Gender Policy Training

Trainers Manual
DAY
Half
Interactive Discussion on
Gender Mainstreaming
(Different from Women Mainstreaming)
Story behind the Numb .
Half-Day Interactive Discussion on
What is gender?
Matters?
Reflect for a Moment !
August 2005
Gender Mainstreaming
in
Planning & Development Division and Departments Project

Supported by
Contents
CONTENTS
Session 0 Inaugural Session Plan Presentations Handouts 1. About Gender Support Programme (GSP) 2. Capacity Development through Gender Mainstreaming Project 3. About Gender Support Programme (GSP) Session 1 Introduction Session Plan Presentations Handouts 4. Overall Discussion Objectives 5. Discussion Agenda Session 2 Why Gender Matters for Policy Makers Session Plan Presentations Handouts 6. A Wake-up Call 7. GoP Commitments to Women Development 8. From Medium Term Development Framework 9. Case Study 10. Examples of Gender Blind Development 11. Gender Roles and Gender Issues 12. Gender Equality - The Goal 13. Gender Mainstreaming as a Strategy towards Gender Equality Session 3 Mainstreaming Gender in Policies, Programmes and Projects Session Plan Presentations Handouts 14. Gender Mainstreaming in Policies, Programmes and Projects 15. The Story behind the Numbers 16. Information is Empowerment 17. What is Gender Mainstreaming? 18. Why Gender Mainstreaming is Important? Session 4 Taking Forward the Gender Agenda Session Plan Presentations Handouts 19. Gender Mainstreaming What does it Need 20. Internal Commitment from Senior Most Leadership 21. Support from Experts 22. Strengthening Process by Mainstreaming Gender in Policies, Programmes and Projects Reference Material 02 05 07 08 09 11 14 15 16 18 24 26 27 28 29 32 33 36 37 39 44 47 48 49 50 51 53 55 56 57 58 59
GoP Commitments to Women Development Glossary Gender Based Fact Sheet Useful Links
62 70 76 80
Mainstreaming Gender in Policies, Programmes & Projects
Contents
CONTENTSCONTD
Separate Inserts
FLY Count the Fs How do you explain this? Feed Back Form
82 83 84 85
ii
Contents
A Note for the Trainers The scope and implementation mechanism of the Gender Mainstreaming Project was conceptualized and designed through consultation extensive between Planning & Development, donors, Public Sector stakeholders and the civil society. The project is financially supported by the governments of Norway and Canada, and technically mentored by UNDP. 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 formulation, implementation, monitoring and evaluation of government policies, plans, programmes and projects in all areas of development. The project has been developed in line with the Governments broader policy initiatives as outlined in the recently conceived Medium term Development frame Work 2005 -2010, and the Gender Reform Action Plan (GRAP). A high priority of the Project is to raise the awareness of senior officials and policy makers of the government with regard to gender mainstreaming. It will also build the capacity of professional civil servants, legislators, managers and data managers so that they are able to effectively assist the Government in translating MTDF goals, specifically the Social Sector Goals into reality. This contribution by P&DDD is critical, given: (i) the continued definition and perceptions of women issues as a sectoral concern, rather than realizing that women comprises 48% of the total population and as such their concern cut across all sectors of national development in all areas of national life (ii) the continued absence of gender responsive budgeting and planning in each Ministry, Division and Department. (iii) the continued absence of social protection institutions and mechanisms to counter the increasing feminization of poverty. iv) the continued lack of gender disaggregated operational research and data for planning, programming and resource allocation purposes, which are again critical to achieving progress in meeting MTDF targets and MDGs. v) the continued absence of an enabling legislative frame work, resulting in the continued structural inequalities and discrimination. Through its five objectives, the Project addresses diverse, but inter-linked information, skills and capacity requirements of not just the public sector, but also civil society and legislators. It is these collaborative and synergetic channels between the stakeholders that come together to make the Gender Mainstreaming Project unique in its scope and approach. This S1 module titled Interactive Discussion on Gender Mainstreaming is targeted at the senior most Government Officials. It will be imparted over 3 to 3.5 hours. The overall training objectives of this half day module are: To clarify concepts of gender and establish its relevance for equitable and sustainable development; To provide policy makers with a rationale as to why gender should be mainstreamed in policies, programmes and projects; To share strategies for gender mainstreaming.
The module contains 5 sessions that have been designed on the basis of intense consultations with all PMUs and at least 12 gender trainers throughout Pakistan, and a pretest in NWFP. A brief overview of each of the Sessions (objective and key contents) is as follows:
iii
Contents
Session #/Title/Objectives Overview This is an important session for informing 0 Inauguration Provide an overview of the Gender relevant stakeholders about Gender Mainstreaming Project, and orienting them Mainstreaming in P&DDD Project; Establish the significance of this half day about the significance of this initiative. interactive discussion session. This session is absolutely critical for 1 Introduction Provide an opportunity for the participants creating a harmonious environment that and facilitators/organizers to become allows for effective debate and discussion. known to each other; Inform the participants of the objectives and agenda of the Discussion Session. 2 Why Gender Matters for Policy Makers Provide an opportunity for the participants and facilitators/organizers to become known to each other; Reiterate the key concepts of gender, why and how gender issues arise, and how gender equality can be attained; Provide a rationale for why gender should be mainstreamed in policy, programs and projects. 3 Mainstreaming Gender in Policies, Programs & Projects Highlight the difference between sexdisaggregated data, gender disaggregated data and gender analysis, and how critical it is to obtain the story behind the numbers for developing effective policies, programs or projects; Emphasize the need to incorporate gender sensitivity at each stage of the policy, program and project cycle. This session builds the rationale for gender mainstreaming, as well as the Gender Mainstreaming Project. It is a participatory session, based on local case studies. This session will demand excellent facilitation skills on the part of the trainer who must manage the discussion and debate.
The session aims to provide rationale for why gender should be mainstreamed in the formulation, implementation, monitoring and evaluation of government policies, plans, programme and project in all areas of development.
This session provides some practical ideas 4 Taking Forward the Gender Agenda Specify some initial but critical steps for steps that can be taken by the senior towards mainstreaming gender in policy, most officials in each Ministry/Department. programs and project; Elaborate steps that will lead towards a more gender responsive organization/department. The contents of the module are logically sequenced mainly as per the steps and processes of the policies, program and project cycle. Efforts have been made to adopt training methodologies that abide by the principles of experiential learning. This has been a challenge given the limited time for the overall Discussion Session. Attempt has been made to add visuals and organize material in a form that lends itself to increased attention. The module is presented in the form of a trainers manual and a Participant Handbook.
iv
Contents
The Trainers Manual is in your hands - along with the Trainees Handbook. The materials in the manual are provided in the form of session plans. The contents of each session plan are as follows: 1 2 Objectives Duration Specific objectives of each session are provided at the outset. The time required for each session is specified here. The trainer should make sure that he/she remains within this time. That will require adjustment in terms of discussions, examples quoted, etc. This part describes the methodologies that are implied to achieve the objectives of the session. The methodologies suggested in the module include case studies, case examples, exercises, introspection, presentation, and plenary discussions. Requirements in terms of special stationary and/or equipments are mentioned under this heading. All Handouts and Slides have been numbered for easy reference. This section contains detailed step-wise instructions for conducting a session.
Methodology
4 5
Materials Steps
The success of this initiative depends upon the ability of trainers to make the most of the potential that lies in this module. It is therefore, highly recommended that this manual be delivered by qualified and credible gender trainers. It is imperative that the trainer prepare adequately, both in terms of logistics and the delivery. The attached checklist will assist preparation with regard to logistics (the trainer may work with the organizers to ensure effective logistics). With regard to preparation for delivery, the trainer should use the lesson plan, and relate the steps with each Handout and Reference Material given in the Manual. The trainer must also be absolutely in the know with regard to the latest gender statistics and any new development in the country in this regard. The trainer should also know the reference numbers of all Handouts and Reference Material given in the Participant Handbook so that he/she can comfortably guide the participants during the Session. An essential periphery of this manual is the CD containing the power-point slides, the posters, and the soft copy of the Handbook and the Manual. It may happen that some material may have to be adapted, changed, and updated in a certain PMU. Access to the CD will facilitate this process. Within a week of this training, the trainer will be required to compile a workshop report. A table of contents for such a report is suggested. An important component of that report is the trainees profile. The sample registration form attached with this note has been prepared to facilitate this component.
Contents
Checklist for Training Arrangements Training team

Facilitator: has overall responsibility for the successful facilitation of this Discussion Session. Secretariat/Administrative Assistant: takes care of administrative issues before the training (venue arrangements, stationary ordering, copying/ compiling of materials etc.), manages the secretariat during the training, & handles post-training tasks (collating the evaluation forms, etc.)
Venue
Light, spacious training space: a hall large enough for 25-30 participants, with good natural light, comfortable seating, and enough space up-front for arrangement of the multi-media, a white board and a flip chart stand. Refreshments: running tea/ coffee so that Discussion Participants can help themselves Confirm booking of venue in writing as early as possible & reconfirm all workshop arrangements with the venue shortly beforehand
Facilitation aids
Arrange for: Multi-media/Over-head projector & screen Flip-chart board/s Check that all of these are operational at least half hour before start of the session
Participants
Formal invitation letter: this should explain the purpose of the training & outline administrative issues venue, timing, etc. It should be sent out as early as possible, since the senior most Government officials require adequate notice Participants confirmation: include on the letter a confirmation slip for participants to return to you (this could simply state: I confirm I will be attending the training on [date], with name, organization & full contact details) Background material: once participants have confirmed, send them a copy of the agenda with information on the venue & timing, along with the GMP brochure and a synopsis of the training (as given in this note) Registration: even though the participants may not formally register, it should be ascertained that their cards and contact details are taken so that the participant list is complete for insertion in the end of activity report
Stationary
bold black markers (90 cut corner) flip charts spiral-bound notebooks 25 (i.e., some spare) ball points 25 flipchart paper 1 pad 2 inch x 2 inch cards (blue and green) 20 each
Facilitators & participants packages

participants agenda specific for the workshop (venue, dates etc.) 40 per workshop participants handbook 20 per workshop lever-arch files (1) for participants 20 per workshop name tags 20 per workshop
vi
Contents
Sample Registration Form Name Designation Organization Address
Tel / Fax Email
Trainers Report - List of Contents 1. Introduction & Rationale for the Activity 2. Overall structure of the Activity (timing, inauguration, Discussion Session) 3. Participants Profile 4. Details of Roll-out 5. Analysis of Participants Evaluation Forms 6. Observations in terms of a. Highlights of the day b. Low points of the day 7. Learning for PMU
8. Recommendations for Follow-up
vii
Session-0: Inaugural
Inaugural
Session
Inauguration
This session will: Provide an overview of the Gender Mainstreaming in P&DDD Project; Establish the significance of this half day interactive discussion session. 30 minutes
Objectives:
Duration:
Methodology:
Recitation, Formal Welcome Speech, Key Note Address
Posters on: Gender Mainstreaming Project & Information is Empowerment Material/Equipment: Banners, one for inside the training room, and the other for outside (in the lobby or at the entrance of the training center) Name cards for Participants/Organizers/Facilitators Folders for the Participants Prominent Desk cards with participants Name, Designation and Ministry/Department Multimedia Projector/Computer White Board/Markers/Flip Chart Paper/VIPP Cards Tea and Coffee available throughout the Day Brochure on GSP and GSM for all invitees
Slides 01. 02. 03. 04. 05. 06. 07. Overall Title Slide GMP Project Overview GMP Project Goals GMP Project Objectives Capacity Development through GMP Projects supported by GSP Overview of GSP Strategy
Handouts 01. About Gender Mainstreaming Project (GMP) 02. Capacity Development through Gender Mainstreaming Project 03. About Gender Support Programme (GSP) Separate Inserts: For Inauguration Invitees: Address & brochure on GMP Key Note
In Discussion Participants folders: Brief profile of the facilitator Participant List

