Beruflich Dokumente
Kultur Dokumente
Gender
Inclusive
Planning
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Alok Kumar
ADDITIONAL SECRETARY
Tele : 011-23096564
E-mail :as-niti@nic.in
Government of India
NATIONAL INSTITUTION FOR TRANSFORMING INDIA
NITI Aayog, Parliament Street
New Delhi-110001
FOREWORD
Over the last two decades, womens representation and participation in
Panchayati Raj Institutions have played an increasingly important role in local
development. With their voices getting stronger, issues of gender inequality have come
to the fore. The Government of India has taken important initiatives to adopt gender
responsive budgeting in the work of Ministries and Departments. There is a great
need for capacity development of functionaries involved in development planning and
implementation to fulfil the policy objectives.
The Government of India-UNDP Strengthening Capacities for Decentralised
Planning (SCDP) project has taken forward a series of training programmes in the
States of Chhattisgarh, Madhya Pradesh and Odisha for government officials and
resource persons on gender inclusive planning. The training manual used for the
training programmes can be an important resource for all such efforts at capacity
development on gender and development. Its strength comes from the experiential
wealth of a year-long engagement with resource persons and government officials
involved in planning and development at State, district and sub-district levels.
The manual is targeted at non-specialist practitioners of decentralised planning,
implementation and monitoring at sub-national levels, and uses a simple selection of
tools and methodology available to make the practice non-threatening and interesting.
It fairly succeeds in its intention of being easily translated, adapted and used by
trainers and practitioners at different levels. Since more than 200 local practitioners
have worked on and used this resource over the year, its career as an oft-used how-to
guide seems bright.
We are glad to bring out this training manual for use by different stakeholders for
addressing concerns of gender equality and equity in development programmes. We do
hope that it will contribute to the efforts being made towards womens empowerment
and social inclusion in the country.
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Government of India
NATIONAL INSTITUTION FOR TRANSFORMING INDIA
NITI Aayog, Parliament Street
New Delhi-110001
ME SSAG E
Thus, it is very strategic to build capacities for addressing gender issues
in development. The Training Manual on Gender Inclusive Planning is a
much needed resource, which can enrich such initiatives and encourage new
efforts across States as well as different Ministries and Departments.
NITI Aayog hopes that the State governments will take leadership
in multiplying such capacity development initiatives and there will be a
welcome growth of necessary technical expertise.
AMITABH KANT
Chief Executive Officer
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Tel.-23096574
Fax.-23096575
E-mail-ceo-niti@gov.com
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Government of India
NATIONAL INSTITUTION FOR TRANSFORMING INDIA
NITI Aayog, Parliament Street
New Delhi-110001
MESSAGE
Women in India have proved their mettle in all professional fields and
public walks of life. Systematically consulting them and integrating their
priorities in different development programmes can vastly advance
the progress towards gender equality in the country. All government
schemes and programmes have wide scope for this, which need be fully
utilised while planning and implementing them. However, persisting
gender biases and lack of capacities to identify and address gender
issues are posing barriers on the way.
Thus, there is a pervasive need for sensitising functionaries involved
in programme implementation and instilling relevant knowledge and
skills for gender-inclusive planning and programming. A large number
of trained facilitators are needed who can make a qualitative dent
on the processes on the ground. The training manual developed on
the subject by the GoI-UNDP project on Strengthening Capacities for
Decentralised Planning (SCDP) is a useful resource in this regard. The
Master Facilitators developed in the States in course of the initiative will
play important role to highlight and deal with gender issues in district
planning and implementation of various sectoral schemes.
It is a pleasure to offer this manual for the use of development
administrators, trainers and women leaders engaged in womens
empowerment. It can be directly used or adapted to the needs of any specific
sector or schematic context. We hope it would contribute to strengthening a
gender-aware development administration in the country.
Message
India has unparalleled experience in bringing women to the forefront of
grassroots democracy. A key challenge for the country is to ensure the voices of
these women are integrated into policy and planning at all levels.
This training manual on gender inclusive planning is an attempt to help
bridge the gap between womens experiences and policy. It was developed as
part of a long-standing partnership between NITI Aayog and the United Nations
Development Programme that piloted several initiatives on gender sub-planning
in the country.
The facilitators and trainers supported under this initiative will help improve
local and district planning by addressing gender issues and increasing womens
participation. They constitute an important resource for the continuous capacity
development at State and sub-State levels.
We congratulate the efforts of NITI Aayog, Government of India, to develop
States capacity on gender inclusive planning and implementation. It demonstrates
the urgent need for gender inclusion in development policy and practice. UNDP is
privileged to collaborate with NITI Aayog in this important endeavour.
ACKNOWLEDGEMENTS
The Training Manual on Gender Inclusive Planning has been developed with guidance
and support of NITI Aayog, Government of India and United Nations Development Programme
(UNDP) under the GoI-UNDP Strengthening Capacities for Decentralised Planning (SCDP)
project.
The manual evolved through a series of training programmes at State and district levels
and was finalised under the leadership of Shri Alok Kumar, Additional Secretary, NITI Aayog and
National Project Director (NPD) of the SCDP project. It also bears the marks of encouragement
and suggestions provided at the outset by Shri B. D. Virdi, former Adviser, MLP and previous
NPD of SCDP.
Shri Debasish Das, Member-Secretary, State Planning Commission, Chhattisgarh,
Shri Mangesh Tyagi, Principal Adviser, State Planning Commission, Government of Madhya
Pradesh and Shri G. Bhaskar Reddy, Special Secretary, Planning and Coordination Department,
Government of Odisha ensured continuous and undisturbed participation of government
officials and resource persons of important line departments from State and district levels. They
provided useful practical inputs on session designs. Shri G. Bhaskar Reddy, Special Secretary,
Government of Odisha integrated the training intervention with the planning process in pilot
Gram Panchayats. Shri Pradip Kumar Biswal, Additional Secretary, Government of Odisha took
made special efforts to ensure follow-up action on the ground.
Ms. Sumeeta Banerji, Assistant Country Director and Head Democratic Governance,
UNDP provided overall guidance and crucial thematic inputs to the capacity building initiative.
Ms. Meenakshi Kathel, Human Development Specialist, UNDP extended cooperation and
support. Shri Sundar Narayan Mishra, Project Manager, SCDP edited the document and oversaw
the training process; Shri Jaimon C Uthup, Project Associate, conducted content review and Ms.
Ananya Sharma, Project Assistant, supported with the procurement and printing processes. Ms.
Phalguni Sahu, Shri Rishi Raj Sharma and Shri Nirmalendu Jyotishi, the SCDP State Technical
Officers respectively from Odisha, Madhya Pradesh and Chhattisgarh provided necessary
assistance at the State level.
Dr. Martha Farrell and other team members of PRIA, New Delhi conducted the training
programme and prepared the training manual. The passing away of Dr. Farrell in a terror attack
in Kabul, Afghanistan in May 2015 was a shocking bolt in the middle of the initiative.
Last, but not the least, one of the most important roles was played by the trainee master
facilitators. They willingly spared time and shared their ideas and experiences, which made the
whole initiative including preparation of the manual possible.
Contents
Foreword
Messages
Acknowledgement
Chapter 1:
Overview
Chapter 2:
Purpose and Use of the Manual
19
Chapter 3:
Training Methodology
23
Chapter 4:
Tips for Facilitators
37
Chapter 5:
Training Modules
45
Part-I Introductory
46
50
64
90
References 93
Annexure 95
Abbreviations
168
CHAPTER
Overview
1 9
CHAPTER
Overview
Over the years, it has been found that women enjoy fewer rights as compared
to men. They do not enjoy decision making powers, have very little control over
resources, and their domestic chores and looking after children and family do not
fall under the domain of productive work (Alkazi, Farrell, & Jain, 2004). To a great
extent, India is still a traditional, patriarchal society where men have greater power
and control and women are subject to control from birth to death. Women are
discriminated against in many ways for social, cultural and economic reasons, and
disregarded as a social group. They are either included with men or are largely
ignored. Some cultural beliefs hold women to be secondary to men, which
permeate, consciously and subconsciously, the minds of children within a family
through the process of socialisation. This becomes the starting point of gender
discrimination.
To counteract the negative impacts that women face as a marginalised group,
efforts to mainstream gender internationally were first seen around the Convention
on the Elimination of All Forms of Discrimination Against Women (CEDAW), 1979,
and the Nairobi Forward Looking Strategies (1985). However, it was only in 1995,
in the Beijing Declaration and the Platform of Action that gender mainstreaming
was established as an internationally agreed upon strategy for governments and
development organisations to promote gender equality.
10
The Government of India has pursued policies and legal reforms to address gender
inequalities in India. Substantial legislative advances have been made in addressing
gender inequalities, especially in the areas of political participation, education
and legal rights, beginning with the provision of equal rights for women in the
Constitution of India. Post-independence, the Sarada Act laid the foundation for
the rights of women. The passing of the Hindu Code Bill, 1955 improved the status
of women. In 1954, the first post-war all-India organisation of women was created
the National Federation of Indian Women (NFIW). In 1993, the 73rd Constitutional
Amendment Act created space for womens political participation and decision
making at the grassroots level by providing for at least one-third reservation of seats
for women all over the country. Even with 33 percent reservation in panchayats,
womens representation in panchayat meetings is negligible. Their place is often
taken by a male member of the family. If a woman builds courage and puts forward
her point of view, it is largely ignored.
Overview
There has been a significant increase in the number of working women in the
last decade. But it is also true that their progress is slower compared to their
male counterparts. As per Census 2011, the female work participation rate at 25.5
percent (30 percent in rural and 15.4 in urban areas) is far less than the male work
participation rate (53.3 percent). Of the total female workers, 59.6 percent were
main workers and 40.4 percent were marginal workers. Even with the increase of
women in the workforce, the workplace still reflects male standards of work ethics.
The same can be said of various policies and planning at all levels. Problems
and issues relating to gender inequality affect and influence all sectors. Women
as a group face gender based violence, denial of basic rights and other forms
of discrimination within the family, community and society at large. Gender
inequality leads to exploitation at several levels. Women continue to earn less than
their male counterparts for the same occupation and level of qualification; they
suffer low status in the workplace and are more vulnerable to sexual harassment;
and they lack economic independence that compels them to bear the burden of
all reproductive tasks in the household and makes them vulnerable to domestic
violence.
It has to be acknowledged that men and women experience life differently and
their needs and priorities differ. Gender equity and justice need to be accentuated
when efforts are made to form a just and equitable governance process at all levels.
Far from being only womens issues, gender issues are crucial social issues, which
everyone has a responsibility to address. Therefore, the importance of gender
mainstreaming in planning and development for systemic and sustainable change
cannot be overemphasised.
Far from
being only
womens
issues, gender
issues are
crucial social
issues, which
everyone
has a
responsibility
to address.
11
Womens
needs cannot
be seen in
isolation to the
needs of men.
The objective
is rather to
adequately and
organically
consider the
priorities
of men and
women so as
to neutralise
the inequalities
existing
between them.
12
Overview
13
the phenomenon of male family members taking over their roles, women PRI
representatives are increasingly emerging from the shadows of male dominance
and influence. They could be powerful players in a gender inclusive planning
process.
However, lack of capacity is a big hurdle on the way. Apart from knowledge
and information about the planning process, skills to handle different planning
tools and exercises are also necessary. Further, preparation and implementation
of gender-sensitive plans requires ownership and support from various line
departments. Even though specific government departments responsible
for womens development make budgetary allocation for schemes targeted
to women, it is essential that all key departments (health, education, rural
development, agriculture, water and sanitation, etc.) need to conduct their own
engendered planning and budgeting processes and participate in the preparation
and implementation of the engendered district plan.
14
Overview
Sl.
Concept/ Term
Definition
1.
Feminists
Feminists are individuals who support the equality of women with men; A
member of a feminist political movement; One who believes in the social,
political, and economic equality of the sexes; one who supports feminism.
2.
Feminism
3.
Gender - Blind
4.
Gender - Neutral
5.
Gender Aware
These policies might not address gender issues but are well
informed of the gender issues.
6.
Gender Sensitive
Gender sensitive policies recognise that within a society, actors are women
and men, that they are constrained in different and often unequal ways,
and that they may consequently have differing and sometimes conflicting
needs, interests and priorities.
7.
Gender
Retributive
Policies
8.
Gender-Specific
Policies
15
Sl.
9.
16
Concept/ Term
Gender Aware
Polices
Definition
Such policies recognise that within a society, actors are women and men,
that they are constrained in different and often unequal ways, and that
they may consequently have differing and sometimes conflicting needs,
interests and priorities.
Someone has been promoted where the risk of failure is very high
15. Gender
Budgeting
Gender equity means fairness of treatment for women and men, according
to their respective needs. This may include equal treatment or treatment
that is different but which is considered equivalent in terms of rights,
benefits, obligations and opportunities.
Equity is a means; equality is the goal.
For example, access to education, depending on whether the child is a
boy or a girl. In some developing countries, although primary education is
compulsory and free, girls are not sent to school because in certain hours
of the day they have household responsibilities. Therefore, flexibility of
hours in school would ensure fairness of treatment.
18. Harassment
Overview
Sl.
Concept/ Term
Definition
19. Sexual
Harassment
Unwelcome sexual advances, requests for sexual favors, and other verbal
or physical conduct of a sexual nature that tends to create ahostile or
offensive work environment.
20. Sex
Discrimination
21.
SexDisaggregated
Data
Collection and use of quantitative and qualitative data by sex (i.e., not
gender) is critical as a basis for gender-sensitive research, analysis, strategic
planning, implementation, monitoring and evaluation of programmes and
projects.
The use of these data reveals and clarifies gender-related issues in areas
such as access to and control over resources, division of labour, violence,
mobility and decision-making.
22. Gender
Discrimination
23. Womens
Empowerment
24. Affirmative
Action
17
Sl.
Concept/ Term
Definition
Practical needs rise out of the gender division of labour and womens
subordinate position in society. They do not challenge the existing power
relations between women and men. They are merely a response to an
immediate perceived necessity, identified within a specific context.
