1. GENDER MAINSTREAMING IN HUMANITARIAN ACTION Elham Allan, IASC GENCAP Training session for the WASH Sector 13 November 2013

2. OBJECTIVES OF TRAINING
To define what gender is.
To understand how gender is practically implemented during the project cycle management.
Introduce the Gender Marker and the tool for gender equality programming - ADAPT and ACT.
Result of the Roll-out of the Gender Marker in Sudan in 2013-HWP.
and performance of the WASH sector.
Tips for the meaningful inclusion of gender in WASH projects.
Share useful tools and resources

3. One word that comes to your mind when I say: “gender”
DEFINING GENDER
One word that comes to your mind when I say: “gender”

4. SOCIAL DIFFERENCES NOT BIOLOGICAL
Sex
Gender
Biologically
determined
Socially constructed, context specific - history, culture, tradition, societal norms, religion.
Unchangeable
Learned attributes characteristics assigned to women, girls, boys and men that determine roles, responsibilities, decision-making power, opportunities, privileges, limitations and expectations.
Innate/inborn
Dynamic and changeable.
Universal
Differs within and between cultures.
Gender refers to social differences between women and men (as opposed to biological). These have been acquired; they are changeable over time and culture specific.

5. GENDER ROLES?

6. GENDER ROLES CONTINUED…

7. Power relationships between men and women
Who has more mobility or freedom of movement?
Who has more decision making power?
Who has more involvement in politics or is politically excluded?
Who has more ownership rights for example, land rights?
POWER RELATIONSHIPS BETWEEN MEN AND WOMEN
Power relationships between men and women

8. GENDER ROLES

9. POWER AND ACCESS
Unequal power relationships between men and women severely affect women’s access:
To resources
To services
To informed choices
To decision making

10. GENDER EQUALITY PROGRAMMING
In humanitarian situations, gender matters because:  
 
Women and men respond differently
Gender roles and power dynamics can change
Women and men have different needs and concerns
Hence, the different needs must be considered and analyzed in all aspects of the humanitarian response including:
Needs assessment  project design  implementation  monitoring
GENDER EQUALITY PROGRAMMING

11. PROJECT DESIGN PHASE
Three components: 1. Needs assessment  helps identify gender differences such as unequal access to services. The gender analysis should highlight different gender needs and concerns. 2. Activities  Ways to address the needs identified should be integrated into activities to fill the gabs. 3. Outcome  should capture the change that is expected for the target group after implementing the project activities.
Elaborate on what the realities are on the ground (the context analysis) to give a background information about why certain activities has been prioritized and why the project has chosen to focus on the specific target group. The rationale for targeting should be linked to the context analysis.
The needs analysis should analyze the different roles of men and women, boys and girls with regard to the divisions of tasks around WATER, NUTRITION, Livelihood etc. This analyzes could then be translated into concrete activities targeting those different needs.
The outcome should indicate the impact or the expected outcome of your project activities on the different target group.

12. GENDER ANALYSIS IN THE NEEDS ASSESSMENT
Who is affected?
How are they affected?
What is the breakdown of the identified target group by sex and age?
Who has access to what and are there barriers to accessing services?
Does women & men participate equally in decision-making (parents-teacher association)?
GENDER ANALYSIS IN THE NEEDS ASSESSMENT

13. SEX AND AGE DISAGREGGATED DATA (SADD)
What are the demographics by SADD:
# of female/male/child headed households,
# refugees by sex and age,
# displaced by sex and age,
# unaccompanied/separated children and adolescent
# of persons with disabilities by sex and age,
# of pregnant and lactating women,
# of elderly men and women
SEX AND AGE DISAGREGGATED DATA (SADD)