Reference Slide
Steps
Reference Handout
1. If possible, organize the inaugural event so that a large number of people can be invited, including the secretaries (target audience for this training), heads of line departments, DCOs, EDOs, and heads of projects. This will be strategic for various reasons: it will effectively launch the Gender Mainstreaming Project, ensuring that representatives from various departments are oriented to the Project; it will also encourage people to attend the event when they know that others are also doing so. 2. An effective key note address can encourage people to look more sympathetically at an issue. It is suggested that all Project Management Units (PMUs) consider inviting a Key Note Speaker, a woman who has a significant profile in the field of gender, and who commands respect and regard, especially from the bureaucracy. 3. It is also advisable to invite the media to cover the inauguration, and if possible, the Discussion Session as well. 4. On the day of the event, the organizers should consider arriving at the venue at least 2 hours before the official start time, and: set-up the training hall, including the desk tags for the participants, the multimedia, checking out the presentation, putting up the banners and the posters, ensuring the white boards, flip charts, markers and tape are all available, arranging the participants folders, and the separate handouts; set up the venue where the inauguration will take place, ensuring that the registration desk is equipped with brochures, and that proper arrangements have been made for the participants names and contacts to be registered; ensure that all arrangements have been made for the video and photography; brief the media professionals and ensure that they have some written notes available to them from the Project.
Brochure
01 Overall title slide
5. The master of ceremonies should be decided in advance (it is recommended that the Project Manager perform this role). Given the limited time available to the senior most bureaucrats, the aim should be to keep this inauguration session absolutely within the stipulated 30 minutes. The
Reference Slide
Steps
Reference Handout
suggested sequence of activities are as follows:

02 GMP Project Overview
Recitation from the Holy Quran An overview of the Gender Mainstreaming Project and the Gender Support Programme (by the Project Director using the prepared slides to introduce GSP and GMP) Address by the Chief Guest (preferably the Chief Secretary/Chairman P&D). The speech would reiterate the Provincial Governments commitment to gender equality. Address by the Key Note Speaker Address by the donor representative (optional)
03 GMP Project Goals
04 GMP Project Objectives
05 Capacity Development through GMP
6. Ensure that the set up is ready for the Discussion Session. Inform the Discussion Participants of the precise time that the Session will commence, and ensure that the Discussion Session begins on time. 7. As the Discussion Participants arrive, provide each one with the folder and the name cards, and direct them to their seats (where the desk card will already have been placed).
About GSP
06 Projects supported by GSP
About GMP
07 Overview of GSP Strategy
CD thru GMP
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
Formulation
Implementation
ii
Monitoring
iii
Evaluation
iv
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, eforums, and a community of gender mainstreaming practitioners. Developing institutional mechanisms and procedures for systematic gender mainstreaming and accountability in government.
This half-day interactive discussion session contributes to the achievement of Objective # 1.

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. 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 S1 & S2 category of training, of which this Session is a part, will be short, sharp sensitization exercises, the purpose of which will be to make the public servants more aware of the issues, recognizing that they will not be exercising gender analysis skills, but will be looking at and examining the results of the exercise of such skills. The S1 & S2 category of training will cover senior officers of all three tiers of government, i.e., federal, provincial and districts.
Type S1 S2 S3 S4
Type of Training Gender Sensitization Gender Sensitization Advocacy/Sensitization Sensitization
Duration day 1 day 1 day 1 day
Target Group Senior Government Managers Professional Civil Servants Legislators Data Managers
T1 T2
Gender Analysis Gender Analysis
2 days 2 weeks
Senior Mid-level advisory staff Officers dealing with basic level project proposal/programme
C1 C2 C3
Computer Skills Computer Skills Website development
4 days 5 days 1-1/2 day
Senior-mid level supervisory staff Officers dealing with basic level project proposal/programme Selected Federal and Provincial Officers
Handout-03
ABOUT GENDER SUPPORT PROGRAM (GSP)

A 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 overview of GSP with regard to projects and thematic scope is as follows:
Gender Mainstreaming in PDDD Gender Justice thru Musalihat Anjuman
Contribute to poverty eradication efforts through gender responsive governance and a rights-based approach to sustainable human development
Working Towards Achieving the National and International commitments on Gender and Poverty Issues
Gender Responsive Budgeting Initiative
Women Political School
Institutional Strengthening of the NC on the Status of Women
Women Access to Capital & Technology
Institutional Strengthening
of NCSW (Gender Responsive
Budgeting, MoF Gender Mainstreaming in the Planning Process, P&DD Achieving National & Intl Commitments on Gender & Poverty Issues, MoWD
Enabling Social Environment

Gender Justice through Musahilat Anjuman (MA). Interventions build capacity of MA members, enhance public engagement, promote womens awareness of their rights, and utilize services of the MA.
Political Participation
Womens Political School, MoWD (mega intervention to make women councilors and local government more effective). Interventions providing ToT, training 36000 councilors, building support link, sharing information and institutional strengthening.
Economic Empowerment
Womens Access to Capital and Technology (WACT). Enhance economic status of urban and rural women through credit, promoting small and medium entrepreneurship, building capacity, facilitating ICT solutions and networking.
Session-1: Introduction
Session-1
(Introduction)
10
Session
Introduction
This session will: Provide an opportunity for the participants and facilitators/organizers to become known to each other; Inform the participants of the objectives and agenda of the Discussion Session. 20 minutes
Objectives
Duration
Methodology
Presentation; Plenary Discussion
Material/Equipment Multimedia projector and screen White board and flip chart papers Markers
Slides
08. 09. 10. 11. Title Slide Session 1 Introduction Discussions Session Objectives Discussion Session Agenda
Handouts
04. Discussion Session Objectives 05. Discussion Session Agenda
Separate Handouts:
FLY Exercise
11
Reference Slide
Steps 1. Tell the participants that it is a pleasure to welcome them to this workshop on Gender Mainstreaming. Highlight that the fact that they have taken time out of their very busy schedules to be here reflects their recognition of how critical this issue is to development. 2. Initiate a quick round of introductions, requesting names and the Ministry/Department that the participant represents. In your own introduction, highlight your number of years of experience, specific projects undertaken with the Federal/Provincial Governments, and international experience, if any. Icebreaker: 3. Pass out the FLY Handout, asking participants to keep it face down till everyone receives it. Ask the participants to then turn over the piece of paper, and read it. Request participants that should someone be able to read it, they should NOT say it out loud, just raise their hand. 4. It is quite likely that most participants will be unable to read the word. Ask those who are able to read it to say it out loud. Then through one-on-one interactions, ensure that everyone is able to read the word FLY. 5. Ask participants why most people could not read the word? Receive their comments, and conclude by emphasizing that our perceptions are influenced by our beliefs and assumptions. The black blocks are more prominent (just as men are in our society)! Also, since a very young age, we are trained to read black on white, and not vice versa. Hence when we need to see the reverse in order to meet an objective, it becomes difficult and our beliefs and assumptions become a block. 6. Tell the participants that when we talk about gender mainstreaming, we will see that our beliefs and assumptions play a critical role in how we plan and implement development initiatives. Workshop Objectives & Agenda: 7. Share the Discussion Session Objectives with the participants. Refer to the first objective and emphasize that it is critical to have a common understanding of gender before one can discuss gender mainstreaming. Highlight, however, that it is objectives 2 & 3 which will constitute the greater part of the discussion today. This will include not only why it is critical to mainstream gender, but some of the first steps needed for doing so.
Reference Handout
08. Title Slide
09. Introduction
10. Overall Discussion Objectives
04. Overall Discussion Objectives
12
Reference Slide
Steps 8. Emphasize that one of the first steps towards gender mainstreaming is to commit to doing it. The ways and means can always be found. Re-emphasize that this is a short session therefore it will not be possible to discuss details on the specific ways and means for integrating gender. However, some guidelines will be provided as to how, as planners and policy makers, the participants can take the gender agenda forward. 9. Flash the Discussion Session Agenda, quickly reiterating the following: In the first session we will look at why gender matters for your work as planners and policy makers; In the second session we will look review the concept of gender, look at some case studies and see what mainstreaming requires; In the third session the focus will be on what concrete steps you can take to move this agenda forward. Norms 10. Inform the participants that before focusing on the first objective, you would like to facilitate a quick brainstorming to evolve some norms for the time you will spend together. Remark that research shows that a group performs more effectively when members are clear regarding the dos and donts of group interactions. Obtain responses from the participants, and list the same on a flip chart, ensuring that the following norms are covered: be relevant in terms of comments and observations; given that the overall session is short, be concise and brief; keep the mobile phone off; speak one at a time; raise hand to provide input; etc. 11. Direct participants attention to their Handbook, and explain its organization, highlighting that it constitutes three sections (Session 1, Session 2, and Session 3). Each section comprises of: Power Point Slides, Handouts and Reference Material. Tell the participants that all the material that is going to be presented to them is provided in the Handbook. For the purposes of this workshop, you will let them know when they need to turn to it.
Reference Handout
11. Agenda
05. Agenda
13
14
Handout-04
DISCUSSION SESSION OBJECTIVES
To clarify concepts of gender and establish its relevance for equitable and sustainable development; To provide policy makers with a rationale as to why gender should be mainstreamed in policies, programmes and projects; To share strategies for gender mainstreaming.
15
Handout-05
DISCUSSION SESSION AGENDA

Session # Inauguration Duration 30 Min Session Title Recitation from the Holy Quran, welcome and round of Introduction Statement and remarks by Chief Guest Introduction
1 2 3 4
Closing
20 Min
40 Min
Why Gender Matters for Policy Makers Mainstreaming Gender in Policies, Programmes & Projects Taking forward the gender agenda
45 Min
25 Min
5 Min
Vote of Thanks
16
Session-2: Why Gender Matters for Policy Makers
Session-2
(Why Gender Matters for Policy Makers)
17
Session
Why Gender Matters for Policy Makers