For women and men in the lower socio-economic strata, these needs
are often linked to survival strategies. Addressing them alone only
perpetuates the factors that keep women in a disadvantaged position in
their societies.
The division of labour between women and men depends on the socioeconomic and cultural context, and can be analysed by differentiating
between productive and reproductive tasks as well as community-based
activities : who does what, when, how, for how long, etc.
The gender gap is the difference in any area between women and men in
terms of their levels of participation, access to resources, rights, power and
influence, remuneration and benefits. Of particular relevance related to
womens work is the gender pay gap.
18
CHAPTER
2 19
CHAPTER
Objectives
To develop knowledge and skills for using gender analysis and planning tools;
To transfer practical skills for facilitating learning of district and sub district
officials in gender mainstreaming in decentralised planning.
20
programmes. The manual is also designed to initiate dialogue and help develop
a gender sensitive ad inclusive approach in the district and sub-district planning
processes. The approach of this manual is intended to build on existing levels of ... the manual
learning and preparedness of the participants rather than be prescriptive.
aims to
Lastly, the manual aims to deepen self-awareness and reflection on gender deepen selfperspectives in daily personal and professional lives of the participants. Any awareness
individual or institution striving to recognise and address gender issues in their and reflection
work will find this a useful guide and ready reference to design and conduct on gender
perspectives
gender trainings.
This manual is based on a series of five-day training programmes conducted in in daily
States. For this purpose a session design was used (given at Annex-1). The design personal and
professional
has broadly three parts:
lives...
a. gender awareness and sensitisation: It deals with differentiation between
sex and gender; understanding of gender roles in the social system; gender
biases and stereotypes; gender in development interventions and gender
mainstreaming;
b.
Understanding decentralised planning; concepts and tools for genderinclusive planning; gender analysis of development policy/interventions;
gender sensitive monitoring and evaluation;
21
c.
The sessions can be modified according to specific requirements and timing can
be changed to suit convenience. The session details can also be reshuffled as per
requirement and need not follow the sequence suggested. The manual contains
notes to facilitator/trainer, hand-outs and references so that the user can readily
use them.
22
CHAPTER
Training
Methodology
3 23
CHAPTER
Training
Methodology
The rich expertise and experiences of participants are utilised. Active learning
in a training programme comes from ones peers.
Participants get the chance to review what they have already learnt and
apply it to more challenging tasks. Key concepts get reintroduced as the
programme becomes more advanced.
The design continually refers back and incorporates concepts and skills
learned earlier.
Training usually ends with considering and identifying the next steps participants
will take and the obstacles they will face as they work on new ideas and skills.
Major Assumptions
24
Training Methodology
The collective is a powerful tool for learning and change. Group participation
and involvement of representatives at different levels in a hierarchy moves
the training from being passive to active.
25
26
Training Methodology
2.
3.
Trainers team
Have the learners voluntarily applied for the programme? Or have they
been sent?
If learners are coming from a community, who selected them for the
programme? On what basis?
Effective designing: One can learn effective designing only through constant
practice. A trainer has to constantly see what works better and what does not,
how timing keeps up with the learners pace and so forth. Some guidelines
to be kept in mind:
27
a.
Assessing learning needs: Learning needs are those set of things which a person
or a group of persons needs to learn in order to perform her role effectively.
Thus, a learning needs assessment must establish:
What is required from the individual in the committee/community to
promote gender inclusive planning?
What are the existing competencies, skills, knowledge already available
with the individual?
28
b.
c.
Deciding on content areas: Content areas can only be defined once the trainer
is clear about the participants present level of understanding, present
Training Methodology
Selecting training methods: Once the contents are selected and sequenced,
then selecting the appropriate method becomes a significant task. The
choice of method would largely depend upon the background of the
participants, whether they are literate or not, their learning needs and
selected content areas.
This domain focuses on intellectual skills. The methods that fall under this
framework are used for increasing knowledge by providing information.
Information can be provided either purely verbally or accompanied by visual
aids. The main purpose of these methods is to get a clear understanding of
the subject. The methods that falls under this category are:
29
33 Lecture
Used for:
Conveying new information and concepts to the participants.
Prepare for the lecture, become very familiar with the subject matter.
Identify and prepare supporting aids to illustrate the points made; such as handouts, background material, some pictures and posters you might want to use,
etc.
Keep chalk and blackboard or flipchart and marker pen ready for noting key
points.
Provide examples to link the subject matter to the lives of the participants.
Ask questions to check whether the participants are understanding the lecture.
Maintain eye contact with the participants to assess whether they are following
or not, whether they are interested or bored.
Maintain time stipulations and do not get carried away, but at the same time do
not sacrifice essential material for the sake of time.
Arrange the seating so that all the participants can see the aids equally well and
hear the lecture. A circular seating arrangement, or if there are too many people,
a double circle is useful.
If there is more than one trainer, then the others can supplement as well as
monitor the process of learning.
30
The affective domain is critical for learning. This is the domain that deals
with attitudes, motivation, willingness to participate, valuing what is being
Training Methodology
This is one of the most commonly used methods. Discussions in small groups
help participants to discuss about their own past experiences in a very
deliberate manner. This method is commonly used for sharing information
and experiences.
Buzz Groups: This is an effective way of motivating the group after a long spell of
passive participation such as listening to lectures or watching a film show. This
type of small group discussion involves participants engaging in short (between 1
Steps to conduct an effective small group discussion
Instruct the group clearly about the task, specify time and the form of
presentation.
Different groups may be given different tasks; in this case the, groups should be
divided first.
Let the groups discuss (through sharing and analysis) the matter under
consideration for the stipulated time.
Let one or two individuals from each group present their discussion to the larger
group.
Add any relevant points that you feel have been left out and use the group
presentations to arrive at a common understanding and explain it by supporting
it with theoretical concepts and theories.
31
Fish Bowl: The participants are asked to divide themselves into two groups.
One group is taken outside and given a brief of the activity they are required to
perform and a small group is given the task to observe from outside. Those who
are observing are later given the opportunity to form the fish bowl group while the
Conducting a successful fish bowl exercise
Ask the participants to volunteer their membership into two groups, one for the
fish and the other for the bowl. The fish group is the group who performs the
task and the bowl group is the observer group.
Without the observer group and the task group being given an opportunity
to talk to each other, the observer group is taken out of the room and given
guidelines on what they are to observe and how they are to observe. The task
group meanwhile are also given their brief and told to prepare for it.
The observer group is called back into the room and asked to sit in a circle around
the task group to observe them performing their task.
After the time is up, the observer group is asked to present the points they
observed about the task group.
Once this stage is over, the groups might be inter-changed with the previous
task group now taking on the role of the observer group and vice-versa.
first group reverses its role and observes. It is useful because it allows an issue to be
examined in a group. It increases participant awareness on the groups functioning.
It also increases the awareness of a participants own participation in the group.
32
Debate: This is an effective way of making an individual think. Choose the topic
with great care, keeping in mind that it must allow two opposing points of view to
be articulated. Debates provide an opportunity to view a subject from all angles,
to think logically and to present viewpoints with clarity and lucidity. Remember
dealing with impromptu questions from the floor of the house is an important part
of debating. The instructor must remain neutral, so as not to demoralise either of
the groups.
Training Methodology
Explain to the group that they will be given one statement and each group has
to debate against each other either for or against the statement.
Allow rebuttal.
Debrief the exercise summing up all the points that were discussed and present
them in a structured form.
33 Case Study
In this method, others experiences are provided to the group in the form of a
case study. These experiences are reflected upon and analysed by the participants to then extract or arrive upon new principles. The participants own
experiences, values and feelings form the basis for analysing others experiences.
Its uses
33
Groups are divided into smaller groups and given the task (question).
33 Role Play
34
One of the most common training methods in use is called role play. Role play is
used in a variety of ways:
A small group enacts a situation where other participants observe the role
play: A discussion follows that enactment. This use of role play is similar to
a demonstration where learning occurs through observation. Such role play
can be enacted by the trainers themselves or a few outsiders or a handful
of learners, with or without trainers. Role plays are useful when a particular
situation is needed to be analysed; for example, a role play on a family
thatworks in the National Hydro Power projects, sends their son to school but
expects their daughter to work with her parents on the dam construction site
as well as take care of her siblings and also cook food and bring for her parents
to eat during the day. Participants should be allowed to make additions like
the girls age, whether she is a paid worker or is she there only to help her
parents.
Role play is also used to stimulate discussion on complex issues: This method
of learning is essentially a group discussion where role play merely acts as a
stimulant or catalyst for the discussion that follows. This can also be used as a
task for the task group in fish bowl and the observer group is asked to observe
how the gender differentials are played out in a family.
Role play is also used to practice some skills: For example, gender trainers can be
trained to practice how to motivate women to assert themselves in community
situations by enacting different roles. The prime method of learning here is
by practicing and receiving feedback from learners and trainers after that
practice.
Training Methodology
33 Simulation
Simulation is a method done by assigning very definite roles to each participant and
having them act out a situation according to the roles they have been given. It is
carried on long enough to generate responses and reactions based on real feelings
and participants need to genuinely get into their role. Learning takes place without
any serious risk because the situation is after all make believe.
Pre-Simulation
Decide upon the objectives and design, or select the appropriate simulation.
Plan the debriefing in detail. Delineate the roles carefully and prepare role
briefs and a list of rules/instructions. Decide who will assume which roles. Try
to include all participants as simulations should not have observers.
Define the situations and events in which the characters will interact. There
may be more than one situation/event.
Decide upon where to have the simulation. The site/s chosen should parallel
the real life sites of the situations chosen.
Keep necessary props ready which may be used for the different roles.
ii.
Conducting a Simulation
Assign roles; give each person the appropriate role brief. This role brief should
include what type of person s/he is supposed to be playing, including some
details of personal history.
Ask the participants to study their roles and try to become the role. Do not let
different players study each others briefs.
Have some appropriate means (like name tags) of identifying the different
roles.
Brief the participants about the situation and let them start acting according
to their interpretation of the roles.
iii.
Give the participants time to emerge out of their roles or give them a tea break.
Ask the participants to share their feelings; keep your questions directed,
35
not vague. For example, questions like what happened to you during the
simulation, how did you feel, etc, can be asked.
Try to draw parallels with real life while analysing the patterns in the data.
Some other useful training activities can also be used such as providing reading material,
demonstrations, field visits, slide shows/films, pictures, posters, games and ice breakers.
The depth of the topic to be covered. The newer the group is to a particular concept,
the longer the time that will be taken.
What are the special learning styles of this group? A literate group will take less time
to understand the concepts being discussed.
What is the choice of method? Simulation will take longer to complete as compared
to a quiz.
What are the limitations of the programme? The training programme should be
limited to the stipulated number of days.
Adequate time has to be kept asidefor breaks, both short and long. It is important
to structure time separately for participants to:
36
Go through given reading material and discuss it with others to gain clarity
Increase energy levels though short games, exercises, and dances and so forth.
Be relaxed with each other and overcome shyness in the group through
cultural programmes, especially at the beginning when participants are
unsure and tense.
CHAPTER
Tips for
Workshop
Facilitators
4 37
CHAPTER
Training has always been viewed as a learning process. But training is more than
just building the skills and knowledge of individuals. It is also about changing
peoples views, attitudes and behaviour through the various activities and sessions.
Therefore, the selection of trainers is crucial to the success of a training programme
on gender inclusive district planning.
38
If there is a training team, each member of the team should have a well-defined
role and s/he is expected to perform the role and the responsibility that is assigned
to the team. In a traditional training mode, the major competence that the trainer
needs is thorough knowledge of the subject matter. In participatory training, on
the other hand, the trainer has a number of roles and responsibilities to fulfil.
In order to organise their responsibilities, an effective trainer must be competent
in:
a) Identifying learning needs
The trainer must possess knowledge about the potential participants, their job
descriptions, and the community to which they belong and about the theoretical
framework of participatory training.
b) Preparing the training design
In order to prepare the training design, the trainer needs to have knowledge
about the subject matter, content areas and the various methods, materials and
resources, which will help her/him in preparing the design. Awareness of gender
39
40
needs and concerns. S/he must be aware of the limits and potentials of training and
follow up, the type of follow-up, what the participant might need after returning
to a real life situation, and of her/his own anxiety, feelings of possessiveness and
reluctance to be objective. Skills in gathering and analysing information, using
this to adjust the course of the training, in maintaining contact and providing
continued support and, of course, in writing reports are essential.
g) Knowledge of group processes
Participatory training approaches while instrumental in bringing about change at
an individual level, also emphasise the importance of collectives of individuals in
understanding and transforming social reality. Practice suggests that the process
of collective discovery and decision making enables individuals to accept change
more readily.
A group has the following characteristics:
41
Concentrate on hearing.
We must listen with an open mind; we often stop listening when we hear some
key words or red flags which touch our personal biases or preferences.
Pay attention and try to understand what is being said beyond the words, try to
understand the feelings, the emotions and what is being implied, be alert to the
various non-verbal messages.
Do not predict what the speaker is trying to say, do not jump to conclusions.
Do not pretend to have understood when you have not, clarify your doubts,
request the speaker to re-explain, ask relevant questions.
Do not become defensive and do not argue or interrupt, especially when you
feel that the speaker is challenging some of your favourite ideas.
To ensure that we are listening attentively we should from time to time restate,
repeat and summarise what we think is being said.
Source: A manual for participatory training methodology in development, PRIA (2011), New Delhi
42
Using distance - sitting close, standing very far apart, sitting on a higher seat,
standing behind a table and so on to indicate intimacy or distance.
i) Listening
An important element while discussing how we communicate is the element of
listening. Listening involves much more than passive hearing. Most of us are so
busy thinking of and putting across our own ideas and points of view that we
seldom listen carefully to what others are saying. Listening is based on hearing and
understanding what others say to us, which is only possible when we pay attention
to what is being said. We must remember that listening is the true indicator of
respect.
Is willing to listen.
Is aware of her or his own strengths and weaknesses and willing to learn.
43
2.
3.
