TERRITORIAL MARKETING: REGION DE L’ORIENTAL TRIP REPORT 1

Gender-Integrated Planning Training

Workshop Report

PAANI

July 2018

This publication was produced for review by the United States Agency for International Development. It was

prepared by DAI Global LLC.

Report Title

Gender-Integrated Planning

Training Workshop Report USAID PAANI PROGRRAM

Program Title: USAID Paani Program

DAI Project Number: 1002810

Sponsoring USAID Office: USAID/Nepal

IDIQ Number: AID-OAA-I-14-00014

Task Order Number: AID-367-TO-16-00001

Contractor: DAI Global LLC

Date of Publication: July 18, 2018

Author: Barun Gurung

Report TItle

BACKGROUND The Paani Program is a 5 year, $25 million USAID-funded Project in Nepal, awarded on April 11,

2016. Water is the single most important natural resource underpinning Nepal’s economy and

livelihoods. The sustainable management of water resources in Nepal depends on addressing climate

change and protecting healthy, biodiverse ecosystems. PANI aims to enhance Nepal’s ability to

manage water resources for multiple uses and users through climate change adaptation and the

conservation of freshwater biodiversity. The focus will be at the watershed, basin, and national scales

and the project has approximately $5 million in grants and activity procurements. This goal will be

reached by meeting the following objectives:

Reduce threats to freshwater biodiversity in the Karnali, Mahakali, and Rapti river basins.

Increase the ability of targeted human and ecological communities to adapt to the adverse

impacts of climate change through improved water management.

This will be accomplished through 11 strategic approaches (SA) and four intermediate results (each

with several sub-IRs), and supporting activities, as defined in Section C, Statement of Work (SOW) of

the Paani Contract, Annual Work Plans, and a Monitoring and Evaluation Plan. These documents, as

revised periodically, provide the framework and overall guidance for all Paani team members.

PURPOSE A main objective of this short-term technical assignment (STTA) was to design and implement a

three-day workshop on integrating gender and social inclusion in planning for Paani program staff.

The aim of the workshop was to generate awareness for GESI sensitivity in both the workplace and

project practice, while also offering technical knowledge of concepts and methods for workshop

participants to integrate GESI into the project cycle. Specifically, workshop participants explored and

articulated personal feelings and attitudes on gender, social inclusion, and power and how these

topics affect their work with their teams and stakeholder communities. Additionally, the workshop

helped participants comprehend, analyze, and integrate GESI into the 11 strategic approaches during

design, planning, implementation, reporting, and monitoring and evaluation stages of any project

activity. The consultant supported the GESI Specialist to develop GESI knowledge products in Paani

relevant sectors.

ACTIVITY & TASK SUMMARY The broad objectives of the workshop were to generate awareness for GESI sensitivity both in the

workplace and project practice, while also providing ‘managerial’ knowledge of concepts and methods for participants to integrate GESI into the project cycle.

Consultant specific support activities included:

1. Reviewing and providing feedback on the draft GESI mainstreaming guidelines, which previously

consisted of a checklist of questions or indicators for each stage of the project cycle.

Report Title

2. Reviewed and provided feedback on draft training manuals for each of selected clusters of

Paani's strategic approaches and support modalities, which were to complement the

mainstreaming guidelines, by providing ‘hands-on’ and ‘how to’ approaches for gender and

social analysis application by field level staff.

3. The consultant supported related tasks assigned by the Chief of Party (COP) as appropriate.

Additionnaly, a three-day workshop on integrating gender and social inclusion in planning was

conducted for the Paani project between 22-24 February 2018. The workshop imparted knowledge

of gender and social analysis tools, and used a case study to conduct a situation analysis and develop stated outcomes, activities and indicators for monitoring and evaluation.

Participants expressed keen interest in engaging with GESI concepts and methods, both in terms of

reflecting on their own individual identity and socialization processes, as well as analytical tools that

could be used in project planning and implementation (see Annex 5 containing participants’

evaluations). At the same time, participants also expressed the need for additional capacity

development for a more rigorous understanding and application of GESI methods into their work practices.

RECOMMENDATIONS

In order to sustain the learning and interest of project staff for GESI methods and tools, the Paani

leadership may want to consider focusing on additional capacity development, and adopting GESI

related outcome indicators in the project M&E to ensure the capture of results that may occur with

more skillful applications of gender and social analysis methods and tools. Additionally, the following

recommendations are proposed:

Recommendation 1: Develop the following knowledge products.

GESI mainstreaming guideline consisting of a checklist of questions or indicators for each

stage of the project cycle. The guideline will function in three important ways; i) project staff

can assess their progress against criteria for each stage of the project cycle; ii) it can be used

to assess and weigh concept note applications from small grantees from a GESI perspective

and; GESI related outcome indicators can be integrated into the project’s Monitoring and

Evaluation system.

Training manuals for each sector represented in the Paani project approach, that will

complement the mainstreaming guidelines, by providing ‘hands-on’, ‘how to’ approaches for

gender and social analysis application by field level staff.

Recommendation 2: Adopt a ‘payment-for- results’ approach through the small grants mechanism to ensure GESI results

Paani leadership should carefully weigh the pros and cons of adopting a longer- term strategy

for achieving GESI-based outcomes through a ‘payment for results’ approach rather than the

traditional ‘compliance’ mechanism for GESI mainstreaming. This would be a potentially

effective mechanism to ensure GESI results from small grants applicants. A modified,

incremental ‘payment for result’ mechanism that would provide funds for activities and attach

remaining funds to achievement of Paani milestones could be a more realistic and viable

option to begin with.

