SINCE - Gender Mainstreaming

Guideline

Prepared by UNIDO

2018/2019
Embassy of Italy in Addis Ababa

Stemming Irregular Migration

in
Northern & Central Ethiopia
(SINCE)

Gender Mainstreaming Guideline

Prepared by

June 2019

1
 Table of Content
Acronyms 3

1. Background Information 6

2 Purpose of the guide 8

3 Intended Audience 8

4 Gender Equality 9

5 Gender Mainstreaming 10

6 Women in Private Sector Development 11

7 Policy Framework in Ethiopia 14

8 Gender in SINCE Program 17

9 Key Gender Issues 18

9.1 Absence of Day care Facility 18

9.2 Inappropriate Training Environment 19

9.3 Sex Based Job Segregation and Stereotypes 20

9.4 Night Shifts 21

10 Gender Mainstreaming in SINCE Programme 21

10.1 Beneficiary selection criteria 21

10.2 Orientation to target beneficiaries 22

10.3 Meetings and PPP platforms 22

10.4 Capacity building trainings 23

10.5 Communication and Promotional materials 24

10.6 Memorandum of Understanding (MoUs) 25

10.7 Soft skillsand Curricula training modules 25

Annexes Gender Matrix 28

Annex 1 Consolidated Gender Matrix 29

Annex 2 Gender Matrix of Lot1 32
Annex 3 Gender Matrix of Lot 2 34

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Annex 4 Gender Matrix of Lot 3 36
Annex 5 Gender Matrix of Lot 4 40
Annex 6 Gender Matrix of Lot 5 42
Annex 7 Gender Monitoring Checklist 46
Annex 8 Glossary 49
Bibliography 50

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 ACRONYMS

CEDAW Convection on the Elimination of All forms of

Discrimination Against Women

ECOSOC Economic and Social Council

EUDEVCO The European Side of the Cooperation for

Development

EU European Union

EUTF European Union Trust Fund

ETB Ethiopian Birr

FeMSEDA Federal Micro and Small Enterprise Development

Agency

FGM Female Genital Mutilation

GBV Gender Based Violence

GDP Gross Domestic Product

GTP Growth Transformation Plan

HIV Human Immune Deficiency Virus

ICT Information Communication Technology

IEC/BCC Information Education Communication/Behavioural

Change Communication

ILO International Labour Organization

ISID Inclusive and Sustainable Industrial Development

JP RWEE Joint Program on Rural Women Economic

Empowerment

LFP Labour Force Participation

MOU Memorandum of Understanding

NPC National Planning Commission

OSH Occupational Safety and Health

OECD Organization Economic Co-operation Development

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PES I Public Employment Service

PPP Public Private Partnership

PSD Private Sector Development

SDG Sustainable Development Goals

SINCE Stemming Irregular Migration In Northern and

Central Ethiopia

SME’s Small and Medium Enterprises

SNNPR Southern Nation Nationalities and People Region

ToT Training of Trainer

TTLM Teachers Teaching Learning Module

TVET Technical and Vocational Education Training

UN United Nations

UNIDO United Nations Industrial Development Organization.

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 1. Background
Although the exact number of Ethiopians who have migrated overseas is not known due to the absence of a
centralized registration system, there is evidence that large numbers migrate to the Gulf Cooperation
Council States, Europe and South Africa seeking employment through irregular migration channels. Inward
Migration stock of Ethiopia has increased from 611,384 in 2000 to 1,072,949 in 2015. The numbers of
economically active migrants are higher than children and elderly migrants. In 2000, from the overall
611,384 international migrants to Ethiopia, 465,998 were economically active migrants. In 2015, from the
1,072,949 international migrants, the numbers of economically active migrants were 630,191(UNDSA,
2015). Significant proportion of inward migrants is refugees. UNHCR reported that there are about 793,321
Refugees in the country (UNHCR, 2016), which makes Ethiopia the largest country to host refuges in
Africa. Over 98% of refugees in Ethiopia live in the designated camps throughout the country except some
Refugees who are allowed to live in urban areas. due to: serious medical conditions or protection concerns
as well as students in tertiary institutions. Minority ethnic groups like Yemeni refugees are also assisted in
Addis Ababa. The same UNDSA report shows that migration out of Ethiopia has shown an increasing trend
between 2000 and 2015. During 2000, the international Ethiopian migration stock was 442,161. This figure
has reached 753,492 in 2015. Another report from MoLSA has estimated an increase in annual outmigration
rate with an estimation of 20,000-25,000 people irregularly migrate from Ethiopia annually 1

There is a strong feminization of migration occurring in Ethiopia in one study across five regions of
Ethiopia, Kuschminder and Siegel (2014) found that half of all emigrants were in the Middle East,
compared to 20 percent in Africa and 22 percent in North America or Europe and 60% of these migrants
were women. During the decision to migrate many women may have unrealistic expectations, lack of
proper information on the migration process and procedures and on employment opportunities? They may
also lack the know-how and ability to cover expenses. Thus they may end up in irregular and exploitative
situations. Most women migrate as domestic workers not for career advancement and skill acquisition. As
compared to men, women migrant workers tend to be concentrated in a more limited number of occupations
with limited opportunities to build networks and within the informal sector which is not covered by any
labour legislation or social protection. Therefore they have limited access to information and social support.

1
SINCE Inception Phase Report available
athttp://ambaddisabeba.esteri.it/ambasciata_addisabeba/resource/doc/2017/07/annex_fi_-
_inception_phase_report.pdf

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“Stemming Irregular Migration In Northern & Central Ethiopia – SINCE” financed under the European
Union Emergency Trust Fund for Africa (EUTF) and managed by the Embassy of Italy in Addis Ababa in
the quality of Contracting Authority, addresses the Root Causes of Irregular Migration and Displacement in
Africa. The Programme contributes to EU Trust Fund's objectives to create greater economic and
employment opportunities, especially for young people and women, by focusing on vocational training,
public private partnership and investment, reinforcement and further development of existing value chains,
as well as the reinforcement of cluster of micro and small enterprises. In this context, the proposition of
public private partnership, initiatives to reinforce value chains and cluster of enterprises should receive a
particular and renewed attention from SINCE Programme implementers. In so doing, SINCE intends to
foster a more inclusive economic environment across the region; and to create a more conducive
environment for potential migrants and reintegration of returnees. The intervention logic assumes that the
reinforcement of productive value chains, the access to economic stability and the social-economic
improvement prospects will reduce the root causes and the risk of irregular migration. In particular, SINCE
intends to enhance the living conditions of potential migrants (youth and women) and returnees through the
reinforcement of existing value chains and cluster of enterprises; job training and capacity development of
the target population in the main migrant prone woredas and regions of the country and in particular in rural
towns and urban areas in North and Central Ethiopia (Tigray, Amhara, Oromia, Southern Nations
Nationalities and People‟s Region and Addis Ababa City Administration).

The United Nations Industrial Development Organization (UNIDO)‟Policy on Gender Equality and the
empowerment of women (27 November 2015 UNIDO/DGB (M).110/Rev.2) affirms the Organization‟s
commitment to gender equality as a core objective of the Organization‟s work. UNIDO recognizes that
gender equality and the empowerment of women have a significant positive impact on sustained economic
growth and Inclusive and Sustainable Industrial Development (ISID), which are drivers of poverty
reduction, social integration and environmental sustainability. Beyond recognizing specific vulnerabilities
resulting from differing gender roles, UNIDO understands that women are key agents of change, who, as
economic actors, leaders and consumers, play vital important parts in every Country‟s drive towards a
higher level of industrialization in their economies. Gender equality is not only a human right, but also
“smart economics”, because it can enhance economic efficiency.

The corresponding Gender Equality and Empowerment of Women Strategy, 2016-2019 (GC. 15/Res.1),
highlights that the goal of the gender strategy is to promote gender equality and women‟s empowerment in
all UNIDO programmes, policies and organizational practices, based on the vision of “strong, inclusive,
sustainable and resilient economic and industrial growth and the effective integration of the economic,
social and environmental dimensions of sustainable development”.

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Under this framework and aligned with the Italian Agency for Development Cooperation priorities and
strategies on Gender Parity and aligned with the Gender Equality and Women's Empowerment EU DEVCO
Strategy: “Transforming Lives of Girls and Women through EU External Relations (2016-2020)” and which
focuses on taking action and transforming lives through four pivotal areas:

 Ensuring girls‟ and women‟s physical and psychological integrity

 Promoting the economic and social rights / empowerment of girls and women
 Strengthening girls‟ and women‟s voice and participation
 Shifting the European Commission services‟ and the European External Action Services‟
institutional culture to more effectively deliver on EU commitments.

UNIDO, in technical assistance to the Embassy of Italy in Addis Ababa, has developed this Gender Guide
to support SINCE Programme Implementing Partners to best mainstream gender issues across their
project‟s interventions.

2. Purpose of the guide

This guide is prepared to help SINCE Programme implementing partners to better understand how to
integrate gender components across the various activity outputs under SINCE projects Lots 1,2,3,4 & 5. The
guide provides information on gender issues and key barriers to female participation that need to be
addressed by the projects at individual, institutional and sectoral levels with practical guidance and
strategies on how to mainstream gender effectively into planned activities. Moreover, the guide provides
gender monitoring checklists to enable implementing partners to periodically track their progress and
achievements from a gender perspective.

3. Intended Audience

This guide is intended for SINCE Programme implementing consortiums (lots 1, 2, 3, 4&5) in Addis Ababa
city administration, Tigray, Amhara, SNNPR and Oromia Regional States of the Government of Ethiopia.
In particular, this guide is designed as a useful tool for SINCE Programme end-users to mainstream gender
issues in their day to day project activities.

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 4. Gender Equality

While the world has achieved progress towards gender equality

and women‟s empowerment under the Millennium
Development Goals (including equal access to primary
education between girls and boys), women and girls continue
to suffer discrimination and violence in every part of the world.
Gender equality is not only a fundamental human right, but a
necessary foundation for a peaceful, prosperous and sustainable
world. Unfortunately, at the current time, 1 in 5 women and
girls between the ages of 15-49 have reported experiencing
physical or sexual violence by an intimate partner within a 12-
month period and 49 countries currently have no laws
protecting women from domestic violence. Providing women
and girls with equal access to education, health care, decent work, and representation in political and
economic decision-making processes will fuel sustainable economies and benefit societies and humanity at
large. Implementing new legal frameworks regarding female equality in the workplace and the eradication of
harmful practices targeted at women is crucial to ending the gender-based discrimination prevalent in many
countries around the world.

