1. INTRODUCTION TO GENDER MAINSTREAMING Gender, Women and Politics
See the Trainers’ Guide for overall guidance on using this presentation. The Trainers’ Guide serves as a companion resource and outlines the objectives of the session and materials needed as well as provides additional guidance on conducting the training session. Please note that the Guide includes complete instructions on how to facilitate some of the exercises referenced in this PowerPoint presentation and additional information on the content of certain slides.
Please adapt the PowerPoint presentation, exercises, examples and handouts in advance of your workshop. They have been created for a global audience and need to be adapted to better suit the local context, the background of your participants and their level of experience. Terms, images and examples from the participants’ country or region should be used as much as possible so that they are relevant and contextually appropriate. 
This presentation and guide were developed by Amy Hamelin. NDI would also like to acknowledge those who contributed including Caroline Hubbard, Susan Kemp, Susan Markham, Allison Muehlenbeck, Crystal Rosario and Rebecca Turkington.
The National Democratic Institute

2. Introductions/ Ground rules
Ice Breaker Exercise
SLIDE CONTENT: To begin the session, introduce yourself and other staff, trainers and resource persons. Provide the participants an opportunity to introduce themselves and establish ground rules for the training.
TRAINER NOTE: It will be important to establish a rapport among participants. If this is the first presentation of a training workshop, be sure to build in time for participants to get to know one another and establish ground rules for their interaction and participation. Guidance on ice breakers and ground rules can be found in the “Training and Facilitation” folder.
You might also establish ground rules by asking participants to give suggestions and agreeing as a group. You can write the rules on a flip chart and hang it on the wall for reference during the training session.
Image: Khandro Leia Organa

3. Introduction to Gender Mainstreaming Objectives
Understand the basis for/approaches to promoting gender equality
Become familiar with the entry points for/objectives of gender mainstreaming and strategies and tools
Practice developing mainstreaming strategies
SLIDE CONTENT: The objectives for this session are to:
Understand approaches to promoting equality and their differences
Become familiar with the entry points for and objectives of gender mainstreaming and strategies and tools to achieve it
Practice developing gender mainstreaming strategies
TRAINER NOTE: Provide an overview of the session’s objectives so that participants understand its purpose and have realistic expectations about what to expect.
You may also wish to ask participants what expectations they have for the session. What do they hope to get out of it? You can then relate their expectations to the objectives and suggest how unrelated expectations might be met in other ways.

4. Introduction to Gender Mainstreaming Topics
Equality and gender
Evolution of gender mainstreaming
Definition
Strategies/tools
Compensating for inequities
SLIDE CONTENT: The topics we will cover today include:
Equality and gender
Approaches to equality
Evolution of gender mainstreaming
Gender mainstreaming defined
Gender mainstreaming strategies and tools
Compensating for inequities
TRAINER NOTE: Give the participants a brief overview of the topics to be covered so they have a sense of where you are heading in the presentation. Summarize the main concepts that will be addressed.

5. Key Terms Gender Mainstream Gender equality Inequity Other terms?
SLIDE CONTENT: There are a few key terms to define as we begin so that we share a common understanding throughout our discussions:
Gender
Mainstream
Gender equality
Inequity
TRAINER NOTE: Ask the participants to define the terms first and then decide on a common definition based on their responses and see the definitions included in the Trainer’s Guide. What do these terms mean in the context of the lives and work of the participants?
You might also ask them to suggest other terms relating to gender mainstreaming that they think need to be defined at the onset. You should let them know that they are welcome to stop and ask for clarification at any point during the session if there is a term with which they are unfamiliar or one which they believe requires further discussion.
For complete definitions of each of these terms, please see the Trainer’s Guide.
Image: European Institute for Gender Equality

