thiopia rotection of Basic Services Social Accountability...

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EthiopiaSocialAccountabilityProgramPhase 2

EthiopiaProtection of Basic Services

Social AccountabilityProgram

Social AccountabilityGuide

First edition

Chapter 9 of 13

www.esap2.org.et2 / 239

Contents

0. Contents

0. Introduction to the Social Accountability guide ................... 6

0.1. Introduction ................................................................................................6

0.2. Target Group ...............................................................................................6

0.3. Definitions and Concepts used .....................................................................7

0.4. Capacity Development Rationale ................................................................ 8

0.4.1. Overall Objective ...........................................................................................................................8

0.4.2. Specific Objective ..........................................................................................................................8

0.4.3. Results ...........................................................................................................................................8

0.5. Rationale of the Social Accountability Tools ................................................9

0.6. Approach ...................................................................................................10

0.6.1. The Three-Staged Approach and a Modular Framework .......................................................... 10

0.6.2. Training Programme for the Orientation ....................................................................................11

0.6.3. Training Programme for the Rolling-Out .................................................................................. 13

0.6.4. Monitoring and Tailored Support .............................................................................................. 14

0.7. How to Use This Document ........................................................................ 14

0.7.1. Session Overview ......................................................................................................................... 15

0.7.2. Hand-outs ................................................................................................................................... 15

0.7.3. Trainer Notes .............................................................................................................................. 16

0.8. The Social Accountability Training Tool Kit ............................................... 17

1. Introduction to Social Accountability ..................................19

1.1. Session overview ........................................................................................ 19

1.2. Hand-outs .................................................................................................. 19

1.2.1. Primer Social Accountability .......................................................................................................20

1.2.2. Exercise on Citizens’ Role in Basic Service Delivery ..................................................................23

1.2.3. Exercise on Citizen-led Social Accountability in Practice .......................................................... 25

1.3. Trainer notes .............................................................................................33

1.4. Slides .........................................................................................................38

2. Roles and Responsibilities in Social Accountability ...........40

2.1. Session overview ....................................................................................... 40

2.2. Hand-outs ................................................................................................. 40

2.2.1. Primer on Regional and Woreda Responsibilities in Service Delivery ...................................... 41

2.2.2. Exercise on Service Standards and Social Accountability .........................................................43

2.2.3. Action Plan Matrix ......................................................................................................................45

2.3. Trainer notes .............................................................................................46

2.4. Slides .........................................................................................................50


3. Vulnerability and Social Inclusion ..................................... 52

3.1. Session overview ........................................................................................52

3.2. Hand-outs ..................................................................................................52

3.2.1. Primer on Social Vulnerability and Social Inclusion .................................................................. 53

3.2.2. Role-play Social Vulnerability and Social Inclusion ..................................................................54

3.2.3. Exercise on Vulnerable Groups .................................................................................................. 57

3.3. Trainer Notes .............................................................................................59

3.4. Slides .........................................................................................................64

4. Overview of the Regional and Woreda Budget Processes ... 66

4.1. Session overview ........................................................................................66

4.2. Hand-outs ..................................................................................................66

4.2.1. Primer on the Regional and Woreda Budget Process ................................................................ 67

4.2.2. Exercise on a Household Budget ............................................................................................... 72

4.3. Trainer Notes.............................................................................................74

4.4. Slides .........................................................................................................81

5. Social Accountability Tools - Community Score Cards ........ 83

5.1. Session Overview .......................................................................................83

5.2. Hand-outs ..................................................................................................83

5.2.1. Primer Community Score Card ...................................................................................................84

5.2.2. Input Tracking Form ...................................................................................................................97

5.2.3. Issues and Priorities Form ..........................................................................................................98

5.2.4. Scoring Matrix Form ...................................................................................................................99

5.3. Trainer Notes ........................................................................................... 101

5.4. Slides ....................................................................................................... 107

6. Social Accountability Tools - Citizens’ Report Cards ......... 110

6.1. Session Overview ..................................................................................... 110

6.2. Hand-outs ................................................................................................ 110

6.2.1. Primer Citizens’ Report Cards.................................................................................................... 111

6.2.2. Sample Questionnaire ...............................................................................................................119

6.2.3. Agriculture Sector Stakeholders Exercise ................................................................................ 122

6.3. Trainer Notes........................................................................................... 123

6.4. Slides ........................................................................................................131


7. Social Accountability Tools - Community Mapping ............133

7.1. Session overview ...................................................................................... 133

7.2. Hand-outs ................................................................................................ 133

7.2.1. Primer community mapping ..................................................................................................... 134

7.2.2. Example of a Community Map ..................................................................................................137

7.2.3. Example of Community Mapping Exercise in Tanzania .......................................................... 138

7.2.4. Sample Enumeration Form ...................................................................................................... 139

7.2.5. Sample of a Record Book .......................................................................................................... 140

7.2.6. Nine Steps to Conducting an Interface Meeting .......................................................................141

7.3. Trainer Notes ........................................................................................... 143

7.4. Slides ....................................................................................................... 150

8. Social Accountability Tools - Participatory Planning and Budgeting ...................................................................152

