1. GENDER MAINSTREAMING IN UON CORE ACTIVITIES
Sensitization Workshop on Gender Mainstreaming on
June 20, 2014 By
Dr. Jane Wambui
African Women’s Studies Centre
University of Nairobi

2. Overall learning outcomes
Demonstrate an understanding of basic concepts on gender
Gain knowledge of relevance, effects and impacts of gender mainstreaming in development.

3. CONTENT Basic Gender Mainstreaming Concepts
What is Gender Mainstreaming (GM)
UON Gender Policy, 2008
Components of UON Gender Policy
Gender Mainstreaming Division
College Based Gender Committees (CBGC)
Campus Based Focal Points
Realizing UON Gender Policy
Slow Pace of Implementation
Required Action
Assignment

4. BASIC CONCEPTS IN GM Gender Gender Stereotypes Gender Roles
Gender Responsive
Sex Roles
Gender Equality
Gender Analysis
Gender Equity
Gender Responsive Budgeting
Gender Issues
Gender Concerns
Transgender and intersex persons
Gender Gaps

5. BASIC CONCEPTS IN GM Gender
Social construction of roles, responsibilities and behaviour patterns assigned to men and women, boys and girls in respective societies at a given time
Gender identity acquired through socialisation
Differs from one culture to the other
Changes in time
Sex – biological differentiation, natural and permanent
"Male" and "female" are sex categories

6. Attributes of gender and sex
List three attributes of gender
List three attributes of ‘sex’
List three attributes of culture
vXOJa3Y

7. Gender or sex attribute?
Women menstruate while men do not
In my community, men are more involved in herding cattle
Men have beards
Women breastfeed
Women are more involved in farming
Men get more government tenders
In war men are generally strong fighters

8. Basic Concepts in GM Gender Roles
Socially defined tasks/activities/duties/responsibilities ascribed to men and women based on perceived differences
They differ by cultural and historical contexts.
Are gender roles due to cultural or social factors, or due to biological and physiological differences
State roles that women and men play in your community?
State three roles women have in the management of UoN?
State three roles men have in the management of UoN?

9. Sex Roles
Biological differences between women & men, which remain a constant – does not change with context
Natural roles
Cannot be interchanged

10. Implication of Sex and Gender roles on Men and Women
Men have limited sex and gender roles compared to women
Men have more time to invest in other areas that can be productive to them
Women have multiple gender and sex roles and are tied up most of the time
Women have less time for training, exposure, job searching
Women unlikely to accept assignments that are time consuming or away from marital home.

11. Basic Concepts in GM Gender Equality
so known as sex equality or sexual equality or equality of the genders, implies that men and women should receive equal treatment, unless there is a sound biological reason for different treatment.
Equal opportunities for women, men, boys & girls to expression & in access to resources & services, opportunities (education, employment, decision making & promotion)
Decision making & promotion important for upward mobility
Measured in terms of equality of opportunities & equality of results or reward for labour
Exists where sex-based discrimination is absent

12. Gender equality vs equity
Gender equality: denotes women having the same opportunities in life as men, including the ability to participate in the public sphere
And
Gender equity: denotes the equivalence in life outcomes for women and men, recognizing their different needs and interests, and requiring a redistribution of power and resources.
Often calls for affirmative action to allow fair play – where there is competition for resources & one group has an advantage over the other

13. Basic Concepts in GM Gender Issues
Consequences of inequalities, inequity and differential treatment between men & women
Biases/discriminatory behaviour on basis of sex or social roles – denial of education for girl child; higher entry fees in clubs for men/boys

14. Basic Concepts Gender Concerns
Triggered by disparities & imbalances which cannot be ignored
Disparities & imbalances viewed as unfair & undesirable at all levels
If imbalances & disparities do not cause anxiety, then it remains a disparity & not a concern
Becomes a concern when majority realise the problem push for change

15. Basic Concepts in GM Gender Gaps/Disparities
Systemic differences in outcome that men & women achieve in a sector
Imbalance/differences that arise due to social assigned gender roles, issues
Examples: gap between male and female staff at different levels

16. Basic Concepts Gender Responsive
Taking into account gender gaps & gender issues to inform plans, implementation and design of any process
Example: a responsive budget entail an analysis of actual expenditure and revenue of men & women adjusted to address any gender inequality

17. Basic Concepts Gender Analysis
Systematic effort to research, document & understand the roles of women & men in a given context & how a given activity, decision or plan will specifically affect men & women
Exposes the advantages & disadvantages experienced by women & men in relation to specific issues
Assists in understanding:
- Conditions
Needs,
Participation rates;
Access to resources and development;
Control of assets and,
Decision making powers between men and women in their assigned roles.

18. Basic Concepts Gender Analysis Cont.
Provide the basis for taking steps to address disadvantages, & devising remedial/preventive interventions
Allows for equal representation of women & men in shaping development

19. What is Gender Mainstreaming (GM)?
GM is a strategy by which a gender perspective & the objective of promoting gender equality is included in all preparatory work and decision making by authorities - embedding of gender equality & equity into analysis, planning, performance, policy, monitoring and evaluation.
- Application has potential of changing content and direction of practices at organisational (daily life, projects and programmes) and institutional level

20. What is Gender Mainstreaming (GM)?
- GM has to take into consideration the triple role of women (reproductive, productive and community) & roles of men
- The way roles are valued affect the way women and men set priorities in planning everyday activities, projects, programmes and general management.

21. Put differently, GM … Is a strategy for achieving gender equality
Strategy to end gender blindness in development process.
Implies integrating needs, concerns and priorities of women, men, girls, boys and all vulnerable groups in policies, plans and program.
It ensures women & men, girls & boys have equal access to& control over resources, opportunities &benefits at all levels.