6. INTERNATIONAL FRAMEWORKS
United Nations international human rights declarations/covenants
“All human beings are born free and equal in dignity and rights.”
SLIDE CONTENT: The goal of gender mainstreaming is to promote equality or at very least to ensure that programs and policies do not exacerbate existing inequalities. So let’s first talk about the concept of equality as a fundamental human right and how it intersects with gender.
The Universal Declaration of Human Rights (UDHR) was adopted by the United Nations General Assembly in Its first article states that “all human beings are born free and equal in dignity and rights.” The UDHR was the first expression of global rights to which all people were inherently entitled. The UN subsequently developed two additional covenants on Civil and Political Rights and Economic, Social and Cultural Rights that, together with the UDHR, are now know as the International Bill of Human Rights.
The International Covenant on Civil and Political Rights was passed in 1966 and came into effect in It committees countries to respect the right to life, freedoms of religion, speech, and assembly, electoral rights and rights to due process and a fair trial. 
The International Covenant on Economic, Social and Cultural Rights was passed in 1966 and came into effect in 1976 and refers to labor rights, the right to health, education and an adequate standard of living. Importantly, it guarantees “that the rights enunciated … will be exercised without discrimination of any kind as to race, colour, sex, language, religion, political or other opinion, national or social origin, property, birth or other status”
The two covenants have been ratified and signed by the majority of UN member states, however there are some members that have signed but not ratified them and others like Fiji, Oman, Singapore, and the United Arab Emirates that have neither signed nor ratified. It should also be noted that some states have ratified the covenants but with reservations.
TRAINER NOTE: The UDHR is available in over 400 languages:
HANDOUT 1: Universal Declaration of Human Rights
Photo: UN

7. RATIONALE FOR GENDER EQUALITY
Human rights rationale
Economic rationale
SLIDE CONTENT: According to the UDHR, ALL human beings are born free and equal. That means both men and women. So why do we need to worry about gender at all? In reality, differences exist in terms of the rights that men and women enjoy in a given society. Men and women also have different responsibilities, different access to and control over resources, and different levels of voice and influence in their homes and communities.
While gender equality should be a given, one must often make the case for why it is so important. The World Bank has outlined several rationales for why gender equality should be pursued that appeal to different interests.
The human rights rationale approaches the goal of equality between men and women as a matter of human rights. It considers the fight against sex discrimination fundamental to protecting these rights.
Economic rationale: Several World Bank reports provide strong empirical evidence that the gender-biased division of labor, and the inequalities to which it gives rise, tend to slow development, economic growth and poverty reduction. Gender inequalities contribute to poverty and reduce human well-being and development.
It’s important to rely on facts and statistics to help convince those who may be skeptical and those who may not pursue gender equality just because it is the right thing to do.

8. Approaches to equality
Formal Equality
View: Women and men are the same so treat them the same
Goal: To achieve equal treatment
SLIDE CONTENT: There are a number of different approaches to achieving gender equality and they can lead to very different outcomes.
One approach is known as formal equality. In this approach, equality is understood to be the right to be equal to men. It does not take into account biological and gender differences between men and women. Because it assumes that men and women are the same, the goal is to treat them the same. It sounds reasonable enough until you realize that its ‘neutral’ standards are based on male experiences and standards. By imposing male standards on women, it excludes women from equal access, opportunities and participation. Formal equality promotes gender blindness, which reinforces dominant, or mainstream, interests.
A gender-neutral policy, while not excluding women per se, may result in de facto discrimination. For example, a company that is hiring for high-paying jobs may say that it is using non-discriminatory practices because men and women are equally able to apply and be considered but, in reality, women are disadvantaged because they often lack access to the advanced training required for such jobs.
TRAINER NOTE: Point out the illustration. In it a number of different animals are trying to drink from the same pool of water. They have different body types, different ways of drinking (through mouths or beaks) and require different amounts of water to quench their thirsts. The formal model of equality would treat them all the same, regardless of these obvious differences. Ask participants if they think this approach makes sense. Would some of the animals end up being disadvantaged even though they are being treated the same?
The images on slides 8-10 are from a presentation on approaches to equality by Benita Sharma available at

9. Approaches to equality
Protectionism
View: Women and men are different so should be treated differently
Goal: To protect women
SLIDE CONTENT: Another approach to equality is protectionism. It acknowledges that men and women are different and concludes that they should be treated differently as a result. Furthermore, the assumption is that based on these differences, women need to be protected. According to the International Women’s Rights Action Watch, “The protectionist approach… seeks to curtail or curb women's activities or freedoms with the rationale that the aim is to ‘protect’ women from harm or wrongdoing. This approach does not challenge gender discrimination, but reproduce it in the guise of protecting women.”
For example, in the early 1900s there was a court case in the United States regarding how many hours companies could demand of their employees. It was argued that women, based on their physical traits and gender roles, should be protected from overly long work days.
TRAINER NOTE: Have participants look at the illustration. Note that the bird is now in a cage and has its own small pot of water while the other animals are free to move around and drink from the pond. Imagine that the bird is a woman and you will understand the potential negative impact of protectionism. Why might this approach, despite its good intentions, be harmful? Ask participants if they can think of any examples of protectionism in real life.
The images on slides 8-10 are from a presentation on approaches to equality by Benita Sharma available at

