Training Module: Gender Analysis in the Local Economic Development

TRAINING MODULE: GENDER ANALYSIS IN THE LOCAL ECONOMIC DEVELOPMENT

Training Module: Gender Analysis in the Local Economic Development

TABLE OF CONTENTS

Table of Contents............................................................................................................................... 04 Preface............................................................................................................................................... 07 Foreword............................................................................................................................................ 13

1.1. Background............................................................................................................................ 14

1.2. Module Development Objectives............................................................................................ 15

1.3. Target Groups........................................................................................................................ 15

1.4. Training Approach.................................................................................................................. 15

1.5. Training Method..................................................................................................................... 15

1.6. Criteria for Facilitators............................................................................................................ 15

1.7. Training Evaluation................................................................................................................. 16

1.8. Training Agenda..................................................................................................................... 16

Subject I Forum Orientation............................................................................................................... 21

Session 1: Ice Breaking.................................................................................................................. 22

Session 2: Course Consensus and Training Agenda...................................................................... 24

Subject II Gender and Injustice.......................................................................................................... 27

Session 1: Gender Concept, Sex, and Gender Mainstreaming........................................................ 28

Session 2: Forms of Gender Injustice............................................................................................. 31

Subject III Introduction to Gender Analysis..................................................................................... 43

Session 1: Disaggregated Data..................................................................................................... 44

Session 2: Gender Analysis........................................................................................................... 46

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TABLE OF CONTENTS

Subject IV Harvard Analytical Framework......................................................................................... 53 Subject V Moser Gender Planning Framework.................................................................................. 65 Subject VI Longwe’s Women’s Empowerment Framework............................................................... 75 Subject VII Gender Analysis Pathway (GAP)..................................................................................... 85 Subject VIII Gender Integration into Market Chain Assessment....................................................... 99 Subject IX Gender Analysis Integration into the Environmental ..................................................... 111

and Climate Change Assessment

Supplements..................................................................................................................................... 119 Pretest/Posttest............................................................................................................................... 121 Key Answers for Pretest And Posttest............................................................................................... 124 Bibliography...................................................................................................................................... 127

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PREFACE

Y

ou are currently reading the Module for Gender Analysis in the Local Economic Development, which was prepared for supporting gender mainstreaming in local economic development. This module has been applied to members of Work Groups on Improvement

of Women’s Economic Inclusion (Pokja P2EP) in two NSLIC/NSELRED work areas: Southeast Sulawesi and Gorontalo Provinces. The module has also been tried to train members of Pokja P2EP in Kendari City, Bau City, Wakatobi District, Konawe Selatan District, and Bombana District.

The trials conducted in these cities and districts were facilitated by alumni of the provincial training courses, under the supervision of an expert trainer.

In addition to gender concept, gender injustice, and gender mainstreaming, the module also offers different gender analysis models, among others Harvard Analytical Framework, Moser Gender Planning Framework, Longwe’s Women’s empowerment Framework, Gender Analysis Pathway (GAP), Gender Integration into Market Chain Assessment, and Gender Integration into Environmental Assessment.

The module is hoped to be able to assist Pokja P2EP in training its members at Provincial and District/City levels. This module is also beneficial for training government planners, community organizations engaging in gender advocacy and women’s economic development, and universities -- the Center for Gender and Child Studies in particular.

Our appreciation goes to all parties who have contributed to the development of this module, namely all members of Pokja P2EP at Provinces and Districts/Cities in NSLIC/NSELRED work areas, and NSLIC/NSELRED team who have diligently and vigorously provided inputs for the completion and improvement of this module.

In the end, we count on this module to benefit and contribute to enhancing the awareness and skills for implementing gender mainstreaming policies that promote the participation in and the development of local economy.

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How to Use This Training Module

HOW TO USE THIS TRAINING MODULE

Before using this module for training, a facilitator must first read its Foreword. It is crucial to first read the Foreword which contains the elaboration on the module objectives, criteria for eligible trainers or facilitators for the gender analysis training, target groups, training approach and method, and schedule.

This module is presented for training for adults. In addition to theories, it also contains diverse practices which have been adjusted to different gender analysis models presented. While the segment of Duration and Training Agenda in the Foreword does not specify analyzing practice, each Subject and/or session in the module clearly defines when the analysis will be practiced.

This Gender Analysis Module comprises nine Subjects, where Subjects I through III each contains two sessions. The training courses must be presented in the order of the Subjects and sessions given by the module so that facilitating the participants in comprehending gender analysis concept and easing trainer in assisting the participants to grasp the presented materials.

Each subject/session contains Introduction, Session Objectives, Methods, Tools and Materials, Duration, and Process. These are followed by Supplements which contain Reading Materials and Worksheet. Several sessions would also include Facilitator’s Guide as Supplements. As each of the segment has its own function (Introduction defines the essence, while Session Objectives outline the goal of the relevant Subject/session), a trainer must first be aware of the objectives of each session.

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HOW TO USE THIS TRAINING MODULE

Further, Methods cover the activities to perform in order to deliver the materials during the relevant session or Subject. Tools and Materials list all the tools and materials required to support training activities. Duration shows the time allocated to run a session, while Process elaborates the steps performed in facilitating a training session. These segments exist in all Subjects of the module. These parts of the module will guide trainers to carry out the training. Participants do not have to be fully informed about these segments as they will only need to know about the session objectives. Nevertheless, trainers can opt to inform the participants during the introduction or at the beginning of a session.

It is advised to distribute the supplemented Reading Materials and Worksheet (not including the Trainer’s Guide) to the participants. Trainer can use Reading Materials to create PowerPoint presentation. Worksheet guides the participants to practice analyzing gender, while Reading Materials present the information that require participants’ attention. Facilitator’s Guide can also be used to find the key points to highlight.

The Supplements also contain pretest and posttest which both serve to evaluate the change in participants’ comprehension prior to and following the training.

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Foreword

FOREWORD

1.1. Background

Women are among the resources in the development that contribute to the achievement of the development targets. The data published in Sulawesi Tenggara dalam Angka (Southeast Sulawesi in Numbers) by Statistics Indonesia showed that female population take up a portion of 49.76% (1,218,302) out of a total population of 2,448,081 in Southeast Sulawesi. Whereas Gorontalo dalam Angka (Gorontalo in Numbers) recorded 49.90% (556,771) of female population out of a total of 1,115,632 Gorontalo’s population. Female population is a potential source of workforce. Statistics Indonesia recorded that as of 2016, women dominated Micro, Small, and Medium Enterprises in Gorontalo and Southeast Sulawesi at respectively 63.84% and 55.25%. The stats were above the national counts of women SMEs Entrepreneurs of 41.99%.

Nevertheless, Southeast Sulawesi and Gorontalo’s Human Development Index (HDI), Gender Development Index (GDI), and Gender Empowerment Measure (GEM) were under the national average. Both provinces belonged to quadrant III in the national mapping, which signifies provinces with GDI and GEM below the national indexes. Low HDI, GDI, and GEM in both provinces were contributed by economic factors: Many male and female workers in both provinces still earned below the regional minimum wage. Statistics Indonesia recorded that 60.84% female workers and 53.93% male workers earned below the regional minimum wage in Gorontalo. Meanwhile in Southeast Sulawesi, similar case occurs to 54.52% female workers and 46.34% male workers. While both male and female workers were in fact earning below the minimum wage, there were still gaps between both sexes’ salaries. The salary gaps in Southeast Sulawesi and Gorontalo were respectively 7.76% and 0.66%.

The data indicate that both provinces may need to take measures to increase women’s economic participation. Therefore, the obstacles in the improvement of women’s economic participation must be addressed, so that human life quality and equitable development can be achieved. An analysis of the obstacles and challenges in business development is necessary, to learn whether the regulation, licensing, capital, marketing, or any other business elements require extra attention. Gender analysis is crucial to identify existing gender issues and calls for responses in order to improve women’s participation in economic development. If successful, this might also help increasing HDI, GDI, and GEM. This is why economic stakeholders, from the government, entrepreneurs, Civil Society Organizations, to universities must be able to perform gender analysis.

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FOREWORD

1.2. Module Development Objectives

In general, this module was developed to enhance the capacity of the members of the Women’s Economic Participation Improvement Work Group (Pokja P2EP) who come from the government, universities, Civil Society Organizations, and enterprises. In particular, this module was developed for guiding trainers/ facilitators in providing training on gender analysis in economics. The module is expected to become a source for Gender Analysis TOT alumni for training the members of Pokja P2EP at Districts/Cities.

1.3. Target Groups

This module targets the members of Pokja P2EP who come from the government, universities, Civil Society Organizations, and enterprises who are interested to become trainers.

Gender activists who are interested in becoming trainers of gender analysis in economics can also use this module.

1.4. Training Approach

Pertinent to the targets and users of this module, the training uses andragogy, i.e. adult education methods and principles. The approach assumes that training participants, who are essentially adults, have self-concept, i.e. independent, experienced (a crucial element in learning process), ready to learn (with priority to developmental tasks and social roles), and having time perspective (eager to practice what has been learned).

Therefore, this training does not teach, but rather helps participants in enhancing, elaborating, deepening, and developing the necessary knowledge, attitude, and skills.

1.5. Training Method

In agreement with the learning approach, this training develops a participatory learning method which requires active engagement from learning participants throughout the entire learning process. This method will require the participants to actively practice using analytical tools.

1.6. Criteria for Facilitators

To be able to present this training, a facilitator or trainer must first participate in TOT on Gender Analysis Techniques in Economics.

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FOREWORD

They must also:

Master the subject materials;

Be a good listener;

Be capable of conveying message effectively;

Be capable of receiving, managing, and analyzing messages conveyed by the participants;

Be open and tolerant towards criticisms and dissenting opinions;

Prioritize equality and, if necessary, be capable of being assertive without having

Be creative with and capable of using various learning media.

to dominate;

1.7. Training Evaluation

This training uses Donald Kirkpatrick’s evaluation model. Pretest and posttest will be given at the beginning and end of the sessions to track the change in participants’ comprehension prior to and following the training. Upon the completion of the training, the participants will be evaluated to find out whether the knowledge received from the training are applied in their daily lives or jobs. They will also be observed on to which extent their skills and knowledge are improved during the presentation of the analytical frameworks. Lastly, the evaluation will target the impact of the implemented skills and knowledge on beneficiaries, be it institutions or the community. This module, however, will only supplement firstlevel evaluation tools by measuring the change in participants’ comprehension using pretest and posttest.

1.8. Duration and Training Agenda

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The training is set for three days, with the following agenda:

Day I

08.00 - 08.30 Registration

08.30 - 09.00 Pretest

09.00 - 10.15 Forum Orientation (Ice Breaking and Course Consensus)

10.15 - 10.30 Coffee break

10.30 - 11.30 Gender Concept, Sex, and Gender Mainstreaming

11.30 - 12.30 Forms of Gender Injustice

12.30 - 13.30 Lunch break

13.30 - 14.30 Disaggregated Data

14.30 - 14.45 Coffee break

14.45 - 16.30 Introduction to Gender Analysis

16.30 - 17.00 Review on First Day’s Process and Material

FOREWORD

Day II

08.00 - 08.30 Day I Reflection

08.30 - 10.00 Harvard Analytical Framework (Theory and Practice)

10.00 - 10.15 Coffee break

10.15 - 10.45 Harvard Analytical Framework: Continued

10.45 - 12.00 Moser Gender Planning Framework (Theory and Practice)

12.00 - 13.00 Lunch break

13.00 - 13.45 Moser Gender Planning Framework: Continued

13.45 - 14.45 Longwe’s Women’s empowerment Framework

14.45 - 15.00 Coffee break

15.00 - 16.00 Longwe’s Women’s empowerment Framework: Continued

16.00 - 17.00 Review on Second Day’s Process and Material

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FOREWORD

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Day III

08.00 - 08.30 Day II Review

08.30 - 10.00 Gender Analysis Pathway (GAP)

10.00 - 10.15 Coffee Break

10.15 - 11.00 Gender Analysis Pathway (GAP): Continued

11.00 - 12.00 Gender Integration into Market Chain Assessment

12.00 - 13.00 Lunch break

13.00 - 14.00 Gender Integration into Market Chain Assessment: Continued

14.00 - 15.00 Gender Integration into Environmental Assessment

15.00 - 15.15 Coffee break

15.15 - 16.00 Gender Integration into Environmental Assessment: Continued

16.00 - 16.30 Posttest

16.30 - 17.00 Reflection on training process and closing

Subject I Forum Orientation

Subject I Forum Orientation

Session 1: Ice Breaking INTRODUCTION Training participants come from various backgrounds and this segment is

the perfect means to exchange knowledge, understanding, experience as well as expanding network with each other. To streamline the training process, participants and the trainer need to get acquainted and comfortable with each other. Therefore, an ice breaker is necessary to build participants’ enthusiasm throughout the training.

SESSION OBJECTIVES

› Giving the opportunity for the participants to get along with each other and to get acquainted with the trainer. › Mediating relationship-building between participants who may come from different backgrounds (origin, religion, workplace, et cetera). › Creating a learning atmosphere that helps participants to open themselves, assisting fellow participants so that the learning process runs smoothly during training.

