Gender Awareness Training On Concepts and Terminologies

CSML Civil Society and Media Leadership Program Liberia

Gender Awareness Training On Concepts and Terminologies Manual for Staff and Resource Partners Revised by IREX Civil Society Team & Master Trainers

Gender Training for IREX partners and Staff- gives an overview of the work of IREX and the gender implications, how beneficial the training can be to mainstreaming gender in all of IREX programs in Liberia.

0

ACKNOWLEDGEMENTS The Senior Society Specialist and the Program Officer convened IREX Resource Partners Master Trainers to review and revise the UNIMIL and Action Aid Training Manual to be used for IREX Resource Partners Staff.

The CS Team gratefully acknowledges the support by the Master Trainers towards the preparation and publication of this manual. This manual is a result of ensuring that IREX partners understand the terminologies and concepts of gender and also ensuring that Security Council Resolution 1325 on Women, Peace and Security is implemented.

The Senior Society Specialist, Ms. Lyn gray edited the manual with support from Ms Tilly Reed, Chief of Party. A follow up strategy to the awareness training is for IREX Civil Society component is to input to the process by training selected staff from each organization for a future Training of Trainers to ensure that gender is mainstreamed in the resource partner’s organizations. This will help them not to continue with perpetuating of inequalities at the organization and other levels. It will also enable them provide appropriate and efficient services.

1

TABLE OF CONTENTS Note to Facilitators………………………………………………………………………………3 SESSION 1 - Introduction and Climate Setting……………………………………………...10 SESSION 2 - Gender Concepts and Terminologies………………………………….….……12 Handouts…………………………………………………………………………………..…….26

2

Note to Facilitators This training manual is intended primarily for use by IREX Resource Partners with a basic understanding of gender issues, and how it relates to power is used and shared. The manual can be used by IREX Resource Partners in any setting.

How to Use the Manual The manual has been designed as both a practical tool and a reference resource for carrying out gender awareness training by IREX Resource Partners on gender and gender mainstream. The manual has been divided into separate session plans that cover different topics, with all the sessions designed to meet the overall aims and objectives of the workshop.

The session plans are intended as a guide to the Trainer for achieving the aim and objectives of the session. The session plans detail the following: 1.

2.

3.

4.

5.

6.

7.

8.

The required aim and objectives of the session The optimum time needed to carry out the session The materials needed for the session A suggested training process to follow in the session The key learning points to be covered for each session Some tips for trainers when following the session plan Master handouts In some cases, Trainer’s briefs are provided to give the Trainer background information.

The mandatory elements to follow in each session plan are the aims and objectives of the session and the key learning points. The suggested training process is provided to assist IREX Resource Partners or master trainers to develop session plans to suit their particular audiences.

Trainers are strongly encouraged to adapt and develop these session plans and are asked to feedback their experiences of using the session plans to the facilitators (Cerue & Lyn), in order that their views and ideas can be incorporated into the manual.

For each session plan, there is a section that outlines some tips for Trainers when carrying out the session. As Trainers use the manual and feedback their experiences, it is hoped to add their comments to these tips, thereby building on the ideas and the experiences of others to create a rich and diverse resource for Trainers.

It is important for the facilitators to be well versed with the subject matter. Therefore all readings should be regarded as essential preparation material.

Class activities will provide situations/problems/questions suitable for participants. These activities are supposed to open the doorway to discussion and discovery. Participants are encouraged to search for answers from their own experience, to share their ideas and become aware of the need for creative problem solving.

The Trainers are encouraged to use participatory methodologies that will elicit discussion. These are methodologies that recognize different ways in which women and men learn. An approach

3

that aims at developing participants’ abilities and skills to recognize the Gender & Gender Mainstreaming issues in the Liberian society and provide practical steps to IREX Resource Partners and community in addressing them. This will enable development of critical consciousness for social change and transformation in the community. The approach is based on the belief that every individual has valuable knowledge, skills and experiences that they bring to any process. The Trainers must therefore encourage participants to contribute their diversity of experience, thus becoming facilitators of their own, and other’s, learning. The methods used in the training include: context-specific case studies; discussion and focus groups; problem-solving exercises; simulations and presentations.

Though case studies are provided, the Trainers may need to modify them and encourage the participants to develop new ones using their knowledge and skills from their practical experience working in community in Liberia or elsewhere.

Training Methods Throughout this manual, various training processes and methods are referred to. Below are short descriptions of common participatory training processes and methods. This is intended as a brief guide for trainers using this manual.

Presentation/Lecture Method This is a structured verbal delivery of content. This is a one way communication of a prepared talk sometimes. They can be made more participative by asking questions and seeking feedback at the end. Presentations are accompanied by a period of questions and answers at the conclusion.

They are useful for introducing new subjects or presenting summaries or overviews to participants. They are also suitable for imparting knowledge, data, facts and providing explanations and theories. They are often combined with visual aids such as slides and/or overhead transparencies.

To avoid falling into the trap of talking and hoping the participants are not only listening but absorbing too, limit the presentation to 15 – 20 minutes, and break it up with questions, buzz sessions and exercises.

