Gender and Social Inclusion Training

TRAINING MANUAL
GENDER AND SOCIAL INCLUSION IN

RENEWABLE ENERGY DEVELOPMENT
Gathering and Dissemination of Information and Green Knowledge

for a Sustainable Integrated Farming Workforce in Indonesia
(Gading)
HIVOS CONSORTIUM - MCA - INDONESIA

MARCH 2016
GENDER AND SOCIAL INCLUSION IN
RENEWABLE ENERGY DEVELOPMENT
Gathering and Dissemination of Information

and Green Knowledge for a Sustainable
Integrated Farming Workforce in Indonesia
(Gading)
HIVOS CONSORTIUM - MCA - INDONESIA

MARCH 2016
PREFACE
This training manual aims to build an understanding between GADING project staff
and stakeholders of the importance of gender and social inclusion in achieving
the project’s aims, and to foster an organisational commitment to incorporate
gender and social inclusion principles throughout the project cycle. It also provides
guidance for project staff on how to apply the Gender Action Learning System
(GALS) participatory tools for community training, gender analysis; how to promote
community dialogues; and how to track the narrowing of disparity gaps amongst the
men, women and vulnerable groups in the communities in which we work.
The three modules that comprise this training manual include Gender Awareness,
GALS practical tools, and Gender Mainstreaming. After participating in the training,
we hope that project staff and stakeholders can use the contents of this manual
to raise the gender awareness of their organizations and teams. They should be
able to demonstrate practical steps for applying the GALS tools in communities,
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how to systematically track the progress of gender relations, and how to report on
these issues. Ideally, training should be designed to cover all three modules of this
manual. However, it is an option to select the most relevant activities to conduct as
a session during team monthly meetings, or new staff inductions.
At the community level, the manual will assist participants to directly practice GALS
and use the monitoring tools “Women and Men Empowerment” and “Case-Based
Evidence” to keep track of progress in gender relations.
Annexed to this manual is a checklist for gender mainstreaming, which should be

used to stimulate discussion amongst the project staff and ensure that gender and
social inclusion elements are adequately addressed throughout the GADING project
cycle. The Gender Focal Points established within each field team will be a network
through which findings and lessons learnt can be shared. The Focal Points will also
assist with the documentation and dissemination process. The two sets of pre and
post test questionnaire will assist the team in capacity-building for the different
groups of training participants, whether project staff or project beneficiaries.
Finally, a reporting template will assist project staff in managing the implementing
timelines, outputs, and required documents.
GENDER AND SOCIAL INCLUSION IN RENEWABLE ENERGY DEVELOPMENT

We would like to cordially thank all those who made this training manual possible:
our project donor, the Millennium Challenge Account-Indonesia; Ms Chusana Han
CONTENT
for preparation of the training modules; Ms Catherine van der Wees for her helpful
recommendations about GALS practice; Ms Intan Darmawati for her translation
of the GALS tools; Ms Linda Mayoux for her development and piloting of the GALS
concept, and for her Facilitator Resources at http://www.galsatscale.net; Ms Gita
Meidita for assistance on monitoring tools; Ms Ananda Putri, Ms Arina Rupa Rada,
Ms Sativana Nilawati for translation; and the valued opinions and input from all CONTENT............................................................................................................................05
participants of the first staff training in Lombok. ACRONYMS.........................................................................................................................06
For further information on social inclusion and gender mainstreaming, GALS, or any OVERVIEW ...........................................................................................................................07
other topic covered by this manual, please contact our the GADING Project Manager, WHY SOCIAL AND GENDER MATTERS IN RENEWABLE ENERGY DEVELOPMENT?.......07
Mr. Husnul Maad: hmaad@hivos.org PROJECT BACKGROUND................................................................................................................08
TRAINING OBJECTIVES AND SESSION PLAN.............................................................................09
MODULE ONE: GENDER AWARENESS..................................................................................16

1.1. LEARNING FROM SIMILARITIES AND DIFFERENCES.............................................16
1.2. REVISING GENDER DIFFERENCES.............................................................................19
1.3. EXPLORING POWER DIFFERENCES..........................................................................23
1.4. UNDERSTANDING GENDER ANALYSIS....................................................................28
1.5. DIALOGUE SKILLS FOR WORKING............................................................................36
4 5
MODULE TWO: GENDER ACTION LEARNING SYSTEM (GALS)...............................................42

2.1. TOOL 1 VISION JOURNEY...........................................................................................42
2.2. TOOL 2 GENDER BALANCE TREE..............................................................................49
2.3. TOOL 3 EMPOWERMENT MAPPING............................................................................54
2.4. TOOL 4 MULTILANE HIGHWAY.....................................................................................58
MODULE THREE: GENDER MAINSTREAMING....................................................................62

3.1. CASE-BASED EVIDENCES COLLECTION..................................................................62
3.2. WOMEN AND MEN EMPOWERMENT MONITORING TOOL.............................66
3.3. GENDER MAINSTREAMING GUIDELINE AND CHECKLIST................................70
ANNEX.....................................................................................................................74
A. GENDER FOCAL POINT TOR.........................................................................................76
B. REPORTING TEMPLATES..............................................................................................82
C. PRE AND POST TEST QUESTIONARE FOR STAFF TRAINING..................86
D. PRE AND POST TEST QUESTIONAIRE FOR COMMUNITY TRAININ.................90
REFERENCES................................................................................................92
TRAINING MANUAL GENDER AND SOCIAL INCLUSION IN RENEWABLE ENERGY DEVELOPMENT

ACRONYMS OVERVIEW
IDBP Indonesia Domestic Biogas Program (known as Biogas Rumah or BIRU) WHY DOES GENDER AND SOCIAL INCLUSION MATTER IN
CPO Construction Partner Organization RENEWABLE ENERGY DEVELOPMENT?
FGD Focus Group Discussion Gender and social inequalities in income distribution, the use of natural resources,
GADING Gathering and Dissemination of Information and Green Knowledge and access to healthcare and education all make women and girls more vulnerable
for a Sustainable Integrated Farming Workforce in Indonesia to chronic poverty. Poor Indonesian women in rural areas have a particularly
GALS Gender Action and Learning System difficult time compared to men due to socio-cultural requirements, such as
GIZ The Deutsche Gesellschaft für Internationale Zusammenarbeit gathering firewood and carrying it long distances back to their homes. Time and
GFP Gender Focal Point labour constraints substantially limit their ability to engage in productive income
MCA-I Millennium Challenge Account Indonesia generating activities. Moreover, household reliance on fossil fuels (firewood) has
NTB Nusa Tenggara Barat a notable impact on the surrounding landscapes, and climate change is leading
NTT Nusa Tenggara Timur to biomass reductions, requiring women to travel further and spend more time
P-SGIP Project - Social and Gender Integration Plan collecting fossil fuels. Women are also disproportionately exposed to the health
RE Renewable Energy risks associated with pollution from burning biomass indoors in traditional stoves.
SII Sumba Iconic Island
6 7
WEAI The Women Empowerment in Agricultural Index In 2013, Hivos conducted a Socio-Economic and Gender Baseline Survey1 in Sumba,
YRE Yayasan Rumah Energi East Nusa Tenggara as part of its Sumba Iconic Island (SII) renewable energy
development program. The study found that average household consumption of
firewood used in open fire stoves was 12.1kg per day, implying a high burden upon
women for the collection and transport of wood. Due to the time costs arising from
lack of access to modern energy technologies, women have been excluded from
decision-making roles and have had less opportunity to obtain education, which is
essential for human capital accumulation. As a result, many women are trapped
in poverty. Therefore, fostering gender equality for equitable access to Renewable
Energy (RE) is the key development activity and business model that Hivos and local
partners have been focusing on. RE development in the communities where Hivos
and local partners work has significantly reduced women’s workload and saved them
time. Gaining access to biogas and clean cooking technologies increases household
wealth and quality of life. Reduced indoor air-pollution and more efficient cleaning of
kitchen utensils create specific advantages for women, who are primarily responsible
for food provision and cleaning. A study of women in West Nusa Tenggara and East
Java revealed that women using biogas IDBP saved over one hour per day.2
1
SII. Socio-Economic and Gender Baseline Survey. Hivos 2013 (pp.93). (https://hivos.org/sumba-documents).
2
IDBP Monitoring Report on Women’s Time Saving from Biogas. Hivos 2015 (pp.2). (http://sfiles.biru.or.id/
uploads /files/ wocanreport.pdf)

Reducing time and effort involved in household chores provides women with Tenggara (NTB), and East Nusa Tenggara (NTT). Based on learning from the
more time for other social, entrepreneurial, and income-generating activities. The semi market-based biogas program in BIRU, which provided renewable energy
2014 IDBP or BIRU final report showed that 5% of biogas users, including women, alternatives to fossil fuels, GADING recognizes the importance of gender-sensitive
could increase their income by between IDR 20,000 to 600,000 IDR per month implementation. The GADING project period began on 1 October 2015 and runs
by selling bio-slurry as organic fertilizer.3 Similarly, in SII using RE for lighting until 31 March 2018. Women comprise 33% or more of the targeted beneficiaries
can benefit families by extending productivity hours, easing women’s challenge of GADING, mostly in the context of using biogas digesters located in domestic
to complete household, community, and childcare activities before sundown. SII areas. The program aims to increase the number of female beneficiaries. However,
women could spend more time engaging in village meetings and home-based experiences from BIRU indicate that the majority of women, elderly, and disabled
income generating activities, including growing vegetable and weaving. A 2015 that participates in this type of program are still disadvantaged and unable to fully
study prepared for Women Advocacy Strategy at SII by Hivos found women had access the benefits incurred. With this in mind, GADING makes an effort to prioritize
more time to spend on weaving businesses (some fabrics they created are sold at and promote women and vulnerable groups to be active agents in this agricultural
IDR 500,000). However, in some instances, all income increases were allocated to value chain by increasing their leadership and capacity to participate in industries
husbands. Using REs does not always benefit women, especially when the existing such as bio-slurries, fish rearing, and lemna (a common type of duckweed) related-
gender roles and decision-making structure is left unchanged. However, women businesses. This increases women and disadvantaged people’s leverage in their
working as energy entrepreneurs may positively affect community perceptions households and communities.
about women’s capabilities and open new space for public participation. Moreover,
gender inequalities may be influenced, men may be more inclined to take up The CPO, YRE implementing teams, Gender and Community Engagement Officers,
household responsibilities and engage women equitably. While it is not easy to and Gender Focal Points of the project play a key role in advancing gender training
change underlying gender-based power relations, Hivos will continue using gender- in communities and mainstreaming social and gender components throughout the
focused interventions and work to increase women’s economic value by introducing project cycle. This training of trainer so will help raising the awareness of those
renewable energy technologies and engaging them as energy entrepreneurs. implementing teams and stakeholders that the social and gender inclusion can
8 9
be potentially effecting the project achievement. In addition, they will be equipped
on the ways to apply Gender Action Learning for Sustainability (GALS) approach
PROJECT BACKGROUND for narrowing the disparities or gaps existing in the communities and the gender-
Since 2009, BIRU has been a semi-market based biogas sector development specific tools for tracking the progress of the initiatives implemented.
program aimed at developing a sustainable and self-reliant biogas sector. Along
with the contribution to the national energy supply and providing a solution for
sustainable energy based on local potential, carbon emission reduction is an added TRAINING OBJECTIVES AND SESSION PLAN
goal of this project. By the end of 2015, there were more than 16,500 digesters The objectives of this training are three-fold: to build a common understanding among
built in 10 provinces throughout Indonesia. Utilization of biogas by-products the implementing team staffs that social and gender inclusion is a key factor and
and bio-slurry as the organic fertilizer has become an important added-benefit objective of our work; to foster an organizational commitment to implement social
of the program. The key stakeholders for the implementation of BIRU are the and gender inclusion throughout the project cycle; and to provide guidance to the
Indonesian Ministry of Energy and Mineral Resources, YRE as an implementing staffs on how to apply GALS methodology to promote social and gender equality in the
local counterpart, and the donors including the Government of the Netherlands, the community in which they work. By the end of training, the staffs will:
Norwegian Embassy, Jakarta, and GIZ. 1. Understand why social and gender inclusion is important in order for projects to
have an impact;
The GADING project was formed by MCAI funding and aims to produce equal 2. Be able to use GALS practical tools to conduct specific gender analysis and to
benefits for both female and male workers through up-scaling bio-slurry usage. identify interventions which incorporate gender and social inclusion;
GADING is influenced by the successes of the BIRU project, and it targets 2,000 3. Be able to integrate gender and social inclusion into project design,
biogas users in four Indonesian provinces: West Java, Yogyakarta, West Nusa implementation, monitoring, evaluation, and learning
3
IDBP Final Report. Hivos 2014, (pp.35).