Under SINCE Programme, gender is of paramount importance and is widely acknowledged as a

prerequisite for sustainable economic, social and environmental development. UNIDO, through its technical
assistance to the Contracting Authority in the Monitoring and Evaluation of the Programme, promotes and
accelerates inclusive and sustainable industrial development across 5 different geographical areas targeted
by SINCE: Addis Ababa City Administration, Amhara, Oromia, SNNP and Tigray. UNIDO envisages an
economic development inclusive and sustainable and concurrently equitable. It recognizes that gender
equality and the empowerment of women have significant positive impacts on sustained economic growth,
thus constituting drivers of poverty reduction and social integration. UNIDO considers gender
mainstreaming a key strategy for achieving gender equality and the empowerment of women. Given
women‟s central role in manufacturing, entrepreneurship and resource management, policies to empower
women go hand in hand with efforts to foster inclusive and sustainable industrial development.

Gender equality means creating equal opportunities for women and men by allowing them to contribute on
an even footing economically, politically, socially and culturally. This means that equal value is placed on
the different roles played by women and men in society and that gender is not a factor preventing anyone

9
from reaching their full potential. Gender equality has been enshrined as a human right in a number of
declarations and conventions, including the Rio+20 outcome document „The Future We Want‟2, the Beijing
Declaration and Platform for Action, the Convention on the Elimination of All Forms of Discrimination
Against Women (CEDAW) and SDG 5: Achieve gender equality and empower all women and girls.
Gender equality has been defined as follows:3 “Gender equality refers to the equal rights, responsibilities
and opportunities of women and men and girls and boys. Equality does not mean that women and men will
become the same but that women’s and men’s rights, responsibilities and opportunities will not depend on
whether they are born male or female. Gender equality implies that the interests, needs and priorities of
both women and men are taken into consideration, recognizing the diversity of different groups of women
and men”. The achievement of gender equality and the realization of women‟s and girls‟ rights, including in
inclusive and sustainable industrial development, require gender-responsive institutions, strong governance
and robust accountability systems, as well as the full, equal and effective participation of women at all
levels of decision-making. Gender-sensitive policies and measures that foster transformations in gender
relations by addressing both the underlying and root causes of gender inequality are also critical.

5. Gender mainstreaming:

Gender mainstreaming is a key strategy to achieving gender equality. It involves looking at the experience
and interests of women and men in the development process, and re-imagining these realities in ways that
challenge existing social structures and place women and men on an even footing. Gender mainstreaming
goes beyond counting the number of women and men in a room and thus is not simply about achieving a
gender balance. Instead, gender mainstreaming aims to address gender inequalities at the core of a project,
policy or process, ultimately leading to more gender-responsive realities. Gender mainstreaming requires a
contextual analysis of the needs, interests, roles and experiences of women and men as well as the
integration of specific actions to address any gender-based inequalities that may have emerged from this
analysis4. Therefore, adding “catch-all” phrases such as “special attention will be given to women” or
“gender equality activities will be considered” to policies, programmes or projects is not sufficient. Gender
mainstreaming is a strategy that was formally included in the Beijing Platform for Action in 1995 and is
often defined by the 1997 UN Economic and Social Council (ECOSOC) interpretation as follows:

2
General Assembly resolution 66/288 adopted by the UN General Assembly in the context of the United Nations
Conference on Sustainable Development in 2012 (Rio+20).
3
UN Women Website. Accessed on 1 March 2015 at http://www.
un.org/womenwatch/osagi/conceptsandefinitions.htm
4
UNODC (2013).Gender mainstreaming in the work of UNODC. Available at
http://www.un.org/womenwatch/directory/docs/ UNODC-GuidanceNote-GenderMainstreaming.pdf

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“Mainstreaming a gender perspective is the process of assessing the implications for women and men of
any planned action, including legislation, policies or programmes, in any area and at all levels. It is a
strategy for making women’s as well as men’s concerns and experiences an integral dimension in the
design, implementation, monitoring and evaluation of policies and programmes in all political, economic
and societal spheres so that women and men benefit equally and inequality is not perpetuated. The ultimate
goal is to achieve gender equality.”5Given existing gender gaps in employment, wages, access to productive
resources and energy, etc. coupled with the productivity losses due to women‟s lack of empowerment,
gender mainstreaming should be complemented with additional, targeted actions that promote the
empowerment of women. As stipulated in the Beijing Declaration and Platform for Action, a dual approach
that combines gender mainstreaming with specific affirmative measures is essential to the achievement of
gender equality. It is important to note that men are also subject to restrictive gender stereotypes about their
roles and behavior, which can limit their personal and professional life choices. For example, men tend to
be underrepresented in certain sub-sectors of manufacturing, such as in the garment industry. There is
evidence that this is not necessarily due to lacking interest in working in this industry but rather due to
gender stereotyping which favors women over men. To achieve real gender equality, both women and men
must be taken into account and equal rights and opportunities supported for both women and men. It is
critical to meaningfully engage and motivate both women and men to be part of any solution on gender
issues, including through the empowerment of women where necessary.

6. Women in Private Sector Development:

The private sector has a key role in driving economic growth and job creation, and ultimately in poverty
reduction. Understanding women‟s contributions to private sector development is essential. Women can
play a key role in economic life as entrepreneurs/business owners, business managers and employees. This
has important impacts: On the one hand, women‟s participation in the private sector is critical to its
development. On the other hand, women‟s participation in the private sector, by creating employment,
generating incomes, and reducing vulnerability, improves economic development while addressing gender
issues as well as gender balance. Last but not least, women‟s empowerment has important micro-level
impacts as it significantly enhancing the socio-economic wellbeing of households, including through
children‟s education and nutrition. Common challenges relating to gender and Private Sector Development
(PSD) include the following, although it should be noted that there are significant contextual variations: 6

5
ECOSOC 1997/2. Available at http://www.un.org/womenwatch/osagi/ pdf/ECOSOCAC1997.2.PDF
6
Adapted from Castillo-Ruiz, P. (2011). Mainstreaming Gender in Compete Caribbean Projects – Project Guide.
Available at http:// www.competecaribbean.org/wp-content/uploads/2013/06/ MAINSTREAMING-GENDER-
PROJECT-GUIDE.pdf

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  Differences in access to and use of services and capital for women and men;
 Lack of basic business skills and training for women;
 Lack of savings, collateral and support for women to start businesses;
 Different access to networks and social interactions conducive to business for women and men;
 Lack of organizations representing women specific concerns and constraints in business;
 Lack of representation of women‟s interests by mainstream business associations, such as
Chambers of Commerce;
 Lack of gender competency by PSD advocates and service providers;
 Sector segregation by gender, i.e. women or men dominating specific sectors and roles;
 Less available time for women than men for business or paid employment due to family
obligations;
 Varied social and cultural role expectations for women and men; and
 Women seen as „soft targets‟ for bribes.

In other words, women have different needs and face greater constraints than men when running a business,
with several factors interrelating and reinforcing each other. For example, women face obstacles due to
society‟s perception of what their role and responsibility should be. In many contexts this results in
occupational segregation and limits women‟s participation to a range of low investment, low profit
activities for local markets. While there is significant variation across countries, in many developing
countries, women entrepreneurs face constraints in terms of limited access to finance, information,
productive resources and education.

Moreover, the necessity to combine productive and reproductive roles affects women‟s economic
opportunities, since it reduces their time available for productive activities. In developing countries in
particular, the limited provision of welfare services, such as child-, elderly- and healthcare infrastructure for
example, increases the time women spend in the care economy, thus further reducing time available for
business and productive activities. Finally, household responsibilities and societal constraints may increase
women‟s risk adverseness and may affect their self-confidence.7 Information is a key business resource. On
the one hand, access to information can be key in facilitating women entrepreneurship and thus gender
equality. On the other hand, information about women in business and employment is important to
understand and address gender specific challenges. The gender challenges in PSD listed above are linked to

7
UNIDO (2007). Working Paper No. 16 : Better access to growth – mainstreaming gender in cluster development. PSD
Technical Working Paper Series. Available at http://www.unido.org/fileadmin/
user_media/Services/PSD/Clusters_and_Networks/publications/ maintreaming_gender_in_cluster_development.pdf

12
challenges related to the availability of gender-specific data and information for project development and
management. They include, particularly at country level8:

 Gaps in availability of general research data on barriers and opportunities for women to start
and grow their own businesses;
 Gaps in availability of sex-disaggregated information on business ownership, performance, etc.
and therefore lacking information about women-owned businesses; and
 Lack of awareness, knowledge or commitment on gender and PSD by most technical units and
programmes.

The World Economic Forum identified women entrepreneurs as “the way forward” at their annual meeting
in 2012 with many stakeholders arguing that women entrepreneurship is essential for growth and
development. Some stakeholders claim that women entrepreneurs‟ contribution tends to be higher than that
resulting from entrepreneurial activities of men9. However, despite a growing number of initiatives and
resources made available to promote and develop women entrepreneurship in developing countries, women
still own and manage fewer and smaller businesses than men, earn less income, see slower business growth,
and are more likely to fail. Moreover, women tend to be „necessity „entrepreneurs more than men. Key
differences in entrepreneurial activity between women and men can be summarized as follows10.

 Different numbers of women and men entrepreneurs;

 Different motives to start or run a business;
 Different industry choices; and
 Different business performance and growth.

In order to encourage women to enter business, it is critical to create favorable business environments.
Therefore, women require additional support to reduce both financial and non-financial barriers to
becoming and remaining successful entrepreneurs. Financial barriers include access to credit and bank
accounts, land and property ownership, and other barriers; non-financial barriers include direct and indirect
legislation and associated regulations disadvantaging women vis-à-vis men, administrative hurdles, family

8
Adapted from Castillo-Ruiz, P. (2011). Mainstreaming Gender in Compete Caribbean Projects – Project Guide.
Available at http:// www.competecaribbean.org/wp-content/uploads/2013/06/ MAINSTREAMING-GENDER-
PROJECT-GUIDE.pdf
9
Minniti (2010, cited in Vossenberg, S. (2013). Women Entrepreneurship Promotion in Developing Countries: What
explains the gender gap in entrepreneurship and how to close it? Working Paper No. 2013/08, Maastricht School of
Management. http://www.msm.nl/resources/ uploads/2014/02/MSM-WP2013-08.pdf
10
Adapted from Vossenberg (2013). Women Entrepreneurship Promotion in Developing Countries: What explains the
gender gap in entrepreneurship and how to close it? Working Paper No. 2013/08, Maastricht School of Management.
http://www.msm.nl/resources/ uploads/2014/02/MSM-WP2013-08.pdf

13
obligations, and others (also see the section on legal and regulatory frameworks below which further
analyses barriers facing women in terms of fully participating in the economy). Given the variety of barriers
involved, support should be multi-faceted, taking both practical as well as strategic needs into account, and
responding to both direct and indirect barriers. The case study below describes how UNIDO supports
women entrepreneurs in Morocco.

