GENDER TRAINING MODULE

DEVELOPED BY

MINISTRY OF GENDER AND FAMILY PROMOTION

MARCH 2011

TABLE OF CONTENTS

LIST OF ABBREVIATIONS AND ACRONYMS.............................................3ACKNOWLEDGEMENT.............................................................4INTRODUCTION......................................................................5BACKGROUND........................................................................6GLOSSARY OF GENDER TERMS................................................8PART 1: GENERAL INTRODUCTION.........................................12

Activity 1.1 Why a Gender Training?...............................................................13Activity 1.2: Welcome and Introductions.......................................................14Activity 1.3: Training Goals and Expectation...............................................15Activity 1.4: Setting ground rules.....................................................................16Activity 1.5: Concluding Exercise......................................................................19

PART 2: UNDERSTANDING GENDER.......................................20Session 2.1: Definition and difference between gender and sex.........21Session 2.2: Social construction of gender..................................................24Session 2.3: Gender roles and stereotypes..................................................27

PART 3: GENDER FROM A DEVELOPMENT PERSPECTIVE..........33Session 3.1 Gender from a development perspective..............................34Session 3.2: Women in development vs. gender approach...................37Session 3.3: Identifying practical needs and strategic interests..........44

PART 4: FRAMEWORKS FOR GENDER ANALYSIS AND PLANNING...........................................................................................46

Session 4.1 Introduction to conceptual frameworks of gender analysis.......................................................................................................................47

4.1.1 Harvard Analytical Framework...........................................................474.1.2 The moser Framework...........................................................................504.1.3 The women’s Empowerment Framework.......................................524.1.4 Gender Analysis Matrix..........................................................................55

PART 5: GENDER IN RWANDAN CONTEXT...............................61Session 5.1 Understanding gender in the Rwandan context.................62

PART 6: GENDER MAINSTREAMING........................................73Session 6.1 Understanding gender mainstreaming...................................747.1 Concluding and Closure................................................................................817.2: Evaluation of the workshop and follow up............................................827.3: List of references..........................................................................................837.4: Sample agenda...............................................................................................847.5: Gender trainers guide..................................................................................857.6: Step-by-step guide to initiate gender clubs in schools....................87

LIST OF ABBREVIATIONS AND ACRONYMSAIDS………………….Acquired Immune Deficiency syndromeCEDAW…………Convention on Elimination of all forms of Discrimination Against WomenCPC ………………………………………..Child Protection committees

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DHS…………………………………………..Demographic and Health SurveyEDPRS……………………………………...Economic Development and Poverty Reduction StrategyEFA………………………………………......Education for AllE.g.……………………………………………For ExampleE.t.c. …………………………………………EtceteraGAD………………………………………....Gender and DevelopmentGAM…………………………………………Gender Analysis MatrixGEEF…………………………………………Gender Equality and Empowerment FrameworkGBV………………………………………....Gender Based Violence HIV……………………………………………Human Immune VirusICCPR…………………………………….International Covenant on Civil and Political rights MIGEPROF………………………………Ministry of Gender and Family PromotionNGO………………………………………….Non Governmental OrganizationNMW…………………………………………National Machineries for WomenPGN…………………………………..........Practical Gender NeedsSGBV……………………………………….. Sexual and gender Based ViolenceSGN…………………………………………. Strategic Gender NeedsSRH&R………………………………………Sexual and Reproductive Health and RightsTOR…………………………………………..Terms of ReferenceUDHR………………………………………….Universal Declaration of Human Rights UNSCR………………………………………..United Nation’s Security Council ResolutionUPE…………………………………………..Universal Primary EducationVCT…………………………………………….Voluntary Counselling and TestingVs……………………………………………..VersusWID…………………………………………..Women in Development%..................................................Percentage

FOREWORD

The Ministry of Gender and Family Promotion has revised the gender training module in order to adjust it with the newly revised National

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Gender Policy adopted in July 2010. One of the programs of the National Gender Policy is gender mainstreaming and institutional capacity development. In this context, a module on gender has been revised in order to ensure that gender awareness is sufficiently elevated among decision makers, implementers and communities.

The issue of gender is increasingly coming to the forefront of public debate in Rwanda. The Government of Rwanda alongside development partners acknowledge that there is a need to improve the general knowledge of the population in the area of gender basic concepts, gender analysis and gender mainstreaming.

The rationale for this module is therefore to harmonise and guide gender messages and interventions from an increased number of NGOs and development partners who provide training and implementing gender related sensitization campaigns.

This training module aims to promote gender awareness among men, women boys and girls in order to increase gender equality and equity. It is an important tool for facilitators and trainers and other program implementers within and outside Rwanda.

It is my hope that this new module will enhance gender awareness among the practitioners in particular and the general public in general.

Sincerely,

Hon Aloisea INYUMBAMinister of Gender and Family Promotion

INTRODUCTION This training module is designed for use with diverse groups but especially for development change agents/workers. It can also be used for general sensitization, training on advocacy, programming and policy development towards promoting gender equity and equality in Rwanda.

The objective of this training module is to provide a standard package of training materials on the basic concepts of gender, gender analysis and gender mainstreaming. The training should equip participants with

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introductory knowledge and tools that will enable them to recognize potential gender issues and to begin to determine how they should be addressed throughout their work. In turn, this should improve gender-responsive, result-oriented policies, programs and operations. This module focuses only on the basics of integrating gender into development interventions.

The module is designed for use by trainers who have in-depth knowledge of gender issues and are experienced in participatory methods of training. However, less experienced practitioners will also find it easy to use because of the step-by-step instructions and the user-friendly facilitator notes. Each part specifies learning objectives, steps to follow, content and basic resource materials. The sections are built in a logical sequence. However, trainers may rearrange the topics, expand or reduce the detail and creatively adapt the methods in response to unique aspects of the training or depending on the level of participants. It also includes a set of exercises that the trainer may use to enhance learning and communicate key points. The trainer is advised to thoroughly familiarize him/herself with the content of the module but may also feel free to improvise and enrich it with their own information and resources. The trainer can adapt the course to suit the needs of participant groups by selecting different learning exercises for group discussion. For example, if he/she trains a group of education specialists in Rwanda, then he or she should choose to review general case studies, some tailored to the education sector and some tailored to the Rwandan context. At the end of the module are important references for additional information for the trainers.

BACKGROUNDThe Government of Rwanda has through its policies and actions, demonstrated its commitment to work towards the reduction of gender based violence, gender inequalities and promotion of gender equity and equality in all areas. Rwanda adopted the Beijing Platform for action and undertook strategic actions aimed at tackling twelve identified crucial areas. It ratified and adhered to a number of international and regional conventions, charters and declarations including CEDAW, the Millennium Development Goals, UNSCR 1325, and the Universal Declaration of Human Rights among others. All these instruments highlight gender as an important approach to sustainable development. Rwanda is therefore highly committed to the cause of gender equality and women’s empowerment as transpired in the June 2003 National Constitution, the National Gender Policy, the Vision 2020, the Economic Development and Poverty Reduction Strategy which highlight gender as a crosscutting issue, the national gender machineries (e.g. National Women Council, Gender Monitoring Office

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etc.) and promulgation of various laws including the 2002 land law, 2008 Law Preventing and punishing GBV, law n°22/99 of 12/11/1999 on matrimonial regimes, liabilities, succession and inheritance etc.

The Government of Rwanda alongside development partners acknowledges that there is a need to improve the general knowledge of the population in the area of gender roles and gender inequality, including gender based violence. To efficiently improve the response and prevention of gender related violence and to improve the comprehension of gender, the Ministry of Gender and Family promotion (MIGEPROF) has initiated and supported the establishment of key structures at the decentralized levels. These structures include Gender Clubs that are active in both secondary schools and universities and Gender Based Violence & Child Protection Committees at all levels from district to village level.

An increasing amount of NGOs and development partners are implementing gender related sensitization campaigns and projects in schools as well as in the community. In order to harmonize the messages that are passed on to youth, women and men and the community in general, the Ministry of Gender and Family Promotion has developed a national methodological framework and a module to guide these interventions.

The module serves as a reference for all trainings relating to gender and gender mainstreaming taking place in Rwanda and is available to all partners supporting the Government of Rwanda to achieve gender equality in Rwanda. Moreover, it could be adapted to specific groups/contexts, such as Gender Clubs and GBV/CP Committees.

This guide is based on training modules that MIGEPROF developed in 2002 and 2005 and the existing modules developed by other partners but also adapted to the various commitments on gender at national, regional and international levels.

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GLOSSARY OF GENDER TERMSAdapted from the Department for International Development, (2002): Gender manual

Sex Identifies the biological differences between men and women, such as women can give birth, and men provide sperm. Sex roles are universal.

Gender Identifies the social relations between men and women. It refers to the relationship between men and women, boys and girls, and how this is socially constructed. Gender roles are dynamic and change over time.

Gender Mainstreaming

The process of ensuring that women and men have equal access to and control over resources, development benefits and decision-making, at all stages of development process, projects, programs or policy.

Gender-blind A failure to recognize that gender is an essential determinant of social outcomes impacting on projects and policies. A gender-blind approach assumes that gender is not an influencing factor in projects, programs or policy.

Gender Awareness

An understanding that there are socially determined differences between women and men based on learned behaviour, which affects access to and control over resources. This awareness needs to be

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applied through gender analysis into projects, programs and policies.Gender Sensitivity

Encompasses the ability to acknowledge and highlight existing gender differences, issues and inequalities and incorporate these into strategies and actions.

Gender Equality The result of the absence of discrimination on the basis of a person’s sex in opportunities and the equal allocation of resources or benefits or in access to services.

Gender Equity Entails the provision of fairness and justice in the distribution of benefits and responsibilities between women and men. The concept recognizes that women and men have different needs and power and that these differences should be identified and addressed in a manner that rectifies the imbalances between the sexes.

Gender Analysis Gender Analysis is the process of analyzing information in order to ensure development benefits and resources are effectively and equitably targeted to both women and men, and to successfully anticipate and avoid any negative impacts development interventions may have on women or on gender relations. Gender analysis is conducted through a variety of tools and frameworks. It includes a methodology for collecting and processing information about gender.

Sex-disaggregated data

For a gender analysis, all data should be separated by sex in order to allow differential impacts on men and women to be measured.

Gender Planning Refers to the process of planning developmental programs and projects that are gender sensitive and which take into account the impact of differing gender roles and gender needs of women and men in the target community or sector. It involves the selection of appropriate approaches to address not only women and men’s practical needs, but also identifies entry points for challenging unequal relations (i.e. strategic needs) and for enhancing the gender-responsiveness of policy dialogue.

Gender Roles Learned behaviours in a given society/community, or other special group, that condition which activities, tasks and responsibilities are perceived as male and female. Gender roles are affected by age, class, race, ethnicity, religion and by the geographical, economic and political environment. Changes in gender roles often occur in response to changing economic, natural or political circumstances, including development efforts. Both men and women play multiple roles in society

Gender Needs Leading on from the fact that women and men have differing roles based on their gender, they will also have differing gender needs. These needs can be classified as either strategic or practical needs.

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Access and Control

Productive, reproductive and community roles require the use of resources. In general, women and men have different levels of both access (the opportunity to make use of something) to the resources needed for their work, and control (the ability to define its use and impose that definition on others) over those resources.

Resources Resources can be economic: such as land or equipment; political: such as representation, leadership and legal structures; social: such as child care, family planning, education; and also time—a critical but often scarce resource.

WID and GAD

Socialization

Culture

Gender Discrimination

Gender Division of Labor

Patriarchy

Women in Development (WID) and Gender and Development (GAD) are sometimes used interchangeably, but there are some basic differences. The WID approach was developed in the 1970s with the objective of designing actions and policies to integrate women fully into development. The GAD approach was developed in the 1980s with the objective of removing disparities in social, economic and political equality between women and men as a pre-condition for achieving people-centered development. Both approaches are still in use and are applicable in different ways.

It is a process of informal learning which imparts certain values, attitudes. Socialization is a continuous and life long process and several institutions starting with the family we are born in help in perpetuating gender based behaviour. Often the socialization process is subtle and the only time we realize its working is when we go against the prescribed norms.

