gender sensitization workshop report - ifad-funded project southern punjab (pakistan)
TRANSCRIPT
IFAD Ass isted-Southern Punjab Poverty Al lev ia�on Project (SPPAP)
GENDER SENSITIZATION &
MAINSTREAMING
WORKSHOP REPORT
GENDER SENSITIZATION & MAINSTREAMING
WORKSHOP REPORT
IFAD Assisted-Southern Punjab Poverty Allevia�on Project
(SPPAP)
© 2016 by IFAD Assisted- Southern Punjab Poverty Allevia�on Project (SPPAP)
All rights reserved. No part of this publica�on may be reproduced, stored in a retrieval system, or transmi�ed, in any form or by any means,
electronic, mechanical, photocopying, recording, or otherwise without prior permission of (SPPAP)
CONTENTS
8- Opening Session
9- Session One- Gender Sensi�za�on
10- Session-two on Gender Framework Analysis
11- Session-three on Gender and Development
12- Session-four-Gender Mainstreaming
13- Workshop evalua�on by par�cipants
14- Project Director-SPPAP Annota�ons
5.1- Introduc�on of the par�cipants
9.1- From WID to GAD
10.1- Project Gender Analysis/Assessment of Key Interven�ons of SPPAP
11.1- Gender and Development Concepts
12.1- Gender mainstreaming issues
12.2- Gender mainstreaming strategies to address the issues
5.2- Workshop Expecta�on & Fears
9.2- The Quick Understanding about Gender Concepts
5.3- Norms Se�ng
9.3- Case Study-1
9.4- Case Study-2
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6- Workshop Objec�ves
7- Expected Outputs
1- Background And Ra�onal
3- Par�cipants
4- Programme
5- Workshop Proceedings
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2- Venue and Dates
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15- Cer�ficate Distribu�on & Group Photo
16- Vote of thanks
17- Annexes
Annex-I A�endance Sheet
Annex-II Sample training cer�ficate
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LIST OF ACRONYMS
BZU Bahauddin Zakariya University
CO Community Organization
DMU District Management Unit
ETO Entrepreneurship Training Organization
GAD Gender & Development
GOPb Government of the Punjab
GPS Gender & Poverty Specialist
IFAD International Funds for Agriculture Development
IRM Institute of Rural Management
M&E Monitoring & Evaluation
MDGs Millennium Development Goals
NPSC National Poverty Score Card
NRSP National Rural Support Program
PD Project Director
PMU Project Management Unit
SDGs Sustainable Development Goals
SPPAP Southern Punjab Poverty Alleviation Project
VTO Vocational Training Organization
WID Women in Development
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1. BACKGROUND AND RATIONAL
Gender equality is well-thought-out an acute constituent in attaining decent
work for all women and men, in order to effect social and institutional
change that leads to sustainable development with equity and growth.
Gender equality enhances economic development, improves prospects for
future generations and strengthens political and social systems. There is
rising sign of the collaborations between gender equality, on the one hand,
and economic, social and environmental sustainability, on the other. Given
that women are generally in an underprivileged situation as compared to
men, promotion of gender equality infers obvious care to women's needs
and viewpoints. Connecting gender equality and sustainable development
is significant for several causes. First, it is a moral and ethical imperious:
achieving gender equality and realizing the human rights, dignity and
capabilities of diverse groups of women is a central requirement of a just
and sustainable world. Second, it is critical to redress the uneven impact of
economic, social and environmental shocks and stresses on women and
girls, which undermine the enjoyment of their human rights and their vital
roles in sustaining their families and communities. Third, and utmost
ominously, it is important to build up women's agency and capabilities to
create better synergies between gender equality and sustainable
development outcomes.
In the southern Punjab most of the population lived in village areas where
women folk are facing miserable conditions. Feudal system, weak law
implementation and lack of awareness in male dominated society are the
major reasons of that which creates big differentiation between men and
women and most women spend their lives in their homes and courtyards
and go outside only for male approved reasons. Due to these conditions
their social life remained in a specific circle created by men. This is why the
men decide what is good and evil for women. Within the household and
through local decision-making and legal bodies, men exercise control over
women's labour, their sexuality, their choice of marriage partner, their
access to labour and other markets and their income and assets.