7. Policy Framework in Ethiopia

The Ethiopian authorities have shown a firm political commitment to the advancement of gender equality,
women‟s right and women‟s economic empowerment. The National Policy on Women was issued in 1993
guaranteeing equal rights of women, a commitment that was renewed in the constitution in 1995. The
Ethiopian Women, Development and Change Strategy, developed in 2017/18, aims to increase women‟s
economic empowerment by addressing high rates of unemployment and informality and ensuring urban job
creation and food security for women. Ethiopia has also revised gender discriminatory legal provisions in
the Family Law (revised in 2000) and Penal Codes (revised in 2005), aimed at tackling gender-based
violence, including child marriage and harmful traditional practices. In 2016, the Financial Administration
proclamation was revised to mainstream gender issues in the budget preparation process. This political
commitment is reflected in the recent appointment of a gender-balanced cabinet and the first women
president in Ethiopian history11

Ethiopia has ratified a host of international and regional commitments on gender equality and women‟s
empowerment. Ethiopia ratified the Convention on Elimination of All Forms of Discrimination against
Women (CEDAW) in 1981, submitting the 8th CEDAW12 report to the UN General Assembly in 2016, and
adopted the Beijing Platform for Action, which was declared in Fourth World Conference on Women
gathered in Beijing in September 1995. The government has signed up to the Sustainable Development
Goals (SDGs), which includes ending violence against women and girls by 2030 (SDG goal 5), and the
Africa Renaissance Agenda 2063, committing to a specific goal on full gender equality in all spheres of life.

Successive national development plans have aimed to improve economic participation of women, however
significant challenges remain. Ethiopia‟s first Growth and Transformation Plan (GTP I, 2010/11-2014/15)
committed to achieving equity in the distribution of economic and social gains to women and youth across

11
On October 25, 2018, Ethiopia’s parliament appointed Sahle-Work Zewde as the first women president in Ethiopia’s
history. Available at http://www.aigaforum.com/documents/imf-ethiopia-dec2018-report2.pdf
12
The Convention on the Elimination of All Forms of Discrimination Against Women, adopted in 1979 by the UN
General Assembly, contains 30 articles aimed at eliminating discrimination against women and girls, while
recognizing that it is up to each country to determine its own policies and laws. Available at
http://www.aigaforum.com/documents/imf-ethiopia-dec2018-report2.pdf

14
all sectors and succeeded in extending financial services to millions of women. The second national
development plan (GTP II) reaffirmed this commitment. It noted that whilst progress has been made,
significant challenges remain, calling for a redoubling of efforts. These include improvements in access to
agricultural extension services and farming technologies for women, tackling land right issues and
increasing the availability of credit. According to the 2017 Gender Statistics Report 13, Ethiopian women
have not been equal beneficiaries of economic, social and political opportunities, due to the historical
legacy of gender inequality and discrimination, strengthened by persistent social norms and traditions.

In terms of policy, promoting gender and youth empowerment and equity was one of the seven strategic
pillars of GTP I. Similarly, promoting the empowerment of youth and women, ensuring their effective
participation in the development and democratization process, and enabling them to equitably benefit from
the outcomes of development, are among of the overarching strategic objectives of GTP II 14. As part of the
industrial development plan, it has a specific gender target with regard to human capital development. It
stipulates that 60 percent of the job opportunities created shall be for women in low and middle-skill
positions, and 30 percent shall be for female participation in leadership positions 15 . The selection of
women-dominated/favored sub-sectors as the priority sub-sectors in the key policy documents (strategic
plan 2025, GTP I, GTP II) facilitates women‟s entry and growth opportunities for women in business.
Furthermore, these policy documents pay special attention to small and medium sized enterprises. In
addition, the FeMSEDA (2011) MSE Development Strategy explicitly targets youth and women. MSEs are
recognized as industrial enterprises in manufacturing16. The industrial parks development strategy, which is
the nucleus of the current industry development strategy, provides major employment opportunities to
female workers. For example, the Hawassa Industrial Park alone, which is a hub for the textile/garment
sector, is expected to create 60,000 jobs (90 percent of which shall be targeted at women) 17.

13
2017 Gender Statistics Report; National Planning Commission (NPC), Central Statistics Agency (CSA), UN Women,
Statistics Sweden
14
NPC (2015). The Second Growth and Transformation Plan (GTP II) (2015/16-2019/20). National Planning
Commission September 2015, Addis Ababa Ethiopia. Available at
https://www.et.undp.org/content/dam/ethiopia/docs/2018/A%20Study%20on%20Women%20in%20Manufacturing
%20in%20Ethiopia.pdf
15
MOFED 2016 : GTP II 2016-2020. Addis Ababa, Ethiopia. Available at
https://www.et.undp.org/content/dam/ethiopia/docs/2018/A%20Study%20on%20Women%20in%20Manufacturing
%20in%20Ethiopia.pdf
16
FeMSEDA(2011), MSE Development Strategy. Available at
https://www.et.undp.org/content/dam/ethiopia/docs/2018/A%20Study%20on%20Women%20in%20Manufacturing
%20in%20Ethiopia.pdf
17
KII with ETIDI D/Director; KI with IPDC.UKAID/EP’s intervention- HIPSTER in Hawassa; 65Fikadue (2017) Paper AA
University Policy Forum.Available at
https://www.et.undp.org/content/dam/ethiopia/docs/2018/A%20Study%20on%20Women%20in%20Manufacturing
%20in%20Ethiopia.pdf

15
The National Employment Policy and Strategy includes provisions to increase women‟s participation and
mainstream gender into employment. The employment policy is targeted at enhancing women‟s
participation in the labor market (especially their participation in the formal economy). It emphasizes:

i) Providing support to improve women‟s access to the benefits of programs aimed at enhancing business
skills;

ii) Improving women‟s productivity and income by enhancing the supply of technologies that reduce the
burdens of everyday domestic chores on women;

iii) Providing the necessary support to establish daycare centers in or near work premises where working
mothers can safely leave their children during working hours. 18

Increasing female education opportunities, particularly in rural areas, would help mobilizing a larger and
more productive workforce. While literacy rates among women have more than doubled since the mid-
1990s, due largely to a successful expansion of primary and adult education, women are still much more
likely to be illiterate than men, particularly in rural areas. According to a joint 2014 report by the National
Planning Commission (NPC) and the United Nations (UN), an urban woman is still more than twice as
likely to be literate than a rural woman in Ethiopia19. In addition, the majority of women are unable to
transition to secondary and tertiary education due to school distance, personal security risks, and economic
challenges. As girls grow older, academic participation becomes increasingly difficult. Policies should
focus on reducing the barriers to continuing education beyond the primary level face by girls and women,
particularly in rural areas. These could be supplemented by more general policies aimed at increasing the
rate of female Labor Force Participation (LFP), particularly in formal sectors. Experience in other countries
suggests that changing cultural attitudes, improving childcare policies, and adopting technologies that favor
sectors with gender balanced employment, have all contributed to increasing female LFP (Ostry et al.,
2018).

The authorities are aware that improving the status and treatment of women requires changing beliefs and
attitudes. Social attitudes and traditional beliefs in Ethiopia continue to constrain women‟s ability to
participate equally in society and the economy. Many household and community decisions regarding
women, such as women‟s access to farming resources or the use of birth control, and made by men, either
the father or husband. Rural women in particular, still face individual, community and institutional barriers
to fully exercise their rights, which are further compounded by women‟s limited decision-making power

18
http://www.womeneconroadmap.org/sites/default/files/WEE_Roadmap_Report_Final.pdf
19
In 2011, 30 percent of women in rural areas were literate, compared to 70 percent in urban areas (compared to 50
percent in rural areas and 87 percent in urban areas for men). MDG Report 2014, Ethiopia Commission NPC.

16
within households, and low levels of formal education. According to a JP RWEE report, customary laws
and cultural practices result in a division of labor in farming activities that typically makes women the
secondary earners of the household20. Their decision-making power related to household income is limited,
aggravating their dependence on their husbands. A Joint Program in the Amhara and Tigray regions of
Ethiopia that takes a holistic approach to women‟s empowerment recognizes that interventions that change
attitudes and behavior of community members, including men, boys and traditional and religious leaders,
are also needed21.

Improved institutional capacity would lead to better integration of gender issues into the planning and
implementation of government policies. Ethiopia has already embedded gender units within the structure of
many of its ministries. According to the Joint Program on Rural Women Economic Empowerment (JP
RWEE) report however, limited institutional structures and supporting organizations, including
cooperatives, micro-finance institutions, and government bureaus, has resulted in a limited response to the
needs of rural women, and slowed progress on women‟s empowerment. In addition, limited capacity means
that these institutions are not able to fully implement gender-budgeting practices. Women have also tended
to be underrepresented in leadership positions in these institutions. However, the recent ministerial changes
approved by parliament in late-2018 increased the cabinet representation of women to 50 percent, a first in
Ethiopian history.

8. Gender in SINCE Programme

This guide was built on the need of setting a common line of action for the 5 projects implemented under
SINCE Programme, namely Lot 1 (Addis Ababa City Administration); Lot 2 (Amhara); Lot 3 (Oromia);
Lot 4 (SNNP); & Lot 5 (Tigray). Already in the Guidelines for Applicants, Gender was assessed as a
relevant factor overarching the relevance of the proposed project. In parallel, the programme aims at
targeting 50% of women out 8200 Beneficiaries (4100 Females). Due to the prevalence of man oriented
value chains targeted by SINCE Programme (i.e. Metal Works, Construction, Leather, Agri-Business and ),
the guide aims at setting up a common matrix of action to facilitate the involvement of young women into
the labour market granting them equal opportunities to training, formation, apprenticeship access and
eventually access to waged employment.

20
Joint Program between the Ministry of Agriculture and Natural Resources, UN Women and UNDP on Rural
Women’s Economic Empowerment (JP RWEE) in Oromia and Afar Regions.
21
“Leave No Woman Behind”, UN Women, UNFPA, WFP, Ministry of Women’s Affair, and Bureaus of Women Affairs
of the Regional State Government of Amhara and Tigray

17
Under this scope, UNIDO‟s Gender Expert recruited October 2018 under the Programme, carried out a
preliminary assessment of SINCE Programme related gender issues observed during ad-hoc field missions
carried out in each of the 5 lots and review of relevant literatures which are here summarized and reported:

9. Key Gender Issues

9.1 Absence of day care facilities

Absence of day care facilities within TVET and private companies is preventing female trainees and
employees from being able to take full advantage of the programme‟s impact and ability to support women.
This is a crucial challenge as wages are generally low across the private sector (and particularly entry point
salaries) which makes it difficult to find affordable childcare services. This challenge translates in lower
willingness from female targeted beneficiaries to participate in the programme or attain waged employment
resulting in dropouts and absenteeism especially from females with less than five aged children.

