Session

Formal Opening

1
 Handout-01

ABOUT GENDER MAINSTREAMING

IN PLANNING AND DEVELOPMENT DIVISION
& DEPARTMENTS PROJECT
Goal
To address the imperatives under the institutional strengthening
component, a three year Gender Mainstreaming Project has been
initiated. The project is being supported by the governments of Norway
and Canada.

This Project resides in the Planning and Development Division at the

Federal level, and the P&D Departments of the four provinces, AJK and
FANA. The Project goal is to:

“Build the capacity of the government officials to mainstream gender in

the…

i ii iii iv
Formulation Implementation Monitoring Evaluation
i.

…of government policies, plans, programme and project in all areas of

development”.

Objectives
The Project attempts to achieve its Goal through the following
objectives:

Gender sensitization of senior and mid-level

planning and development (P&D) officials at the
federal, provincial and district levels.

Developing capacity for gender analysis, planning,

monitoring and evaluation.

Establishing gender disaggregated databases using

information and communication technology skills
and competencies.

Establishing knowledge based networking, e-

forums, and a community of gender mainstreaming
practitioners.

Developing institutional mechanisms and

procedures for systematic gender mainstreaming
and accountability in government.

This one-day interactive discussion session contributes to Objective # 1.

2
 Handout-02

CAPACITY DEVELOPMENT
THROUGH
GENDER MAINSTREAMING PROJECT
A high priority of the Project is to raise the awareness of senior officials
and policy makers of the government to the importance of
mainstreaming gender in policies, programmes and projects. The training
comprises of four categories, each with defined target group as follows:
• senior government
• professional civil servants working in the top tiers of government
• legislators
• managers and data managers

The T1 & T2 category of training, of which this Session is a part, aims to

make public officials more aware of gender issues, more able to exercise
gender analysis skills, and use the gender lens to review planning
documents such as PC-1s.

Type Type of Training Duration Target Group

S1 Gender Sensitization ½ day Senior Government Managers

S2 Gender Sensitization 1 day Professional Civil Servants

S3 Advocacy/Sensitization 1 day Legislators

S4 Sensitization 1 day Data Managers

T1 Gender Analysis 2 days Senior Mid-level advisory staff

T2 Gender Analysis 2 weeks Officers dealing with basic level

project proposal/programme

C1 Computer Skills 4 days Senior-mid level supervisory

staff

C2 Computer Skills 5 days Officers dealing with basic level

project proposal/programme

C3 Website development 1-1/2 day Selected Federal and Provincial

Officers

3
 Handout-03

ABOUT GENDER SUPPORT PROGRAM (GSP)

Synopsis
The Gender Support Programme (GSP) provides a strategic framework
establishing linkages between governance, poverty reduction and gender
equality through implementation and monitoring of national priorities in the
areas of political participation, economic empowerment, establishing social
environment and
institutional
strengthening. An
Gender
overview of GSP Mainstreaming with
regard to in PDDD
Working Towards
projects
Gender
and thematic Justice thru
Achieving the National
and International
scope is
as follows: Musalihat commitments on
Anjuman Gender and Poverty
Issues
Contribute to
poverty eradication
efforts through gender
responsive
Gender governance and a
Women
rights-based approach to
Responsive Political
sustainable human
Budgeting development School
Initiative

Institutional Women
Strengthening Access to
of the NC on Capital &
the Status Technology
of Women

Institutional Strengthening
of NCSW (Gender Responsive Enabling Social Environment
Budgeting, MoF Gender Gender Justice through Musahilat
Mainstreaming in the Planning Anjuman (MA). Interventions –
Process, P&DD Achieving National & build capacity of MA members,
Int’l Commitments on Gender & enhance public engagement,
Poverty Issues, MoWD promote women’s awareness of
their rights, and utilize services of
the MA.

Political Participation
Women’s Political School, MoWD Economic Empowerment
(mega intervention to make women Women’s Access to Capital and
councilors and local government Technology (WACT). Enhance
more effective). Interventions – economic status of urban and
providing ToT, training 36000 rural women through credit,
councilors, building support link, promoting small and medium
sharing information and institutional entrepreneurship, building
strengthening. capacity, facilitating ICT solutions
and networking.

4
 Session

(Introduction)

5
 Handout-04

OVERALL WORKSHOP OBJECTIVE

(TWO DAYS)

TTo clarify gender concepts and provide policy

makers with a rationale as to why gender
should be mainstreamed in policies,
programmes and projects;

To build some basic skills for gender integration

in policies, programmes and projects, and to
identify ways to take forward the gender agenda;

To identify ways to take forward the gender

agenda.

6
 Session

(Why Gender Matters for

Development Professionals)

7
 Handout-05

A WAKE UP CALL
International
• Of the world’s 1 billion poorest people, three fifths are women and
girls
• Of the 960 million adults in the world who cannot read, two thirds
are women
• Seventy percent of the 130 million children who are not enrolled in
school are girls
• Of the 960 million adults in the world who cannot read, two thirds
are women
• 70% of the 130 million children who are not enrolled in school are
girls
• With notable exceptions such as Rwanda and the Nordic countries,
women are conspicuously absent from parliament, making up, on an
average, only 16 percent of parliamentarians worldwide
• Women everywhere typically earn less than men, they are
concentrated in low-paying jobs and because they earn less for the
same work
• Although women provide about 70 percent of the unpaid time spent
for caring for family members, that contribution to the global
economy remains invisible
• Half a million women die and at least 9 million more suffer serious
injuries or disabilities from preventable complications of pregnancy
and childbirth

Source: UNDP Gender Mainstreaming: What it means, How to do it – A Resource Kit

National

Comparison of Men and Women on Key Social Development Indicators

Indicator Women Men

GDP per capita US$ 776 US$ 1594
Literacy rate 27 percent 51 percent
Gross primary enrolment 64 percent 80 percent
Combined primary and secondary 25 percent 50 percent
enrolment ratio
Maternal mortality 340 per 100,000 live births -
Labour force participation 11.39 percent 69.1
percent
Earned income shares 20 percent 80 percent
Top administrative / managerial jobs 3 percent 97 percent

Sources: This table has been prepared from several sources including the Global and South
Asian Human Development Reports, SPDC reports, HIES and data from NIPS – taken
from Federal GRAP (Gender Reform Action Plan).

8
 Handout-06

GOP COMMITMENTS TO WOMEN DEVELOPMENT

Policy Environment for Gender Mainstreaming

International Commitments
1. MDGs – Millennium Development Goals (MDGs, 2000)
2. CEDAW – in force on September 3, 1981. Pakistan ratified in
1996.