Based on the gender issues in Southern Punjab, IFAD Assisted-Southern
Punjab Poverty Alleviation Project (SPPAP) has been designed stunningly
by the Government of Punjab in financial assistance of International Fund
for Agriculture Development (IFAD) for the poverty reduction, elimination of
gender discrimination, assurance of gender equality and women
empowerment in four poorest districts of the Southern Punjab
(Bahawalpur, Bahawalnagar, Muzaffargarh & Rajanpur). Poverty decline of
marginalized segment of the society is the prime objective of the project by
ensuring the gender equality. Tangible actions have been taken to coup up
the prevailing gender issues in the project area.
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I F A D A s s i s t e d - S o u t h e r n P u n j a b P o v e r t y A l l e v i a � o n P r o j e c t ( S P P A P )
For operative execution of project interventions in terms of gender lens,
gender sensitive staff is inevitably prerequisite who certify the gender
mainstreaming at all levels so that project could achieve its objectives in
real term. The project has hired the services of gender sensitive Staff and
Implementing Partners (National Rural Support Program & Institute of
Rural Management) to achieve the desired project objectives. M/S
National Rural Support Program (NRSP) is responsible for identification of
targeted poor beneficiaries while Institute of Rural Management (IRM) has
been given the task of imparting vocational and Entrepreneurship trainings
in four targeted districts of Southern Punjab.
In this context, IFAD Assisted-Southern Punjab Poverty Alleviation Project
(SPPAP) organized a Gender Sensitization & Mainstreaming Training
Workshop in collaboration with Training Service Provider M/S Institute of
Rural Management (IRM) for project and Implementing Partners staff. The
Workshop covered the topics i.e. different gender concepts, gender
sensitization, mainstreaming, and gender based analysis to achieve the
desired project objectives by ensuring gender equality and equity at all
levels etc.
The workshop also materialized at an opportune moment. Project has
already a well advanced gender policy and Gender Action Plan in place.
The presence of Management, Project Staff and Implementing Partners
proved to be a source of enrichment and add value to the quality of the
workshop deliberations and outputs.
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2. VENUE AND DATES
3. PARTICIPANTS
The Gender Sensitization and Mainstreaming Workshop was held on
Wednesday 19 October 2016 at NRSP Training Center, District
Bahawalpur and the sessions were held from 9:00 am to 5:00 pm.
The workshop was attended by the 37 participants (13 Women & 24 Men)
from Project Management Unit (PMU), SPPAP, District Management Unit
(DMU), SPPAP, Bahawalpur, National Rural Support Programme and
Institute of Rural Management (IRM) of four project districts. A full list of
participants including their positions and contacts are attached in
Appendix 1. (The cover photo shows the participants and the facilitators in
the training venue).
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The detailed workshop programme was broadly structured as follows:
4. PROGRAMME
TIME
DESCRIPTION OF ACTIVITY
RESPONSIBILITY
09:00 AM Recitation from Holy Quran Participants
09:05 AM Registration & Attendance of Participants Ms. Navida Sadiq, M&E Specialist
09:30 AM Expectations & Fears Mr. George Chughtai, Project Coordinator
09:45 AM Welcome to Participants Ms. Sammar Firdous, Gender Focal Person
09:50 AM Opening of Workshop Mr. Imran Nazir, Gender & Poverty Specialist
10: 00 AM Gender Sensitization � Gender Concept � Gender Role � From WID to GAD � Gender disparities
Ms. Asma Ejaz, Trainer
11:15 AM Tea Break
11:30 AM Gender Analysis Frame work
� Role and Responsibilities � Asset s � Decision making � Need and Perspective
Ms. Asma Ejaz, Trainer
01:30 AM Prayer and Lunch Break
02:15 PM Gender & Development
� Class and gender � Gender Issues � Development
Ms. Asma Ejaz, Trainer
03:15 PM Gender Mainstreaming Ms. Asma Ejaz, Trainer
04:15 PM Training Evaluation & Participant Feedback
Ms. Navida Sadiq, M&E Specialist
04:30 PM Distribution of Certificate Mr. Muhammad Saghir, Project Director-SPPAP
04:40 PM Address to the Participants Mr. Muhammad Saghir, Project Director-SPPAP
04:50 PM Word of Thanks Mr.George Chughtai, Project Coordinator
05:00 PM Tea & Good Bye Ms. Navida Sadiq, M&E Specialist
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5. WORKSHOP PROCEEDINGS
The workshops started with the recitation of Holy Quran and introductory
session and participants expectations and fear. Mr. George Chughti,
conducted this session and briefed all participants to divide themselves into
pair and then introduce each other on following points about partner i.e.
name, designation, organization, location, self-vision, strengthen and
learning objectives from the workshop. All participants really enjoyed this
method of introduction and in this way they were able to understand each
other in a participatory manner. This set a participa
tory learning platform for the Workshop.
