INTEGRATING CONCEPTS OF GENDER AND GENDER

MAINSTREAMING IN PROVISION OF HEALTH CARE

OBJECTIVES
 Demonstrate understanding of sexual it
 Demonstrate undestanding of gender issues affecting health
 Demonstrate understanding on sexual and reproductive health issues for special groups
 Recognise and manage forms of gender based violence
BASIC GENDER CONCEPTS

 Division of labour
 Equity /inequality
 Equality/inequality
 Gender awareness
SOCIAL CONSTRUCTION OF GENDER

 GENDER
 Refers to mens and womens roles ,responsibilities, attitudes and values that are socially determined at a
defined time and place
 These roles,responsibilities ,attitudes and values are learnt
 They differ from one community to another and change over time
CONT..

 It also refers to the cultural and social distinctions between men and women in relation to how a person‘s
roles ,opportunities ,status and relationships are defined and not biologically determined
 It explains difference in the social , economic and political relations between women and men
SEX

 Refers to the biological and physiological differences between males and females as determined by nature
 It’s God given ,universal and nonchangeable
DIFFERENCE BETWEEN GENDER AND SEX

 Gender is social –cultural perception

 Differentiates roles ,attributes and responsibilities of men and women
 SEX
 Is biologically determined
 Attributes are natural , universal and cannot be changed
GENDER SENSITIVITY

 This is the ability to perceive existing gender differences ,issues and equalities, and incorporate these into
strategies and actions
GENDER DISCRIMINATION

The systematic ,unfavourable treatment of individuals on the

basis of their gender ,which denies them rights ,opportunity or
resources
Sometimes it can lead to son preference, expressed in sex
selective abortion or female feticide
CONT..

In the labour market ,unequal pay,occupational exclusion or

segregation into low skill and low paid work limits women’s
earnings in comparison to those of men of same educational
level
women‘s lack of representations and voice in decision making
bodies in the community and the state perpetuates
CONT..

Discrimination,in terms Of access to public services such as

schooling health care or discriminatory laws
When constitutional or national legal provisions uphold gender
equality principles ,religious or other customary laws that
privilege men may take precedence in practice
ĢENDER RESPONSIVENESS

This is planning and implementing activities that meet identified

gender issues /concerns that promote gender equality
GENDER STEREOTYPE

Stereotypes are structured sets of beliefs about the personal

attributes,behaviours ,roles of specific social groups
Therefore gender stereotypes are biased and often exaggerated
images of women and men which are used repeatedly in every
day life
GENDER ROLES

These are activities ascribed to men and women on the basis of

perceived differences which are reinforced through the gender
division of labour
This arises from the socialisation of individuals from the earliest
stages of life through identification with specific
CONT..

Characteristics associated with being male or female

Affect division of labour in development
Most cultures define child rearing solely as female role
excluding males
CONT..

Role of heading a family solely for men yet it can be performed

by either sex
Change over time and they differ btn cultures I. E in most
communities the role of building houses is ascribed to men ,in
maasai community it’s women’s role
SEX ROLES

 These are roles determined by our biological endowment

 They are natural roles
 They cannot be interchanged
 Males release sperms
 Females conceive and give birth
 females breastfed
BASIC GENDER CONCEPTS

 Not concerned with women per see but with social construction
of gender and assignment of specific roles and responsibilities
and expectations to women and men
Seeks to understand the root causes of gender inequality and
address itself to their causes
CONT..

 Recognise the need to look at equity of impact

 Addresses the interrelationship btn gender roles,access to control
over resources and power
 Seeks to ensure both men and women participate ,control and
benefit equally from development
 Recognise that women may be involved in development but may not
necessary benefit
DIVISION OF LABOUR

The socially determined ideas and practices which defines what

roles and activities are deemed appropriate for women and
women
Whilst the gender division tends to be seen as natural and
immutable , in fact these ideas and practices are socially
constructed
This result is context specific patterns of who does what
CONT..

Of who does what by gender and how this is valued

Gender divisions are not rigidly defined in terms of men ‘s and
women’s roles as sometime it’s assumed
They are characterised by cooperation in joint activities as well
as by separation
CONT.

Roles typically designated as female are almost invariably less

valued than those designated as male
Women are generally expected to fulfil the reproductive role of
bearing and raising kids ,caring for other family members and
household management tasks
CONT.
 As well as home based production
 Men tend to be more associated with productive
roles ,particularly paid work and market production
 In the labour market though women ‘s participation rate is
raising ,they tend to be confined to a relatively narrow range of
occupations or concentrated in lower grades than men,usually
earning less
GENDER EQUITY
Refers to the practice of fairness and justice in the distribution
of benefits ,access to and control of
resources,responsibilities ,power,opportunity and services to
both men and women
It calls for affirmative action to allow fair play especially two
groups are competing for the same resources and one has an
advantage over the other
GENDER INEQUALITY

It’s the opposite of equity

GENDER EQUALITY

 It’s an equal visibility ,empowerment and participation of both

sexs in all spheres of public and private life
 It aims to promote the full participation of women and men in
the society
 It’s the absence of discrimination on the basis of a person’s sex
in authority,opportunity allocation of resources or benefits and
access to services
CONT.