National Commitments
3. MTDF – Mid Term Development Framework (2005-10)
4. NPA – by Ministry of Women and Development, September 1998.
5. NPDEW – by Ministry of Women and Development, 2002

Major Initiatives
6. GRAPs – National and Provincial GRAPs (2004)
7. Decentralization Support Program - TA2
8. GSP - Gender Support Programme (2003-2008)

9
 Handout-07

FROM MEDIUM TERM DEVELOPMENT FRAMEWORK

(MTDF 2005-2010)
Gender Reference – Message from the President of Islamic Republic
Equality is of Pakistan General Pervez Musharraf
anchored in ….. because of uneven distribution of its fruits across various
the MTDF sections of the population and provinces, and disregard of
equity, marginalized vast segments of the population. The
poverty situation worsened and it is hardly surprising that
the economic system supporting these injustices crumbled
under its own weight.
Quotable
Quotes! Ensuring equitable development of regions and ethnic
groups is one of the strategic objectives of our planning. We
are giving equal importance to the protection of the rights
of every citizen, particularly those of children, youth,
women and minorities. With the realization that economic
growth and social stability must go hand in hand, we are
striving to establish a just and sustainable economic system
for reducing poverty and honoring our commitment to
transfer the benefits of economic development to the
people of Pakistan.

Reference – Foreword by Shaukat Aziz, Prime

Minister of Pakistan
‘Economic growth does not automatically translate into
poverty reduction and equitable distribution among
persons, genders, ethnicities and regions. Growth will be
made pro-poor by result-oriented investments in women
empowerment, education, health, water supply and
sanitation, rural development, livestock, SMEs, specially
targeted works programmes and an integrated social
protection strategy for the poor and vulnerable.’

Reference - An Overview:
‘Establish a just and sustainable economic system for
reducing poverty and achieving MDGs.’
‘Protect the right to development of every citizen
particularly those of children, youth, women and
minorities.’

Reference – Strategic thrust of the Framework:

‘Facilitating the development of human capital and
private sector as the engines of economic growth.’

Reference to a Sustainable Society: ‘The people will need

to be empowered through improved access to assets,
increased democratization, and inclusion and participation.
This will also call for strengthening institutions to respond
to interests of all citizens, particularly the poor …..’

10
 Handout-08

CASE STUDY 1
THE PATHANKOT WATER SUPPLY SCHEME

The water supply scheme for village Discussion Questions:

Pathankot was being designed. Rehman 1. What happened?
had developed an elaborate system of
community project dialogues, where 24
dialogues were organized, 2 each with 12
mohalla groups representing the 12
mohallas in the village. Care was taken
to ensure that there was consensus
among the entire community village on
the route of the water supply scheme.

The separate mohalla dialogues helped to

work out the mechanics of compensating, 2. Did the scheme succeed? If not,
where required, those villagers whose why?
land was being used for laying down the
pipes. The location for installing
community taps were also decided jointly
by the project’s technical team and the
mohalla representatives. The women
were informed by the male members of
their families about the water supply
scheme. There was an air of excitement
in the village households.

Finally the water supply scheme was

inaugurated. About two dozen
community taps were installed; in public 3. What could have been done
places often alongside a mud path and differently?
away from any trees. Essentially there
were no washing pads where which
women could use for household washing.
Those from the influential households
bought rubber pipes connected them to
the community taps and ensured
uninterrupted water supply for their
houses for at least half an hour daily. For
the rest of the women it was ‘business as
usual’. They continued their old practice
of walking miles to the nearest streams
to wash clothes and to collect water for
household consumption.

Source: from UNDP/GEUP supported Gender Sensitivity and Awareness-Raising Manual, March 2003 by Shazreh
Hussain and Nasim Zehra

11
 Handout-09

CASE STUDY 2
INCOME GENERATION PROJECT FOR KALINGER

A Project was initiated in Kalinger to help local women Discussion Questions:

producing traditionally embroidered clothes, bed- 1. Did the community
sheets, cushions etc. to improve existing embroidery in Kalinger benefit
skills, improve designs, access credit facilities at zero from all elements
interest rate for purchasing raw materials, and provide of the women’s
marketing facilities through KDP’s existing sales outlet income generation
in Abbottabad and Islamabad. By June 2002, when 150 Project? If not,
local women completed classes run by two embroidery which element
experts, the project announced that they could now proved useless for
receive credit from a one window operation that them?
required no collateral, and provided Rs. 500 for 6
months at zero interest rate.

The project was committed to end what they believed

was an exploitive borrower-lender relationship, a
perception developed on the basis of a study conducted
in the eighties which highlighted that local landlords
gave loans to the villagers at a 50-60% interest rate, 2. Explain why the
and when villagers could not pay back the monthly element was
interest rate, forced them to work in their homes for unsuccessful?
minimal wages. Women who conducted the baseline
survey for this Project talked to local women about the
availability of credit to buy raw materials for the
product they were producing. The response was by and
large unanimous: ‘Our poor men have to beg for credit
and ALLAH knows what we go through trying to return
the credit and the heavy interest’.

Three months after the credit scheme was announced,

NOT ONE SINGLE WOMAN had applied for credit from
the Project scheme! Mrs. Imaan, the Team Leader and
Project Manager, became concerned. She believed they
had a really attractive credit scheme, so why were
women not applying for credit? Was there perhaps no 3. Could the failure
need for the credit? The KDP sociologist was asked to of the element
undertake an assessment. On the basis of discussions have been
with the male members of those families who access avoided?
raw material, this is what the study revealed:
A traditional credit facility functions in Kalinger.
Every 2-3 months, when women require raw
material or groceries, the men approach the local
shopkeeper, Hassan Mia, the main supplier of
monthly requirements to every household. Hassan,
who has no other investment opportunity, lends in
kind at 10% interest rate to his clients, friends, and
fellow villagers, establishing no specific payback
period. Generally his borrowers borrow few
hundred rupees every three months, returning
within 2-3 months.

12
 Hassan’s borrowers have been very comfortable
with this arrangement, finding Hassan to be an 4. Can you recall the
understanding and sympathetic lender who, on occurrence of a
many occasions, have shown tolerance to those who similar problem in
have not been able to pay on time. He has even any project that
extended additional loan even though the previous you have been
loan has been still outstanding. directly or
indirectly been
The men view Hassan’s credit facility a blessing, engaged with?
particularly after an experience with a World Bank
Credit Project, where 20 men took loans, and when
5 of them were unable to return it on time, they
were blacklisted by the Project personnel, and their
names were published in the local newspaper. The
Union Council Nazim also received a written
complaint against them. These five ‘safaid posh’
men were humiliated. The village men had vowed
never to take credit from any outside source.

Source: from UNDP/GEUP supported Gender Sensitivity and Awareness-Raising Manual, March 2003 by Shazreh
Hussain and Nasim Zehra

13
 Handout-10

EXAMPLES OF
GENDER BLIND DEVELOPMENT
1. Rural farming women were displaced by agriculture technology.
The result was a loss of income for the women, and a lost
opportunity to learn a new skill (since the assumption was that
women cannot deal with technology).

