TECHNICAL COMMITTEE ON PREPARATION AND WRITING OF THE

TECHNICAL COMMITTEE ON PREPARATION AND WRITING OF THE TRAINING KITS

Mr. Thomas B. Nzumbi A D B , P G D F M Tanzania - India Friendship Association Box 15645, Dar es salaam

Mr. Bakari M . Ngawasya. Dip Ed BEd Institute of Adult Education. P . O . Box 20679 Dar es salaam.

M s Elizabeth Lema, B A , M A Tanzania Gender Networking Programme P . O . Box 6637 Dar es Salaam

M r . Saudi Kweba Tanzania Gender Network Programme P . O . Box 6637 Dar es salaam

Mr. Andrew S. T . Mchonvu; dip Ed. B A M A , (Ed) National Social Welfare Training Institute P . O . Box 3375 Dar es Salaam

Mrs Specioza Shekilango Taaluma W o m e n Group P . O . Box 75720 Dar es salaam

M r . Adolph Kapinga, B . S c . M P H Capacity Building Incorporation, P . O . Box 65454 Dar es Salaam

M s Esther Kiondo, B.Sc TACOSODE P . O . Box 63196 Dar es salaam

M r . Rajab K . Kondo, B A , M A , Dip.Lib (Coordinator) TACOSODE P.O. Box 63196 Dar es Salaam.

TABLE OF CONTENTS List of Abbreviation

Acknowledgemen t

P a r t O n e : Gender and Basic Education

• Introduction

• Objective of the Kit

• What the kit contains

Part two: Course Outline

Gender analysis and Gender Mainstreaming

Unit O n e :

• Introduction

• Gender concepts

• Historical Background of Gender and Development.

Unit T w o :

• Frame work for gender analysis

• Tools for Gender analysis

• Gender Equality and Empowerment framework

• Conceptual framework in gender analysis

Unit Three:

• Gender Mainstreaming

• Application of gender mainstreaming

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LIST O F ABBREVIATION

BPA Beijing Platform for Action

C B O Community Based Organization

CDWAC Community Development W o m e n Affairs and Children

CED A W Convention on elimination of All forms of Discrimination against W o m e n

CS W Commission on the Status of W o m e n

E F A Education for All

GAD Gender and Development

G E W E F Gender Equality and W o m e n Empowerment Framework

ILO International Labour Organization

NGO Non-Governmental Organization

N F L S Nairobi Forward Looking Strategies

PGN Practical Gender Need

SGN Strategic Gender Need

W I D W o m e n in Development

UN United Nations

VFDW Voluntary Fund for U N decade for W o m e n (later renamed U N I F E M )

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PREFACE

The Tanzania Council for Social Development ( T A C O S O D E ) has been implementing a U N E S C O project on Basic Education Capacity Building For Local N G O s in Less Developing Countries (LDCs) as part of implementation of Declaration of the Jomtien World Conference on Education For All (EFA) of 1990. The project is being implemented in nine countries, six in Africa and three in south east Asia namely Tanzania, Mozambique, Zambia, Benin, Mali and Burkina Faso (Africa), Bangladesh, Nepal and Cambodia (Asia)

During implementation of the project 10 draft National Training Kits were developed by T A C O S O D E under a technical committee of N G O s with expertise in relevant topics. The training kits were pre-tested at five stages 1. During Training of Trainers (TOT) Phase 1, held in January, 2000 for 25 N G O s 2. During Training of Trainers (TOT), Phase 2, held in March, 2000 for 25 N G O s 3. During practical field work of the 25 trainees in the T O T programme w h o were

assigned the task of conducting two local training activities in their areas for in-house training within an organization and out-reach training for other interested N G O s / C B O s . The aims were to test ability of the trainees to impart the knowledge to others and also to pretest the training kits at the grassroots levels.

4. During the International Workshop in Developing Training Kits for Local N G O s Capacity Building in Basic Education held in Dhaka, Bangladesh, M a y , 2000

5. During Practical Field W o r k Supervision and Evaluation visits to 25 participating N G O s by T A C O S O D E and U N E S C O in June - July, 2000.

6. During the Stakeholders Impact Assessment of the project in November, 2000.

Out of the lessons and experiences learned from the five stages of pre-testing the ten training kits, T A C O S O D E embarked on the task of re-writing the training kits, based on the standards and criteria developed during the Bangladesh International Workshop on Developing Training kits and guidelines developed by U N E S C O . The T A C O S O D E Technical Committee on training kits analyzed the lessons and experiences from the pretest activities and recommended that Kits should be reduced from ten to nine topics, after two training kit were merged into one. The nine Tanzania National Training Kits are as follows;

No.l: Basic Education and N G O Capacity Building with Reference to Tanzania

No.2 : Facilitation and Report Writing Techniques

No.3 : Strategies Planning and Organization Development

N o . 4 : Project Design, Monitoring and Evaluation

No.5: Resource Mobilization and Fundraising Techniques

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N o . 6 : Financial Management and Accountability

N o . 7 : Lobbying and Advocacy

N o . 8 : Partnership and Networking

N o . 9 : Gender Analysis and Mainstreaming

The Tanzania National Training Kits have two volumes for each topic. The volumes are divided into A and B . A is for the course contents of the topic. B is for the reference notes in details, designed to help N G O and C B O s in remote areas were such literature are very rare or none existence. Since kit No. l is the foundation of this project users and readers in general are advised and encouraged to read it first before consulting a specific kit. Similarly users and readers are advised and asked to start reading volume A of the specific kit topic and end with volume B . The former volume provides contents and package of the course for the specific topic and the later volume provides detailed information as a reference tool to complement handouts from volume A . Individual instructions on h o w each kits has been written and h o w to use it is provided under each volume.

W e would like to take this opportunity to extend our thanks and gratitude to U N E S C O Head Office. Paris and B M Z / N G O Project on Basic Education for L D C s for entrusting T A C O S O D E to implement the project in Tanzania. Special thanks should go to M s Suzanne Schnuttgen, U N E S C O Project Coordinator in Paris for her tireless efforts to coordinate and facilitate this project since it started three years ago. W e are also extending our thanks and gratitude to U N E S C O Dar es salaam Office, specifically to M s Moji Okuribidi, Current Officer-in-charge and Mrs Cathleen Sekwao, Education Specialist for their cooperation throughout in the course of project implementation in Tanzania and for their valuable advice to T A C O S O D E on the project. W e would also like to thank all 25 Tanzanian local N G O s and trainees w h o have participated effectively in the project. W e also express our profound thanks and gratitude to members of the Technical Committee for the work to write the draft kits and subsequent work to re-write them after the pre-tests. Lastly, many thanks should go to M s Scholastica Mrope for typing all the Kits at various stages.

