1. Workshop on Improving Gender Statistics in Rwanda Session 1 Overview of Users, Uses and Production of Gender Statistics Serena Lake Kivu Hotel, Rubavu District March 25-27, 2014 1

2. Module Objectives By the completion of the module, participants should understand: – What gender statistics are, who uses them, why they are needed and how they are used – The value of ‘mainstreaming’ a gender perspective in the production of statistics – What is the status of work on gender statistics around the world and what still needs to be done – Sources of international guidance to assist in the production and use of gender statistics Primary references: United Nations Statistics Division Integrating a Gender Perspective in Statistics, Chapter 1, http://unstats.un.org/unsd/genderstatmanual/ Statistics Canada, www.statcan.gc.ca, http://www.statcan.gc.ca/edu/power- pouvoir/ch1/definition214853-eng.htmwww.statcan.gc.ca 2

3. What are gender statistics? Gender statistics are statistics that adequately reflect differences and inequalities in the situation of women and men in all areas of life. (United Nations 2006) Characteristics: Data collected and presented disaggregated by sex; Reflect gender differences and/or issues; Based on concepts and definitions that adequately reflect the diversity of women and men and capture all aspects of their lives; Data collection methods take into account stereotypes and social and cultural factors that may induce gender biases in the data. They are the basis for constructing gender indicators to monitor progress towards gender equality Data  statistics  indicators 3

4. Some Key Concepts on Gender ‘Gender’ socially constructed differences in attributes and opportunities associated with being female or male and the social interactions and relationships between women and men. For example: In most cultures, women perform all the childcare functions ‘Sex’ biological differences between women and men. For example: only women give birth to and nurse babies Gender statistics are disaggregated by sex, not by gender. Sex disaggregated data, when analysed, can reveal differences in women’s and men’s lives that are the result of gender roles and expectations. Gender equality means equal opportunities, rights and responsibilities for women and men, girls and boys. Gender perspective 4 Distinction between ‘sex’ and ‘gender’

5. 5 Is it Sex or Is it Gender? SEXGENDER Biological Socially constructed set of roles and responsibilities Born withNot born with NaturalLearned UniversalCultural Cannot be changedCan be changed No variation from culture to culture or time to time Variation from culture to culture and time to time Example: Only women can give birth Example: Women prove able to do traditionally male jobs as well as men Source: World Vision International. 2008. Gender and Development (GAD) Training Toolkit, Second Edition. Module 3, Handout 3.1b.

6. Gender statistics are needed by a wide range of users: 6 UsersExamples of Uses Policy makers and planners in different fields of government Use enrolment rates and ratios to identify problems with either girls or boys entering or staying in schools, so as to inform policies or programs to address them. Researchers and analysts in government, research institutions, businesses and private sector organisations. Interested in learning how differences between men’s and women’s employment rates can reflect constraints to women’s employment or can reveal differences in poverty between women and men or male-headed and female- headed households Service providers in government agencies, private institutions and community bodies. Use statistics to identify critical gender related problems so as to allocate services, e.g., high adolescent fertility rates, and to help plan for those services, e.g., education, access to contraception, pre-natal and post-natal care Advocacy groups concerned with gender issues and progress towards gender equality Use statistics to illustrate problems in society and to advocate against them, e.g., gender-based violence, low proportion of women in leadership positions, or low level of credits granted to women The general public and the media Can you think of an example?

7. Why are gender statistics important? Gender statistics are crucial for: 1.Promoting understanding of the actual situation of and differences between women and men in society; 2.Advancing gender analysis and research; 3.Monitoring progress toward gender equality and full and equal enjoyment of women’s and girls’ human rights and fundamental rights; 4.Developing and monitoring policies and programs oriented towards increased investment in human capital and labour force; 5.Supporting gender mainstreaming in development and poverty reduction policies; and 6.Developing and monitoring policies on reduction of violence against women. 7

8. Examples of how gender statistics are used 1.Promoting understanding of the actual situation of women and men in society:  Statistics on gender-based or domestic violence  On trafficking for prostitution  On female-headed households and the proportion of these that have titles to their housing or land 2.Advancing gender analysis and research; an example from Rwanda 8 Using data from the 1992 and 2000 DHS, a study on Armed Conflict and Schooling: Long- term Evidence from Cambodia and Rwanda, conducted in 2008 investigated the long- term effect of genocide on schooling outcomes and found long-term negative impacts for child of school-going age at the time of the conflict. The study examined the effects of the genocide on children’s enrollment and the probability of completing a particular grade, focusing on primary schooling, and found that The negative impact on education was actually larger for boys and for children from non-poor families, suggesting that the genocide had a leveling-off effect that brought boys and the non-poor to the same lower level of schooling as girls and poor children.

