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MODULE 3 Overview Knowledge does not have a value if without a corresponding action. A theory lacks breath and depth when it does not emanate from, and does not lead to, the enhancement of practice. An orientation to the link of gender to culture, and an awareness of gender realities and issues, which Modules 1 and 2 of the G-BEST Guidebook dealt with, will be put to waste if a discussion of how to carry on the resulting challenge of reshaping the situation does not follow. Module 3 talks about action, practice and approaches to gender mainstreaming in organizations as an acknowledgment of the cultural and structural roots of gender realities and as a response to gender issues. As such, Module 3 gives value to the knowledge and theories learned, and gender awareness reached in Modules 1 and 2. Module 3 focuses on the approaches and processes of gender mainstreaming, as well as on the development of plans to implement these processes in the organizations of the participants. The Module also leads the participants to commit to gender mainstreaming and the transformation of gender views and practices in their households, organizations and communities. Specifically, at the end of this module, the participants are expected to: 1. Relate the evolution of gender paradigms and approaches. 2. Define the key concepts of Gender and Development, as the most appropriate paradigm and approach to addressing gender issues and achieving gender equity. 3. Express commitment to the realization of gender-fair perspectives, and gender equitable relationships in their households, organizations and communities. 4. Develop a plan of action to actualize their commitment to gender mainstreaming in their organizations.

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To achieve these objectives, Module 3 is designed with two units. Unit 1, entitled “Paradigms, Elements and Processes of Gender Mainstreaming,” discusses the approaches to mainstreaming gender in organizations. The overview of Unit 1 follows below: Session Title

1. Evolution of Gender Paradigms and Perspectives (WID, WAD, GAD)

Objectives

Key Concepts Discussed

At the end of the • Comparative session, the presentation of participants will be gender able to: paradigms from 1. Discuss the context, early initiatives key concepts and to WID, WAD principles of key and GAD gender paradigms; • Gender needs 2. Explain the and interests differences of • Levels of WID, WAD and empowerment GAD; 3. Identify perspectives and approaches that have evolved through the years; 4. Reflect on GAD as the most appropriate paradigm and approach to gender realities and issues.

At the end of the 2. Gender • Definition of Mainstreaming session, the gender participants will be Processes mainstreaming able to: • Components of 1. Define gender gender mainstreaming; mainstreaming 2. Identify the • Advantages components of and benefits of gender gender mainstreaming; mainstreaming 3. Explain the advantages and benefits of gender mainstreaming in an organization.

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Activities

Opening Activity: “Flashback” Closing activity: “Magic Wand”

Opening Activity: “Color My World” Closing Activity: “Ang Kulay ng Mainstreaming”

Needed Materials

• Handout No.11: Evolution of Gender Paradigms and Gender Milestones • Visual Aids for keywords of KLPs • 4 “magic wands” • Costume materials (for fairy godparents) • Manila paper with guide questions • Manila paper (blank) • Metacards (around 100 pieces) • Marker pens • Crayons • Masking tape • Pairs of scissors

• Visual Aid No.61: River with Tributaries • Handout No.12: The Story of the Rainbow • Visual Aids for key words of KLPs • Water-based paint (different colors, 2 colors for each small group) • Stone, saucer, hard paper for each small group • Metacards • Marker pens

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Objectives

Key Concepts Discussed

Activities

Needed Materials

• Masking tape 3. Enabling Mechanisms for Gender Mainstreaming in the Agrarian Reform Areas

At the end of the session, the participants will be able to: 1. Explain the enabling mechanisms for mainstreaming gender in the agrarian reform areas; 2. Demonstrate commitment and support to mainstreaming gender in their organizations.

• Key elements of gender mainstreaming • Six processes of gender mainstreaming

Opening Activity: “Basketball” or “Kalamidad” Deepening Activity: “Picture Puzzle” Closing Activity: “Gender Song”

• Visual Aid No.62: Key Elements of Successful Gender Mainstreaming • Visual Aid Nos.63-68: Processes of Gender Mainstreaming (for picture-puzzles in envelopes) • The “Gender Journey Song” on Manila paper

In Unit 2, entitled “Crafting A Gender-Affirmative Action,” the participants synthesize their learning from G-BEST, build commitment to gender mainstreaming, and develop a plan of action to actualize this commitment. Unit 2 is described herein: Session Title

1. Action Planning

Objectives

Key Concepts Discussed

At the end of the session, the participants will be able to: 1. Present a synthesis of their learning from the G-BEST Journey; 2. Come up with an action plan for the mainstreaming of gender in their organizations.

• Synthesis of lessons from G-BEST • Gender milestones • Key principles of planning • Planning tools, such as the Results Tree

Activities

Needed Materials

Opening Activity: • Visual Aid No.69: “Training Synthesis” Different Types of Bridges Deepening • Handout No.13: The Activities: Story of the Two 1. “Bridge of Statues Commitment” • Worksheet No.8: 2. “The Story of Planning Matrix the Two Statues” • Visual Aids for key (Test of Wisdom) words of KLPs • G-BEST Roadmap Closing Activity: • A small box of paper “Action Planning” stars • A small box of leaves

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Session Title

MAINSTREAMING GENDER IN AGRARIAN REFORM AREAS Objectives

Key Concepts Discussed

Activities

Needed Materials

• A small box of flowers • A small box of roots • Instrumental music • Manila paper • Marker pens • Masking tape 2. Building At the end of the • What Commitment session, the participants commitment is to Action will be able to: and is not 1. Express their commitment to gender mainstreaming in their organizaiton; 2. Identify symbols of G-BEST that they will share with their families and organizations when they return home.

Opening Activity: “Commitment Building” or “Offering of Plans” Closing Activity: “Treasure Hunting”

• Certificate of Participation

• Trainer’s Guide No.3: Treasure Hunt Guide

• Handout No.14: The

• • • • •

• • • • • •

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Journey (or any other song with a similar theme) Copies of closing song (to be chosen by the trainer) Action Plans of the groups of participants Visual Aids for key words of KLPs Materials for blowing bubbles Manila paper Marker pens Crayons Masking tape Candle Table A vase of flowers

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Unit

Paradigms, Elements and Processes of Gender Mainstreaming

Module 3’s first unit deals with the key principles, approaches and processes of gender mainstreaming. To provide a framework for the gender mainstreaming work, this unit presents the evolution of gender paradigms from the early initiatives to the “Women in Development (WID) Paradigm” in the early 1970s, to the “Women and Development (WAD) Paradigm” in the second half of 1970s and to the current “Gender and Development (GAD) Paradigm” developed in the early 1980s. The unit also provides–in a creative, evocative, stimulating manner–the participants with the fundamentals of gender mainstreaming. These fundamentals include the definition, elements and processes of gender mainstreaming. With this unit, the participants are expected to be able to “walk the talk” or to put to action the challenge of gender transformation.

 Evolution of Gender

Session

Paradigms and Perspectives (WID, WAD, GAD) 1. Session Objectives At the end of the session, the participants will be able to : 1.1

Discuss the context, key concepts and principles of key gender paradigms;

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1.2 1.3 1.4

Explain the differences of WID, WAD and GAD; Identify perspectives and approaches that have evolved through the years; and Reflect on GAD as the most appropriate paradigm and approach to gender realities and issues.

2. Bridging Statement Begin the session by saying: Now that we are oriented on the link of our gender perspectives and practices to culture, to the similarities and differences of women and men, and to gender realities and issues, what will then be our actions? This session will provide us with an overview of the different gender paradigms and perspectives. With this orientation, we will be able to make decisions on the critical actions to take in mainstreaming gender in our organizations.

3. Opening Activity: Flashback 3.1

Needed Materials o Handout No.11: Evolution of Gender Paradigms and Gender Milestones o Visual Aids for keywords of KLPs o Manila paper with guide questions o Metacards (prepare around 100 pieces; the actual number of cards to be used will depend on the number of community projects implemented from 1970 to 2000, which each group of participants will recall) o Manila papers o Marker pens o Crayons o Masking tape

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3.2

Opening Statement Say the following: In this session, you will be recalling the various projects implemented in your communities from the 1970s to the present. Through this activity, we will identify the types of projects that have been implemented since the 1970s and the benefits that women and men have derived from them.

