Gender Mainstreaming Training Manual

GENDER MAINSTREAMING TRAINING MANUAL

Submitted to

Zimbabwe Agricultural Development Trust (ZADT)

By:

Women and Law in Southern Africa Research and Education Trust (WLSA)

16 Lawson Avenue

Milton Park

Harare

Zimbabwe

Telephone: + 263 4 253001/2/3 or 2928337

Contact Person: Slyvia Chirawu

E mail:

Website:

TABLE OF CONTENTS

TABLE OF FIGURES

TABLE OF TABLES

FOREWORD ( BY ZADT)

1.INTRODUCTION: A GUIDE TO TRAINING IN GENDER MAINSTREAMING

1.1.Overview of training

1.2.Aim and results of training

1.2.1.Knowledge

1.2.2.Attitude

1.2.3.Skills

1.2.4.Habits

1.3.Organising a Training Workshop

1.3.1.Running the training workshop.

1.3.2.Definition of terms in recommended participatory methodology

Training

1.3.3.Evaluation

1.3.4.Record keeping and report writing

1.4.Purpose of the manual

1.5.Objectives of the training

1.6.Arrangement of the training modules

1.7.Outline of the Training Manual

1.8.Training methodology

1.9.Duration of the training

1.10.Training Preparation

1.11.Facilitators

2.MODULE 1: TRAINING START UP ACTIVITIES (1HR 30 MIN)

2.1.Module objectives:

Participants’ welcome and registration (10 minutes)

2.2.Training workshop administration, logistics and ground rules (30 minutes)

3.MODULE 2: UNDERSTANDING GENDER RELATED CONCEPTS (2 HRS 30 MINUTES)

3.1.Module objectives

3.2.Session 1: Gender roles (1 hr)

3.3.Session 2: Gender Terms (1 hr)

3.4.Session 3: Importance of gender in agricultural value chains (30 minutes)

4.MODULE 3: GENDER AND THE CONSTITUTION (1 HR.)

4.1.Module objectives

4.2.Session 1: Gender related provisions in the new Constitution (30 minutes)

4.3.Session 2: Constitutional gender related provisions and the work of ZADT (30 minutes)

5.MODULE 4: INTRODUCTORY FRAMEWORK TO GENDER MAINSTREAMING

5.1.Module Objectives

5.2.Session 1: Gender mainstreaming frameworks (1 hr 30 min)

5.3.Session 2: Gender equality manifesto (30 minutes)

5.4.Gender mainstreaming manifesto

6.MODULE 5: FRAMEWORKS FOR GENDER ANALYSIS AND PLANNING (2 HRS 30 MINUTES)

6.1.Module Objectives:

6.2.Session 1: Gender Analysis Frameworks (1 hr 30 min)

6.2.1.Harvard Analytical Framework

6.2.2.The Moser Gender Planning Framework

6.2.3.Women’s Empowerment Framework

6.3Session 2: Household Task Analysis & Time Profile (30 minutes)

7.MODULE 6: PRACTICAL ISSUES ON GENDER MAINSTREAMING WITHIN THE ZADT (3 HRS 30 MINUTES)

7.1.Session 1: Organisational and policy level assessment (1 hr 30 minutes)

7.1.1.Recommendation

7.1.2.Plenary

7.2.Policy framework

7.2.1.Recommendation

7.2.2.Plenary

7.3.Staff contracts and appraisal

7.3.1.Recommendation

7.3.2.Plenary

7.4.Gender focal person

7.4.1.Recommendation

7.4.2.Plenary

7.5.Session 2: Gender responsive planning and budgeting (1 hr)

7.5.1.Recommendation

7.5.2.Plenary

7.6.Session 3: Implementation, monitoring and evaluating gender responsive programmes

7.6.1.Recommendation

7.6.2.Plenary

ANNEXURE 1: TRAINING PROGRAMME

ANNEXURE 2: PRE TRAINING ASSESSMENT

ANNEXURE 3: POST TRAINING ASSESSMENT

TABLE OF FIGURES

Figure 1: The CAW’s Gender Framework

Figure 2: Framework for Action

Figure 3: Gender at work's framework

Figure 4 Gender equality as a continuum

TABLE OF TABLES

Table 1: Assumptions about Gender Roles

Table 2: Nine box tool

FOREWORD ( BY ZADT)

1.INTRODUCTION: A GUIDE TO TRAINING IN GENDER MAINSTREAMING

The purpose of the guidelines is to provide the trainer with background information on how to plan,organize and implement training programmes in gender mainstreaming. In particular, it will provide essential information on designing a training program, training methods and the role of a trainer and preparation of training session.

