Transcript Document

If Development is not
Engendered, it is
Endangered
Gender Concepts
Gender…
Refers to the economic, social, political, and
cultural attributes and opportunities associated
with being male or female.
The social definitions of what it means to be a
woman or a man vary among cultures and change
over time.
OECD, 1998
Sex…
Refers to the biological differences between males
and females. Sex differences are concerned with
males’ and females’ physiology.
Gender Equity & Equality
Gender Equity
Process of being fair to women and men,
including using measures to compensate for
historical and social disadvantages that
prevent men and women from operating on a
level playing field.
CIDA, 1996
Gender Equality
The state or condition that affords women and
men equal enjoyment of human rights,
socially valued goods, opportunities, and
resources.
SIDA, 1997
Gender Integration & Mainstreaming
Gender Integration
Refers to strategies applied in program
assessment, design, implementation, and
evaluation to take gender norms into account
and to compensate for gender-based
inequalities.
Gender Mainstreaming
The process of incorporating a gender
perspective into policies, strategies,
programs, project activities, and
administrative functions, as well as
institutional culture of an organization.
Women’s Empowerment & CME
Women’s Empowerment
Improving the status of women to enhance
their decision-making capacity at all levels,
especially as it relates to their sexuality and
reproductive health.
Constructive Male Engagement
Involves men in actively promoting gender
equity with regard to reproductive health,
increases men's support for women's
reproductive health and children's well-being,
and advances the reproductive health of both
men and women.
Homophobia & Heterosexism
Homophobia
Fear of, aversion to, or discrimination against
homosexuals or homosexual behavior or
cultures. Homophobia also refers to the selfloathing by homosexuals as well as the fear
of men who do not live up to society’s
standards of what it is to be a “true man.”
Heterosexism
The presumption that everyone is
heterosexual and/or the belief that
heterosexual people are naturally superior to
homosexual and bisexual people.
Gender Integration
Continuum
Gender Integration Continuum
Overview of USAID ADS
Requirements and USG HIV/AIDS
Legislation
USAID, Gender, and Development
Through attention to gender issues, our
development assistance programs will be more
equitable, more effective and— ultimately—more
sustainable.
~ USAID Gender Plan of Action, 1996
USAID, Gender, and Development
ADS 201.3.9.3 Gender Analysis
MANDATORY. Gender issues are central to the achievement of strategic
plans and Assistance Objectives (AO) and USAID strives to promote
gender equality... Accordingly, USAID planning in the development of
strategic plans and AOs must take into account gender roles and
relationships. Gender analysis can help guide long term planning and
ensure desired results are achieved. However, gender is not a separate
topic to be analyzed and reported on in isolation. USAID’s gender
integration approach requires that gender analysis be applied to the
range of technical issues that are considered in the development of
strategic plans, AOs, and projects/activities.
ADS 201.3.9.3 (March 2010)
ADS: Key Questions for Planning
1. How will the different roles and status of women and
men within the community, political sphere,
workplace, and household (for example, roles in
decision-making and different access to and control
over resources and services) affect the work to be
undertaken?
2. How will the anticipated results of the work affect
women and men differently?
ADS 201.3.9.3 (March 2010)
ADS Requirements, March 2010
Long-Term Planning: “USAID planning in the development of strategic
plans and AOs must take into account gender roles and relationships.
Gender analysis can help guide long term planning and ensure desired
results are achieved. However, gender is not a separate topic to be
analyzed and reported on in isolation. USAID’s gender integration
approach requires that gender analysis be applied to the range of
technical issues that are considered in the development of
strategic plans, AOs, programs and activities.” ADS 201.3.9.3
Project and Activity Planning: “All projects and activities must
address gender issues in a manner consistent with the findings of
any analytical work performed during development of the
Mission’s long-term plan (see 201.3.9.3) or for project or activity
design…The conclusion of any gender analyses must be documented
in the Activity Approval Document (AAD). If the AO team determines
that gender is not a significant issue, this must be stated in the Activity
Approval Document.” ADS 201.3.11.6
ADS Requirements, March 2010
Performance Indicators: “In order to ensure that USAID assistance
makes the optimal contribution to gender equality, performance
management systems and evaluations must include gendersensitive indicators and sex-disaggregated data when the technical
analysis supporting an AO, project or activity demonstrates that
• The different roles and status of women and men within the
community, political sphere, workplace, and household (for example,
roles in decision-making and different access to and control over
resources and services) affect the activities to be undertaken; and
• The anticipated results of the work would affect women and men
differently.” (ADS 203.3.4.3)
ADS Requirements, March 2010
Issuance and Evaluation of Competitive Solicitations: Similar
requirements for contracts (see ADS 302.3.5.15) and
grants/cooperative agreements/APS ( see ADS 303.3.6.3).