14. THE PRICE: NEGLECTING SADD
interventions fail or are misguided
miss some of the most vulnerable
deepen pre-crisis inequalities
Form groups. Ask each group to come up with at least one example demonstrating the three risks. See facilitation notes for tips on process and key messages.
Back-up examples are included below. Use if needed. You may also want to refer to the file ‘SADD Examples’ for additional mini case studies that demonstrate how ‘getting relief right’ depends on SADD and gender analysis. ‘SADD Examples’ is included in this facilitation toolkit for Session 2.
Failed/misguided: (insert GBV example)
Miss out on some of the vulnerable:
Aceh tsunami example – many girls were forced and lured into early marriage, compromising their education and reproductive health –in communities where many men lost their wives in the tsunami. This could have been prevented if men’s needs for assistance in cooking and child rearing had been identified and responded to earlier.
India tsunami example. A disproportionate number of responding NGOs donated fishing boats to tsunami-damaged shoreline communities in India (2004) to revitalize livelihoods. All fishers were men. Women’s livelihoods depended on petty trading and street vending. Their stalls and goods were also affected by the tsunami. Their loss was less visible and triggered far less assistance. Single-sex consultation in affected communities would have ensured all needs were fully identified.
Deepen pre-crisis inequality:
Pakistan earthquake example – The Pakistani military efficiently organized helicopters to fly up into the mountainous quake-damaged area to fly the wounded down to medical care. There were triangulated reports of badly injured women shrieking “don’t touch me” and forfeiting their right to health....and some to life. In the rush, all helicopter teams were men. In this area of ‘honour killing’ we did not need a female doctor or even a female nurse on each copter: we needed two women, one of whom spoke the local language, to protect each other’s family ‘honour’ and the injured’s right to health care. This response entrenched and deepened the pre-existing constraints on women exercising their right to health. (This is also useful evidence that we can’t allow ‘postponing gender until after we get through the hectic days of saving lives’. A good response to the proponents of ‘delay’.)

15. ADAPT AND ACT Tool for Gender Equality Programming
Analyze gender differences.
Design services to meet needs of all.
Access for women, girls, boys and men.
Participate equally.
Train women and men equally.
and
Address GBV in sector programs.
Collect, analyze and report sex and age disaggregated data.
Target actions based on gender analysis.
Coordinate actions with all partners.
ADAPT AND ACT

16. GENDER MARKER A SIMPLE and PRACTICAL tool;
To measure/track inclusion of gender and GBV in projects.
To enable humanitarian teams to ensure women and men, boys and girls benefit equally from assistance.
Requirement in humanitarian appeals.
Or more accurately, the “Who benefits marker”
GENDER MARKER

17. GENDER MARKER CODING Gender Code Description No Gender
No Gender
Gender is not reflected anywhere in the project sheet.
Does not contribute to gender equality.

18. Contributes in a limited way to gender equality.
GENDER MARKER CODING
Gender Code
Description 1
Limited Gender
The project includes gender equality in the needs assessment, OR in one or more activity.
Contributes in a limited way to gender equality.

19. Contributes significantly to gender equality.
GENDER MARKER CODING
Gender Code
Description 2a
Gender Mainstreaming
A gender analysis is in the project’s needs assessment AND reflected in the project’s activities AND outcomes.
Contributes significantly to gender equality.

20. GENDER MARKER CODING Gender Code Description 2b Targeted action
The project is targeted based on gender analysis.
The principal purpose is to advance gender equality.

21. Gender analysis in Needs Assessment
GENDER MARKER CODING
Project Vetting Form
Gender analysis in Needs Assessment
Gender in Activities
Gender in Outcomes
No of check marks
Gender Code 3
2a or 2b 2 1
0 or N/A
Participants will use a blank version of this form to code projects. OCHA asks all clusters to embed the blank version of this form into cluster vetting templates.

22. Sudan HWP-MYR 2013

24. Tips for the mainstreaming of gender in Needs analysis
What are the roles of women, girls, boys and men in collecting, handling, managing, storing and treating water?
Does women and men have equal access to decision forums such as community WASH committees?
What are the protection risks for women, girls, boys and men related to water and sanitation? What is needed to ensure that access to and use of water points, toilets and bathing facilities is safe, especially for girls and women?
Are water points, toilets and bathing facilities located and designed to ensure privacy and security?
Are the physical designs for water points and toilets appropriate to the number and needs of women, girls, boys and men who will use them?
(The Sphere Handbook, 2011)

25. Tips for the mainstreaming of gender in activities
Women and men equally and meaningfully involved in decision-making and programme design, implementation and monitoring
Equal access to services and facilities is routinely monitored
Women and men trained in the use and maintenance of facilities
Equal access to cash for work opportunities
Communal latrine and bathing cubicles for women, girls, boys and men sited in safe locations, culturally appropriate, provide privacy

