

es o

n s

exu

al c

on

du

ct

T

OT

AL

TIM

E:

30 m

inut

es

Pu

rpo

se:

to h

elp

par

ticip

ants

to

und

erst

and

the

und

erly

ing

prin

cipl

es u

pon

whi

ch r

ule

s fo

r th

e se

xual

con

duct

of

Oxf

am

GB

sta

ff a

re b

ased

. T

o he

lp

the

m t

o re

alis

e th

e re

spo

nsib

ility

tha

t O

xfa

m p

lace

s on

the

m t

o cr

eate

and

mai

ntai

n co

ndi

tions

in w

hich

ad

here

nce

to t

he C

ode

can

be

ensu

red.

Tim

ing

W

hat

YO

U d

o

Wh

at t

he

LE

AR

NE

RS

do

R

eso

urc

es

02.2

5

• A

sk p

artic

ipa

nts

to f

orm

gro

ups

of

5 or

6.

• R

ead

out

the

inst

ruct

ions

for

th

e ex

erci

se f

rom

flip

char

t F

8.

• In

trod

uce

flipc

hart

s 8a

, 8b

, 8c

, 8

d, a

nd

8e.

Ask

fiv

e pa

rtic

ipa

nts

to s

tick

them

up

in s

epa

rate

par

ts o

f th

e ro

om

an

d re

ad

the

m

alo

ud,

one

aft

er t

he

oth

er.

• G

ive

out

Han

dout

2:

Gu

idel

ines

for

Sex

ual

Co

ndu

ct.

Tel

l pa

rtic

ipa

nts

that

the

y h

ave

10

min

utes

to

read

an

d d

iscu

ss it

. E

xpla

in t

hat

onc

e th

ey h

ave

rea

d th

e d

ocu

men

t th

ey w

ill b

e as

ked,

as

a gr

oup

, to

res

pond

to

eac

h of

the

qu

estio

ns in

tu

rn.

It

does

not

mat

ter

whi

ch q

ues

tion

they

sta

rt w

ith,

but

they

mus

t ha

ve a

res

pon

se o

r a

com

men

t to

mak

e on

eac

h q

uest

ion.

• T

his

exe

rcis

e re

quire

s th

e gr

oups

to

get

up

and

mov

e ro

und

the

roo

m,

writ

ing

com

me

nts

and

ques

tions

on

eac

h fli

pcha

rt.

• T

he

first

tw

o or

thr

ee a

nsw

ers

on

any

one

flip

cha

rt m

ight

tak

e so

me

time

(3 o

r 4

min

utes

). A

fter

thi

s yo

u sh

ould

spe

ed

up

the

exer

cise

, gi

vin

g gr

oups

tw

o m

inut

es in

fro

nt o

f ea

ch f

lipch

art.

• G

et in

to s

mal

l gro

ups.

• S

tick

up f

lipch

arts

as

req

uest

ed,

rea

d al

oud

if a

ske

d.

R

ead

Han

dout

2 a

nd

disc

uss

in g

rou

ps t

he

answ

ers

to

the

que

stio

ns p

ose

d, o

r th

eir

com

me

nts

on t

he

ques

tions

.

T

hin

k h

ard

abou

t th

e im

plic

atio

ns o

f th

ese

guid

elin

es f

or

the

mse

lves

and

fo

r th

eir

tea

m.

Thi

nk a

bou

t th

e n

eed

to r

egu

late

/ ch

ange

be

havi

our

or t

hink

ing

in a

ny w

ay.

G

et u

p an

d m

ove

arou

nd t

he r

oom

, w

ritin

g an

swe

rs o

r co

mm

ent

s on

the

flip

char

ts a

s re

que

ste

d.

H

ando

ut 2

: on

e co

py f

or

each

pa

rtic

ipa

nt

F

lipch

art

F8

with

in

stru

ctio

ns f

or

the

exe

rcis

e

5

flipc

har

ts

(F8a

, b,

c,

d, e

) w

ith q

ues

tions

al

read

y w

ritt

en

on t

hem

02.4

5

02.5

5

• A

sk o

ne

part

icip

ant

to r

ead

alo

ud f

rom

on

e fli

pch

art

the

ori

gin

al

ques

tions

and

th

e gr

oup’

s w

ritte

n re

spon

ses.

Ask

lear

ners

wha

t th

ey t

hink

of

the

com

men

ts a

nd

ans

wer

s. I

s ev

eryb

ody

in

agre

em

ent?

Rep

eat

this

for

eac

h of

the

flip

char

ts.

• W

ith O

xfa

m s

taff

, re

assu

re t

he

m t

hat

unr

esol

ved

or

diff

icul

t is

sues

will

be

refe

rred

bac

k to

the

‘sex

plo

itatio

n’ f

oca

l poi

nt o

r th

e re

leva

nt a

dvis

er in

th

e H

um

anita

rian

De

part

men

t

• O

xfa

m f

acili

tato

rs:

kee

p th

e fli

pcha

rt f

or f

eedi

ng

back

to

your

re

gion

al f

oca

l poi

nt!

• T

hin

k a

bout

wha

t ot

her

s h

ave

writ

ten.

• T

hin

k a

bout

the

impl

icat

ions

for

th

eir

ow

n w

ork

and

the

wor

k of

the

ir t

eam

s.

• R

aise

issu

es t

hat

they

do

n’t

unde

rsta

nd o

r ag

ree

with

.


Ses

sio

n 7

B

rain

sto

rm:

vu

lner

ab

le b

en

efic

iari

es

T

OT

AL

TIM

E:

30 m

inut

es

Pu

rpo

se:

to s

timul

ate

part

icip

ants

to

thin

k a

bout

why

be

nefic

iari

es in

the

ir re

gio

n/co

untr

y/pr

ojec

t ar

ea m

ight

be

part

icul

arly

vul

nera

ble

to

sex

ual e

xplo

itatio

n a

nd a

buse

.

Tim

ing

W

hat

YO

U d

o

Wh

at t

he

LE

AR

NE

RS

do

R

eso

urc

es

02.5

5 •

Ask

par

ticip

ant

s to

for

m g

rou

ps o

f 5

or 6

.

• U

ncov

er

flipc

har

t F

9, w

hich

des

crib

es t

he t

ask.

• G

ive

out

on

e pi

ece

of f

lipch

art

pap

er p

er g

roup

. A

sk t

hem

to

bra

inst

orm

th

e p

artic

ular

fe

atur

es o

f th

eir

regi

on/

coun

try/

pro

ject

are

a th

at w

oul

d m

ake

ben

efic

iarie

s vu

lner

abl

e to

sex

ual a

bus

e o

r ex

plo

itatio

n.

• O

ffer

so

me

sug

gest

ions

of

your

ow

n, e

.g.

• w

om

en

have

no

or li

ttle

sta

tus

in la

w

• ch

roni

c co

nflic

t h

as e

rase

d pe

ople

’s s

ens

e of

w

hat

is n

orm

al o

r ri

ght

• th

e su

ppl

y ch

ain

of g

oods

for

ben

efic

iari

es is

in

ade

quat

e

• th

ere

is a

hig

h le

vel o

f d

om

estic

vio

lenc

e.

• G

ive

a re

min

der

5 m

inut

es a

nd

1 m

inut

e fr

om

the

end

of

the

allo

tted

tim

e.

• F

orm

sm

all g

rou

ps.

• W

rite

up

reas

ons

why

be

nefic

iari

es in

the

ir ar

ea

mig

ht b

e vu

lner

able

to

sexu

al a

buse

, be

arin

g in

m

ind

the

spec

ific

cont

exts

in w

hic

h th

ey w

ork

and

in

whi

ch t

he b

enef

icia

ries

live

.

• F

lipch

art F

9

03.1

5

03.2

5

• F

rom

one

par

ticip

ant

at

a tim

e, g

ath

er s

ugg

este

d re

ason

s w

hy w

om

en

and

child

ren

mig

ht b

e pa

rtic

ula

rly

vuln

era

ble

at t

his

time

or in

thi

s pa

rtic

ular

co

ntex

t. A

sk

each

per

son

for

one

sug

gest

ion

and

th

en m

ove

on

to

the

next

pe

rson

, to

ens

ure

tha

t a

ll m

em

bers

of

the

gro

up

have

a c

hanc

e to

sp

eak

and

sh

are

thei

r id

eas

.

• In

vite

co

mm

ents

fro

m o

ther

par

ticip

ant

s.

• P

in t

he

flipc

har

t p

aper

to

the

wa

ll fo

r la

ter

use.

• O

xfa

m f

acili

tato

rs:

kee

p th

e fli

pcha

rts

for

fee

din

g b

ack

to

your

reg

ion

al e

xplo

itatio

n fo

cal p

oint

!

• V

olun

teer

ans

we

rs,

com

me

nt o

n th

e an

swer

s of

ot

hers

.


03.2

5 –

04.

25

LU

NC

H B

RE

AK

It

is im

port

ant t

o ha

ve ti

me

to r

efle

ct o

n w

hat h

as b

een

lear

ned,

so

ask

the

grou

p no

t to

use

the

brea

k as

an

oppo

rtun

ity to

mak

e te

leph

one

calls

or

retu

rn to

thei

r de

sks.


Ses

sio

n 8

C

hec

kin

g t

he

ob

ject

ives

of

the

co

urs

e

TO

TA

L T

IME

: 15

min

utes

Pu

rpo

se:

to r

eas

sure

pa

rtic

ipan

ts t

hat

they

are

on

the

way

to

me

etin

g th

e o

bjec

tives

of

the

day.

Tim

ing

W

hat

YO

U d

o

Wh

at t

he

LE

AR

NE

RS

do

R

eso

urc

es

04.2

5

04.4

0

• A

sk p

artic

ipa

nts

to r

ead

the

obje

ctiv

es o

n fli

pch

art

F1

a.

• A

sk t

hem

to

tell

thei

r n

eigh

bou

rs o

ne

thin

g th

at t

he

y le

arne

d du

ring

the

mor

ning

ses

sion

wh

ich

acco

rds

with

th

e o

bjec

tives

.

