A YOUTH GUIDE

Gender Mainstreaming in Youth Livelihoods Programs

TYC Enhancing Youth Integration and Gender

Equality for Improved Livelihoods Project
Introduction
Promoting gender equality is an integral part of youth
livelihoods programming.
The is because women and men, girls and boys, have different
experiences, needs, interests and aspirations which should be
taken into account when designing any program.
 As such a good understanding of their context specific
socialization processes and the legal and policy framework
around gender equality are crucial to designing gender
sensitive and transformative youth livelihoods programs
In the context of this training gender relations refers to the way
roles, responsibilities, resources and decision making power are
distributed between women and men, girls and boys.
 We are undertaking this training particularly because the a
baseline survey undertaken in Iringa, Mwanza, Dodoma and
Kilimanjaro communities revealed that majority of cultures are
patriarchal, meaning that they are characterized by male
domination in various aspects of private and public life and
excluded youth especially young women.
“For example, decisions on how household income is used is
commonly made by male heads of households. Household work is
commonly prescribed as the work of women and girls while men
and boys have the roles of bringing in income and protecting the
home. These expectations commonly define how girls and boys
shape their hopes and dreams for the future and what they select
as their livelihood options”.
Exercise
Ask what the expectations of the training (5 Minutes)
Answer: Aims of this training is are to:
Guiding trainers in delivering knowledge and skills on gender
considerations in youth livelihoods training to trainers, facilitators
and programming staff in the Youth in Action Program. It is not
intended for use to train youth in the program but can
be used as a reference when working with them.
TIPS to TYC Facilitation Team
Gender equality is a topic that touches on the private as well
as public lives of each of us. Transformation of attitudes and
beliefs is a process and does not happen as a result of
participating in a training workshop. Be patient with workshop
participants as they explore their own perspectives and gender
biases. As a trainer you will also have gender biases that you
may or may not be aware of. Be conscious not to transmit
perspectives and opinions that are not gender sensitive.
Tips to facilitators continued…..
Encourage all male and female participants to be active in the learning process. Take
into consideration gender barriers to active participation especially for girls and young
women. Ensure that you manage any dominance by any of the participants in
discussions.
There are no right or wrong answers and each response by participants should be
acknowledged and appreciated. However, ensure that you gently but assertively
correct any responses that are inconsistent with gender equality.
Examples from participants’ personal life experiences should remain confidential and
not be shared out of the training.
Incorporate diverse participatory learning methodologies in addition to what is
suggested in this training module
Ensure that you are well prepared as a trainer/ facilitator and that your presentation is
acceptable for the context. Build a good rapport with workshop participants and
moderately infuse some appropriate humor to encourage learning.
Undertake your own research on culture appropriate examples that you can use to
enhance the learning process for participants.
Session 1: Introduction to Gender and Development (60 Mins)
Session Description:
This is an exploratory session where the facilitator guides
participants to reflect on how the concept of gender comes about in
their lives.
 Keep in mind that concept of Gender Socialization that begins from
birth and is lifelong.
 Encourage participants to explore the various agents of
socialization and link this to the experiences of participating female
and male youth.
Ask the following questions:
1. Whys is addressing gender equality in our lives important?
2. How do attitudes and perspectives on gender equality affect out lives
and work?
Facilitators’ talking notes
Gender is a social construct that changes across time and context.
The roles and responsibilities that our grandmothers and grandfathers
had are different from what we do today as women and men, girls and
boys.
In addition, gender roles differ between rural and urban contexts and
across regions and countries. External influences around us inform our
internal perceptions from a very early age – but they can be changed.
Institutions, Agents and Processes of Social Construction
Social construction refers to the concept that gender roles and attributes
are deliberately and systematically cultivated in females and males over
time through processes embedded in the social units around which society
is organized.
The process of construction is life-long and carried out through units and
processes such as the family, school, religion, media, workplace, language
and folktale.
Childhood is a critical, formative time for all children, girls and boys. It is a
time when children are learning about their world and their roles within it,
girls and boys are assigned different roles and responsibilities within
society based on their sex at birth.
These differing roles and responsibilities, coupled with sex differences
such as reproduction, create different needs and opportunities for boys
and girls.
In all societies, attitudes and beliefs about gender roles, capabilities, and
the value and potential of girls and boys are both deeply embedded and
rapidly changing
…….Institutions, Agents and Processes of Social Construction
Norms, values, and attitudes about gender, ethnicity, disability, and other
differences begin in childhood, and the impact of sexism, racism, and exclusion
of people who are seen as ‘different’/’less’ can result in stereotyping and
prejudice.
 Ultimately, TYC believes that the rigid socialization of boys and girls limits their
ability to reach their full potential and inhibits the full realization of their rights as
defined in the Convention on the Rights of the Child (CRC) and other
international human rights instruments.
Girls and boys are socialized into different gender roles that place them within
unequal structures of power.
Girls and boys do different types of work and families can have different
expectations about their future according to whether they are male or female.
Girls’ roles and responsibilities are usually associated with their future roles as
wives, mothers, and caregivers, while boys are brought up with the mind-set that
their future roles will be as heads of households and the primary wage earners in
their families.
Evidence has shown that while gender norms are deeply rooted and begin to
form from a very early age, they can be changed by offering and modelling
alternatives to discriminatory gender norms and behaviors.
…….Institutions, Agents and Processes of Social Construction
Evidence has shown that while gender norms are deeply rooted and begin
to form from a very early age, they can be changed by offering and
modelling alternatives to discriminatory gender norms and behaviors.
What are Gender Relations?
Men and women have different roles and they need different resources to
perform these roles. Examples of these resources include
Economic – money, markets, credit
Natural – water, firewood, land
Political – decision making, advocacy, leadership
Social – participation, networks, education
Exercise: Ask the participants to be frank and say what roles are played by
female and male youth in each of the above? And say what inequalities you
think exist!
Facilitators notes:
Key Characteristics of Gender Relations
 Gender relations are context specific e.g., rural/urban life
 Gender relations are not static e.g., economic systems can
change gender relations positively or negatively for both men
and women
 Gender relations interact with other social relations e.g., ethnic
conflicts affect young men and women in different ways,
disability affects young women and men differently
Gender relations are power relations
Session 2: Life Cycle Analysis from a Gender Perspective (60
Mins)
Exercise: Ask the participants what are different roles of girls and
boys in the family at a tender age?
Aims of this session:
This session provides participants with an opportunity to reflect on
gender differences in the life cycle of a girl and boy from birth to
adulthood.
 It is aimed at being an eye opener on how gender differences come
about and how they widen with increasing age to comply with society
expectations.
It is also aimed at showing that girls and boys are not at the same
level when enrolling in youth livelihoods programs and gender equity
measures should be employed to ensure that any gender gaps and
barriers are addressed and they benefit equally from livelihoods
programs.
Exercise
 Ask the participants to identify points in the lives of girls and
boys where there are gender considerations to be made; these
may be positive these may be positive or negative and would
include gender barriers and inequalities that are manifested
Participants will break into 4 groups to focus on the following
age groups of girls and boys:
 0-5 years
 6-10 years
 11-14 years
 15-18 above years
Instructions to groups
Participants brainstorm on the different gender barriers and
inequalities that are manifested at each stage of life for girls and
boys. Encourage groups to think about urban/rural and
class/social divides.
Each group looks at both boys and girls in each of the age
groups.
The points are noted on a flipchart for presentation by a group
representative.
Each group is given 5 minutes to present their feedback.
Plenary discussion is held on what may have been excluded,
needs to be included or is different/ similar. Discussion on any
revelations from the exercise and how this exercise can be
used to support our programs
Facilitators talking notes
Key Highlights within the Session:
Gender inequality begins even before birth.
Society shapes gender roles and expectations from a very
early age and it is important to start working on shaping gender
equitable attitudes in girls and boys at an early age.
Gender inequalities have a huge impact on the quality of life for
girls and boys right into their future.
Gender inequalities become more pronounced as boys and
girls grow into their adolescent years.
This exercise can be used as a tool for analysis, program
design and raising awareness on gender considerations at
different ages.
Session 4: Basic Concepts in Gender and Development (90
Mins)
Aims of this session are:
This session aims to provide a clear definition and understanding
of basic terminology used in gender and development.
Exercise
Divide the participant in small groups with the following and ask
the to divine the following concepts using symbols, words or
drawings:
1. Gender and sex
2. Gender equity and gender equality
3. Gender norms and gender roles
4. Gender barriers and gender gaps
5. Gender inequality and gender based violence
After each group presents, follow up with a presentation of the
correct definitions on flip chart paper pasted on the walls around
the room for reference. These should remain on the walls for
the duration of the workshop

