Engendering the Statistical System in Cambodia

1
Engendering the Statistical System in Cambodia

• Workshop
• Day 1
• 21-23 May 2003
• Funded by UNDP-PGE and UN-ESCAP
• Organized by UNDP-PGE and UNIFEM

2
UN Resource Team

• UNIFEM Lorraine Corner
• UNDP-PGE Elaine McKay
• UNIFEM Facilitator Teena Cabbab
• UN-ESCAP Statistics Chol O Han
• UNIFEM MDG Consultant Mia Hyun

3
Cambodian Resource Team

• Ms Sok Chan Chhorvy, Deputy General Director for
  Technical Affairs, MOWVA
• Ms Ky Boreth, Vice Bureau Chief, NIS
• Mr Suviddya Hang, Economist, Deputy Director,
  Planning Dept Deputy National Technical
  Director PMATU
• Mr Phoumin Han, National Professional, PMATU
• Ms Rathmony Meas, Vice Bureau Chief, Economic
  Statistics Department, NIS
• Ms Choy Kim Sor, Director, Planning Statistics
  Dept, MOWVA
• Ms Kok Kanika, Gender Assistant Interpreter,
  Partnership for Gender Equity, MOWVA

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What are we doing?

• Reviewing concept role of gender in statistics
• Understanding
• Gender
• Gender in statistics
• Gender statistics for the MDGs
• Moving toward engendering the national
  statistical system as a whole

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Who are we?

• Staff from NIS as producers of statistics
• Staff from the Sectors as producers to help
  engender administrative and sectoral statistics
  and as users of statistics
• Staff from Ministry of Womens and Veterans
  Affairs users of statistics
• NGOs users of statistics
• UN
• Together we can engender the statistical system

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We are challenging assumptions

• Engendering statistics needs more than
  sex-disaggregated statistics
• Cambodian statistical system is more than NIS
• Some important gender issues are hidden by the
  statistical system
• MDGs need to be engendered
• Gender-blind data can be used to engender MDG
  targets indicators

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What happens next?

• Gender-responsive monitoring of national MDGs
  NPRS
• Engendering data collection processes methods
• Socio-Economic Survey
• Using existing statistics for Gender-Responsive
  policy advocacy
• Disseminating statistics to new users

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Teena - Some Administration
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Administrative Matters

• Schedule

• Meals

• Breaks

• Handouts

• Roles

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Expectations
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What do you want to know about

• Gender?
• Gender Statistics?
• Gender, Statistics MDGs?

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Instructions ExpectationsMeta cards

• Part 1
• Individually write 1 or 2 ideas per topic
• 2. Write only 1 idea per card

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1. Use meta cards
2. Write only key words
3. Use upper case
4. Letters should be 5 cm high
5. Tape on flip charts
6. Sort the responses as you tape
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What do you want to know about

• Gender?
• Gender Statistics?
• Gender, Statistics MDGs?

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Instructions ExpectationsWall flip chart -
Expectations

• Part 2
• 1. Form groups
• 2. Present your ideas to the group
• 3. Agree on the 3 most important ideas per topic.
• 4. Post them on the common flip chart on the wall
• Give the other cards to co-facilitators
• 6. Each group presents one idea to plenary

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Plenary Report Back
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SynthesisTeena
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Norms
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Instructions NormsMeta cards

• Part 1 Use 3 meta cards to answer these 3
  questions
• What can we all do effectively use the time gap
  between translations?
• How should we behave so that we practice being
  gender sensitive?
• 3. What can be done in the next 3 days to make
  the workshop worthwhile for you?

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Instructions NormsWall flip chart - Norms

• Part 2
• 1. Form groups
• 2. Present your ideas to the group
• 3. Agree on the most important idea per topic.
• 4. Post them on the common flip chart on the wall
• Give the other cards to co-facilitators
• 6. Each group presents its idea to plenary

21
Plenary Report Back
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SynthesisTeena
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Norms suggested by facilitators

• Everyone in the room is a resource for learning
• Facilitators
• Co-facilitators
• Participants
• When presenting, avoid repeating what has already
  been said
• You can say
• We have nothing new to add
• All we wanted to say has been presented
• Group Meta cards translated into English by
• A group member or
• Ask a co-facilitator

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Norms suggested by facilitators

• The only silly question is one that is not asked

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LectureTeena
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Engendering the Statistical System in Cambodia

• Paradigm Shifts

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What is a paradigm?

• Your assumptions
• The way you see the world

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Paradigm shift

• A Change to a more complete useful way of
  seeing the world

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A new way of seeing

• Accompanied by changes in
• Attitude
• Behaviour

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EFFORT AND ATTITUDE DONT MEAN MUCH IF YOUR
PARADIGMS ARE WRONG
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Activity
1
2
4
Discuss
How do we apply it?
3
What lessons were learned?
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Structured Learning ExerciseTeena
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Structured Learning ExerciseFacilitated by Teena

• Everyone stand in the middle of the room
• Observe the activity presented
• Would you associate the activity with a person
  who is male or female?
• If it is associated with a male, move left
• If it is associated with a female, move right

?
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LectureLorraine
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Engendering the Statistical System in Cambodia

• Sex and Gender What is the difference?