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PART ONE

GENDER ANALYSIS AND GENDER MAINSTREANING TRAINGING KIT

1.0 INTRODUCTION

1 1 GENDER AND BASIC EDUCATION

The importance of w o m e n ' s education for political, social cultural and economic

life has been highlighted and reaffirmed in major Conventions and Declarations

not only of United Nations but of other regions as well. Since 1946, the

Economic and Social Council ( E C O S O C ) of the United Nations set up the

Commission on the Status of W o m e n ( C S W ) to prepare reports and

recommendations on the status of w o m e n . A s a result, several Declarations and

Conventions have been passed and ratified by many countries.. For example:

• The Convention Against Discrimination in Education 1960

• Elimination of All Forms of Discrimination Against W o m e n 1979

• The World Conference on Education for All (EFA) (1990) appealed to Heads of

states and decision makers for high level commitment to education pointed out

especially for girls and w o m e n .

• The U N Cairo Conference on Population and Development in 1994 showed the

correlation between w o m e n ' s education and, reproductive rights and control of

population growth.

• The Social Summit of Copenhagen (1995) put education opportunities for w o m e n

and girls in the forefront by promising to pay attention to the results of the forth

World Conference on W o m e n which was to be held in Beijing later that are in this

context, and in line with the global declaration that education is a fundamental

right to both w o m e n and m e n , countries in Africa and other parts of the world are

striving for gender equity in education and other sectors.

The government of Tanzania has been party to most of the Declarations and

Conventions on w o m e n and gender equity and consequently the government of

Tanzania has created a specific Ministry - that of Community Development

W o m e n Affairs and Children to oversee the involvement of w o m e n in national

development issues. There exists a policy on w o m e n in Development which has

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been in existence since 1992 defines the concept of w o m e n in development,

discusses h o w gender( issues intended actions).

Issue could be integrated in planning process, sets goals for w o m e n participation in

development activities and provides a framework whereby different actors can draw

action to meet various goals as well as coordinate the intended actions.

O n the launching of the Beijing Declaration and Platform for Action in Tanzania

President Benjamin M k a p a committed the government of Tanzania to systematically

eradicate gender discrimination. This was to be accomplished through enhancing w o m e n

legal capacity, empower w o m e n economically and politically and aim at eliminating

poverty, and improve w o m e n ' s access to education training and employment.

1.2 RATIONALE OF THE KIT

This specific Kit has been developed for use by C B O s and N G O s in an effort to create

more awareness on gender issues, develop skills in gender analysis and mainstreaming

focusing more on basic education. The focus is for the purpose of operationalizition

mechanisms and strategies to meet requirements of article 3 of the Jomtien Declaration

on Education for All (EFA), where it is said, "The Jomtien Declaration remains a

powerful and pertinent vision which provides a broad and comprehensive view of

education and its critical role in empowering individual and transforming societies. K e y

points and principles of the Jomtien Declaration include universal access to learning

together with broadening the means and scope of basic education and enhancing the

environment of learning." Unfortunately, a follow up conference on E F A in Dakar,

Senegal in 2000 noted the following:-

"Tragically, reality has fallen far short of this vision. Millions of people are still denied

their right to education and the opportunities it brings to live safer, healthier, more

productive and more fulfilling lives. A m o n g the millions of people w h o are still denied

their right to education are w o m e n and girls. 60% of all children without education

are girls". W o m e n as a whole are the most disadvantaged group in any society. This

situation necessitates understanding the role of gender and development with regard to

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basic education. D u e to socialization factors, m e n and w o m e n face different constraints

because of the context specific gender roles assigned to them from birth.

The gender specific context relationship affects society's perception on the roles of m e n

and w o m e n and their different contribution to development inclusive of involvement in

Education. The Dakar framework for Action elaborates further on implementing

integrated strategies for gender equality in education. The Frame work laborates:-:

"Achieving Education For All demands that high level commitment and priority be

given to gender equality. Efforts in support of gender equality must include specific

actions to address discrimination resulting from social attitudes and practices,

economic status and culture.

Throughout the education system there must be a commitment to development of

attitudes and behaviour that incorporates gender awareness and analysis.

Education system must also act explicitly to remove gender bias.

In the learning environment, the content process must be free of gender bias and

should encourage and support equality and respect "

This is sufficient ground to accord gender analysis and gender mainstreaming its

due attention in Basic Education. (The Dakar F r a m e w o r k Action strategies Nos.

59,60,61)"

This training kit focusing on gender analysis and gender mainstreaming has take into

consideration that development and gender issues are inseparable, and that education be it

formal, on formal or informal is key to development

OBJECTIVE OF THE KIT:

This Kit is not meant to be a textbook for gender analysis and gender mainstreaming.

Rather the kit contains brief notes on understanding of gender concepts, gender analysis

and gender .mainstreaming. The kit is meant to open up the large area of gender, gender

relations and the outcome of these relations. The kit aims at getting users to get

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interested and to relate gender issues in other development areas. In short the objective

of the kit is to>

• Provide knowledge and understanding of gender concept and h o w gender relates to

development

• Enable users to acquire skills and experience in gender analysis and gender

mainstreaming

• Serve as reference material for users in other sectors on gender issues

• Stimulate discussion on gender, basic education and issues of development with the

purpose of formulating strategies to improve access, Q U A L I T Y R E N T E N T I O N

AND TRANSFORMATION IN BASIC EDUCATION.

OUTPUT OF THE TRAINING KIT

• Community change of attitude on gender relations among users of the kits

• Skills in gender analysis and gender mainstreaming

• Strategies with a gender perspective for improving access and quality in basic

education formulated

• Advocacy for girl child

H O W TO USE THE KIT

The material present in this training kit starts with important information. O n e has to

understand gender concepts first before one embarks on detailed information and exercise

on gender analysis and gender mainstreaming. The materials is arranged in a systematic

orders so that one mores from one unit to the other. The activities proposed in each unit

are a guide to users of the kit but one can adapt other innovative activities to bring out

same desired results. Case studies are there to spark dialogue. Local case studies are

highly encouraged. Handouts are not meant to be read through but can be given out as

extra ready material. The kit can also be used as reference material.

W H A T THIS KIT CONTAINS

A s mentioned earlier the kit is not a textbook for gender analysis and gender

mainstreaming. Rather the kit is geared towards introducing basic knowledge on the

whys of gender and development.