Preparing her/himself
4.
Making arrangements
44
1.
2.
Report writing
3.
Follow up
CHAPTER
Training
Modules
5 45
CHAPTER
Training
Modules
PART I: INTRODUCTORY
SESSION 1: KNOWING EACH OTHER
46
Training Modules
Time
Method
Materials
Procedure:
1.
Facilitators introduce themselves and explain that this session will help the
participants to know more about each other. Explain to them the importance
of listening to each other, respecting each others opinions and sharing
experiences with each other. Explain the task they are to accomplish.
2.
3.
Each pair will talk with each other and take the following information from
each other - name, hobbies, educational and professional background and
their dream of a happy life.
4.
Each pair of participants gets 15 minutes to interact with each other. After
which, they introduce each other in the plenary.
5.
At the end of the introduction, the facilitator explains to the participants that
for smooth functioning, ground rules are important. Ask the participants to
come up with ground rules for this workshop and write it on a chart paper.
Once this exercise is done, the chart paper has to be stuck in a place which is
visible to all participants.
47
Objective
Time
To understand the
45 min
purpose of the training
To share own expectations
from the training
To understand what other
participants expectations
Method
Lecture
Materials
Notepad, pen, markers, flip charts
PPT on Training Objectives and
Design
Hand-out 1: Workshop design with
objectives
1.
2.
After sharing of objectives, distribute two cards (of different colours) to the
participants. Ask them to write down one expectation from the workshop
on one coloured card and one fear/apprehension on the other. Stick all the
expectations cards on one flip chart and those on fears or apprehensions on
another.
3.
Explain why some of the expectations (if any) would not be covered in this
training and what other learnings would they take away from it.
48
Keep all the cards, colour pens and hand-outs ready before the session starts.
Make sure that there are enough copies for all.
2. While sharing of expectations and apprehensions, clarify what can be covered
and what cannot be covered.
3. Participants may come up with a variety of apprehensions like:
This would be just another women oriented workshop,
The examples used in workshop would not be applicable to our context,
I would not get an opportunity to speak,
Time would not be managed and too much would be taught,
Due to too much use of English language, I would feel excluded from the
discussions etc.
Many of these apprehensions can be cleared by making some norms of the
workshop like time management, listening to others, using the accepted language
for conversation etc.
Training Modules
Time
Method
Materials Required
PowerPoint presentation on
District Planning (based on
the Manual on Integrated
District Planning issued
by the erstwhile Planning
Commission)
Hand-out 2:
Concept note on decentralised
planning
Hand-out 3:
Process and Steps of
Decentralised Planning
Procedure:
1.
During the session, the facilitator will broadly cover processes involved in
conducting decentralised planning.
2.
2.
3.
4.
5.
Explain the institutional set-up for district planning from local up to the
district level.
49
50
Training Modules
Objective
To help participants to
understand the difference
between gender and sex.
To help participants understand
the need to talk about gender.
Time
Method
1 hr 15 min Brain
storming
Materials Required
Flip chart and markers
Large signs with Men
and Women written
on them or depicted
pictorially
Procedure:
1.
Ask participants to go to the end of the room and form two lines at random
in equal numbers. First group will be called MEN and the second group will
be called WOMEN.
2.
One after another in quick succession like in a relay each member comes up
on the board and writes one trait, role, and characteristic or adjective that
describes the word that has been assigned to their group. The team with the
most number of words in 10 minutes wins.
3.
After the game, let the participants get back to their own seats and analyse
their answers.
4.
Interchange the labels 'Men' and 'Women' and check with the participants
which are applicable to this list with the new label and which are not. Ask
questions:
5.
Go over the list on the board and check those which are applicable to both.
Those that are left out are the ones related to biology
6.
7.
Process the activity explain to the participants that the main difference
between the sexes is based on biology which cannot change. However, all
other changes are based on gender which vary and change over time and
from situations and contexts.
51
Objective
To understand how
we attribute distinct
characteristics to
men and women
based on social
expectations rather
than individual
needs or interests.
Time
1 hour
Method
Individual
questionnaire and
question-answer
session in the larger
group
Materials Required
Hand-out 4 Statements on Sex
and Gender
Hand-out 5 Note on Sex and
Gender
Plenary discussion
Procedure:
1.
Ask the participants if they know the difference between sex and gender.
2.
Discuss the difference between sex and gender with the group.
3.
4.
5.
6.
Once all the statements have been discussed, bring everyone back to the
large group and ask them how they felt about the exercise and what they
learnt from the same.
Answer sheet for the facilitator for sex and gender statements
52
1.
2.
3.
Men are better at handling money and investments than women. (G)
4.
Training Modules
5.
6.
7.
8.
Explanation- Boys are taught that showing emotions is not manly and it is
something that only women do. Dont cry like a girl is often repeated to young
men when they get emotional. Since, it is considered that girls and women are
weaker, softer and therefore, it is acceptable that they express their emotions. Yet
it is also true that men do cry, they feel pain and joy and all other emotions but
have been taught that this kind of behaviour is only appropriate for women and
therefore are taught to be non-emotional.
9.
Explanation- In homes women cook every day and are therefore good at it.
However, some of the best chefs in the world and the best cooks in restaurants
are men.
Explanation- Male hormones are responsible for men having a deeper voice than
women, which deepens during the onset of puberty.
11. Men are responsible for the sex of the foetus. (S)
12. Woman must not lift heavy weights during pregnancy. (G)
Explanation-This advice is given due to the fact that such an act might increase
the risk of miscarriage or in later life a prolapsed uterus.
53
for a woman to do so. However, men are taught that it is appropriate to display
their sexuality and sexual urges. With no such restrictions or barriers, men are
rather open and spontaneous about their sexual urges and desires. Ironically,
though the myth exists that men have greater sexual desire, historically it is
womens sexuality that has been the target of control by society and specifically
men. It would appear that men have been afraid of the open expression of female
sexuality and had been always conscious/fearful of whether he would be able to
satisfy the sexual needs of a healthy and willing female.
14. Men are able to move around alone as opposed to women. (G)
Explanation- Safety and security issues related to women travelling alone due
to fear of sexual violence makes it difficult for her to move around alone. The
reputation of a woman moving around alone is always suspect and she is more
vulnerable to assault and exploitation. Since, these issues do not affect men, they
are able to move around freely.
15. Women are naturally better caregivers to babies as compared to men. (G)
Explanation- Both men and women can be good caregivers but as this task is
related to the sex of a woman it is presumed that men are not good at this. It
is not important to have breasts or a uterus to be a good caregiver to young
children.
54
Explanation- It is a biological fact that given the same kind of life conditions,
women would live longer than men. In fact, even in the adverse life conditions
women live longer than men. In natural circumstances more women would be
born, i.e., chances of the conception of a female child are higher than a male
child, as the female embryo would survive better during the pregnancy phase.
Female embryos having XX chromosomes are more stable in the mothers body,
while chances of miscarriage are higher for male foetus XY chromosome. After
birth, in the first year of life, if given same care, females have high chances of
survival than males. At later stages in life, females have less chances of having
various heart diseases than male. One more interesting fact is that females are
able to bear 10 Dolors of pain (Dolor is the measurement unit for pain) while a
male would die before experiencing such pain. During child birth, women face 10
dolor of pain and survive it.
Explanation If men did not cut their hair they would probably grow as long as
a womans. Society does not prescribe the length or thickness of an individuals
hair.
Training Modules
Explanation- This is universally true for men and is based on sex and not social
dictates.
Explanation- The sex of a man determines the facial hair. Women do not grow
facial hair of moustaches or beards as men do.
Explanation- They go to a parlour because they want to and not because they
need to. Men also go to parlours.
Does such a phenomenon exist universally, across the world e.g. do all
women menstruate; can all men have beards. If the phenomenon is universal
and constant it may be considered as to be determined by the Sex of an
individual.
b.
55
Objective
Time
Method
Materials Required
drawing game
Procedure:
1.
2.
Show the written instructions on a PPT. You may also read out the same.
3.
The instructions must refer to the person to be drawn only as the farmer.
Never should the farmer be referred to as he or she or by any other word that
might imply the sex of the farmer.
4.
Invite participants to tape their drawings on the walls, view others drawings
and interact with one another.
5.
Have the group select one or more winning illustrations and present the
winner or winners with a token prize. Count and announce the number of
drawings of female versus male farmers.
56
Now imagine a farmer working in a farm or field. Draw that farmer with the background
scenery as you like. Try to be as realistic as you can in illustrating clothing, turban, farming
implements, activities, etc.
Training Modules
Objective
Time
To understand
1 hour 30
minutes
stereotyping of qualities,
behavior and roles of men
and women;
To understand how gender
biases are rooted in us
Method
Storytelling and group
reflection
(Both the stories can
be worked on in two
parallel groups or
sequentially in the
large group)
Materials Required
PPTs on two stories:
I cannot
operate on this
child
A and B story
Procedure:
1.
2.
After having the participants draw farmers, tell the group that you have two
riddles for them to solve.
Read the story called I cannot operate on this child aloud. Ask the group to
explain how it is possible for the injured boy to be the surgeons son, when
the story says that the boys father is killed in the auto accident.
I cannot operate on this child
Deepak and his son Arjun live in one of the big cities of India. One Sunday, they
take the car to go to the market. On the way, they have a serious accident and
Deepak is instantly killed. His son, injured and unconscious, is rushed to the nearest
hospital. When the surgeon on duty comes into the operating room to treat Arjun,
it is immediately clear that something is terribly wrong. The surgeon becomes very
upset, and rushes from the room saying, I cannot operate on this child. He is my
son. How is this possible?
Be careful not to deviate from the text or refer to the surgeon in any way that
reveals (her) gender.
b.
Once the group solves the riddle, i.e., figures out that the surgeon a woman
- is the boys mother, lead a discussion about the assumptions people make
concerning the professional roles of men and women.
c.
Ask them if the story would still have been a riddle if the unknown parent
had been described as a nurse.
d.
57
3.
Now read the story called A & B aloud. Ask the group to answer the question
given below the story.
Who is male and who is female?
A & B live together. A is a nightclub dancer & B is a teacher. Both have respect
for each others choice of career. One day A & B went to the market together. A
bought vegetables for the house, some clothes for both of them, and B bought
some magazines and a packet of condoms. On their way back home, they
saw a group of people having a fight. A immediately wanted to join the fight
while B wanted to go home. A joined the fight in spite of Bs repeated requests.
B was very upset with As behaviour and fought with A all the way home.
Who is male and who is female?
58
a.
Participants will give many reasons for citing whether A or B are male or
female or either one of the sexes.
b.
Ask them to reflect if all of these attributes are based on our social norms and
expectations of how men and women are expected to behave. None of these
traits are based on biological functions such as giving birth, determining the
sex of the unborn child etc. Therefore, it is possible for A or B to be either
male or female.
Training Modules
Objective
To understand
the process of
how individuals
are socialised into
being men and
women.
Time
Method
2 hours Collage/Posters/Charts
Materials Required
Flip charts, chart papers,
markers, magazines
Hand-out 6: Notes on
socialisation and patriarchy
Instructions on Power Point
Procedure:
1.
Divide the participants into 3 groups if the group size is within 24 or in six
groups if the group members number 25-30 and give one task to two groups.
2.
Make a list of the differences between the toys and games that girls and
boys play.
Make a list of rituals and culture that are different for women and men,
boys and girls
Make a list of symbols that depict men and women, boys and girls
3.
Provide 30 minutes each for the group work. Ask them to divide their chart
into two halves. One half for men and the other for women. Explain that the
main task of the group is to highlight the differences rather than listing out
everything. Mention here that the things that are common to both need not
be mentioned in the list. Mention that things which were traditionally male
dominated and have now been adopted by both also should be mentioned.
4.
Once the task is complete, ask the groups to make their presentation one by
one, if there were two groups of same task let the groups who had done the
same task present first and then move on to the next task. Each group gets
10 minutes to present and 10 minutes for open discussion. Reduce the time
if there are 6 groups.
59
5.
Ask them if they see any linkages between the toys and games children play
at childhood with the professions that men and women take up later in their
life. Discuss whether games and professions have any link with the roles
that are given to men and women by the society. Discuss how differences in
rituals and cultures lead to difference in the socialisation of men and women.
6.
Examine how the rituals, values, discussed above influence child labour. Do
they determine the type of work that girls and boys perform in a community,
and whether these jobs are segregated by sex? Are there aspects of the
culture that participants would like to change? Are there other people in
their society that feel this way? How can these changes be brought about?
Objective
To create an awareness among
the participants of the gender
roles and stereotyping that exists
in our work how we work, what
work we do, the conditions of our
work and why we work.
Time
Method
1 hour
Game
Group
discussions
and
reflections
Materials Required
A bowl or a basket
with small pieces
of folded paper
with names of
occupations written
on them
Procedure:
60
1.
Explain to the participants they will all be playing a guessing game today
through a mime. Explain to them that they will be miming something and
the others will now have to guess what occupation each persons act depicts.
2.
Explain that a mime is an act that does not require any spoken words to be
said. They have to merely act and express with their bodies and hands. Allow
them to use the available props such as dupattas/shawls, tables, chair etc.
3.
Explain the basic rules: that they are not allowed to speak or spell out the
words.
4.
Ask the participants to list out some occupations such as policeman, doctor,
shoe shiner etc. and list them out for all to see.
5.
Make little chits with these occupations in them and drop them into the bowl.
6.
7.
Invite group 1 to send their first actor to pick out a chit. They will now have to
face their team and act out what is written in it. The persons own team should
now try and guess what s/he is acting out. Each person should be given 1 3
minutes to act out her/his mime. And the objective is for the participants to
guess the occupation that is being acted out as quickly as possible.
8.
Training Modules
Encourage discussions after every correct guess. Ask whether the person
doing the mime had a man or woman in mind when acting out the occupation.
Do they think that work is usually done by a man or a woman? Why do they
associate this type of work with a person of this sex? After he or she answers,
facilitators can ask the rest of the group whether they agree or disagree and
why. If members of the group disagree about who performs this occupation,
this could lead to an interesting conversation on the different opinions and
stereotypes people have on what kind of work men and women usually do.