10. Approaches to equality
Substantive equality
View: There are differences in how women and men experience life and we should minimize negative effects of this
Goal: Promote equality of outcomes
SLIDE CONTENT: Substantive equality, on the other hand, takes the view that there are differences in how women and men experience life and that one should strive to minimize any negative effects of these differences. The goal of this approach is to promote what it referred to as the equality of outcomes. The focus is on equalizing they way things turn out. The assumption is that equality is achieved if results are comparable for all citizens regardless of gender.
TRAINER NOTE: Have participants look at the illustration. In it, there are three very different animals. Each is thirsty and needs water and each has been provided with different kinds of drinking vessels, ones designed to make it as easy as possible for each of them to drink on the basis of their body types. The outcome is the same for each animal. They each have easy access to water. Note that the animals were not treated the same. They were given different drinking vessels. Ask participants if they think this is unfair. While this could be perceived as being unfair, they all got what they needed to be able to easily get the water they need to live. In this case, the one animal is still drinking directly from the pond while the other two were given other vessels to correct for the challenges they initially faced in drinking directly from the pond. The inputs, the drinking vessels, may be different, but the outcome is the same for each animal. Ask participants how this approach is different from the other two.
The images on slides 8-10 are from a presentation on approaches to equality by Benita Sharma available at

11. Substantive equality Corrective approach
Equal treatment can reinforce inequality
Discrimination and inequality are social constructs
Requires proactive measures
Equality of opportunity, access and results
SLIDE CONTENT: Substantive equality:
Is a corrective approach that takes into account and focuses on diversity, difference, disadvantage and discrimination and ensuring that they are addressed.
Recognizes that some people are in an unequal position and need to be treated differently in order to benefit equally and that equal treatment may reinforce inequality.
Focuses on discrimination and recognizes that inequality is a social construct that will not just go away on its own.
Affirms that proactive measures may be needed to bring about equality, accelerate social change and help correct historical, systemic and structural imbalances.
Focuses on equality of opportunity, equality of access and equality of results. In other words, women should not just have equal opportunities but equal access to these opportunities and equal results, or outcomes.
For example, instead of being prevented from working at night as women might be under a protectionist approach, efforts should be made to promote the safe transit of women to and from work and a safe and nonthreatening workplace environment. Another example is giving certain groups priority treatment. For example, in order to decrease gender bias in job hiring, one can create an equal opportunities policy to give women and other marginalized groups priority in jobs and positions from which they have historically been excluded, if they meet the required qualifications.
Why are we spending so much time talking about substantive equality? Because gender mainstreaming is one way of getting there.

12. Evolution of Gender Mainstreaming
Realization that:
Men and women have different priorities/constraints and can contribute to, and be affected differently by projects
Failure to address gender issues leads to inefficient and unsustainable results and exacerbates inequities
SLIDE CONTENT: The concept of gender mainstreaming has evolved. Over time individuals and organizations responsible for designing and implementing development programs and policies came to two important realizations:
Men and women have different priorities, constraints and preferences and can contribute to, and be affected differently by, development projects.
Failure to address gender issues in program design, implementation and development interventions can lead not only to inefficient and unsustainable results, but it may also exacerbate existing inequities.
For example, a development organization made small loans available to men in rural communities in Southern Africa to enable them to engage in more productive small-scale farming so that they could sell vegetables and use the extra income to better provide for their families. The organization was surprised to find that the farms were still failing. On closer inspection, they learned that the loans were often not used to support the farms, as intended. They also learned that the farming was actually done by the women and that the men were away working in urban areas.
TRAINER NOTE: Ask participants to give examples of projects that have benefited men over women or vice versa. Do they know of projects that failed because they did not address gender or actually furthered inequalities between men and women?