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The training kit is divided into part one and part two. Part one is a general introduction

to fender and basic education and some notes on the kits objectives, output of the training

kit, what is the kit and limitation of the kit,

Part two of the kit contains three units. Each unit has objectives, methodology and an

estimate of topic duration. Unit one is on gender concepts and goes on to give a

historical, background of w h y w e discuss gender and development. Unit two is on

framework and tools for gender analysis and the last unit is on mainstreaming gender into

project. Every unit has suggestion on sequential presentation of the topic. S o m e

activities are suggested but users are free to compile their o w n activities.

LIMITATION OF THE KIT

Gender and Development is a very wide subject. It touches all areas, social, cultural,

political and economical. It is impossible to do justice to what is involved in gender and

development. Users have to supplement what the kit contains with a lot of their reading

on Gender

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PART TWO

2.0 COURSE OUTLINE: GENDER ANALYSIS AND GENDER

MAISTREAMING.

2.1 UNITONE: SESSION ONE: INTRODUCTION:

OBJECTIVES:

At the end of the unit, participants should:-

• Be familiar at ease with each other

• Be able to describe the objectives and expected results of the training programme.

• Should state reasons for including gender in development process

• Clarify and reach agreement on the training programme.

METHODOLOGY:

Participatory learning guided by group works, brainstorming, energizers.

Buzzing and exposition.

TEACHING/LEARNING AIDS/MATERIALS:

Flip charts, marker pens, VIPP cards, blackboard, chalk, writing pads, chapati.

T I M E : One hour

ACTIVITIES:

(i) Registration of participants

(ii) Introduction

(iii) Self-introduction: - Facilitator to introduce the pie-chart game or other game

for introduction. Participants to agree on what they want to learn for each

other,

(iv) Buzz discussion in pairs

(v) Each pair to introduce themselves to the larger group

(vi) Facilitator to write on a flip chart participants expectations and fears.

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(vii) Facilitator to reflect on the objectives of and on the background of the

workshop,

(viii) Agreement on the set objectives and additions if participants feel strongly

about some issues,

(ix) Participants to set workshop norms and ground rules

(x) Election of workshop chairperson, eye and ear for the workshop

(xi) Administrative issues: Discuss logistics of the workshop

(xii) Energizer to the workshop.

T A R G E T G R O U P : - C B O ' S N G ' S and a wide range of target groups w h o are involved

in development work.

CHAP ATI G A M E

Purpose - Introduction and breaking the ice (participants to k n o w each other)

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2.3 SESSION T W O

TOPIC: GENDER CONCEPTS.

Purpose

In order to understand gender and related impact, the first step to understand

gender issues is definition of key terms and concepts used in gender studies.

Without knowledge and agreement on c o m m o n language and practical application

of the terms and concepts, there would be little success in disseminating gender

and development concepts.

OBJECTIVES:

1. Definition of key concepts in relation to gender and development and gaining

ability to correctly use concepts like: sex roles and gender roles, Gender

awareness, and consciousness', Gender equality, equity, gaps and bias, etc.

M E T H O D O L O G Y : Participatory, brainstorming, group discussion, feedback

and clarification in plenary.

T E A C H I N G / V I S U L A A I D S : VIPP cards, flipcharts, marker pens, handout

B/board.

T I M E : - lhrs30min

A C T I V I T I E S :

i. Welcome participants to the workshop with an energizer. Tell them to feel

comfortable and relaxed and be free to explain terms and concepts,

ii. Give participants VIPP cards and request them to write down h o w they under

sand the words "sex" and "gender" or ask them to fill in the handout s Pre-test

questionnaire,

iii. Collect the cards and fix them on the board/wall or collect the questionnaire

and go through them,

iv. Together with participants cluster the cards to indicate sex and gender

concepts.

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(v) Participants to explain sex roles and gender roles, either in groups of

individually,

(vi) Clarify other concepts and other terminologies

(vii) Participants to feel free to seek clarification.

OR

Start the session with the exercise on filling out the questionnaire.

Purpose:

T o identify individual opinions on the terms sex, gender, gender roles, gender

awareness and sex roles.

Working individually or in groups, write d o w n your immediate perception as

regards the words mentioned below.

Sex . . .

Gender ...

Gender roles...

Sex roles .. .

Gender awareness...

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2.4 KEY GENDER CONCEPTS HAND OUT

Gender / Gender

relation

Socially determined relations between m e n and w o m e n

within and outside their households and communities.

These relations are socially constructed and are dynamic

over time and space.

Sex Genetically determined by characteristics of being either

female or male.

Gender role These are learnt behaviours in a give society/community or

other social group. The learnt behaviour condition which

activities/tasks or responsibilities are perceived as male or

female tasks/responsibilities. Gender roles are affected by

age, class race, sex, religion, ethnicity or other ideologies

and by the geographical, economical and political

environment.

Normally w o m e n are involved in reproductive, productive

and community managing activities while m e n primarily

are involved in productive and community politics.

Gender analysis Examining special processes, which determine the division

of labour and roles between w o m e n and m e n , as well as

their differentiated access to or control of factors of

production, services and resources and power relations.

Gender awareness The consciousness that w o m e n and m e n ' s needs,

expectations, and their overall situation of inequality is

determined by gender relations which can be positive or

negative to w o m e n and m e n .

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Gender balance The goal of acquiring equal opportunities or

numbers or proportions of female or male staff, employees

or other actors in a place of work, learning, or other social

engagement environment.

Gender bias Actions that are effected on w o m e n and m e n by basing

perceptions on their sexes as being in favour of or against

one sec fair to and not on their position of equality within

the community/society.

Gender equity A situation of distribution of resources and or benefits

fairly between w o m e n and m e n with regard to their culture,

customs and traditions

Gender equality Equal sharing of power between male and female members

of community /society in regard to their access to factors of

protection, access to services and or control over the same.

Gender gap Differences (whether qualitatively or quantitatively) of

treatment between m e n and w o m e n , boys or girls with

regard to accessing resources, services, opportunities,

needs, and other individual requirement.

Gender Needs: W o m e n and m e n have different needs because they

have different roles in society it is useful to distinguish

between two types of gender needs


(i) Practical Gender

Needs (PGNs)

These are needs, which arise out of the traditional

gender division of labour in which w o m e n ' s

subordinate position is unquestioned. P G N s are a

responses to immediate perceived necessity

identifies within a specific context. They are

practical in nature and are often concerned with

inadequacies in living conditions such as water

provision, health care, employment and the ice.

(ii) Strategic Gender

Needs: (SGNs)

These are the needs w o m e n and m e n identify

because of w o m e n ' s subordinate position in relation

to m e n in their society. S G N ' s vary according to

particular context e.g. the gender division of labour,

power and control, legal rights, domestic violence,

and even w o m e n ' s control over their bodies.

Meeting S G N ' s assist w o m e n to achieve greater

equality and changes existing roles. S G N ' s

challenges w o m e n subordinate position.

