women and girl leadership initiative

8/4/2019 Women and Girl Leadership Initiative

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RURAL DEVELOPMENT IN THE REGION RACHA-LECHKHUMI, GEORGIA(RDRL) PROJECT

WOMEN AND GIRLS LEADERSHIP AND

CIVIL SOCIETY DEVELOPMENT INITIATIVE

the opportunity to be an agent of change

Concept Paper and Project Guidelines

1.0 INTRODUCTION

There is now a growing global commitment to gender mainstreaming for gender equality,based on both principles of human rights and effective economic development. Thefollowing illustrates the consensus for and growing commitment to promoting genderequality:

Gender equality is, first and foremost, a human right. Women are entitled to live indignity and in freedom from want and from fear. Empowering women is also anindispensible tool for advancing development and reducing poverty.(UNFRA 2009)

Educating women and girls is our greatest hope to eliminating extreme poverty. Whenequipped with the proper resources they can be catalysts for lasting social change.

(Helene D. Gayle, CARE President and CEO)

CAREs experience shows that a development project focused on women and girls willbenefit every one, but a development project that focuses on everyone may not benefitwomen and girls. (CARE USA 2008 Annual Report)

A study from Ghana showed that an increase in household assets held by womenincreased the budget for food and schooling, and decreased spending on alcohol andtobacco. (The World Bank, Gender Equality, Poverty and Economic Growth).

Our programs give women the opportunity to be agents of change. (SteveHollingworth, chief operating officer for CARE)

Therefore, in CAREs concept of sustainable development, women are not only seen asbeneficiaries (being provided with goods and access to resources and services), but canalso be agents of change in development. To be effective agents of change womenneed to have leadership skills and have more equitable control over resources, services,and the decision-making process. In recognition of this, the Rural Development in theRegion Racha-Lechkhumi, Georgia (RDRL) Project has undertaken a Women and GirlsLeadership and Civil Society Development Initiative.


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The initiative aims to overcome a number of cultural attitudes or gender biases that arelimiting womens access and control in (1) governance, (2) economic development, and(3) disaster preparedness and mitigation. These gender biases have caused entrenchedand institutional discrimination against women. These negative cultural attitudes/biaseswere highlighted in CAREs Underlying Causes of Poverty (UCP) Survey (2009). A largemajority of men and women surveyed said that men make better leaders and men

should be given preference in employment.

These are national biases, and are reflected in the fact that in 2008 only 8% of membersof parliament were women, while 59% of the electorate are women. As a result, Thepresence of womens issues in the political agenda is comparatively worse than theissue of representation, and very seldom grabs the attention of the Parliamentarians(Sumbadze 2008, UNDP Report).

Reasons behind under-representation of women in the process of decision-making canbe attributed to different sources. These reasons can be found in women themselves,i.e. in the capabilities and desire to pursue political career, their family responsibilities,their financial and time constraints, as well as in the wider environment, such as,

economic conditions of the country, state policy and cultural traditions. (Sumbadze2008).

The Projects gender analysis of local governments in Racha confirmed that thesebiases are having a negative impact on womens participation in governance withdecision-making positions mainly going to men, with women largely restricted toadministrative jobs. Top decision-making jobs in government agencies and privatesector are also mainly filled by men. Thus, even when women have access to services,they seldom have control of services. As a result, services seldom address the specificneeds of women. The region is also disaster prone, and women and children areamongst the most vulnerable to these disasters, but have little or no voice in decision-making in relation to DRR.

This is true in the agriculture sector where land is the main productive resource. InRacha, as in many other parts of Georgia, land by custom is passed on to the oldestson. In families with sons, women seldom inherit land and therefore most womenfarmers do not own or control the land they farm. Women are seldom in decision-makingroles as service providers, and therefore in the agriculture sector, the information andservices being provided seldom address the specific needs of women farmers, or thereare no services at all.

Because of this, the agriculture sector in Racha is rapidly declining. This is especially thecase in relation to cattle (dairy and beef). Dairy is traditionally a womens activity, and assuch the dairy sector in Racha has not been given priority or support by male decision

makers. As a result, the sector has largely been neglected and cattle numbers declinedby nearly 35% between 2005 and 2008, representing an annual decline of over 10% ayear. This is in spite of the fact that Racha has good potential for cattle (dairy and beef).Thus, gender bias against an economic sector dominated by women is not onlyhurting the economies and food security of poor farming households but also theeconomy of the region as a whole.

In Racha, women are statistically the majority. As the majority, women cannot be treatedas a special case but their needs and interests must be as an integral part of any


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development policy as those of men. Failing to effectively harness the creativity andeffort of at least half of the population inevitably significantly undermines the potential forgrowth, with serious implications not only for women themselves but for household andregional poverty reduction. Enabling women to realize their full potential requiresremoving gender inequalities and discrimination which constrain them at every level. Italso requires affirmative action to enable women, and also men, to promote and

benefit from this change (Mayoux and Mackie, 2008).

The situation is severe and chronic, and therefore requires an integrated approach thataddresses issues of governance, economic development (access and control overservices and productive resources), and decision-making related to DRR. WomensLeadership and Civil Society Development are central to this integrated approach inRacha.

The Women and Girls Leadership and Civil Society Initiative comprise the followingactivities:

1. Womens Leadership through Civil Society Development (Social, Economic,Governance and DRR)

2. Womens Leadership Development for Women Entrepreneurs in the Farm DairySector through Action Research.

3. Girls Leadership Development Program

2.0 WOMENS LEADERSHIP THROUGH CIVIL SOCIETY DEVELOPMENT

Rationale

The Rural Development in the Region Racha-Lechkhumi, Georgia (RDRL) Project hasthree integrated components: M4P (Economic Development), Governance and DisasterRisk Reduction. As clearly documented by Sumbadze (2008), women in Georgia areclearly discriminated against in Government, Economic Development, and have little or

no voice in relation to DRR. Women out-perform men in education, but are discriminatedagainst when they graduate, and this represents a great loss of potential for sustainabledevelopment. Because of past discrimination and marginalization of women in decisionmaking, women in Racha lack the leadership skills needed to provide an effective voicefor women in development.

Past discrimination and marginalization of women in Racha was obvious when theRDRL Project and COMBI Project carried out staff recruitment. Neither project was ableto hire local women for community mobilization and extension, or for positions such asGrants Officer, Communications Officer, M&E Officer, etc. Only a few men wererecruited locally, while the rest of the staff were recruited from outside the Region. Thiswas very disappointing for the people of Racha, especially women University graduates,

who are numerous in Racha. Many of the women University Graduates wanted to helppromote the sustainable development of their home region, while protecting the naturalenvironment which they love very much, but were not given the opportunity.