8.1. Session overview ...................................................................................... 152

8.2. Hand-outs ................................................................................................ 152

8.2.1. Primer Participatory Planning and Budgeting ......................................................................... 153

8.2.2. Case Studies of Participatory Planning and Budgeting ............................................................157

8.2.3. Fictional Woreda Budget (only in five sectors) ........................................................................ 163

8.2.4. Kebele Fictional Budget ............................................................................................................ 164

8.3. Trainer Notes .......................................................................................... 165

8.4. Slides ....................................................................................................... 172

9. Social Accountability Tools - Gender Responsive Budgeting ........................................................................174

9.1. Session Overview ..................................................................................... 174

9.2. Hand-outs ................................................................................................ 174

9.2.1. Primer Gender Responsive Budgeting .......................................................................................175

9.2.2. Exercise on the Prioritization of Private Household Expenditures ......................................... 186

9.3. Trainer Notes........................................................................................... 187

9.4. Slides ....................................................................................................... 194

10. Social Accountability Tools - Social Auditing ...................197

10.1. Session overview .................................................................................... 197

10.2. Hand-outs .............................................................................................. 197

10.2.1. Primer Social Auditing ............................................................................................................ 198

10.2.2. Case studies of Social Auditing ............................................................................................... 201

10.3. Trainer notes .........................................................................................205

10.4. Slides ..................................................................................................... 212


11. Capacity Development Results Framework ......................214

11.1. Session overview ..................................................................................... 214

11.2. Hand-outs ............................................................................................... 214

11.2.1. Primer Capacity Development Results Framework ................................................................ 214

11.3. Trainer notes .......................................................................................... 217

11.4. Slides ......................................................................................................222

12. Participants’ Capacity Development Action Plans ........... 224

12.1. Session overview ....................................................................................224

12.2. Hand-outs ..............................................................................................224

12.3. Trainer notes ..........................................................................................225

12.4. Slides .....................................................................................................228

13. Delivering the Training................................................... 230

13.1. Preparation of the Training ....................................................................230

13.1.1. Development of the training programme ................................................................................230

13.1.2. Preparing the training materials ............................................................................................. 231

13.1.3. Arranging for the training venue and preparing the training room. ......................................232

13.1.4. The Social Accountability Tool Box .........................................................................................232

13.2. Conduct of the Training ..........................................................................233

13.2.1. The Start of the Training .........................................................................................................233

13.2.2. Time Management ..................................................................................................................233

13.2.3. Absenteeism ............................................................................................................................234

13.2.4. Ice Breakers and Energizers ....................................................................................................234

13.3. Training Approaches ..............................................................................234

13.3.1. The Role of the Trainer ............................................................................................................234

13.3.2. Stimulating Participants .........................................................................................................237

13.4. Monitoring and Tailored Support at Woreda Level ................................238

13.4.1. Gender and Women’s Participation ........................................................................................238

13.4.2. Authority Roles ........................................................................................................................238

13.4.3. Practical Issues ........................................................................................................................238


Session 9: Social Accountability Tools – Gender Responsive Budgeting

9. Social Accountability Tools - Gender Responsive Budgeting

9.1. Session Overview

Aim of SessionTo sensitize and raise awareness on the concept of Gender Responsive Budgeting (GRB) and related issues and to introduce the Gender Responsive Budgeting approaches.

Learning Outcomes

At the end of the session, participants will:Have a common understanding about the concepts of Gender Responsive Budgeting and related issues• Understand the relevance of Gender Responsive Budgeting to

promote gender equality• Articulate linkages between policy-making and budgeting and the

added value of Gender Responsive Budgeting approaches to policy outcome

• Gain an understanding of budget actors, their roles in identifying an entry point for Gender Responsive Budgeting

• Be able to identify tools that can be used for budget analysis purposes

• Be able to identify different types of data needed for Gender Responsive Budgeting

Hand-out

9.2.1 Overview of Gender Responsive Budgeting9.2.2 Exercise on Private Household Budgeting9.2.3 Points on Gender Responsive Budgeting9.2.4 The Budget Calendar

Time allocationOrientation training: 2 x 90minutes (half a day)Rolling-out training: 4 x 90 minutes (one day)

Work form Brainstorming, PowerPoint presentation followed by discussion

Key topicsConcepts, purpose of Gender Responsive Budgeting, Operational Frameworks for Gender Responsive Budgeting in EthiopiaApproaches of Gender Responsive Budgeting

9.2. Hand-outsThe following hand-outs are provided for distribution to participants on the following pages:

9.2.1 Gender Responsive Budgeting

9.2.2 Exercise on Private Household Budgeting



9.2.1. Primer Gender Responsive Budgeting

Key Messages

• Gender roles and relations differ across countries and cultures• A Budget is the most important economic and political instrument• Gender Responsive Budgeting is the application of Gender

Mainstreaming to the distribution of financial resources• Gender budgeting is not a special separate budget for women• Gender Responsive Budgeting is a process of disaggregation of

budgets by gender in order to discover the extent to which polices with gendered implications are differentially funded

• The rationale and benefits of Gender Responsive Budgeting should be explained to the stakeholders to get their support and involvement. The benefits will vary for those from the government and those who are the beneficiaries or civil society

Estimated Reading Time

30 minutes

Remarks The following hand-out is distributed to all participants.

