Transcript MCA NAMIBIA

MCA NAMIBIA
I N T E G R AT I O N O F G E N D E R I N T O M C A - N C O M PA C T
T M u f e t i , F K a p e m b e & D Ya t e s
M AY 2 0 1 1
Gender! What is it?
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 Refers to social roles,
responsibilities &
relations between
men & women
 The gender roles of
women & men are
socially constructed
 Gender vs.
affirmative action
Definition
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The term gender refers to culturally based expectations of the roles
and behaviours of males and females. The term distinguishes the
socially constructed from the biologically determined aspects of
being male and female. Unlike the biology of sex, gender roles and
behaviours can change historically, sometimes relatively quickly, even
if aspects of these roles originated in the biological differences
between the sexes.
Because the religious or cultural traditions that
define and justify the distinct roles and expected behaviours of males
and females are strongly cherished and socially enforced, change in
gender systems often is contested. In some countries, there are
groups which seek to impose more stringent divisions between males
and females than currently exist, while feminist movements seek to
reduce or eradicate these divisions.
Lessons learnt
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 males and females have unequal rights, resources, and voice in decision
making in almost all countries, including the developed countries
 the average extent of the gender gap varies from region to region and
from country to country
 gender disparities tend to be greater in low-income than in higher-
income countries
 within countries, disparities are greater among the poor than in the well
strata of society.
 the nature of gender inequalities varies from region to region and
country to country, and from community to community within a
country.
Gender inequalities 1
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 roles and responsibilities or
gender based division of labor
 Gender based disparities in
access and control of resources
 Gender biases in rights and
entitlements
 expectations and identities
have an impact on development, economic
growth and poverty reduction ……..
Gender inequalities 2
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• Acts to undermine
economic growth
• Reduces the well being of
men, women & children
• Contributes to poverty
 expectations and identities
Take a note of examples around you or in your
community…
GRN & Gender
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 GRN – very committed to ensure: gender
issues integration into all laws, policies &
Programmes
 MGECW
National
Gender Policy – NGP
National Gender plan of Action – NGPA
NGP & NGAP
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 Prioritise gender balance in power and decision
making

Aims at improving women participation in politics and
decision making
 For achieving transparency & accountability in GRN
 For new perspective and experiences to political agenda
 For social & economical development
 Awareness and attitude change
NGP & NGAP
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• Promote & facilitate equal representation of women &
men at all levels of the decision making structures at
national, regional and community levels
• Build capacity of women in management & leadership
positions
• Change negative attitudes towards gender equality
• Increase awareness of negative practices that inhibit
women's participation on power sharing at all levels of
society
NGPA – some results
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 Namibian Women Parliamentary Caucus –
1996
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Promote gender sensitive legislations
Greater role for women in the Namibia Parliament
 50/50 Campaign
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Gender equality in political representation (Sister Namibia)
 Awareness campaign
NPD3 Goal indicators, Baseline, Targets
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Indicators
Baselin Target
e%
s%
Parliament
27
50
Local Authorities
45
50
GRN
33
50
Parastatals
21
50
Private Sector
33
50
Women in informal sector
53
60
Women owning SMEs
38
45
100
100+
100
100+
100
100+
Women in Politics
Women in decision
making positions in
Primary Education
Ration of girls (women) to Secondary Education
boys (men) enrolled:
Tertiary Education (UNAM &
PoN)
MCC and Gender
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 Since Oct. 2006, MCC has a policy on how gender analysis will be
integrated into the Compact development process.
 MCC’s Gender Policy based on growing evidence that gender inequality
is a constraint to growth and poverty reduction.
 Incorporating gender = economic and project effectiveness argument.
 Lack of understanding of gender differences can lead to ineffective or
biased project design
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•
roles and responsibilities
access and control of resources
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Gender Policy:
Integration of gender into all
stages of development and
implementation of Compact.
Requires eligible countries to
utilize an analysis of gender
differences and inequalities to
inform the development,
design, implementation, and
monitoring of MCC-funded
programs.
MCC and Gender
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 Gender Integration Throughout the Stages of a Compact
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Proposal Development and Program Design:
Due Diligence and Program Refinement
Compact Implementation
 MCA-N Responsibilities in Compact
Implementation
 Ensure that sex-disaggregated data will be analyzed in monitoring
performance and results and evaluating impacts.
 Where projects have specifically addressed gender differences and
inequalities in design, countries will monitor gender indicators
MCC and Gender
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 MCC Responsibilities in Compact Implementation

MCC will integrate gender into its oversight and assessment of a
country’s performance during implementation

MCC will assess the extent to which Compact programs reflect
findings on gender differences and inequalities and meet intended
gender outcomes

Some disbursements of MCA funds may be conditioned upon the
satisfaction of targets and progress on indicators measuring project
performance
MCA-N Gender sensitive activities
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 INP
 CBRLM
 Communal land support
 Conservancy support
MCA-N Gender Approach: Gender integration
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 Gender Analysis
 Gender Mainstreaming
 Attention to gender equality to become the centre of all
interventions
 Gender sensitive indicators
 Demonstrates changes in roles and relations
 Assesses the progress towards gender equality considerations
Gender Analysis
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 Understanding of
women and men’s
roles and relations
 Base for developing
better targeted
development
interventions for both
women & man needs
and constraints
 Main requirement
Examples of Gender Analysis 1
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 Determine if the project benefits are structured to be
accessible by women and vulnerable groups
 Study the degree to which activities may inadvertently lead
to additional inequitable or “elite capture” of benefits
 Assessment of who contributes and who benefits, using
appropriate tools. Consider divergent interests between
men and women; young and old; more and less powerful
Examples of Gender Analysis 2
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 Construction teams and local communities
participate in HIV and AIDS prevention, care and
treatment programs with attention to drivers of the
epidemic.
 Identify any specific gender inequality (e.g.
property rights, access rights, inheritance rights,
etc.) and plan accordingly
Gender Mainstreaming
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 Safeguards are
needed to ensure
that MCA-N
investment
i)
ii)
Does not adversely
affect vulnerable
groups,
Provides access to
training, grants and
other benefits that is
equitable
Gender Mainstreaming
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 Equality under the law
 Addressing norms and
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behaviors and culture
Equal access to and control
over income and productive
resources,
Equal access to education
Autonomy to make life
choices, free from fear of
violence,
Equal powers of
participation and decisionmaking.
What has been and can be done?
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 Gender training for decision
makers – Traditional Authorities;
Land Boards;
 Making training times and
venues more accessible to women
 Capacity development for women
to fully participate
 Considering safety issue
 Using female trainers/field
workers
•Including areas traditionally of
concern to women
Examples of gender-sensitive indicators are:
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Quantitative:
•Participation of all stakeholders in project identification, design
and implementation meetings (attendance and level of
participation/contribution by sex, age, and socio-economic
background).
•Degree of rural women and men's inputs into project activities,
in terms of labor, tools, money, etc.
•Benefits (e.g. increased employment, land registration etc.) are
going to women and men, by socio-economic background and
age.
Qualitative:
•Degree of participation of women in important decision making
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Questions & Discussion