andAppendicesHandouts
Confinement
Trafficking, slavery
Anyone in a position of power and control; often perpetrated by spouses, intimate partners or family members in a posi tion of authority
Can be perpetrated by Sexual and Gender Based Violence against Refugees, Returnees and Internally Displaced Persons, Guidelines for Prevention and Response.
Can be perpetrated by
Isolating a person from friends/family, restricting movements, deprivation of liberty or obstruction/re striction of the right to free movement.
Abuse/HumiliationTypeofact
Type of act Description/Examples
Beating, punching, kicking, bit ing, burning, maiming or killing, with or without weapons; often used in combination with other forms of sexual and genderbased violence.
Selling and/or trading in hu man beings for forced sexual activities, forced labour or services, slavery or practices similar to slavery, servitude or removal of organs.
Any person in a position of power or control.
Appendix 1 (Chapter 1): Description and examples of GBV40
Description/Examples
Anyone in a position of power and control; often perpetrated by spouses, intimate partners or family members in a position of authority.
Can be perpetrated by
40.UNHCR (2003).
Physical assault
Non-sexual verbal abuse that is insulting, degrading, demeaning; compelling the victim/survivor to engage in humiliating acts, whether in public or private; denying basic expenses for family survival
Emotional and Psychological Violence
Type of act Description/Examples
Spouse, intimate partner, family member, friend, acquaintance, stranger, anyone in position of power, members of parties to a conflict.
Physical violence
Type of act
Description/Examples
Forced marriage
Can be perpetrated by
Type of act
Maiming or murdering a woman or girl as punishment for acts considered inappropriate for her gender that are believed to bring shame on the family or community (e.g., pouring acid on a young woman’s face as punishment for bringing shame to the family for attempting to marry someone not chosen by the family), or to preserve the honour of the family (i.e., as a redemption for an offence committed by a male member of the family).
Can be perpetrated by
Parent, family members.
Description/Examples
Early marriage
Type of act
Arranged marriage against the victim’s/survivor’s wishes; often a dowry is paid to the family; when refused, there are violent and/or abusive conse quences.
Description/Examples
Female mutilationgenital(FGM)
Parents, community and State.
Can be perpetrated by
Type of act
Cutting of genital organs for non-medical reasons, usually done at a young age; ranges from partial to total cutting, removal of genitals, stitching whether for cultural or other non-therapeutic reasons; often undergone several times during lifetime, i.e., after delivery or if a girl/woman has been victim of sexual assault
Parent, husband, other family members or members of the community
Traditional practitioners, supported, condoned, and assisted by families, religious groups, entire communities and some States.
Arranged marriage under the age of legal consent (sexual intercourse in such relationships constitutes statutory rape, as the girls are not legally competent to agree to such unions).
Harmful Practices
Honour killing and maiming
Can be perpetrated by
Description/Examples
Description/Examples
Rape andrapemarital
Any person in a position of power, authority, and control, including husband, intimate partner, or caregiver
Type of act
Parents, other family members, community, some States. Can be perpetrated by
Any act where a child is used for sexual gratification. Any sexual interaction with a child.
Type of act
Denial of education for girls or women
Child sexual defilement,abuse,andincest
Can be perpetrated by
Description/Examples
Infanticide and/or neglect
Description/Examples
Can be perpetrated by
Sexual Violence
Killing, withholding food, and/ or neglecting female children because they are considered to be of less value in a society than male children.
Type of act
The invasion of any part of the body of the victim or of the perpetrator with a sexual organ, or of the anal or genital opening of the victim with any object or any other part of the body by force, threat of force, coercion, taking advantage of a coercive environment, or against a person incapable of giving genuine consent.
Description/Examples
Someone the child trusts, including parent, sibling, extended family member, friend or stranger, teacher, elder, leader, or any other care-giver, anyone in a position of power, authority, and control over a child
Can be perpetrated by
Removing girls from school, prohibiting or obstructing access of girls and women to basic, technical, professional or scientific knowledge.