Understanding Basic Concepts

Gender

The term gender in this primer refers to the different social roles, responsibilities and identi-ties of women and men and the power relations between women and men in a given society. Gender roles and relations differ across countries and cultures, and may even differ among different groups in one society. Gender roles and relations are not static, but subject to change. The term sex refers to biological differences between females and males.

What is Gender Mainstreaming?

It is the process of assessing the implications for women and men of any planned action, in-cluding legislation, policies or programs, in any area and at all levels. It is a strategy for making the concerns and experiences of women as well as of men an integral part of the design, imple-mentation, monitoring and evaluation of policies and programs in all political, economic and societal spheres, so that women and men benefit equally. Mainstreaming is not an end in itself but a strategy, an approach, a way to achieve the goal of gender equality.

What is a Budget/Government Budget?

A budget is a plan of obtaining resources and allocating those resources for achieving policy and administrative objectives. The government budget is a financial plan in that the state in power shows its policy priorities and expectations about the performance of the economy in terms of revenue proposals, expenditure allocations and proposals for financing the gap be-tween the two. The government budget spells out the key policy statements that reflect the highest level of political commitment and the social-economic agenda of the government.



Why do Government Budgets Matter?

The government’s budget affects the lives of every citizen. It determines what services the gov-ernment provides and what taxes we have to pay. The government budget is the most important economic policy instrument and as such can be a powerful tool in transforming the economy to meet the needs of the poorest. The budget is also a fundamental tool for the implementation of public policy. The budget is the vital link that translates policy into delivery.

Budget Principles

A government budget process needs to be governed by principles like transparency, account-ability, equity and inclusiveness and participation.

Participation: This is the level of involvement of all stakeholders/actors in the budget process directly or through legitimate intermediaries. Participation of people enables to bring peoples perspectives to policy-makers, and to different layers of the government to help them realize the unmet demands of the community.

Transparency: This refers to the provision of comprehensive, accurate, timely and frequent information in useful formats to citizens on all budgetary decisions and actions that are made by the government.

Accountability: This refers to accountability of decision-makers and implementers in relation to budgetary processes at the formulation, approval, implementation and performance review stages; accountability to those whose interests are affected by their actions or inactions.

Equity and Inclusiveness: This refers to ensuring opportunities will maintain and improve the wellbeing of diverse groups in any given social or political setting in terms of budgetary allocations.

Gender Responsive Budgeting

Gender Responsive Budgeting is a means of integrating a gender dimension into all steps of the budget process so as to ensure that budget policies can take into consideration the gender dimension in society and to stop discrimination against either women or men indirectly/di-rectly. It is taking into account the different needs and priorities of women and men without gender exclusivity.

Gender Responsive Budgeting helps in:

• Improving the allocation of resources to women

• Supporting gender mainstreaming in public finance and macroeconomics



• Strengthening citizens and civil society participation in economic policymaking

• Enhancing the linkages between economic and social policy outcomes

• Tracking public expenditure against gender and development policy commitments

• Contributing to the attainment of the Millennium Development Goals

Who Could be Involved in a Gender Responsive Budgeting Initiative?

• Civil society

• Government

• External agencies

Operational Frameworks for Gender Budgeting

The operational frameworks as well as the international commitments for Gender Responsive Budgeting:

• The Ethiopian Constitution

• The National Policy on Ethiopian Women (NPEW) and National Action Plan (NAP)

• The Medium-term National Development Plans (GTP)

• Other national policies

• International commitments

The Ethiopian Government Budgeting System

Until very recently, Ethiopia was following a line item budgeting system that provides informa-tion about the amount of money (inputs) spent on different items such as salaries, operation and maintenance, allowances, as well as on different ministries, agencies, or sectors. Line item budgeting does not give information about the activities, outputs and outcomes funded by the budget. Since fiscal year 2004 however, the Ethiopian Ministry of Finance and Econom-ic Development has started introducing a form of program-oriented or performance-based budgeting.

Performance-based budgeting is the practice of developing budgets based on the relationship between program funding levels and expected results from that program. The performance-based budgeting process is a tool that program administrators can use to manage more cost-efficient and effective budgeting outlays.



The Budget Process in Ethiopia (Budget cycle)

There are four stages in the budget process/cycle at any level of jurisdiction. These are bud-get preparation (drafting/design process), budget approval and appropriation (legislative pro-cess), budget execution (implementation process), and budget control (performance monitor-ing - audit and evaluation process). The complete cycle is presented in the figure below.

The Ethiopian Budget Calendar

The budget process involves many stakeholders at various levels of government and those out-side of government. Each country’s budget process is different for a variety of reasons, but what is most crucial is to create awareness on the various stages of the budget, learn who are the stakeholders involved in these stages, and when do these stages happen and what are the possibilities of citizen participation during these stages.