• A

sk p

artic

ipa

nts

to d

iscu

ss w

ith t

hei

r n

eig

hbou

rs if

and

ho

w t

hey

will

cha

nge

thei

r th

inki

ng o

r be

havi

our

as

a re

sult

of t

his

acqu

ired

kno

wle

dge

.

• A

sk 4

or

5 pa

rtic

ipa

nts

to s

hare

the

ir le

arn

ing

expe

rienc

es w

ith t

he

gro

up.

• A

sk t

he p

artic

ipan

ts w

hat

the

y fe

el t

hey

stil

l ne

ed t

o le

arn

fro

m t

he

next

fe

w s

essi

ons

.

• R

eass

ure

par

ticip

ant

s th

at in

the

aft

ern

oon

sess

ions

the

y w

ill

prac

tise

mak

ing

dec

isio

ns b

ased

on

the

kno

wle

dg

e ga

ine

d th

is

mor

nin

g.

• R

ead

flipc

har

t F

1a.

• T

hin

k a

bout

wha

t th

ey h

ave

lea

rned

th

is m

orn

ing

and

disc

uss

it w

ith a

ne

igh

bour

. T

hink

ab

out

how

thi

s le

arni

ng w

ill c

hang

e th

e w

ay t

hey

thi

nk

or a

ct.

• S

har

e a

lea

rnin

g po

int

with

the

gro

up if

as

ked.

• T

hin

k a

bout

wha

t st

ill n

eeds

to

be

lear

ned

in o

rder

to

achi

eve

the

obje

ctiv

es

• S

har

e th

is w

ith t

he g

rou

p if

aske

d.

• F

lipch

art

F1a

(o

bjec

tives

)


Ses

sio

n 9

C

ase

stu

die

s

(2

pag

es)

T

OT

AL

TIM

E:

60 m

inut

es

Pu

rpo

se:

to p

ract

ise

usin

g n

ew

-fo

und

kno

wle

dge

and

conf

iden

ce.

To

disc

uss

case

s w

her

e m

anag

em

ent

dec

isio

ns o

r ju

dge

men

ts n

eed

to b

e m

ade

and

wha

t th

ey s

hou

ld b

e.

Tim

ing

W

hat

YO

U d

o

Wh

at t

he

LE

AR

NE

RS

do

R

eso

urc

es

04.4

0

• A

sk p

artic

ipa

nts

to f

orm

gro

ups

of

5 or

6.

• U

ncov

er

flipc

har

t F

10,

sho

win

g th

e in

stru

ctio

ns f

or t

his

exer

cise

.

• T

ell

lear

ner

s to

fol

low

the

inst

ruct

ions

for

eac

h ca

se s

tudy

an

d w

rite

the

ir a

nsw

ers

on

flipc

har

t p

aper

for

sh

arin

g a

nd

disc

ussi

ng

late

r.

• G

ive

one

cop

y of

Ha

ndou

t 3

to e

ach

par

ticip

ant

.

• A

ssig

n at

leas

t tw

o ca

se s

tudi

es p

er g

roup

, in

suc

h a

way

tha

t ev

ery

case

stu

dy is

cov

ere

d by

at

leas

t on

e gr

oup

, if

poss

ible

.

• E

nsu

re t

hat

you

hav

e re

ad,

sev

eral

tim

es,

the

‘ans

wer

s’ t

o th

e ca

se s

tudi

es (

Sup

ple

me

ntar

y In

form

atio

n 3)

. N

ote

that

it is

not

al

way

s p

ossi

ble

to g

ive

a co

mpl

etel

y de

finiti

ve a

nsw

er t

o th

e qu

estio

ns p

ose

d. Y

our

job

as f

acili

tato

r is

to

enc

oura

ge

open

di

scus

sio

n in

whi

ch e

very

me

mb

er o

f th

e gr

oup

pa

rtic

ipat

es.

At

the

end

of e

ach

disc

ussi

on,

you

may

cho

ose

to a

dd a

co

rrec

tion,

but

it is

not

you

r ro

le t

o g

ive

‘the

answ

er’.

Not

e th

at

S3

is n

ot in

ten

ded

as a

han

dout

– it

is p

rovi

ded

to a

id y

our

o

wn

und

erst

and

ing

as a

fac

ilita

tor.

• It

is v

ery

diff

icul

t to

dec

ide

on a

ppr

opr

iate

sa

nctio

ns

in m

any

of t

hese

cas

es.

Rat

her

than

spe

ndin

g m

uch

time

on

this

tas

k,

try

to c

once

ntra

te o

n w

hat

the

ma

nage

rs w

ould

ne

ed t

o d

o to

re

solv

e th

e p

robl

em

in it

s ea

rly

stag

es a

nd e

nsur

e t

hat

it do

es

not

recu

r. O

bvio

usly

the

sa

nctio

ns p

lay

a pa

rt in

th

is,

but

only

a

smal

l par

t.

• C

ircu

late

, in

terv

enin

g an

d pr

om

ptin

g w

hen

nece

ssar

y, a

nd

tryi

ng t

o e

nsur

e th

at e

very

one

has

a c

han

ce t

o sp

eak,

an

d th

at t

he d

iscu

ssio

ns d

o n

ot g

o to

o fa

r of

f tr

ack.

• C

once

ntra

te o

n th

e c

ase

stu

die

s th

at t

hey

have

be

en a

lloca

ted

, and

follo

w th

e in

stru

ctio

ns fo

r ea

ch c

ase

stud

y ca

refu

lly.

• W

rite

dow

n th

eir

resp

onse

s in

ord

er to

sha

re

the

m w

ith th

e re

st o

f th

e gr

oup

late

r.

• F

lipch

art F

10,

(inst

ruct

ions

for

the

exer

cise

)

• H

ando

ut 3

: one

co

py fo

r ea

ch

part

icip

ant

• F

lipch

art p

aper

fo

r e

ach

grou

p of

par

ticip

ants

• S

upp

lem

enta

ry

Info

rma

tion

3:

Cas

e S

tudy

‘a

nsw

ers’


Tim

ing

W

hat

YO

U d

o

Wh

at t

he

LE

AR

NE

RS

do

R

eso

urc

es

• R

em

ind

peo

ple

that

the

y h

ave

10

min

utes

left

, th

en

5, a

nd

then

one

.

05.2

0

05.4

0

• A

sk t

he g

rou

ps t

o re

port

bac

k on

th

eir

dis

cuss

ions

, st

artin

g w

ith c

ase

stud

y nu

mbe

r 1.

• If

mor

e th

an

one

grou

p ha

s co

nsid

ered

a p

artic

ula

r ca

se

stud

y, c

hoos

e on

e gr

oup

to p

rese

nt t

heir

resp

onse

s an

d en

sure

th

at t

he o

ther

gro

up(

s) w

ho h

ave

spen

t tim

e on

it g

et a

ch

ance

to

com

men

t fu

lly.

• T

her

e w

ill b

e pl

enty

of

disc

ussi

on d

urin

g th

e fe

edb

ack

sess

ion.

Allo

w t

his

to h

app

en,

but

try

to e

nsur

e th

at t

he d

eba

te

cove

rs a

ll th

e ite

ms

on

the

‘ans

wer

’ sh

eet,

an

d th

at

the

cont

ribu

tions

to

the

deb

ate

are

rel

evan

t to

the

ce

ntra

l the

me.

• M

ake

sure

tha

t o

ne v

ers

ion

of a

gen

era

lly ‘c

orre

ct’ a

nsw

er is

cl

earl

y w

ritte

n u

p o

n a

flipc

har

t a

nd d

ispl

aye

d pr

om

ine

ntly

on

the

wal

l.

• R

epor

t th

eir

own

res

pons

es, a

nd d

iscu

ss th

e an

swer

s/co

mm

ents

of o

ther

gro

ups.

•

Flip

char

t pap

er

for

feed

bac

k


Ses

sio

n 1

0 S

tory

te

llin

g in

gro

up

s

TO

TA

L T

IME

: 15

min

utes

Pu

rpo

se:

for

eac

h sm

all g

rou

p to

cho

ose

one

rea

l-lif

e st

ory,

to

serv

e as

the

bas

is f

or t

he f

ollo

win

g se

ssio

n.

Tim

ing

W

hat

YO

U d

o

Wh

at t

he

LE

AR

NE

RS

do

R

eso

urc

es

05.4

0

05.5

5

• A

sk t

he p

artic

ipan

ts t

o fo

rm n

ew

gro

ups

of 5

or

6,

wor

kin

g w

ith p

eopl

e di

ffer

ent

fro

m t

hos

e w

ith w

hom

th

ey

wor

ked

in t

he

prev

ious

ses

sio

n.

• T

ell

grou

ps t

hat

they

hav

e on

ly 1

5 m

inut

es t

o d

ecid

e o

n th

e be

st s

tory

fro

m t

he

exa

mpl

es b

rou

ght

by t

he

part

icip

ant

s. T

he

grou

p w

ill w

ork

on

this

sto

ry a

t gr

eate

r le

ngt

h af

ter

the

brea

k.

• In

add

ition

, re

min

d al

l pa

rtic

ipan

ts t

hat,

as

stat

ed in

the

pr

epa

rato

ry m

em

o (S

upp

lem

enta

ry I

nfor

mat

ion

1) s

ent

befo

re t

he c

ours

e be

gan,

con

fide

ntia

lity

is a

bsol

utel

y es

sent

ial.

The

re w

ill b

e n

o n

am

ing

of p

eopl

e o

r pl

ace

s,

so t

hat

conf

ide

ntia

lity

is e

nsur

ed.

Fai

lure

to

resp

ect

this

ru

le w

ill b

e a

disc

iplin

ary

offe

nce.

• V

ery

brie

fly,

tell

thei

r st

orie

s a

nd c

hoo

se t

he m

ost

app

ropr

iate

.


05.5

5 –

06.

10

BR

EA

K

It is

impo

rtan

t whi

le tr

aini

ng to

hav

e tim

e to

ref

lect

, so

ask

the

grou

p no

t to

use

the

brea

k as

an

oppo

rtun

ity to

mak

e te

leph

one

calls

or

ret

urn

to th

eir

desk

s.


