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The evaluation p rocess

The evaluation p rocess. Planning ( autumn 2009) 11 case studies (2010) Analysis and report ( spring 2011) Management Response ( autumn 2011) Develop new guidelines etc. (2012-). Central African Republic Cameroon India Guatemala Ethiopia Belarus Mongolia C ambodja

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The evaluation p rocess

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  1. The evaluation process • Planning (autumn 2009) • 11 case studies (2010) • Analysis and report (spring 2011) • Management Response (autumn 2011) • Develop new guidelines etc. (2012-)

  2. Central AfricanRepublic Cameroon India Guatemala Ethiopia Belarus Mongolia Cambodja Mali Burkina Faso China

  3. Purpose: Learning within SMC, memberorganizations and partner organi-zationsabouthowtoapply the RightsBased Approach todevelopment, with a special focus on gender equality.

  4. What are the implications of different types of contexts for the application of the rights perspective (society, organization, rights holders)? • How have the achieved results (or the failed results) been affected by the way in which the rights perspective has been applied? Which methods seem to have led to good results?

  5. Needs vs. Rights • - Or both?

  6. Mobilization and organization

  7. Mongolia

  8. Guatemala

  9. ”Through collective action the awareness of rights seems not only to grow in an almost organic way, but also, when successful, to create the foundation from where rights holders can feel empowered to take action”

  10. Rolemodels

  11. ”When targeting the poorest/most marginalised people it could be difficult to move on from a pure service delivery role. Extremely disempowered people need more time and support to build up confidence, hope and assertiveness. In such contexts more deliberate efforts are needed in support of mobilization and organization of rights holders.”

  12. ”It seems that results on both individual and organisational level are better in projects that have deliberately targeted and supported role models or change agents from the target group”

  13. Claimingrightsofothers

  14. “The limitations of a full implementation of the rights perspective due to extreme exclusion and marginalisation of individuals or groups that leads to lack of voice cannot be an argument for non-action. A rights-based approach should be applied as far as possible.” • “It is however clear that, although human rights are individual, the RBA allows legitimate representation in the processes towards their realisation. There is no conflict between representative democracy and human rights.”

  15. Legitimacy and representation

  16. ”The local organisation or supported sub-groups have a human rights awareness/drive/ commitment of its own (staff, members, leaders) and is not only an intermediary or “administrator of cooperation funds”

  17. Gradualdevelopmentof a RightsBased Approach

  18. Central AfricanRepublic

  19. Analysisofpowerand gender

  20. Intersectional approach • Poor • Women • Boys • Young • Elderly • Homosexual • Hiv-positive • Disabled • Ethnic minorities

  21. Why do children don’t have access to education? • Why do boys and girls don’t have access to education?

  22. “strenghtened to an equal level” “equally strenghtened” Decrease the power-gap …thentargeted actions that adresses structuralcauses areneeded! Men Women

  23. Gender and poweranalysis • 1. In which way is there a difference between men and women when it comes to power, possibilities and rights? • How many are men/women among the target group? How many boys/girls? • What access do men and women have to the decision making structures in the community? Do BOTH men and women have access to influence decisions? • What access do men and women have to different community assets e.g. land, employment, access to loans and saving, education/knowledge, time etc.? • Are there any particular challenges/problems related to gender equality in the community? E.g. FGM, violence against women, lack of inheritance rights, forced marriage etc.?

  24. Gender and poweranalysis • 2. What are the causes behind this? • Discrimination? • Social norms and behaviors? • Gender roles? • Traditional values? • Exclusion? • Legislation? • Duty bearers not fulfilling their obligations?

  25. Gender and poweranalysis • 3. How to close the power gap? • Plan for measures to close the gap! • 4. Deal with the causes! • Challenge the norms through discussions, theatre • Cooperate with actors with gender expertise, e.g. FIDA Kenya • Advocacy work

  26. “But the men have not been approached to reflect on their willingness to share power. They are happy as long as the empowerment of women leads to increased household earnings or a healthier family. This is a so called functional empowerment of women; the focus is not on the rights of the women themselves. The women are rather seen as vehicle of development contributing to the rights of their children and relatives.”

  27. Based on whatyouhaveheard about gender and power, and yourownexperiencesofthat, write down threerecommendationsabout whatcould be included in SMC’sguidelines.

  28. Based on what you have heard today in the presentations, and your own experiences, write down threerecommendationsaboutwhatcould be included in SMC’sguidelines. • Working in challengingcontexts • Participation ofvulnerablegroups • Gradualdevelopmentof a RightsBased Approach/ Combiningneeds and rights.

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