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5.1 INTRODUCTION OF THE PARTICIPANTS
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Mr. George Chughti, Workshop Facilitator enquired the participants to
share their expectation and fears from the workshop by distributing the
cards of two colors. Few of the communal fears and expectations given as
under:
5.2- WORKSHOP EXPECTATION & FEARS
5.3- NORMS SETTING
After the expectation the
training facilitator asked the
participants to set norms of
the training. All participants
finalize the rules and norms
of the training and agreed to
abide by these rules during
the sessions.
Norms
1. Follow given schedule
2. Raise hands before speaking
3. Cell phone should on silent mode
4. Name tag must be visible during sessions
5. No political and religious discussion/ criticism
6. Respect the views of each other
Expectation Fears
We will learn a lot from the workshop Long training hours
This workshop will boost up capacity Training workshop is too short i.e. one day
The workshop will cover all about gender development concepts and other topics
May not able to interact with each other and Resource Person
Knowledge about gender mainstreaming and sensitization
Management Fear
Improvement in their performance
Understanding about each other and project indicators with gender prospective
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6. WORKSHOP OBJECTIVES
I. Engage participants in understanding gender concepts and sensitize them about gender in project activities.
II. Strengthen participants understanding of the key gender concepts in the context of SPPAP.
III. Strengthen participants' skills and knowledge on gender planning, analysis and framework, gender mainstreaming and gender mainstreaming for gender responsive programming in all project components.
IV. Equip participants with knowledge and skills on the Gender Management Systems, gender and Development Protocol, and SDGs.
V. Discussion on Revised Gender Plan of Action with active participation from key stakeholders to achieve the project objectives and fill the identified gaps.
The immediate short term outputs expected from the workshop were a validated project gender policy, improved skills in gender mainstreaming, gender planning and analysis. The long term expected outcomes were improved project capacity to meet the Gender protocol targets and the SDG goals, increased capacity of participants for gender responsive planning, budgeting and greater awareness and commitment of participants to implement the Project Gender Action Plans.
7. EXPECTED OUTPUTS
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OPENING SESSION
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Mr. Imran Nazir, Gender and Poverty Specialist formally opened the
workshop on behalf Project Director SPPAP. He enlightened that instant
workshop had been designed for the staff members to be practical with
exercises to provide skills, encourage participation and exchange
information relating to gender sensitivity and its importance/significance in
the project. He focused that participants to this training workshop would
learn some of the key control issues in dealing with gender and how gender
equality could be put in place in real terms and why gender equality was
necessary to achieve the project objectives. He assumed that workshop
would provide an interactive forum for all the staff members to share,
explore and discuss concepts, issues related to gender in freely manners.
Mr. Imran Nazir, briefly introduced the workshop trainer, Ms. Asma Ejaz,
who had worked with different national and international organizations at
Pakistan in the capacity of training and gender.
8. OPENING SESSION
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SESSION -1GENDER SENSITIZATION
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After that Gender Training Resource Persons started session on gender sensitization and covering the following topics in her session a) Gender Concept, b)Gender Role, c) From WID to GAD and d) Gender disparities.
The session started with an activity, participants were asked to lineup in two ques one for men and other for women participants and men were asked to describe about women role, responsibilities and general perception and women were asked to describe men role and responsibilities and general conduct in the society. Based on this role play and brain storming exercise, resource person started the presentation on gender concepts and sensitization. The main points of this session on these points are as under:
Gender is a concept that refers to the differences between Men & Women that are socially constructed, changeable over time, and that have wide variations within and between cultures. Gender is the social construction of the biological differences between men and women. Gender is not about sex and is not about women.
Difference in Sex and Gender
What is a role?A role is a pattern of behavior of a person. It is shaped by the status and position of that person in a community and influenced by one's own opinion and other people's expectations of the role. It is hence culturally and economically and socially determined.
What are Gender roles?Gender roles are roles that are played by both women and men which are not determined by biological factors but by the socio-economic and cultural environment or situation. For example, in parts of Africa and Latin America unskilled construction work is regarded as “men's work”, whereas in India it is regarded as “women's work
GENDER SENSITIZATION
Sex
Gender
We are born male or female We have learned to behave like man and women (socially constructed roles)
Change is not possible Change has always been there and will be there
All men are same and all women are same
Differences b/w men & women according to class, region, religion, age etc.