METHODS

› Game › Brainstorming on expectations and concerns

TOOLS AND MATERIALS

› Flip cart › Marker(s) › Scotch tape › Metaplan cards › Facilitator’s Guide for Game Instructions

DURATION

45 minutes

PROCESS

› Begin the session by greeting everyone and appreciate their participation as the training is available only for select people. Then introduce yourself as the facilitator. The time allotment for this is 5 minutes.

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Subject I Forum Orientation

› Invite the participants to get to know each other through games. The “Name Chain Game” in Facilitator’s Guide 1.1 can be used as an alternative for the ice breaker game. You are also free to use other introduction games in your repertoire. The total time allotment for introduction is 30 minutes, broken as follows: 5 minutes to explain and demonstrate the game, and the remaining minutes for introduction. › Guide the class to brainstorm their expectations and concerns from the 3-day training they will attend onto metaplan cards. The time allotment is 2 minutes. › Ask participants to write down their expectations on a metaplan card and their concerns on another card. The time allotment for this is 5 minutes. › Then ask them to stick their metaplan cards on the available flip chart paper.

The time allotment is 3 minutes.

SUPPLEMENTS

Facilitator’s Guide › Name Chain Game Ask all participants to stand, forming a circle. Do not allow participants to take notes. Ask the first person to introduce themselves by mentioning their full name and which agency they represent, for instance, “I am Diana Mariana bint Suprapto from the Department of Agriculture”. Then ask the person next to the first person to mention their full name and agency, as well as introducing the first person by mentioning the first person’s full name and agency. For example, “I am Laode Karuddin bin Laode Samad from the Department of Trade and standing beside me is Dina Mariana bint Suprapto from the Department of Agriculture.” Let the third person introduce themselves as well as the first two people, for example, “I am John Abraham bin Sarmud Abraham from Bappeda. Next to me is Bapak Laode Karuddin bin Laode Samad from the Department of Trade and standing on the other side of him is Dina Mariana bint Suprapto from the Department of Agriculture.”

Ask the fourth person to mention only their full name and agency. The fifth person and so forth will re-enact the activity until all participants receive their turn.

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Subject I Forum Orientation

Session 2: Course Consensus and Training Agenda INTRODUCTION Understanding on training course and agenda is crucial for the participants in

every activity during training. The activity plans and invitations distributed to participants always contain Terms of Reference (TOR) which specify the name, purpose, venue, and duration of the activity, as well as the actors involved.

However, there might be some participants who overlooked some details.

This session aims to re-emphasize the intents and objectives of the training, while giving updates to the participants on any changes in the initial TOR design pertaining to agenda or speaker(s), if any.

As per the title, consensus suggests that all of the dos and don’ts during the course of the training must be established based on mutual agreement.

Consensus building process is the inception of adult education. This puts all training elements in equal position, regardless of their roles and functions.

SESSION OBJECTIVES

› The participants understand the course and subjects of the training from the beginning to the end. › The participants can identify and formulate their needs and expectations from the training materials. › The participants and the facilitator have shared perception on the direction and scope of the activities. › The Participants understand the basic principles of the training. › The participants acknowledge and understand shared rules and consensus to be obeyed so that the training can run properly and systematically.

METHODS

› Brainstorming › Lecture › Presentation

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Subject I Forum Orientation

TOOLS AND MATERIALS

› LCD display › Laptop › Training agenda

DURATION

30 minutes

PROCESS

› Deliver the session objectives to the class. The time allotment is at maximum 5 minutes. › Continue by reviewing the participants’ expectations written on the metaplan cards which were collected during the previous brainstorming session. The time allotment for this is 5 minutes. › Then present the agenda that outlines the course of the training for 5 minutes. › Following the agenda presentation, invite the participants to review their concerns which were raised during the previous brainstorming session. The time allotment is 5 minutes. › Based on the review, asks questions to participants, on what needs to be done to ensure that the training process run smoothly, their expectations are met, the concerns are minimized, and the obstacles are addressed. At maximum 5 minutes. › Invite the participants to build training consensus for 5 minutes.

Training participants come from various backgrounds and this segment is the perfect means to exchange knowledge, understanding, experience as well as expanding network with each other.

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Subject II Gender and Injustice

Subject II Gender and Injustice

Session 1: Gender Concept, Sex, and Gender Mainstreaming INTRODUCTION Gender equality has become an international, national, and regional commitment.

Gender equality becomes the 5th goal of the Sustainable Development Goals (SDGs), whose ratification was also participated by Indonesia. This strengthens the national commitment contained in Article 17 paragraph 2 of the 1945 Constitution of the Republic of Indonesia, Law No. 7 of 1984 on Ratification of UN’s Convention on the Elimination of All Forms of Discrimination against Women (CEDAW), Presidential Instruction No. 9 of 2000 on Gender Mainstreaming, the National Long-Term Development Plan (RPJPN) 2005-2025, the National Medium-Term Development Plan (RPJMN) 2015-2019, and the Regulation of the Minister of Home Affairs No. 67 of 2011 on Guidelines for Gender Mainstreaming in Regional Development. The same commitment is also covered in the Joint Circular of Four Ministries (Ministry of National Development Planning/Bappenas, Ministry of Finance, inistry of Women’s Empowerment and Child Protection, and Ministry of Home Affairs) of 2013 on Gender Mainstreaming Acceleration through Gender-Responsive Planning and Budgeting and Law No. 6 of 2014 on Villages.

Essentially, these regulations and policies give a mandate to promote gender mainstreaming in various aspects of life.

SESSION OBJECTIVES

› The participants are knowledgeable about gender concept and how it differs from sex. › The participants are knowledgeable about gender mainstreaming concept.

METHODS

› Quiz › Class discussion

TOOLS AND MATERIALS

› Worksheet for Quiz › LCD display › Laptop › Flip chart paper/whiteboard › Marker(s) › Scotch tape

DURATION

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60 minutes

Subject II Gender and Injustice

PROCESS

› Take 3 minutes to deliver the session objectives to the participants. › Explain that, prior to discussing the materials on gender concept and mainstreaming, the participants must first take a quiz. The time allotment is

1 minute. › Deliver the objective of the quiz, i.e. to learn about the difference between sex and gender (1 minute). › Give 5 minutes to the participants to complete the quiz and tell them not to worry about the results as they won’t have to write down their names on the answer sheet. › Upon completing the quiz, invite the class to share their answers and discuss any variations in their answers. The time allotment required is around 5 minutes. › Then guide the participants to find their own definitions of gender and sex. The time allotment is 5 minutes. › Also assist the participants to spot the differences between gender concept and gender mainstreaming. The time allotment for this is around 10 minutes. › With your guidance, let the participants continue brainstorming their ideas on gender mainstreaming and gender equality. You can stimulate discussion by asking the class, “What is meant by gender mainstreaming?” Followed by the question, “What is meant by gender equality?” The time allotment is 10 minutes. › Highlight relevant keywords for gender mainstreaming and gender equality. The time allotment is 5 minutes. › Present the material, referring to the available reading material. The time allotment is 15 minutes.

SUPPLEMENTS

Reading Material › Gender Concept and Sex ‘Gender’ is often mistaken for ‘female’, even ‘feminism’. In fact, ‘gender’ is a result of social construct that defines different roles, functions, and responsibilities between men and women. Whereas ‘female’ is a type of sex, which is unrelated to any social roles. Sex refers to biological differences between males and females.

‘Feminism’, on the other hand, is an ideology and movement which fights for equal rights and obligations between men and women in all aspects of human lives.

Social construct is an idea that is learned and established from culture, values, customs, and influenced by geography, nature, and time.

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Subject II Gender and Injustice

Difference between Sex and Gender Sex

Gender

Natural and innate

Resulted from learned social construct

Referring to distinguishing biological characteristics between men and women

Influenced by culture, geography, education, history, time, and belief

Universally applied, anywhere and everywhere

Involving the relativity of culture, time, and locale

Permanent/unchangeable

Changeable Dapat berubah

› Gender Mainstreaming Gender mainstreaming is a strategy to promote gender equality and equity through policies and programs that take into account experiences, aspirations, needs, and issues of women and men in the planning, implementation, monitoring, and evaluation of all policies and programs in various aspects of life and development.

Gender equality and equity (GEE) refers to fair and equal treatment in the relationship and cooperation between women and men. GEE means equality for men and women in grabbing opportunities and exercising their rights as humans, to be able to take role and participate in political, economic, sociocultural, defense and security activities, while equally enjoying the results of development.

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Subject II Gender and Injustice

WORKSHEET

QUIZ FOR PARTICIPANTS Instructions!

Complete the quiz in 5 minutes. Put letter “G” at the end of the sentence if you think the statement relates to gender. Put letter “S” at the end of the sentence if you think the statement relates to sex.

1. At the age of 15, Putra starts to experience voice change, grow his Adam’s

apple, and develop facial hair.

2. Ibu Kartika has just given birth to her second child at Harapan Bunda Clinic.

3. Mother and Kak Andi are preparing lunch for us.

4. Father is out of town on business.

5. Not only did Ibu Megawati serve as Indonesia’s fifth president, she was also the

first female to do that.

6. Dr. Boyke is an effeminate man.

7. A lot of people admire Ibu Susi’s assertiveness.

Session 2: Forms of Gender Injustice WORKSHEET

Gender injustice and discrimination are unfair treatments resulted from social system and structure. Not only women, men can also fall victim to the system.

Distinction of roles and position between women and men, either directly (through treatments and attitudes) or indirectly (impact of the enforcement of laws or policies) has given birth to gender injustice which has long been embedded into our history, culture, norms, and structures in the society.

Gender injustice occurs from beliefs and justifications made throughout human civilization, which influence not only women but also men.

SESSION OBJECTIVES

› The participants are knowledgeable about the forms of gender injustice. › The participants are capable of supplying samples of gender injustice in economics.

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Subject II Gender and Injustice

METHODS

› Group discussion for case analysis › Class discussion

TOOLS AND MATERIALS

› Laptop › LCD display › Flip chart paper › Marker(s) › Scotch tape › Worksheet › Reading Material

DURATION

60 minutes

PROCESS

› Lightly refresh the materials on gender and gender mainstreaming for 5 minutes. › Continue by the delivery on session theme and objectives for 3 minutes. › Then ask the participants to count consecutively from 1 to 3, repeating until all have a number, and group those with the same numbers together, making a total of 3 groups. The time allotment for this is 2 minutes. › Ask the participants to work in groups for 30 minutes to discuss the cases supplemented in the Worksheet. › Invite a representative from each of the groups to present their discussion. The total time allotment is 10 minutes. › Encourage the participants to respond to the presentation from each group. The time allotment is 5 minutes. › Follow by highlighting and reviewing the resulted consensus from the discussion. The time allotment is 2 minutes. › Mention the key points of the forms of gender injustice. The time allotment is 3 minutes.

SUPPLEMENTS

Reading Material › Forms of Gender Injustice There are at least five forms of gender injustice, among others: 1. Marginalization of Women

Marginalization occurs mainly in developing countries, as a result of development and introduction of new technologies. For example, many female workers lost their job and become poor as development programs such as agricultural intensification focused only on male farmers. Women are set aside from agricultural and industrial activities that require male-dominated skills.

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Subject II Gender and Injustice

The advancement of technology has also snatched women’s opportunity to earn money by replacing female-dominated manual works by male-dominated machinery works. On the other hand, many men lost their opportunities for employment due to presumptions that men are incapable of performing tasks that require precision and patience.

2. Subordination

Subordination is a belief that one sex is considered more important or superior than the other. The belief that puts women below men has long been established. In many cases of tradition, religion, and bureaucracy, women are placed as the subordinates of men. It is also a fact that some values in the society limit women’s movement and freedom in some aspects of life.

For instance, a wife must first obtain her husband’s consent if she intends to pursue higher education or travel abroad. On the contrary, a husband can decide similar issue by himself without having to discuss them with his wife.

Subordination also occurs as discrimination between men’s and women’s salary for the same type and load of works.

3. Stereotyping

Stereotyping or labeling tends to convey negative impressions that often lead to injustice and discrimination. Stereotype comes from the association attached to certain type of sex. For example, the stereotype of women as “the housewife” is highly disadvantaging for those who are interested in participating in “men’s activities” such as politics, business, and bureaucracy. Whereas the stereotype of men as “the breadwinner” disregards any works performed by women as “side jobs”. Being dubbed as the breadwinner of the family can be bothersome to laid-off men with working wives.

4. Violence

Violence is defined as any forms of attack towards a person’s physical and mental integrity. Thus, it covers not only actions that result in physical impacts such as rape, battery, and torture, but also those resulting in non-physical impacts such as abandonment, economic exploitation, verbal assault, and so forth. In this case, the following examples are considered as violence: A working husband neglects his duty to feed his family. A wife humiliates her husband for his career failure.

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Subject II Gender and Injustice

5. Double Burden

In a typical household, men and women tend to have their own share of chores.

A number of observations found that women do almost 90% of household chores. Therefore, women who works outside the home must juggle between their occupational duties and household chores. For instance, a woman is responsible for preparing meals for her family, along with doing the dishes and other chores. When she works outside the home, e.g. as a civil servant, she is still burdened with the responsibility to perform the same household chores.

This is different from men who, while having the obligation to make a living, are not responsible for doing household chores. This pattern is practiced until today and can be found in a number of families.

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Subject II Gender and Injustice

WORKSHEET

Instructions!

Form three groups to work with your colleagues. Each group will be assigned to discuss a case. Group 1 will discuss Case I, Group 2 will discuss Case 2, and so forth.

