IASC Gender Handbook THE BASICS Different Needs

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IASC Gender Handbook
THE BASICSDifferent Needs Equal
Opportunities

• Dr. Madhumita Sarkar
• GenCap Gender Advisor
• UNRC Sri Lanka

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Schematic Diagram for Gender Equality Programming
The Goal
The human rights of women, girls, boys and men
are equally promoted and protected and gender
equality is achieved
Targeted action based on gender analysis
Gender Mainstreaming
Programmes to empower women and girls
Human rights based approach to programming
Gender based violence programming
Strategies Programmes
Sexual exploitation and abuse programming
Gender balance in agencies
A gender analysis informs programme planning,
implementation and evaluation
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Framework for Gender Equality programming

• Analyze gender differences
• Design services to meet the needs of all
• Access ensured for all
• Participate equally
• Train women and men equally
• and
• Address GBV in sector programs
• Collect and analyze and report sex/age
  disaggregated data
• Target action based on gender analysis
• Coordinate actions with all partners
• ( IASC Gender Handbook in Humanitarian Action)

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Targeted Action Based on Gender Analysis

• Conflicts/disasters have very different impacts
  on women, girls, boys and men. They face
  different risks and are victimised in different
  ways. Paying attention to gender means
  recognizing the different needs, capacities and
  contributions of women and men, girls and boys.
• Gender equality is about ensuring that the
  protection and assistance provided in emergencies
  is planned and implemented in a way that benefits
  men and women equally, taking into account an
  analysis of their needs as well as their
  capacities.
• Gender is not an issue or a sector on its own.
  It is integral to every issue and area of work.

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Gender Analysis Main Points

• Always ask about the differences between womens
  and mens experiences.
• Ask questions about the responsibilities,
  activities, interests and priorities of women and
  men, and how their experience of problems may
  differ
• Seek the inputs and views of women as well as men
  about decisions that will affect the way they
  live
• Avoid assuming that all women or all men share
  the same needs and perspectives

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Gender Analysis Main Points

• Undertake participatory assessment with women,
  girls, boys and men together and separately.
• Consult with the entire affected population
• Use the information to guide your programmes

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Good practice following the Orissa cyclones. For
example, in distributing blankets, Concern asked
women to form a committee, allowed them to
identify the most needy and then distribute the
blankets themselves. A weaving project started
by ActionAid was applauded because weavers were
able to intervene they were subsequently taken
to another area to select their own cotton and
then given assistance with marketing
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Gender Mainstreaming

• Gender mainstreaming is a means of
• attaining gender equality. It is an approach
• used to integrate womens and mens needs
• and experiences into the design,
• implementation, monitoring and evaluation of
• Policies and Programmes in all political,
• economic, religious and societal spheres so
• that women and men benefit equally, and
• inequality is not perpetuated.

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ROLES AND RESPONSIBILITIES
WHO DOES WHAT? What do men and women do and how
and where do they do it? When doing Gender
Analysis of a community, we could ask What roles
do men and women typically play in the
community? What is the kind of work, men and
women commonly do in the community? Who works for
pay? How much does men and women get paid for the
same work? (eg at the construction site, while
making roads, etc) Who cares for children and
does other family work (reproductive work)? Who
cares for the children when women go out to
work? How many hours a day are spent on home and
family care? And by whom? What number of hours
are spent doing unpaid, underpaid, or undervalued
work and by whom? Is there a family member
involved in a community organization or volunteer
work? Who, And for how many hours a week?
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When doing Gender Analysis of a program, we could
ask What roles do men and women typically
play in the program? Does the program ensure
equal opportunity to men and women in different
positions, Does the program change the activity
patterns of men or women, and how? Does the
program increase or decrease women or mens
workload (reproductive or productive)? Does the
program address the specific needs of men and
women?
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Questions on Access and Control

• Who has access and control over resources,
  information, knowledge, networks, services and
  decision making?
• On whose name is the house / property registered?
• Are women paid different wages than men for the
  same work?
• Who controls household income?
• Which decisions in the home do men and women
  typically make?
• Which decisions in the community do men and women
  typically make?
• What level of education and/or training do men
  and women have?
• Who has access to information on health, poverty
  alleviation programs, trainings, government
  initiatives, food for work programs, etc
• Who has access to services like health care,
  education, etc?
• Who takes decisions on participation in different
  foras in the community like LOCAL POLITICAL
  BODIES

