Ministry of Women and Children Affairs. Assisted by. Policy Leadership & Advocacy for Gender Equality Phase II (PLAGE II) Project

Transcription

1 Ministry of Women and Chidren Affairs Assisted by Poicy Leadership & Equaity Phase II (PLAGE II) Project Project undertaken with the financia support of the Government of Canada provided through Canadian Internationa Deveopment Agency Agence canadienne de déveoppement internationa

2 Trainers' Manua Gender Mainstreaming in Education Nationa Academy for Educationa Management (NAEM) Ministry of Education and Ministry of Women and Chidren Affairs (MOWCA) June 2011 Gender Mainstreaming in Education Trainers' Manua 1

3 Trainers' Manua Gender Mainstreaming in Education Pubished: May, 2011 Pubished by: Nationa Academy for Educationa Management (NAEM) Ministry of Education Ministry of Women and Chidren Affairs (MOWCA) Copyright: Nationa Academy for Educationa Management (NAEM) Ministry of Education and Ministry of Women and Chidren Affairs (MOWCA) Supported by: Poicy Leadership and Equaity Phase II Project (PLAGE II) Cover Design: Momin Uddin Khaed Printed by: Oshi Enterprise Te : , ISBN : Gender Mainstreaming in Education Trainers' Manua

4 FOREWORD The Ministry of Women and Chidren Affairs (MOWCA) has the mandate to faciitate, coordinate and monitor impementation of the Gender Equaity Poicy Commitments of the Government of Bangadesh. The Ministry particuary focuses on the nationa and internationa poicy commitments, such as the United Nations Convention on the Eimination of A Forms of Discrimination Against Women (CEDAW), Miennium Deveopment Goas (MDGs), Beijing Patform for Action (PFA); and the Nationa Action Pan for the Advancement of Women (NAP), Nationa Strategy for Acceerated Poverty Reduction-2 (NSAPR II) and the Nationa Poicy for Women's Advancement The Poicy Leadership and Equaity Phase-II (PLAGE II), a project of MOWCA supported by Canadian Internationa Deveopment Agency (CIDA) is a governance initiative to strengthen MOWCA and partner ministries/divisions/agencies' institutiona capacity to address gender issues. This incudes faciitation towards enriching Government systems and procedures for gender equaity and women's empowerment. This Trainers' Manua on "Gender Mainstreaming in Education" is one of such initiatives for buiding the capacity of the Nationa Academy for Educationa Management (NAEM). The Manua wi be avaiabe for training institutions under the Ministry of Education, which can be used by their trainers to impart effective training on gender responsive panning and management. I woud ike to convey my gratitude and thanks to NAEM Officers for their coaborative action in deveoping this manua. My specia thanks to Professor Shamsur Rahman, Director Genera of NAEM for his sincere support and guidance. I beieve that this manua is a positive step towards mainstreaming gender in panning and management process in the education sector, which wi contribute to create an enabing environment towards achieving gender equaity in Bangadesh. (Md. Reaz Ahmed) Joint Secretary (Deveopment and Panning) Ministry of Women and Chidren Affairs Project Director, PLAGE II Gender Mainstreaming in Education Trainers' Manua 3

5 PREFACE Nationa Academy for Educationa Management (NAEM) is mandated to ensure quaity management of education at a eves of post primary education. NAEM foows a two-fod approach to ensure quaity education. These are: provide professiona and technica support to the education sector for improving institutiona capacity on Education Management and Administration; and promote increased efficiency and effectiveness on the management and administration of the post-primary education sub-sector. The Academy aims at deveoping as a center of exceence in the fied of educationa administration and management training in Bangadesh. In this process gender mainstreaming is a too to achieve gender responsive quaity management in the education sector. The process wi immensey benefit a stakehoders reated to NAEM incuding facuty members as we as participants of NAEM's various training programmes. The Government of Bangadesh is working towards achieving gender equaity reentessy. Hence, gender mainstreaming in the education sector wi contribute to fufi the gender equaity poicy commitments at nationa and internationa eves. I am indeed peased to introduce the Trainers' Manua on "Gender Mainstreaming in Education" which has been designed in coaboration with Poicy Leadership and Equaity Project Phase II (PLAGE II). It is a project of Ministry of Women and Chidren Affairs. The main purpose of the manua is to enhance the capacity of the facuty members of NAEM and the resource persons to provide training on "Anayzing Gender Differentia Needs'' and to address them whie designing and reviewing education reated projects and programmes. This manua widey covers gender concepts; government's gender equaity poicy commitments; gender mainstreaming and gender based anaysis; gender responsive, design and review of Deveopment Project Proforma and Technica Assistance Project (DPP/TPP). This manua encompasses session pans step by step methodoogies, training materias and equipment, pre-post test questionnaires and evauation format. An accompanying CD containing reevant PowerPoint presentations wi faciitate facuty members/resource persons to conduct sessions as the modues are so designed..i wish to express my sincere thanks to Prof. Shaikh Ekramu Kabir, Director (Training & Impementation Division), Md. Saimuzzaman, Deputy Director, NAEM, for their eadership and guidance in deveoping this manua. I extend my appreciation to the NAEM and PLAGE II team for their sincere and aborious efforts in designing and printing this vauabe training manua. I beieve that this manua wi suppement the required training opportunities extended by NAEM to the government and non-government organizations in buiding human capita for impementing their respective mandates towards achieving gender equaity in Bangadesh. (Professor Shamsur Rahman) Director Genera NAEM May 2011 Gender Mainstreaming in Education Trainers' Manua 5

