workshop report - unu-gest · pdf fileas part of this initiative, a gender mainstreaming...

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A Practical Handbook Mainstreaming Gender in Energy Projects

ENERGIA

Mainstreaming Gender in the Environment and Energy Portfolio of

UNDP Cambodia

WORKSHOP REPORT

Gender Mainstreaming Workshop

9-11 March 2011, Siem Reap, Cambodia

March 2011

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Contents

1. Background .................................................................................................................................. 3

2. Overview of the workshop ........................................................................................................... 3

2.1 Participants .......................................................................................................................... 3

2.2 Resource persons ..................................................................................................................... 4

3. Preparation for the Workshop ..................................................................................................... 4

3.1 Preparation of planning note ................................................................................................... 4

3.2 Training needs assessment ...................................................................................................... 4

4. Workshop Structure and Proceedings ......................................................................................... 4

4.1 Content and structure .............................................................................................................. 4

4.2 Day 1 (09 March 2011) ............................................................................................................. 6

4.2.1 Introduction, opening and context setting .................................................................. 6

4.2.2 Basic gender and energy-environment concepts ........................................................ 7

4.2.3 Mapping gender issues in E&E projects ....................................................................... 8

4.2.4 Collecting information from communities ................................................................... 9

4.3 Day 2 (10 March 2011): Fieldwork ........................................................................................... 9

4.4 Day 3 ( 11 March 2011) .......................................................................................................... 11

4.4.1 Interpreting findings from the field ........................................................................... 11

4.4.2 Deciding gender goals and activities .......................................................................... 12

4.4.3 Developing a monitoring framework: Introduction to gender sensitive indicators .. 12

4.4.4 Finalizing and presenting Gender Action Plans.......................................................... 13

4.4.5 Evaluation and conclusion of the workshop .............................................................. 13

5. Follow up and next steps ........................................................................................................... 14

5.1.1 Finalization of Gender Action Plans ........................................................................... 14

5.1.2 Ongoing support to projects ...................................................................................... 14

Annex 1. List of participants ............................................................................................................... 15

Annex 2. Workshop Agenda............................................................................................................... 17

Annex 3. Participants Registration Form ........................................................................................... 18

Annex 4. Template for Preparing Gender Action Plan ....................................................................... 20

Annex 5. Draft Gender Action Plans .................................................................................................. 24

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1. Background UNDP is committed to gender equality and women’s empowerment through mainstreaming gender in all aspects of its programme. The UNDP Asia Pacific Regional Centre (APRC) has planned to implement the gender mainstreaming initiative in a practical way at the Country Office level. APRC management has decided that this work should be expanded to cover the entire E&E Portfolio of the COs. Responding to a request from Cambodia, the APRC decided to pilot this initiative with Cambodia CO. Experience and knowledge gained from this pilot will be shared with other COs in subsequent years.

With its previous engagement in organising a training workshop on gender mainstreaming of energy projects in 2007, the UNDP APRC is partnering with ENERGIA: the International Network on Gender and Sustainable Energy, an international network working on training, research and institutional development in gender, energy and environment, to pilot the initiative in UNDP Cambodia.

The objectives of gender mainstreaming in the environment and energy portfolio of UNDP Cambodia are as follows:

To raise awareness and build skills of the staff (UNDP Cambodia CO staff, project staff, the government counterparts and project partners) on how to incorporate gender concerns in energy and environment projects of UNDP CO

To support E&E projects to apply a gender analysis framework developed to identify opportunities and gaps to address gender concerns in the project

To support the staff in preparing and finalizing Gender Action Plans/ gender strategy for each project

To support project staff during the implementation of the identified gender strategies and actions

2. Overview of the workshop As part of this initiative, a gender mainstreaming workshop was organised on 9-11 March in Siem Reap, Cambodia, with the following objectives:

Build an understanding of the participants on the concepts of and methodologies for gender mainstreaming in the environment sector;

Identify/ share gender issues and concerns specific to the different projects;

Assist the projects develop a Gender Action Plan/ Gender Strategy, including identification of concrete gender activities, and a monitoring (framework and indicators) and evaluation plan. This is to be further developed by the teams and the gender experts after the workshop. The ENERGIA resource person will lead the process.

Identify critical points in projects where ENERGIA support would be required and agree on how the support will be delivered.

2.1 Participants

The workshop was attended by the following:

Key staff of the participating projects, including project managers/advisors/ m&e officer/ gender focal person, and representatives from executing agencies, including one or two members of the Gender Mainstreaming Action Group (GMAG) of each executing ministry e.g. Ministry of Environment (MoE) and Ministry of Agriculture, Forestry and Fisheries (MAFF).

MoWA technical staff from Gender Equality Department and International Cooperation

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UNDP staff involved in the gender mainstreaming initiative

A complete list of participants is included in Annex 1 to this report.

2.2 Resource persons

ENERGIA took the lead in developing the content of and implementing the training workshop, main resource persons were Ms Soma Dutta, Prof Anoja Wickramasinghe, Ms Feri lumampao and Ms Ana Rojas. Others included Ms Luisa Kim Henderson and Mr Thiyagarajan Velumail from the UNDP APRC. Ms Hannah Strohmeier from the APRC mapped the training needs, and documented the workshop process and outcomes.

3. Preparation for the Workshop

3.1 Preparation of planning note

ENERGIA prepared a planning note for the workshop and shared it with UNDP CO and the APRC.

