TRAINING WORKSHOP ON GENDER AND DEVELOPMENT APPROCH

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TRAINING WORKSHOP ON GENDER AND DEVELOPMENT
APPROCH
Riyad, 1st 2nd July 2007
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• Second day Monday, 2nd July 2007
• Session 4 GM tools
  (continuation)
• 8.30 Revision of yesterdays sessions by
  participants
• 8.45 Introduction to GM tools (5 to 8) -
  Discussion
• 9.15 Group work on case studies Discussion
• Session 5 How to incorporate gender
  into the
• 4 stages of project
  cycle
• 10.30 Introduction to GM tools (9 to 11) -
  Discussion
• 11.00 Introduction to gender analytical
  information,
• sex disaggregated data and
  gender budget
• 11.15 Activity using a checklist for GM in
  the project
• cycle

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Socio-political gender profile

• permits to know capacity allotment between men
  and women on levels of the household, the
  district or the society according to the context
  and the degree of accuracy necessary for the
  project.
• What is the perception of men and women of their
  own image? (relatively lower, about equal,
  relatively higher)
• Which is the image of men and women in the
  community? (relatively lower, about equal,
  relatively higher)

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Condition and position

• Conditionmaterial state in which men and women
  live, and refers to the gender division of
  labour.
• Improvements in mens and womens condition
  can be made by satisfying their practical needs
• Positionmens and womens social and economic
  standing in society (gender wages gap, chances of
  access to employment, unequal representation in
  the political process, unequal ownership of land
  and property, poverty and violence vulnerability,
  etc).
• position refers to strategic gender needs.
• 2 questions
• How and to what extent programs or projects
  activities as well as organisational policies
  contribute to improve men and women conditions?
• How and to what extent they contribute to improve
  men and women position in society?

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Problem Causes effects

• permits to explore the immediate, subjacent
  and structural factors which determine causes and
  effects (consequences) of a problem. Within the
  causes, four levels can be distinguished
  Household, Community, Market and State. ? What
  are neutral causes and effects which touch men as
  well as women (gender neutrality)?
• Consequences can be long term, medium term or
  short term
• What are causes and effects intensifying gender
  inequalities, which touch women (or men) more
  strongly than men (or women)?
• What are gender specific causes and effects,
  which touch especially, even exclusively women or
  men?
• Population cible hétérogène ? on analyse la
  situation pour chaque sous-groupe (âge, classe,
  ethnieetc.)
• Cette analyse permet lélaboration dune première
  esquisse de lintervention causes ? solutions
  du problème
• effets ? objectifs
  de lintervention

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Problem causes effects
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Practical needs and strategic interests

• used during environment analysis, before project
  or intervention conceiving
• Activities aiming at PN permit to solve problems
  related to poor conditions without changing
  traditional relationship
• Activities aiming at SI concern establishment of
  juridic and aim at gender inequalities reduction
• How and in which activities programs or projects
  as well as organizations policies take men and
  women practical needs into account?
• How and up to what extent they take men and
  women strategic interests into account?

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Exemples de besoins pratiques intérêts
stratégiques

• Les besoins pratiques sont liés aux conditions de
  vie
• Les intérêts stratégiques sont liés à la
  situation des rapports genre

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Relation between causes needs

• Pratical needs correspond to solutions of
  immediate causes
• Strategic needs correspond to solutions of
  intermediate structural causes

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Exchange of experiencesExamples of practical
needs strategic interests
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Case study Based on the gender analysis you
have conducted, make recommendations on how to
revise the project for a more positive outcome.
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Case n 1

• 1. The company met only with the local officials
  and not with community members. Planning was
  top-down instead of bottom-up.
• 2. The women selected for the training were not
  consulted to determine if they were interested in
  the project. They felt that construction and
  bridge-maintenance skills are mens roles.
• 3. The women working on the project lost interest
  because they were involved only in training and
  not in decision-making.
• 4. The route taken by the new road prevents the
  women from carrying out traditional
  social/economic activities, for example, meeting
  friends, selling produce to people living
• along the footpath, etc.

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Case n2

• Women in the community were not normally involved
  in cash-cropping so the men resented their
  participation. Men did not want to share their
  control of the cash cropping.
• 2. Men resent the women being able to do their
  own repairs.
• 3. Men were not involved in planning for the
  grinding device and are therefore resistant to
  everything the women try to do.
• 4. Women now are participating in cash-cropping,
  as well as their own activities. They may be too
  busy to take care of household/domestic duties,
  causing friction in the household.

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Case n 3

• What happened?
• In this community, it was the role of the women
  to raise water buffaloes. The project increased
• the workload of the already overburdened women.
  Although women raise the buffaloes, the
• men sell the milk and get the extra money. When
  the men began to see the monetary value
• of the milk they took more and more of the milk
  to sell. The milk was no longer given to
• children, and the nutritional status of the
  children began to decline.
• The men used some of the new income to send their
  sons to better, more expensive schools.
• The girls stayed at home and helped their mothers
  with the increased workload caused by
• the water buffaloes.
• Why did it happen?
• The project was designed without an understanding
  of the roles of men and women. Key
• questionsWho does what with what resources? Who
  has access to resources, benefits, and
• opportunities? Who controls the resources,
  benefits, and opportunities?were not asked. The
• results were directly opposite from what had been
  expected.
• Can you relate this to your own experience?
• Who does what with what resources?

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Case n 4

• the factors that might have contributed to this
  situation
• 1. Women were spending more time on the cash crop
  (coffee) and less time on the food crops,
  resulting in inadequate food supplies in the
  community.
• 2. Men controlled the extra income that came into
  the household. This extra income was not going
  towards buying food.
• 3. Land intended for subsistence farming by the
  women was taken over for cash-cropping. With less
  income available to the women for household
  maintenance, the income level
• of the family fell.
• 4. Women usually had control over the income they
  themselves generated, and had no access to mens
  income from coffee production.