6 Tabe of Contents Introduction to the Trainers' Manua on "Gender Mainstreaming in Education Training Program" Acronyms Introduction Sessions and Topics Session Pan Session I : Gender Concepts Sides - 1: Objective of Session I A: Sex and Gender B: Gender Roe C: Gender Needs D: Gender Dimension of Poverty E: Gender Equaity and Benefits on Nationa Deveopment Handouts Session II : Gender Equity and Equaity in Education Sides - 2: Objective of Session A: Gender Equity and Equaity B: Gender Equity and Equaity in Education Handouts Session III : Government's Poicy Commitments Towards Gender Equaity Sides - 3: Objective of Session A: Government's Poicy Commitments for Gender Equaity B: Government's Gender Equaity Poicy Commitments in Education Handouts Session IV : Gender Mainstreaming and Men's Invovement Sides - 4: Objective of Session A: Gender Mainstreaming B: Men's Invovement in Achieving Gender Equaity C: Gender Mainstreaming in Education Handouts Gender Mainstreaming in Education Trainers' Manua 7

7 Session V : Gender Based Anaysis Sides - 5: Objective of Session A: Gender Based Anaysis Handouts Session VI : Gender Responsive Budgeting Sides - 6: Objective of Session A: Budget Circuar-1: Standard on Women's Advancement and their Reevance to Project/ Program Design/ Review - 6B: 14 Impact Measuring Standards C: Areas of Impact Assessment of Budget in Education Handouts Session VII : Gender Responsive Panning Sides - 7: Objective of Session A: Some Definitions B: "Gender Responsive Guideines for Design and Review of Deveopment Projects" - 7C: Group Exercise: Appication of "Gender Responsive Guideines for Design and Review of Deveopment Projects" - 7D: Design Education Project form Gender Perspective Handouts Annex A:Pre/Post Test Sampe Questionnaire Annex B:Evauation Sheet Annex C:Gender Responsive Guideines for Design and Review of Deveopment Project 8 Gender Mainstreaming in Education Trainers' Manua

8 ACRONYMS BC1 CEDAW CIDA DPP ECNEC ECOSOC FY GAD GBA GOB GNP GRB GRP GRPP KPI MBF MDGs MOED MOF MOHFW MOP MOWCA MPO MTBF NAP NAEM NCWCD NGO NSAPR II OHP OPPP PFA P&G PGN PLAGE II PRSP Budget Circuar 1 Convention on the Eimination of A Forms of Discrimination Against Women Canadian Internationa Deveopment Agency Deveopment Project Proposa Executive Committee of the Nationa Economic Counci United Nations Economic and Socia Counci Fisca Year Gender and Deveopment Gender Based Anaysis Government of Bangadesh Gross Nationa Product Gender Responsive Budgeting Gender Responsive Panning Gender Responsive Project Panning Key Performance Indicators Ministry Budget Framework Miennium Deveopment Goas Ministry of Education Ministry of Finance Ministry of Heath and Famiy Wefare Ministry of Panning Ministry of Women and Chidren Affairs Monthy Pay Order Medium Term Budgetary Framework Nationa Action Pan for the Advancement of Women Nationa Academy for Educationa Management Nationa Counci for Women and Chidren Deveopment Non-Governmenta Organization Nationa Strategy for Acceerated Poverty Reduction Over-head Projector Outine Participatory Perspective Pan Beijing Patform for Action Poverty and Gender Practica Gender Needs Poicy Leadership and Equaity Project, Phase II Poverty Reduction Strategy Paper Gender Mainstreaming in Education Trainers' Manua 9

9 SDGs SFYP SGI TOT TPP UDHR UNESCO UP VAW VIPP WID WID-FP South Asian Deveopment Goas Sixth Five Year Pan Strategic Gender Interests Training of Trainers Technica Project Proposa Universa Decaration of Human Rights United Nations Educationa, Scientific and Cutura Organization Union Parishad Vioence Against Women Visuaization in Participatory Panning Women in Deveopment Women in Deveopment Foca Point 10 Gender Mainstreaming in Education Trainers' Manua

10 INTRODUCTION The Trainers' Manua "Gender Mainstreaming in Education" has been prepared as a guide to faciitate gender mainstreaming process in education sector in Bangadesh. The manua consists of contents, methodoogies and materias to be foowed and used in training sessions. This manua incudes topic wise earning objectives, session pan, step by step guide for the trainers/faciitators, sides and handouts reevant to each topic/session, pre and post-test questionnaires and a course evauation format. This customized training manua has been produced by the facuty members of NAEM in association of Poicy Leadership and Equaity Project, Phase II (PLAGE II) to promote gender responsive educationa management. The manua has been designed for a two-day course. The first day focuses on theory and the second on practica demonstration on the use of the gender responsive toos and guideines to mainstream gender in projects and programs in education sector. The contents of day two wi aso be integrated in the existing Foundation Training Course (FTC) modue (# 14) on NAEM on deveopment panning and poverty aeviation. The training manua can be utiized for integrating gender issues into other training courses of NAEM. The Participants wi be abe to act as effective trainers for conducting training courses which NAEM provides in its reguar courses. Overa Objective of the TOT Manua The overa objective is to strengthen the capacity of training institutions under Ministry of Education for deivering effective training on gender responsive panning and management in the education sector. This training course offers an exceent opportunity for deveoping sectora as we as individua capacity in terms of gender responsive educationa management incuding anayzing, panning, budgeting and monitoring from gender perspective. Specific Objectives: Specific objectives of the manua are to assist the facuty members/resource persons to gain conceptua carity to be abe to: Articuate key Gender Concepts, Gender Equity and Equaity, Gender Mainstreaming; Expain Government's Gender Equaity Poicy Commitments; Appy Gender Based Anaysis and expain its importance in projects/program design and review; Understand Gender Responsive Budget and 'BC1 Standards' used for assessing impact of strategic objectives of the Ministry on Women's Advancement; Appy "Gender Responsive Guideines for Design and Review of Deveopment Projects" to design and review gender responsive DPP/TPP. Gender Mainstreaming in Education Trainers' Manua 11