Ses

sio

n 1

1

Gro

up

wo

rk o

n c

ho

sen

sto

ries

TO

TA

L T

IME

: 65

min

utes

Pu

rpo

se:

to p

ract

ise

new

kno

wle

dge

an

d de

cisi

on-m

akin

g sk

ills

in r

eal-l

ife c

ase

stud

ies.

To

incr

ease

the

sto

ck o

f ca

se s

tudi

es b

y co

llect

ing

all t

he

stor

ies

brou

ght

to t

he

wor

ksh

op.

Tim

ing

W

hat

YO

U d

o

Wh

at t

he

LE

AR

NE

RS

do

R

eso

urc

es

06.1

0

• A

sk p

artic

ipa

nts

to r

etur

n to

the

ir s

mal

l gro

ups.

• A

sk e

ach

gro

up t

o w

rite

up

the

exa

mp

le t

hat

they

cho

se

befo

re t

he b

reak

. T

hey

shou

ld in

dica

te w

here

man

age

me

nt

deci

sion

s n

eed

to b

e m

ade;

the

issu

es t

hat

ma

nag

ers

mus

t co

nsid

er;

and

th

en t

he d

ecis

ions

th

at t

hey

as a

gro

up w

ould

ha

ve m

ade

as m

ana

gers

.

• W

ith O

xfa

m s

taff

, te

ll th

em

th

at t

hey

will

be

aske

d to

pre

sent

th

is ‘w

orke

d ex

am

ple’

to

the

gro

up a

s a

wh

ole,

an

d to

sub

mit

it to

you

, to

hel

p O

xfa

m t

o b

uild

up

a ‘b

ank’

of

goo

d, r

eal-

life

exa

mpl

es t

o us

e on

fu

rthe

r tr

ain

ing

cou

rses

.

• R

em

ind

all p

artic

ipa

nts

that

con

fide

ntia

lity

is a

bsol

utel

y es

sent

ial.

The

re w

ill b

e n

o n

am

ing

of p

eopl

e o

r pl

ace

s, in

or

der

to

ens

ure

conf

ide

ntia

lity.

Fai

lure

to

resp

ect

this

rul

e is

a

disc

iplin

ary

off

ence

. R

efer

th

em

to

flipc

hart

F6.

• D

urin

g th

e di

scus

sion

s, c

ircul

ate

am

ong

the

gro

ups

in o

rder

to

bec

om

e fa

mili

ar w

ith a

ll th

e ex

am

ples

. G

uide

th

e di

scus

sio

ns a

s a

ppro

pria

te.

• C

olle

ct t

he

stor

ies

that

par

ticip

ant

s br

oug

ht w

ith t

he

m.

• T

ell

par

ticip

ants

wh

en 1

0 m

inut

es r

em

ain,

the

n 5

min

utes

, be

fore

the

en

d of

the

ses

sion

.

• In

sm

all g

rou

ps,

wor

k th

rou

gh t

hei

r ch

ose

n ex

am

ples

, fo

llow

ing

inst

ruct

ions

; e.

g.

• W

hat

aspe

cts

of t

he s

tory

sh

ould

con

cern

m

anag

ers?

• W

hat

shou

ld t

hey

do

abo

ut t

his

conc

ern

?

• W

hat

coul

d b

e us

ed a

s re

fere

nce

poin

ts,

info

rmat

ion

poin

ts,

or b

ack-

up

to s

uppo

rt

the

deci

sio

n-m

akin

g pr

oces

s?

• W

hat

oth

er a

spec

ts o

f th

e co

ntex

t ne

ed t

o be

bro

ugh

t in

to c

onsi

dera

tion

?

• W

hat

dec

isio

ns w

oul

d yo

u as

ma

nage

rs

have

mad

e if

you

had

bee

n in

thi

s si

tuat

ion?

• W

rite

do

wn

thei

r a

nsw

ers

for

sub

mis

sio

n to

th

e fa

cilit

ator

and

for

pre

sent

atio

n to

th

e w

hole

gro

up.

• G

ive

to t

he

faci

litat

or

a co

py o

f th

e ca

se s

tudy

/

exa

mpl

e th

at t

hey

eac

h br

oug

ht w

ith t

hem

.

• F

lipch

art

F6

• P

lent

y of

fli

pcha

rt p

ape

r fo

r pa

rtic

ipa

nts

to u

se

06.5

0

07.1

5

• B

ring

par

ticip

ants

bac

k to

get

her.

• In

stru

ct g

roup

s in

tur

n to

pre

sent

an

d di

scus

s th

eir

join

tly

chos

en

stor

y.

• F

acili

tate

/med

iate

dis

cuss

ion

as n

eces

sary

, tr

y to

find

‘rig

ht’

answ

ers

.

• C

olle

ct w

ritte

n co

pie

s of

all

the

exa

mpl

es u

sed.

• Li

sten

to

and

co

mm

ent

on

othe

rs’

pres

enta

tions

. •

Pre

sent

one

exa

mp

le p

er g

roup

. •

Co

mm

ent

on

othe

rs’ e

xam

ples

.


Ses

sio

n 1

2 E

valu

atio

n

T

OT

AL

TIM

E:

25 M

inut

es

Pu

rpo

se:

to

help

pa

rtic

ipan

ts t

o th

ink

of w

ays

to im

prov

e th

eir

ow

n pe

rfor

man

ce,

or t

hat

of o

ther

s, in

ord

er t

o re

duc

e th

e ri

sk o

f be

nefic

iarie

s be

ing

sexu

ally

exp

loite

d or

abu

sed.

In

Oxf

am

wor

ksho

ps:

to g

ene

rate

ide

as f

or in

form

atio

n a

nd a

ctio

n th

at t

he f

acili

tato

r sh

oul

d se

nd

to t

he r

egio

nal

foc

al

poin

t.

Tim

ing

W

hat

YO

U d

o

Wh

at t

he

LE

AR

NE

RS

do

R

eso

urc

es

07.1

5

072

0

073

5

07.4

0

• P

ut u

p fli

pch

art

F11

. G

ive

the

part

icip

ant

s 10

min

ute

s to

th

ink

abo

ut a

nd a

nsw

er t

he s

even

qu

estio

ns a

ske

d.

• G

ive

seve

n pe

opl

e th

e se

ven

flipc

hart

s (F

11a,

b,

c, d

, e,

f,

and

g).

Ask

the

m t

o re

ad t

he q

ues

tions

alo

ud,

one

aft

er

the

oth

er,

and

the

n st

ick

the

m o

n th

e w

all.

• G

ive

eac

h pa

rtic

ipa

nt h

as a

ha

ndfu

l of

post

-it n

ote

s.

• S

tart

the

exe

rcis

e.

• W

hen

it is

co

mpl

eted

, as

k ev

eryb

ody

to s

it d

ow

n a

gain

an

d co

mm

ent

on

the

resu

lts

• M

ake

your

ow

n co

mm

ents

, fo

cusi

ng o

n th

e fo

llow

ing:

• Is

sues

whi

ch m

ake

peo

ple

feel

co

mfo

rta

ble.

• Is

sues

whi

ch m

ake

peo

ple

feel

unc

om

fort

abl

e.

• A

ny s

urpr

ises

.

A

sk p

artic

ipa

nts

to s

ugge

st w

ays

of im

pro

ving

th

eir

perf

orm

anc

e.

• R

ead

the

que

stio

ns t

horo

ughl

y.

• A

sk f

or c

larif

icat

ion

if ne

cess

ary.

• M

ark

thei

r re

spo

nse

to t

he q

ues

tions

ask

ed.

• Lo

ok a

t al

l the

‘ans

wer

s’ a

nd a

naly

se h

ow

wel

l th

e ob

ject

ives

hav

e be

en a

chie

ved.

• T

hin

k a

bout

the

nex

t st

ep t

o he

lp p

eopl

e to

im

prov

e th

eir

per

form

anc

e w

her

e ne

cess

ary.

• M

ake

sugg

estio

ns t

o th

e gr

oup

wh

en a

sked

.

• P

repa

red

flipc

hart

s F

11

and

F11

a, b

, c,

d,

e,

f, a

nd g

• P

lent

y of

po

st-it

not

es.


Ses

sio

n 1

3 R

evie

w a

nd

su

mm

ary

T

OT

AL

TIM

E:

20 m

inut

es

Pu

rpo

se:

to a

sses

s h

ow

the

co

urse

wor

ked

for

the

part

icip

ant

s, t

o fin

d o

ut if

the

y ha

ve a

ll th

e in

form

atio

n th

at t

hey

nee

d.

Tim

ing

W

hat

YO

U d

o

Wh

at t

he

LE

AR

NE

RS

do

R

eso

urc

es

07.4

0 •

Re

min

d p

artic

ipan

ts o

f th

e co

nte

nts

of H

ando

uts

1, 2

, an

d 3.

Enc

oura

ge

the

m t

o go

aw

ay a

nd c

ons

ider

se

rious

ly t

he is

sue

of s

exu

al a

buse

an

d ex

ploi

tatio

n as

it

affe

cts

thei

r w

ork

and

the

wo

rk o

f th

eir

tea

ms.

• R

e-re

ad

Flip

char

t F

3, o

n ro

les

and

resp

ons

ibili

ties.

• A

sk t

hem

ho

w t

hey

mig

ht d

o th

ings

diff

eren

tly in

th

e fu

ture

.

• R

eite

rate

tha

t th

e m

ain

poin

t of

the

wh

ole

day

is t

o t

ry t

o en

sure

th

at p

eopl

e ar

e co

mp

ete

nt a

nd

conf

ide

nt t

o m

ake

deci

sion

s, u

sing

th

e C

ode

of C

ond

uct

as a

too

l to

reg

ulat

e th

eir

ow

n se

xua

l con

duct

an

d th

at o

f O

xfa

m G

B

staf

f, a

nd o

the

rs.

• T

ell

Oxf

am

sta

ff t

hat

furt

her

adv

ice

can

alw

ays

be

soug

ht

fro

m t

heir

lin

e m

ana

ger

, th

e re

gio

nal f

ocal

po

int

for

sexu

al e

xplo

itatio

n, a

nd/o

r th

e h

um

ani

tari

an

prog

ram

me

advi

ser

in O

xfa

m H

ous

e in

Oxf

ord.