CARE International in the Caucasus and AIC (Partner NGO) were also disappointed thatit was not possible to recruit experienced local women for key positions localknowledge would have been invaluable to project design and implementation. This wasespecially disappointing since RDRL Project is a designated Dairy Project funded by


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SDC. The Dairy Sector in Racha is dominated by women, who look after the cattle, milkthe cows, and processed the milk into dairy products for consumption and/or sale. TheProject did not have female extension staff and facilitators to service the specific needsof these women dairy farmers.

Also, 37% of households in Racha are women headed and these households are

especially disadvantaged because of the absence of a male member to accessinformation and participate in local decision-making at the village and community levels.These families are especially marginalized and voiceless in decision-making. Thespecific needs of these women heads of households are not being addressed by maledecision-makers. Ideally, the Project would have recruited some women heads ofhouseholds as field staff to service this large group (more than one-third of allhouseholds in Racha). Again, these women were disappointed and marginalized

In response, the Project, from the beginning, committed itself to the development ofwomen leadership in Racha and to the establishment of a local NGO comprising thesefuture women leaders. In this way, the capacity and services built up over the life ofRDRL Project will be sustainable through this local NGO, and will continue to service the

needs of marginalized women. This has now become the foundation of RDRL ProjectsSustainability Strategy.

Strategy for Women Leadership and Civil Society Development Initiative

The strategy for the Women Leadership and Civil Society Development Initiativeemerged in April 2009 and involved a number of steps:

Step 1: Gender Analysis to determine the root causes of womens marginalization inRacha

Step 2: Based on gender analysis, developing a Strategy for the Development of

Women Leadership in Racha in Economic Development, Governance, Civil SocietyDevelopment and DRR

Step 3: Identifying dedicated women University graduates with a commitment to thedevelopment of Racha and interested in civil society development

Step 4:Recruiting a select group of University graduates to serve as interns (FieldSurveyors and M4P Trainees). Providing them with training and day to day experience inthe operation of a Development NGO (Learning-by-Doing)

Step 5:At the end of their internship, hiring these ex-Interns as Temporary Staff tocontinue their training Formal Courses and Learning-By-Doing

Step 6:Train and Coach these Temporary Staff (First Batch) on How to Establish andOrganize a New Local NGO for Racha, and serve as management staff within the newNGO.

Step 7: Hiring a new batch of interns (2nd Batch) to be trained to serve as field surveyors,community mobilizers, and BDS trainers, in order to build NGO numbers to 20 or moretrained staff by end of Project (Nov 2011)[Third Batch in 2011]


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Step 8:Seconding these Trained Founders of New NGO (First Batch) to continue to workwith CARE but with positions and responsibilities which mirror their future positions inthe new NGO (see Proposed Organization Structure for NGO Takveri XXI). In this way,the Project is building their capacity to take on decision-making positions within the newNGO.

Step 9: Transferring these Trained Seconded NGO Staff to the Racha Resource Center,where they take up there designated positions within the Organization, while still undersalary to RDRL Project (subsidy).

Step 10: Continue to fund these Seconded Staff Until Nov 2011 as Subsidy to Get NGOUp and Running.

Step 11: Provide Sub-grants to New NGO (through Racha Resource Center) to carryout activities linked to BDS, RAS, Governance, DRR and Media in order to build capacityso the New NGO can carry on Project initiatives and continue to provide services afterProject is ended.

Step 12: Training and coaching in the preparation of proposals for funding by otherdonors.

Step 13: Linking and partnering the new NGO with more experienced NGOs such asAIC, CENN, Elkana, Union Green Way, etc.; thereby, networking with other NGOs andCivil Society Organizations.

Step 14: Training and coaching to operate fee for services system for economicallyviable activities based on a business plan for each viable service.

Step 15: Involve new NGO as Project Partner in Proposal for Phase 2 of the RuralDevelopment in the Region Racha-Lechkhumi, Georgia (RDRL) Project

Developing women leadership skills and the establishment of a new local NGO TakveriXXI is necessary so that women farmers and entrepreneurs can get the specificinformation and services which they need to make their enterprises successful. Thisrequires women having access to and control over key services. Control can take theform of a strong association for women farmers, which will give them a strong andunified voice in the design and implementation of services which address their specificneeds (see Section below).


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Figure: Proposed Organization Structure for Takveri XXI

Access and Control over Key Services

M4P often focuses on improving services along value chains to make them moreaccessible to stakeholders. However, the specific needs of women are often overlookedbecause men usually control the services. As a result, Women are still excluded from,and often further disadvantaged by, many mainstream value chain developmentinterventions. (Mayoux and Kackie 2008).

The Projects Gender Action Plan for the M4P Component aims to improve womenseconomic opportunity, and the project invests in the improvement of womens access to

and control over a number of key services, including Rural Advisory Services, BusinessDevelopment Services, Veterinarian Services including Artificial Insemination, and InputServices including Fodder and Agriculture Machinery Services. Many projects only lookat womens access to services, but fail to address womens control over services as keydecision-makers.

Without a measure of control over services, it is unlikely that women will get the servicesthey needs, when and where they need the services. That is, when men dominant


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services they tend not to consider the specific needs of women, and often fail to provideservices at a time and place which is convenient for women.

Rural Advisory Services

In order to improve farmers access to the information and new technology they need to

increase production and incomes, the project is facilitating the establishment of RuralAdvisory Services in Racha. Information is a productive resource. Women may haveaccess to this information but they also need control over what information is offered,when and where. The easiest and best way to have Rural AdvisoryServices responsive to the specific needs of women is to have women in key decision-making positions within the organization providing the RAS (in our Case Takveri XXI andRacha Resource Center). This includes women with families of their own and womenheads of households so that they truly understand the needs of these women farmers.

RDRL project has recognized this and is providing capacity building for the local NGOTakveri XXI (founded by Racha women including married women with children, andsingle-parent heads of households), so that they can establish and operate a sustainable

RAS which can meet the information needs of men farmers and women farmers inRacha.

Women founders of Takveri XXI are being provided with technical training, participationin cross-visits to more developed areas, and learning-by-doing through seconding to theRDRL Project.

Media for women farmers is often best development, pre-tested and distributed bywomen media specialists. In this way, women can control the content of media, thevisual presentation (showing women farmers under actual conditions rather than alwaysmen farmers), and the way the media is presented, distributed, monitored andevaluated.

Thus, RDRL Project has recruited a PR/Communications Specialist/Officer with roots inRacha to facilitate the production of media, including media appropriate for womenfarmers. To build sustainable capacity in Racha for media development, the Project hasseconded a Journalist/Media person (First Batch) from Takveri XXI to serve as anAssistant to the PR/Communications Officer in order to learn-by-doing. An intern(Second Batch) has also been locally recruited to also learn media development throughtraining and learning-by-doing.