Almost one in 10 of the world‟s populations, 679 million, are children younger than five years old. To
thrive and develop, these children and their older siblings need care. Yet in many parts of the world,
childcare remains scarce. Globally, just over half of the children under age five benefit from a preschool
program. Formal childcare is often outside the reach of lowand middle-income employees. For those who
can afford it, available options are often limited and poorly aligned with full-time working hours. Access to
care is particularly lacking for children younger than three. For employers, the lack of good quality and
affordable childcare for their employees can translate into higher turnover and absenteeism, lower
productivity, and difficulty recruiting skilled employees. This is because the unavailability or un-
affordability of care affects the choices that parents make regarding the type of work that they do, whether
they stay at home, or how they combine work with care. For families, gaps in access to quality care can
mean less paid working time and lower household incomes. Because women are more likely than men to
bear childcare responsibilities, lack of childcare is a major barrier to women‟s full and equal participation in
paid work. According to the International Labour Organization, globally, women‟s labor force participation
rate is just over 49 percent, nearly 27 percentage points lower than the rate for men. A McKinsey Global
Institute study estimated that closing gender gaps in economic participation would increase global gross
domestic product (GDP) by 26 percent by 2025, adding $12 trillion. Evidence from the Caribbean, Latin
America, and Organization for Economic Co-operation and Development (OECD) countries suggests that

18
access to subsidized childcare can have a significant positive impact on women‟s employment rates and the
number of hours that women work. 22

9.2 Inappropriate training environment

Lack of housing facilities in most of SINCE Programme targeted TVET institutions is one of the barriers
that affect the participation of female trainees especially those coming from far. Some may rent houses in
groups to be able to pursue with their trainings exposing them to sexual violence, unwanted pregnancies,
HIV and other sexual reproductive health related challenges. Unfortunately most TVETs are also lacking
counseling services on sexual and reproductive health related issues and there is no proper reporting
mechanism on gender based violence cases as well which impedes women to access protection measures.
Adding to these factors is poor sanitation facilities in most TVET also another challenge.

Studies indicate that many families are reluctant to send their daughters to TVET institutions which do not
provide with dormitory facility. Security is a serious issue for girls since sexual harassment ranks as a high
violation not worth risking. When no safe accommodation is provided to female students, out of town
women are unable to attend the courses. Male students can find accommodation around the location of the
training centers and do not suffer from the same safety concerns as the female students. If female
participation is to be encouraged, one of the first requirements is to provide safe and secure housing
facilities. Female participants look for safety, respect, accountability and equality within the learning
environment. Lack of provisions and facilities to cater to the needs of female students pose a serious barrier
to female participants. Top most among these is the lack of separate wash rooms for male and female
students; absence of separate rooms for baby care and nursing; and non-availability of separate prayer or
sitting rooms. Limited number of female instructors is also another reason that female participants fail to
find role models for their prospective careers. Sexual harassment and eve teasing are other risks that female
participants have to face incessantly. Polytechnic Institutes for women have attributed their dropouts to girls
unwilling to come for the training due to harassment faced en route to school23.

22
IFC (International Finance Corporation) 2017. Tackling Child Care, the Business Case for Employer-Supported Child
Care. Available at https://iwpr.org/wp-content/uploads/2017/10/IFC_Tackling-Childcare_Business-Case-for-
Employer-Supported-Childcare.pdf
23
ILO TVET Reform Project Dhaka Bangladesh may 2012. Resource Guide on Gender Mainstreaming in to Technical
and Vocational Education and Training (TVET) in Bangladesh. Available at
https://www.ilo.org/dhaka/Whatwedo/Projects/WCMS_345696/lang--en/index.htm

19
 9.3 Sex based job segregation and Stereotypes

Female trainees generally choose to be involved and trained in technical sectors which unfortunately
generate low wage positions such as garment and textile. In parallel, female trainees tend not to select male
dominant sectors (i.e. Metal works and Construction) due to cultural and social norms. In the event a
women chooses to undertake specific skill trainings in male dominated sectors they may run the risk of
being challenged in the employment search due to social norms and employer‟s mind-sets. In fact, some
employers are reluctant to employ females in male dominated sectors assuming female are not competent as
men. As a result, the female themselves mature low self-confidence and develop fear challenging the
stereotypes another factor that require thoughtful guidance and counseling.

Research indicates that visible gender segregations are present among the different sub-sectors and value
chains. Women workers dominate in labor-intensive, semi and low-skilled sub-sectors, primarily textiles,
garments, leather and agro-processing. ICT and electronics, and pharmaceutical manufacturing are the
emerging sub-sectors that increasingly employ more women, especially on factory floors. The proportion of
women workers in metal and engineering manufacturing appears to be disproportionately low, where
women‟s participation in technical production is low or even zero. Cultural assumptions and gender
relations seem to have more weight than the skill sets needed to perform the jobs in determining where in
the value chain we tend to encounter women. Gender segregation and cultural biases in
schools/universities/TVET programs is a key factor that contributes to the persistence of gender gaps. Long-
term training in science, mechanics, technology and construction, with greater potential for higher incomes
and executive roles are assumed to be male domains, with higher male participation in these fields. Lower
female participation in these „typically male-dominated sectors‟ is attributed to a number of factors. These
factors include a revival of traditionally negative attitudes and gender stereotypes and gender based „roles‟
that preclude women from doing „men‟s work‟. There are also indications of personal discrimination by
instructors and employers against female students who choose to engage in nontraditional programs. Hence,
compared to males, they have fewer prospects for accessing the practical field assignments required to
complete their coursework and consequently, fewer employment opportunities. 24

24
UNDP (2018), A study on women in manufacturing in Ethiopia opportunities, challenges and strategic intervention.
Availablehttps://www.et.undp.org/content/dam/ethiopia/docs/2018/A%20Study%20on%20Women%20in%20Manu
facturing%20in%20Ethiopia.pdf

20
 9.4 Night shift

Some female employees are not interested to accept an offer which requires night shift schedules. This is a
challenge especially for married women as they are overwhelmed with balancing work and family
responsibilities. Females, in fact, are more likely than male to bare child care and domestic chores
responsibilities and night shifts could bring to family disputes. This creates stress and dissatisfaction among
married females and barriers to potentially access to full and equal participation in waged work. In
particular:

 The society considers women who venture out at night as having loose moral character. Many
institutes, for example, have early return times for girls compared to boys.
 The dark is not safe for women. A woman who is seen out at night - especially alone - is an easy
target for rape and violence.
 Even when both partners are working, it is supposed to be the woman's job to do household chores
like cooking and cleaning and all. It is as if she has two full time jobs.
 Only a few jobs have been approved by the society as women's jobs - for example, teaching.
Having a job that makes you work at night is considered unwomanly.

10. How gender is mainstreamed in SINCE programme

10.1 Beneficiary Selection Criteria

The process of mapping, identifying and selecting target beneficiaries should be inclusive and gender
sensitive. The beneficiary selection criteria should ensure that marginalized groups such as (single
mother/female headed, persons with disability, female who have children under five) are proportionally
represented. Information about the project should not rely on one form of dissemination as female have
mobility restriction and limited access to information; Examples of successful communication means
include the involvement of community structures at village level, street shows to disseminate the
information, community mobilization and home to home visits etc. Having such principles in mind the
selection process of target beneficiaries should consider.

 First must developed clear criteria of beneficiary selection and shared to local government
authority for discussion at various levels (district and kebele level).
 Once agreed on the selection criteria consultation/orientation session should be organized
to have common understanding for all responsible partners who have a direct/indirect role
in the selection process this may include (Bureau of Labor and Social Affairs - BoLSA,

21
 Youth and Sport - BoYS, Women and Children Affairs - BoWCA, Public Employment
Service - PES, Micro and Small Enterprise Development – MSED. The beneficiary
selection criteria should be disseminated widely and accessible to male and female
potential migrants and unemployed youth.
 Once the actual beneficiary selection process is over, there should be a room for cross-
checking the beneficiary list to ensure that only those who meet the criteria are selected.
(For example by posting the beneficiary list on public boards for a framed time period and
collect community complaints).

10.2 Orientation to target beneficiaries

The orientation session to target beneficiaries should be organized in a way to tackle existing social norms
and stereotypes affecting women empowerment and gender equality. As it is already explained in the above
sections, usually female and male trainees are channeled in different skills training which result in different
professional occupations with different earnings. Women are attracted to sectors (i.e. Textile and Garment)
which usually bring to low wage opportunities compared to men which tend to focus on construction,
metal-works, and machine operators which usually have higher demand in the market and are better
compensated. Adequate counseling and guidance is essential at the beginning of the beneficiary selection
process so that both females and males can take an informed decision about their career opportunities. In
addition female may face challenges that male comrades might not while being trained in the TVETs or
carrying out apprenticeship experiences within the private sector. Hence, the orientation session should
include and clearly inform female target beneficiaries about the practical challenges that they may face and
how they can overturn these obstacle through the correct use and understanding of their rights and tools.

10.3 Meetings and PPP platforms

As gender equality is a cross-cutting issue it needs to be integrated and mainstreamed adequately in all
planned meetings, coordination events and platforms. Integrating gender as an agenda for discussion in key
meetings will help SINCE implementing partners to understand and realize the existing gender barriers to
female participation in the whole process of their project activities. In addition, it also helps decision
makers to recognize the extent of those barriers and how to tackle those challenges and take action on time.
The following tips will help each consortium to be gender sensitive while organizing meetings and PPP
platforms throughout their project implementation:

 During meeting planning, the Consortia should collect gender related information (barriers,
challenges or best practices) from all implementing partners in advance. This may require

22
 regular and systematic monitoring of project activities and updated sex disaggregated data to
generate useful qualitative and quantitative information that guides decision making. (For
instance pregnancy related drop outs and absenteeism, poor separate wash room facilities,
night shifts, absence of day care facilities, sexual harassment etc).
 Consortia should Prioritize and focus on one gender issue per meeting. It is in fact not
practical to cover multiple issues in one meeting plus it is easy to follow up and decision will
be made faster. In general, priority for issues that may affect the majority of beneficiaries
should be given.
 Consortia should, allocate enough time for discussion and ensure that the topic is inserted and
prioritized among the key notes of the agenda. This will ensure for gender issues to be timely
discussed and tackled.
 Consortia should assign a gender focal point to lead and facilitate the discussion of gender
topics.