It’s therefore the equal valuing by society of both the

similarities and differences btn men and women and the varying
roles that they play
it‘s important to understand that mens and womens living
conditions are very different some degree because of the
bearing function of women
CONT.

The main point is not the mere existence of such difference, but
such differences should not have negative impact on the living
conditions of both men and women ,should not disciminate
against them and should contribute to an equal sharing of power
in economy ,society and policy making proceses
CONT.

Gender equality is not synonymous with sameness ,with

establishing men ,their lifestyle and coditions as the norm
Gender equality means accepting and valuing equally the
difference between women and men and the diverse roles they
play in the society
Gender equality includes the right to be different
CON.

This means taking into account the existing differences among

women and men which are related to class ,political
opinion,religion,ethnicity,race or sexual orientation
GENDER INEQUALITY

Is the discrimination on the basis of a person’s sex,

authority,opportunity,allocation of resources or benefits and
access to services
It is therefore ,the unequal valuing by society of both the
similarities and differences between men and women and the
varying roles that they play
CON..

This puts the health of women and girls at risk globally

GENDER AWARENESS

Is the understanding that there are socially determined

differences between men and women based on learn behaviors ,
which affect ability to access and control resources
IMPORTANCE OF GENDER

Helps to understand how the experiences of males and females

are influenced by differences such as age , class ,religion,culture
or location
Highlights hierarchical relations between and among males and
females
Highlights unequal value given to women’s work
CON..

Highlights women’s unequal access to power and decision

making ,resources es etc ( mens superior women’s inferior)
SOCIAL CONSTRUCTION OF GENDER

Gender is a socially constructed definition of women and men

It’s the social design of a biological sex ,determined by the
conception of tasks ,functions and roles attributed to women and
men in the society and in public and private life
CON..

It’s a culture specific definition of femininity and masculinity

and therefore varies in time and space
The construction and reproduction of gender takes place at the
individual as well as at the societal level
Both are equally important
CON..

 Individual human beings shape gender roles and norms through their
activities and reproduce them by conforming to expectations
 It’s a socially costructed definition of the relationships between the
sexs
 This construction contains an unequal power relationship with male
domination and female subordination in most spheres of life
CON

Men and tasks associated to them ,roles,functions and values

contributed to them are valued in many aspects higher than
women and what is associated with them
Culture refers to people way of life ,systems of
beliefs ,values,rituals , interactions patten and socialisation
which determines attributes roles ,responsibilities and
expectations in the society
CON..

It determines what the society wants and expects from

women ,men ,girls and boys
It defines status and power relations between women ,men ,
gilrs and boys
It defines the status and power relations between women ,men ,
girls and boys
CONN..

 Gender concerns are as a result of cultural context and socialisation in

society
 Examples of these are:-
-preference for a boy than girl
-heir to property
-naming system
-initiation ceremonies
CON..

-marital practices
-gender based violence
culturally determined gender idiologies define rights and
responsibilities and what is appropriate behaviour for women
and men
CON..

They also infuence access to and control over resources and

participation in decision making
These gender idiologies often reinforce male power and the idea
of women’s inferiority
Culturally women were often seen as victims that needed
protection
GENDER BASED VIOLENCE

 It’s an act that results, or is likely to result ,in physical ,sexual or

psychological harm to women
 It includes threats of such acts , coercion or arbitrary
deprivation of liberty , whether occuring in public or private life
 Gender based violence is violence against women based on
women’s subordinate status in the society
CON..

It includes any act or threat by men or male dominated

institutions that inflict physical,sexual and psychological
violence e.g domestic violence, sexual abuse , including rape
and sexual abuse of children by family member
Forced pregnancy, sexual slavery, traditional practices harmful
to women like FGM, killings , throwing acid or burning women
CON..

Dowry related violence, violence in armed conflict, such as

murder and emotional abuse e.g coercion and abusive language
Trafficking of women and gores for prostitution, forced
marriage , sexual harassment and intimidation at work are
additional examples of violence against women
CONN..

Gender violence occurs in both public and private sphere

It occurs in all societies , across all social classes with women
paricularly at risk from men they know such as family members
or community members
It occurs at levels of family , community/society and state
TYPES

Overt physical abusev (including battering, domestic violence,

sexual assault at home or work place
Psychological abuse ( includes depreviation of liberty , forced
marriage,sexual harassment at home or in the workplace
CON..

Deprecation of resources needed for physical and psychological

well being (including health care, nutrition,education, means of
livehood)
Treatment of women as commodities (includes trafficking in
women and girls for sexual exploitation)
SEXUAL GENDER BASED VIOLENCE

Sexual violence is any Sexual act ,attempt to obtain a Sexual act

, unwanted Sexual comments or advances or acts to traffic
women’s sexuallity
This can occur by using coercion,threats of harm or physical
force /rape by any person regardless of relationship to the
survivor, in any setting including and not limited to home or
work place
CON.

