2. Gender and Religion why study and how

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1 FINAL SIDA 1 av 7 Terms of Reference for SMC s Learning review on Gender Equality and Religion 1. Introduction The Swedish Mission Council conducts one large Learning review process as part of its every threeyear strategic plan. The processes typically focus on key development sector themes, for example the last two have addressed HIV/AIDS, and the Human Rights Based Approach. They are done through a set of participatory case studies with SMC staff, and staff at member organizations and their partner organizations, and are integrated in regular follow-up visits of development projects during one year. The upcoming Learning review process will address the thematic interface between Gender Equality and Religion. By conducting 6-10 case studies during 2014, SMC hope to generate learning that is useful for the capacity building and quality assurance of the development cooperation it supports. A final report is expected in 2015, and will guide development of new approaches and tools to improve work within this field. In these Terms of reference SMC describe the Learning review process. Purpose and goals of Learning review The purpose of this Learning review is to better understand how gender equality and religion interrelate within the field of development cooperation, in order to enhance the strengths and avoid the pitfalls of working with faith-based actors. Goals 1. Increased knowledge among SMC staff on the relation between gender equality and religion, resulting in enhanced capacity to assess projects, support member organisations and develop relevant tools and methods within the area. 2. Collaborative learning between SMC, SMC members and partner organisations documented in reports for each field visit. 3. Recommendations generated for guidelines, capacity building and SMC s future work. 2. Gender and Religion why study and how With this Learning review, SMC set out to better understand how gender equality and religion interrelate within the field of development cooperation. In this chapter we will, therefore, describe how we currently understand the two areas of study, and how they affect the development cooperation that SMC is part of. It will set the scene for this Learning review and help identify the questions we are exploring.

2 SIDA 2 av 7 Gender equality and religion are both at the core of SMC s Theory of change. SMC work to promote gender equality in all that we do, in accordance with our Gender policy. Similarly, religion is one of SMC s profile areas, where we systematically strive to understand the positive and negative role of religion in development as well as build capacity and advocate for freedom of religion and belief. SMC aims to create conditions for knowing what kind of approach, decision making and programme planning is needed to work against gender based discrimination and contribute to equality between women and men. (SMC Gender Policy) When addressing gender equality, SMC focus on the influences, needs and rights of women and men, and girls and boys. The following challenges are highlighted: Education, Rights, Religion, Violence and misuse of power, and Hiv and Aids. In practice and when looking at the current SMC development project portfolio from a gender perspective, we can see that the following gender-related themes are of particular importance for us to know more about. These themes will therefore help guide this Learning review process, serving as entry points for analysis. 1. Civil justice (e.g. marriage, inheritance, divorce) 2. Economic justice (e.g. formal/informal labor, access to credit) 3. Sexual and Reproductive Health and Rights (SRHR) 4. Violence and sexual harassments 5. Power and representation 6. Masculinity and femininity 7. Education Religion, genders and development Knowing that the world is religious, and that everyday life of individuals and communities are formed by religious perspectives, SMC is not only advocating for, but also itself applying this knowledge in our analysis of development interventions. While religion has generally been seen as irrelevant to or even a barrier to development, and therefore excluded or ignored, there is increasing recognition that good quality development analysis need to include religious perspectives. A recent global research-project of UNRISD 1 entitled " Religion, Politics and Gender Equality attests to the relevance of religion to be included in general development analysis, and to gender analysis in particular. Challenges to gender equality, considering religious perspectives, constitute the departing point for this Learning review. The SMC gender policy highlights the challenging relation between gender equality and religion in the following way: Both women and men should be able to freely choose their own religious preference and traditions. Girls and women's living standards are particularly negatively influenced by lack of religious freedom in the form of laws they are forced to practice. Examples are education, jobs, inheritance and access to maternity health services that women often have 1