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9.1- FROM WID TO GAD
Women in Development Gender and Development
1. The Approach
An approach which views women as the Centre of a problem
An approach to development of women and men
2. The Focus
Relations b/w women & men
3. The Problem
The exclusion of women (half of the productive resources) from the development process
Unequal relations of power (rich/poor, women/men) that prevent equitable dev & women’s full participation
4. Goals
More efficient, effective and just development
Equitable, sustainable development with women & men as decision-makers
5. Solutions
Integrate women into the existing development process
Empower the disadvantaged & women & transform unequal relations
6. The strategies
Women’s projects, Women’s components, Integrated projects, Increase women’s productivity, Increase women’s income, Increase women’s ability to look after the household
Identify and address practical gender needs determined by men & women to improve their lives
Address women’s & men’s strategic gender needs
Address strategic interests of the poor through people-centered development
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9.2- THE QUICK UNDERSTANDING ABOUT GENDER CONCEPTS
Culture The distinctive patterns of ideas, beliefs, and norms which characterize the way of life and relations of a society or group within a society
Gender Analysis
The systematic gathering and examination of information on gender differences and social relations in order to identify, understand and redress inequities based on gender
Gender Discrimination The systematic, unfavorable treatment of individuals on the basis of their gender, which denies them rights, opportunities or resources
Gender Division of Labor The socially determined ideas and practices which define what roles and activities are deemed appropriate for women and men
Gender Equality and Equity
Gender equality denotes women having the same opportunities in life as men, including the ability to participate in the public sphere
Gender equity denotes the equivalence in life outcomes for women and men, recognizing their different needs and interests, and requiring a redistribution of power and resources
Gender Mainstreaming
An organizational strategy to bring a gender perspective to all aspects of an institution’s policy and activities, through building gender capacity and accountability
Gender Needs Shared and prioritized needs identified by women that arise from their common experiences as a gender
Gender Planning The technical and political processes and procedures necessary to implement gender-sensitive policy
Gender Relations Hierarchical relations of power between women and men that tend to disadvantage women
Gender Training A facilitated process of developing awareness and capacity on gender issues, to bring about personal or organizational change for gender equality
Gender Violence
Any act or threat by men or male-dominated institutions, that inflicts physical, sexual, or psychological harm on a woman or girl because of their
gender
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At the end of session participants were divided into four groups. Both
groups were given following two case studies and were asked to find
answers of the questions given at the end of each case study.
Case study-1
9.3- Case Study-1
A loan fund was made available to individual women basket makers in
a rural community. The loan was intended to allow them to purchase
materials in greater quantities at lower prices, and to increase their
productivity and income. However, many women found that their
household and farming responsibilities did not leave them enough
time to increase their basket production. Others had difficulty repaying
their loans because of pressure to use the money for their family
needs. Those who were able to produce more baskets still faced the
problem of having to sell them to local intermediaries, who would in
turn sell them for a much higher price at distant markets.
1. Discuss the approach that was adopted by the development
agency. Was it WID or GAD? Explain.
2. Would this project have been a success or failure? Give
reasons
3. How could this project be changed in order to address the
needs of women more effectively?
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9.4- Case Study-2
Institutional strengthening support will be provided to agricultural co-
operatives in Sri Lanka. In addition to the development of village, district
and national level infrastructures, membership development, management
training and financial sustainability, an aspect of the project will be to
promote women's membership and the formation of women's committees.
Similar women's committee structure has existed for some years in
consumer and credit co-operatives.
Although women are actively involved in agricultural production and often
manage household finances, they have traditionally not been co-operative
members. Newly mobilized women's committees will receive training in co-
operative principles, leadership, community development, family health
and nutrition and some income-generation skills. Women members will be
eligible to receive loans for agricultural and income generating activities.
Eventually, district and national level women's committees will be formed
and women will be represented by their leaders at all levels of committees.
1. What are the strengths and weaknesses of this project?
2. Do you think that the project would have succeeded in meeting the
needs of women? If not, why not? Give reasons for your answer.
3. How could this project be changed to address the needs of women
and men more effectively?
The group work and presentations revealed the answers of the case
studies and concluded that gender and development theory is more
effective rather than WID, choosing right type of beneficiary for training
based on who is ultimately implementing this activity in the field. i.e.
formation of groups, training activities, income generating loans and other
leadership at all level by following approach of equity leads to equality in
both sex.
