GENDER EQUALITY FACILITATOR PACKAGE 1
CONTENTS
Acknowledgement
This Gender Equality Facilitator’s Package
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Facilitator Package Overall Guidance
was developed by Save the Children’s global
Gender
Equality
Working
Group. This Package is the result of a highly collaborative process over several years,
MODULE
Save the Children (SC) Country Offices, Regional
1
Offices, Member Offices and Save the Children
pages 6-40
which included technical leadership from
International (SCI) Centre. We are immensely grateful to the offices which organized and hosted pilot gender equality learning events,
7-13 8
Gender Equality Focal Point colleagues who participated in learning events and enriched
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PART A A.1: Pre-learning Assessment and Introduction Gender Socialization: Why is Gender Equality Relevant to Us?
the corresponding content, and to SC Gender Equality Technical Advisors who both facilitated learning events and generously offered their
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PART B
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Activity B.1: Deep Dive into Key Gender Equality Terms and Concepts
Special thanks to Sarah Anderson who
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Activity B.2: EmPOWERment
curated this final version of the Package,
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Activity B.3: Exploring Identities
time and expertise to develop these materials.
Deanna Duplessi for strategic oversight, and to Rebekah, Kenna, and Kendell at
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Miel Design Studio for designing it (based
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PART C Activity C.1: How Does Gender Affect our Breakthroughs?
on Save the Children’s ‘School Me’ Gender Champions Training Manual).
Save the Children
28-35
PART D
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Activity D.1: The Power Walk
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Activity D.2: Agree or Disagree
174 Tojeongro Mapo-gu Seoul 04080, Korea +82-2-6900-4400 www.sc.or.kr
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36-40 37
PART E Activity E.1: Girls’ and Boys’ Lifelines
MODULE
3
pages 76-103
77-79 MODULE
2
80-93
pages 41-75
42-51
PART F
43
Activity F.1: What’s the harm? School Sponsorship and Water Pump Case Studies
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Activity F.2: Keys to Access
52-54 53
55-57 56
58-60 59
61-71 62
72-75 73
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PART G Activity G.1: Who Affects and is Affected by Gender?
PART H Activity H.1: Gender Mainstreaming: Whose Responsibility is it?
PART L Introduction to Gender Equality Analysis
PART M
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Activity M.1: Gender Analysis Tool 1 – Roles and Responsibilities
84
Activity M.2: Gender Analysis Tool 2 – Access and Control Tool
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Activity M.3: Gender Analysis Tool 3 – Gender Inequality Tree
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Activity M.4: Gender Analysis Tool 4 – Gender Analysis Matrix (GAM)
94-96 95
97-103 98
PART N Activity N.1: Practice Gender-sensitive Facilitation
PART O Activity O.1: Gender Equality Policy Action Planning
PART I Activity I.1: Gender-sensitive Indicator Activity
PART J Activity J.1: Case Studies and the Gender Equality Continuum
PART K Activity J.2: Practicing Save the Children’s Gender Equality Marker
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Save the Children works in 120 countries. We save children’s lives. We fight for their rights. We help them fulfil their potential.
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FACILITATOR PACKAGE OVERALL GUIDANCE Notes to Facilitators: This facilitator’s package is rich with workshop sessions and activities, utilizing a range of adult education techniques that are participatory and reflective.The facilitators package has been designed in learning blocks that can be used in various combinations to create dynamic workshops, from a few hours in length up to a full five days. The core learning blocks are: •
Module 1: “Laying the Foundations” allows participants to better understand and reflect on their own experiences, power and privilege, advantages (if any), biases, and assumptions. This module also does a deep dive into key concepts and framing why gender equality is important in our lives, and the lives of girls and boys.
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Module 2: “Building on the Foundations” moves participants towards a better understanding of why gender equality matters for our work, who affects and is affected by gender, as well as an introduction to gender mainstreaming, gender-sensitive monitoring and evaluation, Save the Children’s gender equality continuum and Gender Equality Marker.
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Module 3: “Strengthening our Toolbox” reviews the importance of a gender analysis and introduces four gender analysis tools for accessible and practical use. This module finishes with session plans for gendersensitive focus groups discussions and action planning.
Important Note: We recommend all workshops, irrespective of duration, begin with Module 1 to ensure that the required foundational learning components are introduced to participants. These foundations can then be built upon by mixing and matching sessions from Modules 2 and 3 as desired, either during a single workshop or over a series of shorter workshops over time. Key Considerations and Recommendations: Creating Safe Spaces for Learning
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This is emotional and deeply reflective work for everyone, including you as a facilitator. It’s important to provide space for facilitators and participants alike to work through any emotions that may arise, have time to unpack reactions and talk through reflections. Take time before you begin facilitating to think about, and plan for, how you will promote care and wellbeing for yourself and the workshop participants leading up to, throughout and immediately following the workshop.
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Everyone carries biases, including ourselves as facilitators. Try to identify and reflect upon your own biases before the workshop, and during facilitation, so that they are not projected onto the group.
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Set up a safe space from the beginning, including physically from any hazards, but also emotionally and psychologically so that participants feel comfortable to participate in activities, group work and plenary discussions without feeling unsafe to do so. Participants should not feel fearful of repercussions for sharing their thoughts, opinions, knowledge or experiences.
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Encourage the open sharing of ideas and experiences via establishing a ground rule with the group about respect and confidentiality of not sharing what others have shared outside of the room, and certainly not outside of the context that it was shared.
Enabling Active and Equitable Participation •
Foster an environment where diversity of opinions is accepted (e.g. give an example of a rainbow: the sun and rain are two opposing forces but they come together to make a beautiful rainbow).
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Remember that creating an open space for diverse opinions doesn’t mean allowing for harmful biases of oppressive language to go unchecked. As facilitators, part of our role is to ask challenging questions back to the group, highlight where discussions may be out of alignment with the content and concepts being discussed and support participants to explore their own perceptions, where they come from and why they matter in relation to gender equality.
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Pay attention to the power dynamics, hierarchies, and gender norms as they play out in the room in regards to participation, and continuously work to make sure each participant has the opportunity to lead and support discussions in the ways that are comfortable for them.
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In plenary discussions, encourage diverse voices so that a few key people do not dominate the discussion. If this happens, give thanks to those participants for their contributions and ask for opinions of those that have not spoken yet. Try to allow space and opportunity for these voices to be also heard.
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Recognize that this may be all new content to some participants while others may have more understanding and exposure to gender equality concepts, programming, etc. As this facilitators’ package is an introduction to Gender Equality, ensure that there is enough time dedicated to each piece of the module(s) that you use.
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Small group work is essential to foster greater dialogue and participation of folks who may be a bit quieter in larger group settings.
Logistics and Tone-Setting •
Expect some push back or resistance from some participants who may not fully understand the reality of gender inequalities and harmful gender norms and how they may affect themselves and/or other people.
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Try to limit confrontations as much as possible by creating a learning and sharing environment that provides for a lot of reflection.
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Always make the time for reflection and debrief after each activity, and at the end and beginning of each day.
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Refer to each Facilitator Plan for each activity as they include instructions and tips for facilitating the activity, the content of the activity itself, facilitation tips, and the debrief questions.
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You can update the slides and workshop content with photos and case studies from your context. In fact, this is highly encouraged!
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You may find that some of the slides may have more information on them than you feel is necessary. This was intentionally done so that the slides are supportive as possible to you, the facilitator. However, feel free to pair down as much as it makes sense for you, without losing key messaging.
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Remember to have fun and that you are there to learn as well!
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MODULE 1
Laying the foundations: exploring bias, deep dive into concepts & framing why gender equality matters
PART A. Why Are We Here: Introducing the Workshop and Setting the Stage •
Introductory PowerPoint
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Introductory PowerPoint Slides
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A.1 Pre-learning Assessment and Introduction
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Activity D.1: Power Walk
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Activity A.2: Gender Socialization
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Activity D.2: Agree or Disagree
PART B. Key Gender Equality Terms and Concepts
PART E. Lifelines for Girls and Boys
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Introductory PowerPoint Slides
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Introductory PowerPoint Slides
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Activity B.1: Deep Dive into Key Gender Equality Terms and Concepts
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Activity E.1: Girls and Boys Lifelines
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Activity B.2: EmPOWERment
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Activity B.3: Exploring Identities
PART C. Where We Are Globally: Save the Children’s Gender Equality Policy and Our Breakthroughs
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PART D. Self-reflection: The Connection Between the Personal and Practical
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Introductory PowerPoint Slides
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Activity C.1: How Does Gender Affect our Breakthroughs?
MODULE 1
PART A WHY ARE WE HERE: INTRODUCING THE WORKSHOP AND SETTING THE STAGE
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Gender Equality Facilitation Guide
Pre-learning Assessment and Introduction
Objectives: To prepare workshop participants for the training and establish norms for the week
Duration: 90 minutes
Material/printing requirements: Workshop Program Flip Charts
Pre-training Assessment Printed (2 copies per participant – 1 for begining and 1 for end)
Markers
Part A PowerPoint Slides (1-11)
Index Cards
Time Breakdown: (framing, group work, share back, plenary discussion, etc.) •
Welcome remarks: 10 minutes
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Pre-learning assessment: 20 minutes
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Introduction by participants & expectations: 30 minutes
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Overview of the program for the week and objectives of the event: 10 minutes
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Workshop norms and responsibilities, parking lot: 10 minutes
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Any logistic notes / (security briefing?): 10 minutes
Basic Facilitation Plan: (detailed content can be shared as an attachment – i.e. case studies)
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•
Welcome remarks by CO representative e.g., Country Director
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Participants complete the pre-learning assessment with anonymous identification
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Introduction exercise by participants & share back in plenary
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Share the objectives of the learning event and provide an overview of the program for the week
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Workshop norms are established and responsibilities allocated through plenary discussion
MODULE 1
Key Points to Highlight within Session: •
Clarify purpose: to introduce the team to the gender equality foundations, terms, analysis tools, gender mainstreaming, and the GEM/HGEM – emphasize that the Gender Equality Toolkit is a key foundational resource for program guidance, and that the workshop will be based around the document
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Clarify relevance: key for everyone to feel comfortable with the content and resources, to support gender truly being mainstreamed as a priority cross cutting theme in new strategic period
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Clarify scope: this is an introductory training, and through our discussions we can identify together steps forward for mainstreaming gender in TA and programs
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Setting shared learning expectations, parking lot, questions welcomed, will keep to agenda as best as possible. Please note that as this is an introductory training, most topics are at an introductory level rather than going into depth
Roles Throughout the Workshop: •
Time Keepers should be mostly tracking break times but also how long it takes for people to present and share back as this might take a really short or really long time depending on the context and group
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Energizers should pay attention to the energy levels of participants and feel empowered to ask facilitators for a break to do an energizer when one is needed. They should also have energizers ready to go in case facilitators may ask them to do an energizer at any time
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Equality Monitors should monitor if participants are participating equally, or if a few voices are dominating over others, e.g., are men speaking more than women?
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Rabbit Hole Monitors they should also pay attention to and call out “rabbit holes”, i.e., conversations/questions/points that lead the group conversation away from the topic at hand. These can end up being lengthy conversations and hard to pull everyone back on track. Note to facilitator: If you can address/respond to these rabbit hole conversations/ questions/ points in the moment, great! If not, write them down in the “parking lot” and either try to get to them by the end of the week or make a plan to address them outside of the workshop at a later time
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Re-cappers should be encouraged to be creative in their recaps. If you are facilitating a multiday workshop, it is good to have re-cappers to start each day to remind folks what was learned, shared and discussed the day before. A competition usually helps motivate creativity if a prize for the most creative group is given on the last day! Some examples for recapping include quizzes, games, broadcasts, songs, dancing, skits, etc. Facilitators and/or the participants can vote on the winner on the last day
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Health and Happiness Folks should be the “eyes and ears” for the group. If there are any concerns about facilitation, participation, the schedule, or the facility, etc. these are the go to people for participants to talk to. If you are facilitating a multiday workshop, you can have the same two people for the week if it is not too much for them, or two different people every day. As the facilitator, you should plan to meet with them at the end of each day of the workshop to hear their feedback
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Gender Equality Facilitation Guide
Notes to Facilitator: The share back can take quite a bit of time depending on the group If the group already knows each other well feel free to tweak the introductions activity so that it’s fun and engaging For the introductions, encourage folks to write down the answers if they think that they cannot remember everything about their neighbour If you are more than one facilitator, feel free to do the introduction activity as well (even if you know each other) so that the participants can learn about you Start each day with a recap of the day before. Recaps should be no more than 15 minutes. Have a prize, e.g., chocolate, ready for the end of the week for the winners of the recap friendly competition
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MODULE 1
Pre/Post Learning Assessment
Date (DD/MM/YYYY): ___/____/________
What is the difference between sex and gender? _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _______________________________________________
What does gender equality mean? _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _______________________________________________
In what ways is gender equality important for work which specifically focuses on children? Please list 1-3 points. _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _______________________________________________
Please define gender sensitive and gender transformative approaches, and explain how the two approaches are similar/different. _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _______________________________________________
Who are the key stakeholders for gender equality programming work? _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _______________________________________________
List 3 tools you could use to conduct gender analysis. _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _______________________________________________
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Gender Equality Facilitation Guide
Gender Socialization: Why is Gender Equality Relevant to Us?