13. EXAMPLE: WATER PUMPS AND ICT IN TANZANIA
Encourage citizens to report broken water pumps to authorities using SMS
Anticipated 3,000 SMS but only got 53
Why?
SLIDE CONTENT: Daraja is an organization that uses information and communications technology (ICT) to help citizens hold the government accountable in the provision of public services such as water. One of its projects aimed to encourage citizens to use SMS messages to report broken water pumps as a way of putting pressure on local authorities to fix them. The SMS message also was sent to local radio stations that were responsible for following up with local authorities and reporting on the actions that they took in response. This sounds like a great project but it wasn’t initially a success. The organizers had anticipated that more than 3,000 SMS would be sent but, in the end, there were only 53. So what went wrong? Why did the project fail?
TRAINER NOTE: Read the above example to participants and ask them why the think the project may have failed before providing them with the explanation below.
While there were a few reasons related to politics and infrastructure, one of the main barriers to success was that, in Tanzania as in many countries, water collection is largely the responsibility of women and children who do not have regular access to mobile phones!
This example came from the following blog:
Photo: Taco Anema, IUCN

14. Evolution of Gender Mainstreaming
Women IN Development
Analysis focused on women only
Programs exclusively for women
SLIDE CONTENT: When the international community realized that they needed to start addressing gender issues, they responded by developing and implementing what became known as the Women in Development, or WID, approach. This approach started in the 1970s and continued through the 80s. The analysis focused on women only, as implied by the name. As a result, the policies and programs that emerged tended to be stand-alone and add-on programs that focused exclusively on women as a separate group. Instead of being mainstreamed and integrated, women were, in fact, often sidelined and marginalized. According to the World Bank, this approach “did not address or change unequal gender relations in various social and economic settings.”
Photo: NDI

15. Evolution of Gender Mainstreaming
Gender AND Development
Analysis focuses on gender division of labor, roles and relations
Aim to reduce gender inequalities
SLIDE CONTENT: As the failure of the WID approach became apparent, international organizations turned to a new approach in the 1990s, the Gender and Development approach. The analysis focuses on the gender division of labor, roles and relations and policies and programs aim at reducing gender inequalities. The World Bank summarizes the approach as follows: “GAD focuses on social, economic, political and cultural forces that determine how men and women participate in, benefit from, and control project resources and activities differently. This approach shifts the focus from women as a group to the socially determined relations between women and men. The GAD approach promotes a development process that transforms gender relations in order to enable women to participate on an equal basis with men in determining their common future. Now, institutions take a much more comprehensive approach to analysis and design of development interventions, one that takes into account the situation and needs of both women and men. Several critics feel that dealing with both men and women may dilute the focus on women, who are clearly the more disadvantaged sex all over the world. The gender equality approach, therefore, calls for gender analysis to determine the needs of both women and men, followed by interventions targeted to one or the other sex (or both) as necessary.”
TRAINER NOTE: This information comes from the World Bank Institute’s online resource entitled Gender and Development: A Trainer’s Guide. The resource can be found here: ]
HANDOUT 2: World Bank Case Women in Development vs. Gender Approach

16. Evolution of Gender Mainstreaming
1985: Concept first introduced
1995: Further developed at UN Fourth World Conference on Women
Beijing Platform: “Promote an active and visible policy of mainstreaming a gender perspective”
Gender integration
SLIDE CONTENT: The concept of gender mainstreaming was first introduced at the United Nations Third World conference on Women in Nairobi in 1985 but it wasn’t until a decade later that it was further developed. The 1995 UN Fourth World Conference on Women resulted in the adoption of the Beijing Declaration and Platform for Action. The platform notes that “governments and other actors should promote an active and visible policy of mainstreaming a gender perspective in all policies and programs, so that, before decisions are taken, an analysis is made of the effects for women and men, respectively.”
In more recent years, the term gender integration has been used interchangeably with gender mainstreaming. If current trends continue, gender integration may become the more commonly used term. For the purposes of this discussion, we’ll continue to use the term gender mainstreaming.

17. What is Gender Mainstreaming?
Strategy to ensure women’s and men’s concerns and experiences are included in the design, implementation and evaluation of policies and programs
Goal: achieving gender equality
SLIDE CONTENT: So what exactly is gender mainstreaming? The organization Mercy Corps provides the following definition: “Gender mainstreaming is a strategy used to ensure women’s as well as men’s concerns and experiences are always included in the design, implementation, monitoring and evaluation of policies and programs to avoid continuing or supporting existing inequality between men and women.”
The United Nations Economic and Social Council (ECOSOC) provides a similar definition: “Mainstreaming a gender perspective is the process of assessing the implications for women and men of any planned action, including legislation, policies or programmes, in any area and at all levels.”
The ultimate goal of mainstreaming is to achieve gender equality.