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When doing Gender Analysis of a program, we could
ask Who makes decisions and who does the
groundwork in the program? How many men and women
are involved in the programming planning and
execution? What knowledge do women and men have
about the particular sector or issue addressed by
the program? Do women and men have equal access
to program events, benefits or services? Who
benefits the most from the program?
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Questions on Influencing Factors

• What is the social, political and/or economic
  factor that explains the answers to the above
  questions?
• What are the cross-cutting issues?
• In this step we are basically looking at why the
  responses to roles and responsibilities and
  access and control are the way they are. What are
  the influencing factors? The influencing factors
  could be
• Caste
• Religion
• Disability
• Geographic location
• Values
• Economic status
• Political ideology/ structures/ institutions
• Education/training
• Policies

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Questions that could be asked to the
community Does GENDER affect the roles and
responsibilities in the home/community/programs? D
oes GENDER affect the way the roles are valued/
or responsibilities given to men and women? Does
GENDER/caste/religion/ geographic location affect
access to services? Does GENDER/caste/religion/dis
ability/ sexual orientation affect participation
in institutions? How does caste/culture/
religion/ disability affect the distribution and
consumption of food/ access to education/
mobility? How does violence within the family and
community affect participation in programs? Does
political structures/ideology affect
participation of women and men in these
institutions?
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Mainstreaming

• Good practice is noted in response to the
  Mozambique flood when agencies took a long-term
  approach to recovery that
• included joint tilling of land, joint housing
  registration in a couples name or the womans
  name in female headed households, and womens
  obligatory participation in construction
  committees

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GAD lessons from the Australian Aid Program

• The Indonesia Healthy Mothers Healthy Babies
  Project
• The project recognized the different roles that
  men and women play in supporting women during
  pregnancy and childbirth.
• In designing health education and health outreach
  activities, the project undertook
  gender-sensitive surveys and used the findings to
  develop health communication materials and
  strategies that took into account the gender
  differences.
• The information was used to develop a GAD
  strategy and health communication activities in a
  way that recognized the need for different
  messages and approaches for men and women.
• The project incorporated gender issues in health
  worker training and in training for master
  trainers, to ensure their sensitivity to gender
  when developing future health worker training.
• Furthermore, it incorporated gender in the
  development of the activity monitoring system

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Empowerment

• Empowerment is about people - both women and
• men - taking control over their lives setting
  their
• own agendas, gaining skills, building self
• confidence, solving problems and developing self
• reliance. In essence, empowerment implies a
• shift in the power relations that cause a
  particular
• social group to suffer low social status or
  systematic
• injustice.

• During a visit to a Tsunami camp location in
  India it was observed that some men, women and
  children were sitting under trees away from the
  main cluster of camps. When asked, the men
  reported, these are lower caste community and
  work on our boats as laborers. They are not
  affected by the tsunami.

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• During one of the initial trainings with Mahila
  Samakhya, a programme for women's equality and
  empowerment in India, we were discussing change.
  We were talking about what kind of world would we
  like to have and what all needs to be changed. We
  used the metaphoric symbol of a cot for present
  system whose four legs are uneven. So when we
  sit on it we shake which makes us uncomfortable
  and insecure. "What shall we do?"

Women empowerment is associated with changing
power relationships in all spheres of life
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Human rights-based approach to programming

• It identifies rights-holders and their
  entitlements and corresponding duty-bearers and
  their obligations, and seeks to strengthen the
  capacities of rights-holders to make their claims
  and of duty-bearers to satisfy these claims. A
  rights-based approach also emphasizes principles
  of participation and empowerment of women and
  accountability for violations of their human
  rights.

Immediately on arrival in the camp 21 men are
rounded up and put in jail, they are in lock up
for the past three months Girls cannot go to
school alone they need to move in groups
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Gender-based violence programming

• Gender-based violence against women, girls, boys
  and men increases in conflict situations. These
  violations undermine and place barriers to the
  enjoyment of rights and the attainment of gender
  equality

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What is GBV?

