GENDER AND BIODIVERSITY Knowledge and capacity development KYRGYZ REPUBLIC Training Module 1
2015 United Nations Development Programme, United Nations Environmental Programme, Global Environment Facility, American University of Central Asia The views expressed in this training manual are those of the authors and do not necessarily represent those of the United Nations, including its Members States and the United Nations Development Programme. Contributors: Elena Kim Nurgul Ukueva Photography: Aiperi Janyzakova
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Contents The purpose of the module ................................................................................................................. 4 Module structure and method ............................................................................................................ 4 Target audience .................................................................................................................................. 4 Length of the module .......................................................................................................................... 4 Learning objectives ................................................................................................................................. 5 Key messages ...................................................................................................................................... 6 Women and Biodiversity ......................................................................................................................... 7 Gender and gender roles..................................................................................................................... 7 Gender and biodiversity .................................................................................................................... 12 Definition of key terms .................................................................................................................. 12 United Nations Convention on Biological Diversity ........................................................................ 13 Biodiversity in Kyrgyzstan .............................................................................................................. 13 Key gender issues in biodiversity ........................................................................................................... 15 Gender and valuing and using biodiversity .................................................................................... 17 Biodiversity loss and gender-based vulnerability ........................................................................... 20 Evaluation ......................................................................................................................................... 25 Sources used:........................................................................................................................................ 26
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The purpose of the module The lack of international, regional and national gender-specific expertise on biodiversity and sustainable development issues poses a pressing challenge to addressing gender dimensions of biodiversity loss in developing countries. This training module partly addresses this challenge by offering a conceptual guide for local communities about issues of gender and biodiversity management. It is hoped that the target audience will gain greater understanding of how gender and biodiversity intersect. The materials used in this training module draw on the development work undertaken by global community of organizations, institutions and individuals who tried to cover themes which with specific relevance to the topic in different area of the world.
Module structure and method This training module is designed to provide basic information and learning tools to understand how gender and biodiversity are integrated. This training book covers the following topics: 1. Gender (gender roles, gender relations, gender division of labor, gender gap) 2. Gender and biodiversity linkages (knowledge, valuing and using) Part 1 of this training module outlines learning objectives, key messages and describes the target audience. Part 2 presents basic information needed to understand what gender is. Part 3 provide background, core information about biodiversity and agro-biodiversity. Part 4 discusses how gender outlooks into biodiversity use, knowledge and conservation. Part 1, 2 and 3 contain definitions of key terms, case examples, and exercises. The case examples and exercises provided in this manual are intended as suggestions. The trainers may choose to change them to adapt them to their purposes, audiences, needs, etc., or create completely new exercises. This manual contains handouts that trainers can copy and distribute in the course of training. These handouts can also be modified to fit the needs, concerns, audience, and other considerations. At the end of the manual you will find additional material such as a bibliography, and an appendix with an annotated bibliography with the latest materials available on gender and climate change.
Target audience This module is aimed at a wide audience. It will be useful as reference materials to local community groups, i.e., farmers, farmers’ associations, women’s groups, local village government as well as extension workers. However, trainers should be aware that specific target groups may require an preparatory overview of related topics. Also, if previous knowledge of potential target groups suggests they are too diverse, it is advisable not to bring them together in one training course, because you may need to cover too many different topics in detail, which may be less interesting for some participants. At the same time, in specific cases, a training course may be a platform for an exchange of knowledge and trainers may act more as facilitators of knowledge-sharing rather than trainers.
Length of the module 2.5-3 hours
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Learning objectives   
Understand the concept of gender and gender roles in relation to environment Understand linkages between gender and sustainable biodiversity and agro-biodiversity management Identify gender-based knowledge, practices, needs and vulnerabilities in relation to biodiversity loss.
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Key messages Gender and biodiversity Women are key agents of change. They possess unique knowledge to use, conserve and effectively manage local eco-systems. Their full and effective participation is essential. Biodiversity management and conservation planning and financing need to reflect women and men’ s needs, resources, priorities and knowledge. Ongoing biodiversity-related actions should fully integrate gender perspectives Locally based case studies and best examples need to be employed in policy development. Adaptation tools and practices need to address the underlying factors of gender-based vulnerabilities. Women must be empowered in order to meaningfully participation in decisionmaking processes related to biodiversity conservation and loss.