18. Gender Mainstreaming Entry Points
Institution
Policy
Program
SLIDE CONTENT: As the definitions implied, there are multiple entry points for gender mainstreaming. The World Bank provides a useful outline of the three entry points: institution, policy and program.
Mainstreaming at the institutional level is ideal because if gender is mainstreamed at this level, then all of the institution’s policies and programs will integrate gender. That said, changing institutions can be very challenging and often happens gradually unless you really have the commitment of the leadership, clear policies that are enforced, and the necessary human and financial resources.
Gender Mainstreaming at the policy level is the next best option as programs that support these policies will, by extension, integrate gender.
Gender Mainstreaming at the Program/Project Level: This is the most common entry point for gender mainstreaming and the easiest to implement.
TRAINER NOTE: For additional information on the entry points, see the following World Bank online resource:
Photo: NDI

19. What is Gender Mainstreaming?
Every policy and activity has a gender perspective or implication
Gender analysis improves the effectiveness of policies and programs
Needs and rights of all stakeholders are addressed
SLIDE CONTENT: As we have discussed, gender mainstreaming is based on the premise that:
Every policy and activity has a gender perspective or implication. There is no issue that doesn’t, in some way, touch on the lives of both men and women. Because men and women have different concerns, opportunities and life experiences, they are often affected by policies and programs in different ways.
Gender analysis improves the effectiveness of policies and programs. This should be clear from the Tanzanian water pump example we discussed earlier. Programs that fail to mainstream gender often fail to reach their objectives, waste precious resources and, in the worst case scenario, exacerbate gender inequalities.
The needs and rights of all stakeholders – men AND women, boys and girls - are addressed.
Gender mainstreaming can – and should - be used by groups as diverse as local and national governments, donors, non-profit organizations, political parties and the media.
TRAINER NOTE: Ask participants if their organizations or institutions are already using gender mainstreaming. If not, do participants think that their leadership would be open to incorporating it?

20. GENDER MAINSTREAMING OBJECTIVES
Make gender more visible
Transform institutions
Ensure that power and resources are deployed equitably
SLIDE CONTENT: The objectives of gender mainstreaming are to:
Make gender more visible
Transform institutions and make them more accountable to women – and to men
Ensure that state power (local or national) and resources are deployed in a non-discriminatory manner
These objectives contribute to the overall goal of gender mainstreaming which is to achieve gender equality.
Photo: NDI

21. GENDER MAINSTREAMING MYTHS
Favors women over men
Women and men already equal
Only for policies related to women and women’s issues
SLIDE CONTENT: Gender mainstreaming has its opponents. Many of those who are against it base their arguments on myths and untruths such as the following:
It favors women over men. In fact, gender mainstreaming is not only about women, but also concerns men. Gender mainstreaming seeks to ensure that both men and women benefit and that neither is adversely impacted by programs and policies. Women often do stand to benefit more because they are typically disadvantaged, but there are cases where mainstreaming results in policies that promote the inclusion of men. For example, there are some countries like Lesotho in Southern Africa where there is a need for programs that encourage families to enroll their BOYS in primary school because boys are traditionally responsible for herding animals during the day, which often prevents them from getting an education. Inequalities can apply to both women and men – and both should be addressed through gender mainstreaming.
We do not need mainstreaming; women and men are already equal. Clearly we know that this is not true. While women have come a long way in many societies, they lag behind men against most major indicators such as health, education, employment and political participation. There isn’t a single country that has achieved equality between the sexes in all spheres.
Mainstreaming is only for policies related to women and women’s issues. In fact, ALL issues are women’s issues. The whole point of mainstreaming is to bring the perspectives and concerns of women into ALL policies and programs instead of sidelining and marginalizing women.
TRAINER NOTE: Ask participants what other myths exist around gender mainstreaming? What is really behind the opposition to gender mainstreaming? Do men feel that their position is threatened by it? Do they feel that they have something to lose?