Training topics Training Approach
Day One 1. Participant’s self-awareness on the importance of social and gender inclusion
Module 1 Gender Awareness Module 1 will begin with participants’ own awareness on the importance of
The participants will learn: social and gender equality and understanding how exploration of inequalities is
• Gender and power differences, how considering these differences is important for important for achieving our work.
project success 2. Encouraging participant’s reflection and identifying ways to implement GALS
• How gender analysis can help to understand gender and power differences methodology
• Dialogue skills for helping communities learn about gender and power differences Module 2 will bring about the skills required to apply GALS participatory tools
in order to promote social and gender equality. It will fully allow participants to
The participants are anticipated to use this module for raising awareness of their practice using GALS to help communities understand more about gender norms
organizational team on social and gender inclusion. . and their impact, as well as exploring ways to improve equality.
3. Assisting participant’s exploration of ways to integrate social and gender
Day Two and Three inclusion into projects Module 3 will enhance participants’ sharing of opinions
Module 2 Gender Action Learning System on how to integrate social and gender inclusion throughout project cycles. This
module will also discuss ways of tracking progress, reporting, networking, and
The participants will learn::
documentation.
• 4 GALS tools
• Facilitator roles using those GALS tools to raise awareness of communities on
Expected Outputs from the trainings
gender and power differences and the ways households and communities can
1. During the organizational staffs training, it would be great if a full set of the three
cooperate to reduce those differences
modules can be conducted. If not, it would be an option for some activities to be
selected and conducted by participants as a session during the event of the team
10 The participants are anticipated to use this module for training their organizational team 11
monthly meeting or new staff induction.
how to practically implement GALS at the communities. Also, the participants will conduct
2. At the community, the participants are expected to use module 2 of GALS
each GALS tool One to Four respectively during community accompaniment visit.
implementation directly along with the monitoring tools of “ Women and Men
Empowerment” and “Case-Based Evidences” learnt to keep tracking progress
Day Two and Three
of gender relation improved among the beneficiaries groups. In addition, the
Module 3 Gender Mainstreaming
guideline of gender mainstreaming developed as a checklist will enable the
The participants will learn: discussion among the team to ensure that social and gender components are
• The ways to track the progress of gender relations through the monitoring tools adequately addressed throughout the GADING project cycle implementation.
• Roles of Gender Focal Point networking 3. The Gender Focal Point established at each field team would be a networking to
• Gender mainstreaming guidelines and checklist share the findings and lessons learnt from all our practices and to facilitate the
documentation and dissemination process.
The participants are anticipated to use this module for training their organizational team.
Also, the participants will apply the monitoring tools learnt to ensure gender and social
inclusion integrated throughout the project and reporting.

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SESSION PLAN
DAY ACTIVITY TIME OBJECTIVE KEY CONTENT METHOD
MODULE ONE: GENDER AWARENESS

Day 1 1.1 0830-0900 To create a space for the facilitators and Exploring diversity of Pair Discussion
Introduction Learning from participants to get familiar, make them thoughts and the ways
similarities and willing to learn, and share from their we are working on these Large group discussion
differences own stories differences
To understand how similarities and

differences impact our work and life
experiences
To understand how can we learn from

those similarities and differences of
each other to achieve the goal we are
working for
Training objectives To make agreement on the training Training Objectives and Large group discussion
objectives small rules
Self Awareness 1.2 0900-1030 To increase awareness on how we Awareness on gender Large group discussion
Revising gender identify ourselves and others as male differences
differences and female
Awareness of the impacts
To understand how gender norms of gender norms and the
are socially constructed, used as need for change
a bias for discrimination, and the
importance of creating an equitable
society
Break
TRAINING MANUAL
1.3 1045-1200 To understand the power dynamic Awareness of the Small group discussion
Exploring power between dominant and subordinate differences of power, its Walk gallery
differences groups and the effect on gender impacts, and the need for Large group discussion
relations and vulnerabilities more equality
Lunch
1.4 1300-1430 To understand on the importance of Introduction: What Small group works to
Understanding gender analysis and the way we can does gender analysis identify the components
Gender Analysis implement look into, and how can of gender analysis and
we implement gender large group discussion
analysis?
Break
Moving from 1.5 1445-1630 To understand the ways to Dialogue skills for Large group activities and
analysis to Dialogue skills for communicate with the communities communication discussion
action working where we work to explore gender
and power differences
1630-1700 To summarize what we learnt from Wrapping up Day 1 Large group discussion
gender and power differences and
the ways we communicate these to

communities
MODULE TWO: GENDER ACTION LEARNING SYSTEM (GALS)
Day 2 2.1 0830-1030 To start a workshop with a clear Recap from Day 1 Individual work and large
GALS Tool One understanding of what we want to group work to make a
GALS approach Vision Journey achieve in terms of social and gender collective vision and
to develop a equality programming discussion
new vision for
equitable social To introduce GALS tools for GALS Tool One Soul Mate
and gender implementation in communities Vision and Vision Journey
relations
13
14
Break
1045-1200 GALS Tool One Continue
Lunch
2.2 1300-1430 To introduce GALS tools for GALS Tool Two Gender Individual work and large
GALS Tool Two implementation in communities Balance Tree group work to make
Gender Balance a collective tree and
Tree discussion
Break
1445-1700 GALS Tool Two Continued
Wrapping up Day 2
Day 3 2.3 0830-1030 To introduce GALS tools for Recap from Day 2 Individual work and
GALS Tool Three implementation in communities large group work to
GALS Empowerment GALS Tool Three make a collective
approach to Mapping Empowerment Mapping empowerment map
develop a and discussion
new vision
for equitable Break
social and
gender 2.4 1045-1200 GALS Tool Four Large group work
relations GALS Tool Four Multilane Highway and discussion
Multilane Highway
Lunch
TRAINING MANUAL
Day Activity Time Objectives Key content Method
MODULE THREE: GENDER MAINSTREAMING
Social and 3.1 1300-1400 To understand the tools for tracking Case-based evidence Small group work
gender Case-Based progress of gender relations collected from GALS and large group
integration Evidence monitoring discussion
throughout Collection
the project
cycle 3.2 1400-1500 To understand the tools for tracking Women and Men Small group work
Women and Men progress of gender relations Empowerment Tool and large group
Empowerment discussion
Monitoring
Break
3.3 1515-1600 To become aware of the importance Roles of a Gender Focal Small group work
Gender Focal of sharing and learning among the Point (GFP) and large group
Point gender networking group discussion
Networking
3.4 1600-1700 To understand social and gender Social and Gender Small group work
Social and gender integration in project cycle steps; mainstreaming and large group
mainstreaming work plan design, implementation, guidelines and checklist discussion
guidelines and monitoring, evaluation, and learning
checklist
To comprehensively apply learning
for implementation The next steps, outputs,
timeline, and reporting
Wrapping up learning
from Day1-3
15
MODULE ONE:
GENDER AWARENES
ACTIVITY 1.1- LEARNING FROM SIMILARITIES AND

DIFFERENCES
Purpose
1. To create space for the facilitators and participants to get familiar
2. To understand how differences and similarities impact our work and life
experiences and how we can learn from each other to achieve the goal of social
and gender equality
Duration 30 minutes
Instruction
1. The participants might already be familiar with each other because of previous
team working. Facilitator provides a brief introduction on the purpose of
training, aiming to give participants a deeper understanding of social and gender
16 17
inclusion and learning how to work for greater equity
2. Participants have discussions in pairs facing each other at comfortable
conversation distance
3. Facilitator poses a question for participants to discuss, such as:
• What is a professional achievement that you are proud of?
• Think back to when you were a child in your home, neighborhood, and school.
When was the first time you remember feeling different? What happened and
how did you feel?
• What was happening at a time when you were dealing with someone
different, and it did not go well?
4. Call for 2-3 highlights of the conversation to be shared in the large group. The
participants will be asked to share the stories of their partners
5. Wrap up session by helping participants to understand differences and value of
inclusion
• We had extensive experience and wisdom about differences in our group.
Working on gender is a matter of dealing with the differences (beliefs, roles,
responsibilities, characteristics, etc. and one’s response to changes. We
acknowledge this when we work in the community and with the team
• We are all learners and have learned together today about the importance
of social and gender inclusion for our work and everyday lives and we can
practice using some tools for working to achieve this in our communities

6. Provide small cards to the participants to write any more ideas they have about ACTIVITY 1.2 - REVISING GENDER DIFFERENCES
things they would like to learn, then group and summarize all training objectives in
a flip chart Purpose
7. Make a communal agreement about a number of “small rules” for during the 1. To understand how gender stereotypes and norms are socially constructed and
trainings, such as: shape people’s characteristics
• Active listening with a desire to learn, and respect each voice in the room 2. To initiate a discussion on the negative consequences of gender stereotypes and
• Be punctual the resulting discrimination and disparities
• Speaking or writing in any language is fine but try to explain so that others 3. To become aware of the importance of a more equitable society, which can be
can understand created through changing gender stereotypes
• Some volunteers will be needed to summarize our learning on each day and
to recap at the beginning of next day Duration: 90 minutes
Instruction
1. Introduce gender stereotypes, which imply norms and characteristics associated
with men and women. We will discuss how men and women behave differently in
the same situations. Why does this happen?
2. Distribute small cards in two different colours and ask participants to write a
female characteristic on one card and a male characteristic on another. Make
sure to establish beforehand which colour corresponds to each gender.
3. Facilitator sticks a drawing of man and woman in two different flipcharts and
asks participants to stick their different small cards around each picture.
4. Examples of characteristics include: adventurous, rough, impatient, authoritative,
18 19
strong, intelligent, brave, weak, shy, gentle, dependent, tolerant, sensitive, caring,
forgiving, etc.
5. Discuss in the large group the following questions:
• What are the statements we heard while growing up from parents, teachers,
relatives, or friends that shaped gender norms, such as “act-like-a-lady”
or “be a man”? Which of these were positive and which were negative,
depending on if we met certain gender expectations?
• Was there a time when we wanted to step out from these “gender boxes”
which ascribed our roles?
• What were some of results and comments made if we stepped out of these
prescribed roles?
• What consequences for stepping out of gender normativity -- from your own
experience or from others -- have you witnessed? Discuss
• Due to socialization, society often teaches to associate attributes such
as bravery and strength with males, while weak and submissive are
attributed to women. Values are strongly embedded in the minds of
people and affect all aspects of personality, attitude, self-identity, roles,
responsibilities, and behaviour