Note carefully:
These are only a few terms used in gender mainstreaming.
There are many others that are used to refer to concepts used.
A clear understanding of the terms used is fundamental to
understanding gender dynamics in youth livelihoods
programming.
Acknowledge that often terminology can be a barrier to talking
about gender equality.
Facilitator’s talking notes
Gender concepts and terms sometimes do not translate easily from
one language to another. However, it is not the term itself that is most
important but the idea behind it, and debates around terminology can
actually be an excellent way of creating in-depth understanding of the
meaning behind the words.
Gender: The socially constructed roles, behaviors, activities, and
attributes that a given society considers appropriate for girls, boys,
women, and men. Example: In some countries, women are not allowed
to drive while men can.
Sex: The biological and physiological characteristics that identify a
person as male or female. Example of a sex trait: The fact that many
females can give birth and breastfeed is a biological characteristic.
While aspects of sex will not vary substantially between human societies,
aspects of gender do. Social constructions of gender affect all of us every
day, in everything that we do, from the time we are born into a particular
family, culture, and community. Gender roles are learned, and can change
over time. While social constructions of gender vary from place to place,
inequalities occur everywhere.
Gender affects girls and boys, men and women. Sometimes we tend to
think gender is only a women’s issue, but this is not the case. Gender
affects whole communities as it is about how we relate to one another and
the roles that we play within our society. It is for this reason, that it is so
critical that work on gender equality targets not only women and girls but
whole communities.
While gender inequalities are most pronounced for girls and women, boys
and men face many gender stereotypes and inequalities as well. Gender
both intersects with and magnifies other forms of discrimination, including
race, ethnicity, religion, caste, age, (dis)ability, sexual orientation, and/or
socio-economic status. With this, we need to be cautious of assumptions
that all women or all men have the same experiences.
Gender equality refers to the absence of discrimination on the basis
of sex. For example, girls, boys, women and men receive the same
salary when they do the same work. Further, gender equality is when
girls, boys, women, and men have equal rights, obligations and
opportunities to:
 Security and good health;
 A viable livelihood and dignified work;
 Participate in the care of home and dependent family members;
 Take active part in public and political life;
 Learn and participate in relevant education; and
 Live a life free from violence
Gender equality does not simply mean equal numbers of men and women
or boys and girls in all activities. It means that men and women are equally
valued in society and both have opportunities to realize their full potential
and contribute to national, political, economic, social and cultural
development, and to benefit from the results.
It signifies an aspiration to work towards a society in which neither women
nor men suffer from deprivation and poverty in its many forms, and in
which women and men are able to live equally fulfilling lives.
Equality does not mean ‘sameness’. Gender equality means recognizing
that men and women, girls and boys, often have different needs and
priorities, face different constraints, have different aspirations and
contribute to reconstruction and development in different ways.
Equality is our ultimate goal, and is also a process in and of itself.
Equity is a tool/mechanism we can apply to help support us in reaching
this goal.
Gender equity: The process of being fair to girls, boys, women, and men. To
ensure fairness, strategies and measures must be available to compensate
for discrimination against girls and women that prevent girls, boys, women,
and men from otherwise living equally. Equity leads to equality. Example of
gender equity: A quota to increase the number of girls in a students’
organization is a gender equity measure aimed at compensating for
discrimination which results in girls’ restricted opportunities for participation
in decision making spheres.

