Presentation on theme: "GENDER MAINSTREAMING IN UON CORE ACTIVITIES"— Presentation transcript:
1 GENDER MAINSTREAMING IN UON CORE ACTIVITIES Sensitization Workshop on Gender MainstreamingonJune 20, 2014ByDr. Jane WambuiAfrican Women’s Studies CentreUniversity of Nairobi
2 Overall learning outcomes Demonstrate an understanding of basic concepts on genderGain 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, 2008Components of UON Gender PolicyGender Mainstreaming DivisionCollege Based Gender Committees (CBGC)Campus Based Focal PointsRealizing UON Gender PolicySlow Pace of ImplementationRequired ActionAssignment
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 timeGender identity acquired through socialisationDiffers from one culture to the otherChanges in timeSex – biological differentiation, natural and permanent"Male" and "female" are sex categories
6 Attributes of gender and sex List three attributes of genderList three attributes of ‘sex’List three attributes of culturevXOJa3Y
7 Gender or sex attribute? Women menstruate while men do notIn my community, men are more involved in herding cattleMen have beardsWomen breastfeedWomen are more involved in farmingMen get more government tendersIn 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 differencesThey differ by cultural and historical contexts.Are gender roles due to cultural or social factors, or due to biological and physiological differencesState 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 RolesBiological differences between women & men, which remain a constant – does not change with contextNatural rolesCannot be interchanged
10 Implication of Sex and Gender roles on Men and Women Men have limited sex and gender roles compared to womenMen have more time to invest in other areas that can be productive to themWomen have multiple gender and sex roles and are tied up most of the timeWomen have less time for training, exposure, job searchingWomen 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 mobilityMeasured in terms of equality of opportunities & equality of results or reward for labourExists 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 sphereAndGender 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 & womenBiases/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 ignoredDisparities & imbalances viewed as unfair & undesirable at all levelsIf imbalances & disparities do not cause anxiety, then it remains a disparity & not a concernBecomes 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 sectorImbalance/differences that arise due to social assigned gender roles, issuesExamples: 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 processExample: 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 & womenExposes the advantages & disadvantages experienced by women & men in relation to specific issuesAssists in understanding:- ConditionsNeeds,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 interventionsAllows 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 institutionsGender sensitive policiesGender sensitive plans & programsInstitutions free from gender based violenceGender equity and equalitySustainable development
23 Steps in Gender Mainstreaming Identify gender issues/concerns & strategies for addressing them-Institutional gender analysisDevelop a gender framework/policyEstablish gender committees or GFPCollect sex-disaggregated data from your sector ( for gender analysis)Sensitize staff on G/MEngender your programs and activities
24 UoN GENDER POLICYRelevance of organisational gender policy for gender mainstreamingUoN 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 maleFemaletotalVice-Chancellor1Deputy-vice Chancellor34Principals56Deputy-principal2Professors & Equiv.9913112Assoc. Prof & Equiv.20342245Sen. Lect. & Equiv.301106407Lecturer & Equiv.611235648Ass. Lect. & Equiv.391958Tutorial Fellow & Equiv.10974183
27 COMPONENTS OF UoN GENDER POLICY Code of practice on:Decision making organsRecruitment, training and promotionStudent admissionsGender sensitive curriculumWorking and learning environmentRole ModelsStudent organisations and Co-Curriculum ActivitiesUniversity staff AwardsExamination & CourseworkGender ViolenceStaff & Student Welfare
28 GENDER MAINSTREAMING DIVISION (GMD) Functions of Gender DivisionRaise 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; andEstablish 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; andCoordinate 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; andOther 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; and24 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 PlanResources, facilities & InfrastructureTeaching & LearningResearch, Innovation & TechnologyCompetitiveness of UoNCollaborations & PartnershipsScaling 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 implementationGender mainstreaming DivisionCollege Based Gender CommitteesCampus Gender Focal PointsComplaint ProceduresResource MobilisationMonitoring and Evaluation SystemsSensitization 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 genderIf analysis shows skewed usage and/or allocation the situation has to be addressed and reallocation doneTendency 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 & servicesIdentify the challenges facing women and men in respect to the above assessmentCome 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