The Project is supporting the establishment of a Racha Resource Centre, owned andoperated by Takveri XXI in partnership with the Kutaisi-based NGO AIC (RDRL ProjectPartner). A RAS established with a gender perspective will be embedded into the Racha

Resource Centre, and women will not only have access to RAS services but also controlover what information and technology is given priority and how, when and where thisinformation and technology is provided in a gender sensitive way.

Business Development Service

The family farm is a business and needs to be managed as a business in order togenerate income and employment for the family. Thus, a Business Development Serviceis needed to complement the RAS which is primarily focused on providing technical


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information about farming. To address this, the project is providing capacity building forthe establishment and management of a BDS in Racha.

The Project aims to provide women in Racha with both access and control over this BDSusing the same rationale and approach as for RAS. Business development andmanagement information is a productive resource. As with RAS, women may have

access to this information, but they also need control over what information is offered,when and where. The easiest and best way to have Business Development Servicesresponsive to the special needs of women is to have women in key decision-makingpositions within the organization providing the BDS. This includes women with families oftheir own and women heads of households so that they truly understand the needs ofthese women farmers.

RDRL Project has recognized this and is providing capacity building for the local NGOTakveri XXI (founded by Racha women including married women with children, andsingle-parent heads of households), so that they can establish and operate a sustainableBDS which can meet the business development needs of men and women farmers inRacha.

Women founders of Takveri XXI have been provided with training as trainers (TOT) forBusiness Development and Management (by CTC) and the opportunity for learning-by-doing through seconding to the RDRL Project. Two of these trainers are working asAssistants to the Project Marketing and Small Grants Officers to facilitate training andcoaching for women entrepreneurs who are participating in co-investments in farmenterprises activities. Additional interns have been hired to help assist and learn skillsneeded for BDS.

As already noted above, the Project is supporting the establishment of a RachaResource Centre, owned and operated by Takveri XXI in partnership with the Kutaisi-based NGO AIC (RDRL Project Partner). A BDS established with a gender perspective

is embedded into the Racha Resource Centre, and women will not only have access toBDS services but also control over what information and training materials is givenpriority and how, when and where this information and technology is provided in agender sensitive way.

Veterinary Services

Women are mainly responsible for caring for livestock on a daily basis. Women milkcows and process the milk into dairy products including cheese, sour cream, yoghurt,and butter. When livestock become sick, it is often women who provide first care andthen decide whether or not to call for a vet. It is also women who know when cows areready for breeding. Many of these women want to improve their stock through artificial

insemination but do not have access to such services in their community.

Veterinary services in Racha are poor, with aging vets from the soviet era providinglimited services to selected clients while other farmers, often women, lack access toservices.

The Project is facilitating the formation of a veterinary association linked to the vocationtraining center in Ambrolauri and the Racha Resource Center. Through this association,the Project aims to improve the access of women farmers to veterinarian services,


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including artificial insemination. This association will be linked to veterinary pharmaciesin both Ambrolauri and Oni. Women are being trained to operate veterinary pharmaciesas small businesses, and are being assisted with co-investment funds for businessdevelopment. Women are also being trained as services providers for artificialinsemination. The aim is to have women providing veterinary services, including vetpharmacies, to farmers in Racha. In this way, women will have both access to and

control over veterinary services.

The Association of Women Dairy Farmers will help coordinate community initiatives forveterinary services, such as the group immunization of livestock and the group artificialinsemination of cattle. This will provide some economies of scale in veterinary services,and help reduce transaction costs.

Hay and Farm Machinery Services

Women farmers tend to rely on male family members for cutting and transporting haywhich is used to feed cattle through the winter months. In Racha, 37% of households arewomen-headed and they often have to pay men in the community to gather hay for

them, or purchase hay. Hay is expensive in Racha. Women often have to pay 5-6 GELfor 20 kg of hay. This compares to 3 GEL per 20 kg paid by investors (economies ofscale and lower transaction costs). To help address the high cost of hay for thesewomen farmers, the Project is supporting the establishment of community-basedenterprises for hay production. This involves small-scale mechanization for hayfield andpasture management, and hay production.

The project is encouraging the participation of women in the community-basedenterprises and/or cooperatives being established to provide hay and farm machineryservices. In this way, women will not only be able to access the hay they need, but canalso have control of the productive resources.

The Project is facilitating the formation of a womens dairy farmers association, whichwill be able access services jointly in order to create economies of scale and to reducetransaction costs for hay services. With reliable access to hay at an affordable cost,more women heads of households can get into the dairy farm business and expand theirherds to an economic level. This will allow women heads of households to gain muchneeded income for their families.

Mainstreaming Gender Analysis in Value Chain Development

As an M4P Project, the RDRL Project is focused on value chain development, withpriority given to an integrated dairy and beef value chain. Thus, one challenge is tomainstream gender analysis in value chain development.

As highlighted by Mayoux and Kackie (2008),

Most current value chain development has failed to integrate gender analysis despitethe gender mainstreaming policies of the donor agencies and the gender commitmentsof the governments involved.

Value chain development policies are often based on gender-blind or gender-discriminatory assumptions, marginalizing women as a special minority case.


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Women are still excluded from, and often further disadvantaged by, many mainstreamvalue chain development interventions.This ILO Guide provides:

A framework and methodology for Gender Equitable Value Chain Action

Learning (GEVCAL) which combines push-up and pull-up approaches andbuilds sustainable capacity and networks for on-going Value Chain Development.

Practical examples of gender issues and gender Good Practice in differenttypes of VCD process from pull-up private development processes focusing oneconomic growth to more push-up participatory processes focusing on DecentWork and womens empowerment.

Details of how the gender framework and methodology can be adapted atdifferent stages of VCD to address gender issues: design, research and analysis,action strategy and implementation and accountability.

A core checklist for gender analysis which can be adapted for use in all types ofValue Chain Development, based on internationally accepted gendermainstreaming principles, definitions, and insights from women entrepreneurs inthe initial pilot phase in Ethiopia and Kenya.

Diagram tools which be used in VCDs of all types and at all levels (policy makersto women who cannot read and write) for planning, complex analysis andresearch capabilities and networks, and increases communication betweendifferent stakeholders for subsequent implementation, monitoring andsustainability of VCD.

During a recent SDC Learning Event in Tbilisi (3-7 May 2010), Springfield and SDCGender Advisor from Switzerland recommended the ILO Guide as suitable for guidingour M4P work on value chain development.