11 Duration of the Course: 2 days Course Timing: From 9.30 to 4.30 Language: Banga & Engish Number of participants: Gender Mainstreaming in Education Trainers' Manua

12 Sessions and Topics Session I Gender Concepts Session II Gender Equity and Equaity in Education Session III Government's Poicy Commitments towards Gender Equaity in Education Session IV Gender Mainstreaming and Men's Invovement Session V Session VI Gender Based Anaysis Gender Responsive Budgeting Session VII Gender Responsive Panning Gender Mainstreaming in Education Trainers' Manua 13

13 Session: SESSION PLAN Separate numbers have been assigned to each session, so that the reevant topics can be identified easiy. Objectives/Learning points: Objectives and earning points are described at the beginning of each session. It expains the expected knowedge, skis and attitude of the participants at the end of the session. These objectives wi guide the faciitators in conducting the session. Duration: The tota time required and breakdown for conducting each session has been suggested. This wi hep the faciitator in preparing pans for conducting the session. Session Guide / Process: In order to achieve the objectives of each session, the sequence of activities to be undertaken by the faciitator and the participants have been described step by step. The responsibiities of the faciitators and participants have been ceary stated. This wi serve as a guide for the faciitator to conduct the sessions effectivey. Methodoogy: Methodoogies prescribed in this manua is Participatory Mutua Training and Learning (PMTL) approach that provides scope of active participation, two way communication and ots of interaction in the tota training program. This approach consists of open discussion, sma group exercise and presentation through penary, questions-answers session, roe-pay, and video presentation. From this variety of methodoogies, the faciitator may adopt a method according to his/her interest and requirement that wi hep in achieving the sessions' earning objectives. However, it is recommended that there shoud be scope for practica demonstration through review of some seected TPPs & DPPs through group exercise depending on the duration of training event. The faciitator may aso use PowerPoint/side presentation or transparency during ectures and discussions. Training Equipment: Fipchart, Fip Paper, Poster, Whiteboard, Marker, Mutimedia / Side Projector, OHP may be used as required by each session. The faciitator may use equipment according to her/his choice, but shoud take into consideration the feasibiity and effectiveness of earning. Materias: Foowing materias are suggested so that the faciitator can seect and suppy appropriate materia/s for each session. 14 Gender Mainstreaming in Education Trainers' Manua

14 Handouts as appropriate for the sessions are incuded in the manua. However, faciitators/resource persons can provide additiona materia (the updated information) that may be appropriate for the sessions; Booket "Gender Responsive Guideines for Design and Review of Deveopment Projects", pubished by Ministry of Women and Chidren Affairs, Government of the Peope's Repubic of Bangadesh (Juy 2009) and endorsed by Panning Division, Panning Commission; Seected sections of "Methods of designing, processing, approva and revision of the Government Deveopment Projects" pubished by Panning Division, Ministry of Panning, Government of the Peope's Repubic of Bangadesh, May, 2008; Budget Circuar-1, Pubished by Budget Wing, Finance Division, Ministry of Finance, Government of the Peope's Repubic of Bangadesh (the atest edition); Booket on "Gender Gossary" pubished by Ministry of Women and Chidren Affairs and PLAGE II, Training Aids: At the end of each session, necessary training aids (sides, handouts, instruction for group exercise, case study etc.) have been incuded as guideine / reference for conducting the session or use and distribution during the session. Materias have been numbered in ine with that of the reevant session so that the Faciitator can identify them easiy, e.g. for Session 1, Training Aids may be numbered as 1A, 1B, 1C.and so on. Training Evauation: A course evauation wi be done at the end of the training course to know the feedback of the participants on the contents, duration, session pans, methodoogies, materia and equipments, faciitation, ogistic support and any other issues raised by the participants. Course evauation's feedback may be taken into consideration, if required, for further improvement of this training course in the future. A sampe of the Evauation Format has been provided in the manua that may be used directy or may be reviewed or further deveoped according to the need of the course conducted. Faciitator(s) can use a simpe evauation form to obtain feedback from the participants at the end of each session and/or each day. Pre and Post Tests (earning): Pre and Post Tests are important to assess effectiveness of the training course for buiding capacity to design and review gender responsive deveopment project proposas (DPP)/technica project proposas (TPP). A sampe questionnaire has been provided in the manua which wi hep in assessing participants' conceptua carity on key gender issues, knowedge on internationa and nationa gender equaity poicy commitments of the Government of Bangadesh, their understanding of gender responsive panning and budgeting. The questionnaire may be used directy or may be adapted according to the need of the training course. Gender Mainstreaming in Education Trainers' Manua 15