The Presentor must make sure that:  The content is relevant to the participants present needs  The material is at a level they can understand  The material is organized logically so that the learners might follow it  The participants have an opportunity to clarify points and ask questions Buzz Groups Participants are put into pairs or trios to carry out a small task, usually for no more than 5 minutes. In its simplest form, people are asked to turn to a neighbor and discuss specific questions or issues. The participants are able to exchange ideas and draw on their wide collective experience. If appropriate, after the discussion one member of each group can report its findings back to the plenary.

4

Buzz groups have lots of uses. They can be used to:  Get some ideas flowing before a formal talk or lecture  Recap what can be remembered of the previous session  Summarize main points gained from the session  Make a start on an assessment task  Form a mini discussion of points raised in a discussion  Encourage participants to reflect on what they have learnt and how they might apply it in their work.  Generate questions to put to a speaker after a talk Brainstorming The aim of brainstorming is to collect from the workshop participants as many ideas as possible on a specific topic within a given time in an uninhibited way. It is an open way of generating a quantity of creative ideas or responses from participants which can then be used or evaluated after the exercise. It differs from the buzz group discussion in that the focus is on generating as many ideas as possible without judging them.

This is an activity where one person invites ideas from the whole group on a topic or a problem.

The ideas are called out by the group members and listed as they are expressed on a board or a flipchart or written on bits of paper and tacked to a pin board. No idea, however crazy, should be rejected.

Once the sharing of ideas is complete, the group shifts the ideas for those which have the potential for solving the stated problem. The leader may categorize the ideas in subheadings if this helps the shifting process When the idea has/ ideas have been discussed by a group, the group draws its own conclusions.

The leader summarizes the topic by linking the work that has been done to the session’s objectives than link the work that has been done to the session objectives and any assessment.

The activity is very useful for gaining participation. It is a good way of starting off an activity on a new topic, to diagnose a problem as well as assessing the level of learning, understanding and attitudes.

Brainstorming stimulates ideas and helps to structure critical thinking and problem solving.

Groups are always pleased to see how many ideas they have when they collaborate, makes it good for team building.

Case Studies Participants should be divided into groups and presented with factual (written) information of a problem based on a real situation and asked to discuss the situation, analyze the issues and provide recommendations. The detail of a case study should relate directly to the intended learning points. A case study can address the same problem for each group or each group can have a different aspect of the total problem to consider. In the first case, the groups would eventually reassemble and compare their solutions. In the second case, they would report on their part of the solution, with the trainer the whole together at the end. The problem is called a case

5

because it purports to be a real situation requiring attention. Sufficient details are given to create a sense of reality and make the case complex enough to need considerable debate before solutions will emerge.

Case studies can be adapted to be told as a short story (oral case study), but needs to be simple and clear.

Case studies provide the material on which the participants practice using the analytical tools they have learned; to draw out learning points with relation to gender from a ‘real’ situation and to pose problems to participants which they can relate to their own experience and attempt to solve.

Case studies are also useful because they give participants a chance to practice their skills in the kind of situation they may encounter. They allow for discussion in groups and collective learning, so that participants can share their experience and knowledge with reference to a particular case.

Group Discussion In group discussion, participants are divided into smaller groups of three to six people for discussion or to complete a task. The trainer briefs them on what to do, monitor their activities in the small groups; and helps them to convey their findings when they gather together again in the large group. Often, a spokesperson from a smaller group should report to the plenary.

Training on gender may require dividing the participants into single sex groups to discuss certain activities e.g. stereotypes. It is important to follow up such activity with one which brings the group together.

People find it easier to share their experiences in smaller groups and relate the subject matter to their own lives. This approach is used when the trainer want the participants to analyze a problem, propose or evaluate solutions, justify actions, compare strategies or engage in other kinds of critical thinking.

There are a number of ways working with smaller groups. You may want to achieve a particular social mix or to mix groups by gender, rank, or cultural background. Work out the composition of the groups beforehand.

You can achieve a random mix easily by asking everyone to look at you, then number them round the group from 1 to 4 repeatedly to the last person; then put all the 1s together, all the 2s and so on.

Games and Energizers These are useful for breaking up the monotony, raising energy levels and letting people enjoy themselves. They can also raise sensitive issues in a lighthearted manner.

6

Cultural Considerations Facilitators should be sensitive and aware of cultural issues that may influence the attitudes and behavior of participants. Facilitators are encouraged to explore these issues when conducting this training.

Key Issues When Training on Gender Gender Training Gender training is a development intervention which aims to create change awareness, knowledge, skills and behavior in relation to gender. It differs from training in other subjects in that it touches on personal and political issues, even where this is not deliberately planned.

As such, training on gender should use approaches that can both be seen to follow developmenteducation principle of starting from people’s experience whether it be control and examination of the women’s role at the lowest to the highest level in the community or even one’s role as a member of the family unit.