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Concept of sex

• Female/male
• Biological
• Fixed at birth - does not change

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Concept of gender

• Feminine/Masculine
• Social and cultural
• Not fixed - changes over time
• Varies between societies

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Opinion Survey on Women in CambodiaSurvey Form

• Fill out the Opinion Survey
• Do women and men equally enjoy the rights listed
  on the form
• Example
• 1. To good and quality education

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MEN more than WOMEN
gt
Women
Men
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WOMEN more than MEN
lt
Women
Men
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WOMEN and MEN equally

W
M
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Group workTeena
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What is the situation of women gender equality
in Cambodia?
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Small Group DiscussionFlip chart - Opinion Survey

• Form five groups
• In groups, agree on one answer to each question
  score on flip chart
• Based on group answers, discuss women gender
  equality in Cambodia
• Discuss for 20 minutes
• Write 4 main bullet points for group in English
  Khmer on Meta cards during discussion
• Each group reports their most important bullet
  point

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Plenary Report Back
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SynthesisTeena
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LectureLorraine
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Engendering the Statistical System in Cambodia

• MDGs an introduction
• Handout

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MDG 3. Promote gender equality and empower women

• Eliminate gender disparity in primary and
  secondary education preferably by 2005, and to
  all levels of education no later than 2015.
• Indicators
• Ratio of girls to boys in primary, secondary
  tertiary education
• Ratio of literate females to males among 15-24
  year olds
• Share of women in wage employment in
  non-agriculture
• of seats held by women in parliament

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MDG 1. Eradicate extreme poverty and hunger

• Halve, between 1990 and 2015, the proportion of
  people whose income is less than one dollar a
  day.
• of population lt1 per day (PPP values)
• Poverty gap ratio (incidence depth of poverty)
• Share of poorest quintile in national consumption
• Halve, between 1990 and 2015, the proportion of
  people who suffer from hunger.
• Prevalence of underweight children under age 5
• 5. of population below minimum level of dietary
  energy consumption

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MDG 2. Achieve universal primary education

• Ensure that, by 2015, all children, both girls
  and boys, will be able to complete a full course
  of primary schooling
• 1. Net enrolment ratio in primary education
• of pupils starting grade 1 who reach grade 5
• Literacy rate of 15-24 year olds

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MDG 4. Reduce child mortality

• Reduce by two-thirds (2/3), between 1990 and
  2015, the under-5 mortality rate
• 1. Under-five mortality rate
• Infant mortality rate
• of 1 year old children immunized against measles

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MDG 5. Improve maternal health

• Reduce by three-quarters (3/4), between 1990 and
  2015, the maternal mortality rate
• 1. Maternal mortality ratio
• of births attended by skilled health personnel

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MDG 6. Combat malaria, HIV/AIDS, malaria and
other diseases

• Have halted by 2015, and begun to reverse, the
  spread of HIV/AIDS
• 1. HIV prevalence among 15-24 year old pregnant
  women
• Contraceptive prevalence rate
• No. of children orphaned by HIV/AIDS
• Have halted by 2015, and begun to reverse, the
  incidence of malaria and other major diseases
• Prevalence and death rates associated with
  malaria
• Proportion of population in malaria risk areas
  using effective malaria prevention and treatment
  measure
• Prevalence and death rates associated with
  Tuberculosis
• Proportion of TB cases detected and cured under
  DOTS

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MDG 7. Ensure environmental sustainability

• Integrate the principles of sustainable
  development into policies programmes reverse
  loss of resources
• 1. of land area covered by forest
• Land area protected to maintain biological
  diversity
• GDP per unit of energy use (proxy for energy
  efficiency)
• CO2 emissions per head of population
• Halve, by 2015, proportion of population without
  sustainable access to safe drinking water
• of population with sustainable access to an
  improved water source
• By 2020, have achieved a significant improvement
  in the lives of at least 100 million slum
  dwellers
• of population with access to improved
  sanitation
• of people with access to secure tenure

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• MDGs do not show the differences between women
  men revealed by your survey analysis of the
  situation of women in Cambodia

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How do we show differences between women and men?
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LectureLorraine
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Engendering the Statistical System in Cambodia

• Individual data should be disaggregated by sex

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Sex IS a statistical variable

• Survey questionnaire
• What is the sex of the respondent?
• Categories
• Female
• Male

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Gender is NOT a statistical variable

• It refers to changeable characteristics or roles
  of persons
• Male persons can have feminine AND masculine
  characteristics (at the same time
• Female persons can have masculine AND feminine
  characteristics (at the same time)

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Group workTeena - MDGs Handout
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Making the MDGs sex-disaggregatedMDG Posters
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Small Group Discussion 2

• Form five groups
• In groups, review MDG targets indicators for
  given sector/s
• On sheet provided, show how they could be
  disaggregated by sex 20 minutes
• Choose reporter to present ONE of groups
  suggested changes to plenary
• Post groups sheet in poster area for relevant MDG

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Plenary Report Back
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SynthesisLorraine
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LectureLorraine
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Engendering the Statistical System in Cambodia

• Gender-responsive presentation of Statistics

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Gender-responsive presentation shows

• Comparisons of Women and Men
• Sex as a primary overall classification
• ie. ALL variables are
• presented by sex
• analysed by sex

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Present Women First!

• Show women first in tables, charts graphs
• Why? to challenge gender stereotypes
• men are not the standard
• equality does not mean women have to be the same
  as men

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Do we want equality here?
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Men are not the standard
So put women first
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Thank you