2. Aga Khan Education Services (AKES) in the Northern Areas invested

in female schools because government schools for boys existed in
the area. The result was because of better quality of teaching; the
girls who graduated from those schools had a markedly high
standard of education compared to boys. One of the undesirable
outcomes was a difficulty in finding appropriate marriage
proposals for these girls.

3. A stone wall was built to protect a watershed area near a forest in

India. This was an important water source for the people who
lived in the nearby city. But the wall cut off the local community
from their only source of fuelwood, leaf litter and fodder. The
army was sent to make sure the people kept out of the forest.
Now the women who collect these forest products have to work
secretly at night to elude the army guards – so it takes them seven
hours instead of three or four to gather a load of fuelwood.

4. Sindh’s education policy for rural areas requires that the land for
the schools be contributed by the community. More often than
not, those who are in a position to donate the land are relatively
better off, and whose off springs probably go to private schools.
The land which is donated by them is generally least valuable, and
most often located far away from the village and therefore
inaccessible and unsafe for young girls. Such schools consequently
have little impact on the increase in enrollment, and therefore
female literacy rates, for obvious reasons.

5. A rice research project in Punjab resulted in new varieties that

were fast growing and early producers. Plant breeders did not
explore other uses of the rice plant. The husbands were given the
proceeds from the rice crop. Previously, women had made place
mats and other crafts from the rice husks and stalk. With the new
varieties, this residue – disregarded by the researchers – was no
longer useful for crafts, resulting in less off-season income for the
women in the family. While the family may have had more rice
and the husbands (or other male household head) may have had
more income, net family income was not necessarily greater, and
women’s direct control over her income was affected.

14
 Session

(Understanding Gender
Concepts)

15
 Handout-11

GENDER ROLES AND GENDER ISSUES

Gender refers to the economic, social and cultural attributes and
opportunities associated with being a man or a woman in a given society.

They are about:

• what a man or woman can or cannot do
• what a man or woman can or cannot be
• social, economic and political relations between men and women
• who should do what
• who has control over decision-making, access to resources and benefits.

Gender roles are created by societies, they are not biological and they vary
from society to society, from time to time, from place to place, and from age
to age. For example:

• generation to generation: Think how different the day in the life of

your grand-father or grand-mother would have been at your age and you
will appreciate how gender roles have changed!

• time to time: Our own roles change as we grow from a daughter/son to

an adult and a parent. The trap we often fall into when planning for
development interventions is that we make assumptions about the
context of development based on our own experience in a different
context. These assumptions can result in terrible waste of resources
both for the agencies and the local community involved.

• place to place: Tasks that are intimately related with men in one place
are the tasks of a woman in another. For example, cutting trees in the
forest for firewood is generally man's work in Finland whereas in
Pakistan or Tanzania it would be women's work. Farmers in North
America are mostly men whereas most food production in Africa is done
by women. It is important to understand that these variations take place
from one country to another, but also within a country from one region
or a cultural group to another!

16
 Women and men play multiple roles in society, through which they participate
in, and contribute to, the four domains around which society is organized:

Reproductive Activities (“INSIDE”): Productive Activities (“OUTSIDE”):

Recognized as ‘Natural’ Recognized as ‘Work’

Roles: Roles:
Child bearing/rearing Work undertaken for pay in cash
responsibilities and tasks – or kind – includes market
required to guarantee production and subsistence /
maintenance and reproduction of home production.
labor force; includes care and
maintenance of the current and
future work force (infants/school
kids).

Community Managing Activities Community Activities

(“INSIDE/OUTSIDE”): Recognized as (“Outside”): Recognized as ‘Work’
‘Natural

Roles:
Activities in the public sphere of
the community, such as
participating in a farmers or a
women’s group, attending
religious meetings, organizing
social events and services,
community improvement tasks,
maintenance of scarce resources
of collective consumption, i.e.
water, fuel, attending to the
elderly sick and disabled. It
involves voluntary time and is
important for community
organization and development.
Roles:
Activities at community level
where decisions are made with
regard to access to and control
over human and material
resources. Would involve
participation within the
framework of national or local
politics – generally paid work
directly or indirectly (financially
rewarding) through STATUS or
POWER.

Once these roles are defined around the four domains, there is generally
pressure on both men and women to conform to these social expectations. This
pressure is generally exerted through the family, media, education, traditions
and cultural norms.

Gender roles change over time in response to many factors – social,

technological, economic, geographic, and legal. During this process of
evolution, some values are reaffirmed, while others are challenged as no longer
appropriate.

17
 Gender issues arise when gender stereotyping prevent men or women from
enjoying their full potential and human rights! Gender issues emerge when
gender roles result in:

Invisibility of Women and men’s multiple roles have to be recognized. If

either gender not, one of the gender will tend to become invisible or
undervalued, e.g. the roles that women play in the
reproductive domain; or women’s contribution to the
productive domain in terms of farming, management of
livestock, mushroom farming, sericulture, etc. is not factored
into interventions.

Similarly, men’s absence from the reproductive domain means

that they lose out on care and close bonding.

Women’s absence from the political domain (before

devolution) did not allow women’s representation in decision
making.

Unequal burdens Men and women often have different needs and priorities
of work for due to their different status and roles in society. Therefore
either gender development interventions affect men and women differently.
Men and women are interested in those interventions that
make their lives easier to manage. Unless the needs and
priorities of both women and men are addressed, humane, just
and sustainable development is not possible.

Unequal access Gender issues also arise when one gender has a greater
to, and control access to, or control over, resources, including education,
over, resources training, land, credit, health, labor, income, technology,
information, political power, transport, etc. Only if the
relationship between men and women is equitable can men
and women fully participate in and benefit from development.
And development results must consciously define the benefits
of any intervention for both men and women.

Men and women are the agents of change and an integral part of every
development strategy. The participation of both men and women is essential
for effective and efficient development.

18
 It is only when gender equality interventions are holistic and focus on macro
and micro levels, i.e. on policy, program and project that society will progress
and develop as a whole and any meaningful change would become visible.
Planners must understand that interventions need to be designed so that they
may address men and women’s practical needs and strategic interests, as
follows:

Practical Gender Needs (PGNs) Strategic Gender Needs (SGNs)

Gender needs of women arising from Gender needs of women which

existing gender roles change existing roles and status

Are immediate, concrete and often
essential for human survival – such as
for food, water, shelter, fuel and
health care, etc. Attention to
practical needs can address
immediate disadvantages and
inequality, but can also reinforce the
gender division of labour by helping
women and men perform their
traditional roles better. Addressing
practical needs usually does not
change traditional gender roles and
stereotypes.
Are those needs, that when met, will
actually challenge the traditional
gender division of labor which has
relegated women to subordination
and vulnerable roles in society.
Programs addressing the strategic
needs contribute to improved gender
equality. They are more long term
and less visible (than practical
needs).