The use of physical violence or psychological pressure to

compel a person to participate in a sexual act against their will,
whether or not the sexual act is consummated
CON..

A sexual act (whether attempted or consummated ) involving a

person who does not understand the nature or significance of the
act ,or of refusing ,or of indicating his or he refusal to
participate in the act e.g because of disability or because of the
effect of alcohol or other substances , intimidation or pressure
Abusive sexual contact (WHO , 2003)
MEN COMMONLY EXPERIENCED SEXUAL VIOLENCE

Receptive anal intercourse

Forced masturbation of the perpetrator
Receptive oral sex
Forced masturbation of the victim
TYPES OF SEXUAL VIOLENCE

These are adopted from the sexual offences act , 2006

Rape
Sexual assault
Compelled or indecent acts
CON..

Defilement
Incest
Child trafficking
Child sex tourism
Child prostitution
CON..

Child pornography
Exploitation of prostitution
Trafficking for sexual exploitation
Prostitution with persons with disabilities
CON..

Sexual offence relating to positions of authority and persons in

positions of trust
Administering substance with intent
Not disclosing conviction of sexual offences
SECTION 3 (1) RAPE

A person commits the offence termed rape if :

- He /she intentionally and unlawfully commits an act which
causes penetration with his or her genital organs
- The other person does not consent to the penetration
- The consent is obtained by force or by threats or intimidation of
any kind
SECTION 4 ATTEMPTED RAPE

Any person who attempts to unlawfully and intentionally

commit an act which causes penetrative with his or her genital
organs is guilty of the offence of attempted rape
SECTION 5 SEXUAL ASSAULT

 Any person who unlawfully :

a)penetrates the genital organs of another person with –
i)Any part of the body of another or that person ;or
ii) An object manipulated by another or that person except where such penetration
is carried out for proper and professional hygienic or medical purposes
b) Manipulates any part of his or her body or the body of another person so as to
cause penetration of the genital organ into or by any part of the other persons body
is guilty of sexual offence
SECTION 6 COMPELLED OR INDECENT ACTS

 A person , who intentionally or unlawfully compels , induces or

causes another person to engage in an indecent act with
a)The person compelling , inducing or causing the other person to
engage in the act
b) A third person
c) That other person himself or herself ; or
CON..

d) An act , including any part of the body of an animal , in

circumstances where that other person
i) Would otherwise not have committed or allowed the indecent
act; or
ii) Is incapable in law of appreciating the nature of an indecent
act, is guilty of an offence
SECTION 8 : DEFILEMENT

A person who commits an act which causes penetrative with a

child is guilty of defilement
A person who commits an offence of defilement with a child
aged 11 years or below shall upon conviction be sentenced to
imprisonment for life
CON..

 A person who commits an offence of defile mentioned with a

child between age of 12 and 15 years is liable upon conviction
to imprisonment for a term of not less than twenty years
 A person who commits an offence of defilement with a child
between the age of 16 to 18 years is liable upon conviction to
imprisonment for a term of not less than fifteen years
SECTION 9 ATTEMPTED DEFILEMENT

A person who attempts to commit an act which would cause

penetration with a child is guilty of defilement
SECTION 12 PROMOTION OF SEXUAL OFFENCES WITH A CHILD

 A person who:
a) Manufacturers or distributes any article that promotes or is
intended to promote a sexual offence with a child ;or
b) Who supplies or displays to a child any article which is
intended to be used in the performance of a sexual act with
the intention of encouraging or enabling that child
CON..

To perform such sexual act is guilty of the offence and should be

imprisoned for not less than 5 years
SECTION 20 (1) INCEST BY MALE PERSONS

Any male person who commits an indecent act or which causes

penetration with a female person who is to his knowledge his
daughter , granddaughter,sister, mother ,niece ,aunt or
grandmother is guilty of incest and is liable to imprisonment for
a term not less than 10 years
CON..

If it’s alleged and proved that the female is under the age 18 ,
the accused person shall be liable to imprisonment for life and it
shall be immaterial that the act which causes penetrative or
indecent act was obtained with the consent of the female person
Section 21 (1) incest by female persons –section 20 shall apply
SECTION 23 (1)SEXUAL HARRASSMENT

Any person in a position of authority or holding a public office

who persistently makes any sexual advances or requests ,
which he /she knows or has reasonable grounds to know are
unwelcome is guilty of sexual harassment
OTHER SEXUAL OFFENCES INCLUDE

 Gang rape
 Indecent act with a child or adult
 Child trafficking
 Child sex tourism
 Child prostitution
 Child ponography
CON..

Exploitation of prostitution
Trafficking for sexual exploitation
Prostitution with persons with disabilities
Sexual offence relating to position of authority and persons in
positions of trust
CON..

Deliberately transmitting HIV or any life threatening STIS

Administering substance with intent
Not disclosing conviction of sexual offences
EFFECTS

Physical complains
-injury , abdominal pain ,pain during intercoarse, nausea,
headache, back pain, painful shoulders , social problems
-have little confidence in other people
-fear of loss of control in relationship
CON..