Gender sensitivity Being knowledgeable that sex based discrimination

is determined by social cultural factors such as

attitudes and behaviours that limit or promoted boys

and girls towards various tasks.

Gender perspective A view of focus on h o w w o m e n and m e n

affect or are affected by the intended/ or

implemented activities, policies, projects or

interventions.


Empowerment Empowerment is the process of enabling people to

understand the reality of their environment, reflect

on the factors shaping that environment and taking

steps to effect changes to improve the situation.

Gender-

Empowerment

Is a process of integrating gender equality and

empowerment of w o m e n and m e n . Empowermen t

enables people to understand the reality of their

environment, reflect on the factors shaping that

environment and rake steps to affect changes to

improve the situation.

Access Opportunity to get hold of or utilize resource and

services such as land, cash, capita, technology,

training, healthy care, etc. more often w o m e n have

use but do not o w n (have no control) over such

resources

Affirmative action Action that is engaged to give preference in order

to enable minorities or disadvantage groups get

better access to recruitment, promotions, contracts

or employment positions other situation.


2.5 SESSION THREE

2.5.1 TOPIC: HISTORICAL BACKGROUND OF GENDER AND

DEVELOPMENT.

OBJECTIVES:

After the session, participants will be able to

• Describe briefly the historical background of gender and development

• Understand the critical areas of development as described in the Beijing Platform for Action.

• Gain knowledge on Regional Critical Areas of concern. • Gain knowledge on Tanzania's commitment to the Beijing Platform for Action.

Time: T w o hours

M E T H O D O L O G Y : Participatory, Group discussion testimonies, case studies.

M A T E R I A L S : VIPP cards, Flip charts, Video, handout

A C T I V I T I E S :

1. Introduction of the topic with reference to objectives 5.

2. Participants to sit in pairs and discuss the situation of w o m e n in their areas of

origin.

3. Feedback in plenary. Facilitator to list down key emerging issues on w o m e n .

4. Facilitator to guide discussion on w o m e n oppression and struggle against

discrimination in their areas.

5. Energizer

6. Facilitator to build together with participants global struggle by w o m e n to

advocate for w o m e n issues. The W I D approach and the G A D approach with

reference to conference in Rio, de Janeiro, Copenhagen Cairo, R o m e , Beijing,

Beijing +5 etc.

7. Energizer

8. Skits - m e n to act out their perception of the Beijing conference, lilkewise

w o m e n .

9. Plenary discussion

10. Feedback Clarification and conclusion.


HAND OUT

HISTORICAL BACKGROUND OF GENDER AND DEVELOPMENT

The issues of w o m e n in the development process have increasingly been a point of

reference over m a n y years. Although equality of m e n and w o m e n was recognized in the

United Nations Charter in 1945 and in 1948 when the U N produced the Declaration of

H u m a n Rights, development planners have not been addressing fully w o m e n ' s position in

development.

In the 1950s and 1960s w o m e n ' s issues were subsumed under the wide environment of

H u m a n Rights. W o m e n were viewed as objects to protect, to make recommendations for

but never to be consulted. With noted activism that was spearhead by w o m e n ,

achievements in the posed challenges were noted.

In the early 1970s researchers started focusing on the sexual division of labour and the

differential impact of development and modernization strategies on w o m e n and m e n

respectively. The W I D came into use in this period. In general W I D stands for concern

with the unequal or disadvantaged position of w o m e n as compared to m e n and the

development of strategies aimed at minimizing disadvantages of w o m e n and ending

discrimination against them. W I D studies resulted in the recognition of those w o m e n ' s

experience of development and social changes different from that of m e n . The n e w view

was supported more and more by development agencies and it became legitimate to focus

specifically on w o m e n experience.

Criticism later emerged of W I D approach characteristic of the seventies - that W I D

approach was closely linked to modernization strategies, which assume that development

takes place in an automatic way. Another criticism was that W I D approach focused on

integration of w o m e n into on going development strategies, which often entails

acceptance of existing social structure. A third criticism was that W I D approach tended

to focus heavily on increasing the productive aspects of w o m e n ' s work. Furthermore,

w o m e n ' s issued tended to be relegated to


Marginal programmes and projects ands were not specifically addressed in overall

development activities.

In the 1980s the gender approach emerged as an alternative to the earlier W I D approach

acknowledging the distinction between the biological and social differences of m e n and

w o m e n .

The n e w approach looked at the issue of gender roles, which are learnt behaviors in a

given society / community or the social group, that condition which activities tasks and

responsibilities are perceived as male or female.

The gender and development approach starts from a holistic perspective linking the

relations of production to relations of reproduction and taking into account all aspects of

w o m e n ' s lives. It analyses the nature of w o m e n ' s economic and social contribution

within the context of work done both inside and outside the household including non-

commodity production. This gender approach is not concerned with w o m e n per se but

with the social construction of gender disparities based on the assignments of specific

roles, responsibilities and expectations to w o m e n and m e n that prevent the enjoyment of

equal opportunities and treatment.


HAND OUT

HISTORICAL LAND MARKS IN THE STRUGGLE FOR W O M E ' S

E M P O W E R M E N T

1945 The United Nations is committed to provide gender equality.

1946 The Economic and Social Council of the U N sets the Commission of the status of

women . It is the oldest UN-institution responsible for the implementation of

gender equality.

1948 Adoption of Declaration of H u m a n rights by the U N .

1949 Convention for the Suppression of Traffic in persons and the exploitation of

prostitution's and others.

1951 The International Labour Organization (ILO) adopts the Convention concerning

equal remuneration for M e n and W o m e n workers for work of equal value.

1952 Convention on Political Rights of W o m e n .

1972 U N General Assembly proclaimed 1975 to be International women ' s year which

led to the U N Declaration of Decade for w o m e n .

1975 The World conference o the International W o m e n ' s Year in Mexico city.

1976 - 1985 - U N Decade for women . M a y 8th 1977 is declared women ' s day.

1976 The Voluntary Fund for the U N Decade for W o m e n ( V F D W ) ids set up.

Later the Fund is renamed to UNIFE.

1979 Convention on Elimination of All Forms of Discrimination Against W o m e n .

C E D A W is wet up to monitor the implementation of the convention.


1980 Mid decade World Conference on W o m e n in Copenhagen to assess progress

made particularly on employment, healthy, education and training.

1985 The U N decade for w o m e n culminated in a conference in Nairobi, which resulted

in the adoption of the Forward Looking Strategies (NFLS) The N F L S set

strategies for operationalising mechanisms for Equality, Development and peace.

The adoption of this document without dissenting a vote is the most important

result of the World on Conference on W o m e n in Nairobi.