Objectives: To understand why addressing gender equality in our lives is important. Participants will explore influences on attitudes and perspectives on gender equality
Duration: 30 minutes
Material/printing requirements: Flipcharts
Part A PowerPoint Slides (12-15)
Markers
Time Breakdown: (framing, group work, share back, plenary discussion, etc.) •
Framing of topic / plenary discussion: 5 minutes
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Buzz groups on self-discovery on gender identities by participants: 10 minutes
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Feedback in plenary: 10 minutes
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Presentation on gender socialization: 5 minutes
Basic Facilitation Plan: (detailed content can be shared as an attachment – i.e. case studies)
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Open the session with an overview of the session’s objectives and a brief plenary discussion on participant’s experiences on interacting with gender equality as a topic
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Buzz groups on how participants discovered that they were being treated different because they were a girl or because they were a boy. What was the context? How did you realize you were being treated in a particular way because of being a girl/boy? Was it positive or negative for you? How did you feel about it?
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Participants share experiences in plenary
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Short presentation on gender socialization
MODULE 1
Key Points to Highlight within Session: •
Gender is a social construct that changes across time and contexts
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External influences around us inform our internal perceptions from a very early age – they can be changed
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A binary perspective on gender identities limits the diversity of experiences that girls, boys, women, men and diverse genders have
Notes to Facilitator: Prepare your own personal example(s) to share with the group as well
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Gender Equality Facilitation Guide
PART B KEY GENDER EQUALITY TERMS AND CONCEPTS
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MODULE 1
Deep Dive into Key Gender Equality Terms and Concepts
Objectives: Participants have a clear definition and understanding of basic terminology used in gender mainstreaming
Duration: 90 minutes
Material/printing requirements: Flipchart paper Markers Tape
Print out of terms and their definitions (or laminated copies) Part B PowerPoint Slides (1-19)
Time Breakdown: (framing, group work, share back, plenary discussion, etc.) •
Introduction to session: 5 minutes
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Small buzz groups to work on definitions: 15 minutes
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Feedback in plenary and presentation of toolkit definitions: 40 minutes
Basic Facilitation Plan: (detailed content can be shared as an attachment – i.e. case studies) •
Use mingle, mingle to build 5 groups for this exercise (or groups sitting at the same table)
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Couple the terms in pairs, and assign each small working group a pair of terms
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Pairs include: •
Gender and sex
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Gender equity and gender equality
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Gender norms and gender roles
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Gender barriers and gender gaps
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Gender inequality and gender based violence
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Gender Equality Facilitation Guide
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Ask each group to define, using words, sentences, drawings or symbols on flipchart: •
The definition for each term
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An example of the definition related back to our actual work
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Share back group work, and discuss terminology as defined in Toolkit
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Facilitator to add to definitions (i.e. Goat and Crane Story, visuals to depict concepts) and share back language used in Toolkit
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End with definitions on walls around the room for reference
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Key points to highlight within session:
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Acknowledge that often terminology can be a barrier for talking about gender equality
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Clarify that we want to share the key terms being used globally by SC, and ensure we all have same understanding
Notes to Facilitator: Print the Toolkit definitions of terms in large text for posting on walls next to participants’ definitions. Keep these and the participants’ definitions visible throughout the week so that you can refer back to them as needed If you plan to do this session for multiple workshops, it is worth it to invest in laminating the key terms and their definitions so that you do not have to print them every time
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MODULE 1
TERMS AND CONCEPTS Sex: the biological and physiological characteristics that define males and females. Gender: the socially constructed roles, behaviours, activities, and attributes that a given society considers appropriate for males and females. “Female” and “male” are sex categories, while “feminine” and “masculine” are gender categories •
While aspects of sex will not vary substantially between human societies, aspects of gender do
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Social constructions of gender affect all of us every day, in everything that we do, from the time we are born into a particular family, culture, and community
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Gender roles are learned, and can change over time
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While social constructions of gender vary from place to place, inequalities occur everywhere
Gender Equity: the process of being fair to all people; girls, boys, women, and men. To ensure fairness, strategies and measures must be available to compensate for girls’ and women’s historical and social disadvantages that prevent girls, boys, women, men and diverse genders from otherwise operating equally. Equity leads to equality. Gender Equality: refers to the absence of discrimination on the basis of sex or gender. Gender equality is when one sex or gender is not routinely privileged or prioritized over another, and all people are recognized, respected and valued for their capabilities and potential as individuals and members of society. Gender equality is when girls, boys, women, men, and diverse genders have equal rights, obligations and opportunities to: •
Security and good health
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A viable livelihood and dignified work
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Participate in the care of home and dependent family members
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Take active part in public and political life
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Learn and participate in relevant education
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Live a life free from violence
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Gender Equality Facilitation Guide
Gender Norms: are social principles and rules that govern the behaviour of males and females in society and restrict their gender identity into what is considered to be an appropriate gender role at the time. Gender norms are neither static nor universal and change over time. Gender Roles: are behaviours, attitudes and actions society feels are appropriate or inappropriate for girls, boys, women, men, and diverse genders, according to social norms and traditions. Gender roles are neither static nor universal but vary between cultures, over time, between generations, and in relation to other social identities such as social class, socio-economic status, ethnicity, sexual orientation, religion, ability, and health status. Gender roles may also shift with processes of urbanization or industrialization, and the fluid nature of gender roles requires careful and ongoing gender analysis. Gender Barrier: Any circumstance or obstacle which prevents girls, boys, women, men, or diverse genders based on sex/gender, from claiming their equal rights to services, resources, information, opportunities or systems. A Gender Gap: is a disproportionate difference between sexes/genders in attitudes and practices. A gender gap can exist in access to a particular productive resource (e.g. land and education), in the use of a resource (e.g. credit and other services), or levels of participation, such as in government and on decision-making bodies. A gender gap is a form of gender inequality. Gender Inequality: includes any discrimination on the basis of sex or gender. Gender inequality refers to social, legal and cultural processes, structures and situations in which people are treated differently and disadvantageously, under similar circumstances, on the basis of sex or gender. Gender inequalities prevent people, especially women and girls, and diverse genders from claiming their full and equal rights. Gender-based Violence: refers to all harm inflicted or suffered by individuals on the basis of gender differences. Its intention is to establish or reinforce power imbalances and perpetuate gender inequalities. GBV can affect females or males; however, it affects women and girls systematically and disproportionately. GBV includes, for example, child, early, and forced marriage (CEFM), female genital mutilation/cutting (FGM/C), sexual violence and abuse, denial of access to education and reproductive health services, physical violence and emotional abuse.
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MODULE 1
EmPOWERment
Objectives: Define the four key components of empowerment and what this means for our work in gender equality, and identifying and addressing the root causes of gender inequality
Duration: 45 minutes
Material/printing requirements: Flipchart
Part B PowerPoint Slides (20-28)
Markers
Time Breakdown: (framing, group work, share back, plenary discussion, etc.) •
Exercise – Define “Empowerment” and share back: 15 minutes
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Present definition and overview of empowerment: 20 minutes
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Exercise – Brainstorm empowerment activities: 10 minutes
Basic Facilitation Plan: (detailed content can be shared as an attachment – i.e. case studies) •
Divide participants into small groups or pairs (depending on how big the group is). Ask them to define what “empowerment” means and then each group will briefly share back their definitions with the whole group (10-15 minutes)
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Once all groups have shared back, proceed with the PowerPoint slides and present the definition and explain the multiple dimensions of empowerment (confidence, access, capabilities, and agency)
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While unpacking “Power”, ask participants in plenary for examples for each dimension of power
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Ask participants to then brainstorm project activities to nurture the four dimensions of empowerment (confidence, access, capabilities, and agency) while keeping the power dimensions in mind
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Wrap up by linking the conversation back to the importance of identifying and addressing root causes
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Gender Equality Facilitation Guide
Key Points to Highlight within Session: •
Empowerment is a vital component of a gender transformative approach in addition to transforming harmful attitudes, practices and norms that reinforce gender inequalities and power dynamics
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Understanding power helps inform our gender analysis, and better understand how decisions are made (access, control, etc.) – this is critical for understanding the root causes of gender inequalities
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When seeking to understand power, we want to consider who has it, as well as who does not (and should!) – this is important for stakeholder analysis
Notes to Facilitator: Review the slides in advance and come up with your own examples relevant to interventions that you have used in your office for empowerment, agency, capabilities, access, agency, and the five dimensions of power If you are going to use the Module 3 slides and activities on Gender Analysis Tools, this section should ideally come first to help inform the participants’ understanding of all aspects of a Gender Equality Analysis and key gender equality components to consider for project design
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MODULE 1
Exploring Identities
Objectives: To build understanding how our own identities, experiences and personal privilege shape how we come to these issues as individuals working in development. To build understanding of diverse identities, privilege, and links to intersectionality and what this means for our projects and beneficiaries
Duration: 30–45 minutes
Material/printing requirements: Markers Tape
Flipchart paper with one identity per paper Part B PowerPoint Slides (29-35)
Time Breakdown: (framing, group work, share back, plenary discussion, etc.) •
Introduction and review identities listed on the wall: 5 minutes
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Play game: 20 minutes
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Debrief: 5–15 minutes
Basic Facilitation Plan: (detailed content can be shared as an attachment – i.e. case studies) •
Introduction of the exercise to participants: Invite everyone to gather in an open space in the room. Explain that there are signs posted on the walls with examples of different identities that we can have
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Give a minute for everyone to look around. Explain that you will read off a series of statements, and after each statement they should stand close to the identity that best matches how they feel about that statement
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You might have to do a “test run” first to demonstrate how this activity works
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Reiterate that there are no right or wrong answers, and that participants should only move as they feel comfortable
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If they do not want to stand next to any of the identities for whatever reason, they should feel free to stand in the middle – they do not need to choose, if they don’t want to
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Gender Equality Facilitation Guide
Notes to Facilitator: Have the identities already printed off and posted around the room before the exercise so that you can start right away If you are more than one facilitator, have the non-facilitator(s) of this session participate in the exercise if they feel comfortable
Identity Exploration: 1. Gender identity 2. Sexual orientation 3. Religion/spirituality 4. Political affiliation 5. Age 6. Marital status 7. Socio-economic status/class 8. Education 9. Career 10. Physical ability 11. Parent 12. Citizenship 13. Language abilities 14. Race/ethnicity
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MODULE 1
Statements: •
______ is the identity that affects my day-to-day life the most
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______ that I rarely or never think about
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______ that I enjoy talking about with friends or family
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______ that I have in common with a lot of people at SC
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______ that is unique to me among my family members
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______ that gives me power in my family
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______ that gives me power in my community
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______ that takes away my power in my community
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______ that puts me at greater risk of harm
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______ that poses challenges in my life, or for my family/community
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______ one identity that might make it difficult to participate in SC projects
Reflection Questions: •
What did you notice about how you/others participated in this activity?
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Did anybody end up standing by an identity by themselves, and what did that feel like?
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Any important identities missing in our context?
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How does this activity relate to our lives or our work?
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Gender Equality Facilitation Guide
PART C WHERE ARE WE GLOBALLY: SAVE THE CHILDREN’S GENDER EQUALITY POLICY AND OUR BREAKTHROUGHS
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MODULE 1
How Does Gender Affect Our Breakthroughs?
Objectives: Participants can give examples and details of how gender inequalities are central to our Save the Children breakthroughs – survive, learn and be protected
Duration: 30–45 minutes
Material/printing requirements: Flipchart paper
Masking tape
Markers
Part C PowerPoint Slides (1-32)
Time Breakdown: (framing, group work, share back, plenary discussion, etc.) •
Short introduction: 5 minutes
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Group work: 10–15 minutes
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Plenary discussion & wrap up: 15–25 minutes (including 5-minute video)
Basic Facilitation Plan: (detailed content can be shared as an attachment – i.e. case studies) •
Split participants into three groups and assign each group one of the SC breakthroughs (survive, learn, be protected)
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Give each group a piece of flipchart paper and markers
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Ask them to note down all their ideas and examples of how gender might link to their breakthrough.You might need to provide a few examples to help them get started.There are no right or wrong answers here so encourage them to note down all their ideas – be specific!
