Transcript Gender-based Constraints

If Development is not
Engendered, it is
Endangered
Gender Terms
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
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:
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:
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:
Promotes 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:
Irrational fear of, aversion to, or discrimination against
homosexuals or homosexual behavior or cultures.
Homophobia also refers to the self-loathing 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.
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
• Men and women have different access to development
programs and are affected differently by USAID activities.
• USAID seeks to understand these differences, to improve
the efficiency and overall impact of its programs, and to
ensure that both women and men have equitable access to
development activities and their benefits.
From USAID’s Automated Directives System (ADS)
ADS: Key Questions for Planning
• How will gender relations affect the achievement of
sustainable results?
• How will proposed results affect the relative status of men
and women?
• Are women and men involved or affected differently by the
context or work to be undertaken?
• If so, would this difference be an important factor in
managing for sustainable program impact?
ADS Requirements, Sep 2008
Mission Strategic Planning
ADS 201.3.9.1: Statement of Strategic Objective
ADS 201.3.9.3: Gender Considerations
How will gender relations affect the achievement of sustainable results?
How will proposed results affect the relative status of men and women?
ADS 201.3.11.6 : Activity Design
Are women and men involved or affected differently by the context or work
to be undertaken?
If so, would this difference be an important factor in managing sustainable
program impact?
ADS Requirements, Sep 2008
201.3.11.16: Activity Approval
Outline the most significant gender issues that need to be considered
during implementation and describe expected outcomes.
If the Operating Unit determines that there are no significant gender
issues, provide a brief rationale to that effect.
ADS 203.3.4.3: Reflecting Gender Considerations in Performance
Indicators
Gender-sensitive indicators
Sex-disaggregated data
ADS 302.3.5.15 and 302.3.6.3: Incorporating Gender Considerations into
Evaluation Criteria for Competitive Solicitations
Illustrative Examples of Gender Evaluation Criteria
For Program Implementation and Evaluation:
•
Gender research, analyses, or assessments, and consultations with women’s
advocacy groups
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Gender-equitable consultation and participation in all phases of activities
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Gender considerations in activity design, training, and procurement actions
•
Sex-disaggregated data for indicators and targets
For Institutional Capacity:
• Commitment to gender in previous
contracts, cooperative agreements,
or grants
• Gender-equitable policies and
mission statements
• Publications on gender issues
For Staff Qualifications:
• Key personnel with demonstrated
sectoral and gender analysis skills
• Position descriptions that require
gender expertise, especially for
leadership positions
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
Gender and PEPFAR
USG Global Five-year HIV/AIDS Strategy (PEPFAR I)
• Recognizes gender inequality as driving HIV and
contributing to the devastation of HIV/AIDS
• Calls for efforts to target men with messages that
challenge norms about masculinity
• Calls for efforts to mitigate and reduce violence
• Gaps—especially in the areas of treatment and
care
Gender in PEPFAR Strategy
•
Two-pronged approach:
– Gender integration in all program areas (prevention, care,
and treatment)
– Programming along five strategic, cross-cutting areas
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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
I. 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
– The consequences of gender differences and relations for
achieving health objectives, and
– The 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, Many Gender
Analyses . . .
Examine different domains of gender relations, e.g.
 Practices, Roles, and Participation
 Knowledge, Beliefs, and Perceptions
(some of which are norms)
 Access to Resources
 Rights and Status
What are the Different Constraints and
Opportunities Faced by Women and Men?
• 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
• Practices, Roles, and Participation
• Knowledge, Beliefs, and Perceptions (some of which
are norms)
• Access to Assets
• Legal Rights and Status
 Power
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 in:
•Activities
•Meetings
•Political
Processes
•Services
•Training Courses
Knowledge, Beliefs, and Perceptions (some of
which are norms)
• 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 (socially, economically,
and politically) participant in society.
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:
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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.
To exercise decisions about
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Control (acquire and dispose of) resources
Value certain knowledge more than other
One’s body (reproductive choice)
Children
Choice of occupation and participation in activities
Affairs of the household, community, municipality,
and state
Voting, running for office, and legislating
Entering into legal contracts
Moving about and associating with others
In Short, Gender Analysis Reveals
Gender-based Opportunities and Constraints
Gender-based
Opportunities
are gender relations (in
different domains) that
facilitate men’s or women’s
access to resources or
opportunities of any type.
Gender-based
Constraints
are gender relations (in
different domains) that
inhibit either men’s or
women’s access to
resources or
opportunities of any type.
Different Contexts
And remember, 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
II. 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
Key tips
Based on the analysis of gender constraints and
opportunities
• Specify sub-objectives and actions; and
• Tie indicators to change in specific constraints and
opportunities.
Using a Worksheet (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 gender-based
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:
Using a Worksheet (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
• Groups 1A and 1B—Case study 1 (fill in)
• Groups 2A and 2B—Case study 2 (fill in)
•
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
• Groups 1A and 2A—Table 1
• Groups 1B and 2B—Table 2
Resources at USAID
 Interagency Gender Working Group (IGWG)
 WID Office
 USAID Gender Specialists
 PEPFAR Gender Technical Working Group
Thank You!