• UNHCR (2003)
• Any harm that is done against a persons will
  based on their gender and that has a negative
  impact on that persons physical and
  psychological health, development, and identity

• IASC (2005)
• An umbrella term for any harmful act that is
  perpetrated against a persons will, and that is
  based on socially ascribed (gender) differences
  between males and females

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GBV in Conflict

• Random
• By-product of the collapse in social and moral
  order
• War booty
• Systematic
• Carried out to destabilize populations and
  destroy bonds
• Aim is often for maximum humiliation and shame
  for survivor and her family

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GBV in Conflict

• Stop resistance through fear
• Womens bodies are used to send a message to
  opposing groups
• Tool for ethnic cleansing
• Public rape to encourage flight
• Forced impregnation, mutilation of genitals and
  reproductive organs, intentional HIV
  transmission, murder of pregnant women

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GBV in ConflictOther Examples

• Rape, sexual slavery, forced prostitution, forced
  abortion
• Girl child soldiers expected to provide sexual
  services in addition to other duties
• Exclusion from Recovery programs
• Ongoing victimization

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Other forms of GBVNot necessarily
conflict-related

• Rape, sexual abuse, incest
• Trafficking
• Pre-flight or while fleeing
• Refugee/IDP girls sometimes disappear (no data)
• Harmful Traditional Practices
• Forced/early marriage
• Sex-selective abortion, infanticide, neglect (60
  million girls missing worldwide)
• FGM (90 million girls in Africa)
• Domestic Violence
• Sexual Exploitation

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Why?

• Lack of understanding of GBV attitudes and
  behavior of helpers (us)
• Under-reporting
• Not a priority (Life saving issue?) The women and
  child desk/Crime against women desk as it is
  known in different countries is not recognized as
  an important desk/ not invested with many powers
• Lack of data it doesnt happen
• You dont understand our culture.
• We dont have that here.
• It is a private matter.
• Laws and policies in the country

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Case study

• The Australian Women at Risk Program is designed
  to identify
• refugee women at risk in refugee camps or during
  armed
• conflicts to fast track their removal to safe
  locations.
• Since its inception the project has failed to
  meet its modest
• quota. Despite sixteen million refugee women and
  children less
• than a third of the annual allocation of sixty
  visas were
• issued.
• What could be the difficulties in identifying
  women at risk?
• What needs to be done?

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The problem

• The potential key to the problem was identified
  when it was found that seven out of the 22 senior
  male officials used a revealing phrase in the
  difficulties faced in identifying women at risk.
  They described that the trauma that some women
  experience was only rape implying that rape was
  insufficient ground for considering a woman for
  the project.

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If only rape was the criterion we could send you
most of the women. It happens all the time
specially single young women, we cannot do much
about it..
An official said rape is not the criterion for
according refugee status so it cannot be applied
to the project. More extreme forms of violence
need to be experienced.
Rape is so common , that is the way women got
extra food from the guards.
Some women exploited their sexuality within the
camp situation to get favors from the guards
It happened to them even before they came, so
women are used to it sort of expect it so dont
see it as violence like beaten up or tortured.
From refugees, race and gender the multiple
discrimination against refugee women- by Eileen
Pittaway and Linda Bartolomei
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Gender balance in humanitarian agencies

• Gender balance is a human resource issue
  referring to the number of women versus men
  employed by agencies (international and national
  staff) and in programmes that such agencies
  initiate or support, such as shelter/WATSAN/food
  distribution programmes.

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Sexual exploitation and abuse programming

• While SEA can be perpetuated by anyone, the term
  SEA has been
• used in reference to sexual exploitation and
  abuse perpetrated
• by personnel of our organizations, including both
  civilian staff and
• Uniformed peacekeeping personnel.
• Sexual Exploitation
• Sexual exploitation means the ABUSE of a
  position of
• vulnerability
• differential power or
• trust
• for sexual purposes
• Sexual abuse occurs when there is a physical
  intrusion of a sexual nature
• by force
• under unequal conditions or
• under coercive conditions.

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Sexual exploitation and abuse programming

• Sexual exploitation and abuse by humanitarian
  workers constitute acts of gross misconduct and
  are therefore grounds for termination of
  employment
• Sexual activity with children (persons under the
  age of 18) is prohibited regardless of the age of
  majority or age of consent locally. Mistaken
  belief in the age of a child is not a defence
• Exchange of money, employment, goods, or services
  for sex, including sexual favours or other forms
  of humiliating, degrading or exploitative
  behavior is prohibited. This includes exchange
  of assistance that is due to beneficiaries.

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Sexual exploitation and abuse programming

• Sexual relationships between humanitarian workers
  and beneficiaries are strongly discouraged since
  they are based on inherently unequal power
  dynamics. Such relationships undermine the
  credibility and integrity of humanitarian aid
  work.
• Where a humanitarian worker develops concerns or
  suspicions regarding sexual abuse or exploitation
  by a fellow worker, whether in the same agency or
  not, s/he must report such concerns via
  established agency reporting mechanisms.
• Humanitarian workers are obliged to create and
  maintain an environment which prevents sexual
  exploitation and abuse and promotes the
  implementation of their code of conduct.
  Managers at all levels have particular
  responsibilities to support and develop systems
  which maintain this environment.