Answer the questions below:

1. Identify the forms of gender injustice from the case assigned to your group.

Can you back up your opinion?

2. Please devise the solutions to address these forms of gender injustice.

CASE 1

WOMEN, WORK, AND WAGE

Although household economics are dominated by men, it is not rare to find women working outside the home to earn a living. Women who work outside the home give direct benefits to their family’s economy as the income is earned both by the husband and wife. However, the occupations available are mostly those associated to women.

For instance, the jobs as cashier and household assistant are commonly performed by women. Men have no interest in applying for these jobs which coincidentally considered common only to women as the nature of women which tends to be resilient and diligent is more suitable for a cashier’s work. Doing household chores daily, women are also deemed to find small to no difficulties in performing a household assistant’s work. Women who are skillful in certain areas still display their “feminine” nature. Take Tupperware and Amway, for example.

Both multi-level marketing companies are mostly joined by women as their members.

Many women working outside the home are also engaged in female-dominated occupations. Only a few number of women are working outside the femaledominated industries. Only a small number of female leaders are found even in today’s industries.

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Subject II Gender and Injustice

WORKSHEET

Women who are commonly identified as delicate, affectionate, persistent, and patient lack the interest in taking a leader’s position. Whereas the men who are presumed to be assertive, strong, muscular, and authoritative are more suitable for a leader’s position. Male-dominated public works also leave little room for women. Blue collar jobs such as coolie laborer or mechanic are mostly taken by men. A woman who works as a coolie laborer or mechanic will be seen as peculiar by the society.

Compared to men, women have lower employment opportunities. While women’s occupations are highly determined by their sex, this does not happen to men.

Women’s occupations are mostly associated with domestic sectors which require manual skills, such as housewife, nurse, teacher, and secretary. Apart from having rarer opportunity to have career in public works, women also receive low salary.

In general, salaries given to women are lower when compare to men. According to gender analysis, the difference in salary is resulted from double burden that creates gender injustice. The injustice arising from gender assumptions is manifested into the followings:

1. Marginalization which, while not always caused by gender injustice, in this case pertains to the conditions resulted from gender difference.

2. Subordination which occurs to one type of sex, particularly females. From time to time, the forms and patterns of subordination may differ. Sometimes, there might be assumptions that women rely only on their natural skills.

3. Stereotyping against certain sex, particularly females. There are a lot of stereotypes against women in the society, which may result in the limitation, difficulty, poverty, and loss suffered by women. Patriarchal society considers men as the primary breadwinners, while women are secondary wage earners.

This puts women in secondary position in industries. A survey conducted by the International Labor Organization (ILO) found that the global average wage gap between men and women was 18%. Whereas in Indonesia, the wage gap was 19% as of 2012. With persistence and creativity, a women may earn more than her husband. For example, secretarial jobs are mostly assumed by women. A woman who works as a secretary in a company will earn more than her husband who work as a driver.

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Subject II Gender and Injustice

WORKSHEET

SOURCE: Excerpt from Gender and Economic Paper by Anissatul Mukhoiriyah, February 2015. http://anaksosiologi13.blogspot.co.id/2015/02/makalah-gender-dan-ekonomi.html

Gender equality has become an international, national, and regional commitment. Gender equality becomes the 5th goal of the Sustainable Development Goals (SDGs), the ratification of which was also participated by Indonesia.

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Subject II Gender and Injustice

WORKSHEET

CASE 2 WOMEN’S CHALLENGES IN BUSINESS: BETWEEN TIME JUGGLING AND EARNING HUSBAND’S CONSENT

Jakarta - Becoming entrepreneurs can be an alternative for housewives. As the job can be done from home, they will not have to worry about leaving their children alone at home. Incoming supports and training from the government and relevant institutions help empowering women so that they can open their own business.

Women are sometimes even more trusted to receive assistances due to their positive characteristics.

Sadly, some of them are still reluctant to engage in business. Although having the capital, they are still afraid of starting business. The reason behind this may vary, depending on their education level and economic condition. ‎ This is also confirmed by Lyra Puspa, the founder and president of a coaching center, Vanaya Institute. From her experience during providing assistances to Small and Medium Entrepreneurs, women are indeed facing a lot of challenges that make them hesitate to become entrepreneurs.

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Subject II Gender and Injustice

WORKSHEET

For instance, women who engage in super-micro-enterprises commonly have low income and education. They often face difficulties when it comes to asking for their husband’s permission and managing time. According to Lyra, low self-esteem due to domestic abuse makes them hesitate to open or take over a business.

“Even though having insufficient income, some husband won’t allow their wife to work. Or, he would allow his wife to work but is reluctant to share household chores. This becomes a problem as the wife has to juggle between earning money and taking care of the household,” said Lyra during an interview with Wolipop at Meradelima Restaurant, Adityawarman Kebayoran Baru, Jakarta Selatan, on Tuesday, (7/4/2015).

A different issue occurs to women with higher education and medium level business. Their primary challenge is how to manage their time between works and family. Although the decision to open business is supported by their husband, they often feel guilty of having to abandon their household chores. Therefore, most of them opt to open online shop.

So, do women with large-scale business also face challenges? There will always be challenges, Lyra said. A woman who engages in large-scale business will commonly not concern herself about household anymore. Instead, similar to male entrepreneurs, she will face common business issues.

Lyra is a mother of two children who is actively building her enterprise. She has no problem in organizing her time for career and family. A challenge occurs as she works with her husband in the same company. What is the issue here?

“A couple of husband and wife who work in the same industry will commonly face a problem called ‘two suns’. There are two people having control. This worsens when the wife is the superior at the company. In this case, a balance is all we need.” add Lyra.

SOURCE: https://wolipop.detik.com/read/2015/04/07/174239/2880519/1133/tantanganwanita-dalam-berbisnis-sulit-bagi-waktu-dan-dapat-izin-suami

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Subject II Gender and Injustice

CASE 3

WORKSHEET

SURVEY ON “WOMEN AS MICRO AND SMALL ENTREPRENEURS IN INDONESIA” Micro, Small, and Medium Enterprises (MSMEs) are the crucial piece of the socio-economic development of a country. In Indonesia, MSMEs significantly contribute to employment and revenue. Data from the Ministry of Cooperatives and Small and Medium Enterprises prove that MSMEs contributed to almost 58% of Indonesia’s real Gross Domestic Products as of 2012. MSME accounts were more than 97% of the total employment in 2012. While having large contribution to employment, a large number of MSMEs face difficulties to grow and develop into large enterprises.

Even larger challenges are faced by women entrepreneurs. Although a global report indicated an improvement in women’s engagement in business, the growth has not shown a promising trend. A study conducted by the World Bank on “Gender at Work” (2012) also reported that, compared to men, women face harsher economic exclusion globally. One of the main challenges faced by MSMEs, including women MSM entrepreneurs, is low access to finance, as contained in a study conducted by the World Bank on “Improving Access to Finance in Indonesia” (2011).

Women entrepreneurs have lower tendency to seek external funding, as the majority of them operate in the sectors that require low capital and at a lower scale (OECD, 2014). Women are also considered to be less educated and have lower financial literacy compared to men. Women entrepreneurs also tend to have more limited access to banking services, such as current accounts and savings accounts, compared to men. The Global Findex found that only 19.21% of Indonesian women have accounts at formal financial institution, while mere 8.15% receive loans from financial institutions.

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Subject II Gender and Injustice

WORKSHEET

To support and strengthen the roles of women-led SMEs, the World Bank has appointed DEFINIT and ACG to conduct a survey entitled “Survei Perempuan Pelaku Usaha Mikro dan Kecil (UMK) di Indonesia” (Survey on Women MSM Entrepreneurs in Indonesia). The survey aimed at observing the challenges and opportunities faced by Indonesian women who engage in micro and small enterprises. The study maps the economic condition and potentials of women micro-entrepreneurs, as well as identifying the challenges they face.

SOURCE: http://www.definit.asia/penelitian-proyek16.html

A study conducted by the World Bank on “Gender at Work” (2012) also reported that, compared to men, women face harsher economic exclusion globally. One of the main challenges faced by MSMEs, including women-led SMEs, is low access to finance, as contained in a study conducted by the World Bank on “Improving Access to Finance in Indonesia” (2011).

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Subject III Introduction to Gender Analysis

Subject III Introduction to Gender Analysis

Session 1: Disaggregated Data INTRODUCTION Data are defined as information or facts or a collection of variables required to

perform the analysis of a certain issue. Data can be measured qualitatively and quantitatively. Data are necessary for proper planning and budgeting. During evaluation, they are also crucial for measuring whether or not the targets set have been achieved, Gender analysis particularly requires disaggregated data by sex.

SESSION OBJECTIVES

› The participants are knowledgeable about the urgency of disaggregated data. › The participants are knowledgeable about the difference between disaggregated data and gender data.

METHODS

› Game › Lecture › Q&A

TOOLS AND MATERIALS

› LCD display › Laptop › Tennis/paper ball › Loudspeaker › Groovy music

DURATION

PROCESS

60 minutes › Take 3 minutes to deliver the session objectives. › Ask the participants to stand and make a circle in front of the class. The time allotment is around 5 minutes. › Within 5 minutes, give clear explanation and instruction of the game. The Game Instructions can be found in Supplements. › Play the music and pass the ball. When the music stops, the participant holding the ball must answer the question posed by the facilitator. You can find the list of questions pertaining to disaggregated data in the Supplements. The time allotment is around 15 minutes. › Repeat the game for several times (3 times), then reveal the meaning of the game, by connecting it with the concept of disaggregated data and their urgency. The time allotment is 7 minutes.

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Subject III Introduction to Gender Analysis

› Then present the concept of disaggregated data, their urgency, and how they differ from gender data. The time allotment is around 25 minutes.

SUPPLEMENTS

Reading Material › Disaggregated Data and Gender Data Disaggregated data are valuables disaggregated according to certain traits and characteristics. Generally, the disaggregation is performed prior to localizing or narrowing down the problem solving scope in a certain area. Data can be disaggregated by various traits and characteristics, according to the type of analysis to perform. For gender analysis, data needs to be disaggregated by sex.

Whereas spatial analysis requires disaggregation of data by region. Analysis can also be performed according to age or time series.

Sex-disaggregated data can raise awareness of gender gap. Data disaggregation by sex in various areas can spot the gaps in status, roles, conditions, the needs of women and men in different development sectors, and occurring issues in order to overcome those gaps. Sex-disaggregated data are the main prerequisite for gender analysis which are beneficial for preparing gender-responsive policies and budget.

Gender data contains the relation in the status, roles, and conditions between men and women, while gender statistics are the collection of facts, commonly in numbers, that illustrate a gender issue.

Urgency/Benefits of Disaggregated Data: 1. Overview of situation and objective condition that are crucial for planning.

2. Eye-opening by decision maker.

3. Identifying gender gaps.

4. Executing development programs.

5. Serving as inputs as the baseline in setting performance targets.

6. Important for measuring progress through monitoring and evaluation.

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Subject III Introduction to Gender Analysis

WORKSHEET

Game Instructions!

Invite all participants to stand in front of the class, forming a circle. Stand in the middle of the circle, holding a ball. You will pass the ball to a random participant, and the participant receiving the ball should pass it to another participant and so forth. Play music for the background of this activity. When the music stops, the participant holding the ball should answer a question you pose. Repeat the pattern for several times.

You can ask the following questions:

1. How many female and male members are there in your family? How many daughters and sons do you have?

2. How many female and male workers are there in your institution?

3. How many women and men MSME entrepreneurs are there in your province?

4. What are the Labor Force Participation Rates for female and male workers?

Session 2: Gender Analysis INTRODUCTION The gaps in the beneficiaries of development have been responded by a new

development approach. Gender and Development was introduced to assist and encourage decision makers in realizing an equitable development. The approach uses gender mainstreaming strategy in its planning, implementation, monitoring, and evaluation. Whereas, gender analysis is used as a tool to elaborate the strategy at more practical and operational level.

Gender analysis is highly crucial to ensure that the programs/projects/activities provide equal access, participation, control, and benefits for men and women. It can also help determining the actions necessary to reduce gender gap.

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Subject III Introduction to Gender Analysis

SESSION OBJECTIVES

› The participants understand about gender analysis and its functions. › The participants are knowledgeable about several gender analysis models that are relevant to economics.

METHODS

› Brainstorming using movie as entry point › Q&A preceded by material presentation for introduction

TOOLS AND MATERIALS

› LCD display › Laptop › Flip chart paper › Marker(s)

DURATION

PROCESS

90 minutes › Take 3 minutes to deliver the session objectives to participants. › Take another 2 minutes to invite the class to watch a short movie on Challenges and Opportunities in MSME Funding. › Play the 10-minute movie after preparing it beforehand. › At the end of the movie, ask the participants to state the message or information they can obtain from the movie. The time allotment is around 5 minutes. › Invite voluntary responses from the participants. The time allotment is around 10 minutes. › Emphasize the key points of their answers and use them as a bridge to start explaining about gender analysis. You can use the Facilitator’s Guide available in the Supplements to deliver the key points of the movie from the perspective of gender. The time allotment is around 10 minutes. › Present your PowerPoint slides on gender analysis for 30 minutes. › Give opportunity to the participants to ask questions or give their opinions. The time allotment is around 10 minutes. › Finally, re-emphasize the key points of gender analysis and state that the next sessions will discuss further on gender analysis models.