3.2 Training needs assessment

To begin with, the training needs of the participants were assessed through a short questionnaire administered to all participants two weeks before the workshop (included as Annex 2). The participants identified the following as their areas of interest and training needs:

Awareness raising on women’s workload and knowledge of gender mainstreaming

Natural resources use by men and women

Gender issues in environment and climate change (Lack of clear practical guidelines, action plan and gender indicators to guide project team in the project implementation. Difficult to explain the differences between gender sensitive activities and normal activities).

Practical guidelines in analysing the linkage between gender and climate change including methodologies and tools.

Building gender into log frames (indicators)

Gender issues in agriculture and water and gender with climate change.

In addition to the questionnaire, the ENERGIA team also had telephone discussions with the NAPA and the CALM teams, to further understand their expectations and training needs.

4. Workshop Structure and Proceedings

4.1 Content and structure

The workshop built on the preparatory work done as a build-up to the workshop; was focused on the projects that the participants are handling and on practical tips on what they could be doing in their projects to make them gender sensitive. The 3-day workshop consisted of interactive sessions, discussions and exercises, supported by PowerPoint presentations and plenary discussions. Simultaneous translation in Khmer was provided.

The workshop follows the overall logic of the gender approach developed by ENERGIA1, and was structured as follows:

1 Please see “Mainstreaming gender in the energy and environment (E&E) portfolio of UNDP Cambodia: Looking at E&E Projects from a Gender Lens: a Framework”. Version 23 Nov 2010.

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Day 0 (8 March): Evening reception

Day 1 (9 March):

Gender mainstreaming approach: basic concepts surrounding gender mainstreaming

Overall framework/ logic of gender mainstreaming

Overview and discussion on gender and environment: issues and perspectives (general, global, and regional) Mapping gender issues and entry points in each project (group work, based on document review, already completed)

Institutional Assessment

Introduction to gender sensitive data collection methods for environment projects (framing research questions/ selecting data collection instruments/ analysing, interpreting and presenting data)

Day 2 (10 March): Interacting with communities: Application of data collection instruments

Depending on the field visit, it is expected that the participants will divide themselves into 3 groups, with each group assigned a task in the field.

Day 3 (11 March): Pulling it together:

Interpreting the data and results emerging from the field visit

Developing a monitoring and evaluation framework (review of SRFs/ indicators)

Pulling it all together: Developing Action Plans for individual projects: Gender goal, activities and monitoring framework, and identifying individual actions

Agree on next steps and Wrap up The resources prepared for this workshop are available online at https://undp.unteamworks.org/node/93520, and can be made available on request as well.

https://undp.unteamworks.org/node/93520

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Framework for Gender Mainstreaming

Identifying gender issues in your Project

Collecting and using field data for GM

Implementing Gender focused activities within E&E projects

Basic gender and E&E linkages

Monitoring performance

Putting it all together GENDER ACTION PLAN

Logic and Flow

of Workshop

4.2 Day 1 (09 March 2011)

4.2.1 Introduction, opening and context setting

The introductory session included opening remarks from UNDP CO and the UNDP APRC. The UNDP gender strategy was explained by Ms Henderson in a presentation titled ‘Empowered and Equal: UNDP’s Gender Equality Strategy’. The session also included a presentation on the structure of the workshop, and an introduction to the Gender Action Plan, which each project is expected to prepare as an outcome of the workshop. The template used for preparing the project gender action plans (GAPs) is included in Annex 3. It was clarified that GAPS are to be developed for each project; however, projects such as NHDR have already done some work and the role of GAPs for these projects is a different one, hence they can contribute to the development of GAPs for other projects including CALM (Establishing Conservation Areas through Landscape Management in the Northern Plains of Cambodia), NAPA (Promoting Climate Resilient Water Resource Management and

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Agricultural Practices in Rural Cambodia) etc.. This session was also used to clarify the expectations of UNDP Co as well as APRC from the initiative.

Mr Sovanny Chhum from the UNDP CO presented a brief overview of the participating projects, followed by presentations from the CALM, NAPA, and SGP projects. Each of these presentations covered (a) brief profile of the project, (b) what has been done on gender issues so far, and (c) what are the challenges in gender mainstreaming. The Ministry of Women’s Affairs also made a brief presentation, and informed the group about the 2010-2011 strategy for gender mainstreaming as well as the Gender committee which is trying to mainstream gender concerns into all training of trainers (ToTs), education packages etc. MOWA is trying to mainstream gender into five sectors: (a) education– promotion of women’s attendance in education; (b) domestic violence, trafficking etc.; (c) health – promotion of access to health care and reproductive health; (d) support for labor - factories and entrepreneurship; (e) empowerment of women in society.

The Ministry of Agriculture and Fisheries also informed about their activities including the publication of a handbook on gender mainstreaming strategy in the agriculture sector, as well as other activities geared at increasing the awareness on women’s issues; increasing the number of women in managing fisheries and access resources, promotion of women in leadership positions, and to create networks (international).

This session saw an in-depth discussion on how to move from women’s participation to women’s empowerment? How to achieve that they benefit not only from what men have decided for them but that they articulate their wishes and needs themselves and that their voices are heard?

This was followed by a PowerPoint presentation on the overall logic and steps for gender mainstreaming being followed for the Cambodia E&E project.

4.2.2 Basic gender and energy-environment concepts

A discussion on gender concepts that was initiated in the first session, and was practiced through a fun exercise on the basic concepts on gender, energy and environment. Concepts surrounding gender, triple role, gender stero-types, gender mainstreaming vs women’s only projects, gender needs, Difference between access and control were clarified through examples. An example from the CALM project was discussed, which highlights the need for systematic gender analysis while

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project planning. In one of the CALM villages, in order to benefit the community and reduce the effort made in fetching water, a well was dug within the village. Earlier the villages used to carry water from a distant location. However, once the well was dug, the responsibility, which was earlier shouldered by men, was completely transferred to women, and the women’s workload actually increased!

