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	<channel>
		<title><![CDATA[Center for Disaster Preparedness]]></title>
		<link>http://www.cdp.org.ph/forum/index.php</link>
		<description><![CDATA[The most recent topics at Center for Disaster Preparedness.]]></description>
		<lastBuildDate>Thu, 16 Jul 2009 03:33:51 +0000</lastBuildDate>
		<generator>PunBB</generator>
		<item>
			<title><![CDATA[Climate Change and DRM - TLC Writeshop Presentations]]></title>
			<link>http://www.cdp.org.ph/forum/viewtopic.php?id=8&amp;action=new</link>
			<description><![CDATA[A “Writeshop to Address Gaps in CBDRM-Related Training Materials in the Philippines” was organized on September 10-11, 2008 at the Institute of Social Order, Ateneo University in Quezon City. The activity was organized through the support of the CBDRM Training and Learning Circle (TLC) Philippines and the Center for Disaster Preparedness. Click here to view / download the Report of the TLC Writeshop.

The following presentations (pdf) were presented during the session on "Climate Change and DRM":
(Click title to download)

Global Warming / Climate Change: The Philippine Scenario (Dr. Nino Relox)

Climate Change and the Philippines (Ms. Armel Remedio)

Climate Change and Disaster Risk Management: Barangay-scale RS-GIS based Risk Mapping (Engr. Joel de Mesa)

Integrating CB-Disaster Risk Reduction & Climate Change Adaptation into Local Development Planning (Dr. Sharon Taylor)

Typhoon Frank: Scenes from Western Visayas]]></description>
			<author><![CDATA[dummy@example.com (Dennis)]]></author>
			<pubDate>Thu, 16 Jul 2009 03:33:51 +0000</pubDate>
			<guid>http://www.cdp.org.ph/forum/viewtopic.php?id=8&amp;action=new</guid>
		</item>
		<item>
			<title><![CDATA[Guidance Note  Characteristics of a  Disaster Resilient Community]]></title>
			<link>http://www.cdp.org.ph/forum/viewtopic.php?id=22&amp;action=new</link>
			<description><![CDATA[The Characteristics of a Disaster Resilient Community A Guidance Note by John Twigg for DFID DRR Interagency Coordination Group  (Version 1 for Field Testing) is being updated.  The guidance notes as well as other relevant resources in the development of monitoring and evaluation indicators for  disaster risk reduction at the community level can be found at the T ProVention Consortium  website  from  [url]http://www.proventionconsortium.org/?pageid=90[/url]]]></description>
			<author><![CDATA[dummy@example.com (OY VICTORIA)]]></author>
			<pubDate>Mon, 16 Mar 2009 23:18:34 +0000</pubDate>
			<guid>http://www.cdp.org.ph/forum/viewtopic.php?id=22&amp;action=new</guid>
		</item>
		<item>
			<title><![CDATA[Forum on DRR and Education]]></title>
			<link>http://www.cdp.org.ph/forum/viewtopic.php?id=21&amp;action=new</link>
			<description><![CDATA[The College of Social Work and Community Development is holding a Forum on Disaster Risk Reduction and Community Development on 17 February at the BTS B and C at CSWCD, University of the Philippines, Diliman, Quezon City.

The CBDRM TLC through Lorna P. Victoria will make a presentation on "Institutionalizing DRR in Higher Learning and Training Institutions". Dr. Mel Luna Professor of Community Development will present on the "Impact of Disasters in Eduction Sector: Policy Implications and Community Roles". Reactors are Mr. Emmanuel Torrente, BSCD '84 and DRR Consultant and Dr. Virgilio Manzano, Professor, UP College of Education.]]></description>
			<author><![CDATA[dummy@example.com (admin)]]></author>
			<pubDate>Sat, 14 Mar 2009 10:38:34 +0000</pubDate>
			<guid>http://www.cdp.org.ph/forum/viewtopic.php?id=21&amp;action=new</guid>
		</item>
		<item>
			<title><![CDATA[HFA Priority for Action #2:...enhance early warning]]></title>
			<link>http://www.cdp.org.ph/forum/viewtopic.php?id=20&amp;action=new</link>
			<description><![CDATA[MonPad's advisory to DRRNet Phils last 28 Decemberf 2008 relative to an article featured in Sydney Morning Herald dated 26 Decemberf 2008, entitled: "Disasters warning for Asia-Pacivic", with by-line of Mark Davis,Political Correspondent, prompted me to save the two-page news feature.
This for me is compliant to HFA's number 2 Priority for Action,i.e., "identify, assess and monitor disaster risks and enhance early warning". Now, this featured article of Mark Davis is in itself "disaster warning" or in the HFA lingua: early warning.
And because, by its essence, is a warning, as the title indicated, this saved article, prompted me, still, to have the two pages printed out, and subsequently, reproduced seventy photocopies.
My insight is that: early warning of Buklod Tao, in the past, came only in the form of megaphone siren and announcements, today, our early warning also comes in the form of actual reproduction and distribution of "Disaster warning for Asia-Pacific" - a print medium taking the twin task of information and early warning.
The subject early warning news feature is of course the result of a research by scientist Alanna Simpson, of Geoscience Australia.

The study with the real face of early warning "prompted the Prime Minister, Kevin Rudd, and the Indonesian President, Susilo Bambang Yudhoyono, to establish a joint disaster training and research centre - identifies Indonesia, the Philippines and china as the countries most likely to experience large-scale disasters"...

"Mr. Ruddd and Dr.Yudhoyono agreed during the APEC summit to spend $67 million to set up a disaster reduction facility in Jakarta. The facility, .... will aim to reduce the impact of natural hazards by training emergency personnel and carrying out research on risks and threats". So, we observe here, that from risk assessment-research-and early warning mix the two leaders here in Asia committed $67million for risk reduction. That's what early warning can do in a paper submitted to DRR champions.

Hopefully, the "Disaster warning for Asia-Pacific" now distributed to Buklod Tao cbdrm members and Buklod ng Kabataan, and to four lay minister of the Eucharist of our community chapel, would serve the purpose of early warning with a leaning on scientific research.

Now, hypothetically, had the same paper written by Ms. Allana would be read by the DRR champion(s) in the Philippines, would it enervate them to commit P67million for community-based disaster risk reduction and management?]]></description>
			<author><![CDATA[dummy@example.com (kanoli)]]></author>
			<pubDate>Sat, 14 Mar 2009 10:34:50 +0000</pubDate>
			<guid>http://www.cdp.org.ph/forum/viewtopic.php?id=20&amp;action=new</guid>
		</item>
		<item>
			<title><![CDATA[Risk Management Event Tree]]></title>
			<link>http://www.cdp.org.ph/forum/viewtopic.php?id=19&amp;action=new</link>
			<description><![CDATA[The 3 files attached here compose a method to train students how to identify & show how you are managing risk.
The title & subject of "No School" was chosen to better relate to students knowledge. This has been used to teach high school level students how to use an event tree process to better understand unwanted events, how they occur & how to either prevent them or mittigate their effects!

The teaching works better when the lower level events nor mitigations are revealed before hand, but are explained after the students compete to identify them.

Lightning]]></description>
			<author><![CDATA[dummy@example.com (Lightning)]]></author>
			<pubDate>Sat, 14 Mar 2009 10:30:15 +0000</pubDate>
			<guid>http://www.cdp.org.ph/forum/viewtopic.php?id=19&amp;action=new</guid>
		</item>
		<item>
			<title><![CDATA[Presentation on Institutionalizing DRR in Higher Learning]]></title>
			<link>http://www.cdp.org.ph/forum/viewtopic.php?id=18&amp;action=new</link>
			<description><![CDATA[The College of Social Work and Community Development is holding a Forum on Disaster Risk Reduction and Community Development on 17 February at the BTS B and C at CSWCD, University of the Philippines, Diliman, Quezon City.