26. Tips for the mainstreaming of gender in outcomes
Decision-making and responsibility for water and sanitation are being shared equally by beneficiary women and men
Safety of WASH facilities has been enhanced: peer monitors report a decrease in rape and sexual violence and harassment against women/girls, boys/men using or travelling to/from WASH facilities since the launch of the project.
Evidence of routine hand-washing by women, girls, boys and men.
[X Number] NGO implementing teams have demonstrated greater capacity to integrate gender issues into WASH emergency response and preparedness (% M/F trainees).
IASC
gender marker
improving humanitarian effectiveness

27. MINIMUM COMMITMENTS – ZERO GENDER BLIND PROJECTS!
Project stages
Ensure:
equal representation
Analyse:
division of tasks
Promote:
community participation
Identify and reduce:
gender based risks
Respond to:
specific needs
Need assessments
Have you consulted women, girls, men and boys?
Take in to account cultural roles and practices
Is the community participating in project dressings?
Consult the community in the identification of risks
What do the most vulnerable need?
Activities
Are men included in hygiene activities?
Are activities culturally appropriate?
Are women and men involved in implementation?
Lights and locks in latrines
Distribution of Hygiene kits adapted to women in menstruation age
Outcomes
Has data been disaggregated by sex?
Has the time spent in water collection been minimized?
Are women capable of managing basic infrastructure?
Are the services accessible in a safe manner?
Have you ensured privacy?

28. WHAT CAN THE SECTORS AND PARTNERS DO?
1. Tools: Review assessment & programming tools to ensure gender sensitivity
2. Projects review and prioritization:
Ensure coding accuracy,
Prioritize projects with codes 2a/2b
Request project designers to deepen gender analysis in their projects where necessary
3. Monitoring includes the collection and analysis of sex and age disaggregated data and verifying if IP are doing what they said they would do on gender.
4. Accountability: Minimum Commitments partners are accountable to (no gender blind projects!)

29. Beneficiary selection criteria need to be defined and monitored throughout the project (not only for services but training also).
Ensure meaningful participation of women in decision-making (not only as members of established committees but also in leadership positions)
Collect, use and analyze sex and age disaggregated data
Ensure participatory consultation with (all) beneficiaries during needs ass, implementation and monitoring.
Ensure assessment and monitoring teams are gender balanced to be capable of conducting both mixed and separate group discussions with men and women and to allow needs and concerns on gender issues to be openly articulated.
MINIMUM COMMITMENTS

30. https://www.humanitarianresponse.info/document/gender-handbook )
E-learning on Gender in Humanitarian Action and
the gender tip sheets:
Gender Handbook: )
GBV Guidelines:
) are on the webpage of gender resources... We
Sex and Age Matter Study:
We do have several tools to help us do gender and generational analysis and capture the relevant SADD we need. This slide embeds three hyperlinks: the ADAPT and ACT-C which is a simple and practical checklist for asking the right questions and doing the right things to mainstream gender effectively.
The IASC Gender Handbook:
Provides sector/cluster specific guidance. Sectors covered: CCCM, Education, Food issues (food security, food distribution, nutrition), Health, Livelihoods, NFI, Registration, Shelter, WASH
What you will find:
Introduction 2. Gender analysis 3. Actions 4. Checklist and 5. Resources
The e-training is available at: and entitled Different Needs-Equal Opportunities: Increasing Effectiveness of Humanitarian Action
A recent assessment identified that all major standards, handbooks and guidelines require the collection and analysis of SADD. We have a wonderful range...and definitely no shortage....of tools. A few of the many include: Sphere Project Handbook
Minimum Standards for Education in Emergencies Short Guide to Rapid Joint Education Needs Assessment
UNHCR and IFRC shelter guidelines IFRC manual on how to conduct food security assessments
WHO’s First Needs Assessment Reporting Template MSF heath work...single-sex focus groups
Demystifying Gender Programming in Water, Sanitation & Hygiene UNICEF’s Core Commitments for Children in Humanitarian Action
Water, Coordination and Hygiene Cluster Coordination Handbook