ADTF & Gender Mainstreaming CERF - UNOCHA · d%20Disability%20Inclusion_July%202015.pdf ... Cell...
Transcript of ADTF & Gender Mainstreaming CERF - UNOCHA · d%20Disability%20Inclusion_July%202015.pdf ... Cell...
Humanitarian Language Lens
• Single man /woman headed households
• Orphan headed households
• Elderly man /woman headed households
• Women/Men with disability
• Transgender
• Minority –women /man
• Elderly woman /man
• Adolescent Girl/ Boy
• Infant Girl/Boy
Power Relations
Power Sources
Property
Money
Social Status
Political Status
Knowledge
Skills
Social Networks
Gender
Sex and Age Disaggregated Data (SADD)
Why do you think more women were killed?
SADD allows you to see
Who gets affected and how much ?
Allows you to plan
How to protect and prepare better
based on greatest vulnerability
SADD leads to better programming
UNHCR observed a very low number of single female heads of households showing up to receive non-food items (NFIs). The agency investigated and discovered that for cultural reasons, women did not feel they could come to the distribution sites. So, UNHCR allowed women to designate – in the registration phase – a person who could collect the items for them so they would not forfeit the assistance they needed.
A study of 383 villages after the 2010 floods showed that 95% of men received food aid and only 55% of women. However, women were receiving more aid targeted to infants. Breast-feeding of infants however was greatly reduced and many women felt they could not breastfeed because of the lack of privacy, but they did not share these concerns with their male relatives who act as family advocates, who could not therefore report their concerns.
Disability & Older people in humanitarian crisis
15% of the world’s population has some form of disability (WHO estimates)
Portion of people with disabilities in crises may be higher due to injuries and poor health care.
• Restricted access to
information and services
• Inappropriate food
• Inadequate healthcare
• Trauma and isolation
• Loss of livelihoods
• Risk of abuse and
exploitation
How to include Gender, Ageing and Diversity in Program Design
https://dl.dropboxusercontent.com/u/4512984
1/Minimum%20Standards%20for%20Age%20an
d%20Disability%20Inclusion_July%202015.pdf
ADAPT and ACT-C
IASC framework for gender mainstreaming
Analyze gender differences
Design services to meet needs of all
Access for women, girls, boys and men
Participate equally
Train women and men equally
andAddress Gender Based-Violence GBV in sector programmes
Collect, analyze and report sex and age-disaggregated data
Target actions based on a gender analysis
Coordinate actions with all partners
male Female
Before Current Before Current
Sewing machine
39% 25% 38% 24%
Cell phone
91% 96% 76% 77%
Plough
15% 8% 14% 3%
Heater
36% 32% 32% 26%
Farm machinery
10% 5% 5% 0%
Animal Shelter
57% 37% 42% 30%
Motorbike
23% 16% 23% 20%
Radio
43% 36% 21% 20%
Cooking stove
61% 59% 64% 63%
Television
15% 13% 8% 6%
Car
12% 11% 2% 3%
Agriculture tools
55% 45% 33% 23%
Bara Returns Inter Cluster Assessment-
Asset ownership
What is the Gender Marker?
• A tool for effective design and targeting humanitarian action
• Responds to donor demands and humanitarian standards
• Provides a practical tool for planning and monitoring gender progress across age groups
• Code based on the degree and logical flow of gender priorities
Disaggregated data from Needs Assessment
Responsive gender mainstreamed strategy and
activities
Linked & tangible outcomes for men, women, boys and
girls
Needs ActivitiesIndicators
and Targets
GENDER MARKER CODING
GENDER
CODEDESCRIPTION
0
Gender is not reflected in the project sheet or only appears in the
outcomes. These projects are considered “gender blind”
No potential to contribute to gender equality
1
The project includes gender equality in the needs assessment, in
an activity or in an outcome
Contributes in a limited way to gender equality
2aGender
Mainstreaming
A gender analysis is in the project’s needs assessment and
reflected in the project’s activities and outcomes
Contributes significantly to gender equality
2bTargeted Action
The project is targeted based on gender analysis
The principal purpose is to advance gender equality
N/ANot applicable
This project does not have direct contact with affected people, and it
does not directly affect or determine the selection or use of resources,
goods or services accessed by affected people.
Project on logistics
Project Vetting FormGender analysis
in Needs
Assessment
Gender in
Activities
Gender in
Outcomes
No of
check
marks
Gender Code
3 2a or 2b
2 1
2 1
2 1
1 1
1 1
1 0
0 0 or N/A
Nothing can be
built without
assessments
Just saying gender
mainstreamed in
outcomes is a ZERO
GM application Exercise
Needs Assessment
• 74% of children are not going to school
in the affected areas of the 2012 flood
• 55% of children (60% girls) have lost or
damaged their educational materials
(books, pencils, etc.)
• 47%of teachers are not available for
teaching in the flood affected areas.
Activities
Set up 1,147 safe temporary learning
centers TLCs (for 3 – 9 years age group) in
consultation with communities, and
establish linkages with community services
around schools including PLaCES, WASH
and Health community-based services
Outcomes
• 1,147 TLCs set up and supplied with
teaching/learning materials, recreation kits,
clean water and sanitation facilities.
Needs Assessment
74% children are not going to school in all affected areas(60% girls), as reported in MIRA. 2,151 schools wereseverely affected while 562 schools are occupied byaffected communities in the five worst flood affecteddistricts in the country. PDMA Sindh reports more than0.124 million children and 1,117 schools severelyaffected at Jacobabad and Shikarpur Districts (20% ofthese are girls schools).
Activities
-150 TLCs (50% for girls) are established where schools
are fully damaged, not useable or occupied by affected
communities.
-22,500 children (50% Girls) receive education material
to resume their education.
-150 para-teachers (75 female teachers) provided to
schools to continue children’s education.
Outcomes
-450 teachers (50% females) have skills to cope with
children and using alternative teaching methods
- 22,500 children have access to quality education in a
safe and conducive learning
-22,500 children (50% girls) resume learning by using
essential supplies.
Needs Analysis Activities Outcomes # of ticks GM code
3 2a
1 1
Category 2a or 2b –that’s the question
Gender Mainstreaming: the differentneeds of women, girls, boys and men are analyzed. This analysis is reflected in project activities and outcomes
Targeted Actions: assisting women, girls, boys or men who suffer discrimination and building gender- specific services
Role of Clusters Gender Focal Person (draft as proposed discussed at KP training )
1. Cluster actions guided by Gender focal persons advice on gender mainstreaming, prioritization and targeting.
2. Gender Focal person be able to advice on the quality and capacity of field staff implementing cluster plans
3. Gender focal persons evaluate the gender marker on proposals submitted by clusters
4. Advise and monitor gender balanced participation in planning, implementation and monitoring cluster plans.
5. Regular participation at GTF and sharing on cluster level challenges, successes, and recommendation for advocacy.
6. That gender focal persons per cluster will be engaged at cluster level monitoring of gender equality commitments and report back at cluster level
Born 13 Feb 2013- Boy (Twin)
Family escaping from Tirah in FATA
Fed on mother’s breastmilk
Gender mainstreaming Fights discrimination
Born 13 Feb 2013-
Girl (Twin)
Family escaping
from Tirah in FATA
Fed on diluted tea
and water from a
bottle-feeder
Died 30th April
2013
Cause of death-
repeated diarrhea,
acute respiratory
tract infection,
malnutrition