20 21
TIPS
• Participants need to reflect and share their experiences from childhood and
adolescence when they were being told how they should behave
• Facilitators also can share their stories at the beginning to encourage
sharing in a safe environment

• We actually found that it is hard to say exactly what characteristics should ACTIVITY 1.3 - EXPLORING POWER DIFFERENCES
belong to women or to men. For example, men expected to have strong
characters can be sometime want to be sensitive or overtly express an Purpose
array of emotions. And women will often exhibit characteristics of strength To understand the power dynamics between dominant and subordinate group
and bravery membership and its effects on relationships and vulnerabilities
• Can these be used as a basis for discrimination? Encourages the participants
to give some examples they have experienced or that they observed in their Duration: 90 minutes
communities. We might find that women are inhibited in terms of mobility, Instructions
driving, or staying overnight outside of their respective villages that may reduce 1. Briefly introduce that power difference is very real in the communities where we
their ability to attend trainings or participate in events at regional centers work and in our workplace. We will now explore how these dynamics can impact
outside of their immediate community. us personally.
• Gender isn’t merely looking at a women’s role and the challenges she faces 2. Place flipcharts around the room with each marked by a category representing a
in society. Men can also feel constricted by society’s demands for them. For dominant group membership. For example, place four flipcharts throughout the
example, men at home taking care of children and without a personal income room representing: Male, Persons with Abled Body, Team Leader, and Elder.
may feel embarrassed or harassed by the surrounding community. 3. Instruct participants to select to stand in one group in which they identify with
• It is important for men to see that gender normative stereotypes may provide or are comfortable in. It is possible that some will identify with more than one
certain privileges, such as having more freedom than women to travel or characteristic, have them choose which to stand by.
participate in entertainment with their peers. However, in some ways these 4. Say that this is an opportunity to explore and think about the privileges
same stereotypes can take away certain freedoms from men who want to associated with the identified dominant group membership.
behave in ways that society may perceive as more “feminine”. 5. After all participants have found their place, ask them to talk with those in the
• This exercise is not meant to show men in a negative light, or to suggest same group about why they chose to come to that particular group. Instruct them
22 23
that only women are discriminated against, but rather to understand how to talk about the privileges, benefits, or advantages they have by virtue of holding
ideals of gender stereotypes place certain privileges and pressure on both membership to this group. They should write these privileges down on the blank
men and women flipcharts below the group titles.
6. Conclude the exercise and link with socialization process 6. After all groups are finished, participants are invited to do a “gallery walk” where
• Address the point that “gender roles is changeable,” but the process for they stroll around the room with their group and look at every flipcharts and its
change can be challenging because of how deeply these roles have been lists. Any participant can add anything they think is missing from the list.
embedded culturally and historically. The change can happen by increasing 7. Discuss in a large group. Ask questions such as:
awareness about the value of a more equitable society for wellbeing quality • What did you notice when making your list? Mostly the participants will
of life. answer that they tried their best to identify their privileges.
• By exchanging the picture of a woman with the picture of a man on the board, • What did you notice when you did the gallery walk? There will have been
there are only a few cards which are biological differences and do not seem more privileges added by the others walking around. For example, women
to be interchangeable, such as breast-feeding and giving birth. will have added privileges to the male category.
• How many of you realized that you had privileges you weren’t previously
aware of? Encourage the participants to reflect on their feelings.
• What do you lose by having these dominant group characteristics? We might
sometime ignore the feeling of the subordinate groups if we still hold the
characteristics of the dominant groups. For example, men may not think
about the feelings of women. Team leaders may not be aware of the feeling
of group members. Elders in society may not understand the feelings of the
younger people around them. The able bodied person may not understand
how the disabled person feels.

• Why is this relevant for staff to learn about our own privileges and power?
When we work in the community, were we aware of the power different
between community members and us?
• Present the figure below “Dominant-Subordinate matrix” and briefly explain
about the dynamics and behaviors of dominant and subordinate group
membership.
• Discuss behavioral patterns in Dominant and Subordinate Groups while making
note that subordinate does not necessarily mean being submissive, rather it
can simply be speaking to a group that has less power or a weaker voice.
Dominant
1. See their behavior as normal
2. To define standards, limit access to
resources/behavioral options to non-groups
members 1. Often
3. Have advantages by identity featured experiences
4. Often unconscious of their own being an outsider
privileges 2. Less access to
resources
3. Works extra hard for the same
benefits
4. Often conscious of their lack of
privileges 25
SUBORDINAT
8. Close the session with the summaries below
• We all have experience in both the dominant and subordinate groups.
• Illustrate how those with subordinate group memberships are often seen as
“less than” and are “expected to fit in.” What does vulnerability mean to people
in the subordinate position? Using a right-handed and a left-handed person
as examples
TIPS
• Some participants find they have several group memberships, making it
hard to find a place to stand. When they do, they may find they have many
privileges they were previously not aware of.
• This might be difficult for someone, such as a team leader, who finds it
hard to identify their own privileges. This exercise can often be a humbling
experience where one realizes the extent of their own privilege
• Being aware can be powerful and help us understand how people around us
feel and how we can create a better relationship with them

26 27

ACTIVITY 1.4 - UNDERSTANDING GENDER ANALYSIS
Purpose
To understand the importance of gender analysis to achieve projects and the
participatory ways we can practice gender analysis in our communities
Duration: 90 minutes
Instruction
1. Explain briefly why do we need gender analysis?
• After we learnt about “gender differences” and “power differences”,
during this activity we will take an actionable step in order to gain deeper
understanding of how these differences are happening in the communities in
which we work.
• Gender analysis is a participatory process, and should ideally be conducted
during project design. If not, it can be undertaken at any later step of project,
too. It helps us understand the gender and power differences and to identify the
root causes of these differences in the specific context of Renewable Energy
development. The analysis involves the examination of the following elements:
• Different roles, responsibilities, opportunities, and needs of men and women,
and the different disparities identified.
• Different benefits of project activities for women and men , including the
28 29
collection of sex-disaggregated or gender sensitive data related to cultural
practices, beliefs, and behaviors (such as women having more confidence to
share their opinions or actively participate in group project activities, etc.) 3. For achievement of the above goals, each project needs to explore whether
• The reason why such disparities exist, and determine whether they are there are any differences existing between women and men in the five domains
potential impediments to achieving the project’s desired results, and look at listed below and see what the opportunities and constraints are from those
how these disparities can be addressed by the project. differences.5
2. Explain briefly how Hivos’s RE programmes highlight the following four specific • Decision making over production
areas as the goals for social and gender mainstreaming.4 • An importance for the beneficiaries developing RE products is the
• Welfare goal for improving women’s wellbeing through the use of accessibility to innovative knowledge provided by project. We need to
renewable energy ensure that the extension services, training intervention, and advisory are
• Production and productivity goal for increasing women’s productivity through equally available to male and female RE users.
the benefits of using the renewable energy product and engaging them as • The analysis can go through the questions asking about whether the joint
energy entrepreneurs decision of men and women has been made over the RE production, such
• Women empowerment and gender equality goal through RE development as decisions about the bio gas to use, the duckweed to grow, the size or
• Equal participation of women and men, and paying attention to women’s place of duckweed farming, and the price if they decide to sell, etc.
practical needs, strategic interests, and constraints
5
Adapted from Women Empowerment in Agriculture Index (WEAI) launched by USAID Feed the Future
4
Hivos Policy Guideline: Gender Mainstreaming in Domestic Biogas and Improved Cook Stove Programs, 2013 Program 2012 (https://feedthefuture.gov/lp/womens-empowerment-agriculture-index).

• Access to productive resources
• This domain is defined as decision making over the ownership,
purchasing, sale or transfer of assets such as land, livestock, agricultural
equipment, and access to credit
• The ownership and control over the key agricultural resources such as
land, livestock, and agricultural tools, as well as financial resources such
as credit access
• Project needs to ensure that there are not substantial gaps between men
and women’s ownership over the important assets developed by the project
• Control over use of income
• Control over use of income means both women and men should receive
remuneration from their work and participates in decisions around
expenditures of that income.
• The project should make sure that the interventions increase women’s
creating opportunities for off-farm business, connecting to business
management, and marketing skills so that women can learn what
expenditures they should spend.
• Assessing the constraints faced by women entrepreneurs to control their
generated income before implementing a business skill training session
will be important to ensure that the curriculum is relevant and beneficial.
At SII, an example of such a constraint is demonstrated by women who
30 31
started a cloth weaving business but failed to reach agreement with the
men on income use. When the clothes were sold by men at the market, the
women had no control on how that revenue was spent.
• Community leadership
• This domain is looking into the different economic or social group roles
that women and men have and their different behavior while participating,
such as comfort with sharing their opinion, the leadership roles they
attain, etc.
• Participation in community groups will increase more women’s access to
information about the newest technologies and current market prices. This
could help increase their productivity and marketability
• Time Allocation
• This domain is defined as the allocation of time for income generating,
household tasks, and the available time for leisure activities
• Women in developing countries are primarily responsible for caring for
children, the disabled, and the elderly; collecting firewood and water;
cooking; cleaning; growing, and harvesting subsistence food. The bulk of
household tasks are carried out by women with no remuneration

32 33
• While men also carry out some similar tasks, women are responsible
for the majority of it, taking away from time they can spend on income-
generating work. We need to ensure that the project work is not simply
bringing an added workload to women at the benefit of men without
encouraging men to participate in a way that improves the wellbeing of
household
4. Participants divide into five small groups to look into each domain of analysis
and discuss the below questions:
• Are there any differences existing between women and men at the
communities you work in each of the domains we are discussing? Example
activities are listed in the chart below in Column 1
• If there are differences existing between men and women, what
differences are potential constraints that may hinder the completion of
the project (Column 2)? What are potential opportunities for future project
achievements (Column 3)?
5. Each group to present their flipchart as a large group and summarize by
mapping all the analysis in the table below:

What are What are
What are the key gender differences What are What are the key gender differences What are
constraints constraints
related to each domain that affect opportunities related to each domain that affect opportunities
W M hindering W M hindering
women and men’s participation in the for project women and men’s participation in the for project
the project’s the project’s
GADING Project activities? GADING Project activities?
achievement? achievement?
Group 1 - Decision making over production • Who has been attending
Examples frequently?
• Who has made decisions on the • Who has been actively expressing
biogas to have and duckweed to opinions?
grow? Group 5- Time allocation
• Who has made decision on the size • Who has a big role in each income
of bio-gas or duckweed crops? earning activity?
• Who made a decision on the • Who has more involvement in each
distribution of tasks such as household activities?
applying manure to reactor, or • Who has more involvement in
collecting lemna from the ponds community activities?
etc.? • Who has time for leisure
• Who made a decision on the price activities?
to sell, place to sell, and amount to
sell?
34 35
Group 2- Access to productive resources
• Who own the assets; land, farm
equipment, cattle, and vehicles?
• Who made a decision to sell the
above assets?
• Who has access to different kinds
of credit?
Group 3- Control over use of income
• Who decided on the following
expenditures; food, education,
home improvements?
Group 4- Community leadership
• Who is involved in the village
committee?
• Who is involved as groups
members?