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Women and Biodiversity
Gender and gender roles Learning objective: Understand the concept of gender and gender roles in relation to environment Learning Outcomes: Participants will have a sound understanding of gender and related concepts 1. Gender Gender is defined as ‘the relations between men and women, both perceptual and material. Gender is not determined biologically, as a result of sexual characteristics of either women or men, but is constructed socially’ (FAO, 1997). ‘Gender’ and the hierarchical power relations between women and men based on this are socially constructed, and not derived directly from biology. Gender identities and associated expectations of roles and responsibilities are therefore changeable between and within cultures. Gendered power relations permeate social institutions so that gender is never absent. Gender issues focus on men’s and women’s roles, access to resources, control over resources, division of labor, interests and needs. Gender relations affect household security, family wellbeing, planning, production and many other aspects of life (Bravo-Baumann, 2000). 2. Sex Sex refers to the biological characteristics that categorise someone as either female or male. A person’s sex is biologically determined as female or male according to certain identifiable physical features which are fixed 3. Gender roles Gender roles are ‘social definition’ of women and men. Gender roles refer to how men and women should act, think and feel according to norms and traditions in a particular place and time.They vary across different societies and cultures, ages, and during different periods in history. Gender-specific roles and responsibilities are conditioned by household structures, access to resources, etc. 4. Gender relations Gender relations are the ways in which a culture or society defines rights, responsibilities, and the identities of men and women in relation to one another. Hierarchical relations of power between women and men that tend to disadvantage women These gender hierarchies are often accepted as ‘natural’ but are socially determined relations, culturally based, and are subject to change over time. They can be seen in a range of gendered practices, such as the division of labour and resources, and gendered ideologies, such as ideas of acceptable behaviour for women and men1.Because of differently ascribed roles women and men act differently, have different sets of knowledge, skills and needs concerning their ecosystems, local crop varieties, animal breeds, agricultural systems and nutritional values of plants. 5. Gender stereotypes
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http://www.bridge.ids.ac.uk/sites/bridge.ids.ac.uk/files/reports/re55.pdf
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A gender stereotype is a generalised view or preconception about attributes or characteristics that are or ought to be possessed by, or the roles that are or should be performed by women and men by reason only of her or his membership in the social group of women or men2. Suggested activity Exercise: Gender of a newborn The goal: To increase awareness about gender-based expectations, culturally differentiated norms for women and men in a society. Procedure: 1. Tell participants the story: A couple you know has been unsuccessful trying to conceive a child for many years. Finally, their baby was born and they sent you a photo. 2. Divide participants into two groups. 3. Ask one group to write a group card which begins with “I wish that your son grows to become…” 4. Ask the second group to write a group card which begins with “I wish that your daughter grows to become…” 5. Let each group present their group cards. 6. Discuss with participants: Reasons for wishing those particular wishes What their responses teach about gender order in their society What the differences tell about social construction of roles for women and men. Suggested activity Activity. Gender stereotypes The goal: To facilitate discussions about gender stereotypes and analyze how they can be harmful for women’s and men’s capacity to develop their personal abilities, pursue their professional careers and make choices about their lives and life plans. Procedure: 1. Distribute Handout 1. Factsheet. Gender stereotypes that used to be the exact opposite. 2. Discuss the handout and how stereotypes are not ‘natural’ but constructed. 3. Ask questions about gender stereotypes existing in the participants’ community. Write them up on a board or a flipchart. 4. Reflect together on how these stereotypes affect women and men’s lives. Handout 1. Gender Stereotypes that Used to be the Exact Opposite
Gender roles are dynamic and changing
In ancient Greek culture, "men were expected to cry ." One of the greatest signs of true manliness was to shed tears. This idea was spread through most cultures, and continued through the Middle Ages and up to the Romantic Movement. Japanese samurai, medieval heroes and even Beowulf himself cried like babies throughout their adventures. As recently as the 19th century, male tears were actually celebrated as a sign of honesty, integrity and strength. In the 1910s in the United States of America and Europe it was decided that colors will be assigned to 2
http://www.ohchr.org/EN/Issues/Women/WRGS/Pages/GenderStereotypes.aspx
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each "team": blue was for girls and pink was for boys. No, that's not a typo: A 1918 editorial from Earnshaw's Infants' Department stated that pink was "a more decided and stronger color ... more suitable for the boy; while blue, which is more delicate and dainty, is prettier for the girl." It makes sense: Pink is the color of a nice, raw, manly steak or the blood of your enemies splattered on a white uniform. Source: http://www.cracked.com/article_19780_5-gender-stereotypes-that-used-to-be-exact-opposite.html
Gender gap Gender division of labour The socially determined ideas and practices which define what roles and activities are deemed appropriate for women and men. Whilst the gender division of labour tends to be seen as natural and immutable, in fact, these ideas and practices are socially constructed. This results in context-specific patterns of who does what by gender and how this is valued. Gender divisions of labour are not necessarily rigidly defined in terms of men’s and women’s roles, as is sometimes assumed. They are characterized by co-operation in joint activities, as well as by separation. Often, the accepted norm regarding gender divisions varies from the actual practice3. Gendered access Gendered access to resources, facilities, services, funds, benefits and decision making refers to the differences between men’s and women’s rights and opportunities to make use of these resources and to take part in decision making, due to norms and values existing in a particular place and time. Gendered control over resources and decision-making processes refers to differences between women’s and men’s rights and power to decide on the use of resources, gain benefits, and take part in decisionmaking processes, due to norms and values existing in society. Gender gaps refer to societal differences between men and women that are felt to be undesirable. Suggested activity Exercise: Gender division of labor The goal: To gain an understanding of gender division of labour in the community and how the division contributes to the household economy. This session will also give an idea about workload on men and women in what time of the year. Procedure4: 1. 2. 3. 4.
Ask participants to break into pairs Distribute handouts below Ask participants to fill out the handouts (1 and 2) for their households Discuss with participants Apparent gender differences. Which roles are socially constructed and which are biological. How the division of labor contributes to household economy. Where women and men are vulnerable.
