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INTRODUCTION TO IASC GENDER MARKER 16 Aug 2012 Peter Ekayu unocha

INTRODUCTION TO IASC GENDER MARKER 16 Aug 2012 Peter Ekayu www.unocha.org. Applying the Gender Marker: why, who and how?. To help clusters, organisations and donors track integration of gender and GBV into humanitarian programs

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INTRODUCTION TO IASC GENDER MARKER 16 Aug 2012 Peter Ekayu unocha

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  1. INTRODUCTION TO IASC GENDER MARKER 16 Aug 2012 Peter Ekayu www.unocha.org

  2. Applying the Gender Marker: why, who and how? • To help clusters, organisations and donors track integration of gender and GBV into humanitarian programs • To enable/build capacity of humanitarian teams to meet the different needs of women, girls, boys and men • To highlight the importance of including gender into project selection & prioritization • Provide planners and project designers with a self-assessment structure to integrate gender into humanitarian programming

  3. NEEDS ACTIVITIES OUTCOMES • A needs assessment is the first step in providing humanitarian assistance that is effective, safe and restores dignity. It is critical to understanding the social and gender dynamics that could help or hinder aid. • Activities:The gender analysis in the needs assessment will pinpoint gender gaps, such as unequal access to services for girls and boys; ways to address them should be integrated into activities • OUTCOMES should capture expected changes for female and male beneficiaries

  4. THE IASC GENDER MARKER

  5. Gender Marker Implementation • Piloted in 4 countries in 2009 and 10 countries in 2011 • Mandatory from 2012 in all 16 CAPs, 5 Pooled Funds and ERFs • Gencap support in-country, as well as local capacity such as Gender Focal Points & HQ reviews • Tools developed, i.e. Tip sheets • MYR 2012 for all projects

  6. RESULTS: MYR-OCHA Coordination projects

  7. 1)ADDRESSING GENDER IN NEEDS ANALYSIS SECTION Describe different dimensions of the crisis faced by women, men, girls, and boys such as: • Who is affected (women, men, boys, girls, elderly)? • How are they affected? • Who needs protection and how? • Who has access to what and if there are barriers to accessing services? • What skills/capacities each group relevant publications? • Do women & men participate equally in decision-making?

  8. HOW: Useful Tips • Use illustrations from documented sources to strengthen your case • Utilize household level surveys such as the Comprehensive Food Security Survey (CFSS) • Use results from the UNHCR Age, Gender and Diversity Surveys • Provide context on broad macro-level gender issues such as the gender equity gap. • cite the Global Gender Index or census data

  9. Example: Yemen Coordination project 2012 They cite the Global Gender Index and link it to the humanitarian situation and capacity: “Yemen ranks lowest on the global gender index, translating into social exclusion and discrimination especially for women, and girls. The current humanitarian situation increases the level of vulnerability. However, the capacity of agencies to effectively mainstream gender into needs assessments and overall project activities in order to ensure positive gender equality outcomes is still weak”

  10. Other considerations Provide data disaggregated by sex and agefor the target population such as: • gender ratios, • Percentage of children (broken down between boys and girls), • number of single headed households (broken down between women, boys, girls and men). • Armed elements, women and children in the armed groups, or women and child ex-combatants?

  11. Example 2: Kenya Emergency Humanitarian Response Plan 2012 • It is estimated that 3.75 million drought affected people, including 2.4 million children under 18 and more than 900,000 women of reproductive age, will continue to require assistance into the early months of 2012 despite an anticipated improvement in drought conditions as a result of the short rains season.

  12. Identify gaps in the humanitarian response: Vulnerabilities: • Who is vulnerable? • What are they vulnerable to? • How are they vulnerable? Make sure you mention who the vulnerable are (e.g. vulnerable women, men, boys, girls, elderly women and men)

  13. Capacities/coping mechanisms: Ensure women’s capacities are taken into account. What are different coping mechanisms currently used by women, men, boys, girls? What resources/support are they using to survive? Are these sustainable? Why or why not? Access:Do women, men, girls & boys have adequate access to resources for humanitarian assistance, return and reconstruction (human, technical, financial)? What would help increase their access? Participation/consultation process:Who has been consulted and how? Have men & women contributed to/participated in the assessment, assistance, and reconstruction?

  14. 2.Systematically describe gender specific activities in coordination projects . • The gender marker is applied and partners trained on its use • Coordination mechanisms on gender in humanitarian action are supported • Task force on prevention of sexual exploitation and abuse (PSEA) is created • Training on PSEA conducted • Gender is integrated into contingency plans • inter-cluster coordination forum/HCT adopts gender as a priority cross-cutting issue • Cluster strategies are gender mainstreamed, adopting the ADAPT & ACT framework

  15. Example 1 • OPT, Afghanistan, Yemen ERF projects all prioritize the application of the gender marker to all ERF projects • Sex and age disaggregated data is collected and used to inform programming • Qualitative information on the different experiences, voices and views of women, men, boys and girls in needs assessments informs advocacy efforts.

  16. Example 2: Afghanistan, Somalia, Yemen and Kenya coordination projects in CAP 2012 highlight the need for the collection of timely and reliable sex and age disaggregated data throughout humanitarian processes

  17. Addressing gender in outcomes The outcome section should flow from the needs analysis through activities to ensure a consistency of approach. Outcomes should be measurable, preferable broken by sex and age

  18. Example • The Afghanistan ERF and coordination project list the following outcomes, flowing from needs analysis and activities; • Ensuring that ERF projects address critical gender equity issues that ensure vulnerable women, girls, boys and men have equitable access to humanitarian assistance • Increased advocacy for gender equity within the humanitarian response. • Improved information management, including a focus on the routine collection and analysis of sex and age disaggregated data

  19. GM Challenges • Use of cosmetic language such as “focus on vulnerable groups”, “supporting women” • Too little analysis on the differential impact of humanitarian situation on women, girls, boys and men • Sex-and-age disaggregated data (SADD) - collection and use • Assumptions on gendered roles and responsibilities, e.g. WASH, nutrition, agriculture and livelihoods (Food Sec.) • Gender = women • Coherency - needs, activities & outcomes

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