• M

ake

sure

the

y ea

ch h

ave

a co

py o

f al

l the

ha

ndo

uts.

• M

ake

sugg

estio

ns a

bou

t fu

ture

eve

nts

– co

nten

t,

deliv

ery,

exe

rcis

es,

etc.

• E

nsu

re t

hat

the

y kn

ow

who

to

turn

to

in f

utu

re if

th

ey n

eed

hel

p or

su

ppor

t .

• F

urt

her

cop

ies

of H

ando

ut s

1,

2, a

nd 3

• F

lipch

art

3

07.5

5 •

Giv

e o

ut c

opie

s of

Ha

ndou

t 4

and

ask

th

e gr

oup

to f

ill it

in

and

hand

it b

ack

to y

ou

bef

ore

they

leav

e. T

ell t

he g

rou

p th

at f

eed

back

is im

port

ant,

bec

ause

it w

ill h

elp

us t

o im

prov

e th

e tr

ain

ing

sess

ions

in f

utur

e.

• F

ill in

the

fe

edba

ck f

orm

. •

Han

dout

4

(fee

dba

ck

form

)

08.0

0 •

Col

lect

th

e fe

edba

ck f

orm

s. O

xfa

m f

acili

tato

rs:

kee

p th

ese

for

feed

back

to

your

re

gion

al f

ocal

poi

nt.

• T

han

k th

e gr

oup

for

the

ir tim

e/e

nerg

y et

c .a

nd

assu

re

the

m t

hat

ans

we

rs t

o th

eir

que

stio

ns o

n th

e ‘p

arki

ng’

flipc

hart

will

be

sent

to

the

m a

s so

on

as p

ossi

ble.


Handout 1 (4 pages) Oxfam GB Code of Conduct

INTRODUCTION As an Oxfam GB staff member, you are required to abide by the organisation’s policies and procedures, and the terms and conditions of your employment (as outlined in your employment contract), and to ensure your conduct is in keeping with the organisation’s beliefs, values and aims. The aim of this Code of Conduct is to give you guidance regarding the key issues that you need to be aware of as an Oxfam GB staff member, and the standards by which you may need to behave in certain circumstances. The Code applies to all Oxfam GB staff, regardless of location, and in accepting appointment you undertake to discharge your duties and to regulate your conduct in line with the requirements of this Code. The Code is designed for your guidance and protection, although a breach may result in disciplinary action (including dismissal in some instances) and, in some cases, may lead to criminal prosecution. Whilst recognising that local laws and cultures differ considerably from one country to another, Oxfam GB is a British-based International NGO, and therefore the Code of Conduct is based on European and international legal standards, as well as being written to reflect the organisation’s fundamental beliefs and values (as outlined below), to support its mission to work with others to overcome poverty and suffering, and its commitment to ensuring that staff members avoid using possible unequal power relationships for their own benefit. OXFAM GB – MISSION, BELIEFS, AND VALUES Oxfam GB’s Purpose - To work with others to overcome poverty and suffering. Oxfam GB’s Beliefs - The lives of all human beings are of equal value.

In a world rich in resources, poverty is an injustice which must be overcome. Poverty makes people more vulnerable to conflict and natural calamity; much of this suffering can be prevented and must be relieved. People’s vulnerability to poverty and suffering is increased by unequal power relations based on, for example, gender, race, class, caste and disability; women, who make up the majority of the world’s poor, are especially disadvantaged. Working together we can build a just and safer world, in which people take control over their own lives and enjoy their basic rights. To overcome poverty and suffering involves changing unjust policies and practices, nationally and internationally, as well as working closely with people in poverty.

Oxfam GB’s Diversity - Oxfam GB recognises that our beliefs on equality are also relevant to Policy our ways of working. They relate to the way that we treat, work with and

value those who are different from ourselves. We recognise that those who are different from ourselves should be treated with respect, have something positive to offer, and have an equal right to access resources and opportunities.

Oxfam GB’s Oxfam GB views all forms of harassment as incompatible with its Anti-Harassment aims and beliefs in the dignity of all people, and undermining to its Policy vision of equal opportunities. Consequently, Oxfam GB will not tolerate

the harassment of staff, volunteers, contractors, partner organisations, beneficiaries or any others.

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CODE OF CONDUCT – STANDARDS As a staff member of Oxfam GB, I will: 1. Be responsible for the use of information and resources to which I have access by

reason of my employment with Oxfam GB. - I will ensure that I use Oxfam GB information, funds, and resources entrusted to me in a

responsible manner and account for all money and property, following the appropriate policy and procedural requirements. Resources and property include

Oxfam GB vehicles Telephones, photocopiers, fax machines and stationery Other office equipment or equipment / resources belonging to Oxfam GB Computers, including the use of email, internet and intranet Oxfam GB accommodation (including Oxfam housing in international locations)

2. Ensure the safety, health and welfare of all Oxfam GB staff members, volunteers and contractors. - I will adhere to all legal and organisational health and safety requirements in force at the

location of my work. - I will comply with any local security guidelines and be pro-active in informing management

of any necessary changes to such guidelines. - I will behave in such a way as to avoid any unnecessary risk to the safety, health, and

welfare of myself and others, including partner organisations and beneficiaries.

3. Ensure that my personal and professional conduct is, and is seen to be, of the highest standards and in keeping with Oxfam GB’s beliefs, values, and aims. - I will treat all people fairly and with respect and dignity. - When working in an international context or travelling internationally on behalf of Oxfam

GB, I will observe all local laws and be sensitive to local customs. - I will not work under the influence of alcohol or use, or be in possession of, illegal

substances on Oxfam GB premises or accommodation. - I will seek to ensure that my sexual conduct does not bring Oxfam GB into any ill repute

and does not impact on or undermine my ability to undertake the role for which I am employed.

- I will not enter into commercial sex transactions with beneficiaries. For the purpose of this Code of Conduct, a transaction is classed as any exchange of money, goods, services or favours with any other person.

4. Perform my duties and conduct my private life in a manner that avoids possible

conflicts of interest with the work of Oxfam GB and my work as a staff member of the organisation. - I will declare any financial, personal, family (or close intimate relationship) interest in

matters of official business which may impact on the work of Oxfam GB – e.g. contract for goods/services, employment or promotion within Oxfam GB, partner organisations, civil authorities, beneficiary groups.

- I will behave in a manner that does not undermine national or international perceptions of Oxfam GB’s impartiality.

- I will seek permission before agreeing to being nominated as a prospective candidate or another official role for any political party.

- I will not accept any additional employment or consultancy work outside of Oxfam GB without prior permission from management.

- I will not accept significant gifts or any remuneration from governments, beneficiaries, donors, suppliers and other persons which have been offered to me as a result of my employment with Oxfam GB.

- I will not abuse my position as an Oxfam GB staff member by requesting any service or favour from others in return for assistance by Oxfam GB.



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5. Avoid involvement in any criminal activities, activities that contravene human rights, or those that compromise the work of Oxfam GB. - I will contribute to combating all forms of illegal activities. - I will notify Oxfam GB of any unspent criminal convictions or charges prior to employment. - I will also notify the organisation if I face any criminal charges during my employment. - I will not engage in sexual behaviour with children under the age of 18, regardless of local

custom. - I will not abuse or exploit children under the age of 18 in any way and will report any such

behaviour of others to my line management. 6. Refrain from any form of harassment, discrimination, physical or verbal abuse,

intimidation or exploitation. - I will fully abide by the requirements of Oxfam GB’s equal opportunities, diversity, and

anti-harassment policies. - I will never engage in any exploitative, abusive, or corrupt relationships. I have read carefully and understand the Oxfam GB Code of Conduct and hereby agree to abide by its requirements and commit to upholding the standards of conduct required to support Oxfam GB’s aims, values and beliefs. Name ………………………………………………………………………………………………… Signature ……………………………………………………………………………………………. Date ………………………………………………………………………………………………….



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APPLICATION OF THE CODE OF CONDUCT The Code of Conduct is intended to serve as a guide for all Oxfam GB staff in making decisions in their professional lives and, at times, in their private lives. By following this Code of Conduct, it is intended that all staff will contribute to strengthening the professionalism and impact of the work of Oxfam GB. The Code of Conduct forms part of the terms and conditions of employment of all staff. Further information and detail on specific aspects of this Code can also be found in Behaviour at Work in Oxfam GB’s Policies and Procedures. 1. All staff will be given a copy of this Code and required to familiarise themselves with its

requirements, by reading and discussing the Code with their manager or colleagues. 2. All staff will be required to confirm this by signing their agreement to the Code of Conduct

and by keeping a copy. A further copy of the signed agreement will be kept on the staff member’s personal file.

3. Further information on the provisions within the Code can be found in Oxfam GB’s policies, procedures and guidelines. If needed, staff can also seek further clarification from their manager or a member of the Human Resources team.

4. For staff relocating to another country of work, guidance will also be given in relation to local specific customs and legal requirements, in order to inform the behaviour that they will be expected to adopt.

5. Further guidance and information will also be distributed to each office and work place and may also be found in related documents (e.g. Local Security Guidelines).

6. Managers have a responsibility to ensure that all staff, including newly recruited staff, are provided with a copy of the Code of Conduct, understand its provisions clearly, and sign their agreement to its terms.

7. Managers also have a particular responsibility to uphold the standards of conduct and to set an example.

8. In the recruitment and selection of staff, managers should seek to ensure that candidates selected support the beliefs and values of Oxfam GB and do not have a work history that contravenes the requirements of this Code.

9. Any staff member who has concerns about the behaviour of another staff member should raise these with the appropriate line manager. Any concerns will be treated with urgency, consideration and discretion.

10. Any breaches of the requirements of this Code of Conduct will be subject to investigation and possible disciplinary action in line with Oxfam GB’s disciplinary procedure.