The distinctive patterns of ideas, beliefs, and norms which characterise the way of life and relations of a society or group within a society

The systematic, unfavourable treatment of individuals on the basis of their gender, which denies them rights, opportunities or resources. Women’s differential access to power and control of resources is central to this discrimination in all institutional spheres, i.e. the household, community, market, and state.

The socially determined ideas and practices which define what roles and activities are deemed appropriate for women and men. While the gender division of labour tends to be seen as natural and immutable, in fact, these ideas and practices are socially constructed.

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Women Empowerment

Gender Relations

Gender Based Violence

Masculinity

Systemic societal structures that institutionalize male physical, social and economic power over women. The concept of patriarchy to explain the systematic subordination of women by both overarching and localized structures. These structures work to the benefit of men by constraining women’s life choices and chances

A ‘bottom-up’ process of transforming gender power relations, through individuals or groups developing awareness of women’s subordination and building their capacity to challenge it. Empowerment is sometimes described as being about the ability to make choices, but it must also involve being able to shape what choices are on offer. What is seen as empowering in one context may not be in another.

Hierarchical relations of power between women and men that tend to disadvantage women. These gender hierarchies are often accepted as ‘natural’ but are socially determined relations, culturally based, and are subject to change over time. They can be seen in a range of gendered practices, such as the division of labour and resources, and gendered ideologies, such as ideas of acceptable behaviour for women and men.

Gender based violence is defined as any act that results in a bodily, psychological, sexual and economic harm to somebody just because they are female or male. Such act results in the deprivation of freedom and negative consequences. This violence may be exercised within or outside households (GBV law:59/2008) Masculinity refers to the multiple ways that manhood is socially defined across the historical and cultural context and to the power differences between specific versions of manhood. Eg: a version of manhood associated with the dominant social class (economic, cultural, ethnic, sexual orientation).

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PART 1: GENERAL INTRODUCTION

The first part of the gender training module covers the general introduction with welcome and introductory session, participant’s expectations, training goals and objectives as well as highlighting the methodological approach that will be applied throughout the training. It also includes exercises to help participants get to know each other better, for the purpose of networking but also to make the training environment more comfortable and favorable. Exercises that stimulate participant’s participation and expression are mostly applied.

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Activity 1.1 Why a Gender Training?

People in virtually all countries share gender-differentiated roles and responsibilities both in the private and public spheres. These roles reflect varying societal values, attitudes, knowledge and national, regional, and/or local/community realities. However, many countries are concerned with the unequal economic and social development opportunities and status between men and women. The disparities significantly affect women’s risk of poverty. Often ensuing poverty further exacerbates gender inequities and exposes women to levels of discrimination and poverty not faced by their male counterparts. In communities where social and economic roles and the division of labor are gender-biased, even meticulously planned interventions, if gender-blind, can have unanticipated and adverse impacts.

This gender training aims to develop gender awareness among stakeholders involved in development policy, planning and implementation. It helps development policy makers, planners and implementation stakeholders understand the differential impact on men and women of development interventions and increase the knowledge of the different needs and preferences that men and women have. The training aims to increase the awareness among participants that addressing gender issues in policy formulation, program/project design and implementation can increase development effectiveness.

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Activity 1.2: Welcome and Introductions Objectives: To help the facilitators to introduce themselves and get to know

the participants To help the participants to get to know each other To build trust and a develop safe environment for the duration of

the workshop

Process:1. Each participant is asked to introduce themselves in turn by simply

adding an adjective before their name that begins with the same letter, followed by the name of the organization and the work they do

2. The facilitator leads by giving an example, I am serious Sam! I am jolly Joy! I work with PROFEMMES Twese Hamwe as a women empowerment expert

3. This can be done when seated, but is more fun and active if participants stand in a circle. Ask each person to accompany the name with a movement or gesture. When they step back it is the next person turn (the one they choose)

4. If the facilitator knows any other exercise she/he should feel free to use it

Facilitator’snotes There is no need to debrief after this exercise. Most importantly an atmosphere of informality is established. The physical movement relaxes participants and puts them at ease with others. The facilitator should inform the participants that they can feel free to use any language while introducing themselves. The trainer is sure that the exercise reduces the curiosity of identifying each participant and vice versa. Participants will also discover each other, they’ll gain a network of people with whom they can collaborate even after the training. The exercise is one of the ways that raises attentiveness among participants even for the trainer

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30m

Activity 1.3: Training Goals and Expectation Objectives: To discover the expectations of the participants and learn about

their interest in the training To help the participants to get to know each other To build trust and develop a safe environment for the duration of

the workshop

Materials: Small Cards, Flip Chart, Marker pens Process1. Split participants into pairs 2. Distribute small cards among participants (each pair)3. Write down the following questions on a flip chart and ask each

participant to ask these questions to their partner during the exercise:a. What is your background/ experience in gender? b. What do you hope to gain from this training/your expectations?”

2. After 5 minutes of interviewing each other, ask the participants to arrive at a common expectation from the training that they both agree on and write it on a card

3. Ask each pair to report their common expectation to the plenary one after the other

Facilitator’s notes: The important aspect in this exercise is that participants do not report only their own expectations but learn to work in groups/pairs. In this way the exercise is neutral to seniority: participants sitting next to each other interview each other. If the groups are larger than 20 persons, it is important to emphasize that people should stick to 1 minute to report back the most important aspects. Otherwise this exercise might end up being too long and participants might get bored. The facilitator should make a summary of the expectations of the participants and link it with the overall objective of the workshop. The facilitators should use this exercise to clarify what they will be able to achieve in the given time frame of the workshop and tell participants that items will be discussed later if required.

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20m

Activity 1.4: Setting ground rules Objectives To collectively develop and follow the ground rules to foster and

encourage respect for each other and improve communication among the group so that participants can share their views without any hesitation in front of the group

To clarify what kind of behavior the participants expect from each other to build trust and develop a safe environment for the duration of the workshop

Methodology: Brainstorming

Materials required: Chart paper, tape and markers

Process1. Ask the participants to sit in a circle and inform them that the

purpose of the activity is to collectively develop a list of ground rules for discussion within the group so that the group’s time together is productive and respectful and each participant feels comfortable to express his/her doubts, curiosities, opinions, and points of view.

2. Ask the group to suggest ground rules they feel are important3. Have the group discuss and vote on these ground rules. Those

that the majority of the participants support should be written up on the large sheets of paper hanging on the wall

4. Invite all the participants to sign the ground rules5. Explain to the group that these ground rules were decided

democratically and, therefore, we will follow these in the following sessions

6. Point out that the focus of the workshops is to promote critical reflection of different gender norms, attitudes, and behaviors and to provide a space where participants can reflect on what choices are best for them in relation to the topics that will be addressed

Facilitator notes: Revisit these ground rules as necessary through the various activities, particularly before the discussion of anticipated problematic topics. Below are some examples of ground rules that are generally useful in promoting respectful discussion:

Listen carefully to what others say. Do not interrupt when someone is speaking Confidentiality Clarify any questions or doubts as soon as you can. Respect time and be punctual. Respect differing opinions

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25m

Do not laugh or make fun of other participants’ comments or experiences

Switch off/put in silent mode mobile phones

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Activity 1.5: Concluding ExerciseAt the end of this session, share the final agenda of the workshop with the participants and give a copy of the agenda to them. Ask them to review it briefly and give time to ask for clarification.

1. Convey the workshop schedule clearly with start, lunch and tea breaks, and closure timings. Point out the location of the bathrooms and other facilities that the participants need to know

2. Ask for volunteers to be the ‘eyes’ and ‘ears’ of the workshop and to give an informal feedback of the participants to the facilitators at the end of the day. This would help the facilitators to know if there are any sessions or methodology that the participants are not happy with

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10m

PART 2: UNDERSTANDING GENDER

This section of the training module covers various gender related definitions and concepts: It reviews and explains key concepts on gender, social construction of gender, gender roles and stereotypes and gendered institutions and structures which sensitize participants on how gender is socially constructed and how it shapes masculine and feminine identities, behaviors, attitudes and practices with particular reference to gender inequalities. It also shows the historical perspectives of gender with the aim of putting into historical perspective the struggle for gender equality and identifies key landmarks in this process

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Session 2.1: Definition and difference between gender and sex‘Gender’ refers to the socially determined ideas and practices of what it is to be female or male, how a person’s biology is culturally valued and interpreted into locally accepted ideas of what it is to be a woman or man, whereas ‘Sex’ refers to the biological characteristics that categorize someone as having either a female or male body

Objectives To enable the participants to reflect on their understanding of

sex and gender To clarify the difference between sex and gender for the

participants To increase the understanding of the concept of gender To increase the comfort level of participants with these issues

Methodology: Brainstorming, discussion based on guiding questions Materials: flipcharts, markers, papers and pens

Process: 1. Take a flip chart and write in bold letters ‘YES IT’S GENDER’ and

paste it on a wall. Take another flip chart and write ‘NO IT’S SEX’ on it and paste it on the opposite wall. Ask the participants to come together in the middle of the room. Explain to them that you will read out a series of statements. After each statement, the participants have to decide whether the characteristic/behavior in the statement is gender or sex and accordingly go and stand near the ‘YES IT’S GENDER’ or ‘NO IT’S SEX’’ sign post. Each participant must decide for themselves without discussing it with others. Explain to the participants that there is no right or wrong response and the participants should freely choose whatever they think is correct according to them. Read out the following statements:

Men do not need tenderness and are less sensitive than women

Most drivers in Rwanda are men Women give birth to babies men don’t Care of babies is the responsibility of women Only women can breastfeed babies Men have moustache Women cannot carry heavy loads Women are scared of working outside their homes at night Men’s voices break at puberty women’s don’t Women are emotional and men are rational

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1hour

Most of the women have long hair and men have short hair Most scientists are men Cooking comes naturally to women

2. After each statement, once the participants take a stand ask them to explain why they think so. Once everyone had a chance to explain why they chose those answers ask them if they think the behavior/characteristic in the statement is determined by the biological or physical differences between men and women. Encourage the participants to discuss and debate whether there are exceptions to the statement and if yes then how do these exceptions come about?

3. Through these discussions, highlight the physical/biological differences between women and men and the social differences between them.

4. Based on the discussion during this exercise, ask the participants what they understand by sex and gender. Draw a vertical line in the middle of the flip chart and write sex on one side and gender on the other. Ask the participants to give the characteristics of sex and gender. Make sure that the participants point out points in handout

Facilitator’s notesExplain to the group that these statements were meant to generate a discussion around how society promotes images of men and women, which results in gender biases and images. Understanding the difference between gender and sex is critical as it helps understand the cause of inequity between men and women. The cause of unequal relationship between men and women is the socially constructed attributes of men and women.

Key message: Gender and sex are two different concepts with different

meanings Sex refers to biological characteristics that categorize someone

as having either a female or male Gender is the result of a social construction

HAND OUT 1: DIFFERENCE BETWEEN GENDER AND SEX

The table below shows the difference between gender and sex. It is important not to undermine the significance of biological difference. Some biological/physical differences do require differential treatment. Women’s marginalization has often been seen as ‘natural’ and a fact of their biology. However these biological differences cannot explain why women have less access to power and lower status than men. Gender and the hierarchical power relations between women and men based on this are socially

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constructed, and not derived directly from biology. Gender identities and associated expectations of roles and responsibilities are therefore changeable between and within cultures.

SEX GENDERBiologically determined Constructed by societyUniversal for all human beings

Multi-faceted differs within and between cultures

Unchanging Dynamic, changes over time Inborn Acquired

Session 2.2: Social construction of genderObjectives: To enable participants to understand the differential behavior

norms ascribed to men and women To identify sources that influence and reinforce these behaviors To understand the consequences of different behavior for

girls/women and boys/men

Methodology: Brainstorming in plenary session, individual thinking, group work and discussion Materials: flipcharts, markers, papers and handouts

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1hour

Process1. Divide the participants in 3 groups. Assign each group one of the

task in Handout 2. Give 15min to the group to discuss and complete their task. The facilitators should circulate during the group work to ensure that each group has understood the task clearly.