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http://www.bridge.ids.ac.uk/sites/bridge.ids.ac.uk/files/reports/re55.pdf Inspired by http://www.umb.no/statisk/akrsp/06_publications_and_presentations/08_training_materials/2_gender_awareness.pdf 4
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5. Study together handout 5. Analysis of gender gaps. Collect participants’ reflections. Handout 2. Household division of labor
Time 04:00 am 05:00 am 06:00 am 07:00 am 08:00 am 09:00 am 10:00 am 11:00 am 12:00 pm 01:00 pm 02:00 pm 03:00 pm 4:00 pm 05:00 pm 06:00 pm 07:00 pm 08:00 pm 09:00 pm 10:00 pm 11:00 pm 12:00 am
Tasks done by women
Handout 3. Seasonal division of labor
Month January
Tasks done by men
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Tasks done by women
Tasks done by men
February March April May June July August September October 5
Inspired by http://www.umb.no/statisk/akrsp/06_publications_and_presentations/08_training_materials/2_gender_awarene ss.pdf
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November December
Handout 4. Factsheet. Analysis of gender gaps
Approximately 70% of those who live on less than a dollar each day are women. Women work two-thirds of the world’s working hours yet receive only 10% of the world’s income. Women own only 1% percent of the world’s property. Women members of parliament globally average only 17% of all seats. Only 8% of the world’s cabinet ministers are women. 75% of the world’s 876 million illiterate adults are women. Worldwide women received 78% of the wages received by men for the same work, although in some regions, they have a higher educational preparation. In some parts of the world, the wage gap between women and men is close to 40%. Of the 550 million low-paid workers in the world, 330 million or 60% are women. In a sample of 141 countries over the period 1981–2002, it was found those natural disasters (and their subsequent impact) on average kill more women than men or kill women at an earlier age than men.
Source: Social Watch Gender Equity Index, 2007 and 2008; Oxfam, 2007; Neumayer and Plümper, 2007; and ILO, 2008.
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Gender and biodiversity Learning objective: Understand what biodiversity is and what relationships it may have for gender equality Learning Outcomes: Participants will gain theoretical knowledge about biodiversity and current trends related to biodiversity loss for women and for men Definition of key terms Biodiversity Biodiversity is the variety of different types of life found on Earth and the variations within species. It is a measure of the variety of organisms present in different ecosystems. This can refer to genetic variation, ecosystem variation, or species variation (number of species) within an area, biome, or plane. Agrobiodiversity Agrobiodiversity is the variety and variability of animals, plants and micro-organisms that are used directly or indirectly for food and agriculture, including crops, livestock, forestry and fisheries. It comprises the diversity of genetic resources (varieties, breeds) and species used for food, fodder, fibre, fuel and pharmaceuticals. It also includes the diversity of non-harvested species that support production (soil micro-organisms, predators, pollinators), and those in the wider environment that support agroecosystems (agricultural, pastoral, forest and aquatic) as well as the diversity of the agro-ecosystems. It includes: Harvested crop varieties, livestock breeds, fish species and wild resources within field, forest, rangeland including tree products, wild animals hunted for food and in aquatic ecosystems. Non-harvested species in production ecosystems that support food provision, including soil micro-biota, pollinators and other insects such as bees, butterflies, earthworms, greendflies Non-harvested species in the wider environment that support food production ecosystems (agricultural, pastoral, forest and aquatic ecosystems) Factsheet. 100 years of agricultural change
More than 90% of crop varieties have disappeared from farmers’ fields; half of the breeds of some trends and figures related to agro-biodiversity Since the 1900 some 75% of plant genetic diversity has been lost as farmers worldwide have left their multiple local varieties and landraces for genetically uniform, high-yielding varieties 30% of livestock breed are at risk of extinction; six breeds are lost each month Today, 75% of the world’s food is generated from only 12 plants and five animal species Of the 4 percent of the 250000 to 300 000 of known edible plant species, only 150 to 200 are used by humans. Only three – rice, maize and wheat – contribute nearly 60% of Calories and proteins obtained by humans from plants Animal provide some 30% of human requirements for food and agriculture and 12 percent of the world’s population live almost entirely on products from ruminants. Many domestic animals have been lost.