Type of act
Parent, other family members
Any abuse of a position of vulnerability, differential power, or trust for sexual purposes; this includes profiting monetarily, socially, or politically from the sexual exploitation of another (IASC). Sexual exploitation is one of the purposes of trafficking in persons (performing in a sexual manner, forced undressing and/or nakedness, coerced marriage, forced childbearing, engagement in pornography or prostitution, sexual extortion for the granting of goods, services, assistance benefits, sexual slavery)
$$
Sexual exploitation
Can be perpetrated by
Any person in a position of power, authority, and control, supervisors,members,family/communityco-workers,strangers
Type of act
Any person in a position of power, authority, and control, supervisors,members,family/communityco-workers,strangers
Actual or threatened physical intrusion of a sexual nature, including inappropriate touching, by force or under unequal or coercive conditions
Description/Examples
Any person in a privileged position, in possession of money or control of material resources and services, perceived as powerful, humanitarian aid workers
Sexual abuse
Type of act
Description/Examples
Can be perpetrated by
Forced prostitution (also referred to as sexual exploitation)
Forced/coerced sex trade in exchange for material resources, services, and assistance, usually targeting highly vulnerable women or girls unable to meet basic human needs for themselves and/or their children
Can be perpetrated by
Description/Examples
Type of act
$$
Any unwelcome, usually repeated and unreciprocated sexual advance, unsolicited sexual attention, demand for sexual access or favours, sexual innuendo or other verbal or physical conduct of a sexual nature, display of pornographic material, when it interferes with work, is made a condition of employment, or creates an intimidating, hostile or offensive work environment
Can be perpetrated byType of act
Description/Examples
Sexual violence as a weapon of war and torture
Sexual harassment
Employers, supervisors, or colleagues, any person in a position of power, authority, or control
Crimes against humanity of a sexual nature, including rape, sexual slavery, forced abortion or sterilization or any other forms to prevent birth, forced pregnancy, forced delivery, and forced childrearing, amongst others. Sexual violence as a form of torture is defined as any act or threat of a sexual nature by which severe mental or physical pain or suffering is caused to obtain information, confession, or punishment from the victim or third person, intimidate her/him, or a third person or to destroy, in whole or in part, a national, ethnic, racial or religious group
Can be perpetrated byType of act
Description/Examples
Often ingroups,bysanctioned,committed,andorderedmilitary,police,armedorotherpartiesconflict
Sexual Psychological/emotionalviolence violence
Examples: taunting a person for fun; ignoring them or their feelings; insulting them repeatedly; yelling at them; telling them they will fail; blaming them for their faults; threatening them with violence or retaliation; threatening to hurt pets; threatening to abuse children/take custody; telling a person they must stay at home because they can’t make it alone; labelling a person as stupid, crazy, ugly, etc.; blaming them for things that go wrong; withholding approval as a form of punishment; discounting a person’s sense of right and wrong; denying, belittling, or ridiculing their beliefs; denying their value as an individual with wants and likes; questioning their motives for just about everything; insulting them publicly; controlling their use of money; putting down their abilities as a wife, mother, lover, husband, etc.; following a person from place to place; checking up on them; demanding all their attention; isolating them from friends and family.
Physical violence
This includes, but is not limited to, scratching; pushing; shoving; throwing; grabbing; biting; choking; shaking; slapping; punching; burning; use of a weapon; and use of restraints or one’s body, size, or strength against another person. It can include destroying a person’s belongings; throwing objects at them; twisting their arm; slapping or biting them; depriving them of food, shelter, money, or clothing; hitting, punching, kicking or choking them; denying them medical treatment.
3. abusive sexual contact. Examples: talking about a person as a sexual object; forcing a person to have sex, including after a beating; withholding affection to punish a person; always criticizing their sexual performance; accusing them of looking at, talking to, or having sex with others.