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You can also ask them to reflect on how some of these areas may be exasperated in humanitarian contexts
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Participants share back in plenary by summarizing key messages
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Ask other groups if anything is missing from the list
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Show SCI video on gender and breakthroughs as a close (5 minutes)
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Gender Equality Facilitation Guide
Examples (some may overlap between multiple breakthroughs)
Survive
Learn
Be Protected
Health/medical seeking priority given to boys
Education not valued for girls
Refugees – boys and girls at risk in different ways
Selective feeding
Girls role is to get married/work in the home
Low female income empowerment
Harder to marry girl if she is well educated
Deliberate abandonment of girls
Boys should work to earn income for the family
Mortality of child/mother SGBV Child marriage – young mothers increased mortality and health risks SRH services tailored for women Family planning not accessible – women don’t have autonomy Low male engagement in SRH projects
Corporeal punishment different for boys and girls Boys can face more physical punishment/ girls at higher risk of sexual violence/humiliation Boarding schools set up specifically for girls/boys Lack of good toilet facilities affects girls ability to attend, particularly when menstruating Taboos around menstruation being ‘unclean’ Girls required to do domestic work/look after younger siblings Financial barriers Schools too far away – bikes go to boys Lack of female teachers/lack of male teachers Sexual harassment/SGBV from teachers/on the way to or from school
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SGBV and abuse Child soldiers Coming of age ceremonies/ initiations Sex exploitation/exchange for supplies/rent etc. WASH facilities – risks of SGBV Inter-partner violence witnessed by children Differences in child labour Lack of appropriate response services Access to protection services FGM Child, early and forced marriage
MODULE 1
Key Points to Highlight within Session: •
Addressing gender inequalities is not an add-on or additional piece of work for us. It is central to our ability to achieve our breakthroughs for children
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There is no context where gender roles are not relevant – in every context they are fundamental to the experiences, barriers, risks and opportunities that girls, boys, women and men face
•
Some of these things are practical issues that we can address – but we do not know about them unless we are asking the right questions
Notes to Facilitator: If you do not have time to do this full exercise, it’s better to do a quick brainstorm in plenary on a few key points per breakthrough and then show the video. A quick plenary debrief discussion can also follow the video If you do have time to do the full activity, make sure to leave at least five minutes to show the video Test the video beforehand (you can click on the video in the PowerPoint slide when it is on full display mode) and it will load. The video can also be found via this link: https://vimeo.com/284124261/74082de783 Load the video before you present the PowerPoint and test the audio and visual settings before you begin the session so that it is ready and working when you need it. If you are having trouble displaying the video through a projector but it is showing on your screen, check your shared screen settings to ensure that you are “duplicating” the screen
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Gender Equality Facilitation Guide
PART D SELF-REFLECTION: THE CONNECTION BETWEEN THE PERSONAL AND PRACTICAL
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MODULE 1
The Power Walk
Objectives: To build understanding that gender inequality prevents children, especially girls, from claiming their full and equal rights. To build understanding that gender inequality is driven by unequal power relations. To explore intersectionality of various vulnerabilities with gender
Duration: 30–45 minutes
Material/printing requirements: Print role cards
Part D PowerPoint Slides (1-8)
Print question sheet
Time Breakdown: (framing, group work, share back, plenary discussion, etc.) •
Introduction and explanation: 5 minutes
•
Do the walk, ask the questions: 10–15 minutes
•
Discussion of key findings in large group: 15–25 minutes
Basic Facilitation Plan: (detailed content can be shared as an attachment – i.e. case studies) •
Explain we will do an exercise which will be physical and fun and we will discover the themes as we progress
•
Ask participants to line up side by side and then give them each a character card. They should not show their character card to anyone. Explain how the exercise works – that you will read a series of statements, and if the statement is true for your character you step forward, if it is false you stay where you are. Acknowledge that participants will need to use their imaginations to make their best judgement
•
Ask the set of questions, and as participants step forward/stay where they are they will become spread out
•
Select individuals from back to front and ask them to reveal their identity. Ask people which questions they didn’t move forward on. Ask the other participants if they think selected roles are correctly placed in relation to others
•
Ask if the participants can pick out what is the defining vulnerability is for the people further towards the back. What do the people at the front have in common?
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Gender Equality Facilitation Guide
Key Points to Highlight within Session: •
Gender inequality leads to individuals and groups of people, too often women and girls, being left behind. Gender inequalities are preventing children, especially girls, from claiming their full and equal rights
•
We will not achieve our breakthroughs on survival, learning and protection without advancing gender equality
•
Intersectionality is the complex, cumulative way in which the effects of multiple forms of discrimination combine, layer or intersect. Simply put, identity factors are not mutually exclusive, but rather collide to create unique lived experiences. It is crucial to understand various identities together as opposed to individually (e.g. gender AND, not gender OR; for example, being a girl AND belonging to a minority ethnic group AND living in poverty)
•
To reach the most deprived and marginalized girls, boys and diverse genders, we must identify and address gender inequalities, and work to understand and account for the diverse identities and situations that may intersect to enhance vulnerability (e.g. no one experience of being a girl)
Notes to Facilitator: You will need a lot of space to do this activity depending on the group size. It is ideal to do it outside where participants can spread out Remember to speak loudly when reading out the statements below as the participants will be spread out Whether or not the debrief is inside or outside, the group should be closer together so that everyone can hear this part of the activity. The discussion and debrief may take more than 15 minutes depending on the group There are 20 roles below that are to be printed and handed out for this activity. If you have more than 20 participants, print some of these roles twice. It is ok if some people have the same role as it is up to their interpretation on whether to move ahead or not during the exercise. They often end up around the same place anyway It can be interesting to give all of the male roles to the females in the group and all of the female roles to the males in the group.This often ends up with a visual of all the women in the front, acting as men. It can be a powerful visual and important discussion point during the debrief if anyone notices this discrepancy Feel free to change some of the roles and questions below to better suit your context
30
MODULE 1
Male
Female
Play the role of… a man who is unemployed and lives with Play the role of… a disabled woman with a husband who his wife and 2 children. Your wife earns money for the family doesn’t work and begs for a living. You rely on him to give from growing vegetables which you sell in the market. you money. Play the role of… a boy who lives on the streets with a Play the role of… an 18-year-old girl.You are not married but younger brother. You sell packets of tissues in the market to you have a young child. You sell tea at a street stall and earn earn money for you both. about $1 a day. Play the role of… a man living in a poor, slum neigbourhood. Play the role of… a woman living in a shanty town with no You find daily work to earn a living and take part in your water supply. You have to cross a military checkpoint to community’s village council. reach a pump every day. Your community has a Development Committee but you are not sure how you can join. Play the role of… a male farmer.Your fields are in a dangerous Play the role of… a female sex worker in a town with a area and you risk being wounded or killed if you go there. If military base.You get money from the soldiers as well as the you don’t work the fields your family will go hungry. local community men. Play the role of… a married man with four children working Play the role of… a young woman who is a newly qualified in a restaurant in a small town. You lost an arm in the war, teacher in primary school in a poor neighbourhood in the but have a reasonable income. city. You have to take a bus into the neighbourhood and then walk a long distance to get to the school. Play the role of… a 14-year-old boy with 3 sisters. Your family Play the role of… a 11-year-old girl who is in primary school. uses all their money to send you to school and your sisters Your parents have said that next year you might have to help to run a small café. leave school and get married but you would prefer to stay in school so that you can get a good job. Play the role of… a 16-year-old son of a local religious leader. Play the role of… a nurse in a government hospital. Your job You are finishing school and you attend religious classes in is very demanding, you work very long hours, are sometimes the evening. not paid your salary, and the hospital is not well resourced. Play the role of… a businessman.You own several supermarkets Play the role of… a young woman from a conservative and which sell local and imported products which you bring in traditional household. You are expecting to have a marriage from various sources. arranged in the next year or so but you do not know to whom it will be. Play the role of… a male community leader from a dominant Play the role of… a woman who has worked for the Ministry clan with a rich and influential family. of Education for 15 years. You are now the manager of a small team of school inspectors and monitors. You have a husband who is unemployed and an alcoholic, but he controls the family budget. Play the role of… a male driver for a small Civil Society Play the role of… a young woman who makes tea and cleans Organizations that has 8 children, including 2 that are for a large international NGO. Your boss is very demanding adopted. and he threatens to fire you weekly.
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Gender Equality Facilitation Guide
Questions to Ask:
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•
I eat at least two meals a day
•
I receive (received) a primary school education
•
I receive (received) a secondary education
•
I can travel around wherever/whenever I like in my community without having to ask
•
I don’t have to do dangerous things in order to survive
•
I am consulted about decisions in my family which affect me
•
I have my own income
•
I decide (or help decide) how to spend the resources in my household
•
I am not regularly afraid of experiencing sexual violence
•
I can decide to access medical help whenever I need it
•
I have the power to influence people in my community, and am active in decision making processes
•
People consider my dreams as valid and encourage me to pursue my dreams
•
I can get married to whomever I want
•
I can get married whenever I want
•
People respect me
MODULE 1
Agree or Disagree
Objectives: To enable the participants to explore and interrogate their own beliefs, values and attitudes, as well as those of their peers.To understand and explore more broadly how socialization and the power dynamics around us shape our world views (bias is a piece of this)
Duration: 30 min
Material/printing requirements: Print statements below
Part D PowerPoint Slides (9-16)
Time Breakdown: (framing, group work, share back, plenary discussion, etc.) •
Introduction and explanation of spectrum on wall: 5 minutes
•
Play game: 20 minutes
•
Debrief: 5 minutes
Basic Facilitation Plan: (detailed content can be shared as an attachment – i.e. case studies) Option 1:
•
Place large labels along the wall (Agree and Disagree)
•
Explain that participants will be asked a series of questions one by one – and must very quickly move to reflect their response to the question, without overthinking it
•
Demonstrate what the two ends of the wall represent
•
Explain they can stand in the middle if they are not sure or have mixed feelings
•
Highlight that they are not being asked whether the statements are ‘right’ or ‘wrong’, but whether they personally agree with the statement, disagree with the statement or are unsure
•
Ask questions: Give time to allow people to challenge, explain, and express
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Gender Equality Facilitation Guide
Option 2: •
Explain that participants will be asked a series of questions one by one – and must very quickly move to reflect their response to the question, without overthinking it
•
Explain that participants should sit if they disagree, stand if they agree and hover if they’re not sure
•
Optional: have participants close their eyes while questions are asked, and re-open them once in position (protects against crowd mentality)
•
Ask questions
•
Give time to allow people to challenge, explain, and express
Key Points to Highlight within Session: •
How we see the world comes from our own lived experience, and is influenced by peers, family, community, culture, belief systems, context and many other factors
•
We all carry bias, and it is important to acknowledge and address this
•
We can expect to be asked to defend our positions on gender equality in different ways, and it is healthy and supportive to give ourselves space to think about why we hold the ideas we do, and to be comfortable explaining this to others
•
When someone has a different opinion than you, grounded in their own world view, it is good for us to see this as a starting point to a conversation, rather than an end point. Understanding how (and why!) someone sees gender equality considerations differently than you do can open the door to new insights and deeper understanding. Remember that gender sensitive and transformative approaches require that we work to hear and understand diverse ideas and voices
Notes to Facilitator: This session could get intense depending on the group and how honest people are being about their beliefs. While it is important to hear from all sides and allow time for participants to respectfully challenge each other, do expect to have to mediate in some instances It could also happen that participants do not feel comfortable to be fully honest, crowd mentality arises or simply they all just agree/disagree with the same statement. If this is the case, prepare for how you will link this to the corresponding slides on bias if you feel that true biases did not surface You can ask the participants afterwards how it might have been different results if they were to facilitate this session with other colleagues, partner staff, or even family and friends to try to link the activity to biases Feel free to change some of the statements below to better suit your context
34
MODULE 1
AGREE / DISAGREE •
Girls are just as clever as boys
•
Boys are naturally more energetic than girls
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Only women and girls should/can care of infants and children
•
Women and girls are better at communicating with their children
•
Boys should be taught to be tough and not to cry
•
When there is not enough food in the household, boys and men should get more than girls and women because they require more food
•
If you can only have one child, it is better to have a boy
•
Men are always the ones who should make budget and expenditure decisions
•
Men who work outside the house work harder than women who stay at home with the children
•
Women are emotional, and are therefore unfit to be leaders or rational decision makers
•
Boys and men should not have to do housework like cooking, washing, or cleaning; it’s women’s work
•
It is important for women and girls to be virgins when they get married, but not men and boys
•
Men need sex more than women do
•
A woman should not talk openly about sex with her husband
•
I could not accept if my son was gay or transgender
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Gender Equality Facilitation Guide
PART E LIFELINES FOR GIRLS AND BOYS
36
MODULE 1
Girls’ and Boys’ Lifelines
Objectives: Identify stages of the life lines of boys and girls where gender considerations, gender barriers and inequalities, as well as privileges and advantages are manifested
Duration: 60 minutes
Material/printing requirements: Flipchart paper
Masking tape
Markers
Part E PowerPoint Slides (1-8)
Time Breakdown: (framing, group work, share back, plenary discussion, etc.) •
Short introduction: 5 minutes
•
Group work: 20 minutes
•
Feedback in gallery walk: 20 minutes
•
Plenary discussion & wrap up: 15 minutes
Basic Facilitation Plan: (detailed content can be shared as an attachment – i.e. case studies) •
Introduction of the exercise to participants: they are going to identify points in the lives of girls and boys where there are gender considerations to be made; these may be positive or negative and would include gender barriers and inequalities that are manifested
•
Participants will break into 4 groups to focus on the following age groups of girls and boys: •
0–5 years
•
6–10 years
•
11–14 years
•
15–18 years
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Gender Equality Facilitation Guide
Option 1: •
Participants will brainstorm on the different gender barriers and inequalities that are manifested at each stage of life for girls and boys. Encourage groups to think about urban/rural and class/social divides
•
Each group will look at both boys and girls in each of the age groups
•
The points should be noted on a flipchart for presentation by a group representative
•
Each group will have 5 minutes to present their feedback
•
Plenary discussion questions should include: what is missing from each life stage that should be included? What is different/similar between the different life stages? How can we use this exercise to support our work?