3.3

Instructions

1. Give the instructions by saying: You will be divided into three groups. Each group will come up with a list of projects from the 1970s to the present. You will write these projects in metacards. One metacard should contain only one project. You will also put a symbol on each metacard to indicate if the project had involved and benefited women only, or men only or both women and men. Thus, we will give each group as many metacards as it needs. For a creative presentation of these projects: each group will draw a road map on a Manila paper. In this roadmap, the metacards of projects will be pasted. The final picture–that is, a roadmap with metacards – should show the chronological order of the implementation of the projects. 2. Divide the participants into three groups. The grouping process can be based on any of the following: •

•

Decades of birth of the participants: For instance, those born from 1951-1960 will belong to one group; those born from 1961-1970 will belong to another group; and those born from 1971-1980 will belong to another group. Geographical locations of the communities of the participants: Participants from adjacent communities or municipalities or provinces will belong to a group. Grouping, hence, can be by province; by municipality; by cluster of adjacent communities; or by cluster of adjacent municipalities or provinces.

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Simple counting off from one to three: where all participants who mentioned No.1 will belong to one group, all 2s to another group and all 3s to the last group.

3. Post on the board the Manila paper with the guide questions to be answered by each group:

Gabay na tanong sa bawat grupo: 1. Anong mga proyekto ang inilunsad ng gobyerno, mga NGO, simbahang Katoliko at iba pang relihiyon, at local government units (LGUs) sa inyong mga komunidad noong dekada 70, 80, 90 hanggang sa kasalukuyan? 2. Suriin ang mga proyektong ito. Alin sa mga ito ang para sa kababaihan lamang? Para sa kalalakihan lamang? Para sa babae at lalaki? 3. Ano ang nilalayon ng mga proyektong ito? 4. Ano ang epekto ng mga proyektong ito sa mga kababaihan at kalalakihan? 4. Explain to them the guide questions. Say: Your answers (written on metacards) to the first two questions should be shown on the roadmap, while your answers to the third and fourth questions should be written on another Manila paper. Notes to Trainers: The participants may have no knowledge or could not remember past projects undertaken in their communities. In anticipation of this possibility, it will help if the trainer reviews the community profiles of the participants before the session. To have a profile of the participants’ communities, you may need to identify and interview key informants. 5. Give each group two pieces of Manila paper– one for the roadmap and another for their answers to the third and fourth guide questions, a set of metacards, a box of crayons, marker pens and masking tape.

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6. Give the groups one hour to finish their task. 7. When all groups are ready, ask them to present their outputs in the plenary session.

3.4

Processing Process the activity by asking the following questions: 1. Was the activity easy or challenging? What made it easy or challenging? 2. What are the similarities and differences of projects implemented from the 1970s? 3. What did you discover? 4. What did you feel about your discovery?

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3.5 Key Learning Points Present the following key learning points. You may distribute Handout No.11: Evolution of Gender Paradigms and Gender Milestones after the discussion. KEY LEARNING POINTS

NOTES TO TRAINERS Post the key words (in violet color) on the board as you mention them.

1. Evolution of gender paradigms started with the early initiatives, then moved to Women in Development (WID), Women and Development (WAD), and Gender and Development (GAD) 2. Early initiatives 2.1 Origin - During WWII, women kept the industries running, and they enjoyed their work. However, after the war, the men had to go back to their work. They re-assumed the functions of supervisors and managers. Hence, women were relegated to their roles at home. Men were considered “returning heroes” so they were rewarded with higher positions and salaries.

You may distribute Handout No.11: Evolution of Gender Paradigms and Gender Milestones after the discussion. Relate the discussion of the paradigm to the types of projects mentioned by the participants in the “Flashback” activity.

- Equality between women and men started in 1945 with the UN Declaration of Human Rights. However, women’s specific roles were not discussed. So the term “human rights” was a generic one that referred to the rights of both men and women. 2.2 Problem Analysis - Women and men were seen as helpless victims - Women’s role in the development process was not recognized - Women needed assistance and protection 2.3 Focus of Intervention - Projects were welfare-related (e.g., health, nutrition and reproductive roles of women)

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KEY LEARNING POINTS

NOTES TO TRAINERS

- Government was focused on rebuilding; resources were put into infrastructures so that economy would grow - The NGOs and the women’s movement focused on relief work to rehabilitate the nation from the war 3. Women in Development (WID) 3.1 Origin - Started in the 1970s - 1975 was declared as International Women’s Year 3.2 Problem Analysis - Women were excluded from the development process. They should be integrated into ongoing development initiatives - Women needed to change to benefit from development

Relate the discussion of the paradigm to the types of projects mentioned by the participants in the “Flashback” activity.

3.3 Focus of Intervention - Projects were aimed to increase women’s income and productivity - Women were trained in skills that served to extend their work at home (e.g., peanutbutter making, banana chips production, etc.) - Projects involved only women participants 4. Women and Development (WAD) 4.1 Origin - Emerged in the second half of the 1970s - End of the decade (1970s) saw the launching of militant women’s movement 4.2 Problem analysis - Women were marginalized 4.3 Focus of Intervention - A more distinct, more focused separate project and organization for women - A perspective on development that advocated the changing of class structure to achieve gender equity. That meant a parallel women’s world of culture,

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KEY LEARNING POINTS education and commerce, that would value and promote women’s perspective and interests - The view was that there was a separate world for women and separate world for men - Strategies tended to concentrate on income– generating projects f or women

NOTES TO TRAINERS Relate the discussion of each paradigm to the projects mentioned by the participants in the “Flashback” activity.

5. Gender and Development (GAD) 5.1 Origin - Emerged in the 1980s 5.2 Problem Analysis - Unequal power relations between women and men prevent equitable relations and the full participation of women in development 5.3 Focus of Intervention - An approach to development that shifts the focus from women as a group to the socially determined relations between men and women - Focuses on social, economic, political and cultural forces that determine how men and women can equally participate in, benefit from and control project resources along women’s empowerment framework - Identifies and addresses practical and strategic gender interests 6. Issues addressed by the different paradigms - Welfare: Development efforts were focused on family relief programs (Early Initiatives) - Anti-poverty: Introduction of small scale income generating projects to raise income and production (WID) - Efficiency: Recognition of women’s key role in production (WAD) - Equity: Equity aims to address the unequal conditions of women and men (GAD) - Empowerment: Empower women through greater self-reliance and equitable access to and control of resources and benefits (GAD)

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Review all the projects mentioned by the participnts and ask them to classify them as Early Initiatives, WID, WAD or GAD.

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KEY LEARNING POINTS 7. Gender needs and interests Practical gender needs (PGN) refer to the needs of women and men needing short-term or immediate solutions (e.g., cooking stove, shelter, food, etc.)

NOTES TO TRAINERS Ask the participants for more examples of practical gender needs.

The mnemonics ROLE can be used as tool for identifying and establishing a PGN. R-esponse to immediate perceived necessity O-pportunity to improve the condition of the lives of women and men L-inked to basic needs, linked to reproductive work

Review the objectives of the projects cited by the participants, and stress how these objectives relate to practical gender needs.

E-nables women and men to perform their traditional roles better, without challenging the existing division of labor Strategic Gender Interests (SGI) refer to situation of women and men in relation to their position or status at the different structures of the society. They require longterm solutions (e.g., education, training, structural change, abolition of sexual discrimination, etc.) The mnemonics STATUS can be used as a tool for identifying and establishing a SGI. S-eeks to empower women and men to become agents of change T-ransform relationships between women and men A-ims to overcome women’s disadvantaged position T-ends to be long-term and less visible U-ndertake activities that will help create greater gender equity S-tructural and systems change to remove institutionalized forms of discrimination

Ask the participants for more examples of strategic gender interests. Give examples of projects or actions that aim to address the strategic gender interests of women. Examples are: • Passing of laws and policies on right of women to own land and manage resources (i.e. women’s names are included in tenurial instruments); • Anti-sexual harassment, anti-rape, anti-women’s trafficking laws; • Leadership capability programs for women; • Programs supporting women’s participation in politics; etc.

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KEY LEARNING POINTS 8. Empowerment Framework 8.1 Empowerment is not only an end-result. It is a continuing and on-going process wherein the youth are able to develop, enhance and strengthen the six dimensions of empowerment: a) Empowerment is critical thinking. The women become aware of their situation and what they can do to improve it;

NOTES TO TRAINERS Ask the participants for their own definition of the six dimensions of empowerment, and for their own examples of each dimension. Be ready to give your own examples of each dimension.

b) Empowerment is conscious decisionmaking. It is making well thought of and wise choices; c) Empowerment is having a sense of control over the forces that shape their lives in all aspects of their well-being: social, political, economic and cultural spectrum. d) Empowerment is confidence. It is the women’s acknowledgement of their strengths, talents and potentials. e) Empowerment is competence. It is having the necessary knowledge, skills, attitudes and habits. f) Empowerment is commitment. It is the giving of time, talent and energy–motivated by a vision and strong conviction. 8.2 Forms of Empowerment (PPGD, 1995-2025) a) Economic empowerment Economic policies that relate to production, distribution and consumption must be assessed in terms of their gender responsiveness. On the production side, two specific areas are crucial: employment and training/education. With regard to the latter, mechanisms should be created to ensure equal opportunities for both women and men in formal/nonformal education and on-the-job training. Recognizing the childbearing function of women, training programs for women must be set up in order to ease their re-entry into the labor force after the childbearing period.