22. Aim of Gender Mainstreaming
Gender sensitive institutions
Gender sensitive policies
Gender sensitive plans & programs
Institutions free from gender based violence
Gender equity and equality
Sustainable development

23. Steps in Gender Mainstreaming
Identify gender issues/concerns & strategies for addressing them-Institutional gender analysis
Develop a gender framework/policy
Establish gender committees or GFP
Collect sex-disaggregated data from your sector ( for gender analysis)
Sensitize staff on G/M
Engender your programs and activities

24. UoN GENDER POLICY
Relevance of organisational gender policy for gender mainstreaming
UoN Gender policy, 2008
- Aims at creating and sustaining fair and just academic environment where women and men have equal opportunities, voice, rights and access to resources, so that persons of both gender realise their full potential and contribution within a community of scholars and workers with a culture of mutual respect

25. Summary of staff count by grade and gender 2011
male
Female
total
Vice-Chancellor 1
Deputy-vice Chancellor 3 4
Principals 5 6
Deputy-principal 2
Professors & Equiv. 99 13
112
Assoc. Prof & Equiv.
203 42
245
Sen. Lect. & Equiv.
301
106
407
Lecturer & Equiv.
611
235
648
Ass. Lect. & Equiv. 39 19 58
Tutorial Fellow & Equiv.
109 74
183

26. Student admission 2011 certificates 44 47 91 Diplomas 3,086 1,968
5,054
Undergraduates
27,455
16,888
44,343
Post Graduate Dip
121 38
159
Masters
7,311
4,698
12,009
PhD
183 73
256
Total
61, 912

27. COMPONENTS OF UoN GENDER POLICY
Code of practice on:
Decision making organs
Recruitment, training and promotion
Student admissions
Gender sensitive curriculum
Working and learning environment
Role Models
Student organisations and Co-Curriculum Activities
University staff Awards
Examination & Coursework
Gender Violence
Staff & Student Welfare

28. GENDER MAINSTREAMING DIVISION (GMD)
Functions of Gender Division
Raise and sustain gender awareness within the University;
Promote gender sensitive, friendly, inclusive and secure environment in the University for staff and students;
Ensure that gender parity in student enrolment and performance is improved across disciplines;
Promote gender equality in staff recruitment, training and promotion;

29. GENDER MAINSTREAMING DIVISION
Functions of Gender Division Cont.
Undertake the training of trainers in gender analysis skills within the University;
Advocate and promote gender equality in decision-making at all levels within the University;
Establish and coordinate gender outreach programmes incorporating schools, colleges, media and cultural communities;

30. GENDER MAINSTREAMING DIVISION
Functions of Gender Division Cont.
Promote the use of gender sensitive language in all forms of communication;
Facilitate gender research;
Collect, analyse and update sex- disaggregated information on all sections of the University system in order to monitor and evaluate the relative positions of women and men, and produce regular reports; and
Establish and maintain a comprehensive resource centre.

31. Gender Mainstreaming Division
Functions of Gender Division Cont.
Develop an effective and participatory monitoring and evaluation system for periodic assessment of progress and impact of gender mainstreaming and for the enforcement of the UoN Gender Policy;
Provide technical guidance and advisory support to other units in their gender mainstreaming efforts;
Establish public-private partnerships for research collaboration, networking and funding; and
Coordinate the events of gender awareness week.

32. College Based Gender Committees (CBGC)
In collaboration with Gender Division responsible for:
Interpreting and domesticating the objectives of UoN Gender Policy;
Ensuring that information and action flow to and from departments, faculties, schools, institutes and other units within the university;
Coordinating with Campus Based Gender Focal Points on relevant gender activities and issues;
Providing quarterly reports on College gender activities and issues;
Compiling Annual report on gender mainstreaming activities and issues; and
Other matters determined by the committee to be of relevance to gender mainstreaming within the college in line with the UoN Gender Policy.

33. Campus Based Gender Focal Points (CBGFP)
Each campus to have a gender focal point or unit with full time staff assisted by part time staff/student interns;
Responsible for identifying new gender issues & offering advice on gender issues as well as liaison with other organs & units of the university; and
24 hour service delivered through a variety of methods such as office staff during working hours, help line outside office hours & other lower structures as may be determined.

34. REALISING UON GENDER POLICY
Integrate gender needs, concerns & priorities in UoN Strategic Plan
Resources, facilities & Infrastructure
Teaching & Learning
Research, Innovation & Technology
Competitiveness of UoN
Collaborations & Partnerships
Scaling down to colleges, Institutes, Faculties, Departments & Centres

35. Realising UoN Gender Policy
Ensuring gender responsive management and administration of the university and equity in all teaching, research and administration programmes;
Reaching out to marginalised groups especially women, boys and girls;
Establishing appropriate administrative structures to implement strategies in line with the gender policy;

36. SLOW PACE OF IMPLEMENTATION
Partial implementation
Gender mainstreaming Division
College Based Gender Committees
Campus Gender Focal Points
Complaint Procedures
Resource Mobilisation
Monitoring and Evaluation Systems
Sensitization not a panacea for GM

37. Required Action Establish a baseline through research
Mapping and allocating available resources
- Identify and analyse how resources are shared and used across gender
- Identify how services are provided across gender
If analysis shows skewed usage and/or allocation the situation has to be addressed and reallocation done
Tendency to block analysis and reallocation.

38. ASSIGNMENT Begin a responsive approach
Reflect on the situation in your various Faculties, Departments, Institutes, Centers, Sections and units and analyse the situation of women and men in respect to opportunities, and access to resources & services
Identify the challenges facing women and men in respect to the above assessment
Come up with a strategy for ensuring that both women and men have adequate and equal opportunities to fully exert themselves.
Think of relevant indicators for monitoring & evaluating ideal GM