10.4 Capacity building training

Capacity building training to SINCE project stakeholders such as TVETs, PES, other Government
Authorities, and SME‟s is one way of disseminating awareness on gender issues and key barriers that affect
equal participation of female beneficiaries. This strategy helps stakeholders to better understand the role
that gender plays and to acquire the knowledge and skills necessary for advancing gender equality in their
daily lives and work. The following tips will help Consortia to ensure that gender issues are well integrated
into all capacity building trainings:

 Firstly, all Consortia should assess their trainee‟s knowledge on gender issues before
identifying specific topics and developing learning objectives for gender session.
 While Consortia are not in charge of beneficiary selection, they should nonetheless exercise
peer pressure on sector offices (i.e. TVET bureau, PES) to respect an equal gender balanced
selection process.
 The trainer of a certain planned capacity building should have subject matter expertise on
gender to facilitate the gender session or be supported by gender expert co-trainer whether this
expertise is lacking. .
 To be effective in gender mainstreaming in any planned training (i.e. decent work and
conducive working environment, life skill, managerial and entrepreneurship, value chain
development, cooperatives etc); the gender content should be: Contextualized and focused on

23
 the specific culture and institutional context, focused on building Practical skills, Linked to
operational benefits demonstrating how integrating gender increases effectiveness and
Relevant focused on issues and skills that are directly relevant to the trainees.
 As gender issues are culturally sensitive and controversial, the training approach should be
respectful and non-confrontational. The trainer should be culture sensitive and any arguments
and exercises should be relevant to the trainee life system as much as possible, so that gender
contents are easily absorbed.

10.5 Communication and Promotional Materials

Cultural barriers and social norms that negatively affect the participation of female in economic
empowerment need to be challenged through promotional materials. For instance negative social attitudes
towards female participation in traditionally male dominated skills training and employment creates a major
barrier to SINCE project as the efforts made to female equal participation in all value chains could be
drastically challenged. Hence, promotional and Information Education Communication and Behavioral
Change Communication (IEC/BCC) materials should actively encourage female involvement in male
dominated sectors, provide information on high market value and pay sectors from diversified skills and
cultivate positive norms. Usually our word choice reflects unconscious assumption about values, gender
roles and the abilities of women and men. The language used for written, visual and audio communication
and promotional materials should be inclusive in language. For instance the word „he‟ for addressing to
private companies owners, is used without knowing the biological sex of the person. The following tips will
help consortiums to produce gender sensitive communicational materials (i.e. pictures, billboards, human
based stories, case studies, success stories, brochures, pamphlets, newsletters, video clips and documentary
films):

 It is important to ensure that in any SINCE project promotional and communication

materials, both women and men beneficiaries are portrayed equitably and fairly before the
document is officially disseminated. (For example when preparing written, audio and visual
materials, women interviewees and speakers are included and fully engaged during events
and/or meetings).
 Communication material, if wrongly designed, can reinforce gender stereotypes and
assumptions. It is desirable, under SINCE Programme to promote equitable opportunities for
both men and women who should be portrayed as equal rather than having separated roles
traditionally assigned on the basis of misleading gender norms. Gender stereotypes should
be confronted and reversed when and where needed through appropriate communication

24
 materials( i.e. airing female voices in male dominated roles or accommodate the male
image in female dominated roles and vice versa) in order to cultivate positive norms and
transmit messages conveying positive impact on people‟s attitude over time.

10.6 Memorandum of Understanding (MOU)

Including a gender component in all Memorandums of Understanding (MoU) will help all SINCE
Programme Implementing partners and engaged stakeholders (i.e. TVET, SME‟s and PES) in being guided
on how to address gender issues according to their respective industrial sector and area of responsibility.
Promotion of gender equality requires a multi-sectoral approach and commitment, as such all parties are
expected to work together, share challenges and take actions to meet the objectives of the project as 50% of
target beneficiaries should be women. Regardless of the non-binding nature of MoUs, SINCE Consortia can
still include gender sensitive articles/statements/regulations/norms under the roles and responsibility section
of each party. Below are some examples of gender sensitive statements which could be considered under
this action:

 MoUs with TVETs should incorporate TVET engagement in developing women friendly
training environment. (i.e. Availability of separate wash rooms, safe and sexual harassment free
environment, day care facility etc.)
 MoUs with SMEs should engage the latter in addressing gender inequalities at work(i.e.
recruitment process discrimination, wage gaps, sexual harassment, violence, and proper
application of decent work principles).
 MoUs with PES should engage the latter in promoting fair and equitable opportunities for men
and women job seekers (i.e. Registration procedures in the unemployment lists, job search
assistance, providing occupational information, career counseling, candidates screening, and
job placement).

10.7 Soft Skills and Curricula Training Modules

Incorporating gender components in the soft skills and curricula training modules is one way of contributing
to build gender awareness among male and female trainees and trainers as well. This approach will enable
TVET communities to understand how community gender roles and socialization process impact the
empowerment of females and males. Moreover, life skills sessions will help both female and male trainees
to exercise gender equality and build healthy relations through improved daily behavior. Below are some
gender mainstreaming indications that should be incorporated in the training modules:

25
 The difference between sex and gender and socialization processes.
 The impact of culturally defined gender behavior in our roles and opportunities as
individuals.
 The common youth behavior risk (both male and female)
 Sexual reproductive health related issues.
 Sexual and gender based violence.

26
 Gender Matrix

Herewith below is outlined the SINCE Programme Gender Matrix which has been developed through a
participatory process where all SINCE Implementing Partners have been involved and have contributed to.
In this process, UNIDO‟s SINCE Programme Gender Expert held separate analysis with each SINCE
Implementing Consortia to assess the extent to which consortiums gender mainstreaming is
comprehensively and appropriately embedded in the logic of intervention of their respective projects. This
Gender Matrix was further built on ad hoc specific field monitoring missions carried out to better grasp the
realistic situation of each Consortia and the socio-economic ecosystem they operate in, the barriers they
face in promoting and mainstreaming gender equality, and the opportunities they could harness. The
supports of secondary project documents were also availed of. In particular quarterly reports, projects Log
frame and activity plans were reviewed from a gender perspective in order to best consolidate the Matrix.
On this approach and line of action, each lot was shared with their own Gender Matrix in order to
incorporate a final round and shared for comment.

In the process of validating the Gender Matrix a one day Workshop on Gender was organized by UNIDO
on December 17th, 2018, at Addis Ababa Azzeman Hotel with the objectives of strengthening the capacity
of SINCE project implementing partners to best acknowledge with and mainstream: Basic concepts of
gender, key barriers to female participation in TVET and private companies. Accordingly participants were
divided in discussion groups and were driven through specific exercises to grasp and master the practical
implementation of the gender matrix and gender strategies aligned with each of their project activity. This
has helped the consortiums to master how gender components can be mainstreamed in all planned activities,
and in particular in TVETs, PES and SMES capacity building, training and coordination as well as in PPPs,
and Sectorial Platforms meetings. Finally each lot developed their own gender action plan for regular
monitoring and which are reported herewith below:

Having gender matrix and separate gender action plan will help consortiums to ensure that female and male
beneficiaries are benefited from SINCE project equitably. Plus the gender action plan is important to track
progress, which activities done or not done periodically, here is below annexed the gender matrix of each
lot.

27
Annexes

28
ANNEX 1 Consolidated Gender Matrix

Process Owner Activities How gender integrated

Organization of quarterly sectoral coordination meeting with Integrate gender awareness as part of the planned sectoral coordination
key stakeholders (TVET, private company/industries, meetings and events to promote gender equality and improve the awareness
cooperatives/small micro enterprises). level of stakeholders towards gender equality.

Conduct dialogue with stakeholders to support PPPs.

Organization of experience sharing events between SINCE In the experience sharing event, encourage that women can participate in
program implementers from other lots and other similar male dominated activities and vice versa.
intervention (conference in A/A, exposure visits).
(emphasis on successful women who are employed in male dominated
activities or on males who are employed in female dominated activities
)…etc.
Consortiums
Promote women involvement (specific focus on women The promotion campaign needs to focus on shift of attitudinal/social mindset
returnees, potential migrants and youth) in the male dominated of the beneficiaries and the community towards male /female dominated jobs
jobs in agribusiness-sectors through 4 Woreda awareness and skills trainings.
campaigns (1 campaign every 6 months) and 2 agriculture job
fairs (1 per year to be held in Arsi and Bale zone respectively).

Organizational practices of stakeholders (TVET colleges, Ensure the issues of gender and the different roles and responsibilities,
TVET offices, MSEs, bureau of labour& social affairs) exposure and priorities of women and men are well reflected in the ToRs,
changed informed by action research on factors affecting tools and methodologies of the research.
women‟s participation and performance in TVETs in
construction, metal work and textile sectors) & employment
opportunities.
Development and implementation of advocacy strategy to Ensure that the advocacy strategies are designed in a way to tackle the
promote decent work in the region. existing gender based stereotypes and inequalities.

Development and implementation of behavioral change Ensure that the behavioral change communication strategy is designed in a
communication strategies that are targeted to address social way to tackle the existing gender stereotypes and inequalities.
norms and gender stereotypes affecting women‟s participation
in TVET‟s and labour force, especially in male dominated

29
 sectors such as: construction and metal-works.

Support to the enhancement of policy coherence on Ensure that suggested recommendations practically tackle gender inequalities
inclusiveness and openness of employment and educational and influence policy/decision makers.
regional policies.

ToT to TVET‟s on life skills and training courses on life skills Incorporate gender issues in the life skill training courses and in the short
integrated in the TVET short term curriculum (including term curricula.
attention for psychological support for returnees).
Capacity building on market demand training modules Integrate gender issues as part of capacity building training and curricula
development (including active teaching & learning) and development.
TVET curricula development).

Enhance employability skills of potential migrants (work In the soft skill training of trainees the gender component mainly relevant to
ethics, job interviews) to access new employment (with youth and adolescent girls should be mainstreamed.
Employment vouchers).
Capacity Building (A) TVETS on how to ensure decent work, Beyond the capacity building of TVET on decent work principles it is
health and Security at workplace. important to ensure that decent work principles are incorporated in the trainer
soft skill modules.
Organize 1 (A) TVET exhibition and study tour amongst other In the exhibition and study tour among other region TVETs, it is good to
Region TVETS (possibly under SINCE programme) to encourage that women can participate in male dominated activities and vice
showcase replicable benefits on youth, women, potential versa
migrants and returnees by other (A) TVETS. (emphasis on the successful women who are employed in the male
dominated activity/ male who are employed in the female dominated activity
)…etc.

Upgrade Selam Awassa TVET, Butajira TVET and Worabe During the upgrading of TVET colleges it is important to consider women
TVET in order to provide new agri-business courses. friendly environment (like daycare facilities, separate washing rooms).