22. GENDER MAINSTREAMING CONTINUUM
Gender Aware
Transformative
Exploitative
Accommodating
Gender Blind
SLIDE CONTENT: The US Agency for International Development came up with a useful diagram to illustrate the manner in which gender is incorporated into projects and policies.
Gender blind refers to programs and policies that completely fail to account for gender.
By contrast, programs and policies that are gender aware examine and address anticipated gender issues in one of the three following ways:
Exploitative programs and policies take advantage of existing gender roles and inequalities and, in some cases, exacerbate them. These approaches should be avoided. For example, USAID identified the following exploitative program: a family planning campaign in Zimbabwe that sought to increase contraceptive use among men. Messages focused on sports images and metaphors, such as “Play the game right; once you are in control, it’s easy to be a winner;” and “It is your choice.” While the campaign DID increase the use of contraceptives, the messages were interpreted to mean that men alone were responsible for making family planning decisions!
Gender accommodating programs and policies account for gender differences and inequalities and seek to adjust to or accommodate them.
Gender transformative programs and policies not only acknowledge these differences, but they seek to change gender norms and transform power structures to promote equality. USAID shared the following example: a Female Genital Mutilation/Cutting (FGM/C) intervention was established in Kenya to encourage people to abandon the harmful practice. Keeping in mind the cultural and social motivations supporting the practice, project staff worked with members of the community to design a ritual for girls that maintained meaningful cultural elements and the celebratory nature while eliminating the cutting. The new ritual has been accepted by the community.
TRAINER NOTE: For more information on the continuum and examples see the Manual for Integrating Gender into Reproductive Health and HIV Programs in the resource folder.

23. Gender Mainstreaming and the Project Life Cycle
Knowledge sharing
1. Design
Gender-sensitive M&E
Gender analysis/needs assessment
Gender expertise
Adequate resources
2. Start-up
4. M&E
SLIDE CONTENT: Gender mainstreaming sounds easy enough, but how would you go about incorporating it into the design, implementation and evaluation of programs and policies? The International Labour Organization has created a useful project life cycle that incorporates gender throughout.
Design: During the design phase, conduct a gender analysis and/or needs assessment.
Start-up: Develop a strategy for how gender equality will be promoted through specific measures and arrangements such as committing to balanced representation of women and men in project activities.
Implementation: Take gender-specific actions to redress inequalities and discrimination against women and/or men in a given context. Build capacity for gender mainstreaming among project staff and beneficiaries.
Monitoring and evaluation: Review the extent to which projects are addressing key gender issues. Integrate relevant gender-sensitive indicators into the project design and into the monitoring and evaluation guidelines. Gender indicators may be sex disaggregated or gender specific. Use the results of project evaluations to identify best practices and lessons learned and share this knowledge widely so that it informs future programs.
It is important that your organization has relevant expertise to ensure that gender is mainstreamed throughout the project life cycle. It is also critical to have adequate resources, both human and financial, and strong commitment from leadership.
TRAINER NOTE: This example is more relevant for a program but can be adapted for policy development should this be more relevant to your participants.
Gender planning
Gender-specific action/capacity building
3. Implementation

24. Gender Mainstreaming Strategies/Tools
Involve women and men in consultations
Include sex-disaggregated data
Formulate gender-sensitive and/or specific objectives, indicators and activities
SLIDE CONTENT: As the last slide suggests, there are many opportunities to mainstream gender into the project lifecycle. Let’s go over a few more strategies and tools. For example, during program design you can:
Involve both women and men beneficiaries in project design consultations and analysis, whether this takes the form of surveys, public meetings, public hearings, stakeholder interviews or other methods. This will ensure that the concerns and priorities of women and men are known and incorporated into the project design.
Include sex-disaggregated data in the background analysis and justification for the program. For example, if you are conducting a voter education project, it would be important to know what percentage of registered voters are men versus women. What you find may also influence your program design. If you learn that a very small percentage of women are registered to vote, it may make sense to design a voter registration program that specifically targets them, taking into account the analysis conducted to help identify and address specific barriers women face in the registration process.
Formulate gender-sensitive strategies and objectives, and corresponding gender-specific/sensitive indicators, targets and activities. Be sure to collect gender disaggregated data throughout the program so you can determine if gender mainstreaming has been successful.