Psychological problems
-fears , panic attacks , sleeping problems , nightmares,
irritability, outbursts of anger and sudden shock reactions
when being touched
-little confidence, and self respect and respect for once on
body may change
CON..

Sexual problems
-during coitus problems often occur –memories of the
abuse
-pain on coitus or problem with orgasm
CONSEQUENCES

 Pregnancy
 STI/HIVAIDS
 Post traumatic syndrome
 Over irritation
 Depression
 Suicidal tendencies
CON..

Disability
Various chronic pain syndromes
Chronic illnesses such as hypertension
Addiction to alcohol and other substances
CON..

 Excessive work or sports

 Prostitution
 Low self esteem
 Broken families
 Poor emotional development in children
 death
MANAGEMENT

Clean and treat physical injuries

Suture clean wounds within 24 hours
Do not suture dirty wounds
Give appropriate antibiotics
Give post exposure prophylaxis for HIV within 72 hours
CON..

Counselling for HIV testing

Give emergency contraceptives to prevent pregnancy within 72
hours if the woman is not on contraceptives
Emergency contraceptives are given to all girls who have started
menstruation or shows secondary sexual characteristics
CON..

Pregnancy test should be done before administering the

emergency pill
Reproductive tract infecting prophylaxis be given within 24
hours
Give hepatitis B vaccine
Administer the tetanus toxoid vaccine
FEMALE GENITAL MUTILATION (FGM)

FGM is all procedure that involves partial or total removal of

the external female genitalia, or other injury to the female
genital organs for non- medical reasons
CLASSIFICATIONS

Type 1-clitoridectomy
-partial or total excision of the clitories and the prepuce
Type 11-excision
Partial or total excision of the clitories and the labia minor, with
or without excision of the labia majora
CON..

 Type-111-infibulation-
- Narrowing of the vaginally orifice by creating a covering seal
through the cutting and apposition of the labia minora and /or
labia majora with or without excision of the clitories
- OR excision as in type 11 , but with apposition of the cut
ends ,resulting in narrowing the vaginally introitus
CON..

 Type1V-Unclassified
-Pricking , piercing or incision of clitories and /or labia ,
stretching of clitoris and /or labia
-cauterization by burning of the clitoris and sorrounding tissues or
introduction of corrosive substances into the vaginally to cause
bleeding, or of herbs into the vaginas with the aim of tightening or
narrowing of the vagina
CON..

Scrapping of the vaginal orifice or cutting of the vaginally

Any other procedure which falls under the definition of FGM
given above
NOTE

Type 1 and 11 are the predominant types throughout the country

it‘s common among the maasai,Taita Taveta , kalenjin , Embu ,
Meru, Kikuyu and kama
Type 111-including infubilation is practiced among the Somalia,
Borana, Rendile and samburu
CON..

Among the abagusii, there is evidence of a trend away from

types 1 or 11towards nicking the skin around the clitoris to draw
blood without wounding the flesh type (1V)
In Kenya it’s only among the luo and luhyas that FGM is not
practised at all
Health implications
IMMEDIATE COMPLICATIONS

Pain due to lack of anaesthesia

Haemorrhage
shock-sudden blood loss and /or pain
Tetanus infection
Trauma to the adjuvant structures (the urethra , bladder, analysis
sphincter, vaginal walls , and bartholin glands)
CON..

Acute urinary retension occurs nearly always because of :

-The pain and burning sensation of urine on the raw wound
-Damage to the urethra and it’s sorrounding tissues
-labial adhesion or nearly complete closure of the vaginally
orifice as in infubulation
CON..

Wound infection and urinary tract infection

Fever and septicaemia
Spread of disease e.g HIV/AIDS
Death due to infections or bleeding
INTERMEDIATE COMPLICATIONS

 Hemorrhage may occur after the first week as a result of

sloughing of the clot over the artery , usually because of infection
 Delay in wound healing
 Anaemia
 Pelvic infection
 Irregular bleeding and vaginally discharge
CON

Dysmenorrhoea due to pelvic infection

Vulva demoing cyst and abscesses
Damage to the bartholins duct can also lead to cysts and
abscesses
Formation of keloid scar
dyspareunia
LATE COMPLICATIONS

Infertility
Recto –vaginally and vesicles vaginally fitulas
Recurrent or chronic urinary tract infections due to stasis of
urine
Difficult in urinating
Calculus –stone formation in bladder and in vagina
CON

Urinary incontinence a complication of an over distended

bladder and recurrent urinary infections
Hypersensitivity of the entire genital area
Anal incontinence and anal fissure due to rectal intercourse
Bleeding during sexual intercourse due to easy bruising
MATERNAL OBSTETRIC COMPLICATIONS

Major obstetric problem is prolongation of the second stage of

labour because of scar or soft tissue dystopia
Perineal lacerations
Perineum wound infections and postpartum sepsis
Haemorrhage
CON..