Option 2: •
Participants brainstorm in their groups for ten minutes on the different gender barriers and inequalities that are manifested at one of the life stages for girls and boys e.g., 0–5. Encourage groups to think about urban/ rural and class/social divides
•
After writing down their brainstormed ideas, participants rotate to the next life stage, e.g., 6–10, that another group worked on and add anything that they think is missing in a different coloured marker
•
Each group will have five minutes to visit each life stage and add anything that they think is missing or put a post-it with a question if they think the original group should clarify a point
•
Once the groups get back to their original life stage they will have 5–10 minutes to review what the others have written and choose 3–5 keys points that they wish to present back to the group in plenary
Key Points to Highlight within Session:
38
•
Gender inequality begins even before birth
•
Society shapes gender roles and expectations from a very early age and it is important to start working on shaping gender equitable attitudes in girls and boys at an early age
•
Gender inequalities have a huge impact on the quality of life for girls and boys right into their future
•
Gender inequalities become more pronounced as boys and girls grow into their adolescent years
•
This exercise can be used as a tool for analysis, program design and raising awareness on gender considerations at different ages
MODULE 1
Notes to Facilitator: Option 2 can be a good choice if you are short on time, have a chatty group and want to save time in plenary discussions, and/or want to make this activity more interactive as it involves movement Write each life stage on the top of a flip chart paper before you start this activity so that the participants can start writing right away Remind participants to write the differences for girls and boys clearly, e.g. two columns. Encourage participants to also think about the experiences of children of diverse gender identities as to include all children. To do this, participants can add a third column for transgender and non-binary children/adolescents If the participants are struggling to come up with examples, display the probing questions list through PowerPoint. Feel free to change some of these based on your own context Remind participants that the life stage 0–5 starts at conception, not birth
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Gender Equality Facilitation Guide
Probing questions could include: 1. How do we celebrate their births? 2. What do girls and boys wear? 3. What toys do they play with? 4. How do we talk to them? What language do we use? Example: pretty, strong, brave, soft, precious 5. What chores do they do? 6. When do they leave school? 7. Do they have initiation ceremonies? 8. What words do people use to praise or insult them? 9. How do we expect them to behave? 10. Do we encourage them to be abstinent or sexually active? 11. What books do they read? 12. What different opportunities do they have? 13. What happens during puberty? 14. When do they get married? 15. Do they have a choice of who to marry?
40
MODULE 2
Building on the Foundations: Why Does Gender Equality Matter; Who Affects and is Affected by Gender; Exploring Gender Sensitive and Gender Transformative Approaches; Introduction to Gender Mainstreaming and Gender-sensitive Monitoring and Evaluation; and an Introduction to Save the Children’s Gender Equality Marker (GEM)
PART F: Why Does Gender Equality Matter?
PART J: Gender Equality Continuum
•
Introductory PowerPoint Slides
•
Introduction PowerPoint Slides
•
Activity F.1: What’s the harm? School Sponsorship and Water Pump Case Studies
•
Activity J.1: Case Studies and the Gender Equality Continuum
•
Activity F.2: Keys to Access
PART G: Who Affects and is Affected by Gender? •
Introductory PowerPoint Slides
•
Activity G.1: Who Affects and is Affected by Gender?
Part K: Introduction to Save the Children’s Gender Equality Marker •
Introductory PowerPoint Slides
•
Activity J.2: Practicing Save the Children’s Gender Equality Marker
PART H: Introduction to Gender Mainstreaming •
Introductory PowerPoint Slides
•
Activity H.1: Gender Mainstreaming: Whose Responsibility is it?
PART I: Introduction to Gender-sensitive Monitoring and Evaluation •
Introductory PowerPoint Slides
•
Activity I.1: Gender-sensitive Indicator Activity
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Gender Equality Facilitation Guide
PART F WHY DOES GENDER EQUALITY MATTER?
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MODULE 2
What’s the Harm? School Sponsorship and Water Pump Case Studies
Objectives: To understand why gender equality matters for programmes. The consequences of not exploring the gender aspects whilst designing projects
Duration: 60 minutes
Material/printing requirements: If doing Option 1, print 4–6 copies of case study(ies) Part F PowerPoint Slides (1-22)
Time Breakdown: (framing, group work, share back, plenary discussion, etc.) •
Introduction: 5 minutes
•
Group work: 30 minutes
•
Plenary of themes: 25 minutes
Basic Facilitation Plan: (detailed content can be shared as an attachment – i.e. case studies) Option 1: •
Form participants into groups of 4 or 6 (depending how many participants you have). In groups, read case study and discuss. Make conclusions and decide what happened in their group and then brainstorm on question: what are the dangers of not analysing the differences between girls and boys when planning a project? What can happen?
•
In the larger group, compare conclusions
Option 2: •
In plenary, have the water pump case study on a slide and ask participants who they think damaged the pump and why
•
Once you have received some guesses, display the answer on a slide
•
Ask the reflection questions below to the whole group
•
Display slide on some key points that the project team missed
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Gender Equality Facilitation Guide
Plenary Debriefing Questions: •
Why did this happen? Has the project met the minimum standard of do no harm?
•
What kind of questions did the project team need to ask at design phase?
•
What kind of adjustments should have been made to the design to overcome this?
•
Suggest what the project would ideally look like
Key Points to Highlight within Session: •
Not considering gender in project design has potentially negative, harmful consequences
•
Gender consideration is a minimum standard at SC
•
Never assume: ask
•
Meaningful participation means that the people you consult can freely express themselves in a safe space
Notes to Facilitator: Option 2 can be a good choice if you are short on time or have a chatty group who take more time during share back Immediately after this case study is the slides on accessible participation, so make sure to leave time for this as well
44
MODULE 2
What’s the Harm? School Sponsorship Case Study An NGO decides to implement a 4-year project to increase girls’ attendance in secondary school. They conduct a survey amongst the families and discover that many families prefer to send boys to secondary school rather than girls. Girls tend to drop out of school at about the age of 12 whereas boys tend to continue until 15–16. The schools’ buildings are in poor condition and the teachers are not very qualified or skilled. The NGO provides funds to rehabilitate the schools, provide furniture and books and toilet blocks. They provide teacher training and set up a PTA. They also start a Scholarship Fund for girls aged between 11–15. The girls receive a small stipend and the families receive a larger cash grant after they have completed each half term at 85% attendance rate. In the first year many girls are enrolled in the scheme and attendance rates for girls increase greatly. However, during monitoring in the second year the staff noted a drop in the numbers of girls continuing with the scholarship scheme and a reduction in the numbers continuing in school after the age of 12. Many have dropped out and of the ones that remain some do not receive the money some of the terms because of low attendance rates. The project team meet with the families to know why they are not making the girls attend.The families say that they want their daughters to attend and promise to be stricter with their attendance. In the third year of the project the numbers of girls return to almost the pre-project levels and the girls still enrolled in the scheme have only very low attendance rates. The families do not know what is causing the girls not to go to school. Questions: 1. Why do you think the girls are showing low attendance and dropping out of the scheme? 2. What questions should the project have asked and who should they have spoken to during the monitoring visits of the projects? 3. In what ways is the project violating the do no harm principle? 4. Suggest how the project can be improved? ANSWER The girls are missing school and dropping out because they are experiencing negative consequences of the scholarships funds. They are subject to violence and pressure from a number of people and do not have the structures in place to deal with it. Some of the boys resent the girls for receiving the stipends and have subjected many of them to bullying, harassment and sometimes targeted them for theft or extortion on payment days. The school toilet blocks are located in secluded locations and are unsafe. The girls experience harassment and sexual assault from the boys and teachers and there are no safety mechanisms in place. Therefore, when they have their periods they do not wish to go to school and stay home. Their parents are pushing them to attend because the families miss out on the money if they do not go. They cannot explain about the harassment to their parents as they feel they will be blamed. Some girls have resorted to deliberately failing tests so that they can be excluded and leave the project.
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Gender Equality Facilitation Guide
Because the girls were not consulted privately themselves during the design or during the monitoring they were not able to express their fears about abuse and violence and their need for protection mechanisms. The project needs:
46
•
A protection and reporting mechanism to protect the girls from harassment from boys
•
A process to deal with boys’ resentment and to counter it
•
Safe toilets
•
A process to ensure that teachers are not able to sexually abuse the girls
•
A discussion in the school and community about violence against girls so that the community recognises the vulnerabilities girls face and supports the girls
•
A recognition that bullying the girls to attend when they feel unsafe is violating the do no harm principle
•
A process of listening to girls needs and fears
MODULE 2
What’s the Harm? Water Pump Case Study An NGO is planning to implement a project in a village to improve the quality of life of its residents. The main component of the project is the construction of a water pump to increase the villagers’ access to clean water. The team members who are designing the project decide not to conduct a gender analysis because they assume the project will benefit girls and women, since they are responsible for finding and fetching water. The water pump is constructed and begins to bring water to the village, and the NGO is satisfied with its intervention. However, two weeks after the end of the project, the water pump is vandalized and completely destroyed. The police lead an investigation and discover that adolescent girls were the one who destroyed the pump. Questions: 1. Why do you think the girls vandalized the water pump? 2. What questions should the project have asked and who should they have spoken to during the initial design and monitoring visits of the projects? 3. In what ways is the project violating the do no harm principle? 4. Suggest how the project can be improved? ANSWER When asked about what led them to vandalize the water pump, the adolescent girls explained that they were unhappy because the new pump made it no longer necessary for the girls to walk to fetch water. While this may seem like a good outcome, since it would provide the girls with more free time, the girls used their trips to collect water together as a bonding experience, sharing stories and discussing issues together. Without the necessity to fetch water, they no longer had the opportunity to talk and share stories with their friends. Instead, they had to stay at home and help with domestic work, increasing their already heavy work load. Without avenues to express their concerns, their frustration led them to destroy the water pump. If the NGO had conducted a gender analysis in the design of the project, they would have found that although fetching water is a burden for girls, it also brings important benefits to them. The team would have understood the importance of the task to the girls, and measures could have been integrated into the project implementation plan. The project needs: •
•
•
Consult women and girls on all construction/ rehabilitation of water points and all other infrastructure initiatives moving forward to ensure a process of listening to their needs and fears Create safe spaces where adolescent girls can meet, share stories, and bond Encourage families to ensure girls have adequate time to visit the safe spaces on a regular basis
•
Encourage girls to attend the safe spaces
•
Encourage families not to overburden the girls with household chores so that they can have more time for studying and socializing with their friends
•
Encourage equal sharing of household chores among all genders so that it does not fall on one person or one sex
47
Gender Equality Facilitation Guide
Keys to Access
Objectives: Demonstrate the various dimensions of access – social, physical and cognitive/personal – and support participants to understand how these work together to influence whether participants can participate in and benefit from our interventions. Demonstrate that change can happen, when we remove access barriers that exist
Duration: 30 minutes
Material/printing requirements: Print coloured key cards with powers on them, Same character cards as in power walk, Same questions as in power walk (see below) Part F PowerPoint Slides (16-26)
Time Breakdown: (framing, group work, share back, plenary discussion, etc.) •
Divide team in two and introduce the activity separately: 5 minutes
•
Do the walk, ask the questions: 10 minutes
•
Discussion of key findings in group: 15 minutes
Basic Facilitation Plan: (detailed content can be shared as an attachment – i.e. case studies) •
Before beginning, half the group (Group A) is taken aside for a briefing – the other half (Group B) do a fun energizer
•
Group A is informed that while they are still the same character as the first time around, they now live in a community where gender sensitive and transformative programming has been operating for 10 years •
•
48
Participants of Group A are given 1, 2 or 3 coloured Key Cards (examples below) – these cards give them different powers to overcome a hurdle (i.e. to get through the door)
Groups A and B line up in one row and we ask the power walk questions again
MODULE 2
•
•
At the end of the exercise, we ask: •
What do you notice? Who is ahead and who is behind?
•
Do you notice a difference between the two sides of our line?
•
Are people essentially in the same places that they were when we did the exercise before? Why or why not?
•
What has changed between today’s exercise and the one we did before?
Share an analogy using a door or gate nearby – behind that door might be exactly what we need (food, opportunities, transportation, etc.), but sadly for some of us the door/gate is locked •
We can only get to what is on the other side of that door/gate, if we have the right key – or keys, for doors/gates that have multiple locks (or where there are multiple doors/gates to get through)
•
This is essentially what we’re thinking about when we talk about ‘access’
•
Explain that our participants in Group A had a combination of 3 Keys: social, physical and cognitive/personal – they were therefore able to unlock the gate, or have the gate unlocked by others around them, to overcome those barriers
•
Highlight that the participants who had all three keys, are the furthest ahead
Key Points to Highlight within Session: •
It doesn’t matter how close to the door you are, or how good the resources are on the other side of that door, if you don’t have the keys to open it – this is about access
•
To see results for gender equality, including for girls, we must work to ensure everyone has equitable: voice, choice, and enabling environments
•
Tackling access barriers at all levels is essential for quality gender sensitive and transformative programming
Notes to Facilitator: It is great if participants can have the same roles as they did for the original Power Walk exercise. One way to manage this is to have the participants write their names on the back of their cut out roles after the Power Walk exercise and the facilitator then collects and keeps them, and then redistributes them to the appropriate person for this exercise You will read the same statements that you did for the Power Walk, so keep your printed copy for this activity. The Power Walk exercise is a prerequisite to this exercise. If you did not do the Power Walk exercise, skip this activity
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Gender Equality Facilitation Guide
Questions to Ask:
50
•
I eat at least two meals a day
•
I receive (received) a primary school education
•
I receive (received) a secondary education
•
I can travel around wherever/whenever I like in my community without having to ask
•
I don’t have to do dangerous things in order to survive
•
I am consulted about decisions in my family which affect me
•
I have my own income
•
I decide (or help decide) how to spend the resources in my household
•
I am not regularly afraid of experiencing sexual violence
•
I can decide to access medical help whenever I need it
•
I have the power to influence people in my community, and am active in decision making processes
•
People consider my dreams as valid and encourage me to pursue my dreams
•
I can get married to whomever I want
•
I can get married whenever I want
•
People respect me
MODULE 2
Annex – Sample Key Card Key to Social Access The gender transformative intervention in your community has resulted in: •
Equal enrollment and retention in primary school amongst girls and boys
•
A dramatic decrease in gender-based violence
•
Strengthened, gender-sensitive protection mechanisms within the community
•
Boys and men advocating for gender equality, alongside women and girls, as a result of wide spread mobilization in the community and the engagement of community leaders
•
Free mobility for girls and women
•
Equitable decision making processes, where girls and boys, women and men, are heard, valued and accounted for
Key to Physical Access The gender transformative intervention in your community has resulted in: •
Schools, community meeting centres and other key venues have taken your needs into account, and include gender sensitive and safe latrines, meeting spaces and infrastructure
•
Girls and women, as well as boys and men, have equitable access to safe, reliable transportation
•
Community agents bring information, services and resources close to you at home
Key to Cognitive/Personal Access The gender transformative intervention in your community has resulted in: •
You feel confident and empowered, as a result of participating in life skills training through your girls’/boys’/ women’s’/men’s’ club
•
You know what your rights are, and you know how to advocate for them
•
You know about the services and resources available to you in your community, and are able to engage in learning, because information shared is either in your language or easy to understand through pictures and helpful visuals
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Gender Equality Facilitation Guide
PART G WHO AFFECTS AND IS AFFECTED BY GENDER?