The CBDRM TLC will make a presentation on "Institutionalizing DRR in Higher Learning and Training Institutions". Dr. Mel Luna Professor of Community Development will present on the "Impact of Disasters in Eduction Sector: Policy Implications and Community Roles". Reactors are Mr. Emmanuel Torrente, BSCD '84 and DRR Consultant and Dr. Virgilio Manzano, Professor, UP College of Education.]]></description>
			<author><![CDATA[dummy@example.com (admin)]]></author>
			<pubDate>Sat, 14 Mar 2009 10:28:57 +0000</pubDate>
			<guid>http://www.cdp.org.ph/forum/viewtopic.php?id=18&amp;action=new</guid>
		</item>
		<item>
			<title><![CDATA[TLC Writeshop Pt 2 with "Views from the Frontline" Trg]]></title>
			<link>http://www.cdp.org.ph/forum/viewtopic.php?id=17&amp;action=new</link>
			<description><![CDATA[e Philippines" on December 8, 2008. The Writeshop is being held back-to-back with the Training for the "Views from the Frontline: HFA Progress Monitoring". Venue will be announced next week after final arrangements have been made.

See article on the CBDRM TLC Writeshop held on Sept. 10-11 also in this website.

Participate in the Discussion Forum to contribute to shaping a training package on "Gender and Disaster Risk Management" and"CBDRM and Resilience Indicators".

Visit this website again to see Case Studies of Institutionalizing (Community Based) Disaster Risk Management in the curriculum and programs of higher education and training institutions.

Lorna Victoria]]></description>
			<author><![CDATA[dummy@example.com (admin)]]></author>
			<pubDate>Sat, 14 Mar 2009 10:28:30 +0000</pubDate>
			<guid>http://www.cdp.org.ph/forum/viewtopic.php?id=17&amp;action=new</guid>
		</item>
		<item>
			<title><![CDATA[Camarines Sur State Agricultural College MS in DRM]]></title>
			<link>http://www.cdp.org.ph/forum/viewtopic.php?id=16&amp;action=new</link>
			<description><![CDATA[The Camarines Sur State Agricultural College has started with its MS Program in DRM this June 2008. Dr. Cely Binoya has finished with the case write up of their DACUM process to come up with the academic curriculum. This is will uploaded on this website shortly.]]></description>
			<author><![CDATA[dummy@example.com (admin)]]></author>
			<pubDate>Sat, 14 Mar 2009 10:18:27 +0000</pubDate>
			<guid>http://www.cdp.org.ph/forum/viewtopic.php?id=16&amp;action=new</guid>
		</item>
		<item>
			<title><![CDATA[Gender and DRR]]></title>
			<link>http://www.cdp.org.ph/forum/viewtopic.php?id=15&amp;action=new</link>
			<description><![CDATA[Women are generally said to be vulnerable in disaster situations. Disaster situation expose women and girls to more violence and exploitation. How is this contextualized in the Philippines, supposed to have processes for women empowerment with the mainstreaming of "Gender and Development" into development processes and local government units agenda with allocation of 5% of IRA?

How can women and men, working together, identify risks that threaten their homes, livelihoods and communities and build safe and developed communities and society?

"What is ..." and "How to ..." mainstream gender in community based disaster risk management?]]></description>
			<author><![CDATA[dummy@example.com (Lorna P. Victoria)]]></author>
			<pubDate>Sat, 14 Mar 2009 10:17:06 +0000</pubDate>
			<guid>http://www.cdp.org.ph/forum/viewtopic.php?id=15&amp;action=new</guid>
		</item>
		<item>
			<title><![CDATA[Working Draft First Part of Gender and DRR Training Module]]></title>
			<link>http://www.cdp.org.ph/forum/viewtopic.php?id=14&amp;action=new</link>
			<description><![CDATA[The Gender and Development Orientation is suggested to be the first part of the Gender and DRR Training Module. The orientation is for both women and men.

Do suggest next sections, specifically on making DRR gender-sensitive and practices and examples from government, NGOs and communities which can be showcased.

Below is the First Part on Gender and Development Orientation. This is a contribution of a colleague who has run this orientaion with communities, NGOs and local government participants in Pampanga.

For easy access, the file is below. It will also be available shortly for download in this section of the Community Forum.

Thanks!

Lorna

----------
WORKING DRAFT OF GENDER AND DRR TRAINING MODULE

Part 1: Gender and Development Orientation

Gender And Development (GAD) is a perspective which recognized the equal contribution of women and men in all aspects/sectors of development. Such a perspective involves the process of searching for new and innovative initiative which help transform unequal gender relations into opportunities which equally/equitably benefit both men and women.

SECTION 1: BACKGROUND INFORMATION

Introduction

In the past two decades, individual and collective efforts have been made within and outside the government to promote women’s empowerment and gender equality. These have brought many positive results to Filipino women. These changes were made possible through legislative reforms and the integration of gender equality principles in programs and processes. Women’s equality with men is affirmed by the Constitution. They have become more visible as leaders and members of various interest groups. Many women are now engaged in activities that contribute significantly to economic growth and social development. Some even hold positions of power and decision-making in government, the private sector and civil society. Once again, the country has a woman President, the second in less than two decades, albeit via people power rather than normative political structures.

The sustained commitment and involvement of various women’s groups and civil society organizations have ensured women’s continuing struggle for equality, development and peace. The government, women’s groups and broader civil society have worked together to achieve the following:

•Formulation of the Philippine Plan for Gender-Responsive Development, 1995-2025 as a document that gives perspective to the medium-term development plans of government

•Passage of laws enhancing women’s participation in development and electoral politics through the party list system, facilitating their involvement in entrepreneurial and business activities, protecting them from sexual harassment in the workplace and in schools and training institutions, redefining rape as a crime against persons and providing assistance to victims and survivors of gender violence, creating family courts to try cases involving children and families, among others

•Allocation of a minimum of 5 % in the budget of all agencies and local government units for Gender and Development (GAD) programs, projects and activities

•Implementation of various programs and services for women such as women’s desks in police precincts, women and children protection units in government hospitals, shelters and crisis counseling facilities to eradicate all forms of gender violence, especially domestic abuse, and

•Establishment of gender and development resource centers in the regions that can provide technical assistance to local governments in their gender programs, projects and activities.

Despite these gains, women’s struggles are far from over. The debilitating impacts of poverty and a lingering economic crisis continue to burden them. Their rights are still being violated despite meaningful reforms and new initiatives intended to address gender issues. There remains therefore, the bigger challenge of ensuring that the gains achieved during the past decades are reinforced, sustained and expanded.

The initiative of designing a national agenda for women started in 1987 when government led the formulation of the Philippine Development Plan for Women, 1989-1992. Building on the gains of the PDPW, and realizing the need for a strategic plan to guide the direction of gender advocacy in the country, the National Commission on the Role of Filipino Women (NCRFW) coordinated the preparation and eventual adoption of the Philippine Plan for Gender-Responsive Development, 1995-2025. The PPGD translated the Beijing Platform for Action, the global agenda that evolved out of the Fourth World Conference on Women held in China during the same year, into policies and strategies and programs and projects for Filipino women. The span of the PPGD is 30 years. This time frame is deemed essential to completely transform the traditional misconceptions about women and their roles and status in society. The PPGD also has broad goals and strategies to attain the vision of women’s empowerment of women and gender equality.

Non-Government Organizations (NGOs) are playing an increasingly important role in development activities. To successfully contribute to development, NGOs must become knowledgeable about gender in development. Women account for more than half of the poor and marginalized, so sustained human and economic development is not possible without improving the social and economic situation of women.

This gender and development orientaion is intended to help communities, NGOs, government and other stakeholders gain the knowledge, skills and attitudes that foster equal participation of women and men in the household and the community, and have a share in the benefits of development efforts.