Planning Cycle Calendar

1. Macro-Economic and Fiscal Framework July 8 – November 10

1.1 Preparation of MEFF Not later than October 26

1.2 Approval of MEFF October 27- November 10

2. Public Investment Program (PIP) Preparation November 11 - February 8

2.1 Public Investment Program call letter Nov 25

2.2 Submission of Public Investment Not later than December 25

2.3 Review and Finalize PIP Dec. 26 – Feb 8.

3. Notification of a 3-year subsidy estimates Nov 25

4. Prepare and finalize Annual fiscal plan Jan 25



Budget Cycle

A. Executive Preparation and Recommendation of budget

1. Budget preparation Not later than Feb 8

2. Notification of annual subsidy budget Feb. 8

3. Issue budget call Feb. 8

4. Submit budget request Not later than March 22

5. Preparation of the recommended budget March 23 - May 22

6. Budget recommendation May 23- June 2

Legislative approval

7. Approval and appropriation of the budget June 8 – July 7

Executive implementation

8. Notification of the approved budget July 8-15

9. Submission of budget allocation and action plan July 16-Aug. 16

10. Implementation of the approved budget July 8- July 7

Methodological Approaches

There are a number of ways and approaches to conduct Gender Responsive Budgeting. Two basic frameworks, with variations, have served as the basis of many systems to date. These are the Australian (Sharp) three-way categorization of expenditures and the South African five-step approach.

1. The three-way categorization:

a. Women’s specific expenditures: These are expenditures in the budget that specifically target groups of girls and women.

b. Equal opportunities in the public service are allocations to equal employment oppor-tunities such as programs that promote the equal representation of women in man-agement and decision-making, etc.

c. Mainstream expenditures: These are expenditures that are analysed for their gender impact.

2. The five-step approach of Gender Responsive Budgeting in conducting a budget analysis from a gender perspective comprises the following steps:

a. Analysis of the gender situation: This involves identifying gender issues in a sector or society.

b. Carrying out a policy analysis to establish whether the policies address the gendered situation identified in step one.

c. To find out whether there are enough resources to implement the policy.



d. Monitoring whether the money was spent as planned, what was delivered and to whom.

e. Assess whether the policy implementation has changed the gendered situation identi-fied in step one.

Gender Budget Initiatives in Ethiopia

• The Ministry of Finance and Economic Development (MoFED) and the British Council have been implementing the Gender Budgeting Project. The objective of the project was to map out ways in which gender considerations could be integrated into the economic policy/implementations processes in general and the budgetary and service delivery pro-cesses in particular.

• Trainings were given to federal and regional government parliamentarians – MoFED

• MoFED and the British Council in partnership with UN Women developed guidelines for planners on Gender-Budgeting.

• Poverty Action Network in Ethiopia (PANE) with the support of UN Women built the ca-pacity of local governments on Gender Responsive Budgeting and Social Accountability – the project was implemented in four woredas of the four regions: Amhara, Oromiya, SNNP and by the Dire Dawa City Administration.

Why get Involved in Gender Responsive Budgeting Initiatives?

The budget is the most important policy of the government because, without money, govern-ment cannot implement any other policy successfully.

Gender Responsive Budgeting ensures that the needs and interests of individuals from differ-ent social groups are covered in the government budget. In particular, it ensures that the needs and interests of women, men, girls and boys are covered.

Looking at budgets through a gender lens shows clearly where the collection and distribution of public money is unequal and inefficient. It also shows how discrimination affects national development.

• Gender Responsive Budget initiatives complement anticorruption strategies

• A Gender Responsive Budget does not mean separate budgets for women or men

• A Gender Responsive Budget focuses on gender awareness and mainstreaming in all areas of budgeting at all levels

• Gender Responsive Budgeting promotes more effective use of resources to achieve gender equity and transparency



Benefits of Gender Responsive Budgeting for Governments

• It can improve efficiency and impact by ensuring that expenditure benefits those who need it most.

• It can be used to report on progress with the government’s commitment to democracy, equitable economic development and women’s rights and equality.

• It can be used to improve transparency and accountability and to help implement policies effectively.

• It can be used to track budgets and reduce corruption.

• It provides a space for government to work with civil society to enhance development im-pact, democratic governance and transparency.

• It can be used to report on government’s progress on compliance with national and inter-national commitments.

Benefits of Gender Responsive Budgeting for Women and Citizens’ Groups

• It strengthens monitoring initiatives by citizens.

• It provides information to help challenge discrimination, inefficiency and corruption and to propose viable policy alternatives.

• It recognizes ways in which women can contribute to society and the economy.

• It provides a way of holding public representatives accountable for their performance.

• It recognizes the needs of the poorest and the powerless.

Situation of Women and Girls in Ethiopia

The Ethiopian Women Development and Change Package issued by the Women’s Affairs Min-istry assesses the situation of women in the country based on a study conducted prior to de-signing the package. The document indicates that, while the economic conditions of the rural and urban women vary, both are facing various problems because they are still economically dependent and are unable to exercise their equal rights to administer and share household property. Particularly rural women spend 13-18 hours performing strenuous tasks. Yet, the household and the society do not recognize their contributions. Women are not benefiting from the products of their labour. Except in the Amhara and Tigray regions, women in other parts of the country cannot have land ownership titles. Women’s access to credit facilities is also low. Their participation in non-agricultural income generating schemes is limited. Failure to recognize women’s participation in planning and implementing development activities is a major problem. Their participation in and their benefit from primary healthcare and education has also not reached the desired level.