1.1.Overview of training

Training is the process of sharing knowledge and skills among learners in a formal or an informal situation. The learning situation is facilitated by a trainer. Learning is a permanent change in behaviour and should be demand driven and based on training needs assessment which can also be done through a gender audit that shows the gaps. At organizational level, the training should influence achievement of desiredattitudes towards learners’ improved performance in the area of gender.Training should encompass Knowledge, Attitude, Skills and Habits (KASH). The training needs should focus on four key features.

1.2. Aim and results of training

Any training should have impact in the following areas:-

1.2.1.Knowledge

Knowledge refers to new information on the subject, additional insight on the topic and awareness created during the learning process. As a trainer, you should ensure that required knowledge is relevant and useful. It is important to segment knowledge into three categories- that is?

What is nice to know?
What is good to know?
What must be known?

The participants should be made aware of what must be known. These are the key learning points of a given topic. What must be known is what enhances positive and permanent change in attitude.

1.2.2.Attitude

Attitude refers to change of view, perceptions and/or opinion on a given topic. This change should be positive to enhance learning. It can also be referred to as change or enhancement of characteristics. The attitude will also enable the participants to deal with the influencing factors and become gender sensitive and gender responsive. Knowledge acquired during training will enable participants to adopt positive attitude.

1.2.3.Skills

Skills refer to the technical know-how. These skills range from human resource management and behaviour. Skills improvement is the core of performance oriented training. It is where performance indicators are pegged at the training needs assessment, time, development of the curriculum, monitoring of training and finally the evaluation of the training and follow up. It is at this level that trainers and training programmes are evaluated, because the skills training determine the training impact. The skills performance indicators should focus on the training needs/gaps which translate to the impact of the training.

When developing training programs it is important to segment skills in three categories as follows:

General skills that participants should have on gender or gender mainstreaming.
Important skills that participants should be equipped with to carry out gender mainstreaming.
Relevant skills based on training needs assessment and which are for immediate use.

1.2.4.Habits

A habit is change in behaviour that occurs as a result of gaining knowledge. Learning will be more appropriate if the participatory leaning in action approach is used. This requires use of participatory methodology and appropriate and relevant training materials.

1.3. Organising a Training Workshop

To ensure that all things are in place, answers to the following questions will do just that:

What is the purpose of the training?
Where and when is the training taking place?
Is it easy for participants to get to this place?
Is it available- is the booking definite?
How will you invite participants?
Who are you inviting?
Who will assist in doing what activity?
How long will the sessions be?
Is it a convenient time for participants?
Do you have the required materials?

Person resources to facilitate the training or are you doing it yourself? (remember better together than alone)
IEC material
Programme showing sequence of issues to be covered
Stationery-pens, paper, sticky stuff, magic markers, flip charts
Laptop, printer, projector
Television, DVD Player\

1.3.

1.3.1. Running the training workshop.

Be on time to ensure all is in place

Sitting arrangements
Think about making the training place/ room friendly – circle usually better
Receive and welcome participants and direct them to their sitting places
Be clear on your role
Get participants to introduce themselves and try to make them feel relaxed. Think of an ice breaker to help participants loosen up
Explain the subject matter and scope of the programme and get the opinion of participants regarding their expectations
Introduce ideas and questions. Do not enforce your views. Be sure to give participants plenty of opportunities to talk about their own experiences.
Your eyes, ears and voices are important. Maintain eye contact with participants. Be aware of your own voice- try not to talk too much or loudly, but be sure everyone can hear you and other participants.
Be fair in picking on participants. Make sure that everyone gets a chance to speak
Do not get into arguments or allow them to develop. However you should allow and encourage different opinions
Do not allow participants to interrupt each other.
Be firm with dominant participants and say that they should allow others a chance to speak.
Give participants time to think and to explain what they mean.
Explain and summarise briefly when necessary.
Check if participants understand before going on the next topic and allow for further questioning.