Report TItle

OUTPUTS In the below annexes you will find:

The three-day workshop agenda and proceedings

Summary of workshop exercises

River basin specific plans

Key gender definitions and concepts

Participant evaluation

Workshop participant lists

Report Title

ANNEX 1 WORKSHOP AGENDA

Introduction

Objectives of the Training Workshop

To enhance awareness for GESI and its importance in project planning, implementation and

monitoring and evaluation

To enhance the following skills;

- The use of capacity and vulnerability assessment framework, combined with relevant

gender analysis methods and tools for conducting a situation analysis

- How to integrate gender findings into goal setting, developing activities and inputs, and

identification of outcome indicators for Monitoring and Evaluation.

Participants of the Training Workshop

The participants of the training workshop consist of staff members from Paani central and field

offices, federations like FECOFUN and NFIWUAN, and grantees like MWU and sub consultants,

NESS and SILT,

Venue and Date

The training workshop was held at Hotel Annapurna, Kathmandu from the 22nd February to the 24th

February’ 2018.

Training Team

The training workshop was led and facilitated by Dr. Barun Gurung.

Organization of the Training Workshop

The three-day(s) training workshop was organized as follows:

Day 1: Introduction to Gender and Social Inclusion concepts

Day 2: Module 1: Gender Analysis Planning

Day 3: Module 2: Developing Goals for Gender Integration

Module 3: Developing Gender Indicators for Monitoring and Evaluation

Module 4: Identifying Risks and Means of Verification

Report TItle

Workshop Proceedings

Welcome and Introduction

The workshop commenced by a welcome address from Ms. Nilu Basnyat, the Deputy Chief of Party

(DCOP). In her welcome statement, she highlighted the importance of self-internalizing GESI

concepts in view of Paani project. She also stated that the workshop was an important capacity building opportunity.

Understanding GESI, self-internalizing the concept, tools and applying this at work, and designing the

plan through GESI lens is vital. As it is, we don’t want further conflict based on class, gender, identity, resources, whether natural or otherwise, she said.

Participants briefly introduced themselves and shared their understanding of GESI. Views from

participants covered GESI concepts, challenges in application, internalizing GESI in everyday life and

households, existing gap on what is said and what is actually applied.

Barun Gurung then welcomed the participants and briefly established the overall context of the

workshop by asking participants to state their expectations of the workshop, followed by the setting of the workshop objectives and outline of activities for the next three days.

Expectations of the Workshop and Contract Setting:

The first exercise of the training workshop was to generate participants’ expectations from the workshop. Some of the expectations were as follows:

Table 1: Summary of Participants’ Expectation from the Workshop

Hands on Experience

Conceptual Clarity on GESI and its Intersectionality related concepts

Understanding Individual and Internal GESI issues

GESI Integration in Planning and making an action plans

GESI Technical Skill – Human Resource

Social Inclusion aspects beyond Gender and GESI related program integration

Pilot (Demo) GESI friendly program/project model

Addressing GESI concerns at the institutional level

Understanding and applying Gender Sensitive Language

What is NOT Gender Mainstreaming

Setting of the contract for the workshop followed listing the workshop expectations. A contract was

set, as an agreement between the participants and the facilitator to be followed during the entire

course of the training workshop. The contract was as follows:

Table 2: Contract Setting

1. Switch off mobile or keep in silence mode

2. No side talk/discussions during the workshop

3. Taking turns when speaking

4. Ensure active and 100% participation – no latecomers or early leavers from the workshop.

5. Respecting each other’s perspective

6. No language barrier

7. No repetition during discussions

Report Title

The training facilitator followed with a brief presentation on the objective of the training workshop

along with introducing participatory methodology that would be used for the workshop, which would

rely less on lecture-type presentations and focus more on Adult learning theories which focuses on learning through group work and participants’ own life/work experiences.

Day One

After the welcome and introduction session the training workshop started with the days

sessions.

Session 1: Concepts – Gender and Identity

Objective of the Session: To ensure that the participants understand key concepts of social identities

which is then linked to aspects of Gender and Social Inclusion.

Understanding Concepts for Gender and Identity:

What is Intersectionality?

What is Implicit Bias?

The session on Gender and Identity was started with a quick exercise about the participants’

individual understanding and their ability to define their personal self.

Exercise 1: The exercise questioned the participants about “Who Am I” and the participants were

instructed to draw, write or enact how they individually see and define themselves on the provided

meta-cards. The meta-cards were then put on display for everyone to see. The exercise was

followed by a level of discussion about personal identities that participants related to in reference to

the exercise that was then concluded with a conceptual presentation about Intersectionality and

Implicit Bias for conceptual clarity.

The facilitator summarized the participants understanding of identities from the meta-cards and

concluded that the participants’ mostly identified themselves in terms of their gender, social roles,

professional roles, their qualities and aspirations and as a human being.

After the exercise participants were given an overview of Gender, Identity and Intersectionality. The

trainer and the participants shared experiences related to these matter and an open discussion was

entertained. The discussion was concluded with the following:

- People have multiple and layered identities that are derived from social relations, personal

history and the operation of power structures in the society.

- Most of the people are the members of more than one community at the same time, and

they can simultaneously experience oppression and privilege.

- Sometimes, a combination of identities exposes individuals or groups to different types of

disadvantages.

Along with Intersectionality another GESI concept ‘Implicit Bias’ was introduced to the participants.

The trainer explained what an Implicit Bias was and how it worked. This concept was explained

through relatable examples and the participants were encouraged to share their experiences as well

as discuss the concept with examples with each other on an open floor discussion.

Session 2: Concepts – GESI

Objective of the Session: To ensure that the participants understand the concept of Gender and other

gender and social inclusion related concepts

Understanding Gender and Social Inclusion and GESI concepts:

What is gender?

Gender and Socializations

Report TItle

Framing Gender

This session on GESI concepts was started with a 30 minutes exercise that dealt with participants’

individual personal gender history, which was further, discussed in different groups.