Facilitators can ask them whether it is the norm for to perform this job in their
society. They can also discuss whether this is often the norm in other cultures,
and how this may differ in other societies1.
Adapted from Gender equality and child labour A participatory tool for facilitators. ILO, 2004
61
major challenge even though girls access to education and career options are
increasing. Women today are still expected to perform their traditional roles of
mother, wife and housewife while also managing a fast-paced professional career.
Men, on the other hand, continue to maintain their traditional roles and are rarely
found to adopt the roles required by contemporary society. Various researches
have shown that different cultures define appropriate behaviour patterns for each
sex differently and the internalisation of gender roles of a child occurs principally
during the so-called primary socialisation in the family and in school.
As explained before, the biological organ, or the genitals of a child, becomes the
basis of its socialisation process, deciding the childs behaviour, the treatment she/
he gets from society, and the patterns of a childs nurturing. The rearing skills used
by parents and caregivers help make the child conscious about her/his gender
identity. No one definition can bring home the profound impact that socialisation
has upon our lives. It is necessary to realise the role of culture in shaping our
notions of appropriate behaviour about being female or male with feminine and/
or masculine qualities. It is the culture of the society of which we are members that
define our behavioural patterns and the accepted patterns are an accumulation of
norms passed down over the generations.
Culture is composed of various components such as race, social class, ethnicity
or common interests; all heterogeneous in nature. These institutions control and
shape the various institutions of society such as religion, education or family.
Research has shown that gender roles are more flexible in middle class families than
in working class and lower class families. This is particular in the case among middle
class homes with working mothers. Boys and girls in these families are offered and
adopt less stereotypical gender role choices in behaviour expectations and career
development. This confirms the general trend that the mothers employment and
social mobility are important factors in determining and forming gender attitudes.
SESSION 6.3: IMPOSSIBLE DREAM
Objective
To understand
gender as the basis
for division of roles
and responsibilities
62
Time
40 minutes
Method
Screen of movie
Group reflection
and discussion
Materials Required
CD of the movie Impossible
Dream
Projector and screen
Procedure:
1.
Introduce the video, The Impossible Dream. This video promotes awareness
of the various stereotypical roles women and men play in society.
Training Modules
2.
3.
Compare the womans job with that of the man in terms of physical
requirements, attractiveness of the job, access to machines, relationship
with superiors and pay.
In the home, what are the tasks of the woman and what are the mans?
Compare the way members of the family spend their leisure time.
63
64
Training Modules
Objective
To understand
the difference
in roles and
responsibilities of
women and men
and the double
load that women
bear in their lives
Time
Method
Materials Required
Chart Paper, Sketches / Markers
PPT with Charts on Workload analysis
& Access and Control over Resources
Hand-outs:
Hand-out 7: Workload analysis
template
Hand-out 8: Womens and Mens
Access to and Control of Resources
Hand-out 9: Summary Sheet
Hand-out 10: Note on Gender
Mainstreaming
Hand-out 11: Gender Analysis Tools
and Frameworks
Hand-out 12: Tabular Explanation of
Frameworks used in Gender Planning
Procedure:
1.
Explain that the objective of the exercise to work out the number of hours
both men and women spend on different tasks/activities during the day.
2.
Divide the participants into small groups of six members. Women and men
may be mixed or separated in these groups.
3.
A. Workload Analysis
33 Work out how a typical woman and a typical man spend a typical day in
the communities of the trainees.
33 Fill up the workload table and summary sheet as given in the Hand-out
7 and 8.
65
33 Discuss in the group and fill up the resource analysis template given in
hand-out 9.
33 Based on the above data, fill up the summary sheet to indicate the level
of (not at all, moderate or full) access to / control over resources the
typical man and woman has.
4.
On the basis of the data generated in the two exercises, the groups will reflect
on and record their observations on:
33 Who has greater access to and control of the key resources of the
communities? This part will highlight the decision-making power of
women and men over key resources, and the opportunities that woman
and men have in regard to the use of these resources.
(it is to be kept in mind that a typical woman and a typical man represent the
majority of women and men in the community concerned. A typical day is
the ordinary day of a woman and a man)
5.
6.
66
1.
Based on the data on the typical activities of women and men for a day, their
access to and control of resources, list down the issues and concerns on the
relations between women and men.
2.
What are the areas where women and men differ significantly?
Training Modules
3.
If gender discrimination against women exists, what do you think are the
roots of the situation?
4.
Give input on the manifestations of gender bias against women related to:
Caution:
It is possible for the male participants to still be defensive, and even for some
female participants to justify the situation, and to say that gender inequality is
inevitable in a society. This has been experienced in a lot of introductory training
sessions on gender relations. If this will be the case, simply let them articulate and
explain their views. It will be counter-productive at this point to attack this kind of
perspective. Since you have respectfully listened to their views, then request them
in return to listen to your views as well. Then tell them to let the session and whole
seminar be a meaningful discourse on the different analyses and perspectives
to gender relations, and hopefully, for all the participants and trainers to find a
common ground on the issue of gender relations at the end of the module.
Session 7.2: Situation Analysis (based on case studies)
Objective
Time
Method
Case study /
analysis
Materials Required
Procedure:
1.
Give participants the case study and allow them to read it on their own, or
read it aloud to the group. (15 minutes)
2.
Divide the participants into small groups to discuss the case study and answer
the questions. One person should be chosen to report back from each group.
(15-25 minutes)
3.
Ask the small groups to report back, writing their answers on newsprint. Take
oneidea from each group at a time. Add any remaining answers yourself after
all groups have finished. (30 minutes)
67
4.
b.
c.
d.
Make sure that the case study is comprehensible to the participants. All
facilitators should have read the case study and answered the questions
as part of the preparation for the training. The required timings need to be
calculated.
The timings on this activity are approximate, and will vary according to the
length and complexity of the case study, and the depth and range of the
questions.
You may need to adapt or re-write case studies to make them culturally
relevant.
Where possible, use case studies that match the experience of the group.
People should be able to recognise the situations described in the case study.
If you decide to write your own case study, make sure that it illustrates a
real issue, which you have heard people describe and which will generate
discussion.
Include clues to the key issues, but don't spell out all the answers.
If you write case studies, as with any exercise, be very clear in your objectives,
test out the exercise on colleagues or co-fieldworkers first, and re-write.
Facilitators Notes - The Nutrition Cooperative
68
This case study is about the efforts and challenges of a low income womens
group ensuring adequate nutrition for their children, and families. The lack
of gender mainstreaming in the processes of ensuring nutrition have been
highlighted. In this case study, women identified milk as a short term immediate
solution to resolving issues of nutrition and then came together to collectively
Training Modules
address their problems. The free milk while helpful was not the solution to nutrition
and they had to look beyond for means of better nutrition for their children. The
women were able to contact the nutrition group to understand the concept of
balanced diet and the means to achieve the same were also suggested in the form
of kitchen gardens. Recipes were also provided that helped in giving families and
children a balanced diet.
However, in this entire process, the inclusion of men in the process was completely
ignored, as were the roles that women traditionally played. It was understood
that women played the traditional roles of cooking, fetching water, managing a
household budget (on resources provided for by the men) and being responsible
for the health of the children. Men on the other hand were the ones who took major
decisions on the crops to be grown but as it was not considered the role of men to
know about nutrition they did not grow groundnuts or other items which could
have supplemented dietary requirements.
The gender bias in the households and the lack of resources available to women
was overlooked by the nutrition group while demonstrating lessons on balanced
diets and setting up of vegetable gardens. Further, the time of the women spent in
reproductive roles was completely overlooked and therefore it was never considered
that women might not have the time to fetch water for setting up their gardens, nor
that men could have supported this process by fetching the water from the stream.
Perhaps the location of the kitchen gardens could have been near the stream, where
the men had set up their fish ponds to support the kitchen gardens.
There was no collaboration between the womens group and the mens cooperative,
even though some men in the cooperative had their wives in the nutrition group.
While the men had a formal set up in the cooperative with better access to resources
such as loans, women remained in an informal group, and their project was not seen
as a potential source of income or growth. There was no attempt for women to join
the cooperative as this was a business and in the realm of men who are seen in the
traditional role of being bread winners, while womens income was seen to be as
secondary to the family.
All decision-making and control of resources was in the hands of men. They were
neither involved in supporting or taking responsibility for household chores or
being concerned about the childrens health or nutrition. The assumption was that
women needed to take care of deteriorating health without an additional resource.
In the cooperative project also, the access to livestock and cooperatives was with
men and their wives were only given a part of money to run the household. In
69
addition to access and control, the case also highlights that men were putting
the onus of deteriorating childrens health on their wives and doubted their
learning in the nutrition group classes.
70
Training Modules
71
Objective
Time
Method
Materials Required
Balloon Exercise
Marker, sheets
of paper and
flipcharts
PPT of a story Fox
and the Crane
Hand-out 16:
Practical and
Strategic Needs
Procedure:
72
1.
2.
3.
Ask each group to begin by drawing a picture of a woman from their area of
work, in the middle of the paper.
4.
Close to this picture they should draw a balloon in which they should note
down one major problem affecting women in their area.
5.
Ask them to reflect on one or more problems resulting from the first problem.
6.
For each linked problem they should draw a new balloon and link it to the
first.
7.
8.
When a whole chain of balloons has been created ask each group to identify
with an arrow the point in the chain where the interventions of different
government schemes begin and to highlight the consequences (how many
other parts of the chain are impacted by this intervention).
Training Modules
9.
Each group puts up their flipchart and has a 'gallery walk' looking at each
other's balloon diagrams.
Points of Discussion:
33 What needs are being left out are these practical or strategic needs?
33 (Optional) what interventions could be made to address more of women's
strategic gender needs? What difference does the way in which practical
needs are met, make to meeting strategic gender needs?
The Story of the Fox and the Crane
(equal treatment does not mean the same treatment)
73
Objective
Time
60
min
Domain &
Methodology
Affective: Small
group discussion
Materials Required
Flipcharts, markers and pens
Hand-outs :
Procedure:
1.
Give an introduction to different schemes and how gender issues are reflected
in them in terms of their objectives, outputs and implementation strategy.
2.
Divide the participants into three groups (this may vary depending on the
number of participants). Distribute the scheme-specific hand-outs which
contains summary details of the scheme objectives, outputs, an overview of
budget allocations and implementation strategy.
3.
4.
74
Training Modules
5.
The teams will note the observations / suggestions on the chart for
presentation.
6.
The teams will be given 30 minutes to analyse the schemes and prepare the
charts.
7.
The scheme hand-outs will be selected based on whatever schemes are wellimplemented in participants operating areas.
75
Objective
Time
Method
Materials Required
15 minutes Simulation
Chart paper, Currency
exercise and Small notes, and
group discussion PPT on Equity and
Equality
Procedure:
76
1.
2.
Now ask that whether in this community people have equal resources or not.
Naturally, the response would be no since one third of members are having
currency notes while rest of them have none.
3.
4.
Then distribute one currency note each to all participants this time. Now ask
whether all participants have equal resources or not. Still there would be a
gap in the resources.
5.
Explain that when equality approach is applied with already unequal people,
it still results in inequality.
6.
Now take back only one currency note from each participant. Now again
announce that in certain project resources would be distributed equitably.
7.
Go around the participants checking whether each of them already has one
currency note. If they have, then do not give them another currency note. If
they dont then give them one currency note each.
8.
Now ask whether all participants have equal resources or not. Now all
participants in the group would have one currency note each.
9.
Training Modules
b.
77
responsibilities and opportunities will not depend on whether they are born male
or female.
Gender Equity is the process of allocating resources, programmes, and decisionmaking fairly to both men and women without any discrimination on the basis of
sex and addressing any imbalances in the benefits available to males and females.
This requires ensuring that everyone has access to a full range of opportunities to
achieve the social, psychological and physical benefits that come from participating
and leading in sport and physical activity. It does not necessarily mean making
the same programmes and facilities available to both males and females. Gender
equity requires that girls and women be provided with a full range of activity and
programme choices that meet their needs, interests and experiences.
Equality means equal opportunities without any discrimination. This is only fair
if done with people having equal power relations. Equity, however refers to
processes that integrate positive discrimination with an aim to achieve equality as
an end (also known as positive discrimination and affirmative action).
Session 9.2: Understanding Different Development Approaches
Objective
To discuss and
explore different
approaches
to gender and
development
Time
Method
1 hour
Group activity
Materials Required
For individual exercise:
Grid for statements on A4 sheet;
Diamond on A4 paper, and Flipchart and
Pens etc.
For group activity (5 sets):
Set of 15 cards, Diamond on Chart papers
Flipchart and Pens.
Hand-outs:
17 Grid of Statements for Diamond
Activity
18 Statements about Gender and
Development for Diamond Activity
19 Diamond Ranking Template
Procedure:
78
1.
2.
Make clear that top of the diamond is agree most strongly and the bottom
of the diamond is disagree most. This does not represent total agreement or
disagreement with the statements.
3.
Ask each participant to sort 15 cards with statements A to O (refer to the grid)
and put their answers on the diamond given to them.
Training Modules
4.
Now, ask the participants to form small groups of three or four for discussion.
5.
Distribute the statements and the chart paper (with a diamond drawn on it)
to each of the group.
6.
Each group has to try to reach agreement and write the group answer on a
group diamond.
7.
Reconvene the whole group for discussion. Write up answers on flipchart for
all in the end of the exercise.
b.
c.
Look at similarities and differences in agree and disagree and discuss the
reasons.
b.
c.
It was leading feminist and Danish economist, Ester Boserup, who in 1970, first
challenged these theories of development, which assumed that the trickledown effect to disadvantaged men in Third World countries would have a
further trickle-down effect to women. She also highlighted that women
and their needs had been totally bypassed in the process of development
(Kabeer, 1996).
79
Boserups work laid the foundations of, and contributed towards, providing a
holistic and comprehensive understanding of womens roles and participation
in economic processes; it also played a key role in sensitising governments,
international institutions and development agencies to understand the
specific needs of women when viewing socio-economic development
policies and programmes from a womans perspective (ibid).