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KEY LEARNING POINTS

NOTES TO TRAINERS

With regard to employment, the primary principle that must be upheld is that of equal pay for work of equal value. Since women are largely responsible for consumption in the home, they must be afforded greater participation in decisionmaking, especially with regard to prices of commodities. b) Political empowerment The empowerment of women through their full participation in political processes and structures is the main political goal for women. The exercise of political rights, participation in the determination of laws and policies must not only be limited to the traditional concerns of women. c) Socio-cultural empowerment Programs aimed at women must confront the prevalent views that are held by both women and men that serve to reproduce acts of discrimination against women. 8.3 Levels of empowerment (WACPC) W-ell-being Refers to actions addressing the basic needs of women without attempting to solve the underlying structural causes. The actions necessitate the provision of welfare services. A-ccess Refers to equality of access to resources, such as education and training opportunities, land and credit. Empowerment is initiated when women recognize that their lack of access to resources is a barrier to their growth and well-being. C-onscientization Refers to the recognition that gender problems stem from inherent structural and institutional discrimination. It is a process of understanding the roles women and men

To concretize, give examples of each level of empowement. You can also ask the participants for their own examples. Relate these levels of empowerment to the answers of the participants to the question on the impact of projects introduced in their communities from 1970s to the present.

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KEY LEARNING POINTS

NOTES TO TRAINERS

play; and it brings about a realization that gender issues are cultural in nature, and therefore can be changed. P-articipation Refers to women’s equal involvement with men in decision-making. In development projects, this level of empowerment is shown in the participation of women in the designing, planning, implementation and evaluation of projects. C-ontrol As the ultimate indicator of equity, this level of empowerment is reached when a balance of power between women and men is achieved.

4. Closing Activity: Magic Wand 4.1

Needed Materials o Four “magic wands” and costume materials (for fairy godparents) o Pairs of scissors o Manila paper o Masking tape

4.2

Opening Statement Start the activity by saying: I think everyone is familiar with magic wands. We know that in fairy tales, these are used by fairy godparents in bringing about any types of changes or in making wishes come true. In this activity, we will use this imagery to surface the situations that we want to change in our communities. We will then be fairy godparents and with our magic wands we will bring changes to our communities.

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4.3

Instructions

1. Divide the participants into four small groups. You may use any process in grouping the participants.(See “Opening Activity: Flashback” for ideas on how to divide the participants.) 2. Ask each group to complete the following sentence: “If there is anything I can change in the lives/ condition/position of the women and men in my community, it will be …” Tell the participants that they can give as many wishes or answers as possible to complete the above sentence. 3. Say that when a group has completed the sentence it should think of its group name. Each group will then discuss how to creatively present its answers and name in the plenary session. Presentations could be in the form of tableau, a pantomime, or other forms. 4. Call on each group for the presentation. 5. Thank the groups for their presentation.Tell them that although they presented their wishes by role playing a fairy godparent, this does not mean that they will rely on external forces, symbolized by fairy godparents, for changes to come about. For this you can say: If we assume responsibility for the gender-sensitive and -responsive development of our communities, then we are like fairy godparents who can bring changes to our communities. 4.4

Closing Statement You can say the following: Through this session on gender paradigms, we were able to know the different ways of responding to gender realities and issues. We got to know the strengths and limitations of the different approaches, and how these approaches have

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evolved into the present popular paradigm, the Gender and Development or GAD. Thus, this session has provided us with a framework on how to mainstream gender in our organizations–the GAD Framework. Equipped with this framework and with the knowledge of the strengths and limitations of the other approaches, we will now proceed to the process of gender mainstreaming. This is our next session.

Session Gender Mainstreaming Processes 1. Session Objectives At the end of the session, the participants will be able to : 1.1 1.2 1.3

Define gender mainstreaming; Identify the components of gender mainstreaming; and Explain the advantages and benefits of gender mainstreaming in an organization.

2. Bridging Statement Open the session by saying: After discussing the evolution of gender paradigms, we realized that in order for us–men and women–to be partners in development, we should be advocates of gender and development in our own households, in our workplaces and in our agrarian reform areas. One of the tasks that awaits us is to mainstream gender in our organizations. To do this task, firstly, we have to understand the process of mainstreaming.

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3. Opening Activity: Color My World 3.1

Needed Materials o Visual Aid No.61: River with Tributaries o Visual Aids for key words of KLPs o Water-based paint (different colors such as red, green, yellow, blue; 2 colors per small group) o A stone for each small group o A saucer for each small group o Hard paper for each small group

3.2

Opening Statement Start by saying: One of the wonders of the world at which we continue to be amazed is colors. Colors are so beautiful to look at, and additionally, for many people, they represent a lot of things–such as different types of emotions, values, health condition, and others. We also artistically illustrate life with colors. Paintings are full of colors. Colors are also fun to play with. We give our children watercolors and crayons so that they will know about colors, how to use them, and to mix them. In this activity, we will use the wonders of colors to illustrate what mainstreaming is. Let us learn mainstreaming through art and with fun, and by using colors.

3.3

Instructions

1. Form the participants into small groups, each one with four to five members. To explain the process of the activity, say: I will give each group two paint colors. Then, I will also give each group a piece of paper. You will mix the two colors on this paper. After that, then I will give each group a saucer. Again, you will mix the two colors on the saucer. Then lastly, I will give each group a stone. You will again mix the two colors on the stone. You will use your fingers in mixing the colors on the paper, saucer, and stone. Are all groups ready? G-BEST FOR ARB LEADERS: A GUIDEBOOK FOR TRAINERS

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2. Provide each group with two paint colors and a piece of paper. Tell the participants to mix the two colors on the paper. 3. While the four groups are mixing the colors on their paper, let the members of the training team move around to ask what the participants feel as they mix the colors on the paper, and if they are happy with the resulting mixture. 4. When all have finished mixing the colors on their papers, give each group a saucer. Then let the groups mix their two colors on the saucers. Again, let the training team move around to ask what the group members feel while mixing the colors on a saucer, and if they are happy with the mixture. 5. When all have finished mixing the colors on the saucer, give each group a stone. Follow the same process as in the paper and saucer. 6. After the groups have mixed the colors on the stone, ask them to ask for a color or colors from the other groups and to mix these colors with their first two colors on the stone. If a group wants, they can also mix the colors from the other groups with the first two colors on the paper and saucer. 7. Ask the participants for their reactions/feelings about the resulting color using their first two colors and those from the other groups. 8. Give each group another piece of clean hard paper. Then ask them to create a masterpiece out of the colors they have mixed. 9. Let the groups present their masterpieces in the plenary session.

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3.4

Processing

Process the activity by asking the participants the following questions: 1. What were the differences of mixing the paint colors on a paper, on a saucer and on a stone? Was there any difference in each of the bases? 2. Was doing the mixture easy or difficult? Which base was the easiest? What was the base that you liked most? What did the third color (from the other groups) do to you? 3. What do you think is the relationship of this activity to mainstreaming? 3.5

Synthesis Synthesize the activity by saying: When colors are mixed, it will already be impossible to separate the different colors, and to tell which is green or blue or red, etc. The color has transformed into something new. The resulting color of our mixture depended on the amount of colors we put in, the process of mixing the colors and where we put or mix the colors, such as paper, saucer or stone. When we added another color from the other groups, another change happened. This activity is an illustration of gender mainstreaming. In gender mainstreaming, we need to know: Ø What inputs are needed Ø How much inputs to add and how to add these inputs Ø Where to get these inputs Ø Level of comfort vs. innovativeness Ø Who will be our partners Ø Success in the first attempt is not a guarantee

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3.6 Key Learning Points Discuss the key learning points on gender mainstreaming: KEY LEARNING POINTS

NOTES TO TRAINERS Post the key words (in violet color) on the board as you discuss them.