4.2.3 Mapping gender issues in E&E projects

The following sessions guided the participants through the various steps of gender mainstreaming (GM), starting with a session on mapping gender issues in E&E project (Review of programme documents and a preliminary institutional assessment). A power-point presentation was followed by group work in which the participants worked in project teams on possible entry points for gender work in their national and organisational policies, as well as the programme documents. The project teams made presentations in the plenary to compare and discuss results and identify issues and gaps in capacities (budget, human resources etc.). A summary of the group discussions is presented in the table below.

Question/ Project NAPA CALM SGP

1. Identify gender goals that you would like to introduce

30% of women in target community will adopt and use climate resilient farmer practices.

Need to increase village committees from 31 to 40 committees

Min. 30% involved in the potions of committee chief and deputy

Goal: 30% of beneficiaries who are women can participate and use NR

2. Identify data needs and existing gaps in the information in your project

Number of women in the community, current practice, scale/size of current practice, division of labor, farmer occupation, extension service available.

To understand the decision making between men and women

To know the knowledge and capacity of women and men

Nr of women and men; type of committee (nr of women and men); educational background; process of making decisions; baseline data; challenges of women participating in decision making

3. Decide by reviewing project experiences/ documents what activities/ gender-specific activities could be introduced

Seed multiplication, resilient rice trial, IFS, SRI etc...

Wildlife friendly Ibis rice – rice improve family economic to pay for school kids …

Ecotourism – roads, school, wells, bridge…

Elected committee member with quota, ensure that at least 30% are women

4. Explain GD data required for gender introducing gender activities

Women received training, extension of services, women in farmer group, women benefit

Separate women-headed family

Make decision to improve family income (decision making in selling resin, honeybee, rice…)

Prepare spreadsheet for project including activities and nr of men and women for each of them

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How access to marketing trend

5. Decide how to collect data and what tools to be used

/ Semi-structured interview

FGD, collect secondary data, interview key informants

6. Indicate further input required to undertake the tasks

/ Data entry

Data analysis

How and who would be able to translate data back to community

Facilitator, note taker, observer, logistical arrangements

4.2.4 Collecting information from communities

The penultimate session of Day one focused on collecting information from communities, focusing specifically on why to collect data from communities, how to frame research questions for fieldwork, how to select field teams for data collection, how to select communities and households for fieldwork, including sampling, how to select appropriate data collection methods such as questionnaires; focus groups; key informants; PRA tools such as resource map/ venn diagrams/ activity profiles; and how to use the information collected. A number of PRA tools were shared as well. The team also came up with several creative ways and methods for engaging communities, and women in particular in project planning processes.

Discussion point: Why do women refuse opportunities, for example taking on a leading role in community meetings?

Lack of confidence

Social constructs and norms: Women are often not supposed to be vocal and hence, even when they are given a chance, they are hesitant to speak and voice their opinions.

High workload: women don’t have time to do engage actively, even if they wanted to.

Changing gender relations it goes hand in hand with power relations; hence there is the risk of this coming along with domestic violence which is another reason why women refrain from taking on opportunities

The last session of the day was devoted to preparation for the fieldwork planned the next day, including a brief presentation from SGP on the project and the community to be visited the next day, and providing guidance for the tasks to be undertaken.

A handout was also provided to the participants to guide them in fieldwork, which is available on request.

4.3 Day 2 (10 March 2011): Fieldwork On Day 2, the participants visited the Ballangk commune. Some features about the field site are as follow:

Total population: 5838 (female population 3345), 90% farmers (mainly rain-fed rice cultivation), and some fisheries.

SGP project being implemented by Community Translation Org (CTO).

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Project goal is to ‘Contribute to improve livelihood of villagers in a sustainable way”, through

o Help & train community to establish community fish refuge site (88ha)

o Help & train community to establish community based eco tourism site

o Strengthen capacity of community forestry (Boundary & Management Plan)

o Support 100 families (including women headed household to start fish ponds (Technical support & Resource support).

The participants worked in three groups. Each group was assigned a set of research questions, which are given below:

Group 1: What is the dependence of women and men on various natural resources (such as forests)? Are there any groups of men and women that are more disadvantaged than others, in terms of benefitting from the natural resources? How? What can be done to improve their lives?

Group 2: What are the main activities of men and women (paid and unpaid)? Please look at both home-based and income generating activities. Which activities require maximum time and effort? Is there any seasonal pattern in their work-loads? In what ways, the project has reduced the workloads for men and women? What else can be done?

Group 3: To what extent, have men and women participated in the various project activities? What other potential tasks could women in this community play in this project? What barriers/ challenges are they likely to face? What additional inputs would they need to do that well?

Each group identified the tools that best suit their purpose (may select more than one tool). The focus of the exercise was not only on using data collection tools but about interpreting the information/ outcome and providing SGP with some ideas on how to do gender mainstreaming and what to improve

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4.4 Day 3 (11 March 2011)

4.4.1 Interpreting findings from the field

Day 3 started with presentations on the findings from the fieldwork, made by the three groups. Each presentation was followed by a discussion on how to interpret the results, and more importantly, how to use the findings for decision making, or to improve the performance of the project.

Key points emerging from group 1 Presentation (resources)

The group prepared a resource map, from the men’s perspective, and from the women’s perspective, and there were significant differences between the two. The health center for instance was very important for women, men originally left it out of the map. Interesting observation: one women came and draw a hospital on men’s map as well. Forests – women collect firewood from very far away, which was not considered very important by the men.