It was Boserup who laid the foundations for the WID (Women in Development)
model of empowerment and argued that development could not be achieved
unless women are included or added on in the processes of development.
WID focused exclusively on productive aspects of womens work, ignoring
or minimizing the reproductive aspects of womens lives (Ndimande, 2001,
p. 133).
b.
80
Training Modules
c.
The third approach called Gender and Development (GAD) is more holistic.
The underlying premise is that womens needs cannot be seen in isolation
of the needs of men, the other half of society. GAD also focuses on the social
constructs and relations between women and men in the work place and other
settings (Ndimande, 2001, p. 134). GAD advocates that if development is
to be sustainable, a holistic approach is needed to view issues of gender as
opposed to only focusing on womens issues (Drolet, 2010).
According to Farrell, Saxena, Thekkudan & Pathak (2008, p.7), The objective
behind such a strategy is that the priorities of men and women get adequate
consideration and existing inequalities between them are not perpetuated.
d.
81
Objective
Time
Method
Materials Required
Flip charts and markers for groups
Hand-outs:
Procedure:
1.
2.
Ask each group to prepare a monthly budget and expenditure statement for
their household using guiding questions presented on the PPT.
82
3.
After the exercise is over, ask each group to present the budget and
expenditure statement and explain to other groups.
4.
What is the pattern emerging across the groups and what does it reveal?
5.
Ask the participants if they can make a similar analysis of annual budget
and expenditure of their own departments. Summary annual budget and
expenditure statements of 2-3 relevant departments may be prepared and
circulated to aid this discussion.
6.
Summarise the learning from the session and ask the participants to
supplement with their own points/comments.
Training Modules
Any family knows exactly what their budget is. They know their incomes, what
they can or cannot afford to spend and what they can do if any emergency
strikes. Governments do not know their actual revenue; they often project
their incomes and options for expenditure. Governments can borrow to
mitigate their budget deficits, even if the coffers are near empty. Moreover,
the governments can also raise taxes. A familys options are very limited in a
similar situation; it can only use personal assets and efforts.
Gender responsive budgets are not separate budgets for women or men.
83
Note down the significant parameters left out by the groups and discuss
them at the end of the presentation to reiterate how engendered planning
should be done.
Note: It is critical for participants to understand that if they do not examine the status of participation
of women, especially the poor and the marginalised in this process, the budget will fail to recognise and
incorporate their very basic needs and requirements. Instead, the budget will reflect expenditures that are
basedon items that do not favour gender equality or steps towards the empowerment of women.
84
Training Modules
Objective
Time
Method
Materials Required
Flip charts, markers and pens
PPT on Situation Analysis
Hand-outs:
Procedure:
1.
2.
Explain that several tools for gender analysis, which have already been
covered, will be recapitulated and practiced in the context of decentralised
planning.
3.
4.
Circulate the checklist for gender-based situation analysis and give a briefing
on critical perspectives and key questions to be addressed.
5.
Divide the participants into groups of 3-4 groups ask them to design a
situation analysis plan for a Gram Panchayat in their district/area.
6.
After the group work is over, groups make their presentations in the plenary,
which is followed by mutual feedback and discussion.
7.
Summarise the common areas of strengths and areas to be improved for all
the groups
85
There are several ways of analysing problems and finding solutions to them. The
causes, consequences and solutions2 analysis is a useful way of finding actionable
solutions as it produces a comprehensive and interlinked picture of problems and
interventions to address them.
Objectives
To analyse gender
related problems and
their solutions in order
to prepare action plan
to address them
Time
Method
2 hours Group
activity
Materials Required
Flip charts, markers and pens
PPT on Situation Analysis
Hand-outs
Procedure:
86
1.
2.
Explain that this exercise starts with identified problems based on the situation
analysis. From all the problems, participants identify the most important ones.
3.
Divide the participants into three groups. The groups will find the causes,
consequences and solutions for the following problems:
a.
b.
c.
4.
Each group draws three columns on a chart for the problem, one each for causes,
consequences and solutions.
5.
Each group brainstorms on the causes of the problems, lists them down on a
chart paper, evaluates and finalises them. Then, it puts the causes in the causes
column.
6.
Each group repeats the same process for the consequences and solutions.
7.
The relationship between the causes and consequences may not always be clear,
direct and unambiguous. Often, there may also be overlaps. Hence, the causes,
consequences and solutions may not be linked horizontally on a one-to-one
basis.
2
Adapted from VeneKlasen, L. and Miller, V. (2002) A New Weave of Power, People & Politics: The Action Guide for
Advocacy and Citizen Participation, World Neighbors, Oklahoma City, OK: Ch.9.
Training Modules
8.
9.
In order to fine-tune the analysis and bring out more detailed causal
relationships the following questions need to be deliberated by the group in
course of the exercise:
i.
ii.
Are there any cultural issues or social attitudes that are causing the
problem?
iii.
Are there any power dynamics or social structural issues which are
leading to the problem?
iv.
The groups can be given the hand-out charts for reference, but should rework
and revise based on their local-specific situation.
10. Each group makes a presentation in the plenary, gets and incorporates
feedback.
11. Each group then goes back and does the following:
a.
Takes up the solutions and breaks them into activities and tasks.
b.
c.
d.
e.
12. In the plenary, the groups make their presentations, take feedback and
modify the plans as appropriate.
Notes for the Facilitator
1.
2.
During discussion, always look for the main causes. For instance,sometimes
groups focus on low or lack of funding as a cause; but, in fact,it is not the
primary cause.
87
Time
Method
Materials Required
PowerPoint
Presentation, and
Flipcharts, chart
papers, markers,
Post Its
60 min
Group discussion
and presentations
Hand-out:
Hand-out 24: Gender
sensitive monitoring
and evaluation
Procedure:
1.
2.
3.
Discuss with them issues emerging from their reading and try to address the
importance of gender based monitoring and evaluation.
4.
Draw linkages between gender budgeting, gender based planning and how
the last and natural link in this sequence is the gender based monitoring and
evaluation process.
5.
Now divide the participants into three groups. Give each group one of the
schemes and ask them to develop monitoring and evaluation indicators.
After each group has finished its task, one member will present the findings
to the rest of the participants.
88
The facilitator will note down all the relevant points on the flipcharts to
understand participants perspective on monitoring and evaluation.
The facilitator must lead a reflection process on the following questions before
starting the group work and encourage the participants to consider/address them
while developing the monitoring and evaluation indicators.
Training Modules
General questions
Are mechanisms in place to ensure that any negative impacts of the project
can be averted?
Discuss the changes if any that need to be made to their list of indicators in order
to make them more gender-sensitive.
89
90
Training Modules
Objectives
To understand
the concept and
effectiveness
of participatory
training;
To develop
ability to
facilitate
different types
of participatory
training
sessions/
modules in
the context of
decentralised
planning.
Time
Content
4 hours
(Depending on
requirement,
the session
timing can be
modified)
1. Participatory training
and experiential
learning
2. Adult learning and
learning environment
3. Process of designing
a learning-training
event
4. Basket of training
methods and basis
for selecting methods
a. Interactive
lecture
b. Case study
c. Role play
d. Learning games
e. Simulation
exercises
5. Debriefing and
experiential learning
cycle
Materials
Required
Method
1. Lecture,
2. Group activity,
3. Small group
discussion,
4. demonstration
and practice
sessions
1. Flip chart,
markers, pens,
etc.
2. PowerPoint
presentations
3. Lecture notes
4. Hand-outs
on different
aspects of
training
methodology
(Materials can
be prepared in
a need-based
manner using the
details provided
in chapter 4 on
Participatory
training
methodology)
Procedure:
1.
2.
3.
4.
5.
91
Time
Method
Materials Required
Procedure:
92
1.
2.
3.
4.
Take care that all participants actively contribute to and participate in the
process.
5.
6.
Ensure that the session is interesting and all learning and initiatives are
encouraged.
7.
Ensure that the sponsors pass on clear message regarding the follow-up and
expected post-training results.
8.
References
References
Alkazi, F., M. Farrell, and P. Jain (2004) Gender on the agenda: A training manual.
New Delhi: PRIA.
Barriteau, E., M. Connelly and J. Parpart (2000) Theoretical perspectives on gender
and development. Ottawa: International Development Research Centre (IDRC).
CARE (2014) Gender equity and diversity training materials, accessed at http://
www.care.org/sites/default/files/documents/Gender%20Equity%20and%20
Diversity%20Module%204.pdf on 18th November 2015.
Derbyshire, H. (2002) Gender Manual: A Practical Guide for Development Policy
Makers and Practitioners. London: DFID.
Drolet, J. (2010). Feminist Perspectives in Development: Implications for Women
and Microcredit. Journal of Women and Social Work. 25 (3), 212-223.
Farrell, M., T. Saxena, J. Thekkudan, and P. Pathak (2008) Engendering workplaces:
Framework for a Gender Policy. New Delhi: PRIA.
Gopal, N. J., A. Prakash, and P. Sharma (2006) Local Governance in India:
Decentralisation and beyond. New Delhi: Oxford University Press.
Kabeer, N. (1994) Reversed Realities: Gender Hierarchies in Development Thought.
New Delhi: Kali for Women.
Kabeer, N. (1999) Resources, Agency, Achievements: Reflections on the
Measurement of Women's Empowerment. Development and change 30 (3): 435464.
Mason, A. D., M. E. King (2001) Engendering development through gender equality
in rights, resources, and voice. A World Bank policy research report. Washington
DC: World Bank.
Ministry of Panchayati Raj (2006) Report of the Expert Group on Grassroots level
planning. Government of India, New Delhi
Ministry of Womens Affairs (2007) Gender awareness and development manual:
Resource material for gender trainers. Kabul: UNDP Afghanistan.
Ndimande, P.S.M. (2001) Gender inequality still a critical issue in the Development
of rural kwazulu-natal, African Sociological Review 5 (2):133-143.
Oommen, M.A. (2004) Basic Services, Functional Assignments and Own Revenue
of Panchayats: Some Issues in Fiscal Decentralisation for the Consideration of the
Twelfth Finance Commission, Occasional Paper 33. Institute of Social Sciences,
New Delhi.
Oxfam (1994) The Oxfam Gender Training Manual. Oxford: Oxfam GB.
Planning Commission (2006) Guidelines on District Planning, Government of
India, New Delhi.
Planning Commission (2008) Manual for Integrated District Planning, Government
of India, New Delhi.
93
94
Annexure
LIST OF HAND-OUTS
Hand-out 1:
Hand-out 2:
Hand-out 3:
Hand-out 4:
Hand-out 5:
Hand-out 6:
Gender Mainstreaming
Hand-out 11:
Hand-out 12:
Hand-out 13:
Case Study 1
Hand-out 14:
Case Study 2
Hand-out 15:
Case Study 3
Hand-out 16:
Hand-out 17:
Hand-out 18:
Hand-out 19:
Hand-out 22:
Hand-out 23:
Hand-out 24:
95
Workshop Design
Hand-Out 1 An Example
Objectives
To acquire practical skills in facilitating the learning of district and sub district
officials in mainstreaming gender in decentralised planning
Duration: 5 days
DAY 1
S
No.
1
Session
Introduction
Objective
To welcome the participants
Time
Method
45 min
Small group
Discussion
Writing pads,
pens, flip
charts, markers,
whiteboard,
post its
15 min
Lecture
Notepad, Pen
Lecture
PPT on
NITI AAYOG
guidelines
Objectives
sharing
Materials
Required
Understanding
Decentralised
Planning
75 min
Brain stormingand
Plenary discussion
96
Understanding
Decentralised
Planning
(contd.)
90 min
Plenary discussion
Small group
discussion
Plenary sharing
PPT on State
government
guidelines
and planning
structure
PPT on TNA
findings
Annexure
5
Understanding
difference
between sex
and gender
150
min
Individual
questionnaire
Plenary discussion
Case study (Frog
story/nightclub
story)
Short video
Reading material
on Sex and Gender
Hand-outs Sex
and Gender
statements
Case studies on
PPT
Video- Gender
Bender
Hand-out
DAY 2
S
No.
Session
Recapitulation
Understanding
and reflecting
on gender
roles,
patriarchy and
socialisation in
decentralised
planning
Objective
Time
Method
Materials
Required
15 min
To understand the process of how
individuals are socialised into being
men and women.
15 min
Collage/Posters/
Charts
Toys & Games
Rituals & Practices
Professions &
Careers
Plenary sharing
Short video
Tea Break 15 min
3
Gender
Mainstreaming
Workload analysis
75 min
Group work
Hand-outs
on workload
analysis activity
Lecture/exercise
PPT on Practical
and strategic
needs
Gender
Mainstreaming
(Contd.)
15 min
Gender
Mainstreaming
(Contd.)
60 min
Case Studies
Womens nutrition
group and the cooperative, Bumpy
road, Fish smoking
project
Hand-out of
case studies
97
Analysing
relevance of
State Women
Policy in
decentralised
planning
90 min
Hand-out-State
Women Policies,
flipchart/chart
paper, coloured
pens
DAY 3
S
No.
Session
Recapitulation
Review of
schemes
(Practical
and strategic
needs)
Building
gender
equity in
development
schemes
Objective
Time
Method
Materials
Required
15 min
Review of existing schemes from
gender lens and analysing practical
and strategic needs
60 min
Small group
discussion
Hand-outs on
various schemes
in different
states
15 min
Game
(Equity-Equality
game)
Gender
checklist
Gender
mainstreaming
in planning
15 min Lecture
75 min
Game
(Diamond Activity)
Grid for
statements
on A4 sheet,
Diamond on
A4 paper and
flipchart and
pens
60 min
Group work
Hand-out of
schemes for
discussion
30 min
Plenary discussion
Flipcharts and
markers
Lunch 45 min
6
Gender
checklist for
development
schemes
98
30 min
Plenary discussion
Flipcharts and
markers
Movie on gender
45 min
Short video
Movie Bandh
File
Annexure
DAY 4
S
No.
