Questions & Answers of Webinar II
On Thursday 8 June, WWAP organized the second live webinar entitled ‘Sex-Disaggregated Water Data Collection’. The webinar is part of the webinar series of 6 called ‘Engendering International Waters’ that is being executed in partnership with WWF, in the framework of the GEF IW:LEARN project.
During the Q&A session, attendees had the opportunity to pose a question to the presenters. Below you can read all questions and answers.
-How important is ‘lifting the roof of the household’ and performing household surveys in a transboundary situation?:
“For any kind of transboundary/intern water sharing project, one needs to consider the benefits the local people will receive from the project. Therefore it is important to look at the household surveys, in order to see the impact of the projects and point out the benefits received by both men/women on community level. Different strategies can be used to collect this data and information: focus groups or individual interviews to members within the same household.”
-What kind of information can you get from household surveys and local communities that could inform processes at higher level?:
“In the Toolkit there are multiple indicators that could be applied to different purposes, the Toolkit guidelines teach the user how to apply the different indicators through different approaches and support tables. The information collected at household / local communities level is necessary for creating the policies that one would want to see implemented at institutional level. A project that can create a baseline of info/data disaggregated by sex, is the first element needed in order to be able to discuss and inform the current water policies and improve them, and let the local communities benefit.”
-How were the collected data and results of the case study in Botswana used in your project?:
“The goal of the survey was to investigate the decision-making process at household-level considering the managing of water on different levels. After analysis, the data was used as input into the GGRETA project. The input of this data into the project will enable taking into consideration the gender aspects of the area at both high and local level and support the creation of a transboundary commission.”
-Does WWAP provide training on how to process this data?:
“Yes, WWAP has training courses consisting of 5 modules that are developed to be used for capacity building in different countries. Moreover, the training can be tailored to fit the needs of specific projects, areas, and audience (Institutions, NGOs, academia, etc.). In the WWAP website, under the section ‘Water and Gender’ you may find more information under the section ‘Training on Gender Analysis’.”
-When we undertake the design and planning of an international water project, how and where can I incorporate the gender analysis and in particular the collection of sex-disaggregated data and their processing?:
“This is an excellent question that deserves a detailed and multi-faceted answer. For the sake of brevity here a synthesized answer to it.
WWAP, as UNESCO programme, has the mission ofending gender inequality and bridging the gender gap. Gender equality is a global priority for UNESCO and is inextricably linked to its efforts to promote the right to education and support the achievement of the Sustainable Development Goals, in particular SDG 4 (Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all) and SDG 5 (Achieve gender equality and empower all women and girls) through the Education 2030 Framework for Action.
Gender inequality in education affects both girls and boys, and women and men, but girls and women are still more often disadvantaged. Poverty, geographical isolation, minority status, disability, early marriage and pregnancy, gender-based violence, and traditional attitudes about the status and role of women, are among the many obstacles that stand in the way of women’s and girls’ fully exercising their right to participate in, complete and benefit from education.
The role of education in the process of reaching gender equality and addressing the above named issues is far-going and multi-faceted. Increasing the education of adolescent girls and young women carries impact across generations: for example it is the best cure against transmission of HIV/AIDS from mother to child, or is also the best way to avert child marriage. Providing girls, women, but also boy and men with comprehensive education, information and services protects the right to education and health, and advances gender equality and the achievement of internationally agreed goals.
UNESCO is committed to promoting gender equality in and through education systems from early childhood to higher education, in formal, non-formal and informal settings and in all intervention areas from planning infrastructure to training teachers. This is done through specific projects and research –also through innovative collaborations with partners-, helping countries to develop their national capacities in mainstreaming gender in laws and policies, as well as teacher training, addressing gender-based violence, monitoring progress through collection and analysis of sex-disaggregated data, supporting publications to be free from stereotypes and discrimination, and much more.
For more information you can take a look at the links below”
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