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Subject III Introduction to Gender Analysis

SUPPLEMENTS

Facilitator’s Guide › Key Points of the Movie on Challenges and Opportunities in MSME Funding MSE structure in Indonesia is dominated by micro and small enterprises.

Small entrepreneurs and their workers are mostly women.

A small enterprise can grow with access to capital.

Access to business management, capital, and marketing are the main challenges of MSMEs. Micro enterprises are categorized as informal businesses, which therefore will find difficulties in obtaining capital from banks.

Reading Material › Gender Analysis Gender analysis is a systematic process of analyzing data and information on the condition of men and women in order to identify and discover their positions, functions, roles, and responsibilities in the development process, including the influencing factors.

Objectives of gender analysis: 1. Identifying the aspects of gender gap (role, access, control, and benefits).

2. Formulating gender gap issues and their resolutions.

3. Identifying the necessary interventions.

4. Understanding the background of the gender gap.

5. Understanding the difference between gender equity and equality.

Some gender analysis models:

1. Harvard Analytical Framework Harvard Analytical Framework analyzes gender profiles at micro level (community and family) and gender role in development, aiming at: › Showing the profile of job division between men and women in the society. › Identifying existing or occurring gap between men and women and/or between young men and young women. › Finding an efficient way to design projects to improve work productivity. › Identifying the rational tendency in economic investments performed by men and women. › Finding more detailed information as the foundation to meet the objectives with optimal gender equity.

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Subject III Introduction to Gender Analysis

2. Moser Framework Moser Gender Planning Framework which is also known as Moser Framework is based on the notion that gender planning is “technical and political” in nature. The framework assumes that there is a conflict in the process of planning which involves transformation and debates. Essentially, the model introduces three concepts, namely Triple Roles (Reproductive, Productive, and Social), Needs (Practical and Strategic Gender Needs), and Women in Development (WID) and Gender and Development (GAD) Approaches.

3. Longwe Framework Longwe’s Women’s Empowerment Framework or Longwe Framework focuses on analyzing women’s empowerment using two analytical tools, i.e. gender equality level and how women’s issues are noticed and responded. The gender equality level is measured according to five parameters, i.e. welfare, access, conscientization, participation, control, and benefits. The second tool observes the extent of a project in responding issues on women (at negative, neutral, or positive level). This analytical framework focuses directly on the creation of situation/condition where gap, discrimination, and subordination issues are addressed. It aims to achieve the empowerment and equality level in which is shown that the fulfillment of women’s basic practical needs are never be the same or equal with empowerment.

4. Gender Analysis Pathway (GAP)

Gender Analysis Pathway (GAP) was developed by the Ministry of National Development Planning/Bappenas to help planners promoting gender mainstreaming in planning policies, programs, projects, and/or development activities. Using GAP, planners of policy/program/project/activity can narrow or even eradicate gender gap. GAP consists of four main stages, i.e. analyzing and formulating gender-responsive policies and planning gender-responsive actions.

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Subject III Introduction to Gender Analysis

WORKSHEET

Watch a short movie about gap which is happening in Yogyakarta, and identify the message of the movie.

What are the forms of gap occurring in the movie? Why do you think so? Was the activity you performed considered gender analysis?

Why? What is your take on gender analysis?

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Subject IV Harvard Analytical Framework

Subject IV Harvard Analytical Framework

INTRODUCTION Several studies show evidences of stagnation in the participation of female

workers in Indonesia’s economy, although there is a decline in gender disparity for women and men across the country. The improvement of education for men and women within the last 30 years does not automatically increase women’s participation in employment market, as the participation ratio of women to men remains constant at 0.61. Generally, Indonesian women continue to face inequality, discrimination, and limitation of opportunities in economy, both formally and informally.

Some challenges in the participation of women in economic, particularly in home, micro, and small industries are well-documented through studies performed these couple of years. Access to and participation in securing business development services and proper capacity building training courses are among the challenges for women. This was resulted from the absence of sex-disaggregated data and data on profiles of female entrepreneurs. Some training programs given were also wrongly targeted, as no mapping nor assessment of job division and similar elements were performed prior to training. This rendered the economic resource allocation for business development services non-optimal.

In this context, Harvard Analytical framework introduces the instruments which map men’s and women’s occupations. This model was developed by researchers from the Harvard Institute for International Development in the United States.

SESSION OBJECTIVES

› The participants are knowledgeable about Harvard Analytical Framework. › The participants are capable of conducting gender analysis using Harvard Analytical Framework. › The participants understand the advantages of and the proper time to use the Harvard Analytical Framework.

METHODS

› Group discussion to perform gender analysis using Harvard Analytical Framework › Merry-go-round

1

ADB, “Female Labour Force Participation in Asia: Indonesia Case Study”, February 2016, Simone Schaner and Smita Das, ADB Economics Working Paper Series, No. 474.

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Subject IV Harvard Analytical Framework

TOOLS AND MATERIALS

› Reading material on Harvard Analytical Framework › Worksheet › Flip chart paper › Marker(s) › Scotch tape › Flip chart › LCD display › Laptop

DURATION PROCESS

120 minutes › Take 5 minutes to deliver the session objectives. › Shortly recount the gender analysis models within around 10 minutes. › Give a short introduction about the Harvard Analytical Framework. The time allotment is 30 minutes. › Ask the participants to form 3 groups and perform gender analysis using Harvard Analytical Framework. The time allotment is 30 minutes. › Ask each group to work on their task according to the instructions in the worksheet and assign one member from each group as a “host” to remain in place to receive “guests” from the other groups. This member will be responsible to present their group’s discussion to visiting guests and respond to any questions or inputs. Meanwhile, the other groups’ members will walk around to “pay a visit to the other groups”.Give them the opportunity to ask questions or give inputs to the other groups. This is called the “merry-go- round” method. The total time allotment is 20 minutes. › See the samples of gender analysis using Harvard Analytical Framework in the Facilitator’s Guide as a reference in guiding the participants to correctly perform the gender analysis using Harvard Analytical Framework. The time allotment is 5 minutes. › When finished, ask two volunteers (one as the host, the other as the guest) to share their opinions on what it was like to perform gender analysis using Harvard Analytical Framework. The time allotment is 10 minutes. › Respond and highlight the strengths and weaknesses of Harvard Analytical Framework and inform when the model is most suitable for use. The time allotment is 10 minutes.

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Subject IV Harvard Analytical Framework

SUPPLEMENTS

Reading Material › Harvard Analytical Framework The Harvard Analytical Framework was developed by the Harvard Institute for International Development, in collaboration with USAID’s Women in Development (WID) Office. This model is based on the efficient approach of WID as the earliest gender analysis framework and gender planning.

Objectives of Harvard Analytical Framework: 1. To demonstrate that women and men can perform economic investments rationally.

2. To assist planners in designing more efficient projects and improving overall work productivity.

3. To find more detailed information as the foundation to meet the objectives with optimal gender equity.

4. To map men’s and women’s jobs in the society and spot the factors that cause the differences.

This framework consists of a matrix which collects data at micro level (community and family), covering interconnected components. a. Activity profile, which is based on sharing concept with sex-disaggregated data. Activity profile details real activities according to age (who does what), scheduling (time allotment) for socio-economic groups. For easier analysis, the activity profile is categorized into three general groups: Productive activities Reproductive activities Sociocultural and community activities Parameter yang dipergunakan untuk melukiskan kegiatan-kegiatan tersebut adalah : Age; which identifies whether young and adult females and males perform certain activities. Age mapping can also discover gender relation pattern in activities as well as identifying arising impacts.

Time allotment; which confirms the percentage of time allotted for each activity, and whether the activity is seasonal or daily in nature.

Income; which observes the amount of money earned according the type of activity. The calculation can be adjusted according to the activity, e.g. hourly, daily, seasonally, etc.

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Subject IV Harvard Analytical Framework

Gender identification through activity profile accurately observes the roles, activities, and the needs of men and women in a unit of family and community. b. Access and profile control; which details which sources are dominated by men and women to perform their activities and what benefits are obtained by every person from doing the activities. This profile identifies which party holds the access to resources and controls the utilization, and subsequently lists whether women and men have access to such resources and have control over their utilization. c. Analysis of factors influencing activities, access, and control; which centers on the basic factors determining job division according to gender. The analysis is performed to identify factors influencing the differences between men and women in points a and b. Jobs performed by men and women change over time as a result of development or environmental changes.

Therefore, the definitions of economic growth tendencies and socio-cultural development need to be considered in this analysis. d. Project cycle analysis; which consists of project analysis according to the data collected from the previous analyses, by presenting the activities to be influenced by the project and the issues of access and control pertaining to the activities.

These factors are the bridge to the realization of project impact on gender equality. The analysis helps identifying the parts of project that need to be adjusted to meet the expected objectives. Some aspects of the project cycle that are required in details include situation analysis (problem identification), project design, project implementation, and monitoring and evaluation.

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Subject IV Harvard Analytical Framework

SUPPLEMENTS

Harvard Analytical Framework Application More suitable for project planning than program or policy planning.

Can be used as gender neutral entry point for introducing gender issue to participants who are resistant to gender gap.

Used for summing up the baseline.

Used concurrently with Moser Framework to seek ideas in determining strategic gender needs.

Strengths of Harvard Analytical Framework Practical and easy to use, particularly for micro analysis at community and family levels.

Beneficial for detailed information baseline.

Focusing on visible matters, objective facts, and gender difference instead of gender gap.

Easy to communicate to beginners and non-experts.

Weaknesses of Harvard Analytical Framework Incapable of seeing the dynamics in authority-gap relation.

Ineffective in analyzing invisible resources such as social network and social capital.

Oversimplifying complex social relations, losing the aspects of negotiation, bargain, and role division.

Several studies show evidences of stagnation in the participation of female workers in Indonesia’s economics, although there is a decline in gender disparity for women and men across the country.

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Subject IV Harvard Analytical Framework

Facilitator’s Guide

Example of Activity Profile in Rice Farming Community Activity

Women/Young Women

Men/Young Men

Plowing field

V V V

Sowing seeds Fertilizing Planting rice V Harvesting rice V Transporting harvests

V

Selling harvests Processing harvests V

V

Example of Access and Control Profile Resource/Benefit

Access

Land Tractor Loan

Men

Control Women

V V V V

Training V V Latest technology V

Men

Women

V V V V V V

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Subject IV Harvard Analytical Framework

Project Name: Improvement of agricultural production capacity through introduction of current technology Identification of Women’s Dimension in Project What are the types of training required by female farmers to increase harvest and income?

What are the objectives of the project?

What are the possible negative impacts of the project on female farmers?

Identification of Women’s Dimension in Project Planning What are the impacts of the project on activity profile or women’s activity profile?

What are the impacts of the project on access and control profile?

Identification of Women’s Dimension in Project Implementation Is there any women’s representation in staff and decision making?

How is the organizational structure of the project?

Are women’s special needs available?

Does the project provide budget allocation for enhancing female farmers’ capacity?

Is there any mechanism to access project resources that are equal for men and women?

Identifying women’s dimension in project cycle Does project evaluation also assess the impact of the project on women?

Are there sufficient duration and mechanism for data collection during evaluation?

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Subject IV Harvard Analytical Framework

LEMBAR KERJA

Instructions!

Perform gender analysis using Harvard Analytical Framework to the community by filling out the table available below. Each group should perform the analysis according to the task assigned.

Group 1: Cattle breeding community Group 2: Weaving community Group 3: Seaweed farming community

Form for Activity Profile Female/ Young Female

Sex

Male/ Young Male

Productive Activities

Reproductive Activities

Social Activities

Permanent/unchangeable

Note: The task given to each group can be modified with commodities unique to relevant District/City where the participants reside.

Remarks: Productive activities are those which result in money or income. Reproductive activities are those relevant to domestic works and do not earn income.

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Subject IV Harvard Analytical Framework

Form for Access and Control Profile Resource/ Benefits

Access Men

Women

Control Men

Women

Form for Influencing Factors Influencing Factors

Obstacles

Form for Project Cycle Checklist

Identification of Women’s Dimension in Project Women’s needs assessment Determining Project’s General Objectives Identifying possible negative impacts of project Identification of Women’s Dimension in Project Planning Impacts of project on women’s activities Impacts of project on access and control Identification of Women’s Dimension in Project Implementation Personnel Organizational Structure Logistics Financial Flexibility Identification of Women’s Dimension in Project Evaluation Necessary data Data collection and analysis

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Opportunity

Subject V Moser Gender Planning Framework

Subject V Moser Gender Planning Framework

INTRODUCTION Moser Gender Planning Framework was developed by Caroline Moser. She applied

the framework during an analysis at the Planning Unit in the University of London, England, in early 1980s. Moser’s method was presented as gender mainstreaming into policies and planning. While Harvard Analytical Framework is more suitable for the effort of enhancing women’s participation in economic development, Moser Framework offers mainstreaming approach to policies and programs.

Therefore it is not women-specific. Although offering mainstreaming approach, Moser still believes that women-specific empowerment approach is also important. Therefore, Moser is also known for her two-way approach, i.e. women’s empowerment and mainstreaming approaches.

In the context of local economic development, Moser Framework is highly beneficial for reviewing the correct approach for use and for planning to address gender issues and meeting practical and strategic gender needs.