1993 The World Conference on H u m a n Rights in Vienna. The conference urged

governments to intensify their efforts for protection and promotion of human

rights of w o m e n and girls.

1994 The International Conference on Population and Development in Cairo

emphasized mainstreaming of gender perspectives in population and family

planning policies.

1995 The world summit for Social Development in Denmark produced The

Copenhagen Declaration on Social Development. The programme of Action calls

for measures against poverty, unemployment and social exclusion, with priority

given to girls and w o m e n .

1995 The Beijing Platform for Action, an milestone in issues of gender and

development went further to elaborate on Areas of Concern.

In all Areas of Concern as articulated in the Beijing Platform for Action, a gender

perspective is key to enabling the society to change attitude and bring about

development.


Formulation of strategies to operationalize the Area of Concern must include

gender perspectives for desired impact. The desired impact will be visible where

basic learning needs, i.e. essential tools like literacy, oral expression, numeracy

and problem solving and learning content —knowledge, skills and values area to a

greater extent made available to the disadvantaged w o m e n , youth and the

marginalized.

1995 -2005 U N Decade for H u m a n Rights Education.

In the Tanzania context, the historical background shows h o w w o m e n participated in

strategies for the independence of Tanganyika between 1940 - 1960. After independence

a struggle for recognition of w o m e n participation in development of Tanzania has

continued. The country has been represented in all major U N World conference where

gender issues are always articulated. In the Beijing Platform for Action, Tanzania

committed herself to focus more on four thematic Areas of Concern:-

Economic empowerment of w o m e n and poverty elimination.

Enhancing w o m e n ' s legal capacity

Political Empowerment of w o m e n

- Improve w o m e n ' s access to education training and development.

Global Critical Areas of Concern articulated in the Beijing Platform of Action.

1. Persistent and increasing burden of poverty on w o m e n .

2. Inequalities and inadequacies in and unequal access to education and training

3. Inequalities and inadequacies in and unequal access to health care and related

services

4. Violence against w o m e n .

5. Effects of armed or other kinds of conflict on w o m e n including those living under

foreign occupation.


6. Inequality in economic structures and policies, in all forms of productive activities

and in access to resources.

7. Inequality between m e n and w o m e n in the sharing of power and decision making

at all levels.

8. Insufficient mechanisms at all levels to promote the advancement of w o m e n .

9. Lack of respect for and inadequate promotion and protection of the human rights

of w o m e n .

10. Stereotyping/inequality in w o m e n ' s access to participation in all communication

systems especially in the media

11. Inequalities in the management of natural resources and in the safeguarding of the

environment.

12. Discrimination against and violation of the rights of the girls child

N O T E : Every region and every country have their o w n priorities.


3.0 UNIT T W O : FRAME W O R K FOR GENDER ANALYSIS

3.1 INTRODUCTION

Gender is a development issue, which if not taken into account the majority of

the marginalised groups especially girls, w o m e n and youth will continue to be

marginalised in development projects. Historically, w o m e n perspective and

needs have been left out in the development process. O n the other hand w o m e n

have not benefited from the development process.

Gender analysis is a systematic approach to prevailing facts about a community.

These facts/data are very important tools in making visible issues or facts that

are not visible thereby affecting planning. Gender analysis implies reading facts

and social process in the light of differential effects on gender analysis implies

reading facts and social process in the light of differential effects on gender

roles. Basically, it means recognizing that cultural, social, political and

economic systems and institutions are not gender neutral. Gender analysis takes

into account h o w factors of race ethnicity or other factors interact with gender to

produce discriminatory results to certain groups in the society. According to

D A N I D A (1993) the end purpose of adopting gender analysis is to redefine the

basic assumptions of dominant cultural, social and economic structures in order

to promote h u m a n rights, needs and aspirations.

3.2 UNIT T W O :


3.3 SESSION ONE: TOOLS FOR GENDER ANALYSIS

(The Triple A cycle, The Activity Profile, Gender division of

labour).

O B J E C T I V E S : At the end of the sessions, participants should be able to:

• State reasons for gender analysis in the development process

• Identify different tools and frameworks used in gender analysis

• Define in details the following gender analysis tools

- Tripe A cycle

- The 24 hours day activity profile

- Seasonal calendar by gender

- Gender division of labour

M E T H O D O L O G Y : Question and answer, Buzz, Group work, exercises, and

plenary feedback, video show.

M A T E R I A L S : Flips chart, handouts, marker pen, reference books, and case

studies

T I M E : T w o hours and half.

ACTIVITY:

Recapitulations on what is Sex, Gender, Gender roles Introduce different tools for gender analysis by mentioning only Introduce the Tripe A gender Analysis cycle

Energizer when and where needed

Application of the 24 hrs activity profile

Feedback in Plenary

Break for Tea

Seasonal calendar by Gender

Application of Gender Division of labour A:\Shekilango.doc 22

Plenary session

Wrap up

Evaluation

3.4 (a) TRIPE A C Y C L E

ASSESSMENT - ANALYSIS - ACTION

Action

Based

O n analysis

And

Assessment

O f the situation

problems - what's happening?

W h o m gains/who loses

A frame work

Analysis

of causes of

problems and

Successes

The key question is H O W to eradicate causes of gender gaps in the analysis

If development projects are vehicles for change, then project design and

implementation require adequate database. Visibility is the starting point for


Action: It provides the means of filling the analyzed gender gaps. It

therefore relies on the identified gender gaps in the Analysis.

(ii) THE ACTIVITY PROFILE:

The first component is based on the concept of or gender based division of

labour. The activity profile delineates the economic activities of the

population by age, gender, ethnicity, social class or other distinguishing

characteristics. It also indicates amount of time spent by individuals to

accomplish these activities. The activity profiles analyses factors by looking

at:-

Productive roles

Reproductive roles

Communi ty politics/service

(iii) ACCESS AND CONTROL PROFILE:

Identifying gender specific activities in production, reproduction and society

maintenance is necessary but is not sufficient by itself. O f particular concern

is the access that individuals have to resources for carrying out their

activities and the c o m m a n d they have over the benefits that derive from these

activities. It is important to differentiate between access and control over the

use of resources on one hand and access to and control over the benefits

derived from the mobilization of resources e.g. in agriculture in Africa, m e n

have power and control over the fruits of w o m e n ' s labour because tradition

gives m e n a position of authority over w o m e n ' s labour.


Access and Control Profile

Resource

Land

Livestock

House

Finance

Household utensils

Etc.

Access to

M F

Control over

M F

(iv) FACTORS INFLUENCING ACTIVITIES, ACCESS AND CONTROL:

Factors that determine w h o does what in any population subgroup and what

access and control individuals will have to resources and benefits depend on

m a n y factors. Y o u have to look at several factors.

