Visit to BRAC GQAL Programme visitors: Colin, Kira, Lubna and Sutapa

1. Visit to BRAC GQAL Programmevisitors: Colin, Kira, Lubna and Sutapa Observations

2. GQAL Operational Procedures • GAAC - Gender sensitization training for Mid-level Managers • GQAL Programme – STUP Areas • 1 spot -300 BHHs TUP & non-TUP members, 50-50 ratio, Female-Male 50-50 • 30 Gender Justice Educators (GJEs) • 1 Field officer

3. GQAL Operational Procedures • GJEs – receive ½ + ½ + ½ day training on Gender Awareness in Family Life • GJEs basically conduct the Courtyard Sessions for the community members (TUP & non-TUP) with the presence of a Field Officer • Twice a month- very frequent and constant

4. GQAL Operational Procedures • 6 main topics of Courtyard Sessions: 1. Sexual Harassment 2. Food & Nutrition 3. Education 4. Access to and control over resources 5. Domestic role and Domestic violence 6. Health and Diagnostic / Treatment • Flip charts are used in all sessions as self explanatory tools • Promise Posters (e.g. We'll have meal together , respecting elderly etc.) • Spot wise committee for protecting against domestic violence • FOs/ staff conduct Educator’s Forum once a month • NO INCENTIVES for Gender Justice Educators New initiatives: • Youth Group/ Club • Youth Forum / Gender & Youth Club

5. Observations • A huge gathering in the session • Ms. Full Banu GJE was very spontaneous as the facilitator in the courtyard session • The members of the meeting seemed to be well conversant with the topics and the massages of the flip charts • Participants are mostly female with a few male members and children observing from the sidelines • Children also seemed to be aware • The message always shared with counterpart and child • Gender justice Educators feel a kind of dignity when they introduce themselves, feel encouraged, brave. • Example: won as UP member – more scope to work for EP

6. Observations • Straightforward and robust model • Easy to replicate and roll out • May be difficult to address the complexities of intra household gender dynamics (CMS 5 findings) • Timing: One to two years to see changes in husbands’ behavior • Example: sharing meals together; equal allocation of food between husband and wife • Indicates the difficulty in behavioral change interventions

7. Observations • Sequencing: • GQAL pilot came after the main TUP (CFPR) economic empowerment intervention • Suggested that it could have been more effective if trainings had taken place before or during the intervention • Highlights importance of applying female empowerment interventions early on, particularly with choosing better and more sustainable IGAs (rickshaw vs. cow)

8. Key Messages! • Family members should share a meal at least once a day together • Pregnant mothers should get more food to protect against child malnutrition • Everybody should respect Elderly persons and be a good human being in the society

9. Key Messages! • What empowerment indicators are used to monitor impact? • Important link with nutrition • Sharing food between husband and wife • Low technology needed • With new and upcoming technology interventions in development, are they adding value or just cost?

10. Questions?

11. Gender Mainstreaming

12. Gender Refers to the social differences between men and women that have been learned, are changeable over time and have wide variations both within and between cultures – EC Development Cooperation

13. Women’s empowerment Actions that are targeted specifically towards women Aimed at redressing the historical exclusion and power imbalance from which women and girls have suffered Examples: support to female entrepreneurs, training for female parliamentarians, action against gender based violence, etc.

14. Gender mainstreaming Does not mean that women and men should be ‘the same’ Looking at all programmes/actions through a ‘gender lens’ Consider the different impact of our actions, systems, processes on men and women (boys/girls) Taking a gender perspective on everything from employment law to budgeting processes to infrastructure design The ultimate goal of mainstreaming gender is gender equality

15. Gender in Bangladesh MDG 3: On track with ratio of girls to boys in primary and secondary education (3.1a and 3.1b) Off track with: - Ratio of girls to boys in higher level education (3.1c) - Share of women in wage employment in the non-agricultural sector  Target 50% (3.2) - Proportion of seats held by women in national parliament  Target 33% (3.3)

16. Gender in Bangladesh Gender in Extreme Poverty • Lots of previous activities related to gender equity and mainstreaming in development • BUT, have we become complacent?

17. How can we revisit gender equity? • How has the context changed? • Focusing on what we do not know- how can this drive research? • Are we focusing too much on economic growth and forgetting gender?

18. Gender Equity in Operations • Gender issues become particularly salient when distributing IGAs to beneficiaries • We need to question what works for women in: • Female headed households • Female headed households with at least one adult male earner • Silent female headed households

19. Gender Equity in Operations • Need to consider the constraints female headed households may face to operate IGAs • Mobility • Self-esteem and perception of capabilities e.g. CARE • Social norms • Physical strength • Case Study – Abida

20. Gender Equity in Operations • Some female headed households may have one male adult member, usually a son • There is a propensity for the mother to ask for a IGA that her son can utilize • Case Study – Halima Begum

21. Gender Equity in Operations • Silent female headed households • What happens in a household when the male head is ill, injured or otherwise unable or unwilling to work? • Case Study – Moni Talukder

22. Gender Equity in NGOs • Are females well represented within shiree and the partner NGOs? • What are the problems with recruiting female staff members within the aid industry? • How far should we go to ensure a high representation of females?

23. Breakout Session