Exercise 2: After discussing and sharing their thoughts about Gender and Social identities from the

previous session, the participants were provided with a ‘Personal History’ form (refer Annex) and

were asked to first conduct the exercise individually and then discuss them in their respective groups

for deeper understanding and clarifications. The participants were also asked to focus on the

differences in experiences with regards to gender, caste, ethnicity, religion and geographical region

during group discussions.

In addition, the participants and facilitator shared several examples and real life experiences to better

understand the different gender and social inclusion concepts. This session was concluded by group

presentations about the understanding of gender and social inclusion in reference to the previous

exercise of the personal gender history form.

The findings of the group presentation are as follow:

Table 3. Group Findings “What is Gender”

S.NO Group Group Finding

1 Group 1 - Gender is deeply rooted values and norms from Socio cultural aspect.

- Behavioral attitude of human in building a family

- Culture, social obligations, family, behavior and biology guide gender

perspective.

- Impact of gender can be seen since child

- Differences in gender roles

2 Group 2 - Gender is the biological and physical differences, socio-cultural and

professional gaps between men and women.

- As a result behaviors are different too and the rules applied are

different.

- Difference in terms of gender roles

3 Group 3 - Gender is a societal or socially created norms and roles based on

being a male or a female, from the time of their childhood,

adolescence to the time of planning a family.

4 Group 4 - Socially constructed roles and relation of men and women is Gender.

- It does affect other aspects of social, economic relations.

- Gender is a taught behavior, specially influenced by the society.

- Gender concepts and roles are never static it is always changing.

5 Group 5 - Gender is socially created roles, responsibilities and rights based on

ones biology

- During childhood, the household roles of a son and a daughter were

very different but in recent years there has been equality in household

roles of a child.

- During adolescent, men were characterized to be strong, hardworking

but now both men and women are raised to be strong individuals

Report Title

- There have been seen cultural changes in gender roles (in terms of

occupation, fashion)

- Masculine roles were related to do well and earn money while

feminine roles was only limited to the household

6 Group 6 - No work is small and no work should be based on ones’ gender or

sex.

- Society should view Gender is a positive light.

- Gender Equality should be a practice.

The session was concluded with a conceptual presentation and discussion regarding Gender, Social

Inclusion and other GESI related concepts like Socialization, Gender Power Relationship and

Identities.

Session 3: Concepts – Impact of Intersectionality, Implicit Bias and Gender Relations

Objective of the Session: To apply conceptual understanding of previous sessions to analyze the work

environment from a GESI perspective.

Understanding the impact Intersectionality, Implicit Bias and Gender Relations on institutional behavior:

What are the impact and implications of Intersectionality at the institutional level?

What are the impact and implications Implicit Bias at the institutional level?

What are the impact and implications of Gender Relations at the institutional level?

Exercise 3: Group exercise to analyze and discuss existing issues at participants’ work environment

or at the institutional level regarding concepts like Intersectionality and Implicit Bias and Gender

Relations.

After two sessions of concepts and presentations a group exercise to summarize their learning by

applying concepts from previous sessions to analyze their environment at work through lens of

Intersectionality, Implicit Bias and Gender Relations. The groups were given 30 minutes to discussion

and their findings were presented in the plenary.

Table 4. Implications of Intersectionality, Implicit Bias and Gender Relations at work

S.NO Group Group Finding

1 Group 1 - In terms of staff recruitment women not given the same opportunity for field based

work. They pre-assume and doubt the ability of women at field level that leads to

demotivate them.

- Lack of Gender friendly Field expenses, lack of policies regarding travel expenses

for caretaker for new mothers.

- Language barrier – use of English language in meetings (sometimes we are not able

to express our best in English)

- Meetings are task oriented, staff grievance are not being dealt with

- Gender friendly workspace – male and female do not have separate toilets

- Superiority and power centered at the central office

Report TItle

2 Group 2 - Limitation on involvement of field activities due to multiple roles and responsibilities

of women resulting in not able to give a 100% at work.

- Implicit bias that results in restricting field work for a woman security and social

aspects.

- Insensitive comments by colleagues.

- Opinions disregarded because of your age, gender and position – feel under

estimated and is demotivating

- Roles and responsibility are viewed from an already biased lens – demotivating

- Supervisor and subordinated (overtime is under valued)

- Excluded feeling due to exclusion from access of information within office system

- Uncomfortable workspace

3 Group 3 - Involvement in Decision making of organizational decisions and sustainability – not

all employee are a part of these management decisions

- Geographical there is no site specific planning and everything is in a blanket

approach

- Personal time is lacking due to early morning and late evening meeting, workshop

during weekends

- Public holiday should also consider aspects of gender equality

- The belief that the boss is always right which has become a work culture should

also be avoided.

4 Group 4 - Level of education, foreign exposure impacts

- Caste and ethnicity along with age and seniority has a large impact in work

environment and culture

- Technical knowledge and technical team have lack of women participants and team

members

- Field mobility: night stay and the different implications of such field work activities

on women compared to its impact on men.

- Front office/ reception area always seem to have women employee, lack of male

employees – implicit bias

- Interpersonal relation and personal relation

- Attitude of people that is only upward accountable

- At the subordinate level, the communication and information sharing is very limited

5 Group 5 - Feeling excluded (it could be individual) and its has negative impact on performance

and motivation

- Communication gap, individual style of communication – communication based on

assumptions which may result in biased understanding

- Ignorance due to lack of acceptance

- Behavior at personal level is always based on positional hierarchy

- Creating a comfort zone at work and remaining in that comfort of friends and

making cliques within depending on different social identity we relate to

Report Title

After the group presentations the floor was open to discussions and comments on the presentations.

The session was concluded with an understanding the importance of Gender sensitive planning at all

levels and specific target planning and projects.

