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If Development is not Engendered, it is Endangered.

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Presentation on theme: "If Development is not Engendered, it is Endangered." Presentation

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2 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 denitions 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 dierences between males and females. Sex dierences 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 eld. CIDA, 1996 Gender
Equality The state or condition that aords 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.

Womens 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 societys 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.

10

Overview of USAID ADS Requirements and USG HIV/AIDS Legislation

11

USAID, Gender, and Development Through attention to gender issues, our development assistance programs

will be more equitable, more eective and ultimatelymore sustainable. ~ USAID Gender Plan of Action, 1996

12

USAID, Gender, and Development Men and women have dierent access to development programs and are

aected dierently by USAID activities. USAID seeks to understand these dierences, to improve the eciency and
overall impact of its programs, and to ensure that both women and men have equitable access to development
activities and their benets. From USAIDs Automated Directives System (ADS)

13

ADS: Key Questions for Planning How will gender relations aect the achievement of sustainable results?

How will proposed results aect the relative status of men and women? Are women and men involved or aected
dierently by the context or work to be undertaken? If so, would this dierence be an important factor in managing
for sustainable program impact?

14

ADS Requirements, Sep 2008 Mission Strategic Planning ADS : Statement of Strategic Objective ADS : Gender

Considerations How will gender relations aect the achievement of sustainable results? How will proposed results
aect the relative status of men and women? ADS : Activity Design Are women and men involved or aected
dierently by the context or work to be undertaken? If so, would this dierence be an important factor in managing
sustainable program impact?

15

ADS Requirements, Sep : Activity Approval Outline the most signicant gender issues that need to be

considered during implementation and describe expected outcomes. If the Operating Unit determines that there are
no signicant gender issues, provide a brief rationale to that eect. ADS : Reecting Gender Considerations in
Performance Indicators Gender-sensitive indicators Sex-disaggregated data ADS and : Incorporating Gender
Considerations into Evaluation Criteria for Competitive Solicitations

16

Illustrative Examples of Gender Evaluation Criteria For Program Implementation and Evaluation: Gender

research, analyses, or assessments, and consultations with womens advocacy groups Gender-equitable consultation
and participation in all phases of activities 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 Sta Qualications: Key personnel with demonstrated sectoral and gender analysis
skills Position descriptions that require gender expertise, especially for leadership positions

17

Gender in the Foreign Assistance Framework Two gender sub-Key Issues are identied 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

18
19

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 eorts to target men with messages that challenge norms about
masculinity Calls for eorts to mitigate and reduce violence Gapsespecially in the areas of treatment and care

20

Gender in PEPFAR Strategy Two-pronged approach: Gender integration in all program areas (prevention,

care, and treatment) Programming along ve 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

21

Senator Russell Feingold, May 2007 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 eorts.

22

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 womens legal protection Increasing womens
access to income and productive resources

23

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 beneciary groups.

24

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.

25

3. Reducing violence and coercion Women who live in fear for their lives (and their childrens 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.

26

4. Increasing womens access to income and productive resources PEPFAR recognizes that womens and girls

lack of economic assets increase their vulnerabilities to HIV. Providing women with economic opportunities
(increasing access to employment, training, and micronance activities) empowers them to avoid high-risk behaviors,
seek and receive healthcare services, and better care for their families.

27

5. Increasing womens legal protection Many of the norms and practices that increase womens 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.

28

Gender Analysis & Integration

29

I. Gender Analysis

30

What is Gender Analysis? Gender analysis draws on social science methods to examine relational dierences

in womens and mens and girls and boys Roles and identities Needs and interests Access to and exercise of power
and the impact of these dierences in their lives and health.

31

How does Gender Analysis Help Us Design and Manage Better Health Programs? Through data collection and

analysis, it identies and interprets The consequences of gender dierences and relations for achieving health
objectives, and The implications of health interventions for changing relations of power between women and men.

32

Dierent Approaches, But Two Fundamental Questions How will gender relations aect the achievement of

sustainable results? How will proposed results aect the relative status of men and women? (I.e., will it exacerbate
inequalities or accommodate or transform gender relations?)

33

To Understand Gender Relations, Many Gender Analyses... Examine dierent 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

34

What are the Dierent Constraints and Opportunities Faced by Women and Men? How do gender relations

(in dierent domains of activity) aect the achievement of sustainable results? How will proposed results aect the
relative status of men and women (in dierent domains of activity)?

35

Dierent 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

36

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

37

Knowledge, Beliefs, and Perceptions (some of which are norms) Knowledge that men and women are privy

towho 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 dierently depending on their gender identity

38

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 Benets

39

Legal Rights and Status Refers to how gender aects 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

40

Power Gender relations inuence peoples ability to freely decide, inuence, control, enforce, and to engage

in collective actions. To exercise decisions about Control (acquire and dispose of) resources Value certain
knowledge more than other Ones body (reproductive choice) Children Choice of occupation and participation in
activities Aairs of the household, community, municipality, and state Voting, running for oce, and legislating
Entering into legal contracts Moving about and associating with others

41

In Short, Gender Analysis Reveals Gender-based Opportunities and Constraints Gender-based Opportunities

are gender relations (in dierent domains) that facilitate mens or womens access to resources or opportunities of
any type. Gender-based Constraints are gender relations (in dierent domains) that inhibit either mens or womens
access to resources or opportunities of any type.

42

Dierent Contexts And remember, gender constraints and opportunities need to be investigated in specic

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

43

II. Integrating Gender into the Program Cycle

44

Strategic Information and Program Life Cycle ASSESSMENT What is the nature of the (health) problem?

EVALUATION How do I know that the strategy is working? How do I judge if the intervention is making a dierence?
STRATEGIC PLANNING What primary objectives should my program pursue to address this problem? 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 ecient or eective? DESIGN What strategy, interventions, and approaches
should my program use to achieve these priorities ?

45

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 specic constraints and opportunities.

46

Using a Worksheet (Table 1) A. What are the key gender relations inherent in each domain (the domains are

listed below) that aect 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 dierent
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:
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.

47

Using a Worksheet (Table 2) 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? Steps 2-5: Using the information you entered in Table 1, answer the following questions for your program
goal/objective.

48

Small Group Work Instructions for Exercise Read your assigned case study Groups 1A and 1BCase study 1 (ll

in) Groups 2A and 2BCase study 2 (ll 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 ipchart paper Groups 1A and 2ATable 1 Groups 1B and 2BTable 2

49

Resources at USAID Interagency Gender Working Group (IGWG) WID Oce USAID Gender Specialists PEPFAR

Gender Technical Working Group

50

Thank You!

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