•
•
Contract or Agreement Officer must ensure that the requiring office
integrates gender issues in the procurement request, or includes a
rationale for not integrating gender.
– Gender should not be addressed as a stand-alone issue. Rather,
solicitation documents must use the findings of gender analysis to
integrate gender issues into the appropriate performance
requirements (e.g., Program Description, key personnel
qualifications, evaluation requirements, etc.).
Contract or Agreement Officer must ensure that, if gender is integrated
into performance components, that gender is also reflected in the
corresponding technical evaluation or selection criteria.
– Gender should not be a separate evaluation or selection criteria.
Rather, gender should be integrated into technical criteria for
each performance component.
Gender in the Foreign Assistance Framework
• Two gender sub-Key Issues are identified in the
Operational Plan:
– Increasing Gender Equity
– Reducing Gender-based Violence
• The sub-Key Issues cut across all Functional
Objectives
• All individual-level indicators to be disaggregated by
sex
Global Health Initiative: the Woman and GirlCentered Approach
•
Increases funding for maternal and child health, family planning,
nutrition, and HIV/AIDS.
•
Supports long-term, systemic changes to remove gender-related
barriers to women’s participation in health-sector decisionmaking.
•
Requires gender analysis for all USG-supported health programs.
•
Integrates health programs with activities from other sectors (education,
economic development, etc.).
•
Seeks to improve monitoring, evaluation, and research.
•
Includes a special focus on adolescent girls.
•
Works with partner governments to support gender equity.
Gender and PEPFAR
PEPFAR II vs. PEPFAR I: Increased Focus on
Women and Girls
PEPFAR I:
• Requires PEPFAR strategy to specifically address needs and
vulnerability of women and girls
•
Requires reporting of indicators related to reaching women and
girls in annual reports
•
PMTCT emphasized and annual reports on PMTCT required; includes
target of “meeting or exceeding the goal to reduce the rate of motherto-child transmission of HIV by 20 percent by 2005 and by 50 percent
by 2010”
PEPFAR II vs. PEPFAR I: Increased Focus on
Women and Girls
PEPFAR II:
• Addressing multiple concurrent sexual partnering as supported
prevention activity
•
Includes greater emphasis and more explicit emphasis on women and
girls, particularly related to PMTCT and families, and adds language
about gender and gender related vulnerabilities to HIV
•
Changes subtitle B of legislation from “Assistance for Children and
Families” to “Assistance for Women, Children and Families” with target
of 80% coverage for PMTCT, annual report on PMTCT, and
establishment of PMTCT expert panel
•
Specifically requires that global HIV/AIDS prevention strategy address
vulnerabilities of women and youth to HIV infection, and seek to reduce
factors that lead to gender disparities in HIV
PEPFAR II vs. PEPFAR I: Increased Focus on
Women and Girls
PEPFAR II, continued:
• Adds more detailed accountability measures on reaching women and
girls and gender-specific accountability measures
•
Requires IOM to include assessment of efforts to address genderspecific aspects of HIV/AIDS, including gender related constraints to
accessing services and addressing underlying social and economic
vulnerabilities of women and men, in its evaluation
•
Includes sense of Congress concerning need and urgency of
expanding range of female-controlled HIV prevention
•
ADD SOMETHING ON VIOLENCE
Gender in PEPFAR Strategy
•
Two-pronged approach:
– Gender integration in all program areas (prevention, care,
and treatment)
– Programming along five strategic, cross-cutting areas
•
Implementation: 5-year country strategies, COP
technical guidance and review, TA, and resources
from Gender Technical Working Group (GTWG),
gender focal points/advisors
“Fighting the gendered dynamic
that is frequently transmitted with
the disease itself must become a
critical component of any expanded
HIV-prevention programs in the
next phase of U.S. HIV/AIDS
efforts.”