HANDOUT 2: CASE STUDIES

Group 1Task: Discuss the following Case Study and answer the questions given at the end. Case Study: Gasaro and Ntwali are a married couple living in Munini. One day they heard the good news that Gasaro’s sister gave birth to a baby boy. The next day they heard that Ntwali’s cousin has become a father of a baby girl. Gasaro and Ntwali are invited for the naming ceremony of the two new born babies. Gasaro and Ntwali decide to purchase gifts for the new born baby girl and boy as they prepare to attend the naming ceremony. a. What gifts do you think Gasaro and Ntwali bought for the baby

girl and the baby boy? Why? What would happen if they exchange the gifts?

b. What names do you think they suggest for the baby boy and baby girl? Is there a reason for suggesting a particular name?

Group 2Task: Discuss the following Case Study and answer the questions given at the end. Case Study: Mutesi is a young woman living in Kabeza. She is in love with Musoni and is getting married to him with her family’s blessings. Before the wedding, Mutesi’s bridal shower is organized and attended by older women of her family to give her advice for the new phase of her life. a. What advice do you think Mutesi is given by the older women? b. Do you think Musoni is also given advice before the wedding? If

yes, then what advice do you think is given to him? If not, then why do you think he is not given any advice?

Group 3Task: Discuss and answer the following questions: In the context of Rwanda:

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a. How would a bride and a bridegroom behave on their wedding day? b. How would a woman/man show her/his anger? c. How would a woman/man show her/his pain? d. How would a woman/man behave in a big gathering?

2. Give 15 minutes to the each group to discuss and make presentation to the plenary. After the plenary ask the following questions:

Do you find that women and men behave differently in different situations? Why?

How and where are these behavior learned? At what stage of our lives do we learn these behaviors? What impact do these have on the lives of men and women?

Facilitator notes:During the presentation by different groups, be ready to probe and highlight the different behavior expectations from girls and boys, women and men. Explain the following terms to the participants during the discussion: Gender roles, gender stereotypes, socialization. Building on the different examples cited during plenary presentations, the facilitator can summarize with more examples including:

Child naming: Girls’ names, Mukobwajana, Mukakigeli, Mutamuriza, Mukandoli, Mutesi, Murorunkwere; Boys’ names, Ntwari, Ngabo, Rudahusha, Ngaboyisonga

Toys: Boys tend to be given mechanical (cars, aero planes, pistol, piano etc) toys, while girls are given toys (baby dolls etc) designed to enable them practice motherhood

Sex typing: Girls imitate what their mothers do and boys what their fathers do

The best way to understand how socialization process works is by recalling personal experiences. As conclusion the facilitators can ask the participants to think about the different times in their lives when they were asked to behave like a woman or a man. Encourage them to share these personal experiences in the plenary. Probe how the participants felt when they went through this experience.

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Key message: Gender inequalities are learned through education various levels

including the family, school, religions, society and the wider community level

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Session 2.3: Gender roles and stereotypesObjectives: To understand how gender roles lead to gendered division of

labour To enable participants to understand gender discrimination

based on stereotyping of male and female qualities To understand the social pressures, benefits and costs for men

and women to confirm to dominant gender roles Gender role is the behaviors, attitudes values, beliefs and so on that a particular cultural group considers appropriate for males and females on the basis of their biological sex. Gender roles and expectations are learned.

A gender stereotype is a product of a subjective perception built with an aim of confirming a society in which women have a lower status than men. The consequences of these gender stereotypes are gender inequality, the continuous reproduction of gender inequalities and gender based violence.

Methodology: brainstorming, large group sharing, small group sharingMaterials needed: Power point, Flip chart, cards, newsprint and markersProcessAsk all the participants to stand up and make a circle. Ask the participants to volunteer to form two families:

1. Family 1: Husband (age 40), wife (35), a boy age 14yrs and a girl age 12yrs. The family lives in Kigali. The husband works in the office and has a regular salary. The wife stays at home and looks after the house; Family 2: Husband (age 35), wife (age 26), 3 boys (age 8, 6, 1) and one girl (age 4). The family lives in a village in Muyange. They have a small piece of land and do subsistence agriculture which allows them to survive.

2. Once the participants have volunteered to play the role of different family members, ask each group to role play different household chores from morning until midnight.

3. Divide the remaining participants into two groups of observers and assign them to the two families. Give the observers a 24 Hour day chart and explain to them that they have to observe and note down how task and responsibilities are distributed and carried out in a given working day by the adult man and woman in the family.

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1hour

4. Once the role play is over and the observer team has made detailed notes in the 24 hour day chart, ask the entire group (Family 1 +observer of family 1 and family 2+observer of Family 2) to sit together and go through the list that the observers have made. The groups should discuss the following:

Do these role plays reflect roles played by men, women, boys and children in Rwandan families?

Do you find any differences in roles played by men and boys and roles played by women and girls?

Ask the groups to categorise the roles of men and women into productive/reproductive and community roles. Give hand out 5 for the definition of the 3.

Ask the groups to compare the different roles of men and women and share them in the plenary.

Ask the group if the productive roles can be done without the reproductive roles?

Facilitator’s NotesFacilitators should add the following points if they have not been identified during the discussion: Division of labour: Women and girls concentrate on

reproductive chores while boys and men dominate the productive and political roles

Decision-making: men decide family life including the life and wellbeing of a woman

Family headship: Men own the property and women only have user rights. This property is passed on to the sons as custodians of family heritage.

Kinship: Under patriarchy, the family name and identity is defined along the male line. Children take on the names of their fathers. Girls are expected to marry and go to stay with their husbands; boys are seen as the permanent residents of the homestead, a factor that is related to the expectation that they will offer protection to the family and its wealth as well as being a continuation of the lineage.

The women’s roles are interior and private while men’s roles are external and visible/public. The women’s roles are not very remunerative in terms of money, respect, power whereas those of men are highly appreciated as they fall within the productive category. Men’s responsibilities are associated with economic and social capacity and with protected rights making it possible for them to exert power over women. Women’s responsibilities are associated with minor rights, which leads to social and economic dependence and subordination compared to men. In the Rwandan traditional context, the distribution of roles is enacted by culture and laws which:

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Dictate expectations of society towards men and women, perceptions, attitudes and practices which are different.

Determine needs and knowledge to acquire so that men and women exert their roles and respective responsibilities,

Determine the places and the moment when these roles will be exerted.

Key message: Participants are aware that the traditional division of labor

between men and women based on culture results in a overload of work for women. Some socially assigned tasks empower people of one sex and this distribution does not value the many others’s tasks. The stereotypes continue to maintain this unequal division of tasks and responsibilities and therefore resulting into power relations and imbalances

HANDOUT 4: 24 HOUR DAY CHART

Time of the day Task - Man Task – Woman

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HANDOUT 5: GENDERED TRIPLE ROLESProductive role: Comprises the work done by both men and women for payment in cash or kind

Reproductive/Domestic role: comprises childbearing/rearing responsibilities as well as domestic tasks, required to guarantee the maintenance and well being of household members. It includes not only biological reproduction but also the care and maintenance of the persons who comprise the household

Community management role: comprises activities undertaken at the community level to contribute to the development or political organisation of the community. It is usually voluntary, unpaid work.

Session 2.4 Gendered institutions and structuresObjectives: To understand how different institutions perpetuate gender roles To enable participants to reflect on positive and negative images

created and portrayed by these institutions

Methodology: brainstorming, large group sharing, small group sharingMaterials needed: Flip chart, cards, magazines, newspaper clippings, markers

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1hour

Process:1. Divide the participants into 4 groups. Ask each group to discuss on

the following: Folk songs, proverbs, popular stories: ask the group to identify

some key examples of those songs, stories, proverbs which either reinforce the existing roles and images or create new images of men/women. Ask them to discuss if they convey a positive or negative images for men and women. Do any of them specifically portray a preference for boys or girls? What can we do to change these?

Radio, TV Serials and advertisements: Repeat the same exercise as above but this time ask the group to think about the popular TV serials and magazines or advertisement either in print media or on TV.

Social and cultural practices: ask the group to reflect on some cultural and religious practices in their communities and families that are different for men and women. On a flip chart sheet make 2 columns – one for men and another for women. Ask the participants to list the practices which have negative implications for men and women and those which have positive implications. After listing these practices, ask them to discuss the following:

o Who is imposing these practices? Who is benefiting from these practices? Why do we continue to perform them if they are negative?

Women Mennegative positive negative positive

Religious practices: repeat the same exercise as above but this time ask the group to reflect on religious practices.

Facilitator notes: It is important to note that the institutions named above are not the only ones that perpetuate gender roles but this depends on different cultures and societies. Also remember to highlight that it is not always that these institutions give only negative image of a woman.

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Key message:The language used and messages given through songs, proverbs, media, some religious practices, social and cultural practices predetermine the gender inequalities. Most of these portrays a negative image of a woman and thus as development and change agents need to challenge them.

PART 3: GENDER FROM A DEVELOPMENT PERSPECTIVE

This section introduces the concepts of gender and development and the factors as to why any development intervention should take into account gender dynamics. Through the case studies given in this section, participants learn about the unintended consequences, mostly negative, of development projects if the different gender roles and relationships in a community are not carefully analyzed and understood in planning and implementing the projects. It provides a framework for considering alternative ways of perceiving human social and cultural development and organizing social, economic, and political life. This section therefore covers gender from a

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development perspective, WID and GAD, practical and strategic gender needs

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Session 3.1 Gender from a development perspectiveObjective To highlight the importance of looking at different gender needs

in development planning or perspective Methodology: case Study, group discussion, PowerPoint presentation, lectureMaterials: case study handout, Flip chart, Markers, PowerPoint presentation.

Process:

1. Divide the participants in 2 groups. Ask each group to discuss case study 1 in Handout 6.

2. Give the group 20mins to read and discuss the questions listed in the case studies and then make a presentation to the plenary based on their discussion

3. Share with the group your ideas about what happened in this particular situation

4. Ask participants if they know of a similar story in their country

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1hour

HANDOUT 5: CASE STUDY: HAMMERS OF ETHIOPIAThis is the story of a project that was implemented in a remote village in Ethiopia. This remote village was inhabited by one of the ethnic groups in Ethiopia who had lived in isolation for a long time. The ethnic group had minimal contact with the outside world and had no ‘modern facilities’. They led a traditional life. One day, a non-governmental organization (NGO) decided to do development work among this community. They sent a representative to the community and asked him to design a development project which will benefit the community. The NGO representative came to the village and noticed that the nearest water source was 5 kilometers away from the village and the women had to walk this distance everyday to fetch water. The NGO representative held discussions with the elders of the village and together they decided to dig a well in the village which will reduce the time burden on the women. With the assistance of some fairly strong men, they dug a well in the village and the men were taught how to maintain it. A few months later, the NGO representative revisited the village to assess the impact of the well on the lives of the women. He was shocked to see that the well had been damaged and did not work any longer and women were still walking 5 kilometers to fetch water.Discussion Questions:

What happened?In your opinion why was the well damaged so quickly?Does this story have any connection with our own experience?

Facilitator notesThe facilitators should keep the following point in mind while discussing the story. The well was damaged because according to the culture of this particular group, digging wells is meant for men, but maintenance of well and fetching water was an activity reserved for women and not for men. The women would take this opportunity to chat with their friends about the daily problems they faced in their homes (marriage related issues). Women were therefore left aside from their typical traditional activity. The men who had been trained for the maintenance of the well did not really value the skill they had been given as they considered it as a woman’s job. The facilitator should also stress that any development intervention should take into account gender dynamics and that this project was designed without an understanding of the roles of men and women. The key questions that the projects should have asked at the designing stage are – who does what? Who has access to what resource, benefits and opportunities? Who controls the resources, benefits, and opportunities?

Key message: The basic responsibilities entrusted socially just to women or just to

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men hinder the development of the community. In any integrated development, it is essential to involve men and women in basic responsibilities.

Gender approach is an essential tool for development and one must take into account the gender aspects in the design and implementation of development projects.

