Gender and Diversity Mainstreaming CERF

nusrat@un.org

agedisabilitytaskforce@gmail.com

Humanitarian Language Lens

• Single man /woman headed households

• Orphan headed households

• Elderly man /woman headed households

• Women/Men with disability

• Transgender

• Minority –women /man

• Elderly woman /man

• Adolescent Girl/ Boy

• Infant Girl/Boy

Power Relations

Power Sources

Property

Money

Social Status

Political Status

Knowledge

Skills

Social Networks

Gender

Sex and Age Disaggregated Data (SADD)

Why do you think more women were killed?

SADD allows you to see

Who gets affected and how much ?

Allows you to plan

How to protect and prepare better

based on greatest vulnerability

SADD leads to better programming

UNHCR observed a very low number of single female heads of households showing up to receive non-food items (NFIs). The agency investigated and discovered that for cultural reasons, women did not feel they could come to the distribution sites. So, UNHCR allowed women to designate – in the registration phase – a person who could collect the items for them so they would not forfeit the assistance they needed.

A study of 383 villages after the 2010 floods showed that 95% of men received food aid and only 55% of women. However, women were receiving more aid targeted to infants. Breast-feeding of infants however was greatly reduced and many women felt they could not breastfeed because of the lack of privacy, but they did not share these concerns with their male relatives who act as family advocates, who could not therefore report their concerns.

Why we need focus on age and disability?

Disability & Older people in humanitarian crisis

15% of the world’s population has some form of disability (WHO estimates)

Portion of people with disabilities in crises may be higher due to injuries and poor health care.

• Restricted access to

information and services

• Inappropriate food

• Inadequate healthcare

• Trauma and isolation

• Loss of livelihoods

• Risk of abuse and

exploitation

How to include Gender, Ageing and Diversity in Program Design

https://dl.dropboxusercontent.com/u/4512984

1/Minimum%20Standards%20for%20Age%20an

d%20Disability%20Inclusion_July%202015.pdf

ADAPT and ACT-C

IASC framework for gender mainstreaming

Analyze gender differences

Design services to meet needs of all

Access for women, girls, boys and men

Participate equally

Train women and men equally

andAddress Gender Based-Violence GBV in sector programmes

Collect, analyze and report sex and age-disaggregated data

Target actions based on a gender analysis

Coordinate actions with all partners

Gender Analysis

Gender Analysis and requested in the CERF

SADD in Education

male Female

Before Current Before Current

Sewing machine

39% 25% 38% 24%

Cell phone

91% 96% 76% 77%

Plough

15% 8% 14% 3%

Heater

36% 32% 32% 26%

Farm machinery

10% 5% 5% 0%

Animal Shelter

57% 37% 42% 30%

Motorbike

23% 16% 23% 20%

Radio

43% 36% 21% 20%

Cooking stove

61% 59% 64% 63%

Television

15% 13% 8% 6%

Car

12% 11% 2% 3%

Agriculture tools

55% 45% 33% 23%

Bara Returns Inter Cluster Assessment-

Asset ownership

What is the Gender Marker?

• A tool for effective design and targeting humanitarian action

• Responds to donor demands and humanitarian standards

• Provides a practical tool for planning and monitoring gender progress across age groups

• Code based on the degree and logical flow of gender priorities

Disaggregated data from Needs Assessment

Responsive gender mainstreamed strategy and

activities

Linked & tangible outcomes for men, women, boys and

girls

Needs ActivitiesIndicators

and Targets

GENDER MARKER CODING

GENDER

CODEDESCRIPTION

0

Gender is not reflected in the project sheet or only appears in the

outcomes. These projects are considered “gender blind”

No potential to contribute to gender equality

1

The project includes gender equality in the needs assessment, in

an activity or in an outcome

Contributes in a limited way to gender equality

2aGender

Mainstreaming

A gender analysis is in the project’s needs assessment and

reflected in the project’s activities and outcomes

Contributes significantly to gender equality

2bTargeted Action

The project is targeted based on gender analysis

The principal purpose is to advance gender equality

N/ANot applicable

This project does not have direct contact with affected people, and it

does not directly affect or determine the selection or use of resources,

goods or services accessed by affected people.

Project on logistics

Project Vetting FormGender analysis

in Needs

Assessment

Gender in

Activities

Gender in

Outcomes

No of

check

marks

Gender Code

3 2a or 2b

2 1

2 1

2 1

1 1

1 1

1 0

0 0 or N/A

Nothing can be

built without

assessments

Just saying gender

mainstreamed in

outcomes is a ZERO

GM application Exercise

Needs Assessment

• 74% of children are not going to school

in the affected areas of the 2012 flood

• 55% of children (60% girls) have lost or

damaged their educational materials

(books, pencils, etc.)

• 47%of teachers are not available for

teaching in the flood affected areas.

Activities

Set up 1,147 safe temporary learning

centers TLCs (for 3 – 9 years age group) in

consultation with communities, and

establish linkages with community services

around schools including PLaCES, WASH

and Health community-based services

Outcomes

• 1,147 TLCs set up and supplied with

teaching/learning materials, recreation kits,

clean water and sanitation facilities.

Needs Assessment

74% children are not going to school in all affected areas(60% girls), as reported in MIRA. 2,151 schools wereseverely affected while 562 schools are occupied byaffected communities in the five worst flood affecteddistricts in the country. PDMA Sindh reports more than0.124 million children and 1,117 schools severelyaffected at Jacobabad and Shikarpur Districts (20% ofthese are girls schools).

Activities

-150 TLCs (50% for girls) are established where schools

are fully damaged, not useable or occupied by affected

communities.

-22,500 children (50% Girls) receive education material

to resume their education.

-150 para-teachers (75 female teachers) provided to

schools to continue children’s education.

Outcomes

-450 teachers (50% females) have skills to cope with

children and using alternative teaching methods

- 22,500 children have access to quality education in a

safe and conducive learning

-22,500 children (50% girls) resume learning by using

essential supplies.

Needs Analysis Activities Outcomes # of ticks GM code

3 2a

1 1

Category 2a or 2b –that’s the question

Gender Mainstreaming: the differentneeds of women, girls, boys and men are analyzed. This analysis is reflected in project activities and outcomes

Targeted Actions: assisting women, girls, boys or men who suffer discrimination and building gender- specific services

Role of Clusters Gender Focal Person (draft as proposed discussed at KP training )

1. Cluster actions guided by Gender focal persons advice on gender mainstreaming, prioritization and targeting.

2. Gender Focal person be able to advice on the quality and capacity of field staff implementing cluster plans

3. Gender focal persons evaluate the gender marker on proposals submitted by clusters

4. Advise and monitor gender balanced participation in planning, implementation and monitoring cluster plans.

5. Regular participation at GTF and sharing on cluster level challenges, successes, and recommendation for advocacy.

6. That gender focal persons per cluster will be engaged at cluster level monitoring of gender equality commitments and report back at cluster level

Born 13 Feb 2013- Boy (Twin)

Family escaping from Tirah in FATA

Fed on mother’s breastmilk

Gender mainstreaming Fights discrimination

Born 13 Feb 2013-

Girl (Twin)

Family escaping

from Tirah in FATA

Fed on diluted tea

and water from a

bottle-feeder

Died 30th April

2013

Cause of death-

repeated diarrhea,

acute respiratory

tract infection,

malnutrition