Transcript Slide 1

Gender mainstreaming in
eco-sanitation
Lecturer: Esther van Hoeve
http://www.linkedin.com/in/esthervanhoeve
content
1.
Defining gender
– What is gender?
– What is gender mainstreaming?
– Why is gender mainstreaming important in sanitation?
• Increase of effectiveness sanitation program
• Increase of equality between men and women
2.
Gender and Sanitation in general
– Gendered sanitation needs
– Gendered sanitation roles
3.
Gender and Eco-sanitation
– Opportunities/potentials for gender mainstreaming in eco-sanitation systems
– (perceived) threats of the system towards gender equality
4.
Gender mainstreaming in eco-sanitation programs
– Gender mainstreaming opportunities in the project cycle
– Gender mainstreaming opportunities in the eco-sanitation system
1. Defining gender
What is gender?
What is gender mainstreaming?
Why is gender mainstreaming
important in sanitation?
1.
2.
Increase of effectiveness sanitation program
Increase of equality between men and women
Defining sexe
Bill
Sex=
Belinda
Bill and Belinda are each from a different sex,
meaning that they are biologically different
Defining gender
Bill
Gender=
Belinda
Bill’s gender and Belinda’s gender are socially
constructed, meaning that society attaches
certain expectations and roles on each of them
based on their sex.
Defining gender
Gender refers to the roles and
responsibilities of men and
women that are created in our
families, our societies and our
cultures.
The concept of gender also includes the
expectations held about the characteristics,
attitudes and likely behaviours of both
women and men (femininity and
masculinity).
Gender roles and expectations are learned.
They can change over time and they vary
within and between cultures.
Systems of social differentiation such as
political status, class, ethnicity, physical and
mental disability, age and more, modify
gender roles.
variables
man
woman
Age
Ethnicity
Education
Status
(e.g. economic, social*, religious)
Health (mental, physical)
Location/environment
(rural-urban, developeddeveloping country,
mountainous-delta)
Means of living
(t) Time (gender roles and
relations change over time)
Etc.
*important social aspect is the type of household (see next slide)
Example: gender roles in a household
Assumption
the household is male headed with one wife and children who
have a common interest
But in reality….
there are different types of household: male headed (with one or
more wives), female headed (widow), female headed (male
migration), with or without children, one or more
generations (incl. in laws) or just one person (man or
woman).
Members have both common and conflicting interest shaped by
o.a.: emotions, economic rationale, solidarity,
interdependency, social norms
an example of conflicting interest;
the wife wants to have a toilet because of privacy and it makes her feel
proud but her husband does not see the need and spends the money
on a bike.
Form the outside it looks like this household is not interested in a toilet but
in reality at least the woman is.
an example of common interest;
Both husband and wife feel uncomfortable when visitors come at their house
because they do not have a toilet
Gender mainstreaming =
..a strategy for making women’s as well as men’s concerns and
experiences an integral dimension of the design, implementation,
monitoring and evaluation of the policies and programs in all political,
economic and societal spheres so that women and men benefit equally
and inequality is not perpetuated (UN Economic and Social Council,
1997)
Objective of gender mainstreaming
To ensure that women as well as men can
influence, participate in and benefit
from development efforts aimed at
improved sanitation.
Ultimate goal
To achieve gender equality
Improved sanitation can lead to gender equality by: o.a. increase of school
attendance of girls, decrease of violence against women, women suffer less from
sanitation related disease, etc.
Gender needs
Practical gender needs
refer to what women (or men) perceive as immediate necessities
such as water, shelter, food security, health care and sanitation.
Strategic gender needs
Interventions addressing strategic gender interests focus on
fundamental issues related to women’s (or, less often, men’s)
subordination and gender inequities. Strategic gender interests are
long-term, usually not material, and are often related to structural
changes in society regarding women’s status and equity (e.g.
legislation for equal rights, reproductive choice, and increased
participation in decision-making).
Why is gender mainstreaming
important in sanitation?
There are 2 main reasons:
1 - Environmental/community health:
Sanitation programs are only effective if all
people use it in the right way. Sanitation
systems that are not constructed, used and
maintained correctly form a great health risk
to the health of the community and the
environment. Therefore it is very important to
make sure that both men and women are
actively participating!
Why is gender mainstreaming
important in sanitation?
2 – Gender Equality:
1) fulfill the sanitation needs of both men and
specially women resulting in better health,
dignity, safety and time saving  giving the
opportunity to participate more effectively in
reproductive & productive activities and
decision making
2) gives women the opportunity to develop
their knowledge and skills, participate in
decision making, program implementation
and management  empowerment
2. Gender and sanitation
in general
 Gendered sanitation needs
 Gendered sanitation roles
What are gendered sanitation needs?
