Gender, Educa,on and the IASC Gender Marker. A discussion on gender analysis and mainstreaming in educa,on interven,ons in South Sudan

Transcription

1 Gender, Educa,on and the IASC Gender Marker A discussion on gender analysis and mainstreaming in educa,on interven,ons in South Sudan

2 Does gender ma>er? In humanitarian situa,ons, gender ma2ers because: ü Women and men respond differently ü Gender roles and power dynamics can change ü Women and men bring different issues to the table Hence, the dis,nct needs and reali,es of women, girls, men and boys must be considered and engaged in all aspects of the humanitarian response including in the needs assessment, through to monitoring and evalua,on.

3 Key issues and challenges we already know ü Gender is not just about girls. ü Inadequate SADD including in enrollment and reten,on. ü Lack of analysis, including unsubstan,ated focus on girls access to educa,on, lack of analysis of reasons why boys and are girls are not enrolled, or reasons for drop out rates. ü Single dimension projects, and a focus on enrolment without other gender dimensions such as curriculum, parent/community engagement, rela,onship to livelihoods. ü Lack of understanding of protec,on dimensions eg. separate toilets, loca,on of school, and PSEA issues in school.

4 What else do we know? What do we know about gender and education in South Sudan?

5 Gender analysisssment Needs and gaps should be identified from a gendered lens who are the communities, what are their roles, do these roles put them at risk, and make them more vulnerable to (for example): ü Poverty ü Food insecurity ü Poor health and hygiene ü exposure to mines ü Physical attacks and sexual violence and exploitation ü Armed recruitment ü Disease including HIV/AIDS ü Drop out of school, unemployment

6 Needs assessment ü What is the educa,on and literacy levels of women, girls boys and men? ü Do women, girls, boys and men, have the same level of security and freedom of movement? ü Are women and men, boys and girls engaged in consulta,ons that lead to project priori,sa,on? ü Do they have equal par,cipa,on in decision making in communi,es? ü What were the gender roles pre and post conflict and how does this determine vulnerability, access and par,cipa,on who has access to what?

7 Gender analysis ü Undertaking gender analysis examining the the needs of women, girls, boys and men of different age groups is key ensures that these distinct needs are identified and met. ü It allows us to assess who is affected, how they are affected, what are their different coping strategies, and capacities.

8 Gender analysis ü It allows for consideration of negative consequences of gender discrimination such as Gender Based Violence are there adequate mechanisms in place to prevent GBV? Have we ensured we mitigate any potential risks to women, girls, boys, and men? ü This analysis enriches the design, implementation, monitoring and evaluation of our interventions, and prevents us from perpetuating existing inequalities.

9 the IASC Gender Marker A simple and prac,cal project design tool. Created by IASC CAP Sub- Working Group (humanitarian finance) collabora,ng with the SWG on Gender Piloted in in 2009; 10 countries in 2010/ countries in 2012 and 2013, including 16 Consolidated Appeals (CAPs) Five Pooled Funds and Pakistan Early Recovery Framework Now a requirement in all humanitarian appeals and funding mechanisms.

10 Why? Generally poor performance on gender mainstreaming and a>en,on to gender equality in humanitarian ac,on. Ø Lack of understanding of the correla,on between gender inequality and vulnerability / gender equality and resilience To build capacity of humanitarian teams to ensure equitable benefits of aid and fair distribu,on of resources To track and measure alloca,ons to gender- sensi,ve programs and projects directly targe,ng gender inequality

11 How does it work? The Gender Marker is a 0 2 coding system that indicates whether differences between women, girls, boys and men have been considered in Project Design, in 1) the Needs Analysis; 2) Project Ac,vi,es: that these have been tailored to address iden%fied gender differences and gaps; 2) Project Outcomes: that outcomes will provide informa,on on the intended impacts for the different groups.