9. Examples of how gender statistics are used 3.Monitoring progress towards gender equality and full and equal enjoyment of all human rights; for example Three indicators are used to monitor the United Nations Millennium Development Goal 3 on Gender Equality and Women’s Empowerment: 1.Gender parity index for gross enrolment ratio in primary, secondary and tertiary education; for Rwanda, – GPI for primary education:1.03 (2012, EMIS) – GPI for secondary education:1.04 (2012, EMIS) – GPI for tertiary education:1.02 (2012, EMIS) 2.Proportion of employees in non-agricultural employment who are women; – Rwanda: 33% (2000, Gender Statistics, World Bank) 3.Proportion of seats held by women in single or lower houses of national parliaments; – Rwanda: 63.7% (as of August 2013), the highest in the world 4.Developing and monitoring policies and programs oriented towards increased investment in human capital and labour force; for example – Gender Monitoring Office, GMO – MIGEPROF 9

10. Examples of how are gender statistics are used 5.Supporting gender mainstreaming in development and poverty reduction policies – Gender statistics provide a more comprehensive understanding of the gender dimensions of poverty, which in turn, can significantly change priorities in policy and program interventions – The 2012 World Development Report on Gender Equality used gender statistics to show the positive impacts on productivity, children, policies and institutions of eliminating barriers against women and empowering them – Gender statistics can inform the implementation of the EDPRS for Rwanda by revealing the differences in poverty between male-headed and female- headed households, and how women become single-heads of households (single mothers, divorced or abandoned, or widows) 6.Developing and monitoring policies to reduce violence against women – Rwanda: more than one in five women—22%--have experienced sexual violence (DHS 2010). – GMO is responsible for attending to and monitoring gender-based violence. 10

11. ‘Mainstreaming’ a gender perspective in the production of statistics: Why is it important? Using a gender perspective in all stages of data production is needed to obtain reliable gender statistics: To adequately reflect differences and inequalities in women’s and men’s situation in all areas of life, For more efficient coverage of gender issues, For better coordination of data collection in producing gender statistics, and To avoid the pitfalls of producing gender statistics as an ‘add-on’ – ‘add-on’ statistics are often marginalised; – fail to reach a wide range of users including policy makers in domains other than gender equality; and – their production may be more dependent on irregular economic and human resources. 11

12. A successful strategy of mainstreaming a gender perspective in statistics: key features 1.The strategy should be based on:  strong collaboration between data users and producers;  strong internal coordination, both within the national statistical office and within the national statistical system; and  data-sharing agreements between the national statistical office and other agencies of the national statistical system or other producers of data, 12

13. A successful strategy of mainstreaming a gender perspective in statistics: key features (continued) 2. The national statistical system regularly collects, analyses and disseminates data on relevant gender issues. Gender statistics should document women’s and men’s participation in and contributions to all social and economic areas, and reflect underlying causes and. consequences of gender inequality Coverage of gender issues in the statistics and the adequacy of the statistics should be regularly reviewed. Such reviews may show that: new types of data need to be collected; existing collections need to be expanded to fill data gaps; or data already collected need to be better disseminated. 13

14. A successful strategy of mainstreaming a gender perspective in statistics: key features (continued) 3. Uses gender-sensitive concepts and methods in data collection in all statistical fields. For reliable comparisons between women and men, gender statistics need to correctly measure women’s and men’s participation and contribution to society. Concepts and methods should be reviewed and improved where necessary to ensure they support the production of data showing meaningful differences. This review should include statistical units, collection content, terminology, coding and classification systems, training, and other measurement practices. New concepts and methods may be needed for the production of gender statistics in some areas where conventional approaches are often inadequate (e.g. measuring time use or domestic violence). 14