Day one was concluded with sharing reflections; learning’s and take-home messages from the days’

sessions. Participants were asked to share their opinions about the training. They were asked two

questions:

i) What they liked about the training?

ii) What they would like to be changed or improved?

The participants’ opinions were as follows:

Even if something is working for me, it might not be the same for others, so need to create

enabling environment for all

Clear learning on Intersectionality and Implicit Bias

Proceedings in Nepali was comfortable for all; learning on layers of multiple responsibility and

how they affect work was eye-opener

The realization that if you don’t change your thinking, nothing will be achieved

Realized that gender is not only male and female, it’s about your experience

Of course we share difficulties and problems at workplace, but then the question is, how do

we address them

We knew about equality, equity, but moreover learnt Intersectionality. Hence, we need to

understand the context, cannot just ignore views, need to work with differing perspectives,

and layers

Open expression of bias was learning for me

Liked simple and minimalist design of the workshop. Had been experiencing, observing

implicit bias but how to address them was learning experience, exercise was fruitful

Easy, smooth, interesting facilitation skill

Became aware on implicit bias

Day Two

Day two started with a recap of the previous day’s sessions. One of the participant summarized the

learning from the previous day The participants were allowed space and time to revisit the key gender concepts and ask questions if they had doubts about the previous sessions.

Session 1: Key components of Gender Analysis for Planning

Objectives of this Session: To understand the key components of Gender Analysis, the use of Gender

Analysis methods to integrate key Gender Concepts in different steps of Project cycle.

Introduction to components of Gender Analysis for planning and Gender Analysis Methods:

Key Gender Analysis Questions

Who does what?

Who has Access? & Who has Control?

Who is vulnerable?

3 Gender Analysis Methods

Activity Profile

Access and Control Profile

Report TItle

Capacities and Vulnerabilities Assessment

The first session of the second day started with the introduction to the four components of planning:

1. Diagnosis

2. Setting Goals

3. M&E

4. Activities

With the introduction of planning and facilitators’ emphasis on the importance of diagnosis,

presentation on key questions for Gender Analysis was done. A through round of concepts with

relatable examples were provided for participants better understanding.

Key questions for Gender Analysis consisted of

- Who does what? - Emphasizing in terms of workload and responsibilities at household,

community and institutional level

- Who has access? & Who has control? – In regards to availability of resources at different

levels (household, community and institutional) who has access to those resources and who

doesn’t. Who has control over those resources and who doesn’t?

- Who is vulnerable?

After the key questions for Gender Analysis more concept presentation on the different methods or

tools to ensure Gender Analysis was presented. The facilitator presented 3 methods for Gender

Analysis based on the principles of ‘who does what’, ‘who has access and control’ and ‘who is

vulnerable’. The 3 methods are Activity Profile, Access and Control Profile and Capacities and Vulnerability Assessment (refer to Annex).

Session 2: Analyze using Gender Analysis Methods

Objectives of this Session: To use the learnt key components of Gender Analysis and identify key GESI

gaps and problems based on Activity Profile and Access and Control Profile.

Understanding and applying Gender Analysis methods – Activity Profile and Access and Control Profile:

Exercise 1: Participants were provided with a case study and were asked to analyzing the Case Study

utilizing the concepts and understanding from the previous session. The participants were divided

into groups according to different river basins Rapti, Mahakali and Karnali. Each group had 7

members from respective river basin, central Paani office and people from federations.

Keeping in mind the Gender Analysis questions, the participants were asked to use 2 different

Gender Analysis methods of Activity Profile and Access and Control Profile to analyze the case study. After the analysis the groups were asked to share their finding in a plenary.

Findings of group work are as follows:

Group 1 (Mahakali)

S.No Activity Male Female

1 Water collection/fetching √ √

2 Water guarding √

3 Rain water harvesting √ √

4 Deep boring √

5 Water shortage √ √

6 Water distribution √

7 Irrigation √ √

8 Water mills/micro-hydro installation, O&M √ √

9 Bio gas I, O & M √ √

Report Title

10 Field preparation sowing, weeding, manuring √ √

√

11 Harvesting and storage √ √

12 Pesticide spraying √

Group 2 (Rapti)

SN Activity list M F

1 Rainwater harvesting

- Single HH (e.g. Gutter) (P)

- Community (C)

√

√

√

√

2 Micro hydropower (C) √ √

3 Deep boring (C) √

4 Fuel based mill – HH (P) √

5 Water mill (C) √

6 Production of high value cereals (P) √ √

7 Selling of high value crops (P) √ √

8 Cultivation of cash crops (P) √ √

9 Building water channels from existing canals (C)

√

10 Water storage techniques (drum, plastic pond, masonry tanks)

- HH (P)

- Community (C)

√ √

11 Fuel wood collection (RP) √ √

12 Non-farm business (micro-enterprise) (P) √ √

13 Building plastic tunnel (veg. farming) (P) (RP) (C) √ √

14 Building bio-gas plant (technological innovation) (RP) √ √

Group 3 (Karnali)

Activity

Profile

Female Male

Production - Fodder and fuel wood collection

- Water collection and guarding

- Collection and sale of NTFP

- Micro-enterprise development

- Cultivate/sell high value crops in order

to buy low value crops

- Crop care and fertility management

- Guarding irrigation

canals

- Out migration

Reproduction - Cleaning and washing

- Cooking and feeding the family

- Childcare/family health

- Grinding cereals/legumes etc.

- Food storage

- Household

maintenance

- Grinding

cereals/legumes etc.

Community - Attending cultural, social functions,

ceremonies

- Attending user group meetings

- Attending user group

meetings

Report TItle

- Taking/managing loans

Session 2: Analyze using Gender Analysis Methods

Objectives of this Session: To use the learnt key components of Gender Analysis and Gender Analysis

methods to analyze and identify key gaps and problems.