Session 3.2: Women in development vs. gender approachObjective: To enable participants understand WID and GAD concepts To identify differences between a gender and a WID approach

Methodology: brainstorming and power point presentationsMaterials: Flipcharts, markers, projector and handouts

Process: Exercise 1: Break participants into small groups. Distribute handout 6 then ask participants to read it and ask how they would design this

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30m

project differently, if they were to adopt a gender approach. Illustrate the difference between the two approaches using specific examples. The trainer could first discuss the likely reasons why such a project would not succeed and then move on to how the project could be designed with hindsight.

HANDOUT 6: CASE STUDYA project in an African country aimed to increase agricultural income by introducing new crops suitable for exports. The cultivation of these crops required large tracts of land and the use of machinery. Although no analysis was undertaken, it was evident that women needed to be supported to increase their income. A component was added that included: (i) training of women extension agents in nutrition and family care (ii) provision of extension services by these trained agents to women beneficiaries; (iii) some training opportunities reserved for women beneficiaries; (iv) some income generating activities for women in non-agricultural products.

The component was not successful. Women were rarely available for the extension training, nor did they benefit from the training opportunities. The majority of the incomes generating activities were unsuccessful because women rarely have the assets required as collateral for small loans. And there were no organized groups that could tap these credits.

Questions for Discussion:• Were the intended objectives valid?• Why did the project not succeed? What could have been the problems?• What kind of information would the project designer need for developing an effective project?

1. Problems Included: Why did the project not succeed? Extension trainers were male. Interaction was therefore difficult. Extension agents focused on cooking and nutrition when they

spoke to women. Extension trainers were not trained in the subsistence crops that the women produced.

Extension trainers went to their homes to look for women during the day, when they were busy cultivating their own lands or working on their household lands.

It was also found that women were forced to spend time helping their husbands cultivate new commercial crops and therefore had little time for new agricultural activities.

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Women had no assets in their own name to provide as collateral for loans and could not avail of the credit.

Sustainability was a problem and funds were spent on women, without any attempt to enhance their productivity.

2. Setting Objectives: What would be the gender outcomes or results for this project? [Answers could include empowerment of women, increasing the income that women generate, and increasing productivity.]

Ask participants what a gender objective would be Suggest that a gender-related objective would need to address

gender differences or changing the power structures in a way that will advantage the currently disadvantaged sex

Thus, in the above project, it was expected that increasing women’s income would lead to more balanced decision making in the home on how to spend the income.

3. Obtaining Information: What kinds of information would the project designers have needed to design the project to achieve the above gender objectives or outcomes?

[In order to design the project to achieve gender objectives, one would need to fully understand the differential roles, responsibilities, assets, needs, and preferences of both women and men].

One would need to seek information on the differentials in terms of access to and control over different types of assets/resources. For example, what do women own in terms of land that they cultivate?

Do they have the same needs in terms of extension services? Are current extension services reaching both women and men as

required and relevant for both of them? Do women control the income they generate? How can you increase women’s control over assets generated

from the project activity, etc? Where would they have found such information and how would

they have obtained it? [There are different ways project designers collect information necessary for project design.]

However, the most important point that needs to be made is that all information-seeking activities undertaken during project preparation must seek sex-disaggregated information as well as gender-related information. This is the most efficient and effective way of obtaining the necessary information.

Thus, any interviews undertaken with stakeholders must ensure that both women and men are represented.

In interviewing institutional stakeholders, institutions that work with women must be included.

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In addition, discuss where such information would be available. Also, discuss the possibility of doing qualitative assessments to

understand the different perspectives of both men and women.

4. Influencing Project Design: How would the new information influence project design? What kinds of measures would address the problems they found and ensure that women also benefited from the project?[For example, if one knew that women owned only small portions of land on which they essentially did subsistence farming and worked only as unremunerated labor on their husband’s land, then it would be clear that the extension services will not be equally relevant for women as for men, unless some of the advice and services of extension agents would apply to subsistence farming].

Focus may then need to be placed on whether the income generated from their subsistence farming can be increased.

The proposed design could also include providing them with off-farm income generating activities that may be undertaken together with their subsistence farming.

If the information indicates that women spend inordinate time finding fuel and fodder, a component may be added to make such resources more accessible so that they have greater time for leisure or other productive activities.

5. How would they measure whether the project was benefiting both men and women?What would be a sex-disaggregated indicator?

Number of beneficiaries receiving guidance from extension services, disaggregated by sex;

Number of women involved in income generating activities; Average increase in income per women;

What would be a gender indicator? Measuring change in gender relationships is difficult and often

needs to be done through qualitative surveys and interviews.

Facilitator NotesThrough these discussions, one would need to see if the increased incomes resulted in greater empowerment of women and consequently improved gender balance in the home.

Key message:Gender is not women's matters. It is essential to involve as well women and men in all stages of development at household, the project, the community; so that both women’s and men’s specific needs are taken into account but also ensure that they equally benefit

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HANDOUT 7: WOMEN IN DEVELOPMENT VS. GENDER APPROACHWomen in Development approach came into being in the 1970’s when for the first time gender variables were used to assess the impact of modernization in developing countries. The dominant mainstream thinking on international development did not consider women as a separate unit of analysis till then. It was believed that all would benefit equally as societies increasingly become modernized. The spate of studies in the 1970’s that used gender variables to assess the impact of development on men and women showed that women were left behind in the race to development. Research showed that new technologies that were introduced in agriculture sector were directed at men and tended to benefit them to the marginalization of women. Similarly the enrollment figures in schools showed that girls were less likely to complete school than boys. The Washington DC chapter of the Society for International Development used this evidence to draw the attention of American policy makers on issues around ‘women in development’. They advocated for legal and administrative changes to ensure that women are better integrated into the economic system. However, the WID project focused more on involving women in income-generating activities like micro credit or teaching of specific skills like tailoring. The basic assumption of these projects was that access to income will lead to significant change in the position of women in society. However, these projects came under criticism as the evaluation showed that they increased the workload of women and the indirect benefit of these projects were going to men in the households. An evaluation of the micro credit program in India showed that more than 70 per cent of the women in the group had taken heavy loan from the group to purchase income generating assets like a shop or a mini van for public transport which were registered in their husband’s name. The income generated from these sources was under the control of the men and the women were left to deal with the loans! The Gender and Development approach emerged in the 1980’s as an alternative to the earlier Women in Development approach. The GAD approach is not concerned with the women per se but with the social construction of gender and the assignment of specific roles, responsibilities and expectations to women and men. The GAD approach does not focus either on productive or reproductive aspect of

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women’s (or men’s) lives to the exclusion of others. It looks at women’s contribution to both inside and outside the household. The three main GAD principles and practice are:

1. Bring about change in gender relations2. Work in a participatory way with men and women- making

sure to involve men because it takes men as well as women to change gender relations.

3. Take a broader, historically informed view of gender relations and its social context – it accepts that gender relations did not develop over night and will not change over night.

Exercise 2: Ask participants to brainstorm on what they have understood by

GAD and WID and write answers on a flipchart Supplement and give more clarity on WID and GAD concepts Using a flipchart or projector, share with the participants the

differences between WID and GAD.

HANDOUT 8: WID AND GAD -THE DIFFERENCESWomen in Development(WID)

Gender and Development (GAD)

The Approach

An approach which views women’s lack of participation as the problem

An approach to people centered development

The Focus Women Relations between women and men

The Problem

The exclusion of women (half of the productive resource) from the development process

Unequal relations (between women and men, rich and poor) that prevents equitable development and women’s fullparticipation

The Goal More efficient, effective development

Equitable, sustainable development with men and women sharing decision-making and power

The Solution

Integrate women into existing structures

Empower the disadvantaged and women and transform unequal relations and structures

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The Strategies

Women only projects Women’s components

integrated projectsIncrease women’sproductivity

Increase women’s income

Increase women’s ability to manage the household

Identify/address practical needs determined by women and men to improve their condition

At the same time address strategic gender needs of women and men

Address strategic needs of the poor through people centered development gender

Session 3.3: Identifying practical needs and strategic interestsObjective To introduce a framework for differentiating between projects

that reinforce existing gender inequalities and projects that challenge those identities

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1hour

Methodology Small group analysis with guiding questionsMaterials Flipcharts, handouts on practical needs and strategic interestsProcess:1. Introduce practical and strategic gender needs by posting the flipchart and

highlighting main aspects of each on it and give several examples of each

Practical needs Strategic interestsShort term Long term Basic needs (clean water, food,

fuel, housing) can be addressed through concrete steps

Personal security, freedom from violence, legal rights, access to education and more difficult issues to address

Women can easily identify these needs

Often women cannot articulate these needs

Makes it easier for women to carry out roles and responsibilities assigned to them by society

Challenges the systems that define women’s and men’s roles and responsibilities

Do not challenge subordinate position of women to men

Challenges subordinate position of women

2. Ask some of the participants to cite a few of their projects or programs and ask what practical and strategic needs are addressed in the project.

3. Break into smaller groups. Ask groups to take 10 minutes discussing the following questions What are some practical gender needs for you? What are some strategic gender interests for you?

4. After 10 minutes, ask them to take 10 more minutes to discuss the following: Should development projects address practical gender needs,

strategic interests or both? What are the advantages or disadvantages of each approach?

What solution would you propose and why?5. Tell them that each group should be ready to make a 5 minute

presentation of their discussions. 6. Close with a summary based on their presentation

Facilitator Notes

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It is useful for gender training facilitator to be aware of the different implications of each approach so that they can ask appropriate questions to assist workshop participants with their own analysis.

Key message:The gender approach is used in a long-term vision of development; development projects must therefore be designed taking into account the practical needs of men and women as well as strategic interests.

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PART 4: FRAMEWORKS FOR GENDER ANALYSIS AND PLANNING

This section introduces a summary of frameworks/tools used while analyzing gender and how to plan accordingly. It also presents an example of a gender analysis matrix and why any development intervention should take into account gender dynamics. With the example given in this section, participants learn about the unintended consequences, mostly negative, of development projects if the different gender roles and relationships in a community are not carefully analyzed and understood in planning and implementing the projects. It provides a framework for considering alternative ways of perceiving human social and cultural development and organizing social, economic and political life. It therefore covers three/four frameworks: the Harvard analytical framework, Moser framework, Women’s Equality and Empowerment Framework and Gender analysis matrix.

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Session 4.1 Introduction to conceptual frameworks of gender analysis

Objectives: To help participants understand the various tools/frameworks

used while analyzing gender and how to plan accordingly To help participants understand how to do a gender analysis and

planning

Methodology: Power point presentation with questions in an interactive mannerMaterials: projector, laptop, flipcharts markers and handouts

ProcessWith the use of a PowerPoint presentation, present the a summary of frameworks with slides on how each works and what it aims at

SUMMARY OF THE FRAMEWORKS The Harvard Analytical Framework; The Moser Framework The Women’s Empowerment Framework Gender Analysis Matrix

4.1.1 HARVARD ANALYTICAL FRAMEWORKThe Harvard Analytical Framework is also called the Gender Roles Framework or Gender Analysis Framework. Developed by the Harvard Institute for International development in collaboration with the WID Office of USAID, and based on the WID efficiency approach, it is one of the earliest gender analysis and planning frameworks. The Harvard analytical framework sets out to: 1) make an economic case for allocating resources to women as well as men; and 2): to assist planners to design more efficient projects. It is most useful for projects that are agricultural or rural based, and/or that are adopting a sustainable livelihood approach to poverty reduction. It is also useful to explore the twin facts of productive and reproductive work, especially with groups that have limited experience of analyzing differences between men and women. The framework is designed as a grid for collecting data at the micro-level.

Aims of the Harvard Framework To demonstrate that there is an economic rationale for investing in

women as well as men

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40m

To assist planners in designing more efficient projects and improve overall productivity

To emphasize the importance of better information as the basis for meeting the efficiency/equity goal

To map the work of men and women in the community and highlight the key differences

FeaturesThe framework consists of a matrix for collecting data at the micro- (community and household) level. It has four inter-related components: The activity profile, which answers the question “who does what?”,

including gender, age, time spent and location of the activity; The access and control profile, which identifies the resources used

to carry out the work identified in the activity profile, and access to and control over their use, by gender;

The analysis of influencing factors, which charts factors that influence gender differences in the above two profiles;

The project cycle analysis, which examines a project or intervention in light of gender-disaggregated information. The framework also contains a series of checklists consisting of key questions to ask at each stage of the project cycle: identification, design, implementation and evaluation.