15 Fexibiity of Using this Manua: The manua has been prepared to be used as a guide for designing the training course and faciitating the sessions as per requirement. Since the manua has been customized for integration in existing reguar NAEM courses/existing foundation courses, some fexibiity may be maintained regarding the topics. A the topics presented in this manua may not be incuded in a the training events. The course director/coordinator wi seect topics and design this training course according to the duration aocated in the various reguar courses of NAEM. However, it is recommended that the sessions VII on "Gender Responsive Guideines for Designing and Review of Deveopment Project" are to be incuded and specia attention be given on duration of group exercise and presentation in the penary in order to ensure achievement of the session earning objectives. The proposed methods, processes, duration, materia etc. may be modified on the basis of the nature of training course, background, eve, skis and expectations of the participants. New objectives may be added with the given ones in these manuas and new steps and topics may be adopted accordingy. The time aotted to the various steps in a session may be changed keeping the tota time for the session unchanged. Simiary the time for different sessions may be changed. The reading materia and training aids incuded in the manua have to be updated in keeping with the changing/ emerging needs. These have to be revised, modified and changed accordingy. The change shoud be done ony as and when required, for deveopment and enrichment of the manua, without affecting its quaity. 16 Gender Mainstreaming in Education Trainers' Manua

16 SESSION I Objectives: The participants wi be abe to: articuate the concepts of gender and sex and difference between the two; describe differentia gender roes; Topic: Gender Concepts expain importance of education from gender perspective; articuate the Gender Dimension of Poverty and benefits of Gender Equaity in the Poverty Reduction Pan, Action or Strategy. Key Questions/ Learning Points: At the end of the session the participants wi be abe to answer the foowing questions - 1. What is Gender and Sex? 2. What is the difference between Gender and Sex? 3. What is the Gender roe? 4. What is Gender need? Tota Time: 1 hour 30 mins. Process Strategies Time Materias Step-1 Introduction The faciitator wi greet and wecome the participants into the session. S/he wi start with sef introduction which woud incude job experience and expertise of the faciitator. Then s/he wi ask participants to make sef introduction.the faciitator wi start the session by informing the participants about the session's objectives, time frame and the methodoogies to be used. Side 1 on Session 1 Objectives The faciitator wi start the discussion about 'Sex and Gender'. The discussion may start by saying you may have heard peope taking about sex, gender. Whether anyone of you woud ike to expain the concept of 'Gender' and how it differs from the term 'Sex'? The faciitator wi appy brainstorming method. The points made by the participants wi be written down on the board / fipchart. The faciitator wi reate this issue to the participants' persona and professiona ife by asking stimuating questions (e.g. sharing househod work, division of abor at office). Sefintroduction, Briefing/ Presentation Brainstorming Discussion 5 mins. Mutimedia projector Sides/ Transparencies Fipchart / Whiteboard Marker-pen Gender Mainstreaming in Education Trainers' Manua Session I 17

17 Process Strategies Time Materias Step-2 Difference sex and gender The faciitator wi project and expain the difference between sex and gender and summarize the discussion by saying that sex is defined as bioogica, refers to physica features and it remains the same everywhere. Sex generay cannot be changed. On the other hand, gender is defined as attitudes, behaviora patterns, gender roes and responsibiities and it varies from cuture to cuture and from one time to another, because it is determined by the society and gender roes can be changed. Exampe: A few decades back, the ony professions accessibe to Bangadeshi women were reated to their traditiona roe of caring for the young and the sick such as teaching and nursing. Nowadays, women are working in non-traditiona professions such as engineering, the poice service, defense etc. This exampe indicated that the roes assigned to women, and consequenty sociay acceptabe professions for women, have changed over the past few decades. Ref. Side 1 A on Gender and Sex, Handouts PowerPoint / Transparency Presentation Discussion 15 mins. Mutimedia/ projector / OHP Sides / Transparencies on concepts of sex and gender Step-3 Definition gender roes The faciitator wi expain differentia gender roes of men and women as prescribed by the society. The faciitators wi aso provide expanation on women's mutipe roes and roe of gender division of abor in perpetuating women's subordination in the society. It woud be expained that sex roes are contrasted with gender roes, since sex roes refer to bioogica function for which a necessary quaification is to beong to one particuar sex category. Sex roe is imposed on peope by nature, whie gender roes are constructed by the society. For exampe, pregnancy is a femae roe because ony members of the femae sex may bear chidren. Ref. Side 1B on Gender Roe, Handouts PowerPoint / Transparency Presentation Discussion 10 mins. Mutimedia/ projector / OHP Sides / Transparencies on gender roe Step-4 Definition practica gender needs and strategic gender interests The faciitator wi generate discussion on practica gender needs (PGN) and strategic gender interests (SGI) through referring. The previous discussion on gender roes. He /She wi say that the needs and interests of women and men arise from existing gender roes and gender reations characterized as practica and strategic. The faciitator wi show PowerPoint presentation on the difference between PGN and SGI and give concrete exampe to the participants. Exampes: PGN: Practica need is reated to food, nutrition SGN: reated to women's status in reation to men Ref. Side 1C on Gender Needs PowerPoint / Transparency Presentation 10 mins. Mutimedia / OHP projector sides on Practica Gender Needs and Strategic Gender Interests 18 Session I Gender Mainstreaming in Education Trainers' Manua