Session
Recapitulation
Gender
Budgeting:
Incorporation
of gender
perspectives
into planning
Objective
Time
Method
Materials
Required
15 min
To understand key concepts of
gender budgeting
60 min
Lecture
PPT: Gender
Budgeting
Hand-out:
Gender
Budgeting
Gender
Budgeting
(contd.)
90 min
Small group
activity
Flipcharts, Chart
papers, markers,
post its
Lunch 45 min
4
Gender
Budgeting
(contd.)
Group presentations
45 min
Plenary discussion
Gender
Sensitive
Monitoring
and Evaluation
45 min
Small group
discussion
Gender
Sensitive
Monitoring
and Evaluation
(contd.)
30 min
Lecture
60 min
Group discussion
and presentations
Flipcharts, Chart
papers, markers,
post its
Time
Method
DAY 5
S
No.
Session
Recapitulation
Objective
Materials
Required
15 min
99
Facilitating
participatory
Training
15 min
Group activity
Plan of action
105
min
30 min
Lunch 45 min
100
PPT:
Participatory
training
methodologies
Hand-out:
Participatory
training
methodologies
Lecture
The Concept of
Constitutional provisions
Article 243(G) of the Constitution (73rd Amendment Act) states that subject to the
provisions of the Constitution, the legislature of the state may, by law, endow the
panchayats with such powers and authority as may be necessary to enable them
to function as institutions of self-government with respect to the following.
1.
2.
Article 243 ZD states that there shall be constituted in every state at the district
level a DPC to consolidate the plans prepared by panchayats and municipalities
in the district and to prepare a draft development plan for the district as a whole.
Article 243G enjoins that panchayats, at all the three levels should prepare
plans for economic development and social justice. Since in the Constitution
the panchayats specific responsibilities have not been clearly spelt out, it has
to be contextually inferred from the different provisions of Part IX of the Indian
Constitution, and from the provisions relating to the directive principles of state
policy and fundamental rights of citizens. For instance, the objectives of the PRIs
101
102
Annexure
Ideally speaking, the planning exercise ought to lead to a five-year plan for the
period corresponding with the national plan period, and annual plans that define
and prioritise areas and schemes from such a plan. The longer-term plans would
capture the overall picture of the panchayat and allow people to understand what
planning and governmental funding could hold out for them. Once a five-year plan
is prepared, the annual plan could be drawn out from it.
For proper planning at the village level, effective and functional Gram sabhas are
essential. Meetings at the Gram sabha level would be necessary, leading to the
emergence of a draft plan, with schemes and projects listed in priority. Gram sabha
meetings would have to be representative of all people living in a GP to discuss the
local development problems and local development programmes.
103
Special interest groups such as self-help groups (SHGs) etc., to be contacted for
attending the ward and Gram sabhas;
Campaigns through the National Service Scheme and Nehru Yuva Kendra
(NYK) volunteers, NCC cadets and college students could be undertaken;
House visits through squad work, particularly mobilised through the ward
members;
The GP nominating two facilitators one male and one female, identified
unanimously for each ward sabha. These facilitators could also be earmarked
for special training at the block/municipal levels;
Having a proper structure for the Gram and ward sabha with the scope to break
up into smaller groups for discussion;
104
Prepare five year and annual plans in accordance with activity mapping and
covering inter village-panchayat issues, through a participatory process
following the steps listed in the case of GPs (as appropriate);
Annexure
Feedback from GPs regarding works outside their purview, such as intervillage road building and multi panchayat irrigation structures could be
included in Intermediate Panchayat Plans (Ministry of Panchayati Raj, 2006).
105
Functions
Preparation of draft development plan
One of the major functions of the DPC is to prepare a draft development plan for the
district as a whole, after taking into account the plans prepared by the panchayats
and the municipalities in the district. While preparing the draft development plan
the DPC should keep in view matters of common interest between the panchayats
and the municipalities including spatial, sectoral, cross-sectoral and vertical
integration plans within the district.
Consolidation of panchayat plans
106
The DPC would consolidate the plans prepared by the panchayats in the district
and prepare a draft development plan for the district as a whole. The area plan
prepared by the panchayats and consolidated by the DPCs would be assimilated
and harmonised into the state plan. Each state, in turn, would devise its own
mechanisms and procedures for performing all these tasks. Consolidation,
Annexure
however, goes much beyond compilation and connotes a degree of value addition
through the integration of local plans.
Integration of resources
There are several schemes, both centrally sponsored and state sponsored, which
panchayats can utilise, integrate into local plans and to which they can contribute
additional resources. This would comprise of the following two aspects.
107
108
Resources
for District
Planning
Planning
and Project
formulation
Step 1: Deciding
where to goBuilding a district
Vision
Step 2:
Ascertaining
the availability
of resources
Step 3:
Identifying
needs that have
to be addressed
to reach each
goal
Step 4:
Prioritising
the identified
needs
Consolidation and
Integration for
district planning
Step 6:
Consolidation
and integration
with other plans
prepared by other
bodies
Implementation,
Monitoring and
Evaluation of Plans
Step 7:
Implementation
according to the plan
Step 8: Checking
whether the goals set
have been reached
Step 5: Linking
available
resources to
the identified
needs
Source: Planning commission, 2008
Stock- taking
Stock-taking or data collection is the starting point for undertaking the decentralised
district planning exercise. It may be called the backbone of the whole planning
exercise. The data related to demographic indicators, education, health, basic
amenities, infrastructure, natural resources etc. should be meaningfully collected
and analysed to get the idea of where to start (baseline) and what to achieve over
the period of time. Mere collection of data on different indicators is not the only
109
purpose. The available data should also be meaningfully disaggregated upto the
lowest unit of planning. The available data should be compiled to prepare the
district stocktaking report. The district stock taking report should contain the
following information:
Details of available infrastructure and services for the public in the district.
Including administrative set up, particularly of the local government structure;
Data regarding key development areas, broken down to the lowest planning
unit level possible;
Visioning
Step 1: Deciding where to go?- Building a District Vision
A Vision will be the guiding instrument for the district and will help in deciding
where to go over a period of time. A district vision should be prepared in a
participatory manner, and reflect what the perspective for development over the
next 10-15 years will be. The basic requirement for the preparation of vision is that
it should not be conditioned by the schemes and programmes. The vision would
be primarily articulated in terms of goals and outcomes.
110
Annexure
To motivate people of the area and gear up all segments of population for
facing the challenges, difficulties and bottlenecks to realise there cherished
common goals.
To act as a goal post towards which the entire planning process should be
oriented.
The stakeholders should set down goals for the district. To set these goals, the
most appropriate medium would be the District Vision Document. It could be
for 15 or 20 years. The district vision will provide a roadmap of socio-economic
development of the district. Different components of the District Vision could be:
33
33
33
33
33
33
Broad and paved roads. Every village connected with all whether road.
33
33
33
111
Natural resources
Physical assets
How many
are underemployed, or
unemployed?
What are their
existing skills,
which must be
protected and
strengthened?
What are the
new skills they
need to learn?
How many
need training
in any skills?
Financial resources
What are the programmes
in operation in a district
and how much money is
available under each?
Central Plan funds,
State plan funds,
Central finance
Commission grants,
State finance
commission grants,
Own resources, through
taxes and user charges.
Funds for non-plan
expenditure, such
as salaries and
maintenance of assets.
Planning
Once the District Vision document is in place and resources are identified the
next step is to go for the preparation of Integrated District Plan. Before going into
the process of preparation of district plan the most important thing that need
to be kept in mind is that the plan should be need based and it must articulate
around the district vision or in other words, district vision must act as a goal post
towards which the entire planning process should be oriented. The plan could be a
5 year perspective plan broken into Annual Plans. The planning process should be
initiated at grass root level i.e. at village / Gram Panchayat called rural planning and
ward/ Municipality level called urban planning.
112
Annexure
Rural Planning
Urban Planning
33
33
33
33
33
Similarly, needs to be identified for other developmental goals set for the district.
Step 4: Prioritising the identified needs
Following questions should answered:
33
33
33
33
What will help the marginalised (SCs & STs) and the poorest?
113
33
If there are two solutions to the same problem, which is the more cost
effective?
33
First of all allocate funds given for specific purposes (tied funds) to the
appropriate activity.
33
Once tied funds are exhausted allocate untied funds wherever needs are still
unmet.
114
33
33
33
The Municipalities and the Panchayats should sit together to explore areas
and prepare plans to pool together their respective resources to take up
projects common to both rural and urban areas within the district. And this
should not necessarily happen only at the district level but even at block and
lower level. Panchayats and urban local bodies should discuss on possible
areas where convergence is possible. For example, dumping of urban solid
waste in landfills in adjoining rural areas might affect the environment and
health of rural communities. Hence, rural and urban local bodies should sit
together to find solution and pool resources to tackle the issue.
Annexure
33
33
Determine who will take up the works the Panchayats, the Municipalities or
the line departments?
33
33
33
33
Involve the Gram sabha in rural areas and Ward Sabhas in urban constituencies
in periodic evaluations of the progress in implementing the district plan in
their respective communities,
33
33
115
33
Gram sabhas, Ward Sabhas and Mohalla Samities as well as individual citizens,
should be encouraged to give report cards on implementation.
116
33
Transect walk
33
Time line
33
Relationship matrix
33
Social mapping
33
Stakeholder analysis
33
Resource mapping
33
Service mapping
33
Problem analysis
33
Trend analysis
33
33
Transect walk: To build rapport with community and to verify what has been
discussed in group meetings. For doing this a volunteer group from the community
could be taken for a walk across village/ Gram Panchayat/ Municipal ward. The
volunteers could be asked to observe area for specific issues related to either
resource mapping or social mapping which can be done before or after the walk.
And broad problems could be observed, identified and recorded.
Time line: To record the history of the identified site and make people understand
and identify themes and pattern that have shaped the community. This will set
context for the common goal you help create for others.
Annexure
117
Problem analysis and seeking solutions through a tree diagram: To identify the cause
and effect relationship or problems and solutions. Here the people should be
asked to list the problems. Many problems can be taken but each problem should
be analysed individually to its logical solution. For doing this, state a problem and
write it as a circle in the root. The root holds the existing problems and causes
that shape and define people's behaviour towards each other, including the
sharing of resources. This tool helps inclusion of the weaker sections to participate
in decision-making processes towards figuring out solutions. The trunk depicts
solutions. In the trunk write the solution. The branches can depict sector wise
work. Different tasks can be shown in different branches and sub branches. The
leaves are budgeted programs or time bound interventions. The fruits are positive
outcomes expected from the exercise. These fruits will motivate the community to
work together.
Trend analysis: To understand current problems and influences. This involves the
use of trend diagram in analysing the problems. Let the people create a trend
map of all trends affecting them. Anyone can name an issue and decide on where
it should be written on the trend diagram. It tells what the problem is? Who is
affected? Where are the affected people staying? how are they affected? And what
is required to do to solve the problem?
Large group discussion: This helps communities understand each others view or
collectively endorse a situation. Open group discussion takes place to decide on
how joint action can be undertaken, learning from positives experiences of the
past.
Focused group discussion: To gather energy of people to think through an issue
thoroughly. This is arranged in smaller groups to answer specific questions; for
example, how do you see yourself and your village after a particular period? What
are major development needs? And what are the obstacles to meet those needs?
118
Annexure
119
Exclusively rural
responsibility
Numbers indicate
items in Eleventh
Common responsibilities
Items in
Eleventh
Items in
Twelfth
Numbers indicate
Schedule
Schedule
Schedule
Education
13
Health
23, 24, 25
Poverty
9, 10, 11
Infrastructure
4, 5, 7, 14,
16, 17
Subject
matter
Schedule
Primary Sector
1, 2, 3, 4, 5, 6, 7, 12
Exclusively urban
responsibility
Economic
8, 9, 22
Development
items in Twelfth
Urban planning 1, 8, 12
Protection of rural water bodies and green-fields from urban sewage and
toxic waste.
Land use zoning in rural areas for growth of urban areas, industrial allocations,
acquisitions, SEZ allocations, that protect multi-crop land, ecological
vulnerable areas.
Source: Manual for Integrated District Planning, Planning Commission of India, GoI (2008)
120
a.
b.
c.
Annexure
d.
e.
Rural-urban plan consolidation would address all dimensions as listed at (a) to (e)
above through a consolidation checklist, covering three broad areas:
a.
Potential for vertical integration of works and projects, across rural and urban
plans,
b.
c.
Because of the criticality of the process, those who participate in planning are the
ones with recognised decision-making authority and power. These individuals
must be people who have in-depth grasp of the vision and principles and those
with the capacity to critically analyse the conditions of their environment and
determine objectives as well as strategies. In this sense, the planner, in order to
accurately and adequately reflect the vision, mission and demands of the objective
reality in the plan, and effectively take part in the deliberation on the appropriate
goals and paths to undertake, must have a sincere concern for development and
the necessary leadership skills.
Practical and strategic gender needs of women are identified and addressed.
121
2.
3.
4.
5.
6.
7.
8.
9.
122
Gender
Is socio-culturally determined
Is non-hierarchical
Is hierarchical
The distinction between sex and gender has been introduced to deal with
the general tendency to attribute women's subordination to their anatomy
and the related reproductive roles. For centuries, it has been believed that the
different characteristics, roles and status accorded to women and men in society
are determined by biology (i.e., sex), that they are natural, and therefore not
changeable. It was further believed by both men and women alike that women's
bodies were and are held responsible for their subordinate status in society.
As the belief was regarded and accepted as natural, there was obviously no need
to address the gender inequalities and injustice which existed in society.
Therefore, individuals in each society slowly transformed into a man or a woman,
into masculine and feminine, each with different qualities, behaviour patterns,
roles, responsibilities, rights and expectations. These then came to be accepted
as natural and the norm and no one questioned that men and women have skills,
interests and abilities that are unique to each individual and not based on the sex
of a person.
Unlike sex, which is biological, the gender identities of women and men are
psychologically and socially which means historically and culturally
determined.