This session will: Provide an opportunity for the participants and facilitators/organizers to become known to each other; Reiterate the key concepts of gender, why and how gender issues arise, and how gender equality can be attained; Provide a rationale for why gender should be mainstreamed in policy, programs and projects. 40 minutes
Objectives
Duration
Methodology
Presentation; Case Plenary Discussion
Studies;
Examples;
Material/Equipment
Multimedia projector and screen Colored cards (blue and green 2x2 inch squares 20 each) Handouts 06. A Wake-up Call 07. GoP Commitments to Women Development 08. From Medium Term Development Framework 09. Activity: Case Studies: Pathankot Water Supply Scheme & Income Generation Project for Kalinger 10. Examples of Gender Blind Development 11. Gender Roles and Gender Issues 12. Gender Equality - The Goal 13. Gender Mainstreaming as a Strategy towards Gender Equality Separate Handouts: F Exercise
Slides 12. Title Slide Session 2 13. Wake Up Call 14. At the Bottom of the Pile 15. Overview of GoP Commitments 16. Why Do the Disparities Persist? 17. Case Studies 18. Gender-blind Development 19. Un-packing Gender 20. Engendering Developments means recognizing 21. Message for Policy makers 22. When water flows it takes the path of least resistance .
18
Reference Slide
Notes 1. Display the session title slide on the screen. Tell the participants that this session will focus the need to take gender into consideration when it comes to development. 2. Highlight that: For over 58 years we have lived with some very shameful numbers; In the time that we will sit and talk here together 6 women will have died from preventable causes. While preparing for this session, ensure that the sources of data is well- known to you, and that you have referred to the Gender-based Fact Sheet (in the reference material) and other current sources so as to be able to defend the presented situation of women in Pakistan. Using appropriate data, emphasize the following: Our maternal mortality rates have not improved significantly. Whereas estimates range from 350 to 530, it is only now that a study is being undertaken to determine the maternal mortality rate (300 in PIHS, 2001-2002 and 600 in Mehboob ul Haq (2005) Human Development Report). The mortality rate of women is higher than that of men for nearly all the communicable diseases (Pakistan Demographic Survey, 2001). The gender disparities in our social indicators are pronounced whether you look at the number of men and women dying from communicable diseases or infant mortality rates. We are also one of the few countries in the world with more men in the population than women. Biologically, if men and women receive the required nutrition and both have equal access to health care, Allah has made it so that women outlive men. Where this trend is reversed, it is clear that something is going quite wrong!
Reference Handout
12. Session Title
13. Wake up Call
06. Wake up Call
14. Bottom of the Pile
3. Ask participants what can justify our being at the bottom of the pile? Defend the point that this is not simply a question of resource constraint. There are countries with similar GDPs who have much better social indicators and gender disparities are not pronounced and tell the participants that we have to ask ourselves, why we are at the bottom of the pile? To ensure a common understanding, explain that the GDI (Gender related Development Index) covers the same indicators included in the Human Development Index life expectancy, educational attainment, income but adjusts for
19
Reference Slide
Notes gender inequality. While GEM (Gender Empowerment Measurement) measures gender inequality in key areas of economic and political participation and decision-making. 4. Tell the participants that our government recognizes that we have to improve our social indicators for men and women. It also recognizes that this will not happen unless we address gender disparities. Give the example of a pregnant woman who is malnourished tell the participants that you are sure they know that 35% of women in Pakistan suffer from anemia ask them who will suffer? Not just her. If a malnourished woman has a baby boy, he is likely to be malnourished as well: he may live or not. If he lives, his mental and physical capacities will be affected. 5. Reiterate that as a nation, Pakistan has made international and national commitments. We have promises to keep to the people of Pakistan. Using reference notes GoP Commitments to Women Development, prepare thoroughly, and referring participants to the relevant handouts, highlight the following: In the preface to the MTDF the President and PM have both stressed that nothing will change unless the needs of the marginal and vulnerable sections of the population are addressed. There is a strong commitment to addressing gender gaps in the MTDF. The NPA (National Action Plan) a document that has been prepared with intensive consultation, details the actions that need to be taken to mainstream gender and empower women in twelve critical areas such as poverty health economy, decision-making etc. The NPDEW is another comprehensive document in which the government has committed to mainstreaming gender in all sectors of national development. There are initiatives to implement these policies: GRAPS propose reforms across all sectors focused on the executive arm of the government. DSP supports the implementation of the GRAPs. GSP involves several initiatives including the current one: gender mainstreaming in the P&D departments, through Musalihat Anjumans, Gender Responsive Budgeting, Womens political schools and access to technology, etc.
Reference Handout
15. Overview of GoP Commitments
07. GoP Commitments to Women Development
08. From MTDF
6. Ask participants why in spite of policies, and programs focused on gender equality, do gender disparities persist? Note participants responses on a flip chart. Typically it will include: resource constraint, lack of commitment, mind-set, corruption etc. Process the responses by pointing out that if it
20
Reference Slide
16. Why Do the Disparities Persist?
Notes was simply a resource constraint or corruption, it would have affected both genders equally. 7. Explain that the reason for gender disparities is that the needs of women, because of their relative invisibility and lower status in society, are much less known compared to those of men. Refer to the fly icebreaker. If there is time, use the F exercise. If not, refer to the FLY exercise and emphasize that just like we have difficulty seeing the word in white because of our beliefs and assumptions, similarly we have difficulties seeing and addressing womens needs and priorities. There are also instances, though much fewer, when because of our beliefs and assumptions about what women do and what men do, we fail to include men. If the F exercise has been used, process by asking participants what happened. Most will have missed out the of, because it seems insignificant, small, and we pronounce it ovvv rather than offff. Conclude that so it has been with women. They are not spoken to, not heard, not seen. Almost invisible. And therefore often forgotten. But the development objectives, as highlighted in the MTDF, and as per our commitments to the MDGs, will not be achieved unless both women and men are equal participants and beneficiaries to development. 8. Tell the participants that the debate on the causes and effect of gender disparities can be taken forward more effectively if we look at two case studies (Income Generation Project for Kalinger and the Pathankot Water Supply Schemes). Using colored cards (blue and green), divide the participants into two equal groups (participants remain seated). Inform the participants that each group will be referred to a separate case study. They should take 10 minutes to both read the case study and discuss the questions given there with the person sitting next to them. 9. Ask the blue Group to turn to Case Study 1 (Income Generation Project for Kalinger) and the green Group to turn to Case Study 2 (Pathankot Water Supply Schemes). After 10 minutes, ask the blue and green Groups to quickly scan the other case study, so that they may contribute to the discussion. Give them 5 minutes. 10. In the plenary, facilitate the discussion of each of the cases, highlighting that: These case studies are examples of gender-blind development. Women and men are interdependent and any development process must take the needs and priorities of both into account through direct consultation, otherwise the objectives of development cannot be met.
Reference Handout
17. Case Studies
09. Activity: Case Studies
21
Reference Slide
Notes We need to find out what the ground realities are from both men and women, for these may differ from our own assumptions about gender roles in a specific location.
Reference Handout
18. Gender Blind Development
11. Ask participants to give examples of gender-blind development that they may have come across. Add to that some of the examples quoted in the Handbook. Emphasize that the field of development is littered with examples of gender blind development. And this happens because those conceptualizing, formulating, implementing, monitoring or evaluating Projects or Programs are not gender aware. 12. Just let the title unpacking gender appear on the screen. Tell the participants that through our discussion and case studies we have identified the need for factoring in both men and women in development. Let us review the word gender as this provides us with the lens that we need to mainstream women and mens concerns in development. You must have come across this word many times: What does it mean to you? 13. Note participants responses on the flip chart. Try to facilitate the discussion so the definition can be derived. Emphasize the following points:
10. Examples of Gender Blind Development
19. Un-packing Gender
20. Engendering Development Means Recognizing
We use the word gender to help us to remember that biological differences between men and women are the same no matter what the time or the place; Sex refers to biologically-determined differences such as physical attributes that equip women to give birth and breast feed babies. These differences do not change; Many of the differences between women and men however are socially created or culturally determined. This happens when women and men are assigned different kinds of work and have different access to opportunities in education, health and livelihood. Gender refers to social relations between women and men, girls and boys defined by cultural values and norms; Gender relations between women and men can be changed. Gender relations vary in different cultures and different times. (Give examples).
11. Gender Roles and Gender Issues
21. Message for Policy Makers
14. Explain the implications of this concept for development, in that unless women and men are equally valued in a society and unless their different needs and priorities are addressed, development can be neither humane, nor just, and therefore not sustainable.
12. Gender Equality - The Goal
22
Reference Slide
22. When water flows it takes the path of least resistance
Notes 15. In conclusion, remind the participants that we have to remember that unless we make a special conscious effort to mainstream gender, it will not happen. 16. Highlight further that if no special conscious effort is made, resources will continue to flow as they always have and disparities will persist. 17. Inform the participants that the Session on why gender matters for policy makers has concluded. Tell participants that this would now be a good time to have a five minute stretch break.
Reference Handout
13. Gender Mainstreaming as a Strategy towards Gender Equality
23
24
25
Handout-06
A WAKE UP CALL
International Of the worlds 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 GDP per capita Literacy rate Gross primary enrolment Combined primary and secondary enrolment ratio Maternal mortality Labour force participation Earned income shares Top administrative / managerial jobs Women US$ 776 27 percent 64 percent 25 percent 340 per 100,000 live births 11.39 percent 20 percent 3 percent Men US$ 1594 51 percent 80 percent 50 percent 69.1 percent 80 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).
26
Handout-07
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)
27
Handout-08
FROM MEDIUM TERM DEVELOPMENT FRAMEWORK
(MTDF 2005-2010)
Gender Equality is anchored in the MTDF
Reference Message from the President of Islamic Republic of Pakistan General Pervez Musharraf .. because of uneven distribution of its fruits across various 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. 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 propoor 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 ..
Quotable Quotes!
28
Handout-09
CASE STUDY 1 THE PATHANKOT WATER SUPPLY SCHEME

The water supply scheme for village Pathankot was being designed. Rehman 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, where required, those villagers whose land was being used for laying down the pipes. The location for installing community taps were also decided jointly by the projects 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 places often alongside a mud path and 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. Question: What happened? Did the scheme succeed? If not, why? What could have been done differently?
29
Source: from UNDP/GEUP supported Gender Sensitivity and Awareness-Raising Manual, March 2003 by Shazreh Hussain and Nasim Zehra
CASE STUDY 2 INCOME GENERATION PROJECT FOR KALINGER

In September 2001, Mrs. Imaan arrived in Kalinger with her project team comprising of two embroidery experts, one credit and saving expert. The project was designed to help the local women already producing traditionally embroidered clothes, bed-sheets, cushions etc.. The various elements of the project included improving existing embroidery skills of the local women; provision of designs and patterns for which there was demand in the market; making credit facilities available to zero interest rate for purchasing raw materials, and providing marketing facilities through KDPs existing sales outlet in Abbottabad and in Islamabad. By June 2002, fifty local women had joined the classes being run by her two crafts experts. Based on time-availability assessment, the class timings were suitable for women. When 150 women completed their session, the project announced that they could now receive credit from the project. The credit facility was a one window operation, required no collateral, and women could receive a max of five hundred rupees to be returned within 6 months at zero interest rate. The project was committed to end what they believed was an exploitive borrower-lender relationship. This perception was developed on the basis of a study conducted in the eighties which highlighted that local landlords gave loan to the villagers at a 50-60% interest rate. Often the villagers who could hardly pay back the monthly interest rate were forced to work for the landlord at minimal salaries. The women conducting the baseline survey for the women income generating project had talked to women about the availability of the credit to buy raw materials for the product they were producing. The womens 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. After the credit scheme was announced, three months went by without any women applying for credit from the Project scheme! Mrs. Imaan became concerned. After all, why were women not approaching what she believed was a very attractive credit scheme for getting funds? Had women stopped requiring credit for buying raw material for their products? The KDP sociologist was thereby asked to conduct a three day study on the credit facility used by the male members of women producing local handicrafts. This is what the study stated. Question: 1. Did the community in Kalinger benefit from all elements of the womens income generation Project? If not, which element proved useless for them? 2. Explain why the element was unsuccessful? 3. Could the failure of the element have been avoided? 4. Can you recall the occurrence of a similar problem in any project that you have been directly or indirectly been engaged with?
30
There was a traditionally functioning credit facility in Kalinger. Every two or three months, the women producing local embroidery would ask the male members to bring the required raw material. The male members would always borrow money from the local shopkeeper, Hassan Mia. Hassan, who for years had been the main supplier of monthly household requirements sold monthly ration worth rupees 8,000-9,000 to every household. For Hassan, who had no investment opportunity other than purchasing more goods for his shop, had decided that lending money at 10% interest to those who were his clients, friends, and fellow villagers borrowers was a wise thing. Hassan had established no payback period. However, generally his borrowers who would borrow few hundred every three months, would return in within 2-3 months. Hassans borrowers were comfortable knowing that he was an understanding and sympathetic lender who had demonstrated on many occasions that he would understand towards those who could not pay the loan back on time. In fact, Hassan would be willing to extend additional loan even if the previous loan was still outstanding. Hassans credit facility was considered to be a blessing, particularly after the experience of five of twenty men who had taken a loan from a World Bank Credit Project. When they could not return the loans on time, these five men were blacklisted by the Project personnel. Their names were publicized in the local newspaper and the union council Chairman received a written complaint against them. These five safaid posh men had been humiliated. The village locals 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
31
Handout-10
EXAMPLES OF GENDER BLIND DEVELOPMENT