Gender roles: Behaviors, attitudes and actions society feels are appropriate
or inappropriate for a girl, boy, woman, or man, according to cultural norms
and traditions. Gender roles are neither static nor universal but vary between
cultures, over time, between generations, and in relation to other social
identities such as social class, socio-economic status, ethnicity, sexual
orientation, religion, ability, and health status. Gender roles may also shift
with
processes of urbanization or industrialization, and the fluid nature of gender
roles requires careful and ongoing gender analysis.
Example: In many societies, girls and women are expected to be
responsible for cooking, cleaning, and childrearing, while boys and men are
responsible for earning money for the household. In those contexts, the
gender roles of girls and women are linked to ‘reproductive’ work, while the
gender roles of boys and men are. related to ‘productive’ work.

Productive work/ roles relates to any work that generates an income. Men’s
productive work commonly takes place outside the sphere of the household
and more commonly generates monetary income. Young women’s
productive work commonly occurs within the household sphere and is
generally less valued, and often not even taken into account.
Reproductive work/ roles relates to work in the household, raising children,
cooking and cleaning. It is commonly assumed to be the responsibility of
women, yet young and old men also often perform reproductive work, for
instance, taking care of machines or washing the car/ bicycle.
Reproductive work generally does not generate any income, yet has an
impact on family (and societal) economy. As it is associated with the
women’s sphere, it is less valued than productive work and often not
considered. Girls often have to take on the reproductive tasks if the mothers
are to engage in productive work.
Community work/ roles relates to work and time devoted to political, religious
or social work in organizations, community work or other work that both
women and men engage in. Commonly, young and old en’s engagement in
community work is more valued than women’s engagement, and therefore
considered in planning.
Gender norms are social principles and rules that govern the behavior of
girls, boys, women, and men in society and restrict their gender identity into
what is considered to be an appropriate gender role at the time. As with
gender roles, gender norms are neither static nor universal and change over
time.
Gender barrier: A gender barrier is any circumstance or obstacle which
prevents girls, boys, women or men, based on their gender, from claiming
their equal rights to services, resources, information, opportunities or
systems.

Gender gap: A gender gap is the disproportionate difference between sexes

in attitudes and practices. A gender gap can exist in access to a particular
productive resource (e.g., land and education), in the use of a resource
(e.g., credit and other services), or levels of participation, such as in
government and on decision-making bodies. A gender gap is a form of
gender inequality.
Gender inequality refers to any discrimination on the basis of sex.
Gender based violence (GBV) refers to all harm inflicted or suffered by
individuals on the basis of gender differences. Its intention is to establish or
reinforce power imbalances and perpetuate gender inequalities. GBV can
affect females or males, however, it affects women and girls systematically
and disproportionately. GBV includes, for example, child, early, and
forced marriage, female genital mutilation/cutting (FGM/C), sexual violence
and abuse, denial of access to education and reproductive health services,
physical violence and emotional abuse
Session 5: Approaches to Gender Mainstreaming (120 Mins)
Aims of this session are:
This session introduces the concept of gender mainstreaming and describes
why this is important and how it is done. The session involves describing the
gender equality principles and introduces gender sensitive and gender
transformative programming as TYC’s approaches to gender
mainstreaming. An exercise is used help participants understand the gender
equality continuum.
Group exercise
Gender Equality Principles
1. EQUALITY AS A RIGHT
Gender equality is an essential component of a child rights approach, and of critical
importance in the fulfilment of our organizational mandate. This principle is upheld by
international standards articulated by the Convention on the Rights of the Child (CRC)
and Convention on the Elimination of All Forms of Discrimination Against Women
(CEDAW).
2. ADDRESSING ROOT CAUSES
It is critical to identify and work to transform the root causes of gender inequality; this
requires addressing social norms and institutions which reinforce gender inequalities, as
well as advocating for and fostering legislation and policies that promote gender equality.

3. HOLISTIC APPROACHES
Acknowledging that gender equality is about relationships, transformative gender
approaches require working with whole communities, and at all levels, equally
engaging female and male stakeholders in culturally-sensitive gender equality
policy and program work.
MEANINGFUL PARTICIPATION
Girls and boys are active citizens. They must be equally engaged in dialogue
around gender and have equal opportunity to participate and to promote gender
equality.

5. INDEPENDENT & CROSS CUTTTING

Gender is both an independent area of focus, as well as a critical priority across
our thematic areas of focus, global initiatives and breakthroughs. Gender
equality must be a central focus across our work, as well as across all parts and
levels of our organization.