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SESSION - 2GENDER FRAMEWORK
ANALYSIS
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After a tea break, the next session on gender framework analysis started with brainstorming exercises and discussion through presentation to develop understanding on gender framework analysis. The key points of discussion on this topic are as under:
The systematic gathering and examination of information on gender differences and social relations in order to identify understand and redress inequities based on gender. Gender analysis is a valuable descriptive and diagnostic tool for development planners and crucial to gender mainstreaming efforts. The methodology and components of gender analysis are shaped by how gender issues are understood in the institution concerned. There are a number of different approaches to gender analysis, including the Gender Roles or Harvard framework, and Social Relations Analysis.
The Gender Roles framework focuses on describing women's and men's roles and their relative access to and control over resources. The analysis aims to anticipate the impacts of projects on both productive and reproductive roles. It takes the household, rather than the breadth of institutions, as the unit of analysis and tends to assume that women are a homogeneous category.
In contrast, the Social Relations approach seeks to expose the gendered power relations that perpetuate inequities. This analysis moves beyond the household to include the community, society, and state institutions and so involves collecting data at all these levels. It uncovers differences between women, divided by other aspects of social differentiation such as class, race and ethnicity.
The aim is to understand the dynamics of gender relations in different institutional contexts and thereby to identify women's bargaining position and formulate strategies to improve this. It has proved challenging to adopt this approach in operational work. Recently, tools have also been developed to apply gender analysis to the analysis of project activities, and sectorial policies, and of project target vs. achievements.
The purpose of gender planning is to ensure gender-sensitive policy outcomes through a systematic and inclusive process. If gender policy has transformatory goals, then gender planning as a process will necessarily be a political one, involving consultation with and participation of different stakeholders. The gender planning tools include gender roles identification; gender needs assessment, and the collection of disaggregated data at the household level.
10. GENDER FRAMEWORK ANALYSIS
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The gender planning procedures involve the diagnosis of the gender problem, formulation of gender objectives, procedures for monitoring and evaluation, gender-based consultation and participation, and identification of an entry strategy.
At the end of session participants were divided into three groups. They were provided three different project interventions and were asked to develop a gender based framework analysis along with identification of strengths and weakness. They were also asked to come up with solution, strategy and gender action plans to improve the gaps for achieving the desired objectives. All the groups did their efforts best to develop the gender based framework analysis.
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10.1 PROJECT GENDER ANALYSIS/ASSESSMENT OF KEY INTERVENTIONS OF SPPAP
Sr. No
Strategies & Activities
Targets Responsibility
Timeline Achievements
General
1
Raising a position of Gender & Poverty Specialist at PMU-
SPPAP level
One post Gender & Poverty Specialist at PMU level
P&D Deptt
2013-14
Project has a full time Gender Specialist at PMU and Gender Focal Persons with each Implementing Partner.
2
Approval process to include clearance keeping in view Gender prospective
To make the work more transparent & qualitative regarding gender targets
PMU 2013-17
Gender Specialist regularly monitor the gender based targets.
3 Gender Policy of SPPAP
Gender policy to be displayed at PMU, every District Management Unit, SMP, Implementing partners offices
GPS 2014-15
Project has developed a well-defined gender policy.
SOCIAL MOBILIZATION
4 Social Mobilization
Partner
Gender Sensitive Social Mobilization Partner (SMP)
PMU-SPPAP
2013-14
Project has hired the services of a gender sensitive Social Mobilization Partner i.e. NRSP.
Identification of 70% women Community Organizations
NRSP 2013-17
NRSP-SPPAP has organized 3,799 Community Organizations (COs) till September, 2016. Out of which 2014 are female, 1,427 Mix and 358 male COs. 77% membership of these COs is comprised on women.
LIVELIHOOD ENHANCEMENT
5
Small Ruminants (02 Goat Package) (Only women PSC
0-18)
100% small ruminants for poor women,
PMU, DMUs, NRSP
2013-17
Project has provided 100% Small Ruminants (2 Goat Package) to 30,747 poor women.
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6 Small Land Plots (Only Women PSC-011)
100% small land plots for poor women
PMU, DMUs, NRSP-SPPAP
2013-17
100% Small Land Plots have been given to 1,320 poor women.
7
Provision of Vocational Training
(50% Women) (PSC 0-23)
Selection of gender sensitive Vocational Training Organization (VTO)
P&D Deptt;, PMU-
SPPAP
2013-14
M/S Institute of Rural Management (IRM) has been hired for vocational trainings which is considered a gender sensitive organization.
50% vocational trainings to the poor women
IRM-SPPAP
2014-17
11,593 participants have been trained. Out of which 5,812 are female and it becomes 50.13%
Development of training material keeping in view the women needs/requirements in the trainings
IRM-SPPAP
2014-17
Training Material has been developed keeping in view both gender needs.