Mayoux, L. and Kackie, G. (2008).A practical guide to mainstreaming gender analysis invalue chain development. International Labour Office, Addis Ababa, Ethiopia.http://ilo.org/public/english/region/afpro/addisababa/pdf/makinglinks.pdf

RDRL Project is using this Guide as part of the projects approach when designing andimplementing the projects Gender Action Plan, in relation to mainstreaming gender invalue chain development. The local NGO Takveri XXI is being trained and coached inthe application of gender mainstreaming in value chain development for keycommodities here in Racha. The capacity developed during Phase I of RDRL Project willremain in the Region and can be built upon during Phase II.

The project is using a gender lens as outlined in Box 1 when examining the differentstages of value chain development.
http://ilo.org/public/english/region/afpro/addisababa/pdf/makinglinks.pdfhttp://ilo.org/public/english/region/afpro/addisababa/pdf/makinglinks.pdf


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BOX 1: GENDER LENS: ELEMENTS AND CHECKLIST FOR DIFFERENT STAGESOF VALUE CHAIN DEVELOPMENT

ELEMENTS OF THE GENDER LENS

Gender disaggregation of ALL economic data

Ensuring that language is gender inclusive from the start and implicitunderstandings of terms like entrepreneur, farmer are examined

Boundaries of economic analysis to include non-market activities

Analysis of inequalities in power relations, voice, and vulnerability and hencecapabilities

Looking at effects of external gender inequalities at the meso- and macro-levels

Inclusion of all female stakeholders

Mens attitudes and behaviours

GENDER LENS CHECKLISTo Is all information gender-disaggregated and gender difference included as

a dimension of analysis and monitoring throughout?o What gendered assumptions are made in language and terminology? For

example: in definitions of enterprise, worker, head of householdo Are women invisible and/or non-market activities part of the analysis and

recommendations throughout?o Are gendered power relations within and between enterprises part of the

analysis and recommendations throughout? Within households? Within markets?Within communities? Within development institutions?o Are gender implications of macro- and meso-level policies included in the

analysis and recommendations?.o Are the full range of female stakeholders not only been included

throughout the process but have they been given a voice.o Have the gender dimensions of mens attitudes, behaviour andexperience also been included in the analysis and recommendations?o What are the implications for the gender skills and gender composition of

the Management Team and/or Steering Committee/s?

Source: Mayoux, L. and Kackie, G. (2008)

Women Leadership Development for Governance

In Georgia, both men and women have the perception that men make better leaders and

decision-makers in government than women. As a result, women are actively employedin government administration but severely under-represented in leadership and decision-making roles.

In order to start a process of change, the Project is implementing a leadership programfor young women graduates in Racha. Women University graduates are being trained indemocracy and good governance and being given the opportunity to participate in


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trainings and workshops for municipal development planning. This is providing thesewomen with the knowledge and skills required to participate in governance in Racha.

Women are also being trained and coached in the establishment of civil societyorganizations, such as local NGOs. One such NGO is Takveri XXI which was foundedby a group of young University graduates. They have been provided with training,

opportunities for learning by doing, and coaching in the establishment and developmentof a local NGO. This local NGO will work with government and participant in participatorymunicipal planning.

The Project is also implementing a school-based program for environmental educationand the establishment of eco-clubs. These clubs provide adolescent girls with theopportunity to learn and practice leadership skills at an early age. When they completetheir education, they may use these leadership skills in government, the private sector,or civil society.

Women Leadership Development for DRR

DRR interventions include: DRR included in Baseline Survey DRR in Community Profiles Risk Appraisal as Part of Inception Phase Building Environmental Awareness Through Childrens Art Environmental Clubs in Schools Safe School Program Capacity building for communities and municipalities in DRR Hazard Vulnerability Capacity Assessment (HVCA) and Disaster Management

Planning (Communities and Municipalities) Integrating DRR into Community and Municipal Development Plans Community Grants Linking DRR and M4P Mapping and Survey for Pasture/Hayfield Management - CENN

Matching Grants for Business Development supporting sustainable managementof upland pastures and hayfields for stabilizing environment and generatingincomes for upland communities.

Sharing Lessons-Learned as Part of National DRR Think-Tank Racha Support Group to advocate and lobby for more effective policies,

legislation and budget allocations for DRR in Racha

All these are being planned and implemented with a gender perspective where data issex-disaggregated and women have access to and control over the process.

It is now clear that women and children are among the most vulnerable in times ofdisasters. Therefore, women need to be equitably involved in HVCA and Disaster

Preparedness and Mitigation Planning to ensure that the specific needs of women andchildren are assessed and addressed during disaster preparedness and mitigationplanning.

To build womens capacity to play a leadership role in HVCA and Disaster Preparednessand Mitigation Planning the project has trained women members of the local NGOTakveri XXI and women teachers from schools in HVCA and Disaster Preparedness andMitigation Planning. It is these trained women who are facilitating communities in orderto carry out community-based HVCA and Disaster Preparedness and Mitigation


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Planning. Thus, women will have access to and control over the assessment andplanning process. In this way, the specific needs of women and children will be betteraddressed.

Based on this planning and assessment process the communities will prepare proposalsfor community-based DRR initiatives aimed at preparedness and/or mitigation. Some of

these proposals will be co-funded by the project. The selection process will ensure thatthe proposals reflect the specific needs of women and children.

In order to start a process of change, the Project is implementing a leadership programfor young women graduates in Racha. Women University graduates are being trained inenvironment education, establishment of eco-clubs, HVCA, Disaster Preparendess andMitigation Planning, and facilitating community projects. They are being given theopportunity to learn by doing.

Women are also being trained and coached in the establishment of civil societyorganizations, such as local NGOs. One such NGO is Takveri XXI which was foundedby a group of young University graduates. They have been provided with training,

opportunities for learning by doing, and coaching in the establishment and developmentof a local NGO. This local NGO will work with government and communities for disasterrisk reduction in Racha.

The Project is also implementing a school-based program for environmental educationand the establishment of eco-clubs. These clubs provide adolescent girls with theopportunity to learn and practice leadership skills at an early age. When they completetheir education, they may use these leadership skills in government, the private sector,or civil society. DRR issues are part of the learning program for these eco-clubs andtheir girl members. Thus, girls are being prepared for future leadership roles.

Building an Institutional Foundation for Addressing Human Trafficking from

Racha

Because of poverty, the lack of employment opportunities, and lack of information,young women in Racha are at risk to human trafficking. Numerous studies by theEuropean Union have shown that Georgia, including Racha, is a source for womenbeing trafficked to Europe and the Middle East. Most are tricked into being traffickedthrough offers of good salaries for working overseas in legitimate jobs.

The local NGO Takveri XXI which will be working out of the Racha Resource Centeraims to establish a Youth Outreach Program which will help youth (young women andmen) to find employment or create businesses in Agriculture and tourism in Racha sothey have an alternative to migrating. The NGO will also have awareness campaigns so

the young women at risk can understand and guard against the risks. Such awareness isbest transmitted through school programs to reach girls at an early age.

