EFFECTING SYNERGIES BETWEEN INCLUSIVE ECONOMIC GROWTH, ENVIRONMENTAL SUSTAINABILITY, GENDER EQUALITY AND DEVELOPMENT FOR TRANSFORMATIVE CHANGE
Shared Curriculum Development and Planning for Inter-University Teaching and Joint Research Dr. Nurgul Ukueva & Dr. Elena Kim November 12-13, 2015 Bishkek
Gender, Environment and Poverty in the Era of Sustainable Development
Course Description Introduction
• Gender issues • Environmental sustainability • Gender& Environment nexus
Examine
• Ideas • Practices • Frameworks
Analyze
• Resource use and control • Policy and programs
Course objectives Introduce the basic concepts and fundamental issues in environmental and gender studies that are needed to understand current debates on gender and environment Promote discussion on gender and environment among people from diverse backgrounds and disciplines
Acquaint students with different frameworks used in gender and environmental studies
Teach students to critically assess the underlying assumptions of contemporary theory and discourse on the environment, on sustainability, and on gender relations
Learning Outcomes
Understand the importance of “gender� as a variable for promoting sustainable development and environment
Understand gender roles in environmental management and use
Critically analyze and critique examine why it is important to incorporate gender considerations into the design and implementation of environmental policy
Be able to demonstrate new skills in research, analysis, policy action, leadership, and public engagement
Course components Theory
Research Practice (service learning
Theory 1. Overview of trends: Women in development/gender and development 2. The Concept of Gender: Constructions and Implications 3. The political ecology of women’s activism: Women and environment in development 4. Women in sustainable development processes and policies 5. Gender issues in agriculture, food security, and livelihoods 6. Gender, biodiversity, deforestation and pollution 7. Gender and natural resources management 8. Women and climate change 9. Gender and disasters
Using biodiversity
Using biodiversity
Agriculture and food security
Agriculture and food security
Diversifying sources of income
Diversifying sources of income
Traditional food production
Research
Frameworks
Methodology
Recent relevant local research
Recent relevant local research Gender, Poverty and Environment in Rural Kyrgyzstan: Issues of Natural Resource Management, Biodiversity Loss and Effects of Environmental Degradation on the Rural Poor
Research questions What are specific areas of inter-linkages among the issues gender equality, rural poverty and environmental degradation in the Kyrgyz Republic? How is natural resource management and access in rural Kyrgyzstan engendered? What are gender-differentiated impacts of environmental degradation in Kyrgyzstan? What is knowledge, concerns and practices among women and men about environmental vulnerability and mitigation?
Gender in Sustainable Livelihood Framework (GSLF)
Research outcomes • • • • • • •
Access to agricultural assets Access to agricultural information Access to technologies Access to finance and credits Use of biodiversity Awareness of biodiversity Vulnerability to biodiversity loss/environmental degradation • Awareness of climate change • Strategies used for climate change mitigation
Methodology
Household survey (n=140)
Individual survey (n=441)
In-depth interviews (n=30)
Household structure 6; 7%
76; 93%
Male-headed households Female-headed households
Access to land
8%
92%
Male
Female
Access to land: how owner obtained land Male
Female
21.4%
39.2% 48.0% 57.1% 21.4% 2.0% 10.8%
Inherited Donation from relative Graphs by Gender
Purchased Through allocation from Aiyl Okmoty
Employment by gender Male
6%
Female
4%
12%
12%
12%
2%
17% 16% 17%
7% 10%
52%
legislator, senior official, manager technician, associated professional skilled agricultural or fishery worker plant or machine operatorr
professional service, sales worker craft and related trades
33%
Graphs by Gender
Income of households, by household head’s gender Total monthly income of households, KGS maximum minimum average 0
20000
40000
60000
80000
male-headed household female-headed household
100000
Access to agricultural information: What information you need the most to improve your activities? male
agricultural inputs selection of seeds pest control other
marketing high yield crops animal husbandry
female
agricultural inputs selection of seeds pest control other
marketing high yield crops animal husbandry
Sources of information, by gender 80
70
60
50
40
30
20
10
0
Most important source of information, by gender 40 35 30 25 20 15 10 5 0
male
What do you know about bio-diversity? 70%
60%
50%
40%
30%
20%
10%
0%
I've heard of it and I know what it means
male
female
Gender and climate change What do you know about climate change? 70%
60%
50%
40%
30%
20%
10%
0%
never heard
heard something male
know well female
very well-informed
Practice Individual project assignments: The course will require each student to prepare a small project which will illustrate their understanding about the linkages of gender, environment and poverty. Projects may focus on the following, but not restricted to:
Individual projects • • • • • •
Small research study Documentary film Photo exhibition Policy brief Program proposal Web-resource
Teaching methodology • Interactive, practice-based pedagogy. • Theoretical material will be supplemented with case studies, -video materials, -guest lectures, -field visits, etc.
E-course technology e-course.auca.kg
Next steps • Discussions with partner universities • Integration of the course into university curricular • Pilot-teaching • Joint adaption of the course • Development of resource base • Networking