6. COLLABORATION & LEARNING

Integrating gender analysis in our research and work opens up new insights
and innovative solutions to development challenges that would not otherwise be
possible without a gender-focused approach. It is essential to foster and
participate in communities of practice, collaborate with organizations and
stakeholders working on gender, translate what we learn into practice, and to
share learnings widely.
MEANINGFUL PARTICIPATION
Girls and boys are active citizens. They must be equally engaged in dialogue
around gender and have equal opportunity to participate and to promote gender
equality.

5. INDEPENDENT & CROSS CUTTTING

Gender is both an independent area of focus, as well as a critical priority across
our thematic areas of focus, global initiatives and breakthroughs. Gender
equality must be a central focus across our work, as well as across all parts and
levels of our organization.

6. COLLABORATION & LEARNING

Integrating gender analysis in our research and work opens up new insights
and innovative solutions to development challenges that would not otherwise be
possible without a gender-focused approach. It is essential to foster and
participate in communities of practice, collaborate with organizations and
stakeholders working on gender, translate what we learn into practice, and to
share learnings widely.
Session 6: Gender Equality Considerations in Youth Livelihoods
Aims of the session are:
This session aims at sharing key entry points for gender mainstreaming in
youth livelihoods programming. It provides guidance on things to consider
when planning and implementing programs and builds on TYC’s experiences
in gender mainstreaming in youth livelihoods projects.