Understanding and applying Gender Analysis method – Capacities and Vulnerability Assessment:

Exercise 2: Participants were provided with a case study and were asked to analyzing the Case Study

utilizing the concepts and understanding from the previous session. The participants remained in the previously formed groups.

Keeping in mind the Gender Analysis questions, the participants were asked to use Capacities and

Vulnerability Assessment methods to analyze the case study. After the analysis the groups were asked to share their finding in a plenary.

The group findings of the analysis was as follows:

Table 5: Group Findings

Groups Category Vulnerabilities Capacities

Group 1

Mahakali

Physical/Material - Drought (erratic rainfall)

- Dying of water sources

- Landslides

- Flash floods

- Soil deforestation

- Decrease in agriculture

production/food shortage

- Emergence of new pests & weeds,

invasive species

- Health hazards due to pesticides

- Hydro power & water mills

- Deep boring/taps

- Control in income from

NTFPs

- Local DRR knowledge

Social/Organizational - Untouchability

- Settlements in river/stream side

(geographical isolation)

- Male out migration

- Exclusion of women in DRR

training

- Absence of information in planning

- Limited knowledge on enterprises

- Networking

- Access to financial sources

- Agriculture extension

services

- Knowledge of intercropping

- Selling cereal crops

- Male out migration

- Sale of high value products

Motivational/Attitudinal

- Women's increased workload

- Suppression of voices

- Health hazards

- Increased skills, self-

knowledge, awareness,

empowerment

Group 2

Rapti

Physical/Material - Physically vulnerable to sanitation

and hygiene due to drying

sources

- Micro hydro, water storage

tanks, rainwater harvesting,

deep boring, water mills

etc.

Report Title

- Physical/material vulnerability due

to landslides (road & bridges

damage)

- Irrigation during night time

- Heavy rainfall & landslide causing

vulnerability to women and

marginalized

- Increased physical labour of

women due to drought and hard

soil

- Soil fertility decrease & health

issues (headache due to excessive

use of pesticides)

- Bio-engineering practices at

local level

Social/Organisational - No access to network,

communication & information

(esp. Dalit & Tamang)

- Access to tube wells for drinking

water (untouchability issue)

- Local/social institutions

(e.g. cooperatives, women

group, LRP)

- Increased number of

medium, small & micro

enterprises

Motivational/Attitudinal - Lack of recognition of local

knowledge & DRR skills by

agencies causing demotivation

- Lack of access to agriculture &

other extension services/trainings

- High workload of women causing

quality participation issues

- Existence of women group

- Local/traditional knowledge

in place

- Adaptation practices to

climate change impacts (e.g.

altered planting times)

- Adoption of climate

resilient farming techniques

Group 3

Karnali

Physical/Material - Poor & disadvantaged reside in

disaster area

- Due to frequent & unpredictable

disasters, women workload has

increased, halted mobility and

access to services & caused

geographical isolation

- Food insecurity

- High exposure to pesticides

- Lack of infrastructure and capital

to adopt new technologies

- Adoption of low nutrient food

impacting nutrition

- Increasing invasive affecting NTFP

collection and their income

- Women's local knowledge

about the safe, resources

mobilization

- Knowledge of crop pattern

change during crop failure

Social/Organizational

- Exclusion of women from

disaster preparedness planning,

training

- Meetings are more male

oriented, even if women

participate voices are suppressed,

dominated

- Lack of access to information and

services to disadvantaged and

- Increasing involvement of

women in micro-enterprise

Report TItle

Day Three

Day three was a half-day session, which started with a brief reflection of the previous days and

continued with the diagnosis the participants did in yesterday’s sessions. The facilitator also addressed some of the concerns of the participants from the day before.

Session 1: Development of GESI Objectives

Objectives of this Session: To develop concrete Objectives/Outcomes that will address changes the

sectors wants to achieve in regards to the identified problems.

The session was started with the facilitator explaining the concept of Results Based Framework (RBF) and made sure that all the participants understood each of steps and components of the RBF.

A brief presentation that outlined the following was made:

What are objectives and outcomes?

These are the long-term and intermediate end result of change that a Project would like to

achieve in response to a problem or opportunities that have been identified in the situation

analysis.

How to develop objectives?

Objectives are developed with results or Impacts and Outcomes that needs to be achieved

for the identified problems.

There are two types of results: Impact or long-term results, and Outcomes or intermediate

results.

Different type of outcomes – Intended Outcomes and Unintended Outcomes

Needs that should be addressed during planning – Practical Needs and Strategic Needs

Group-work: Each group was asked to develop the Objective and Outcomes for their respective

sectors based on the key problems identified in the previous session.

Session 2: Development of GESI Indicators

Objectives of the session: To develop GESI Indicators based on the groups divided into river basins

The session focused on developing outcome level indicators started with discussion on the definition and types of indicators.

There are two types of indicators:

poor women due to lack of

recognition

- Lack of network, skill and

information of Dalit and poor

women to adapt technologies in

climate adaptation

Motivation/Attitudinal - Demotivation factor to women

enterprise due to lack of safety

nets, technical support, decline in

agricultural production

- Attitudes of service provider,

"techno-centric not demand

driven"

- Lack of resources to adopt new

technologies

- Access to loan has been

easier

- Women's knowledge

networks been used in

disaster

- Option diversification to

non-farm activities

- Adoption of drought or

pest resistant crop

Report Title

a) Quantitative

b) Qualitative

Group-work: After the discussion on indicators participants were asked to develop qualitative and quantitative indicators based on the outcomes developed in the previous session.

Session 3: Identifying Risks from a GESI perspective

Objectives of the session: To identify the risks from a GESI perspective.