A. Definition of Mainstreaming 1. Mainstream is a big stream formed out of small streams. It decides the course where water eventually flows. 2. Ideas and practices in the mainstream determine who gets what, and provides a rationale for allocation of resources. 3. Mainstreaming is a strategy and process to transform the mainstream. 4. In the mainstream are: • • • • • •

Before explaining the definition of mainstreaming, post on the board a picture of a river, showing its mainstream (the main part of the river) leading to a lake or sea, and its tributaries, brooks (smaller streams) and brooklets coming from mountain springs (Visual Aid No.61: River with Tributaries). Then ask the participants about what they see in the picture. Summarize their answers; then review the characteristics of mainstreams and small streams while pointing where they are in the picture.

ideas policies processes practices institutions organizations

5. Principes of mainstreaming are: •

•

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Be context sensitive: You must be aware of the norms, ideas, culture, practices of the environment if you want to mainstream gender. Different approaches or strategies may be called for in different situations. Be aware of what others are doing or have done: Before mainstreaming, you have to do social investigation to check if others have done similar initiatives in the same community or organization. Know the resources that can facilitate your task. G-BEST FOR ARB LEADERS: A GUIDEBOOK FOR TRAINERS

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KEY LEARNING POINTS •

•

Know your comfort zone: This is to know your competencies and your special roles in gender mainstreaming. You may tap the resources and competencies of other people and groups so you can focus on your own roles and tasks. Know the paradox of success: Your success in one project does not guarantee success in another project. Take note of changes in your environment.

NOTES TO TRAINERS Relate the discussion of the principles of mainstreaming to the experiences of the participants in the activity, “Color My World.” For instance, context can be represented by the paper, saucer and stone, which were used as bases for color mixing.

B. On Gender Mainstreaming 1. Definition of gender mainstreaming Ø Taking into account gender equity concerns in all policies, programs, administrative and financial activities, and in organizational procedures, and thereby contributing to a profound organizational transformation Ø Strategies and processes to integrate gender-responsive goals in the directions, policies, projects and services of organizations and agencies Ø A strategy for making women’s and men’s concerns an integral dimension of the design, implementation, monitoring and evaluation of programs and policies–in all political, economic and societal spheres. This is to ensure that women and men benefit equally, and that inequality is not perpetuated. 2. Where do we mainstream gender in the agrarian reform areas? - Household - Organization - Community Through the 4 Ps and 1 E: • People • Policies • Programs/Projects/Services • Processes • Enabling Mechanisms G-BEST FOR ARB LEADERS: A GUIDEBOOK FOR TRAINERS

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KEY LEARNING POINTS 3. Why do we need to do gender mainstreaming? (Benefits) -

-

Legitimacy of gender equity as a fundamental value Equitable access and control of society’s resources including sociallyvalued goods, services, rewards and opportunities Equal participation of men and women

NOTES TO TRAINERS Before posting and presenting the meaning of the mnemonics SPECIAL, you may ask the participants what they think the letters stand for. Post the reasons for mainstreaming gender.

Goal: Progress towards equity in the ARCs 4. What does gender mainstreaming consist of? Mnemonics: SPECIAL S - trategy for gender equity so that women and men benefit equitably; and inequity is not perpetuated P - ursuing gender equity from the center rather than from the margins E - nsuring that women and men’s voices are heard equally and that both are empowered (acquire skills, experience and self-confidence in order to participate equally at all levels) and participate in making decisions that affect their lives at all levels Ensuring that vital roles played by women and men are equally recognized. C - ollective efforts of women and men in reshaping and redefining the development agenda and key priorities I - ntegrate/fast track the organizational acceptance and adoption of GAD A - llocation of resources and delivery of services is equitable among women and men

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KEY LEARNING POINTS

NOTES TO TRAINERS

Assessing the implications for women and men of any programs, in any area at all levels L - anguage used in policy statements and other documents is gendersensitive and gender-inclusive, implying no bias towards a male perception of society. 5. What are the advantages/benefits of gender mainstreaming in an organization? -

Makes gender difficult to ignore Diffuses responsibility of GAD throughout the organization Makes GAD an integral part of everything we do and everything we are.

Evoke from the participants the advantages and benefits of gender mainstreaming in an organization.

Do not simply include gender as a new project. Make it an integral part of our work of the organization. Do not simply put it as a separate topic/session/module.

5. Closing Activity: Ang Kulay ng Mainstreaming 5.1

Needed Materials o o o o

5.2

Handout No.12: Story of the Rainbow Metacards Marker pens Masking tape

Opening Statement Start by saying: To discuss mainstreaming, we started with an activity on colors because we associated the act of mainstreaming with the mixing of

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different colors. Now, in ending this session on mainstreaming, we will end from where we started: COLORS. 5.3

Instructions

1. Instruct the small groups (same grouping as in the Opening Activity: Color My World) to answer this question: “If gender mainstreaming is a color, what color will it be? Why?” 2. Let the small groups discuss and when they are ready, let them present and explain their answers in the plenary session. Then summarize their answers. 3. Distribute and read the story “The Story of the Rainbow,” Handout No.12. 5.4

Synthesis Synthesize by saying: Everyone will agree that all colors have their own beauty and value. For this reason, many colors were mentioned, and many mentioned the combination of different colors in thinking about mainstreaming. Hence, we can say that mainstreaming is like a rainbow, where each color is an integral part of the whole. In the same light, we say that all of us, like colors to a rainbow, are valuable and have important roles to play in gender mainstreaming. The integration of our competencies and experiences will be the foundation of the success of gender mainstreaming.

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5.5

Processing

1. To process the activity, you may ask the participants to complete the WHIP statements: 1.1 I feel ... 1.2 I learned/realized ... 1.3 I wonder ... 2. Collate the summary of the participants’ answers, and present the summary to the whole group. 5.6

Closing Statement Close the session by saying: Gender mainstreaming is transformation. To transform, we have to make GAD an integral part of everything we do and everything we are. It is not simply a new project. We have to make it a part of our lives. Not only must we make GAD a part of our lives, but we also have to be a part of it. The story of the rainbow tells us that each color is an important part of the whole. Without one, the rainbow is not complete. The process of gender mainstreaming entails the participation of all leaders and members, women and men of the ARB organizations. It is you–your renewed selves, renewed relationships and renewed commitment–that will make up the core of gender mainstreaming. Everyone has a role to play, and the undertaking of these roles must be in harmony with one another.

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!

Session Enabling Mechanisms for Gender Mainstreaming in ARB Organizations 1. Session Objectives At the end of the session, the participants will be able to: 1.1 Explain the enabling mechanisms for mainstreaming gender in the ARB organizations; and 1.2 Demonstrate commitment and support in mainstreaming gender in their own organizations.

2. Bridging Statement Introduce the session by saying: The previous session provided us with the definition, rationale, components and benefits of mainstreaming gender in organization. The next question would be: “How to mainstream gender?” We will answer this as we discuss the enabling mechanisms for gender mainstreaming in the ARB organizations.

3. Opening Activity

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Option 1: Kalamidad 3.1

Needed Materials o Visual Aid No.62: Key Elements of Successful Gender Mainstreaming o Visual Aids for key words of KLPs

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3.2

Opening Statement Start by saying: To know how to mainstream gender, we will start with a discussion of the key qualities that a team, which will mainstream gender, should have. And experience says that the best lessons about team work are learned during crisis situation. So, in our next activity, we will play a game called “Kalamidad.”

3.3

Instructions

1. Form the participants into four groups. Since this is a tough game, those with heart problems and asthma are exempted. Eyeglasses should also be taken off. 2. Go to a spacious area and instruct each group to serve as one side of a square. The four groups will, hence, form the whole square, such as the one shown below:

Group 1

Group 2 Group 3

Group 4

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3. Explain to the groups the mechanics of the game. Say: If I say “ulan,” all the groups will move one step to the left. If I say, “baha,” the groups will move one step to the right. If I say, “bagyo,” the groups will move one step forward; and if I say “lindol” the facing groups will exchange places. Let me emphasize the importance of synchronized movements among the members of the same group. We will do the movements in eight to ten rounds. For the first four rounds, groups will be scored according to the number of members who remain standing while the rest are moving. Hence, the group with the highest number of points will win the first four rounds. After the fourth round, we will start the elimination process. If one member of the group falls while moving, then the group will be eliminated from the game. 4. Now do the activity for eight to ten rounds. 5. After the game, thank all the participants for their participation, and acknowledge the winning group. 3.4

Processing While in the play area, process the activity by asking the participants the following questions: 1. What did you notice while playing the game? 2. Did the group plan its strategy to make the movements of its members synchronized? 3. Why do you think are the movements synchronized or not synchronized?

3.5

Synthesis State the following: This exercise has shown us the importance of synchronization or the coordination of movements in doing group work, such as the exercise itself, or any collective endeavor, such as gender mainstreaming. Gender mainstreaming cannot be done by one person alone. It has to be a collective effort. But it is not enough

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to have different people or many people working for gender mainstreaming. The work of different people must be coordinated, as if one energy flows through all people involved in the work. This is what we mean by SYNERGY. And the meaning of SYNERGY in mainstreaming gender in the ARB organizaitons will be concretized in our discussion of its key elements and key processes.