Senator Russell Feingold, May 2007
Five Key Legislative Issues: PEPFAR I
• Increasing gender equity in HIV/AIDS
activities and services
• Reducing violence and coercion
• Addressing male norms and behaviors
• Increasing women’s legal protection
• Increasing women’s access to income and productive
resources
1. Increasing gender equity
PEPFAR-supported programs should promote
proactive and innovative strategies to ensure that
men and women and girls and boys have access to
prevention, care, and treatment services. This
includes tailoring services to meet the unique needs
of various beneficiary groups.
2. Addressing male norms and behaviors
Men can play a critical role in promoting gender
equity, preventing violence, and promoting sexual
and reproductive health. Recognizing that men can
either impede or promote health interventions,
PEPFAR encourages country teams to develop
programs that promote positive male engagement
and behavior change.
3. Reducing violence and coercion
Women who live in fear for their lives (and their
children’s lives) and who are unable to make their
own decisions about sex are at a greatly increased
risk of becoming infected with HIV. … Reducing
violence against women increases their access to
services and their ability to negotiate safer sex and
take advantage of education and employment
activities.
4. Increasing women’s access to income and productive resources
PEPFAR recognizes that women’s and girl’s lack of
economic assets increase their vulnerabilities to HIV.
Providing women with economic opportunities
(increasing access to employment, training, and
microfinance activities) empowers them to avoid
high-risk behaviors, seek and receive healthcare
services, and better care for their families.
5. Increasing women’s legal protection
Many of the norms and practices that increase
women’s vulnerability to HIV and limit their capacity
to deal with its consequences are reinforced by
policies, laws, and legal practices that discriminate
against women. Women denied enforceable legal
rights and protections, including property and
inheritance rights, are often unable to meet the basic
needs of survival for themselves and their children,
increasing their vulnerability to HIV.
Gender Analysis &
Integration
Gender
Analysis
What is Gender Analysis?
Gender analysis draws on social science
methods to examine relational differences
in women’s and men’s and girls’ and boys’
• roles and identities
• needs and interests
• access to and exercise of power
and the impact of these differences in their
lives and health.
How does Gender Analysis help us design and
manage better health programs?
Through data collection and analysis, it
identifies and interprets …
– consequences of gender differences
and relations for achieving health
objectives, and
– implications of health interventions for
changing relations of power between
women and men.
Different approaches, but two fundamental questions
• How will gender relations affect the
achievement of sustainable results?
• How will proposed results affect the
relative status of men and women? (i.e.,
will it exacerbate inequalities or
accommodate or transform gender
relations?)
To understand gender relations …
Examine different domains of gender relations
POWER
 Practices, Roles, and Participation
 Knowledge, Beliefs, and Perceptions
 Access to Resources
 Rights and Status
POWER
Different Contexts
Gender constraints and opportunities need to be
investigated in specific contexts, as they vary over
time and across …
Social Relationships
• Partnerships
• Households
• Communities
• Civil society and governmental
organizations/institutions
Sociocultural Contexts
• Ethnicity
• Class
• Race
• Residence
• Age
What different constraints and opportunities
do women and men face?
• How do gender relations (in different
domains of activity) affect the
achievement of sustainable results?
• How will proposed results affect the
relative status of men and women (in
different domains of activity)?
Different Domains of Gender Analysis
Legal rights
and status
Knowledge, beliefs
and perceptions
Practices, roles
and participation
Access to
assets
Different Domains of Gender Analysis
Legal rights
and status
Knowledge, beliefs
and perceptions
Practices, roles
and participation
Access to
assets
Practices, Roles, and Participation
Gender structures peoples’ behaviors and
actions —what they do (Practices), the way
they carry out what they do (Roles), and how
and where they spend their time (Participation).