Obstructed labour leading to vesico-vaginal or recto-vaginal

fistula
Difficult in performing a good pelvic examination in infibulated
women
Difficult with urinary catheterization
Unnecessary cesarean sections
CHILD OBSTETRIC AL COMPLICATIONS

According to the WHO , infibulation increases the risk of

stillbirth or child with cerebral palsy to 4 times as a result of
prolonged or obstructed labour, coupled with lack of oxygen
during the second phase of labour
MANAGEMENT

 Bleeding
- Inspect the site of the bleeding
- Clean the area
- Apply pressure at the site to stop the bleeding
- Ligate any obvious vessels bleeding to arrest the bleeding
- Assess the seriousness of the bleeding and the condition of the girl /woman
- IV fluids or any other fluid depending on where you are
CON..

Refer for blood transfusion where necessary

Administer vitamin K especially in the case of babies
Management continues till stable
SEVERE PAIN AND INJURY TO TISSUES

Assess the severity of pain and injury

Give strong analgesics
Treat injury
If no relief from pain , refer client for medical attention
If injury is extensive , refer client for surgical intervention
SHOCK

 Assess the severity of shock by checking vital signs and record

every quarter of an hour
 Treat for shock by raising clients extrimities above the level of
her head to allow blood to drain to the vital centres in the brain
 Cover client to keep her warm
 If difficult breathing administer oxygen
CON..

Give IV fluids
 refer if no improvement
INFECTION AND SEPTICAEMIA

Inspect vulva carefully for signs of an infected wound ,and to

check for any obstruction of urine
Administer antibiotics and analgesics
If the wound is infected it should be cleaned and left dry
Take a vaginally and pus swab and urine
CONN..

In septicaemia take a blood culture before commencing

antibiotic therapy
Follow up the client after seven days to assess the progress , and
if the infection persists refer the client for medical attention
URINE RETENTION

Assess to determine the cause of retention

Use appropriate nursing skills and techniques to encourage the
client to pass urine , such as turning on a water tap
Incase of pain and fear ,give her strong analgesics and support
If due to infibulation ,open up the infubulation after counselling
the client or guidian if a child
CON..

If retention is due to injury of the opening of the urethra, refer

for surgical review
ANAEMIA

Take blood for HB and grouping

Investigate for other causes of anaemia
If mild give folic acid , iron tablets and nutritious diet
If anaemia is severe ,refer for blood transfusion
MANAGING LONG TERM PHYSICAL COMPLICATIONS INCLUDE

 Keloid formation
 Cysts
 Clitoral neuroma
 Vulval abscess
 Infertility
 Fistula and incontinence
 Vaginally obstruction
 Menstrual disorders
CON..

Refer for professional counselling

STRATERGIES

Safe havens for girl child:

-in areas such as west pokot and narok ,safe haven houses are
placed where young girls running away from FGM or those that
have been rescued can be accommodated until the danger is over
-the homes serve as temporary refuge homes for the girls and
provide an opportunity for the girls to go to school
CON..

Religious dialogue conferences:

-Normally done in Muslims counties of Kenya to demystify the
firm false belief that FGM is Islamic
-this effort has been supported by population council and GTZ in
both Garissa and Mombasa
CON..

Education
-community education initiatives have been carried out in
different parts of Kenya
-Community awareness on FGM and health has led to
medicalization of the practice of FGM, contrary to WHO against
medicalization of the same
CON..

Alternative rights of passage

-the promotion of alternative rites of passage that preserve the
ritual or symbolic component of FGM that marks admission of
girls into adulthood but without unduly harming their bodies have
been promoted by various groups
-for example there are active programmes among the
maasai ,meru and akamba
CON..

Intergenerational dialogues (IGDs)

-dialogue between older and younger people has been used as a
means to initiate discussions on issues that affect communities
- in kajiado and tharaka there are active programmes which are
being implemented by GTZ
CON..

Legislation
-in 2001 the government of Kenya passed an act of parliament
children ACT Cap 586 whose aim is to protect children
-in particular , the Act specifies that harmful cultural practices
such as FGM are punishable by law
LEGAL ISSUES

 National policy for the abandonment of FGM, ministry of Gender ,

children and social development, Kenya 2009
 Section 14 of the children‘s Act aims to protect the child from cultural
practices that are likely to harm the child
 It states that no person shall subject the child to female
circumcision ,early marriage, or other cultural rites customs or traditional
practices that are likely to negatively affect the child’s life , health, social
welfare, dignity or physical or psychological development
GENDER ANALYSIS

This is the process of examining roles and responsibilities or

any other situation in regard to women and men ; boys and girls
with a view to identify gaps, raising concern and addressing
them
Investigating and identifying specific needs of girls and boys
women and men for policy and programme developmental and
implementation
CON..

It’s a process that helps to assess the differential impact of

development policies and programmes on groups of males and
females
Gender analysis of sex disaggregated data can guide
interventions that promote gender equality and equity (fairness)
CON..