Examples of actions towards PGNs: Examples of actions towards SGNs:

• Potable water
• Housing and household facilities
• Community health
centers/drugstores
• Labor-saving devices
• Food processing/preservation
technologies
• Pre and post natal care for
mothers
• Day care centers
• Literacy and skills development
• Accessible and adequate market
facilities
• Provision of credit facilities
• Women’s crisis centers
• Community kitchens and laundries
• Women’s representation in
political structures and decision-
making bodies
• Policies/legislations against sexual
harassment in the workplace
• Maternity / Paternity leaves
• Removal of legal obstacles such as
discrimination in access to land
and credit
• Training for women and men in
non-traditional areas (carpentry
for women, education for men)
• Men helping more equally with
domestic work

19
 Handout-12

GENDER EQUALITY – THE GOAL

Not equal numbers Gender equality does not simply mean equal
….. numbers of men and women or boys and girls
participating in all activities. It means that
but equal recognition men and women enjoy equal recognition and
and status status within a society.
Not to make them the It does not mean that men and women are the
same ….. same, but that their similarities and
differences are recognized and equally valued.
but to highlight and It means that women and men experience
value similarities and equal conditions for realizing their full human
differences potential, have the opportunity to participate,
contribute to, and benefit equally from
national, political, economic, social and
cultural development.
Not to provide equal Most importantly, gender equality means
inputs ……. equal outcomes for men and women. Gender
equality is both a critical human rights issue
but to ensure equal and an essential requirement for equitable,
outcomes efficient, effective and sustainable
development.

A stork and a cat are both hungry. Who gets

to eat effectively depends upon whether the
plate is shallow and wide, or elongated and
deep. In development we seek equitable
inputs for equal results.

20
 Handout-13

ACCESS TO, AND CONTROL OVER, RESOURCES

Access is the ability to use a resource. Control is the ability to make

binding decisions about the use of a resource.

The distinction between access to, and control over, certain resource is
important because the ability to use a resource does not necessarily
imply the ability to make decisions about the use of that same resource.
For example, a woman may use land to grow food on. But the land may
belong to her husband who decides whether to keep or sell the land, and
who owns the products of his wife’s agricultural work from that land. A
woman may have access to a donkey for transport, but if she does not
decide who can use the donkey when, then she does not have control
over it. If, for example, she needs to go to a clinic using the donkey, but
her father-in-law who owns the donkey wants to use it to go to visit
friends, then the woman’s needs may be ignored – thus she has access to
the donkey, but not control over its use.

Indicate that the fact that women and men are socially assigned
different roles and responsibilities (the division of labour between
women and men) has direct implications for the level of access to and
control over resources they have, which in turn affects their health and
their ability to access health services.

Source: HIV/AIDS and Power Dynamics in Pakistan: A Gender Training Manual

21
 Handout-14

INSTRUCTIONS FOR THE CASE STUDY GROUP

In your small groups, read the given case studies (on gender division of
labor and access to and control over resources) and answer the questions
asked at the end of each case. Once completed, the facilitator will lead
a discussion in the plenary vis-à-vis the following questions:

1. Of the various characters mentioned, explain who does what kind

of work? (productive, reproductive, community, political)
2. Who makes the decisions? What sources of power are used for
decision-making?
3. What are the available resources? Who has access to them and
who controls them?
4. Is there a difference in the condition and position of the two
women mentioned in the two case studies?

22
 Handout-15

CASE STUDY - 1
GENDER DIVISION OF LABOUR & RESOURCE

Zubaida got up before anyone else in the family to start the fire for breakfast. She
put the water for tea to boil and then went to milk the cow. Meanwhile her third
child Shaheen, also awakened to help her mother with the morning chores. Zubaida
had five children, three boys and two girls. Shaheen, at 12 was the oldest girl. Her
two elder sons went to school in the morning, while Salma and Salim (six and eight
years old) would take the goats and the cows out to pasture. Their father, Naseer,
was a teacher but his salary was not enough, so he worked in a shop after school.
Zubaida also helped by doing embroidery for the local trader who sold it in the
nearby towns and by growing some vegetables on the small plot of land she had
inherited from her father.

After her husband and two sons left for school, Zubaida washed the clothes, while
Shaheen cleaned the dishes and swept the floor. Shaheen had stopped going to
school when she was ten and her grand mother had promised her in marriage to her
cousin. Zubaida had protested and even Naseer was not happy about this but was
not able to refuse his mother.

After she cooked lunch, Zubaida worked on her land a bit, she wondered whether
Shaheen had cooked the soft rice for her sick grand mother. She went back early
and was happy to see that Shaheen had done all the work. The boys had also come
back from school and she had served them lunch. They were now busy with their
lessons. Salim and Salma were back too and were now playing in the courtyard.

In the afternoon, Zubaida decided she would visit her neighbout, Ameena whose
husband was a wealthy man who took good care of her and the family. She even
had a servant to do all the house work for her. Her children went to a private
school, where she was also teaching. She liked to teach; last year she had received
the best teacher award. This year she stopped teaching as her husband did not like
his wife to work. Sitting in her house, sipping the tea served by the woman-servant
and eating sweats, Zubaida wondered why Ameena looked ill and unhappy. Her
husband had bought the best medicines for her and still she was not getting well.
Perhaps this is because her husband was not giving her permission to visit her
parents in the neighbouring village?

When she got home, Zubaida checked to see how her mother-in-law was feeling.
She needed to be given her daily medicines. Naseer also came back from work and
was now having a nap. On his way back, he had stopped to buy some food supplies
for the house. He was a member of the punchyat, and today he told Zubaida, there
would be a meeting at their house to decide where to make the new shool
building. When the guests came, Shaheen made tea for them, which her older
brother served.

Zubaida had saved some money from the embroidery and the vegetables she sold;
she wanted to buy some more livestock and an embroidery machine with it, but
her husband wanted to a shop so that he could leave his job as a teacher. Even
though there was more money to be made from livestock. However, Naseer told

23
her that he had decided bo buy the shop, as he had promised to give the owner the
money by end of the week.

Questions

1. From among all the characters mentioned above, explain who does what kind
of work?
(productive, reproductive, community)
2. Who makes decisions? What sources of power are used for decision-making?
3. What are the available resources? Who has access to them and who controls
them?
4. from amongst the two women was there any difference in their condition and
position?

Gender Division of Labour

Type of work Done by Done by men Done by girls Don by boys

women

Productive

Reproductive

Community

Decision-making power

By whom? What decision? What source of power

Zubaida

Naseer

Naseer’s mother

Ameena

Ameena’s husband

Children

Gender Division of Resource

Type of source Access Control

Handout-16

24
 CASE STUDY - 2
ACCESS TO, AND CONTROL OVER, RESOURCES

Razia lives in a village near a big town along with her husband and two
children. She works on her husband’s lands growing vegetables for the family to
eat. Her husband does not work on the land. He works in the village. Her family
eats some of the vegetables and rest she sells at the local village market and
this gives her some spending.