- General economic conditions - poverty income distribution, International

terms of trade, infrastructure.

- Institutional structure - Nature of government bureaucracies, mechanisms,

generation and dissemination of knowledge technology and skills.

- Socio cultural factors - culture, tradition, community norms, religious

beliefs.

- Legal parameters.

- Training and education

- Political events - both internal and external


THE 24 - HOURS PROFILE

(a) The 24 hr Day - This tool is used to look at activities performed by m e n

and w o m e n in a community at a given time. The profile can be used for

productive reproductive and community maintenance activities.

Purpose:- To identify the various tasks of w o m e n and m e n in low-income

households in a day.

go.doc 27

24 HOURS ACTIVITTY PROFILE

Objective: T o identify various daily tasks of w o m e n and m e n over 24 hours period.

Man

Mid/nigh

1.

2.

3.

4.

5.

6. am

7.

8.

9.

10.

11.

12. Noon

13.

14.

15.

16.

17.

18. hrs(6p.m)

19.

20.

21.

22.

23.

24. Midnight

Woman

Mid/night

1.

2.

3.

4.

5.

6. a.m

7.

8.

9.

10.

11.

12. Noon

13.

14.

15.

16.

17.

18. hrs(6p.m)

19.

20.

21.

22.

23.

24. Midnight

(b) SEASONAL CALENDER BY GENDER:


This tool supplements the 24 hr D a y activities profile: In the seasonal

calendar you trace peoples activities in one calendar year. This gives an

idea of w h e n to do something .g. organizing workshops for the

community.

It is a gender disaggregated seasonal activities calendar. It identifies

livelihood tasks and categorizes responsibilities by season, gender, age

and intensity of activity.

• It generates information on the gender-based division of labour and

responsibilities in livelihood systems and resource management.

Information collected through the seasonal calender provides

attitudes of the community towards gender allocation of labour,

gender ownership and control of certain resources.

• It also shows h o w m u c h the community depends on existing natural

resources to meet heir needs by using locally available resources and

what the community does to plan on continuously.

• It determines the gender-heavy work-loads thus makes the

community perceives its problems and assess the existing

opportunities and needs which will lead the community to prepare an

action plan.

GENDER DIVISION OF LABOUR

This tool delienates responsibility through socialization.

Task

e.g. Cleaning the house

Cooking

Mending a bicycle

Women

\/

V

Girl

•

>/

Man

•

Boy

•

Question: Wha t have you learnt today about the gender division of labour?

doc 29

4.0 SESSION T W O : GENDER EQUALITY AND W O M E N

E M P O W E R M N T F R A M E W O R K GEWEF

O B J E C T I V E S : - B y the end of the session participants

Will have gained knowledge on process of empowerment of w o m e n

Be able to describe the five levels of empowerment framework

Be able to analyze projects using the five levels O F empowerment

Gain knowledge on GAM-Gender analysis Matrix

M E T H O D O L O G Y : - Brainstorming, group discussion, panel discussion,

Exercise, plenary feedback.

M A T E R I A L S : Handouts, flip charts, maker pens, leaflets,

T I M E : 90 minutes

A C T I V I T I E S

1. Recapitulation and evaluation of previous session

2. Give concepts of the words, welfare, access, conscientisation,

participation, control, Empowerment.

3. Describe Sarah Longwe's logic using different levels of empowerment

4. Short break

5. Group work analysis of a project to suggest level of empowerment of

w o m e n e.g. school committee organizing a building activity.

6. Feedback

7. Exercise on ( G A M ) Gender Analysis Matrix.

8. Wrap up and evaluation.


4.1 W H Y W O M E N E M P O W E R M E N T HANDOUT

The roles that w o m e n play are different in any given society. Their position is

determined by cultural values, economic status or class, religious norms, ethnicity,

types of productive, house and community activities. W o m e n are usually

responsible for domestic work, care of children, family health cooking and providing

food and other household services. In most societies they also play a major role in

productive activities of the family.

In the areas of reproduction, production and community services, w o m e n have been

adversely affected in the development process. There is a wide gap between

w o m e n ' s high yet unrecognized economic participation and their low political and

social power. Development strategies have usually taken the needs of the most vocal

and political active people - the m e n . Understanding gender, the activities of m e n

and w o m e n need to be addressed separately. The reproductive, productive and

social or community roles w o m e n are playing must be looked at as well as the roles

played economically and socially by m e n . B y examining men ' s and w o m e n ' s roles

a greater understanding of their needs and involvement in power and decision

making around specific tasks and issues will be reached. Making gender relations

visible are a critical step toward gender responsible development and for this matter,

development through basic education.

4.2 GENDER EQUALITY AND W O M E N S E M P O W E R M E N T FRAME W O R K

(GEWEF)

Sarah Longwe an African gender activist based in Zambia developed this framework.

The central issue in G E W E F is to enable w o m e n to take an equal place with m e n and

to participate in the development process in order to achieve control over factors of

production on an equal basis with m e n to take change of their o w n lives and escape

from poverty. The problem in w o m e n ' s development is not primarily concerned

with enabling w o m e n to be more productive, more efficient or to use their labour

more effectively.


The main issue is h o w to empower w o m e n to enable them to take an equal place with

m e n and to participate equally in the development process in order to achieve

control over factors of production on equal basis with m e n . Sara Longwe developed

the five levels of w o m e n Empowerment.

4.3 FIVE DIFFERENT LEVELS OF W O M E N E M P O W E R M E N T :

Welfare

I Access

I Conscientization

I Participation

I Control

(1) Level O n e : Welfare:

This is the level of the material welfare of females, relative to males in such areas as

nutritional status, food supply and income. Here w e describe gender gaps in terms of

w o m e n as mere statistics rather than individuals capable of changing their lives-more

as passive recipients of welfare benefits. W o m e n ' s empowerment cannot take place

purely at this welfare level: action to improve welfare will entail increased access to

resources, which involves addressing at the next level.


(II) Level T w o : Access

The gender gap at welfare level arises directly from inequality of access to

resources. W o m e n ' s lower levels of productivity arise from their restricted

access to the resources for development and production available in the

society-land, credit, labour and services. Relative to m e n , w o m e n have less

access to education and w a g e employment, and less access to the services and

skills training which m a k e productive employment possible.

E m p o w e r m e n t means that w o m e n are m a d e aware of the differential situation

and animated to take action for gaining access to their fair and equal share of

the various resources m a d e available within the household, and within the

wider system of state of provision.