Presentation by facilitator
Below are the questions you ask when assessing Gender equality during
program design & proposal research?
1. What constraints limit women’s / men’s / girls’/ boys’ full involvement along all
parts of the value chain / livelihood option in question?
2. What are appropriate areas for intervention, so that these constraints can be
mitigated?
Information from a gender perspective to gather during a proposal research/
information gathering/ reconnaissance trip includes:
……………..Gender Equality Considerations in Youth Livelihoods
 National and cultural policies around inheritance
 How do young women and men spend their time?
 What activities are they involved in in the home and the community?
 How young women organize childcare (i.e., Will women watch each other’s
children? Is an older child left behind? Can small children come to meetings/
trainings/ places of employment?).
 Women’s mobility (i.e., How far are young women able to travel for trainings,
to deliver milk, etc.? Are they able to travel alone or do they need to be
accompanied?)
 The literacy and numeracy skills of target stakeholders.
 National policies around young women’s access to finance/loans.
Some gender barriers and opportunities when working with young
women and men Gender roles and responsibilities
Girls and young women are expected to be nurturers, “good” wives and
mothers in future and this impacts on their choices in education and livelihood
option
Perceptions that girls and young women should mainly focus on small
businesses and trades while boys and men should have large enterprises
 Typically, heavy reproductive workloads for girls and young women affects
time available for education, productive and community work, rest and
recreation
 Men are usually expected to be providers and key decision makers in families
– boys follow this path and begin engaging in productive roles early in life to
the detriment of their education and training opportunities
Some gender barriers and opportunities when working with young
women and men Gender roles and responsibilities
Girls and young women are expected to be nurturers, “good” wives and
mothers in future and this impacts on their choices in education and livelihood
option
Perceptions that girls and young women should mainly focus on small
businesses and trades while boys and men should have large enterprises
 Typically, heavy reproductive workloads for girls and young women affects
time available for education, productive and community work, rest and
recreation
 Men are usually expected to be providers and key decision makers in families
– boys follow this path and begin engaging in productive roles early in life to
the detriment of theireducation and training opportunities
Patterns of decision making
 Women in leadership – low participation of women in politics and leadership in a
country is indicative of women’s participation in decision making in public life; there
tends to be low participation of young women and girls in committees and decision-
making groups and this is often reflected in project activities
Selection of livelihood options is strongly influenced by gender norms on roles and
responsibilities as well as restrictions on mobility e.g., girls and young women select
business enterprises that are near the home, that do not require travel to distant
locations and that are an extension of their reproductive roles.
 Boys and young men select male oriented enterprises such as mechanics; only one
girl in the Youth in Action program in Mwanza has chosen motor vehicle mechanics
as a livelihood option.
 There are social expectations that a girl/ young woman should have a small business
enterprise and this limits their vision compared to the expectation that a boy/ young
man should have a large enterprise that brings in much more profit.
Parents have a high influence on selection of livelihood options for girls/ young
women and should therefore be also exposed to non-traditional options for girls/
young women and boys/ young men.
For boys and young men, acquiring basic self-care skills would challenge
gender norms on reproductive roles and support them and their partners in the
future.
Generally, girls and young women see themselves as having fewer
livelihood options compared to boys and young men who see themselves as
having many more options
Access to and control over resources, information, services and assets
 Access to education – transition to higher levels of education and completion
is low for both girls and boys for different reasons; however, consequences for
girls are multiplied due to other limitations and roles they have e.g., girls may
face challenges such as early marriage and pregnancies as well as rigid
gender norms that restrict their mobility and activities; they are also more
often encumbered by reproductive roles in the home.
Recruitment of program facilitators and mentors is affected by education
requirements so flexible criteria should be adopted especially for
females
Credit – access to credit by adolescents is limited to families due to age
restrictions in accessing public funds in most contexts
Sexual and reproductive health information and services are necessary
– many girls and young women get married and/or pregnant while in
livelihoods training programs; information on sexual and reproductive
health (SRH) should be provided in livelihoods training programs to help
them transition into the child bearing phase and better manage life and
work e.g., links to contraception, maternal and child health information,
menstrual health management, etc
Recruitment of program facilitators and mentors is affected by education
requirements so flexible criteria should be adopted especially for
females
Credit – access to credit by adolescents is limited to families due to age
restrictions in accessing public funds in most contexts
Sexual and reproductive health information and services are necessary
– many girls and young women get married and/or pregnant while in
livelihoods training programs; information on sexual and reproductive
health (SRH) should be provided in livelihoods training programs to help
them transition into the child bearing phase and better manage life and
work e.g., links to contraception, maternal and child health information,
menstrual health management, etc
Role modeling and a supportive environment
Role modelling – there tend to be few female business owners to role
model for girls and young women especially in rural areas
Supportive environment – appreciation for gender equality and women’s
empowerment in communities is generally limited especially in
conservative communities; this makes it difficult for youth to model
gender equitable behaviors as they may receive sanctions for this.
Individual vs Group Enterprises
 Individual enterprises tend to favor girls and young mothers more compared to
the group enterprise model.
 Program reports on group dynamics show that gender relations between boys
and girls in group enterprises lead to lower participation of girls in decision
making and activities.
 In addition, reproductive roles of girls and young mothers mean that they may