The NGO will link this awareness about risks of trafficking with awareness on othersocial, economic and environmental issues. Extra-curricular clubs, such as eco-clubs,will play an important role in this awareness program. This will be supported by the GirlsLeadership Program which is part of the Women and Girls Leadership and Civil SocietyDevelopment Initiative outlined in this concept paper.


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It is expected that these trained Girl Leaders will share their knowledge and skills withother girls who are at risk peer to peer sharing of information and support groups.These outreach initiatives will be coordinated through the Racha Resource Center,where girl leaders will be provided with space and material support to carry on their peerto peer initiatives.

3.0 WOMENS LEADERSHIP DEVELOPMENT FOR WOMENENTREPRENEURS IN THE DAIRY FARM SECTOR THROUGH ACTIONRESEARCH

Gender Equality is Smart Economics

Knowledge and leadership skills are foundations of empowerment

Strategically, it is an appropriate time to support women entrepreneurs, including thosein the dairy sector. To be successful entrepreneurs these women need leadership skillsin order to mobilize their household assets (human and material resources), run their

farm as a small business, and access the services they need to improve their farmenterprises.

As outlined by Sumbadze (2008),

The past decade and a half was marked with positive changes in gender equality.These changes were not induced by state policy, but by social changes and the need foradapting to the drastic deterioration of economic situation, which induced women to getactively involved in income generation. Economic independence, being the most potentbase for power, increased womens bargaining possibilities and positioned them more inthe public sphere.

Sumbadze (2008) restated recommendations outlined in Concluding comments of theCommittee on the Elimination of Discrimination against Women: Georgia (CEDEW 2006)and included among these was: Increase womens economic independence andprovide self-employment opportunities to families Special efforts need to be made toincrease womens ability to earn. This is part of the rationale for the RDRL ProjectsSmall Grants for Entrepreneurs program, which gives priority to women entrepreneursinvolved in livestock enterprises, especially dairy.

Under the Small Grants for Entrepreneurs program, about 60 women entrepreneurshave been assisted to develop and manage their small farms (mainly dairy) as smallbusinesses. This means combining new technology with business development andmanagement skills. Leadership skills are being developed through a number of activities.

1. Assessment of farm resources and potential for enterprise development

Potential women entrepreneurs are assisted to carry out their own farm assessment todocument farm resources and determine potential for enterprise development. Throughthis exercise, women come to see their farms as small businesses with potential forgenerating significant income.


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2. Training in Business Development and Management From BusinessDevelopment Service (BDS) (Business Plan)

Potential women entrepreneurs participate in training in business development andmanagement (3 days). During training, they are taught how to prepare a simple businessplan for their proposed enterprise. This training is carried out with a group of other

women entrepreneurs for dairy enterprises. The women can develop leadership skillswithin the group, exchange ideas and experiences with their peers, and create networkswhich will continue beyond the training.

3. Coaching in Managing their Dairy Farms as Efficient and Economic SmallBusinesses from Business Development Service As Part of Action Research

Leadership skills will develop over the life of the project through coaching from BusinessDevelopment Service (BDS) operating out of the Racha Resource Centre, andparticipation in the Action Research for Farm Enterprise Development in Racha. Thewomen entrepreneurs keep records for their enterprise including expenditures andincome, and this information forms the basis for monitoring and evaluating the enterprise

as part of Action Research. Women entrepreneurs participate in assessments andsurveys carried out by BDS. These surveys canvas womens inputs for the developmentof BDS. Women specific needs in relation to business development and managementare being addressed in the design and delivery of BDS products and services.

4. Access to Rural Advisory Services for Technical Aspects of Dairy Farming

Women entrepreneurs participate in assessments/surveys for product and marketdevelopment. These assessments/surveys canvas womens inputs for the developmentof services. Womens specific needs are then addressed in the design and delivery ofservices. This provides women entrepreneurs with a measure of control over theservices which are provided. Since the Rural Advisory Services have many women staff,

women will be responding to the specific needs of women. In many cases, technicalservices and extension are provided by women staff of the RAS or Racha ResourceCenter, who services these women entrepreneurs on a routine basis.

RAS links women entrepreneurs to veterinary services (vets, veterinary pharmacies,artificial insemination services), and ensures that services are provided at a time andplace which is suitable to address the specific needs of these women entrepreneurs.

Caucasus Genetics is the main commercial supplier of semen in Georgia, and is linkedto a system of providers. The Racha Resource Centre/RAS is working in cooperationwith Caucasus Genetics to meet the A.I. needs of the women entrepreneurs, so thatthey can improve their stock in a cost-effective manner. Women will have control over

when their cows will be breed and the source of the semen (breed). It is anticipated thatstock improvement will lead to better production of milk and beef products.

5. Cross-Visits to Other Successful Dairy Farmers

Leadership skills are developed through participation in cross-visits with groups of theirpeers to successful dairy farms in other parts of Georgia. Women entrepreneurs arelearning to lead discussions and to share information and experiences with others. They


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are able to brain-storm with progress farmers and their peers on issues andopportunities for improving dairy farm production in Racha.

Women entrepreneurs are involved in surveys to determine the specific needs of womendairy farmers in Racha, and results of surveys are used to identify and design cross-visits to other parts of Georgia. In this way, cross-visits respond to the specific needs of

women dairy farmers. They are gaining more control over the information andknowledge they are being provided with by service providers like RAS.

6. Association of Women Dairy Farmers

Leadership and joint action will be enhanced through participation in group businessdevelopment trainings with other women entrepreneurs, cross-visits to successful dairyfarms outside the region, technical trainings related to dairy farming, and theestablishment of an Association of Women Dairy Farmers. This Association will facilitategroup actions aimed at achieving economies of scale and reducing transaction costs(see below).

7. Community Role Models for Women Entrepreneurs/Women Farmers.

These successful women entrepreneurs will serve as role models and sources ofinformation for other women farmers in their community. The aim is to have a cluster ofwomen entrepreneurs for dairy developed in each of the main cattle production centersin Racha. Through association and group action, the women can take advantage ofeconomies of scale and also reduce their transaction costs when purchasing inputs (forexample, hay which is especially important for women-headed households), gainingaccess to veterinary services, and when marketing their products. The Association willprovide them with a greater voice when bargaining with services providers and investors

dairy and beef

8. Information Booth at Traditional Markets and Market Day Information Sharing

Women with children, especially young children, are less mobile than men. They alsohave less access to vehicles few women farmers have drivers licenses. Often the onlytime they get to go to town (Ambrolauri Town and/or Oni Town) is on market day whenthe government provides communities with bus services. Thursday is market day in Oniand Sunday is market day in Ambrolauri. Thus, for women, these markets serve as theirmain market for produce and also main source of information. To better serve theinformation needs of these women, the Racha Resource Center is establishingInformation Booths in these traditional markets and staffing them on market days. In thisway, women farmers will be provided access to advice and technical information theyneed. Women farmers will determine what information they need, and the RAS

Information Booth will strive to provide this information. The Association of Women DairyFarms will hold meetings on market day to maintain their network, share information withtheir peers, and organize group initiatives. Initially these information services are beingprovided free, but in the future there will be a fee for service.