(III) Level Three: Conscientisation

Here the gender gap is not empirical, but is a belief gap: belief that w o m e n ' s

lower socioeconomic position, and the traditional gender division of labour, is

part of the natural order, or is God given. This conception of the gender gap

is usually reflected and conveyed in everyday messages in the mass media and

school textbooks e.g. a girl cooking, a boy building.

E m p o w e r m e n t means sensitization to such beliefs and practices and their

rejection; it means recognizing that w o m e n ' s subordination is not part of the

natural order of things, but is imposed by system of discrimination which is

socially constructed, and therefore can be altered.

This level of equality involves the individual's conceptualization of the

development process in terms of structural inequality: the realization by

w o m e n that their problems do not derive so m u c h from their o w n personal

inadequacies, but rather they are being subjugated by a social system of

institutionalized discrimination against w o m e n and girls.

A:\ShekiIango.doc 33

(iv) Level Four: Participation

Participation as defined here means that w o m e n , equally with m e n , are

actively involved in the development process.

Here w e are concerned with equality in terms of w o m e n ' s equal

participation in the decision making process. "Equality of

participation" means involving w o m e n from the community affected

by the project, and involving them in the same proportion in decision

making as their proportion in the community at large.

(v) Level Five: Control

At the level the gender gap is manifested as the unequal power

relations between w o m e n and m e n . W o m e n ' s increased participation

at the decision making level will lead to increased development and

empowerment of w o m e n when this participation is used to achieve

increased control over the factors of production, to ensure w o m e n ' s

equal access to resources and the distribution of benefits. Equality of

control means a balance of power between w o m e n and m e n , so that

neither is in a position of dominance.

It means that w o m e n have power along sidemen to influence their

destiny and that of their society. It is equality of control, which

enables w o m e n to gain improved access to resource, and therefore

enables improved welfare for themselves and their children.

Equality

A

E m p o w e r m e n t

Control

Participation

Conscientisaiton-

Access

Welfare

Gender equality & E m p o w e r m e n t


4.4 GENDER ANALYSIS MAZTRIX - G A M

This tool help in gauging the community's readiness to accept intervention it assists

the development workers to assess what impact the intervention is making, what are

the possible effects, what is to be done? Is the intervention useful or not? W h a t is the

reaction of m e n ? Wha t is the reaction of w o m e n ? Development workers should go

into the community with an open eye - analyses the situation before intervention.

G E N D E R ANALYSIS M A T R I X

Use + for gain

or- for loss

Women

Men

Household

Community

Time Labour Resource Culture


4.5 SESSION THREE:

4.6 TOPIC - CONCERPTUAL FRAME W O R K AS A TOOL IN GENDER

ANALYSIS

Objectives :-

By the end of the session, participants will be able to

• List some factors that hinder women ' s participation in development

• Analyze and list down reasons leading to low level or inadequate access to basic

education for m e n and w o m e n .

• Discuss and list down immediate causes of gender disparity in education

• Visualize underlying and immediate causes and the manifestations

• M E T H O D O L O G Y : Participatory, brainstorming, Small group discussion,

feedback and plenary

M A T E R I A L : flip chart, marker pens, VIPP cards, and blackboard

TIME: 120 minutes

A C T I V I T I E S

1. Start the session with an energizer - song or skit

2. Introduce the objectives of the session to participants

3. Divide the participants into groups by ethnicity, sex, tribe or region.

4. Ask the groups to work out the following puzzle-to list down preferences and to give

reasons.

5. Discuss the underlying reasons for sex preference


Handout -

A couple fell in love at the age of 214 years female and 26 years male. The

married at age 26 and 28 yrs respectively. B y the age of 36 years female and 38

years male, they had not got a child. Other family and community members were

worried and even suggested to the m a n that he marries another w o m a n . The

couples wee conscious of the concern. The prayed earnestly to god to give them a

child but still did not get one. At age 46 and 48 years respectively, the female got

very worried because of the biological changes in her body (menopause). She

knew this further reduced her chances of getting a baby.

At 55 years and 57 yrs respectively, the couple got contented with their situation

and gave up and thanked God.

At age 63 and 65 years respectively G o d answered their prayers and told them

they were going to have a baby. They were to choose the sex of the child. They

were not supposed to leave it open to any sex otherwise G o d would not grant

them a child.

6. While in the same groups ask participants to analyise underlying causes - basic

causes, then intermediate causes then immediate causes and the core problem.

7. In plenary sessions, let groups report on their findings and come to some agreement.

8. Short break

9. The groups to continue working together to work out immediate and intermediate

effects. Finally let them come out with manifestations

10. Facilitator to sum up for the groups

11. A short quiz for evaluation.


4.7 CONCEPTUAL F R A M E W O R K - HANDOUT

The first steps in using the conceptual framework is an analysis of the social cultural

patterns existing in the society. Analysis of the bias treatment with preferential treatment

being given to boys and pervasive systematic discrimination against female has its o w n

manifestation. The system of discriminations is structural to the extent that it follows

accepted rules, which the society practices. T o understand the structural aspects of

gender inequality, w e need to be aware of the socio-cultural context underlying the

structure if w e have to overcome the underlying causes of gender bias against girls and

w o m e n . In making an analysis of a problem which requires planned intervention, the

conceptual framework (cause-effect hierarchy) identifies underlying causes, basis causes

to the problem and long term effects if basis causes (structural) are not tackled.


CONCEPTUAL FRAMEWORK FOR GENDER ANALYSIS AND ACTION Core problem:

W o m e n ' s disadvantaged conditions

IMMEDIATE CAUSES

W o m e n ' s low income W o m e n ' s overwork W o m e n ' s poor health

WELFARE

ACCESS

\ 1 / Distribution & Consumption patterns

Formal & \ Non-formal 1 Institution /

External Economic System

Source: T G N P Gender

BASIC CAUSES

EMPOWERMENT


•

•

5.0 UNIT THREE - GENDER MAINSTREAMING

5.1 SESSION ONE

5.1 O B J E C T I V E S : B y the end of the session participants will

be able to

• Define Gender mainstreaming.

• Describe situation analysis

Describe what is gender mainstreaming

Understand steps to gender integration

• Integrate gender into a project

M E T H O D O L O G Y : Participatory - group discussion, case studies skits and games.

M A T E R I A L S : flip chart, marker pens, VIPP cards Blackboard and chalks videos

TIME : 120 minutes.

ACTIVITIES:

• Introduction and review of obj ectives.

• Define steps for gender mainstreaming

• Group work on case studies

• Situation analysis mechanism in groups

• Group reports and discussion

• Conclusion and wrap up

• Evaluation

Target Group N G O s , C B O s Development workers at grassroots.


