Building capacity for gender responsive planning and budgeting, the Mozambican experience

1. UNIVERSIDADE EDUARDO MONDLANE Building capacity for gender responsive planning and budgeting, the Mozambican experience Generosa Cossa José Director, Centre for Coordination of Gender Issues Eduardo Mondlane University generosa@uem.mz

2. Contents • Objective of this presentation • GRB in Mozambique • Eduardo Mondlane University approach to GRB • Designing a GRB curriculum • The GRB related Training and Research activities • Lessons learnt

3. Objective of this presentation Share experience on why and how Mozambique is institutionalizing the Gender Responsive Planning and Budgeting at all level of public life.

4. GRB in Mozambique 1 • Positive approach to women´s participation in the struggle for Mozambique´s liberation – 1962 – 1975: • Women involvement in all fronts; • Sensitization of men and women to accept women´s participation in military training and latter in the armed struggle.

5. GRB in Mozambique 2 • Experience on women´s emancipation materialized in the Constitution of the Republic. • Adoption by the Parliament of GRB approach to planning and budgeting in the Government five year program 2010-2014. • The ministries of planning and finance require that government institutions submit plans and budgets that are gender sensitive.

6. Eduardo Mondlane University background 11 Faculties 6 Schools 8 Research Centres 106 courses 57 grad. 49 post. Publicuniversityestablishedin 1962. UniversityCouncilcreatedthe Centre for CoordinationofGenderissuesin 2008. Aim: implementgender policies attheuniversity.

7. The Centreactivities • The Centre, as a gender unit, has focal points atuniversityunitsand has the mission to support the University in the process of mainstreaminggender. It offers training, research and extentionactivities and promotesequalopportunities for all and phycho-socialassistance to students.

8. Eduardo Mondlane University approach to GRB Complying with the State policy 2010-2014 of offering training on GRB for public servants, and with the objective of making the university graduates more competitive, the University Bodies adopted Gender Responsive Planning and Budgeting (GRPB) as the best way of introducing gender literacy to our students, with the vision that, in future, students can use this knowledge on planning and budgeting in their professional and personal activities.

9. Eduardo Mondlane University approach to GRB These activities were supported by UN Women. The Centre for Coordination of Gender Issues engaged in the instructional design of the GRPB module a team of experts involving academicians and government officials from the planning and budgeting ministries. Had collaboration of FLACSO Argentina – Faculty of Social Sciences with aim to have the module delivered as an online course. Expert from the Makerere University, Uganda, facilitated the GRB course for members of university bodies.

10. Curriculum on Gender and GRB Three moduleson gender developed: • Module on Life skills and Learning Methods (3 credits) –orientation course for students – citizenship, gender equality laws, sharing of common spaces and goods; • Module on GRB (2 credits); • Module on Gender Sensitive Pedagogical Practices for lecturers (1 credit).

11. Module on GRB • Meets the requirements of the planning and budgeting methodology followed by the government institutions; • Is gradually being introduced as a two-credit subject in the university courses; • Is offered as a short course for the community and civil servants.

12. Training activities 1 • Two executive GRB courses for members of governing bodies of academic institutions 2009, 2012; • Meetings with faculty bodies to negotiate the integration of Gender & GRB modules in their courses;

13. Training activities 2 • Three annual winter GRB courses 2011-2013 undertaken for public servants from Portuguese speaking countries (Angola, Mozambique, Timor) involved in planning and budgeting.

14. Training activities 3 Two Gender Weeks: • Dissemination of Gender Policy and legislation; • Sensitization on GRB; • Discussions of gender research results; • Gender Curriculum modules discussions.

15. Research activities • Study of the Socio-economic Costs of Violence Against Women in Mozambique - shows that the social costs of domestic violence on woman and her children, relatives and work and the monetary costs for the State and Civil Society Organizations of the VAW are very high (Four cities, more than USD 1.5 million/year) (UN Women). • Research on Women Economic Empowerment in Mozambique – womenaccess to public credit funds was less than 20% (Italy).

16. Lessons learnt 1 • Resistance from different actors from the government, university body members and staff to implement gender equality policies. • Difficulties to get financial support for gender issues, and particularly for activities aiming at promoting women empowerment: scholarships for girls, access to credit and business opportunities.

17. Lessons learnt 2 • Training on GRB directed to the executives impacts the way they present and discuss government and university annual reports: • Gender admission quotas for women at the University faculties and schools; • Gender quotas in political parties internal elections that increases women´s participation in the Parliament and representation of women at all levels; • Acquisition of gender sensitive classroom furniture, for example at the university.

18. Lessons learnt 3 • Negotiation skills are required to ensure collaboration and partnership from relevant stakeholders; • High demand of trainers on GRB to implement Gender and GRB curricula at the University and community requires financial investment to implement an ambitious plan of GRB training for more than 30.000 students and public servants; • Convert the GRB module into an online course could solve partially the problem for areas where internet works.

19. Some photos of GRB courses

20. Thank you for your attention! Obrigada, pelavossaatenção! Kanimambo!