Otherwise she has no money of her own. Her husband does not give her any
money he simply brings food and other necessities from the village. She needs
to have some money available, so that she can buy small gifts for her children,
or pay for the clinic when she needs to go. One day her husband comes home
and tells her that a friend of his has offered to sell her vegetable crop in
nearby town for good money. She does not want to do this because it would
deprive her of the money she already has in her hands. She resisted to some
extent but ultimately her husband told her that the lands on which she grows
vegetables is his and he will decide what to do with the crop whether she likes
it or not, as he had promised to give his friend the crop.

Questions

1. What are the available resources? Who has access to them and who has
control over them?
2. Who makes decisions? What sources of power are used for decision-
making?
3. what was the difference in position between husband and wife?

25
 Handout-17

GENDER MAINSTREAMING AS A STRATEGY

TOWARDS GENDER EQUALITY

As defined by the United Nations, gender mainstreaming is:

“ …the process of assessing the

implications for women and men of any
planned action, including legislation,
policies or programs, in all areas 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 policies and programs in all
political, economic, and societal spheres
so that women and men benefit equally
and inequality is not perpetuated.”

Source: The Economic and Social Council Report for 1997, United Nations, 1997

26
 Session

(Applying Concepts, Sharpening

Skills)

27
 Handout-18

Case Study-1
Disaggregating Gender Terms
One of the requirements of gender-responsiveness is to apply the rule of using
gender distinction in terminology, i.e. differentiating generic terms such as
community, people, group, etc.

Task: Integrate gender distinctive terminology in the paragraph below, and

identify points where greater clarity is needed as to which gender the project
intends to address.

Case: Coastal Community Development

It is well understood that any sustainable ecosystem management initiative must
have the support of the local population that depends upon the resources. Without
this support, all the efforts of government and international bodies at protecting
the environment will be wasted. Alongside the forestry programme, therefore,
there is a community development programme.

It has already been noted that there is a need to change the prevailing attitude
towards the mangroves as there are clear signs of degradation of the environment.
Changing community awareness about such problems is difficult without
establishing the confidence of the local people in the local organizations. It is
counter-productive to come into a village telling the people who have depended
upon a resource for centuries to stop using it. It has been shown many times that
the best solution lies in addressing other environmental needs first, especially
those which are closer at hand, for example, water supply and sanitation, which
have been identified as the most pressing need.

Once confidence has been built up, packages, which are of more direct relevance
to the sustainable management of the mangrove ecosystem, can be suggested. It is
important that these packages be socially and economically attractive to the
villagers. One example of such a package is the production of mangrove honey,
which the project is currently testing. If honey production in the mangroves is
viable during the flowering season, which occurs at the same time as the slack in
the fishing season, an alternative source of income can be promoted. This will have
two benefits — it will increase awareness of the usefulness of the mangroves and
may reduce the pressure on fish stocks.

(Source: Sustainable Management of Mangroves in the lndus Delta: The Korangi Ecosystem Project. Korangi Issues
Paper No. 3. May 1992. IUCN).

28
 Handout-19

Case Study-2
Time-Use Study

Question

You are a Senior Government Official

who has been asked by the Health
Minister to assist in the planning of an
immunization of all members of five
districts against a very serious infectious
disease that has afflicted some other
districts of the province. What factors
would you have to keep in mind to
ensure a successful immunization
campaign?

29
 Handout-20

Case Study - 3
Spending Preferences
Each society has its own gender division of labor. Men and women have different
roles to play. Therefore, it follows, that they must have different needs and
priorities.

In a community, the household is the main sphere of interaction between men and
women. It is said that the household is a site of cooperation as well as conflict.
Final outcomes are often determined by the relative power held by individuals.
This subtle ‘power struggle’ shows up in various ways, especially in the spending
patterns in the household. For example, there is a clear difference in the spending
preferences of men and women. Research shows that in low income household, up
to 80% of a woman’s income is spent on food and other household needs compared
with 60% for men. According to quite authentic research, a larger share of men’s
earnings is spent on paan (beetel leaf), tobacco, naswar (or equivalent), cigarettes
and supporting interactions (chai pani) with friends. The control over money
income, by either men or women, is an important determinant of spending
patterns.

As a ‘planner’ you have been asked to recommend policies to support economic

development in a region of country ‘Daniabad’. The women and children of this
region are known to suffer from various vitamin deficiencies, yet food with the
right kind of nutrients can be easily grown or purchased at the local store. You
have heard from your friend, the welfare officer in that region that the community
has suffered a lot of disputes caused by extreme habits (including drugs, gambling,
etc.).

You have found out that the main source of cash in the region is rice. Income is
largely under the control of men. Handicraft produced by the women is in high
demand in the capital and overseas, but lack of a local market, and high shipping
costs, deter production. In recent times, the price of rice has fallen, and
predictions are that they are likely to remain depressed for a long time. Your
Minister has asked you to recommend a subsidy that would be of most and
immediate benefit to the people of the region.

Question
Knowing the concept of spending preferences and control of income, what would
you advise the Minister? Give reasons.

_____________________________

_____________________________

_____________________________

_____________________________

_____________________________

Adapted from: Gender Training for Planners in Pacific Island Countries: September 1995.

30
 Handout-21

Case Study – 4
Community Data
Members of the Village Development Team of ‘Daniabad’ were pleased. The village
meeting has so for proceeded well. All village elders were present and were quick
in expressing village needs. Repairs were needed to the school, and a new room
was needed for the village meeting house. The school principal gave a briefing in
which he supported the need for additional classrooms. The presentation included
the following:

District Education Indicators

2002 – 2003 (as of June 30)
School Level Enrolment # of Teachers # of Class Rooms
Village A
Pre-school 17 1 1
Primary 33 3 3
Secondary 14 2 2
Total 64 6 5

Village B
Pre-school - - 1
Primary 30 2 2
Secondary 11 1 2
Total 41 3 5

Members of the visiting Village Development Team were impressed with the
Principal’s presentation. The statistics were especially welcome, and would help
strengthen a proposal to request more money for the school.

Members of the team were especially impressed with the delicious tea and lunch
provided by the women of the villages. The women were busy throughout the
meeting preparing for the morning tea and lunch, and clearing up afterwards.

Faisal Rahim, the Assistant Provincial Planner, and youngest member of the team,
was somehow dissatisfied. If you were to look at this scenario through the gender
lens, what factors would you say could account for his dissatisfaction?

Adapted from: Gender Training for Planners in Pacific Island Countries; September 1995.