SESSION OBJECTIVES

› The Participants are knowledgeable about Moser Gender Planning Framework. › Participants are capable of performing gender analysis using Moser Gender Planning Framework.

METHODS

› Lecture › Group discussion › Class discussion

TOOLS AND MATERIALS

› LCD display › Laptop › Flip chart paper › Marker(s) › Scotch tape › Flip chart › Reading material › Worksheet

DURATION

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120 minutes

Subject V Moser Gender Planning Framework

PROCESS

› Explain the session objectives for 5 minutes. › Lead a brainstorming on Moser Gender Planning Framework for 5 minutes. › Follow by a presentation of materials on Moser Gender Planning Framework for 30 minutes. › Upon finishing the lecture, ask participants to work in the same groups (formed during the previous session) to discuss the problems presented in the worksheet. The time allotment for the group discussion is 30 minutes. › Invite a representative from each group to present their group discussion. The total time allotment for all groups is 30 minutes. › Encourage the other participants to respond to the presentations from each group. The time allotment is around 10 minutes. › Finally, highlight the key points of the Moser Gender Planning Framework. The time allotment is around 10 minutes.

SUPPLEMENTS Reading Material

› Moser Gender Planning Framework Moser Gender Planning Framework which is also known as Moser Framework is based on the notion that gender planning is “technical and political” in nature.

The framework assumes that there is a conflict in the process of planning which involves transformation and “debates”. This framework uses 6 tools in the planning for all levels, from project to regional planning.

Tool 1: Identifying Gender Roles (“Triple Roles”) Similar to Harvard Analytical Framework, this tool covers gender job division/ men’s and women’s activity mapping (including for young men and women) in a family within 24 hours.

Moser’s concept of “triple roles” is similar to Harvard Analytical Framework’s concept which divides low-income women’s roles into three, i.e.

Productive Reproductive Social

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Subject V Moser Gender Planning Framework

SUPPLEMENTS

Tool 2: Gender Needs Assessment This tool was developed from the concept of gender interests/needs from women’s point of view which was first developed by Mexine Molyneux in 1984. Women have different needs than men due their “triple roles” as the subordinates of men in the community. These needs are categorized into practical and strategic gender needs.

A. Practical Gender Needs These needs can be easily identified by women and men as they are always connected to life conditions. Women can identify clean water, food, healthcare, and cash income as immediate needs to meet. Meeting women’s practical needs is crucial to improve life conditions, whereas meeting practical needs will not change women’s position as subordinates. In fact, it strengthens gender job division.

B. Strategic Gender Needs Strategic gender needs are those identified by women as the needs caused by their subordinate position. This relates to authority, control issues, and exploitation due to job division by sex.

Strategic needs can cover changes in gender job division (women performing jobs which traditionally are not in their specialty; men taking more responsibilities in household chores and taking care of children), legal rights, elimination of acts of violence, equal wage, and women’s control over their own body.

Needs alone cannot identify these needs as easy as identifying gender practical needs. Therefore, special opportunity is necessary to perform it.

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Moser Gender Planning Framework was developed by Caroline Moser. She applied the framework during an analysis at the Planning Unit in the University of London, England, in early 1980s.

Moser’s method was presented as gender mainstreaming into policies and planning.

Subject V Moser Gender Planning Framework

SUPPLEMENTS

Tool 3: Disaggregation of control over resources and decision making in household (allocation of intra-family resources and decision-making authority in a family).

This tool is beneficial for finding which controls the resources in a family, who makes the decision over the utilization of resources, and how the decision is made.

Tool 4: Balancing Roles This tool is highly relevant to how women manage the balance of their productive, reproductive, and social duties. This include the question on “Will a planned intervention increase women’s workload in a role with the consequences to other women’s roles?”

Tool 5: Women in Development (WID) and Gender and Development (GAD) Policy Matrix Women in Development (WID) and Gender and Development (GAD) policy matrix provides a framework that identifies and evaluates the approaches that are (or can be) used to be shown in triple roles, as well as practical and strategic gender needs for women in projects and programs.

This matrix covers five approaches:

a. Welfare This approach aims to bring women into development, to better them as mothers. All along, women are seen as passive beneficiary of development.

This approach acknowledges women’s reproductive role and strives to meet Practical Gender Needs (PGNs) through top-down assistances such as food, measures that address malnutrition, and family planning. This is a non-challenging approach (does not trigger conflict), and therefore remains popular. b. Equity The first WID approach which emerged throughout the decade of 1976- 1985 in the development paradigm context of “development with equity”.

This approach aims to seek equity for women who are considered as active participants in development.

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Subject V Moser Gender Planning Framework

SUPPLEMENTS

It also acknowledges triple roles and strives to meet Strategic Gender Needs (SGNs) through direct intervention from the government by granting political and economic autonomy and reducing inequality between women and men. Going against women subordination, the approach was criticized as western feminism, threatening, and therefore unpopular with the government. c. Anti-Poverty The second WID approach, this was adopted since 1970s and is the opposite of equity version, using the concept of “basic needs for development”. It aims to ensure improvement of productivity in poor women. Poverty in women is considered as an underdevelopment instead of subordination. This approach recognizes women’s productive role and strives to meet practical and strategic needs to earn income, particularly in small-scale income-increasing projects. d. Efficiency This is the third and currently the main WID approach, adopted since the debt crisis in the 1980s. This approach aims to ensure that development can become more efficient and effective through women’s economic contributions. Here, participation is often associated with equity.

Striving to meet PGNs, this approach relies on triple roles and elastic women’s time concept. Principally, women are seen for their capacity to compensate for the decline in social services by lengthening their workdays. This is a popular approach. e. Empowerment The latest approach is articulated by women from third world countries.

The approach aims to empower women through better self-esteem. Women’s subordination is expressed not only due to male domination, but also as a result of colonialism and neo-colonialism oppression.

This approach acknowledges triple roles and strives to indirectly meet SGNs. While potentially challenging, its avoidance from western feminism makes the approach unpopular, except among women NGOs in third world countries.

Tool 6: Engaging Women, Women’s Organization in Raising Gender Awareness in Development Planning This tool aims to ensure that PGNs and SGNs are identified and ensured as women’s “real needs”, as opposed to the definition of needs which is commonly integrated into planning process.

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Subject V Moser Gender Planning Framework

SUPPLEMENTS Moser Gender Planning Framework Application

Moser Framework has been widely recommended and used for institutional planning by NGOs and government alike. There will be indeed institutional and political resistances in directing the transformation of gender relations. The approach is against unequal gender relation in planning, supporting women’s empowerment.

PGNs and SGNs are beneficial tools to evaluate the impact of development interventions on gender relation. Triple role concept is crucial in opening minds towards a wider range of women-engaging jobs. Further, the concept improves planners in terms of connectivity between reproductive, productive, and social roles.

Strengths/Advantages of Moser Framework Capable of recognizing gaps between women and men.

Emphasizing on all work aspects that reveal women’s multiple roles.

Emphasizing on and questioning the assumptions behind intervention projects.

Emphasizing on the difference between meeting practical and strategic basic needs.

Limitations of Moser Gender Planning Framework The framework observes the division of activities of women and men instead of how these activities are connected. Not anyone can accept triple roles concept, particularly in relation to community roles. Other forms of inequality such as race and class are abandoned.

Several people also state that clear division between strategic and practical needs does not help as there is often continuity of the strategic and practical needs.

Moser did not take into account men’s strategic needs. There are many arguments opposing their inclusion. In adapting Moser’s model, the Development Planning Unit at the University of London has included men’s PGNs and SGNs in the framework.

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Subject V Moser Gender Planning Framework

FACILITATOR’S Worksheet for Facilitator GUIDE

Instructions!

Work in groups. Perform gender analysis using Moser Gender Planning Framework on the type of business assigned to your group. Use the Reading Material and the form available in this Worksheet as your aids.

Group 1: Cattle Breeding Community Group 2: Weaving Community Group 3: Seaweed Farming Community

Note: The task given to each group can be modified with commodities unique to relevant District/City where the participants reside.

Sample of Gender Analysis Using Moser framework in Women Entrepreneurs

FORM OF INTERVENTION

GENDER TRIPLE PRODUCTIVE ROLE

WORK CAPACITY ENHANCEMENT

✔

PRODUCT MARKETING

✔

ACCESS TO CAPITAL

✔

REPRODUCTIVE

GENDER NEEDS SOCIAL ROLE

PRACTICAL

POLICY APPROACH

STRATEGIC

WID

GAD

✔

✔

✔

✔ ✔

✔

Form for Women’s Triple Roles and Gender Needs GENDER TRIPLE ROLES FORM OF INTERVENTION

PRODUCTIVE ROLE

REPRODUCTIVE ROLE

GENDER NEEDS SOCIAL ROLE

PRACTICAL NEEDS

STRATEGIC NEEDS

POLICY APPROACH

WID

GAD

LABOR POLICY

LICENSING POLICY ACCESS TO LOANS PRODUCT MARKETING

Source: Modified from Moser’s matrix in Caroline Moser, Gender Planning and Development Theory, Practice and Training, London: Routledge, 1993, p. 49.

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Subject VI Longwe’s Women’s Empowerment Framework

Subject VI Longwe’s Women’s Empowerment Framework

INTRODUCTION Longwe’s Women’s Empowerment Framework or Longwe Framework was

developed by Sara Hlupekile Longwe, a gender and development consultant based in Lusaka, Zambia. This framework aims to assist planners in answering the question of whether women’s empowerment and equality are at the practical level and, from the point, critically access to which extend the development interventions support empowerment. Longwe defined women’s empowerment as women’s condition to take an equal position with men and to equally participate in the process of development. Longwe Framework can be used to encourage empowerment.

SESSION OBJECTIVES

› The Participants are knowledgeable about Longwe’s Women’s Empowerment Framework. › The Participants are capable of conducting gender analysis using Longwe’s Women’s Empowerment Framework.

METHODS

› Group discussion › Class discussion

TOOLS AND MATERIALS

› Laptop › LCD display › Flip chart paper › Scotch tape › Marker(s) › Flip cart › Reading material › Worksheet

DURATION

PROCESS

120 minutes › Take 5 minutes to deliver the session objectives to participants. › Present the material on Longwe’s Women’s Empowerment Framework prior to inviting participants for group discussion. The time allotment is around 30 minutes. › Then ask the participants to work in groups to discuss the tasks presented in the Worksheet. The time allotment is around 30 minutes. › Invite a representative from each of the groups to present their discussion. The total time allotment is 30 minutes. › Ask volunteers from the class to give responses about the output of the analysis previously performed. The time allotment is 10 minutes.

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Subject VI Longwe’s Women’s Empowerment Framework

› Engage the class in a brainstorming on how to address existing gaps or negative/neutral approaches. Conduct this part only if any of the group discussions found such gaps in their analysis. The maximum time allotment is 15 minutes.

SUPPLEMENTS Reading Material

› Longwe’s Women’s Empowerment Framework Longwe Framework puts more emphasis on the analysis of equality according to sectors concentrated on separated social life areas, rather than gender equality in development process. Within the framework, development means to ensure that people are responsible for their own lives and that people escape poverty.

According to Longwe, poverty occurs not from the absence of productivity, but due to pressure and exploitation. Longwe Framework is based on five different levels of equality. The equality level arising from social and economic life is highly influenced by the level of women’s empowerment. Longwe also offered a framework for analyzing the progress of organizations’ commitments towards women’s empowerment and equality.

Women’s Empowerment Tool 1: Equality Level Longwe Framework is centered on five equality levels which identify to the level where women have been equal with men and have been empowered. Equality level can be used to observe whether women have been empowered. It uses five parameters as follows: 1. Control This terminology shows women’s control in decision-making process by making other people aware and mobilizing them to act, to gain equality in the control over production factors and in the distribution of benefits. Equal control means a balanced control between men and women, without one dominating another.

2. Participation

Longwe defined participation as women’s equal participation in decision making process for formulating policies, plans, and administration.

Participation is crucial for developing a project, where its participants are involved in the assessment of needs, project formulation, implementation, and evaluation. Equal participation signifies women’s engagement in decision making, in which their community will feel the impact, in the correct proportion, according to their position in a larger community.

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Subject VI Longwe’s Women’s Empowerment Framework

3. Conscientization

Conscientization is an action to raise people’s awareness about political and social condition, particularly in “challenging” inequality or injustice in a treatment or an opportunity. In Longwe Framework, conscientization is a process to understand the difference between sex and gender, to comprehend that cultural-based gender roles can change. Conscientization also involves the belief about sex-based job division and agreement between both parties, without involving economic or political domination of a certain sex over another. The belief about equality between men and women is the basis for gender awareness and will encourage collective participation in development process.

4. Access

Access means the opportunity to access production factors equally with men. These factors include land, jobs, loans, training, marketing facilities, and all public services and development benefits. Longwe pointed out that equal access can only be achieved when equal participation is practiced.

Therefore, law reform and administration practices are necessary to eradicate all forms of discrimination.

5. Welfare

Welfare is the relative level of women’s material welfare against men. Do all women have access to resources such as food supply, income, and healthcare?

The highest level of equality is control.

Women’s Empowerment Tool 2: Responsiveness to Women’s Issues Longwe argued that it is crucial not only to assess the level of women’s empowerment, but also to identify to what extent the project’s objectives are concerned with women’s development, to identify whether women’s issues are neglected or recognized. Longwe used a highly specific definition on women’s issues. Women’s issues concern about the equality of social and economic roles, and engage all equality levels (welfare, access, conscientization, participation, and control).