It is important from the starting of the workshop that the facilitators make it clear to themselves and the participants the following tips on gender: Gender’ is a contentious subject. This can be for many reasons. Initially there is likely to be confusion between ‘sex’ and ‘gender’. In many languages there is little or no linguistic distinction. It is important to reinforce the distinction between the two words form the outset of the course. Understanding the different meaning is essential to grasping the concept of gender relations and the gendered nature on society. It is worth spending time on this until participants feel confident that they understand.

‘Gender’ is an emotional subject. It strikes at the heart of who we are or think as individuals.

Being male or being female is integral to our being, to how we face the world, how it perceives us, how we are expected to behave, tasks we undertake, and how we relate to females and males.

To be in a classroom and feel this is in anyway questioned is likely to create a negative response whether that means being hesitant, withdrawn, challenging or in extreme cases, downright hostile.

‘Gender’ is a political subject: It spans all aspects of our social structures from the family health to state institutions. This can make participants especially those from cultures with less practice and tradition of questioning and challenging the status quo-nervous and apprehensive. This is likely to increase resistance to a subject that, by definition, participants already find difficult to grasp.

‘Gender’ is often classified as ‘women’s issues’. This is wrong and it is important to dispel the misconception from the beginning. This belief, however, provides those who are hostile to the subject with further excuse for dismissing it as irrelevant or of minimal significance. It is important to clarify the fact about the relationships between women and men. Example, use a case study, problems and exercises in all cases to reinforce this fact.

The reason is much of the discussion focuses on women’s interest, the effects of conflict on women and their exclusion from peace-building process, etc. should become self-evident.

7

Patriarchy is a universal norm of social construction; it is not a surprise that the male perception, male systems and their priorities have blinded us to the gendered nature of all societies. This is sensitive to get across, but the understanding will build as the course progresses. It is significant that women have had a lot of catching up to do. Research on the effects of war on women, the abuse of women’s rights, the treatment of women by local authority and the exclusion of women from public engagement is relatively recent, very topical and dynamic. This is not to exclude males but correct the imbalance.

‘Gender’ is a serious issue. It has far-reaching implications. The understanding of gender and the practical implementation of the lessons to be learned from that understanding are profound, especially in peace building development. However, it is vital that the trainer maintain a sense proportion and balance. It is important to laugh and to encourage participants to share humor on the subject. This should not be interpreted as an invitation to laugh at the subject, but rather to realize we are all human and imperfect, we all harbor ideas and cultural practices that are strange to others and that aptly-timed laughter can be an effective ice-breaker. It also speaks to the level of the comfort of the trainer and it creates a relaxed environment and gives the participants permission to laugh. The ‘nudge-nudge, wink-wink’ brand of humor which is more likely to be displayed in the early stages of the course, when participants are uncertain but demonstrating bravado, is best ignored.

NOTE: Though gender training does make a significant difference, it is not a cure for all problems. Changes in policy, procedures and staffing also need to be considered as alternatives or additions to training. As such, it must be made clear what training can and cannot achieve to avoid over-high expectations and inappropriate content.

The Trainers Ideally, there should be at least two facilitators or trainers. Where this proves to be impossible, try to get one resource person from within the organization to help you plan. Co-facilitators could be involved at various stages – joining in the basic needs assessment and planning or just being brought in to run certain sessions. Co- facilitators can give each other support, and also provide a useful check on a facilitator being drawn into colluding with prejudicial sentiments.

Facilitation skills It is assumed that the people using this manual will have undergone through the training on participatory teaching and training skills and experience of facilitating groups. However, we have provided some basic introductions and guidelines on the general principles of participative training methodologies. The facilitator needs not to have high educational background.

Facilitators need good listening skills, be credible, have an understanding of group dynamics and are able to encourage mutual respect and understanding themselves and the group.

The manual has the following specific objectives;  To raise awareness on gender and gender mainstreaming.  To discuss gender concepts and terminologies.

8

ďƒ˜ To define and discuss the types, causes, prevention and response to sexual and genderbased violence (SGBV).

An expected outcome of the training is that participants will leave with a sound knowledge of gender and leadership issues and will be able to respond appropriately to situations in a gendersensitive manner in their work environment.

The role of the facilitator is to provide guidelines and to ensure that the participants discuss the content in the most satisfactory and productive way. This manual is geared towards ensuring that participants are actively involved in the sessions. The methodologies employed in this manual are brainstorming, group exercises, discussions, posters, case studies on organization policies and facilitators’ input.

Facilitators may employ other methods which they think would be effective and maximize time use and participants’ involvement.

Prior to the training, the facilitator should ensure that all workshop materials are available and adequate; there is enough room and facilities (tables and chairs) for the participants. All flipcharts should be written and handouts and documents photo-copied before hand.