Example 1: Activity Profile ChartType of Activity

Who(Gender/Age)

When

How Often

Where

How

Why

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Productive

Reproductive

Community

KEY:Who - Male Adult, Female Adult, Male Child, Female ChildWhat- Activities carried outWhen- Time of the year/dayWhere- Location of the activity, i.e. at home or awayHow- Means of doing the activity, i.e. is it manual or technologicalHow often- Number of times it is done over a space of timeWhy- What reason justifies the gender that does it

4.1.2 THE MOSER FRAMEWORK

The Moser framework (Gender planning) was developed as a planning tradition in its own right. It takes the view that gender planning, unlike other mainstream planning, is “both technical and political in nature”. It assumes conflict in the process. It involves transformative processes and characterizes planning as a “debate.”

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There are six tools in the framework that can be used for planning at all levels from project to regional planning.

FeaturesOne of the most popularly used frameworks is that developed by Caroline Moser. It is based on her concepts of gender roles and gender needs, and policy approaches to gender and development planning. Other sections in this module discuss the concepts of gender roles and gender needs, and contain exercises which clarify an understanding of these concepts. Moser categorizes the main policy approaches to women and development as follows: Policy approaches to low-income Third World women have shifted over the past decade, mirroring shifts in macro-economic development policies. Five different policy approaches can be identified, each categorized in terms of the roles of women on which they focus and the practical and strategic needs they meet.

Welfare: Earliest approach, 1950-70. Its purpose is to bring women into development as better mothers. Women are seen as passive beneficiaries of development. It recognizes the reproductive role of women and seeks to meet practical gender needs (PGNs) associated with that role through top-down handouts of food aid and measures against malnutrition and family planning. It is non-challenging and, therefore, still widely popular.

Equity: The original WID approach, used in the 1976-85 UN Women’s Decade, its purpose is to gain equity for women, who are seen as active participants in development. It recognizes women’s triple role (productive, reproductive and community-based) and seeks to meet strategic gender needs (SGNs) through direct state intervention giving political and economic autonomy, and reducing inequality with men. It challenges women’s subordinate position. Criticized as Western feminism, equity is considered threatening, and is unpopular with governments.

Anti-poverty: The second WID approach, a toned-down version of equity, adopted from the 1970s onward. Its purpose is to ensure that poor women increase their productivity. Women’s poverty is seen as a problem of underdevelopment, not of subordination. It recognizes the productive role of women, and seeks to meet the PGN to earn an income, particularly in small-scale income-generating projects. It is most popular with NGOs.

Efficiency: The third, and now predominant, WID approach, adopted particularly since the 1980s debt crisis. Its purpose is to ensure that development is more efficient and effective through women’s

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economic contribution, with participation often equated with equity. It seeks to meet PGNs while relying on all three roles and an elastic concept of women’s time. Women are seen entirely in terms of their capacity to compensate for declining social services by extending their working day, a very popular approach.

Empowerment: The most recent approach, articulated by Third World women. Its purpose is to empower women through greater self-reliance. Women’s subordination is experienced not only because of male oppression but also because of colonial and neo-colonial oppression. It recognizes the triple role and seeks to meet SGNs indirectly through bottom-up mobilization of PGNs. Empowerment is potentially challenging, although its avoidance of Western feminism makes it unpopular except with Third World women’s NGOs.

Uses of the framework:• For planning at all levels from policies to projects;• In conjunction with Harvard framework

Strengths of Moser’s framework: Moves beyond technical elements of planning, recognizing its

political elements and assuming conflict of interests in the planning process. Recognizes the transformative potential of gender planning;

Conceptualizes planning as aiming to challenge unequal gender relations and support women’s empowerment;

Makes all work visible and valuable to planners through the concept of triple roles;

Distinguishes between types of gender needs: those that relate to women’s daily lives but maintain existing gender relations (practical gender needs) and those that potentially transform existing gender subordination (strategic gender needs); categorizes policy approaches.

Potential limitations The idea of gender roles obscures the notion of gender

relationships and can give the false impression of natural order and equality;

The framework does not mention other forms of inequality, such as class, race or ethnicity;

The framework is static and does not examine change over time as a variable;

The policy approaches should not be seen as mutually exclusive; they may often overlap each other in practice.

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4.1.3 THE WOMEN’S EMPOWERMENT FRAMEWORK This framework was developed by Sara Hlupekile, a gender expert from Lusaka, Zambia. It aims to assist planners as well as question what women’s equality and empowerment means in practice and to what extent a development intervention supports empowerment. Women’s empowerment is defined as “enabling women to take an equal place with men, and to participate equally with men in the development processes in order to achieve control over the factors of production on an equal basis with men.”

Aims of the framework To achieve women’s empowerment by enabling women to

achieve equal control over the factors of production and participate equally in the development process.

FeaturesLongwe argues that poverty arises not from lack of productivity, but from oppression and exploitation. She conceptualizes five progressive levels of equality, arranged in hierarchical order, with each higher level denoting a higher level of empowerment. These are the basis to assess the extent of women’s empowerment in any area of social or economic life. The levels of equality are:

Control Using the participation of women in the decision-making process to achieve balance of control between men and women over the factors of production, without one in a position of dominance.

Participation Pertains to women’s equal participation in the decision making process, policy-making, planning and administration. In development projects, it includes involvement in needs assessment, project design, implementation and evaluation.

Conscientization.

Pertains to an understanding of the difference between sex roles and gender roles and the belief that gender relations and the gender division of labor should be fair and agreeable to both sides, and not based on the domination of one over the other

Access Pertains to women’s access to factors of production of three fourths of land, labor, credit, training, marketing facilities, and all publicly available services and benefits three-fourths on an equal basis with men. Equality of access is obtained by securing equality of opportunity through legal reform to remove discriminatory provisions.

Welfare Pertains to level of material welfare of women, relative to men, with respect to food supply, income and medical care, without reference to whether women are themselves the active creators and producers of their

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material needs.The women’s empowerment framework identifies three levels of recognition of women’s issues in project design:

Negative level Where project objectives are silent about women’s issues.Experience suggests that women are likely to be left worse off by such a project.

Neutral level Where the project objectives recognize women’s issues and concern but remains neutral or conservative, merely ensuring that women are not left worse off than before.

Positive level Where project objectives are positively concerned with women’s issues and with improving the position of women relative to men.

Uses of the frameworkParticularly useful for groups committed to promoting equality and empowerment through their work Strengths of the frameworkIt develops the notion of practical and strategic gender needs into a progressive hierarchy. Shows that empowerment is an essential element of development and enables assessment of interventions along this criterion, and has a strong political perspective, aims to change attitudes.

Potential limitations Assumption of levels of equality as strictly hierarchical is

questionable. Framework is static and takes no account of how situations change

over time. Examines gender relations from the point of view of equality alone,

excludes interrelationship between rights and responsibilities. Ignores other forms of inequality.

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4.1.4 Gender Analysis MatrixObjectives To help participants understand how to do a gender analysis To introduce the gender Matrix

Methodology: presentation with questions in an interactive mannerMaterials: flipcharts, handouts on: definitions for the gender analysis matrix, blank gender analysis matrix and a completed gender analysis matrixProcess:1. Introduce the activity by explaining that they are now going to use a

tool for gender analysis known as the gender analysis matrix

2. Display the flipchart sheet Gender analysis matrix: what? Why? Who? When? and read loud What? A tool for gender analysis of development projects at

community level Why? To determine the different impacts of development

interventions on women and men Who? Analysis is done by a group within the community which

preferably should include women and men in equal numbers

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40m

When? At the planning stage to determine whether potential gender effects are desirable and consistent with program goals

3. Distribute copies of handouts on definitions for gender analysis matrix. Display the blank Gender Analysis Matrix (GAM) on the flipchart

4. Review the handout while pointing to the appropriate boxes on the matrix

UNCOMPLETED GENDER ANALYSIS MATRIXProject Objective:

Labour Time Resources CultureWomenMenhousehold Community

5. Explain that the GAM is filled in taking each level and assessing the impact of the project on each category shown. For example, what impact will the project have on women’s work - the response is written in the box for women and labour. What impact will the project have on women’s resources; will they lose access to land or control over money they earn?

6. Explain that the GAM is used with groups of community members with equal representation of women and men, and it is facilitated by a development worker like the participants themselves. Over time, community members themselves will facilitate the process, but in the early stages, an experienced trainer is needed. The analysis will be done by the group

7. Display the partially filled matrix for the project on bringing water to all the homes in one village. Explain the filled boxes. Ask participants what would be the project impact on women’s resources, labour, time and culture

PARTIALLY COMPLETED GENDER ANALYSIS MATRIXProject Objective:

Labour Time Resources CultureWomen + no longer

need to transport water

+ saves time+ option of

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leisureMen Training,

building and maintenance take more time

Unease about women having free time

household + better health+ more water

Community + trained community committee for water system maintenance

1. Are the effects listed above desirable? Are they consistent with the program goal? 2. How will this activity affect those who do not participate? 3. Unexpected results- to be identified during implementation

8. After several minutes of having participants generate ideas show an example of a complete GAM by distributing the GAM handout.

9. Explain to the group that all the boxes have been filled in with potential changes the project might bring. Those filling out the matrix would go back to it and do the following. Put a plus (+) sign if it is consistent with program goals Put a minus (-) sign if it is contrary to program goals Put a question mark (?) if they are unsure whether it is consistent

or contrary 10. Point to the filled matrix how it has been filled11. Finally explain that when using the GAM in the field certain rules

should be followed. Post the rules shown below and read them aloud. Where possible women and men in equal numbers should do the

analysis The analysis should be reviewed and revised once a month for

the first three months

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Every box should be verified on each review of the GAM and must be used for other standard tools of analysis e.g. monitoring and needs assessment tools

12. Assure participants that they will learn more about how GAM works by actually doing the analysis with their own projects themselves

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FULLY COMPLETED GENDER ANALYSIS MATRIXProject Objective: Piped water is brought to all homes in one village

Labour Time Resources CultureWomen + no longer

need to transport water

+ saves time+ option of leisure

+water is easily available forGardens irrigation

-Reduction of mobility-Social interaction at water source stops

Men + Acquire skills in water system building and maintenance

Training, building and maintenance take more time

+Better health+More water

-Uneasy about women having free time

household

+ Net savings or increase in labour

+ women have more time for child care and other home based work

+ better health+ more water

? women more at home

Community

+ trained community committee for water system maintenance

? Less time for leisure for men, more time for women

+ more water easily available

- women’s Involvement in community self management of water system

- women interact less with each other

1. Are the effects listed above desirable? Are they consistent with the program goal? Yes, but with potentially negative socio-cultural effects2. How will this activity affect those who do not participate? All are involved – women3. Unexpected results- to be identified during implementation.Assumptions

Women collect and transport water for family needs Women leave homes regularly only to go to the water source

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Comparing Gender FrameworksWhen selecting a framework for your particular work, it is important to consider their main conceptual differences. Following, is a list of the most useful questions to ask.

To what extent does the framework incorporate an analysis of social relations, which goes beyond issues of gender?

What is the ultimate goal of each framework? Is it focusing on efficiency or empowerment?

How flexible are different gender frameworks? Given time, gender roles and relations change naturally in any community.

Does the framework mainly analyze social roles or social relations? A gender analysis that focuses primarily on roles takes the gender division of labour, and the gendered distribution of resources as its starting point. A gender-roles analysis therefore sees a community mainly in terms of who does what, who has what, and so on. Alternatively, a gender analysis which focuses on relations sees a community mainly in terms of how members relate to each other:

What is the role of the planner in the framework? Which gender frameworks can also be used in work addressing

male gender identity and roles?