These needs are specific for the region/culture etc, the following points are therefor just examples you find in literature
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Women risk harrasment when they go out at night to defecate toilet should provide privacy and be
safe (location, door, etc)
Women often wait untill night to relieve themselves.  appropriate sanitation facilities close to the
home saves time
Women are more vulnerable for desease and infections toilets should be clean and appropriate for
pregnant, menstruating women (water for washing) and accessable during the day
Girls drop out from school when they start menstruating  appropriate sanitation system on schools
available
Appropriate for children and their helpers (size, space)
Specific sanitation needs of men are rearly assessed and therefor not known
Men do have more options to relieve themselves as they work outside the house and are less socially
restricted to urinate outside
Reference: (SusanA, 2009) Integrating a gender aspect in sustainable sanitation- draft
hygiene
safety
habit of defecating/urinating
menstruation/ pregnancy
Gendered Sanitation Roles
• Women are responsible for the sanitation of
children, the sick and elderly
• Women teach their children about health and
sanitation habits
• Women more often clean the toilet than men
• In general men construct latrines
• Emptying of pits varies between cultures
collection of water
construction/maintenance
cleaning
helping others
emptying of pit
teaching sanitation habits
3. Gender and eco-sanitation
Opportunities/potentials for
gender mainstreaming in ecosanitation systems
(perceived) threats of the
system towards gender equality
Gender and eco-sanitation
Opportunities
– Waterless toilets saves time for women on water collection
– Less dependant on others for pit emptying (in case of UDDT toilets)
– Women are highly involved in agricultural production close to the home (both for
home consumption and the market). Ecosan potentially leads to increasing food
production and economic benefits
– Ecosanitation sector has innovative nature  options for gender inclusive design
– ......
Perceived threats
– Women's support can be critical for the functioning of ecosan toilets, e.g.
maintenance: use of ashes (from cooking) and proper cleaning and maintenance
– Water is essential for women’s hygiene. Waterless toilets are associated with no
water at all and therefore not women friendly
– Handling of faeces is taboo and stigmatising this is determined culturally and is
gendered (article from vd Geest describes this in detail)
4. Gender mainstreaming in ecosanitation programs
 Gender mainstreaming opportunities
in the project cycle
1. Gender analysis
2. Gender disaggregated data
3. Gender needs assessment
4. Gender budgeting
5. Participation
 Gender mainstreaming opportunities
in the eco-sanitation system
Gender mainstreaming in eco-sanitation
programs
Project/program cycle
Gender can be mainstreamed in many ways. Here we discuss
two ‘approaches’.
1.Gender can be mainstreamed at different phases of the project
cycle: identification, planning/design, financing, implementation
and M&E.
•The slides will give you an idea what type of different methods
there are and how they can contribute to your work
•It also makes you familiar with the language that is used in these
type of assessments
•If you want to apply any of these methods you have to look for
more specific information/ training or hire an expert in this field
•One manual is included in the assigned reading ‘’Infrastructure
for all (WEDC, 2007)”
2. Gender can be mainstreamed at different phases of the ecosanitation system
•Slides give different questions/points of thought that are relevant
in the phases of the eco-sanitation system
•It helps you to think about the impact of the sanitation system on
different groups of people, if this impact is wanted or not and
how/if you can change or prevent this.
Construction, implementation
re
(social)marketing
use & maintenance
Project/program cycle
Gender analysis
Gender
disaggregated data
Gender
needs
assessment
Gender
budgeting
Gender
disaggregat
ed data
Enhance participation of women as: decision makers,
workers, managers, supervisors and engineers
Gender analysis
The gender analysis has four main areas:
1. Gender division of labor,
2. Access and control profile,
3. Examining of influencing factors, and
4. Empowerment
Collaboration
Negotiation
conflict
1. Gender division of labor
The main task of this analysis is to examine the pattern of gender division of
labor of men and women on the target site.
The key questions for the analysis is: who does what, when, and where?
 “Who” refers to men, women, boys, girls, and elders.
 “When” refers to the time and duration the activities are performed.
 “Where” refers to the location of the performance of the activities, such as
office, farm, forest, home, market, school, and so forth.
 “What” refers to three kinds of activities, which include the roles to be
observed:
i. Productive activities,
ii. Reproductive and household subsistence activities
iii. Community and social activities.
2. Access and control profile
In this profile “access to and control over the resources and benefits” are analyzed for both
men and women. It focuses on their ability and level of participation in decision-making
processes concerning their own lives and the development of their community.
Basic questions for this analysis : “Who has what?” and “Who makes decisions?”
The term “What” refers to the “Resources” and “Benefits” as well as to the potentials such as
elements of the natural environment and human relationships.