Objectives of the GAD Orientation:

•To expand participants’ understanding of the concepts of “development” and “gender and development”.

•To help participants gain skills related to gender analysis and problem solving.

Definition of Key Concepts

•Gender

Gender is a term that describes those characteristics of men and women that are socially determined, in contrast with those that are biologically determined. This distinction between gender and sex is made to emphasise that:

“Everything women and men do and everything expected of them, with the exception of their sexually distinct functions (i.e. childbearing, breastfeeding and impregnation) can change and does change over time and according to varying social and cultural factors.”

•Development

The term “development” encompasses three fundamental elements: 1) change; 2) improvement; and 3) sustainability.

Change, i.e., something new or different is introduced.
Examples:
• Changes in the quantity of goods and services available in society (increased
production),
• Changes in access to goods, opportunities, and resources.

Improvement, i.e., the change is for the better.
Examples:
• Improved health, nutrition, and physical fitness
• Increased educational levels
• Increased life expectancy
• Increased family income

Sustainability, i.e., the change or improvement is ongoing, not a one time occurrence.
Examples:
• Regular allocation of resources that support the improvement
• Improved capacity of supporting structures and institutions

One of the greatest challenges of development work is how to achieve all three aspects of development – change, improvement and sustainability. Participatory activity #1 enables participants to explore the concept of development and some of the challenges associated with it.



•Development Indicators

One of the fundamental elements of development is “improvement.” In practice, there is often disagreement about what constitutes or “indicates” an improvement. The United Nations web site ([url=http://www.unitednations.com]www.unitednations.com[/url]) identifies a number of broad indicators that are widely used to measure development. For example:

•Gross national product
• Family income
• Literacy rate (women and men)
• Level of formal education -- primary, lower secondary, secondary (men and women)
• Life expectancy (women and men)
• Child mortality (girls and boys)
• Political participation (women and men)
• Maternal mortality rates

While some indicators of improvement are widely accepted as development indicators, others are culturally specific. There are cultural beliefs about what constitutes well-being, as well as differing opinions among the various groups that constitute any society.

Ensuring that development activities lead to improvement is a complex and difficult task. It is not always possible to predict the long-term impact of a change. In addition, sometimes changes that are positive in one area, have negative consequences in others

•Gender and Development (GAD)

“Gender and Development” is an approach to development that became popular in the mid 1980s. At that time, the dominant approach to including women in development initiatives was the Women in Development (WID) approach. WID focused primarily on women, without considering their relationship to men and how development initiatives would affect both men and women in society.

The GAD approach includes the participation of both women and men. It emphasizes gender balance in access to the resources and benefits of society, and in participation in decision-making. When changes are made in a society, there can be winners and losers. Sometimes the winners are women and the losers are men, and vice versa. The aim of gender and development is to ensure that change benefits both women and men.


•Gender Gap

The term “gender gap” refers to the difference between men and women in access to and control over resources. Often women lack access to resources, have little or no decision-making power, and have secondary status to men. Without improving this situation, sustainable development is impossible.

NGOs can play an active role in increasing women's access to resources and increasing women’s participation in the decision-making process. This is intended to harmonize the power relationships between men and women.

The GAD approach emphasizes the reduction of the gender gap between women and men in order to achieve gender-balanced development.

Performing a “gender gap” analysis, that is, analyzing problems and processes from a gender perspective is an important skill for project planners and implementers.

•Basic Gender Needs

In assessing development results and planning development projects, it is sometimes useful to distinguish between two types of needs: 1) practical needs; and 2) strategic needs. The practical needs of women are similar to those of men, and include the need for food, shelter and clothing, basic education, health care, a minimum level of income, etc. Generally basic needs must be met before strategic developmental needs can be fulfilled.

•Strategic Gender Needs

Strategic needs are connected to developmental goals. If the goal is “equality”, strategic needs are those that must be met in order for the unequal group to change its current situation and achieve equality. For example, if the goal is for women to achieve equality with men, strategic needs would include the skill sets that women must gain to achieve equality, the legal conditions that must be achieved to support equality, and the societal values that must be altered to provide a basis for ongoing equality.

•Gender Analysis

Gender analysis is a basic tool for understanding differences in gender roles, activities, needs and opportunities. In project planning it involves:

•disaggregating of quantitative data by sex;
• analysis of roles (who does what?);
• analysis of access to/control over resources;
• identification and analysis of socioeconomic and political factors that affect roles and resource access and control; and
•Identification of the gender considerations needed for the project.

•Gender Equality and Gender Equity

Equality between men and women is an essential condition for development. The
equality concept emphasizes that both men and women enjoy equal opportunities. Equality is not possible unless there is an initial recognition that men and women (and other groups) have a different starting place. For example, if a girl is not educated as well as a boy, she cannot compete equally.

Gender equity is a process or strategy for achieving gender equality. While the long-term goal is equality, gender equity recognizes the existing gender gap and seeks to compensate for this. Women are often disadvantaged and are not able to benefit from the same opportunities as men. A gender equity approach allows for extra support to women to help them achieve greater equality. Thus, gender equity programming allows for the unequal treatment of men and women in order to achieve equality.

•Gender Mainstreaming

Gender Mainstreaming focuses on bringing the experience, knowledge and interests of women and men into all aspects of the development agenda. These aspects include structures, policies, legislation, institutions and programs that affect society. It is system-wide. Mainstreaming activities seek to incorporate the goal of equality into all aspects of social development.

•Empowerment

The term “empowerment” is used in a variety of ways. Most often, empowerment is defined as a process leading to a desired state such as self reliance, internal strength, ability to chose and act and the decision to do so. People who reach these states are deemed to be “empowered.” A key aspect of empowerment is that it cannot be achieved by outsiders – people must empower themselves. Projects and programs can help create the conditions for empowerment by building awareness, developing capacities and skills, increasing participation in decision making, and taking actions to bring greater equality to men and women.




SECTION 2: PARTICIPATORY ACTIVITIES

Activity Set #1: Community Development

This set of activities is designed to help participants explore the concept of development and some of the challenges associated with it.

Sub-activities include:

1.1: Concept of Development
1.2: Areas of Development

Sub-Activity #1.1: The Concept of Development

OBJECTIVE
Participants will be able to describe the fundamental elements of a “development” activity or project.

KEY QUESTION
What are the fundamental elements that define the term “development”? (See key concepts.)

TIME
1 – 1 ½ hours

METHODOLOGY
Small group work, presentation and discussion in plenary

MATERIALS
Flipchart paper, markers

PREPARATION
Write out questions to guide group discussions (see below). Each group will need a copy.

STEPS

1. Introduce the session by explaining that the purpose of this activity is to explore the concept of a development activity or project. Show Picture 1: Development Project Examples, which has four different types of development projects illustrated.

2. Divide participants into groups of about five or six. Each group is to choose one “development” activity that is being performed by their NGO or Community. If participants are from different NGOs, have them choose an activity they are all familiar with. Each group should answer the questions (indicated below) about their chosen development activity. Each group should name one person to record responses, and to report in plenary.

3. Allow about 30 minutes for discussion. Then ask groups to come together. Have the spokesperson from each group describe their chosen activity or project, answering the three questions.

4. Explain to the group that an ideal development project has three components: change, improvement, and sustainability. Ask them to rate the projects they have described in terms of these three components.

CLOSURE

Summarize, or ask one of the participants to summarize the three elements of development (change, improvement, sustainability).

Questions to Guide Group Discussions

1. Is the activity or project trying to change something? If yes, what is it trying to change? How will things be different than they were before?

2. Is the change that is being sought a change for the better or for the worse. Are there winners and losers, or does everyone win?

3. Will the project or activity have any long-term benefit? What? Will the change or improvement be a lasting one, or will it be short-lived?

Tips for Facilitators

This activity should be adapted for the target audience.

See Key Concepts section on “Development.”