1.
Rural farming women displaced by agriculture technology. Result Loss of income for females Lost opportunity to learn a new skill (assumption that women cannot deal with technology) 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. 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. Sindhs 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 is 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. 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 womens direct control over her income was affected.
2.
3.
4.
5.
32
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 assumed to be 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!
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): Recognized as Natural Roles: Child bearing/rearing responsibilities and tasks required to guarantee maintenance and reproduction of labor force; includes care and maintenance of the current and future work force (infants/school kids). Productive Activities (OUTSIDE): Recognized as Work Roles: Work undertaken for pay in cash or kind includes market production and subsistence / home production.
33
Community Managing Activities (INSIDE/OUTSIDE): Recognized as Natural Roles: Activities in the public sphere of the community, such as participating in a farmers or a womens 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.
Community Activities (Outside): Recognized as Work 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. 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 either gender Women and mens multiple roles have to be recognized. If not, one of the gender will tend to become invisible or undervalued, e.g. the roles that women play in the reproductive domain; or womens contribution to the productive domain in terms of farming, management of livestock, mushroom farming, sericulture, etc. is not factored into interventions. Similarly, mens absence from the reproductive domain means that they lose out on care and close bonding; womens absence from the political domain (before devolution) did not allow womens representation in decision making. Men and women often have different needs and priorities due to their different status and roles in society. Therefore 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. Gender issues also arise when one gender has a greater access to, or control over, resources, including education, 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.
Unequal burdens of work for either gender
Unequal access to, and control over, resources
34
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. 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. Policy makers must understand that interventions need to be designed so that they may address men and womens practical needs and strategic interests, as follows: Practical Gender Needs (PGNs) Gender needs of women arising from existing gender roles 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. Examples of actions towards PGNs: 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 Womens crisis centers Community kitchens and laundries Strategic Gender Needs (SGNs) Gender needs of women which change existing roles and status 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 SGNs: Womens representation in political structures and decision-making bodies Policies/legislations against sexual harassment in the workplace Paternity leaves Removal of legal obstacles such as discrimination in access to land and credit Training for women and men in nontraditional areas (carpentry for women, education for men) Men helping more equally with domestic work
35
Handout-12
GENDER EQUALITY THE GOAL

Not equal numbers .. but equal recognition and status Not to make them the same .. but to highlight and value similarities and differences Gender equality does not simply mean equal numbers of men and women or boys and girls participating in all activities. It means that men and women enjoy equal recognition and status within a society. It does not mean that men and women are the same, but that their similarities and differences are recognized and equally valued. It means that women and men experience equal conditions for realizing their full human potential, have the opportunity to participate, contribute to, and benefit equally from national, political, economic, social and cultural development. Most importantly, gender equality means equal outcomes for men and women. Gender equality is both a critical human rights issue and an essential requirement for equitable, efficient, effective and sustainable development.
Not to provide equal inputs . but to ensure equal outcomes
A stork and a bear 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.
36
Handout-13
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 womens as well as mens 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
37
Session-3: Mainstreaming Gender in Policies, Programs & Projects
Session-3
(Mainstreaming Gender in Polices, Programs & Projects)
38
Session
Gender Mainstreaming in Policies, Programs & Projects This session will: Highlight the difference between sexdisaggregated data, gender disaggregated data and gender analysis, and how critical it is to obtain the story behind the numbers for developing effective policies, programs or projects; Emphasize the need to incorporate gender sensitivity at each stage of the policy, program and project cycle. 45 minutes
Objectives
Duration
Methodology
Case Study; Exercise; Presentation; Plenary Discussion
Material/Equipment
Multimedia projector and screen
Slides
23. 24. 25. 26. 27. 28. 29. 30. 31. 32. 33. 34. 35. 36. 37. 38. 39. 40. Title Slide Session 3 How Can Policy Makers and Planners Understanding Gender Mainstreaming Gender Mainstreaming in Policies Gender Mainstreaming in Situation Assessment and Analysis Story behind the Numbers (Title Slide) Case Study The question you did not ask Gender statistics were collected. Information is Power Gender Mainstreaming in Project Goals/Objectives, Strategy and Project Management Gender Mainstreaming in Project Implementation Gender mainstreaming in .. Monitoring & Evaluation Government Officials must not Assume
Handouts
14. Gender Mainstreaming in Policies, Programmes and Projects 15. The Story behind the Numbers 16. Information is Empowerment 17. What is Gender Mainstreaming 18. Why Gender Mainstreaming is Important
Separate Handouts: How do you explain this?
39
Reference Slide
23. Session -3
Steps 1. Display the Session Title Slide on the screen. Tell the participants that before we start Session 3, we will have a short energizer: Energizer Ask the group to stand in a circle. Tell them that they are to count from 1 to 50. The first participant calls out 1, the next calls out 2 and so on. Participants who get the number five or its multiples (10,15,20..) have to clap instead of calling out the number. If someone makes a mistake (for example calling out the number instead of clapping), he/she is out of the game and the next participant starts counting again from 1. If the next participant does not start the counting again from 1, he/ she is also out. 2. Remind the participants that the previous session focused on why gender matters to policy makers. Highlight that if it is established that it is necessary to address gender disparities, then the challenge is how one can make sure that the policies and plans that are formulated can meet the needs of men and women, girls and boys. 3. Remind participants that the last two slides of the previous session talked of an unconscious bias against the disadvantaged, especially against women. If time permits, pass out the How do you explain this? riddle. Most participants will be unable to answer that the surgeon was the mother! Once more reiterate that there are certain preconceived ideas about the roles of men and women that each of us have been conditioned to accept. And even when these roles have changed, it is difficult for us to accept, and therefore support them. 4. Conclude that no Government can afford that one gender is left behind in terms of social, economic, political development. But recognizing that we have all been conditioned to think about men and women in certain ways, which may or may not support current realities, there is a need to mainstream gender so that such biases can be dealt with. Tell the participants that this Session will focus on understanding what that means, i.e. how for any planned action one must look at implications for men and women. Show the Slide Understanding Gender Mainstreaming and ask participants to take a minute to read the definition. Ask participants for comments or questions.
Reference Handout
24. How Can Policy Makers and Planners
24. Understanding Gender Mainstreaming
40
Reference Slide
Steps 5. Tell participants that it is critical to look briefly at the key actions which need to be taken at each of the four stages of the project, program or policy making cycle. Read out the four stages. 6. Ask participants to focus on Stage 1, i.e. Situation Assessment. Ask what questions would need to be asked at this stage to ensure that both gender are adequately addressed? Highlight that the first question is: were gender disaggregated data and gender analysis used in the background and justification of the policy, program or project? Tell participants that through a case study you would like to highlight the importance of this step. 7. Introduce participants to the data collected in Vietnam over a period of 9 years (from 1990 to 1999). Point out that this data was disaggregated by sex. Ask participants what the data tells us? Participants should state that it clearly shows more men than women have TB. At this stage, the trainer should go along with them. Ask participants what action they would take if they were Secretary Health in Vietnam. Allow participants a few minutes to give their suggestions. Then stop them and flash the next slide. 8. Tell the participants that you would like to share what actually happened. Tell them that a few people raised a pertinent question a question which was not asked when the sex disaggregated data was collected. Emphasize that when gender disparity is found in numbers, we need to see what the story behind the numbers is. For that we need gender statistics, and more specific information on the issue. This then leads to gender analysis which tells us the cause of the difference and how to address it. 9. Inform the participants that in the given case, it was eventually found that the quoted sex disaggregated data were misleading. It was also discovered that women who were suffering from TB were not being diagnosed for a number of reasons. Depending upon time, select three to four reasons to elaborate the point. 18. Conclude by highlighting that although sex-disaggregated data is critical, it is not sufficient. There is a need to substantiate and validate sex disaggregated data with gender disaggregated data and gender analysis. One must know the story behind the numbers to be able to contribute effectively to policy, program or project. 19. Focus participants attention to the next stage, i.e. Project Goals/Objectives, Strategy and Project Management.
Reference Handout
26. Gender mainstreaming in policies
14. Gender Mainstreaming in Policies, Programmes and Projects
27. Gender mainstreaming in .
28. Situation assessment and analysis
29. Story behind the Numbers
15. The Story behind the Numbers
30. Case Study
31. The question you did not ask
32. Gender Statistics were collected.
33. Information is power
16. Information is Empowerment
41
Reference Slide
34. Gender mainstreaming in.
Steps 20. Emphasize that it is very important that objectives specify what the program, project or policy hopes to achieve for women and what it hopes to achieve for men, otherwise if you have only something like community in the objectives, that means you have not analyzed and addressed the needs of men and women and will have little success in meeting them. 21. Remind participants that as they have seen through various case studies, working with women require a conscious effort as they are not as visible or accessible as men. Therefore how women will be included, and how their needs are going to be addressed, must be spelt out in advance. 22. Further highlight that all these efforts will culminate into nothing unless a budget is set aside for working with men and women. For example, the Barani Area Development Project in NWFP has specified that 40% of the budget will be reserved for women-specific activities. 23. Also, it is not enough to address only mens and womens practical needs such as potable water, health centres, etc. Strategic needs that have to do with improving womens position in society have to be addressed as well. For example, womens representation in political structures, policies against sexual harassment, etc. 24. Now focus participants attention to Project Implementation. Highlight that if one is going to work with men and women, there will be a need to hire both. A Project may have the best strategies, but if the people who are implementing the project are not sensitized, it wont work. For example: policy for girls schools is that there should be one within a 5km radius of the village. In NWFP, the government built a school that satisfied the requirement, but which was situated across a deserted stretch of land, so it never got utilized. In AJK, in a World Bank project for elementary education, women and men monitoring officers were appointed. The men were given motorcycles and women were not given any transport. As a result the women officers could not perform their tasks. 25. Finally refer participants to the last stage of the cycle, i.e. monitoring and evaluation. Highlight that you can only monitor effectively if you have sex-disaggregated indicators. Specify that there is a need for both qualitative and quantitative indicators. For example,
Reference Handout
35. Project Goal/Objectives Strategy and Project Management
36. Gender mainstreaming in
37. Project Implementation
42
Reference Slide
38. Gender mainstreaming in ..
Steps how many girl children and how many boy children were immunized? How many women are members of district monitoring committees? What is the extent of womens participation in decision-making in the district assemblies?
Reference Handout
39. Monitoring & Evaluation
26. You also need to make sure that both women and men are consulted when impact is assessed. When it comes to impact, one cannot assume that it has had the same impact on both gender. There is a need to look at what the impact has been on women and men, girls and boys. 27. So the more consciously we address gender, the better the chances are of having a positive impact on women and men. On this note we end our session on Mainstreaming Gender in Policies, Programs and Projects.
17. What is Gender Mainstreaming
40. Government Officials must not assume
18. Why Gender Mainstreaming is Important
43
44
45
46
Handout-14
GENDER MAINSTREAMING IN POLICIES, PROGRAMS AND PROJECTS

Policies, 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 policy, 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 policy, 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 budgeting been assigned for sufficient for the development of both men and women? Does the strategy consider mens and womens 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?
47
Handout-15
THE STORY BEHIND THE NUMBERS
1.
Once upon a time the sexdisaggregated data for a National TB Program highlighted that significantly more men than women are diagnosed with TB, and that the Male to Female ratio in TB cases has increased substantially between 1990 and 1999.
Number of TB Cases
(sputum smear positive)
40000 35000 30000 25000 20000 15000 10000 5000 0 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 Male Female
(Source: Viet Nam National TB Program)
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. Gender statistics were collected, followed by gender analysis. A number of genderrelated 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.
3.
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.
48
Handout-16
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 sexdisaggregated data. Sound gender statistics and gender analysis can help policy makers understand the story behind the numbers, thus making a critical contribution in terms of appropriate policies, strategies, and actions. Policy makers and 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 policy, program or project, the following must be ensured:
1. Obtain Sex-Disaggregated Data Reveals if there are differences between women and men, boys and girls on a specific issue. e.g. In a community, the literacy rates for boys is twice as high as that for girls;
2. Obtain Gender Statistics Information/data on specific issues where a gender disparity is known to exist. e.g. area wise difference, income wise variations, age differentials, and 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.
49
Handout-17
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 womens as well as mens 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 mens and womens 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 policy and program cycle It means that all government officials at all levels, no longer simply assume that either gender (especially women) will automatically benefit from a proposed policy or program. Rather, it is consciously thinking about how this will happen.
50
Handout-18
WHY GENDER MAINSTREAMING IS IMPORTANT?
At National Level
Credibility and Accountability Just do the math! Men and women are 50% - 50%. Governments must be accountable to all of its citizens. Efficiency and Sustainability Equal inclusion of men and women in all aspects of development and society pays off for the country as a whole. It is a matter of the bottom line: economic and social efficiency and sustainability. Justice and Equality It is just right! Democratic principles and basic human rights demand gender equality. Quality of Life Increased attention to gender equality issues will improve the lives of individual men and women. If individuals are happier and healthier, they will also be more productive, thus contributing to a more efficient and prosperous society. Alliance Gender equality as a pre-requisite for forging formal alliances or partnerships with other nations.
At Organizational Level
It makes the social problem of gender inequality visible. It improves the foundations for all our programs and actions. It teaches our staff about the different effects on men and women of our programs and activities. It improves transparency and strategic decisionmaking in our organization. It makes full use of human resources, recognizing women and men with similar capacities and opportunities. It leaves room for diversity, horizontal orientation and a new organizational paradigm.
Adapted from Economic and Social Council (ECOSOC). Gender Mainstreaming
51
Session-4: Taking Forward the Gender Agenda
Session-4
(Taking Forward the Gender Agenda)
52
Session
Taking Forward the Gender Agenda