31
 Handout-22

Case Study – 5
Practical and Strategic Gender Needs
To encourage women’s participation in development, it is useful to identify two
types of needs — practical and strategic gender needs.

• Practical Gender Needs: those activities designed to improve women’s

“condition” through greater provision of their basic needs, such as food, clothing,
water, housing, transport, and so forth. The prime objective is to support women
in their current roles.

• Strategic Gender Needs. those activities designed to improve the “position or

status” of women in the community or in the country. Such activities include
greater income- earning opportunities to enhance their independence and give
them a wider range of choices, improved education and training opportunities,
leadership training, elimination of discriminatory laws and customs, etc..

EXERCISE.
Below is a checklist of projects for women. In your groups, tick under the
appropriate heading whether the activities refer to women’s practical or to their
strategic needs.

Activity PGN SGN

1. Improved village water supply
2. Sewing classes/Cooking classes
3. Handicraft project
4. Credit scheme for income generation
5. Leadership training
6. Vegetable gardening
7. Promoting girls to secondary school
8. Literacy training for women
9. Child health classes
10. Child care facilities for working mother
11. Workshop for male leaders on gender issues
12. Radio Programmes on protect funding source
for women
13. Training Programmes on preventing violence in
the home
14. Training for producing alternative to plastic
bags
15. Training women councilors

Too many projects for women narrowly address only women’s practical gender
needs. For women to play a greater role in development, and to be direct
beneficiaries of development, projects and activities should be designed so that it
is possible to address women’s strategic gender needs i.e. those that improve their
position or ‘power” in relation to other groups in the community.

Adapted from: Gender Training for Planners in Pacific Island Countries; September 1995.

32
 Session

(Gender Mainstreaming in
Programmes & Projects)

33
 Handout-23

GENDER MAINSTREAMING IN PROGRAMS AND PROJECTS

Programs and projects impact differently on women and men
due to their gender-based roles and life situations. Developing
institutional capacity for gender mainstreaming thus requires
that the needs of both women and men are reflected from
beginning to end of the program and planning process as
follows:

1. Situation Assessment and Analysis: Were

gender disaggregated data and gender analysis
used in the background and justification of the
program or project?

2. Project Goals/Objectives, Strategy and

Project Management: Are the needs of both
women and men reflected in the goals,
objectives and strategies of the Project? Is
there a clear policy for mainstreaming women?
Has appropriate budget been assigned for and is
it sufficient for the development of both men
and women? Does the strategy consider men’s
and women’s practical and strategic gender
needs?

3. Project Implementation: Will both men and

women participate in the implementation? Are
those who will implement the Program or
Project gender aware? Has adequate and
appropriate resources been aligned to work
with both men and women?

4. Monitoring/Evaluation: Does the monitoring

and evaluation strategy have a gender
perspective? Do the indicators measure the
gender dimension of each objective? Have
appropriate methods and resources been
assigned to obtain information from both
gender? Is there provision for a communication
strategy? Does the project redress a previous
unequal sharing?

34
 Handout-24

Checklist to Mainstream Gender in Policies,

Programmes and Projects

1. Situation Assessment & Analysis:

… Has specific and relevant information been collected on issues and
differences for men and women in relation to the specific problem?
… Were women involved in conducting the needs assessment, and were the
women of the community asked for their opinion on their problems and
needs?
… Has there been an assessment of women’s position in terms of such
possible problems as their heavier work burden, relative lack of access
to resources and opportunities or lack of participation in the
development process?
… Has a gender analysis been conducted to understand the cause of the
issues or differences?

2. Project Goals/Objectives:
… Do the project objectives make clear that project benefits are intended
equally for women as for men?
… Does the goal seek to correct gender imbalances through addressing
practical needs of men and women?
… Does the goal seek to transform the institutions (social and other) that
perpetuate gender inequality?
… In what specific ways will the project lead to women’s increased
empowerment? Will women’s participation increase at the level of the
family and community? Will women be able to control income resulting
from their own labor?
… Do any of the objectives challenge the existing or traditional sexual division
of labor, tasks, opportunities and responsibilities?
… Have specific ways been proposed to encourage and enable women to
participate in the projects despite their traditionally more domestic
location and subordinate position within the community?
… Have indicators been developed to measure progress towards the fulfillment
of each objective? Do these indicators measure the gender aspects of each
objective?

3. Project Strategy:
… Is there need to target gender balance as a corrective measure?
… Have the women in the affected community and target group been
consulted on the most appropriate way of overcoming the problem?
… Is the chosen intervention strategy likely to overlook women in the target
group, e.g. because of their heavier burden of work and more domestic
location?

35
… Is the strategy concerned merely with delivering benefits to women, or does
it also involve their increased participation and empowerment, so they will
be in a better position to overcome the problem situation?

4. Questions on Project Management:

… Do planned activities involve both men and women as equally as possible?

… Are women and men of the affected community represented equally on the
management committees?
… Are any additional activities needed to ensure that a gender perspective is
made explicit (e.g. training in gender issues, additional research, etc)?
… Is there a clear guiding policy for management on the integration of women
within the development process?
… Have financial inputs been ‘gender-proofed’ to ensure that both men and
women will benefit from the planned intervention?
… Has management been provided with the human resources and expertise
necessary to manage and monitor the women’s development component
within the project?

5. Project Implementation:
… Are the implementers gender-responsive and aware of the specific gender
issues?
… Will both women and men participate in implementation?
… Do implementation methods make sufficient use of existing women’s
organizations and networks such as women’s groups?
… Have these partners received gender mainstreaming training, so that gender
perspective can be sustained throughout implementation?

6. Monitoring:
… Does the monitoring strategy include a gender perspective?
… Are there monitoring mechanisms that ensure that all policy / program /
project activities are on track and take account of progress for male and
female beneficiaries?

… Are there monitoring methods to check the progress in reaching women?

E.g. women’s (increased) income, occupation of leadership roles, utilization
of credit facilities, participation in project management and
implementation, and influence over decision making?
… Has a communication strategy been developed for informing various publics
about the existence, progress and results of the project from a gender
perspective?

7. Evaluation:
… Do women receive a fair share, elative to men, of the benefits arising from
the projects?
… Does the project redress a previous unequal sharing of benefits?

36
… Does the project give women increased control over material resources,
better access to credit and other opportunities, and more control over the
benefits resulting from their productive efforts?
… What are the likely long-term effects in terms of women’s increased ability
to take charge of their own lives, understand their situation and the
difficulties they face, and to take collective action to solve problems?

Adapted from Astrida Neimanis, Gender Mainstreaming in Practice: A Handbook, Part I.

37
 Handout-25

THE STORY BEHIND THE NUMBERS

1. Once upon a time sex- Number of TB Cases

(sputum smear positive)
disaggregated data for
a National TB Program 40000

35000
highlighted that 30000

significantly more men 25000

than women are 20000 Male

Female

diagnosed with TB, 15000

and that the Male to

10000

5000

Female ratio in TB 0

cases has increased

1990 1991 1992 1993 1994 1995 1996 1997 1998 1999

substantially between (Source: Viet Nam National TB Program)

1990 and 1999.