18 Process Strategies Time Materias Steps-5 Identifying Practica Gender Needs and Strategic Gender Interests in education The faciitator wi give participants one minute to think about an exampe of PGN or SGI reated to the education sector and wi ask them to write down on a VIPP card. The faciitator wi give some exampes of the areas which the participants may consider to identify the needs. These may incude: curricuum, girs status in schoo, distance of schoo from home etc. After coecting the VIPP card, the faciitator wi stick those cards in the VIPP board in two coumns, of which a cards reated to PGN wi be kept under one coumn and the rest under another coumn. After competing the exercise, the faciitator wi ask which of the needs/interests PGN are and which are SGI. After istening 5/6 answers, the faciitator wi stick PGN and SGI on top of the two coumns as headings. At the end, the faciitator wi show PowerPoint presentation on the Practica Gender Needs and Strategic Gender Interests in education. Ref. Side 1C on Gender Needs Group work, Poster presentation, Discussion. 20 mins. Poster paper, permanent marker, tape The faciitator wi remind the participants that PGN do not chaenge the women's subordinate position in society, athough rising out of them. PGN are a response to an immediate necessity, such as food, identified within a specific context. On the other hand, meeting SGI hep women to achieve greater equaity. It aso eads to changing women traditiona roes, chaenges women's subordinate position. This contributes to women emancipation and empowerment. PGN and SGI can be described as prerequisites for each other, and the emancipation of femaes in the education sector can be achieved through the process of addressing particuar needs at appropriate times in order to achieve further objectives. Step-6 First, faciitator wi generate discussions on the gender dimension of poverty in reation to the poverty reduction strategy of the government of Bangadesh. The faciitator wi show one PowerPoint presentation on gender dimension of poverty so that it coud be inked to next presentation on the benefits of gender equaity on the nationa deveopment. Ref. Side 1D on Gender Dimension of Poverty The Faciitator wi show another PowerPoint presentation on "Gender Equaity and Benefits on Nationa Deveopment". After getting a cear understanding about the difference between Gender and Sex and Gender, this PowerPoint / Transparency Presentation Discussion 10 mins. Mutimedia / OHP Sides on gender dimension of poverty Sides on Gender equaity and benefits Gender Mainstreaming in Education Trainers' Manua Session I 19

19 Process Strategies Time Materias PowerPoint presentation woud hep the participants to reate the gender equaity resuts with nationa goas e.g. sustainabe deveopment towards poverty reduction. It wi aso hep them to design and review TPP/DPP in a gender responsive way. Ref. Side 1E on Gender Equaity and Benefits on Nationa Deveopment Step-7 Learning points: It is expected that by the end of the session, the participants wi be abe to recognize that : F Sex is bioogica, refers to physica features and it remains the same everywhere. F Gender roes are not natura roes; they are constructed by the society. Boys and girs are systematicay taught to be different from each other right from the chidhood. F Sociaization into gender roes begins in eary ife. This incudes being different in terms of our appearance (cothing), behavior and expressed emotions, activities, roes and responsibiities. Gender roes are earned and therefore can be de-earned. This is why it is changeabe. F PGN are derived from existing gender division of abor F Gender equaity eads to benefits of nationa changes towards sustainabe deveopment of the society for men and women, boys and girs. F Gender dimension of poverty in reation to the chaenges faced by women F Gender equaity eads to benefits of nationa changes towards sustainabe deveopment of the society for men and women, boys and girs. Question - Answer 15 mins. Step-8: Concusion The faciitator wi summarize the earning points through presenting the key points and to differentiate the gender roes that bring inequity. The faciitator wi concude the session through thanking the participants for their active participation and encourage them to share / appy their esson at their respective organizations / departments and to consider the issues during the formuation and reviewing of TPP/DPP. PowerPoint / Transparency Presentation 5 mins. Mutimedia / projector / OHP Sides / Transparencies on differences between sex and gender 20 Session I Gender Mainstreaming in Education Trainers' Manua

20 Session 1 Gender Concepts: Sex and Gender, Gender Roe, Gender Needs Poicy Leadership and Equaity Project, Phase II Session 1 1 Objectives of Session 1 At the end of the session the participants wi be abe to: articuate the concepts of gender and sex and difference between the two. describe differentia gender roes. anayze gender dimension of poverty. expain importance of education from gender perspective. articuate the gender dimension of poverty and benefits of gender equaity in the poverty reduction pan, action or strategy. Poicy Leadership and Equaity Project, Phase II Session 1 2 Gender Mainstreaming in Education Trainers' Manua Session I 21

21 Sex and Gender Poicy Leadership and Equaity Project, Phase II Session 1A 1 Difference between Sex and Gender Sex Sex is a bioogica fact. Sex is a natura attribute that a person is born with Gender Gender is cuturay and sociay determined. Gender is created, produced, reproduced and maintained by socia institutions such as famiies, communities, schoos, and media. Poicy Leadership and Equaity Project, Phase II Session 1A 2 Difference between Sex and Gender Sex Sex remains the same everywhere and a the time. Gender Gender varies from cuture to cuture and from one period to another because it is determined by the society. Poicy Leadership and Equaity Project, Phase II Session 1A 3 22 Session I Gender Mainstreaming in Education Trainers' Manua