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Option 2: Basketball Notes to Trainers: Choose this activity if there is a trainer or a participant who can effectively act as the commentator of the basketball game. The commentator must effectively and creatively imitate commentators of basketball games – particularly in describing the movements of the players while playing. 3.1

Needed Materials o Visual Aid No.62: Key Elements of Successful Gender Mainstreaming o Visual Aids for key words of KLPs o Three paper balls, or any light and soft balls of the same size

3.2

Opening Statement Begin by saying: To know how to mainstream gender, we will start with a discussion of the key qualities that a team, which will mainstream gender, should have. To discuss these qualities–which we will call in this session as the components of a successful gender mainstreaming–we will use a game loved by many Filipinos, “basketball.” We know that winning in basketball entails good team work. All of us will play basketball. Game na ba kayo?

3.3

Instructions

1. Divide the participants into three groups. Each group should assign one member as the basketball goal, one member as coach, one guard, one forward and one center. G-BEST FOR ARB LEADERS: A GUIDEBOOK FOR TRAINERS

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(Group 1)

(Group 2)

(Group 3)

Basketball goal

2 point line 3 point line

(forward) #1 (guard) #2 (center) #3 coach NOTE: Players (and positions) may vary according to the number of participants.

2. When the assignments are clear, tell the members of a group to form a line. The three groups should, hence, form three lines. In front of the line is another member standing with arms encircled to form a basketball goal (see figure above). The trainer will estimate the position of the “basketball goal” from the first person in the line. Then say: This is a contest. Hence, the group which gets the highest number of points wins the game. 3. Give each group a paper ball or any light soft ball.

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4. To explain the mechanics of the game, the “commentator” or facilitator will say: I will say who among the members (i.e., forward, guard, center) of each team will hold the ball and what this member is going to do with it (e.g., dribbles the ball, passes the ball to another player or shoots the ball). Whoever is called to shoot the ball can either go behind the three-point line or behind the two-point line depending on my instructions. Our point system is like this: If the ball is shot from the two-point line (mark the two-point line), then the group earns two points. But if the ball is shot from the three-point line (mark the three-point line), then the group gets three points. Hence, the members of the three groups must follow all my instructions as the “commentator” or facilitator of the game. For example, I will say: Number 1 has the ball, dribbles, dribbles, dribbles and passes to Number 3. Number 3 dribbles the ball, does an exhibition and passes to Number 1. Number 1 makes a three-point shot. The coach will make sure that all of the players of his/her team play the game effectively. 5. If the instructions are clear to all groups, then you may now facilitate the game for 15 minutes. Make sure that you give all the members of the teams the chance to hold, dribble, pass or shoot the ball. 6. After 15 minutes, determine which of the groups got the highest number of points. G-BEST FOR ARB LEADERS: A GUIDEBOOK FOR TRAINERS

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3.4

Processing

You may process the exercise by asking the following questions: 1. What did you feel while playing the game? 2. What factors helped Group ___(winning team)__ win this game? 3. What can you say about the way each member played? What can you say about their teamwork? 4. What do you think is the message of this exercise? 3.5

Synthesis Say the following: The game shows the importance of one’s familiarity with the game, the clarity of goals as well as rules and tasks of members,and the presence of team work and the confidence of all members with their selves and with one another. These are essentially the requirements for a team to win the game. In the same vein, gender mainstreaming has critical requirements and components to be successful.

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3.6 Key Learning Points Proceed to the discussion of the key elements of successful gender mainstreaming: KEY LEARNING POINTS

NOTES TO TRAINERS See Visual Aid No.62: Key Elements of Successful Gender Mainstreaming

A. Key Elements of Successful Gender Mainstreaming 1. Collective vision is a shared vision that an organization wants to pursue and is committed to achieve. (Example: GAD mainstreaming)

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Post the key words (in violet color) on the board as you mention them. Concretize by giving examples at the organizational level (ARB organization).

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KEY LEARNING POINTS 2. Congruent values refer to values shared by all people involved in gender mainstreaming. (Examples: gender equity, importance of land, shared parenting, networking, etc.)

NOTES TO TRAINERS Relate each key learning point to the situations of the ARB organization

3. Coordinated actions refer to the synchronization of the activities of all individuals and groups involved in the process. 4. Sustained participation: All systems and processes in GAD are mainstreamed. Example is the allocation of budget as one of the enabling mechanisms in pursuing GAD-related program and projects. B. Focal Areas of Concerns Where Gender Mainstreaming is Undertaken - Planning - Implementation - Monitoring - Evaluation C. Areas Where Gender Mainstreaming Creates Significant Impact - Training and advocacy - Institutional mechanisms - Gender-responsive data systems D. Desired Conditions of Systems and Processes of Agencies - Planning and Budgeting: integration of gender concerns in the cycle of development planning - Information Management: availability of gender responsive data - Human Resource Development: institutionalization of the GAD focal point and other support system - Training: conduct of gender-focused training - IECM and Advocacy: conduct of gender advocacy programs/projects - Tracking and Feedbacking: monitoring and tracking of issues G-BEST FOR ARB LEADERS: A GUIDEBOOK FOR TRAINERS

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5. Deepening Activity: Picture-Puzzle 5.1

Needed Materials o Visual Aid Nos.63-68: Processes of Gender Mainstreaming (each image cut into a picture-puzzle and put into an envelope each) o Visual Aids for key words in KLPs o Six kinds of candies (the number of candies must correspond to the number of participants)

5.2

Opening Statement Start by saying the following: We learned from the previous activity that the team to introduce and mainstream gender in organizations and communities must have the key elements of gender mainstreaming to be successful, which are collective vision, congruent values, coordinated actions and sustained participation. In our next activity, on the other hand, we will know what this team must do to mainstream gender. To discuss the processes of mainstreaming, we are going to form picture puzzles. The process of putting together pieces of a picture is hoped to help us surface the basic processes in mainstreaming gender. In knowing the processes of gender mainstreaming, we will almost complete the first phase of our G-BEST Journey. We have almost gained the key handles in addressing gender realities and issues in our organizations and communities, and in mainstreaming gender. Hold on because we are almost through with the first phase of our Journey!

5.3 Instructions 1. Divide the participants into six groups. Do this by distributing candies of six kinds. Those who will get candies of the same kind will belong to one group. 2. Give each group an envelope of a picture-puzzle (Visual Aid No.6368 ). This envelope will, hence, contain cut-pieces of a picture. Tell them not to open the envelope unless you say so.

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3. To explain to the groups the process of the exercise, say any of these two optional statements:

/

Option 1: The six processes of gender mainstreaming are: conscientization, advocacy, capability-building, capacity-building, operationalization and institutionalization. (Write these processes on the board) Each group will form the puzzle by putting together the cut-pieces of a picture placed inside an envelope. Upon forming the whole picture, the group will guess what possible process of gender mainstreaming the picture represents. You will choose from among the six processes that I mentioned. When your group has formed the picture and you are ready with a guess, the group will shout “winner” and will make three claps. This is a contest. The group that finishes the task first – and shouts “winner” and makes three claps – wins the contest. The six groups should start together. All groups should then wait for my signal to start the game and open the envelope.

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Option 2: Each group will form the puzzle by putting together the pieces of a picture in their envelope. Upon forming the picture, the group will look at the back page of the picture to see the process of mainstreaming that it represents.

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4. When the instructions are clear, you may give them the signal to start the game.

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5. Ask each group to paste together the cut-pieces of their picture and to post it on the board. Then let them explain their understanding of the process of gender mainstreaming assigned to them. 5.4

Processing Process the activity by asking the following questions: 1. What did you feel about the activity? 2. For the winners, what made you win? Did you have a strategy?What factors helped your group to form the picture and define the process of gender mainstreaming that the picture represents? For the other groups, what made it difficult for your group to form the picture at the fastest time? 3. What are your insights and lessons from the activity?

5.5

Synthesis Give the message of the activity by saying: We learned from the activity that the process of forming a puzzle is a stage-by-stage process. Gender mainstreaming also follows a stage-by-stage process. We also learned that a puzzle is easier to form together if the pieces have contents that are familiar to us. Gender mainstreaming also entails having a background about the organization where gender will be mainstreamed and a basic knowledge of principles and processes of gender mainstreaming. Aside from our familiarity with the contents of the picture, our ability to form puzzles is also important. And with gender mainstreaming. We have to hone our abilities and capacities to effectively mainstream gender. From our knowledge of how to form puzzles together, we develop our plan on how to do it. With gender mainstreaming, we also have to craft our strategy and develop our plans. But familiarity, ability and developing plans are not enough, we have to do the work. Discussing about gender mainstreaming is definitely not enough. We have to go back to our organizations and communities and do the gender mainstreaming work.