This session will: Specify some initial but critical steps towards mainstreaming gender in policy, programs and project; Elaborate steps that will lead towards a more gender responsive organization/department. 25 minutes
Objectives
Duration
Methodology
Presentation; Plenary Discussion; Self Rating Exercise
Material/Equipment
Multimedia projector and screen
Slides
41. 42. 43. 44. Title Slide Session 4 Gender mainstreaming. What does it need? Feedback Form Scale Feedback Form - Questionnaire
Handouts
19. Gender Mainstreaming What does it Need 20. Internal Commitment from Senior Most Leadership 21. Support from Experts 22. Strengthening Process by Mainstreaming Gender in Policies, Programmes and Projects
Separate Handouts: Feedback Form
53
Reference Slide
Steps 1. Display the Session Title Slide on the screen. Tell the participants that with this Session we are nearing the end of this Discussion. We have looked at why gender matters. We have also looked at what is meant by gender mainstreaming. The question is: where do we go from here? 2. Highlight the three interventions that can be taken on an immediate basis by the participants to initiate the process of mainstreaming gender in their organizations. Emphasize that the most critical input is the participants own commitment. Without it nothing can happen. If the commitment exists, the expertise can be secured, and processes can be re-designed to include the kinds of questions we have raised in the previous session. 3. Ask participants to refer to the Checklist on Commitment, and tick mark those steps they think can be practically taken. Tell the participants that there are two copies of this Checklist. They should tick mark both copies, and tear one out for the Project, so that the Project has a sense of what senior most Government officials find possible to do in terms of gender mainstreaming (explain that they will still have one copy in their folder). 4. Ask participants to do a similar rating for the Checklist on Support from Experts. Again, explain that they have two copies of this Checklist. They should mark both copies, and submit one to the Project. 5. Refer participants to the Handout on Strengthening Processes. Tell them that the processes listed there have already been reviewed in detail in the previous session. It is attached so that they may introduce the Checklist within their departments to improve the policy, program and project planning process. 6. Finally, tell the participants that you would like them to fill out a feedback form. Walk the participants through it. Ask them not to put their names on it. 7. Thank the participants for their time and their contributions. Invite the person who is to deliver the vote of thanks to address the participants.
Reference Handout
41. Title Slide Session 4
42. Gender mainstreaming. What does it need?
19. Gender Mainstreaming What does it Need
20. Internal Commitment from Senior Most Leadership
21. Support from Experts
22. Strengthening Process by Mainstreaming Gender in Policies, Programmes and Projects
43. Feedback Form Scale
44. Feedback Form Questions
54
55
Handout-19
GENDER MAINSTREAMING .. WHAT DOES IT NEED ?
Internal Commitment from Senior Most Leadership
Support from Experts
Strengthened Processes by Mainstreaming in Policy, Programme or Project Document
56
Handout-20
TAKING FORWARD THE GENDER AGENDA

Internal Commitment from Senior Most Leadership
Only senior most management can properly oversee a crosscutting theme like Gender that overlaps the various management structures and areas of an organization. The authority and support of policy makers is essential in communicating the message that attention to gender equality is important and is expected!
As Senior Most 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? Allocate 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? Promote measures to develop gender equity within your own organizational structures, procedures and culture?
Adapted from: DFID April 2002, Gender Manual: A Practical Guide for Development Policy Makers and Practitioners
57
Handout-21
TAKING FORWARD THE GENDER AGENDA ..

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 organizations 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
58
Handout-22
TAKING FORWARD THE GENDER AGENDA

Strengthening Processs by Mainstreaming 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? 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?
Has there been an assessment of womens 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?
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? 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?
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 womens increased empowerment? Will womens participation increase at the level of the family and community? Will women be able to control income resulting from their own labor?
4. Questions on Project Management:

Do planned activities involve both men and women as equally as possible?
59
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 genderproofed 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 womens development component within the project?
Are there monitoring methods to check the progress in reaching women? E.g. womens (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? 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 womens 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?
5. Project Implementation:
Are the implementers genderresponsive and aware of the specific gender issues? Will both women and men participate in implementation? Do implementation methods make sufficient use of existing womens organizations and networks such as womens groups? Have these partners received gender mainstreaming training, so that gender perspective can be sustained throughout implementation?
Adapted from Astrida Neimanis, Gender Mainstreaming in Practice: A Handbook, Part I.
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?
60
Reference Material
Reference Material
61
Reference Material
GoP Commitments to Women Development