Water was seen as very important for both but while men laid emphasis on irrigation, women prioritized irrigation plus household use including home gardens and cattle (their productive work).

Importance of access to water came out clearly. The canal is very important for the women, however, since it is at a distance, they face problems in fetching water. Women are ashamed to go to richer neighbors to beg for water.

In general, the villages closer to (water) resources benefit more, and the remote villages are excluded and don’t benefit that much; women from these villages want representation in committees as they have so far been excluded.

Implications for the project: the very poor are most vulnerable, they go to forest far away without motorcycles or other transportation to collect mushrooms and other resources to sell to richer ones

Key points emerging from Group 2 Presentation (Women’s livelihoods)

Number of participants: 56 (12 Male)

Participant: from 3 villages: Kork Russey, Trach, Prum Kot village (separate men’s and women’s groups)

Tools used: Gender diagram, daily activities chart, seasonal calendar

The project has reduced women’s workload in several ways:

o Improving community access to water for paddy rice field. Around 70-80% of farmers potentially access to irrigation systems.

o Access to fishery resources in the commune for family consumption.

o Access to fire wood for domestic use and sale.

o Some community member will potentially benefit from Eco-tourism.

Other suggested initiatives include:

o Wells & clean water

o Livelihood skill for income generation

o Domestic violence

o Toilet and hygiene

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Key points emerging from the Group 3 Presentation (Women’s participation)

Community participants: 25 person (W = 19, M = 6)

Tools used: General group discussion, Focus group discussion: men group and women group

Findings Table: Community’s interest in different activities, disaggregated by gender

Gender Community fisheries

Community forestry

Eco-tourism Water

Women 11 10 13 8

Men 5 0 0 6

Total 16 10 13 10

In general, women want to generate income, men focus more on technical aspects

Women expressed a strong interest in ecotourism, but the exercise revealed that in order to do so effectively, skill and capacity building is necessary; if they want to participate in ecotourism, they need to be literate, they need to be able to speak tourists’ language and read and write, need to know that they have to cook with clean water and it needs to be prepared in a hygienic way etc.

Additional interventions prioritized by the women:

o Improve wells: for household consumption and for home gardening

o Create language schools in the village

o Training on handicraft skills

Comments:

ENERGIA: men are concerned about women’s needs – women’s literacy etc. is important as they have understood that they get benefits from women’s education, too (their participation in tourism for instance)

UNDP APRC: it is interesting that group asked men about women’s needs/interests, but not women about men’s interests… - this proceeding itself tells something about gender relations

4.4.2 Deciding gender goals and activities

Ana made a power-point presentation on how to design a gender strategy: Decide on a gender goal > identify activities> implement> monitor. The session clarified the logic and importance of gender goal, at the same time recognizing that in this set of projects, it might not be feasible for the projects to revisit their gender goal, they may however want to revisit their annual plans, and add additional gender activities, or ‘engender’ existing ones. An examples of a gender sensitive project was explained: “El Naranjo” Rivershed Water Organization –Fundación Solar; in terms of its gender goals, activities implemented and the outcomes achieved. The session also shared good practices in gender mainstreaming from water projects.

4.4.3 Developing a monitoring framework: Introduction to gender sensitive indicators

A powerpoint presentation was made, which covered the following:

What is m&e?

What does gender sensitive m&e involve?

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Distinction between input/ output/outcome and impact indicators

Setting Gender-Sensitive Indicators and Collecting Gender-Disaggregated Data

4.4.4 Finalizing and presenting Gender Action Plans

Each project group developed a gender action plan, including some or all of the following: a gender goal they would like to work towards (this may already be in the project documents), in light of earlier sessions;

identification of specific activities they would like implement;

development of a monitoring approach including identification of indicators (baselines, targets, reporting of results), and

identification of potential resources needed for the implementation.

The ENERGIA resource persons worked together with their respective project teams. Draft Gender Action Plans were prepared by SFM, CALM, NAPA, Small Grants Project (SGP), Cambodia Climate Change Alliance (CCCA) projects, which are included in Annex 5. These will be finalized by the teams, with support from the ENERGIA resource person after the workshop.

4.4.5 Evaluation and conclusion of the workshop

The overall response to the workshop was very positive. The participants observed that

o The participation over the three days has been very enthusiastic, and the interactive nature of sessions was appreciated.

o Women resource persons as well the high participation of women in the workshop were appreciated.

o It was useful to learn the overall concept of ‘gender goal’ and to visualize activities within the context of a gender goal.

o The field exercises as well as interpretation of results were appreciated greatly, which the projects can directly apply within their work situations.

On the flip side, the workshop was three days packed with a lot of knowledge and information, which had to be grasped quickly. Specific suggestions on further improving the workshop are as follows:

o There was a lot of focus on GM and how to develop indicators, which is very relevant for UNDP projects but for Gov. staff and other counterparts it would have been good to learn how to transfer this knowledge to other (TOT format), how can we get to understand what they know and then train them.

o An expectation that was not fully met is how to analyse gender disaggregated data. This could however clearly not be achieved within a three day workshop.

Other key points discussed and clarified in this session are as follows:

o Gender mainstreaming in the E&E portfolio of Cambodia is a pilot, and it is planned that this will be replicated in other countries as well. The initiative in Cambodia will be evaluated in October 2011. It is however clear it will be too early to expect any impacts on the ground within this period, and what will be evaluated is the process, in terms of:

- to what extent project process are engendered,

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- what importance do projects attach to gender (as an indicator of capacity building of the teams),

- how the projects communicate gender concerns with stakeholders

o The next steps for the projects is to finalise the gender action plans and realistically see to what extent these plans can be implemented in coming months, and transfer the experience to other countries.