The UN Women Watch review of the Ethiopia’s National Action Plan for Gender Equality indi-cates that women in the country disproportionately bear the burden of poverty mainly because of the gender-based division of labour and lack of access and gendered control over resources.



Given the lack of access and control over resources and many discriminatory traditional cus-toms, women comprise the majority of those living in absolute poverty. Even though primary education is being promoted, early marriage of girls reduces their chance of having access to higher education (75 per cent of Ethiopian girls marry before the age of 17 and approximately 13 per cent marry between the ages of 17 and 21). The rate of girl student dropouts is much higher than boys and girls are often responsible for many chores, which may interfere with their schooling.

The 1996, 1998, 2000 and 2004, the Welfare Monitoring Surveys (WMS) of the Central Statis-tical Agency (CSA) discovered that women and the rural population are disadvantaged as their access to treatment is lower causing them to face a higher incidence of disease. In 2004, for instance, the distribution of population at country level with health problems was 25 per cent for rural (26 per cent F and 23 per cent M) but 19 per cent in urban centres (20 per cent F and 18 per cent M). In contrast, in all four surveys, the incidence of consultation in a population that reports health problems in need of medical assistance, either from modern health institu-tions or from traditional healers, is much higher in urban than rural areas and higher among men than women. According to WMS 2004, only 44.7 per cent of rural population (42 per cent F and 47 per cent M) consulted for medical assistance compared to 73.4 per cent (72 per cent F and 75 per cent M) of the population in urban areas.

Similarly, the 2005 Demographic and Health Survey (DHS) of the CSA revealed a huge gap in access to education between urban and rural, male and female population as well as between the better off and poor groups. At the time of the study, 52 per cent of males (57 per cent rural and 16 per cent urban) and 67 per cent of females (73 per cent rural and 31 per cent urban) had never attended school.

Ethiopian Policy Framework for Exercising Gender Responsive Budgeting and Promotion of Gender Equality

In Ethiopia, following the enactment of the national policy on women, organizational struc-tures responsible for women’s affairs were established and strengthened at federal, regional, and local levels. The National Action Plan on Gender has been designed and is being executed. The family law and penal code were revised to ensure the rights of women. Mainstreaming and integrating gender has now been given focus. Some of the relevant policies are given in the fol-lowing paragraphs.

a) The Federal Constitution

The Constitution provided high attention to Gender Equality. Article 35 “Rights of Women” reiterates principles of equality and some of the provisions include:

1. Women shall enjoy the rights and protection provided for by this constitution and have equal rights with men.



3. Taking into account the historical legacy of inequality and discrimination suffered by women in Ethiopia, women, in order to remedy this legacy, are entitled to affirmative measures. The purpose of such measures shall be to provide special attention to women so as to enable them to compete and participate on the basis of equality with men in political, social and economic life as well as in public and private institutions.

6. Women have the right to full consultation in the formulation of national development poli-cies, the designing and execution of projects, and particularly in the case of projects affecting the interests of women.

Article 89: ‘Economic Objectives’, states the following regarding the duties of government:

2. Government has the duty to ensure that all Ethiopians receive an equal opportunity to im-prove their economic conditions and to promote the equitable distribution of wealth among them.

7. Government shall ensure that the participation of women and men is equal in all economic and social development endeavours.

Article 90: ‘Social Objectives’, proclaims: “to the extent the country’s resources permit, poli-cies shall aim to provide all Ethiopians access to public health and education, clean water, housing, food and social security.”

b) National Policy on Ethiopian Women

The 1993 National Policy for Women in Ethiopia identified women’s low participation in devel-opment initiatives, gender disparity in legal literacy, and weak institutional capacity on gender issues as the key concerns. The three objectives of the policy are to facilitate conditions for increasing equality between men and women; to facilitate rural women’s access to basic social services and to eliminate discriminatory practices, enabling women to participate in decision-making processes. The policy outlines strategies for achieving these objectives, and institu-tional mechanisms. The Women’s Affairs Standing Committee and the Bureau of Women, Children and Youth Affairs are now operating at all levels of the government structure.

c) National Action Plan for Gender Equality

Key strategies identified in the National Action Plan for addressing the multifaceted challenges of women include use of Gender Budget Analysis (GBA) as a means to analysing the impact of public expenditure on both women and men as beneficiaries and users of public services, and to enable the government to address gender concerns in the budget process. Affirmative ac-tion and allocation for women in budgets, Mainstreaming Gender and strengthening gender-disaggregated data to better inform policies are also mentioned in the National Action Plan.



d) The Growth and Transformation Plan

The GTP includes gender objectives. Ensuring the participation of women is the core strategy of development plans in justice, education and training, health and information communica-tion sectors, enabling them to benefit from the outcomes is the objective. For instance, the implementation strategies of the Justice Sector plan are stated as: “Strategies will be pursued that ensure the rights of women, …, as they are recognized by the constitution and interna-tional agreements,... are respected, that they participate equally in and benefit from develop-ment. The values of gender equality will be promoted so that women [participate] more equally in good governance and development, and the capacities of women in the justice sector are enhanced.”