22 Gender Roe Poicy Leadership and Equaity Project, Phase II Session 1B 1 Definition of Gender Roe A gender roe refers to a set of socia and behaviora norms that, within a specific cuture, are widey considered to be sociay appropriate for individuas of a specific gender. Poicy Leadership and Equaity Project, Phase II Session 1B 2 Productive Roe The roe payed by income-earning activities or by activities having exchange vaue is known as productive roe. e.g. Agricuture, Business, Office, Labour Women s productive roe is often ess visibe due to their reproductive roe and therefore ess vaued than men. Poicy Leadership and Equaity Project, Phase II Session 1B 3 Gender Mainstreaming in Education Trainers' Manua Session I 23

23 Reproductive Roe The roe that invoves the care and maintenance of the househod and its members but do not generate any income or has no exchange-vaue. e.g. bearing and caring for chidren, food preparation, water and fue coection, shopping, housekeeping and famiy heath care. Women generay pay these roes. Poicy Leadership and Equaity Project, Phase II Session 1B 4 Socia Roe Coective roe payed sefessy at community eve e.g. participation or contribution for the greater benefit of the society or community. No exchange vaue or financia rewards sedom considered in economic anayses of communities. Both women and men engage in community activities, but a gender division of abour prevais here. Poicy Leadership and Equaity Project, Phase II Session 1B 5 Two Types of Socia Roe 1. Community Managing Roe: activities without pay at a community eve for the benefit of a. e.g. repair roads/bridges, construct embankments, organize marriage ceremonies or death anniversaries. 2. Community Poitica Roe: decision making roe without pay of any community managing activities is a community poitica roe. e.g. participation in UP eection, acting as a judge in the settement of a dispute, decision where a schoo or a tube-we wi be estabished etc. Poicy Leadership and Equaity Project, Phase II Session 1B 6 24 Session I Gender Mainstreaming in Education Trainers' Manua

24 Gender Needs Poicy Leadership and Equaity Project, Phase II Session 1C 1 Practica Gender Needs (PGN) and Strategic Gender Interests (SGI) PGN 1. Tends to be immediate, short-term. 2. Unique to particuar women. 3. Reate to daiy needs: food, housing, income, heath, chidren, etc. SGI 1. Tend to be ong-term 2. Common to amost a women 3. Reate to disadvantaged position: subordination, ack of resources and education, causing vunerabiity to poverty and vioence, etc. Poicy Leadership and Equaity Project, Phase II Session 1C 2 Practica Gender Needs (PGN) and Strategic Gender Interests (SGI) PGN 4. Easiy identifiabe by women. 5. Can be a addressed by provision of specific inputs; food, hand pumps, cinic, etc. Poicy Leadership and SGI 4. Basis of disadvantage and potentia for change not aways identifiabe by women. 5. Can be addressed by; consciousnessraising, increasing sef-confidence, education, strengthening women s organizations, poitica mobiization, poicy etc. Equaity Project, Phase II Session 1C 3 Gender Mainstreaming in Education Trainers' Manua Session I 25

25 Practica Gender Needs (PGN) and Strategic Gender Interests (SGI) PGN 6. Tends to invove women as beneficiaries and perhaps as participants. 7. When addressed, can improve the condition of women s ives. 8. Generay does not ater traditiona roes and reationships. SGI 6. Invoves women as agents or enabes women to become agents. 7. When addressed can improve the position of women in society. 8. Can empower women and transform reationships. Poicy Leadership and Equaity Project, Phase II Session 1C 4 PGN and SGI in Education Practica Gender Needs Issues Distance from home to schoo. Access to femae teachers. Househod chores reduced for girs. Strategic Gender Interests Issues Access to Education. Women s status at schoo. Non-traditiona course avaiabe for women. Poicy Leadership and Equaity Project, Phase II Session 1C 5 26 Session I Gender Mainstreaming in Education Trainers' Manua

26 Gender Dimension of Poverty Poicy Leadership and Equaity Project, Phase II Session 1D 1 Gender Dimension of Poverty Gender dimension of poverty in Bangadesh can be broady considered in terms of 8 eements: Economic vunerabiity Lack of time Lack of human capacity Women s socia vunerabiity Vioence against women Inadequate poitica participation Ineffective institutions Limited participation in the internationa body and abour market. Poicy Leadership and Equaity Project, Phase II Session 1D 2 Women and men: Gender Dimension of Poverty Experience poverty differenty Are ffected differenty by deveopment interventions These gender differences need to be adequatey captured in poverty anaysis, designs and monitoring systems. Poicy Leadership and Equaity Project, Phase II Session 1D 3 Gender Mainstreaming in Education Trainers' Manua Session I 27

27 Gender Dimension of Poverty Addressing the gender dimensions of poverty and creating gender responsive interventions enhance the ikeihood of success of poverty reduction strategy efforts. Poicy Leadership and Equaity Project, Phase II Session 1D 4 28 Session I Gender Mainstreaming in Education Trainers' Manua

28 Gender Equaity and Benefits on Nationa Deveopment Poicy Leadership and Equaity Project, Phase II Session 1E 1 Gender Equaity: Benefits When women s fundamenta rights are protected and respected: Women and girs enjoy equa opportunities to education and ski deveopment. Women do not face discrimination in ega and judicia framework. Women are prevented from vioence both at home & in the pubic pace. Women have equa access to abor market and economic deveopment activities and benefits. Women and girs enjoy freedom of mobiity in the pubic space. Poicy Leadership and Equaity Project, Phase II Session 1E 2 Gender Equaity: Benefits When opportunities are created for women to participating in socia, economic and poitica activities. Women are empowered and can infuence institutiona changes. Women are incuded in decision-making. Women have access to information and technoogy. It creates harmony between men and women where both perform compementary roe within househods and outside. Women have fuer access to means of production and enjoy direct ownership over them. Poicy Leadership and Equaity Project, Phase II Session 1E 3 Gender Mainstreaming in Education Trainers' Manua Session I 29