An issue will become women’s issue when it connects to men-women relation, rather than the simplification of traditional role and sex- and stereotype-based subordination. Simply put, while using the term “women’s issues”, what Longwe really meant was “gender issues”.

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Subject VI Longwe’s Women’s Empowerment Framework

Longwe Framework does not specifically develop interventions that only target women, men, or mixed groups. She, however, believed that women’s empowerment must be aware of both sides, i.e. men and women. At a level where a project is defined as potentially empowering women, it is measured by to which extent the project can answer or respond to women’s issues.

Longwe identified three different stages of recognition of women’s issues in project design: Longwe identified three different levels of recognition of women’s issues in project design:

Negative level:

At this level, the project objectives do not address women’s issues at all. Experience has shown that such projects will leave women even far behind.

Neutral level:

This is also known as conservative level. The project objectives address women’s issues, although project interventions do not help women to break free from previous adverse condition.

Positive level:

At this level, the project objectives positively address women’s issues, with the project helps improving women’s position before men.

Sample of Empowerment Analysis Tool Application 1: Equality Level Name of Project/Activity Greenhouse

Political Participation

Welfare

No

No

Access

Yes

No

Conscientization

No

Yes

Participation

Yes

Yes

Control

Yes

Yes

Source: Adapted from March, Candida et al., A Guide to Gender Analysis Frameworks, Oxford: Oxfam, 1999, p. 98.

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Subject VI Longwe’s Women’s Empowerment Framework

Sample of Utilization of Longwe Framework for Multiproject Development Analysis Sector

Project

Responsiveness to Women’s Issues

Equality Level Welfare

Trade/ Industry

Greenhouse

No

Education/ Training

Political Participation

No

Access

Conscientization

Participation

Control

Yes

No

Yes

Yes

Positive

No

Yes

Yes

No

Positive

After non-ideal equality levels are identified, further interventions are necessary through tangible actions which ensure the resolution of such issues. Similarly, in case negative responsiveness towards gender issues is identified, there must be tangible actions to turn such responsiveness into positive one.

Longwe Framework Application Longwe Framework is suitable for transformative planning, monitoring, and evaluation.

It is a suitable tool for interpreting the commitment to women’s empowerment into actual planning and policies.

Strengths of Longwe Framework Suitable as a method to change attitude, explaining the role of empowerment in development process.

Offering the parameter for women’s empowerment and the definition of equality in practice, and to which extent an intervention will support the empowerment.

Offering a clear definition of empowerment. Empowerment is defined as something which allows women to stand equally with men, and to involve equally in development process to gain control over production factors on the same ground as men.

Offering a tool which is very suitable for planning, monitoring, and evaluation, and highly beneficial for encouraging empowerment.

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Subject VI Longwe’s Women’s Empowerment Framework

Limitations of Longwe Framework As a framework, it has the potential to become an incomplete tool. This model is more suitable as an analytical tool rather than an analytical framework.

It is because Longwe Framework is static and does not take into account that situation may change over time.

Longwe Framework only focuses on relation and inequality between men and women, without seeing the context in a more complex system, e.g. from the perspective or rights and obligations.

Longwe Framework does not observe macro-environment condition.

This analytical tool only observes by generalization.

WORKSHEET

Instructions!

With the help from the reading material, perform gender analysis using Longwe Framework to observe gender equality phenomenon in the following sectors and projects: Animal husbandry with cattle fattening project Aquaculture with seaweed farming project Tourism with weaving project Trade/industry with home industry development

Note: The task given to each group can be modified with commodities unique to relevant District/City where the participants reside.

Then explain what should be done to address existing inequality, if your outputs indicate any.

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Subject VI Longwe’s Women’s Empowerment Framework

Form for Gender Analysis Using Longwe Framework Sector

Project Welfare

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Responsivity of Women’s Issues

Equality Level Access

Conscientization

Participation

Control

Subject VII Gender Analysis Pathway (GAP)

Subject VII Gender Analysis Pathway (GAP)

INTRODUCTION Gender Analysis Pathway (GAP) is a gender analysis instrument provided

for planners who intend to analyze policies/programs/activities with gender perspective. The instrument was developed by the Ministry of National Development Planning/Bappenas in collaboration with the Ministry of Women’s Empowerment and Child Protection, with support from the Canadian International Development Agency (CIDA) or now the Global Affairs Canada (GAC).

Gender Analysis Pathway (GAP) helps identifying gender gap by observing access, participation, benefits, and control obtained by men and women in relevant development program, from policy to monitoring and evaluation. GAP can provide inputs for the establishment of development programs, expand the insight on the significance of effectiveness and efficiency, and the appropriateness of development planning that always takes into account women’s and men’s interests.

Therefore, GAP is suitable for use for development program planners and implementers at central and regional levels, in determining the priority for issues and targets, as well as the necessary solutions and interventions.

SESSION OBJECTIVES

› The participants are knowledgeable about the steps to performing gender analysis using GAP. › The participants are capable of performing gender analysis using GAP to observe policy as well as planning and budgeting.

METHODS

› Group discussion › Group presentation gallery › Presentation of material

TOOLS AND MATERIALS

› LCD display › Laptop › Reading material › Worksheet › Flip cart › Scotch tape › Marker(s) › Department Work Plan › Policy on local economic development (Regulations on Licensing, etc.) › Disaggregated Data

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Subject VII Gender Analysis Pathway (GAP)

DURATION

120 minutes › Deliver the session objectives. The time allotment is around 5 minutes.

PROCESS

› Elaborate the key information on Gender Analysis Pathway (GAP) within

30 minutes. › Ask the participants to work in groups and explain their tasks by referring to the worksheet. The time allotment is 5 minutes. › Ask the participants to perform gender analysis using GAP with the help of reading material, work plan, disaggregated data, and Worksheet. The time allotment for completing the group task is 40 minutes. › Invite a group to present their outputs of discussion to the class, and, together with participants from other groups, give responses to the presentation. The time allotment is around 20 minutes. › Deliver the overall review of the outputs from the participants’ gender analysis using GAP. The time allotment is 10 minutes. The time allotment is 10 minutes.

SUPPLEMENTS Reading Material

› Gender Analysis Pathway (GAP) Gender Analysis Pathway (GAP) has been mostly developed in Indonesia, particularly for gender-responsive program planning.

a. Definition GAP helps identifying gender gap by observing access, participation, benefits, and control obtained by men and women in relevant development program, from policy to monitoring and evaluation.

GAP can provide inputs for the establishment of development programs, expanding the insight on the significance of effectiveness and efficiency and the appropriateness of development planning that always takes into account women’s and men’s interests.

Gender Analysis Pathway (GAP) is a gender analysis instrument provided for planners who intend to analyze policies/programs/activities with gender perspective.

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Subject VII Gender Analysis Pathway (GAP)

SUPPLEMENTS

Therefore, GAP is suitable for use for development program planners and implementers at central and regional levels, in determining the priority for issues and targets, as well as the necessary solutions and interventions.

GAP has been tried by Bappenas and was found to be able to assist development program planners and implementers in performing their mandated tasks. There are nine steps of Gender Analysis Pathway (GAP), i.e.

Step 1. Choose the policy/program/activity to analyze, whether existing or upcoming, particularly those relevant to the efforts to achieve Minimum Service Standards (SPM) and Millennium Development Goals (MDGs). a) Confirm at which level the analysis will be performed, e.g. policy, program, or activity. For instance, at policy level, analysis can cover the policy itself, and/ or the details of the policy, i.e. within (one or more) programs, and/or (one or more) activities. b) Check the formulation of objectives, whether gender-responsive due to gender-neutral policy/program/activity, and/or not intending to be discriminatory against certain sex; impact may vary towards women and men.

Step 2. Present eye-opening data, provide gender data and/or disaggregated data by sex to identify any gender gap. a) The eye-opening data need to cover the progress of Minimum Service Standards (SPM) and Millennium Development Goals (MDGs) achievement, gaps between SPM and MDGs indicator targets, and realization of PM and MDGs achievements, disaggregated or sex-based SPM and MDGs achievement data. b) The eye-opening data may occur as quantitative and/or qualitative statistical data, collected from baseline survey, FGD outputs, literature review, studies, observation, local knowledge, and/or outputs of policy/program/activity interventions (whether ongoing or completed). Data on gender profile or disaggregated data by education and health must be used in gender analysis.

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Subject VII Gender Analysis Pathway (GAP)

SUPPLEMENTS

Step 3. Identify gender issues during the policy/program/activity planning process by analyzing eye-opening data and observing four gap factors, i.e. access, control, participation, and benefits. a) Does the policy/program/activity provide the same access for women and men to development resources? b) Does the policy/program/activity provide the same control for women and men over development resources? c) Does the policy/program/activity allow the same participation for women and men in every development stage, including in decision making? d) Does the policy/program/activity provide the same benefits for women

and men?

Step 4. Identify gender issues within institutions and/or organizational culture which (may) result in gender issues, for instance: law products, policies, lack of understanding about gender among personnel (decision maker, planner, staff, etc.), and decision maker’s political will.

Step 5. Identify gender issues in external agencies at the level of implementation. a) Does program implementer lack sensitivity towards gender issues happening in the target groups? b) Non-favorable condition in target groups, such as the practice of patriarchal culture and stereotyping (men are always considered as the head of the family; certain jobs are considered specific to men or women).

Step 6. Reformulate the objectives of the development policy/program/activity, contained in Step 1, to be gender-responsive.

Step 7. Prepare gender-responsive action plan by referring to the identified gender issues (Steps 3-5) and according to the reformulated policy/program/ activity objectives (Step 6). a) Identify the action plan to perform in addressing the internal gender gapcausing factors (in Regional Government Agencies). b) Identify the action plan to perform in addressing the external gender gapcausing factors..

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Subject VII Gender Analysis Pathway (GAP)

SUPPLEMENTS

Step 8. Set baseline, i.e. the foundational data selected to measure the progress of the policy/program/activity implementation. The baseline can also be taken from eye-opening data (Step 2). The baseline contain existing condition prior to the implementation of an activity or program.

Step 9. Set gender-responsive performance indicators. This illustrates the expected changes following the implementation of the program/activity. Genderresponsive performance indicators may come as quantitative or qualitative measurements for: a) Observing whether gender gap has been reduced or eliminated. b) Observing whether behavioral changes have occurred internally and externally. c) Observing whether a change in gender relation has occurred in the family or community.

Find GAP analysis matrix form in Table 4 below and GAP analysis sample in Supplement 1.

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Subject VII Gender Analysis Pathway (GAP)

Sample of Gender Analysis Pathway (GAP) Ministry/Agency

Step 1

Cooperatives and SMEs

Program

Cooperatives and SMEs Empowerment

Activity

Program Focusing, Coordination, Synchronization and Fund Strengthening, and Evaluation of Cooperatives and SME Empowerment in Forestry and Plantation.

Sub-Activity

Funding assistance for Cooperatives for the development of cocoa production.

Objective

Enhancing the roles of Cooperatives and SMEs for developing and strengthening cocoa production center.

Indonesia is the world’s second largest cocoa producer after Côte d’Ivoire, with the production of 795,581 tons/day from a total of 1,563,423 hectares of cocoa plantations which consist of smallholders (87.4%) and private/state plantations (12.7%).

Step 2

Eye-opening data

There are 1,520,271 farmers directly involved, with men dominating the sector.

There are no available disaggregated data on male and female workers in cocoa industry.

Women entrepreneurs in cocoa industry lack access to cocoa processor assistance.

Step 3

Gap Factors/Access issues, Participation, Control, Benefits

The cocoa industry is still dominated by men.

The implementers of cocoa production assistance program find difficulty in distributing assistances fairly to men and men.

The socialization of the cocoa processor assistance has not reached female cocoa entrepreneurs.

Lack of understanding on gender mainstreaming on the parts of planners and budget planners.

Step 4

Cause of Internal Gap (in Regional Government Agencies)

There are no available disaggregated data on workers and entrepreneurs in cocoa industry.

The decision making process in cocoa industry is still dominated by men.

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Subject VII Gender Analysis Pathway (GAP)

Ministry/Agency

Cooperatives and SMEs Strong convention in the society where men are seen more capable than women as cocoa workers.

Step 5

Cause of External Gap The decision making process in cocoa industry is still dominated by men.

Step 6

Gender-responsive Objectives

Encouraging the emergence of Cooperative and SME-based rural industries in cocoa production by enhancing the roles and membership of female cocoa entrepreneurs.

Preparing disaggregated database on workers and entrepreneurs in cocoa industry.

Socializing cocoa assistance program and processing technology by involving women.

Step 7

Action Plan

Providing cocoa processor assistance by ensuring women’s representation.

There are no available disaggregated data on male and female workers in cocoa industry.

Centralization still dominates socializations to target groups.

Female cocoa entrepreneurs’ business capacities are low.

Step 8

Output Measuring

Baseline

There are no available disaggregated data on male and female workers in cocoa industry.

Female cocoa entrepreneurs’ business capacities are low.

Step 9

Performance Indicators

The availability of disaggregated data on male and female workers from cooperatives receiving funding assistances for cocoa processor procurement.

The improvement of female and male cocoa entrepreneurs’ business capacities.

The distribution of social funding to cooperatives for cocoa processor procurement.