ACTIVITY 1.5 - DIALOGUE SKILLS FOR WORKING
Purpose
1. To recognize that working on social and gender inclusion is a matter of dealing
with disparities and the different responses to social programs from women,
vulnerable groups, and men
2. To understand how to use communication skills to explore the different gender
and power relations
Duration: 120 minutes
Instruction Activity 1.5.1 - Listening Skill

1. Introduce the dialogue skill “Listening”
2. Assign participants as either a one or a two and tell them to match in pairs
with another person of a different number than their own. All participants with
number one to take five minutes to tell a story to their partner (the number twos)
about a hobby they enjoy doing. People labeled number two should try to find
every possible way not to listen to their partner.
• Take turns, participant number two tells a story and number one tries not to
listen
• Ask questions to whole group; what did you feel in this situation?
36 37
3. Tell participants to match with a different partner, tell them the same story, but
this time the listeners should be attentive and try to understand as much as they
can about the story
• Take turns so that each partner has a chance to tell their story
• Asks questions to the whole group; what did you feel in this situation?
To close the session, encourage the participants to consider how often people
(including themselves) communicate without giving full attention to their
interlocutors

Instruction Activity 1.5.2 - Community Dialogue Skill
1. Tell participates the next section is focused on “Dialogue Skills”
2. Tell the large group that the facilitator will read some statements and
participants should show that they either “agree” or “disagree” with the
statement by standing on one side of the room or the other
3. Two small cards labeled “agree” and “disagree” are placed on opposite walls
4. The examples of statements for the facilitator to read include:
• Men are often better than women at understanding the RE technology
provided
• Working with male team leaders is better working with female team leaders
• Men are better than women at encouraging children to have higher principles
5. Ask the participants to stand on one side or the other. Within their respective
groups, they are to spend five minutes discussing why they decided to stand
under that sign
6. Tell group “agree” that they can select a group member to ask a question to
group “disagree” in order to better understand their rational. Note, facilitator
needs to re-affirm the purpose of questioning is to get a deeper understanding of
the other’s perspective, not to debate or belittle the other side
7. Switch, and allow group “disagree” to ask questions to group “agree”
8. After the questions are over, tell participants they can change sides, if they want.
38 39
Following this, the facilitator can read out the next statement. Typically, the time
only allows for two statement sessions.
9. In the large group, ask participants to reflect on their feelings when they were
asked to try to understand the other side’s position, rather than to debate or
attack it. Most of participants will note that this is challenging to do
10. To close the session, explain that working with communities discussing gender
issue is similar. It is sensitive and deals with differing opinions and beliefs that
are culturally embedded
• Dialogue with communities to share information between two different
groups should be interactive and participatory, and aimed at reaching a
common understanding and workable solution
• Unlike debate, this form of dialogue should emphasize listening, deepening
Active Listening involves giving full attention to people we are communicating understanding, and finding common perspectives and goals between
with participants
 We need to be willing to listen and learn from the experience of others
 We might need times to practice by stopping, looking, and listening

A community dialogue is to:
 Promote social contacts among various groups in communities
 Provide a forum for unheard voices of vulnerable groups to be heard
 Identify possibilities for positive change from innovative ideas
 In a participatory way, generate responses that result in commitment
to identifying problems or gaps
40 41
The different between debating and dialogues skills:
Debating Dialogue
• Denying opposing views • Allows for the expression of different
views
• Participants listen in order to better • Participants listen to understand and
refute views of others gain insight
• Questions are asked from a position • Questions are asked from a position
of certainty of curiosity
• Participants speak as the • Participants speak with free minds
Tips
representatives of a certain group
 The facilitator should not interrupt people, and be patient, respectful,
• Statements are predictable and offer • New information surfaces.
and open
little new information
 The facilitator should show confidence that local people are capable
of performing their own analysis

MODULE TWO: GENDER ACTION
LEARNING SYSTEM (GALS)6
ACTIVITY 2.1 GALS TOOL ONE - VISION JOURNEY6 that the household decides on a road map to move towards a shared vision,
which is based on analysis of their current situation, past achievements,
Purpose strengths, opportunities, and constraints. The output of the second GALS tool
1. Participants to understand about GALS methodology and are capable of applying (Gender Balance Tree) is an analysis of gender relations in households and at
them for improved social and gender inclusion in Renewable Energy Development. a group level. The third GALS tool (Empowerment Maps) helps communities
2. Through GALS Tool One, participants will understand how to develop an action plan identify their surrounding networks and their existing relationships. The
that help communities work towards their vision. fourth GALS tool (Multilane Highways) monitors the progress of activities
from GALS tools one through three. The first tool will be used during the
Duration: 3 Hours community training, and the other tools will be rolled out one at a time during
the subsequent accompaniment visits.
Instruction Activity 2.1.1- Soulmate Visioning: From Individual to Group
1. In the large group, briefly introduce GALS as a community-led empowerment • The materials
methodology using specific participatory facilitation techniques and diagram Participants need to prepare their own notebook diary and bring it with them
tools to reinforce female and male beneficiaries about the benefits of mutual for every group meeting, as well as a color pen for drawing on diagrams.
42 43
empowerment and joint decision-making between genders. Some participants may be reluctant to draw when they first begin, so the
• The reason team should reinforce that drawing is a fun and casual activity supporting the
By recognizing that women and men have different needs and interests, group discussions.
and that they are not only customers of energy services, but are also
potential producers of energy products and services. When women begin 2. Instruct the participants to follow the step below:
generating income from RE products, it may lead them to divert time away • Step 1, Individual Drawing;
from household works, which sometimes causes household conflict. GALS Participants are asked first to close their eyes, and think of how things might
learning approaches mitigate this risk by leveraging the positive benefits be in a happy future. On the first page of their diary, participants should draw
and collaboration among community members. GALS focuses on equality the images they see, this will be their starting vision for the future. Though it
in household relationships and opened-mindedness towards supporting may well change as they share with others, and as the future unfolds.
women’s self-confidence to take a greater role in leadership and decision-
making. Inspired by the possibility of achieving better lives, the household will • Step 2, Finding Soulmates;
work to avoid conflict caused by increasing incomes. Participants then mingle with each other introducing themselves, sharing
their names and organizations, and sharing their vision drawings. As they
• The process and outputs mingle they decide which participants they think have vision drawings most
Peer group methodologies will enable the involvement of men to transform similar to their own, and those form a group together. Normally this produces
their ideas of gender and masculinity, leading to recognition that sharing 3-5 groups of different views, with any number of “special people” who do not
resources leads to a healthier society. There will be four GALS tools to use feel their vision drawings match any others—put them all together as a group
with different outputs. The output of the first GALS tool (Vision Journey) is of “special people”.
6
Detail of GALS and diagrams retrieved from Linda Mayoux, GALS@Scale Facilitator Resources Version March
2014. http://www.galsatscale.net.

• Step 3, Collective drawing;
Each group does a collective drawing on a large flipchart, bringing together
all the elements from the individual drawings in their group. This collective
drawing should be a participatory process, with everyone having held and
used the markers. Do not allow this task to be given to the most artistic
participant.
• Step 4, Plenary Sharing;
Each group appoints two presenters, one to share their collective drawing
and the other to list the elements of gender justice on a flipchart (one column
for each group). Each vision drawing is posted next to the others on the wall
for future reference
• Step 5, Plenary Discussion;
How similar are the drawings? Are there differences between women and
men? Or are the differences mostly a result of people’s individual nature?
3. Explain that the visions in the soulmate session are generally things for a better future
like houses and livestock, or sending children to university. It is important not to draw
any big conclusions at this stage, but rather to inspire people to think of a better future
and share their visions. At the same time the facilitator should note and build on any
gender issues which arise
• Are there any ambitious visions women or men may have for their lives or
44 45
their families, which could be used as models to inspire others? Bear in mind
here that some people are poorer than others.
• Are there any potential contradictions between peoples’ visions and their
attitudes on gender, e.g. whether men assume that their wives will work hard
building a household, but not have their names on the ownership documents.
• Challenge any stereotypes from women as well as men and promote
understanding of common human value.
Tips:
• Initially, many people may not want to draw—both the highly educated and
those without any formal education. To counter this, the facilitators should be
comfortable with drawing and convinced of its benefits. This is essential for
any GALS facilitator and may require practice.
• It is important to make the process fun, encouraging people to practice
“serious play” and explain that drawing is a fun form of expression, which
anyone can do. We are not wanting artistic drawings just symbols which
others can understand
• People who cannot read and write have generally been able to draw within
about ten minutes. They should be put in a group with other people who have
difficulty drawing. There are instances of women over 70 years of age whom
have never held a marker quickly learning to draw very beautifully.

Instruction Activity 2.1.2 - Vision Journey
1. Within this activity, the participants will continue learning to produces a plan
towards their vision from the Soulmate Visioning Exercise with the steps below
in their individual diary book.
• Step 1, First circle – future;
Explain participants to draw a large circle at the top right hand corner of their
page. This represents the future. It is a large circle at the top because it is like a
sun and they are reaching for the sky. It is the vision which will inspire us to pick
ourselves up, and continue to move forward if we fall and stumble on the rocks
along the road.
• Step 2, Second circle – present and drafting road;
Draw a second large circle at the bottom left hand corner of the flipchart. This
represents the present situation. Draw two straight lines to link both circles.
This represents the road from the present (bottom) to the future (top). The
road is straight and upwards, because this is how we hope we will reach up
to your vision. In the bottom circle draw how your current starting situation is
for the different things in your vision.
• Step 3, Opportunities and constraints – on either side outside the road we will
draw:
• At least 10 opportunities at the top of the road - the things that will help
46 47
us up if we fall down. The more opportunities we can think of, the easier it
will be to advance.
• At least 10 constraints go under road because these are the things, which
can drag we down. It is important to foresee and avoid them if possible.
The things that are most under our control will be nearest road. The things
which we cannot control go furthest from road
• Step 4, Target and milestones;
Every journey starts with small steps and vision is a long-term dream. Now
we need to plan how realistically, with the opportunities and challenges. Draw
a circle next to the vision where you will fill in how far you think you can get
in 1 year for the different elements in your vision. Then put 3 circles at equal
distance along the road as milestones for each 3 months. Leave enough
space in between - that is where you will put the actions.
• Step 5, SMART milestones and action plan;
Now we are ready to fill in our milestones - in each circle you put in how
far you need to get each time. Then between each milestone you put in the
actions needed to move from one to the next - revising the milestones and
target if necessary. You will then track your progress over time, and adjust
your drawing as needed to get as far as you can towards your vision.