The session focused on identifying risks from a GESI perspective. Before the groups were given group

exercise the facilitator explained the different type of Risk.

There are Risk could be of two types:

1. Internal Risk

2. External Risk

Group-work: After the discussion on Risks, based on their understanding the participants were asked

to list the probable risk that might occur in their sector.

Session 4: Development of River Basin Specific Plans

Objective of this Session: To Develop a Plans or logical frameworks for the three river basins by

putting together the results achieved during all stages of the planning exercises as shown below:

Problem Statement Impacts Outcome Indicators Means of Verification

The River Basin specific Plans were then shared through a plenary, where all the groups presented

their plan. Also, all the participants provide comments and feedback for each group presentation. The river basin-specific Plans are contained in Annex 2.

CONCLUDING SESSION

The workshop concluded with a short closing remark by Allen Turner, followed by a short session

for workshop evaluation, which marked the completion of the training. Details of participants’

responses have been documented in Annex 3.

Report Title

ANNEX 2 EXERCISES

Personal History Form

CHILDHOOD ADOLESCENCE EARLY ADULTHOOD STAGE OF BUILDING A

FAMILY

When I was a child,

my parents taught me that:

When I was a teenager,

my family, teachers, religion taught me that:

When I was choosing my

career/work, I learned that:

In building and nurturing

a family, I learned that:

Little girls should behave

this way:

As a young woman, I should

behave this way:

Careers/work associated with

women are:

Women should take the

following roles:

Toys/games for girls are: Hobbies/interests for young girls

should be:

At work, the capacities and attitudes

expected of women are:

In making decisions women

should be:

Little boys should behave

this way:

As a young man, I should

behave this way:

Careers/work associated with men

are:

Men should take the following

roles:

Toys/games for boys are: Hobbies/interests of a young

man should be:

At work, the capacities and attitudes

expected of men are:

In making decisions men should

be:

Report TItle

CVA Matrix: Key Questions and Gender Analysis Methods/Tools

VULNERABILITIES CAPACITIES

PHYSICAL / MATERIAL

DEFINITION: The productive resources, skills and hazards that exist

Key Questions:

What were/are the ways in which men and women in the community were/are physically or

materially vulnerable?

What productive resources, skills, and hazards existed / exist? Who (men and/or women)

had/have access and control over these resources?

Method:

Activity Profile

Access/Control Profile

SOCIAL / ORGANIZATIONAL

DEFINITION

Social Relationships between people

Their organizational structures

Key Questions:

What was the social structure of the community before the disaster, and how did it serve them

in the face of this disaster?

What has been the impact of the disaster on social organization?

What is the level and quality of participation in these structures?

Report Title

Method:

Institutional Mapping

Time Line

Daily Activity Charts

MOTIVATIONAL / ATTITUDINAL

DEFINITION: How the communities view its ability to create change.

Key Questions:

How do men and women in the community view themselves, and their ability to deal effectively

with their social / political environment?

What were people’s beliefs and motivations before the disaster and how has the disaster affected

them? This includes beliefs about gender roles and relations.

Do people feel they have the ability to shape their lives? Do men and women feel they have the

same ability?

Methods:

SARAR techniques:

Story with a gap;

Force field analysis;

Gender analysis – access to resources

Report TItle

ANNEX 3 RIVER BASIN SPECIFIC PLANS

Group: Rapti

Problem

Statement

Impacts Outcome Indicators Means of Verification

Disadvantaged

communities

Enhanced & resilient

Livelihood for all

Women and

disadvantaged communities

Immediate: Increased awareness on

natural and climate induced disaster

preparedness among women and

DAG

Intermediate: Climate smart cropping

techniques adopted in vulnerable areas

End: Increased food security nutrition

content and overall health status of

women and DAG

a. Awareness:

- % of women and DAG participate

- % of women and DAG in

disaster preparedness committee

b. Technologies adopted:

- % of HHs adopting C-smart

technologies

- % of technologies adopted

- Replication of technologies in other areas

c. Overall health food security:

Survey

- Check meeting minutes/attendance list

- Event (disaster) reports

- Field trip notes. audio/video

- Direct

meetings/observations

public hearings

Report Title

- Increased confidence level in dealing (coping) with disaster

- Health post records

- Participation in school

Report TItle

Group: Mahakali

Problem Statement

Effects & Impacts Outcomes Indicators Means of Verification

Drying up of water source

Effects:

- Decrease in agriculture production

- Limited access to water for Dalit and marginalized people

Impacts:

- Livelihoods & wellbeing of women, janajatis, Dalit and other disadvantaged groups improved

- Water availability increased

- Equitable access to water resources by women and DAGs

- Increase agriculture production

- Time for water supply for drinking and irrigation in increased

- Decrease in water fetching time

- Percentage of marginalized HHs reporting that they have equal access to water resources as other members of the community

- Reduced water related conflict cases

- Percentage of HHs reported that they have year round food availability from their agri-production

- Direct observation

- Meeting minutes

- FGD, KII and interaction

- Reports and case study

Report Title

Group: Karnali

Problem Statement

Impacts Outcomes Indicators Means of Verification

Exclusion to poor and disadvantaged community in disaster preparedness planning and responses

Impact goal: Increased resilience of vulnerable communities to respond disaster with their influence in decision making

Inclusion of poor and disadvantaged group in disaster management

Increased capacity networks, leadership, accessibility of vulnerable community to respond to disaster

Vulnerable communities livelihood options diversified

Outcome 1: Indicator 1, # of poor or disadvantaged person in key position in disaster management committee

Indicator 2, # inclusion of local knowledge of vulnerable community in disaster plan

Outcome 2: Indicator 2, # of functional inclusive DRR committee

Indicator 2, # of person from vulnerable community attending disaster management trainings

Outcome 3: Indicator 1, # of person trained in on farm and off farm livelihood options

Indicator 2, # of household adopting on farm and off farm options

Outcome 2: Indicator 1

- Structure of DRR committee executive committee (M/F, ethnicity, caste, geography)

- P/A of DRR plan (scope, active targeting practice)

- Progress report, minutes of meeting (attendance of types of members, compliance with plan)

- Gender audit report

- Case studies (consultations, interview, media news)

Report TItle

Indicator 3, % of household with increased access to services like health, finance, education

Report Title

ANNEX 4 KEY GENDER DEFINITIONS AND CONCEPTS FOR PLANNING

What is gender?