not have the opportunity to manage their time in line with scheduled group
activities and therefore they are sometimes absent from group meetings and
activities.
 Individual enterprises provide them with the flexibility to balance their
productive and reproductive roles in terms of time and location.
Exercise
What do you think are the divers of young women’s failure to effectively participate in
livelihoods programs and projects in your organization or community?
TYC experience in implementing other project on girls and young women social
inclusion shows the following as the drivers of women failure to effectively participate
livelihoods programs and initiatives:
Domestic violence in homes has been cited as a reason for inconsistent participation
by youth in learning activities such as school or other training opportunities.
Marriage of girls in livelihoods training programs has contributed to drop outs from
the
program.
Girls with babies find it difficult to participate in livelihoods training programs because
of child care responsibilities.
N:B There is anecdotal information from some Regions of Tanzania that shows that
participation in the program by girls contributes to a delay in early marriage and early
pregnancy among girls as marriages are postponed to enable a girl complete
the program.
Key Gender Considerations in Youth Livelihoods Programming
Conduct a gender assessment at the beginning of the project to identify any gender
gaps that need to be addressed and any potential harm as a result of the project
Develop a gender equality strategy and action plan to address these gender gaps and
barriers
Ensure collection of sex and age disaggregated data
 Conduct continuous monitoring of impact of activities on girls and boys
Select learning centres that are deemed safe for girls and boys by parents in terms of
accessibility, safety and timing of classes
Select respected local facilitators who guarantee the safety of girls and boys in the
learning centres; Having a majority of female facilitators in the YiA program has
encouraged parents about the safety of their daughters.
Sometimes there is need to have flexible selection criteria for female facilitators as
they may have lower education levels but can undertake their roles effectively.
Single sex classes for girls have worked enormously well in the some youth livelihoods
especially because of the rigid gender norms around social interaction;
however, they involve more work which program and partner staff resist.
Provision of child care support during the learning phase for young mothers in the
Livelihood program has highlighted as a major advantage by young
mothers. This should be factored in programming for livelihoods programs.
Exposure visits to other villages and successful business have played a big role in
exposing girls and boys to what is possible. They develop new dreams and visions for
their future.
Facilitators, trainers and program staff also have their own gender biases and gender
issues that they need to deal with and which influence their engagement with youth in
livelihoods program. Without training and awareness on gender equality they may become
barriers to the livelihoods’ program being gender sensitive.
TYC experiences shows that training facilitators on the different learning
processes of girls and boys in the YLP programs has helped to increase
the participation of girls.
Follow up on drop outs and absenteeism by facilitators in the program
has significantly reduced drop outs as challenges are addressed.
Transferable skills in livelihoods’ programs enable growth in confidence
and communication skills especially among girls.
Consider specific life skills, information and services that may be
needed by girls and boys in the program that could be provided by
external facilitators or through linkage and referral. These include but
are not limited to the following:
osexual and reproductive health
ocommunication and negotiation skills
omanaging alcohol and substance abuse
opreventing and responding to gender based violence
oearly pregnancies and early marriage
omenstrual health management
oSafe migration
Consider gender norms regarding mobility of girls and women as well
as social interaction in mixed sex classes
 Consider gender matching of mentors and facilitators for beneficiaries
depending on the social context
 Role modelling for girls and boys is important in helping them visualize
what is possible and aspire for new goals
 Consider ways of encouraging uptake of non-traditional livelihood
options for girls and boys as these challenge prevailing gender norms
e.g., young women can be encouraged to start up a barber shop business
or trade in building materials while young men can open laundry shop
businesses
Community awareness on promoting gender equality and addressing
gender based violence (GBV) in the program is crucial for providing an
enabling environment free of violence for both young women and men to
achieve their livelihood goals
Work with local partners to address GBV and gender inequality e.g., in
conducting community outreach activities and providing GBV prevention
and response services
Consider providing guidance in safe navigation of social media and
internet technology to avert cyber bulling and GBV; these can be provided
by local partners who have a strength in this.
 Promote networking and linkage opportunities for girls and boys to
access markets and new opportunities
Incorporate advocacy opportunities in youth livelihoods programming
by marking events such as
o International Women’s Day (8th March)
o International Youth Day ( 12th August)
o Day of the African Child (16th June)
oNational Youth Week (7th to 14th October)
o International Day of the Girl Child (11th October)
o 16 Days of Activism against Gender Violence (25th November – 10th
December)
Session 7: Addressing Gender based Violence in Youth Livelihoods
Programs
This session seeks to share knowledge on gender based violence (GBV), how
to prevent it and respond to it. During the session, constant reference to the
youth livelihoods program should be made. GBV is often invisible and
participants may indicate that it does not happen among beneficiaries. This is
contrary to statistics and the fact that many cases are not reported.
Perpetrators are usually male but it should be emphasized that men and boys
also experience GBV. The content in this session can also be used as a basis
for community awareness.
Divide the groups into male and female groups the group do a role play of how
gender violence in the community the first from a young woman’s perspective
and the other from the young mans perspective.
Young woman’s perspective:
Create a role play that addresses questions such as the following:
o Who is the young woman?
o What is her history?
o What are her options?
o What do others say to her about the violence she experiences?
o What has made her vulnerable to violence?
Young man’s perspective:
Create a role play that addresses questions such as the following:
o How did he become violent?
o What made him violent?
o How does he treat other people?
o What do other people say about his violence?