2. The information would have been taken at face value, and interventions
would have been proposed, had not one person challenged the findings. A
question was asked: do these differences in notification rates reflect a
true difference in TB incidence for women and men? Or do they reflect
an under-notification or misdiagnosis of the disease among women? This
indicated the need for gender statistics such as: were there differences
in clinical symptoms between men and women? How many women
completed the sputum test regime? Etc.

3. Gender statistics were collected, followed by gender analysis. A number of

gender-related issues emerged as follows:

a) Differences in clinical symptoms in women and men:

b) Sputum test regime: women tend not to come back to the clinic to
complete their sputum test
c) Quality of sputum produced by men and women
d) Understanding of and belief about TB
e) Health-care seeking behavior and TB diagnosis
f) Compliance with treatment and recovery after treatment.

4. This case study highlights the importance of sound gender analysis in

ensuring an accurate understanding of the differences and complexities for
women and men, which is essential in guiding appropriate health care
interventions.

38
 Handout-26

INFORMATION IS EMPOWERMENT

While sex-disaggregated data are important for telling us if differences exist in

relation to a particular development issue or problem, the data cannot tell us why
the difference exists, and in some cases the conventional analysis might in fact
be misleading. Generally, a combination of biological and social factors is
responsible for the difference in sex-disaggregated data. Sound gender statistics
and gender analysis can help planners understand the story behind the numbers,
thus making a critical contribution in terms of appropriate projects, strategies, and
actions.

Planners must recognize the hidden gender-based impediments in development.

If these are not effectively identified and addressed, the national poverty
reduction goals cannot be achieved. When information is collected for any program
or project, the following must be ensured:

1. Obtain Sex-Disaggregated Data 2. Obtain Gender Statistics

Reveals if there are differences Information/data on specific issues
between women and men, boys and where a gender disparity is known to
girls on a specific issue. exist.

e.g. In a community, the literacy e.g. area wise difference, income wise
rates for boys is twice as high as that variations, age differentials, and
for girls; cultural and sub-cultural variances;

3. Probe for Gender Analytical Information

The results of gender analysis – provides information
about what the cause of the difference is, and how to
address it.

e.g. girls from low income households are expected to

stay home and help with domestic responsibilities
(cleaning, caring for siblings) resulting in a lower girl-
child enrolment rate.

39
 Handout-27

ABOUT INDICATORS

Indicators are identified to measure output and outcome results

Indicators are pointers, measurement, a number, a fact, an opinion, or a
perception that helps measure the progress towards achieving expected results

GENDER-SENSITIVE INDICATORS
A GENDER INDICATOR can be defined as using quantitative and qualitative
measures to capture gender-related changes in society over time. Gender-
sensitive indicators capture changes that include gender-based differences

EXAMPLES
• # of women and men on school committees
• Quality of education as perceived by women and men
• Extent to which women influence decision-making

40
 Handout-28

INDICATOR DEVELOPMENT AND

SELECTION FLOWCHART

Brainstorm possible Does the indicator really Valid

indicators measure the result?
Yes
Can we get reliable data for
No this indicator, now and in Reliable
the future?
Yes
No Does this indicator permit Sensitive
us to measure the result to change
over time?
Yes
No Does it provide information
upon which decisions can Useful
be based?
Yes
Discard indicator No
Can we afford to use this
or keep in reserve indicator? Affordable
Yes
No Does this indicator make it
easy to communicate the Simple
status of the result?
Yes
No Is this indicator gender- Gender-
sensitive? sensitive

Yes Confirmed

41
 Handout-29

WHAT IS GENDER MAINSTREAMING?

Gender Mainstreaming is a key strategy to reduce inequalities between women and

men.

The United Nations defines it as

“…the process of assessing the implications for women and
men of any planned action, including legislation, policies, or
programmes, in all areas and at all levels. It is a strategy for
making women’s as well as men’s concerns and experiences a
dimension of the design, implementaiton, monitoring and
evaluation of policies and programmes in all political,
economic, and societal spheres so that women and men
benefit equally and inequality is not perpetuated”.

The Economic and Social

Council Report for 1997,
United Nations, 1997.

It means changing the way governments

and organizations work…
so that the complexities and differences
between men’s and women’s experiences,
needs and priorities are equally valued,
automatically considered, and addressed
from the outset at all levels, in all sectors,
at all stages of the project and program
cycle

It means that all government officers…

at all levels, no longer simply assume that
either gender (especially women) will
automatically benefit from a proposed
project or program. Rather, it is consciously
thinking about how this will happen.

42
 Handout-30

WHY GENDER MAINSTREAMING IS IMPORTANT?

At National Level At Organizational

Level
Credibility and Accountability
Just do the math! Men and women are 50% - 50%.
• It makes the social
Governments must be accountable to all of its
problem of gender
citizens.
inequality visible.
Efficiency and Sustainability • It improves the
Equal inclusion of men and women in all aspects of foundations for all our
programs and actions.
development and society pays off for the country as a
whole. It is a matter of the bottom line: economic and • It teaches our staff about
social efficiency and sustainability. the different effects on
men and women of our
Justice and Equality programs and activities.
It is just right! Democratic principles and basic human • It improves transparency
rights demand gender equality. and strategic decision-
making in our
Quality of Life organization.
Increased attention to gender equality issues will • It makes full use of human
improve the lives of individual men and women. If resources, recognizing
individuals are happier and healthier, they will also be women and men with
more productive, thus contributing to a more efficient similar capacities and
and prosperous society. opportunities.
• It leaves room for
Alliance diversity, horizontal
Gender equality as a pre-requisite for forging formal orientation and a new
alliances or partnerships with other nations. organizational paradigm.
Adapted from¨ Economic and Social
Council (ECOSOC). Gender
Mainstreaming

43
 Session

Reviewing PC-1s from a Gender

Perspective

44
 Handout-31

Copy of PC-1
Training of Trainers for Skills Development
(Separate Document)

45
 Handout-32

Reviewing PC-1s
(Group Instructions)

Read the given case study and develop a

common understanding of what the PC-1
aims to achieve?

Use the given checklist to assess whether

gender has been mainstreamed in the
situation analysis, project design, ideas for
implementation, monitoring and evaluation?

If your group thinks that gender has not

been mainstreamed, what would you do to
be more gender responsive?