2. attempted or completed sexual act involving a person who is unable to understand the nature or condition of the act, to decline participation, or to communicate unwillingness to engage in it, e.g. because of illness, disability, or the influence of alcohol or other drugs, or because of intimidation or pressure; and
It is divided into three categories:
It can include, but is not limited to, humiliating a person, controlling what he/she can and cannot do, withholding information from the person, deliberately doing something to make them feel diminished or embarrassed, isolating them from friends and family, and denying access to money or other basic resources. It is considered psychological/emotional violence when there has been prior physical or sexual violence or prior threat of physical or sexual violence. In addition, stalking is often included. Stalking generally refers to harassing or threatening behaviour that an individual engages in repeatedly, such as following a person, appearing at their home or place of business, making harassing phone calls, leaving written messages or objects, or vandalizing their property.
1. use of physical force to compel a person to engage in a sexual act against his or her will, whether or not the act is completed;
Appendix 2 (Chapter 1): Detailed examples of GBV
Examples: controlling use of money; monopolizing income; withdrawing from financial responsibilities; interference with work by showing up at place of employment; harassing a person with frequent calls throughout the workday; harassing co-workers; destroying resources; forbidding, discouraging, and actively preventing women from working outside the home; interfering with the ability to find employment; controlling how resources are distributed or monitoring how they are used; intentionally depleting women’s available resources as a means of limiting their options.
Economic abuse
It involves behaviours that control a person’s ability to acquire, use, and maintain economic resources, thus threatening their economic security and potential for self-sufficiency.
Dimension of Gender Constraint women face
Dimension of Gender Constraint women face
Productive Resources such as Land, equipment forConstraintproductivity
Women’s mobility is limited due to their dual roles such as care work and time for business leading to time constraints to attend to events. Often they have also to seek “permission” from their spouses who may not always be supportive for them to get to especially non-traditional markets, and lastly they lack necessary information on markets. Women are usually in low value markets due to the less barriers to entry in such and hence these markets often get saturated and with little room for growth.
Handout 1 (Chapter 1): Gender related Constraints that Women Entrepreneurs Face
Access to markets
Women do not traditionally own assets mainly due to cultural rules and norms, and where they have access to assets such as land they do not have control over its use.
Access to ConstraintInformation
Dimension of Gender Constraint women face
Access to ConstraintFinancing
Women have greater difficulty in accessing formal networks associations that can benefit their businesses, and as such are limited in the avenues through which they can gain information and network on markets, suppliers, export opportunities among other type of growth oriented business information
Women request smaller loans so not attractive to banks; and much more access to the few Sharia compliant products available in the market.
Constraint Dimension of Gender Constraint women face
Dimension of Gender Constraint women face
Dimension of Gender Constraint women face
responsibilitiesandConstraint
This is a general SME constraint but affects women more as they often do not have information on the requirements for complying with tax and business regulations. Traditionally women do not “legally own” businesses in some communities which drives women to operate a lot on informal and subsistence levels.
Gender roles
Dimension of Gender Constraint women face
Cultural Norms and perception about work roles for women
Women have fewer access and progress to education and training systems and opportunities. The time limitation for them also affects their ability to attend to training opportunities, besides being likely to lack in basic education.
Education and ConstraintTraining
ComplianceConstraintCosts
Constraint
Women have a more demanding role in the household responsibilities and this reduces their time, energy and concentration levels to apply to business and market work. Responsibilities for family and children welfare also makes them less risk averse.
Dimension of Gender Constraint women face
Mostly the opportunities readily available for women are mostly similar to domestic tasks which tends to make their productive work undervalued. Also due to the socialization that women go through, they lack selfconfidence, assertiveness, ambition, and vision all which are necessary for entrepreneurial growth.