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MODULE 2
Who Affects and is Affected by Gender?
Objectives: Participants see the different impacts of gender inequality in the lives of girls, boys, women and men
Duration: 30 minutes
Material/printing requirements: Index cards for each group
Part G PowerPoint Slides (1-9)
Toolkit
Time Breakdown: (framing, group work, share back, plenary discussion, etc.) •
Introduction to session objectives: 5 minutes
•
Based on workshop pre-read WHO section of the Toolkit; 4 groups to discuss and present on how girls, boys, women and men are affected by gender: 10 minutes
•
Feedback in plenary and presentation on key issues: 15 minutes
Basic Facilitation Plan: (detailed content can be shared as an attachment – i.e. case studies) •
Participants are provided with workshop pre-read activity (read section on WHO in the Program Guidance and Toolkit)
•
Brief introduction to the session objectives and group work guidance
•
Participants form 4 groups to jointly discuss the sections on Girls, Boys, Women, Men and respond to the following questions: •
What was the most surprising piece of information you found in your respective section? (one key point)
•
What does this mean for our work? How can we positively transform these norms?
•
Each group will have 10 minutes for a discussion and report back in plenary
•
Facilitator will share any additional points and ways in which discriminatory norms can be positively transformed for each group
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Gender Equality Facilitation Guide
Key Points to Highlight within Session: •
Every member of society is affected by gender and affects gender
•
As individuals and development workers, we can transform gender norms for the benefit of all
Notes to Facilitator: Print off the index cards from each group beforehand and give a copy to the corresponding team, i.e., which ever team is working on “girls,” give them the “girls” index cards from the Toolkit Encourage participants to also think about diverse gender identities
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MODULE 2
PART H INTRODUCTION TO GENDER MAINSTREAMING
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Gender Equality Facilitation Guide
Gender Mainstreaming: Whose Responsibility Is It?
Objectives: To clearly identify gender equality considerations at each stage of the program cycle. To understand the necessary actions required to ensure programs are gender sensitive or transformative, and therefore enhance program quality
Duration: 60 minutes
Material/printing requirements: Flip charts
Printouts of the Program Cycle
Markers
Part H PowerPoint Slides (1-11)
Time Breakdown: (framing, group work, share back, plenary discussion, etc.) •
Introduction/ framing: 10 minutes
•
Activity: Gender Mainstreaming and the Project Cycle: 25 minutes
•
Activity: Whose job is it anyway? 20 minutes
•
Wrap-up: 5 minutes
Basic Facilitation Plan: (detailed content can be shared as an attachment – i.e. case studies)
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•
Introduce participants to Gender Mainstreaming by presenting PowerPoint slides
•
Divide teams into group of 4–5 participants and give them a handout of the program cycle: •
Teams can draw this or simply write their answers on a flip chart to present after in plenary
•
Teams will be required to brainstorm the key gender considerations and actions at each stage of the program cycle (or only one stage of the program cycle depending on time)
•
Teams will share back in plenary for 10 minutes and others can add if they feel that anything is missing
MODULE 2
In the same teams, participants will then brainstorm who is responsible for each of those aspects of gender mainstreaming in the program cycle •
PDQ Director/Team
•
Project Manager/Director/Chief of Party
•
M&E Advisor/Specialist
•
Field-based staff (Program Officers)
•
Gender Equality Advisors/Specialists/Focal Points
•
Your own position
Key Points to Highlight within Session: •
Gender mainstreaming is a process and a strategy
•
Gender mainstreaming is key to high-impact and high-quality programming
•
Gender mainstreaming ensures equitable participation and representation
•
Gender equality is a human right and a condition for the full realization of children’s rights
•
Mainstreaming gender equality and applying a gender lens to all that we do is everyone’s responsibility!
Notes to Facilitator: If you do not have a lot of time or are running behind schedule, Option 2 works better as the groups only have to brainstorm about one stage of the program cycle. This will also make the plenary share back shorter which can take a lot of time depending on the group Feel free to add or change some of the positions under who is responsible for what in the program cycle to better suit your context/office
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Gender Equality Facilitation Guide
PART I INTRODUCTION TO GENDER-SENSITIVE MONITORING AND EVALUATION
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MODULE 2
Gender-sensitive Indicator Activity
Objectives: Participants learn how to integrate gender equality considerations in monitoring and evaluation. Participants learn how to use gender sensitive indicators
Duration: 30–45 minutes
Material/printing requirements: Flip charts
Part I PowerPoint Slides (1-12)
Markers
Time Breakdown: (framing, group work, share back, plenary discussion, etc.) •
Introduction/framing: 10 minutes
•
Presentation on gender sensitive monitoring and evaluation: 15 minutes
•
Plenary discussion on gender sensitive indicators: 20 minutes
Basic Facilitation Plan: (detailed content can be shared as an attachment – i.e. case studies) •
Introduction to Gender and M&E, reflect on project cycle work from earlier
•
Present on gender indicators: Look at examples and show section in Toolkit
•
Exercise: •
Review examples of indicators from some of projects that participants work on
•
Ask them in groups to make them more gender-sensitive
•
In plenary, compare results
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Gender Equality Facilitation Guide
Key Points to Highlight within Session: •
If you didn’t build gender into your baseline analysis and M&E framework at the start of the project, you will not be able to measure if the project is achieving its objectives. It may be doing harm
•
Gender-sensitive indicators are more than just disaggregating 50/50. We need to understand the gaps in access, participation or benefit of different groups
•
We can adjust the interventions as we go along based on monitoring for gender inequalities
•
Better programing means understanding what we did well and why. Gender-sensitive evaluations enable us to learn what works
Notes to Facilitator: Ensure that you already have examples of proposals or a Project Measurement Framework (PMF) to share before this session starts. Best to do this before the workshop even starts so that you have time to review them and do the activity yourself (determine how you can improve the indicators). This way you’re also not losing time on that day for participants to find examples or proposals to use for the activity If you are short on time, skip this activity and just present the PowerPoint slides, but have some concrete examples from your context or office to share. This will require you to do a bit of research from your office, region, etc., before the workshop.
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MODULE 2
PART J GENDER EQUALITY CONTINUUM
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Gender Equality Facilitation Guide
Gender Equality Continuum
Objectives: Familiarize the participants with the gender equality continuum. Deepen understanding of what gender sensitive and transformative approaches look like in action
Duration: 60 minutes
Material/printing requirements: Flip chart Markers Print out of case studies
Print outs of Continuum (one per group) Part J PowerPoint Slides (1-8)
Time Breakdown: (framing, group work, share back, plenary discussion, etc.) •
Introduce continuum: 10 minutes
•
Group work: 30 minutes
•
Plenary share back: 20 minutes
Basic Facilitation Plan: (detailed content can be shared as an attachment – i.e. case studies)
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•
Introduce continuum
•
Use example from Toolkit to describe what each stage of continuum means
•
In small groups, have participants carry out the exercise from the Toolkit to practice assigning different interventions to corresponding continuum designations
•
Break into 4 groups: •
Provide each group with a case study related to their thematic area
•
2 case studies will be gender unaware, 2 will be gender sensitive
•
Groups will identify where they think the case study falls on the continuum to start
MODULE 2
•
Groups will identify (5) key interventions/actions they feel would be essential to ensure the program meets our minimum standard of being gender sensitive, and has components of being gender transformative
•
Groups will be encouraged to think about the who, how, why components to unpack their recommendations
•
Share back findings from the groups, and discuss key considerations for the continuum
Discussion: Why are these considerations important for our day-to-day work? How might the continuum support us in ensuring we meet our essential standard? Key Points to Highlight within Session: •
For work to be gender transformative, it must address the root causes of gender inequalities
•
Being gender sensitive requires equitable approaches – this means not treating girls and boys, women and men, and those of diverse genders, the same but rather identifying and accounting for their different needs
•
It is important we think back to our Principles – and ensure these guide how we approach gender sensitive and transformative work.
Notes to Facilitator: Have the case studies and the gender continuum already printed so that you can give one copy to each team Feel free to update, tweak or add case studies that are more relevant to your office If you do not have time to do this full activity, it is better to prioritize the Gender Equality Marker and corresponding activity instead
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Gender Equality Facilitation Guide
Gender Continuum Exercise: Protection-CEFM Case Study Project Background : Prevention of Child, Early and Forced Marriage This project is a 3-year initiative that focuses on preventing CEFM in COUNTRY A. In an effort to prevent CEFM laws and policies must be updated to condemn this practice and hold perpetrators accountable. Through a social norms change focus, the project will work at multiple levels (individual, family/community, and political) to stop this practice. Project Rationale •
COUNTRY A holds the fourth lowest position globally on the Gender Inequality Index, and girls and women are subject to systematic discrimination and exclusion in all spheres of social life; both a cause and consequence of the fact that they may be traded in marriage as economic assets.
•
COUNTRY A girls are customarily married at a very young age (12–15 years); many are sold into marriage to provide dowry money for their families. Gender based violence (particularly that committed against girls and women) is endemic.
•
In COUNTRY A 99.5% of all women and 79% of girls have undergone some sort of Female Genital Mutilation/ Cutting (FGM/C), while 75% of girls are faced with the threat of early marriage.
•
The disregard for formal judicial systems, and the inaccessibility of legal systems, for many girls also impacts on their ability to seek justice when they have been made to marry against their will.Those who marry early are more likely to experience domestic violence, abuse and forced sexual relations, reduced levels of sexual and reproductive health outcomes and lower levels of education.
Target Population Girls at risk of CEFM (in particular those from rural, IDP and/or low socio-economic households) will be the primary beneficiaries for this project. Women from vulnerable households (i.e. single parent or female headed households, households with high number of dependents, households with poor livelihood opportunities/lack of livelihood assets) will also be key project beneficiaries. Girls and boys were consulted prior to the design of the project concept, and specific (and often underrepresented) issues affecting girls and boys have been included in the project’s problem analysis to ensure the different needs of girls and boys are identified, accounted for and addressed. Project beneficiary selection will ensure that priority is given to equitably enabling girls, boys, women and men to access and benefit from the project activities and outcomes. Proposed Project Interventions The ultimate outcome of the project is for children (boys and girls) in COUNTRY A to be protected from child, early and forced marriage (CEFM), and that they are able to fulfill their equal rights. To ensure the differential needs of diverse project stakeholders are addressed, this project will utilize a gender safe space model for learning sessions and ensure the equitable and meaningful participation of girls, boys, women and men is prioritized.This project will use a multi-prong approach including capacity building with government officials, lobbying to include provisions which protect children from early marriage in the Children’s Act, and awarenessraising campaigns at the community and national levels.
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MODULE 2
Interventions will include: •
Advocacy and awareness raising sessions on CEFM will be developed and conducted with women’s lobby, parents, girls and boys groups and communities
•
Girls’ and Boys’ Groups will be established, supported and trained on life skills, with a focus on CEFM, gender equality, child rights and leadership
•
Gender sensitive reproductive health services will be provided to pregnant girls, alongside medical, legal and psychosocial support for survivors of CEFM
•
Equitable education and livelihoods training and support will be provided for girls and boys who have married early or those at risk, as well as women headed households with girls at risk of CEFM
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Gender Equality Facilitation Guide
Gender Continuum Exercise: Health Case Study Project Background This project is a four-year initiative, which aims to reduce maternal and newborn mortality and morbidity among underserved populations in COUNTRY B. In an effort to increase the availability of quality health services, the initiative will directly address major gaps in delivering health services for women and newborns, specifically linked to low quality and poor availability of health services. Project Rationale •
Despite COUNTRY B’s remarkable progress in improving child survival, very little progress has been made during the first month of life to address neonatal mortality. Every year in COUNTRY B, 39,000 babies do not survive the first month of life and newborn deaths now account for 40% of all deaths of children under five.