• Appointment of keeper
• Presentation in the plenary (5 minutes per group)
• Presentation should only pertain to what they would do to make the PC-
1 more gender sensitive

46
 Handout-33

Checklist to Mainstream Gender in Policies,

Programmes and Projects

1. Situation Assessment & Analysis:

… Has specific and relevant information been collected on issues and
differences for men and women in relation to the specific problem?
… Were women involved in conducting the needs assessment, and were the
women of the community asked for their opinion on their problems and
needs?
… Has there been an assessment of women’s position in terms of such
possible problems as their heavier work burden, relative lack of access
to resources and opportunities or lack of participation in the
development process?
… Has a gender analysis been conducted to understand the cause of the
issues or differences?

2. Project Goals/Objectives:
… Do the project objectives make clear that project benefits are intended
equally for women as for men?
… Does the goal seek to correct gender imbalances through addressing
practical needs of men and women?
… Does the goal seek to transform the institutions (social and other) that
perpetuate gender inequality?
… In what specific ways will the project lead to women’s increased
empowerment? Will women’s participation increase at the level of the
family and community? Will women be able to control income resulting
from their own labor?
… Do any of the objectives challenge the existing or traditional sexual division
of labor, tasks, opportunities and responsibilities?
… Have specific ways been proposed to encourage and enable women to
participate in the projects despite their traditionally more domestic
location and subordinate position within the community?
… Have indicators been developed to measure progress towards the fulfillment
of each objective? Do these indicators measure the gender aspects of each
objective?

3. Project Strategy:
… Is there need to target gender balance as a corrective measure?
… Have the women in the affected community and target group been
consulted on the most appropriate way of overcoming the problem?
… Is the chosen intervention strategy likely to overlook women in the target
group, e.g. because of their heavier burden of work and more domestic
location?

47
… Is the strategy concerned merely with delivering benefits to women, or does
it also involve their increased participation and empowerment, so they will
be in a better position to overcome the problem situation?

4. Questions on Project Management:

… Do planned activities involve both men and women as equally as possible?

… Are women and men of the affected community represented equally on the
management committees?
… Are any additional activities needed to ensure that a gender perspective is
made explicit (e.g. training in gender issues, additional research, etc)?
… Is there a clear guiding policy for management on the integration of women
within the development process?
… Have financial inputs been ‘gender-proofed’ to ensure that both men and
women will benefit from the planned intervention?
… Has management been provided with the human resources and expertise
necessary to manage and monitor the women’s development component
within the project?

5. Project Implementation:
… Are the implementers gender-responsive and aware of the specific gender
issues?
… Will both women and men participate in implementation?
… Do implementation methods make sufficient use of existing women’s
organizations and networks such as women’s groups?
… Have these partners received gender mainstreaming training, so that gender
perspective can be sustained throughout implementation?

6. Monitoring:
… Does the monitoring strategy include a gender perspective?
… Are there monitoring mechanisms that ensure that all policy / program /
project activities are on track and take account of progress for male and
female beneficiaries?

… Are there monitoring methods to check the progress in reaching women?

E.g. women’s (increased) income, occupation of leadership roles, utilization
of credit facilities, participation in project management and
implementation, and influence over decision making?
… Has a communication strategy been developed for informing various publics
about the existence, progress and results of the project from a gender
perspective?

7. Evaluation:
… Do women receive a fair share, elative to men, of the benefits arising from
the projects?
… Does the project redress a previous unequal sharing of benefits?

48
… Does the project give women increased control over material resources,
better access to credit and other opportunities, and more control over the
benefits resulting from their productive efforts?
… What are the likely long-term effects in terms of women’s increased ability
to take charge of their own lives, understand their situation and the
difficulties they face, and to take collective action to solve problems?

Adapted from Astrida Neimanis, Gender Mainstreaming in Practice: A Handbook, Part I.

49
 Session

Taking Forward the Gender

Agenda, Evaluation & Close

50
 Handout-34

GENDER MAINSTREAMING ..
WHAT DOES IT NEED ?

Internal Support
Commitment from
from Senior Experts
Most
Leadership

Strengthened
Processes by
Mainstreaming in
Policy, Programme
or Project
Document

51
 Handout-35

Internal Commitment from Senior Leadership

Senior management can oversee a crosscutting theme like Gender that overlaps
the various management structures and areas of an organization. Authority and
support is essential in communicating the message that attention to gender
equality is important and is expected!

As Senior Management, Do You……

… Seek information, give ideas, and get progress

reports on the gender mainstreaming process, and
gender equality progress in policies and programs?
… Recognize innovations and achievements related to
gender equality?
… Integrate gender equality issues and perspectives
into speeches and statements on a range of subjects
and not reserve comments on this theme purely for
gender and/or women-specific occasions?
… Assert what needs to change and how to do it to
achieve gender equality, especially in the face of
resistance towards gender equality?
… Advocate for sufficient resources, financial and
human, for the promotion and support of gender
mainstreaming efforts?
… Participate in discussions on gender issues i.e.
opening workshops, chairing panels, sponsoring
discussions?
… Extend moral support and lead policy advocacy and
dialogue on gender issues, e.g. raising it regularly in
discussions with politicians and representatives of
development organizations?
… Advocate for and promote measures to develop
gender equity within organizational structures,
procedures and culture?

Adapted from: DFID April 2002, Gender Manual: A Practical Guide for Development Policy Makers and
Practitioners

52
 Handout-36

Support from Experts

Stakeholders have a significant impact on the outcome of a policy, program, or
project. Reflect a moment on:

• Who are your organizations key stakeholders? Do they include individuals or

groups with a ‘gender perspective’?
• Is there an appropriate balance of women and men in all institutions and
agencies involved in your planning processes?
• Has gender expertise been mobilized for your organization’s planning
processes?

Have the following been brought in to contribute to the Public Sector

Policy, Programme or Project Cycle?

… Gender focal points in other ministries or

departments?
… Development partners with a gender equality
mandate?
… An umbrella organization of women or gender NGOs?
… Relevant sectoral or special interest NGOs that have
an interest or experience in gender issues?
… Think tanks or policy analysts with experience or
expertise in gender issues?
… Academics or researchers from university Gender
Studies Departments?
… Gender consultants

Adapted from: UNDP RBEC 2002 Gender Mainstreaming in Practice: A Handbook

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 Handout-37

Feedback Form
Q.1 How would you rate the following sessions? (tick your feedback)

Excellent Worthwhile Confusing Terrible

Sessions

Why Gender Matters

for Policy Makers

Mainstreaming
Gender in Polices,
Programs & Projects

Ponder for a Moment

Q.2 Please inform us of those aspects of the Session that you found most
useful (e.g. contents, concepts, use of case studies, participatory
aspect of the event, material, etc).
_______________________________________
_______________________________________
_______________________________________

Q.3 Please identify one step that you would like to take in order to
mainstream gender in your organization’s policy, programme or
planning processes.
_______________________________________
_______________________________________
_______________________________________

Q.4 What support could the Gender Mainstreaming Project extend to

your organization with regard to mainstreaming gender?
_______________________________________
_______________________________________
_______________________________________

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