Source: http://www.fao.org/docrep/007/y5609e/y5609e02.htm
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United Nations Convention on Biological Diversity The United Nations Convention on Biological Diversity is an international legally-binding treaty with three main goals: conservation of biodiversity; sustainable use of biodiversity; fair and equitable sharing of the benefits arising from the use of genetic resources. Its overall objective is to encourage actions which will lead to a sustainable future. The Convention on Biological Diversity is one of the most broadly subscribed international environmental treaties in the world (with 190 Parties). Opened for signature at the Earth Summit in Rio de Janeiro in 1992, the CBD is the international framework for the conservation and sustainable use of biodiversity and the equitable sharing of its benefits. Handout 5. Factsheet. The UN Convention on Biological Diversity
Facts and Figures about the UN Convention On Biological Diversity: The Convention on Biological Diversity (CBD) was opened for signature at the Earth Summit in Rio de Janeiro on 5 June 1992 and entered into force on 29 December 1993. To date, there are 193 Parties. Components of biodiversity are all the various forms of life on Earth including ecosystems, animals, plants, fungi, microorganisms, and genetic diversity. With its three objectives, the CBD is often seen as the key international instrument for sustainable development. Ecosystems, species and genetic resources should be used for the benefit of humans, but in a way that does not lead to the decline of biodiversity. Substantial investments are required to conserve biodiversity, but it will bring significant environmental, economic and social benefits in return. The Ecosystem Approach, an integrated strategy for the management of resources, is the framework for action under the Convention. The precautionary principle states that where there is a threat of significant reduction or loss of biological diversity, lack of full scientific certainty should not be used as a reason for postponing measures to avoid or minimize such a threat. Source: http://www.un.org/en/events/biodiversityday/convention.shtml
Biodiversity in Kyrgyzstan Kyrgyzstan covers only 0.13% of the world’s landmass but includes 1% of the world’s known species, 2 %of the world’s flora and 3 %of fauna species are traced here. Today Kyrgyzstan is among 200 priority ecological regions of the planet due to its highest concentration of the species diversity of flora and fauna. Species richness includes: 3,786 higher plants; 75 fish species; 4 amphibians; 33 reptiles; 368 birds and 83 mammals (including the Snow leopard, which is of spiritual significance to the Kyrgyz culture). There are 22 identified ecosystems in Kyrgyzstan, 160 species of mountain and plain landscapes. Of the total vascular wild plants, more than 200 are used for technical needs, 400 species of wild plant are commonly used for medicinal purposes; however, in officially recognized pharmacopoeia use, only 200 species of wild plants are used. Most ecosystems in Kyrgyzstan are degraded, due mainly to overgrazing, logging, poaching and hunting. The severe economic crisis following independence in 1991 has also put severe pressure on biodiversity resources. Serious constraints hamper efforts to reduce or slowdown biodiversity loss including: the lack of a national coordinating body between agencies, ministries, NGOs and local communities; shortage of economic incentive measures; lack of political and public understanding of the 13
role and importance of biodiversity; and complex regulating mechanisms. Due to a lack of institutional capacity, scientific information on the current state of biodiversity in Kyrgyzstan, excluding the most common species is lacking67. Kyrgyzstan ratified Convention on Biological Diversity in 1996. Since then it started developing and implementing National Strategy and Action Plan on Biodiversity Conservation (NBSAP). It was the first national document for Kyrgyzstan that set plan of concrete measures on key issues of biodiversity conservation. The overall objective of NBSAP is conservation and rational use of biological and landscape diversity for sustainable socio-economic development of the Kyrgyz Republic.
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State Agency of Environmental Protection and Forestry under the Government of Kyrgyz Republic (2009). Kyrgyz Republic State of Environment Review. Bishkek 7
https://www.cbd.int/countries/profile/default.shtml?country=kg#status
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Key gender issues in biodiversity In 1995 United Nations organized Fourth World Conference on Women in Beijing. A main outcome of this conference was Beijing Declaration and Platform of Action. It is an international declaration of women’s rights which sets out an expansive vision and landmark set of commitments for achieving gender equality obliging countries to take measures for national and international action for the advancement of women. If implemented, the Platform for Action will enhance the social, economic and political empowerment of women, improve their health and their access to relevant education and promote their reproductive rights. Supporting the Platform for Action, the UN General Assembly called upon all States, UN agencies and other international organizations as well as NGOs and the private sector to take action to implement its recommendations. Today Beijing Platform of Action is viewed to be the international program of human rights for women. It has become a basic document, based on which Kyrgyzstan began building a national strategy for the advancement of women. Since 1996, Kyrgyzstan has adopted five national programs for achieving gender equality to implement the Beijing Platform for Action. Among them National Programme «Ayalzat», National Plan of Action for Achievement of Gender Equality (NAP) (2002-2006), NAP 20072010, NAP 2012-2014, NAP till 2020. Factsheet. Priority areas of the Beijing Platform for Action Twelve priorities of the Beijing Platform for Action: A. Women and poverty B. Education and training of women C. Women and health D. Violence against women E. Women and armed conflict F. Women and the economy G. Women in power and decision-making H. Institutional mechanisms for the advancement of women I. Human rights of women J. Women and the media K. Women and the environment L. The girl-child Beijing Platform of Action under its key priority “Women and the Environment” proposes key messages: • Women’s dependence on and unequal access to land, water and other resources and productive assets, compounded by limited mobility and decision-making power in many contexts, also mean that they are disproportionately affected by climate change. Natural disasters, including those related to climate change, have greater impacts on poor women. • Gender inequalities are worsened by the lack of universal access to improved water sources and modern energy services in terms of the time and labour burden of unpaid work. • Accelerating progress will require greater efforts to mitigate the impact of climate change, natural disasters, ecosystem degradation and biodiversity loss on women and their families; ensuring women’s access and control over land and productive resources and their voice and agency in environmental and sustainable development decision-making and action at all levels.