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HANDOUT 2 Guidelines on Sexual Conduct

(from Oxfam GB’s Code of Conduct) Oxfam’s Code of Conduct provides guidelines for the way Oxfam intends its staff to behave. The guidelines are necessarily broad, covering all aspects of behaviour, use of equipment, and guidance on relationships with others at many levels and in many situations. The Code draws on and makes reference to many of Oxfam’s policies: use of computers, harassment etc.; but there is no policy on sexual conduct or child protection. Below you will find a distillation of how Oxfam requires its staff to behave in this regard. The underlying, non-negotiable principles that we expect to govern your behaviour and that of those around you are:

i. No exploitation or relationships that are exploitative as a result of your position within Oxfam. ii. No actions that bring the organisation into disrepute.

Therefore

iii. No underage sex (because it is exploitative by nature). iv. No sex with beneficiaries (because it is potentially exploitative by nature).

To clarify

v. When we say ‘no sex’, we mean no sexual contact whatsoever. vi. There is equally little tolerance of either demanding or accepting sex or sexual contact in

return for goods or services from you or Oxfam. It is really important to stress that

vii. It is your duty and responsibility to report, via the systems that exist, behaviour that you feel is not in accordance with the above edicts.

viii. It is also your responsibility to actively promote and maintain an atmosphere or environment in which staff feel that they can and will live up to the expectations clarified above.



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Handout 3 (3 pages) Case Studies: Use of the Oxfam GB Code of Conduct

The following case studies are fictional, but each is based on elements of fact. 1 Use of Oxfam laptop to access pornographic websites 1a First Scenario A local staff member has admitted accessing pornographic websites via an Oxfam laptop. The staff member is known to have received a full and correct induction, which included a good briefing on the Code of Conduct and a detailed explanation and discussion of illegal/illicit use of Oxfam’s equipment. 1b Second Scenario A local staff member has admitted accessing pornographic websites via an Oxfam laptop. The staff member has not received a briefing by either the line manager or Human Resources staff. 1c Third Scenario A local staff member has admitted accessing pornographic websites on an Oxfam computer. His defence (which he doesn’t really think he needs) is that it is culturally acceptable in his country (and the country in which he is based) to do this, and he doesn’t understand why Oxfam finds fault with this. You cannot be sure that he has received a full and useful briefing on Oxfam’s Code of Conduct. What would be your action/guidance in each of the above circumstances? Please indicate where you think that KEY management decisions need to be made. Include follow-up actions as appropriate. 2 Personal relationships It comes to the attention of the Regional Programme Manager (you) and the Regional Director that rumours are circulating regarding an expatriate Programme Coordinator in Country X. It is claimed that the staff member, who is male, has been having a relationship with a local woman who is rumoured to be a prostitute. Prostitution is illegal in Country X. Due to local custom and the small and remote location of the town in which Oxfam is based, both the relationship and the rumours are causing tension among local staff and arguably bringing the organisation into disrepute. You know that the staff member has been fully and adequately briefed on Oxfam’s Code of Conduct both by you and the Human Resources team in the country. Please think through the options given below, and decide which path you would take. Discuss the various decisions that need to be taken, and the reasons for your choice. Would you … Decide that this behaviour is something that needs action in some way? Why? Decide that this is something you can safely ignore and not do anything about it? Why?

Would you … Phone the staff member in question and confront him with your thoughts? Why? Find an opportunity to recall the staff member to the Regional Management Centre and have a meeting with him? Why? Find the earliest opportunity to visit the field office and try, without prior prejudice, to understand the situation? Why? Would you … Make the process formal or informal at this stage? Why?



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Would you … Listen to staff member, take his point of view into account and find a way forward together? Why? State your concerns and launch an investigative procedure immediately? Why? Would you … Launch investigative procedures? What do you need to find out? If the rumours proved to be totally unfounded … what would your course of action be? If the rumours that the woman was a prostitute proved to be unfounded … what would you do? Are there additional crucial points in the process – what are the decisions or questions that might arise from them? 3 Sex for goods Josie is an adolescent girl in one of the camps. Samuel, one of the food-distribution staff employed by Oxfam GB, has offered to give her a little extra food during distributions if she will be his ‘special friend’. She agrees willingly. They agree to start a sexual relationship and neither of them thinks there is anything wrong. Josie hopes that the relationship will be a passport to a new life out of the camp. Samuel does nothing to discourage these hopes. Who is in the right? Who is in the wrong? As Samuel’s manager, what actions would you take? What broader actions you could you take to reduce the likelihood of this happening again? 4 Challenging the behaviour of colleagues You begin a 6-month contract as Project Manager in an emergency programme. This small country has suffered more than 10 years of violent civil war, with 100,000 killed and up to 50 per cent of the remaining population displaced, their livelihoods shattered. Around 74 per cent of households are dependent on food aid. On your first night you find a very ‘macho’ atmosphere among colleagues (both female and male). With little to do after work, they spend their evenings drinking beer and telling stories of threats to security on this and other assignments. Your male colleagues speak knowledgeably about gender issues and they always ensure that gender equality is considered when drawing up programme planning proposals. However, you are uncomfortable about their behaviour when dealing with female colleagues, particularly junior members of staff. It’s hard to define what exactly bothers you, but when you try to raise the issue with the men, they are dismissive and patronising. As the evening wears on, someone tells an offensive, sexist joke, followed by a quick apology directed at you and a request not to ‘take me too seriously’. The working and living atmosphere is very ‘closed’. There is no peaceful solution for the conflict in sight, and aid agencies operate emergency programmes in shelter, food distribution, and health care. Operations are confined to certain areas of the country (mainly close to the capital city) deemed safe enough to work; this changes on an almost daily basis as security concerns dictate. It is an extremely stressful working environment, with high burnout and turnover of staff. All expatriate and senior local staff (15 people in all, mostly male) live together in secure accommodation close to the office in the capital city. Due to insecurity, fields trips are short. Overnight stays outside the city have been judged to be unsafe by the UN/NGO security group. A curfew operates between 6pm and 7am. What do you do in this situation? What are the issues you need to consider for the future?



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5 Sex with young girls Country X experienced a brutal conflict in the early 1990s, with warlords battling over the country’s rich resource base until the last one was left standing. At the time of your visit, a tentative peace agreement is in place, but the capital remains tense and full of displaced people. It is a deeply impoverished and desperate existence for many. There is a bar close to the office that is deemed safe to visit, and many international staff meet there in the evening. You go there with colleagues and are surprised to see a lot of young girls (about 12 years old) hanging around. One of your colleagues tells you that they are prostitutes, many from rural areas with no means of income, and often without family support, driven to prostitution. But apparently the real reason that girls so young are ‘in demand’ in preference to older women is the local belief that if a man sleeps with a young girl he has no chance of contracting HIV. Later you are shocked to see an international staff member of another reputable INGO leaving with one of the young girls in his car. The Country Representative of the organisation in question is distressed about this and asks for advice from other agencies. What should you have done after witnessing this act? What should that manager do with the staff member concerned? Are there other measures that the head of this, and other, INGOs should take in contexts such as this? Would there be any difference in the tone and content of your discussions and decisions if the staff member who is exploiting local, underage children is himself a member of the local community? 6 Local driver Joey is a locally hired driver working for Oxfam GB. He transports relief items from the warehouse to camps where they are distributed. On one of his trips he recognises a 15-year-old girl walking along the side of the road and gives her a lift back to the camp. Since then, to impress her and win her over, he frequently offers to drive her wherever she is going and sometimes gives her small items from the relief packages in his truck, which he thinks that she and her family could use. The last time he drove her home, she invited him inside the house to meet her family. The family was pleased that she had made friends with an NGO worker. Joey really likes the girl and wants to start a relationship with her. He knows her family will approve. What is Joey doing wrong? What might the consequences of his actions be? What would you do if you were Joey’s line manager? 7 Sleeping in the camp Staff working on a fast-paced, first-phase emergency response programme are travelling at least 4 hours a day to reach the camps in which they are delivering an integrated water and sanitation programme. They feel that the travelling is reducing their effectiveness to an unacceptable level. Their programme co-ordinator, based several hundred kilometres away in the provincial capital, receives a formal request from the team to move their living quarters from the small and inhospitable town where they currently live to the largest, and most central, of the refugee camps. This, they feel, will make them safer, less tired, and far more effective in their jobs. If you were the programme coordinator, what would your response and your actions be?



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Handout 4: Feedback form

Name (optional): _______________________ Date: _____________ For each question where there is a scale, please circle the relevant number. 1. This course came at the most useful time for me to learn the maximum


0 1 2 3 4 5

2. The materials and exercises were appropriate for my needs


0 1 2 3 4 5

3. I have a strong sense of what I will do differently in the future


0 1 2 3 4 5

4. Having to do some preparatory work before the course is a good idea that made

me think about the course content before attending. Strongly Strongly Disagree Agree

0 1 2 3 4 5

Thank you for taking the time to fill out this course evaluation

Is there anything that could be done differently to raise any of the scores you have given?

How could the facilitator improve his/her skills in helping others to learn?



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Flipchart 1a

Objectives of this course As a result of this workshop,

participants will know more about Oxfam's internal code of conduct for staff

and be better able to comply with it.

Managers will feel more confident to use the code, and staff will understand the responsibilities

that it implies and demands.

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Flipchart 1b

Objectives of this course (continued)

As a result of this workshop, we will: Know …

the principles that underpin Oxfam GB’s Code of Conduct and the Guidelines for Sexual Conduct

Feel

confident to make judgements and decisions on the sensitive and difficult subject of sexual exploitation

and abuse.

Do … Study cases of sexual exploitation and abuse

in order to see where decisions needed to be taken and, in some cases,

how they could have been improved.

Reflect on personal cases; discuss and analyse them to identify important issues, decisions, and

judgements, and write these up for further use.

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Flipchart 2

Rules from Oxfam’s Code of Conduct

No sex with anyone under 18.

No commercial or transactional sex with beneficiaries.

Flipchart 3

Responsibilities laid down in Oxfam’s Code of Conduct

It is your duty and responsibility to report,

via the systems that exist, behaviour that you feel is not in accordance

with the rules shown on Flipchart 2.

It is also your responsibility to actively promote and maintain an environment

in which staff feel that they can fulfil the organisation’s expectations of them.