8
Provision of Enterprise Development Trainings
(50% Women) (PSC 0-23)
Selection of gender sensitive Enterprise Development Training Organization (ETO)
P&D Deptt;, PMU-
SPPAP
2013-14
M/S Institute of Rural Management (IRM) has been hired for Enterprise trainings.
50% Entrepreneurship activist (EAs) will be women
IRM-SPPAP
2014-15
29 EAs have been trained. Out of which 14 are female and it becomes 48%.
50% Enterprise Development trainings for poor women
PMU,IRM-
SPPAP 2014-17
3,148 participants have been trained. Out of which 1572 are female and it becomes 50%.
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1126 Community Physical
Infrastructure Schemes
PMU,
NRSP, DMUs-SPPAP
2013-17
All the CPI Schemes have benefited both the male and females of project area. Based on the gender issues, Project has constructed 4,992 household toilets under 388 CPIs with special focus on women and children health conditions
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10
Low Cost Housing Component
Only Women PSC-011)
100% low cost houses for poor women
PMU, NRSP, DMUs,
Communities
2015-17
Project has achieved the target of 1,113 low cost houses and 100% house have been given to poor women having poverty score card 0-11)
Agriculture & Livestock Development
11
Provision of smallholder farmers receive direct investment in area such as precision land levelling, raised bed plantation, gypsum treatment, tunnel farm, fish ponds etc. (PSC-0-23)
Open Quota
NRSP, DMU, PMU-
SPPAP
2013-15
Project has provided benefit to 10,057 poor households. 43% of the total beneficiaries under PEI Component are women especially in Kitchen Gardening.
12
Establishment of Food Bank
Open Quota (PSC-0-11)
Beneficiaries of Food Bank will be Men/women
NRSP-SPPAP
2015-17
The wheat under Food Bank activity have been given to 94% to poor women during the hunger season.
Record keeper of Food Bank will be Woman
NRSP, DMUs
2015-17 100% Record
Keeper of Food Banks are women.
13
Revolving Fund for Agriculture Input
Supplies Open Quota (PSC-0-
23)
Open quota for female beneficiaries
PMU, NRSP, DMUs
2015-17 76% beneficiaries of Revolving Fund are
Women
14
Training of Para vets (50% Women PSC-
0-23)
50% participants of the training are women
BZU 2015-17
Till date 99 participant have been passed out as Para Vets out of which are 51 are females and it becomes 51% of the total pass out trainees.
15
Community Service Providers trained & provision of equipment’s
Provision of modern Agriculture Implements through Community Service Providers
NRSP, DMUs, PMU
2014-16 All the Community Service Providers are men
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The participants concluded that this project have strengths in terms of gender equity and equality of both sex to achieve the project objectives by ensuring inclusion of disadvantage segment of the society in all project interventions and leadership positions for equitable distribution of benefits.The participants were of the view that they will plan and implement all project interventions in future with prospective of gender base analysis learn during the session in close coordination with all partners and community institutions.
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SESSION - 3GENDER AND DEVELOPMENT
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11. GENDER AND DEVELOPMENT
After the lunch break third session was started on gender and development. The term gender and women in development refers to the GAD (or Gender and Development) approach to development policy and practice focuses on the socially constructed basis of differences between men and women and emphasizes the need to challenge existing gender roles and relations
GAD emerged from a frustration with the lack of progress of WID policy, in changing women's lives and in influencing the broader development agenda. GAD challenged the WID focus on women in isolation, seeing women's 'real' problem as the imbalance of power between women and men. There are different interpretations of GAD, some of which focus primarily on the gender division of labour and gender roles focus on gender as a relation of power embedded in institutions (see Gender Analysis). GAD approaches generally aim to meet both women's practical gender needs and more strategic gender needs (see Gender Needs), by challenging existing divisions of labour or power relations (see Gender Division of Labour; Gender Relations).
Although WID and GAD perspectives are theoretically distinct, in practice it is less clear, with a programme possibly involving elements of both. Whilst many development agencies are now committed to a gender approach, in practice, the primary institutional perspective remains as WID and associated 'anti- poverty' and 'efficiency' policies. There is often a slippage between GAD policy rhetoric and a WID reality where 'gender' is mistakenly interpreted as 'women'.