Sub-Activity #1.2: Areas of Community Development

OBJECTIVE
Participants will gain an understanding of the four areas of development, and the importance of human development and gender integration in building a strong foundation for development.

KEY QUESTIONS
 What are the main areas of development?
 Why is human development and gender integration important for achieving a strong foundation for development?
TIME
1 – 1 ½ hours

METHODOLOGY
Group work (picture drawing), presentation and discussion in plenary

MATERIALS
Flipchart paper, markers, Reference #1: Areas of Development

PREPARATION
•In preparation for this activity, facilitators should familiarize themselves with Reference #1: Areas of Development

•Prepare a large drawing of a house showing four areas of development. Display in the training hall.

STEPS

1. Form three or four groups depending on the number of participants.

2. Ask each group to draw a picture illustrating what they understand about development.

3. Ask a spokesperson from each group to present their picture in plenary.

4. Categorize their points into four areas: human, economic, political and social.

5. Present the house drawing showing the four areas of development. Note where each group’s activities fall on the house. Discuss the relationship between each area.

6. Explain that human development is the main foundation for sustainable development, and that gender integration is an essential condition of a strong foundation.

CLOSURE
Review, or ask a participant to summarize the four areas of community development.

Tips for Facilitators

This activity should be adapted for the target audience.



Activity Set #2: Gender Roles and Development

This set of activities is designed to enable participants to examine gender roles in community development, and explore how existing roles can be changed to encourage and enable women to become more equal partners in development activities.

Sub-activities include:

2.1 Triple Roles of Men and Women
2.2 A Day in the Life of a Woman and a Man
2.3 Changing Gender Roles – Role-Play

Sub-Activity #2.1: The Triple Roles of Men and Women in Society

OBJECTIVE
Participants will gain an understanding of the triple roles played by men and women in society, i.e., household/reproductive roles, productive roles and community roles.

KEY QUESTIONS
What roles do men perform in society? What roles do women perform in society?

TIME
1 – 1 ½ hours

METHODOLOGY
Small group discussion, plenary presentations and analysis

MATERIALS
Flipchart paper, markers, meta cards for recording of roles, masking tape
Reference #2: Triple Roles of Women and Men
Reference #3: Participation of Women and Men in Triple Roles

PREPARATION
Prepare a large chart showing the triple roles of men and women (See Reference #3: Participation of Women and Men in Triple Roles.) The chart will be displayed during plenary and participants will place cards showing roles on the chart.

STEPS

1. Divide the participants into two groups. Ask one group to identify the roles played by women, and the other group to identify the roles played by men in their community. Each role that the group identifies should be written on a separate meta card.e.g. COOKING, CHILD CARE, TEACHER
2. When the group has finished writing the role cards, they should tape or write these on the large chart in the appropriate location, i.e., reproductive and household roles, productive roles and community roles. (Save this chart for activity #3.1.)

3. In plenary, compare the roles of men and women in the community.
•Do both men and women participate in reproductive and household roles? Are any of the roles in this category performed by both men and women? Who has the greatest responsibility for reproductive and household roles, men or women?

•Do both men and women participate in productive roles? Are any of the roles in this category performed by both men and women? Who has the greatest responsibility for productive roles?

•Do both men and women play a role at the community level? Are there roles in this category that are performed by both men and women? Who has the greatest responsibility for community roles?

•Which roles in the community carry the most status? Are these performed mostly by men, by women, or by both men and women?

•Which roles are the least respected? Are these roles performed mostly by men, by women, or by both men and women?

4. Ask participants to reflect on the following question:

•What needs to happen for the roles of women to be more respected? (e.g., greater sharing of roles with men, greater awareness about one another’s roles, or payment for services)

CLOSURE
Summarize the session by incorporating the participants’ views. Emphasize the gradual change in the role of women from traditional household/reproductive activities to productive ones and from being followers to being decision makers.

Tips for Facilitators

This activity is similar to Activity #2.2. It covers the same conceptual material. Usually, it is not necessary for facilitators to include both activities in a single workshop. This will depend on the needs of participants.

In addition to analyzing who does what, it is important for participants to look at how these roles are perceived by society in terms of the status of men and women. Ensure that the discussion includes how these roles are determined and valued.
Sub-Activity #2.2: A Day in the Life of a Woman and a Man

OBJECTIVE
Participants will gain an understanding of the triple roles played by men and women in society, i.e.,household/reproductive roles, productive roles and community roles.

KEY QUESTION
What roles do men perform in society? What roles do women perform in society?

TIME
1 – 1 ½ hours

METHODOLOGY
Small group discussion, and drawing

MATERIALS
Flipchart paper for Pictures
Reference #2: Triple Roles of Women and Men; Reference #3: Participation of Women and Men in Triple Roles; Reference #4: Table for Daily Routine Work Done by Women and Men

PREPARATION
Prepare a large chart showing the triple roles of men and women (Reference #3: Participation of Women and Men in Triple Roles). If appropriate for the literacy level of participants, copy and distribute the handout -- Reference #4: Table for Daily Routine Work Done by Women and Men

STEPS

1. Divide the participants into two groups. Ask one group to draw a “time line” picture that reflects a day in the life of a man. Ask the other group to draw a picture that reflects a day in the life of a woman. The pictures should show the main work or responsibilities that the person carries out from the time he or she gets up in the morning, to the time he or she retires in the evening. Simple, stick people are recommended.

2. In plenary have one person from each group present their picture.

3. After each presentation, refer to the “triple role” chart, and list the activities of men and women that were identified in the pictures, categorizing them in the appropriate location, i.e., reproductive and household roles, productive roles and community roles.

4. Ask participants to identify other roles that are not listed, and add these to the chart. (Save this chart for activity #3.1)
5. Analyze the chart by asking the following questions:

•Do both men and women participate in reproductive and household roles? Are any of the roles in this category performed by both men and women? Who has the greatest responsibility for reproductive and household roles, men or women?

•Do both men and women participate in productive roles? Are any of the roles in this category performed by both men and women? Who has the greatest responsibility for productive roles?

•Do both men and women play a role at the community level? Are there roles in this category that are performed by both men and women? Who has the greatest responsibility for community roles?

•Which roles in the community carry the most status? Are these performed mostly by men, by women, or by both men and women?

•Which roles are the least respected? Are these roles performed mostly by men, by women, or by both men and women?

6. Ask participants to reflect on the following question:
What needs to happen for the roles of women to be more respected? (e.g., greater sharing of roles with men, greater awareness about one another’s roles, etc.)

CLOSURE
Summarize the session by incorporating the participants’ views. Emphasize the gradual change in the role of women from traditional reproductive activities to productive ones and from being followers to being decision makers.

Tips for Facilitators

This activity is similar to Activity #2.1. It covers the same conceptual material. Usually, it is not necessary for facilitators to include both activities in a single workshop. This will depend on the needs of participants.

If the literacy level is sufficient, Reference #4 can be used by the groups to help organize their thoughts.

Sub-Activity #2.3: Changing Gender Roles – Role-Play

OBJECTIVE
Participants will begin to reflect on whether gender roles can be changed and on ways in which this might be achieved.

KEY QUESTION
How might gender roles be changed?

TIME
1 – 1½ hours

METHODOLOGY
Role play

MATERIALS
Flip chart paper or white board, markers
Role play cards (See examples in Reference #5: Examples of Role-Play Cards for Changing Gender Roles)

PREPARATION
Prepare three or four role-play cards, depending on the size of the group. Prepare your own cards to reflect local conditions.

STEPS

1. Divide the participants into three or more groups. Have each group pick one role-play card to prepare and act out. Allow about 15-30 minutes for preparation.

2. In plenary have each group present their role-play.

3. At the end of each role-play, discuss the types of solutions that were proposed, and write these on flip chart paper or white board. (For example, these might include – talking, education and training, demonstrating, advocating, threatening, negotiating, etc.)