Flipchart 4a

Agenda for the full-day course

Introduction Story telling

Quiz Presentation

BREAK Exercise 1: Oxfam GB Code of Conduct

Exercise 2: Oxfam GB Sexual Conduct Guidelines Brainstorm: Vulnerable beneficiaries

LUNCH Checking on the objectives

Case studies Story telling in groups

BREAK Group work on chosen stories

Evaluation Review and summary


Flipchart 4b

Agenda for the half-day course

Introductions Quiz

Presentation Exercise 1: Oxfam GB’s Code of Conduct

Exercise 2: Oxfam GB’s Sexual Conduct Guidelines BREAK

Case studies Evaluation

Flipchart 5

Parking: questions that will be answered later


Flipchart 6

Confidentiality

We are discussing and sharing sensitive information. We must all respect the confidentiality of colleagues

and programmes.

No names of people or programmes will be used during our discussions.

Failure to respect the confidences of others

during or after this course will be considered a disciplinary offence.

If you have information that you wish to share

concerning a colleague’s behaviour, you should talk to your manager,

or your manager’s manager, or your nearest Human Resources team.


Flipchart 7

Exercise – Oxfam’s Code of Conduct

You have 30 minutes for this exercise.

1 Read pages 3 and 4 of Handout 1.

2 With the person next to you, find …

three things that the Code definitely forbids and three things on which you feel the Code needs

more clarity

3 Write them down for feedback to the group.


Flipchart 8

Exercise – Oxfam Guidelines on Sexual Conduct


Form groups of 5 or 6.

Read Handout 2 carefully and discuss it with your

group.

After 10 minutes, go to Flipcharts 8a, 8b, 8c, 8d, and 8e and add the comments of your group.

Sit down only when you have commented on ALL

the questions.


Flipchart 8a

Are these guidelines exactly what you expected

from Oxfam?

Did anything surprise you?

Flipchart 8b

What will be the most difficult part of the guidelines for you to implement

as managers?


Flipchart 8c

Have you had to deal with staff behaviour that breaks these rules?

Do you know of other managers who have had to do this?

Flipchart 8d

Do you feel confident that Oxfam would support you if you had to deal with staff

who break these rules?


Flipchart 8e

If you could add one more rule, what would it be?

Flipchart 9

Vulnerable beneficiaries


Write down any particular features of your region /country/ project (as appropriate)

that make beneficiaries vulnerable to abuse.


Flipchart 10

Case Studies


Your group will be assigned two case studies.

Consider them carefully and answer the questions that they pose.

Write the answers down, ready to share them

when all the groups have completed the exercise.

If you finish before the 40 minutes have elapsed, you may continue with any other case study,

as you wish.


Flipchart 11

Evaluation


Take plenty of Post-it notes and a pen with you.

Get up and walk around the room, looking at flipcharts 11a – 11g.

Stick a Post-it note with a comment on it

on the line under each question, in the place that best reflects how you feel

about the question.

Sit down only when you have answered all seven questions.


Flipchart 11a

Do you think that you now know enough about what Oxfam GB

expects from you in terms of sexual conduct?

NO ………………………………………………………… YES

Flipchart 11b

As a manager, would you feel confident to investigate a complaint

about inappropriate sexual behaviour?

NO ………………………………………………………… YES


Flipchart 11c

How confident do you feel that Oxfam GB is committed and able

to address cases of sexual misconduct?

NOT AT ALL …………………………………………..VERY

Flipchart 11d

How well do you think the ‘Guidelines on Sexual Conduct’

help you to regulate your behaviour and that of those around you?

NOT WELL ………………………………….. VERY WELL


Flipchart 11e

How well do you think the ‘Guidelines on Sexual Conduct’

help you to understand your own responsibilities while working in this sector?

NOT WELL ……………………………………..VERY WELL

Flipchart 11f

How capable do you feel of explaining Oxfam GB’s policy on sexual exploitation and abuse to people with whom you work?

NOT AT ALL………………………………………VERY


Flipchart 11g

How capable do you feel of taking responsibility for creating and maintaining a climate

which can uphold Oxfam’s ‘Guidelines on Sexual Conduct’?

NOT AT ALL ………………………………………VERY


Supplementary material (1) Preparatory text for participants

To: Participants in training session on Prevention of Sexual Exploitation and Abuse –on

… facilitator to add appropriate date here Fm: The Facilitator Re: Preparatory work, compulsory, for attending the training session You will be participating in a workshop which will train you to prevent sexual exploitation and abuse within the teams and sectors in which you work. In order for you and Oxfam to gain as much value as possible from this workshop, you need to do a small amount of preparatory work. Start by reading the following information and advice carefully, to ensure that your participation is as useful as we would all like it to be. Confidentiality During the workshop you will be thinking and talking about behaviour that is sometimes illegal and often contravenes Oxfam GB policy. It is possible that this behaviour could be linked to colleagues, past or present, or acquaintances known to many people. It is essential that you act, within this seminar and outside it, with the utmost discretion. In your preparatory work and in your discussions during the training session, you are forbidden to mention the name of anyone or attribute behaviour (good, bad, or otherwise) to any named individual. In addition, when describing situations, you must avoid mentioning the name of a country or location. We insist that you take these precautions to protect people’s reputations and identities. Failure to do this, either within the training session or outside it, will result in disciplinary procedures being taken against you. We are very serious about this: please do your utmost to ensure that you fulfil our expectations of you. Preparatory work At the training session you will be asked to describe to a small group of people at least one example of sexually exploitative or abusive behaviour that you have seen in your work or everyday life, whether might either be a ‘minor’ or a major incident. Choose an example that you can explain clearly and on which you have an opinion. Write down the experience, mentioning the things that seemed wrong to you, and the things that managers or others could or should have done to stop or prevent it happening. Try to limit your story to two or three paragraphs maximum. Bring it with you to the training session. You will need this in order to participate fully, so please do write it and remember to bring it with you. If you have problems finding an example, ask your closest Human Resources person or your line manager to help you to think of something appropriate. Do not worry: everybody has at least one example to share, but it may take a bit of time to find it in your memory. When writing down your example, please observe the guidelines given above about confidentiality: do not mention any people or places by name. In Oxfam workshops, the facilitator will collect the examples that participants bring with them, so that they can be added to the pool of information, case studies, and examples that we (and our partners eventually) can use to learn and improve our performance. Thank you. I look forward to seeing you at our training session.

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Supplementary information (2) Sample stories

(Not a handout: intended for facilitator’s use only)

Example 1 Ignatius is a middle-ranking civil servant in country X who has been posted from the capital city to the far northern district, where he has been assigned to supervise government registration of the refugees who have come en masse, fleeing conflict over the border. The refugees, many of whom are women separated from their male relatives, are extremely vulnerable, having been on the move for several weeks, and subject to attacks. They have arrived in a very poor area of the host country, where they find that people of their ethnic identity and religion are unwelcome. Oxfam is setting up a humanitarian operation and relies on keeping good relations with the host government. However, staff are beginning to hear rumours that Ignatius and his colleagues are sexually exploiting refugee women. There is no direct evidence, because the alleged abuse takes place at night, when Oxfam staff are not allowed into the makeshift camps. Example 2 An INGO was running a long-term programme in support of commercial sex workers in a country that had been wracked by an extremely violent civil war for more than two decades. The aim of the programme was to offer commercial sex workers some choices in their lives and also offer some safety and dignity while they were working. It took a long, long time to gain the trust of the women involved. Many of them had horrific stories to tell and not much confidence in other people, not even those who really wanted to help. Early one morning one of the sex workers was seen, by a colleague, leaving the room of the male programme co-ordinator. This colleague confronted the programme co-ordinator, who denied any impropriety.

Example 3 While on a field trip to IDP camps, an expatriate gender adviser observed that throughout the course of her meetings with camp inhabitants her driver sat in the shade and chatted with young women, presumably residents of the camp. On the journey home she asked the driver what he had been talking about with the women. The driver took offence and said that nothing bad had been going on. The gender adviser assured him that she had not believed that this had been the case, but she was interested in the fact that unaccompanied young women could feel at ease talking to a ‘stranger’. The gender adviser then went on to explain that it was important for everybody to understand how vulnerable women in camps were – how little support or power they had, and how difficult it was to remain safe in such harsh circumstances. On returning to base, she discussed this with some of her expatriate colleagues. Some of the male field-workers told her that she didn’t know what it was like to work in the camps. “The women come up to us all the time, offering to be our girlfriends.” “They say ‘look around you, there are no men, you can be our men’. They say this all the time.”

Pick-up-and-Go • Preventing Sexual Exploitation and Abuse (managers) • Supplementary Information206

Again it took quite a lot of discussion for some colleagues to realise how vulnerable women and children were in the camps, how much they needed ,and what this might push them to do. The gender adviser has the impression that this might be the first time some of her colleagues have really thought about this situation from the point of view of the women in the camps. Example 4 The wife of an accompanied staff member made complaints that two colleagues were bringing prostitutes to an NGO compound where she, her family, and the two colleagues lived. The Head of Mission, after taking advice from Human Resources, spoke informally with both men. She emphasised that their actions, although not forbidden by their NGO’s Internal Code of Conduct, caused distress to the family of a colleague, and risked bringing Oxfam into disrepute. She emphasised that further complaints would necessitate formal disciplinary action. The staff members continued to use prostitutes, but discreetly, and not on the NGO’s property. Senior staff members checked regularly with the family who had raised the complaint, to ensure that their concerns had been resolved. Example 5 An expatriate male manager of a small programme team lived alone in a big house in the town in which his NGO had an office and some programmes. He was well known in town, because there were few expatriates living there, and fewer still ‘aid’ cars. On several occasions, other staff visited the programme, staying overnight in the programme manager’s house. Sometimes when staff stayed there, he would come home very late, often quite drunk and occasionally with a ‘girlfriend’. Only when several staff members had the occasion to meet did they compare their stories of staying in the programme manager’s house and then they realised the extent of the problem. Putting all the stories together, it seemed that the programme manager was going out drinking three or four nights a week, and on most of those occasions he brought home a different girl. Still nothing was done about trying to curb or regulate this behaviour; he was not even challenged on it. The issue did not come to a head until one of the visiting senior members of staff was approached by someone in the street one day with a written request to mend a garden wall that had been allegedly knocked down by the manager while he was driving home drunk. It was decided that, as the programme manager had only two more months until the end of his contract, he should not be dismissed, but he should not be offered an extension. Nothing was said about his drinking or his sleeping with so many local girls.