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A gender analysis informs programme planning,
implementation and evaluation
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What do we analyze?

• Analyse the impact of the humanitarian crisis on
  women, girls, boys and men.

Sample Activities Sample Indicators
A report on returnees prepared to Inform programming. A report on Returnees Total number people, No. of Households, No. of WHH, H with young Children, pregnant women, disabled for Batticaloa district prepared by February 2007.
Consultations are conducted with equal numbers of women and men to learn about both groups needs and capabilities. 50 of the people consulted for the establishment of a health clinic in Akkaripattu are women.
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Design Services

• Design services to meet the needs of
• women and men equally. Each sector
• should review the way they work and
• make sure women and men can
• benefit equally from the services, for
• example there are separate latrines
• for women and men hours for
• trainings, food or non-food items
• distribution are set so that everyone
• can attend, etc

Sample Activities Sample Indicators
50 kg rice bags are repackaged into 25 kg bags to make them easier to transport home. 100 of rice bags distributed in Jaffna in January 2007 are repackaged into 25 kg units.
Health centre opening hours are changed to ensure access for men working long hours. 100 of health centres in Ampara district extend opening hours by 2 hours by August 2007.
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Ensure access

• Make sure that women
• and men can access
• services equally.
• Sectors should
• continuously monitor
• who is using the
• services and consult
• with the community to
• ensure all are accessing
• the service

Sample Activities Sample Indicators
Spot checks are carried out to assess womens, girls, boys and mens access to services. 6 spot checks are carried out at the Vahini College in Akaripattu in Feb 2007. girls in the O levels
Discussion groups are conducted to assess womens, girls, boys and mens access to services. 3 discussion groups are convened with boys aged 12-18 from Seelum in the first quarter of 2008.
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Ensure participation

• Ensure women, girls, boys and
• men participate equally in the
• design, implementation,
• monitoring and evaluation of
• humanitarian response, and
• that women are in decision
• making positions. If it is
• problematic to have women in
• committees, put in place
• mechanisms to ensure their
• voices are brought to the
• committees

Sample Activities Sample Indicators
The local shelter committee consists of an equal number of women and men. 50 of members on the local shelter committee in Akkaraipattu IDP camp B are women.
Meetings are held in the IDP camp to allow women to attend without leaving their children. Number of shelter committee meetings With women attending in Akkaraipattu IDP camp B in 2007. of women attending the Meetings in A IDP camp B in 2007
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Train women and men equally

• Ensure that women and
• men benefit equally
• from training or other
• capacity-building
• initiatives offered by the
• sector actors. Make
• certain that women and
• men have equal
• opportunities for
• capacity building and
• training, including
• opportunities for work
• or employment.

Sample Activities Sample Indicators
Mine Action training is conducted for an equal number of women and men. 50 of invitees to the October 2008 Mine action training Are women.
Equal numbers of women and men are trained for livestock program. 50 of people Trained in the Livestock program in Ampara are women.
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Address gender-based violence

• Make sure that all sectors
• take specific actions to
• prevent and/or respond to
• gender-based violence.
• The IASC Guidelines for
• Gender-based Violence
• Interventions in
• Humanitarian Settings
• should be used by all as a
• tool for planning and
• coordination.

Sample Activities Sample Indicators
NFI distribution is conducted early in the day to allow people to reach home safely during daylight. 100 of NFI distributions in Kilinochchi district in January 2006 finished before 1400.
Lighting is set up around sanitation facilities to provide safe passage. 100 of sanitation facilities in Kalma camp have outdoor lighting by January 2007.
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Disaggregate data by age and sex

• Collect and analyse all
• data concerning the
• humanitarian response
• by age and sex
• breakdown, with
• differences analysed and
• used to develop a profile
• of at-risk populations
• and how their needs are
• being met by the
• assistance sector.

Sample Activities Sample Indicators
Sex- and age-disaggregated data on programme coverage are collected on a regular basis. 100 of livelihood programme quarterly reports in 2006 are based on sex- and age-disaggregated data.
Disseminate Simple Messages Highlighting risks of trafficking and other forms of Irregular migration At least 50 male and female IDPs have Improved awareness of risks of trafficking and other forms of Irregular migration
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Targeted Actions

• Based on the gender
• analysis, make sure that
• women, girls, boys and
• men are targeted with
• specific actions when
• appropriate. Where one
• group is more at-risk than
• others, special measures
• should be taken to protect
• that group. Examples
• would be safe spaces for
• women and measures to
• protect boys from forced
• recruitment.