 Gender analysis is a systematic effort to identify and understand the

roles ,needs ,opportunities and life circumstances of women and men in a
given or more often a changing sicio-economic context
 It involves identifying :
-gender differences in the division of labour and the access to and control over
resources
-practical needs and strategic interests of women and men
-power differentials and dynamics between men and women
CON

It involves identyfying:

-Social ,economic ,political constraints and opportunities facing
women and men
-assessing institutional capacities to promote gender equality
PURPOSE

It makes visible the advantage and disadvantage experienced by

men or women, in relation to an issue
It provides the basis for taking steps to address disadvantages ,
and for devising remedial /preventive interventions
It allows for more just and equal representation of all men and
women in shaping human society
CON,.

Overall analytical process for programmes of social change for

assessing it’s success ,promotion in genderequality and worker rights
Knowing key facts ,lobar market trends , and the power dynamics for
grounding the analytical and strategic work of gender equality
programming
Helps develop a snapshot of reality against which I pact of
programmes and strategies can be measured
GENDER ANALYSIS FRAMEWORK

Frame works are approaches used to generate data and

information during gender analysis
They serve different purpose depending on the situation and
what is being analyzed d
The following are the commonly used gender analysis
frameworks :
CON..

 Harvard gender analysis framework

 Gender planning in the third world countries
 Gender equality and empowerment framework
 People oriented planning (UNHCR)
 Social economic of gender analysis( SEGA)
 Gender analysis matrix (GAM)
 Social relations approach
 Capacities and vulnerable analysis framework
HARVARD GENDER ANALYSIS FRAMEWORK

It’s one of the early framework of analysis and was developed

by researchers at Harvard institute fro International
Development in USA
it‘s based on the understanding that women and men are
affected by development activities differently
CON..

The framework emphasises the role on data and information

because provision of data makes women and men to be visible
in projects
It uses tools like activity profile ,access and control profile,
analysis of determinants factors and project cycle analysis
GENDER PLANNING IN THE THIRD WORLD COUNTRIES

 It takes view that gender planning is technical and political in nature and
involves a transformative process
 There are 6 tools in the framework:
-Gender role identification
-gender needs assessment
-balancing of roles
-women in development
CON..

-balancing roles
-women in development
-gender and development
-policy matrix
-disaggregating control of resources and decision making within
the house hold and gender awareness
GENDER EQUALITY AND EMPOWERMENT FRAMEWORK

It focuses on what women’s equality and and empowerment

means and the extent to which development intervetions
supports empowerment
Empowerment refers to the enabling women to take an equal
place with men and to participate equally in the development
process process to achieve control over the factors of production
on an equal basis
CON..

It introduces five levels of equality by which to assess the level

of women empowerment :-control, participation,access ,
welfare, coscientisation
PEOPLE ORIENTED PLANNING

It lays empassis on participation of the people and takes into

consideration change to be of essence in planning but does not
challenge the existing gender
SOCIAL ECONOMIC OF GENDER ANALYSIS (SEGA)

This framework focuses on issue of gender analiysis mainly

socio-economic context
It emphasises the need for economic empowerment and equality
in distribution of resources
GENDER ANALYSIS MATRIX (GAM)

 It seeks to establish the different types of impacts of development

interventions on women and men at community levels
 It helps the community to carry out analysis and identify gender roles
and challenge their assumptions on these roles
 It’s a participatory tool
 it‘s used to carry out analysis at the level of individuals , household
and community
CON..

It looks at impacts on four areas :labour, resources, time and

social cultural factors
It allows for community participation
SOCIAL RELATIONS APPROACH

This framework lays emphasis on gender relations and

particularly social construction of gender
It emphasises that planners examine their organisations and
institutions and understand how they can cause biases during
the planning process
CAPACITIES AND VULNERABILITIES ANALYSIS FRAMEWORK

It carries out analysis to specifically identify the vulnerabilities

of both women and men and how this vulnerabilities can be
addressed
It’s meant for emergency situations
It looks at the causes of vulnerability
STEPS IN GENDER ANALYSIS

Step 1 –identifying ,defining and refining the issue

Policy analysis usually begins with identifying a problem or an
opportunity requiring policy development or analysis
this stage involves determining the nature ,scope and
importance of the issue within the context of the current policy
environment that warranted placing it on the policy agenda
STEP 2 DEFINING DESIRED GOALS AND ANTICIPATED
OUTCOMES

In this stage , desired goals and anticipated outcomes for the
policy are proposed
An analysis of intended/unintended outcome usually examines
the degree to which the policy can meet or hinder other policies
or government objectives
Outcome indicators , monitoring process,partners in defining
outcomes, and accountability for achieving outcomes
STEP 3 –DEFINING THE INFORMATION AND CONSULTATION
INPUT

This step is done with research phase, it looks at what

knowledge is needed and what resources can best provide it ----
available and relevant data sources and partners in data
gathering and analysis are identified
STEP 4-CONDUCTING RESEARCH


This stage clarifies the research design and the type of analysis
to be done e,g cost benefit,social impact, relationship to
government etc
Tasks and methods of analysis and approaches to data
presentation are discussed
STEP 5-DEVELOPING AND ANALYSING OPTIONS