29 Gender Equaity: Benefits Women wi overcome poverty. Poicy Leadership and Equaity Project, Phase II Session 1E 4 30 Session I Gender Mainstreaming in Education Trainers' Manua

30 Handouts for Session 1 Gender Concepts Handout 1.1: Gender Concepts Gender and Sex The word gender and sex is used interchangeaby. In Engish dictionary, the word "Gender" is a synonym of "Sex". The word gender is now being used socioogicay or as a conceptua category, and it has been given a very specific meaning. Gender has been defined as 'a concept that refers to the socia differences, as opposed to the bioogica ones, between women and men that have been earned, are changeabe over time and have wide variations both within and between cutures. Neither women nor men, however, are homogeneous groups, as a individuas are aso distinguished by their beonging to other socia categories such as cass, age, and ethnicity. The main difference between the two terms is as foows: Sex is natura. Sex Sex is bioogica. It refers to visibe differences in genitaia and reated differences in procreative function. Sex is constant, it remains the same everywhere. Gender Gender is socio-cutura and made by human being. Gender is socio-cutura and it refers to mascuine and feminine quaities, behaviour patterns, roes and responsibiities and so on. Gender is variabe; it changes from time to time, cuture-to-cuture, even famiy-to-famiy. Why understanding difference in sex and gender is important? The distinction between sex and gender was introduced to dea with the genera tendency to attribute women's subordination to their anatomy. For ages, it was beieved that the different characteristics, roes and status accorded to women and men in society, are determined by bioogy (i.e. sex), that they are natura, and therefore not changeabe. The concept of gender enabes us to state that sex is one thing and gender is another. As Ann Oakey, who was one of the schoars to use this concept, said that gender has no bioogica origin, that the connections between sex and gender are not reay 'natura' at a. But every cuture has its ways of vauing girs and boys and assigning them different roes, responsibiities and attributes. Each society sowy transforms a mae or femae into a man or a woman, into mascuine and feminine, with different quaities, behaviour patterns, roes, responsibiities, rights and expectations. Hence, those who beieve that anatomy of men and women determine their destiny; they perpetuate gender inequaity as that is natura to them. In contrast, those who consider that gender inequaity is made by human being, they tend to work as change agent towards gender equaity. Gender Mainstreaming in Education Trainers' Manua Session I 31

31 Handout 1.2 Gender Roes Gender roes are described as being 'sociay constructed', which means that they are shaped by a mutipicity of socia, economic, poitica, cutura and other factors, and wi change with changes in these formative infuences. For exampe, if many of the mae aduts in a society are absent for war or for work for a ong period of time the roes of women wi inevitaby change. They wi take on more responsibiities as househod heads and as bread-winners, but whether these changes wi be permanent or wi receive socia or ega vaidation aso varies from circumstance to circumstance. Changes in gender roes can be spontaneous or can resut from panned poicies and interventions, such as deveopment programs. As deveopment programs create changes (in one or severa dimensions), they inevitaby impact upon gender roes and reationships, whether or not that is their stated objective. A programme which resuts in enhanced education and iteracy for women wi create changes in the way they perceive their roe in the private and pubic spheres. Experience and research shows that enhancing girs' education has a positive effect on the heath and we-being of their famiies when they become mothers. Enhanced education can aso create demands for a more active economic or poitica roe for women which must be met. This impies that men need to become aware of the mutua advantages that such a transformation can entai, that they are activey invoved in the process, that they are ready to take up new and different roes and responsibiities, such as sharing of famiy care, and that they need to make attitudina changes reative to sexua and reproductive matters. Gender Division of Labour: Refers to the aocation of differentia tasks, responsibiities and activities to women and men according to what is considered sociay and cuturay appropriate. It arises from sociay formed attitudes or beiefs about what a woman or a man has the capacity and the responsibiity to do. For instance, paid work done outside the home and in the pubic arena is usuay attributed to men because society assigns them the roe of primary breadwinner for the famiy. On the other hand, unpaid, domestic work done within the private domain of the home is assigned primariy to women. Men's productive work is considered more important because of the economic benefits and advantages, it gives to those engaged in it and due to the socia recognition given to it. On the other hand, women's domestic work is mosty unrecognized, undervaued and either not paid or poory paid. This ack of socia recognition contributes to women's subordinate position in society in reation to men. Traditionay, Bangadeshi women are expected to carry out a househod work, incuding chid rearing and taking care of the famiy eders. Though it is time consuming, this work is not perceived as 'rea work' and is unpaid. On the other hand, Bangadeshi men are usuay expected to work in paid empoyment outside the home. This eads to a higher vaue being accorded to men's economic contribution, and by extension, to men themseves. Both men and women have mutipe work roes. There are three types of Gender Roes: i) Productive Roe ii) Reproductive Roe iii) Socia/Community Roe Productive Roe : is defined as income-earning activities or by activities having exchange vaue e.g. production of goods and services for consumption and trade (farming, fishing, empoyment & sef empoyment). The exchange vaue may be in form of cash or kind. Generay men are engaged in productive activites, but women can aso be invoved. However, their function and responsibiities 32 Session I Gender Mainstreaming in Education Trainers' Manua

