If Development is not Engendered, it is Endangered

1. If Development is not Engendered, it is Endangered

2. Gender Concepts

3. Gender… Refers to the economic, social, political, and cultural attributes and opportunities associated with being male or female. The social definitions of what it means to be a woman or a man vary among cultures and change over time. OECD, 1998

4. Sex… Refers to the biological differences between males and females. Sex differences are concerned with males’ and females’ physiology.

5. Gender Equity & Equality Gender Equity Process of being fair to women and men, including using measures to compensate for historical and social disadvantages that prevent men and women from operating on a level playing field. CIDA, 1996 Gender Equality The state or condition that affords women and men equal enjoyment of human rights, socially valued goods, opportunities, and resources. SIDA, 1997

6. Gender Integration & Mainstreaming Gender Integration Refers to strategies applied in program assessment, design, implementation, and evaluation to take gender norms into account and to compensate for gender-based inequalities. Gender Mainstreaming The process of incorporating a gender perspective into policies, strategies, programs, project activities, and administrative functions, as well as institutional culture of an organization.

7. Women’s Empowerment & CME Women’s Empowerment Improving the status of women to enhance their decision-making capacity at all levels, especially as it relates to their sexuality and reproductive health. Constructive Male Engagement Involves men in actively promoting gender equity with regard to reproductive health, increases men's support for women's reproductive health and children's well-being, and advances the reproductive health of both men and women.

8. Homophobia & Heterosexism Homophobia Fear of, aversion to, or discrimination against homosexuals or homosexual behavior or cultures. Homophobia also refers to the self-loathing by homosexuals as well as the fear of men who do not live up to society’s standards of what it is to be a “true man.” Heterosexism The presumption that everyone is heterosexual and/or the belief that heterosexual people are naturally superior to homosexual and bisexual people.

9. Gender Integration Continuum

10. Gender Integration Continuum

11. Overview of USAID ADS Requirements and USG HIV/AIDS Legislation

12. USAID, Gender, and Development Through attention to gender issues, our development assistance programs will be more equitable, more effective and— ultimately—more sustainable. ~ USAID Gender Plan of Action, 1996

13. USAID, Gender, and Development ADS 201.3.9.3 Gender Analysis MANDATORY. Gender issues are central to the achievement of strategic plans and Assistance Objectives (AO) and USAID strives to promote gender equality... Accordingly, USAID planning in the development of strategic plans and AOs must take into account gender roles and relationships. Gender analysis can help guide long term planning and ensure desired results are achieved. However, gender is not a separate topic to be analyzed and reported on in isolation. USAID’s gender integration approach requires that gender analysis be applied to the range of technical issues that are considered in the development of strategic plans, AOs, and projects/activities. ADS 201.3.9.3 (March 2010)

14. ADS: Key Questions for Planning • How will the different roles and status of women and men within the community, political sphere, workplace, and household (for example, roles in decision-making and different access to and control over resources and services) affect the work to be undertaken? • How will the anticipated results of the work affect women and men differently? ADS 201.3.9.3 (March 2010)

15. ADS Requirements, March 2010 Long-Term Planning: “USAID planning in the development of strategic plans and AOs must take into account gender roles and relationships. Gender analysis can help guide long term planning and ensure desired results are achieved. However, gender is not a separate topic to be analyzed and reported on in isolation. USAID’s gender integration approach requires that gender analysis be applied to the range of technical issues that are considered in the development of strategic plans, AOs, programs and activities.” ADS 201.3.9.3 Project and Activity Planning: “All projects and activities must address gender issues in a manner consistent with the findings of any analytical work performed during development of the Mission’s long-term plan (see 201.3.9.3) or for project or activity design…The conclusion of any gender analyses must be documented in the Activity Approval Document (AAD). If the AO team determines that gender is not a significant issue, this must be stated in the Activity Approval Document.” ADS 201.3.11.6

16. ADS Requirements, March 2010 Performance Indicators: “In order to ensure that USAID assistance makes the optimal contribution to gender equality, performance management systems and evaluations must include gender-sensitive indicators and sex-disaggregated data when the technical analysis supporting an AO, project or activity demonstrates that • The different roles and status of women and men within the community, political sphere, workplace, and household (for example, roles in decision-making and different access to and control over resources and services) affect the activities to be undertaken; and • The anticipated results of the work would affect women and men differently.” (ADS 203.3.4.3)

17. ADS Requirements, March 2010 Issuance and Evaluation of Competitive Solicitations: Similar requirements for contracts (see ADS 302.3.5.15) and grants/cooperative agreements/APS ( see ADS 303.3.6.3). • Contract or Agreement Officer must ensure that the requiring office integrates gender issues in the procurement request, or includes a rationale for not integrating gender. • Gender should not be addressed as a stand-alone issue. Rather, solicitation documents must use the findings of gender analysis to integrate gender issues into the appropriate performance requirements (e.g., Program Description, key personnel qualifications, evaluation requirements, etc.). • Contract or Agreement Officer must ensure that, if gender is integrated into performance components, that gender is also reflected in the corresponding technical evaluation or selection criteria. • Gender should not be a separate evaluation or selection criteria. Rather, gender should be integrated into technical criteria for each performance component.