Gender is a development issue because resources have been distributed unevenly. Class is a development issue because resources have been distributed unevenly. Power relations are of two types of a) Superior (Distribution of Power) and b) inferior. The more emphasis are given on the following things which often being faced in implementing gender and development concepts in different projects
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11.1- GENDER AND DEVELOPMENT CONCEPTS
• Gender sensitivity is the ability to understand and consider the socio-cultural factors underlying gender-based discrimination
• Gender blind is the inability to recognize and consider the differences between men's and women's needs, benefits, access to resources, access to power, socio-political status; the absence of gender analysis from thought or practice
• Gender disparities are the differences in men's and women's access to resources, status and well-being that usually favor men and which are often institutionalized through laws and social customs.
• Development The process of improving the quality of life
through planned activities.
• Rural Development is the set of activities & actions of diverse
actors – individuals, organizations, groups – which taken together
leads to progress in rural areas.• Progress is defined differently by different people:• Historically, material progress• Today (current scenario)
• Mainstreaming gender in development programme, Gender
concerns & remedies for alleviating inequality vis-à-vis
disadvantaged classes/castes need to be built in to development
programme designs.• Design capacity building for women.• Design staffing positions for women from grass roots' level
upward• Activities should be designed to save time, reduce
workloads & risk & increase incomes quickly & continuously.• Designing allocation of resources in a participatory manner
While concluding the session, Gender and development was discussed as an approach aimed at promoting women in relation to other social groups as informed by a gender analysis. This approach takes into account the prioritized Strategic and Practical Gender Needs of both women and men.
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SESSION - 4GENDER MAINSTREAMING
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The final session on gender mainstreaming started with presentation and discussion facilitated by the resource person. The main features of this session are as under;
The terms gender mainstreaming is an interventionist strategy that aim is
to achieve gender equality, goals in an organization through integrating
gender analysis into everything the organization does. How organization
works, policies, procedures. What is needed to affect organization rules
and structure needed for mainstreaming?
Whereas terns Gender refers to · Economic, social and cultural attributes and opportunities
associated with being male and female.· Gender attributes and characteristics vary among societies
and change over time.· Gender norms are the way that society expects women and
men to behave.Gender mainstreaming also terms as an organizational strategy to bring a gender perspective to all aspects of an institution's policy and activities, through building gender capacity and accountabilityThe 1970s strategies of integrating women into development by establishing separate women's units or program within state and development institutions had made slow progress by the mid-1980s. In light of this, the need was identified for broader institutional change if pervasive male advantage was to be challenged. Adding women- specific activities at the margin was no longer seen as sufficient. Most major development organizations and many governments have now embraced 'gender mainstreaming' as a strategy for moving towards gender equality. With a mainstreaming strategy, gender concerns are seen as important to all aspects of development; for all sectors and areas of activity, and a fundamental part of the planning process. Responsibility for the implementation of gender policy is diffused across the organizational structure, rather than concentrated in a small central unit. Such a process of mainstreaming has been seen to take one of two forms. The agenda-setting approach to mainstreaming seeks to transform the development agenda itself whilst prioritizing gender concerns. The more politically acceptable integrationist approach brings women's and gender concerns into all of the existing policies and programmes, focusing on adapting institutional procedures to achieve this. In both cases, political as well as technical skills are essential to a mainstreaming strategy. Any approach to mainstreaming requires sufficient resources, as well as high-level commitment and authority. A combined strategy can be particularly powerful. This involves the synergy of a catalytic central gender unit with a cross-sectoral policy oversight and monitoring role, combined with a web of gender specialists across the institution. The building of alliances both within the institution and with outside constituencies, such as women's organizations, is crucial for success. Mainstreaming tools include gender training, introducing incentive structures which reward efforts on gender, and the development of gender-specific operational tools such as checklists and guidelines.
12. GENDER MAINSTREAMING
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Gender Issues that needs to be addressed related to project:a. Impact of project interventions and program adjustments
policiesb. Women's work in the informal sector/ rural economyc. Their invisibility in national accountsd. Impact of new technologiese. Time Burdenf. Mobilityg. Reverse Discrimination (Men to be included in programme)
The following components are required to implement the strategy successfully:
a. Sex disaggregated data and statisticsb. Skills and opportunities to carry out gender analysisc. Effective monitoring and evaluation systems and toolsd. National, provincial and local structures with clearly
defined rolese. A skilled human resource basef. Civil society participation
The facilitator at the end of session conducted a group discussion on gender mainstreaming in relation to project interventions and policies. The discussion revealed that isolated policy issues and gender mainstreaming alone will not serve the purpose to achieve the project objectives but rather key efforts are needed to ensure gender mainstreaming across project with equal participants from all partners. It was concluded that gender mainstreaming is about considering the different gender issues that affect different gender groups throughout the program cycle. It requires a clear understanding of gender concerns and figuring out how to address them.