5. Follow up and next steps

5.1.1 Finalization of Gender Action Plans

It is planned that the project teams, with support from the resource person will finalize the Gender Action Plans/Gender Strategy, with clearly identified gender goal/ strategy, concrete activities, and an internal monitoring and leaning system and an evaluation plan in accordance with the timetable agreed. The ENERGIA resource person will lead the process.

5.1.2 Ongoing support to projects

The resource persons will support UNDP Cambodia staff during the implementation of the Gender Action Plan. This would be provided primarily through e-mails, text chats, skype, and collective space on the internet, so that the various projects can discuss issues and share resources. Support would include, but not be restricted to, reviewing project documents; developing a gender mainstreaming strategy; planning, executing, analyzing and reporting results of participatory processes during project planning and evaluation stages; and writing documentation and developing case studies which will be used to facilitate and support participants to practice their newly acquired knowledge and skills and collaborate with the online coach. It is expected that at least one monitoring mission will be made by each resource person within a period of a year. Monitoring country visits by the resource persons are however not included in the current budget; and if necessary would be covered for directly by UNDP Cambodia.

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Annex 1. List of participants

Sex Names Title Project Institution Contacts

F Sokhom OR Project Officer NAPA Follow Up IFAD [email protected]

F Cecilia Aipira International Advisor NAPA Follow Up UNDP [email protected]

M Pinreak Suos National Advisor NAPA Follow Up UNDP [email protected]

Soklay Hem M&E Officer NAPA Follow Up MAFF [email protected]

M Bunly Meas Communications Officer NAPA Follow Up UNDP [email protected]

TBC Director or representative NAPA Follow Up POWA - Kratie

TBC Director or representative NAPA Follow Up POWA - Preah Vihear

TBC Director or representative NAPA Follow Up PDA -KRT

TBC Director or representative NAPA Follow Up PDA-PVH

M Dara An Community Management and Research Advisor CALM WCS [email protected]

Norng Ching Ibis Rice Administrator CALM WCS

M SAROEUN SEM

General Director Administration and Finance Directorate CCCA MOE [email protected]

M SOPHEAK SEM

Deputy Director of International Cooperation Department CCCA MOE [email protected]

F Navirak Ngin National Programme Coordinator SGP UNDP/UNOPS [email protected]

F Socheata Kim Programme Assistant SGP UNDP/UNOPS [email protected]

F Sreytouch Vong Young Professional Officer SGP UNDP [email protected]

M Bunheng Kat Executive Director SGP - Siem Reap Project CTO [email protected]

F Chinda Norng Administrator/Accountant SGP - Siem Reap Project Sansom Mlup Prey [email protected]

M Ratha Chan Young Professional Officer UNDP CO [email protected]

M Khim Lay E&E Team Leader UNDP CO [email protected]

F Kalyan Keo Programme Analyst UNDP CO [email protected]

M Sovanny Chhum Programme Analyst UNDP CO [email protected]

mailto:[email protected]













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F Rany Pen Gender Analyst UNDP CO [email protected]

F Khlok Vichet Ratha Technical Officer MOE - CCCA [email protected]

TBC Forestry Administration

F Ponley Heng FiA Gender Focal person Fishery Administration [email protected]

F Vannsereyvuth Sao

Director of Department of International Cooperation PGE3 MOWA [email protected]

F Vanny Chan Head Office, Gender Equality Department MOWA [email protected]

M Kol Preab National Human Development Officer UNDP [email protected]





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Annex 2. Workshop Agenda Time Session Resource person

Day 0: 8 March Opening dinner Ana

Day 1: 9 March 2011

0800- 0830 Registration UNDP CO

0830-1015 Background (5 min) UNDP and gender mainstreaming ( 15 min) Workshop objectives and agenda ( 10 min, incl. q&a) Introducing E&E projects (30 min) Basic gender and energy-environment concepts (45 min)

UNDP CO/ APRC (Sovanny/ Rajan) UNDP APRC (Kim Henderson) Soma UNDP CO Feri/ Ana

1015-1045 TEA/ COFFEE

1045-1115 Overall framework for Gender mainstreaming (presentation followed by q&a)

Soma

1115-1200 PREPARATION: Mapping gender issues in E&E projects (presentation and exercise in project groups)

Anoja

1200-1300 LUNCH

1300-1430 Continued Group exercise on Institutional Assessment

Ana

1430-1530 PREPARATION: Collecting information from communities

Soma


1600-1730 PREPARATION: Collecting information from communities

Anoja

Day 2: Fieldwork The participants will be divided into groups (ideally 3), and each will be assigned specific questions to collect information on. Each team would decide on what tools to use (may be a gendered resource map/ activity profile/ seasonal calendar/ focus group discussions) for this purpose.

Day 3: 11 March 2011

0830-1000 Interpreting data and planning surveys (Group presentations on findings from Day 2 fieldwork)

Anoja

1000-1100 PLANNING: Deciding gender goals and activities Ana


1130-1300 Developing a monitoring framework: Introduction to gender sensitive indicators (20 minutes presentation plus group exercise)

Feri

1300-1400 LUNCH

1400-1600 Finalizing the Gender Action Plan (Group work in project-wise groups)

Soma

1600-1700 Group Presentations on Gender Action Plans (including tea/ coffee)

UNDP APRC / CO/ ENERGIA

1700-1800 Closing (Way forward) UNDP CO

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Annex 3. Participants Registration Form Instructions:

Please note that this information is required to assess the training needs of the participants to ensure that the workshop is useful and relevant.