4. After all role-plays are complete, review the list of solutions. Ask participants if they have any other ideas or practical suggestions on how to go about changing roles in their communities. Add these to the list.

CLOSURE
Indicate that roles can be changed. Roles and responsibilities of men and women (which are constructed by society), including employment-related roles, are changeable. Review, or ask a participant to review suggestions on ways for initiating the process of change.

Tips for Facilitators

Prepare the role-play cards to suit the local context.

Activity Set #3: Gender Needs

This set of activities is designed to help participants analyze development needs from a gender perspective.

Sub-activities include:

3.1 Gender Roles and Practical Gender Needs
3.2 Practical Gender Needs and Strategic Gender Needs
3.3 Determining Needs

Sub-Activity #3.1: Gender Roles and Practical Gender Needs

OBJECTIVE
Participants will understand the concept of “practical gender needs.”

KEY QUESTION
What “practical needs” must be fulfilled in order for men and women to adequately carry out their roles in society?

TIME
1 – 1 ½ hours

METHODOLOGY
Discussion in small groups and plenary

MATERIALS
Flip chart, Flipchart paper, markers
Reference #6: Practical Gender Needs and Strategic Gender Interests

PREPARATION
Retrieve the triple role chart from sub-activity #2.1 or #2.2. Display this chart in the room.

STEPS

1. Review the triple role chart (from sub-activity #2.1 or #2.2). Ask participants to identify any roles that are missing, and add these to the chart.

2. Divide participants into three groups. Ask one group to identify what “needs” must be met in order for men to perform their roles. Ask the other group to identify the “needs” of women that must be met for them to perform their roles. (Examples might be food, clothing, shelter, education, tools, fuel, health, etc.)

3. In plenary, have one spokesperson from each group report on the needs identified by their group. Write the needs for men in one column and the needs of women in another.

4. Discuss which needs are common to both men and women, and which needs are different.

5. Explain that needs that are specific to performing gender roles are called “practical gender needs.”

CLOSURE
This activity has focused on the existing roles of men and women in society and what their practical needs are to perform these roles. Indicate that later in this module we will be looking at how the roles of men and women might be changed in order to achieve greater equality, and we will be exploring what men and women might “need” in order to bring about these changes.

Tips for Facilitators

Facilitators should adapt the activity to fit the local context.

Sub-Activity #3.2: Practical Gender Needs and Strategic Gender Interests

OBJECTIVE
Participants will be able to distinguish between practical gender needs and strategic gender interests.

KEY QUESTION
What is the difference between practical gender needs and strategic gender interests?

TIME
45 minutes – 1 hour

METHODOLOGY
Facilitator-led presentation and discussion.

MATERIALS
Flipchart paper or white board, markers
Reference #6: Practical Gender Needs and Strategic Gender Interests



PREPARATION
Prepare a chart showing the differences between practical gender needs and strategic gender interests.

STEPS

1. Show the chart of practical gender needs and strategic gender interests, and explain the difference between the two.

2. If appropriate for the literacy level of participants, distribute handouts. (Reference #6: Practical Gender Needs and Strategic Gender Interests)

3. Ask participants to describe development activities undertaken by their organizations. On the flipchart or whiteboard, list these in the left hand column.

4. As participants name and describe activities, ask them if these activities are aimed at fulfilling practical gender needs, or strategic gender interests. Discuss why. Are there any differences?

5. Refer to Picture #6. Ask participants to reflect on how this picture might show the difference between meeting practical needs, and promoting strategic interests.

Picture #6: Gender in Capacity Building

CLOSURE
Summarize the importance of practical gender needs and strategic gender interests.

Tips for Facilitators

See the Key Concepts sections on “ Basic Gender Needs” and “Strategic Gender Interests”.

Facilitators should adapt the activity to suit the local context.

Sub-Activity #3.3: Identifying Gender Needs

OBJECTIVE
Participants will understand the importance of considering gender when designing and implementing development projects.

KEY QUESTION
Why is it important to consider gender when designing and implementing development projects?

TIME
1 – 1 ½ hours

METHODOLOGY
Game, small group work, picture interpretation, discussion in plenary

MATERIALS
Food items (e.g., chocolate or biscuits), rope and markers

PREPARATION
Assemble materials

STEPS

Part A

1. Start the game by selecting five participants.

2. Have the five participants take on various handicaps, e.g., blindfold both eyes of one person, tie both hands and legs of one person, tie both hands of one person, tie both legs of one person, and let one person be free.

3. Place food items about 15-20 feet away from the place where the selected five are standing.

4. Ask the five participants to wait until the signal to start the game is given, then go to the food items and take as much as possible. Ask the rest of the participants to remain silent and form observations.

5. Ask questions after completing the game:

•How easy or difficult was it for the five participants to retrieve the food items?

•Who got more, and who got less?

•Did the five participants have equal opportunities to acquire equal portions of food?

•How can this situation be compared to the situation of gender in Nepal?

6. Illustrate the situation of women by showing Picture #7.

Picture #7: Inequality of Burden

7. Review the message that it is important to recognize that men and women don’t begin the “race” under the same circumstances. Societal expectations about women and their roles and responsibilities often place women at a disadvantage in gaining access to resources.

Part B

1. Divide participants into two groups.

•One group is to discuss “what are the main problems faced by women in your community?”

•The other group is to discuss “what are the main problems faced by men in your community?”

2. Ask each group to present their responses in plenary.

3. Allow for discussion on the following questions:

•What are the specific problems of women?
•What are the specific problems of men?
•What are the common problems of both women and men?
•What are some of the causes of these problems and how can they be resolved?

CLOSURE
Ask one of the participants to summarize the session. Ask the rest of the participants to contribute if necessary.

Tips for Facilitators

•Open ground is suitable for game play.
•Write down the learning points of the game from the participants.
•Give enough time for open discussion.
•Relate the learning points of the game with the situation of women and men in Nepal.
•Find other practical examples of how women lack access to resources.

Sub-Activity #4.1: Women in Development and Gender and Development

OBJECTIVE
Participants will be able to describe the difference between a “Women in Development” (WID) approach and a “Gender and Development” (GAD) approach.

KEY QUESTIONS
•What is the distinction between WID and GAD approaches?
•What are the advantages and disadvantages of each approach?
TIME
1 – 1 ½ hours

METHODOLOGY
Brainstorming, role-play, discussion and explanation

MATERIALS
Flipchart paper, markers
Reference #7: Difference between WID and GAD

PREPARATION
In preparation for this activity, the facilitator should become familiar with the distinction between WID and GAD.

Prepare and display a sign indicating:

Women in Development (WID)
Gender and Development (GAD)

STEPS
1. Introduce the session by indicating that many development projects are aimed at making changes that improve the conditions of women. The purpose of the session is to explore some of the different approaches that have been used in different development projects.

2. Give an overview of the WID and GAD approaches.

3. Have participants reflect on differences between WID and GAD.

4. Divide participants into two groups. Have one group role-play a WID approach and the other group role-play a GAD approach.

5. Have participants reflect on the differences between WID and GAD. Discuss the differences, and whether there are positive or negative aspects to each approach.

CLOSURE
Review, or ask a participant to review, the distinction between WID and GAD.

Tips for Facilitators

This exercise is suitable for people working in NGOs or in development.

See Key Concepts section on “Gender and Development”.

Facilitator should adapt the activity to suit the local context.

Sub-Activity #4.2: Approaches to Gender-Related Development and Changing the Roles of Women

OBJECTIVE
Participants will deepen their understanding of various approaches to gender-related development.

KEY QUESTION
•What are some of the different approaches to gender-related development?
•What are some of the advantages and disadvantages of each approach?