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Also, Beijing Platform of Action has direct reference to the United Nations Convention on Biodiversity. In its point K it states that countries must: “Encourage, subject to national legislation and consistent with the Convention on Biological Diversity, the effective protection and use of the knowledge, innovations and practices of women of indigenous and local communities, including practices relating to traditional medicines, biodiversity and indigenous technologies, and endeavor to ensure that these are respected, maintained, promoted and preserved in an ecologically sustainable manner, and promote their wider application with the approval and involvement of the holders of such knowledge; in addition, safeguard the existing intellectual property rights of these women as protected under national and international law; work actively, where necessary, to find additional ways and means for the effective protection and use of such knowledge, innovations and practices, subject to national legislation and consistent with the Convention on Biological Diversity and relevant international law, and encourage fair and equitable sharing of benefits arising from the utilization of such knowledge, innovation and practices”. At the same time, the United Nations Convention on Biodiversity also has clear commitments to gender equality. The Conference of the Parties to the Convention on Biological Diversity committed to integrating gender equality into the Strategic Plan for Biodiversity 2011-2020. The Executive Secretary of the United Nations Convention on Biodiversity has placed great importance on the fact that gender equality is a prerequisite to poverty eradication and sustainable development. The livelihoods of rural communities are often closely tied to the use and conservation of biodiversity. In these communities, women play a leading role in caring for their families and communities, in sharing their intellectual and social capital, and in protecting and managing biodiversity resources. In many societies, women as well as men are agents of change, but their contributions do not receive equal recognition. Gender equality between women and men has a cumulative effect of improved biodiversity management and protection, and poverty alleviation for communities. Specifically, Paragraph 13 of the Preamble to the United Nations Convention on Biodiversity states: “Recognizing also the vital role that women play in the conservation and sustainable use of biological diversity and affirming the need for the full participation of women at all levels of policy-making and implementation for biological diversity conservation...”. Task 4 of the programme of work asks “Parties to develop, as appropriate, mechanisms for promoting the full and effective participation of indigenous and local communities with specific provisions for the full, active and effective participation of women in all elements of the programme of work, taking into account the need to: a. Build on the basis of their knowledge; b. Strengthen their access to biological diversity; c. Strengthen their capacity on matters pertaining to the conservation, maintenance and protection of biological diversity; d. Promote the exchange of experiences and knowledge; and 16
e. Promote culturally appropriate and gender specific ways in which to document and preserve women’s knowledge of biological diversity”.
Gender and valuing and using biodiversity Gender and biodiversity knowledge Rural women and men play important roles in biodiversity management, use, and conservation through their different tasks and responsibilities in food production and provision. Because men and women differ in their roles, their use of natural resources, their relationships with biodiversity may be quite divergent. Gender related differences in terms of labour, property rights and decision-making processes and perceptions also shape knowledge systems, so men and women end up with varying forms of expertise. The different tasks and responsibilities of rural women and men have enabled them to accumulate different types of local knowledge and skills. Men may know a great deal about trees used for timber, for example, while women are authorities on those providing fruits, medicines and fodder. Women’s understanding of local biodiversity tends to be broad, containing many unique insights into local species and ecosystems gained from centuries of practical experience. Local knowledge serves as a critical livelihood asset for poor rural women and men for securing food, shelter, and medicines. The type of knowledge farmers possess varies by age, gender, roles and responsibilities, socioeconomic status, and environment. Access to or control over resources as well as education, training, information, and control over the benefits of production also influence the type of knowledge rural women and men have. Experience-based local knowledge interweaves with cultural values and develops and adapts continuously to a gradually changing environment. Rural women’s and men’s local knowledge, skills, and innovations raise the issue of recognition and protection of farmers’ rights. However, women’s roles and knowledge are often overlooked or underestimated in natural resource management and related policies and programs. Some studies have expressed concern that local knowledge is disappearing and women do not pass this information on to their daughters, and men no longer pass it down to their sons. Handout 6. Gender differences in knowledge of traditional rice varieties in Mali
In Bafoulabe region in Mali, rice was traditional considered a female crop. It was grown near rivers or where water stagnated during the rainy season. Women would take care of the field individually or in a group. Their knowledge of landraces was vast. They could identify 30 different varieties by growth cycle, plant growth habit, plant height, number of stems, grain yield, gain size, form, colour, preparation quality, utilization and taste of the end product. Men had very little knowledge of traditional rice variety but they had the main responsibility for three improved rice varieties introduced to the village. Source: Synnevag in Building on Gender, Agrobiodiversity and local knowledge
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Suggested activity Activity: Gender and biodiversity knowledge The goal: to identify and analyze gender-based knowledge of biodiversity in the Kyrgyz Republic Procedure: 1. Ask participants to break into small groups of 4-6 people. 2. Distribute Handout 6. Gender differences in knowledge of traditional rice varieties in Mali 3. Ask each group to think about gender differences in knowledge of a specific variety relevant in Kyrgyzstan and write a similar article as in the Handout 6. 4. Each group will present their articles. 5. Discuss together what traditional knowledge is disappearing and what can be done to prevent it.