Capacity building of MSEs and large companies‟ managers on In the capacity building training to MSE managers, gender awareness
managerial and entrepreneurships skills and high-level component should be mainstreamed.
technical skills.

30
 Promotion of decent work among companies and clusters using Address Gender equality as the core element in the promotion of decent work
ILO agenda. principles and ensure that private companies and employers are well aware
about the principles of decent work and incorporate its application in the
Private
MoU.
sector/Industries
Cooperative training in companies in textile textile/garment, Integrate gender components in the cooperative trainings.
metal work and construction sector for unemployed youth and
women.

Supporting women enterprises (especially those working in Provide recognition, reward and share the experiences of those women
male dominated construction and metal work sectors) through already in the male dominated activity using IEC/BCC material (it may be
affirmative action to develop their capacity. movie, photo album etc…) to others as best practice and need to scale up.

Mapping, and identification and support registration at Ensure that women potential migrant have equal access to information during
Woreda‟s PES offices of potential migrants, returnees with beneficiary registration and selection.
specific focuses on, women and youth.

Public Introduction of electronic tools, the use of social media to Ensure women beneficiaries have access to use social media platforms.
Employment support selection process of woredas. And start a pilot Job
Service Information Centre.

Enhance capacities of Public Employment Services to attend While capacitating PES, incorporate gender equality component as part of the
potential migrants‟ needs and selection, profiling, and linkage planned trainings. Ensure that beneficiary selection criteria are gender
of unemployed youth, women, returnees and potential migrants sensitive (like priority for young women who have children, single mother).
with employment opportunities).

Employment services support provided to beneficiaries In the orientation session of the beneficiaries‟ gender issues need to be well
(including PES, Counseling and orientations support) mainstreamed for eg. The stereotype of gander based job and skill
classification mindset should change among the beneficiaries. Equal
Facilitate employment opportunities for TVET graduates. opportunity among created male and female TVET graduates should be
taking into consideration.

Gender inclusion training and methods developed in Ensure that decision makers of PES participate in the gender inclusion
collaboration with Woreda local PES responsible. training.

31
ANNEX 2 Gender Matrix of Lot 1
Intermediate Output
Outcome
IOc1: Op 1.1:
Improved access of
beneficiaries to TVET Public private coordination
and employment mechanisms in construction,
opportunities through metal work and leather
the promotion of sector are established and
partnerships among strengthened at City and
TVET service Sub-city level.
providers and the
private sector. Op.1.3:
1500 vulnerable youth,
women, refugees, returnees
and other potential migrants
have improved life skills
and technical skills in
construction, metal, work
and leather sector.
Op. 1.4:
1500 target beneficiaries
have improved access to job
opportunities.
Activities How gender should be integrated Gender sensitive
Indicators
A 1.1.2
Strengthen coordination platform
to improve cooperation between
No of PPPs created or
TVET and private companies.
A.1.1.2 & A1.1.3 strengthened as a result of
Integrate gender component as an SINCE actions.
A 1.1.3 agenda for coordination platforms
Support the organization of Sub- among TVET and Private companies. No. of trainees who
cities Coordination platforms complete the SINCE
between PES, private companies supported TVETs
and TVET colleges. trainings and who receive
a certificate
A1.3.1 A1.3.1
(disaggregated by region,
Mapping, identification and Ensure that women potential migrant
value chain, target group,
support registration at Woreda‟s have equal access to information during
sex and age).
PES offices of 1500 potential beneficiary selection and available
migrants. training opportunities and options.
No. of job placements
facilitated through
A1.3.2 A.1.3.2 SINCE (disaggregated by
Enhance capacities of Public On the capacity building of PES region, value chain, target
Employment Services to attend incorporate gender equality component group, sex and age).
potential migrants‟ needs. as part of planned trainings.
A1.3.3 A1.3.3
Employment services support In the employment service provided to
provided to 1500 potential 1500 beneficiaries, make sure the
migrants (including PES, workplace health and safety and gender
Counseling and orientation appropriate protection measures are
support) provided by enhanced taken into consideration (work place
Woredas‟ PES. should be free from harassment and
violence).
32
 A.1.4.1
Enhance employability skills of
1500 potential migrants (work
ethics, job interviews) to access
new employment (with
Employment vouchers).
Op. 2.1: A2.1.2
Capacity building of MSEs and
Strengthened value chains
large companies‟ managers on
IOc2: through improved capacities
managerial and entrepreneurships
Improved capacity of of and collaboration
skills and high-level technical
private actors from between MSEs, medium and
skills (incl: graphic design for
leather, construction large private companies and
leather.
and metal work sector sectoralassociations.
to create additional job
A2.1.4
opportunities with a Op. 2.2:
Promotion of decent work among
special focus on the
companies and clusters using ILO
promotion of decent Coordination mechanisms
agenda.
work. between project
implementers and
A2.2.2
authorities are established at
Organization of experience sharing
sub-city and city level.
events between SINCE program
implementers from other lots and
other similar intervention
(conference inA/A, exposure
visits).
33
A1.4.1
In the soft skill training to 1500
beneficiaries the gender component,
mainly relevant to youth and adolescent
girls, should be mainstreamed.
% increase in
A.2.1.2
employment in SMEs
In the capacity building training to
reinforced by SINCE
SMEs‟ managers, gender awareness
(disaggregated by region,
component should be mainstreamed.
value chain, sex and age)
A2.1.4
Address Gender equality as the core
element in the promotion of decent
work.
A2.2.2
In the experience sharing event,
promote norms that encourage women
participation in male dominated
activities and vice versa(emphasis on
the successful women who are
employed in the male dominated
activity/ male who are employed in the
female dominated activity )…etc.
. 2.2.3
In all promotion and communication
materials, messages on gender equality
should be reflected and promoted (i.e. in
billboards, photo albums, video clips,
human interest stories, case studies).
ANNEX 3 Gender Matrix of Lot 2

Intermediate Output Activities How gender should be integrated Gender sensitive

Outcome Indicators
IOc1: Op 1.1: A 1.1.1 A1.1.1
% of women as targeted
Improved access of Increased capacity of woreda Training to sub-city officials Integrate gender awareness as part of
beneficiaries in the
beneficiaries to employment selection responsible for PES and selection of the planned capacity building
construction, metal and
TVET and committees for the selection and youth for training. training for PES.
textile & garment sector.
employments linkage of youth to technical
opportunities training & employment A 1.1.2 A 1.1.2 & A 1.1.3
No. of Life skills, OHS,
through the opportunities: and promote Introduction of electronic tools, the use Ensure that potential women
Labour law, gender
promotion of women involvement in male of social media to support selection migrants have equal access to
equality, job linkage and
partnerships dominated construction and process of woredas. And start a pilot information. This can be supported
job coaching and
among TVET metal sector through gender Job Information Centre in Kalu. by using social media/and other
entrepreneurial skills
service providers inclusions training of official in means during beneficiary selection
TOT participants.
and the private collaboration with PES. A 1.1.3 and during trainings.
sector. Selection of youth for training and sub
No. of youth and women
city PES.
Op.1.2: selected for training as
Education Officers, management A 1.1.4 A.1.1.4 per the criteria. The
of TVET‟S Institutions and Gender inclusion training and methods Ensure that PES decision makers indicator requires data
TVET teachers are capacitated developed in collaboration with participate in the gender inclusion disaggregated by sex,
with knowledge, are provided Woreda local PES responsible. training. age, zone as well as
with equipment and materials for returnees.
textile, garment, and metal
A 1.2.4 A1.2.4
fabrication and construction
ToT to TVET‟s on life skills and Incorporate gender issues in the life
trainings and deliver market Gender inclusion training
training courses on life skills skill training courses and short term
relevant and high quality skills materials and training
integrated in the TVET short term curricula.
training, support in job method developed.
curriculum (including attention for
placement and job coaching.
psychological support for returnees).
No. of TOT courses
A 1.2.5 aboutlabour law, gender
ToT courses about Labour Law, A 1.2.5 equality principles and
Gender Equality principles and OHS Ensure gender issues are well OHS requirements.
requirements and related training reflected in the TOT courses and are

34
 courses integrated in the curriculum. integrated in the training curricula.

No. of job placements

Op 1.3: A 1.3.2 A.1.3.2
facilitated
Integrate gender components in the
1500 unemployed Youth and Cooperative training in companies in
cooperative trainings of through SINCE
Women have improved technical textile textile/garment, metal work and
textile/garment, metal work and (disaggregated by region,
and life skills for construction, construction sector for unemployed
construction sector. value chain, target group,
metal, textile & garment sector youth and women.
sex and age).
and are aware of OHS, Labour
Law and Gender principles at
work and get linked to
employment.

IOc2: Op 2.1: A 2.1.1 A.2.1.1 No. of local conferences

Improved capacity Local government, private sector Organize networks and conferences of Ensure that gender issues are well organized for SMEs,
of selected and TVET institutions have companies, Woredas, TVET‟s and reflected/ as an agenda for government job-creation
industrial clusters functional networks/ partnerships youth/women on value chain discussion on the network taskforces, TVETs and
to create additional to match qualified youth and development and job creation. conference. representatives of youth
job opportunities women to decent work and and women meet and
with a special employment opportunities. discuss on value chain
A 2.2.2 A2.2.2
focus on the (Wollo university will
Op 2.2: Decent work and sector specific OSH Address Gender equality as the core
promotion of take part.
SMEs have increased training to companies and SME‟s in element in the decent work and
decent work.
management and marketing construction, metal, textile & garment. sector specific training.
capacity and equipment, they No. of managers of
make better market and skills companies/SMEs in
linkages. Increased knowledge construction, metal,
about decent work and textile/garment sector
international OSH standards trained in decent work
among SMEs in construction, and sector specific OH
metal, textile, garment sectors. disaggregated by value
chain and zone.