•
Most newborn deaths happen around the time of delivery – where lifesaving action is most needed – and more than 80% of all newborn deaths result from preventable and treatable conditions.
•
Significant progress is urgently needed also for maternal mortality where approximately 7,900 women still die each year from complications of pregnancy and childbirth (maternal mortality rate is 410/100,000 births).
Target Population This project will aim to increase the availability of quality maternal and newborn health services, with special focus on increasing their utilization among the most vulnerable groups of the population, namely 701,515 women of child bearing age (including 37,150 pregnant women and 9,603 with complications at delivery), 64,025 newborns and 234, 320 children under five. Proposed Project Interventions The ultimate outcome of the project is to reduce maternal and newborn mortality and morbidity in COUNTRY B through improved availability of quality maternal and newborn health services, and increased utilization of maternal and newborn health services by women and their families. This will be achieved by increasing access to reproductive, maternal, newborn and child health (RMNCH) services, improving the quality of RMNCH services, improving systems to effectively, plan, coordinate and monitor implementation RMNCH services and improving health seeking behavior and demand for RMNCH services by women and adolescent girls in region. Interventions will include:
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•
Establish and strengthen effective and sustainable referral systems between levels of care from community to health center to hospital level
•
Strengthen the capacity of health workers in the facilities to manage a community-based outreach program through regular coaching and mentoring sessions
•
Facilitate annual citizen’s hearings for communities at ward, village, district and regional level to advocate for better provision of RMNCH services
MODULE 2
•
Develop and implement a communication strategy with appropriate messaging, materials, tools and training packages on, early care seeking, recognition of danger signs, antenatal care (ANC), facility delivery, postnatal care (PNC) and sexual reproductive health
•
Identify, recruit train and equip CHV’s to provide awareness raising sessions and counselling on RMNCH
•
Conduct assessment of availability and quality of health facilities
•
Reproduce job aids and training materials as needed for health facility workers and procure and distribute registers and routine monitoring tools
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Gender Equality Facilitation Guide
Gender Continuum Exercise: Humanitarian Case Study Project Background The project will provide immediate humanitarian assistance to IDPs, returnees, and conflict-affected communities (including returnees and host community members) in COUNTRY C. Save the Children (SC) will address lifesaving needs faced by families displaced due to the escalation of two Governorates and extremely vulnerable host community members who have been negatively affected by rapid influxes of IDPs. These three life-saving interventions are: •
Provision of essential non-food items (NFIs)
•
Food Security (FS) assistance (food-vouchers)
•
Emergency Child Protection services.
Project Rationale In the project target governorate, it is estimated that 700,000 people are in need of humanitarian assistance due to the ongoing conflict •
Non Food Items Needs: 5.4 million people are in need of NFI support in COUNTRY C, 301.000 of which are in target Governorate. Six sub-districts are listed as ‘Severe’, with between 61–80% of the population in need of NFI assistance.
•
Food Assistance: 74% of residents and 95% of IDPs in rural areas are in need of food assistance. In towns and urban areas, 55% of residents and almost 90% of IDPs are in need of food aid.
•
Child Protection Needs: children are more vulnerable to separation, abandonment, abduction, exploitation, child marriage, gender based violence, and abuse. There is often a lack of family income and capacity to provide effective levels of medical care and other resources and support services within the household unit. Distress in children results from both direct exposures to conflict-associated violence, as well as through media and overhearing traumatic comments from adults.
Target Population Program activities will provide essential NFI, Food Security, and Child Protection support to 5,260 households who are internally displaced persons, returnees to newly freed areas, or host community members in newly freed areas. Beneficiary selection will be based on general vulnerability criteria in line with NFI and FSL Cluster guidelines, including marginalized populations and persons of concern such as unaccompanied children and the disabled or elderly. Once target locations have been identified, SC staff will liaise closely with the Local Council, Relief Committee and/ or representative community members to develop specific vulnerability criteria for beneficiary targeting. The selection of the beneficiaries for NFI and Food Security Assistance will be based on general vulnerability criteria. Through this initiative, we are aiming to meet essential life-saving needs of vulnerable families in order to reduce the risk of adopting or continuing negative coping strategies.
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MODULE 2
Proposed Project Interventions Increased access to essential Non Food Items (NFIs) for conflict-affected, vulnerable children and their families. •
Consult Local Councils and other stakeholders, to identify gaps and develop vulnerability criteria and beneficiary lists
•
Procure and distribute household kits to recently displaced and vulnerable host communities in conflictaffected areas
•
Procure and distribute baby kits to recently displaced and vulnerable infants in conflict-affected areas
Increased access to emergency cash-based assistance of IDPs, returnees and vulnerable host community families. •
Conduct monthly market assessments and market monitoring
•
Distribute vouchers for food items to target populations
Increased access for displaced children to psychosocial support •
Procure equipment and materials and create Child Friendly Spaces (CFS) units
•
Recruit and train CFS facilitators on child safeguarding, Child Protection in Emergencies (CPiE), Child Friendly Spaces (CFSs), and psychosocial first aid for children.
•
Conduct psychosocial activities through mobile CFS units
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Gender Equality Facilitation Guide
Gender Continuum Exercise: Livelihoods Case Study Project Background This project is a 5-year initiative which includes a comprehensive empowerment and economic development approach in addressing the lack of economic opportunities and financial services available to women who have little or no collateral in COUNTRY D Project Rationale •
In addition to economic constraints, women face further barriers to participation in the labour market where employers are often reluctant to hire women – especially young and married women – due to fears of having to pay for maternity leave and/or provide childcare, as mandated by the government of COUNTRY.
•
If women are able to enter the workforce, across the board women are paid only 67% of the remuneration received by male counterparts, which means that for many women the cost of participating, particularly when childcare is not provided, is greater than their remuneration. For women seeking to be self-employed there are further constraints, such as reduced access to resources (i.e. credit, technology, and information) and social limitations connecting with value-chains that extend beyond their immediate community or require interactions with strangers, especially men
•
Traditional gender norms and roles are highly pronounced which place significant limitations on women’s economic opportunities. For instance, few economic sectors are considered appropriate for women (i.e. education and health), traditional ideas of women as economic dependents continue to be pervasive, and women’s employment is sometimes viewed as a failure of husbands or fathers for not being able to fulfill their ‘male role’ as providers.
Target Population This project will primarily target women, with a focus on women who have limited options for economic engagement. Overall, 1,050 female caregivers (ages 18–35) will directly benefit from the entrepreneurship stream, of which 240 will be selected to receive additional support to develop their businesses into medium-size enterprises (through collective businesses) and 500 female caregivers (ages 18–35) will directly benefit from the employment stream, including training and support to enter the workforce. Proposed Project Interventions The ultimate outcome to increase women’s empowerment for sustainable economic growth will be realized through:
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•
Increased productivity and job opportunities generated by female entrepreneurs, focused on rural areas and communities with limited employment opportunities; and,
•
Increased employment of women by businesses, focused on financially vulnerable women in peri-urban communities where linkages with employment opportunities will be possible
•
Interventions will include:
•
Increase access to gender-sensitive markets, financial services and capital for women-led collective businesses
MODULE 2
•
Value chain forums and networks will be established at the community and district level for women-led collective businesses to access larger markets
•
Grants will be provided to women-led collective businesses
•
Women-led collective businesses will be linked with female mentors/businesses in the community to provide guidance and support
•
Women’s CBOs will be identified and will receive Training of Trainers (TOT) workshops to build their capacity to train women participants on job-readiness and to provide support and counselling to female participants
•
Women will be linked with identified employers for on the job training to enhance their market-based technical skills
•
Enhance the awareness of relevant stakeholders (including husbands, community and religious leaders, prominent business folks in the community) to support the efforts of women entrepreneurs and women entering the work force
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Gender Equality Facilitation Guide
PART K INTRODUCTION TO SAVE THE CHILDREN’S GENDER EQUALITY MARKER
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MODULE 2
Practicing Save the Children’s Gender Equality Marker (GEM)
Objectives: Familiarize participants with the GEM tool. Build depth of understanding for what gender sensitive and transformative approaches look like in action
Duration: 1.5–2 hours
Material/printing requirements: Flipchart Paper Markers Print Outs of Case Studies
Electronic Copy of the Gender Equality Marker Part K PowerPoint Slides (1-27)
Time Breakdown: (framing, group work, share back, plenary discussion, etc.) •
Introduce GEM: 20–30 minutes
•
Group work exercise: 45–60 minutes
•
Debrief and wrap up: 25–30 minutes
Basic Facilitation Plan: (detailed content can be shared as an attachment – i.e. case studies) •
Introduce the GEM by presenting PowerPoint slides Option 1:
•
Each group reviews a brief concept note together, and discusses whether they think the proposal meets our essential standard of being gender sensitive
•
As a group, teams use the GEM to score the concept note
•
Groups share back on their findings, and experience using the tool
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Gender Equality Facilitation Guide
Option 2: •
If you have already completed the analysis section and used the Gender Inequality Tree + Vision Tree tool, teams can use their work from this activity to then build from by using the GEM to flush out ideas for a ‘donor pitch’. This will take roughly 1 hour to do
•
To do this activity, participants will be asked to:
•
•
Develop a Goal which clearly states how gender equality will be advanced
•
Develop 1–3 gender sensitive or gender transformative Objectives
•
Identify what information needs to be included in the “Context” /Background to clearly show the status of girls and/or boys
•
What specific gender equality related activities/approaches need to be included?
•
How can the MEAL plan be gender sensitive or gender transformative?
•
Develop at least 1 Gender Sensitive/Gender Transformative Indicator
•
What consideration would you take into account for an Advocacy Plan to be gender sensitive or gender transformative?
•
What are two key things you will include in the Budget to make it gender sensitive?
Once participants have finished, they will be given five minutes only to do a ‘donor pitch’ to the rest of the group. Other participants will play the role of a donor and ask questions specific to the gender equality considerations and interventions proposed. Make sure to time this!
Key Points to Highlight within Session:
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•
We must work together to ensure we meet our essential standard that all programs are gender sensitive at minimum, and gender transformative whenever possible – the GEM is one strong tool to support us in this process.
•
It is an organization-wide expectation that the GEM is applied to all development proposals and concept notes – there is a KPI to track this progress.
MODULE 2
Notes to Facilitator: If you have already used the Continuum exercise, use Option 2 for the GEM If using Option 1, be sure to choose examples of proposals and concept notes from your office in advance of this session.You can either print these or email them to the appropriate groups to save paper If using Option 2, please note that this can take anywhere from 40–75 minutes for participants to fill out If using Option 2, you will have to conduct the Gender Inequality Tree + Vision Tree (with proposed interventions) beforehand so that participants can use this information for this activity The share back can be quite lengthy depending on the group. As such, the five minute ‘donor pitch’ works well if you time it and have the timer up on a big screen for everyone to see. This also makes it more fun Whether you use Option 1 or Option 2, just remind participants during the share back that you recognize that this is only about an hour of work and that you know that their ideas would be more flushed out and detailed if they had more time. Congratulate them for what they were able to achieve in such a short time
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MODULE 3
Strengthening our tool box: practical and accessible tools for gender analysis
PART L: Introduction to Gender Analysis •
Introductory PowerPoint Slides
PART M: Introduction to Gender Analysis Tools •
Introductory PowerPoint Slides
•
Activity M.1: Gender Analysis Tool 1 – Roles and Responsibilities
•
Activity M.2: Gender Analysis Tool 2 – Access and Control
•
Activity M.3: Gender Analysis Tool 3 – Inequality Tree
•
Activity M.4: Gender Analysis Tool 4 – Gender Analysis Matrix and Recommendations Table
PART N: Introduction to Gender-sensitive Focus Group Discussions (FGDs) and Facilitation •
Introductory PowerPoint Slides
•
Activity N.1: Practice Gender-sensitive Facilitation
PART O: Gender Equality Action Planning
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•
Introductory PowerPoint Slides
•
Activity O.1: Gender Equality Policy Action Planning
MODULE 3
PART L INTRODUCTION TO GENDER ANALYSIS
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Gender Equality Facilitation Guide
Introduction to Gender Equality Analysis
Objectives: To provide an overview of what gender analysis is, and why it’s important. To deepen understanding of what some of the core elements of gender analysis are, before diving into the tools
Duration: 30–45 minutes
Material/printing requirements: PowerPoint slides
Part L PowerPoint Slides (1-22)
Time Breakdown: (framing, group work, share back, plenary discussion, etc.) •
Introduction: 20 minutes
•
Plenary Q&A: 10 minutes
Basic Facilitation Plan: (detailed content can be shared as an attachment – i.e. case studies) •
Introduce topic by presenting PowerPoint slides and leave a few minutes for Q&A
•
Ask participants if they have conducted a gender equality analysis before
Key Points to Highlight within Session:
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•
A gender analysis: Provides essential information that will help us to better understand the context in which our interventions take place
•
Supports high-impact and high-quality programming
•
Can prevent us from making incorrect assumptions
•
Without gender analysis we risk actually doing harm
•
Gender analysis can (and should) simply become a part of how we do what we do
•
Gender analysis is a fundamental component of a gender sensitive and transformative approaches
MODULE 3
Notes to Facilitator: Review Toolkit before presenting this section Leave time for questions. Depending on the group, this could take anywhere from 5–20 minutes For more information about “Gender Analysis” please refer to pages 85–91 of the Gender Equality Program Guidance and Toolkit
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Gender Equality Facilitation Guide
PART M INTRODUCTION TO GENDER ANALYSIS TOOLS
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MODULE 3
Introduction to Gender Analysis Tools 1: Roles and Responsibilities
Objectives: Identify how gender roles and the distribution of labor within the household affect girls, boys, women, men and diverse genders and the realization of their rights. Identify ways to ensure that girls, boys, women, men and diverse genders can access our activities and benefit from the project equitably. Identify ways to improve the quality of a project and achieve greater gender equality by closing gender gaps in roles and responsibilities
Duration: 90 minutes
Material/printing requirements: PowerPoint slides Flipcharts Markers
Print out Roles and Responsibilities Table (either blank or pre-filled) Part M PowerPoint Slides (1-8)
Time Breakdown: (framing, group work, share back, plenary discussion, etc.) •
Introduce Tool: 5 Minutes
•
Exercise: Fill out Roles and Responsibilities Table: 30 minutes
•
Exercise: Analyze data: 30 minutes
•
Share bacK; 25 minutes
Basic Facilitation Plan: (detailed content can be shared as an attachment – i.e. case studies) •
Introduce topic by presenting PowerPoint slides Option 1:
•
Divide participants into groups of 4–5 •
Provide the group with a blank Roles and Responsibilities table for them to fill out based on their knowledge of communities or of their own households (this is to be filled out as a group, not individually. So general timelines are fine)
•
The group then analyses the data to try to determine which gender inequalities and implications there are on women, men, girls and boys and on the project
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Gender Equality Facilitation Guide
•
•
Questions to ask for analysis: •
Is this the same for boys/girls? What does their day look like?