Source: Panduan Perencanaan dan Penganggaran Responsif Gender Bidang KUKM, 2012.

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Subject VII Gender Analysis Pathway (GAP)

TIPS FOR PERFORMING GENDER ANALYSIS USING GAP Things to avoid: 1) Generic eye-opening data which fails to reflect the condition of the analyzed policy/program/activity.

2) Inconsistency of information throughout steps 1 through 9, particularly between gap factors and gap-causing factors and the action plan set.

3) Internal gap-causing factors are often mistaken for women’s internal factors or community’s internal factors.

4) The baseline column is often supplied with the expected targets, whereas it should be provided with current quantitative or qualitative data.

5) The gender-responsive performance indicators often fail to display the expected changes for the program/activity proposed in the action plan. The indicators are often supplied with the expected general changes which cannot be used as the basis for measuring the performance of the program/activity.

Things to do: 1. Observe and follow the GAP instructions step by step.

2. Make sure the information provided in steps 1 through 9 are consistent.

3. Start with eye-opening data for freshly-enforced policies.

4. The preparation of action plan refers to the outputs of the internal and external gap-causing factors analyses.

5. Supply step 9 with the correct performance indicators for each action plan proposed. Fill out the performance indicators specifically, rationally, measurably, attainably, by taking into account available supplies for their achievements.

Source: Mastuti, Sri, Panduan Perencanaan dan Penganggaran Responsif Gender untuk Pencapaian SPM dan MDGs, Jakarta: BASICS, 2014, p. 41.

Gender Analysis Pathway (GAP) Application Suitable for analyzing available policies.

Suitable for identifying gender issues and the necessary interventions to address the gender issues faced in development.

Suitable for assisting the preparation of gender-responsive planning and budgeting.

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Subject VII Gender Analysis Pathway (GAP)

Strengths of Gender Analysis Pathway (GAP) Filling out the vacancy in gender analytical tools for macro-planning and

organizational planning.

Suitable as an analytical tool for assisting to prepare performance-focused,

measurable planning and budgeting.

Relatively comprehensive for its capability of not only mapping gender issues

and the root of the issues, but also offering the solutions to perform.

The analytical tool also introduce the significance of performance indicators

preparation from gender-responsive action plan/intervention that can be used

as a reference for evaluation.

Weaknesses of Gender Analysis Pathway (GAP) Difficult to apply in the absence of qualitative/quantitative disaggregated data.

Rendering the analysis ineffective in the absence of policy and/or strategic and

operational planning documents.

Highly depending on the analyzer’s level of understanding in order to gain

WORKSHEET

quality outputs.

Instructions!

Perform gender analysis using Gender Analysis Pathway (GAP) with your groups.

Use the reading material on the instructions to use the Gender Analysis Pathway (GAP) as your reference.

Group 1: Licensing Policy Analysis Group 2: Case Analysis of Cattle Breeding Program with the Department of Animal

Husbandry

Group 3: Case Analysis of Seaweed Farming Program with the Department of

Agriculture

Group 4: Case Analysis of Weaving Development Program/Policy Note: The task given to each group can be modified with commodities unique to relevant District/City where the participants reside.

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Subject VII Gender Analysis Pathway (GAP)

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Subject VII Gender Analysis Pathway (GAP)

Form for Gender Analysis Pathway (GAP) Matrix Regional Government Agencies/Organizations Program Step 1

Activity Objective

Step 2

Eye-opening data

Step 3

Gap Factor/ Access Issues, Participation, Control, Benefits

Step 4

Cause of Internal Gap (in Regional Government Agencies)

Step 5

Cause of External Gap Regional Government Agencies/Organizations

Step 6

Gender-responsive Objectives

Step 7

Action Plan Priorities/ Activities/ Indicators

Step 8

Step 9

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Output Measuring

Baseline

Performance Indicators

Pokok Bahasan VII Teknik Analisis Gender Model GAP

Subject VIII Gender Integration into Market Chain Assessment

Subject VIII Gender Integration into Market Chain Assessment

INTRODUCTION Market Chain Assessment is among the tools utilized in identifying the

connectivity between supply and demand, while identifying existing gaps to ensure that the produced products meet market needs. It is an analysis to observe the “economic value” of a product. The assessment is crucial to ensure that mass production does not fail at the market, or that product supplies fail to meet market demands. Albeit being introduced as an “economic” analysis, the integration of gender into this assessment is necessary in order to avoid any gender bias in the analysis outputs, so that men and women equally benefit from the economic development. In this context, the gender analytical tool to be integrated is Women’s Economic Empowerment. This tool has been widely used in the integration of gender into market chain assessment.

SESSION OBJECTIVES

› The participants are knowledgeable in how to perform gender integration into market chain assessment. › The participants are proficient in performing gender analysis using gender integration into market chain assessment.

METHODS

› Brainstorming › Group discussion › Presentation of group discussion

TOOLS AND MATERIALS

› Laptop › LCD display › Metaplan cards › Flip chart paper › Scotch tape › Marker(s) › Reading Material › Worksheet

DURATION

100

120 minutes

Subject VIII Gender Integration into Market Chain Assessment

PROCESS

› Take at maximum 5 minutes to deliver the session objectives. › Lead a brainstorming session by inviting the class to write down what they know about market chain assessment on a piece of metaplan card. The time allotment is 10 minutes. › Ask two participants to share their opinions on market chain assessment. The time allotment is 5 minutes. › Give a short lecture about market chain assessment, explaining how gender can be integrated into market chain assessment and giving examples for the instruments used in the gender analysis using such approach. The time allotment is around 30 minutes. › Then ask the participants to work in groups to discuss the tasks presented in the Worksheet. The time allotment for the discussion is 30 minutes. › Invite Group 1 to present their discussion and Group 2 to respond to the presentation. Similarly, invite Group 3 to present their discussion and Group 4 to respond to the presentation. The total time allotment for this is 30 minutes. › At the end of the session, emphasize the importance of gender integration into market chain assessment. The time allotment is 10 minutes.

SUPPLEMENTS Reading Material

› Gender Integration into Market Chain Assessment Market Chain Assessment is among the instruments used in economic analysis.

It was developed for observing the process in market system and identifying the existing change in value chain. It basically assesses supply and demand, each according to three elements, i.e. inputs (production materials), technology, and human resources. From both sides will then be observed any existing gaps. The gaps may occur in infrastructure, regulation/policy, information, finance (capital), technology innovation, etc.

Market Chain Assessment is an analytical tool that observes the “economic value” of a product. It is crucial to ensure that mass production does not fail at the market, or that product supplies fail to meet market demands.

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Subject VIII Gender Integration into Market Chain Assessment

M4P (Making Markets Work for the Poor) is an approach of the Market Chain Assessment that advocates for the poor. This economic approach is focused on making an effective and sustainable market system that is beneficial for the poor as a meaningful effort to reduce poverty rate in men and women. Therefore, albeit being introduced as an “economic� analysis, the integration of gender into Market Chain Assessment is necessary in order to avoid any gender bias in the analysis outputs, so that men and women equally benefit from the economic development.

Market System

Input Technology HR

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Input SUPPLY

GAP

DEMAND

Technology HR

Subject VIII Gender Integration into Market Chain Assessment

Market System

Market Actors/Players

SUPPORTING FUNCTION Finance

Private Sector

Infrastructure

Government

R&D

Membership

Information Other related function S

GAP

D

Organization Representative Bodies

Regulation

Civil Society

Standard

Norms RULES

In order to strengthen the result of analysis, gender needs to be integrated into market chain assessment. An analysis on gender is crucial to learn women’s position in the market system, both in terms of supply and demand. Therefore, any possible interventions can be identified in order to increase women’s participation while assisting them to develop their business. It is crucial to recognize any gender issues in the support system that may lead to gaps. That way, any necessary actions to address such gaps can be identified. The gaps can occur at the levels of regulation, infrastructure, and alike.

Market Chain Assessment uses Women’s Economic Empowerment (WEE) as the gender analytical tool. WEE is a process to enhance women’s participation in economic decision-making that affects their lives and the priorities in the community. WEE can be achieved through access to and control over economic resources, by eradicating structural gender inequality in the market system, including better division of unpaid works.

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Subject VIII Gender Integration into Market Chain Assessment

Here are several reasons why WEE needs to be integrated into M4P: 1. WEE helps recognizing the position and role of women in market system. In which sectors do women participate in economics and what are the impacts for them? On the other hand, an observation also needs to be performed on which sectors do men participate in economics and what are the impacts for them?

2. The outputs of the analysis provides information for the decision-making process on the inputs, actions, and facilitations necessary to be provided by the government, private actors/entrepreneurs, and the community to enhance women’s participation in market system.

3. WEE significantly enhances economic productivity when gender issues are earnestly recognized and responded to. A study conducted by the World Bank revealed that, when provided with the same inputs as men, women could increase agricultural production by 20%.

4. WEE supports the national policy in our workplace. Women’s empowerment and gender mainstreaming have become our government’s commitment.

5. WEE supports equitable economic development. Equitable economy is a form of social justice, and therefore it is crucial.

M4P Cycle Gender Components in Project Cycle (1) Defining program’s sustainable strategy for women and men Step 1: Strategy Commodity/Agricultural Sector Selection System change catalyst for all parties through partner assessment

Establishing change and expenditure for women and men

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Step 5: Measurement Output Monitoring

Step 4: Intervention Implementation of intervention

Reflect, learn, revise

Step 2: Diagnosis Commodity/Sector Analysis

Step 3: Vision Intervention planning

Analysis of strategy that supports women and men

Preparing sustainable program plan for target groups

Subject VIII Gender Integration into Market Chain Assessment

The key steps to integrating Women’s Economic Empowerment (WEE) into Market Chain Assessment (M4P) are as follows: 1. Building strategic framework: Identifying/setting the objectives of the Women’s Economic Empowerment (WEE) explicitly.

2. Understanding market system: Performing gender analysis.

3. Defining the continuity of outputs to achieve: Identifying certain objectives to be achieved by women and the opportunities for achievement in market system.

4. Facilitating systemic change: Identifying matters to perform or facilitate in order to encourage WEE. 5. Assessing change: Developing indicators to explicitly measure the change in Women’s Economic Empowerment (WEE).

Strategic M4P Framework from WEE Perspective: 1. Who are the main target groups of the initiative?

Are they women at the market, community, or family?

What are the main objectives of the economic and non-economic activities where women are involved?

2. What are the outputs to be achieved from the initiatives performed and what are the outputs for women groups?

Increasing income and employment, adding more time for productive activities, and reducing the duration of unpaid domestic works.

Increasing roles in decision making.

3. What is the systemic change to achieve from the existing access development?

Why does the market not work for or side with women?

What are the changes that can be done so that the market can work for or side with women?

4. Which market system becomes the target of change?

Out of the currently existing market systems, which is the most suitable for women and which is the most potential for enhancing growth and poor women’s access to earn profit?

What must be done to respond to markets that are disadvantaging women?

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Subject VIII Gender Integration into Market Chain Assessment

Understanding Market System 1. Market Function How is the job division between men and women in the market system?

2. Regulation, policy, and practice How do formal and informal regulatory impacts differ towards men and women? (such as land ownership, access to loans, decision making, etc.)

What are the differences between the impacts of policy and market-oriented practices on women?

3. Obstacles What are the obstacles faced by women as consumer or provider in a market system?

How are women’s accesses to market actors, community resources, market services, and infrastructure?

What are the impacts of cultural values in women’s and men’s participation in the market?

Are there any negative factors in inter-family member’s relation and inter- market actors relations?

What are the impacts of women’s reproductive roles towards the market system?

4. Opportunity What are the supports given to answer to women’s needs in addressing existing obstacles?

What are the opportunities for women to participate?

How does men’s and young men’s supports contribute to Women’s Economic Empowerment?

Defining sustainable women’s empowerment in achieving economic outputs: 1. What changes are expected to happen to women who benefit from projects?

Example: Increased income, reduced unemployment, increased women’s involvement in decision making.

2. Women as consumer of a service or product; women as supplier of an input; workforce and advocate for industry, women as entrepreneur and innovator; as political constituent; benefit for family.

3. What are the other opportunities and changes occurring at macro-level that ensure women can benefit from the sustainability of the resulted outputs?

For example: Advocates from different organizations, regulations, policies, education and training, etc.

4. Are changes in women’s or men’s role necessary for participation?

5. What are the risks faced by men and women in terms of livelihood and food security?

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Subject VIII Gender Integration into Market Chain Assessment

Facilitating systemic changes that are integrated into WEE: 1. What are the impacts that must be addressed towards women’s income, productive and reproductive works, decision making, equality of roles, and risks?

2. Can the project design be modified in its implementation so that it encourages positive impacts and reduces adverse impacts for men and women, while strengthening women’s capacity in market system?

3. What are the potentials that can enhance women’s participation and what are the connected risks?

4. How women’s participation can be enhanced (for instance, using incentives, advanced investment, women’s role as catalyst, social marketing, support to policies and regulatory changes)?

Assessing WEE Change in M4P – Baseline and Endline Women’s income Profile of job division between men and women (who does what) Time used for productive and reproductive activities Access to services and opportunities Control of productive resources Relation with suppliers, buyers, service providers, etc.

Women’s awareness as consumer Strengths of WEE integration into Market Chain Assessment: Capable of mapping women’s position in market chain.

Capable of presenting the outputs of analysis on the relation of men’s and women’s authorities in market system.