Participation
• Activities
• Meetings
• Political processes
• Services
• Training courses
Knowledge, Beliefs, and Perceptions
• Knowledge that men
and women are privy to
—who knows what
• Beliefs (ideology) about
how men and women
and boys and girls
should conduct their
daily lives
• Perceptions that guide
how people interpret
aspects of their lives
differently depending on
their gender identity
Access to Assets
The capacity to access resources necessary to be a
fully active and productive participant in society
(socially, economically, and politically).
Assets
•
•
•
•
•
•
•
•
Natural and productive resources
Information
Education
Social capital
Income
Services
Employment
Benefits
Legal Rights and Status
Refers to how gender
affects the way people
are regarded and treated
by both customary law
and the formal legal code
and judicial system.
Rights
• Inheritance
• Legal documents
• Identity cards
• Property titles
• Voter registration
• Reproductive choice
• Representation
• Due process
Power
Gender relations influence people’s ability to freely
decide, influence, control, enforce, and to engage in
collective actions.
2005 Kevin McNulty, Courtesy of Photoshare
Decisions about …
• One’s body
• Children
• Affairs of household, community,
municipality, and state
• Use of individual economic
resources and income
• Choice of employment
• Voting, running for office, and
legislating
• Entering into legal contracts
• Moving about and associating with
others
In short, Gender Analysis reveals …
Gender-based
Opportunities
= gender relations
(in different domains)
that facilitate men’s or
women’s access to
resources or
opportunities of any
type.
Gender-based
Constraints
= gender relations
(in different domains)
that inhibit men’s or
women’s access to
resources or
opportunities of any
type.
Integrating Gender
into the
Program Cycle
Strategic Information and Program Life Cycle
ASSESSMENT
What is the nature of the
(health) problem?
1
EVALUATION
How do I know that the strategy is working?
How do I judge if the intervention is making a
difference?
STRATEGIC PLANNING
2
5
4
MONITORING
How do I know the activities are being implemented as
designed? How much does implementation vary from site to
site? How can the program become more efficient or effective?
What primary objectives should my
program pursue to address this problem?
3
DESIGN
What strategy, interventions, and
approaches should my program
use to achieve these priorities?
Moving from Analysis to Action:
Practical Steps
Based on the analysis of gender constraints
and opportunities . . .
1. Specify sub-objectives and activities
2. Tie indicators to change in specific
gender constraints and opportunities
Integrating Gender Into Programming (Table 1)
Program goal and/or overall health objective: ______________________________________________________
Step 1: Conduct a gender analysis of your program by answering the following questions for your
program goal or objective.
A. What are the key
gender relations inherent
in each domain (the
domains are listed below)
that affect women and girls
and men and boys?
B. What other potential
information is missing but
needed about gender
relations?
C. What are the genderbased constraints to
reaching program
objectives?
D. What are the
gender-based
opportunities to
reaching program
objectives?
Be sure to consider these relations in different contexts—individual, partners, family and communities,
healthcare and other institutions, policies
Practices, roles, and
participation
Knowledge, beliefs,
perceptions
(some of which are norms):
Access to assets:
Legal rights and status:
Power and decision making:
Integrating Gender into Programming (Table 2)
Steps 2-5: Using the information you entered in Table 1, answer the following questions for your
program goal/objective.
Step 2. What gender-integrated
objectives can you include in your
strategic planning to address
gender-based opportunities or
constraints?
Step 3. What proposed activities can you
design to address gender-based opportunities
or constraints?
Steps 4 & 5. What indicators for
monitoring and evaluation will show
if (1) the gender-based opportunity
has been taken advantage of or (2)
the gender-based constraint has
been removed?
Small Group Work
Instructions for Exercise
•
Read your assigned case study, considering your group’s focus
• See flipchart for your group’s details
•
Complete Table 1, identifying gender-based opportunities,
constraints, and missing information
•
Complete Table 2, identifying gender sub-objectives, activities,
and indicators
•
Record highlights of your responses on flipchart paper
Getting Started: Available Resources
• USAID Interagency Gender Working Group
http://www.igwg.org
• USAID Global Health
http://www.usaid.gov/
our_work/global_health/
• USAID Women in
Development Office
http://www.usaid.gov/
our_work/cross-cutting_
programs/wid/
• PEPFAR Gender
Technical Working
Group
2006 Elizabeth Neason
Thank You!