Policy Environment for Gender Mainstreaming International Commitments 9. MDGs Millennium Development Goals (MDGs, 2000) 10. CEDAW in force on September 3, 1981. Pakistan ratified in 1996. National Commitments 11. MTDF Mid Term Development Framework (2005-10) 12. NPA by Ministry of Women and Development, September 1998. 13. NPDEW by Ministry of Women and Development, 2002 Major Initiatives 14. GRAPs National and Provincial GRAPs (2004) 15. Decentralization Support Program - TA2 16. GSP - Gender Support Programme (2003-2008) 1. Gender and the Millennium Development Goals (MDGs Why Gender Matters to the MDGs The Millennium Development Goals, or MDGs, are an integrated set of eight goals and 18 time-bound targets for extending the benefits of globalization to the worlds poorest citizens. The goals aim to stimulate real progress by 2015 in tackling the most pressing issues facing developing countries poverty, hunger, inadequate education, gender inequality, child and maternal mortality, HIV / AIDS and environmental degradation. UNDP helps countries formulate national development plans focused on the MDGs and chart national progress towards them through the MDG reporting process. In most developing countries, gender inequality is a major obstacle to meeting the MDG targets. In fact, achieving the goals will be impossible without closing the gaps between women and men in terms of capacities, access to resources and opportunities, and vulnerability to violence and conflict. Millennium Development Goal 3 is to promote gender equality and empower women. The goal has one target: to eliminate gender disparity in primary and secondary education, preferably by 2005, and to all levels of education no later than 2015. Four indicators are used to measure progress towards the goal: the ratio of girls to boys in primary, secondary and tertiary education; the ratio of literate women to men in the 15-to 24-year-old age group; the share of women in wage employment in the non-agricultural sector; and the proportion of seats held by women in national parliaments. The existence of a separate goal on gender equality is the result of decades of advocacy, research and coalition-building by the international womens movement. Its very existence demonstrates that the global community has accepted the centrality of gender equality and womens empowerment to the development paradigm at least nat the rhetorical level. Yet the gap between rhetoric and reality persists: the 2005 primary and secondary school parity target will likely be missed. But even if it were achieved, it is hardly sufficient to ensure the full participation of women
62
Reference Material
in the political and economic lives of their countries. Much more is needed: full reproductive health rights and access to services, guarantee of equal property rights and access to work, affirmative action to increase political representation, and an end to violence against women and girls. To realize the MDGs, governments and their partners must seriously and systematically engender efforts to achieve all the goals. But today, the gender focus is largely limited to the gender equality, maternal mortality, and HIV/AIDS goals leaving out critical development issues such as the feminization of poverty, the preponderance of female-headed households among the hungry, and the lopsided impact of environmental degradation on women (particular in terms of time spent gathering fuel and hauling water). Making MDG Reporting GenderSensitive Gender experts and advocates have suggested several concrete ways to make the MDG implementation and reporting process more gendersensitive. Two complementary approaches include adding targets and indicators to Millennium Development Goal 3 (on gender equality and womens empowerment), and disaggregating the targets and indicators for the other goals by gender. Both deserve UNDP support. The UN Millennium Project Task Force on Education and Gender Equality1 suggests that national governments add additional targets, beyond the education target, under the gender equality and womens empowerment goal. Recommended targets include: Ensure universal access to sexual and reproductive health services through the primary health care system; Eliminate gender inequality in access to assets and employment; Achieve a 30 percent share of seats for women in national parliaments;
Reduce by half the lifetime prevalence of violence against women.
The task force also suggests that national governments add additional indicators for tracking progress towards the gender goal. Their recommendations include: Completion rates (in addition to enrolment rates) for primary and secondary school; Economic indicators such as gender gaps in earnings, sexdisaggregated unemployment rates and occupational segregation by sex; Prevalence rates for domestic violence in the past year. Another option is to add at least one gender-specific indicator not just to the gender goal, as suggested above, but also to the set of indicators for all the goals and targets. A recent UNDP review of National MDG Reports2 argues that adding more indicators for each and every target, ideal though it would be, is not feasible given country capacity and workload considerations as well as the availability of data. Instead, the report recommends providing sex-disaggregated data and qualitative information on gender issues across goals and targets, and gives practical suggestions on how to do so: Involve womens groups and gender experts in consultations on all the goals; Support independent studies using rapid participatory methodologies to collect qualitative information on key gender dimensions of goals and targets; Share draft reports with independent gender experts for review; Support efforts to sensitize statisticians involved in collating and processing MDG tracking data to the gender dimensions of the mandatory indicators under each goal;
63
Reference Material
Support the collection of sexdisaggregated data; Provide training to country teams and others involved in the MDG reporting process.
http://www.undp.org/gender/docs/mdg s-genderlens.pdf See the final reports of the UN Millennium Project Task Force on Education and Gender Equality, Toward universal primary education: investments, incentives, and institutions and Taking action: achieving gender equality and empowering women at: http://www.unmillenniumproject.org/ reports/reports2.htm#02 National Reports, a Look Through a Gender Lens.
Where to Go for Help Gender Equality and the Millennium Developments Goals (http://www.mdgender.net/) is a website with resources and tools for addressing gender equality in all of the MDGs from literature on gender equality as it relates to each goal, to tools for advocacy and action. UNDP best practices can be found in National Reports, a Look Through a Gender Lens, available at: 2. CEDAW Convention on the Elimination of Discrimination Against Women (CEDAW) The Convention on the Elimination of All Forms of Discrimination Against Women (CEDAW) which came into force on September 3, 1981 has, as of November 1, 1999 been ratified by 165 state parties including Pakistan which did so in 1996. Often described as international bill of rights for women, it is the only legally binding treaty that women can turn to in demanding state protection of their civil, economic and political rights. Consisting of a preamble and 30 articles, it defines what constitutes discrimination against women and sets up an agenda for national action to end such discrimination. The Convention provides the basis for realizing equality between women and
men in political and public life, education, health care, marriage and family relations, property ownership and employment. It is the only human rights treaty which affirms the reproductive rights of women and identifies culture and tradition as influential forces shaping gender roles and family relations. But CEDAW is not self-executing. It requires the enactment of national legislation for its enforcement. CEDAW can be cited and used by the courts in deciding cases of discrimination against women in almost all spheres of life such as politics, employment, education, health care, marriage, family relations and property ownership.
(Source: UNICEF)
3. MTDF Mid Term Development Framework (2005-10) Vision for MTDF Enhancement of the status of women through promotion and protectionb of womens rights, their empowerment and advancement, and their active participation and mainstreaming in all spheres and at all levels, so as to bridge the gender gaps and move towards gender equality.
64
Reference Material
Strategies: a. Meeting womens basic minimum needs: making efforts towards broader horizontal linkages b. Poverty reduction, economic empowerment, social and legal empowerment, personal security and political participation: c. affirmative actions to create a level playing field (mainstreaming gender in the PRSP 2003) Strengthening of institutional mechanisms
Mainstreaming of gender Initiation of special programmes for womens economic empowerment Social protection measures Macro economic policy framework Access to training and employment Organizing women d. Gender responsive budgeting and required investments
65
Reference Material
4. National Plan of Action (NPA) The National Plan of Action (NPA) puts together the strategic objectives and action the government of Pakistan will take to implement the Beijing Platform for Action (PFA). It was the result of nationwide consultations and the joint efforts of government both federal and provincial, and civil society, particularly womens groups. The PFA recommended that government address twelve (12) critical areas of concern: Women and Poverty Education and Training of Women Women and Health Violence against Women Women and Armed Conflict Women and Economy Women in Power and Decision-Making Institutional Mechanisms for the Advancement of Women Human Rights of Women Women and the Media Women and the Environment The Girl Child
5. National Policy for the Development & Empowerment of Women (NPDEW) Goal: Empowerment of Pakistani women, irrespective of caste, creed, religion, or other consideration for the realization of their full potential in all spheres of life, especially social, economic, personal and political and in keeping with our Islamic way of life. Key Policy Measures: Ensuring that government agencies adopt a gender sensitive approach to development in preparing needs based, participatory and implement able programmes and projects. Gender sensitization to be institutionalized and integrated into all sectors of development, and to include the private sector as well. Developing multi-sectoral and inter-disciplinary approaches for womens development, with horizontal and vertical linkages at every level. Mainstreaming gender issues through integration into all sectors of national development. Eliminating all negative social practices.
Major Thrusts: Social Empowerment of Women: Education, Health, Law and Access to Justice, Violence against Women, Women in the Family and Community, The Girl Child; Economic Empowerment of Women: Poverty, Access to Credit, Remunerated Work, Women in the Rural Economy and Informal Sector, Sustainable Development; Political Empowerment of Women: Power & Decision Making, participation of women in all political arenas and at all positions, participation of women in all decision making bodies of the executive and judicial organs of the state and community
66
Reference Material
6. National and Provincial Gender Reform Action Plans (GRAPs) for Engendering Governance Structures With the total estimated cost of Rs. 1444 million (US $ 24.5 million in total, Rs. 612 million for National GRAP), the National and Provincial GRAPs propose a coherent gender reform agenda to align policies, structures and procedures for enabling the government to implement its national and international commitments on gender equality. The reforms are designed within contemporary development paradigm with womens empowerment at its centre, and with a view to enhancing the participation of women across the gender and governance sphere: from political participation, where the wishes of citizens are expressed through political mandates and legislation, to government actions, where these wishes are implemented through public sector machinery: institutions, policies and budgets. GRAP will be implemented in four years and in two consecutive phases of two years each. The costs of national as well as provincial GRAPs will be partly financed through government funding, and partly through various bilateral and multilateral sources. GRAP has the following components: Political Participation Institutional Restructuring Womens Employment in the Public Sector Policy Reforms Capacity Development Interventions Supporting Reforms GRAPs include gender-based policy, administrative, political and fiscal reforms at the Federal, Provincial and District level to enable the Government to implement its national and international commitments on gender equality. GRAPs propose reforms across all sectors focused on executive arm of government. These reforms are designed within contemporary development paradigm with womens empowerment at its centre, and a view to enhancing the participation of women across the gender and governance sphere: from political participation, where the wishes of citizens are expressed through political mandates and legislation, to government actions, where these wishes are implemented through public sector institutions, policies and budgets. GRAPs propose the following reforms: a) Institutional reforms b) Reforms in policies, budgeting and public expenditure mechanisms c) Reforms to increase and improve womens employment in public sector organizations d) Reforms to improve womens political participation e) Related capacity building interventions
67
Reference Material
7. Decentralization Support Program TA2 One national and four provincial GRAPs were prepared by the Ministry of Social Welfare, Women Development and Special Education and Provincial Women Development Departments in a consultative and review process under ADBs technical assistance (TA) project, TA3832: Gender Reform Program. Federal and provincial cabinets have now approved the draft GRAPs cleared by the Provincial and National Steering Committees. The Ministry of Social Welfare, Women Development and Special Education is the national focal ministry for implementation of national GRAP, while the provincial Women Development Departments will implement their respective GRAPs. ADBs principal commitments to gender and governance reforms in Pakistan are articulated through two major programs, the Decentralization Support Program (DSP)1 and the Access to Justice Program (AJP).2 Although these programs provide a high-level framework for policy dialogue with Government on gender and governance issues, this dialogue has been sporadic as both programs have awaited a firm commitment from Government to an over-arching package of legislative, political, administrative and fiscal reforms. A key package of reforms, in the shape of Gender Reform Action Plans (GRAPs), has been the main output of the recently concluded technical assistance (TA) project for Gender Reform Program.3 GRAPs have now been approved by the Cabinets of the federal government and the provincial governments of Sindh, Punjab, North
Loans 1935/36/37/38-PAK: Decentralization Support Program of $300 million, approved on 21 November 2002. 2 Loans 1987/88/89-PAK: Access to Justice Program: of $350 million, approved on 20 December 2001. 3 TA3832-PAK: Gender Reform Program of $600,000 was approved by ADB on 1 February 2002.
1
West Frontier Province (NWFP) and Balochistan. GRAPs have significance for the ADB as their implementation is a policy commitment in the DSP, in the Punjab Resource Management Program (PRMP)4 and the Sindh Devolved Social Services Program (DSSP Sindh).5 During 2004, the ADB Board will consider two additional programs, the Balochistan Resource Management Program6 (BRMP) and the Punjab Devolved Social Services Program7(DSSP Punjab) in which GRAPs implementation is proposed as a policy action. DSP provides for a dedicated TA to support implementation of GRAPs.8Thus, through these commitments, ADB has made an unprecedented effort to mainstream both corporate and government policy on gender through innovative and high profile assistance.
Loans 2030/1-PAK: Punjab Public Resource Management Program of $200 million, approved on 4 December 2003. 5 Loans 2047/8/9-PAK: Sindh Devolved Social Services Program of $229 million, approved on 12 December 2003. 6 A $120 million loan is in the pipeline year 20042006 for Balochistan Resource Management Program. 7 A $150 million loan is in the pipeline for lending for the year 2004-2006 for Punjab Devolved Social Services. 8 Loan 1938-PAK: Gender and Governance Mainstreaming
68
Reference Material
8. Gender Support Programme (GSP) The Gender Support Programme (GSP) (2003-2008) has been designed to provide a unified holistic strategy in promoting gender equality in Pakistan. GSP is coordinated by Economic Affairs Division (EAD) and works with the relevant Government Ministries and line Departments at the Federal and Provincial level as well as other stakeholders. Addressing poverty in Pakistan through gender-responsive governance and rights based approach to sustainable human development, it aims to provide coordinated policy, technical and managerial support to the Government of Pakistan (GoP) in the design, implementation and monitoring of national programmes and projects. GSP is linking with Government Policies and programmes as follows: NPDEW PRSP CEDAW MDGs MDTF GRAP In terms of womens areas of concern, the following are being addressed through GSP: Strengthening of Institutional Mechanisms: 4 interventions Institutional strengthening of the NCSW Gender responsive budgeting with the Ministry of Finance Gender mainstreaming in the planning process & P&DD Working towards achieving the national and international commitments on gender and poverty issues with MoWD Political Participation GSP project with the Ministry of Women Development titled Womens Political School Social Protection Measures GSP project with the Local Government titled Gender justice through the Musahilat Anjuman. Economic Opportunities GSP project titled WACT (Womens Access to Capital and Technology)
69
Reference Material
GLOSSARY
1. GENDER Gender attributes are socially-assigned roles and relations between men and women. Gender relationship relates to a range of institutional and social issues rather than a specific relationship between certain male and female individuals. Gender characteristics are not natural or biological. We are not born with them. Societies create and assign gender attributes to girls and boys, men and women, and there is often considerable social pressure to conform to these ideas about behaviour. For example, in many societies women are expected to be subordinate to men. But in some societies women are dominant in decision-making. In other societies it is expected that women and men will participate equally in decision-making. 2. SEX The biological differences between male and females that we are born with, and that are universal. For example men can impregnate and women can give birth and breast-feed. 3. GENDER ROLES What women and men are expected to do and how they are expected to behave towards each other. Gender roles are different across communities and across the world. They change over time in response to changing community circumstances (e.g. during wars when women take on more leadership roles) and changing ideas about what is acceptable or not acceptable behaviours and roles. Gender roles and characteristics affect power relations between men and women at all levels and can result in inequality in opportunities and outcomes for some groups. 4. DIVISION OF LABOR This concept looks at the different tasks and responsibilities undertaken by either women or men. The allocation of activities on the basis of sex is learned and clearly understood by all members of a given community/society. The triple role of women includes: Productive work (production of goods and services for consumption by the household or for income), Reproductive work (bearing and rearing children, domestic work and maintenance of the household) and Community work (provision and maintenance of resources used by everyone water, health care, education, and leadership). Men tend to be more involved in Community and Productive work. 5. GENDER RELATIONS Social relations between women and men, in particular how power is distributed between them. They impact on mens and womens position in society and tend to disadvantage women. Gender hierarchies are often accepted as natural but they are socially determined relations that are culturally based and subject to change over time. 6. GENDER EQUALITY Women and mens similarities and differences are recognized and equally valued. Men and women enjoy equal status, recognition and consideration. Women and men enjoy: Equal conditions to realize their full potential and ambitions; Equal opportunities to participate in, contribute to, and benefit from society's resources and development; Equal freedoms and quality of life; Equal outcomes in all aspects of life.
70
Reference Material
7. GENDER EQUITY The process of being fair to men and women such as equitable allocation of resources and opportunities. Equity can be seen to be the means and gender equality as the end. Equity contributes to equality. 8. GENDER DISPARITY OR GAP A specific difference or inequality between girls and boys, or men and women in relation to their conditions, or how they access or benefit from a resource (e.g. men's and women's access to health services, school dropout rates of girls and boys). 9. GENDER STEREOTYPES A set of characteristics that a particular group assigns to women or men (e.g. domestic work does not belong to men's responsibilities). Gender stereotypes are often incorrect (do not reflect an individual's actual capacity) and usually limit what a person is permitted and expected to do by others in the society. 10. DISCRIMINATION AGAINST WOMEN Any distinction, exclusion or restriction made on the basis of sex which has the effect or purpose of impairing or nullifying the recognition, enjoyment or exercise by women, irrespective of their marital status, on a basis of equality of men and women, of human rights and fundamental freedoms in the political, economic, social, cultural, civil or any other field.1 Men and women are treated differently (restricted or excluded or violated) in the family, the workplace or society due gender stereotypes. For example, when a women is not promoted to a leadership position (even when she has suitable qualifications and experience) because a society believes that only men can make important decisions.
11. GENDER BLIND Unaware of gender concepts and the impact that they have on life experiences and outcomes for girls and boys, men and women. 12. GENDER SENSITIVE Properly aware of the different needs, roles, responsibilities of men and women. Understands that these differences can result in difference for women and men in: Access to and control over resources; Level of participation in and benefit from resources and development.
13. GENDER RESPONSIVE Aware of gender concepts, disparities and their causes, and takes action to address and overcome gender-based inequalities. 14. GENDER TRANSFORMATIVE Actively seeks to understand the underlying causes of gender inequalities and takes effective action to transform the unequal power relations between men and women, resulting in improved status of women and gender equality. 15. THE MAINSTREAM The dominant set of ideas, values, beliefs and attitudes, relationships and practices within the mainstream of society. Includes all of society's main institutions (families, schools, government, mass organizations) which determines who is valued and how resources are allocated, who can do what, and who gets what in society. Ultimately, the mainstream affects the quality of life outcomes for all of society. 16. GENDER MAINSTREAMING An approach or a strategy to achieving broad-based gender equality throughout society by getting gender issues into the mainstream.
71
Reference Material
Broadening of responsibility for achieving gender equality. Essentially involves acceptance by the mainstream of gender equality as a worthy goal, and acceptance of responsibility by the mainstream to actively address the gender issues relevant to them, their relationships and work, with the aim of achieving gender equality throughout society. Gender mainstreaming can be viewed as a tool in achieving good governance because it seeks to ensure that the needs and priorities of all members of a society are considered and met, that all members of society participate and contribute to the process of governance, and that the benefits of development are distributed equitably amongst all members of society. Gender mainstreaming is not an end in itself it is an ongoing approach to the way we think, relate with each other and do our work. 17. MAINSTREAMING WOMEN An approach that emphasizes the need to increase the number of women and womens active participation in mainstream activities, particularly in politics, leadership and governance; key decision-making processes at all levels, in all sectors. A strategy based on the recognition that men and women have different life experiences, different needs and priorities, and are affected differently by policies and programs. Therefore, in addition to it being womens right to participate in decision making their participation makes sense from a government efficiency and effectiveness perspective as it results in more effective government policies, programs and projects. 18. PRACTICAL NEEDS Concrete immediate needs that are often essential for human survival such as food, water, shelter, money, security. Action to address practical needs can relieve immediate disadvantage but
tends not to change underlying causes of gender inequality. 19. STRATEGIC INTERESTS Longer term and less visible issues that relate to the underlying causes of gender inequality. When strategic interests are met for women, there will be changes and improvements in power relations between men and women (e.g. removal of legal barriers, sharing of domestic work, and equal decision-making in the household). 20. CONDITION AND POSITION Condition refers to the material state in which men and women live (e.g. food, quality of health care and housing, etc.) Position refers to womens and mens political, social, economic and cultural standing in society (e.g. unequal representation in the political process, unequal ownership of land and property). 21. ACCESS TO RESOURCES When a person has the use of a resource (access), but does not control it, and as such is not in a position to make certain decisions about how the resource is used (e.g. renting land to grow crops, or access to/ participate in political processes). 22. CONTROL OVER RESOURCES When a person has the power to make decisions about the use of resources (e.g. use the land or when to sell it, control over which issues are discussed in political processes and what the final decisions are). 23. GENDER RESPONSIVE MONITORING A systematic ongoing approach to checking if interventions are on track to achieving their goals specifically designed to reveal the differences in experiences and impact on men and women. 24. GENDER RESPONSIVE EVALUATION A systematic approach to assessing the policy intervention, program or project
72
Reference Material
(from a gender perspective) whether it achieved its objectives, what the broad impact was and why it was successful or unsuccessful. While monitoring is at the implementation (more micro) level and ongoing, evaluation occurs at the strategic (more macro) level and less frequently typically mid-term and completion. Gender-responsive evaluations are designed to capture the impact on the entire group of stakeholders or beneficiaries, and show clearly the different outcomes for women and men. Evaluations should provide us with important information to inform future policies, programs and projects. Evaluation results must therefore be documented, communicated effectively and made available to relevant policy, program and project designers. 25. SEX-DISAGGREGATED DATA Quantitative statistical information on the differences between men and women, boys and girls for a particular issue or in a specific area. Looking at data for individuals and breaking it down by the sex of the individuals (e.g. data of life expectancy, school enrolment, smoking prevalence divided by men and women). Sex-disaggregated data shows us if there is a difference in a given situation for women and men, girls and boys, but it doesnt tell us why the difference exits. 26. GENDER ANALYSIS Provides a deeper understanding of the situation for and between men and women, their constraints, needs, priorities, and interests. Gender analytical information (results of gender analysis) is essential in designing good policies because it tells us why the differences exist the causes. Gender analysis is an important part of policy analysis that identifies how public policies (or programs/projects) affect men and women differently. Conducting gender analysis requires well-developed social and gender analytical skills and is usually carried out
by appropriately trained and experienced social researchers or gender experts. 27. GENDER STATISTICS A special group of statistics that focus on specific known gender related issues such as hours of sleep and leisure, violence against women. 28. BASELINE Information gathered before an intervention is implemented to tell us what the situation is before action is taken. Baseline information is useful to the process of setting targets and measuring progress. Baseline information should be disaggregated by sex wherever possible to ensure that differences for women and men are clear from the outset. 29. TARGET Targets (or objectives) help policy/program/project implementers and managers keep their eye on the prize the ultimate outcome expected. Targets increase the likelihood that overall objectives will be met and that adequate resources will be allocated to ensure success. Wherever possible targets should be gender-responsive highlighting the focus for both men and women where appropriate (e.g. reduce school dropout rates to X% for girls and boys). 30. INDICATOR Indicators specify how achievement towards targets will be measured. What are the indications of progress? How do we know if we are getting closer to our target or objective? They can be thought of as the steps along the way to achieving the target. For example, if the target is re-forestation of a particular area, the indicators might be X hectares of land prepared for planting, X number of seedling trees grown, irrigation system planned and set up, fertilizer purchased and spread, percentage of area replanted, percentage of trees planted all of the indications of progress towards the target.
73
Reference Material
31. QUANTITATIVE Quantitative data are measures of quantity (total numbers, proportions, percentages etc), such as population figures, labour force figures, school attainment rates, etc. It is important that wherever possible data for individuals be disaggregated by the sex of the individuals sex-disaggregated data. 32. QUALITATIVE Information that is based on peoples judgments, perceptions and opinions about a subject. Obtained through attitude surveys, focus group discussions, public hearings and consultations, participatory appraisals etc. It is essential that qualitative information be collected in a manner that is sensitive to gender issues and shows a representative view of both male and female stakeholders.
34. VIET NAM WOMEN'S UNION (VWU) A popular womens socio-political organization which is mandated to women's equality and development, and protects womens legitimate rights and benefits. 35. NATIONAL COMMITTEE FOR THE ADVANCEMENT OF WOMEN (NCFAW) National Committee for the Advancement of Women is the advisory body to the Prime Minister in developing and monitoring the implementation of the National Strategy and Plan of Action for Advancement of Women; coordinates with relevant agencies to make proposals, advocate and disseminate laws and policies of the State relating to gender equality and advancement of women; acts as a coordinating agency in drafting national reports on CEDAW implementation and a national focal point for international cooperation in gender equality and advancement of women. 36. COMMITTEE FOR THE ADVANCEMENT OF WOMEN (CFAW) Committees for the Advancement of Women are based in line ministries and at local levels to advise and support leaders in the implementation of the Party and State's policies for gender equality and advancement of women. 37. MACHINERY FOR THE ADVANCEMENT OF WOMEN (MAOW) Gender equality/advancement of women units act as policy coordinators, advocates and catalysts for gender mainstreaming across government agencies and sectors at all levels. The Machinery for the Advancement of Women comprises WU, NCFAW and CFAWs. 38. NATIONAL STRATEGY FOR THE ADVANCEMENT OF WOMEN
33. GENDER-RESPONSIVE GOVERNANCE Gender-responsive governance is an important step in achieving good governance. Gender-responsive governance seeks to ensure that institutions, policies, programs and projects: Involve women and men equally in government processes; Learn about, take seriously, and respond to the needs, interests and priorities of all members of society; Distributes resources and benefits of development equally between women and men; Ensures that men and women, girls and boys enjoy equal quality of life.
74
Reference Material
National Strategy for the Advancement of Women by 2010 contains five specific objectives. Its overall goal is aimed at improving the quality of womens material and spiritual life, as well as establishing the conditions necessary for women to experience their fundamental rights, and to fully and equally participate in and benefit from all aspects of political, economic, cultural and social life. 39. NATIONAL PLAN OF ACTION FOR THE ADVANCEMENT OF WOMEN (POA) The National Plan of Action for the Advancement of Women to 2005 guides the implementation of the National Strategy and details specific responsibilities and actions for ministries and agencies to take in achieving the POA and National Strategy. 40. WOMEN IN DEVELOPMENT (WID) APPROACH The WID approach which emerged in the 1970s began with an uncritical acceptance of existing social structures and focused on how women could be better integrated into existing development initiatives. It included strategies such as women only projects, focusing on training, and womens productive work often credit and income generation projects. WID treated women as passive recipients of development: womens concerns were viewed in isolation as separate issues. WID failed to address the systematic causes of gender inequality. 41. GENDER AND DEVELOPMENT (GAD) APPROACH GAD was developed in the 1980s in response to the perceived failures of WID. Instead of focusing only on women, GAD is concerned with the relations between women and men; it challenges unequal decision-making and power relations. GAD seeks to address the underlying causes of gender inequality by addressing the different life experiences for men and women through
mainstreaming gender into planning at all levels and in all sectors and focusing on whatever steps are necessary to ensure equal outcomes.
75
Reference Material
Gender-based Fact Sheet