12 IASC Gender Marker Coding Gender Code Descrip,on 0 Differences between women and men are not reflected anywhere in the proposal. 1 Gender differences are reflected in only 1 or 2 cri,cal sec,ons* of the proposal. The project is unlikely to contribute to greater equality. 2 N/A Not Applicable (2A) Differences between women and men are described in the needs assessment (context/background) sec,on. This analysis is reflected and logically connected in project ac.vi.es and outcomes. The project mainstreams gender and is likely to make a posi,ve contribu,on to equality. (2B) As a result of analysis, the project targets a par,cular group girls, boys, women, or men who are disadvantaged because of their gender role. The main purpose of the project is to advance equality. This project does not have direct contact with affected popula,ons including through employment, and does not directly affect or determine the selec,on or use of resources, goods or services accessed by affected popula,ons. * One exception: If gender differences are ONLY mentioned in the Outcomes section, a project will be coded 0. Differentiated outcomes cannot happen if there has been no analysis or intentional activities planning for this.

13 How GM is applied Suppor%ng the process: The Humanitarian Coordinator & Country Team champion the process Cluster Lead Agencies and clusters implement Gender Marker Focal Points ac%ve in each cluster GenCap/Gender Advisers training and technical inputs Gender Marker Code applied by project designers GenCap/Gender Advisers review and advise Cluster teams vet the projects, including the code given Gender code confirmed on project summary sheet Project uploaded onto Online Project System (OPS)

14 Gender Marker Coding Gender is reflected in the three components: Needs assessment è Ac,vi,es è Outcomes Needs assessment Activities Outcomes v Beneficiaries and Objec,ves may also reflect gender dimensions.

15 Example of Code 2b: Educa,on for boy ca>le herders NEEDS ACTIVITIES OUTCOMES The needs assessment iden,fied a dispropor,onate number of boys to girls enrolled in schools. Before the crisis these boys had been nomadic herders from an early age, as a tradi,onal role given to boys by their fathers. These boys have never a>ended school, and are now displaced IDPs living in camps, and host communi,es have reported increased pe>y thef of their small stock, and very idle. Develop awareness campaign targe,ng mothers, fathers, care givers, community members on importance and benefits of educa,on for boy herders. Consult with families and develop alterna,ve livelihood solu,ons for the targeted families. Increased number of enrolment and reten,on of targeted boys in educa,on. Increased awareness and willingness of parents and care givers to send boy herders to school.

16 Example of Code 2a: Improving basic literacy for IDP boys and girls NEEDS ACTIVITIES OUTCOMES Available data indicates that 70% of IDP girls aged below 15 not attending school compared to 40% of boys. There is only one school in the host community, limited teachers (all 5 males), with regular reports of bullying. IDP girls attending the school have reported harassment, leading to drops outs and families withdrawing IDP girls from school. Conduct community dialogue between host and IDP communities, including women and men, to raise awareness of issues preventing IDP girls from education. Conduct anti bullying workshops for all boys and girls in both host and IDP communities. Train and resource more teachers, 50% female. Awareness training on PSEA and GBV to teachers, host and IDP communities (equal participation of men and women), safety committees, boys and girls. Gender balance school safety committees; Increased numbers of female teachers. Increased awareness of PSEA and GBV amongst trained and performing male and female literacy teachers and monitoring committees. Increased no. of enrollment and retention of boys and girls.

17 ADAPT and ACT Framework for Gender Equality Programming Analyse gender differences. Design services to meet needs of all. Access for women, girls, boys and men. Par,cipate equally. Train women and men equally. and Address GBV in sector programs. Collect, analyse and report sex and age disaggregated data. Target ac,ons based on gender analysis. Coordinate ac,ons with all partners. ADAPT and ACT Collec,vely to ensure gender equality.

18 Resources h>p:// crosscuing issues gender Gender Tipsheets (Sector- specific guidance for incorpora,ng gender, in 4 languages), FAQs, and Gender Marker materials Gender Handbook in Humanitarian Ac,on in 7 languages Guidelines for Gender- based Violence Interven,ons in Humanitarian Seings Link to IASC gender e- learning course h2p:// elearning.org/home/