18. Gender in the Foreign Assistance Framework • Two gender sub-Key Issues are identified in the Operational Plan: • Increasing Gender Equity • Reducing Gender-based Violence • The sub-Key Issues cut across all Functional Objectives • All individual-level indicators to be disaggregated by sex

19. Global Health Initiative: the Woman and Girl-Centered Approach • Increases funding for maternal and child health, family planning, nutrition, and HIV/AIDS. • Supports long-term, systemic changes to remove gender-related barriers to women’s participation in health-sector decisionmaking. • Requires gender analysis for all USG-supported health programs. • Integrates health programs with activities from other sectors (education, economic development, etc.). • Seeks to improve monitoring, evaluation, and research. • Includes a special focus on adolescent girls. • Works with partner governments to support gender equity.

20. Gender and PEPFAR

21. PEPFAR II vs. PEPFAR I: Increased Focus on Women and Girls PEPFAR I: • Requires PEPFAR strategy to specifically address needs and vulnerability of women and girls • Requires reporting of indicators related to reaching women and girls in annual reports • PMTCT emphasized and annual reports on PMTCT required; includes target of “meeting or exceeding the goal to reduce the rate of mother-to-child transmission of HIV by 20 percent by 2005 and by 50 percent by 2010”

22. PEPFAR II vs. PEPFAR I: Increased Focus on Women and Girls PEPFAR II: • Addressing multiple concurrent sexual partnering as supported prevention activity • Includes greater emphasis and more explicit emphasis on women and girls, particularly related to PMTCT and families, and adds language about gender and gender related vulnerabilities to HIV • Changes subtitle B of legislation from “Assistance for Children and Families” to “Assistance for Women, Children and Families” with target of 80% coverage for PMTCT, annual report on PMTCT, and establishment of PMTCT expert panel • Specifically requires that global HIV/AIDS prevention strategy address vulnerabilities of women and youth to HIV infection, and seek to reduce factors that lead to gender disparities in HIV

23. PEPFAR II vs. PEPFAR I: Increased Focus on Women and Girls PEPFAR II, continued: • Adds more detailed accountability measures on reaching women and girls and gender-specific accountability measures • Requires IOM to include assessment of efforts to address gender-specific aspects of HIV/AIDS, including gender related constraints to accessing services and addressing underlying social and economic vulnerabilities of women and men, in its evaluation • Includes sense of Congress concerning need and urgency of expanding range of female-controlled HIV prevention • ADD SOMETHING ON VIOLENCE

24. Gender in PEPFAR Strategy • Two-pronged approach: • Gender integration in all program areas (prevention, care, and treatment) • Programming along five strategic, cross-cutting areas • Implementation: 5-year country strategies, COP technical guidance and review, TA, and resources from Gender Technical Working Group (GTWG), gender focal points/advisors

25. “Fighting the gendered dynamic that is frequently transmitted with the disease itself must become a critical component of any expanded HIV-prevention programs in the next phase of U.S. HIV/AIDS efforts.” Senator Russell Feingold, May 2007

26. Five Key Legislative Issues: PEPFAR I • Increasing gender equity in HIV/AIDS activities and services • Reducing violence and coercion • Addressing male norms and behaviors • Increasing women’s legal protection • Increasing women’s access to income and productive resources

27. 1. Increasing gender equity PEPFAR-supported programs should promote proactive and innovative strategies to ensure that men and women and girls and boys have access to prevention, care, and treatment services. This includes tailoring services to meet the unique needs of various beneficiary groups.

28. 2. Addressing male norms and behaviors Men can play a critical role in promoting gender equity, preventing violence, and promoting sexual and reproductive health. Recognizing that men can either impede or promote health interventions, PEPFAR encourages country teams to develop programs that promote positive male engagement and behavior change.

29. 3. Reducing violence and coercion Women who live in fear for their lives (and their children’s lives) and who are unable to make their own decisions about sex are at a greatly increased risk of becoming infected with HIV. … Reducing violence against women increases their access to services and their ability to negotiate safer sex and take advantage of education and employment activities.