Gender development is a major component of the Cross Cutting Sectors in Chapter 8. The GTP states: “The main objectives for gender development during the plan period are to ensure women’s active participation in the country’s economic and social development as well as po-litical processes and equal benefits to women from the resultant outcomes. In addition, harm-ful traditional practices that adversely affect the active engagement and welfare of women will be abolished.”

References

1. Bakker, Isabella (2002), ‘Fiscal Policy, Accountability and Voice: The Example of Gender Responsive Budget Initiatives.’ United Nations Development Program, Human Develop-ment Report Office, Background paper for HDR 2002, (2002/1).

2. Budlender, D. and Guy Hewitt (2003), Engendering Budgets: A Practitioners’ Guide to Un-derstanding and Implementing Gender-Responsive Budgets, Commonwealth Secretariat http://www.gender-budgets.org/Engendering_Budgets_final_doc.pdf

3. Budlender, D. et al (2002), Gender Budgets Make Cents: Understanding gender responsive budgets, Commonwealth Secretariat http://www.gender-budgets.org/Engendering_Bud-gets_final_doc.pdf

4. Commonwealth Secretariat: Engendering budgets, practitioner guide to understanding and implementing Gender Responsive Budgets, 2003.

5. FDRE, (1995) The constitution of the Federal Democratic republic of Ethiopia.

6. Ichii, Reina (2010), Gender Responsive Budgeting in Education - Advocacy Brief. Bangkok: UNESCO Bangkok.

7. Keays, Trish, Mary McEvoy, and Sarah Murison (2001), UNDP Learning and Information Pack: Gender Mainstreaming. Gender and Development Program, United Nations Devel-opment Program (GIDP/UNDP), June 2000.

http://www.gender-budgets.org/Engendering_Budgets_final_doc.pdf





8. Schneider, Katrin (2006), Manual for Training on Gender Responsive Budgeting, Esch-born: Deutsche Gesellschaft für Technische Zusammenarbeit (GTZ) www.gtz.de/gender-equality/en-manual-gender-budgeting-2006.pdf

9. Sharp, Rhonda (2003) Budgeting for equity, UNFEM

10. The Transitional Government of Ethiopia, (1993) National Policy of Ethiopian Women, Ad-dis Ababa

11. The Transitional Government of Ethiopia, (1993) Health Policy, Education and Training Policy.

12. UNIFEM (2005), United Nations Development Fund for Women. ‘Tools for a Gender-Sen-sitive Analysis of Budgets’, April 2005. www.gender-budgets.org /11279431651Tools_for_Gendr-Sensitive_Analysis_of_Budgets.pdf [Jan 18, 2011]

13. United Nations Division for the Advancement of Women (UNDAW), Ethiopia National Ac-tion Planhttp://www.un.org/womenwatch/confer/beijing/national/ethiopia.htm

14. Oxfam Gender Training Manual 1994

http://www.gtz.de/gender-equality/en-manual-gender-budgeting-2006.pdf

http://www.gtz.de/gender-equality/en-manual-gender-budgeting-2006.pdf

http://www.un.org/womenwatch/confer/beijing/national/ethiopia.htm



9.2.2. Exercise on the Prioritization of Private Household Expenditures

1. Form groups that consist of either all female or all male participants.

2. Imagine a family of two children. The daughter is 9 years old, and the son is 15. You are the head of the household who decides how to spend the household’s monthly income of Birr 3,000.

3. Prioritize the expenditures of the household by allocating to the following items:

Items Allocation in Birr

FoodRent /Property or Land TaxElectricity/Gas/Fuel/ WoodTransportClothingFurnitureMedical CareEducationEntertainmentGiftsNewspapers/BooksPocket Money for the ChildrenHousehold ConsumablesCosmeticsCigarettes, etc.SavingsOthers (please specify):

4. Please present your findings to the plenary discussion



9.3. Trainer NotesThis session is compulsory for the orientation training, and elective for the rolling-out trainings. These training notes are based on a time-frame of 360 minutes. The trainer of the 180 minute orientation training has to adjust the session accordingly.

Key Messages

• The budget is the most important policy instrument of the government

• Gender Responsive Budgeting does not mean separate budgets for women or men

• Gender Responsive Budgeting ensures that the needs and interests of individuals from different social groups (sex, age, race, and ethnicity) are addressed in expenditure and revenue polices

• Gender Responsive Budgeting uses various tools and approaches to monitor outcomes, outputs, activities and inputs to budgets with a gender perspective

Timing

Part 1: Basic concepts: Gender, Gender Mainstreaming, Gender Responsive Budgeting, Budget/Government Budget [90 minutes]Part 2: Operational Frameworks for Gender Responsive Budgeting. [45 minutes]Part 3: The Budget Processes: actors and their role in identifying entry points for Gender Responsive Budgeting in Ethiopia and principles of Budget [90 minutes]Part 4: Approaches of Gender Responsive Budgeting [90 minutes]Part 5: Gender budget initiatives in Ethiopia [45 minutes]Total time: 360 minutes

Work form Brainstorming, PowerPoint presentation, discussion, group work

Hand-out9.2.1Primer Gender Responsive Budgeting9.2.2 Exercise on the Prioritization of Household Expenditures

Preparations

• Flip chart or/and power point• Marker• Flip chart stand• Coloured cards• 5 sets plasticised light blue Cards Gender Responsive Budgeting

Stages • 5 sets plasticised light blue Cards Gender Responsive Budgeting

Actors

Remarks Distribute the training materials after the presentation



Part 1: PowerPoint presentation, 90 minutes

Slide 1: Opening Slide

Introduce yourself and ask their names and the organization they are representing. Then ask the group to tell you what their expectations from this course are. Briefly outline the presentation.