3 SIDA 3 av 7 limited access to. When working towards gender equality within a religious institution or denomination it is necessary to identify the roles women and men have and their responsibilities in carrying out their religion s rituals and traditions according to their scriptures. Areas to highlight are leadership roles, participation in religious observances, carrying out certain rites and girls and boys religious education. Religious leaders usually have a great deal of power and legitimacy that is an advantage when used to influence attitudes that strengthen gender equality but a disadvantage when it contributes to repressing equality. A challenge is therefore to encourage and strengthen religious leaders to actively promote gender equality and non-discrimination. (SMC Gender Policy) But, what then is Religious, and how does it play out in relation to development in general and gender equality in particular? For this Learning review, SMC has chosen to examine in what way the status of gender equality have religious roots, what is the influence of faith-based actors, and what are the religiously influenced tools being used. So, for this Learning review SMC is proposing that the two perspectives are used in combination to observe reality in a number of case studies of development interventions. The perspectives make up the lenses of the spectacles we are putting on, as illustrated in the model presented below. Image: Gender and Religion Lenses for the Learning Review the spectacles Gender equality and Religion in the context of development interventions To guide the Learning review, a conceptual framework has been developed. It aligns with SMC s regular model for thematic analysis and provides a generalised description of the interrelations

4 SIDA 4 av 7 between the areas to be examined in the context of development interventions. It will guide the review on a practical level as it provides a basis for dialogue among stakeholders of the review. It will also help structure the analysis of data collected during field studies, and the reports to be made afterwards. Through the use of the spectacles above and the systematic approach of the below model the Learning review aspires to generate better understanding and common learning among stakeholders. Image: Conceptual model for relations between Gender equality, Religion and Development interventions By situating a study on gender equality and religion in the context of a development intervention, we will be able to engage first hand with development stakeholders. While being conscious of the risks of bias and skewed information, we are confident that the nature of the study will allow for useful and relevant learning. Learning questions To guide the review, a set of learning questions have been developed. 1. What are good examples and common challenges to integrating gender perspective in development interventions among SMC-related development actors? 2. How is religion made part of gender and situational analysis and what are observable or potential benefits of doing that? 3. What are good examples and common challenges for faith-based development actors in promoting gender equality? 4. What tools are used by faith-based development actors, and how do these align with religious identity of stakeholders and good practice of development interventions?

5 SIDA 5 av 7 2. Learning approach and methodology The Learning review is initiated by SMC to provide opportunity for learning through dialogue, interaction and collaborative analysis with some SMC members and their partner organization. Through a case study approach, learning is centered on particular development interventions during field visits. Interaction with stakeholder during the case studies will inform a learning process at SMC, to generate better understanding in accordance with the purpose. Key learnings will be shared openly. Methodology The process of selecting sites for case studies is guided by feasibility and necessity, rather than any form of random sample. SMC need to visit some projects, we have trips planned, and the case studies we chose must be done with willing participation of the involved organisations. A current plan suggests visits in Kenya, Nigeria, Egypt, India, Zimbabwe, Colombia, Cambodia and Bangladesh during Additional field-visits may be added to complement the case-studies known at the beginning of the review. Selection is then based on thematic relevance for the review, availability of SMC-supported project, willing participation of organisations, and geographic coverage. Process for case studies 1. Terms of Reference is sent to SMC member organisation and their partner organization. 2. Preparatory meeting at SMC (participants from SMC and Learning review project team). 3. Preparatory meeting with SMC member organisation (participants from SMC and SMC member organisation). 4. Field visit as described in the guide for case studies (appendix 1). a) Read up on project documentation and other relevant sources. b) Elaboration of guiding questions for the case-study. c) Workshop and interviews with representatives of project stakeholders. 5. Writing of case study report according to template. The report contains a descriptive section and a section for analysis and conclusions. Participants from SMC are responsible for the writing of the report, submitted to the Learning review project team according to agreement. The report is shared with SMC members and their partner organistion for feedback. 6. Concluding meeting at SMC where conclusions are presented and discussed, and learning for consecutive case studies are captured (participants from SMC and Learning review project team). Methods applied for the case-studies Each case study is unique, but the themes explored and the basic methods used are the same. The four main learning questions of the Learning review will guide what each case study explores. The following is a list of general methods to be applied for the case studies: Desk-study country info, project documents, gender profile, religious profile Workshop opening workshop with project organization, member org. rep. and SMC. Group interviews stakeholders and target group Individual interviews stakeholders and target group Observation and informal dialogue notes, photo, video 2 Reservation for changes.