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Hence, the general process of forming puzzles together can be likened to the process of gender mainstreaming. 5.6 Key Learning Points Explain the six processes of gender mainstreaming: KEY LEARNING POINTS

Six Processes of Gender Mainstreaming 1. Conscientization Gender mainstreaming is a transformative process which begins with raising consciousness about women’s subordinative and differential roles that male and female play because of gender role definitions. Conscientization is a realization that most if not all of women’s personal problems are caused by institutionalized patterns of discrimination and marginalization, and not by personal inadequacies.

NOTES TO TRAINERS Post the key words (in violet color) on the board as you discuss them. Give examples of a woman’s personal problem that is linked to institutionalized patterns of discrimination. One example is: women’s feeling of self-inadequacy can be linked to her economic dependence of her husband. Her economic dependence on her husband is linked to lack of economic opportunities, etc.

It is an interactive participatory process that seeks to enable beneficiary groups (men and women) to examine their own realities and enable them to plan their future. 2.Advocacy 2.1 Definition: Advocacy is the process of:

Concretize by giving examples of common or popular advocacy activities.

• creating support • strengthening that support through consensus building • fostering a favorable climate and a supportive or enabling environment. Advocacy is not just about influencing opinion but also about influencing it in strategic areas where issues and concerns are decided upon, G-BEST FOR ARB LEADERS: A GUIDEBOOK FOR TRAINERS

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KEY LEARNING POINTS

NOTES TO TRAINERS

and to influence these strategic areas or stakeholders proactively so that they cause a set of actions to happen, and affect as many people as possible in an informed, coordinated and sustained way. 2.2 Forms of advocacy campaign: a) Legislative advocacy Advancing a cause through a legislation. Research is an indispensable part of advocacy. Legislators demand facts and figures. This activity can be done for national or local issues.

Cite experiences or examples of legislative, media and community advocacy.

b) Media advocacy Advancing a cause through the use of trimedia (print, radio and television). Media advocacy is the most effective way to gain public support for proposed policies. Because media can popularize the issue, the public is able to identify with the problem and policy solution being proposed. c) Community advocacy This refers to the process of mobilizing the community for support. It can be in the form of awareness-raising seminars, forums, special events, indigenous media and group discussion with the community members and sectoral organizations. 2.3 Key steps in planning an advocacy campaign at the community level are: - Organizing an advocacy group - Identifying advocacy issues through gender analysis - Articulating the advocacy objectives for appropriate designing and positioning - Identifying key policy audiences through audience analysis and segmentation; - Data collection - Developing advocacy messages through information positioning

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- Developing advocacy materials -- core messages - Selecting communication channels; - Establishing and broadening the support base - Establishing and strengthening advocacy networks and coalitions - Fund raising. 2.4 Elements of a successful advocacy campaign: An advocacy campaign can be said to be successful if it–

• transforms gender roles and relations; and reshapes social norms.

2.5 Methods of action: a) Start with recognizing that GAD concerns are widespread issues that need to be addressed by oneself, the organization and the community. You cannot be an advocate if you do not believe in the issue.

Concretize by giving examples or asking the participants for examples.

b) Apply GAD principles in your own household, in your own organization and in the agrarian reform areas c) Plan for the conduct of GAD Assessment using GAD Analysis Tool Assess the level of awareness of the ARB organization, focusing on GAD-related knowledge, attitude and practices (KAP) for the project interventions. Categorize the awareness level of the organization: Low, if zero orientation on GAD; Medium, if with GAD orientation but no application, and High, if with orientation and with application. d) Use the result of the GAD analytical tool as the take-off point of the GAD advocacy e) Prepare advocacy plan. It may be an expansion of an advocacy activity, social mobilization, and information, education/ G-BEST FOR ARB LEADERS: A GUIDEBOOK FOR TRAINERS

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NOTES TO TRAINERS

communication (IEC) efforts for gender responsive development. 3. Capability-Building Capability-building activities enable the individual GAD advocate to develop specializations that will help her/him facilitate the attainment of gender equity. Training themes include: - Personal Effectiveness - Leadership - Interpersonal Communication - Negotiation - Public Speaking - Advocacy - Gender Mainstreaming - Gender Audit 4. Capacity-Building Capacity-building activities enable the organization to address gender issues and concerns in all aspects of its work.

Emphasize that capabilitybuilding is in the individual level, while capacity-building is in the organizational level.

Types of capacity-building: a) Vertical: Farmer to district staff to planner to policy-maker b) Horizontal: Farmer-to-farmer, NGO to NGO, region to region At the agrarian reform area level, capacities are enhanced to enable the advocates to use the best strategies and methods in gender mainstreaming. Capacity-building includes: -

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KEY LEARNING POINTS 5. Operationalization Mnemonics: GREAT G - AD multi-sectoral team R - esource mobilization; Recognition and Rewarding of good/best practices E - xplicit integration of GAD concerns in all aspects of the organization and in the different phases of the project cycle. Ensure gender is included as a substantive area of all policies and programs of the organization A - lliance building T - rainers’ pool

NOTES TO TRAINERS Give an example of a GAD multi-sectoral team as composed of: male and female representatives of the ARB organization; male and female representatives of a youth organization (children of ARBs; male and female representatives of nongovernmental organizations operating in the community; male and female representatives of DAR and DA; male and female representatives of local government units

6. Institutionalization Mnemonics: MAGIC M - echanisms and processes for gender responsive planning using gender analysis and gender sensitive indicators A - llocation of adequate budget and sufficient logistics G - ender responsive information system and knowledge base I - ntegrating gender accountability and gender-related dimension in key result area and performance indicators C - onduct of gender audit for continuous improvement.

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7. Closing Activity: Gender Song 7.1

Needed Material o “The Gender Journey Song” on Manila paper The sun is high The road is wide It starts where we are standing No one knows how far it goes For the road is never ending The Journey is just starting A new horizon is approaching La (12x) Hey!!!

7.2

Opening Statement Begin by saying: We are now about to close our session on “Enabling Mechanisms for Gender Mainstreaming in ARB Organizations” and the first unit of Module 3 “Mainstreaming Gender in Agrarian Reform Areas.” In closing this session and this unit, we have accomplished the theoretical component of our GBEST Journey. In so doing, we are about to enter the Journey’s second part – the action part – which, I can say, is the more exciting and challenging portion of our Journey. But before we move to the action part of our G-BEST Journey, let us celebrate! In our culture, we celebrate by singing and dancing. So, let us sing and dance!

7.3

Instructions

1. Teach the “Gender Journey Song” to the participants. 2. Ask the participants to go back to their small groups (grouping of the “Picture-Puzzle” activity).

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3. Then explain the process of the activity, by saying: The small groups will add more stanzas to “The Gender Journey Song,” and will prepare a creative presentation of their version of the song. This can be with a dance or with any coordinated actions among the members. I will give you time to prepare your song and your presentation. This is your chance to show your skills in song writing and performance. Let us go for it!!! Give the participants time to prepare. 4. When all groups are ready, you may ask them to go back to their seats. Then call on each group to present. IGH . IS H WIDE . . N U S S I E D TH ROA THE

7.4

Synthesis Say the following: Though the song is very short, it captures the core challenge of this G-BEST program, and the core challenge is that after this program, the continuation and the substance of the next parts rest with you.

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The sun is high: The road is wide: It starts where we are standing:

No one knows how far it goes:

The Journey is just starting: A new horizon is approaching:

7.5

Let us now wake up because it is time to work or to act. All those who choose to join have space in the journey. The challenge to transform starts with ourselves, with our own organizations, with our own families and with our own communities. Transformation is a never-ending journey because it involves our whole lives– our past, our present and our future. The transformation starts now. Joining this journey towards gender transformation will give us a new life.

Closing Statement Close the session by saying: With the G-BEST Journey Song, we are closing not only this session on the “Enabling Mechanisms for Gender Mainstreaming in the Agrarian Reform Areas” but also the theoretical part of our discussion. But this closing does not mean the end of our exploration of new knowledge. Rather, in our efforts to practice what we have learned we will be opening new doors of knowledge and theories. Hence, now we will move towards the action part of G-BEST. Let our learning from this first part of the G-BEST Journey stay in our minds and our hearts, and let them guide us in our next efforts to mainstream gender in our organizations.

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Crafting A Gender-Affirmative Action

Unit 2 brings the participants to the action part of the G-BEST Journey. Before proceeding to the discussion of the actualization of gender mainstreaming, however, the participants will first synthesize their learning from the first part of G-BEST. After the synthesis, the participants will develop their plans. Then this unit will end with the building of commitment among the participants to the transformation of gender perspectives and relations in their households, organizations and communities.



Session

Action Planning

1. Session Objectives At the end of the session, the participants will be able to: 1.1 1.2

2.