Facilitator notes: It is important to note that Most of the gender frameworks except the Women’s Empowerment (Longwe) Framework do look at the gender roles and relations of both women and men, and so could be used for projects which target men. The Moser Framework looks at the strategic gender needs of women only and the later ones include men as well and can also be used with projects that address male gender roles.

Key message:The four tools are used to analyze the gender situation in the context of each planner;

Harvard analytical framework :essentially used to assist planners to allocate economic resources to men as well as to women; to help for mapping the work of men and women in the community and highlight the key differences

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Moser framework: Focuses on gender roles and gender needs in order to empower women or men accordingly.

The Women’s Empowerment Framework: Used by planners to enable women to take an equal place with men, and to participate equally with men in the development processes in order to achieve control over the factors of production on an equal basis with men.

Gender analysis matrix: Is a tool used for gender analysis of development projects at community level, to determine the different impacts of development interventions on women and men. The analysis is done by a group within the community which preferably should include women and men in equal numbers. It is used at different stages of project planning and implementation, especially at the planning stage to determine whether potential gender effects are desirable and consistent with program goals.

PART 5: GENDER IN RWANDAN CONTEXT

As previously noted, gender is a complex variable that nestles in social, cultural, economic, and political contexts across time and space. Gender is also cross-sectoral and serves as a lens through which any number of themes may be analyzed. While the list is not exhaustive, below are examples of the links between gender and development in selected sectors. This is depicted by the exercises

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given below which allows participants to explore the possible gender related norms in the context of Rwanda that could hamper education, health, agriculture and justice.

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Session 5.1 Understanding gender in the Rwandan context Objectives: To acquaint participants with knowledge on gender related

issues that hamper education, health, agriculture and justice and law in Rwandan society

To help participants understand how to address gender related issues vis-à-vis education, health, agriculture and justice and law in Rwanda society

Methodology: Brainstorming, group discussion based on guiding questions and plenary Materials: flipcharts, markers, cards, paper and pens

Process:1. The facilitator starts off the session with reference to the previous

sessions on understanding the concepts of gender and gender in development

2. The facilitator helps the participants to form four groups that will work on the following themes: Group 1: Gender and culture Group 2: Gender and Justice and Law Group 3: Gender and Education Group 4: Gender and Agriculture Group 5: Gender and Health

N.B each group should identify gender related issues in each sector and propose solutions to the identified gender related problems or issues 3. Presentation group work in a plenary session4. Summary of points raised during discussion in the plenary session

per sector

Facilitator notes: Please note that each group should define clearly the topic to be discussed e.g. what is culture, agriculture, education, health, justice and law and how are they related to gender in Rwandan context. Also important to note is that the patriarchal structure in Rwanda has set the life of women and men in society thus giving them different roles and identity. In most cases this system determines the rules, interpretation of laws and religious norms, and enforceability of laws. It further determines who has access and control over resources. Remarkably, the patriarchal system has not only impeded women’s rights but has also retarded societal development, the two factors being the backbone of development of any given society.

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2hoursm

HANDOUT 9: GENDER AND CULTURE

The findings from MIGEPROFE and UNFPA Study 2002 on the beliefs, attitudes and socio-cultural practices related to gender in Rwanda, showed that the traditional and modern society allocate a very important favor to male children because they are seen as the family

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heirs, responsible for the perpetuity, continuity and durability of the family and the clan name.

The boy is a life insurance for the parents, economically independent and defender of the family, clan and country. Parents want male children at any cost, also ignoring the fact that biologically it is the man who determines the sex of children, and women are often bothered and even ill-treated for not having born male children. The girl is liked because she helps her mother. In the traditional practice, the woman benefited from the protection of the man, but at the same time this protection prevented the woman from possessing any property, thereby reducing the role she plays in the management of the society.

The division of labour spared the women from the heavy tasks that were allocated to men, but as a consequence, the material wealth, which was the basis of consideration of an individual’s status, was out of reach for the woman. The result of this has therefore been that the women have no access to loans, owing to lack of collateral securities. The image of the Rwandan woman has undergone a positive transformation from various initiatives including the establishment of structures to support women’s economic empowerment as a means to reduce poverty and to involve women in the economy as a good practice, promoting gender sensitive laws and ongoing review of gender discriminatory laws, and other commendable initiatives thanks. Also a number of training programs and awareness raising campaigns have made women feel increasingly at ease within the family and in society. However, there are still gender biased attitudes towards women which have a negative impacting on efforts for their promotion. Gender -based violence (GBV) is one of the key examples showing how women are still victims of some socio-cultural practices as discussed in the section below

Gender-based violence: Gender–based violence is a culture-linked serious issue facing women and men in Rwanda with women being the majority among the victims and men the majority among the perpetrators. For example, among the 55 cases of victims of family murders reported in 2005, 36 cases were women out of whom 22 were killed by their husbands. The 19 remaining cases were men out of whom 2 were killed by their wives. In 2006, 84 cases of family murders were reported and 50 were women out of whom 34 were killed by their husbands. The 34 remaining cases were men out of whom 7 were killed by their wives (Augustin Kimonyo: 2008). It goes without saying that highly significant numbers of cases of GBV are not reported to concerned authorities. Four main forms of GBV have been identified

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and they include physical violence, sexual violence, economic violence and psychological violence

The main influencing factors of GBV proved to be poverty, alcohol, drugs, ignorance and wrong interpretation of gender (Augustin Kimonyo: 2008). A joint program on GBV has been developed by Rwanda Government and its development partners to be implemented the following years and some of the key strategies adopted in the program are: awareness raising and training under the key component of prevention. Other strategies articulate around the key component of response and they include the legal, medical, psychological and protection interventions. Several institutions have taken measures to fight GBV including the Rwanda National Police and the Rwanda Defense Force who have established GBV desks. The two institutions have hotlines for GBV victims, which are No 112 and No3512 respectively and the Rwanda National Police is the main driver behind the One Stop Centers that provide holistic care to victims of GBV. In the same line of though a men local organization called Rwanda Men Resource Center (RWAMREC) is promoting positive masculinity and fighting GBV is part of its mission.

Polygamy: The phenomenon of polygamy is still present here and there in Rwanda. To avoid this phenomenon that proves to have a negative impact on social lives of Rwandans, especially women, the Government of Rwanda has adopted the strategy of legalizing marriages through mass weddings for those married couples that were not registered before. The population has massively responded to this process and so far thousands of couples have legalized their marriages with the assistance of the closest concerned authorities. As outcomes, this process has not only legal protection of the wife in terms of her rights within the marriage but it also accords her the right to succession to the properties of her family among others.

HANDOUT 10: GENDER JUSTICE AND LAW

A legal and institutional environment that provides equal rights and opportunities for women and men and policy measures that address persistent gender inequalities has also been installed. Local and national economic development cannot occur when women are denied equal access to opportunities and assets. Persistent inequalities ensure that women remain in a cycle of poverty. One of the pillars of gender equality is equal rights between men and women. Those rights are at present provisioned by written laws. Moreover, all laws must be made gender sensitive.

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The 2003 Constitution provides that all Rwandans are born and remain free and equal in rights and duties. Discrimination of whatever kind based on inter alia ethnic origin, clan tribe, colour of the skin, sex etc is prohibited and punished by law (article 11).

Moreover the articles of the constitution of the Republic of Rwanda provide one of the most important principles of gender equality namely affirmative actions to solve specific problems. Article 9.4 stipulates that ”equality between men and women reflected by ensuring that women are granted at least 30% of posts in decision-making organs.

The Universal Declaration of Human Rights which Rwanda ratified, stipulates in article 2? that everyone is entitled to all the rights and freedoms set forth in this declaration without distinction of any kind such as race, colour, sex, language, religion, political or other opinions, national or social origin, poverty, birth or other status (UDHR 1948). As for article 1, it stipulates that people are born free and equal. And according to the International Covenant on Civil and Political Rights (ICCPR) under its article 26 “all the persons are equal before the law and are entitled without any discrimination to the equal protection of the law. In this respect, the law shall prohibit any discrimination and guarantee to all persons equal and effective protection against discrimination on any ground such as race, colour, sex, language, religion, political or other opinion, national or social origin, property, birth or other status.” The use of the word “any’’ gives to courts and other authorities the latitude to interpret terms of the covenant so as to add other types of discrimination, for example on the basis of sex or sexual orientation?.

Rwanda adopted the fundamental principles of equality and non discrimination. The country has made much effort to ensure that men and women have the same rights and has given to women a fixed number of posts in decision making organs. Moreover discriminatory laws towards women are being revised. Nevertheless there are till discriminatory laws based on Rwandan cultures which are still applied by courts.

Key legal instruments

Ratification of CEDAW The 1325 of UN Security Council

The 1820 of UN Security Council

The Rwandan Constitution of June 4th, 2003

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The law n°22/99 of 12/11/1999 on matrimonial regimes, liabilities, succession and inheritance

2009 GBV law

2002 Land Law

2001 Law on the rights of children

HANDOUT 11: GENDER AND EDUCATION

Since the advent of formal education in Rwanda in 1908, the education system has been characterized by its exclusivity, accessible only to a privileged few. The system created a clear distinction between education for “trades”, which prepared the majority of the population to play their role in the traditional setting, and education for the Rwandan elite, pre-selected to supervise the rest of the population. This legitimized divisive disparities based on religion, region, ethnicity, gender etc. The first girl enrolled into the formal school 40 years after the establishment of the system!

Girls were mainly educated to become good spouses and good mothers and increase the family wealth and production. Their education was provided by their mothers and their aunts together with

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their grandmothers. Girls were appreciated on the basis of their submission, respect, discretion and hard working qualities. Girls were taken as a strong source of wealth and production while boys were taken as a rightful heir from whom they expected to hold the family continuity, security and defense force. In the past decade, Rwanda passed through two critical phases. Between 1990 and 1994, Rwanda experienced a period of growing instability that culminated in the war and genocide of 1994. These tragic events left the country in ruins, scarred by social disintegration, deep poverty and lack of economic opportunity. Since 1995, efforts by the government and other stakeholders are underway to address the situation.

The education system has been restructured and is all- inclusive. The government is committed to universal primary education (UPE), and education for all (EFA) goals. It has called upon all stakeholders to lend a hand in matters related to providing better basic education to the entire population, eliminating gender disparities in primary and secondary education by 2005 and achieving gender equality in education by 2015, with a focus on ensuring girls' full and equal access to and achievement in basic education of good quality is among EFA goals in Rwanda.

Some obstacles for Gender Equality in Rwanda include: Poor knowledge and attitudes about genders for some men and

women Ignorance poverty Culture Some discriminating legal provisions Confusing gender with foreign cultures which create

confrontation among women and men. Rwanda’s patriarchal social structure has been at the base of existing gender imbalances in the country for centuries and are reflected in social, economic, education, health spheres of developmentHowever, there are major challenges to girls’ education in Rwanda including:

High dropouts in upper primary for girls Low completion and achievement rates for girls Low transition rates from primary to secondary 47.5% Vs 52.5%

for boys Gender insensitivity of teachers and gender blind curriculum as

well as parents Lack of self esteem among girls GBV and unwanted pregnancies

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Inefficient information on SRH& R Cultural based mentality on house hold chore for girls

HANDOUT 12: GENDER AND HEALTH

Gender is a key factor in the spread and prevention of HIV/AIDS. In Sub-Saharan Africa, 55 percent of those infected are women, and in many African countries, females aged 15-24 have prevalence rates of up to six times higher than those of males of the same age. Gender can be seen to affect health in a big number because of differences in

Health needs Access to health care Decision making roles Inadequate use of the services due to culturally inappropriate

beliefsThe gender factors permeate all aspects of health and health care. The following are some examples of health and health care. Gender bias and the differential allocation of resources generally begins at birth for overall poverty and cultural beliefs about women’s worth conspire to deprive females from receiving the very few resources they need to be productive members of the society. Violence against women and girls with its horrifying impacts on health and indeed the lives of women can only be understood and dealt with if one understands society itself the

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socialization of men and women and the power differential of men and women. For example, a Rwandese saying (amafuti y’umugabo nibwo buryo bwe) whatever the man does is always right reflects how this could increase GBV.