41.Paula Kantor (2001), Promoting Women Entrepreneurship, Development based on Good Practice Programs, Some Experiences from the North to South
- Market interest rates often -chargedImpacts are short term
- Individual or group -lendingMostly in countries/Ruraldevelopingcontexts
Microcredit
Modular training is the best- as recipients choose what suits their -needPotential for sustainability is there if it demonstrates return on clients profitability
Participatory techniques and incremental learning
- Group base lending is very key in women empowerment
- May provide women greater access to formal finance
Service Features General Observations Gender Observations
- Reduces perceived risks to formal lenders
Service Features General Observations Gender Observations
- No collateral requirement
- Training can entrepreneurshipcoveras well as business topics
- Tend to be very small loans for -groupsGroups organised and managed by members
- Program designer should be aware of women’s multiple roles
- Use of female instructors as good teaching models for reaching female business owners
- Women have different training needs in terms of content, scheduling, length and delivery
Handout 3 (Chapter 1): Business Development Services and Financial Services to Women Entrepreneurs41
- Displacement effects can decrease program outreach
- Women often request smaller -loansNon-financial impacts on women such as time pressure for repayments, control over resources
- Public or private sector guarantees a percentage of formal sector loan against default by the MSE borrower
guaranteeLoan
- Personal development such as confidence building, negotiation skills, networking abilities should be included along business skills
- May reduce women’s access to credit as there may be fewer alternative financing sources
Training
- Business skills and industry skills provided
- Very Small Loan sizes
- Need to include needs assessment that involve -participantsMostcommon BDS provided
the
- Another means of accessing credit
Service Features General Observations Gender Observations
- Gives micro-entrepreneurs access to formal finance -institutionsDeliveryof loans simples and -transparentDisplacement effects possible
Service Features
- Information technology is an important source for accessing information
- Sometimes group based counselling can happen and is more cost effective but the issue must be common/shared by all
- Female mentors often help women entrepreneurs with ideas on how to obalance their carework with business work, how to make
- Many MSEs do not recognize the need for information
- For women entrepreneurs female mentors preferred
- Matching of mentor and
- Women are mostly in networks, but sometimes these networks are not effective and need their capacity to be built to be effective information
Service Features General Observations Gender Observations
Service Features General Observations Gender Observations
- Individual or group based
- Expensive
- Female consultants for women entrepreneurs is preferred
-Qualitymentee mentors is key to the -successVoluntary relationshipsmentorshipalsohappen
- Clients must be comfortable with the consultant
- Volunteers used when possible
- Consultant need to be gender sensitive
Mentoring
-assistanceBasedon a longer term relationship with client
- Often costly in terms of mentors time and fees
consultancyCounseling/
-providersWomen need access to technology which they often don’t
- Usually done by a business person who advices the client and builds their confidence on the ins and outs of business
- Means include one-stop shops, trade fairs, internet
Information/networks
- One-on-one provision
-decisionsGroupbased mentorship is good for women as it provides as additional benefit of networking and peer mentoring
- Information is key, can relate to markets, inputs supply, technology sourcing etc
- Individual based services where clients receive help on specific problems
General Observations Gender Observations
- Can be tailored to client needs and can therefore have high effectiveness and impact
- Form of knowledge transfer
- And preferably with gender training
- Networks provide information sources
- Support programs need to raise awareness on the need for information for MSEs
-haveUse of mobile phone as a medium for communication of information is key for women
- Meets practical needs of women entrepreneurs
- Many agencies target women owners
- Markets in some cultures are male spaces; improving market conditions and access may make women more comfortable
- These are services mostly targeted at women business owners
- Reducing corrupton and improving transparency may make women more comfortable and increase their willingness to participate, also providing as much information as possible helps in confidence building
- Reduces isolation and networking opportunities are possible
ActivitiesSupport