30. 4. Increasing women’s access to income and productive resources PEPFAR recognizes that women’s and girl’s lack of economic assets increase their vulnerabilities to HIV. Providing women with economic opportunities (increasing access to employment, training, and microfinance activities) empowers them to avoid high-risk behaviors, seek and receive healthcare services, and better care for their families.

31. 5. Increasing women’s legal protection Many of the norms and practices that increase women’s vulnerability to HIV and limit their capacity to deal with its consequences are reinforced by policies, laws, and legal practices that discriminate against women. Women denied enforceable legal rights and protections, including property and inheritance rights, are often unable to meet the basic needs of survival for themselves and their children, increasing their vulnerability to HIV.

32. Gender Analysis & Integration

33. Gender Analysis

34. What is Gender Analysis? Gender analysis draws on social science methods to examine relational differences in women’s and men’s and girls’ and boys’ • roles and identities • needs and interests • access to and exercise of power and the impact of these differences in their lives and health.

35. How does Gender Analysis help us design and manage better health programs? Through data collection and analysis, it identifies and interprets … • consequences of gender differences and relations for achieving health objectives, and • implications of health interventions for changing relations of power between women and men.

36. Different approaches, but two fundamental questions • How will gender relations affect the achievementof sustainable results? • How will proposed results affect the relative statusof men and women? (i.e., will it exacerbate inequalities or accommodate or transform gender relations?)

37. To understand gender relations … • Examine different domains of gender relations • Practices, Roles, and Participation • Knowledge, Beliefs, and Perceptions • Access to Resources • Rights and Status POWER POWER

38. Different Contexts Gender constraints and opportunities need to be investigated in specific contexts, as they vary over time and across … • Social Relationships • Partnerships • Households • Communities • Civil society and governmental organizations/institutions • Sociocultural Contexts • Ethnicity • Class • Race • Residence • Age

39. What different constraints and opportunities do women and men face? • How do gender relations (in different domains of activity) affect the achievement of sustainable results? • How will proposed results affect the relative status of men and women (in different domains of activity)?

40. Different Domains of Gender Analysis Knowledge, beliefs and perceptions Legal rights and status Access to assets Practices, roles and participation

41. Different Domains of Gender Analysis Knowledge, beliefs and perceptions Legal rights and status POWER Access to assets Practices, roles and participation

42. Practices, Roles, and Participation Gender structures peoples’ behaviors and actions —what they do (Practices), the way they carry out what they do (Roles), and how and where they spend their time (Participation). • Participation • Activities • Meetings • Political processes • Services • Training courses

43. Knowledge, Beliefs, and Perceptions • Knowledge that men and women are privy to —who knows what • Beliefs (ideology) about how men and women and boys and girls should conduct their daily lives • Perceptions that guide how people interpret aspects of their lives differently depending on their gender identity

44. Access to Assets The capacity to access resources necessary to be a fully active and productive participant in society (socially, economically, and politically). • Assets • Natural and productive resources • Information • Education • Social capital • Income • Services • Employment • Benefits

45. Legal Rights and Status Refers to how gender affects the way people are regarded and treated by both customary law and the formal legal code and judicial system. • Rights • Inheritance • Legal documents • Identity cards • Property titles • Voter registration • Reproductive choice • Representation • Due process

46. Power Gender relations influence people’s ability to freely decide, influence, control, enforce, and to engage in collective actions. • Decisions about … • One’s body • Children • Affairs of household, community, municipality, and state • Use of individual economic resources and income • Choice of employment • Voting, running for office, and legislating • Entering into legal contracts • Moving about and associating with others 2005 Kevin McNulty, Courtesy of Photoshare

47. In short, Gender Analysis reveals … Gender-based Opportunities Gender-based Constraints = gender relations (in different domains) that facilitate men’s or women’s access to resources or opportunities of any type. • = gender relations • (in different domains) that inhibit men’s or women’s access to resources or opportunities of any type.

48. Integrating Gender into the Program Cycle

49. Strategic Information and Program Life Cycle ASSESSMENT What is the nature of the (health) problem? 1 EVALUATION How do I know that the strategy is working? How do I judge if the intervention is making a difference? STRATEGIC PLANNING What primary objectives should my program pursue to address this problem? 2 5 3 4 DESIGN What strategy, interventions, and approaches should my program use to achieve these priorities? MONITORING How do I know the activities are being implemented as designed? How much does implementation vary from site to site? How can the program become more efficient or effective?

50. Moving from Analysis to Action: Practical Steps Based on the analysis of gender constraints and opportunities . . . • Specify sub-objectives and activities • Tie indicators to change in specific gender constraints and opportunities