Women very often lack the power to be able to negotiate safer sex practices in their sexual relationships or to access care when they themselves become ill. For example: It is always said (hindukira naragukoye) meaning that a woman should not say no to sex because of the dowry that has been offered by a man. There are gender based differences in the way in which men and women experience and cope with stress and life events and how they signal their mental distress. For example: women, do not easily talk about the different domestic violence’s they face and as result the over heaped silence translates into other mentally related problems.

Enormous efforts have been made in recent years to improve service delivery and findings of the health sector in Rwanda. Investing in health is not only a moral obligation the Government of Rwanda has demonstrated great commitment through policies and actions to improve service delivery in the health sector, including the adoption of the Health sector Policy 2005, the Health Sector Strategic Plan 2005 – 2009, malaria eradication commitment and HIV/AIDS. The prevalence of HIV/AIDS among the Rwandan population aged 15-49 years is 3%.

The rate of seroprevalence among women aged 15-49 years is 3.6%, which is higher than that of men (2.3%). There are more cases of infected people in the urban areas (8.6% of women and 5.8% of men) than in the rural areas (2.6% of women and 1.6% of men). A national campaign was conducted to reduce perceptions about the stigma of HIV and the accompanying discrimination and there are now 234 health centres with Voluntary Counselling and Testing (VCT), and treatment of PLHIV has increased (72% of pregnant PLHIV are estimated to receive a complete course of ARVs).

However, concern remains in several areas including: low condom utilization among youth (with a special attention to youth female category) and groups at higher risk of HIV exposure, the rural versus urban ratio of HIV prevalence and increasing transmission amongst married couples and the cultural norms associated with this. Thus, Rwanda must strive to take the necessary precautionary steps now so that increasing rates of infection do not erode the impressive gains made in the last five years. Efforts have been made to enable the people living with HIV/AIDS to get anti-retroviral treatment, and a large-scale campaign against their stigmatization and marginalization

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has been conducted to condemn some behaviors tending to exclude them

HANDOUT 13: GENDER AND AGRICULTUREIn many parts of the world, women cannot own land, and those who do generally command smaller landholdings than men. And, in most developing regions, female-run enterprises tend to be undercapitalized. Such disparities, in productive resources, hurt women’s ability to participate in development and to contribute to higher living standards for their families. These disparities also translate into greater risk and vulnerability in the face of personal or family crises, in old age, and during economic shocks or downturns.

One of the biggest challenges for the government of Rwanda is poverty which is highly related to multiple factors including insufficient land, rapid population growth, environmental degradation etc. According to the survey carried out in 2001 on household living conditions shows that 62.15% of households led by women live under poverty line as opposed to 54.32% of households led by men. This experience related to poverty among women in Rwanda relatively high compared to men and is a result of a gender based exclusion and discrimination.

For example women play a very big role in agriculture (90%) the existing gender inequalities related to power relations among men and women are a challenge. Access and control of resources such as seeds pesticides the harvest and agricultural related loans remains in the hand of men.

The different forms of inequality exhibit access to services and economic opportunities by women. Women are principally

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concentrated in agriculture and informal sector as shown below by the household living conditions survey.

34.6% of women work in the public sector compared to 65.4% of men

31.9% of women work in Para public domain compared to 68.1% of men and

29.2% of women work in the formal but privates sector as opposed to 70.8% of men.

Key message: Challenges by key sector development: education, agriculture,

health, justice and rights, women and men do not enjoy the same rights following the cultural barriers that have their roots in the patriarchal system still strong. It is important to propose changes to improve the situation in the interest of men and women.

PART 6: GENDER MAINSTREAMING

This Part is related to how gender could be mainstreamed at various levels including but not limited to at the Institutional Level, the Policy Level, Program/Project Level and monitoring and evaluation. This also shows how various stake holders mainstream gender at each level within programs or sectors

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Session 6.1 Understanding gender mainstreaming Objectives: To familiarize with the concept of gender mainstreaming To acquaint participants with knowledge on gender

mainstreaming and at what levels and how to mainstream gender

Methodology: Brainstorming and power point presentationsMaterials: projector, flipcharts, markers, cards

Process

1. Begin by asking participants what is meant by the term ‘Gender Mainstreaming.’ You may find that several of them consider this process as one focused on and benefiting women.

2. After obtaining different views from the participants, discuss Gender Mainstreaming based on the notes that follow.

3. Emphasize at every point that Gender Mainstreaming is a process to ensure that both men and women benefit from development interventions and that neither group is adversely impacted.

4. Use power point slides to highlight what are meant by Gender mainstreaming when, how and where it is necessary.

Facilitator Notes

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Before displaying the slide, generate a discussion among the participants on the various steps (noted below) in developing a Gender Mainstreaming strategy. Thus, if one participant says ‘clear goals and objectives,’ write it down immediately as an important factor and keep track of it. See if the participants will offer the four different steps. Once a fruitful discussion has taken place, show them the slide and reinforce the learning through further discussion. Encourage participants to come up with other steps that they may consider important.

A strategy for Gender mainstreaming involves a clear Policy, assessment of past performance, Action Plan and Effective partnerships. A thoughtful and deliberate strategy is essential for Gender Mainstreaming. Developing a strategy involves four key steps:

1.      A clear policy. It may be helpful to stress the importance of clear goals and objectives. For example, you can have a strategic goal of gender equality or empowerment of women. Or, again, gender equality could be a goal itself or part of a larger goal, such as poverty reduction. The operational objectives, approaches, and targets and measures would all be different for each of these goals. To illustrate, measuring increased income of targeted women, and their control over such income, will provide information on empowerment, but not on achievement of gender equality. Similarly, since there can be multiple relevant objectives that can support gender equality, it is important to prioritize between them. Thus, when gender equality is part of a poverty reduction mandate, focus on health and education sectors may be a priority.

The policy should explain at what levels mainstreaming gender will take place. Mainstreaming gender can take place at the country level in determining the assistance to be provided to a country. Or, it can take place at the level of individual projects or programs. Will gender be integrated into all projects and programs or will it be incorporated only in selected projects in some priority sectors? 

2.      An assessment of past performance is critical. To develop a gender mainstreaming strategy, it is critical to have an understanding of how the relevant policy or related institutional systems have worked in the past. How is gender currently being integrated? What are the systems and processes? Where are the appropriate entry points for integrating gender? What have been the results? What has worked well in the case of gender? What needs to be strengthened? What are the constraints—are they human, financial, technical, or other?

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3.      Based on an understanding of what has worked and what needs to be strengthened, an action plan for gender mainstreaming must be developed with the participation of all key actors who will be responsible for different elements of its implementation. Keeping in mind the prioritized objectives, such an action plan should define clear responsibilities, include efficient processes for mainstreaming, provide for adequate capacity among relevant actors, provide sufficient incentives for staff, allocate adequate resources, and include relevant targets and indicators that can be monitored and evaluated.

4.      Effective partnerships with internal and external actors is necessary. Gender is a crosscutting area and needs to be addressed across sectors. Identifying and initiating strong partnerships with relevant institutions is key. For example, in developing a strategy for mainstreaming gender into a government’s health policy, it may be important to ensure support from research institutions or the private sector. Such partnerships will need to be part of the overall strategy.

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HANDOUT 14: GENDER MAINSTREAMING

“Mainstreaming a gender perspective is the process of assessing the implications for women and men of any planned action, including legislation, policies or programs, in any area and at all levels.

It is a strategy for making women’s as well as men’s concerns and experiences an integral dimension of the design, implementation, monitoring, and evaluation of the policies and programs in all political, economic, and societal spheres so that women and men benefit equally, and inequality is not perpetuated

Gender Mainstreaming gained popularity after it was highlighted as the main strategy or instrument for achieving gender equality and women’s empowerment at the Fourth World Conference on Women in Beijing in 1995. Since then, most multilateral and bilateral agencies, as well as governments, have adopted a strategy for mainstreaming gender as the key to achieving gender-related goals and objectives.

Gender Mainstreaming is the process of ensuring that both women and men have equal access to and control over resources, decision-making, and benefits at all stages of the development process and in development projects. Gender Mainstreaming is an instrument and not an end in itself. Gender Mainstreaming emphasizes getting the overall activity to focus on both men and women, rather than merely adding a component or section to benefit women at the margin. For example, the process encourages policy makers or project designers to assess the gender dimensions of policy or project impacts. Gender Mainstreaming also integrates measures that would ensure equitable or equal benefits for both men and women into a policy or project. If any adverse impact on either men or women is identified, the policy or project should include measures to mitigate such adverse impacts.

If such policies or projects continue to only benefit women at the margins through an additional component focused on women, and the ‘mainstream’ policy or activity is designed in a manner that women may not benefit, achieving gender equality will be a slow process. Gender Mainstreaming, therefore, is a way to enhance overall development effectiveness and to pay attention to both men and women’s needs in creating a just and equal society.

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Entry points for Gender Mainstreaming exist at different levels—institutional, policy and program/project levels:

1. Gender Mainstreaming at the Institutional Level

Gender Mainstreaming at the institutional level is the best entry point for Gender Mainstreaming. If an institution mainstreams gender, then all policies, programs and products emanating from that institution will be gender-aware. However, making changes at the institutional level can be complex and difficult. This requires significant management commitment, a clear policy and a well-defined strategy. The allocation of resources, enhancement of human capacity and appropriate adaptation of systems are often difficult to achieve. (If the participants are interested in mainstreaming at an institutional level, then it may be appropriate to discuss the Mainstreaming Gender into Institutions Learning Case.)

2. Gender Mainstreaming at the Policy Level

Gender Mainstreaming at the policy level is the next best entry point. If gender is mainstreamed at the policy level, then programs and projects resulting from the policy are bound to address gender issues. However, gender is a cross-sectoral issue. Often, institutions issue a general gender policy. A general gender policy by itself is often not effective, unless it can ensure that gender is integrated into all other institutional and sector policies. Additionally, Gender Mainstreaming at the policy level requires information and data on gender issues in policy-related areas. For example, agricultural policy formulators need information on the roles, responsibilities, resources, and needs of men and women in agriculture. In addition to relevant quantitative information, they need a sound qualitative understanding of the links between different policy aspects and any differentiated gender implications. Such information is widely available in the health, education and agricultural sectors, but not in several others such as transport and public sector administration. Thus, policies related to health, education, agriculture, and not most other sectors, are most likely to be gender-aware. (If the participants are interested in the policy level, then it may be appropriate to select for example the exercise on Gender and Agriculture Policy Learning Case.)

3. Gender Mainstreaming at the Program/Project Level: The most common entry point for Gender Mainstreaming is, therefore, at the project level. Links between the project activity and any sex-disaggregated impact thereof are easier to identify. It is also easier to understand the sex-differentiated needs and priorities of both men and women through participatory

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assessments and to assess, a priori, any differential impact. Historically, gender has been most commonly integrated into education, health and agricultural projects, for which such information is available. As knowledge and data become available in other sectors, Gender Mainstreaming in other projects is becoming increasingly common.

4. Gender Mainstreaming in Monitoring and Evaluation: Monitoring is the systematic measurement of progress toward

desired objectives of a project, program or policy. It involves measuring inputs, activities and outputs, and assessing whether these are indeed contributing to achieving the project/program/policy’s stated objectives (outcomes and impacts). It helps ensure that the project, program or policy achieves its defined objectives within a prescribed time frame and budget. Monitoring provides feedback on implementation progress and problems faced, and tracks resource acquisition and allocation, costs, production and delivery of services, and the degree and quality of stakeholder participation. Monitoring compares performance with existing program objectives and assesses intended and unintended outcomes of project, program or policy.

Evaluation is assessing whether a project, program or policy is achieving its intended objectives. This may be done periodically by internal managers or by external stakeholders. Evaluation focuses on outcomes and impacts and assesses whether they are contributing to achieving program goals and objectives.

Monitoring and evaluation involve giving feedback to improve the likelihood that the resources will meet the desired objectives.

Why is Gender important for Monitoring and Evaluation

Females and males have varying development priorities, needs and constraints, and are affected differently by development programs. Conventional M&E systems often do not capture gender differences in access and impacts. This means that project managers or policy makers often operate in the blind and gender issues remain invisible.