Slide 2: Exercise on the Prioritization of Household Expenditures

Hand out the instructions for the exercise. Tell participants to form groups and that each group should consist of either female or male participants. The exercise will help to understand the existence of differences between women and men.

Allow the groups to present their findings to the plenary. Ask the groups the following questions:

• Who made the decisions on the household budget?

• Which of the decisions made by the head of the household did the participants feel to be unsuitable?

• What are the gender implications of the various household budgets? Whose needs do they address? Would you consider it gender equal?

Slide 3: Basic Concepts: What is Gender?

Engage the group in discussion before showing slide 4

Slide 4: Gender

Very often, people incorrectly define gender as a problem related only to women. So it is im-portant to introduce the concept of gender and related issues at the beginning of the training, and make it clear that gender concerns affects both women and men. People might also not be interested to know about or understand the public or government budget, as they think it is not their concern, but rather the concern of government officials. Clarify to the group that the budget matters to all of us. Ask participants to brainstorm on the concepts of gender, budget, and Gender Mainstreaming, Gender Responsive Budgeting and open the slides from 3 to 7. Try to engage in a mutual dialogue with participants instead of just lecturing them about the concepts.

Refer to the different social roles, responsibilities and identities of women and men and the power relations between women and men in a given society.

Gender roles and relations differ across countries and cultures, and may even differ among different groups in one society.



The term sex refers to biological differences between females and males.

Slide 5: Basic concepts: What is a Budget?

A budget is a plan for acquiring resources (revenue) and how these resources will be utilized (expenditure) to achieve desired objectives.

Budget is a key instrument to implement various economic and social development policies.

Slide 6: Basic concepts: Why do Government Budgets Matter?

The government’s budget affects the lives of every one of its citizens.

Engage the group in a discussion about what these principles are, why they are important and what they have to do with gender?

Budget Principles are:

• Participation: Everyone should be able to participate at various levels of government

• Transparency: The process should be transparent and this requires that information is available

• Accountability: It requires all stakeholders to be accountable for decisions taken and responsible

• Equity and inclusiveness: The process should be inclusive of all groups with equitable participation

Slide 7: Basic concepts: What is Gender Mainstreaming?

It is the process of assessing the implications for women and men of any planned action, in-cluding legislation, policies or programs, in all areas and at all levels.

Discuss whether participants can relate to this. Do they have examples?

Slide 8: Basic concepts: Gender Responsive Budgeting

Gender Responsive Budgeting is a means of integrating a gender perspective into all steps of the budget process to ensure that budget policies take into consideration the gender issues in society and neither directly or indirectly discriminates against either women or men. Please note that sometimes Gender Responsive Budgeting is referred to as Gender Budget Initiatives or Gender Sensitive Budgets or Gender Budgets. These terms are interchangeably used but are essentially the same tool.

Gender Responsive Budgeting is not a separate budget for women and men.



Part 2: Operational Frameworks for Gender Responsive Budgeting [45 minutes]

Orientation Training (5 minutes): Before the presentation ask participants to brainstorm and identify various Ethiopian and international operational frameworks (policies) that promote gender equality and then present to them what you have on slide 9.

Rolling-out training (30 minutes): Before the presentation ask participants to discuss in their groups and identify the various Ethiopian and International relevant operational frameworks (policies) that are specific or relevant to the advancement of Gender Equality. Ask what is the purpose of each of these policies? Allow the groups to present their answers in plenary and then reveal Slide 8 and conduct a debrief on these policies. Emphasise the role of these policies, and note if they missed or added one that is not listed in Slide 8.

Slide 9: Operational Frameworks

The Ethiopian Constitution: makes provisions for special rights for women and girls. Ask the participants to identify one or two of the rights of women and girls enshrined in the constitution.

The National Policy on Ethiopian Women (NPEW) and National Action Plan (NAP): This is the national framework that promotes, creates awareness and outlines the activities to address the challenges of women and girls.

The Growth and Transformation Plan (GTP): This is the macro-economic policy that outlines how the government and other stakeholders will promote economic growth for poverty allevia-tion. Women and girls are considered as vulnerable groups that need special consideration.

Other national policies: Sector policies and the work of the Women’s Affairs Ministry.

International commitments: Convention on the Elimination of All forms of Discrimination Against Women (CEDAW), Convention on the Rights of the Child and Citizens’ Report Card.

Part 3:The Budget Processes [90 minutes]

Slide 10: Group exercise: The Government Budget Process in Ethiopia

This session can slightly overlap with the session on Participatory Planning and Budgeting.