9. SMS Information Service

As noted above, women with children, especially small children, are less mobile thanmen. This is especially the case for women heads of households, with small children. It


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is often difficult for them to travel in order to acquire information or access to services.To help address this, the project through the Racha Resource Center will establish anSMS information services, and serve as clearing house for services which as RAS, BDS,Veterinary Services, and Hay Services. This will complement information providedthrough local community newspapers, and information booth in markets.

10. Access to Credit for Women Entrepreneurs / Farmers

Through Action Research involving these women entrepreneurs/farmers, the Project isdeveloping models for farm businesses which are economically viable. These modelswill be used to develop viable and bankable business plans for small farm enterprises.These models and business plans, based on action research, will be used to lobbybanks to provide credit to women entrepreneurs for farm enterprises (especially dairy).The models and business plans will as be used through the Racha Resource Group tolobby government Ministries to development support programs for small farmenterprises, and provide either grant or loan funds for the expansion of the womenentrepreneur model developed by RDRL Project to other small-scale farm enterprises inRacha and the rest of Georgia. This could be part of the Governments strategy for

helping poor families to become non-poor and no longer need social assistance. Themodels will also be used to lobby donors to provide donor funds for programs to assistsmall-scale farmers with grants or credit for the development economically viable farmenterprises. Women assisted under RDRL Project can take a leadership role indemonstrating and lobbying for these Programs through their Associations.

4.0 GIRLS LEADERSHIP

The RDRL Projects Girls Leadership Program takes guidance from CAREs The Powerto Lead: A Leadership Model for Adolescent Girls. It is not a stand alone program but islinked to the Projects components for M4P, Governance and DRR.

For example, environmental awareness for DRR in this disaster prone region is mostefficiently and effectively developed through school-based initiatives, involving both maleand female teachers and students. Under RDRL Project, this awareness is being builtthrough our Environmental Awareness Though Childrens Art activity and through ourEnvironmental Education and Establishment of Eco-Clubs activity. Eco-clubs involvesteachers and members of community as well as students and provide a forum forassessing hazards, vulnerabilities and capacities at the community-level and for disasterpreparedness and mitigation planning. This can be up-scaled to the community-level,and lead to community-based DRR Plans and projects for disaster preparedness andmitigation.

Leadership Model for Adolescent Girls

The CARE document The Power to Lead: A Leadership Model for Adolescent Girlspresents a model of girls leadership based on promoting the power within, gaininglegitimacy and taking action.

This model has been adapted to Racha, where girls are out performing boys ineducation, with higher numbers of women going on the higher education than men.Therefore, in Racha, women and girls have equal access to education and women aredominant as heads of schools and teachers in most schools, and as a result women


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have a measure of control over community education, although curricula are developedand set by the Ministry of Education where men dominate in decision-making. Womenteachers are well positioned to serve as role models and mentor girls in education aswell as extracurricular activities.

As noted in CARE USA 2008 Annual Report:

Girls need a foundation of knowledge, skills and experiences to gain control of theirlives and fulfill their potential. A basic education determines who girls will be as womenand increases their range of life choices. Power Within also helps girls developleadership skills. A girl leader is one who believes that she can make a difference in herworld, and acts to bring about positive change in her family and community. The

program readies girls to make their own decisions and participate fully in family andpublic life. To prepare for leadership roles and build social networks, girls are involved instudent government, athletics, clubs, computer classes, public speaking, volunteerismand summer camps.(CARE USA 2008 Annual Report)

The RDRL Projects initiative is consistent with this approach, and RDRLs Definition of

Girls Leadershipis: A girl leader is an active learner who believes that she can make adifference in her world, and acts individually and with other to bring about positivechange. (The Power to Lead: A Leadership Model for Adolescent Girls CARE)

Pillars of Girls Leadership Development

In line with the Power Within approach, RDRL is focused on the 3 pillars of GirlLeadership development: (1) realizing the power within, (2) gaining legitimacy, and (3)taking action.

1. Realising the Power Within

This first pillar of girls leadership corresponds most closely to a girls own sense ofagency. Activities and actions in this part of a girls leadership model are focused ondeveloping the following five competencies:

1. Confidence: A confident girl is aware of her opinions, goals and abilities, andacts to assert herself in order to influence and change her life and world.

2. Voice/Assertion: A girl who has found her voice is comfortable sharing herthoughts and ideas with others, and knows she has the right to do so.

3. Decision-making/Action: A girl who demonstrates sound decision-makingunderstands that her own decisions matter for herself, for her future, and often,for others.

4. Organization: A girl with organization skills is able to organize herself and her

actions in order to accomplish a goal, and take an idea and put it into reality.5. Vision and ability to motivate others. A girl with a strong and clear vision andwho is able to motivate others brings people together to accomplish a task.

2. Gaining Legitimacy

The second pillar recognizes the importance of a girls relationship to others. It is notpossible for girls to work in isolation or strive to be lone leaders. Acceptance from family,


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the community and peers is essential for women to develop leadership skills. As such,one of the key components of developing leadership is the formation of girls socialnetworks. These networks serve as hubs where girls learn to analyze, plan, worktogether and practice their emerging skills. The networks are a critical step in creatingmore places where girls can be heard and try out new skills. This broad effort is referredto as gaining legitimacy in public species, since girls need support to legitimately be

seen and heard in public arenas.

Equally important to having legitimacy in public spaces is having the mentors and rolemodels who can stand up for girls rights (network of caring teachers and NGO rolemodels). For generations, mentoring has been used to create a sustained relationshipbetween a trusted teacher and student, whether male or female. Mentoring [our traineesand teachers] can play an important role in developing confidence, improving academicability, and avoiding unhealthy situations. Research shows that mentors, acting in rolesthat that are not traditionally authoritative, such as teachers and parents, can help youthshare ideas and in so doing establish ownership of their actions. In addition, mentoringimproved youths relationships with teachers and parents. It also helped youth engagetheir peers more often and establish solid relationships. Mentored youth developed

stronger senses of self that enabled them to feel confident in interactive situations withadults and similarly aged friends.

3. Taking Action

The final pillar requires an appropriate structure or enabling environment for girls. Thecore of developing girl leaders is teaching them to act in a way that has a positiveinfluence on their lives and the lives of family and community members. These actionsare not spontaneous good deeds; rather, they speak to the types of transformationalleadership mentioned in the literature. Opportunities for civic engagement are importantto help motivate girls, place them in public spheres in safe ways, gather support for theirrights and underscore their needs, and help girls develop a better understanding of

citizenship and empathy.