12.1- GENDER MAINSTREAMING ISSUES
12.2- GENDER MAINSTREAMING STRATEGIES TO ADDRESS THE ISSUES
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In this workshop, all major areas of the programme were satisfactorily covered with good time management. There were four major presentations on gender sensitization, gender analysis and framework, gender and development, and gender mainstreaming. Most of the other work was done through group work interspersed with plenary sessions for sharing of findings and experiences. A participatory approach was privileged throughout the training. Before formally ending the training Workshop, participants were enquired about fulfillment of their expectation from the workshop and a formal workshop evaluation of the workshop was conducted by using a standard workshop evaluation format. The results of this evaluation are given below;
13. WORKSHOP EVALUATION BY PARTICIPANTS
13.1- PARTICIPANTS EVALUATION IN TABULAR FORM
S.no. Indicators A B C D Total
1 Resource persons attitude towards participants
20 17 0 0 37
2 Resource persons attention to all participants
17 20 0 0 37
3 Organized training sessions 18 19 0 0 37
4 Easy understandable, relevant and appropriate discussion
19 15 3 37
5 Resource person knowledge on topics 30 7 37
6 Situation handling during training 25 12 37
7 Session timing 15 12 10 37
8 group work and role plays 18 12 7 37
9 Provision of training material and handouts
20 17 37
10 training logistic arrangements 18 15 4 37
Total Grading 200 146 24 0 370
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Mr. Muhammad Saghir, Project Director, SPPAP congratulated the team for
holding the Gender Sensitization & Mainstreaming Workshop. He declared
that trainings presents a prime opportunity to expand the knowledge base
of the staff and who receives the necessary training is better able to perform
his/her job.
He expanded that Government of the Punjab with the financial assistance
of International Fund for Agriculture Development (IFAD) has launched the
Southern Punjab Poverty Alleviation Project (SPPAP) in the four most
deprived districts of Punjab i.e. Bahawalpur, Bahawalnagar, Muzaffargarh
and Rajanpur. SPPAP is an extreme gender sensitive project and all the
interventions are the real example of gender equality and women
empowerment. Based on the gender issues, most of the interventions had
been designed only for women to make them economically, socially
empower i.e. provision of small ruminants, small land plots, low cost
housing while some interventions have 50% fix quota i.e. vocational and
entrepreneur trainings, Para vets trainings and some interventions had
open quota for women i.e. Food Bank, Revolving Fund for Agriculture Input
Supplies Community Physical Infrastructure Schemes etc. He told the
house that women are absolutely independent in decision making process
and SPPAP is emphasizing on gender mainstreaming. To tackle the women
empowerment issues, SPPAP has provided Small Ruminants (Two Goat
Package) to 30,747 poor women having NPSC (0-18), 1320 Small Land
Plots to the landless poor women having NPSC (0-11), 1,113 Low Cost
Houses to the land less ultra-poor women. The ownership of said
interventions has been ensured in the name of women which is the major
substantiation of women empowerment. Less access of poor women
towards education and skills is the major cause of their vicious cycle of
poverty. Project has ensured 50% participation in the skills enhanced
components. PD-SPPAP emphasized on the gender training participants to
utilize their learned skills for achieving the project objectives of gender
equality and for assurance of women participation at all levels from
identification to implementation and evaluation.
14. PROJECT DIRECTOR-SPPAP ANNOTATIONS
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At the end, Project Director-SPPAP awarded the certificates to the participants who completed the requirements of the training workshop successfully and a group photo of the participants was also organized.
The workshop formally ended with the vote of thanks from Project Coordinator IRM-SPPAP. He thanked for organizing this wonderful learning workshop to develop synergies among all partners and understanding about the gender sensitization and mainstreaming and their implication on project to achieve the project objectives.
15. CERTIFICATE DISTRIBUTION
16. VOTE OF THANKS
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ANNEXTURES
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ANNEX-I . ATTENDANCE SHEET
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ANNEX- II . SAMPLE OF CERTIFICATE
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IFAD Assisted-Southern Punjab Poverty Alleviation Project, Planning & Development Department, Government of the Punjab, Pakistan.
Address: House No. 15-II/A, Sarwar Shaheed Road, Model Town-A, Bahawalpur.Phone: 062-9255540, Fax: 062-9255542
Web: http://sppap.org.pk/Facebook: https://www.facebook.com/search/top/?q=sppap