 An analysis of options and their outcomes and implications are articulated

and refined
 The relationship of options and their impact on existing policies ,programs
and legislation are also studied e.g economic , social, equity, ,
community , environmental etc
 Impact analysis are developed preferably for each option while
responsibility for implementation and the sources required are also
examined
STEP-6 MAKING RECOMMENDATIONS

The recommendation of options is often a collaborative effort,

and sometimes draws directly on public input and consultation
The rationale for the recommendations is derived from the
analysis of options and presents the recommendations in terms
of its favourable and unfourable impacts ,implications and the
policy environment
STEP-7 COMMUNICATING POLICY

Communicating the recommended policy can play a significant

role in its acceptance and implementation
Timing , choice of media ,language, public involvement it’s
important to ensure that the government intend and the impacts
of the policy ,program and legislation are understood
CON..

The participation and acknowledgement of partners and

consulting groups are a key part of communicating policies in
the government and public
STEP 8- ASSESSING THE QUALITY OF ANALYSIS

At this stage it is important to review the analysis process

GENDER ANALYSIS TOOLS

 Gender mainstreaming Evaluation Framework(GMEF)

 Gender responsive (GERL) self assessment tool
 Harmonised gender and development guidelines (HGDG)
 Gender analysis tools for science and technology
 Gender analysis tool for environment resource management
 Gender analysis tool for micro- enterprise related programme and policies
 Supplemental guidelines for gender –responsive comprehensive development plan
preparation for county government units
HARVARD METHOD TOOL- CATEGORIES OF WORK AND
DIFFERENTIAL ACCESS TO,CONTROL OF RESOURCES

Activity Women /girls Men/boys

Productive:
Agriculture
Weeding
Planting
Harvesting
Reproductive:
water related
Fuel related
Child care
GENDER GAPS ANALYSIS AND STRATEGIES TO ADDRESS GAPS

Level Gender gap Strategy to address

gender gap
Control -governance
Participation
Conscientization
Access
welfare
GENDER ANALYSIS OF CONSTRAINTS AND OPPORTUNITIES
ACCESS AND PARTICIPATION

Item Cultural Economic State Policies/

/social situation policies programs
relevant to
the project
Constraints
Opportuniti
es
GENDER ANALYSIS MATRIX

Categories Time Labour Resource Culture

of analysis
Levels of
analysis
Women
Men
Household
community
WOMEN EMPOWERMENT

A bottom-up process of transforming gender power relations ,

through individuals or groups developing awareness of
women ‘s subordination and building their capacity to
challenge it
The term empowerment is widely used in development
agency policy and programme documents in general but also
specially for women
CON..

However the concept is highly political and it’s meaning highly

contested
Thus there are dangers In the uncritical overuse of the term in
agency rhetoric, particularly where it becomes associated with
specific activities or used in simplicity ways
CON..

Women’s empowerment does not imply women taking over

control previously held by men ,but rather the need to transform
the nature of power relations
Power may be understood as power within or self confidence
power with or the capacity to organise with others towards a
common purpose and power to effect change and take decisions
rather than power over others
CON..

Empowerment is the ability to make choices but it must also

involve being able to shape what choices are on offer
What is seen as empowering in one context may not be in
another
Empowerment is essentially a bottom – up process rather than
something that can be formulated as a top down stratergy
CON..

This means that development agencies cannot claim to empower

women nor can empowerment be defined in terms of specific
activities or end results
It involves a process where women , individually and
collectively ,freely analyze ,develop and voice their needs and
interests ,without them being prepared defined or imposed from
above
CONN.

 The ultimate goal of women ‘s empowerment is for women themselves to be

the active agents of change in transform g gender relations and the society
 Whilst empowerment cannot be done to women appropriate external support
can be important to foster and support the process of empowerment
 A facitayive rather than directive role is needed , such as funding women’s
organization’s that work locally to address the causes of gender
subordination and promoting dialogue between such organization’s and
those in positions of power
HUMAN RIGHTS

Are those rights that every human being possesses and is

entitled to enjoy simply by virtue of being a human being
Human being transverse biological differences of sex, gender ,
race, color, language ,national origin , age, class,religion and
political beliefs, disability, minor status etc
TYPES OF RIGHTS

 Right to life
 Right to no discrimination
 Right to nationality
 Right to marry and find a family
 Right to choice
 Right to privacy
 Right to liberty and security
CON...

Right to decision making

Right to freedom of association
Right to decision making movement,worship,expression
Right to education
Right to property rights/ownership
CON..

Right to information inheritance

Right to seek asylum
Prohibition of arbitrary arrest , detention
Right to effective remedy for violations
Right to self determination
ECONOMIC ,SOCIAL AND CULTURAL RIGHTS

Right to work , choice of and good conditions of work

Right to participate in cultural life
Prohibition of slavery ,forced labour and trafficking in persons
Right to enjoy the highest standard of physical and mental
health
CON..