5.2 GENDER MAINSTREAMING

• Gender Mainstreaming is defined by the Unit Nations (1997) as process of

assessing the implication for w o m e n and m e n of any planned action

including legislation, policies and programmes in any area and at all levels.

• It is the process of integrating equality concerns across the board in to

programme objectives and activities in order to promote equality for w o m e n .

• It is a strategy for making w o m e n ' s as well as m e n ' s concerns and

experiences an integral dimension in the design, implementation, and

evaluation of programmes in all political, economical cultural and social

spheres so that m e n and w o m e n benefit equally and that inequality is not

perpetuated.

• Mainstreaming often includes w o m e n specific activities and or/positive

action whenever w o m e n are in particularly disadvantaged position.

5.3 RATIONALE FOR MAINSTREAMING GENDER

In the late 1980s there was a shift to mainstreaming w o m e n in development

approaches at all levels, from macro-level planning to micro-level projects.

Mainstreaming strategies call for introducing gender analysis and planning in all

programmes and projects and at all sages of the development process, and are

characterized by shit away from women-specific projects. Mainstreaming includes a

movement away from the concept of w o m e n and development to the concept of

gender and development.


5.4 SESSION T W O : APPLICATIONOF GENDER MAINSTREAING

OBJECTIVE:

B y the end of the session participants will have gained more skills in integrating

gender concerns in programme/projects and be to describe the process.

Conceptual Framework case study: maize grinding machine project

Project cycle analysis where gender concerns could be integrated

Integration of gender gaps and potential action to be taken.

M E T H O D O L O G Y : group work, discussion and presentation

M A T E R I A L S : Case study, flip chart, and marker pens

T I M E : 90 Minutes

ACTIVITY

Explain purpose and give instructions for case study

Read the case study together with participants

Group work

Short break

Reporting back on gaps identified and reasons w h y

Energizer and short break

Project cycle-Integration of gender in to gender-gaps throughout the project

Report back (feedback)

Evaluation

Conclusion.


HANDOUT

Mainstreaming w o m e n in development means strengthening w o m e n ' s active

involvement by linking w o m e n ' s capabilities and contributions with macro-

economic issues such as structural adjustment, industrialization policies, critical

poverty, environmental management and conservation, urbanization and

privatization. The integration or mainstreaming of w o m e n ' s concerns into all

aspects of development planning requires explicit consideration of the actual and

potential role of w o m e n in all sectors of the economy and the impact of all policies,

plans and programmes on w o m e n . Mainstreaming provides the rational for drawing

upon large-scale resources for development, which have not previously articulated

support for or programmatic linkages to w o m e n . In the mainstreaming effort,

w o m e n ' s needs and concerns should not be marginalized as the responsibility of

only one agency/focal point or only one sex.

T o successfully mainstream w o m e n ' s concerns in development require an intersect

oral rather than sect oral approach (on a smaller scale, a programme as opposed to a

project approach). It requires, for instance, coordination between the Ministries of

Education and Labour, so that education and training provided for w o m e n by one

agency will be translated into actual employment opportunities by another agency.

Mainstreaming does not, however, exclude the use of women-specific activities as

an alternative option. O n the contrary, women-specific activities m a y be the

appropriate action in areas where w o m e n are particularly disadvantaged, in order to

attain a level where mainstreaming can take place.


5.4 SESSION T W O : APPLICATIONOF GENDER MAINSTREAING

OBJECTIVE:

B y the end of the session participants will have gained more skills in integrating

gender concerns in programme/projects and be to describe the process.

Conceptual Framework case study: maize grinding machine project

Project cycle analysis where gender concerns could be integrated

Integration of gender gaps and potential action to be taken.

M E T H O D O L O G Y : group work, discussion and presentation

M A T E R I A L S : Case study, flip chart, and marker pens

T I M E : 90 Minutes

ACTIVITY

Explain purpose and give instructions for case study

Read the case study together with participants

Group work

Short break

Reporting back on gaps identified and reasons w h y

Energizer and short break

Project cycle-Integration of gender in to gender-gaps throughout the project

Report back (feedback)

Evaluation

Conclusion.


5.5 STEPS TO GENDER INTEGRATION

Before integrating gender, carry out the following:-

1. Use tools for gender analysis to identify gender issues

2. Formulate objectives

3. Carry out situation analysis

• Disaggregate data by sex and age as a m u c h as possible

• Include data and information on w o m e n ' s special needs including

analysis of the gender dimension of the special needs.

• Highlight significant gender gaps

• Analyze the causes of gender gap

- Case studies

- Quantitative data/qualitative data

• Include examples of gender discrimination and gender inequality -

domestic violence, legislative protection, w o m e n ' s rights

• Involve allies conversant with gender issues

A . Formulate Strategy.

• Ensure gender strategies are included and highlighted

• Review whether gender issues are addressed

• Establish indicators to monitor gender equality

• Involve both male and female representatives of the community to

ensure gender issues are properly addressed.

• Budget for-Human, material, finance, - Resources.

B . P r o g r a m m e Review

• Ensure that gender gaps and gender issues identified in the situation

analysis is and strategy formulation are being addressed and taken

into account in programme/projects objectives, strategies and

projects.

• Compile a gender profile of the programme and projects.


• Analyze Restraining factors/Driving forces/potentials/opportunities

(Force Field analysis).

• Operationalize strategies.

• Monitor and evaluate.


REFERENCE:

1. Beyond inequalities - W o m e n in Tanzania - S R D C

2. Community Empowerment - A Participatory Training Manual By Stanley Gajanayake and Jaya Gajanayake.

3. Establishing Gender Management Systems (mainstreaming) in the Ministry of finance. Dec. 1997 Consultancy report E . Mhina.

4. Frameworks for Gender Analysis Oxfam Gender Team April 1996

5. Gender Profile of Tanzania - Tanzania Gender Networking Programme

6. Gender Mainstreaming at S A D C Policies, Plan and Activities

7. Gender Relations Analysis - A Guide for Trainers By A . Rani, Itzar Lazarino.

8. Gender Analysis and planning Training Manual. C . Warioba.

9. Gender Analysis in Development Planning Aruna Rao.

10. Kiongozi cha Elimu ya Jinsia kwa wanavikundi ndani ya jamii -Unpublished T G N P .

11. Mobilizations Amongst Deniva Member Organizations - July 1996.

12. South African Development Community Gender Monitor feb. 1999 -S A R D C - South African research and resource center.

13. Structural Adjustment and Gender Empowerment Symposium Report Feb.

1994.

14. Training Manual for Trainers in Gender, population and Development in Tanzania June, 1997 - I D S W S G .

15. w o m e n Issues After Beijing - Position Networks Results - Friedrich Ebert Stiftung.


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