6 SIDA 6 av 7 Case-study report same template used for all case study reports Collaborative learning and synthesis report process Each case study is in itself a learning experience for those involved. But the larger aim is to generate more general learning on the level of SMC on the subject of the review. Each case study will therefore help form a collaborative learning process within SMC, resulting in a report and changed practice in the long run. This will be an internal process at SMC, which is not described in detail here. Work and travel plan Each case study will take considerable time to complete. To start with, planning and involvement of the different stakeholders need to begin at least a couple months before the actual field visits take place. Their buy-in is key. A guide for case studies has been prepared and can be found in Appendix 1. It is also important to acknowledge that there may be other needs to be accommodated during the field visits, such as regular project-related follow-up. The case studies are carried out in conjuncture to SMC-trips planned during An overall travelplan will be published and up-dated during the year. Budget The Learning review piggy-backs on SMC s regular follow-up budget for the field visits. But to accommodate wider participation from the SMC secretariat a specific travel budget has been approved. This means that two SMC staff can participate in each case study. A separate budget will be agreed for each case study. All extra costs that the case study brings will be covered by SMC, e.g. translation and workshop costs. Learning review team At SMC a Learning review project team manages the process. The team members are Joanna Lilja, Robert Odén, Lisa Arlbrandt, and Lorentz Forsberg, who is also project leader. The team is charged with planning and running the project, and to guide and support all parts of the implementation of case-studies, report writing and connected learning events. A separate internal project plan guides their work. Report and follow-up Each case study will produce a separate report, to capture learning from relevant stakeholders. The SMC team are the authors of the reports. Reports will be sent as drafts to the participating organisations for comments and feed-back, unless otherwise agreed.

7 SIDA 7 av 7 Appendix 1: Guide for case-study Before field-visit Send ToR to SMC Member organization (MO) and to the Partner organisation to be visited. Explain purpose and process of the Learning review. Ask them both to comment. Ask the organisations to share relevant information such as articles, web-sites, books, project documents. Ask also for advice for preparing the visit.. Prepare yourself by reading about the country and the specific context in which the case-study will be carried out. Before departure a meeting with the Learning review project group shall take place. A meeting with the travel companion from the MO is encouraged if possible. 1-2 months prior to visit 1 month prior to visit As early as possible 2 weeks prior to departure Planning of field-visit Two to three days should be set aside for the learning review case-study during each field-visit. A preliminary plan for the visit is developed and shared for comments with the MO and PO. The plan contains a detailed work-out of people to be involved and a tentative time-plan. Ask PO assistance to set up interviews with groups and individuals. 2-4 weeks prior to arrival Plan and arrange for interpretation if necessary. During the field-visit The learning review visit starts with a workshop with the stakeholders of the project with the following people represented: partner organization representatives, project staff, SMC Member representative, and SMC team. The workshop need to include a clarifying discussion on the purpose of the Learning review, a detailed planning of the different events over the following days together, as well as the presentation and collaborative application of the conceptual model of the review. Explain the purpose of the review at the beginning of every interview. Respondents have the right to remain anonymous if they want to. The number of group and individual interviews carried out can vary between the different case-studies. The interviews can be carried out by one or two or more depending on the situation. Representatives from MO and PO are welcome to participate and also carry out interviews. Use participatory tools to enhance interaction and reach for dialogue rather than extractive unidirectional interviews. At least two people from the Partner organisation should be interviewed individually one person in leadership position and one person in active implementation. Other stakeholders and rights holders are involved in interviews, workshop or visits. Documentation of interviews and observation is done by taking notes or voice recording. Also take photos and video. After the field-visit The SMC team meets the Learning review project team to debrief and agree on process for reporting. 1 week after A report is written and shared as a draft. Then finalized and submitted. within a month