The Pathway to Girls Leadership

There are different pathways of change which can be used for the development of girlsleadership. These pathways for change are predicated on the fact that, providingadequate education and leadership development, reinforced by an enabling environmentthat embraces girls rights, can help girls to better articulate their needs, protect theirpersonal assets, participate in decision-making, and, overall, shape their futures.

A Theory of Change

The development of leadership competencies is critical to the development of girlleaders. Likewise, advocacy and support are fundamental to helping girls successfullyexercise their competencies. This leads to the theory of change for how leadershipdevelopment occurs (see diagram). Three main domains of change work together toenable leadership development: girls school completion, girls leadership skillsdevelopment, and advocacy and support for girls rights.


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Through represented linearly here for purposes of the theory of change, each of thesethree domains is mutually reinforcing.

Figure: A Theory of Change for Girls Leadership Development

The theory is that girls develop leadership competencies in school as well as throughspecific activities to develop specific leadership skills outside the school environment.This inside/outside formal structures approach suggests that basic rights to educationsupplemented by enrichment activities are the best ways to reinforce leadership skills.Moreover, access to the intellectual and social benefits of basic education ensures theprotection and fulfillment of the rights of girls and increases the range of life choicesavailable to them as women. Ensuring marginalized girls have equal educationalopportunities is also one of the most important and powerful steps towards challenginggender discrimination. Specific leadership development opportunities outside theclassroom also equip girls to increase their participation in decisions affectingdevelopment processes. Furthermore, the ability to exercise those competencies asleaders is multiplied when paired with advocacy and support for girls: thus providingsupportive relationships and an enabling environment for leadership shills to take root.

Domains of Change and Their Pathways

To translate theory into strategies for programming in girls leadership development forthis age group, a set of ten pathways to change have been identified. These pathwaysrepresent specific leverage points, referenced in the literature, about how to accelerateeach of the three domains presented in the theory of change. This list is not exhaustive.Instead, it is designed to be selective and somewhat focused in order to test the theoryof change over time.

Figure: Theory of Change for Girls Leadership Development

Develo

Girls

SchoolCompletion


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Girls School Completion[Note: Georgia fairs quite well in relation to Girls Education completion]

1. Equitable, quality education: This pathway includes activities to ensure that

education processes, content and environments support learning for all girlsand boys. It also acknowledges that students come to schools with differentneeds, and that getting children into school is not enough there must belearning involved as well. Above all, equitable, quality education ensuresschool systems treat all learners with dignity and respect, regardless ofgender, culture or socioeconomic status; thus, allowing them to build afoundation for leadership competencies.

2. School transitions: School transitions include a childs transition frompreschool into primary school and, eventually post-primary options. Expertsrecognize that these transitions are critical periods in a child educationaldevelopment. When a child has access to early childhood development

experience, he or she is more likely to excel in primary school and less likelyto drop out. The age before primary school is also a critical time in braindevelopment, when proper stimulation and support can have long-lastingbenefits. Safe, quality post-primary school options are equally important toensuring that children find school relevant and engaging. These post-primaryoptions help students and families to see the importance of education duringa childs life when leadership skills are expaneded, deepened and sustained.

3. Learning opportunities for older girls: An important strategy for increasing thenumber of girls who complete primary school is to address the learning needsof those who have missed the chance to start school on time or who havedropped out. Too often, these children are simply left to join the ranks of

illiterate adults. Moreover, in alternative educational settings, girls are oftenexposed to new leadership settings through same-sex classrooms,accelerated learning programs, residential programs and flexible schoolhours.

4. Gender-sensitive policies and programs: The enabling environment for girls iscritical, including gender-friendly school programs, budgeting practices, andlegal frameworks governing enrolment and completion policies. Specificactivities such as efforts to pass laws prohibiting school-based genderdiscrimination, projects that address gender-based violence in schools andbudget monitoring to ensure that provisions are made for girls education areall strategies that help to ensure girls have the proper enabling environment

to complete their primary education.

Girls Leadership Skills Development

5. Diverse extracurricular activities for girls: Girls must have outlets outsideschool where they can develop their social skills, intellect and leadershipthrough supervised activities. Formal mentors and organized activitiesprovide a structured environment to support girls and help engage boys inseeing them in leadership roles. Usually sanctioned by the community, these


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extra-curricular activities are also culturally appropriate ways to help girlsthink about asserting their voice in new ways.

6. Social networks for girls. Having a connection with other girls and not beingsocially isolated can be of equal importance to learning skills. In collectivesand groups, through the development of safe spaces girls have an

opportunity to learn by taking on leadership roles themselves and also byobserving their peers in those roles. In addition, peer networks teach girlshow to resolve conflict, deal with setbacks and become more accepting ofothers.

7. Girls participation in voluntary civic action. As discussed in the review ofliterature, transformative leadership opportunities appear to make for moresuccessful programs. As such, a pathway for developing leadership skills isthe participation in activities associated with promoting citizenship. Voluntarycivil action helps girls to be seen and heard in the community, and itstimulates a general spirit of community goodwill. Furthermore, it engages thecommunity by deepening their stake in the growth and development of girls.

Activities around civic action provide girls with the experience they need tolater participate as citizens who assert their rights and hold leadersaccountable in their communities and countries.

Girls Rights Are Upheld

8. Attention to harmful traditional practices. Children, particularly girls, are toooften constrained by social expectations. Not only can these expectationslimit a childs vision of his or her future, they can also cause emotional orphysical harm. For example, practices such as early marriage, female genitalcutting (FGC), violent initiation rituals for boys and exploitative child labourcan deeply affect a childs future aspirations as well as his or her social and

physical mobility. Furthermore, conceptualizations of masculinity andfemininity can place burdens on both sexes that can inhibit equitablerelationships. By calling attention to harmful traditional practices, the theory ofchange directly confronts how social constructs support or hinder girls.

9. Reduction of risk and vulnerability. The effects of HIV/AIDS, conflict,natural disasters, land loss, food insecurity, unemployment, discriminationand poor health undoubtedly keep girls from reaching their full potential.Reducing risk and vulnerability of girls can have dramatic impacts on theenabling environment for girls allowing them to more freely test out newleadership competencies.

10. Role models, mentors and champions for girls: The final pathway that hasbeen identified recognizes the need for girl advocates through relationshipswith individuals and institutions that can help make a lasting difference inchildrens lives. As reflected in the literature review, if girls are to emerge asleaders in their homes and communities, they need people to look up to, andthey need people who will help their voices be heard.