15. Gender Mainstreaming can contribute to improving the quality of data produced by the national statistical system. Gender mainstreaming has impacts on four components of statistical data quality: Relevance: addresses gender issues defined as relevant by policy makers, advocates, researchers and the public Accuracy: reduces gender-related bias in data collection. Accessibility of data: makes gender-related statistical information accessible to a wide range of audiences. Clarity: dissemination in formats that are easily understood by a wide audience, and making clear data quality and limitations. 15

16. To what extent has the objective of gender mainstreaming been achieved in national statistical systems? A Global Review of Gender Statistics Programmes was conducted in 2012 at the request of the UN Statistics Commission. - 126 countries, including 33 UNECA countries, participated in the review, and Rwanda was one of those countries. The review found, among other things, that there was global recognition of the importance of gender statistics, and some tasks and some areas are well-covered. But it also concluded that progress still needs to be made to:  fully achieve the general objective of mainstreaming gender;  cover the whole scope of gender statistics in terms of areas and methodologies (emerging issues); and  adequately and fully use existing statistical sources. 16

17. Extent to which regions have achieved the objective of mainstreaming gender into national statistical systems Source: UNSD presentation on Global Gender Statistics Programme at the UNSD Workshop on Improving the Integration of a Gender Perspective into Official Statistics, held in Japan in April 2013. 17

18. International guidance for producing gender statistics International agencies have produced a range of material to assist countries to produce comprehensive, comparable and reliable gender statistics, including: – UNSD Integrating a Gender Perspective into Statistics (online version issued 2013) – UNECE and WBI (World Bank) Developing Gender Statistics: A Practical Tool (issued 2010) – UNFPA Guide on Gender Analysis of Census Data (full draft 2013) – UNSD Guidelines for Producing Statistics on Violence against Women (expected to be issued 2013) – UNSD Guide to Producing Statistics on Time Use: Measuring Paid and Unpaid Work (issued 2005) – UNECE Guidelines for Harmonising Time Use Surveys (expected to be finalised 2013) – UN Minimum Set of Gender Indicators Handout 1.2 has a summary review of materials and where to find them. 18

19. UN Minimum Set of Gender Indicators A set of 52 indicators that provides a guide for the national production and international compilation of gender statistics The indicators are designed to cover, at a basic level, key issues in gender equality and women’s empowerment that are common across countries and regions. Three criteria were used in selecting each indicator: 1.Addresses relevant issues related to gender equality and/or women’s empowerment 2.Is conceptually clear, easy to interpret and has an agreed international definition 3.Is regularly produced by countries with sufficient coverage to allow tracking over time. Underlying assumption-- selected indicators should be broadly consistent with other global lists and avoid imposing an unnecessary burden on countries. Handout 1.1 has the UN Minimum Set of Gender Indicators 19

20. Structure of the Minimum Set 52 gender indicators, grouped into five domains and three tiers. Domains I.Economic structures, participation in productive activities and access to resources (19 indicators) II.Education (12 indicators) III.Health and related services (11 indicators) IV.Public life and decision-making (5 indicators) V.Human rights of women and the girl child (5 indicators) Tiers Tier 1 - indicators that meet all three criteria (37 indicators) Tier 2 - indicators that meet criteria 1 and 2 only (9 indicators) Tier 3 - indicators that meet criterion 1 only (6 indicators) 20

21. Value of the Minimum Set The minimum set will provide a wide range of measures that can be compared across countries. Accurate data are critical: – to inform policies such as for improving women’s and girls’ access to health care and education compared to men’s and boys’, or – to push for international attention to often-ignored issues such as unpaid work and its impact on women’s rights and choices. Also important as a guide to collect national data which is crucial for planning and budgeting. At a global level, being able to measure and compare the progress made with reliable data provides an important basis for setting global norms and standards, as well as for effective policy and development assistance.” “The minimum set of gender indicators is a testimony to the increased recognition of the importance of gender statistics in evidence-based policy making.” UN Women, 26 June 2013 21

22. Exercise 1.2 1.Who are the main users of gender statistics produced by the national statistical system in Rwanda? How do they use these statistics? 2.In your experience, where has a gender perspective been mainstreamed in statistics currently produced by the national statistical system in Rwanda? 22