Example 6 During a recruitment process, an NGO was about to recruit an extremely well-qualified and experienced expatriate Programme Manager. However, the Country Head of Mission had heard rumours in the region about this Programme Manager’s personal behaviour: reportedly he was using prostitutes and drinking heavily. There was no evidence of this at the interview, however, and when the question of his conduct was raised with the candidate,


he said that he was aware of the NGO’s policy and he assured the Head of Mission that he was happy to abide by it. Reassured, the Head of Mission chose to appoint him. Three months after the Programme Manager took up his post, rumours reached the Country Office of an inappropriate relationship between him and a junior female member of staff, thirty years younger than he was. Upon discreet investigation, two guards asserted that the female staff member had stayed overnight at the Programme Manager’s house on at least one occasion. Three staff asserted that the relationship was common knowledge; a number of other field staff refused to comment. The Head of Mission and their Deputy went on a field visit, during which the Head of Mission witnessed the Programme Manager attempt to kiss the junior staff member, who resisted him. It was also noted that the junior staff member had a very high rate of sick leave. Both the Head of Mission and the Deputy verbally reasserted the NGO’s policy on line–staff relationships to the Programme Manager. (An appropriate Internal Code of Conduct had not then been introduced.) The Head of Mission asked the advice of his line manager, and was told that such behaviour was unacceptable and should be addressed. Rumours of the relationship continued to circulate among national staff. When the Programme Manager passed through the Country Office prior to his Rest & Recuperation break, he and the Head of Mission met together to review the probationary period. The Head of Mission asked about the rumours, which the Programme Manager denied, asserting that the relationship was just a close friendship. The Head of Mission chose not to confirm the Programme Manager in post, and he was asked not to return after his R&R. The grounds for non-confirmation were ‘incompatible beliefs’. When he reached the UK, the Programme Manager raised his concerns about his treatment with a number of senior managers. There was no witness to his meeting with the Head of Mission, and the case and process had been poorly documented. The Programme Manager threatened to take the NGO to an employment tribunal for wrongful dismissal, and threatened to sue for defamation of character. Senior managers in the NGO agreed to give the Programme Manager a good reference, in return for an agreement not to take his legal actions further. They also paid for him to make a return visit to the country, and to his field office. They did not ask for written statements from any of the programme staff or management involved, or speak to any in-country staff involved, apart from the Head of Mission. The line manager of the Head of Mission supported the decision. After a period of some months, the Programme Manager was re-employed in another programme run by the NGO. The sickness record of the junior member of staff involved improved significantly following the departure of the Programme Manager. Example 7 Aid-workers in a remote small town in central Africa have limited access to other expatriates, do not speak local languages well, and are in desperate need of more social interaction! The arrival of small numbers of peace-keepers creates great excitement. They welcome the UN blue-berets happily and arrange a couple of evenings of entertainment at their respective homes before venturing out into town together. This all seems like nice, innocent fun – but what might the repercussions be?


Supplementary information (3) ‘Answers’ to Case Studies described in Handout 3

(Not a handout – intended for facilitator’s use only) 1 Use of Oxfam laptop to access pornographic websites 1a First scenario From Oxfam GB’s Internet Use Policy:

‘The following are some examples of misuse which would be classified as acts of gross misconduct under the disciplinary procedures and as such may result in summary dismissal, without prior warning and notice. The list is not exhaustive:

• violating the privacy of other users;

• corrupting or destroy other users’ data or disrupting their work;

• creating, accessing or displaying any criminal, offensive, obscene or indecent images, data or other material.’

Therefore this is an act that deserves sanction through the disciplinary procedures. The staff member has broken the terms of his contract and has not followed Oxfam GB’s procedures, instructions, and policy as set out in the Internet Use Policy. Decisions about what sanction(s) to apply are left to the line manager, but it is clear that, if he remains with Oxfam, at the very least his ability to abide by Oxfam’s Internal Code of Conduct will become a Performance Management issue. There have been cases of immediate dismissal for gross misconduct of staff members who access pornographic websites. In addition to dealing with the staff member concerned, the manager(s) should take the opportunity of a staff meeting to remind staff about the Internal Code and the guidance on Sexual Conduct. For further training, they should consider using case studies appropriate to the context. 1b Second scenario This, for the staff member committing the ‘Oxfam crime’, is still a disciplinary offence, because the policy above states that this is so. The offending staff member probably deserves a formal, verbal warning with a note in his file to record that this has been done. In addition, the staff member’s manager, for failing to ensure that the code of conduct was given to the employee, should be held responsible for this transgression and should probably receive a formal, verbal warning also. The manager’s failure to conduct an adequate induction should become a performance-management issue. The staff member must, immediately, be given a copy of the Code of Conduct and should be given training to understand the responsibility that the Code requires. The staff member’s manager must be made very aware of his or her responsibility to promote and maintain an atmosphere in which staff can and will observe Oxfam’s guidelines and rulings on sexual abuse and exploitation and sexual conduct. Employees’ willingness and ability to do this is a performance-management issue and should be closely monitored. Every effort must be made to reinforce key messages about Oxfam’s rules on the use of equipment, and the responsibility of all to promote and maintain conditions in which staff can and will uphold the Internal Code.


1c Third scenario As with the answer given above, a formal, verbal warning would probably be the most appropriate primary response – both for the staff member concerned and for the manager (with notes added to their files to record that this has been done). However, in addition, it is obvious that some work needs to be done with the staff member to help him to understand, and live up to, Oxfam GB’s Internal Code of Conduct and guidelines for sexual conduct. It must be clear to all staff, whatever their level, that Oxfam GB is fully aware that the global culture that we are promoting is sometimes not in accordance with local culture. On this issue, in all circumstances, Oxfam GB culture should override local culture – always. It would probably be a good idea to conduct training/reminder sessions with all staff at an opportune moment. The judgements made by Oxfam GB on what is acceptable behaviour and what is not may differ, quite radically, from a local ‘norm’. Although these differences are interesting, and much can be learned from debating them, the fundamental point is that Oxfam GB has thought long and hard about these issues and has prescribed rules and guidelines that it feels are necessary and appropriate. Staff members must be able and willing to promote and maintain these rules and guidelines; if not, they, and their managers, should recognise that they are working for the wrong organisation, and they need to leave. 2 Personal relationships One or two whispers of the same rumour should be quite enough for the manager of this Programme Co-ordinator (PC) to act. This is for two reasons: (a) prostitution is illegal in country X, so the PC is breaking the law; and (b) sleeping with a prostitute, in this given situation, shows extremely poor judgement, because of the inevitably negative effect on Oxfam’s reputation.

(Managers should note that if they hear even one rumour that sexual activity is taking place with children – i.e. anybody under the age of 18 – then they must act immediately. It is not necessary to wait for two or three more rumours to come trickling in.)

In this case the actions constitute misconduct according to Oxfam’s Code of Conduct, which commits every member of staff to the following obligations:

‘Avoid involvement in any criminal activities, activities that contravene human rights or those that compromise the work of Oxfam GB.

Contribute to combating all forms of illegal activities.

Seek to ensure that my sexual conduct does not bring Oxfam GB into any ill repute and does not impact on or undermine my ability to undertake the role for which I am employed.’

So in this case, as soon as the manager is reasonably sure that this is a case of misconduct, he or she must travel to the area where the Programme Co-ordinator works and confront him with the rumours. In addition the manager might consider whether to suspend him pending investigation. Suspension, it must be made clear, implies no judgement about the truth of the allegations. Suspension is necessary in order to remove the person (or people) most involved from the immediate vicinity, in order to protect them while an investigation takes place.

It is important, from the very beginning, to keep a written record of what is said and what is done.


If the Programme Co-ordinator denies the rumours and there is evidence to support him, then life can return to normal. But the manager needs to find the source of the rumours and investigate why they started and, very importantly, what needs to be done to rebuild team spirit, cohesion, and confidence. If the PC admits that the rumours are true, the recommended course of action would be to dismiss him immediately and ask him to leave the programme without delay. It would probably be difficult to find an interim replacement for him, but not sacking him would demonstrate to staff and others that Oxfam GB lacks the conviction to act on its internal guiding principles; and that would set a very bad example. If he denies the rumours but there is evidence to support them, the manager has a big problem. The precise response to it will depend on the particular context, and it is difficult to prescribe the correct course of action without further information. The manager could initiate an investigation, but should be aware that investigative procedures are lengthy and costly in time, energy, and resources – to such an extent that they are often not cost-effective. It is probably best in these circumstances for the manager to inform the PC that he is not believed, and for what reasons. The PC needs to know that the manager (and colleagues in the PC’s team) no longer trust his judgement and leadership, and that it will be very difficult to make the management relationship work again. A formal investigation, however, can sometimes be a useful way to establish the facts and clear the air. If one needs to check the veracity of the rumours, it is important that ONLY first-hand evidence is considered. Hearsay, or reporting what someone else might have said or might have seen, is not good enough and not admissible. Making decisions like this is not easy, but managers should remember that they can, and must, request support whenever they feel the need for it. It is important to realise that, whether it is true or not, this ‘story’ has damaged staff morale and trust, and work will be needed to repair the damage. In addition the Code of Conduct needs to be reintroduced, to ensure that it is known, understood, and used as a management tool in the future. If trust within the team has completely broken down, it may be necessary to move the PC out of his present job. It may also be necessary to deal with any staff members who were responsible for spreading malicious rumours. 3 Sex for goods Samuel is exploiting Josie and abusing Oxfam property for his own personal benefit. Josie is a beneficiary and she has the right to expect that Oxfam staff will exercise their full duty of care for her. In addition, Samuel is stealing from Oxfam. These are both acts of gross misconduct, in contravention of Oxfam’s Code of Conduct, and Samuel should expect to be dismissed.