Sample Activities Sample Indicators
Positive measures are adopted to Redress discrimination in allocation of food resources. 100 of lactating mothers in Hartisheik A camp Receive Supplementary feeding in August 2006.
Provide appropriate clothing and sanitary supplies to girls so they can attend school and fully participate in class. Sanitary supplies distributed to 100 of girls aged 6-18 in Adré in March 2007.
Construction of washing areas Contruction of 20 washing areas for women and 13 for men
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Coordinate

• Set up gender
• support networks to
• ensure coordination
• and gender
• mainstreaming in all
• areas of
• humanitarian work.
• Sector actors should
• be active in coordination
• mechanisms.

Sample Activities Sample Indicators
Sector/cluster actors are participating regularly in meetings of the inter-agency gender network. 100 of protection cluster actors in Batticaloa are participating in the inter-agency gender network meetings in 2007.
The sector/cluster routinely measures project-specific indicators based on the checklist provided in the IASC Gender Handbook. 100 of shelter cluster actors in Mannar reporting on progress on gender indicators in their annual reports.
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Checklists to assess gender equality programming

• All actors should use the basics, protection
  and participation checklists in addition to
  their sector-specific checklist.

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The Basics gender checklist
Gender analysis
All needs assessments have included gender issues in the information gathering and analysis phases.
Women, girls, boys and men are consulted (together and separately) about their concerns, protection risks, opinions and solutions to key issues.
Mechanisms for routine exchange of information with the population affected by the crisis are established and are functioning.
Gender balance
Sex breakdown of local and international staff working in the humanitarian situation by sector are routinely collected and analysed.
Sex breakdown of people in decision-making/senior positions is monitored.
Needs assessment teams have equal numbers of women and men.
Disaggregated data by sex and age
Data are being consistently collected and analysed by age and sex.
Sex-disaggregated data are included routinely in reports and the implications for programming are addressed.
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Checklist to assess efforts to ensure equal participation
Women and men of all ages affected by humanitarian emergencies receive information on the programme and are given the opportunity to comment during all stages of the programme cycle.
Balanced representation by women and men in all groups is achieved.
Programmes are based on the willing cooperation of the affected population.
Special fora exist for the participation of women and youth.
Programme objectives reflect the needs, concerns and values of all segments of the population affected by humanitarian emergencies.
Assessment results are communicated to all concerned organizations and individuals.
Mechanisms are established to allow all segments of the affected population to provide input and feedback on the programme.
Age- and sex-specific outreach is established for individuals who are marginalized, for example the homebound, disabled or others who may have problems accessing services.
Programming is designed to maximize the use of local skills and capacities, including the skills and capacities of women and youth.
Gender-sensitive programmes are designed to build on local capacity and do not undermine womens, girls, boys and mens own coping or other strategies.
Programmes support, build on and/or complement gender responsiveness of existing services and local institutional structures.
Local and national governmental organizations are consulted in the longer-term design of gender-sensitive programmes.
Trainings and workshops are undertaken with the inclusion of representatives from the community and local groups and networks such as youth groups, womens organizations and other collectives.
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Checklist for assessing gender equality programming for protection
A comprehensive assessment of the protection needs of women, girls, boys and men has been completed. A gender analysis of national legislation has been conducted to identify gaps and advocate for reform as required.
Human rights, including the rights of women and girls, form the basis for the humanitarian response and are incorporated into all policy, programming and planning documents, including the Common Humanitarian Action Plan (CHAP).
Equal numbers of women and men in affected populations are empowered through trainings on their rights, including the specific rights of women and girls, such as CEDAW and Security Council resolution 1325, for instance through community workshops.
Women and girls participate directly in assessments, negotiations and other decision-making processes, and when developing, implementing and evaluating policies and programmes.
A monitoring and reporting mechanism for human rights violations is in place.
A mechanism for reporting human rights violations has been established and is easily accessible to the affected population and responds to the particular needs of women and girls.
An analysis of how humanitarian programmes affect human rights, in particular the rights of women and children, is routinely undertaken.
Contacts with local and national authorities are made and maintained throughout the humanitarian response efforts to correct inequalities and put in place measures for post-disaster and conflict protection and empowerment of women and girls.
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Thank You