1.3.2.Definition of terms in recommended participatory methodology

Training

Brainstorm:

Quickly coming up with ideas or proposals without at first defending them or prioritising them then open up discussion on ideas or proposals.

Buzz groups:

Each participant turns to her/his neighbour (left and right) on a one -on –one basis for a short discussion.

Case study:

A brief on a scenario or description of how a problem, for example, one that has taken place in the past, was dealt with and responded to by people. It can be historical or hypothetical, but should be related to the actual experiences of participants.

Debate:

Participants take up different or opposing sides on a problem and argue for a response or remedy different from that on the other side.

Drama:

A prepared play in which those involved have practiced their parts in advance.

Expectations:

A method by which participants say what they hope to get out of an exercise or programme

Facilitator:

The group leader who is clear on the exercise to be followed, the questions to ask and the objectives of the exercise.

Floating:

When participants break into small groups, the facilitator moves around in a quiet way from group to group checking if everyone is clear on the questions and reminding people how much time they have left.

Go-around:

All participants get a chance to speak without interruption, one at a time

Ice breakers

An activity, usually at the beginning of session, to get people to loosen up and relax for example, by shaking hands and introducing themselves to others.

Participants:

Those in the learning group who are necessarily involved in the activity of an exercise and who are treated by the facilitator and other participants as equals, not passive students absorbing knowledge

Role play:

Participants become “part of the action” by pretending to act a particular role, e.g. that of a victim or perpetrator of domestic violence. Such a role is not practised before hand

Reporting back:

Participants have broken up into small groups; one person should report back to the larger group the results of the small group deliberations.

Talking circle:

All participants arrange chairs or other sit in a circle so that they can see each participant face to face.

Speaking from experience:

One of the participants talks about her or his experience on the issue or problem you are discussing.

1.3.3.Evaluation

Every training workshop should be evaluated. The value of evaluation includes:

Seeing the successes
Assessing the weaknesses
Clarifying what needs to be changed or strengthened

It is therefore important to always ask questions about what the meeting has accomplished.

Encourage the participants to openly share their thoughts about the training programme as a whole
Ask each participants to think about the most valuable thing she or he got from the training
You can also tell participants your though and feelings.

Compliment the participants on what they have accomplished during the training. Help the participants end the training by feeling an appreciation for themselves and one another.

1.3.4.Record keeping and report writing

Why keep records?

As a tool for monitoring and evaluation
Proof of the training
Source of information for future reference
Reminder of what needs to be done

What information?

Purpose of the training
What actually happened at the training; who did what and how (introductions) presentations on what, training methods used and was the purpose of the training fulfilled)
Names, number and positions / occupation of people who were trained.
The issues covered
The evaluation

1.4.Purpose of the manual

In January 2016, the Zimbabwe Agricultural Development Trust(ZADT) commissioned a gender audit with the ultimate purpose of identifying gaps and thereafter addressing the gaps through a gender mainstreaming process.

The purpose of the manual therefore is to address the identified gaps through a training process where the ZADT staff and Board of Trusteeswill have their capacity built and enhanced. The manual will also be useful for external partners of the ZADT should they also wish to mainstream gender. These are such partners as agro dealers, micro-finance institutions and financial institutions.

The overall learning outcomes are as follows:

Increased levels of knowledge on gender and its tenets
Increased levels of knowledge on gender mainstreaming
Improved attitudes towards gender issues
Adoption of concrente strategies on gender mainstreaming

1.5. Objectives of the training

Equip participants with standardised knowledge on gender, related concepts and Zimbabwe’s Constitutional provisions on gender
Capacitate participants on aspects of gender analysis and gender mainstreaming within the context of the ZADT
Introduce participants to key frameworks for gender analysis and planning

1.6. Arrangement of the training modules

Module 1: Training start up activities

Module 2 : Understanding gender and related concepts;

Module 3: Gender and the Constitution;

Module 4: Introductory framework to gender mainstreaming; and

Module 5: Frameworks for gender analysis and planning.