The Resources includes the items such as: family land; houses; family income and capital in cash
and kind; family livestock; family equipment and material; and labor (of self and family
members).
The Benefits include items such as: education and training; health care services; credit;
community development activities; community forest and water resources; government
extension services; information and media; communication and transportation services;
electricity; local market; membership; religion; external aids.
Access to and control over resources and benefits involves the issues of participation.
Participation here should not mean only joining in doing something, but should also means
taking in decision-making capacity as well. It indicates whether the resources and benefits
are accessed to and controlled by men only; by women only; or by men and women equally
or unequally.
3. Examining of influencing factors
This task is to examine the factors that have impacts, and give opportunities or
constraints, to the lives of men and women in the target area.
Analysis of influencing factors intends to draw up the potential
recommendations for the study area based on the area’s opportunities and
constraints in order to increase women’s participation in development
activities, decision-making, and their access to and control over resources
and benefits.
This analysis deals with the factors such as national regulations (policies, laws,
and development plans); infrastructures (roads, sanitation infrastructure,
irrigation structures, and buildings); education (formal, informal, training,
and teaching); public health (modern services, local knowledge, etc.);
culture (beliefs and traditional practices, etc.); international issues (bilateral
and multilateral projects, development projects, neighboring countrieslinkage, and so forth).
4. Empowerment
Empowerment is the process of increasing the assets and capabilities of
individuals or groups to make choices and to transform those choices into
desired actions and outcomes (World Bank).
 In pre-assessments you can analyse to what extend men and women (from different
ethnic/social/political backgrounds and/or physically challenged) are empowered and
plan for activities to include those who are excluded from participating in the project.
 During the project implementation you can monitor and evaluate if there is change
in the status of empowerment.
Gender disaggregated data
Collection of sex disaggregated data is important in the assessment
and planning and design stage of the programme/project. When
this is applied it allows monitoring and evaluation of the
gendered outcome and impact of a project/programme.
Sex-disaggregated data is significant in measuring the level of
women empowerment. It means that quantitative data for any
sector or area of concern should be disaggregated for both men
and women. In this way, the data can provide information about
status, problems, and specific needs of men and women.
Gender needs assessment
Gender needs assessments are done as part of the planning and design stage of a project/ program.
Practical gender needs (short-term needs) are immediate and material needs and arise from
current conditions. Women’s practical needs generally relate to the responsibilities assigned to
them in the gendered division of labor; reproduction and the related tasks of household
maintenance and income-generation.
Examples of practical gender needs are: child care services, maternal and child health care,
subsistence crops marketing, and traditional employment opportunities are means to address
these needs.
Strategic Gender Interests (long-term interests) are long-term needs, related to the positions of
women and men, and focus on equalizing gender-based disparities in wages, education,
employment, and participation in decision-making bodies. Addressing strategic interests may
challenge the balance of power between men and women.
Actions to address women’s strategic interests includes elimination of the gender division of
labor and institutionalised forms of discrimination, shared domestic labor, promotion of
political equality, freedom of choice in child-bearing, and adequate measures against male
violence.
Practical needs and strategic interests are linked. Responding to practical needs identified by
women and men at the community level can provide an entry point to identifying and
addressing their long-term strategic interests.
Gender budgeting
Gender budgeting can be done as part of the planning and budgeting phase of a project/ program.
What is a budget?
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A complete implementation plan
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A plan to allocate resources to meet the planned outcomes
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An account to measure performance
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Cost of activities with detailed break-up
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Action-plan for future activities
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A tool to plan effectively
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Essential to monitor progress and ensure accountability
A Gender budget is a policy framework, a methodology and a set of tools to assist governments and every organisation and institution to
integrate gender perspective into budget.
It is an approach which can be used to highlight the gap between policy statements and the resources committed.
Gender budgeting is not about having a separate budget for women or spending as much on women as on men or assessing programs
specially for women and girls, but rather about the costs you have to make to make sure women are also participating and benefitting
from improved sanitation
An example to make it more clear:
In some countries the official language is different from the locally spoken language. Only children who go to school learn to communicate in
the official language. This often means that a large group of the women only speaks the local language and do not understand the official
language well. To make sure women contribute to your sanitation project and equally benefit you have to communicate with them in a
language they can understand. This activity costs extra money (e.o. translation of material, contracting translator, more meetings, time,
etc) and needs to be part of your budget.
Participation
Make sure the people you want to involve (men, women, elderly, minorities, disabled, orphan headed
households etc.) are able to participate in training, planning, decision making and management;
Meetings are in appropriate place and time
Social obstructions are minimized (e.g. choice of facilitator, separate meetings for different target
groups, small group meetings, etc.)