Some examples of sex characteristics:
123
Men not women are responsible for the sex of the child.
In the United States (and most other countries), women earn significantly less
money than men for similar work.
In Vietnam, many more men than women smoke, as female smoking has not
traditionally been considered appropriate.
In Saudi Arabia men are allowed to drive cars while women are not.
Gender roles for women and men vary greatly from one culture to another and
from one social group to another within the same culture. Race, class, economic
circumstances, age all of these influence what is considered appropriate for
women and men. For example, the gender construct orders that women grow long
hair as opposed to men; women wear dresses and men trousers; after marriage
the women goes to her husbands home and not the other way around; women
change their names after marriage; women do household chores while men go
out of the house to earn an income.
Therefore, right from the birth of an individual, the components of gender are
assigned based upon their sex external and visible genitalia. It is also true that
across all cultures, sex of a person defines their:
124
marital and procreative status men are the carriers of the family name
and all children of a couple bear their fathers name.
gender beliefs and attitudes men are the breadwinners, womens role is
looking after the family and the home; males head households.
Annexure
All these components that go into the making of masculine or feminine persons
are so integral and indeed so subtle that these roles of men and women assigned
by society appear to be natural and in tune with the sex or biology of an individual.
Men and women play out their roles and indeed begin believing that it is the sex
of a person that makes them emotional, strong, weak, better cooks, nurses or
teachers, engineers or craftsmen.
Therefore, one's innermost concept of self as male or female, or both or neither, is
how individuals perceive themselves and what they call themselves. Ones gender
identity can be the same or different than the sex assigned at birth. Individuals
are conscious of this between the ages of 18 months and 3 years. Most people
develop a gender identity that matches their biological sex. For some, however,
their gender identity is different from their biological or assigned sex. Some of
these individuals choose to socially, hormonally and/or surgically change their sex
to more fully match their gender identity but however may not carry out biological
functions such as menstruation, impregnation and breastfeeding.
Gender is an important analytical concept because it directs our attention towards
social and cultural processes and interventions in terms of their differential effects/
impacts on men and women and on the relationships between men and women.
Gender does not look at women in isolation; it sees men as being integral part
of the picture and it enables differences between women and men, and between
different groups of women due to class, age, ability or sexuality to become visible
as part of a family, then a community and finally part of society.
Gender expression refers to the ways in which people externally communicate
their gender identity to others through behaviour, clothing, haircut, voice, and
other forms of presentation. Gender expression also works the other way as
people assign gender to others based on their appearance, mannerisms, and other
gendered characteristics. Gender expression should not be viewed as an indication
of sexual orientation. Roles, activities, expectations and behaviours assigned to
females and males by society.
Most human beings and the cultures they come from recognise two basic gender
roles:
Masculine (having the qualities attributed to males)
Feminine (having the qualities attributed to females)
Like other social constructs, gender is closely monitored by society. Practically
everything in society is assigned a gender toys, colours, clothes and behaviours
125
A frequently asked question: If gender is about both men and women, why is it
that when we refer to gender we usually imply women?
Over the last few decades, it has been realised that the gender divide has negatively influenced
and impacted women rather than men, across the world, in varied countries, regions and societies.
Women have been discriminated against whether in the arenas of education, health, access
to resources; inability to participate in cultural, social, economic and political processes, live
independently, right to exercise her franchise, etc. This has led to the marginalisation of women in all
spheres, including personal relationships within the family, where men control power over women,
leading to the oppression of the latter. Therefore, while addressing gender equality whether in
issues of development, domestic violence, trafficking, denial of human rights, etc., gender inequality
has to be addressed and since women have fewer rights and face inequality rather than their male
counterparts, it appears that gender implies or rather is synonymous with women.
126
NOTE ON SOCIALISATION
33 The family: This is the primary and chief agent of socialisation for most people,
especially in the first five years of their life. The family provides the child with
her/his first social contact with the social world and it is through it that the
correct patterns of behaviour are internalised and learnt.
33 The school: When a child reaches school age, she/he starts to widen her/his
socialising cycle via the school setting. Here learning is more formal since
there is an obvious transition from an environment of personal and intimate
relationship to one which is more impersonal.
33 Peer group: This is the second important influence that a child encounters
during her/his lifetime. Play patterns with her/his playmates is highly
influential on the way he/she thinks and the way she/he will act later. A peer
group is usually people who are of the same age and have similar status, and
association is usually accidental. The peer group is the only socialising agent
that is not controlled by adults and they indeed affect the individual in such
issues like appearance, lifestyles, fads and fashion, social activities and dating,
drugs, sex and technology.
33 The mass media: While mass media is perceived as empowering us with wider
information, knowledge about the wider world, it becomes clear that it also
127
Patriarchy
The subordinate status of girls/women is internalised by both the sexes through
the process of socialisation. The subordination begins very early within the family
which dictates the dos and donts for girls and boys; these continue to be reinforced
by all forms of institutions/systems, be it the school, peer group, community, caste
groups, the judicial system or religious orders. It constitutes systemic societal
structures that institutionalise male physical, social and economic power over
women.
Patriarchy refers to these power relationships by which men dominate women and
to a system that oppresses and subordinates women in public and private spheres.
Patriarchy implies male domination, male prejudice (against women), or more
simply male power. The term means the absolute rule of the father or the eldest
male member over his family.
The patriarch is typically a societal elder who has legitimate power over others in
the social unit. A patriarchal system affects the productivity, reproduction, sexuality,
mobility, property and other economic resources of women. Even though the
form patriarchy takes varies in different societies and even in different historical
periods, it gives us insight into social and cultural practices. The main ideology
however remains the same of men controlling most economic resources in all
social, economic, and political institutions.
128
Many religions too have played an important role in first creating and then
perpetuating patriarchal ideologies: perceiving men as superior, dominating and
possessive provides justification of social behaviour patterns, socio-economic
infrastructure, and skewed media coverage.
Typical Woman
Typical Man
Summary: (Based on the above data, please write in the spaces under woman
and man the number of hours spent in a day).
Woman
Man
129
Resources
Woman
Full
Mode
rate
Control of
Man
None
Full
Mode
None
rate
Woman
Full
Mode
rate
Man
None
Full
Mode
rate
None
Capital/Credit
Land
Formal Education
Informal Education
Jobs/Employment
Agricultural
technology
Information
technology
(computers,
newspapers, etc.)
Income
Political positions
Organisations (e.g.
cooperatives)
Entertainment
Others: Please
specify
130
Man
Control of Resources
Woman
Man
1 (Not at All)
2 (Moderate)
3 (Full)
131
Emphasising the role and responsibility of all staff members in order to ensure
a perspective on gender equality.
The four key steps of gender mainstreaming (adapted from DFID gender training
manual)
Step 1: Sex disaggregated data and gender analytical
information
132
Annexure
133
Gender Analysis
Gender analytical information is qualitative information on why and how of gender
differences and inequalities. Gender analysis is about understanding culture, e.g.
the patterns and norms of what men and women, boys and girls do and experience
in relation to the issue being examined and addressed. Where patterns of gender
difference and inequality are revealed in sex disaggregated data, gender analysis is
the process of examining why the disparities are there, whether they are a matter
for concern, and how they might be addressed.
134
The most useful starting point in determining information needs is to ask the
question:
Annexure
monitoring addresses the needs of women and men (girls and boys) and
benefits both women and men (girls and boys)?
Sector specialists, even those who know little about gender, will be able to
brainstorm responses to this question and come up with an initial gender
analytical framework of their own. This is a good point to refer to existing
analytical frameworks i.e. do they include categories of enquiry that would
be useful in your working context, but which you havent considered?
ensure that womens as well as mens experiences and priorities inform the
development agenda.
135
This handbook includes few gender analysis frameworks and tools that can be
used for inspiration. They can always be modified to suit the specific needs of
project. These frameworks assist in process of brainstorming and coming up with
new ideas and strategies to address the gender issue at hand in a specific project
and locality.
136
Community role: These are the activities that involve participation of whole
community in a collective social and cultural affair, event, or festival. These activities
are essential for community development. Both men and women participate in
these community activities however there exist a division of labour in these kinds
of activities. The community management activities are primarily taken up by
women while community politics and leadership is often taken by men.
Annexure
Moser defines that depending on what kind of role that women play in the given
society, they have needs to fulfil that role. These needs are classified in two types:
Practical gender needs and Strategic gender needs.
Makes all work visible and valuable to planners, through the concept of triple
roles.
Potential limitations
The idea of gender roles obscures the notion of gender relationships and can
give the false impression of natural order and equality.
The framework does not mention other forms of inequality, such as class,
race or ethnicity.
The framework is static and does not examine change over time as a variable.
The policy approaches should not be seen as mutually exclusive; they may
often overlap each other in practice.
2.
Harvard Framework
137
The Harvard Analytical Framework is a grid (also known as a matrix) for collecting
data at the micro-level (i.e., at the community and household level). It is a useful
way of organising information and can be adapted to many situations. The Harvard
Analytical Framework has four main components:
Harvard Tool 1: The Activity Profile-This tool identifies all relevant productive
and reproductive tasks and answers the question: who does what? / How much
detail you need depends on the nature of your project? Areas of activity which the
project will be directly involved in require the greatest detail.
Harvard Tool 2: The Access and Control Profile - resources and benefits-This tool
enables users to list what resources people use to carry out the tasks identified in
the Activity Profile. It indicates whether women or men have access to resources,
who controls their use, and who controls the benefits of a household's (or a
community's) use of resources. Access simply means that you are able to use a
resource; but this says nothing about whether you have control over it.
Harvard Tool 3: Influencing factors-This tool allows you to chart factors which
influence the differences in the division of labour, access, and control as listed in
the two Profiles (Tools 1 and 2). Identifying past and present influences can give
an indication of future trends. Influencing factors include all those that shape
gender relations, and determine different opportunities and constraints for men
and women.
Harvard Tool 4: Checklist for Project-Cycle Analysis -This consists of a series of
questions. They are designed to assist you to examine a project proposal or an area
of intervention from a gender perspective, using gender-disaggregated data and
capturing the different effects of social change on men and women.
138
Hand-Out 12
Sl.
1
Gender Analysis
Framework
Harvard Framework
Comments
Sexual division
of labour and
differences
between
productive and
reproductive
work
The division
of labour
between men
and women
as productive,
reproductive
and community
management
roles also in
urban settings
including the
practical and
strategic needs
of women
in gender
planning.
Gender
mainstreaming
in institutions
with a focus on
organisational
change.
Limitations
The perspective is
efficiency rather than
addressing unequal
gender relations.
It focuses on material
resources rather than on
social relationships.
The analysis can be
carried out in a nonparticipative way without
the involvement of
women and men from a
community.
It ignores the
interrelatedness of the
activities of women and
men.
The concept of
community role is
debated.
The practical/strategic
gender needs concepts help
Other forms of inequality
evaluate the impact of a
such as race and class are
development intervention on
not addressed.
gender relations.
The triple role concept is
useful in revealing the wide
range of work that women
engage in.
139
Sl.
4
Gender Analysis
Framework
Features
Comments
Limitations
Gender
differentials in
the impact of
projects at the
community
level.
A good facilitator is
necessary
It encourages bottom up
analysis through community
participation
Assessment
Sara Longwes
of the
Womens Equality and
Empowerment Framework contribution of
interventions
in all sectors
to the
empowerment
of women
Sustainable
development
including
dimensions of
social wellbeing and
institutional
change.
It encourages users to
examine what is meant by
empowerment.
Though it shares some
common ground with the
Moser frameworks concept
of practical and strategic
gender needs, it moves
beyond the notions of
separate needs showing that
development intervention
can contain both.
Used for project planning
and project development
It aims to transcend a
broader picture of poverty
The framework puts gender
at the core of the analysis
emphasising on gender
relations.
By focusing specifically
on institutions, this
framework offers a way for
understanding how they
interrelate and how they
bring about change.
This framework is not static
but dynamic
140
Hand-Out 13
The women of a village in west of India were very worried about malnutrition in
their area. It seemed that more and more of their children were weak and sick and
many died from simple causes such as diarrhoea. The symptoms of malnutrition
such as bloated bellies, stunted growth, dry and scaly skin were visible to all. They
heard that a charitable institution was distributing free milk for children in the area.
Some women came together and formed a mahila samuha in order to streamline
the distribution of free milk. Whilst the free milk helped them a little bit, it was not
enough to solve the problems of poor nutrition amongst the children. At one of
the meetings, the women started discussing what else they could do to improve
the situation.
One of the women from the mahila samuha spoke to a representative of block
samiti4 about their problems. He told them about a nutrition club of the health
department which could teach them new recipes and help them to start vegetable
gardens. Before long, the women had managed to contact the nutrition club, who
sent someone to teach them how to make snacks and to explain that for a good
balanced diet you need energy-giving foods such as starch and fats, vitamins and
body-building proteins.
Unfortunately the group was unable to follow the recipes, due to shortage of
cooking oil and the high price of flour. While they understood about a balanced
diet, this could not help them buy meat, chicken, or even fish, which few people in
the village could now afford. Groundnuts had also been suggested as a good food,
but they did not grow groundnuts any more. The land on which they previously
grew groundnuts is now used to grow cotton and tobacco.
The vegetable gardens were also a failure due to lack of water. The nearest stream
was 2km away and the women had no time to go and fetch water for the garden.
Instead many of the women would spend long hours buying vegetables from a
local farmer and then travelling to the market to try and resell them for a small
profit. At other times of the year they were too busy in the fields even to do this.
The village also had a co-operative, started by some people trying to earn an
income by working together. First of all, they dug a fish pond, near the stream.
This project was going well and they managed to sell a lot of fish in town. Now
3
Adopted from Oxfam Gender Training Manual
4 The block Samiti of these villages is made up of representatives of all various development projects run by state
government in the area.
141
they wanted to start rearing small livestock chickens or ducks. Some of these
co-operative members were men who had wives in the nutrition group. But
the men themselves never attended the meetings and so knew nothing about
nutrition.