2. Participants bring their own action plan to a separated-sex group (men and ACTIVITY 2.2 GALS TOOL TWO - GENDER BALANCE TREE
women group) to make a collective plan. Then 2 small groups bring their plan to
share and draw a collective plan of group. Purpose
Participants will understand how to raise awareness on the social and gender
equality and help the communities to identify changes that can be monitored.
Diagram of the Vision Journey and Steps
Duration: 3 Hours
Instruction
1. Briefly explain the participants that this tool is a powerful way in getting information
often collected by other gender analysis tools e.g. different women an men’s access
and control of resources, different time schedules etc. into one tool. Importantly the
tool does not stop at analysis but also focuses on identifying immediate and longer
term action commitments participants can make to improve the gender balance
and increase household wellbeing through more efficient division of labour, more
productive expenditure, more equal distribution of ownership and decision-making.
2. In their individual diary book, a tree will be drawn as a household and we will
identify the differences among women and men; who contributes most work to the
household; who spends most for the household; who benefits most from household
income; the inequalities in ownership and decision-making. At the end of the session,
we will decide whether the household tree is balanced and decide priority areas for
48 49
improving the gender balance of the tree so it can stand up straight and bear richer
fruit equally for women and men.
3. The participants will draw a tree with the steps below.
Step 1,Trunk - Who is in the household?
a. Draw two lines in the middle of the paper for the trunk. Then put symbols for each
household member on either side inside the trunk. Working women (including co-
wives living in the same family) should go on the left side of the trunk in one color
(e.g. green), working men on the other in another color (e.g. blue), with dependents in
the middle to the side of their respective sex.
Step 2, Roots - Who contributes what work?

a. Draw two roots for women and two roots for men on the respective side of the
trunk in their respective color. The central root is for joint activities but the line
is in the color for women/men.
b. On the outside root on each side put the activities which men or women
performs alone for themselves. Ring those, which take most time in black as
something you may want to change. Ring those, which earn most income with a
blue ring, thickness indicating relative amount of income and something, which
you probably want to keep.

c. On the inside roots put the activities which men or women perform alone for
the family i.e. housework following the same size and ring convention.
d. In the central root put those activities, which both women and men do, putting
the symbol on the side of the sex who does most. Again using the same size
and ring convention.
Step 3, Branches - Who gets what fruit?

a. Draw four branches corresponding to each root, women, men and central
trunk for joint household expenses.
b. On the outside branch on each side, draw symbols for personal expenditure
that men or women spends for themselves alone. Ring the largest personal
expenditures in black with thickest line for largest expenses as probably
things you want to change.
c. On the inside branch on each side, draw the household expenditure that only
men or women pays for. Ring the largest expenditures in black, with thickest
line for largest expenses as possibly things you want to change.
d. Put similarly ringed symbols for joint expenditures in the middle top branch
- putting the symbol to the side of the sex who contributes the most. Ring the
largest expenditures in blue.
Step 4, What is pushing the tree? On their respective side of the trunk put
50 51
symbols for
a. The property which women and men own e.g. land, livestock, house.
b. Types of decisions which women and men make – which decisions are made
by women only, which by men only, which are made jointly? Or is one person
overall decision-maker or do they always sit down together?
Step 5, Action- What do we want to change?

a. Does the tree balance? Are women doing most of the work with men owning most
of the property, income and getting most expenditure? Put a symbol representing
the degree of gender balance at the top of the trunk. Ring in blue the things you like
that help the tree to balance. These do not need to change. How do you think you
can make the tree balance better? E.g. which tasks should be done jointly, which
expenditures could be cut, what property should be shared? Of the income earning
activities can you increase income or decrease time?
b. Identify 5 action commitments - Mark these in green or cross the original symbol
with a black cross and draw a new green symbol in the appropriate place – as
unripe fruits which you want to change and turn red.
4. The participants bring their own tree to discuss in a separated-sex group (men
or women group) to make a collective tree. Then all participants in 2 small
groups will discuss and draw a collective tree of the group.

5. The narrative in the below box can be used for closing the session The diagram of Gender Balance Tree and Steps
Households are like trees
Trees – much like households – need to be properly balanced if they are to bear fruit. If
the roots are not equally strong on both sides the tree will fall in the first storm. If the
fruits on one side are heavier than on the other the tree will fall and there will be no
harvest next year.
Inequalities between women and men in households are a key cause of imbalances
and inefficiencies in a “household tree,” which can make them fall. Often women
and men do not work equally, leading to inefficient division of labor inputs to the
tree. Similarly, women and men may not equally benefit from the tree’s fruit, and
unproductive expenditures may cause the tree to fall. The household trunk is often
made to bend one-way or the other because of ownership inequalities and the
imbalance of decision-making. This means that no one cares about others in the
household and trunk becomes weak.
It is important that the forces acting on each side of the trunk are equal to help it to grow
straight and help the flow of goodness from roots to branches. Instead of the tree being
blown this way and that by power inequalities - and maybe even uprooted altogether.
52 Even if fertilizer is given to the roots, if this is done on one side only e.g. training or 53
inputs only for the men or if the forces acting on the tree are not made equal e.g. asset
ownership, then the tree will just grow faster on one side and may fall over even faster.
The gender balance tree aims to address these imbalances so everyone contributes
equally and everyone benefits. Then the household tree can grow straight and strong
with strong roots and big fruits, and is sustainable.

ACTIVITY 2.3 GALS TOOL THREE – EMPOWERMENT MAP Step 3, Why are they important?
Now map the social/emotional relationships, economic and power relationships
Purpose as arrows radiating from or to yourself, or between other people on you map. Use
1. To analyze the personal and institutional relationships that present opportunities different color lines and symbols for
for change. a. Social/emotional relationships (red): Who do I feel closest to? Who do I love most,
2. To identify challenges existing within those relationships that need to be and who loves me?
addressed in order to achieve the vision. b. Economic relationships (green): Who has money and resources - and do they give
them to me? Or do I give to them?
Duration 3 hours c. Power relationships (blue or black): Who has most power? Am I frightened
of them? Think about direction of the arrow and strength of the relationship
Instruction - stronger relationships should be a thicker line. Weak relationships a thin or
1. Explain participants that the our relationship with the environmental institutions dotted line.
can present the opportunities for our changes.
• Unlike the Gender Balance Tree, which is an awareness tool that can be Step 4, What can I change?
shared with others, the empowerment leadership map is a very detailed a. What do I like ? What are the 5 things you really like about their situation?
analysis of very sensitive personal issues. At a later stage, once trust and What do you want to increase? Mark these with 1-3 smiley faces.
appropriate support services are in place, the individual maps can be the b. What do I want to change? What are the 5 things you really don’t like about
basis for detailed analysis of emotional, economic and power relationships your situation? What do you want to change? Mark these with 1-3 sad faces.
within families and communities.
• The individual map must be confidential to ensure that sharing sensitive Step 5, How can I change it?
information does not make people vulnerable. The feeling of safety is very a. Who do I want to help?
54 55
importance and participants must decide for themselves what they want to b. Who do I need to change?
share with their group or in plenaries.
2. The participants will draw a diagram of their individual relationship with the Draw 3-5 people you want to help and share what you have learnt from GALS
steps below and 3-5 people you want to change in the next 3 months, and select at least 2 of
these to share with immediately on your return home from this workshop, or at
Step 1, Who am I? least within 1 week. Remember: When you share, you should also ask them to
First draw yourself in the center of the sheet of paper. Are you happy or share with others.
sad, confident or frightened, healthy or sick, educated or not, never had the
opportunity to attend school, what work do you do?
Step 2, Who is important in my life?

Then draw around you the different people and institutions who are important
in your life; working outwards from the center, putting those who are most
important closest to you. Important people are not necessarily only your
immediate household or even the wider family. It could include e.g. banks,
religious places. Put men in one color, women in another. Make sure you draw
them in different colors, shapes, sizes so you can recognize them later.

The Diagram of Empowerment Map 3. To close session, use the narrative in the box below
Empowerment leadership through a pyramid peer sharing
• Building the strength to move towards our vision begins with ourselves and
those close to us. Families, friendships and communities are very important
opportunities for support and also sometimes challenges in moving forward. The
personal suffering, isolation and lack of unity within the family and community
are causes of unhappiness and poverty, which most women and men can start to
change themselves.
• Building better friendships, stopping hurtful gossip, curbing our own anger,
helping our friends stop drinking will make our own lives happier. Together with
actions from the gender balance tree, these changes will help increase incomes
and resources available to us. The more we can do ourselves through individual
and collective effort, the stronger will be the voice when we ask for outside help
and changes in the wider environment.
• Changing these things means we need to share what we have learned about
gender and GALS tools with those around us to help those we love also move
forward - as they also help us in return. We also need to share with people who
may hinder us, or with people who can influence them to change. Focusing first
56
where we can easily make a difference will then build strength to later help those 57
in our family and community whom because of violence or poverty have more
difficulties to change than others.
• Explaining to others can deepen our own understanding. And those with whom
we share will in turn reinforce their learning and progress more easily through
sharing with others – a pyramid peer sharing system.
• In this way we can all become leaders of change in our community - people who
have helped many others and changed injustices around them are important
people indeed.

ACTIVITY 2.4 GALS TOOL FOUR – MULTILANE HIGHWAYS • It is important from the first to reinforce the culture of participation, which means
responsibility and no free lunch. As far as possible the process should be self-
Purpose financing. Subsidies for inputs like diaries, pens, and even food and transport
To understand the way to track progress of from the original diagrams of should be kept to an absolute minimum.
• GALS Tools One: Vision Journey
• GALS Tool Two: Gender Balance Tree
• GALS Tool Tree: Empowerment
Duration 1 hours
The diagram of Multilane Highway tracking the progress of Vision Journey,
Instruction Gender Balance Tree and Social Empowerment Map
1. Explain participants that after the 3 GALS tools learnt- the participants will be as the
champions start to work towards their personal visions, implement gender changes
in their lives and share what they have learned with others through pyramid peer
sharing as part of their leadership development.
2. GALS process reinforces the progress of gender relation improvement through
practicing and reviewing. We will in track progress on the diagrams learnt in the
notebook diary
• Actions and milestones achieved on the vision road
• Ripened fruits on the gender balance tree
• People reached on the social empowerment map.
58 59
3. The cement of the Community Action Learning (CAL) process is the series of
group meetings. These meetings are ideally integrated into existing activities of
the project. They will share the progress in the “ Multilane Highway” (MLH).
• The progress towards the vision will be drawn on the top lane of the MLH
• Changes in gender relations will be in the middle lane
• Progress and benefits of pyramid peer sharing on the bottom lane of the MLH
4. Champions and those they bring into the process through the pyramid peer
sharing will meet regularly to exchange experiences and ideas on progress on
the Multilane Highway.
5. The basis of sustainability is the enthusiasm and commitment of participants.
• All meetings must clearly and constantly demonstrate the self-interest
benefits of planning and sharing in terms of helping people progress towards
their visions.
• ALL meetings must be fun as people are giving up their spare time. GALS
meetings should be events which people want to attend and invest time and
energy in. the facilitator could ask the participants to compose their song or
dance when they do the presentation.
• It is important to discuss with participants what they want to do, rather than
imposing too rigid a structure as long as the basic objectives of learning and
sharing for change are met.