Prepared for PDF, April 2005
i
Gender related Development Index (GDI) Gender Empowerment Measure (GEM)
120 out of 144 countries 64 out of 78 countries
Census 19992001-02 2003-04 1998 2000 ii Sex Ratio 108 105 107 105 Sex Ratio is defined as the average number of men per 100 women.
Education
Year Total Census 1998 2001-02 2003-04 43.9 50 51.6 Total Women 32 36.9 39.2 Literacy Rates 10 years + (%) Rural Men Total Women Men 54.8 62.2 63.7 34.4 20.8 47.4 Urban Women 55.6 -
Total 64.7 -
Men 72.6 -
Distribution of population 10 years + by level of education and sex (%) Level of Education 2001-02 2003-04 Total Men Wome Total Men Wo n men No formal education (Literate) 0.5 0.6 0.5 0.6 0.7 0.5 Below Matric 33.5 41.1 25.4 33.7 41.1 26.0 Matric but less than Intermediate 9.3 11.9 6.5 9.7 12.3 7.0 Intermediate but less than 3.6 4.4 2.6 3.9 4.7 3.1 Degree Degree and above 3.1 4.2 1.9 3.8 4.9 2.6 Total Literate 50.0 62.2 36.9 51.6 63.7 39.2 Illiterate 50.0 37.8 63.1 48.4 36.3 60.8
i
Combined Gross enrolment ratio for primary, secondary and tertiary level schools (%) 2001/02 iii Adult Literacy Rate for women as % of mens rate (2003) Youth Literacy Women Rate (% 15-24) 2002 Youth Literacy Women Rate as % of mens rate 2002 iv Public Expenditure on education as % of GDP 2003-04
Women Men
31 43 51.13 42.0 64.0 1.8
76
Reference Material
Health
iv v
Public Health Expenditure (% of GDP) 2003-04 Life Expectancy at birth (years) 2002
Probability at birth of surviving to age 65 (2000-05)
iv
Women Men Women Men
Maternal Mortality Ratio reported (per 100,000 live births) 2004 i Births attended by skilled health personnel (%) 1995-2002 vi Average rate of fully immunized children and child bearing age women vi Aneamic women of child bearing age vii Women (45 years of age and above) of low income in rural areas suffering from poor health vii Individuals (45 years of age and above) of low income in rural areas suffering from poor to fair health viii HIV/AIDS cases reported up to 2004
i
0.84 63.4 63.7 61.9 60.0 530.0 20.0 < 50%
58% Almost 45% Women Men Total Women Men Women Men >80% 60% 2,431 291 2,136 9 36
Prevalence of Smoking (% of adults) 2000
Economic Activity
Refined Activity Participation Rates (%)ii Year 1999-2000 2001-02 2003-04 Both sexes 42.8 43.3 43.7 Women 13.7 14.4 15.9 Men 70.4 70.3 70.6 Improved Women Participation Rate 39.2 37.7 39.3
*REFINED ACTIVITY PARTICIPATION RATE IS THE PERCENTAGE OF PERSONS IN LABOUR FORCE, TO THE POPULATION 10 YEARS OF AGE AND ABOVE. **According to the old methodology, persons 10 years of age and above reporting housekeeping and other related activities are considered out of labour force. However, as per the improved methodology, they are identified as employed if they have spent time on the agricultural and non-agricultural activities that have been identified as being a part of labour activities.
77
Reference Material
Percentage distribution of population employed by major occupational groups, 2003-04ii Both sexes 11.5 2.0 4.9 1.6 5.2 34.9 15.9 3.7 20.3 Women 1.4 1.9 8.7 0.2 0.8 48.4 14.3 0.1 24.2 Men 13.5 2.0 4.1 1.9 6.1 32.2 16.2 4.5 19.5
Legislators, senior officials and managers Professionals Technicians and associate professionals Clerks Service workers and shop and market sales workers Skilled agricultural and fishery workers Craft and related trades workers Plant and machine operators and assemblers Elementary (unskilled) occupations
iv
Women employed by the Federal Government
Ratio of estimated women to mens earned income Women Contributing Family Workers (%) 1995-2002 ii Labour Force Unemployment 2003-04 (%)
ix
9,387 out of 175,189 (5.4%) 0.33 33.0 Men 6.6 Women 13.0
Political Participation Total number of seats reserved for women in all tiers of the local government Total number of seats reserved for women in the Senate, National & Provincial Assemblies Women in the National and Provincial Assemblies, 2004x Elected on general seats 13 6 4 1 1 12 Elected on reserved seats 60 66 29 22 11 128 Total 73 72 33 23 12 140 33% 17%
National Assembly Punjab Sindh NWFP Balochistan Total
The total strength of 73 women in National Assembly constitutes 21% of its composition as compared to approximately 4% of 1997.
i i
Female legislators, senior officials and managers (% of total) Women in government at ministerial level (% of total) 2004
9 11
78
Reference Material
Violence against Womenxi Cases reported on Violence against Women Murder Rape Torture Abduction Suicide Karo kari Burn cases Police torture Trafficking Abandoned corpses of women found 2000-2004 35,335 6,519 3,722 6,603 6,505 5,542 4,153 1,241 483 215 352 2004 8,560 1,492 728 1,601 1,397 1,327 1,353 310 182 67 103
Human Development Report, 2004 Pakistan Labour Force Survey, 2003-04 iii Literacy Trends in Pakistan, UNESCO, 2004 iv State of Human Rights in 2004, HRCP v Economic Survey 2001-02, Ministry of Finance vi Pakistan Common Country Assessment, 2003, UN and GoP vii Annual report of State Bank of Pakistan, 2003-2004 viii National AIDS Control Programme, Draft Surveillance Report, 2004 ix Pakistan Labour Force Survey, 2001-02 x Aurat Foundation, Islamabad xi Madadgar, LHRLA 2004
ii
79
Reference Material
USEFUL LINK
Visit these official websites for information on Gender Mainstreaming
http:www.sdnp.undp.org/gender/policies/dline11.html http://www.sdnp.undp.org/gender/policies/guidance.html http://www.undp.org/policy/docs/policynotes/gender-9dec02doc http://www.sdnp.undp.org/gender/policies/balance.html http://www.un.org/womenwatch/ianwge http://www.unifem.org http://www.sdnp.undp.org/gender/abou www.unesco.org/women/ www.gender-mainstreaming.net/ www.un.org/womenwatch/osagi/gendermainstreaming.htm www.undp.org/gender/ www.undp.org/gender/tools.htm www.gem.or.at/de/ www.ilo.org/public/english/ bureau/gender/newsite2002/about/defin.htm www.siyanda.org/ www.gendermainstreaming.at/
e-mail contacts Isabella@surf.undp.org.tt asako@surf.undp.org.tt Lac-gender@groups.undp.org
80
Separate Inserts
Separate Inserts
81
Separate Inserts
82
Separate Inserts
Count the Fs
FEATURE FILMS ARE THE RESULT OF YEARS OF SCIENTIFIC STUDY COMBINED WITH THE EXPERIENCE OF YEARS
83
Separate Inserts
How do you explain this?