TIME
1 ½ to 2 hours

METHODOLOGY
Small group role-play, discussion in plenary

MATERIALS
Flipchart paper, markers, role-play cards

PREPARATION
Prepare the role-play cards. (See Reference #8: Approaches to Gender in Development)

STEPS
1. Divide the participants into four groups. Have each group pick one role-play card to prepare for acting in front of all participants. The role-play should be short, but should demonstrate how the approach works in action. Allow about 15 minutes for preparation.

2. In plenary have each group present their role-play.

3. At the end of each role-play, discuss the approach to gender that was demonstrated.
•What roles did the women play in the skit (e.g., reproductive, productive, community development)?
•Did the approach challenge the traditional role of women?
•Did it change the role of men?
•Did the approach seek to change the way women are regarded in society?
•How did participants feel about the role-play and its messages?

CLOSURE
After all role-plays are complete, review the different approaches that were shown, and summarize the key elements of each.


Tips for Facilitators

Facilitators should use their judgment in deciding whether this activity is appropriate for participants. For example, it might not be appropriate at the village or community level.

Role-play cards should be prepared to suit the local context.

Activity Set #5: Power Relationships and Their Influence on
Development

This set of activities deals with power relationships and empowerment.

There are four sub-activities:

5.1 Access to and Control over Resources
5.2 Power Relationships
5.3 Types of Power
5.4 Power and Self Reliance

Sub-Activity #5.1: Access to and Control over Resources

OBJECTIVES
Using a gender lens, participants will be able to analyze access to and control over resources.

KEY QUESTION
What resources do women and men have access to and control over?

TIME
1 to 2 hours

METHODOLOGY
Group discussion, picture interpretation, case study

MATERIALS
Flipchart paper, markers, Picture #8: Gender Roles, Reference #9: Analysis of Access to and Control Over Resources at the Family/Household and Community Levels, Reference #10: Case Study: Vegetable and Fruit Farming

PREPARATION
Make on a large sheet of paper or draw on the ground the chart shown in Reference #9.



STEPS

Part A

1. Review and explain the chart to participants. Divide the participants into two groups.

•One group is to identify and analyze access to and control over resources at the family/household level.

•The other group is to identify and analyze access to and control over resources at the community level.

2. In plenary, ask each group to present their lists and analysis of who has access to and who controls each resource.

3. Lead a discussion on the gap between men and women in access to and control over household and community resources. What are the reasons for this gap? How might the situation be improved?

Part B (optional)

1. Show a picture of gender balance or imbalance in access to and control over resources, or ask participants to draw a picture depicting this. Use Picture #8 as an example.

2. Discuss the solutions shown in the pictures. Ask if there are other possible solutions.

Picture #8: Gender Roles

Part C: Case Study

1. Read aloud the case study (Reference #10: Case Study: Vegetable and Fruit Farming).

2. Lead discussion on the case study.

•What roles are played by men and women in this case study?
•Who has access and control over the resources in the situation?
•How does access to and control over resources affect power relationships?
•What actions might improve the situation?

CLOSURE
Indicate that unequal access to and control over resources is one of the reasons that some people in society have power over others, and that in the next exercise we will be looking at some of the different kinds of power that exist in the household and in the community.

Tips for Facilitators

The analysis of resources (step 1) should be adapted to the level of participants. In some cases, pictures might be more appropriate than words (e.g., house, livestock, etc.). The list of resources at the family/household and community level should be appropriate for the local context. To ensure this, the facilitator should ask participants to review and contribute to the list.

Pictures are a good way of showing access to and control over resources, and of illustrating how things can change. Facilitators should draw or collect pictures at the household or community level, and add these to their picture file over time.

Sub-Activity #5.2: Power Relationships

OBJECTIVES
Participants will understand how power affects participation and equality.

KEY QUESTION
How does power influence participation and gender equality?

TIME
1 ½ to 2 hours

METHODOLOGY
Small group sorting exercise and discussion, presentation and discussion in plenary

MATERIALS
Flipchart paper, markers, meta cards (two colours)

PREPARATION
Meta cards showing family members and community groups can be prepared in advance, or can be
prepared by participants at the beginning of the session.

Family Members:
•Father, Mother, Boy Children, Girl Children, Father’s Father, Father’s Mother (other family members as identified by participants

Community Groups:
•Female groups (girls, unmarried women, married women without children, married women with children, divorced women, widows, old women, and other groups as identified by participants)
•Male groups (boys, unmarried men, married men without children, married men with children, divorced men, widowers, old men, and other groups as identified by participants)

STEPS

Part A: The Family

1. Ask participants to identify family members, and prepare two sets of cards.

2. Form two groups: one male and one female.

3. Ask each group to organize the cards in descending order from those that have the most power within the family to those that have the least power within the family.

4. Bring groups together and have a spokesperson from each group present the results. Record order on a sheet of Flipchart paper – putting the results from the male group on the left hand side, and the results from the female group on the right hand side.

5. Determine whether there is a difference between the way the male and female groups in the power order. Discuss whether the power order is always the same, or if it varies depending on circumstances.

Part B: The Community

Repeat the above steps, only this time sort the cards for the community rather than the family.

Tips for Facilitators

This exercise can become sensitive and personal and it requires strong facilitation and listening skills.

Conversations may need to be limited in time. It is important to encourage everyone to participate but people should be allowed to pass if they don’t feel comfortable sharing personal examples.







Sub-Activity #5.3: Types of Power

OBJECTIVES
Participants will gain an understanding of different kinds of power and how these can affect the work and effectiveness of an organization.

KEY QUESTION
•What are the different kinds of power?
•How do different kinds of power affect the work and effectiveness of an organization?

TIME
1 ½ to 2 hours

METHODOLOGY
Group work, sharing and discussion in plenary

MATERIALS
Flipchart paper, markers, handout if appropriate for the literacy level of participants (See Reference #11:Power)

PREPARATION
Prepare a flipchart of definitions from Reference #11.

Picture #9: Power Over, With and From-Within

STEPS

Part A: Defining Power
1. Form two groups. Allow the groups ten minutes to define the term “power.” Explain that there is no right or wrong answer.

2. In plenary, share the definitions.

3. Refer to the flip chart with the definitions of power. Describe to participants the three types of power: Power-Over; Power-With; and Power-From-Within. Give examples of each type of power. Show Picture # 9.

4. Ask participants to reflect on the kind of power they felt in their group while doing the group exercise to define the word power. (Step #1). Did one person in the group dominate or exercise “power -over” the rest of the group? Did they feel a high degree of sharing and trust in their group (power-with)?
Did they feel self-acceptance and self-respect for their own strengths and weaknesses as part of the group (power-from-within). (If appropriate, ask participants to share their feelings. This can be a sensitive exercise – see facilitator’s notes.)
5. Ask participants to think of times when they have felt different kinds of power. Encourage them to give examples. Discuss how different kinds of power relationships can influence an organization’s work and its effectiveness.

Part B: Case Study: (optional)

1. Review with participants the three types of power identified in the previous activity: power-over, power-with, and power-from-within.

2. Indicate that you are going to read aloud a report on an actual incident that happened in Mahottari district. While you are reading the report, participants should identify the kinds of power that were exercised during the incident.

3. Read aloud the case study Reference #12: Case Study: Killing of Women – The Witch Hunt in Ekdara Bella

4. Lead a discussion on the kinds of power that were demonstrated in the case study.
•Who had power over whom?
•Who shared power, and did they use it positively or negatively?
•Did anyone seem to have a sense of “power -from-within”?
•Have participants seen similar events in their communities? Were the results different?

CLOSURE
Review, or ask one of the participants to review, the three types of power.

Tips for Facilitators

This exercise can become sensitive and personal and it requires strong facilitation and listening skills.

Conversations may need to be limited in time. It is important to encourage everyone to participate but people should be allowed to pass if they don’t feel comfortable sharing personal examples.










Sub-Activity #5.4 Empowerment and Self Reliance

OBJECTIVES
Participants will gain an understanding of the concept of empowerment and the relationship between empowerment and self-reliance.