It is the experience of being female or male and it differs from culture to culture. Gender is socially determined through the roles, activities, and

responsibilities to being male of female in a society. Gender also determines one’s identity in the way one is perceived, how one it expected to think and act as a woman and man.

What is gender mainstreaming?

It means making women’s as well as men’s concerns, needs and experiences an integral part of policies, programs and Projects so that women and men can

benefit equally. In practice, it means systematically identifying gaps in gender equality and, consequently, addressing them. Gaps may include differences in rights, control, ownership, power and opportunities. Gender mainstreaming can occur at two levels:

a) Project cycle;

b) Organizational structure and culture

Condition: This term describes the immediate, material circumstances in which women and men live, related to their present workloads and responsibilities.

Providing clean water or stoves for cooking for example, may improve the condition of women by reducing their workloads.

Position: This concept describes the place of women in society relative to that of men. Changing women’s position requires addressing their strategic gender

interests, including equal access to decision making and resources, getting rid of discrimination in employment, land ownership and so on. In order to change women’s position, we must address the way gender determines power, status, and control over resources.

Report TItle

Practical needs: It these were met, the lives of women (of men) would be improved without changing existing gender division of labor or challenging

women’s subordinate position in society. Meeting practical needs is a response to an immediate perceived necessity; interventions, which do this, are typically concerned with inadequacies in living conditions such as provision of water, healthcare, and employment.

Strategic needs: If these were met, the existing relations of unequal power between women and men would be transformed. These interests/needs relate to

gender divisions of labor, power, and control. Those identified by women may include issues such as legal rights, domestic violence, equal wages and

women’s control over their bodies. However, many of these issues are perceived as part of a natural order, which cannot be challenged. Women may only

be able to articulate their strategic interests/needs once they have exchanged knowledge with someone who that it is possible to change the ‘natural order’.

Reproductive role: Childbearing/rearing responsibilities, and domestic tasks done by women, required guaranteeing the maintenance and reproduction of the

labor force. It includes not only biological reproduction but also the care and maintenance of the work force (male partner and working children) and the future work force (infants and school-going children).

Productive role: Work done by both men and women for pay in cash or kind. It includes both market production with an exchange-value, and

subsistence/home production with actual use-value, and also potential exchange-value. For women in agricultural production, this includes work as

independent farmers, peasant wives and wageworkers.

Community Roles: Activities undertaken primarily by women at the community level, as an extension of their reproductive role, to ensure the provision and

maintenance of scarce resources of collective consumption, such as water, health care and education. This is voluntary unpaid work, undertaken in 'free' time.

Community politics role: Activities undertaken primarily by men at the community level, organizing at the formal political level, often within the framework of national politics. This is usually paid work, either directly or indirectly, through status or power.

Report Title

Key Social Inclusion Definition and Concepts for Planning

Marginalization: The process whereby certain groups suffering deprivation, e.g. the impoverished, unemployed, single parents and those with limited

formal education are pushed to the edge of society where they have little say in decision making and are denied the means to improve their position.

Discrimination: Any distinction, exclusion, restriction or preference, based on “race”, color, descent, or national or ethnic origin which has the purpose of or

effect of nullifying or impairing the recognition, enjoyment or exercise, on an equal footing, of human rights and fundamental freedoms in the political,

economic, social, cultural or any other field of public life. (International convention on the elimination of all forms of racial discrimination ICERD 1965)

Double discrimination: The term refers to discrimination on double grounds, for example gender discrimination and discrimination due to ethnic origin and is

a form of multiple discrimination, and preferably called so. (Makkonen 2002)

Integration: Process of removal of prejudices related to racial/ethnic differences, of stereotype attitudes to it, of expectations of its impact, which lead to

racially/ethnically formed models of interaction in the everyday life. Overcoming of racially/ethnically based inequality in the spheres of education,

employment and career, residence, healthcare, participation in local government. A prerequisite for the initiation of the integration process is the presence

of legal mechanisms for protection against discrimination. The process of integration differs in its very essence from the process of assimilation. The

integration presupposes respect and recognition of cultural differences, while assimilation is based on obliteration/annihilation of the different, which is

considered inferior. (Grekova M. 2001).

Social Exclusion: Social exclusion is a multidimensional process of progressive social rupture, detaching groups and individuals from social relations and

institutions and preventing them from full participation in the normal, normatively prescribed activities of the society in which they live. People are

‘excluded’ if they are not adequately integrated into society. The definition of the concept varies among countries and different schools of thought. The

primary forms of exclusion cover Circumstances in which people are left out of society, through non-inclusion in systems of social protection;

Circumstances, like poverty and disability, when they are unable to participate in ordinary activities; Circumstances in which people are shut out, through

stigma or discrimination. Exclusion stands then for a whole series of social problems and processes and ‘combating social exclusion’ has come to stand for a

wide range of actions in social policy.” (Silver 1994, Gordon D, Spicker P, Leguizmon S 2007).

Report TItle

Report Title

ANNEX 5 EVALUATION

- What did you think about the training workshop?

- The training had very useful subject matter

- The training procedure was excellently facilitated, but would prefer if the training were longer.