- Management and technical assistance tailored to business needs can be offered in an incubator
Service Features General Observations Gender Observations
- Helps MSEs access current and new markets
- Some MSE support agencies provide services apart from those directly related to MSE
Incubators
start up risk and costs
AssistanceMarketing
- Can be useful to women to move to new nontraditional sectors
Service Features General Observations Gender Observations
- Shared premises to help businesses in the start-up -phaseProvide shared business services during incubation period
- Shared capital is a likely -benefitShared
Markets are for inputs or final goods, local or global
- Can help in identifying new products or product designs
- Such services include Child protection, child care, transportation, advice on how to integrate work and family and gain family support for the economic venture
Service Features General Observations Gender Observations
- These services respond to Women needs they have many constraints and needs; they carry the burden of care work which often hinders their productivity, and their mobility is limited
- Look to improve the business workcarryand-legislations-environmentoperatingforMSEsInfluencepoliciesandaffectingMSEsWorkwithcivilsocietyMSEassociationstoouttheadvocacy
Service Features General Observations Gender Observations
Advocacy
- Important to understand the varied needs of the target groups so as to ensure inclusive advocacy efforts
- Raising visibility and voice of women on economic empowerment aspects and to support womens role in the MSE sector, highlight their needs and issues affecting them as business women
- Many advocacy efforts are towards vulnerable group such as women and girls
- Need to be clear on the issues of advocacy and the groups they affect
She then remembered that the tea leaves had got finished that morning and she had forgotten to buy with the money her mother left. She therefore removed the cooking pot from the fire and run to the shop where she bought some tea leaves. By the time she came back, she found that she had to add more charcoal to the stove which she did and put the pot back to the fire. When the milky water boiled, she put in the tea leaves and removed it from the fire.
When she went to sieve the tea, she saw that she had forgotten to wash the kettle. She quickly did this and sieved the tea but it appeared a little cold. At this time, she heard her grandmother knock on the door and she welcomed her and gave her a seat. She put tea for her in a cup but forgot that her grandmother liked very sweet tea. At that point her mother came in.
She asked Saida where the sugar was only for Saida to remember that she had forgotten to buy the sugar when she went to the shops. She took the money and ran back to the shops. By the time she came back, the tea was cold, the charcoal was wasted and her mother was annoyed with her. She told her, “If you fail to plan, you plan to fail”. However, the mother and grandmother told her they would teach her how to plan to make a cup of tea to avoid wastages and disappointments.
1. What did see?
Questions
4. What lessons do we learn from this?
Saida lives with her mother in Garissa Town in Kenya. Saida’s mother has a clothes shop in the town. One day, Saida’s mother called her on the mobile phone and told her that her grandmother was on the way to visit them and she was to make her a cup of tea. She had left some money at home which she was to use. Meanwhile, the mother would close the shop and come home in a little while. Saida had always been a poor planner but she thought to herself that making a cup of tea was the simplest thing to do.
Saida decided to light the stove first until the fire was bright. She then went to put water in the cooking pot only to find that she had forgotten to wash the utensils earlier. She quickly washed the cooking pot and put water in it and on to the fire. When the water was boiling, she put milk.
3. How would you have helped her to be successful in this task? Show the steps for making a cup of tea.
Handout 3 (Chapter 2): Planning Case Story: Making a cup of tea
2. What did Saida do wrong?
She was using the charcoal stove to make the tea.
you
In January, Aisha saves another 200. (give the volunteer another 200 and instruct her to move another 200 on top of the bank picture.) Ayan gets all her money from the money lender. Give volunteer on the right 800 to hold.
Handout 7 (Chapter 2): My own money vs. someone else’s money
In February, Aisha saves another 200. (give the volunteer another 200 and instruct him or her to move another 200 on top of the bank picture) Ayan, however, has to pay the money lender 200, her first repayment. (Instruct the volunteer to give the moneylender back his money- tape 200 to the picture).
Write on the flip chart “lending vs. borrowing”. Have 20 fake notes of 100 each for this activity.