Before the slide presentation ask participants to split into four groups. Hand to each group a set of cards listing the Gender Responsive Budgeting stages and a set of cards listing the actors. Ask each group:

• To place in order the four stages of the budget process.

• To identify which actors are involved at which stage of the budget process.



• Discuss the roles of each of the actors at the various stages of the budget process.

Hold a discussion on the answers from the groups. Then open the next slide with the answers and discuss in more detail using the answers as stimulus.

Slide 11: The Government Budget Process in Ethiopia

Stages of the budget process:

• Budget preparation: Federal, regional and woreda councils, Ministry and Bureau of Eco-nomic and Finance Development, regional cabinet members, other ministries.

• Budget approval and appropriation: Federal parliament; regional council; woreda council.

• Budget Execution: ministries, sector offices, regional administrations, woreda administra-tions, regional councils and woreda councils, citizens.

• Budget Control/Audit: Federal parliament, regional council, woreda council, Office of the Auditor-General, citizens.

Part 4: Approaches of Gender Responsive Budgeting [90 minutes]

Explain to participants that there are a number of ways and approaches that have been used by different countries in conducting Gender Budgets. Two basic frameworks, with variations have served as the basis of many exercises.

Slide 12: Approaches of Gender Responsive Budgeting

The two basic approaches that serve as the basis of many exercises are:

• The Australian (Sharp) three-way categorization of expenditure

• The South African five step approach

Slide 13: The Australian (Sharp) Three-way Categorization of Expenditure

The three-way categorization

• Women’s specific expenditures: These are expenditures in the budget that specifically tar-get groups of girls and women.

• Equal opportunities in the public service sectors are allocations for equal employment op-portunities such as programs that promote the equal representation of women in manage-ment and decision-making, etc.

• Mainstream expenditures: These are expenditures that are analysed for their gender impact.



Slide 14: The South African Five Step Approach

The five-steps are:

1. Analysing the situation of women, men, girls and boys: Examining issues of access and quality in services, health and education, and economic activity.

2. Assessing the Gender-Responsiveness of policies: Check if a sector policy is Gender Re-sponsive to the needs of both women and men, and if not, how can it be changed?

3. Assessing budget allocations: Examine the allocation for programs targeted at women and girls to verify if the resources that have been made available are sufficient considering the situation faced by women and girls.

4. Monitoring spending and service delivery: Verify if the budget inputs are being targeted or spent on appropriate and agreed areas. This is also to assess and prevent any wastage of resources.

5. Assessing outcomes: In this step the outcomes of the budget and the impact on women and girls are examined. For example, to assess if increased spending in education has ensured a higher number of girls enrolling in school.

Slide 15: Group exercise on Gender Responsive Budgeting Approaches:

Divide participants into four groups. Ask them the following questions:

Which approach of Gender Responsive Budgeting do you think would be best suited for the Ethiopian context? And why?

Only for Rolling Out Training: Which changes would you make to the approach you selected to ensure that it is focused on the Ethiopian context?

Part 5: Gender budget initiatives in Ethiopia [45 minutes]

Slide 16: Gender Budget Initiatives in Ethiopia (10 minutes)

The Ministry of Finance and Economic Development (MoFED) and the British Council have been implementing the Gender Budgeting Project. The objective of the project was to map out ways in which gender considerations could be integrated into the economic policy/implemen-tations processes in general, and the budgetary and service delivery processes in particular.

Training was given to federal and regional government parliamentarians – MoFED

MoFED and the British Council in partnership with UN Women developed guidelines for plan-ners on Gender-Budgeting.



Poverty Action Network in Ethiopia (PANE) with the support of UN Women built the capacity of local governments on Gender Responsive Budgeting and Social Accountability – the project was implemented in four woredas of the four regions; Amhara, Oromiya, SNNP and Dire Dawa City Administration

Slide 17: Benefits of the Gender Responsive Budgeting

Hold a discussion on the potential benefits of Gender Responsive Budgeting in the Ethiopian context. Ask participants to brainstorm on the benefits of Gender Responsive Budgeting for governments and for women and citizens’ groups. Use a flip chart to record the responses of the participants. Place this on the wall after the training. After they have given their responses reveal your answers as listed below on a PowerPoint and on the prepared flipchart.

Benefits of Gender Responsive Budgeting for Governments

• It can improve efficiency and impact by ensuring that expenditure benefits those who need it most.

• It can be used to report on progress with the government’s commitment to democracy, equitable economic development and women’s rights and equality.

• It can be used to improve transparency and accountability and to help implement policies effectively.

• It can be used to track budgets and reduce corruption.

• It provides a space for government to work with civil society to enhance development im-pact, democratic governance and transparency.

• It can be used to report on government’s progress on compliance with national and inter-national commitments.

Benefits of Gender Responsive Budgeting for Women and Citizen’s Groups

• It strengthens monitoring initiatives led by citizens.

• It provides information to challenge discrimination, inefficiency and corruption and to propose feasible policy alternatives.

• It recognizes the ways in which women contribute to society and the economy.

• It provides a way of holding public representatives accountable for their performance.

• It recognizes the needs of the poorest and the powerless.



9.4. Slides

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