International guaranteed
Legally protected
Focus on dignity of human being
Protect individuals and groups
Oblige state and non-attendance actors
CON..

Cannot be waived /taken away

Equal and interdependent
Universal
indivisible
GENDER MAINSTREAMING

 This in a gender perspective is the process of assessing the implications for

women and men of any planned action, including legislation,policies or
programmes, in all areas and at all levels
 It’s a strategy for making women’s as well as mens concerns and experiences an
integral dimension of the design , implementing, 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
 Ultimate goal is to achieve gender equality
PURPOSE

To ensure integration of gender equality perspective into the

development process at all stages and levels
HISTORY OF APPROACHES TO GENDER MAINSTREAMING

Women in development ( WID) and gender and

development (GAD)
Started in early 1970s, by identification of the Women’s Role in
Economic Development where analysis of the changes in
traditional agricultural practices as societies modernization and
examined the differential impacts of the changes in work done
by men and women was done
CONN..

This was articulated by liberal feminists who advocate for legal

and administrative changes that would ensure that women will
be better integrated into economic systems and governance thus
forming the basis of the gender agenda
Other steps were developed later at various international
women’s conference which united the international community
behind a standard of common objectives with an effective plan
CON..

Of action for the advancement of women everywhere, in all

spheres of public and private life
1975:MEXICO CITY –A GLOBAL DIALOGUE OPENED

The first world conference on the status of women in Mexico

city to concise with the 1975 international women’s year to
remind the international community that discrimination against
women continued to be persisted problem all over the world
CON..

Three key objectives were identified which became the basis for
the work of the United batons on behalf of women:
-Full gender equality and the elimination of gender discrimination
-the integration and full participation of women in development
-an increased contribution by women in the strengthening of
world peace
1980: COPENHAGEN –THE REVIEW PROCESS BEGAN

This conference was attended by over 145 representatives and

reviewed the gains made and to appraise the 1975 world plan of
action
An important milestone had been the adoption by the general
assembly in December 1979 of the convention on the
elimination of all forms of discrimination against women , one
of the most powerful instruments for women’s equality
CON..

It recognize that signs of desparity were beginning to emerge

between rights secured and women’s ability to exercise these
rights
It pinpointed three areas specific, highly focused action was
essential if the broad goals of equality , development and peace,
identified by Mexico city conference, we’re to be reached, these
were:
CON..

Equal access to education

Employment opportunities
Edequate health care services
1985 NAIROBI-THE FORWARD LOOKING STRATERGY

The Nairobi conference reviewed and appraised the

achievements of the United nations decade for women and
identified WID as a strategy that isolates women from
mainstreaming development
It showed that development interventions had little impact on
women welfare , legal and social status
CO..

 This shortcoming opened up debates on the most appropriate way on

how women can participate in development and that is how GAD was
born , questioning existing power relations between men and women
in all spheres of life
 The women’s movement divided by world politics and economic
realities at the Mexico Conference, had now become an international
force unified under the banner of equality , development and peace
CON..

It broke new ground as it declared all issues to be women issues

Women participation in decision making and the handling of all
human affairs was recognize not only as their legitimate right
but also as a social and political necessity that would have to be
incorporated in all institutions of society
1995:BEIJING-LEGACY OF SUCCESS

The efforts of the previous two decades helped to improve

women’s conditions and access to resources but did not change
the basic structure of inequality in the relationship between men
and women
Decisions were still being made mostly by men
CON..

The conference unanimously adopted the Beijing Declaration

and platform for Action that was in essence an agenda for
women‘s empowerment and stands as a milestone for their
advancement in the twenty first century
It specified 12 critical areas of concern considered to represent
the main obstacles to women’s advancement and which require
concrete action by Governments and Civil society
CONT.

Women and poverty

Women and health
Violence against women
Women and armed conflict
Women and economy
CON..

Women and economy

Women in power and decision making
Institutional mechanism for the advancement of women
Human rights of women
Women and the media
CON..

Women and the environment

The girl child
LEVELS OF GENDER MAINSTREAMING

Policy
Institutional/organizational
Programme /projects
THE PROCESS OF GENDER MAINSTREAMING AT VARIOUS
LEVELS

Effective gender mainstreaming can occur if the following are in

place:
Clear gender policy
Practical coordination of all gender mainstreaming initiatives
Clear guidelines on gender mainstreaming and best practices
CON..

 Training and capacity building

 Awareness creation and advocacy on gender mainstreaming
 Partnership and networking for persons and institutions
 Research and information dissemination on gender issues
 Sex disaggregated data
 Resource mobilisation
 Monitoring , evaluation and reporting
METHODS USED IN GENDER MAINSTREAMING

Carrying out a gender analysis regularly

Carrying out participatory training
Consultative meetings and feedback fora
Preparation and dissemination of information,education and
communication materials
ASSIGNMENT

 Sexual and reproductive health among the elderly (psychosocial and Sexual development) persons,traditions,
cultural , and religious factors ,poverty, marriage practices socio-economic and legal status ,education level,
sexual dimensions organised in gender lines