KEY QUESTION
• What is meant by the term “empowerment”?
• What is the relationship between empowerment and self-reliance?

TIME
1 – 2 hours

METHODOLOGY
Facilitator-led discussion

MATERIALS
Flipchart paper, markers, Reference #13: Empowerment and Self Reliance

PREPARATION
Read reference materials. Assemble materials.

STEPS

Part A

1. Ask participants to reflect on the purpose of power. How does a person use power in his or her daily life?

2. Brainstorm a definition of the term “empowerment.” As participants respond, write key words on flipchart paper (e.g., self-reliance, self-confidence, skill building, etc.)

3. Lead discussion, guided by the following questions:
•Why is self-reliance important?
•How does empowerment play a role in self-reliance?
•How do empowerment and self-reliance make a person feel?
•What kinds of things can an NGO do to help empower women?

Part B (optional)

1. Ask participants to form three voluntary groups.

•Group 1 will write a song showing empowerment.
•Group 2 will prepare a skit or role-play on empowerment.
•Group 3 will draw a picture showing empowerment.
If any of the groups is too large, form two groups for that task.

2. Allow groups about 30 minutes to complete their assignments. Then have them make presentations in plenary.

CLOSURE
Summarize, or ask a participant to summarize, the meaning of empowerment. Emphasize that outsiders cannot empower women: only women can empower themselves to make choices or to speak out on their own behalf.

Tips for Facilitators

See Key Concepts section on “Empowerment.”

SECTION 3: REFERENCE MATERIALS

Reference #1: Areas of Development

There are many areas in which development can take place, and there are many different ways to categorize these. One categorization scheme identifies four areas of community development: human, economic, political and social. Human development is seen as a basic prerequisite for all other types of development – it provides the foundation for economic, political and social development. Economic and political development, in turn, are prerequisites for sustained social development.

Some examples of human, economic, political and social development projects are listed below. Many projects have development objectives in more than one area.

Human Development Project Examples

•Formal education and training projects at all levels
•Non-formal education projects
•Capacity building projects

Political Development or Building Modern Governance

•A project aimed at better and more transparent public financial management
•A project aimed at wider access to justice
•A project aimed at more participatory government planning processes at local levels
•A project aimed at building the capacity of civil society
•Community empowerment and participation projects

Economic Development Project Examples

•A project to increase or diversify agricultural production
•A project that creates opportunities for off-farm employment in rural and urban areas to absorb labour moving out of agriculture
•Infrastructure projects (banking, roads, etc.)
•Small and medium sized enterprise development projects
•Projects aimed at reforming state owned enterprises
•Projects aimed at improving natural resource management

Social Development Project Examples

•Projects aimed at improving the quality of social services (e.g., public health, universal basic education)
•Projects aimed at improving access to information and services
•Projects aimed at improving conditions, opportunities and inequalities of disadvantaged groups, e.g., women, dalit, youth, disabled, etc.
•Projects aimed at improved housing, sanitation, water supply and quality

Reference #2: Triple Roles of Women and Men

Reproductive or Household Role

This role includes the work required to run a household, such as taking care of children, preparing meals, fetching water, health care, etc. Although this work is necessary to maintain human resources, it is often undervalued. Women and children complete most of this work.

Productive Role

This role includes activities that generate direct income. Production, marketing, and wage earnings are examples. Both men and women may be involved in productive work. Often, however, women are paid a lower rate than men for the same productive work.

Community Role

This role includes participation in meetings and organizing social service work, community development work, and local political activities. This role is very important for community and group development. It is usually through this role that individuals are recognized as valuable to the community, and receive the respect of the community. In many households and communities women may have little or no time to take part in community development work due to their work in the home. This leads to a lower status for women within the society/community.

Gender Roles and Division of Labour

•Gender roles are based on the attitudes and behaviours of men and women.
•Gender roles are determined by the society and accepted by the people.
•Gender roles are learned through the socialization process.
•Gender roles are particularly affected or influenced by caste, class, life-style, culture, social norms, values, traditions, political and legal systems, and ethnicity.
•Gender roles are not universal. They vary by community, culture, religion, caste, class, age and marital status.
•Gender roles replicate from one generation to another generation, knowingly or unknowingly. But they are not fixed. They can change over time.
•People have the ability to influence or change gender roles.

Reference #3: Participation of Women and Men in Triple Roles


WOMEN MEN
Reproductive and Household Roles Reproductive and Household Roles
Productive Roles Productive Roles
Social-cultural Roles/Community Social-cultural Roles/Community


Reference #4: Table for Daily Routine Work Done by Women and Men

Work done by women Time of day Work done by men

e.g., Fetch Water/Wash

5:00 am
Sleep

e.g., kitchen work begins

6:00 am
Dress and wash self

Reference #5: Examples of Role-Play Cards for Changing Gender Roles

Card #1

Setting: A household in which women work very hard, but receive little recognition or respect for the work they do.

Task: Prepare a 10-minute skit showing how women might gain more recognition and respect for the household work they do.

Card #2

Setting: A community in which women are not involved in community meetings or political activities.

Task: Prepare a 10-minute skit showing how greater participation of women in community activities could be achieved.

Card #3

Setting: A family in which both the husband and the wife are equally engaged in productive activities, but in which the wife has most of the responsibility for household work.

Task: Prepare a 10-minute skit showing how the husband and wife might achieve more equality in household responsibilities.

Card #4

Setting: A family in which the husband and wife are both engaged in productive work, and share the cooking and child care responsibilities. The husband and wife are content with the situation. However, the husband’s ailing mother lives with them, and does not think her son should be sharing the household work.

Task: Prepare a 10-minute skit showing how the husband and wife might gain the support of the husband’s mother.

Reference #6: Practical Gender Needs and Strategic Gender Interests

The Canadian International Development Agency’s (CIDA) Policy on Gender Equality (1997) states the following about practical needs and strategic interests.

“ Practical needs can be defined as immediate necessities (water, shelter, food, income and health care) within a specific context. Projects that address practical needs generally include responses to inadequate living conditions.

Strategic interests, on the other hand, refer to the relative status of women and men within society. These interests vary in each context and are related to roles and expectations, as well as to gender divisions of labour, resources and power. Strategic interests may include gaining legal rights, closing wage gaps, protection from domestic violence, increased decision-making, and women's control over their bodies.

To ensure sustainable benefits, both practical needs and strategic interests must be taken into account in the design of policies, programs and projects. (See section 6)

Gender analysis provides information to determine the most effective strategies in a particular context.

A. Practical Gender Needs B. Strategic Gender Interests
Tend to be immediate Tend to be long-term

Relate to daily needs: food, housing, income, health, children, etc.
Relate to disadvantaged positions, subordination, lack of resources and education, vulnerability to poverty and violence, etc.

Are easily identifiable by women
Can be difficult to identify, i.e., women may have difficulty identifying the reasons for disadvantage and potential ways to overcome it.

Can be addressed with specific inputs, e.g., food, hand pumps, clinics, etc.
Require change and transformation, e.g., consciousness raising, increasing self-confidence, education, strengthening women's organizations,
political mobilization, etc.

Meeting Practical Needs Meeting Strategic Interests
Meeting practical needs involves women as
beneficiaries and sometimes as participants Addressing strategic interests involves women as
agents or enables women to become agents

Meeting practical needs can improve the
conditions of women’s lives
Meeting strategic interests can improve the
position of women in society in relation to men
(greater equality)

Meeting practical needs does not usually change
traditional roles and relationships
Meeting strategic interests can transform
relationships and help women gain control
over their lives


Reference #7: Difference between WID and GAD

The WID approach seeks to integrate women into development through strategies such as women-only projects, credit and training projects for women, etc. The GAD approach looks at relationships between men and women and seeks to remove disparities in social, economic and political equality between men and women. Each approach is applicable in different situations.