•
What differences can you see between activities done by girls, and boys?
•
How does this make you feel?
•
Do boys and girls have the same opportunities to go to school? What are the differences? And why are there differences?
•
What stops girls doing well in school? Is that the same for boys? How is it different? Link to the clock: Does anything on the clock impact their ability to do well in school?
Ask participants for suggestions to improve the project so that the rights of everyone are respected •
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How can we take action to ensure the rights of all are supported and that gender gaps are closed?
•
Participants then share back their analysis and recommendations for projects moving forward
•
Example of findings: •
Girls getting up two hours earlier than boys before school to do household chores
•
Girls and boys having to go out after dark to collect firewood and water and facing risks of violence
•
Girls not having time for homework being made to skip classes to do school chores for teachers
•
Girls and boys allowed to play some games together but not others
•
Girls and boys have extra classes after school for clubs and revision etc.
•
Ambitions of girls/boys if they had more time e.g. homework, sports, listening to stories from parents
•
Barriers to education: parents think going to school will make girls prostitutes, boys are pulled out to earn money, get sent home if they don’t have pens, sexual exploitation from teachers
•
What clubs/opportunities exist for support
MODULE 3
Option 2: •
Provide the group with a copy of the already filled out Roles and Responsibilities Timeline Table from the Gender Equality Program Guidance and Toolkit for them to analyse the data to determine which gender inequalities and implications there are on women, men, girls and boys
•
The questions and sequencing of the exercise in Option 1 would also apply to Option 2
Key Points to Highlight within Session: •
Gender roles and the unequal distribution of labour within the household affect girls, boys, women, men and diverse genders, but particularly women and girls and holds them back from the realization of their rights
•
We have to ensure that girls, boys, women, men and diverse genders can access our activities and benefit from the project equitably. To do this, we have to take the distribution of household labour into account
•
Throughout the project, we have to find ways to improve the quality of a project and achieve greater gender equality by closing gender gaps in roles and responsibilities
Notes to Facilitator: Allow time for questions when introducing tool as this could take anywhere from 5–20 minutes It is helpful to review this activity in the Gender Equality Program Guidance and Toolkit beforehand and have a copy of the toolkit with you in case it is needed If using Option 2, have the table already printed from the Gender Equality Program Guidance and Toolkit to hand out. Determine in advance how many teams will be working on this document and print accordingly If you have a time constraint, you could have one-two groups work on this analysis tool while other groups work simultaneously on other analysis tools For more information about the “Gender Roles & Responsibilities Timeline” tool, please refer to pages 93–98 in the Gender Equality Program Guidance & Toolkit
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Gender Equality Facilitation Guide
Introduction to Gender Analysis Tools 2: Access and Control Tool
Objectives: Identify how girls, boys, women, and men have access to and control over resources or services, and how this affects the realization of their rights. Identify ways to improve the quality of the project to ensure equitable access to and control over resources for girls, boys, women and men, thereby promoting greater gender equality
Duration: 1.5 hours
Material/printing requirements: PowerPoint slides Flipcharts Markers
Print out of Roles and Access and Control Table (either blank or pre-filled) Part M PowerPoint Slides (9-13)
Time Breakdown: (framing, group work, share back, plenary discussion, etc.) •
Introduce Tool: 5 Minutes
•
Exercise: Fill out Access and Control Table: 30 minutes
•
Exercise: Analyze data: 30 minutes
•
Share back: 25 minutes
Basic Facilitation Plan: (detailed content can be shared as an attachment – i.e. case studies) •
Introduce topic by presenting PowerPoint slides Option 1:
•
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Divide participants into groups of 4–5 •
Provide the group with a blank Access and Control Table for them to fill out based on their knowledge of communities or for their own households (this is to be filled out as a group, not individually. So general access and control assumptions are fine)
•
The group then analyses the data to try to determine which (if any) gender inequalities and implications there are on women, men, girls and boys and on the project
MODULE 3
•
Questions to ask for analysis: •
Do women and men have equal access to resources? If not, why?
•
Why do you think these differences exist?
•
What are the consequences of this in your personal and family life?
•
What are some of the barriers for girls and women accessing these resources?
•
What are some of the barriers for boys and men accessing these resources?
•
What changes could be made to give X more access?
•
Participants then share back their analysis and recommendations for projects moving forward
•
Example of findings: •
“If you ask men nicely they will give you the money”
•
“Boys can always get their own money but girls are not allowed”
•
“Women do not inherit land but if you have been married 10 years then it is fair to ask for some land”
•
“Men have all the control over money for school uniforms and tuition fees”
•
“Having girls as first born is considered as a curse”
•
“Rich men come to the community – mothers sell their girls to them to supplement income”
Option 2: •
Provide the group with a copy of the already filled out Access and Control Table from the Gender Equality Program Guidance and Toolkit for them to analyse the data to try to determine which gender inequalities and implications there are on women, men, girls and boys and on the project
•
The questions and sequencing of the exercise in Option 1 would also apply to Option 2
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Gender Equality Facilitation Guide
Key Points to Highlight within Session: •
Identify how girls, boys, women, and men have access to and control over resources or services will help us as project staff understand how this affects the realization of their rights
•
This will also help to improve the quality of the project to better ensure equitable access to and control over resources for girls, boys, women and men, thereby promoting greater gender equality
Notes to Facilitator: Allow time for questions when introducing tool as this could take anywhere from 5–20 minutes It is helpful to review this activity in the Gender Equality Program Guidance and Toolkit beforehand and have a copy of the toolkit with you in case it is needed If using Option 2, have the table already printed from the Gender Equality Program Guidance and Toolkit to hand out. Determine in advance how many teams will be working on this document and print accordingly If you have a time constraint, you could have one-two groups work on this analysis tool while other groups work simultaneously on other analysis tools For more information about the “Access and Control” tool, please refer to Pages 99–106 in the Gender Equality Program Guidance & Toolkit
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MODULE 3
Introduction to Gender Analysis Tools 3: Gender Inequality Tree
Objectives: Identify gender inequalities in an area of programming. Identify the root causes of gender inequalities that cause harm, violence and lack of opportunities for girls, boys, women, men, and diverse genders. Identify ways to address the root causes of these gender inequalities in programming. Share the gender analysis findings, agree which changes are priorities and take steps to adapt the project
Duration: 2 hours
Material/printing requirements: PowerPoint slides
Flipcharts (either blank or pre-filled)
Markers
Part M PowerPoint Slides (14-22)
Time Breakdown: (framing, group work, share back, plenary discussion, etc.) •
Introduce Tool: 10 Minutes
•
Exercise: Fill out Gender Inequality Tree + Equality Tree: 60 minutes
•
Exercise: Analyze data: 20 minutes
•
Share back: 25 minutes
Basic Facilitation Plan: (detailed content can be shared as an attachment – i.e. case studies) •
Introduce topic by presenting PowerPoint slides Option 1:
•
Divide participants into groups of 4–5 •
Provide the group with a flip chart paper. Ask them to draw a tree with a trunk, roots, and branches/leaves
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Gender Equality Facilitation Guide
Step A: •
As a group, brainstorm on what you think a top priority gender inequality is related to your programming or to our Breakthroughs (5 minutes)
•
Draw a tree, and put this gender inequality at the centre of it
•
Map out the key causes of this gender inequality – these are the roots of your tree (ecological; ask why!)
•
Map out the key effects of this gender inequality – these are the leaves of your tree (physical, social, psychological, structural, etc.)
Step B: •
Create a vision tree by flipping around the inequality to be positive
•
Again, map out the roots and leaves – what would the causes and effects be for this vision? (ecological)
Step C: •
Compare your inequality tree and your vision tree
•
What changes would be needed to create the kind of transformation you want to see?
•
Create a list of recommended actions for a program to address your gender inequality – keeping in mind the ecological model
•
Identify which of your recommended actions are gender sensitive – and which are gender transformative
•
Share back!
Option 2:
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•
Provide the group with a copy of the already filled out Inequality Tree from the Gender Equality Program Guidance and Toolkit for them to analyse the data to try to determine which gender inequalities and implications there are on women, men, girls and boys and on the project
•
The questions and sequencing of the exercise in Option 1 would also apply to Option 2
MODULE 3
Key Points to Highlight within Session: •
Using the Gender Inequality Tree helps us to dig deeper to understand what are the root causes of gender inequalities in an area of programming and how we can best address them
•
A Gender Inequality Tree helps us to identify the root causes of gender inequalities that cause harm, violence and lack of opportunities for girls, boys, women, men, and diverse genders
Notes to Facilitator: If you do not have a lot of time to do all 4 analysis tools, the Inequality Tree should be a priority tool to introduce and use as it helps participants to dig deeper to understand the root causes of gender inequalities Option 1 works best if you give teams a small case study highlighting a gender inequality problem statement that they need to explore further. Each group could work on a separate problem, but these should be relevant to your context. It is best if you develop these case studies in advance If you are really tight on time, you could also have one group work on this analysis tool while other groups work simultaneously on other analysis tools. However, it is best to prioritize this tool so that everyone has exposure to it For more information about the “Gender Inequality Tree” tool, please refer to pages 107–120 in the Gender Equality Program Guidance & Toolkit
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Gender Equality Facilitation Guide
Introduction to Gender Analysis Tools 4: Gender Analysis Matrix (GAM)
Objectives: Identify how gender inequality affects girls, boys, women, men and people of diverse genders in relation to their rights, labour, time, resources, and culture. Identify ways to improve the quality of the project to make it more gender sensitive and transformative. Identify gender-related factors that can have a negative impact on the outcomes of the project. Share the gender analysis findings; agree which changes are priorities and take steps to adapt the project
Duration: 90 minutes
Material/printing requirements: PowerPoint slides) Flipcharts Markers
Print out Gender Analysis Matrix (blank or pre-filled) Part M PowerPoint Slides (23-26)
Time Breakdown: (framing, group work, share back, plenary discussion, etc.) •
Introduce Tool: 5 Minutes
•
Exercise: Fill out GAM: 30 minutes
•
Exercise: Analyze data: 30 minutes
•
Share back: 25 minutes
Basic Facilitation Plan: (detailed content can be shared as an attachment – i.e. case studies) •
Introduce topic by presenting PowerPoint slides Option 1:
•
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Divide participants into groups of 4–5 •
Provide the group with a blank GAM table for them to fill out based on their knowledge of communities or of their own households (this is to be filled out as a group, not individually. So general examples are fine)
•
The group then analyses the data to try to determine which (if any) gender inequalities and implications there are on women, men, girls and boys and on the project
MODULE 3
•
•
•
Questions to ask for analysis: •
Are the project’s effects positive for everyone? If not, why not?
•
Are there any unexpected negative effects that disadvantage girls, boys, women, men, or reinforce gender inequality?
To document the discussion, as you go down the column of rights, add: •
a plus sign (+) if the outcome is considered by the group to be positive;
•
a minus sign (-) if the outcome is considered negative; and
•
a question mark (?) if they are unsure
Ask participants for suggestions to improve the project so that the rights of everyone are respected. •
•
How can we take action to ensure the rights of all are supported and that gender gaps are closed?