o How does he feel when he is being violent?
o What is his life like, beyond the incidence of violence?
Key points to remembers
GBV has many forms and can happen to women, men, girls and boys
Many cases of GBV are unreported and you will find silent GBV survivors in
every social setting
GBV is a result of gender inequality and use of power in a negative way e.g.,
the increase of a young woman’s income and decision making capacity can
result in her male partner feeling threatened by her new independence and
ability and result in domestic violence
The program should always create a safe and enabling environment free
from GBV for staff and beneficiaries.
We need to work with local partners in raising awareness on the importance
of gender equality and women’s empowerment, how to prevent and respond to
GBV including setting up referral systems to support GBV survivors amongst
our female and male youth
Facilitator’s talking notes
Gender-based violence (GBV) is any verbal or physical act that results in bodily,
psychological, sexual and economic harm to somebody just because they are female or male.
GBV can be done by an intimate partner (husband/wife or boyfriend/girlfriend), a family
member, a neighbor, an acquaintance or a stranger.
GBV happens because one person chooses to exercise power and control over
another person. In our society, men and women are not yet equal. More value is given
to men than to women. As long as there is an imbalance of power between men and
women, GBV will continue.
GBV also happens when people do not know how to solve conflicts peacefully, or how
to build and maintain healthy relationships based on mutual respect. Learning these
skills will give people an alternative to GBV.
GBV also happens because we do not discuss it openly in our communities. When we
treat GBV as a private issue, we allow it to continue.
It is possible for men to experience GBV. However, most GBV is directed at women
and girls.
Why do we say ‘GBV survivors’ instead of ‘GBV victims’?
The word ‘victim’ can be stigmatizing because it implies that a person is powerless.
However, the word ‘survivor’ focuses on the future, and not on the abuse. This is
empowering.
Forms of GBV
Physical
Pushing, hitting, grabbing, beating, hair pulling, banging head on the floor or wall,
kicking, choking, burning, twisting arms, use of a weapon, female genital mutilation,
sexual cleansing or other harmful traditional practices, child neglect, etc.
Sexual
Forced sex/rape, marital rape, unwanted touching, grabbing sexual parts of the body,
inserting objects into someone’s private parts, coercion, unfaithfulness, making
someone do sexual things against their will, refusal to have protected sex, forced
prostitution, forced marriage, defilement, etc.
Why do we say ‘GBV survivors’ instead of ‘GBV victims’?
The word ‘victim’ can be stigmatizing because it implies that a person is powerless.
However, the word ‘survivor’ focuses on the future, and not on the abuse. This is
empowering.
Forms of GBV
Physical
Pushing, hitting, grabbing, beating, hair pulling, banging head on the floor or wall,
kicking, choking, burning, twisting arms, use of a weapon, female genital mutilation,
sexual cleansing or other harmful traditional practices, child neglect, etc.
Sexual
Forced sex/rape, marital rape, unwanted touching, grabbing sexual parts of the body,
inserting objects into someone’s private parts, coercion, unfaithfulness, making
someone do sexual things against their will, refusal to have protected sex, forced
prostitution, forced marriage, defilement, etc.
Economic
Withholding family finances, stopping someone from getting or keeping a job,
making someone ask for money or an allowance, demanding someone’s
earnings, spending jointly- earned family income without your spouse’s consent,
preventing someone from owning property or inheriting land, not allowing
someone to have money, denial of opportunities, such as education, etc.
Psychological
Shouting, swearing, insults, threatening violence, humiliating, locking someone
out of the house, criticizing, extreme jealousy, threatening to hurt the children,
threatening abandonment, constant questioning about someone’s activities,
child neglect, etc.
What are the causes of GBV?
It is widely understood that GBV is not caused by any single factor. Rather, it is a
combination of several factors that increase the risk of a man or woman
committing violence and the risk of a woman or man experiencing violence
o At the individual level these factors include the perpetrator being abused as a child
or witnessing marital violence in the home, having an absent or rejecting father, and
frequent use of alcohol.
o At the level of the family and relationship, cross-cultural studies have cited male
control of wealth and decision-making within the family and marital conflict as strong
predictors of abuse.
o At the community level women's isolation and lack of social support, together with
male peer groups that condone and legitimize men's violence.
o At the societal level studies around the world have found that violence against
women is most common where gender roles are rigidly defined and enforced and
where the concept of masculinity is linked to toughness, male honor, or dominance.
Other cultural norms associated with abuse include tolerance of physical punishment
of women and children, acceptance of violence as a means to settle interpersonal
disputes, and the perception that men have “ownership” of women.
At the root of GBV is the lack of recognition that men and women have equal
rights to life, dignity, protection, education, health and to actively participate in
family and community life.
What are the consequences of GBV?
 Individuals who are abused – or who have been denied opportunity – cannot
fully participate in community life. Their ability to share their energy, ideas,
skills, talents and opinions with their families, communities, places of worship
and in the political process is lost when their bodies and minds are damaged
by GBV. GBV survivors often face stigmatization and discrimination. Violence
can cause health problems (including exposure to HIV infection), sadness,
isolation, and a loss of self-confidence and income in individuals.
 In families, GBV creates an unpredictable and frightening environment.
Children learn to fear the abuser, and they worry about the parent who is
being abused. Children who grow up in violent homes learn that violence and
aggression are acceptable ways of expressing emotions or resolving conflicts.
These children are more likely to leave home at an early age and to commit
acts of violence in their own homes when they become adults.
 Our community also pays a high price for GBV. Businesses lose money due
to the ill health of employees who are abused. Responding to GBV including
law enforcement, health services, court and legal proceedings, and social
services requires both money and staff.
 Violence is not a sign of discipline and love; it is a sign of domination and
control.
Although GBV usually happens in private, it is NOT a private issue. It affects
families, communities, and the entire country.