Materials Needed Flip chart stand Flip chart paper Masking tape Scissors Handouts

Posters Policy document Note books Pens

9

SESSION 1 - Introduction and Climate Setting To create a sense of ownership for the participants to the workshop Introduction Time: 30 Minutes AIM: To familiarize participants with each other and to begin to know each other’s names OBJECTIVES:  To get participants and facilitators to begin to know each other names  To explore the assumptions and stereotypes held by the group  To explore the range of talents, experience and achievements in the group.  To establish the participants expectations of the workshop and to agree to a group learning contract.  MATERIALS NEEDED:

Flip Charts, Pens and ect…

Step 1: distribute stick on pads to participants, Ask each participant to focus on the following Issues: i. ii. iii. iv.

Names and the name they would like used in the workshop One key fear and expectation One gender issue you been faced with The participants to tell one secret they have never told anybody)

Step 2: after the expiry of the time let each participant to tell one secret they have never told anybody.

Fears and Expectations Step 3: Facilitator hands out two stick on pads to each of the participants (2 Min) 1. Ask participants to think for one minute of their fears and Expectations that they have about the workshop. ( 1 Min ) 2. They then stick it up on separate flipchart and together the facilitator and participants discuss the expectations and fears of the group. ( 5 Min ) Step 4:The fears that can be allied are allied and those that cannot are greed upon how to deal with the fears. (10 Min) Step 5: Find out whether the expectations do or do not tally with the workshop objectives.

Step 6: Put up the workshop objectives and discuss it with the participants. Explain how some of their expectations will or will not be met during the workshop.

Step 7: Distribute the workshop Programme to the participants.

10

Setting group norms and responsibilities Step 8. Ask the participants to create the workshop norms in plenary session. Let the norms be boldly written on the flipchart paper and hanged in place where all can see during the workshop.

Examples of workshop norms:  Punctuality  Respect of others opinion  Full and active participation by all  No phones, smoking, chewing or drinking alcohol in the workshop room.

Step 9: During a plenary session let the participants brainstorm and suggest some of the responsibilities and portfolios that need to be addressed during the workshop. Get some volunteers or suggestions. Some areas that may need attention include:  Time keeping  Listening heart  Daily workshop evaluation Step 10: Facilitator will distribute Pre- test questions to participants and ask one volunteer to read. Facilitator will ask for clarity, ask them to circle the appropriate choice and return the pretest to the facilitator. Ask participants to discuss in plenary their choices and the facilitator will summary and let them know which statement is a myths and facts.

11

SESSION 2 - Gender Concepts and Terminologies Time: 4 hours Learning Objectives  To define gender, gender concepts and terminologies  To identify the differences between sex and gender.  To discuss the difference between sex roles and gender roles.  To explore the relationship between gender and power.

What do we mean by Gender?

Learning Outcomes: Participants will have a sound understanding of gender concepts and terminologies.

Exercise 1: Defining Gender Steps: 1. Ask participants what comes into their minds when they hear the word “gender”.

2. Write the participants’ responses on flip chart.

3. Summarize the exercise by providing working definition on gender and what it is about Facilitator’s Input: Definition of Gender Gender refers to those characteristics and roles of women and men that are socially constructed.

What is Gender about?

• Social roles and relations between men and women in the society.

• It affects all parts of our lives (social, economic and political).

• It changes over time.

• It is what we expect men and women to do and behave.

• It is about how power is used and shared.

Exercise 2: Differences between sex and gender Steps: 1. In plenary, ask participants what they understand by the word sex 2. Write the participants response on the flipchart 3. In pairs discuss one difference between sex and Gender.

4. Write the participants’ responses on flipchart.

5. Sum up their presentations and give them a handout 3 on the difference between sex and Gender

12

Exercise 3: Choosing the sex of your child Steps: 1 Tell the participants this story A couple is struggling to conceive a child. They go to the diviner who tells them they will have a child, but only after they have decided which sex they want it to be.

2) Give each participant a piece of paper and ask them to imagine being in this situation. Ask them to write down the sex they would choose for their child.

3) Ask participants also to write down their reasons for choosing the sex. Give them a few minutes, collect the papers. Put the result on a flipchart: ‘Number of those who choose girls and the number who choose boys’ and list the reasons.

4) Discuss with participants i. Number of girls and boys ii. Reasons for choosing the sex they choose iii. What do these messages teach boys and girls? iv. What do these responses expect from boys and girls? v. Who benefits from these responses? vi. How do these messages contribute to the process of establishing socially constructed roles for women and men?

Exercise 3: Defining Gender and Sex Roles Steps: 1. Divide participants into groups (not more that 6 in a group) 2. Ask each group to list on a flip chart the expected roles of women and men.

3. In the group, participants should identify which roles are gender-related and which are biological.

4. Facilitator then makes an input making a distinction between gender and sex roles.

5. Let them discuss in pairs the meaning of the concept and one person present to the plenary 6. Discussion and agreement on the working definition of the concepts 7. Present the participants with a hand out on gender concept and terminologies

Gender Concepts and Terminologies i) Write down all the Key concepts and terminologies in cards ii) Cut each card with one word into two and request each to pick a piece iii) Pair people whose pieces make one word iv) Distribute other concepts (if any) that may be left after pairing to pair groups for definition.