This is a terrible story !! A father once drove to a football match with his son. The car broke down in the middle of a railway crossing. Father and son could hear the train whistling in the distance, and the father desperately tried to start the engine again. He was so excited that he could not manage to turn the ignition key in the right direction. The approaching train hit the car. An ambulance rushed to the scene of the accident and picked up both father and son. The father died on the way to the hospital. The son was still alive but in such critical condition that he required immediate survey. Upon arrival at the hospital the son was wheeled into the emergency operating hall where the team of surgeons on duty was waiting for him. When the surgeons bent over the boy, one of them said, aghast: You will have to operate without me this is my son.
How do you explain the surgeons comment?
84
Separate Inserts
HALF DAY INTERACTIVE DISCUSSION ON GENDER MAINSTREAMING Feedback Form

Q.1. How would you rate the following sessions? (tick your feedback)
Excellent Sessions Worthwhile Confusing Terrible
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 organizations policy, programme or planning processes.
Q.4 What support could the Gender Mainstreaming Project extend to your organization with regard to mainstreaming gender?
85
Separate Inserts
Separate Inserts
81
Separate Inserts
82
Separate Inserts
Count the Fs
FEATURE FILMS ARE THE RESULT OF YEARS OF SCIENTIFIC STUDY COMBINED WITH THE EXPERIENCE OF YEARS
83
Separate Inserts
How do you explain this?

This is a terrible story !! A father once drove to a football match with his son. The car broke down in the middle of a railway crossing. Father and son could hear the train whistling in the distance, and the father desperately tried to start the engine again. He was so excited that he could not manage to turn the ignition key in the right direction. The approaching train hit the car. An ambulance rushed to the scene of the accident and picked up both father and son. The father died on the way to the hospital. The son was still alive but in such critical condition that he required immediate survey. Upon arrival at the hospital the son was wheeled into the emergency operating hall where the team of surgeons on duty was waiting for him. When the surgeons bent over the boy, one of them said, aghast: You will have to operate without me this is my son.
How do you explain the surgeons comment?
84
Separate Inserts
HALF DAY INTERACTIVE DISCUSSION ON GENDER MAINSTREAMING Feedback Form

Q.1. How would you rate the following sessions? (tick your feedback)
Excellent Sessions Worthwhile Confusing Terrible
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 organizations policy, programme or planning processes.
Q.4 What support could the Gender Mainstreaming Project extend to your organization with regard to mainstreaming gender?
85
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 overview of GSP with regard to projects and thematic scope is as follows:
Gender Mainstreaming in PDDD Gender Justice through Musalihat Anjuman
Contribute to pover y eradication t efforts through gender responsive governance and a rights-based appro ach to sustainable human development
GENDER MAINSTREAMING IN PLANNING AND DEVELOPMENT DIVISION & DEPARTMENTS PROJECT
Working Towards Achieving the National and International commitments on Gender and Poverty Issues
Gender Responsive Budgeting Initiative
Women Political School
Institutional Strengthening of the NC on the Status of Women
Women Access to Capital & Technology
Institutional Strengthening of NCSW (Gender Responsive Budgeting, MoF Gender Mainstreaming in the Planning Process, P&DD Achieving National & Intl Commitments on Gender & Poverty Issues, MoWD
Political Participation Womens Political School, MoWD (mega intervention to make women councilors and local government more effective). Interventions providing ToT, training 36000 councilors, building support link, sharing information and institutional strengthening.
Enabling Social Environment Gender Justice through Musahilat Anjuman (MA). Interventions build capacity of MA members, enhance public engagement, promote womens awareness of their rights, and utilize services of the MA.
Economic Empowerment Womens Access to Capital and Technology (WACT). Enhance economic status of urban and rural women through credit, promoting small and medium entrepreneurship, building capacity, facilitating ICT solutions and networking.
Supported by
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
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. 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 S1 & S2 category of training, of which this Session is a part, will be short, sharp sensitization exercises, the purpose of which will be to make the public servants more aware of the issues, recognizing that they will not be exercising gender analysis skills, but will be looking at and examining the results of the exercise of such skills. The S1 & S2 category of training will cover senior officers of all three tiers of government, i.e., federal, provincial and districts.
Type S1 Type of Training Gender Sensitization Gender Sensitization Advocacy/Sensitization Sensitization Gender Analysis Gender Analysis Duration day 1 day 1 day 1 day 2 days 2 weeks Target Group Senior Government Managers Professional Civil Servants Legislators Data Managers Senior Mid-level advisory staff Officers dealing with basic level project proposal/programme Senior-mid level supervisory staff Officers dealing with basic level project proposal/programme Selected Federal and Provincial Officers
i
Formulation
ii
Implementation
iii
Monitoring
iv
Evaluation
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.
S2 S3 S4 T1 T2
C1
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.
Computer Skills Computer Skills Website development
4 days 5 days 1-1/2 day
C2 C3
Developing institutional mechanisms and procedures for systematic gender mainstreaming and accountability in government.

Gender Policy Training

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Gender Policy Training

Uploaded by

Copyright:

Available Formats

Trainers Manual

Half-Day Interactive Discussion on

Reflect for a Moment !

Planning & Development Division and Departments Project

Mainstreaming Gender in Policies, Programmes & Projects

Mainstreaming Gender in Policies, Programmes & Projects

Mainstreaming Gender in Policies, Programmes & Projects

Mainstreaming Gender in Policies, Programmes & Projects

Checklist for Training Arrangements Training team

Facilitators & participants packages

Mainstreaming Gender in Policies, Programmes & Projects

Sample Registration Form Name Designation Organization Address

Tel / Fax Email

Mainstreaming Gender in Policies, Programmes & Projects

Mainstreaming Gender in Policies, Programmes & Projects

Recitation, Formal Welcome Speech, Key Note Address

In Discussion Participants folders: Brief profile of the facilitator Participant List

01 Overall title slide

Mainstreaming Gender in Policies, Programmes & Projects

suggested sequence of activities are as follows:

03 GMP Project Goals

04 GMP Project Objectives

05 Capacity Development through GMP

06 Projects supported by GSP

07 Overview of GSP Strategy

Mainstreaming Gender in Policies, Programmes & Projects

Mainstreaming Gender in Policies, Programmes & Projects

Mainstreaming Gender in Policies, Programmes & Projects

ABOUT GENDER MAINSTREAMING

of government policies, plans, programme and project in all areas of development.

This half-day interactive discussion session contributes to the achievement of Objective # 1.

Type of Training Gender Sensitization Gender Sensitization Advocacy/Sensitization Sensitization

Duration day 1 day 1 day 1 day

Gender Analysis Gender Analysis

Computer Skills Computer Skills Website development

4 days 5 days 1-1/2 day

Mainstreaming Gender in Policies, Programmes & Projects

ABOUT GENDER SUPPORT PROGRAM (GSP)

Gender Responsive Budgeting Initiative

Women Political School

Institutional Strengthening of the NC on the Status of Women

Women Access to Capital & Technology

Enabling Social Environment

Mainstreaming Gender in Policies, Programmes & Projects

Mainstreaming Gender in Policies, Programmes & Projects

Presentation; Plenary Discussion

Mainstreaming Gender in Policies, Programmes & Projects

08. Title Slide

10. Overall Discussion Objectives

04. Overall Discussion Objectives

Mainstreaming Gender in Policies, Programmes & Projects

Mainstreaming Gender in Policies, Programmes & Projects

Mainstreaming Gender in Policies, Programmes & Projects

DISCUSSION SESSION OBJECTIVES

Mainstreaming Gender in Policies, Programmes & Projects

DISCUSSION SESSION AGENDA

Mainstreaming Gender in Policies, Programmes & Projects

Session-2: Why Gender Matters for Policy Makers

Mainstreaming Gender in Policies, Programmes & Projects

Session-2: Why Gender Matters for Policy Makers

Why Gender Matters for Policy Makers

Presentation; Case Plenary Discussion