Participants then share back their analysis and recommendations for projects moving forward
Example of Findings from Toolkit: •
Gender inequality: The vocational training in the project design reinforces traditional gender roles which discriminate against girls and/or boys, perpetuates gender inequality and can create unequal work opportunities for girls and boys •
The vocational training offered to girls and boys is based on gender norms and traditional gender roles which are discriminatory: girls would be trained in cooking and sewing skills while boys would learn skills to work in the metal and wood industries
•
In addition to perpetuating discriminatory gender norms and constraining girls and boys to traditional forms of work, this can potentially create inequalities between girls and boys in relation to their chances of finding work in the areas they have been trained in
•
In this particular context, it seems that more work opportunities will be available for boys than girls
•
Gender inequality: Sexual exploitation is a risk in the textile industry as well as in mines, especially for girls
•
Gender inequality: Girls still have to engage in domestic work at home and may not have time to participate in literacy and vocational training
•
Gender inequality: Girls feel they do not have sufficient self-confidence skills to assert their rights and to engage with other children and adults
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Gender Equality Facilitation Guide
Option 2: •
Provide the group with a copy of the already filled out Gender Analysis Matrix Activity Table from the Gender Equality Program Guidance and Toolkit for them to analyse the data to try to determine which gender inequalities and implications there are on women, men, girls and boys and on the project
•
The questions and sequencing of the exercise in Option 1 would also apply to Option 2
Key Points to Highlight within Session: •
Gender inequality affects girls, boys, women, and men in relation to their rights, labour, time, resources, and culture
•
In order to improve the quality of the project we have to make it more gender sensitive and transformative
•
But first we have to identify gender-related factors that can have a negative impact on the outcomes of the project
Notes to Facilitator: Allow time for questions when introducing tool as this could take anywhere from 5–20 minutes If using Option 2, have the table already printed from the Gender Equality Program Guidance & Toolkit to hand out If you have a time constraint, you could have one-two groups work on this analysis tool while other groups work simultaneously on other analysis tools For more information about the “Gender Equality Matrix” tool, please refer to pages 121–128 in the Gender Equality Program Guidance & Toolkit
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MODULE 3
Gender Inequality
Recommended Changes
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Gender Equality Facilitation Guide
PART N INTRODUCTION TO GENDER-SENSITIVE FOCUS GROUPS DISCUSSIONS AND FACILITATION
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MODULE 3
Practice Gender-Sensitive Facilitation
Objectives: To develop basic consciousness and skills in ensuring that gender equality considerations are taken into account in focus group discussions. To remind ourselves of facilitation skills that ensure inclusion from a gender perspective
Duration: 60 minutes
Material/printing requirements: PowerPoint slides
Markers (if requested by volunteer facilitators)
Flipchart paper
Part N PowerPoint Slides (1-12)
Time Breakdown: (framing, group work, share back, plenary discussion, etc.) •
Introduction to Gender-sensitive FGDs: 15 minutes
•
Exercise: Consider Access: 20 minutes
•
Exercise: Practice facilitation! 20 minutes
•
Plenary Q&A: 5 minutes
Basic Facilitation Plan: (detailed content can be shared as an attachment – i.e. case studies) •
Introduce topic by presenting PowerPoint slides and leave a few minutes for Q&A
•
Exercise! Divide participants into small groups or pairs •
•
Participants brainstorm and discuss the key considerations for each level of access based on previous session on access and equitable participation: –
Physical access
–
Social access
–
Personal/cognitive access
Participants then share back in plenary their brainstorm on these three topics
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Gender Equality Facilitation Guide
•
•
Exercise! Choose 2 volunteers that would like to practice facilitation •
Round 1: Take the two volunteers out of the main room and explain to them the context of the community and the FGD that they are going to facilitate. The volunteers can choose which analysis tool they want to practice or which topic to discuss
•
For the participants that are still in the main room who are not going to practice facilitation, explain to them that they should act as a difficult group. Either no one is participating or only men are dominating the conversation. Women may be sitting outside of the circle, at the back or not participating at all
•
Round 2: Choose two new volunteers and take them outside of the room to explain the context of the community and FGD. The volunteers can choose which analysis tool they want to use or which topic to discuss. Ask them what they learned from watching the previous FGD and encourage them to incorporate these changes into their FGD
•
For the participants that are not going to practice facilitation, explain to them that they should not act as a difficult group this time
Reflect in plenary as a group about what was observed, what worked well and what did not work as well
Key Points to Highlight within Session: •
By ensuring that gender equality considerations are taken into account in focus group discussions should yield better and equitable participation of women, men, girls, boys and diverse genders
•
We must remind ourselves of facilitation skills that ensure inclusion from a gender perspective
Notes to Facilitator: If time permits to do the activity, ensure that you give clear instructions as the role play can get intense depending on the participants. It can be a really funny and engaging activity, but ensure that you debrief with the facilitators afterwards to ensure that they do not take it personally if the first group became difficult to facilitate/manage. Explain to them that the group was told to be difficult on purpose Allow enough time during the debrief for reflections from the participants and the facilitators. Ask them how they each felt and what they observed during this activity There are many aspects of facilitation that could be focused on for this activity, but try to remind the group to think about the gender equality considerations. If they are struggling, relate the discussion back to the previous conversation on accessible participation
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MODULE 3
PART O GENDER EQUALITY ACTION PLANNING
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Gender Equality Facilitation Guide
Gender Equality Policy Action Planning
Objectives: Practically apply knowledge learned from the workshop to develop Gender Equality Action Plans based on the four pillars of Save the Children’s Global Gender Equality Policy: Programme, Advocate, Partner and Organize
Duration: 2 – 3 hours
Material/printing requirements: PowerPoint slides Flipchart paper Markers
Action Planning Template (print enough to have 1 per group) Part O PowerPoint Slides (1-10)
Time Breakdown: (framing, group work, share back, plenary discussion, etc.) •
Short Introduction and Overview of Policy Pillars: 30 minutes
•
Exercise – Action Planning: 1–1.5 hours
•
Plenary Q&A: 45–60 minutes
Basic Facilitation Plan: (detailed content can be shared as an attachment – i.e. case studies)
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•
Introduce topic by presenting PowerPoint slides and leave a few minutes for Q&A
•
Exercise! Divide participants into four groups of 4-5 people (depending on how big the group is)
•
Share back and discuss
MODULE 3
Option 1: •
Each group will fill out the entire action plan template, focusing on identifying Objectives, as well as 2-3 priority actions for delivering on each Objective, covering all four Policy pillars*. For each identified priority action, groups will be asked to map out the lead and key stakeholders, benchmarks and timelines, and accountability mechanisms. Groups can fill out the template directly or write on flipchart paper (45+ minutes)
•
Groups each share back on their draft Gender Equality Action Plan
•
Plenary discussion should focus on what is missing from the draft Gender Equality Action Plan presented, whether there is agreement on prioritization, what is different/ similar from other groups, and any revelations from the exercise
•
Optional: Facilitate a prioritization exercise so that individuals/groups can demonstrate what they think are the most important priorities across draft plans (use voting via markers, stickers, raised hands, etc.)
* Alternatively, groups can be assigned only one pillar to complete as part of this exercise Option 2: •
Each group will be assigned one Policy pillar to fill out the action plan template for, focusing on identifying Objectives, as well as 2-3 priority actions for delivering on each Objective. For each identified priority action, groups will be asked to map out the lead and key stakeholders, benchmarks and timelines, and accountability mechanisms. Groups can fill out the template directly or write on flipchart paper (20-30 minutes)
•
After unpacking the priorities for their assigned pillar, participants rotate to the next pillar. For example, if one group was working on the “Programme for Gender Equality” section they would then move to “Advocate for Gender Equality” section and review that group’s suggested priorities, and so forth until all groups have had the chance to input for each pillar
•
After rotating, each group will review what the original group listed and place a dot or star next to the points that they deem the top three priorities among the list. They may also add additional suggestions if they think something is missing (5-10 minutes)
•
Once the groups return to their original pillar, they will review what the others have suggested as top priorities.They will then choose 3-5 key points that they deem to be priorities based on everyone’s feedback and present back to the group in plenary (5-10 minutes)
•
Plenary discussion should focus on what is missing from the draft Gender Equality Action Plans presented, how the pillars fit together, and any revelations from the exercise
Note: where a draft Gender Equality Action Plan, or set of priority actions in another format, exists for the participating office this can be a starting point, for either Option 1 or 2. Instead of having participants brainstorm from scratch, instead provide them with a copy of the draft plan and ask them to build from that draft – elaborating on points they feel are indeed priorities, adding new points that may be missing and proposing the removal of points that are deemed non-priorities.This can be a great way to sense-check plans, or adapt them for a new time period.
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Gender Equality Facilitation Guide
Key Points to Highlight within Session: •
To ensure gender equality is a core part of the work that we do at Save the Children, we must strategically plan for how we will deliver on the goals set in our global Gender Equality Policy
•
It is not enough to simply say we want to prioritize gender equality.This commitment needs to be translated into action, and that requires time, resources, leadership and accountability mechanisms. A Gender Equality Action Plan is a fantastic way to map out these important dimensions, and ensure your office has a shared vision and plan to advance gender equality across our work
•
Action planning is a great way to directly ground the information and knowledge gained through this workshop, and to think practically about how to take action across all four Policy pillars and within our own day-to-day work
Notes to Facilitator: The outputs for this exercise should be included in the TORs for the workshop, with agreement that recommendations will be shared with relevant Senior Leadership Team (SLT) members. Ideally, it is excellent to have an agreement in advance that these outputs will be used to develop or refine a formal Gender Equality Action Plan for the office This activity should be done at the end of the workshop to put learning into practice and to plan next steps so that gender equality conversations, learning and action are continued after the workshop This process can be a great way to provide feedback to SLT and support in strengthening accountabilities to deliver on plans. Using either option, be sure to share the thinking and feedback from this exercise with relevant SLT members after the workshop! This thinking can help to inform or refine the development of a formal Gender Equality Action Plan
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Operationalizing our Gender Equality Policy Action Planning Template
Foundational Actions Objective 1:
Activities
Lead & Key Stakeholders
Socialize the Gender Equality Policy and communicate the vision to develop a plan to operationalize it.
Lead:
Key stakeholders:
Activities
Lead & Key Stakeholders
implementation
of strategy/action plan (e.g. Gender Equality Hub, Community of Practice or Steering Group).
• • • • •
Key stakeholders:
Lead & Key Stakeholders
Conduct a Gender Equality Audit ,
Benchmarks & Timeline
Accountability Mechanism(s)
(by Month/Quarter)
1
• • • • •
Objective 4:
Lead:
Key stakeholders:
Activities
Lead & Key Stakeholders
Develop your Gender Equality Policy Action Plan, identifying clear actions
Accountability Mechanism(s)
Lead:
Activities
Objective 3:
including a pay gap analysis.
Benchmarks & Timeline (by Month/Quarter)
Establish a mechanism to drive the and
Accountability Mechanism(s)
(by Month/Quarter) • • • • •
Objective 2:
development
Benchmarks & Timeline
Benchmarks & Timeline
Accountability Mechanism(s)
(by Month/Quarter) •
to deliver on each pillar. • •
Complete action planning template, Lead: identifying priorities to program, partner, advocate and organize for gender equality. Develop a communications plan to Key stakeholders: identify how you will raise the profile of gender equality internally and externally. Develop a resourcing plan, including fundraising targets for restricted and unrestricted funds to invest in elevating our gender equality work.
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PROGRAM for Gender Equality Objective 1:
Activities
Lead & Key Stakeholders
Benchmarks & Timeline
Accountability Mechanism(s)
(by Month/Quarter) Lead:
• • • •
Key stakeholders:
• •
Objective 2:
Activities
Lead & Key Stakeholders
Benchmarks & Timeline
Accountability Mechanism(s)
(by Month/Quarter) Lead:
• • • •
Key stakeholders:
• •
Objective 3:
Activities
Lead & Key Stakeholders
Benchmarks & Timeline
Accountability Mechanism(s)
(by Month/Quarter) Lead:
• • • •
Key stakeholders:
•
ADVOCATE for Gender Equality Objective 1:
Activities
Lead & Key Stakeholders
Benchmarks & Timeline
Accountability Mechanism(s)
(by Month/Quarter) Lead:
• • • •
Key stakeholders:
• •
Objective 2:
Activities
Lead & Key Stakeholders
Benchmarks & Timeline
Accountability Mechanism(s)
(by Month/Quarter) Lead:
• • • •
Key stakeholders:
• •
Objective 3:
Activities
Lead & Key Stakeholders
Benchmarks & Timeline (by Month/Quarter)
•
Lead:
• • • •
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Key stakeholders:
Accountability Mechanism(s)
PARTNER for Gender Equality Objective 1:
Activities
Lead & Key Stakeholders
Benchmarks & Timeline
Accountability Mechanism(s)
(by Month/Quarter) Lead:
• • • •
Key stakeholders:
• •
Objective 2:
Activities
Lead & Key Stakeholders
Benchmarks & Timeline
Accountability Mechanism(s)
(by Month/Quarter) Lead:
• • • •
Key stakeholders:
• •
Objective 3:
Activities
Lead & Key Stakeholders
Benchmarks & Timeline
Accountability Mechanism(s)
(by Month/Quarter) Lead:
• • • •
Key stakeholders:
•
ORGANIZE for Gender Equality Objective 1:
Activities
Lead & Key Stakeholders
Benchmarks & Timeline
Accountability Mechanism(s)
(by Month/Quarter) Lead:
• • • •
Key stakeholders:
• •
Objective 2:
Activities
Lead & Key Stakeholders
Benchmarks & Timeline
Accountability Mechanism(s)
(by Month/Quarter) Lead:
• • • •
Key stakeholders:
•
Objective 3:
Activities
Lead & Key Stakeholders
Benchmarks & Timeline
Accountability Mechanism(s)
(by Month/Quarter) •
Lead:
• • •
Key stakeholders:
• •
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