35
ANNEX 4 Gender Matrix of Lot 3
Intermediate Output Activities How gender should be integrated Gender sensitive
Outcome Indicators
IOc1: Op 1.1: A 1.1.1 A1.1.1 No. of trainees who
Improved access of Women and youth Capacity building on market demand training Integrate gender component as part complete the SINCE
beneficiaries to (returnees and potential modules development (including active of the planned capacity building supported TVETs trainings
TVET and migrants), access teaching & learning) and curricula training and in the curriculum and who receive a
employments improved skills related development. development. certificate (disaggregated
opportunities to durum wheat and by region, value chain,
through the tomato value chain A 1.1.2 A1.1.2 & 1.1.3 target group, sex and age).
promotion of through enhanced TVET teachers are trained in JBS. Mainstream gender as part of the
partnerships among TVET capacity of TVET teachers‟ capacity building. No. of job placements
TVET service delivering demand A 1.1.3 Particular focus is to be placed on facilitated through SINCE
providers and the driven retailed courses. Capacity Building to (A) TVETS on life skill life skills training. (disaggregated by region,
private sector. & entrepreneurship training. value chain, target group,
Op 1.2: sex and age.
Local government and A 1.1.4 A 1.1.4
(A-) TVET institutions Capacity Building (A)TVETS on how to Beyond TVETscapacity building on No. of agreements with
have functional ensure decent work, health and Security at decent work principles, it is private sector that include
networks/partnerships workplace. important to ensure that (gender obligations to adhere to
to match qualified youth related) decent work principles are decent work principles
and women to decent also incorporated in the trainer‟s (disaggregated by region
work and employment soft skills manuals. and value chain).
opportunities.
A 1.1.7 A1.1.7 No. of women and youth
Organize 1 (A) TVET exhibition and study In the exhibition and study tours who have improved
tour amongst other Region TVETS (possibly among other regions‟ TVETs, it is technical, soft skills and
under SINCE programe) to showcase suggested to promote women decent work knowledge
replicable benefits on youth, women, potential participation and women success compared to initial
migrants and returnees by other (A) TVETS. stories:(emphasis on the successful baseline.
women who are employed in the
male dominated activities / male
who are employed in the female
dominated activities )…etc.

36
IOc1: Op 1.1: A 1.2.1
A 1.2.1
Improved access of Women and youth
Setup a Job seekers matchmaking platform to
beneficiaries to (returnees and potential
facilitate returnees and potential migrants In any beneficiary‟s counseling
TVET and migrants), access
employment and two job counseling units session, it is important to challenge
employments improved skills related
within Woreda BoLSA offices (one per and tackle stereotypes and cultivate
opportunities to durum wheat and
Woreda) to provide career and personal (and positive norms.
through the tomato value chain
psychological) counseling; occupational
promotion of through enhanced
assessment; employment placement, on-the-job
partnerships among TVET capacity of
training and after training counseling with
TVET service delivering demand
specific focus on returnees, youth, women and
providers and the driven retailed courses.
potential migrants.
private sector.
A 1.2.2 A 1.2.2
Op 1.2:
Enhance Woreda employment actors‟ capacity In the capacity building delivered to
Local government and
in the selection, profiling, and linkage of woreda employment actors,
(A-) TVET institutions
unemployed youth, women, returnees and integrate gender components as part
have functional
potential migrants with employment of the training.
networks/partnerships
opportunities in the vegetable and cereal value
to match qualified youth
chains (specific focus on Tomato and Durum
and women to decent
Wheat.
work and employment
opportunities
A 1.2.5 A1.2.5
Organize quarterly tomato and durum wheat Include gender component as an
value chains cluster meetings with TVETs to agenda for discussion on all cluster
assess and fine tune soft skills training needs. meetings.

A 1.2.6 A.1.2.6
Promote women involvement (specific focus The awareness campaign needs to
on women returnees, potential migrants and focus on shift of attitudinal/social
youth) in the male dominated jobs in mindset of the beneficiaries and the
agribusiness-sectors through 4 Woreda community towards male
awareness campaigns (1 campaign every 6 dominated/female dominated jobs
months) and 2 agriculture job fairs (1 per year and skills training.
to be held in Arsi and Bale zone

37
 A. 2.1.1.1 A.2.1.1.1
% increase in employment
Provide 3 trainings to tomato and durum wheat In the capacity building training to
IOc2: Op 2.2: in SMEs reinforced by
supplier groups (1 per targeted woreda) on best suppliers, gender awareness
Improved capacity Increased employment SINCE (disaggregated by
marketing techniques and supplying component should be
of selected capacity of the private region, value chain, sex
mechanisms. mainstreamed.
industrial clusters to companies and and age).
create additional job cooperatives engaged in
A. 2.1.2.6 A 2.1.2.6
opportunities with a the durum wheat and % of employees (women,
Provide 12 trainings on IPPM & support in Incorporate gender components as
special focus on the tomato value chain. youth and returnees)
building proper market linkages to decrease part of the training.
promotion of decent working in companies
perishability of the product & increase market
work. Op 2.3: adhering to decent work
value addition (3 trainings per Woreda).
Employees (women, principles who have
youth and returnees) in improved their work
A. 2.1.2.7 A.2.1.2.7
agribusiness sector have condition.
Organize 2 experience sharing programs for In the experience sharing visit, take
work with decent
producers and cooperatives (Cooperative and into consideration best women
income and working
SMEs experience sharing) in other regions producers and cooperative‟s
conditions (including % of SMEs & cooperatives
producer cooperatives and SMEs. members to act as role models. And
OHS). management which have
share gender specific challenges
prepared a decent work
and mitigation measuresas lessons
plan and has started in
learned.
operationalizing it.
A. 2.1.3.4
Provide 4 trainings to DA‟ s and woreda
agricultural expert‟s to strengthen their
knowledge and skills on value chains, soft
skills, business skills, pedagogic skills and
modern agronomic practice.
A.2.1.3.4 & A.2.1.4.1
A. 2.1.4.1 Integrate gender components as part
Setup 8 (2 per Woreda) women, youth, of the planned capacity building
returnees and potential migrants IGA groups training.
and train them in new technology use for
tomato and durum wheat processing and
packaging

38
A. 2.3.1 A.2.3.1
Provision of 8 trainings (2 per Woreda) to
woreda women and youth groups on work Integrate gender components as part
attitude and motivation of the planned capacity building
training
A.2.3.3 A.2.3.3
Develop with the tomato and durum wheat Ensure that decent work principles
stakeholders a Charter of Decent Work are properly addressed also to
Principles forconducive work environment. women.

A.2.1.2.2 A.2.1.2.2
Provide 4 trainings for 24 between tomato and In the capacity building training to
durum wheat producing cooperatives on producers and cooperative‟s
agronomic, water use techniques, postharvest members, ensure that gender
handling, and storage techniques. awareness component is
incorporated and achievesproper
attention.

39
 ANNEX 5 Gender Matrix of Lot 4
Intermediate Output Activities How gender should be integrated Gender sensitive Indicators
Outcome
IOc1: Op 1.3: A.1.1.1 A1.1.1 No. of trainees who complete
Improved access of Deliver TVET courses Identification of project Ensure that women beneficiaries have equal access to the SINCE supported TVETs
beneficiaries to to youth at risk of beneficiaries for training. information during beneficiary selection, and that trainings and who receive a
TVET and irregular migration and selection criteria are gender sensitive (i.e. priority for certificate (disaggregated by
employments returnees. young women who have children, single mothers, region, value chain, target
opportunities lactating mothers etc). group, sex and age).
through the Ensure, during the orientation session, that gender is
promotion of well mainstreamed by encouraging women trainees to
partnerships among join male dominated skills trainings rather than No. of job placements facilitated
TVET service reinforcing the existing stereotypes. The social mindset through SINCE (disaggregated
providers and the of TVET teachers and trainees as well should be by region, value chain, target
private sector. changed. group, sex and age).

A.1.1.2 A.1.1.2 No. of TOT trainings conducted

Upgrade Selam Awassa
TVET, Butajira TVET and
Worabe TVET in order to
provide new agri-business
courses.
During the upgrading of TVET colleges it is important on gender mainstreaming.
to consider women friendly environment (i.e. daycare
facilities, separate washing rooms).

A.1.1.5 A.1.1.5
Provide TOT on gender On the gender ToT, it is important to include all
mainstreaming. relevant stakeholders and influential/decision makers
of the consortium team (usually the assumption is
erroneously thought that only women should
participate in such kind of trainings). In addition ensure
that the training is rolled out at various levels.

40
 A.1.2.2 A.1.2.2
While capacitating PES, incorporate gender equality
Train PES on component as part of the planned trainings.
entrepreneurship/
employability (IRC).

A.1.2.3 A1.2.3
Ensure that equal opportunities are created for both
Facilitate employment
male and female TVET graduates.
opportunities for TVET
graduates.

A.1.2.4 A.1.2.4
Conduct capacity building Integrate gender component in the value chain capacity
on value chain building training.
development.

A.1.2.7 A.1.2.7
Conduct dialogue with In the consultation dialogue with stakeholder,
stakeholders to support incorporate the promotion of gender equality as an
PPPs. agenda of discussion.

IOc2: Op 2.2: A.2.2.1 A.2.2.1 No. of agreements with private

Improved capacity Train private sector Promote adherence to Address Gender equality as the core element in the sector that include obligations to
of selected stakeholders on decent decent work principles promotion of (gender related) decent work principles adhere to decent work principles
industrial clusters work principles among private sector and ensure that private companies and employers are (disaggregated by region and
to create additional resulting in signed stakeholders and labor well aware about them. value chain).
job opportunities agreements. administration.
with a special focus % increase in employment in
A.2.2.2 A 2.2.2
on the promotion of SMEs reinforced by SINCE
Conduct gender gap Develop evidence based gender sensitive action plans
decent work. (disaggregated by region, value
assessment and referral to tackle the existing gender gap.
chain, sex and age.
service mapping within the
target woredas.

41
 ANNEX 6 Gender Matrix of Lot 5
Intermediate Output Activities How gender should be integrated Gender sensitive
Outcome Indicators
IOc1: Op 1.1: A.1.1.1 A1.1.1 & A1.1.3 % of people accepting
Improved access of Strengthened capacity of Capacity building and support program leading to Integrate gender component as part work related gender
beneficiaries to TVET providers in further development of job placement offices inside of the planned capacity building stereotypes.
TVET and developing and managing target TVET centers. training for TVET.
employments innovative training No of TVET colleges
opportunities schemes, school to work A.1.1.3 & No. of public
through the transition modules, Capacity building program for experts in employment
promotion of employment packages, management of TVET/TVSD services and in human organizations that have
partnerships among human resources resources management suitable for the actors of the taken actions to
TVET service management and COC. cluster of excellence that will be established. improve inclusion of
providers and the women.
private sector. A.1.1.4 A1.1.4
Op 1.2: Training and Peer to peer exchange of best practices In the peer to peer exchange of best % women in TVET in
Trainings, employment among TVET centers and enterprises regarding: 1) practices, encourage women sectors usually men
vouchers and soft skills design and management of school to work transition participation in male dominated driven.
trainings delivered (including cooperatives trainings) 2) design short trainings / activities and vice versa
trainings market curricula (TTLM teacher learning (Emphasis on successful women
modules). who are trained/employed in the
male dominated skill
training/activity and male who are
Op 1.4: trained/ employed in the female
Improved attitudes and dominated activity). Women
organizational practices of specific challenges and mitigation
TVETs and public measures should also be shared.
employment service
providing agencies to A.1.1.5 A.1.1.5
enhance participation of Delivery of short trainings programs (on basic and Integrate gender components in the
women in the three transversal component) for the hard to reach and out short term trainings. A specific
strategic economic sectors. of mainstreamed services youth aimed at getting the focus should be given on the soft
final certificate of competences. skills.