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Timely and systematic collection of sex-disaggregated information can help determine whether the intervention benefits both males and females similarly. It allows for fine-tuning of the project during implementation to address any deficiencies, as well as helps to enhance the gender dimensions of design during the next phase of the project.

Continuous monitoring of the adequacy of inputs to achieve the gender-related objectives, and periodic systematic evaluation of sex-disaggregated or gender-related results (outputs, outcomes and impacts) determine whether the intervention is achieving or has achieved the desired gender objectives.

M&E systems became easier to integrate if they are considered at an early stage of project/program/policy planning. First, to the extent possible, all indicators for each stage of the project should be measured or disaggregated by sex. Where appropriate or necessary, additional indicators should be developed for specific gender-related issues. Where it is not practical to use indicators to capture gender-specific issues such as empowerment or confidence building of women, separate participatory assessments or other qualitative methods may be necessary.

Key message: Be aware to integrate gender at all levels of development:

institutional/organization, policies, program and project planning, monitoring and evaluation.

It is therefore important to conduct a gender gap analysis of every program, sector or project to ensure that the identified gaps at all levels are taken into account and addressed accordingly.

PART 7: LIST OF APENDICES

7.1 Concluding and ClosureObjectives: To show appreciation to the group using silence and creativity to

convey feelings To conclude the workshop on a positive note

Process1. Ask everyone to sit in a circle, with no chairs in the middle. Tell participants that at the end of the workshop it is sometimes difficult to break the group feeling. This exercise is a goodbye gift from everyone

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that we can carry with us as we leave. Explain that the exercise requires imagination and silence2. Start yourself, by holding your hands with the palms turned up. Using your hands mime the shape of an object (a box, a bottle, a ball). Pass this object to the person on your right. Explain that they now can give any present of their choosing to the next person3. Continue around the circle, until you receive the last gift. You can end with “Thank you” or “Bon Voyage”

Facilitator notes

This is a very calming and sharing exercise in which people reveal themselves to be amazingly creative. It does not require touching and is therefore suitable to many cultural contexts. However you might feel more comfortable making two circles, for women and men.

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10m

7.2: Evaluation of the workshop and follow up

Instructions: Circulate a full list of all participants and their email addresses before

everyone leaves the session. This will facilitate ongoing network and support

Handout the following form to participants to complete and return before they leave the session

1. What have been the most beneficial aspects of this workshop?……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

2. What have been the least useful?……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

3. Do you feel confident that you will be able to apply the gender analysis method at all stages of your work?If yes, please give details………………………………………………………….........................................If no, please explain the constraints………………………………………………………………………………..

4. Do you feel that you will receive adequate support from senior management to address the problems that have been identified in this workshop?

Yes Explain……………………………………………………......................................................................No Explain……………………………………………………......................................................................

5. Did you find the workshop? Too long? The right length? Too short?

6. Have you found group work, exercises and role plays useful during this workshop?Yes Explain……………………………………………………………………………................................................................................................................................................................................................. No, Explain……………………………………………………………………………....................

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...........................................................................................................................

..................................................7. What further training would you require to ensure that you can effectively integrate gender into your work?

8. How should this training be organized?

7.3: List of references

1. Augustin Kimonyo, (2008). Gender and community development analysis in Rwanda, Kigali

2. Rwanda: Demographic Health Survey (2005)

3. Department for International Development, (2002). Gender module : a practical guide for development policy makers and practitioners

4. Gender sensitive training skills (2005). A training of trainers Package

5. MIGEPROF, (2004). La politique nationale du Genre, Kigali

6. Ministry of Health, (2003). National Population policy for sustainable development of Rwanda, Kigali

7. MIGEPROF, (2002). module de formation sur le Genre: Kigali

8. MIGEPROF (2005), Gender Training module : Kigali

9. MIGEPROF , National Gender Policy, July 2010

10. Ministry of Finance and Economic Planning-Statistics department (2002). Rwanda Development Indicators, Kigali

11. Rwanda, National Constitution, 4 June 2003, Kigali

12. SAVITRI RAY GENDER TA EXPERT (2002). Training module on Gender sensitization Haryana Forestry department

13. USAID Higa Ubeho (2011). A gender training of trainers Module for Rwanda Partner Organizations, Kigali Rwanda

14. Workshop for Trainers in Women, Gender and Development, June 9-21, 1996, Programme Handbook, Royal Tropical Institute, the Netherlands

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7.4: SAMPLE AGENDA

DAY SESSION TIME

DAY ONE Arrival and registration of participants 8:30 am - 9:00am

Welcome and introductions 9: 00 am – 09:15 am

Goals and participants expectations 09: 15 am – 09:45 am

Why a gender training 9: 45am – 10:00 am

Setting ground rule 10: 00 am – 10:15 am

Concluding exercise 10: 15 am – 10:30 am

Tea break 20 10: 30 am – 10:50 am

Definitions and difference between gender and sex 10: 50 am – 12:00 am

Social Construction of Gender 12: 00 pm– 13:00 pm

Lunch 13: 00 pm – 14:00 pm

Gender roles and gender stereotypes 14: 00 pm – 15:30pm

Gendered institutions and structures 15:30 pm – 16:45pm

Closing and reflection on the day 16:45pm- 17: 00 pm

DAY TWO Concerns, Question and answers for day one sessions 9: 00 am – 10:00 am

Tea break 20 10: 00 am – 10:20 am

Gender from a Development Perspective 10: 20 am – 11:30 am

Women in Development vs Gender Approach 11: 30 am – 12:15 am

Identifying Practical Needs and Strategic Interests 12: 15 pm – 13:00 pm

Lunch 13: 00 pm - 14:00 pm

Introduction to Conceptual Frameworks of Gender Analysis 14: 00 pm - 16:45 pm

Closing and reflection on the day 16:45pm- 17: 00 pm

DAY THREE Concerns, Question and answers for day one sessions 9: 00 am – 09:30 am

Understanding gender in the Rwandan context 09: 30 am – 10:30 am

Tea break 10: 30 am – 11:00 am

Understanding gender in the Rwandan context 11: 00 am – 13:00 pm

Lunch 13: 00 pm – 14:00 pm

Understanding gender mainstreaming 14:00pm -16:15pm

Evaluation of the training 16: 15pm – 16:30 pm

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Closure 16:30pm -16:45 pm

7.5: GENDER TRAINERS GUIDE

The facilitator should be keenly aware that gender issues vary and are different across space, time and communities. In addition, gender is not always perceived as an economic issue, but as a political, social, or religious issue. This can lead to charged emotions and hardening of positions because, often, participants reflect different personal experiences and beliefs. A successful trainer should ensure that all participants are comfortable to express their views, as well as encourage and facilitate open, respectful, and honest discussion without taking sides. Such discussion is the first step to effective learning

Instructors will need a projector, flip chart, markers and Post-It notes to conduct group exercises. Participants will need paper, pens or pencils to complete the Learning Cases and Case Studies

To encourage participation and discussion among the participants, the room should be set up in a manner in which all participants can see each other and the instructor. The course allows instructors to train a group of no more than 25-30 people. This interactive course gives participants time to work actively on exercises, reflect on the topic communicate and network with other participants

Facilitators should know that it is very vital to use training modules at every workshop organized for several purposes: they serve as a guide for the trainer, serve as a guide and later reference for trainees, document procedures and best practices, provide ready-made checklists for performance evaluation and shorten the time to competency.

Experience in using training modules has shown that it is preferable to use the activities as a complete set and not in an isolated way

It is useful, whenever possible, to have three facilitators present A suitable space for working with the community members should

be used, allowing the activities to be carried out without any restriction of movement

One should try and produce a free and respectful environment, where there are no judgments or criticisms of the attitudes, language or behavior of the participants.

Situations of conflict may occur. It is up to the facilitators to intervene, seeking to establish a consensus and respect for different

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opinions. The work should endeavor to go as deep as possible, moving beyond the standard ‘politically correct discourse’

The discussion notes serve more as an interactive guide to engage participants, and not merely as lecture notes. Therefore, trainers using this module must be well acquainted with the sections (Contents and Time required) prior to training. By reviewing the sections in advance, the trainer can make decisions concerning which materials to use according to the participants’ knowledge or experience. The discussion points suggested in the activities presented do not necessarily have to be used at the end of the activities, but can be used while it is being executed, as the facilitator thinks fit

The dress code is also important, since gender training is a sensitive issue and therefore should not give room for judgments. This is also related to the cultural beliefs and yet gender is part of social transformation.

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7.6: Step-by-step guide to initiate gender clubs in secondary schools and universities

What is a school gender club?A school Gender Club is a school-based group run by students and supported by teachers that works to create safe, caring and inclusive spaces for students and the entire school community to discuss and address gender issues. Typically, Gender Clubs are designed to provide a safe space for students to meet, socialize and support one another as they discuss gender issues. Starting a club or group at your school can be a great way to address gender issues in the school as well as in the community in which you live.

1. Follow all school policies and guidelinesA Gender Club should be established in the same way that any other group in your school is formed. Check your school policies to see what the school’s rules are for student groups. These rules may require you to seek the permission of a teacher and the school administration and enlist the support of other students. If you can, find lots of support and look for a diverse group (boys and girls or teachers) to help get you started

2. Find a Gender Club advisor Find a teacher, administrator or school staff member who would be willing to serve as a supportive ally for your group. If possible, try to include both male and female advisors. Remember, diversity will be your group’s greatest strength.

3. Speak to your school administrationEncourage your school administration team to become your allies. School administrators can work with your club to help demonstrate that your group is a valued and important part of the school community. Administrators also serve as an important liaison between students, teachers, parents, school boards and the larger community. Be sure to include them in your planning. Remember, if you follow all the proper procedures, a school cannot turn down your request to start a Gender club

4. Inform school counsellors and other school resource people about your clubSchool resource workers, like police officers and school counselors, will often know of students who might benefit from your school’s Gender club. School counsellors, in particular, may be an important source of support for students who need to form clubs

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5. Develop a mission or vision statementA guiding core statement of beliefs can help to focus your club and, in turn, demonstrate how serious and important your club is to the school community. Organize your gender club goal and value statements to include principles related to human rights and social justice. Find out what your school’s educational priorities and goals are and demonstrate how your club helps to live them out.

6. Find a safe meeting placeSelect a safe and comfortable location in your school that is relatively private. Remember that some students may feel uncomfortable and nervous when first attending meetings. Try to create an atmosphere that accommodates all individuals and comfort levels. Choosing a meeting place right next to where the secondary school football team hangs out may not be a good idea. Then, again, you could always invite them to attend

7. Advertise your groupWork with your advisor to use this opportunity as a “teachable moment” to talk about gender. The simple presence of your club’s posters can send a powerful message of gender and help educate students and staff about the gender promotion in your school. Prepare posters that set a positive tone for your club. Include the meeting time, location and date. Think about including a small description about what goes on at your meetings and be sure to emphasize that everyone is welcome.

8. Schedule your first meeting Select a meeting time that is convenient for most of your participants. Revisit the group’s mission statement and brainstorm possible activities and topics of discussion for future meetings. Some clubs hold meetings weekly, others monthly. Determine what kind of schedule will work best for your club.

9. Establish clear guidelines Think about establishing specific ground rules for club discussions that reaffirm responsible and respectful behaviors. In addition to creating a welcoming environment, work together to develop and establish the clubs dos and don’ts that can be posted and/or read at the beginning of each meeting. Keep a positive and supportive tone in your club meetings and remember to emphasize the importance of equal participation (by students and advisors) as well as debate which helps to challenge gendered norms

10. Set Possible activities:

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Examples of such activities could include hosting guest speakers; holding joint meetings and events with other school groups/clubs; writing articles for the school newspaper or website; networking with local gender clubs, participated in women’s day events and other gender equality events. Remember to plan events that entice people to come, not because they are necessarily interested in the cause, but because the event sounds fun. Be creative, understanding and gentle in your approach, and be sure to include celebration and socialization as part of the club’s activism and organizing

11. Plan for the future Work with your club to develop an action plan that will help to make your group an active and sustainable presence in your school. Your action plan might include long and short-range goals and priorities.

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