Women in Development (WID) Gender and Development (GAD)
Focus Women and how they can be integrated into development.
Relationships between women and men (social, economic, political)

The issue or problem
Women (half the productive resources), are excluded from the development process.
Unequal relations of power between men and women that prevent equitable development and women's full
participation.

Goal More efficient and effective development by increasing the participation of women.
Equitable and sustainable development with women and men as decision-makers.

Solution Integrate women into the existing development process.
Empower disadvantaged women to achieve more equal relationships

The strategies Increase women's productivity, and their ability to look after the household.
Meet practical needs of improve immediate condition, but address strategic needs to transform relationships.

Types of Projects Women-only projects, and women-focused components of broader projects Gender-integrated projects]]></description>
			<author><![CDATA[dummy@example.com (Lorna P. Victoria)]]></author>
			<pubDate>Sat, 14 Mar 2009 10:16:20 +0000</pubDate>
			<guid>http://www.cdp.org.ph/forum/viewtopic.php?id=14&amp;action=new</guid>
		</item>
		<item>
			<title><![CDATA[Gender and Development Orientation Module]]></title>
			<link>http://www.cdp.org.ph/forum/viewtopic.php?id=13&amp;action=new</link>
			<description><![CDATA[No study of women and developement can start from the viewpoint that the problem is women, but rather men and women, and more specifically the relations between them.

The relations between men and women are socially constituted and not derived from biology. Therefore, the term gender relations should distinguish such social relations between men and women from those characteristics, which can be derived from biological differences. With this, SEX is the province of biology, i.e. fixed and unchangeable qualities, while GENDER is the province of social science, i.e. qualities w/c are shaped through the history of social relations and interactions.

The attached GAD Orientation Module is my contribution on behalf of the Home Emergency Response Office (HERO) and Gender and Development Office of the Angeles City Government which has run this with communities and other government offices and departments.

FirstPart-GAD-PPT-GenderDRR-TrainingPackage.ppt
    First Part of the GAD Powerpoint for the Gender and DRR Training Package
    (3.68 MiB) Downloaded 5 times



GenderDRR-1-GAD-orientation.doc
    Gender and DRR P.1 GAD Orientation
    (1.1 MiB) Downloaded 4 times



thanks!

Ricky]]></description>
			<author><![CDATA[dummy@example.com (Lorna P. Victoria)]]></author>
			<pubDate>Sat, 14 Mar 2009 10:15:15 +0000</pubDate>
			<guid>http://www.cdp.org.ph/forum/viewtopic.php?id=13&amp;action=new</guid>
		</item>
		<item>
			<title><![CDATA[Children]]></title>
			<link>http://www.cdp.org.ph/forum/viewtopic.php?id=12&amp;action=new</link>
			<description><![CDATA[For the past eleven years in the community of Buklod Tao, i witnessed children mostly suffering the brunt of floods, and recently the collapse of river banks.

Children help carry the family belongings en route to evacuation centers. They are wet and squeeze into cramped available corner at the school or at the chapel. Silently, they shiver in fear as they are awaken by the loud noice of a collapsing portion of the fragile river bank.

In times of non-disaster events, they play in subdivision roads. The have no safe public playgrounds. Some chose to wade along the shallow river. Some are unlucky - they step on shards of broken bottles.

Children, disaster risks and exposure to hazards, water, land, air pollution.

But how can they start being resilient when they eat junk foods, drink polluted water, breath dirty air?]]></description>
			<author><![CDATA[dummy@example.com (Lorna P. Victoria)]]></author>
			<pubDate>Sat, 14 Mar 2009 10:00:42 +0000</pubDate>
			<guid>http://www.cdp.org.ph/forum/viewtopic.php?id=12&amp;action=new</guid>
		</item>
		<item>
			<title><![CDATA[Poverty Reduction/ Poverty alleviation]]></title>
			<link>http://www.cdp.org.ph/forum/viewtopic.php?id=11&amp;action=new</link>
			<description><![CDATA[Everyone is aware of the familiar adage in development pursuits -"bottom-up approach". This ought to be the paradigm in poverty reduction/poverty alleviation efforts.

This is even more punctuated in all Poverty Reduction Strategy Papers (PRSP) of governments, the Philippines included, if they are to qualify for official development assistance. But I wonder if the Philippines government's PRSP does really included poverty alleviation "bottom-up". As a community worker (for Buklod Tao) our poverty alleviation pursuits for our members does not emanate at all from RP's PRSP! Our poverty allelviation is home-grown, after all, and not Barangay initiated. If one would go now to our office cum shop here in Banaba, he/she would see Liza busy sewing 50 reusable bags for delivery to our partner org, while Susan is also sewing wallets made of discarded doi packs of fruit juices.

Now, in the same vein, if I may include DRR notion here, government's Strategic National Action Plan for DRR does not manifest at all this same paradigm mentioned earlier- the "bottom-up approach".]]></description>
			<author><![CDATA[dummy@example.com (kanoli)]]></author>
			<pubDate>Sat, 14 Mar 2009 09:59:36 +0000</pubDate>
			<guid>http://www.cdp.org.ph/forum/viewtopic.php?id=11&amp;action=new</guid>
		</item>
		<item>
			<title><![CDATA[Armed Conflict & Peacebuilding - TLC Writeshop Presentations]]></title>
			<link>http://www.cdp.org.ph/forum/viewtopic.php?id=10&amp;action=new</link>
			<description><![CDATA[A “Writeshop to Address Gaps in CBDRM-Related Training Materials in the Philippines” was organized on September 10-11, 2008 at the Institute of Social Order, Ateneo University in Quezon City. The activity was organized through the support of the CBDRM Training and Learning Circle (TLC) Philippines and the Center for Disaster Preparedness. Click here to view / download the Report of the TLC Writeshop.

The following presentations (pdf) were presented during the session on "Armed Conflict and Peacebuilding":
(Click title to download)

Armed Conflict and Peacebuilding (Dr. Titus Kuuyor)

Armed Conflict, Peace and Disaster Risk Reduction (MS Lau dela Cruz)

Assessments and Updates on MILF Hostilities]]></description>
			<author><![CDATA[dummy@example.com (admin)]]></author>
			<pubDate>Sat, 14 Mar 2009 09:58:09 +0000</pubDate>
			<guid>http://www.cdp.org.ph/forum/viewtopic.php?id=10&amp;action=new</guid>
		</item>
		<item>
			<title><![CDATA[Academic Curriculums & Programs-TLC Writeshop Presentations]]></title>
			<link>http://www.cdp.org.ph/forum/viewtopic.php?id=9&amp;action=new</link>
			<description><![CDATA[A “Writeshop to Address Gaps in CBDRM-Related Training Materials in the Philippines” was organized on September 10-11, 2008 at the Institute of Social Order, Ateneo University in Quezon City. The activity was organized through the support of the CBDRM Training and Learning Circle (TLC) Philippines and the Center for Disaster Preparedness. Click here to view / download the Report of the TLC Writeshop.

The following presentations (pdf) were presented during the session on "Integrating DRM in Academic Curriculum and Programs":

(Click title to download)

NEW!!! Developing Curriculum for a Ladderized Master in Disaster Risk Management Program:Case of the Camarines Sur State Agricultural College, Bicol – Philippines (Dr. Cely S. Binoya, Ph.D.; Dr. Asuncion A. Orbeso, Ph.D.; Dr. Marito T. Bernales, LLB, Ph.D.)

Feasibility Of Offering the MS in Disaster Risk Management (Dr. Cely Binoya)

Related Documents:
MS DRM Course Description

Diploma DDM Course Description]]></description>
			<author><![CDATA[dummy@example.com (admin)]]></author>
			<pubDate>Sat, 14 Mar 2009 09:56:15 +0000</pubDate>
			<guid>http://www.cdp.org.ph/forum/viewtopic.php?id=9&amp;action=new</guid>
		</item>
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