Present a synthesis of their learning from the G-BEST Journey; Come up with an action plan for the mainstreaming of gender in their organizations.

Bridging Statement Open the session by saying: We have reached the most exciting part of our G-BEST Journey, that is, preparing ourselves to go back to our organizations and communities and to apply the lessons we learned from G-BEST. We will now walk our talk, and go where

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the action is. This is a beginning of our new lives. Let us recall everything that has happened and let us look forward to things that can happen because of this G-BEST journey.

3. Opening Activity: Training Synthesis 3.1

Needed Materials o G-BEST Roadmap (Footsteps drawn on Manila paper–literally, a path with six sets of footprints, with each set representing a day of the six-day G-BEST Journey) o Visual Aids for key words of KLPs o A small box of paper stars, made from colored papers o A small box of leaves o A small box of flowers o A small box of roots o Instrumental music

3.2

Opening Statement Start the activity with the following: To synthesize everything that we went through during the first part of our G-BEST Journey, I will ask you to identify your most exciting day, your most fulfilling day, your most inspiring day and your most enlightening day of the five to six days of our Journey. I will also ask you, during our discussion of our key learning points for this session, to analyze and reflect, based on what we learned about gender mainstreaming, on the present stage of gender development of our organization. I am so happy that we have reached this stage of our Journey because we have reached its most challenging destination, that is, preparing to actualize what we have so far learned. Let us now with joy go back to what we have reached.

3.3

Instructions

1. Spread the “G-BEST Roadmap” on the floor, and put the small boxes of paper stars, leaves, flowers, and roots beside it. 2. 9Instruct the participants to sit on their chairs formed around the G-BEST Roadmap and to take their seats.

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3. To facilitate the process, say: Each of you will stand–one-by-one–and get a piece of paper star, a leaf, a flower and a root which are in the small boxes (point to the small boxes). Then you will place your paper star on the day (depicted by a set of footprints on the roadmap) of the G-BEST Journey that is most exciting to you; your leaf on your “most fulfilling” day; your flower on the “most inspiring” day; and your root on your “most enlightening” day. To know why you placed these things on these specific days, we will have a sharing in small groups. We will start with the most exciting day, then move to the most fulfilling day, then to the most inspiring day and to the most enlightening day. Now, whoever is ready can start the process. Soft instrumental music can be played while the participants are doing this task.

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4. When all participants have done the above tasks, start the sharing with the most exciting day. If more than eight participants chose the same day, divide them into two groups. Then say: Those who chose the same day as the “most exciting” one please group together and share among yourselves your reasons for choosing that day. If the group has completed the task, clap your hands three times together. Then assign your representative to share to the big group your reasons for choosing the day as the “most exciting” one. We will later follow the same process for the “most fulfilling,” “most inspiring” and “most enlightening” days. Hence, there will be four sets of grouping, sharing, reporting and summarizing: 1) most exciting day; 2) most fulfilling day; 3) most inspiring day; and 4) most enlightening day. Note to Trainers: Ask probing questions to clarify the points of the participants, if necessary.

3.4 Key Learning Points Present the following key learning points to help the participants assess the stage of development of their organization with regard to gender concerns: KEY LEARNING POINTS

NOTES TO TRAINERS Post the key words (in violet color) on the board as you discuss them.

1. Definition of Development Development is not just having but being and doing.

Before giving your definition of development, ask the participants for their understanding of the term, development.

Human development is a process of enlarging people’s choices by expanding human capabilities and functions (being and doing).

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Poverty is not just lack of income but denial of choices and opportunities. 2. Gender Milestones a) Gender-Blind: lack of recognition of gender as an essential determinant of life choices that are available in society. b) Gender-Aware: recognition of gender inequity: that there are differences between men and women in terms of access to and control over resources, including opportunities for development. When one is gender aware, then she/he recognizes the reality of gender gap. One can also see and appreciate the differences of the needs and interests of women and men. Being gender-aware comes with the RECOGNITION that there is INEQUALITY. It is possible that despite all the information, one still could be gender-blind. c) Gender-Sensitive: Recognition of the underlying and hidden cause of gender inequity. Differences are felt undesirable and unjustifiable. Problems resulting from inequity and discrimination are identified.

Concretize by giving examples of conditions where a person or an organization can be said to be displaying the characteristics of any of these levels of gender development. After presenting the gender milestones, emphasize that the process of development from being gender-blind to being gender-accountable is the G-BEST Journey. With this, tell the participants to reflect on where they, as individuals, and their organizations are in the G-BEST Journey. The sharing will be done in the next activity.

d) Gender-Responsive: presence of programs, projects and processes that systematically incorporate or address gender concerns and issues. e) Gender-Fair/Equity: society where women and men equitably share in the responsibilities, power authority and decision-making and enjoy the benefits f) Gender-Accountable: gender-equity is viewed as the key commitment of the organization; it assumes responsibility to make gender an integral part of what the organization is and what it does.

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4. Deepening Activity 1: Bridge of Commitment 4.1

Needed Materials o Visual Aid No.69: Different Types of Bridges (number of pictures will depend on the number of ARCs represented in the training seminar) o Manila paper o Marker pens o Masking tape

4.2

Opening Statement Say the following: The previous activity showed that all of us learned and changed a lot because of this G-BEST Journey. We also know where we are now in our Journey. But learning and the change within us attain their meaning when expressed in action. Hence, let us now move to a discussion of the challenges that we learned from this G-BEST Journey. The title of our next activity is “Bridge of Commitment.”

4.3

Instructions

1. Group together the participants coming from the same organizations or communities or municipalities or provinces. 2. Post on the board images/pictures of different types of bridges (Visual Aid No.69: Different Types of Bridges). 3. Ask each group to choose a picture of a bridge from those posted on the board. 4. When all groups have their own pictures of bridges, ask them to give a name to their respective bridges.

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5. Tell the participants to define the present stage of development of their ARB organization – where they are in the G-BEST Journey (gender milestones). This shall serve as their present situation. To do this, let them complete the sentence: “We are ....” 6. Let the groups study their bridges. Tell them that their bridge will connect the present situation of their ARB organization to their desired situation, where gender equity will be practiced. To serve as the foundation of their bridge, they have to complete the following WHIP statements: • • •

We will . . .(contributions) We will do . . .(actions) We will change . . .(anything they want to change in the light of their learning from this G-BEST Journey)

7. Ask the groups to write in Manila paper their assessment of the present stage of gender development of their organization and their answers to the WHIP statements that can be in the form of commitment statements. Say that each group will be called to report their answers to nos. 5 and 6. 8. Call on each group to let its members read together their statements to the other groups (in plenary session). 9. Summarize the groups’ answers, with emphasis on the need to transform beliefs, values, traditions, and gender relations at home, organization and in the community, and to start the transformation from the self.

5. Deepening Activity 2: The Story of the Two Statues (Test of Wisdom) 5.1

Needed Materials o Handout No.13: The Story of the Two Statues (Test of Wisdom)

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5.2

REFORM AREAS

Opening Statement Say the following: Our commitment has to be translated into action. To do this effectively and systematically, we have to develop our plan. But before this, let us reflect on “The Story of the Two Statues.”

5.3

Instructions 1. Relate “The Story of the Two Statues” to the participants. You may also distribute Handout No.13.

2. Elicit from the participants the key lessons of the story. 5.4

Synthesis State the following: What difference has joining this G-BEST Journey made to each one of us? If, after this training, people will not see or feel any difference between ourselves before and after attending this program, then we can say that the G-BEST Program has not made a difference. This can happen if everything that we learned entered our one ear but exited through our other ear, just like the first statue. This G-BEST Program will only make a difference in our lives if what we learned entered our ears, has penetrated our hearts and has moved our feet and hands, just like the second statue. Penetrating our hearts refers to our internalization of the

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messages of this journey, and moving our feet and hands means applying them to our daily lives, and to our ARB organizations. But it can also be that they, the other people, could not see or feel the difference that we have been demonstrating as an effect of this G-BEST Program. If so, woe to them who cannot see or feel for they are not really seeing us or feeling us as we are. But we will not do anything to hurt them. Rather, we will help them see and feel the difference, and be infected by it. This is our role and our task. This is gender mainstreaming.

6. Closing Activity : Action Planning Note to Trainers: This activity shall only be done if the participants are leaders or members of organizations. 6.1

Needed Materials o o o o o

6.2

Worksheet No.8: Planning Matrix Visual Aids for key words of KLPs Manila paper Marker pens Masking tape

Opening Statement Begin the activity by saying: Inspired by the messages of “The Story of the Two Statues,” let us now develop our plans.