6. The implementing team can record the changes found with the table below
Tool 4 Multilane Highways of Individual Change
Monitoring and documentation for the organization7

Name
(Please
Number
continue on
Of Changes Changes Key
another page M/F Education
Meetings Achieved in Process Challenges
if there are
Attended
additional
participants)
60 61
Note:
• The information should be collected using a “collective information form” from the Vision
Journey, the Gender Balance Tree, and the Social Empowerment Map
• The process of collecting this information should be as participatory as possible, celebrating
achievement
• This can be filled in on the excel sheet, adding as much qualitative information as possible
7
Linda Mayoux, GALS@Scale Facilitator Resources (2014).

MODULE THREE:
GENDER MAINSTREAMING
ACTIVITY 3.1 CASE -BASED EVIDENCE COLLECTION were lots of expressions of interest in the group listed below:
• An adolescent girl wanted to join these activities after school let out in order to
Purpose help her disabled mother earn income.
1. Participants to become aware of the importance of tracking changes within • A 70-year-old female head of a household who stays home with the five-year-old
gender relations grandson asked if she could help on lighter aspects of the work such as packing
2. To understand the process using case-based evidences to capture progress on vegetables.
narrowing gender gaps. • A 40-year-old husband who is worried he cannot sufficiently help his wife in the
early morning as a result of the many activities he must do
Duration 60 minutes • A 20-year-old woman who came to the meeting breast feeding a newborn and
wants to join but is worried about her time constraints
Instruction: 3. After completion of the role-play ask participants if they have any questions or
1. Ask for volunteers among the participants to role-play on a case-story. Tell them needed clarifications.
the scenario of the story they will perform and give them 15 minutes to discuss 4. As a group, ask the guiding questions listed below:
and practice the role-play. It is ideal if this group preparation is done out after • Think about the gender analysis domains that we learned and the GALS we
62 63
lunch break and before the afternoon session begins practiced, what is the domain of change for this story?
2. The facilitator can also select a story related to gender relations from the • Do you think this is a happy or sad story?
communities where participants are working • If happy, why do we feel that this story is happy?
• What were the observed positive changes?
Below is an example called “A Story of Ibu Siti” • How did this change happen?
• How did the project help?
At a village meeting, the village chief explained the meeting’s objective: discuss • Which potential factors are connected to the project’s support?
funding that the village can receive to promote women’s income generating • If sad, why do we feel sad?
activities. There is already a woman’s group in the village planting chemical- • Is the situation getting worse?
free vegetables from bio-slurry. Ibu Siti leads this group. The village chief • Can the project play a role in changing the situation?
thinks that this group could be expanded, if there were more women interested. • What are the desired changes? And what can the project do?
Ibu Siti explained her group of 10 women’s daily activities; they start their • Have other staffs seen similar stories in the area?
mornings early in the garden collecting fresh vegetables, packing them in plastic • How is this connected other stakeholders or organizations?
bags which are then loaded on a car headed to the mall in a nearby town. On 5. Ask participants to contribute if they know of similar stories from their work
weekends they also take some vegetables to an open market to sell. Ibu Siti areas to initiate a broader discussion.
explained the group’s management, accounting, some obstacles they face, and 6. Close the session:
the ways they divide the labor and share income. Their profits and the increased • Explanation in the box below the need of case-based monitoring. Summarize
demand in the market have made her confident about their growth opportunity. that the case-story is a useful way to capture progress of gender relations
She also thanked members of the women’s households, who have helped, such existing at the household and community levels.
as her husband who prepares and packs food in the morning for their children, • With the steps below, it stimulates critical learning through the sharing of
sending them to school while she goes to sell vegetables in the market. There practices among the different staffs.

Why do we need case-based monitoring? Step 2, collection of a happy or sad story
• Understanding on the context of gender relations Is this story happy or sad? Happy cases may be examples of gender-based
With the fact that gender relations are extremely difficult to quantify, capturing these improvement. The sad case does not necessarily have to be a tragedy, but it can be
impacts through qualitative descriptions will help teams get a deeper understanding a case where there are room for improvement.
of the context of the changes occurring. Collection and discussion of stories from
field monitoring will complement the quantitative information that exists Step 3, discussion
• Enhancing gender-analysis capacity The facilitator asks questions oriented around the points discussed during
As part of staff’s routine field-visiting practices, case collections will improve the training activity 3.1. The purpose of this discussion is to identify how the
gender analysis capacity of project staffs. This monitoring requires field staff to desired changes can be made in those domains and how GALS has been applied
spend more time talking and listening to women who are especially vulnerable beneficially.
and to carefully note their experiences
• Future planning Step 4, reporting
By collecting both happy and sad cases it is possible to have a broader view of The team can make a list of stories that have been collected and documented. These
the potential opportunities and constraints. Various staffs can use them to reflect stories will also be shared in the Gender Focal Point networking as part of the lessons
and learn, which will support planning for future actions learned and suggestions that will go into the project report.
Process of team discussion on a case-story8

During GALS implementation, the communities would discuss their vision,
opportunities, constraints, and the key domains and activities they would like to
change. The discussion should be done in a participatory manner involving project
64 65
staff, women, men, and vulnerable persons.
At the team meeting, selected stories are to be verbally told by the story collectors,
followed by other participants asking about additional details and a group
discussion. It is a good idea to have a specific gender session during monthly staff
meetings to report the progress on gender-specific results and to discuss at least a
case-based monitoring with the steps below.
Step 1, selection of key domains of change

The group can discuss what key domain of change is found in the story, taking
into consideration what has been learned about production, resources, income,
community leadership, or time allocation. Examples of domain are women’s
decision making, training participation, access to knowledge, having business
networks, confidence in running business, confidence to share opinions in public,
and work division balance within a household, etc.
8
Adapted from Case-Based Gender Process Monitoring : The challenge of institutionalising gender monitoring.
UN-Women, 2012 http://asia.ifad.org/web/rulip

ACTIVITY 3.2 WOMEN AND MEN EMPOWERMENT A-5 Different types of ended products bio-slurry/
MONITORING duckweed should be, such as
• Liquid/dry/composed bio-slurry
Purpose • Dry/fermented/wet duckweed
1. Participants to be aware on the importance of tracking the changes existing B. Autonomy in production: Who made a decision on the following?
within gender relations. B-6 Set the price to sell bio-slurry/duckweed or not to sell
2. To understand the process using the Women and Men Empowerment Tool to
B-7 Place to sell bio-slurry/duckweed or place to use if
capture progress narrowing gender gaps and countering gender disparities.
not sold
B-8 Who brings bio-slurry/duck weed to sell or to use
Duration 60 minutes
if not sold
B-9 Amount of sell bio-slurry/duckweed to sell or
Instruction
amount to use at home if not sold
1. In a large group discussion explain to participants the benefits of using this
tool to ensure equal access, participation, and benefits for women, men and B-10 The spending of income from bio-slurry/duckweed
vulnerable groups. or money reduced from feed expenditures
• Note that it was developed from the gender analysis learned on the first day. To Total score of Production Domain
be relevant with project activities, ask participants to discuss any changes or Percent (Total above score multiplied by 100 and divided by 10)
improvement they think should be made. Comment
• It will be carried out during the gender training in the community and every six
months thereafter to track the existing changes. 2. Resources Male Female
66 A. Ownership of Asset: Who owned the following assets? 67
Men and Women’s Empowerment Assessment A-1 Land
Guiding questions for staffs to separately interview men and women beneficiaries
A-2 Farm equipment
during community gender trainings and later every six-month.
A-3 Cattle, goats, sheep etc.
Village Name ________________________________ Province ________________��
A-4 Small animal as poultry etc.

A-5 Means of transport: bicycle, motorcycle, car, etc.
Facilitator Name ________________________ Interviewee __________________________
Male /Female___________________________ B. Purchase, sale, or transfer of assets: Who made a decision on the following?
Date ______________________________ B-6 To sell or transfer the ownership of the above-

mentioned assets
1. Production Male Female
B-7 To purchase new assets
A. Input in productive decisions: Who made a decision on the following?
C. Access to financial services: Who has access to the following?
A-1 Biogas to have or duckweed to grow
C-8 Credit Cooperation/Saving Group/Micro Finance
A-2 The size of biogas or size of duckweed crop to grow Groups
A-3 Place of biogas or place of duckweed crop C-9 Bank
A-4 Distribution of tasks/labor such as C-10 Arisan
• Applying manure to reactor for those having
Total score of Resources Domain
biogas
• Collecting lemna from the pond, applying bio- Percent (Total above score multiplied by 100 and divided by 10)
slurry to the duckweed pond for those having
Comment:
duckweed

3. Income Male Female 5. Time Allocation Male Female
A. Control over use of income: Who decided on expenditures related to: A. Workload: Who has involvement in the following activities?
A-1 Food A-1 Large participation in productive activities for
A-2 Education/training courses/children’s school fee biogas/duckweed growing
A-3 Home improvement (such as land clearing, planting crop, harvesting,
A-4 Health care processing, selling etc.)
A-5 Clothing A-2 Large participation in household activities

(fetching water, taking care of children, collecting
A-6 Household utensils
firewood, cooking, housekeeping, courtyard
A-7 To purchase new assets such as land, vehicle, etc.
sweeping, washing clothes etc.)
A-8 Energy (fuel, electricity, other)
A-3 Large participation in community activities
A-9 Water (attending community meeting, road maintenance,
A-10 Recreation activities/leisure/cell phone cleaning community well, attending training,
Total score of Income Domain construction of school/village/health center etc.)
Percent (Total above score multiplied by 100 and divided by 10) B. Leisure: Who has time for activities following?
Comment B-4 Leisure activities (visiting neighbors, watching TV,
doing sports etc.)
Total score of Time Domain
Percent (Total above score multiplied by 100 and divided by 4)
4. Community Leadership Male Female Comment:
68 69
A. Group member: Who has involvement in the following?
A-1 Committee of Village Groups, Farmer Organizations
or Cooperatives
A-2 Member of Village Groups, Farmer Organization or
Cooperatives
A-3 Representatives attended sub-district, district,
provincial meeting
B. Speaking in public: Who has gone to the following?
B-4 Frequent attendance in village groups
B-5 Expresses opinions in the public meeting
Total score of Leadership Domain
Percent (Total above score multiplied by 100 and divided by 5)
Komentar:

ACTIVITY 3.3 GENDER MAINSTREAMING GUIDELIND AND Project Gender Mainstreaming
CHECKLIST
Purpose Preparation and Monitoring Learning
Participants to become aware of the importance of social and gender inclusion in Implementation and
every step of the project cycle and know how to implement. Evaluation
Duration 60 minutes Staffs trained on gender and social GALS tools Gender Focal Point
inclusion conducted during Networking and
Instruction community visits Sharing
1. Briefly explain what gender mainstreaming means and the process to close Gender Focal Points Roles
disparity gaps between men and women in terms of development opportunities Case-Based evidence Documentation and
and benefits. It must become part of the organization’s policies and operations, GALS Tool 1 used during community collected dissemination
and the focus of continued efforts. training
• Gender mainstreaming entails assessing the implications for women and Women and Men
men of any planned action in design, implementation, monitoring and Women and Men Empowerment Tool Empowerment Tool
evaluation of all development projects. used during commmunity training used
• The aim is to develop interventions that overcome barriers that prevent
women and men from having equal access to resources and services they Accompaniment visit plan with Project gender
need to improve their livelihoods. budgeting indicator tracked
2. Present the example diagram and ask participants to divide into a small group and reported
70 71
to discuss the ways to integrate social and gender equality into every step of the Gender inclusivity in all training and
project cycle. Participants can also share opinions or suggestions on how to make project activities
improvements on activities.
GALS tools2-4 used during
community visits
Findings from monitoring and GALS

discussed while at the organization
Project Gender Mainstreaming Checklist

The implementing team can use this checklist to lead a discussion on whether
the team has integrated social and gender issues into project cycle activities. The
discussion can be held during the team’s monthly meetings

Project cycle activities Yes No
Preparation and Implementation
1. The project staff is trained on Social and Gender Inclusion in
Renewable Energy and Community Development
2. Gender Focal Point established after training with
responsibilities identified
3. GALS 1 Vision Journey Tool used during community gender
training
4. Women and Men Empowerment Tool used during
community gender training
5. The plan of accompaniment/community visit developed
with the timeline, and purposed based on findings from
GALS and budgeting
6. All schedules of other project trainings are well matched
with the life and work patterns/suitable times of women
and men beneficiaries
7. Location of the all project trainings accessible and safely to
women
8. GALS Tool 2 “Gender Balance Tree” conducted during a
community visit
72 73
9. GALS Tool 3 “Empowerment Mapping” conducted during a
community visit
10. Team continually discusses the progress of gender
relations or case-based evidence during the monthly staff
meetings
Monitoring and Evaluation
11. GALS Tool 4 “Multilane Highway” conducted during a
community visit
12. Case-based evidence is collected
13. Women and Men Empowerment Tool undertaken every six
months
14. Project gender indicators tracked and reported
quarterly
15. Project gender indicators disaggregated by sex as
planned
Learning
16. Gender Focal Point participates in the networking and
shares the case-based evidence or learnings from the
practices

ANNEX A
TERM OF REFERENCE iv. Support the team to use the gender-mainstreaming checklist to ensure that
GENDER FOCAL POINT OF GADING PROJECT gender issues are adequately integrated throughout the project cycle
v. Report the progress using the gender reporting template
Background
The GADING project has focused on enhancing the capacity of the project staffs 2. Engage in GFP networking
enabling them to deliver quality programming that leads towards equitable i. Regularly share lessons learned, best practices, and case-based evidence
benefits for women, men, and vulnerable beneficiaries. With MCAI funding ii. Be available to partners and stakeholders as a gender-related resource
support, Project- Social and Gender Integration Plan (P-SGIP) provides the person
guidelines for implementing teams to operationalize social and gender integration
as key components throughout the implementation, monitoring, evaluation, and Structure
learning processes. The project includes 2,400 female and vulnerable workers, • GFP will be established at each implementing team in the targeted areas and
and helps them adopt skills for integrated farming and waste management report their progress to the GADING Project Manager
systems based on optimized use of bio-slurry and lemna. During the process, • Networking will be developed through group email communication and YRE web-
the Gender Action Learning System’s (GALS) participatory approach is applied by based communication that will be regularly led by the HIVOS Gender Specialist
74 75
the field teams, along with technical support from a Gender Specialist at Hivos and YRE Gender Officer
ROSEA. The implementing teams are also sensitized to gender issues and given • Meeting of GFPs will be held every six months during the project coordination
practical tools to implement the “Social and Gender Inclusion in Renewable meetings
Energy Development” trainings. • It is anticipated that there will be at least one female and one male staff in every
GFP. The staff responsible for gender-related activities at the community level
Purpose will primarily be a GFP member
The leadership on the P-SGIP implementation, the systematical reporting,
networking and sharing the practices among implementing teams are critically
required and the GFP existing at each of the implementing team will enable this
procedure through their responsibilities below.
Responsibilities
1. Engage in gender mainstreaming activities at the project areas
i. Conduct gender training and gender analysis in communities by applying GALS
tool to identify disparities, gaps, and opportunities that exist among women,
men, and vulnerable groups
ii. Apply GALS participatory tools during accompaniment visits to the communities
iii. Monitor progress on gender issues in the communities by using the tools of
Men’s and Women’s Empowerment and Case-Based Documentation

ANNEX B
GUIDE REPORT
Report/ Activity Tools Timeline Outputs Report/ Activity Tools Timeline Outputs
Report 1 1. GALS Tool 1 Vision Quarter 2 Report 1 Template Report4 1. GALS Tool 4 Report 4 Template
Community Journey consisted of Accompaniment Multilane Highway consisted of
Gender Training 2. Men and Women • A picture of Visit 2. Table Multilane 1. A picture of
Empowerment GALS Tool 1 and Highways of diagram of the
Assessment tool its description Individual Change GALS tool 4 and
conducted for each • A results table (Form is in Module its description
participant (Form of the Men Two Activity 2.4) 2. Table of
is in Module Three and Women 3. Guiding questions Multilane
Activity 3-2) Empowerment for case-based Highway of
3. Pre and Post Test Score, and will evidences Individual
76 of community be reported (Questions is in Change 77
training (form is in every six month Module Three 3. Report of case-
Annex D) thereafter. Activity 3.1) based evidences
4. Training evaluation • The results table
sheet (general of the Pre-Post
form used for Test
every training)
Report 2 GALS Tool 2 Gender Quarterly report Report 2 Template
Accompaniment Balance Tree depending on consisted of
Visit the planed • A picture of
accompaniment diagram of GALS
visits Tool 2 and its
description
Report 3 GALS Tool 3 Report 3 Template
Accompaniment Empowerment consisted o
Visit Mapping • A picture of
diagram of GALS
Tool 3 and its
description

3. Table summary of “Women and Men Empowerment Tool”
TEMPLATE OF GENDER REPORT 1
4. Score of 5.Score of
1. Score of 2. Score of 3.Score of
Community Time
Production Resources Income
Time: No. M/F Name leadership Allocation
% % %
% %
• Report after community gender training
• Quarter 2 M W M W M W M W M W
1. 80 40
2.
3.
4.
5.
6.
7.
8.
9.
10.
Note:
1. Please add another sheet if you are having more participants interviewed
2. The score to put is the percentage from the “Women and Men Empowerment Tool”
A picture of the GALS tool 1 vision journey of the group (Example)
78 79
a. Current situation Example:
______________________________________________________________ Bringing 80% of men and 40% of women of domain 4 Community Leadership from
______________________________________________________________ the table below which interviewed each participant to put into the above summary
b. Vision table
______________________________________________________________
______________________________________________________________ 4. Community Leadership M W
c. Opportunities 1. A. Group member: Who is involved in the following?
______________________________________________________________ A-1 Committee of Village Groups, Farmer Organizations, or X
Cooperatives
d. Constraints
A-2 Member of Village Groups, Farmer Organizations, or Cooperatives X
______________________________________________________________
A-3 Representatives attended sub-district, district, or provincial X X
______________________________________________________________
meeting
e. Action Plan within 1 year
• 3 months 2. B. Speaking in public: Who has done the following?
__________________________________________________________ B-4 Frequent attendance in village groups X
• 6 months B-5 Expresses opinion in public meetings X
__________________________________________________________ Total score of Leadership Domain 4 2
• 9 months Percent (Total above score multiplied by 100 and divided by 5) 80 40
________________________________________________
• 1 year
__________________________________________________________

Summary Table of the Pre and Post Test
No. Name M W Pre-Test Post-test TEMPLATE OF GENDER REPORT 2
Time:
• For after community accompaniment visits, depending on the work plan of the team
• To attach in Quarterly Reports
A picture of diagram of GALS Tool 2 “Gender Balance Tree” and its description
Note: Please add additional rows if more participants are interviewed
80 81

Description
1. Members of the household: TEMPLATE OF GENDER REPORT 3
• Are there any vulnerable people reported, such as Female Head of
Households, disabled, elderly, etc.? Time:
2. Work • For after community accompaniment visits, depending on the work plan of the team
• Work men alone do for income/work women alone do for income • To attach in Quarterly Reports
• Work women and men do together
• Work men alone do for the household/works women alone do for the A picture diagram of GALS Tool 3 “Women and Men Empowerment” and its
household description
3. Spending
• Men alone spend for themselves/women alone spend for themselves
• Men and women spend together for family
• Men alone spend for family/women alone spend for family
4. Property and decision making
5. Actions that require improvement
6. Action Commitment to do so.
82 83
Description:
1. Who are you?
2. Who are important people in your life?
3. Why are they important?
4. Is there anything you would like to change about your life?
5. How can you make that change?

3. Report Cased-Based Evidence
TEMPLATE OF GENDER REPORT 4 3.1. The story of (Name) __________________________________________________
3.2. An introduction about the domains of change you have seen, such as income
Time: improvements, a more equitable workload and sharing of resources, and
• For after community accompaniment visits, depending on the plan of the team women in leadership, etc.
• Attached in Quarterly Reports 3.3. Some guiding Questions?
• Do you think this is a happy or sad story?
1. A picture of diagram of GALS tool 4 “Multilane Highways” and its description • If happy, why do we feel that this story is happy?
• What were the observed positive changes?
• How did these changes happen?
• How did the project help?
• Which potential factors are connected to the project’s support?
• If sad, why do we feel sad?
• Is the situation getting worse?
• Can the project play a role in changing the situation?
• What are the desired changes, and what can the project do?
• Have other staffs seen similar stories in the area?
• How is this connected to other stakeholders or organizations?
84 85
Description: The progress of activities planned from Vision Journey (Tool 1), Gender
Balance Tree (Tool 2), and Women and men empowerment (Tool 3)
2. Table of GALS Tool 4 Multilane Highways of Individual Change9

Tool 4 Multilane Highways of Individual Change
Monitoring and documentation for the organization9
Participants
Name
Number
(Add rows Changes Changes in Key
M/F Education Of Meetings
below for more Achieved Process Challenges
Attended
participants
interviewed)
Note:
• The information should be collected using collective information form the Vision Journey, the
Gender Balance Tree, and the Social Empowerment Map.The process of collecting information
should be as participatory as possible, and include the celebration of achievement
• This can be filled in on the excel sheet, include as much qualitative information as possible.
9
Linda Mayoux (2014) GALS @Scale Facilitator Resources.