- Learnt important and practical tips for integrating Gender Social concerns in Program/Project planning

- Learnt applying GESI lens that can help in reviewing proposals, concept notes and reports

- Internalizing GESI –learnt GESI terminologies through exercises

- Analyzing workspace in relation to GESI issues was very useful

- Clarity in Gender inclusion in Planning

- Learnt more about GESI related implications to develop research proposal but not enough about social inclusion

- Learnt about how GESI concepts (Intersectionality and implicit bias) impact project implementation

- Learnt GESI analysis

- Learnt a systematic framework for planning from a GESI perspective

- Linking GESI with technical activities

- Learnt the need and importance of GESI in planning stage

- Interesting tools for Gender Analysis and GESI responsive planning

- Planning activities from a GESI perspective

- Learned to analyze self as well as social and professional environment through analyzing family and workspace

- Learnt the process of Gender oriented planning

- Group work provided a platform to understand concepts through a diverse perspective

- Learnt more about the situation of issues concerning Access specially for women and marginalized communities

- Learnt the importance of GESI analysis

- Diagnosis exercise with a case study was very helpful

- Time duration should be longer

- Role play and social change modality/techniques should be included

1. What more would you like to learn?

- More practice on planning from a Paani project perspective

Report TItle

- Time was not sufficient to understand, analyze and learn how to implement GESI into project activities

- These training should be planned annually

- More examples and emphasis on practical use of the tools

- Would like to learn more on GESI sensitive activity planning at field level

- Need to learn how GESI can be mapped

- Field observation and case study development

- Need more Gender Analysis and Gender Mainstreaming

- How to insure GESI integration measures/tools in project tasks? How to insure it has been done correctly?

- Need more detailed learning specially on planning

- GESI responsive budget

- GESI implementation at field level and at a larger scale for further planning

- Need to learn GESI implementation in activities at the field level

- GESI auditing

- Need to touch up on the complete components of Developing project cycle

- Real field work integration

- Deeper knowledge on social inclusion subject in upcoming planning workshops and practical exposure to better understand

- Looking forward to receiving trainer’s recommendations/suggestions for Paani project to be more GESI aware professionally and within the team

- Assessment of Paani’s GESI awareness level and how to move forward in achieving out GESI

- More refresher training

Report Title

ANNEX 6 PARTICIPANT LIST

S.No Name of Participant Organization Designation

1 Allen Turner Paani COP

2 Nilu P. Basnet Paani DCOP

3 Bhaskar Bhattarai Paani Field Team Director

4 Bhupendra Shahi Paani Field Team Leader

5 Manoj Chaudhary Paani Field Team Leader

6 Ganesh Bishwakarma Paani Field Team Leader

7 Rachana Rasaily Paani GESI Specialist

8 Arun Poudyal Paani GIS Specialist

9 Anju Pandit Paani Data Analyst

10 Ravindra Thapa Paani M&E Specialist

11 Ashok Poudyal Paani M&E/Stakeholder Support Specialist

12 Sarah Gray Paani Communication Specialist

13 Anjana Shakya Paani Capacity Building Higher Education

Specialist

14 Narayan Belbase Paani Environment Policy & Law Expert

15 Deepak Rijal Paani Chief Technical Specialist

16 Pradip Gautam Paani Sustainable Hydropower Specialist

17 Bhawani Shanker Dangol Paani IWRM Specialist

18 Prajwal Rai Paani Green Infrastructure Specialist

19 Suresh Wagle Paani Fisheries Expert

Report TItle

20 Marjo Curgus Paani Facilitator

21 Puspa Raj Tewari Paani Watershed Management Specialist

22 Bhaskar Doe Chaudhary Paani Watershed Management Specialist

23 Ashok Baral Paani Watershed Management Specialist

24 Bhola Dhakal Paani Watershed Management Specialist

25 Roshan Bhatta Paani Watershed Management Specialist

26 Gajendra Singh Paani Watershed Management Specialist

27 Jagdish Bhatta Paani Watershed Management Specialist

28 Richa Pradhan Paani Watershed Management

29 Laxmi Bhatta Paani Watershed Management

30 Mumtaj Alam Paani Field Office Manager

31 Dipak Bhatta Paani Field Finance Officer

32 Kamaleshwori (Komal) Bhatta Paani Field Grant Officer

33 Preeti Panday Paani Front Desk Associate

34 Krina Khadgi Paani Driver

35 Matuk Chaudhary Paani Driver

36 Tikaram Bhandari Paani Driver

37 Gul Ram Chaudhary Paani Support Staff

38 Siddhakala Rawat Paani Support Staff

39 Lok Bahadur Khaka Paani Field Procurement Officer

40 Richa Karki Paani Procurement Manager

41 Suresh Ranjit Paani Procurement Officer

42 Sajina Thapa Paani HR Officer

Report Title

43 Prativa Tamang Paani Front Desk Associate

44 Sanju Neupane Paani Finance & Admin Manager

45 Akash Karki Paani Finance Officer

46 Bishnu Shrestha Paani Finance Associate

47 Jahannes Go Paani Sr. Operation Manager

48 Binita Shrestha Paani Grant Manager

49 Harka Tamang Paani Driver

50 Suraj Singh Thapa Paani Driver

51 Saili Tamang Paani Support Staff

52 Run Kumari Magar Paani Support Staff

53 Lalit Jung Shahi MWU Program Manager

54 Sita Aryal FECOFUN Project Manager

55 Arwin Dahal -

56 Mahendra -

57 Rasita Shrestha NESS Environmental Officer

58 Bipin Karki SILT Mechanical Engineer

59 Ganga Aryal NFIWUAN Coordinator

60 Sagun Lawati - Consultant

61 Barun Gurung - Consultant

62 Shreya Thakali - Consultant