13

Facilitator’s Input: Sex roles are based on physiological differences. They refer to a person’s function as a male or as a female. Thus a women’s role (the female role) is naturally linked to pregnancy, giving birth, breast feeding. The male role is associated with producing sperm. In short, sex roles are physical roles and are biologically determined.

Gender roles are culturally defined roles. A woman’s role as household cooks is not biologically determined. Men can and often do cook. The female role of cooking is socially determined, and we call it a female gender role not a female sex role.

Socialization refers to a process where girls and boys, men and women are taught how to behave. Mothers, fathers, aunts, uncles, schools, churches teach us this. Gender roles are shaped through socialization. *Handout of Gender roles, sex roles and socialization

Key Learning Points.

Gender training is about changing individuals/groups attitudes and behaviours towards gender issues in order to create a more equitable society Gender is about: • Social roles and relations between men and women in the society.

• It affects all parts of our lives (social, economic and political).

• It changes over time.

• It is what we expect men and women to do and behave.

• It is about how power is used and shared.

At birth, the difference between boys and girls is their sex; as they grow up, society gives them different roles, attributes, opportunities, privileges and rights that in the end create the social differences between men and women.

Gender concerns do not refer to women alone, but to the socio-cultural perceptions and differentiation of roles, attributes and responsibilities of both women and men. The gender perspective has tended to focus on women because they are more structurally subordinated and disadvantaged within existing systems.

Gender equality is NOT sameness or mirror images of one another (i.e. men and women are the same). It is NOT about trying to convince ourselves and society that all men and women are the same. It is NOT about perpetuating stereotypes about how men think/act and how women think/act.

Exercice It is aboutI being aware of and celebrating differences between men and women, and using these differences to improve the means by which organizations and societies function.

14

“Fact or Myth” Questionnaire Statement

Fact or Myth

Why/Explain

“Sex is biological construct which signifies that we are born male or female".

“Gender” implies that it means to be male or female in any particular place and or time.

In any mother tongue there is no distinction between the words sex and gender.

The Ministry of Education in any country produces curricula and textbooks, which are free from gender stereotypes.

Women teachers, like women secretaries prefer male bosses.

In my country women’s and men’s percentage shares in administrative and managerial positions are well balanced.

The concept of “Gender” needs to be handled with care as it can lead to ambiguities, inconsistencies and even contradictions.

In most countries in Africa, Women’s work burdens are much less than that of men.

Gender Gaps are created through gender discrimination and gender oppression.

There is a lot of wisdom in the proverb “Where there are no men, women become judges”.

Exercise7: Exploring the relationship between gender and power Steps: 1. Ask participants what they understand by the word power.

2. Discuss and come up with a working definition of power 3. Discuss the different types of power 4. Divide the participants into 4 groups and let them discuss the following questions a. Whom do you perceive as having power in the following places?

• The family • The work-place( the facilitator should ask one participant from the org to draw the organic on the flip chart and discuss) • The community • State b) How does this power show itself? c) How is it enforced/ maintained?

5. The participants present their points of discussion to the plenary 6. The facilitator makes a presentation on the relationship between gender and power.

15

7. Distribute a handout on the definition of power and the relationship between gender and power

Key Learning Points: • Power is the ability to influence or control a person/group of individuals to perform a specified activity • Social roles and relations between men and women in the society are influenced by how much power they have.

• Power over whether at household, institutional, community and national levels, is not advocated because it kills spirit of democracy and togetherness Session 5:

Gender mainstreaming

Step Step

1. Ask participants what they understand by the term Gender mainstreaming 2. Discuss and come up with a working definition of the concept gender Mainstreaming Step 3. In buzz groups ask the participants to give 2 reasons why mainstreaming gender is necessary Step 4. Make a ten minutes presentation on why it is important to mainstream gender and some guidelines on how to mainstream gender.

Step 5. Divide the participants into groups and present a case for them to look at (Mission and Vision Statements and Recruitment policies of their organization- discussion and make presentation.

Give out No. Handout IV attached at in the Annexes to compound what has been taught Key Learning Points  Gender mainstreaming is strategy for making women’s as well as men’s concerns and experiences an integral dimension of the design, implementation, 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.  Gender mainstreaming should be done in all areas and at all levels in society.  Application of democratic principles in the way and manner of executing immigration duties must among other things ensure that the human rights of all people, women and men, girls or boys are protected, promoted and respected.  Develop a gender check list appropriate to area of work/operation

16

Learning Objectives: • To explore the participants’ knowledge and understanding on sexual and genderbased violence.

• To brainstorm the types and causes of sexual and gender-based violence.

• To discuss ways of preventing and responding to sexual and gender-based violence.

• To discuss the link between sexual and gender-based violence and human rights.

Learning Outcome: • To enable participants understand issues of sexual and gender-based violence and to respond appropriately to reported incidences of sexual and gender-based violence.

Exercise 1: Defining violence Steps: 1. Ask participants what comes to their mind when they hear the word violence.

2. Write responses on a flipchart.

3. Discuss the responses and agree on a working definition.

Facilitator’s Input: Definition of violence Violence is an act of aggression that violates the right of another individual.