Please send the forms to Ms. Kalyan Keo ([email protected]), with copy to Ms. Hannah Strohmeier ([email protected]), Ms. Soma Dutta ([email protected]), and Ms. Ana Rojas ([email protected]) no later than 18th February 2011.

1. Personal details

Surname □ Male □ Female (please tick)

Other name(s)

Date of birth

Telephone Fax

E-mail

Degree/ level of

education

Field of Study/ subjects

Have you attended any gender training courses (please list, if any)?

2. Present work details

Name and type of

organization

Your position in the

organization (or in the

E&E project that you are

involved with) (job title)

Please indicate the tasks

that you are responsible

for in the project/ in the

above position


mailto:[email protected]),%20Ms



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3. Details of the E&E project you are involved with

Please provide the following details of the project that you are working with, that you would like to

mainstream gender into and would like to discuss during the workshop.

a) Project title and duration (starting and ending years):

b) Is there a specific person (for example, a gender focal person) assigned to look after gender

issues in your project?

c) Have any gender focused activities been implemented so far? Any planned?

d) What do you find most unclear/challenging to deal with in the process of integrating gender in

your project?

e) Are there any specific areas which you would like the workshop to focus on?

4. We would appreciate if you could share with us below any other information that we need to

be aware of and which would help us implement this workshop better.

Thanks for your help!

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Annex 4. Template for Preparing Gender Action Plan

Objectives of the Gender Action Plan:

The Gender Action Plans for the project teams are aimed at facilitating a discussion on and documenting:

how to mainstream gender concerns into your project

how to implement it, and

what external post-training support you need to do this in the coming months.

Instructions:

The GAP follows the logic followed in the workshop sessions.

It is planned that each project team complete/ fill in this Gender Action Plan (GAP) AT the workshop with the help of the resource persons.

A single GAP would be prepared by each project team.

You can use your laptops to type the Action Plan, alternatively you can use flip charts.

The draft GAP is to be handed over to UNDP CO before you leave from Siem Reap. This is important for UNDP to plan future course of action as to follow up and further support required for implementing these.

Please remember that the each team has to make a brief presentation on its GAP in the afternoon session of Day 3.

Project name:

Names of team members:

1. STEP 1: PREPARE

1.1 Gender issues in the project documents

Why do you think it is important to for your project to consider gender issues? Please write the points.

Does your project have a concrete gender goal (a gender goal for a project says what the project wants to achieve from the perspective of gender)?

Has the project identified specific gender focused activities so far? Please list them here.

1.2 Institutional assessment

How ready/ prepared is your project to mainstream gender. In other words,

What is the level of understanding about gender issues within the organization

Is there an organizational policy for gender mainstreaming

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What capacities and resources can you draw on, from the organization and the partners

What gaps in capacities and resources you need to address.

Note down the main points from the exercise you have just completed.

1.3 Gender Concerns in the community

What are the main gender concerns faced by the communities that your project is working with. Is your project design based on a full understanding of the following aspects. Please make a realistic assessment of whether you have the above information or whether you would need to collect it (through a baseline survey/ through additional fieldwork etc). You may want to refer to your experience in the field yesterday to consider these issues.

What opportunities/constraints do cultural practices pose to involving men and women in project processes?

Who (men/women) will operate, maintain and repair the technologies introduced and who controls investment decisions on these?

Who (men/women) are going to be involved in project management?

What kind of capacity building is necessary and for whom?

2. STEP 2: PLAN The next step is to design a gender strategy for the project, which needs to clearly identify where, why and how specific gender mainstreaming activities need to be undertaken. The gender strategy includes:

Gender objectives (What do we want to achieve in the project in terms of gender) and expected outcomes,

Planned activities (Project level activities as well as organizational level activities such as gender training for field staff, hiring women at management level etc.), and

A monitoring framework (including gender indicators and targets for measuring changes/ achievements)

2.1 In the context of your project, what gender goal/ objective (or goals) should the project work towards.

2.2 Plan Gender Focused Activities

For each gender goal, identify specific activities that the project would like to undertake (to meet each of the gender goals).

2.3 Design a gender sensitive Monitoring tool

Monitoring should take place at different levels: Monitoring impacts or progress towards goals and objectives; and monitoring the implementation process in terms of inputs (for example, number of

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training programmes conducted for women), outputs (number of women attending masons training programmes), and outcomes (number of women becoming Biogas masons).

Please identify for each gender goal and activities:

Gender sensitive indicators that the programme should track and report on.

A plan of how and when these indicators will be tracked (progress reports/ midterm review etc).

Please fill up the m&e matrix (you may want to modify this, or use the SRF of your project)

2.4 Incorporate Gender in Project documents

Please identify which specific project documents would be most relevant to incorporate gender issues (issues/ gender goal/ activities/ monitoring indicators and plan) in.

3. Follow up What are the specific concrete steps that you need to undertake in order to mainstream gender into your project? Which of these are feasible in the near future?

4. Please list the concrete activities you would be undertaking as a follow up of this workshop?

Activity Time frame Support required

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Gender goal 1: 2

List of gender sensitive Indicators

Timing (for example, half yearly) for tracking indicators and means (for example, bi-annual progress reports)

Activities List of Indicators

Plan for tracking indicators (for example, as part of quarterly progress reports/ any other)

Activity 1:

Activity 2:

Gender goal 2:

List of Indicators

Activities List of Indicators

Activity 1:

Activity 2:

2 In case your project is coming to a close soon, it might not be feasible to revisit the project goals.

However, it is still useful to think about what aim (womens’ empowerment/ increasing women’s participation in the project/ documenting the impacts on men and women separately) the project thinks is useful to work towards.