Capable of identifying existing gaps and serving as a reference to offer the necessary interventions to address the gaps.

Capable of identifying the extent of intervention performed through policy/ program/activity in increasing women’s income.

Weaknesses of WEE integration into Market Chain Assessment: Requiring intricate and complex tools.

Requiring the skills to recognize and understand market chain assessment tools to be able to properly integrating gender.

Requiring multiple stages and long duration.

Requiring the availability of comprehensive data at various levels.

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Subject VIII Gender Integration into Market Chain Assessment

WORKSHEET

Instructions!

Group 1: Create data baseline on Women’s Economic Empowerment Situation in general using WEE as the analytical tool for M4P as presented in the reading material.

Group 2: Create data baseline on Women’s Economic Empowerment Situation in cattle breeding case using WEE as the analytical tool for M4P as presented in the reading material.

Group 3: Perform M4P analysis using WEE perspective with the seaweed farming case as the reading material.

Group 4: Perform market system analysis using market system framework analyzed from gender perspective (WEE) with the weaving industry case as reading material.

Note: The task given to each group can be modified with commodities unique to relevant District/City where the participants reside.

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Subject IX Gender Analysis Integration into the Environmental and Climate Change Assessment

Subject IX Gender Analysis Integration into the Environmental and Climate Change Assessment

INTRODUCTION For hundreds of years, economic development practices have failed to pay

attention to environmental impacts and climate change. Exploitations for the sake of economic development has led to severe environmental damage. The condition is worsened by climate change that brings about adverse impacts on human survival and economic growth.

If this continues, women and children will be badly affected. They are the main victims of difficult access to clean water, pesticide use, and other similar impacts. This is the reason why gender needs to be integrated into environmental assessment and climate change.

SESSION OBJECTIVES

› The participants are knowledgeable about how gender can be integrated into environmental assessment and climate change. › The participants are capable of developing a number of questions to perform gender analysis in environmental assessment.

METHODS

› Group discussion › Class discussion

TOOLS AND MATERIALS

› LCD display › Laptop › Flip chart paper › Scotch tape › Marker(s) › Reading material › Worksheet

DURATION

PROCESS

120 minutes

› Deliver the session objectives. The time allotment is 5 minutes. › Open the discussion by presenting the environmental assessment concept as provided in the reading material. The time allotment for this is 40 minutes. › Then divide the participants into four groups to discuss the tasks presented in the Worksheet. The time allotment is 30 minutes. › As the discussion completes, ask one group to present their outputs and another to respond. The time allotment is 30 minutes. › Together with the participants, identify the key points from the discussed material. The time allotment is 15 minutes.

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Subject IX Gender Analysis Integration into the Environmental and Climate Change Assessment

SUPPLEMENTS Reading Material

› Environmental aspect of a product value chain encompasses the integration of environmental considerations into the entire series of activity in the making of a product, from its conception to the manufacturing of the product. The final goal of environmental integration is to reduce the negative impacts and enhance the positive impacts of the product. › Environmental factors and climate change are included in value chain as most economic activities require environmental inputs (e.g. natural resources and energy) as well as generate waste to the environment. › The longer the value chain of a product, the larger its trading volume, and the bigger its environmental impact. › Life-cycle assessment can be used to understand the environmental impact of a product.

Example of Assessment Outputs

› Cattle Breeding

Environmental Issue

Impact

Solution

1. Land Preparation

Illegal grazing

Destroyed plants Animal waste pollution

Build fence around residents’ plants/garden

Put the cattle in sheds or ranch

2. Breeding * No environmental issues are currently identified in the breeding process. Local farms mostly breed cows by natural insemination. However, breeding by artificial insemination might lead to environmental issues that pertain to chemicals or drugs used during such treatment.

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Subject IX Gender Analysis Integration into the Environmental and Climate Change Assessment

Environmental Issue

Impact

Solution

3. Treatment (Fodder, Shed, and Medicines) Disturbance to vegetation Unprocessed manure

Depleted fodder crops stock Air pollution and methane

Planting of fodder crops Division of grazing area Manure processing into composts and biogas

Air pollution and diseases

W TP (Wastewater Treatment Plant)

Disturbance to consumers’ health

W TP (Wastewater Treatment Plant)

4. Slaughtering Waste 5. Sales Meat health standard

6. Processing (Meat, Skin, and Bones)

Waste

Air pollution and diseases

WTP (Wastewater Treatment Plant) Environmentally-friendly product certification

Source: Report of Environmental Issue Mapping, NSLIC, 2017.

› Tourism Sector; Shell Crafts Environmental Issue

Impact

Solution

1. Preparation of Raw/Supporting Materials Limited raw materials

Uncertain production

Non-standard raw material

Partnership with farmers Self-farming

quality Supporting materials from outside the area 2. Preparation of Machineries/Equipment High-cost equipment

Traditional production

Government’s assistance

Pollution

Provision of machineries/ equipment with biofuel

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Subject IX Gender Analysis Integration into the Environmental and Climate Change Assessment

Environmental Issue

Impact

Solution

3. Production Mastery of technology

Low product quality

Training

Product design

Environmental pollution

Technical/design assistance Waste management

Waste 4. Marketing Unstable price

Uncertain profits

Participation in cooperative/ association, building partnership with Hotels, Restaurants, and Catering Services

Source: Report of Environmental Issue Mapping, NSLIC, 2017.

The examples for the assessment outputs above have yet involved gender perspective. The integration of gender into such analysis may be performed by mapping the actors in each industry. Impacts on women and children can also be supplied to encourage the construction of interventions that may be conducted in responding to such women/children-specific issues, if any.

Explicitly, a slight modification to the table can facilitate the integration of gender in covering the environmental issues.

Gender Integration into Environmental Assessment Environmental Issue

Actors Involved Men

Women

Impact Public

Solution

Women and ChildrenSpecific

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Subject IX Gender Analysis Integration into the Environmental and Climate Change Assessment

Strengths of Gender Integration into Environmental Assessment Capable of identifying the environmental impacts on women and children.

The solutions offered to address existing environmental issues will also respond to women and children-specific environmental issues.

More comprehensive approach to program/activity, as it answers not only environmental but also gender issues.

Potential weaknesses: High dependency on the commitment of the analyzer.

Increasing the burden of the analyzer who will have to observe not only from environmental perspective but also from gender perspective.

WORKSHEET

Group Task

Instructions!

Perform gender analysis on the assessment outputs of the case presented in the reading material using the following form!

Environmental Issue

Actors Involved Men

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Women

Impact Public

Women and ChildrenSpecific

Solution

SUPPLEMENTS

PRETEST/POSTTEST INTRODUCTION Training participants come from various backgrounds and this segment is

the perfect means to exchange knowledge, understanding, experience as well as expanding network with each other. To streamline the training process, participants and the trainer need to get acquainted and comfortable with each other. Therefore, an ice breaker is necessary to build participants’ enthusiasm throughout the training.

SESSION OBJECTIVES

› Giving the opportunity for the participants to get along with each other and to get acquainted with the trainer. › Mediating relationship-building between participants who may come from different backgrounds (origin, religion, institution, etc.) › Creating a learning atmosphere that helps participants to open themselves, assisting fellow participants so that the learning process runs smoothly during training.

METHODS

› Game › Brainstorming on expectations and concerns

TOOLS AND MATERIALS

› Flip chart › Marker(s) › Scotch tape › Metaplan cards › Facilitator’s Guide for Game Instructions

DURATION

45 minutes

PROCESS

› Begin the session by greeting everyone and appreciate their participation as the training is available only for select people. Then introduce yourself as the facilitator. The time allotment is 5 minutes.

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SUPPLEMENTS

PRETEST/POSTTEST INTRODUCTION The pretest and posttest measure the change in participants’ comprehension.

However, they do not determine whether the participants can pass the training.

The pretest and posttest use two types of tests, i.e. Multiple choice test which consists of 8 questions and essay test which consists of 2 questions. Good luck!

Instructions!

Mark (X) on the appropriate letter if you think the statement that follows is true.

1. Sex and gender are two different concepts. From the statements below, which

one is true about the difference between sex and gender?

A. Sex is innate, but can be reassigned. Whereas gender is conceived by human from legacy.

B. Sex is innate and cannot be reassigned, while gender is conceived by human from unchangeable social construct.

C. Sex refers to human biological characteristics which is innate, while gender is a result of social construct that can change over time.

D. Sex refers to human biological characteristics which is innate, while gender is a result of social construct that affects since birth and can change over time.

E. All true

2. Which of the following statements is the most suitable for defining gender mainstreaming?

A. Placing women in the priority scale for every program/activity.

B. Integrating gender while performing works in the government.

C. Integrating gender into the planning, implementation, monitoring, and

evaluation of development.

D. Improving women’s participation and role in all development areas.

E. All false 3. The followings are the forms of gender injustice, except: A. Violence B. Gender bias C. Stereotyping D. Double burden E. Subordination

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SUPPLEMENTS

4. Which of the following statements is true?

A. Gender Analysis Pathway is suitable for preparing project plan.

B. Longwe Framework is a suitable tool for monitoring and evaluation.

C. Harvard Analytical Framework is a suitable tool for policy planning.

D. Women Economic Empowerment is a gender analysis tool for monitoring

and evaluation.

E. All true 5. The followings are the analytical tools introduced in Moser Gender Planning

Framework. Which of the following analytical tools was not introduced by

Moser?

A. Triple role analysis B. Strategic and practical needs analysis C. WID or GAD approach analysis D. Gender equality level analysis E. All true 6. What are meant by internal and external gap factors in Gender Analysis

Pathway (GAP) matrix?

A. Internal gap factors occur within an organization, while external gap

factors happen in the society.

B. Internal gap factors occur to and from women themselves, while

external gap factors occur due to environmental impacts.

C. Internal gap factors occur due to culture, while external gap factors

occur due to political pressure and policies.

D. Internal gap factors occur due to women themselves and their

organization, while external gap factors happen in the society.

E. All true 7. Performance indicators are the tools that measure the success of a program/

activity. One of the characteristics of a gender-responsive activity is to make

gender-responsive targets or indicators. Which of the following statements is

true pertaining to gender-responsive indicators?

A. Gender-responsive indicators must present sectoral gender data.

B. Gender-responsive indicators present disaggregated data by sex.

C. Gender-responsive indicators present gender gap data.

D. A and C are true E. All true

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SUPPLEMENTS

8. Which of the following gender analysis tools is suitable for economic analysis?

A. Harvard Analytical Framework B. Women’s Economic Empowerment C. Gender Integration into Market Chain Assessment D. A and B are true E. All true Instructions!

Answer the following questions correctly!

9. Mention the key steps to integrating Women’s Economic Empowerment into

Market Chain Assessment!

10. Explain the strengths and weaknesses of Gender Integration into Market Chain Assessment!

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KEY ANSWERS FOR PRETEST AND POSTTEST

1. C 2. C 3. B 4. B 5. D 6. A 7. B 8. D 9. The key steps to integrating Women’s Economic Empowerment (WEE)

into Market Chain Assessment (M4P) are as follows:

1. Building strategic framework: Identifying/setting the objectives of the

Women’s Economic Empowerment (WEE) explicitly.

2. Understanding market system: Performing gender analysis.

3. Defining the continuity of outputs to achieve: Identifying certain objectives

to be achieved by women and the opportunities for achievement in market

system.

4. Facilitating systemic change: Identifying matters to perform or facilitate in

order to encourage WEE.

5. Assessing change: Developing indicators to explicitly measure the change

in Women’s Economic Empowerment (WEE).

10. Here are the strengths and weaknesses of Gender Integration into Market

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Chain Assessment!

KEY ANSWERS FOR PRETEST AND POSTTEST

Strengths of WEE integration into Market Chain Assessment: Capable of mapping women’s position in market chain.

Capable of presenting the outputs of analysis on the relation of men’s

and women’s authorities in market system.

Capable of identifying existing gaps and serving as a reference to offer the

necessary interventions to address the gaps.

Capable of identifying the extent of intervention performed through policy/

program/activity in increasing women’s income.

Weaknesses of WEE integration into Market Chain Assessment: Requiring intricate and complex tools.

Requiring the skills to recognize and understand market chain assessment

tools to be able to properly integrating gender.

Requiring multiple stages and long duration.

Requiring the availability of comprehensive data at various levels.

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BIBLIOGRAPHY

State Ministry of Women’s Empowerment, Modul Fasilitasi Pelatihan

Pengarusutamaan Gender bagi Fasilitator Kategori Pengembangan, Jakarta:

State Ministry of Women’s Empowerment, 2006.

March, Candida, et al., A Guide to Gender-Analysis Frameworks, Oxford: Oxfam, 2005.

Moser, Caroline, Gender Planning and Development Theory, Practice and Training,

London: Routledge, 1993.

Mastuti, Sri, Panduan Perencanaan dan Penganggaran Responsif Gender untuk

Pencapaian SPM dan MDGs, Jakarta: BASICS, 2014.

Mastuti, Sri, Panduan Perencanaan dan Penganggaran yang Responsif Gender

Bidang Koperasi dan Usaha Kecil dan Menengah, Jakarta: Ministry of

Cooperatives and Small and Medium Enterprises and Ministry of Women’s

Empowerment and Child Protection, 2010.

SIDA, Tool: Integrating Women Economic Empowerment into M4P Approaches, 2013

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