32 wi differ according to the gender division of abour. Many productive activities conducted by women are overshadowed by their reproductive roes. For exampe, rura women perform many agro-processing activities, but as these are done aong with househod works, these are not regarded as productive as there is no exchange vaue for these activities. Therefore, women productive roe is often ess visibe and ess vaued than men. Reproductive Roe: Reproductive activities invove the care and maintenance of the househod and its members incuding bearing and caring for chidren, food preparation, water and fue coection, shopping, housekeeping and famiy heath care. Aso, reproductive roe extends to rearing and caring of three generations- grand parents, parents and parents-in-aw; spouse, brothers and sisters, brothers and sisters-in-aw; the chidren and the grand chidren. Reproductive work is crucia to human surviva, yet it is sedom considered 'rea work' as these activities do not generate any income or has no exchange-vaue and as such it is not counted in economic terms and often unrecognized. Women pay these roes a over the word and in poor communities, reproductive work is for the most women manua-abour-intensive and time consuming. However, if the same roes are payed in exchange of money, it wi be regarded as a productive roe. Another reproductive roe is decision making regarding contraception and reproduction which are in the hands of women/ men, but in many cutures men pay a significant and recognized roe in this regard. Depending on the cutura context, men aso take the responsibiity of chid rearing. Socia/Community Roe: Coective roe payed sefessy at community eve e.g. organizing socia events and services; ceremonies and ceebrations; participation in community improvement activities, groups and organizations and oca poitica activities etc. It is participation or contribution for the greater benefit of the society or community. This type of work is sedom considered in economic anaysis of communities because it has no exchange vaue or financia rewards. It invoves considerabe vounteer time and is important for the spiritua and cutura deveopment of communities and as a vehice for the community organization and sef-determination. Both women and men engage in community activities, athough a gender division of abour aso prevais here. These roes are mainy of two types: Community Managing Roe: Is undertaking of activities without pay or remuneration at a community eve in a given area for the benefit of a. For exampe, a few or a persons in a viage can repair roads and od bridges, construct embankments, organize marriage ceremonies or death anniversaries. Community Poitics Roe: Any decision-making activity undertaken without pay or remuneration for the benefit of community in a given ocaity is caed community poitics roe, for exampe, participation in UP eection, acting as a judge in the settement of a dispute, taking part in the decision where a schoo or a tube-we wi be ocated and instaed, etc. Women's tripe roe: Women's tripe roe refers to the reproductive, productive and community managing roe. The way these forms are vaued affects the way women and men set priorities in panning programs or projects. The taking or not taking into consideration of these forms can make or brake women's chances of taking advantage of deveopment opportunities. (Moser, C. O., 1993). In Bangadesh women are engaged in productive, reproductive and community roes. The'r economic contribution of women is substantia but argey unacknowedged. Reproductive work is considered as ony women's activity. On the other hand, men are invoved with very few reproductive activities. Women's and men's respective gender roes are not ony different, but are aso unequa in weight, power and vaue. Gender Mainstreaming in Education Trainers' Manua Session I 33

33 Handout 1.3 Gender Needs Terms reated to Gender Needs: The terms Condition and Position often refer to the gender needs. Condition Condition is a materia state in terms of nutritiona eve, basic needs, and can be improved by providing food, heath services and education. Exampe: If a Bangadeshi woman was asked to describe her ife, she woud probaby describe her condition through the kind of work she does, what her famiy's immediate needs are, such as cean water, food, heath services and education for her chidren, and where she ives. Position Position is status in society. This refers to socia, poitica and economic standing. To change women's position, the existing norms, structure and power reations between men and women have to be changed. Women's position, is characterized by the disparities in wages and empoyment compare to men; participation in poitica activities; economic, poitica and socia status in society; vunerabiity to poverty and vioence; and so on. The roes of men and women in societies and institutions are generay different. Thus, their needs vary accordingy. Two types of needs are usuay identified: These are: practica gender needs and strategic gender interests. Practica gender needs (PGN) arise from the actua conditions that women and men experience because of the gender roes assigned to them in society. They are often reated to women as mothers, homemakers and providers of basic needs, and are concerned with inadequacies in iving and working conditions, such as food, water, sheter, income, heath care. For women and men in the ower socioeconomic strata, these needs are often inked to surviva strategies. PGN i.e. needs for items which woud improve ives within existing roes. Addressing these needs aone ony perpetuates the factors which keep women in a disadvantaged position in society. It does not promote gender equaity. Exampe: In Bangadesh, the materna mortaity rate is high at a rate of 2.75 per thousand ive births. (Medium Term Budget Framework, to , Move). In response to women's practica need for safe chidbirth, the government introduced a free pre-nata care service in the government heath faciities such as Thana Heath Compexes and District Hospitas. There have been a number of initiatives to make these heath service centers 'women friendy'. Strategic gender interests (SGI) are the needs to overcome the subordinate position of women to men in society, and reate to the empowerment of women. They vary according to the particuar socia, economic and poitica context in which they are formuated. Usuay they concern equaity issues such as enabing women to have equa access to job opportunities and training, equa pay for work of equa vaue, rights to and and other capita assets, prevention of sexua harassment at work and domestic vioence, and freedom of choice over chidbearing. Addressing them entais a sow 34 Session I Gender Mainstreaming in Education Trainers' Manua