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Annex 5. Draft Gender Action Plans

Promoting Climate Resilient Water Resource Management and Agricultural Practices in Rural Cambodia (NAPA Follow Up: 2009-2013)

Rationale for gender mainstreaming in the NAPA project

Climate change and natural disasters affect women more than men

Lack of information among women a serious issue

Mostly women are responsible for water for both irrigation and household needs, which needs to be addressed

Gender issues to address

Information dissemination on CI

Demonstrate more resilient rice and other crops

Clean drinking water

Improve access to water resources

Awareness raising on risk of climate change

Institutional capacity to mainstream gender within NAPA

Limited skill to analyze data related to gender

Impact of climate change on both women and men is limited

Lack of practical guidelines creates problem in implementing GM in project

Proposed Activities and support needed

To address these issues, training on gender and climate change and on data analysis is to be provided. Other activities necessary but these are the most important ones

PSU and UNDP to provide training on data collection and interpretation and ENERGIA on gender and climate change

Gender goals

The NAPA team identified four gender goals that they would like to work towards:

Improving the utilization of climatic information of vulnerable and women

Ensuring that women have better access to water resources for households use

Enabling women to benefit from climate resilient farming practice and crop varieties

Increased women receiving extension services on climate change resilient farming technique

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Gender goal 1: Improving the utilization of climatic information of vulnerable and women

Activities:

Conduct rapid gender assessment

Analyze difference between men’s and women’s needs

Plan activities to resolve the problems

Monitoring indicators

Number of women in information mechanism

Number of women received climatic information

% women utilize climate information in their livelihood

Gender Goal 2: Ensuring that women have better access to water resources for household use

Activities (to be worked out):

Example: engage women in collection of rain water through construction of water tank or solar power to supply water to households (not mentioned on slide)

Gender Goal 3: Women benefit from climate resilient farming practice and crop varieties

Activities (to be worked out)

Gender Goal 4: Increase women receiving extension services on climate change resilient farming technique

Activities (to be worked out)

Overall follow up actions:

With support from PSU/UNDP, design rapid gender assessment & data analysis

Introduce RGA method/tools to sub-national level and conduct RGA in the target communes

Consolidate and analyze data collected by PDoWA , PDA and PDoWRAM

Coordinate with SCW in designing gender and climate change curriculum.

Integrate gender aspect into the Vulnerability reduction Assessment (VRA)

Activities Timeframe Support required

1. Design rapid gender assessment & data analysis

April 2011 MAFF/PSU UNDP, MoWA, ENERGIA

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2. Introduce RGA method/tools to sub-national level and conduct RGA in the target communes

May 2011 MAFF/PSU

3. Consolidate and analyze data collected by PDoWA , PDA and PDoWRAM

May 2011 PDoWA PDoWRAM MAFF/PSU

4. Coordinate with SCW in designing gender and climate change curriculum.

May-June 2011

UNDP/SCW MoE MoWA

Comments/ inputs from the facilitators:

Important to involve MOWA in all processes

The rapid gender assessment is planned for April – it is however planned that changes in the project strategy will be made starting 2011 itself.

Incorporate gender issues in the VRA format used by UNDP projects (as a tool the VRA needs to be improved and gender sensitive questions need to be included and incorporated and then to be used in midterm assessment. => there is already a good tool for implementing GM)

How/ to which extend can we implement best practices? There is a need to institutionalize gender tools due to variety of stakeholders and collaboration with ministries.

Small Grants Programme ( SGP)

Rationale for GM within SGP

Gender should be addressed in the climate change project because women are the most vulnerable group. For example, women are the head of household, widowers and disable women.

Existing gender focused activities in the SGP

VRA incorporates gender indicator or data

Saving group for livelihood absorbs majority of women

Awareness raising on NRM encourage and favor for women to participate

Women participation in training

Encourage women to participate in CSO committee

Encourage women to participate in climate change action plan development

Encourage women to advocate climate change action plan in commune development plan

Provide credit and resources for women in implementation of climate change action plan

Empower women in access, manage and control NR

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Institutional capacity to mainstream gender within SGP

Existing capacities within the project that can be drawn upon:

o UNDP Capacity: support from country office, regional office, gender focal point (2) Resources: Some budget allocated to gender activities, technical support

o Grantee Capacity: staff has average capacity in gender (2) Resources: limited budget allocated to gender activities

Gaps in capacities and resources that need to be addressed

o UNDP:

o SGP grantees: Capacity is average in planning but still limited in implementing gender action plan; while resource is limited as it depends on donor funding

Gender objectives, expected outcomes and planned activities (to be worked on further):

To equip women with practical skills and knowledge to adapt to climate change to enhance their livelihoods

Awareness raising on CCA

Training on climate resilient agriculture methods/practices

Field visit/ site demonstration visit

Setting up committee, including women as the committee members

To empower women’s meaningful participation and contribution in integrating climate change into Commune Development Plans.

Training/workshop on leadership skill, advocacy and negotiation skill

Training women on CC basic concept

Training women on CC and gender

Activity Time frame Support required

Finalize workplan GM March 2011 Programme Team; Energia

Baseline survey/VRA April 2011 Programme Team; Local Authority

Review workplan Sept 2011 Energia, Programme Team

Develop gender segregated data report format

May-June Programme Team

Follow up workshop on progress of GM in projects

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Establish a common gender goal for the new batch of 82 projects that are to developed soon), and develop a common set of indicators for the grantees to choose from.