Gender and biodiversity valuing Today rural women around the world are tightly linked to biodiversity and natural environment. Women collect and conserve edible plants, collect firewood and bush products for food, medicine, paint and house building. Women take charge of agricultural activities, apart from working with men on the land, they manage home gardens, grow vegetables, etc. They also often take responsibilities for improvement and adaptation of many plant varieties. Through the multivariate process of seed selection, they choose certain desirable plant characteristics and decide on the quantity and variety to be saved as well as the method of preservation. The moment that the crops begin to flower, women begin observing the plants, and later harvest seeds based on their size, grain formation and resistance to pests and insects. As natural resource managers, they influence the total amount of genetic diversity conserved and used. Women are typically involved in the selection, improvement, and adaptation of local plant varieties, as well as seed exchange, management, and saving. They often keep home gardens where they grow traditional varieties of vegetables, herbs, and spices selected for their nutritious, medicinal, and culinary advantages. Women, therefore, play an important role in maintaining biodiversity, working against the decrease in biodiversity caused in part by men favoring cash-oriented monocultures. Women are also the primary collectors of wild foods that provide important micronutrients in diets, are vital for the survival of their households during food shortages, and may also provide income. In the Kalahari Desert, fruits, gums, berry, and roots gathered by the Kung women provide 60 percent of the daily calorie intake. In the Lao People’s Democratic Republic, women gather 141 different types of forest products. Women possess extensive, often unrecognized, knowledge of the wild plants for achieving household food security and nutritional well-being, especially among the rural poor.
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Local evidence . Women collectors of wild-growing sea berries in Issyk-Kul, Kyrgyzstan Shoreline of Issyk-Kul is known for its richness of wild sea buckthorn shrubs. The shrubs grow naturally in cold areas and have a high resistance to frost. It is also highly resistant to insect damage, and most animals avoid eating it. In Issyk-Kul, sea buckthorn shrubs play an important role in ecosystem protection because they prevent soil erosion and also build the capacity of the lake to clean itself. Sea buckthorn is now included into the Red Book and is protected by the legislation against felling. The plant also serves as an economic resource for food and medicine products. The berries are rich in vitamins E, B1, B2, anti-oxidants and over 100 healthful constituents making them one of the most nutritious berries on earth. The leaves are also being used for beverages due to essential fatty acids they contain. The fruit pulps are used for subsistence in jams, jellies, sauces, etc. The oils of seeds are used for medicinal purposes. The oil from the seeds is used to treat a variety of skin diseases and injuries. Cosmonauts use it for radiation burns. Dzheti-Oguz is one administrative territory located in the south-eastern part of Issyk-kul oblast. Fifty one villages constitute the territory, one of which is called “Zhenish”. Many of the villagers use sea buckthorn for income and food. One of its residents is Saida, a middle-aged woman who raises three children with her husband in their small house. Saida works as a seller in a local hardware store. Her salary is the main and only regular source of income of the entire family. Her husband is responsible for any work related to their garden where they grow apples, pears and apricots for sale. At home they have some hens, ducks, sheep and cows. Eggs, milk and poultry they use for their own subsistence only. Having arrived to the village fifteen years ago for permanent living with her husband, Saida found herself with no job and a sufficient cash income to support her family. At this time the idea of using buckthorn came. Since 2005 she has been regularly organizing her family’s trip to mountains where they collect sea buckthorn berries. “Together with my husband and children with go far up to the mountains. We walk by foot if nobody gives us a ride. We cut branches and with ripe berries and bring them down here. I then strip the branches of berries by hand at home or at work when I don’t have customers” On average Saida and her family collects about one hundred kilograms of sea buckthorn berries over a period from mid-summer till November. This brings Saida cash income of more than ten thousand som per year. “This is my personal money”, she says. However, later mentions that she spends this money on children and house needs. “I buy warm clothes for my children, and also coal and firewood to heat our house in the winter time.” Saida and her family, and many other families in her village, undoubtedly receive economic and subsistence benefits from what the nature offers them. However, she has been observing changes in the availability and quality of the berries over the years. “The quantity of berries has been changing every year, there are less and less bushes. The berries themselves are now smaller”. Source: Kim & Ukueva, 2015 Photo: Saida is stripping the branches of the berries at her workplace
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Another women’s task tied closely to biodiversity is the collection of medicinal plants, which may be used for curing ailments while also serving as fodder and fuel or even as manure and pesticide. Yet their knowledge is immense, because community well-being depends on it, and preservation of this knowledge is crucial for maintaining biodiversity. Plant and animal products often end up in artefacts, clothing, housing and utensils. For example, women of the Yakutat people in the Pacific North- West of North America were famous for the beauty and utility of their basketry, used as drinking cups, baskets, travelling trunks, mats, floor coverings and hats. The baskets also had a strong spiritual meaning. Local evidence. Medicinal herbs for traditional healing in Kyrgyzstan Malika has been a school teacher in a local village in Issyk-Kul oblast for twenty five years. Since her husband died ten years ago she has been questioning modern medicine and gradually became a local traditional healer. For the last four years Malika has been collecting wild growing herbs for medicinal purposes. For her this is also generational knowledge and skills which she learnt from her mother and her mother learnt from her own mother. For the last six years, Malika makes long trips to a place high in the mountains. She travels eight hours by car to reach a small village and takes a horse to go further into the wild. She spends a week at a specific spot and picks the herbs she needs. Among her favorite plants are Rhodiola or golden root, Staghorn ferns