Module 6: Practical Issues on Gender Mainstreaming within the ZADT

1.7.Outline of the Training Manual

Below is an overview and explanation of how the manual is structured.

i.Module introduction:

Every module starts with a module introduction that gives the trainer a general idea of the content of the particular module.

ii.Learning Objectives

The learning objectives are specified for each module separately to ensure that participants appreciate the scope of each module;
They should be shared with the participants at the beginning of each module to stimulate interest and curiosity; and
They present the subject usefulness and its importance.

iii.Duration

The estimated timing given for each module.

iv.Training process

An overview of the interactive techniques to be used in the module.

v.Materials necessary for the modules

Examples are: markers, flipcharts and adhesives.

vi.Activities:

Step-by-step instructions to the Facilitator in order for him or her to carry out the module. The instructions are merely a basic guide and the Facilitators are expected to exhibit creativity, taking into consideration the participants’ level of experience and comprehension.

1.8.Training methodology

The competency-based participatory training approach used in this manual builds on the theory that adults learn best by reflecting on their past and present experiences. The approach aims to equip participants with applicable and useful skills relevant to their day-day work experiences.

1.9.Duration of the training

It is envisaged that the training will take place over 2 days (see annex 1 for the training programme).

1.10.Training Preparation

Preparation for the training should start as soon as the facilitator has been selected for conducting a particular training module. Each training facilitator should do the following in preparation for the training:

Refresh their knowledge on the training themes;
Review his or her modules; and
Get mentally ready.

The training targets all the the ZADT secretariat personnel and Board of Trustees

1.11.Facilitators

In order to ensure the quality of the training and to build a strong and efficient training team, the facilitators should be conversant with this training manual.

In order for the training to be effective and well received, it is important for the Facilitators to create and maintain a good training ambiance and relationship with the participants. Training Facilitators should focus on the following to create a beneficial ambiance:

Activities to create a good ambiance (e.g. start-up exercise);
Utilization of humour (e.g. jokes, funny stories, energizers, ice breakers);
Informal activities (e.g. chats with participants during breaks and meals);
Using good verbal and non-verbal communication;
Creating an environment of respect and safety (e.g. asking participants to relate to their own work and personal experiences and respecting those, giving them a feeling of safety to share them); and
The facilitators should be interested in participants’ concerns during the training and work with participants to address and work through these concerns.

Co-facilitation

Co-facilitation involves more than one person in conducting training. It allows facilitators to complement each other and to provide required guidance to participants. Co-facilitation makes training more interesting, less hectic and more effective for both the trainer and the participants. Co-facilitation is particularly necessary for aspects that require ‘expert’ knowledge for participants to get a better appreciation.

If the training is being conducted by more than one person they need to prepare and clarify the following together prior to the training in addition to the steps above:

Who is responsible for the overall training coordination and logistical issues?
Who is responsible for each of the modules?

Assessment of participants’ knowledge

An assessment of each participant’s knowledge on key components of the training will be conducted at two different times, both using assessment forms (see annex 2 and 3).

i. Prior to the training, called the pre-training assessment. This assessment will give the Facilitators

an idea of the participants’ needs during the training.

ii. At the end of the training, called a post-training assessment. This assessment has a dual purpose, it allows the training Facilitator to monitor the quality of the training and determine if certain relevant information needs further clarification before the training ends. If individuals are scoring badly on many of the questions, the Facilitator should take time with those participants, find out what was not captured fully and go through the relevant information again.

2.MODULE 1: TRAINING START UP ACTIVITIES (1HR 30 MIN)

This module is intended to provide guidance to the Facilitator and the participants on the preliminary activities to the actual training such as participants’ registration, introductions, training expectations,and logistics of the training and setting of ground rules.