20 notes
Aisha again saved 200 in the months of March, April and May. (give the first volunteer 600 and instruct him/her to tape another 200 on top of the bank picture for each month a total of 600) Ayan owes 200 for March and April, plus an extra 200 in May. This is the interest on her loan. (Instruct the second volunteer to give back 200 to the money lender picture for each month of the interest- 600 total).
Role Play: My own money vs. someone else’s money
2 volunteers
Ayan and Aisha want to start a business and they need start-up capital. The two volunteers’ role is to move the money away from the picture or place it on the picture depending on what happens to Ayan or Aisha. Ready?
Use masking tape to tape 8 of the 100 value notes to the “moneylender” (lending) side of the board. Invite two volunteers to the front of the room.
Ayan has no money so she decided to take a loan of 800 from the local moneylender to start her business. Aisha does not have money either, but she decides to open a savings account and save the money for the account.
This can be achieved through having a detailed budget and cash flow analysis of the said business. Avoid the temptation to borrow more than you need. Too much debt can kill your business
When do I need it?
Proper timing of the loan disbursement is very important for the business. The loan should be disbursed at the appropriate time so as to avoid the tendency of diverting funds to other uses.
How much do I need?
Where will I get the finance?
What do I need this money for? ?
How will I repay it?
8
If one is to avoid too much debt which can kill a business, it is important to answer these questions honestly before getting a loan.
Handout (Chapter 2): Questions to ask before taking a loan
How long do I need it?
E.g. start-up a new business, for expansion, for re-financing.
The entrepreneur should be able to know the kind of finance product s/he requires i.e. qard hassan, Murabaha, Mudaraba.
What are their terms and conditions?
The wholesale shop where she gets goods on credit says he wants his money but she has no money. The creditors say they paid her back but she is not sure and insists that she relies on her memory and they have not. She is however not sure how much they owe her.
has no way of proofing that she was paid or paid. She is very miserable as she also expects the Credit Officer to come back with the auctioneersAsha the Shopkeeper
Hassan goes to Asha’s shop and asks her why she has defaulted repaying the loan for two months. He asks her to make payment immediately and if she does not, would come to her shop and take away all her stock. He says her loan balance is 10,000 but Asha says she thinks it’s less. He asks her to show him the payment slip but she can’t produce it and can’t remember where she put it.
The Credit Officer goes away promising to come back with auctioneers
Mariam - Customer who owes money but takes advantage of Asha’s lack of records
Shelow.
ROLE PLAY ON RECORD KEEPING INSTRUCTION CARDS
Handout 11 (Chapter 2): Role play on record keeping
When she calls Bakari wholesalers for an order of 2 bags of sugar and I carton of soap, they tell her that she still owes them 500 yet she is very sure she paid and got a receipt. The problem is she can’t even remember where she kept the receipt! Her business is going down because she has no money and stock is
The shopkeeper does not keep records and many times forgets who she lent money to or who she gave goods on credit. She has taken a loan from the local bank and thinks that she did not put all her money in the business but instead bought herself 2 Garboard.
She does not know how much loan is left for her to repay. She can’t remember where she put the payment slip but thinks her child could have torn it. Now she has no way of showing she paid.
CreditHassanOfficer
Mariam goes to the shop and asks Asha if she has flour and sugar. She says that her children will sleep hungry if she doesn’t get these things but she will pay tomorrow. After being told by Asha that she has to pay the last debt of 800 before she gives her more credit, Mariam denies this vehemently and says she only owes her 200. She insists she paid 350 and then 250 about two weeks ago. She asks Asha to show her where she recorded. Mariam says she will only pay if Asha shows her the records.
Bakari Wholesalers who supply Asha’s shop
Asha calls Bakari wholesalers to be supplied with 2 bags of sugar and 1 carton of soap. Bakari tells they are ready to supply her but she needs to meet the balance of the last delivery which is 500. Asha insists that she paid and got a receipt. Bakari says that there is no problem with that but she will need to come with the receipt to prove that she paid the balance.