Of the profit from selling fish, some men gave a little money to their wives, and
some of the money was saved towards the new project for small livestock. The rest
they spent on trips into town, and beer.
Whenever the men were at home, they expected their wives to prepare a proper
meal for them even if there was not much food and the rest of the family were
sometimes left out. It seemed to the men that many of their children got ill and
died and they wondered if their wives learnt anything at all in their nutrition group!
Questions
142
1.
What are the gender issues here? (Strategic and practical gender needs,
issues related to access and control.)
2.
3.
Case Study 2:
What are the gender issues here? (Strategic and practical gender needs,
issues related to access and control.)
2.
How would you raise them with the partners (development committee) or
groups?
3.
143
144
2.
3.
What are the gender issues here? (Strategic and practical gender needs, issues
related to access and control.)
How would you raise them with the partners (development committee) or groups?
How could the situation be improved?
Hand-Out 16
Short-term response
145
146
A good development
project will benefit the
whole community which will
automatically include women
If a community is involved in
a national liberation or class
struggle then this has to be
the priority for both men and
women. To focus on womens
specific needs is divisive and
disruptive.
Hand-Out 18
A good development project will benefit the whole community which will automatically
include women.
We aim to help the poorest of the poor. Poor women are particularly disadvantaged so
they should be specially helped.
I agree that tribal women have a hard time but it is not up to us to change their culture.
Women (in any society) often find it difficult to speak in the company of men. Therefore it is
important to devise ways of enabling their voices to be heard.
Women do the main farming work. Therefore women must be involved in any agricultural
project if it is to succeed.
There should be some aspect of income generation in all schemes for women. The aim
should be that such schemes should be self-financing.
True development for women would enable them to have the power to make meaningful
choices and changes in their lives.
Equal opportunities policy and practice in government and other sectors should be
directly relevant.
When the situation is serious you cant afford the time to stop and think about gender
issues.
Women as wives and mothers are responsible for the health and well-being of the whole
family. Therefore we should help them to help the whole family.
All aspects of development will affect women and men differently. Therefore we need to
look at everything for its different impact on men and women.
Within each culture, women are subordinate to men. The aim should be to eliminate this
inequality and subordination.
If women had more education they could catch up with men to become more
economically empowered.
The important thing is to help the people most in need, not just the women.
147
2.
3.
4.
5.
6.
7.
The cards are labelled A through to O. Please write the appropriate letters in the
spaces provided on the diamond below. Please write only one letter in each box.
148
Hand-Out 20
149
provide governments with the opportunity (in partnership with other actors) to
integrate a gender analysis into economic policy.
Most gender budgeting initiatives have three core goals. They seek to: (1)
mainstream gender issues within government policies; (2) promote greater
accountability for governments' commitment to gender equality; and (3) change
budgets and policies.
Gender budgeting can be used in any phase of the budget cycle, from planning
and identifying objectives and identifying the financial allocations to meet these
objectives, to an evaluation of the extent to which these objectives have been met.
Globalisation has dramatically changed the conditions under which the struggle
for gender equality must be carried out, especially in developing countries. One
of the important tools of gender mainstreaming aimed principally at poverty
reduction has been the concept of gender budgeting, i.e., focusing attention in
the process of budget formulation in order to assess whether a particular fiscal
measure will increase or decrease gender equality or leave it unchanged.
Gender budgeting has been translated into practice or advocacy in various
ways across the world. From looking at economic spaces which are meaningful
to women predominantly to how far funds are allocated to those spaces, it has
taken on specific development initiatives and looked at how far these initiatives
have understood the role women play in these initiatives and the benefits women
might or might not have received.
Such a comprehensive understanding of gender budgeting is necessary because
the focus is not limited on money only. To make sure that there is a really genderequal distribution of resources amongst women and men, it is necessary not only
to include the official monetary economy (money flows, income, paid work)
but also private, unpaid reproduction work (care, child care, care for the elderly,
voluntary services). The most important resource that clearly shows the gender
relevant interactions of these two areas is time; because this is the only way to
discover the indirectly discriminating implications of the shift of tasks between the
state, the private industry and the private care sector.
150
Annexure
but also in a whole series of other activities and specialised areas as well as in the
context of existing methods.
33
33
Women are under-represented in decision making in both government and business sectors,
especially at senior levels;
33
33
Women are engaged in less formal, lower status types of work and continue to receive less
pay than men for the same work; and
33
Women also continue to do most of the unpaid work of bearing, rearing and caring for
children and other citizens.
In addition to the budgetary sphere, this mainly includes areas such as allowances
and contributions, taxes/income, labour, economy, family, social and civic
commitment as well as the methods of (law) impact assessments, effectiveness
analysis and evaluation; because gender budgeting not only addresses public
institutions but also industrial enterprises, associations and NGOs.
It is not enough to understand gender budgeting merely as a gender-differentiated
analysis of the use of certain public funds. This is only a small, yet necessary part. But
this alone neither qualifies for implementing a gender-equality-related evaluation
of the total budget, nor does it make statements on gender-related interactions of
expenditures with other resources possible.
Gender Impact Assessment (GIA) focuses analysis beyond the family or household
level, looking at the individual and extends beyond the public, paid economy to the
more private, unpaid sphere in which women and their caring work predominate
at present. It gives consideration to the longer-term consequences of policy and
takes account of the differentials in women's and men's responses to economic
incentives.
Gender Budget Initiatives (GBI) not only identify targeted expenditures or
allocate more money to women, but also aim to break down and identify the
differentiated impact and incidence of general public revenue and expenditure
on women and men and significantly contribute to overall objectives like equity,
equality, efficiency, transparency, the realisation of social, economic and cultural
rights and good governance thus offering practical way of evaluating government
or non-governmental programmes.
151
Gender Budget Analysis can help focus on those neglected aspects; it provides
women with vital information regarding the contents and focus of existing
government policies. Women can confront confront policy makers and demand
changes in policy as per their needs and choices. The process is far greater
transparency and for deepening of democracy. Gender budgeting exercises are
meant to verify from actual schemes and allotments included in the budget how
far these intentions are actually being translated into concrete policies.
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33 Expenditure
33 Revenue
33 Deficits/Surplus
The essence of gender budgeting is to ensure that government revenue collection
or spending does not perpetuate gender inequalities. This requires the involvement
of women or their advocates or representatives in the government budget process
as well as in monitoring government expenditure.
Marginalised groups, that is, people with disabilities, women and youths
should be given Affirmative Action.
The budget should reflect policy priorities and the objectives should reflect
the real needs of women and men, girls and boys in the district.
153
Instructions: Prepare a matrix for each type of family (of a woman street
vendor, prosperous village farmer and a middle level govt. Official in a district)
Item
Category 1
Monthly income
Rent
Electricity
Basic Food
Water
Category 2
Medicines
Transport
Babys Milk
Category 3
Savings group
TOTAL
Note: These are only a list of indicative items
154
Income
Expenditure
Hand-Out 22
Yes/
No
Comments
Have you made an attempt to understand the following Complexity of gender relations in the context of social relations
Constraints impeding gender inclusive environment
Scope for opportunities for addressing gender inequality
Have you assessed the following Barriers and constraints to women participating and benefiting from
the programme
Barriers and constraints men participating and benefiting from the
programme
155
Yes/
No
Comments
Have you assessed or considered the following Target groups capacity on understanding of gender dynamics
Need analysis for capacity building on gender sensitive planning,
implementation and monitoring,
Develop strategies to strengthen capacities in the course of the
programme
Have you assessed the potential for the following Empower women
Address strategic gender relations
10
11
Have you applied the above information and analysis throughout the
programme?
Parameter
Male
Female
Observations/
comments
Village profile
1
Sex ratio
Size of family
Number of households
Literacy
Illiterate
Never been to school but can read
Never been to school but can read and write
Upto 5th
Upto 8th
High School
156
Intermediate
Graduate
Graduate and above
Annexure
8
10
11
Division of Labour
12
13
14
Main occupation
15
16
17
Headmaster- Male/Female
Decision Making
18
20
21
22
23
24
Participation in sports
Football
Table tennis
Athletics
Kho-Kho
Accessibility to playground
List others.
25
157
27
28
29
Mid- Day meal- diet and amount for boys and girls
30
Uniform
31
32
Miscellaneous
Have you assessed developed strategies to address barriers and constraints in improving the
quality and access to elementary education
Yes/
No
158
33
34
Hand-Out 23
SOLUTIONS
Inaccessible / Health
Care Inadequate
CAUSES
Poor Nutrition
Inability of women to
give their health priority
Inadequate budgetary
allocation
SMART INDICATORS
Increase in the number of institutional deliveries
CONVERGENCE
Ministry of -
No. of women taking packet of services during pre and post 33 Health and Family Welfare
33 Women & child Development
natal care
33 Food & Public Distribution (deptt.)
No. of NHD taking place in an area
33 Panchayati Raj
33 Finance
Inadequate budgetary allocation
CONSEQUENCES
SOLUTION
Perceived
Masculinisation of Society
Dowry
Social security
Family Name
Polyandry
Last rites
Safeguarding of MTP
Resource Crunch
Child Marriage
Policy
Increasing Vulnerability
Economic empowerment
Insecurity
Population Policy
Decreasing T FR
Awareness of womens
Resource Crunch
Support systems
Technology
Options available
Better neo natal derives
SMART INDICATGORS
SRB (Sex Ratio at Birth) Concurrent Monitoring
CONVERGENCE
MOHFW
159
MSJE
MORD
Advocacy
CONSEQUENCES
SOLUTION
Increased violence,
dowry deaths, no
decision making
power to negotiate &
bargain
No investment in
the girls Education,
Health, Personality
etc. (HR Issue).
Underutilisation of
Womens Capabilities.
No recognition.
Increased MMR
& IMR.,. Sex-Ratio
imbalance.
33
33
33
33
33
SMART INDICATORS
Reduction in MMR & IMR
Reduction in incidence of RTI, STI (Reproductive Ministry of Women & Child Development
tract infections including HIV, &Anaemia etc.
Reduction in the drop out girls in school.
Increase in Age of marriage.
Mandatory no. of orientations and training for
different ministries and Dept. etc.
Compulsory Registration of marriages.
160
GENDER SENSITIVE
Is the gap between women and men decreasing in terms of access, income,
and power?
Are project activities the most appropriate and effective activities for
achieving an improvement in gender equity?
How have women and men benefited directly from the activities?
How do the women and men themselves assess the impact on their lives, and
would their situation have been different without the project?
161
162
Annexure
33
33
Conduct an initial stocktaking: Who are the stakeholders? What are their
activities? What is their capacity? What are their roles and needs?
33
33
33
33
Ensure that gender is integrated into goals and objectives, and set clear
targets.
33
Plan for developing capacity to address gender issues and to monitor and
evaluate progress and outcomes.
33
Set up an M&E system. Adopt and engender the logical framework or the
results framework as included in the project appraisal document, design
gender-sensitive indicators, and develop or select the best data collection
methods. Decide how to organise reporting and feedback processes.
33
Clearly identify who will collect and analyse information, who will receive it,
and how it will be used to guide implementation.
Stage 3: Implementation
33
33
33
Monitor progress against outcome targets set for the period under evaluation,
and feed results back into the system to allow for midterm corrections.
33
Assess progress and make corrections if needed to obtain expected genderrelated outcomes.
Stage 4: Completion
33
Assess the outcomes and impact of gender integration in the overall context
of the project.
33
33
163
Types of indicators
There are several types of indicator that are used to assess impacts and outcomes of
programme objectives. These Indicators can be distinguished in a number of ways.
The two broadest types of indicators are Qualitative and Quantitative indicators:
164
Annexure
165
system, and they describe what is being physically donefor example, how many
hours of training are provided to men and women, how much money is spent, or the
quantity of fruit trees planted.
Process indicators ensure the effective and efficient use of means and resources
for implementing an action. Process indicators are of particular importance for
participatory monitoring to ensure that all (primary) stakeholders, disaggregated
by gender, have knowledge of and, if appropriate, participate in, progress being
made, obstacles encountered, solutions presented, and decisions made, from start
to finish.
Output indicators measure the achievement of intended outputs and determine
whether project goals are being achieved. Outcome indicators measure the
immediate impacts produced by the outputs. Typically, output and outcome
indicators are used as internal monitoring or evaluation tools. Generally, these are
defined prior to the project, but ideally they should be modified in the early stages
of implementation to reflect changes that may have taken place and to be certain
that data will be available to verify them from baseline and other sources. When
output indicators are analyzed, it is essential to consider the influence of gender
roles and relations on the distribution of benefits. What measures can verify whether
project benefits accrue to women as well as men and identify the different types of
women engaged in or affected by the project?
Output indicators might include the number of people trained or the number of
rural women and men accessing a web site with agricultural information. An example
of an outcome indicator might be the percentage increase in average crop yield
among men and women farmers included in the project over the project period.
Impact indicators measure a projects medium- or long-term impacts on poverty
and livelihoods among the primary stakeholders. Impact indicators describe the
actual change in conditions as a result of a programme or project activity, such as
changed attitudes of men and women as a result of training, changed practices, or
a decrease in the number of households living in poverty over five years. Ideally,
indicators for expected local impacts should be established in a participatory
manner for any sub-projects.
Gender-sensitive indicators
166
A gender-sensitive indicator can be defined as an indicator that captures genderrelated changes in society over time (Beck 2000: 7). The DFID Gender Manual
(Derbyshire 2002) defines gender-sensitive indicators as follows:
33
Annexure
33
33
33
33
Promote greater gender equity within the staffing and organisational culture
of development organisation.
33
33
33
33
33
33
33
33
167
Abbreviations
168
CEDAW
CSS
DPC
GAD
GB
GBI
GIA
GRB
GP
MDG
MDM
MGE
MGNREGS
MHRD
MLP
MOHFW
MORD
MOUD
MSJE
MTP
NCC
NYK
PCPNDT
PRA
PRI
PURA
SBM
SC
SCDP
SDG
SEZ
SHG
SMART
SRB
ST
TFR
ULB
VAW
WAD
WID
i
ing
Gender
Inclusive
Planning