Material and meetings are in language all participants understand
Women are not only contributing free labor but are also hired
Type of sanitation determines the governing system and options for participation of men and women (e.g.
on site dry sanitation – waterborne centralized treatment)
More information: Why Gender Matters (OECD, 2004)
Design & planning
Construction, implementation
collection
storage
transportation
treatment
re
(social)marketing
use & maintenance
Adapted from www.AKVO.org
reuse
Technology design; social aspects
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Social construction: how objectives and interests of different
stakeholders in technology development influence design
characteristics
who decides on the type of sanitation system? Is it appropriate for
both men and women?
Social requirement for implementation and use: the designs
requires certain skills and forms of organization in order to work
as intended.
Can both men and women build, use and manage the ecosanitation system successfully? What are the opportunity costs
for men and for women?
Social effect: as a result of the interplay between the intrinsic
characteristics of the technology and the (social, physical,
political) environment in which it functions
Is the technology empowering or disempowering for men and/or
for women?
Based on Peter Mollinga’s (1998) ideas on the social construction of irrigation scheme’s
Raising awareness
Raising awareness
-also in language that women
understand.
-meetings at places that are
accessible to women (socially
acceptable and safe)
-meeting on times when women
can come
-choose facilitator that women
are comfortable with
- be efficient with time!
Disempowering?
MAN and/or WOMAN?
Empowering?
Construction
Disempowering?
Construction of toilet
- financing
(can women also get a loan?)
- training in skills
(see raising awareness)
- purchase of tools/ materials
(also possible for women?)
- labor input is paid/voluntary
MAN and/or WOMAN?
Empowering?
Collection
Use of toilet differs between men,
women and children
- position when defecating, habit
(washer/wiper)
- position when urinating, habit
(sit/stand/squat)
- sanitation measures (e.g. addition
of ash/water)
- provide ash, water, etc. (who
collects this, costs and time)
- hygiene measures (also think of
menstruation)
- cleaning of the toilet (hygiene,
costs and time)
- maintenance of the toilet (costs
and time)
Disempowering?
MAN and/or WOMAN?
Empowering?
Storage and local treatment
• Who does what?
• Are women also trained?
• Can women manage their own
ecosan toilet? (socially accepted,
physical possible)
• Is the management of the toilet
an extra burden for women?
(time, stigma, financial, to
complicated)
Disempowering?
MAN and/or WOMAN?
Empowering?
Transportation
Disempowering?
Who does what?
Who has access to these services?
What are the obstacles for men and for women?
Who decides on pit emptying within the hh, community?
Who bears the cost? (financially, time, dignity, health)
Who benefits? (income generation, jobs, power)
MAN and/or WOMAN?
Empowering?
Treatment
On site treatment
• Who does what?
• Can women also manage the
treatment process? (socially accepted,
physical possible, received training)
• Is the management of the toilet
an extra burden for women?
(time, stigma, financial, to complicated)
Disempowering?
MAN and/or WOMAN?
Off site treatment
• Who benefits? (income generation, jobs)
• Are women also recruited?
Empowering?
Reuse
Who bears the fruits?
• Who does what?
• Who has access and control over the eco-san
products?
• Who benefits? What are the opportunity cost for
men and women?
• Can women manage eco san products
effectively? (received training, socially accepted,
physical possible)
• Do the eco-san products contribute positively to
the livelihoods of both men and women?
• Does the use of eco-san products
form an extra burden for women?
(financial, time, dignity)
Disempowering?
MAN and/or WOMAN?
Empowering?
Assigned reading
 Impact of inappropriate sanitation facilities on women’s lives:
Insecurity and dignity (Amnesty International, 2009) just read the part on sanitation
Public toilets in Delhi (Sheikh, 2008) just read the cases described
Girls urinals on schools (SWASH)
 Social aspects of defecation
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Social life of faeces (Geest, 2007) very interesting article!!!!
 Guidelines/manuals/checklists
Infrastructure for all (WEDC, 2007) background document on gender mainstreaming
10 key points to check for gender equity (UNICEF)
Why gender matters in infrastructure (OECD, 2004)
http://www.sswm.info/content/water-sanitation-and-gender
www.genderandwater.org
 Factsheets
Integrating a gender aspect in sustainable sanitation- draft (SusanA, 2009)
Water sanitation and hygiene (world bank, 2007)
Ecological sanitation and hygienic considerations for women (WECF)
Websites:
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Funny description of how we indicate male and female toilets all over the world
http://hystericalmarissa.blogspot.com/2010/08/go-where-sex-gender-and-toilets.html
http://newhumanist.org.uk/2249/going-to-the-ladies# gendered design of toilets.
http://www.economist.com/node/16542591 equity in sanitation