Exercise 2: Discussing the various types of violence, causes, victims and perpetrators.

Steps: 1. Divide the class into five groups.

2. Distribute pictures of violence to the class. For each group, ask the participants to define and discuss the type of violence, its causes, the perpetrators and victims.

3. Ask each group to elect a presenter.

4. Have each group give its presentation.

Exercise 3: Defining Sexual and Gender-Based Violence (SGBV) 16 Steps: 1. Ask participants in the plenary session to deduce from the various types of violence already discussed which types of violence are gender-motivated, that is to say those that are suffered by women because they are women, those that are suffered by men because they are men, those that are suffered by girls because they are girls and those that are suffered by boys because they are boys.

17

2. Write the responses on a flipchart.

Facilitator’s Input: Definition of sexual and gender-based violence.

3. Summarize the exercise with the definition of sexual and gender-based violence.

Sexual and Gender-based violence isviolence? violence directed against a person on the basis of What is sexual and gender-based sex andand or Gender-based gender. It includes acts that inflict physical, mental or sexual or Sexual violence is violence directed against a person on theharm basis of suffering, acts, acts coercion and other deprivations whether sex and orthreats gender.of Itsuch includes that inflict physical, mental of or liberty, sexual harm or occurring threats in public life. Gender-based violence involves the abuse of suffering, of or suchprivate acts, coercion and other deprivations of liberty, whether power. occurring in public or private life. Gender-based violence involves the abuse of power.

UN Definition of Violence against Women The official definition of violence against women comes from the Declaration on the Elimination on the Violence against Women (DEVAW) adopted by the General Assembly of the United Nations in 1993.

The term violence against women means any act of gender-based violence that results in or is likely to result in physical, sexual or psychological harm or suffering to women, including threats of such acts, coercion, or arbitrary deprivations of liberty, whether occurring in public or private life.

Other details on the declaration stipulate that violence encompasses but is not limited to: • Physical, sexual, psychological violence occurring in the family, including battering, sexual abuse of female children, dowry-related violence, marital rape, female genital mutilation and other traditional practices harmful to women, non-spousal violence and violence related to exploitation.

• Physical, sexual and psychological violence occurring within the general community, including rape, sexual abuse, sexual harassment and intimidation at work, in educational institutions and elsewhere, trafficking in women and forced prostitution.

• Physical, sexual and psychological violence perpetrated or condoned by the state wherever it occurs. (Articles 1 and 2 of the UN Declaration on Violence against Women, 1993).

Important Ingredients of the UN definition of Violence

18

• The definition is a gendered definition of violence, which is crucial to showing that the victims could not just as easily have been men. The risk factor for women is their being female.

• The definition identifies physical, sexual and psychological violence and traditional practices harmful to women, recognizing that there are ranges of violence that can be perpetrated by the state.

• The UN definition recognized that violence is not a neutral; it causes harm and or suffering.

• It recognizes the distinction between the private and public spheres. This is apparent for instance, when personnel from some agencies refer reported cases of violence, which they consider to be a private matter, back to the family.

• This definition is also situated squarely within the discourse on human rights. It is particularly important to locate the definition of violence against women within the wider international and national policy agenda indicating that violence is note separated from other policy issues such as governance, citizenship, development, health, education, crime or social care.

Facilitator’s Input: Examples of Sexual and Gender-based Violence PHYSICAL Assault and battery Punching Kicking Hitting with an object Slapping Hair pulling Pushing

PSYCHOLOGICAL/EMOTIONAL Fear Name- calling Pressurizing Teasing Threats Blackmailing Criticizing

Pinching Biting Burning Twisting arms Death Chocking etc

Intimidation Isolation from family and friends Manipulating Possessiveness Bigamy Slanderous Defamation Insult Adultery Forced marriages Forced widow inheritance Harmful widowhood practices Putdowns

19

SEXUAL Sexual assault Rape Incest Forced sex Abortion Unwelcome touching Female Genital Mutilation/Circumcision Sex after beating Sodomy

Causes of Sexual and Gender-based Violence (SGBV) The underlying cause of sexual and gender-based violence is the abuse of power. All other causes are contributing factors.

Facilitator’s Input: Examples of Sexual and gender-based violence and their causes Violation Female Mutilation

Cause Genital • Cultural and religious practices • Low status of women in society • Lack of policy of laws to remedy situation Sex Exploitation and • Poor economic conditions i.e. poverty , unemployment Abuse/Trafficking of women and girls Early marriages • Cultural and religious practices • Low status of women in society • Little value placed on girls except their dowry value • Encouraged by polygamy Forced • Used as a weapon of war in situations of conflict pregnancies/unwanted • Social pressure to have more children pregnancies • Inability to negotiate safe sex Infection with HIV • Inability of women to negotiate safe sex • Sexual violence • Lack of information • Misleading cultural beliefs * Handouts on; 1. Definition on sexual and gender-based violence.