25. Gender Mainstreaming Strategies/Tools
Strive for gender balance in staff/experts
Enable women and men to participate equally and benefit equally
Include gender in evaluations
SLIDE CONTENT: During project implementation and evaluation, you should:
Strive for gender balance in the recruitment of project staff and experts and in representation in institutional structures set up under the project.
Enable women and men to participate equally in, and benefit equally from program activities.
Include an impact assessment on gender equality in evaluations and be sure that there is someone with gender expertise on the evaluation team.
TRAINER NOTE: Ask participants if they can think of other strategies for mainstreaming gender throughout the project life cycle.

26. Gender analysis
Can be undertaken at any stage but most effective if included in design
Systematic way of analyzing different roles and impacts
Asks the “who” questions
How will this affect women and men?
SLIDE CONTENT: One tool in the gender mainstreaming tool box is gender analysis. Put another way, gender mainstreaming is the result of applying gender analysis findings to program planning and activities. It can be undertaken at any stage during the project cycle, but it is most effective if it is included right from the beginning during the initial planning and design stages.
According to UN Women, gender analysis is “a systematic way of looking at the different roles of women and men in any activity, institution or policy and at the different impacts of these on women and men, boys and girls.
Essentially, gender analysis asks the ‘who’ questions: who does what, has access to and control over what, benefits from what (for both sexes in different age groups, classes, religions, ethnic groups, races and castes).
One must always ask how a particular activity, decision or plan will affect men differently from women, and some women or men differently from other women and men.”
TRAINER NOTE: For more in-depth information about gender analysis, see the corresponding presentation and Trainer’s Guide in this module.

27. Gender Responsive Budgeting
Budgeting to account for differing needs of women and men
Ensure that resources aren’t being spent in a discriminatory manner
SLIDE CONTENT: According to the German organization, GTZ, gender responsive budgeting “refers to the processes of creating, applying and monitoring budgets, usually that of a local or national government, to ensure that they take into account the differing needs of women and men, boys and girls.”
Gender budgeting is a tool to ensure that a program is actually being gender mainstreamed and that resources aren’t being spent in a discriminatory manner, intentionally or otherwise. In that sense it can be a tool to promote government transparency and accountability.
If gender responsive budgeting is done correctly, the government will allocate funds in ways that promote gender equity.
TRAINER NOTE: For more in-depth information about gender responsive budgeting, see the corresponding presentation and Trainer’s Guide in this module.
Photo: Sanja Gjenero for rgbstock.com

28. Compensating for inequities
SLIDE CONTENT: Let’s return to the concept of equality. The image on the slide provides a great illustration of the problem with “formal equality”. Remember that the formal equality approach assumes that men and women are the same and thus the goal is to treat them the same, regardless of their biological and gender differences. In this image, on the “equality side” you see three boys of varying heights who are trying to watch a sports event. They are each standing on a box of the same size, so they are being treated equally but the results are not equal, are they?
Compare that with the “Justice side” in which the boxes have been shifted between them based on their needs so that all three of them can see over the fence. While this image refers to this as “justice”, it could also be called “substantive equality” as it calls for a similar approach.
Remember that substantive equality is a corrective approach that recognizes that some people are in an unequal position and need to be treated differently in order to benefit equally. It affirms that proactive measures may be needed to bring about equality, accelerate social change and help correct historical, systemic and structural imbalances.
Let’s talk briefly about how to compensate for inequities.
Image: Iris de Caluwe

29. Compensating for inequities
Affirmative action to level the playing field and compensate for discrimination
Additional resources/training/access
Gender differences may be influenced by other structural differences
SLIDE CONTENT: Mainstreaming gender is one way to promote substantive equality between men and women. Positive actions or incentives – affirmative action - may be necessary to level the playing field for women and compensate for past and present discrimination. Gender mainstreaming can mean providing additional resources, training or special access for women to help overcome inequities. It is important to recognize that gender differences may be influenced by other structural differences, such as race, ethnicity, class, age, disability, marital status or sexual orientation. These differences should also be noted during a gender assessment and may require their own special or temporary measures. Remember, women are not a homogenous group.
Let’s go over a few examples of affirmative action.
Historic disadvantages in women’s political participation and leadership have often been offset by a quota or a reservation of seats in elected bodies – temporary mechanisms to enable equality of results. Indeed most of the countries that top the list in terms of women’s participation use some form of affirmative action.
Maternity benefits and child care services are provided by many countries as on ongoing affirmative action.
Some countries provide scholarships and training for women in specialized fields such as science and math to enable and accelerate their participation.
TRAINER NOTE: Ask participants if they know of cases in which affirmative action has been used to promote gender equality in their countries. Were the affirmative action measures successful? How are they regarded by the general public?