Baseline assessment for this batch of projects to be done in April. Incorporated gender in the baseline assessment being planned in April

All grantees have to do baseline assessment which will be used as baseline for proposal; do all applicants for grants need to do PRA assessment? When having proposal writing workshop, have a gender mainstreaming session. To be considered!

Women are labeled as vulnerable in both presentations but: women are also actors at change, this is important, they have certain type of knowledge, one needs to think of how to make use and strengthen their skills; also: budget: mangroves for the future allocates 25% for capacity building including gender – possible solution plus possible cooperation between projects

Establishing Conservation Areas through Landscape Management in the Northern Plains of Cambodia (CALM)

Present status on gender

In the 31 Village Committees, women form 40% of members.

Each committee has one woman focal person

Both husband & wife separately considered as committee member.

In Participatory resource mapping (80% families involved), more women are involved in all meetings

Challenges faced presently in involving women in project activities

Separate men & women to analyze gender sensitive/mainstreaming

In ecotourism, the women are involved in large numbers, however their incomes are low, since they are involved in relatively less paying activities such as selling and food cooking etc is specific and doesn’t pay that much, men can work as guides, at night etc, which are more paying.

50% of women involved in livelihood activities, however, the challenge is to involve them more in decision making roles.

Women not included in landscape level planning: training & guideline for enforcement staff & their contribution of decision making

Women not included resource rights & engagement: women’s importance & contribution in the meeting

Cultural bias: decline to encourage woman in specific task: patrol, wildlife research etc

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Gender Action Plan

Gender goal List of gender

sensitive indicators

Timing for tracking

indicators and

means

Activities List of indicator Plan for tracking indicators

Women and men engaged in the conservation of wildlife and improve livelihoods

Strengthen the existing 40% of women engaged in planning and decision making

- Quarterly report

- Annually report

- Evaluation report

- Field visit report

- Activity 1: - Patrol:

training on law enforcement

- Bird nest protection

- LUP: paddy field data collection, consultation meetings, boundary demarcation

- 30% women participated in training/planning/decision making

- Women involved in research team (such as BP)

- Women involved in boundary demarcation

- Women have rights to access and control NRM

- Field monitoring report

- Monthly report - Monthly

meeting minutes

50% of women involved in livelihood activity

- Quarterly report

- Annually report

- Evaluation report

- Field visit report

Activity 2:

- Ecotourism - Ibis rice - Resin tapping

& other NTFPs collection

- Women participated in decision making in resource allocation for community development

- Women have access the market information and credit to improve the business related Ibis rice and NTFPs.

- Field monitoring report

- Monthly report - Monthly

meeting minutes

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Cambodia Climate Change Alliance (CCCA)

Overview

Climate Change has a distinctive gender dimension in the sense that women firstly are more exposed to the consequences of Climate Change and secondly have less influence over decisions related to Climate Change adaptation.

As of now, CCCA does not have specific gender focused activities. The CCCA national coordinator , as well as the three 3 CCCA component leaders are men.

Institutional assessment

Level of understanding about gender issues is limited

Organizational policy for gender mainstreaming: Yes (gender mainstreaming action plan, gender committee)

Limited capacity and lack of resources from MoE. Technical support could be drawn from the MOWA

Capacities gap on concept and practice of gender and climate change

Limited resources (not allocated specifically for gender)

Proposed gender goal

Overall: Interventions are designed to ensure that women perspectives are reflected at all levels and that women are given a voice over decisions affecting their livelihood. This can be achieved through Institutional Capacity Strengthening in gender mainstreaming and climate change

Activities proposed

Research on gender and climate change linkage

o Prepare the training manual/lessons/materials for the training

o Conduct a training workshop and study tour

Design a gender sensitive Monitoring tool for climate change actions

o Report on gender and climate change linkage and documentation on local initiative/best practice

o Training manual on gender and climate change

o 1 training workshop will be organized (20 men and 10 women from the department level of MoE)

o 2 men and 3 women will be trained as the trainers for the line-ministries and provincial level training

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Incorporate Gender in Project documents: entry points

o CCCA project, result 2: A platform is established and in operation providing Cambodia with updated knowledge and learning opportunities on Climate Change

o Intervention logic 2.4: A Climate Change Communication Strategy and a corresponding public awareness and learning campaign are established.

Concrete follow up actions after the gender mainstreaming workshop

Convince the project management to integrate gender concern in the project (Prepare 1-2 pages of the training report, and present it to the management)

Revise the project document after the approval

Integrate gender specific activities into annual work plan

Proposed Project Action Plan: Mainstreaming Gender into Climate Change

Gender goal List of gender sensitive indicators

Time Activities List of Indicators Plan for tracking indicator

Environmental Institutional Capacity Strengthening in gender mainstreaming and climate change

- Research on gender and climate change linkage

- Prepare the training manual/lessons/materials for the training

- Conduct the training workshop and study tour

1. Report on gender and climate change linkage and documentation on local initiative/best practice

2. Training manual on gender and climate change

3. 1 training workshop will be organized (20 men and 10 women from the department level of MoE)

4. 2 men and 3 women will be trained as the trainers for the line-ministries and provincial level training

Annual report


CCCA also provides many opportunities but also depends on ministry and what/ how much they want to do. Since the climate change action plan is a concrete output expected, such a policy document would need to have a strong gender component.

workshop report - unu-gest · pdf fileas part of this initiative, a gender mainstreaming...

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