4 Challenging the behaviour of colleagues There are no easy right answers to this question, because there are many complicated things going on. Ideally one would talk, either in public or in private, to the staff member who had made the offensive, sexist joke and try to get him or her to understand that Oxfam GB does not tolerate this type of behaviour. In addition, sessions could be held to reinforce general awareness of the organisation’s Anti-Harassment Policy, the Code of Conduct, and the Gender Policy. It would probably be best to deal with this problem as a team. Attention should probably also be paid to the policy on Rest and Recuperation and, over time, to the gender balance of the team. Continued behaviour of the kind described in the case study must be considered as harassment, and any staff member concerned has the right and the responsibility to bring grievance or disciplinary procedures against the offending staff member, as appropriate. 5 Sex with young girls The Oxfam GB staff member who witnessed this act should have written to the in-country head of the NGO concerned, describing exactly what he had witnessed. The letter should have been copied to the in-country head of his own agency. The Oxfam staff member is responsible only for reporting what he witnessed. The most senior Oxfam GB manager in the location is duty-bound to ensure that the incident is considered and addressed by the senior manager of the ‘accused’ organisation. Our legal obligations in terms of the actions of other organisations are very few; but if one member of an organisation is doing something very wrong, we all have a duty to inform a senior manager, in order that the case can be dealt with. In future one will also be able to report such a concern to ‘focal points’ for sexual exploitation and abuse. These agency staff will form networks and meet regularly with each other to discuss relevant issues, and they will advise agency heads on policy and practice. In this case, the manager of the staff member concerned should consider, first, the health and safety of the young girl. If the ‘offending’ staff member admits that he has slept with her, or if he denies it but his manager does not believe him, every effort must be made to ensure that the girl has access to all appropriate support services. This is clearly an allegation of gross misconduct. The staff member should be suspended until the facts of the case are established to the senior manager’s satisfaction. If it is proved that the staff member has been sleeping with a girl who is under age (defined as ‘under the age of 18’ in UN guidelines and the Convention on the Rights of the Child), he should be summarily dismissed. If the allegations remain unproved, the senior manager should probably encourage the staff member involved to move on to another job. If a senior manager does decides that it is necessary to move a staff member to a new job (or encourages him or her to leave the organisation), it is essential that they should discuss and agree the matter between them. Under no circumstances should the relationship break down to such an extent that it is impossible to have such a discussion. Managers who do not discuss, honestly, the reasons why they have lost confidence in a staff member or feel they that the staff member is no longer the best person to do the job are failing in their responsibility to their organisation.


It is a manager’s responsibility to ensure that staff know the Code of Conduct and any related policies that regulate staff behaviour, and that they fully understand the implications for their behaviour – both in terms of what they do, personally, and what they are responsible for (creating and maintaining an environment in which the Code is understood and adhered to). 6 Local driver Joey is in the wrong, already, for several reasons:

He should not give lifts to somebody who is not a member of staff and who is not authorised to travel in an Oxfam vehicle. A stern warning, if not disciplinary procedure, is appropriate.

He should not be giving her ‘gifts’ that are not his to give, even if he has asked for nothing in return. A stern warning, if not disciplinary procedure, is appropriate.

If he starts a relationship with her, he will be guilty of exploitation – both for sleeping with an under-age girl and for exchanging goods for sexual favours. It will be classed as gross misconduct, and formal disciplinary procedures will be immediately started. Joey will be suspended from work until the case is proved or disproved. If it is proved, he will immediately lose his job.

In all likelihood, many managers would feel the need (and under most circumstances would be advised) to dismiss Joey (with due process) for giving unauthorised lifts and gifts to a beneficiary, even without proof of a sexual relationship. 7 Sleeping in the camp The manager should immediately and firmly refuse to allow staff to stay overnight in the camps. This is for a number of reasons. To name but a few: • Conditions in the camp are likely to be very dangerous for aid workers, with little chance

of improving the standards of security. • As aid workers living in the camp, they would get no peace whatsoever. They would

constantly receive requests for support and assistance and would find it almost impossible to protect themselves against this.

• They would inevitably become a target for those seeking a way out of the camp. Offers of sexual favours would become difficult to ignore, and behaving in the fair and transparent way that Oxfam GB expects would become increasingly difficult.

• There is certain to be a high level of HIV infection among the camp population, and any sexual activity would expose staff to severe risks.

• The presence of relatively high-earning aid workers with seemingly endless resources would create jealousy and poor perceptions of the workers and/or organisation involved, which may well lead to difficulties in programme implementation.


Supplementary information (4) Frequently asked questions: some thoughts

(Not a handout: intended for facilitator’s use only)

‘But in my country the age of consent is lower than 18 and it is culturally acceptable to marry girls as young as 15.’ In many countries this is the case. Some staff feel that setting our age limit higher is inappropriate and will be too difficult to implement. But the facilitator should point out that nearly all international NGOs accept the terms of the UN Convention on the Rights of the Child (to which virtually all countries are signatory), which enshrines the principle that childhood should defined as continuing up to the age of 18. ‘My colleague X has been married for the last two years to somebody who is now only 17. Are you going to fire him?’ It is unlikely that this will be legally possible. But, now that Oxfam GB has adopted 18 as the age of consent, we will not tolerate any member of staff, whether newly appointed or long-established, starting a relationship with a child. When recruiting new staff in some countries, we will be able to ask about marital status at interview. In others this will not be legally permissible, but we will make every effort to find out the information. Our recruitment procedures will be much more robust, to enable us to offer maximum protection to people in our care. When advertising vacancies, we will make very clear our position on the protection of children. And then we will rigorously follow up candidates’ references and investigate their employment history and criminal records where possible. In addition we will increase the level of attention that we pay to these issues in our day-to-day work, and managers and staff alike will be more confident and competent to make our working environment safe for vulnerable people. ‘Prostitution is legal in this country. Many people pay for sex with sex workers. There is little stigma attached to it.’ Yes, we know. We are not banning the use of sex workers, but we are strongly recommending people to avoid using them – for many reasons. First of all there is the fundamental principle that any transaction of this sort is the result of an unequal balance of power and is therefore exploitative. There is every possibility that indulging in transactional sex will bring the organisation into disrepute, and there is often the distinct possibility that it will increase security risks for individuals and Oxfam alike. There is also every chance that it will have direct security implications for the sex workers themselves. ‘If Oxfam takes such a strong stance on gender equity, why hasn’t it banned the use of sex workers? I would feel much happier if it did.’ No, we haven’t banned the use of prostitutes, but we strongly discourage it. We don’t ban it, because we cannot infringe on people’s civil liberties, and we know it would be impractical to try to enforce a total ban. Also, in a number of countries we support partner organisations that support sex workers to claim their basic rights; we are definitely not in any position to tell sex workers how to live their lives.


‘You might think that my relationship is exploitative, but it doesn’t feel like that to me, or to my partner. You are not in a position to pass judgement.’ This might be true. But if this relationship involves a minor or a beneficiary, then our fundamental principles tell us that this situation is, by its very nature, exploitative and is not something that Oxfam will condone … indeed, disciplinary action can and should result immediately. If the relationship does not involve a minor or a beneficiary, there is less justification for Oxfam GB to intervene or pass judgement. But f you, as a manager, feel that there is something exploitative about the relationship, then you are probably right. Therefore it is worth investigating. ‘If we are so keen to protect children, why do we not have tighter checks on people as they enter the organisation?’ We appreciate the need for this, and we work to improve our procedures is already underway. We are taking advice from other specialist agencies in the field, and the new procedures that we draw up will reflect our absolute duty of care to those in our charge, and also the need for greater resources in order to implement more robust procedures. ‘Yes, I am having a relationship with a beneficiary, but I haven’t given anything in exchange, so I am not exploiting the power that I have or the position that I hold within the organisation.’ Maybe not. But others will probably not either see or appreciate this fact. So, in order to avoid any damage to Oxfam GB’s reputation, sexual relationships with beneficiaries are forbidden. We need to guard ourselves and our beneficiaries against the potential for abuse, as well as the abuse itself. ‘I know many Oxfam GB staff who are having relationships within their management line. What does Oxfam feel about this, and what guidance can it offer to me, or others, if we find ourselves in this situation?’ Oxfam GB does not forbid relationships within the management line, but it does insist on transparency. If you are having a relationship with somebody whom you manage, it is your responsibility to inform your manager. It is then up to the manager (and maybe others) to decide whether the relationship could result in a potential conflict of interest. In all such cases it is not acceptable for one partner to manage the performance of another, and Oxfam GB would need to find an alternative procedure. ‘The Oxfam Code is vague about sexual conduct and is not prescriptive enough to help managers.’ It is not so much vague as rather broad. In addition, we don’t yet have a policy on sexual conduct, so we can’t refer you to it for further clarity and guidance. What we do have are the ‘Sexual Conduct Guidelines’, and this training pack; and soon Sexual Exploitation Focal Points will be appointed in each region and project area, as appropriate. Meanwhile Oxfam staff should feel free to contact Yo Winder ([email protected]) or Justine Tordoff ([email protected]) and/or their closest Human Resources team for further guidance.


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• S

lides

233

Gender Equality and Sexual Exploitation: CD-ROM

The CD supplied with this publication contains files of all the materials that areincluded in the book:

• Introduction to Gender Equality

• Mainstreaming Gender Equality in NGOs

• Preventing Sexual Exploitation and Abuse

On the CD the original English-language texts are accompanied by full translationsinto French, Portuguese, and Spanish.

You will need Acrobat Reader to view these files. A copy is included on the CD.Please install it first by clicking on the ‘Reader’ icon. It may take a few minutes to install.

If you copy all the files from the CD to the hard drive of your computer, you willspeed up your access to the material. Create a folder in your hard drive, and thencopy all the files into that folder.

The Handout files for each module are presented in Word format, to allow them tobe adapted for use in particular contexts – subject to the copyright restrictions statedat the front of this book.

Access to the external web sites included in the CD is possible only if you have anInternet connection.

gender equality and sexual exploitation - psea task force

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