30. EXERCISE: INSTITUTIONAL MAINSTREAMING
Select an institution and develop strategy
Areas/methodology for assessment
Recommended actions
Policy revisions
Resources – financial and human
Training
M&E
SLIDE CONTENT: Let’s put what we’ve learned into practice.
TRAINER NOTE: Depending on the backgrounds and interests of your participants, choose one of the following three exercises. For example, a group of women from political parties might wish to consider how to mainstream gender within their parties, themselves, looking at the parties as institutions. Women parliamentarians might prefer to consider how gender could be mainstreamed into a particular policy or piece of legislation that is currently under development. Women civil society representatives might prefer to consider how gender could be mainstreamed into an existing or upcoming project.
EXERCISE: Institutional Mainstreaming
Please see the Trainer’s Guide for complete instructions on how to facilitate this activity.
Photo: Amy Hamelin, NDI

31. EXERCISE: POLICY MAINSTREAMING
Select a policy and develop strategy
Areas/methodology for assessment
Recommended actions
New/revised policy
Resources – financial and human
Training
M&E
SLIDE CONTENT: Let’s put what we’ve learned into practice.
TRAINER NOTE: Depending on the backgrounds and interests of your participants, choose one of the following three exercises. For example, a group of women from political parties might wish to consider how to mainstream gender within their parties, themselves, looking at the parties as institutions. Women parliamentarians might prefer to consider how gender could be mainstreamed into a particular policy or piece of legislation that is currently under development. Women civil society representatives might prefer to consider how gender could be mainstreamed into an existing or upcoming project.
EXERCISE: Policy Mainstreaming
Please see the Trainer’s Guide for complete instructions on how to facilitate this activity.

32. EXERCISE: PROGRAM MAINSTREAMING
Select a program and develop strategy
Areas/methodology for assessment
Program designs
Activities
Resources – financial and human
Training
M&E
SLIDE CONTENT: Let’s put what we’ve learned into practice.
TRAINER NOTE: Depending on the backgrounds and interests of your participants, choose one of the following three exercises. For example, a group of women from political parties might wish to consider how to mainstream gender within their parties, themselves, looking at the parties as institutions. Women parliamentarians might prefer to consider how gender could be mainstreamed into a particular policy or piece of legislation that is currently under development. Women civil society representatives might prefer to consider how gender could be mainstreamed into an existing or upcoming project.
As an alternative, you might consider taking participants through the World Bank Learning Case: Women in Development vs. Gender Approach. Instructions for how to conduct this exercise are included in the case study, itself.
EXERCISE: Program Mainstreaming
Please see the Trainer’s Guide for complete instructions on how to facilitate this activity.
Photo: NDI

33. INTRO TO GENDER MAINSTREAMING REVIEW
“All humans born free and equal”-- yet women struggle
Substantive equality
NOT gender blind
Mainstream gender throughout project cycle
Tools: gender analysis and budgeting
SLIDE CONTENT: Today we’ve discussed the need for and some of the key facts related to gender.
According to the Universal Declaration of Human Rights, all humans are born free and equal yet, in reality, we know that women continue to struggle for equal rights.
While there are several approaches to equality, the substantive approach recognizes that some people are in an unequal position and need to be treated differently in order to benefit equally and affirms that proactive measures may be needed to bring about equality, accelerate social change and help correct historical, systemic and structural imbalances.
Men and women have different priorities/constraints and can contribute to, and be affected by things differently. Failure to address gender issues leads to inefficient and unsustainable results and exacerbates inequities.
Gender mainstreaming is a strategy to ensure women’s and men’s concerns are included in the design, implementation and evaluation of policies and programs.
There are a number of strategies and tools for mainstreaming including gender analysis and Gender responsive budgeting (GRB).
Are there any questions?
TRAINER NOTE: Summarize the main points covered. Focus in particular on areas of particular interest to the group or areas that raised a lot of questions during the workshop. Address any particular areas about which the group had questions and allow time for final questions, feedback, and evaluation of the workshop.
HANDOUTS: Evaluation form