ANNEX C
PRE AND POST TEST QUESTIONAIRE Please mark “X” below in the column that represents you best on a scale of low to
FOR STAFF TRAINING ON GENDER AND SOCIAL best
INCLUSION IN RENEWABLE ENERGY DEVELOPMENT
Welcome to training, we would like to know a bit about your background on gender Questions Low Fair Good Best
issues in development. Please note that there are no right or wrong answers, as we A. Gender Awareness Raising
are interested only in knowing your opinion and so we encourage you to express 1. How do you rank your ability to explain
yourself as honestly as possible, thank you! what “gender” is?
2. How do you rank your confidence to
Participant Name _________________________________________
discuss the importance of gender
1. Are you  Male  Female
equality in a way that can affect the
2. How old are you? ___________years
outcomes of the project among groups of
3. What is the functional post or role in your job?
people who have different opinions?
4.Are you involved with work to promote gender equality currently?
3. How do you rank your ability to explain
 Yes  No
86 reasons for why we need changing gender 87
If yes, how long have you been working on gender mainstreaming? ____ years
norms?
5. How likely is it that you will use knowledge and skills learned from this training
for your work? 4. How well do you know what gender
 Highly likely  Somewhat likely  Not likely analysis examines as part of exploring
 Unsure at this time disparities between women and men in
the communities you work?
If you will use this knowledge, what are the ways or activities you can 5. How do you rank your knowledge on how
do? to integrate or bring in gender issues into
__________________________________________________________________________ the project you work on?
B. Facilitation Skills to Promote Community Learning on Gender Equality
6. How well do you think you know at least
three different gender tools useful for
discussing and promoting gender equality
in the communities or organizations you
work in?
7. How confident are you that you can
explain about gender disparities that
exist by using gender tools

Questions Low Fair Good Best
8. How well do you think you know
the dialogue skills to help/facilitate
communities’ understanding about the
importance of gender equality?
9. How confident are you that you can
lead discussions with communities or
organizations that you work with in
order to get them to start thinking about
a gender equality vision to achieve by
using the gender tools?
10. How well do you think you can help
communities or organizations design
ways to achieve a gender equality vision
as expected?
C. Gender Mainstreaming in Projects
11. How well do you think you are able to
design a work plan with gender specific
indicators to achieve?
12. How strongly do you feel that you are able
88 to involve both women and men villagers 89
for implementation of GADING projects?
13. How well do you think you know the
ways to track progress on gender
relation improvements by using gender
monitoring tools or case-based studies?
14. How well do you think you know how to
help projects report on the progress of
gender relation improvements?
15. How strongly do you feel that you are
able to share/discuss in a group about
learnings from gender-related activities
Thank you much for you answering and participation
Please specify two to three critical challenges related to your work in promoting
gender equality at the communities or organization you work within.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

ANNEX D
PRE AND POST TEST QUESTIONAIRE Questions Yes No

FOR COMMUNITY TRAINING ON GENDER AWARENESS 8. Do you plan to discuss with family whether or not to
WITH GALS TOOL 1 VISION JOURNEY start selling or making increased benefits from bio-
Welcome to training, we would like to know a bit about your background on gender slurry?
issues in development. Please note that there are no right or wrong answers, as we 9. Do you agree that there are some barriers that
are interested only in knowing your opinion and so we encourage you to express are preventing your household from improving its
yourself as honestly as possible, thank you! income?
10. Do you think your family is willing to discuss ways to
Name _____________________________Age _____ ( ) Male or ( ) Female reduce the barrios mentioned in question 9?
Village Name _______________________________ Date _______________________
Thank you much for your answers and participation
Please answer the questions below by marking an “X” on the answer that best
represents your thinking and write in the blank area to explain your answer
90 91
Questions Yes No
1. Do you know about the importance of creating a
“household vision”?
2. Are you able to introduce to your family the method to
create a household vision?
3. Are you confident that you can start talking or
encouraging your family to find some opportunities to
make income improvements?
4. Do you want to talk with your family to plan activity-
steps to improve the household’s income?
5. Do you agree that it is a woman’s responsibility (and
not a man’s) to do household work such as feeding,
bathing kids, and cleaning the kitchen?
6. Do you agree that women have barriers of time
limitation that prohibit them from participating in
community activities and trainings?
7. Do you think that men can more quickly than women
understand new bio-gas, bio-slurry, and lemna
technology?

REFERENCE
Agriprofocus (2012). Gender in Value Chains: Practical Toolkit to Integrate a Gender

Perspective in Agricultural Value Chain.
CARE International (2011). Gender Equity and Diverity Training Manual.
Hivos (2013). Sumba Iconic Island: The Socio-Economic and Gender Baseline Survey.
https://hivos.org/sumba-documents.
Hivos (2015). Indonesia Domestic Biogas Program (IDBP) Monitoring Report

on Women’s Time Saving from Biogas. http://sfiles.biru.or.id/uploads /files/
wocanreport.pdf.
Hivos (2013) Policy Guideline: Gender Mainstreaming in Domestic Biogas and

Improved Cook Stove Programs.
92
Linda Mayoux (2013). Equal and Together: Gender Action Learning System
for Gender Justice in Development. http://www.galsatscale.net/_documents/
EqualandTogether_GALSOverview_2013May.pdf
MCA - I (2014). Social and Gender Integration Plan (SGIP) Green Prosperity
Requirement Annex 10.
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Transforming Gender and Unequal Power Relations in Value Chains.
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and Committing to Action on Gender Justice. Manual for Field-Testing and Local
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Action Learning for Individuals and Communities. Manual for Field-Testing and
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TRAINING MANUAL

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Gender and Social Inclusion Training

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TRAINING MANUAL

GENDER AND SOCIAL INCLUSION IN

Gathering and Dissemination of Information and Green Knowledge

HIVOS CONSORTIUM - MCA - INDONESIA

Gathering and Dissemination of Information

HIVOS CONSORTIUM - MCA - INDONESIA

Annexed to this manual is a checklist for gender mainstreaming, which should be

GENDER AND SOCIAL INCLUSION IN RENEWABLE ENERGY DEVELOPMENT

MODULE ONE: GENDER AWARENESS..................................................................................16

MODULE TWO: GENDER ACTION LEARNING SYSTEM (GALS)...............................................42

MODULE THREE: GENDER MAINSTREAMING....................................................................62

TRAINING MANUAL GENDER AND SOCIAL INCLUSION IN RENEWABLE ENERGY DEVELOPMENT

TRAINING MANUAL GENDER AND SOCIAL INCLUSION IN RENEWABLE ENERGY DEVELOPMENT

TRAINING MANUAL GENDER AND SOCIAL INCLUSION IN RENEWABLE ENERGY DEVELOPMENT

TRAINING MANUAL GENDER AND SOCIAL INCLUSION IN RENEWABLE ENERGY DEVELOPMENT

DAY ACTIVITY TIME OBJECTIVE KEY CONTENT METHOD

MODULE ONE: GENDER AWARENESS

To understand how similarities and

To understand how can we learn from

the ways we communicate these to

ACTIVITY 1.1- LEARNING FROM SIMILARITIES AND

TRAINING MANUAL GENDER AND SOCIAL INCLUSION IN RENEWABLE ENERGY DEVELOPMENT

TRAINING MANUAL GENDER AND SOCIAL INCLUSION IN RENEWABLE ENERGY DEVELOPMENT

TRAINING MANUAL GENDER AND SOCIAL INCLUSION IN RENEWABLE ENERGY DEVELOPMENT

TRAINING MANUAL GENDER AND SOCIAL INCLUSION IN RENEWABLE ENERGY DEVELOPMENT

GENDER AND SOCIAL INCLUSION IN RENEWABLE ENERGY DEVELOPMENT

TRAINING MANUAL GENDER AND SOCIAL INCLUSION IN RENEWABLE ENERGY DEVELOPMENT

TRAINING MANUAL GENDER AND SOCIAL INCLUSION IN RENEWABLE ENERGY DEVELOPMENT

TRAINING MANUAL GENDER AND SOCIAL INCLUSION IN RENEWABLE ENERGY DEVELOPMENT

TRAINING MANUAL GENDER AND SOCIAL INCLUSION IN RENEWABLE ENERGY DEVELOPMENT

TRAINING MANUAL GENDER AND SOCIAL INCLUSION IN RENEWABLE ENERGY DEVELOPMENT

Duration: 120 minutes

Instruction Activity 1.5.1 - Listening Skill

TRAINING MANUAL GENDER AND SOCIAL INCLUSION IN RENEWABLE ENERGY DEVELOPMENT

TRAINING MANUAL GENDER AND SOCIAL INCLUSION IN RENEWABLE ENERGY DEVELOPMENT

The different between debating and dialogues skills:

TRAINING MANUAL GENDER AND SOCIAL INCLUSION IN RENEWABLE ENERGY DEVELOPMENT

TRAINING MANUAL GENDER AND SOCIAL INCLUSION IN RENEWABLE ENERGY DEVELOPMENT

TRAINING MANUAL GENDER AND SOCIAL INCLUSION IN RENEWABLE ENERGY DEVELOPMENT

TRAINING MANUAL GENDER AND SOCIAL INCLUSION IN RENEWABLE ENERGY DEVELOPMENT

Step 2, Roots - Who contributes what work?

TRAINING MANUAL GENDER AND SOCIAL INCLUSION IN RENEWABLE ENERGY DEVELOPMENT

Step 3, Branches - Who gets what fruit?

Step 5, Action- What do we want to change?

TRAINING MANUAL GENDER AND SOCIAL INCLUSION IN RENEWABLE ENERGY DEVELOPMENT

TRAINING MANUAL GENDER AND SOCIAL INCLUSION IN RENEWABLE ENERGY DEVELOPMENT

Step 2, Who is important in my life?

TRAINING MANUAL GENDER AND SOCIAL INCLUSION IN RENEWABLE ENERGY DEVELOPMENT

Empowerment leadership through a pyramid peer sharing

TRAINING MANUAL GENDER AND SOCIAL INCLUSION IN RENEWABLE ENERGY DEVELOPMENT

TRAINING MANUAL GENDER AND SOCIAL INCLUSION IN RENEWABLE ENERGY DEVELOPMENT

Tool 4 Multilane Highways of Individual Change

Monitoring and documentation for the organization7

TRAINING MANUAL GENDER AND SOCIAL INCLUSION IN RENEWABLE ENERGY DEVELOPMENT

TRAINING MANUAL GENDER AND SOCIAL INCLUSION IN RENEWABLE ENERGY DEVELOPMENT

Process of team discussion on a case-story8

Step 1, selection of key domains of change

TRAINING MANUAL GENDER AND SOCIAL INCLUSION IN RENEWABLE ENERGY DEVELOPMENT

Date ______________________________ B-6 To sell or transfer the ownership of the above-

TRAINING MANUAL GENDER AND SOCIAL INCLUSION IN RENEWABLE ENERGY DEVELOPMENT

A-5 Clothing A-2 Large participation in household activities

TRAINING MANUAL GENDER AND SOCIAL INCLUSION IN RENEWABLE ENERGY DEVELOPMENT

Findings from monitoring and GALS

Project Gender Mainstreaming Checklist