2. Examples of sexual and gender-based violence.

3. Examples of sexual and gender-based violence and their causes Exercise 4: Identifying the impact/consequences of sexual and gender-based violence Steps: 1. Divide the class into five groups.

2. Distribute pictures on the different types of violence.(if you can’t get a picture, draw a picture on flip chart) 3. Ask groups to discuss and write down the impacts of the violence on the victim, perpetrators, family and society.

4. Have each group give its presentation.

Facilitator’s Input: Impacts/consequences of sexual and gender-based violence The different forms of violence have different consequences or impacts on the victim, the perpetrator, the family and the society. Whilst it is easy to identify the consequences of physical, sexual or economic abuse, it is difficult to identify those of psychological abuse.

20

PHSYICAL bruises

PSYCHOLOGICAL Fear

SEXUAL Frigidity

ECONOMIC Loss of income

Swollen

Anger

Broken teeth

Depression

Open wounds STDs/HIV Unwanted pregnancy Pain Death Infections etc.

Guilt feelings Aggressive behavior Withdrawal

Promiscuity Poverty etc.

Financial neglect Dependency etc.

OTHER Divorce etc.

Mood swings Inability to learn Low self esteem Insomnia Internalized blame Helplessness Hopelessness Isolation Anxiety etc.

Stigma Harmful traditional practices

Social Context of violence Violence against women is influenced by social attitudes and values which see men as naturally superior to women and make it a man’s right and responsibility to control women’s behavior. What is considered acceptable behavior is determined by the man and society and failure by the women to comply with the socially acceptable behavior leads to violence.

Social structures such as the legal system, mass media, religion and culture have contributed in many ways to the violent behavior of men against women. For example, the legal system has often considered violence by men against women as a private domestic matter and therefore reluctant to press charges, despite the fact that if this same behavior occurred between strangers on the street, it would be treated as a criminal act.

Family members and friends contribute to violence in a number of ways. They may make excuses for the man’s behavior, they may refuse to believe the woman, and they may pressure the woman to stay to preserve the family unit. Sometimes they blame the woman for the violence committed against her.

21

The education system also reflects, teaches and therefore perpetuates social attitudes and values about women. Traditionally, women have been steered towards jobs and careers that are inferior in status and remuneration. Family life education has often supported a traditional, rigid patriarchal family structure.

In all parts of the world, women are considered as inferior to men. The mass media also perpetuates stereotypes by representing males as superior, unemotional, powerful, controlled and aloof and representing females as seductive, passive and weak. The stereotypes are harmful as they affect attitudes and expectations of others. *Handout of the Social Context of Violence Facts on SGBV Steps: 1. Read out the following facts on SGBV to the class.

2. Ask the class to give comments on the statistics.

3. Facilitator sums up the session.

Did you know that?

• Many rapes continue to go unreported because of the stigma and trauma associated with it?

• In some African countries more than 41% of women have reported assault by a male partner in an intimate relationship?

• Two million girls world-wide between the ages of 5 and 15 are introduced into the commercial sex market each year?

• Every day 6,000 girls are genitally mutilated world-wide?

• In some African countries domestic violence accounts for more than 60% of the murder rates that appear in court?

• Domestic violence is one of the leading causes of injury and death for women worldwide?

Exercise 6: SGBV and Human Rights Steps: 1. In the plenary session, review the definition of human rights with the participants 2. Write the responses on flip- chart.

22

Facilitator’s Input: There are three key international Human Rights Instruments that are strongly related to gender-based violations. These are; • Universal Declaration of Human Rights (UDHR) • Convention on the Elimination of all Forms of Discrimination Against Women (CEDAW) • Declaration on the Elimination of Violence Against Women

Examples of SGBV and the Rights they violate Violation Rights Affected Female Genital Mutilation • Violation of the right to choose • The right to bodily integrity • The right to privacy • The right to health Sexual Exploitation and Abuse of • Violation of the right of Commercial Sex personal dignity and integrity Workers/Trafficking of women • Violation of the right to choose and girls and liberty.

Early marriages • Violation of the right to choose • The right to bodily integrity • The right to privacy Forced pregnancies/unwanted • Violation of the right to choose pregnancies • Violation of the right to decide • Violation of the right to liberty Infection with HIV • Violation of the right to life • Violation of the right to information and health care • Violation of the right to choose • Violation of the right to decide • Violation of the right to liberty the right to choose (informed choice)

23

18

Exercise 7: Preventing and responding to SGBV Steps: 1. In the plenary session, ask the participants how they would prevent and respond to incidences of sexual and gender-based violence.

2. Write the responses on a flip-chart.

Facilitator’s Input Preventing and Responding to Sexual and Gender-based Violence • Provide education for the community on this subject. Ensure that both women and men are invited to these meetings.

• Work with religious leaders and other community leaders to identify solutions to preventing gender-based violence.

• Use the available communication networks e.g. the media and institutions e.g. schools to disseminate information of gender-based violence.

• Establish welfare officers/desks in the communities we work in.

• Provide education on the legal systems, laws and human rights.

• Institutionalize human rights and gender discussion groups in workstations.