GBV and HIV

Individuals who have experienced violence are at a higher risk for contracting
HIV, and people who are living with HIV and AIDS are more likely to experience
acts of violence. GBV is both a cause and a consequence of HIV
What do you do if you have been raped or sexually assaulted?
 Go to a safe place as soon as possible.
 Tell someone you trust. It is hard to talk, but very important. The first
person you tell is usually asked to go to court to support your story. So,
if you decide to report the rape, the police must be able to find and talk
to that person.
 Do not throw away your clothes or wash yourself, no matter how much
you want to. There may be hair, blood or semen from the rapist on your
body or clothes. If you decide to report the attack, this will be important
evidence.
 Do not drink any alcohol or take medication before the district surgeon
or doctor examines you. If you do, tell them what you have taken.
Put the clothes you were wearing when you were attacked into a paper
bag or wrap them in newspaper. The chemicals from a plastic packet
can destroy evidence from the rapist/perpetrator.
If you are badly hurt, go straight to a hospital or a doctor. They can call
the police to the hospital if you want to report what has happened to you.
The police can also take you to a hospital. The sooner a doctor
examines you, the better the chances of finding strong proof like blood
or semen from your attacker on your body or clothes.
You will also need to undergo anti-retroviral treatment, as soon as
possible, to decrease your chances of contracting HIV. You must take
this treatment within 72 hours of the rape.
Obtain psychosocial support from counsellors to enable you recover
from this traumatic event
How to prevent GBV
When we prevent GBV, we promote safe, peaceful and productive families and
communities.
GBV does not only affect the individuals who are abused. It also affects
children, families, communities and the entire nation. GBV hurts us all.
We need to educate our children, youth, families, workers, business people,
teachers, religious leaders, police etc on what GBV is and its consequences
 It is important to recognize the signs of GBV and help those affected.
It is important to report GBV to the police when it happens to prevent it from
happening to others; GBV is not a domestic or private affair and those with a
responsibility to support GBV survivors should take their roles seriously
Some points on Boys and Men
Men can play a critical role in setting a positive example for other men, by treating women
and girls with respect and by challenging other men’s harmful attitudes and behaviours.
Most men care deeply about the women and girls in their lives, whether they are their
wives, girlfriends, daughters, other family members or neighbors.
When men commit acts of violence, it becomes more difficult for the affected women to
trust any man. This is seen in how men follow the gender norms and gender roles that
are set by society, which in turn benefit men. This exercise thus calls upon men to
challenge those norms and roles.
Men commit the vast majority of domestic and sexual violence therefore have a special
responsibility to end the violence. Traditional ideas of what a man should be promote
unequal relations between women and men.
Remember: GBV can happen to boys and men and should be treated with equal
seriousness.
Session 8: Gender Considerations when Facilitating Community
Meetings and Learning Sessions for Youth
Aims of the session are: (i) To develop basic consciousness and skills in ensuring
that gender equality considerations are taken into account in community
interactions; (ii) To gain knowledge on gender considerations in training and
learning processes for the young women and men.
Exercise
Introduce the session
Ask participants to brainstorm in small buzz groups about what they
think a gender sensitive meeting or lesson should be like
Make the presentation with interactive discussion with participants
Ask participants what they will change in their facilitation styles as a
result of this
Some Preparation Tips for Gender Sensitive Community Interactions
If there are participation barriers such as gender norms that limit participation
of men, women, girls and boys, address these barriers prior to engaging with
the community
If there are some people who are critical and would represent voices of
vulnerable groups, we need to consider how we can implement strategies for
inclusion
 Be sensitive and use language which can be understood by all (some women
and men, girls and boys may have lower literacy levels
 Conduct meetings at a time where women, men, boys and girls are available
(not when they are busy with domestic/ productive work) unless support can
be provided.
 Conduct meetings in a place where everybody is comfortable and convenient. Find
out which locations are accessible, safe and acceptable for girls, women, boys and
men.
Be sensitive to dynamics within the conversation, e.g., women will respond
differently to questions about their thoughts and views about gender relations if men
are present.
In some societies, women and girls respond more openly if the facilitator is also a
woman.
The same may apply to men and boys.
Provide child care support/ facilities for parents to enable them participate
effectively in meetings.
 Participants should be grouped according to sex and age to provide gender safe
spaces depending on the nature and objective of the community interaction.
Dress code of facilitators is an important thing to consider when interacting with
communities. Take into consideration what dress code is acceptable to communities.
 Adopt the sitting arrangement so that the community will consider that we are part
of them
i.e., no standing but sit in a circle at the same level
Gender Considerations in Facilitation of Classes
Gender sensitive facilitation is a teaching and learning process that pays attention to
specific learning needs of girls and boys/ young women and men.
Trainers and facilitators should take a holistic gender approach in their process of
lesson planning, class room management and performance evaluation.
 Training methodologies such as group discussions, case studies, demonstrations and
study tours should take into account specific needs for girls and boys/ young women
and men.
 Training and learning environments should be gender sensitive e.g., curriculum
materials and activities. If this is not considered one gender will be disappointed and
will not fully participate.
 Girls and boys do not start the learning process with the same level of confidence
and skills. Youth empowerment programs should consider the different needs and
consider single sex classes to maximize the learning process.
 Consider having both male and female trainers/ facilitators who should be trained to
be sensitive to gender issues in their own lives and among the youth
What Does It Take to Make a Class/Learning Centre School Gender Sensitive?
Undertaking gender sensitization of parents, community leaders and
members, teachers, girls and boys in order to raise their awareness and
understanding of the need to support girls’ and boys’ education and training.
Training trainers and facilitators in the skills for making learning processes
responsive to the specific needs of girls and boys.
Empowering girls with skills for self-confidence, assertiveness, speaking out,
decision making.
Empowering boys with skills to de-link from gender oppressive attitudes and
practices
such as “machoism”, bullying and sexual affronts and to develop the self-
confidence
needed to accept gender equality positively.
Training parents and the community in the skills necessary for youth to
improve their
sexual and reproductive health and protect themselves against sexually
transmitted
diseases, including HIV&AIDS.
Raising awareness of parents and the community on how to manage sexual
maturation
issues of both girls and boys with particular emphasis on menstruation health
management, early marriage and early pregnancies.
 Training trainers and facilitators and students in guidance and counseling skills that do not
promote gender inequalities.
 Follow up of absenteeism and drop outs to address any gender barriers e.g., girls and young
women may have heavy workloads that prevent their consistent participation; they may also
miss lessons when they are on their menses.
 Providing gender sensitive infrastructure including, e.g., toilets, water and sanitation, sports
and extra-curricular activities.
Gender Sensitive Lesson Planning
Teaching and learning materials:
o Review the teaching and learning materials for gender sensitivity. Ensure that
examples and images are inclusive of males and females who are portrayed in a
positive manner as much as possible.
o Does the material contain gender stereotypes? If so, what techniques can be used to
address them?
o Faced with a story that portrays only male achievers, draw up a list of female
achievers.
o Throughout, carefully review the gender sensitivity of the language used in the
teaching and learning materials.
Teaching methodologies:
o Select teaching methodologies that will ensure equal participation of both girls and
boys.
o Examples: group work, group discussions, role play, debates, case studies,
explorations and practical sessions
o In practice, take care that dominant individuals do not sideline less assertive ones.
Learning activities:
o The lesson plan should make allowance for all students to participate in the
learning activity.
o When doing a practical session, ensure that both girls and boys have a chance
to use the equipment and materials.
o There should also be equal participation in such activities as making
presentations.
o When assigning projects, ensure that both girls and boys are given
Classroom set up and interaction:
o Consider how to arrange the classroom and interact with the students in a
way that will promote equal participation of both girls and boys.
o Encourage reshuffling of sitting positions of boys and girls on a regular basis.
o Plan in advance to ask substantive questions to both girls and boys.
o Think about where to stand, sit or move about the classroom during the
lesson.
Management of other gender constraints to learning inside the classroom:
o Allow time to deal with gender specific problems, if any, such as girls who
have missed class due to menstruation, household chores or family
responsibilities.
o Watch for indications of bullying, sexual harassment, adolescent hormonal
upheavals, impact of HIV& AIDS, peer pressure, among others.
o Make time for adequate feedback from both girls and boys to ensure that both
girls and boys have understood the lesson.
o Acknowledge contributions by all boys and girls and appreciate and encourage
each one.
Gender Sensitive Language Use in Classrooms
Language is a tool of communication that reveals a lot about what we think and believe
and therefore must be used carefully. Be conscious about transmitting gender biases
in the language used.
Inappropriate language use can transmit negative messages and inhibit learning.
A trainer’s constant use of harsh, abusive and threatening language may instill fear in
the students and hinder communication between them.
Language can also reinforce gender differences and inequalities and in the classroom
often reflects male dominance and relegates females to an inferior position.
By contrast, a teacher can enhance students’ performance by using encouraging,
inclusive language in the classroom.
Gender Sensitive Classroom Interaction
It is important to create and enforce a conducive learning environment through
classroom interaction that is gender sensitive, age specific and respectful.
As youth mature, their gender roles and relations (and often sex roles and
relationships) have an increasing impact on classroom interactions.
The trainer must recognize that this is where such matters as sexual
experimentation,
sexual harassment, male domination and female passivity come into play.
Trainer Presentation
A trainer’s personal appearance and mannerisms have a major impact on the
teaching and learning processes.
The trainer who is too shabbily or too flashily dressed, unkempt or untidy, tired,
bored and uninterested, or provocative in manner is not likely to be a good role model.
A trainer who comes to class drunk loses students’ confidence, trust and respect,
the condition may lead to acts of sexual harassment. The learning outcomes are apt to
be negatively affected.
Addressing specific needs of female and male youth, e.g.,
o Look for such characteristics as shyness, arrogance, distraction and lack of
confidence.
 ASANTE SANA!

CAPACITY BUILDING TANZANIA ORGANISATION

+255745471971, +255785820560
cbtongo@yahoo.com zaajohn@yahoo.com