42
 A.1.2.1 A1.2.1
IOc1: Delivery of innovative job employment package co- Ensure that in the innovative job
Improved access of Op 1.2: funded through voucher. employment packages, gender
beneficiaries to Trainings, employment issuesare well considered. (In the
Combining different accompanying and school to
TVET and vouchers and soft skills assessment checklist, in the
work measures: 1) Competences assessment,
employments trainings delivered orientation session, in the
tutoring, and orientation counseling, scouting and
opportunities apprenticeship guideline).
active job research; 2) work based learning and
through the
skills gaps training oriented modules to facilitate job
promotion of
insertion and reinsertion; 3) dual apprenticeship and
partnerships among
internship.
TVET service Op 1.4:
providers and the Improved attitudes and A.1.2.2 A1.2.2
private sector. organizational practices of Development trainings programs endorsing In the soft skills training beyond
TVETs and public innovative life and soft skills modules to all the work ethics, integrate gender
employment service beneficiaries of skills development (for acquisition components which are mainly
providing agencies to and/or updating of soft skills required by relevant to youth and adolescent
enhance participation of enterprises, such as: work ethics, decent work). girls.
women in the three
strategic economic sectors. A.1.4.1 1.4.1
Organizational practices of stakeholders (TVET Ensure that gender issues (i.e.
colleges, TVET offices, MSEs, bureau of labour& different roles and responsibilities,
social affairs) changed informed by action research exposure and priorities of women
on factors affecting women‟s participation and and men) are well reflected in the
performance in TVETs in construction, metal work ToRs, tools and methodologies of
and textile sectors) & employment opportunities. the research.

A.1.4.2
Development and implementation of behavioral
change communication strategies that are targeted to
address social norms and gender stereotypes
affecting women‟s participation in TVET‟s and
labour force, especially in male dominated sectors
such as: construction and metal-works.
A.1.4.2
Ensure that the behavioral change
communication strategy is designed
in a way to tackle the existing
gender stereotypes and inequalities.

43
 A.2.1.1 A2.1.1.& 2.1.2
% of supported
Definition of the main stakeholders (starting from Ensure that gender issues are well
IOc2: Op 2.3: women‟s enterprises
the stakeholders analysis done during the feasibility reflected/get attention in any
Improved capacity Improved working which have increased
study) in each level of the value chain in all the 3 cluster/platform forums, meetings
of selected conditions and capacity of income & sales
strategic economic sectors targeted. and coordination events.
industrial clusters to women to participate in volume.
create additional textile, metalwork and
A.2.1.2
job opportunities construction clusters. No. of supported
Strengthening the relation between
with a special focus women‟s enterprises
cooperatives/small micro enterprises identified in
on the promotion of Op 2.4: which have developed
textile and garment sectors, to strengthen the linkage
decent work. Recommendations on new market links.
to value chains in the three target sectors.
active labour market
policy and measures to % reduction in women
activate in the medium unemployment.
term youth employability, A.2.2.1 A2.2.1 &2.2.2
framed into a Development of ToT and capacity building paths in Integrate gender components as part 6 women enterprises
comprehensive advocacy collaboration with enterprises for middle managers of the planned TOTs and capacity supported.
strategy delivered and and business management to respond to the need of building trainings.
submitted. the value chains and cluster, to boost productivity
and employability.

A.2.2.2
Development of capacity building paths and
awareness raising events in cooperation with TVET
actors oriented to foster greater involvement of the
business sector in the development and management
of employability oriented programs and of the
support to the definition and large scale delivering
of Active labour market schemes (Io1).

A.2.3.1
Development and implementation of advocacy
strategy to promote decent work in the region.
A.2.3.1
Ensure that advocacy strategies are
designed in a way to tackle the
existing gender based stereotypes
and inequalities.

44
A.2.3.2
Supporting women enterprises (especially those
working in male dominated construction and metal
work sectors) through affirmative action to develop
their capacity.
A.2.4.1
Development of a short-medium term shared
advocacy strategy to enable full participation of
vulnerable groups of job seekers and potential
migrants to labour market.
A.2.4.2
Support to the enhancement of policy coherence on
inclusiveness and openness of employment and
educational regional policies.
45
A.2.3.2
Provide recognition, reward and
share the experiences of those
women already in the male
dominated activity using IEC/BCC
material (it may be movie, photo
album etc…) as best practices and
possibly scale up.
A.2.4.1
Ensure that gender issues are well
reflected on position papers/shadow
reports submitted to national and
international forum.
A.2.4.2
Ensure that suggested
recommendations practically tackle
gender inequalities and influence
policy/decision makers.
ANNEX 7 Gender Monitoring Checklists

As gender is across cutting issue, the implementation of gender activities must be constantly assessed and
monitored through the ongoing monitoring mission plan to ensure that gender is mainstreamed
appropriately and its impacts are maximized. Hence to best track the planned gender activities from each
lot, a gender monitoring checklist has been developed through a participatory approach where all SINCE
Implementing Consortia where requested to share with their inputs. An intensive Gender training was also
organized for all lots at field level with the objective of instilling the methodology of gender
mainstreaming across the lots‟ specific projects and understanding potential addressing techniques to
tackle key gender issues and barriers that affect the full participation of female beneficiaries, at various
level, in the project activity. Such monitoring checklist has been also tested at field level by assessing
some already performed activities from the lots to fine tune it to their respective projects. Below is the
gender monitoring checklist which is currently adopted as a monitoring tool to track the implementation
status of gender related activities on a routinely and quarterly basis:

46
Gender Monitoring Checklist

Reporting Period _____________

Status
1 = Activities not started Comment
Process Owner Activities 2 = In progress
3 = Completed/on track
Were gender issues raised and discussed during coordination,
cluster/sectorial meeting?

Were gender issues raised and discussed during PPP platforms?

Does the MoU among with TVET incorporate gender topics?
Does the MoU with Private companies on apparent ship .
Consortium incorporate gender topics?

Are promotional materials genders sensitive and/or reflect positive

norms and tackle the negative social norms?

Do the awareness campaign/community sensitization events tackle

the existing gender stereotypes or social norms that affect the
participation of female beneficiaries?

Has the gender component been incorporated in the TVET capacity

building training?
Does the soft skill training manual incorporate gender components?
Have female trainees in male dominated skills training
(construction and metal) encouraged /rewarded?

TVET What special treatment has been provided to female pregnant

trainee at TVET?
Are male trainees, who are in the female dominated skill training,
encouraged / rewarded?
Does the TVET provide with day care facility?

47
 Does the TVET have a separate toilet room for male and female?

Does the TVET counseling service provided with gender support? .

(On self-Confidence, mindset up RH etc…)
Is the gender component incorporated in the capacity building .
targeting private company?

Are female applicants employed in male dominated jobs? .

Private company
Are male applicants employed in female dominated jobs?
Are the principles of decent work promoted in a proper way
.
amongst private companies? Do employees have a written contract
agreement?
Does the company pay women and men equally for their work?
Does the company have a safe working environment (free from
sexual harassment)?

Does the company have a day care facility? .

Is the gender component incorporated in the capacity building

trainings addressed to PES?
Are females equally represented on the job seeker registration list
of the Woreda?
Do female, potential migrants; have equal access to information
PES about SINCE project and its opportunities?
Is the orientation session to target beneficiaries organized to
challenge the self-perception and mind set towards male / female
dominated skills/jobs stereotypes?
Is the beneficiary‟s selection criteria gender sensitive?

48
Annex 8
Glossary

Empowerment of Women and Girls: The empowerment of women and girls concerns their gaining
power and control over their own lives. It involves awareness-raising, building self-confidence, expansion
of choices, increased access to and control over resources and actions to transform the structures and
institutions which reinforce and perpetuate gender discrimination and inequality.

Gender Equality: Gender equality implies that the interests, needs and priorities of both women and men
are taken into consideration, recognizing the diversity of different groups of women and men.

Gender Mainstreaming: It is a way to make women‟s as well as men‟s concerns and experiences an
integral dimension of the design, implementation, monitoring and evaluation of policies and programs in
all political, economic and societal spheres so that women and men benefit equally and inequality is not
perpetuated. The ultimate goal is to achieve gender equality.

Gender Perspective: The term „gender perspective‟ is a way of seeing or analyzing which looks at the
impact of gender on people's opportunities, social roles and interactions. This way of seeing is what
enables one to carry out gender analysis and subsequently to mainstream a gender perspective into any
proposed program, policy or organization.

Gender Norms: Gender norms are ideas about how men and women should be and act. We internalize
and learn these “rules” early in life. This sets-up a life-cycle of gender socialization and stereotyping. Put
another way, gender norms are the standards and expectations to which gender identity generally
conforms, within a range that defines a particular society, culture and community at that point in time.

Gender Stereotypes: Stereotypes are often used to justify gender discrimination more broadly and can be
reflected and reinforced by traditional and modern theories, laws and institutional practices. Messages
reinforcing gender stereotypes and the idea that women are inferior come in a variety of “packages” – from
songs and advertising to traditional proverbs.

Gender Based Violence: GBV is an umbrella term for any harmful act that is perpetrated against a
person‟s will and that is based on socially ascribed (gender) differences between females and males. The
nature and extent of specific types of GBV vary across cultures, countries and regions.

49
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 GENDER FLYER

8200 beneficiaries
Work
Participation
&
Decent Work

Power Knowledge
50% women Social Lifelong
learning
&
Professional
Economic Atteinement
Skills enhancement

Employment

GENDER EQUALITY
Time
Economic
Economic
autonomy Activities
Waged Care & Social
Employment activities

52
This technical paper has been produced by the United Nations Industrial Development Organization
(UNIDO) and has been produced without formal United Nations editing. The designations employed and
the presentation of the material in this document do not imply the expression of any opinion whatsoever
on the part of the Secretariat of the United Nations Industrial Development Organization (UNIDO)
concerning the legal status on any country, territory, city or area or of its authorities, or concerning the
delimitation of its frontiers or boundaries, or its economic system or degree of development. The opinions,
figures, and estimates set forth should not necessarily be considered as reflecting the views or carrying
endorsement of UNIDO. Mention of firm names or commercial products does not imply endorsement by
UNIDO.

And

This publication was produced with the financial support of the European Union. Its contents are the sole
responsibility of its authors and do not necessarily reflect the views of the European Union.

53
CONTACTS:

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