• Advocate for the enactment of laws relating to sexual and gender-based violence.

• Ensure that perpetrators of violence are brought to book. This will deter other would- be criminals from committing similar crimes.

• Desist from family discussion on violence • Speak against violence One example: Responding to incidences of sexual and gender-based violence An immigration officer is the very first person a foreigner comes into contact with when entering a country. The attitude of the receiving immigration officer will determine the impression the asylum seeker, refugee, investor, visitor, tourist, among others, would have about the country. Therefore, it is important to have an attitudinal change with regard to Gender, SGBV, SEA and Human Rights. The immigration officer needs to be aware of the following: • Where possible, victims of violence, especially victims who have been sexually abused should be received and interviewed in private, away from the general public. Avoid making the victims object of public scrutiny and curiosity.

• Gathering of evidence should be done with as little inconvenience and cost as possible to the victim.

• Where possible, victims should be accompanied to the hospital or other medical facility. At the hospital, the victim should undergo a medical exam and be administered with PostExposure Prophylaxis (PEP) 1 and contraceptives. 2 1 2

Post Exposure Prophylaxis should be administered at most 72 hours after the rape incident.

Contraceptive pills should be administered at most 48 hours after the rape incident.

24

• Where required, victims should be assisted or directed to organizations that provide shelter, counseling and other services for survivors of sexual and gender-based violence.

• In cases of Human Rights, the immigration officer should be aware that all persons entering and exiting a country are entitled to all fundamentals human rights guaranteed under all international convention of human rights and legally protected human rights.

• Officers should therefore provide reasons for any action taken against any person when the offending party demands for such information.

• If immigrants’ rights are violated by their host and this brought to the notice of the immigration officer, he should assist the victim seek any redress through Mediation, Arbitration or in the last resort Litigation.

• Officers should also be aware women are protected against all forms of discrimination in line with Convention on the Elimination on all Forms of Discrimination Against Women (CEDAW).

• Women should therefore be encouraged to take up duties and responsibilities that are be undertaken by men.

• There should also be equal chances for both men and women especially in public institutions when it comes to recruitment, training, promotion, among others things.

25

Handouts What is Sexual and Gender-based Violence?

Sexual and Gender-based violence is violence (SGBV) directed against a person on the basis of sex and or gender. It includes acts that inflict physical, mental or sexual harm or suffering, threats of such acts, coercion and other deprivations of liberty, whether occurring in public or private life. Gender-based violence involves the abuse of power.

Gender-based Violence affects women, men and boys and girls as individuals in families, communities and the nation. However, women and girls are disproportionately affected. This is because they are the majority of the victims. The root cause of sexual and gender based violence is the abuse of power.

• The following aspects worsen the levels of violence against women; Armed conflict • Poverty • Low levels of literacy in women • Social, cultural, economic and political factors in different regions.

• Limited participation of women in decision-making positions • Discriminatory customary practices which have made women more vulnerable.

• Patriarchal nature of society.

• Socialization of women that portrays women as submissive, fragile and dependent.

Examples of Sexual and Gender-based Violence PHYSICAL PSYCHOLOGICAL/EMOTIONAL SEXUAL Assault and battery Fear Sexual assault Punching Name- calling Rape Kicking Pressurizing Incest Hitting with an Teasing Forced sex object Slapping Threats Abortion Hair pulling Blackmailing Unwelcome touching Pushing Criticizing Female Genital Mutilation/Circumcision Pinching Intimidation Sex after beating Biting Isolation from family and friends Sodomy Burning Manipulating Twisting arms Possessiveness Death Bigamy Chocking etc Slanderous Defamation Insult Adultery Forced marriages Forced widow inheritance Harmful widowhood practices Putdowns

26

Examples of Sexual and Gender-based Violence and their causes Violation Cause Female Genital • Cultural and religious practices Mutilation • Low status of women in society • Lack of policy of laws to remedy situation Exploitation of • Poor economic conditions i.e. poverty , unemployment Commercial Sex Workers/Trafficking of women and girls Early marriages • Cultural and religious practices • Low status of women in society • Little value placed on girls except their dowry value • Encouraged by polygamy Forced • Used as a weapon of war in situations of conflict pregnancies/unwanted • Social pressure to have more children pregnancies • Inability to negotiate safe sex Infection with HIV • Inability of women to negotiate safe sex • Sexual violence • Lack of information • Misleading cultural beliefs

Impacts/consequences of Sexual and Gender-based Violence PHSYICAL PSYCHOLOGICAL SEXUAL ECONOMIC bruises

Fear

Frigidity

Loss of income

Swollen

Anger

Promiscuity etc.

Poverty

Broken teeth Open wounds STDs/HIV Unwanted pregnancy Pain Death Infections etc.

Depression Guilt feelings Aggressive behavior Withdrawal

Financial neglect Dependency etc.

Mood swings Inability to learn Low self esteem Insomnia Internalized blame Helplessness Hopelessness Isolation Anxiety etc.

27

OTHE R Divorce etc.