or platycerium, and others that Malika does not know the names of. She knows their qualities from her mother and grandmother and knows how to use them. There are five types of most important varieties she collects and she is happy with their effectiveness. “These five are enough to help a person with an illness. One must be aware that herbs can also be harmful for you. And I must say that herbs do not always help”, she says. It is imperative for Malika to know that her herbs come from a specific place because she believes that they are totally different from those grown elsewhere. Their effect is also much stronger. She tried to plant her favorite herbs in her own garden but “it was useless because the plants’ qualities were different, they were not effective as those which grow in the mountains. The climate, the soil, the air is different there”. Today Malika enjoys social respect and people’s gratitude to her. She is now known for having successfully treated such diseases as ulcer, cyst, myoma, helminthes, prostatitis, cyctitis, infertility, etc. Her knowledge of medicinal herbs also helps to raise some income although she does not generally charge money for her services. 20
Source: Kim & Ukueva, 2015 Photo: Malika’s display of herbs
Biodiversity loss and gender-based vulnerability
Biodiversity loss Agricultural ecosystems and food security are especially vulnerable to biodiversity loss. There are localized negative impacts on small landowners, subsistence farmers, and fishermen, and declines and increases in cereal crop yields depending on the region. Since the practice of agriculture began more than 12,000 years ago, about 7,000 species of plants have been cultivated for food, and today 90% of our food is provided by only 15 species of plants and eight species of animals. Conserving varieties of wild ancestors of these foods could provide alternatives so that, in future, new species could be developed that are resistant to drastic climate changes. Unfortunately, many of these wild ancestors are already in danger of extinction. For example, it is predicted that a quarter of the wild potato species will disappear in the next 50 years. In the agriculture sector, rural women in less developed countries are the principal basic food producers. This sector is very exposed to risks of food insecurity. Extinction of species, changes in species composition, disruption of symbiotic relationships, changes in trophic cascades, among others changes in the quantity and quality of natural resources could reduce the productivity of ecosystems. Rural women in developing countries collect forest products and used them as fuel, food, medicines or food for their animals. The reduction or disappearance of these products will have a negative impact on the wellbeing and quality of life for them and their families. Women often rely on a range of crop varieties (agro-biodiversity) to accommodate climatic variability, but permanent temperature change will reduce agro-biodiversity and traditional medicine options. Gender differences in vulnerability to biodiversity loss Vulnerability is the degree to which a system is susceptible to and unable to cope with adverse effects of climate change including climate variability and extremes. Vulnerability is a function of the character, 21
magnitude and rate of climate change and the variation to which a system is exposed, its sensitivity and its adaptive capacity8. When we discuss vulnerabilities and the role women and men can play as change agents, the starting point is an analysis of the differentiated relationship women and men have with environmental resources. Women and men relate differently to the environment for a combination of the following reasons: • Level of dependence on environmental subsistence resources; • Unequal relations in using, having access to, and controlling resources, and in the distribution of benefits; • Ownership, protection and rights on resources; and • Differentiated knowledge about resources, their products and environmental problems. Clearly, biodiversity loss entails different consequences for women and men in the performance of their productive, reproductive, and community roles. There is significant socioeconomic differentiation between men and women that is deeply rooted in social structures around the world9. These include differences in access to resources such as land, credit, education, as well as unequal opportunities to participate in and influence decision-making processes. Therefore, women are not vulnerable because they are “naturally weaker” but because women and men face different vulnerabilities due to their different social roles. For example, many women live in conditions of social exclusion. This is expressed in facts as simple as differentials in the capacity to run or swim, or constraints on their mobility, and behavioural restrictions, that hinder their ability to re-locate without their husband’s, father’s or brother’s consent. It has also been found that the vulnerability and capacity of a social group to adapt or change depends greatly on their assets. Next to their physical location, women’s assets such as resources and land, knowledge, technology, power, decision-making potential, education, health care and food have been identified as determinant factors of vulnerability and adaptive capacity. The more assets people have, the less vulnerable they are and the greater the erosion of people’s assets, the greater their insecurity. Data from around the world indicates that women tend to have less or limited access to assets (physical, financial, human, social and natural capital.The impact of biodiversity loss, particularly within common property resources, threatens household food security and livelihoods. These resources prove particularly important for poor rural women, who lack secure land tenure and depend on these common resources for fuel wood, fodder, and food and, therefore, the well-being of their households 10. Commercialized agriculture often relies on the replacement of a wide range of locally adapted plant and livestock varieties with a relatively small number of uniform, high yielding varieties, causing the erosion of local plant and animal genetic resources. With the increased commercialization of agriculture, technological improvements have created farming systems that are highly dependent on external inputs such as agrochemicals, and these systems often bypass women. Because of their limited access to financial resources, women may have difficulty acquiring seeds, technology, and fertilizers as well as information and training. These processes have negative impacts on small farmers, especially women,
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Source: IPCC, 2007
Food and Agriculture Organization of the United Nations (2005 ). Building on gender, agrobiodiversity and local knowledge. A training manual. FAO. 10 Food and Agriculture Organization of the United Nations (2005 ). Building on gender, agrobiodiversity and local knowledge. A training manual. FAO.