RDRL Projects Focus for Girls Leadership Development


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Since girls are generally out performing boys in education in Racha, with more girlsgoing on to higher education than boys, the Project is focusing on Girls LeadershipSkills Development. This is being achieved through providing girls and boys with a rangeof extra-curricular activities linked to environmental awareness and disaster riskreduction.

1. Environmental Awareness through Childrens Art

The Project is funding prizes for art contests in schools in Racha. Students are asked tocreate original art linked to agriculture, the natural environment and/or disaster riskreduction. Prior to the competition, teachers discuss issues related to the environmentwith their students to stimulate ideas for art. The drawings are judged both on artisticmerit and on the message presented. During presentation of prizes, winning studentsare asked to outline to other students the issue or the message being presented in theirdrawings. Girls often excel in art and many of the prize winners are girls. This providesthe girls and boys with an opportunity for recognition by their peers, teachers andguests, and also an opportunity to gain skills at public speaking. Following the event, thestudents are introduced to the concept of eco-clubs, and teachers and students are

encouraged to get involved in protecting the natural environment and addressing issuesrelated to disaster preparedness and mitigation.

2. Environmental Education and Establishment of Eco-Clubs

The Project is providing training to at least one teaching in each of the schools in Rachain Environmental Education and the Establishment of Eco-Clubs. These teachers thenreturn to their schools and establish eco-clubs as an extra-curricular activity. Manyschools in Racha have small student numbers, and the teacher-student ratio is quitehigh. As a result, teachers have considerable time to work with students and serve asrole models. Many of the women teachers serve as excellent role models for girls.

The eco-clubs have students, teachers and parents as members. Girls are particularlyinterested in eco-clubs and readily participate. This provides girls with the opportunity todevelop leadership skills and achieve recognition amongst their peers, teachers andmembers of the community. Members of the eco-club are encouraged to pass on theirknowledge and skills to other students and to members of their families. This alsoprovides an opportunity for leadership development.

The eco-clubs carry out hazard, vulnerability and capacity assessments (HVCA) for theircommunity and look at disaster preparedness and mitigation. Some of the disasterpreparedness and mitigation can be carried out through self-help by the eco-clubmembers themselves with support from the community. When the activity is beyondlocal resources, the eco-clubs can prepared proposals for environmental projects and

seek matching funds from the Project.

These small-scale community projects provide the girls and boys with an opportunity todesign and implement an environmental activity which benefits the community. Thishelps them to development leadership skills and also to gain recognition from thecommunity for their efforts. This can help build confidence, pride and self-esteem. Itencourages them to get involved with other activities in the community: social, economic,governance and DRR.


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Girls who are successful leaders within eco-clubs can serve as role models for youngergirls in their school and encourage these younger girls to also get involved and developas leaders. They can also encourage their mothers to become more activity in thecommunity and participate in community initiatives for economic development,governance and DRR.

3. Community Grants for Disaster Preparedness and Mitigation.

Eco-clubs involves teachers and members of community as well as students and providea forum for assessing hazards, vulnerabilities and capacities at the community-level andfor disaster preparedness and mitigation planning. This can be up-scaled to thecommunity-level, and lead to community-based DRR Plans and projects for disasterpreparedness and mitigation. Student, including girls, can discuss DRR issues with theirparents and other community members, and encourage community participation. Theycan serve as role models for others.

Through their participation in these DRR initiatives, girls will become more aware of thevulnerability that older people in their communities face in times of disasters, and they

will develop within them a sense of responsibility for the elderly. They will advocate fordisaster preparedness and mitigation plans that address the specific issues of theelderly.

RDRL Projects Focus for Girls Rights Upheld

Teachers will be trained in gender and will serve as facilitators for discussions betweenboys and girls on gender stereotypes. These can be linked to Eco-Clubs or be part ofclass activities. Girls and boys will be given the opportunity to heard and exchange viewson gender issues. Through these exchanges, there may be a growing appreciation of theimpacts stereotypes and traditions have on relationships between girls and boys, andmen and women. The aim is for young people to have a better understanding on gender

and the equal rights which men and women have under the law, and how to changenegative cultural practices and traditions through dialogue.

Teachers and members of the local NGO Takveri trained by the Project will serve as rolemodels, mentors and champions for girls, and will facilitate girls leadership activities.They will also help the girls to have a voice in their community through activities and alsothrough the local media (Municipal Newspapers). Also, staff of NGO Takveri XXI, trainedunder RDRL Project, will continue the Girls Leadership Program after RDRL Project hasended. This will help to ensure the sustainability of the initiatives.

Building an Institutional Foundation for Addressing Human Trafficking fromRacha

Because of poverty, the lack of employment opportunities, and lack of information,young women in Racha are at risk to trafficking. Numerous studies by the EuropeanUnion have shown that Georgia, including Racha, is a source for women being traffickedto Europe and the Middle East. Most are tricked into trafficking through offers of goodsalaries for working overseas in legitimate jobs.

The local NGO Takveri XXI which will be working out of the Racha Resource Centeraims to establish a Youth Outreach Project which will help youth (young women and


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men) to find employment or create businesses in Agriculture and tourism in Racha sothey have an alternative to migrating. The NGO will also have awareness campaigns sothe young women at risk can understand and guard against the risks. Such awareness isbest transmitted through school programs to reach girls at an early age.

The NGO will link this awareness about risks of trafficking with awareness on other

social, economic and environmental issues. Extra-curricular clubs, such as eco-clubs,will play an important role in this awareness program. This will be support by the GirlsLeadership Program which is part of the Women and Girls Leadership and Civil SocietyDevelopment Initiative outlined in this concept paper.

It is expected that these trained Girl Leaders will share their knowledge and skills withother girls who are at risk peer to peer sharing of information and support groups.These outreach initiatives will be coordinated through the Racha Resource Center,where girl leaders will be provided with space to carry on their peer to peer initiatives.

5.0 CONCLUSION

The success of the Rural Development in the Region Racha-Lechkhumi, Georgia(RDRL Project) in reaching its goals, outcomes and outputs depends on how successfulthe project is in addressing gender biases in economic development, governance anddisaster risk reduction. Promoting gender equality through gender mainstreaming asrequired by both CARE as Implementing Organization and SDC as the donororganization depends on developing women and girls leadership, and supporting thedevelopment of local civil society organizations lead by women, including Takveri XXI, topromote womens rights and access and control over the services which the project isproviding or facilitating. This is the only way to ensure that the services meet the specificneeds of women farmers, and are provided at a time and place which takes womensneeds into consideration. It also helps to ensure the sustainability of project initiatives.Services need to be gender sensitive and carried out using a gender perspective as

outlined in this Concept Paper and Project Guidelines for Women and Girls Leadershipand Civil Society Development Initiative.

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