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who rely on a wide variety of genetic diversity as part of their environmental risk management strategy11. Coping with biodiversity loss Coping strategies such as the improved management of biodiversity should give options for poor rural women and men to reduce their vulnerability to the effects of biodiversity loss and to build the potential to react to further changes. Poor rural women and men farmers often spread risk by growing a wide variety of locally adapted crops, some of which will be resistant to drought or pests, and livestock breeds that have adapted to the local agro-ecological zone. Diversification, coping strategy adopted by rural households, will protect them against climate change, desertification, and other environmental stresses. Women and men farmers’ full and equal participation in programs and projects dealing with biodiversity conservation, management, and use affects gender-responsive outcomes. Researchers and breeders often work in isolation from women and men farmers and are sometimes unaware of their needs and priorities beyond yield and resistance to pests and diseases. Moreover, extension agents and research organizations tend to consider many local varieties and breeds to be low-performing and inferior. National policies that provide incentives such as loans and direct payments for the use of modern varieties and breeds contribute to the loss of genetic diversity and affect traditional gender roles12. Suggested activity Exercise: Contribution to and mitigation of biodiversity loss Goal: To facilitate reflections and generate ideas about how women and men contribute to and mitigate biodiversity loss. Procedure: Divide participants into groups Distribute the handouts 2 and 3 which they have previously fill out. Ask participants to think about how each tasks relates to degradation or conservation of biodiversity. Ask participants to present their work. Discuss the general tendencies. Suggested activity Film showing:
UNDP-GEF project “Preserving biodiversity of Issyk-Kul Lake” (https://www.youtube.com/watch?v=o7T0c3k5GOQ) UNDP-GEF project “Sustainable pasture management in Suusamyr: Best practices”
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Food and Agriculture Organization of the United Nations (2005 ). Building on gender, agrobiodiversity and local knowledge. A training manual. FAO. 12 Food and Agriculture Organization of the United Nations (2005 ). Building on gender, agrobiodiversity and local knowledge. A training manual. FAO.
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(https://www.youtube.com/watch?v=jWeKj3ClvbA) Procedure: 1. Watch the film. 2. Discuss the film with participants
Finalizing the training Trainer(s) provide summaries of the sessions and distribute (and collect) evaluation forms (further in appendix).
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Evaluation Thank you for taking time to participate in the evaluation of the training. Your comments will enable us to better plan and execute future trainings!
Name*_________________________________________________________________________________________________ Gender_________________________________________________________________________________________________ Affiliation*______________________________________________________________________________________________ *Information provided in this form will be strictly confidential Please, rate your satisfaction: 1.
This training increased my knowledge and understanding of: Strongly Disagree Disagree somewhat
Neutral
Agree somewhat
Strongly Agree
Gender Biodiversity Links between gender and biodiversity Gender and biodiversity knowledge Gender and vulnerability to biodiversity loss
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What were the major lessons learnt in this seminar?
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How will these lessons change your everyday lives?
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What was missed?
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Please, indicate your overall satisfaction with the training? Very satisfied Somewhat Satisfied Neutral Information Discussions Exercises Handouts Organizational issues
Somewhat dissatisfied
What are your other comments, feedback and suggestions? Use back of sheet if necessary
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Very Dissatisfied
Sources used: Ahmad, N., Aqil, G., & Nybord, I. (2002). Training manual for gender awareness/sensitisation workshop for community representatives. NLH/AKRSP High Altitude Integrated Natural Resource Management Program. NMBU, Norway. Beijing Declaration and Platform of Action. Retrieved from: http://www.un.org/womenwatch/daw/beijing/platform/ Food and Agriculture Organization of the United Nations (2005 ). Building on gender, agrobiodiversity and local knowledge. A training manual. FAO. Food and Agriculture Organization of the United Nations (2005). Women and Biodiversity: The core of existence. Retrieved from: http://www.unep.org/PDF/Women/ChapterThree.pdf Kyrgyzstan: Status and trends in biodiversity. Retrieved from: https://www.cbd.int/countries/profile/default.shtml?country=kg#status
Reeves, H. & Baden, S. (2000). Gender and development: Concepts and definitions. Report # 55, prepared for the Department of International Development (DFID) for its gender mainstreaming intranet resource. Bridge: University of Sussex. State Agency of Environmental Protection and Forestry under the Government of Kyrgyz Republic (2009). Kyrgyz Republic State of Environment Review. Bishkek The World Bank, Food and Agriculture Organization, and International Fund for Agricultural Development (2008). Gender and agriculture. Sourcebook. The World Bank: Washington, DC. United Nations Human Rights (2015). Gender stereotypes and stereotyping. Retrieved from: http://www.ohchr.org/EN/Issues/Women/WRGS/Pages/GenderStereotypes.aspx United Nations Convention on Biological Diversity. Retrieved from: https://www.cbd.int/ United Nations Convention on Elimination of all forms of Discrimination against Women. Retrieved from: http://www.un.org/womenwatch/daw/cedaw/
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