6.3

Instructions

1. Retain the previous grouping. Ask each group to develop a one-year plan using the following format: a) Identification of critical gender problems and gaps in their households and organization (any manifestation of gender bias). Refer them to the results of their activity “Headlines and Laddering.” b) Listing of gender success or change indicators (conditions in their organization which if realized and G-BEST FOR ARB LEADERS: A GUIDEBOOK FOR TRAINERS

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c)

d) e) f) g) h) i) j)

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observed, the organization can already be adjudged as gender-accountable)–The Results Tree Objectives for one year (objectives must be S–pecific, M–easurable, A—ttainable, R—ealistic, and T—ime bound, and must focus on areas where gender mainstreaming will be undertaken). Key activities to achieve one-year objectives People responsible for the conduct of the activities Timeframe for each activity Needed resources needed to implement activities Potential allies and partners Potential constraints/problems Actions to address potential constraints/problems

The above can be arranged in a “Planning Matrix” (see Worksheet No.8). 2. Give each group time to develop their action plan. 3. When all groups are ready with their plans, ask them to share them in a plenary session. 4. Congratulate the groups for having developed their plans.

6.4

Key Learning Points

Present the following key learning points on planning: KEY LEARNING POINTS

NOTES TO TRAINERS Post the key words (in violet color) on the board as you mention them.

What is the Results Tree? The Results Tree is a useful tool for planning, tracking, reporting and learning. It serves as a handy information, a tool or methodology like a log frame presented differently. But it is more than an objective tree. It shows the integration of results. The results tree, sometimes known as framework, could be used in working towards consensus.

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KEY LEARNING POINTS What is a good result framework? A good results framework states the strategic objective, overall objective, ultimate impact, desired change in a development environment. It is always expressed in the form of an end result–final impact, and produces significant measurable results. It is aimed towards the highest results, which can materially take effect, such as, in five years. It starts at the lowest level for which one is willing to be held accountable.

NOTES TO TRAINERS Ask the participants about their insights on the key principles of planning.

Key Principles of Planning: 1. Planning is not only a process, but also a philosophy. It expresses how we view life and how it should be lived. 2. Plans don’t work, but people make it work. The success of a plan ultimately lies on those who implement it. 3. Plan for success. We plan to raise the probability of achieving success in all our endeavors.

Session Building Commitment to Action 1.

Session Objectives

At the end of the session, the participants will be able to: 1.1 1.2

Express their commitment to gender mainstreaming in their organizations; and Identify symbols of G-BEST that they will share to their families and to their organizations when they return home.

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2. Bridging Statement Begin by saying: We have come to the closing part of our six-day G-BEST Workshop. And I believe that, at this point, many of you will say that we are just really starting with our G-BEST Journey! and that this is a good start. We are now in the last session of Module 3, that is “Building Commitment to Action.” May this commitment stay in all of us as we tread the path of the G-BEST Journey.

3. Opening Activity

/

Option 1: Commitment Building 3.1

Needed materials o o o o o o

3.2

Visual Aids for key words of KLPs Manila paper Marker pens Crayons Masking tape Candle

Opening Statement Start with this statement: Expressing commitment to a cause enables us to give spirit to our lives. This keeps us deeply involved in the betterment of our selves, other people, our communities and our society. Let us then together express this commitment.

3.3

Instructions

1. To explain the process of the activity, say: In this activity, you will draw a big map of your region/province on a Manila paper. Spread this paper on the floor with a lighted

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candle at the center of the map. We shall thus have one map for the whole group. Then indicate the location of your communities in the map. 2. Arrange the chairs around the big map and ask the participants including all members of the training team to take their seats. 3. Then, say: As an expression of commitment to gender relations transformation in the households and organizations, each of you will put in the map something which represents this commitment. You can choose to put something that you are now wearing or something from your bags. You should be ready to give your reasons for chooing to contribute that thing. As you (participant) place your symbol of commitment on the map, say: “To symbolize my full commitment to gender mainstreaming in my organization and community, I will contribute my ________. This means that I will _______________________. 4. Give each participant some minutes to place on the map his/her chosen object and to express his/her commitment. Note to Trainers: Some participants can become emotional in this activity. You have then to prepare for this possibility.

/

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Option 2: Offering of Plans 3.1

Needed Materials o o o o o o

3.2

Visual Aids for key words of KLPs Action Plans of the ARC groups Candle Table (as altar) A vase of flowers Copies of a closing song (to be chosen by the trainers)

Opening Statement Begin by saying: Expressing commitment to a cause enables us to give spirit to our lives. This keeps us deeply involved in the betterment of our selves, other people, our communities and our society. Let us then together express this commitment.

3.3

Instructions

1. Prepare the altar (i.e., table with lighted candle and a vase of flowers). Distribute copies of the closing song. 2. Assign a participant to give the opening prayer. 3. Tell each group to select a representative to give a prayer of offering and to offer their plans by putting it at the altar. 4. Ask the participants to stand around the altar. Then conduct the ritual by following this process: • Opening prayer • Prayers of offering from the ARCs. As a representative says the prayer, she/he will place the copy of her/his ARC plan on the table. • Group singing of the closing song

/

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3.4

Synthesis Give this statement: We all have said our commitments to gender mainstreaming in our organizations by putting in the map the symbols of our intended contributions. With this, we also have expressed our intention to continue the G-BEST Journey. And the journey includes the transformation of ourselves and of our relationships. How we will live as gender advocates will also be seen in our dealings with our significant others in the households, members of our organizations and in our organizations. May this commitment be always with you and may it bring peace to your home, organizations and communities. 3.5 Key Learning Points Present the following key learning points on commitment: KEY LEARNING POINTS

NOTES TO TRAINERS Post the key words on the board as you mention them.

Key Principles of Commitment: 1. Commitment is not just a vision. It is giving of your time, talent and energy. 2. Commitment is not just a promise. It is a strong conviction. It can survive the test of time and difficulties.

Ask the participants about their insights on the key principles of commitment, and if they have some principles to add.

3. Commitment is not just words; it is action. 4. Commitment is not just feelings; it is doing.

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4. Closing Activity: Treasure Hunting 4.1

Needed Materials o Materials for the Treasure Hunting will depend on the culture (special materials) in the area. These materials should symbolize: 1) clarity of direction and purpose 2) courage and determination 3) unity; and 4) gender mainstreaming o Trainer’s Guide No.3: Treasure Hunt Guide o Materials for blowing bubbles

4.2

Preparations •

4.3

Route for the treasure hunting (one route per group). Each route must have stations (with symbols in place) representing the item numbers 1 to 4 in “Needed Materials.”

Opening Statement Say the following: Our six-day G-BEST Workshop has enabled each one of you to be part of the G-BEST Journey. And it has given us immeasureable wealth, which we will treasure all our lives. Let us recollect ourselves and gather all these treasures by joining this Treasure Hunt!

4.4

Instructions

1. Divide the participants into four groups. 2. Give the instructions for the treasure hunting. 3. Together with the other members of the training team, lead the groups in the activity. 4.5

Synthesis Say the following: We believe that in this G-BEST Journey, you found lots of treasures.We hope that these treasures will always be with you,

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and will be used to further enrich your lives as well as that of your family, and the lives of other people in your ARB organizations. May you then be able to share the treasures that you found in this Journey.

5. Closing Ceremony 5.1

Needed Materials o Certificate of Participation o Handout No.14: The Journey (or any other song with similar theme)

5.2

Instructions

1. Ask three participants to share their reflections on the G-BEST Journey. For these participants to have time to prepare their pieces, select them and explain their task before the closing ceremony. 2. Distribute the “Certificates of Participation.” 3. Request a DAR official to give a message. 4. Call on the lead trainer to give the acknowledgments. 5. Distribute Handout No.14: The Journey (or any similarly themed song), and let the participants sing the song. 6. Give the closing statement. Say the following: Congratulations for joining this G-BEST Journey. And may God bless all of us as we move to the most challenging part of our journey: THAT OF ACTUALIZING THE PRINCIPLES AND PROCESSES OF GENDER MAINSTREAMING IN OUR ARCs, and living the principles of gender equity in our households, workplaces and organizations. May Peace be with you as you continue your G-BEST Journey!

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Module 3:

MAINSTREAMING GENDER IN AGRARIAN REFORM AREAS

MODULE 3 Summary Having facilitated in the first two modules the participants’ understanding of gender as rooted on culture and of the implications and problems brought about by a gender-biased culture, G-BEST brings the participants through this third module to a discussion of the approaches on how to address the gender situation. Module 3 is divided into two sections: •

The first section deals with the principles, processes and tools of gender mainstreaming. Before zeroing into a discussion of the Gender and Development (GAD) paradigm, this section first discussed how GAD evolved from past paradigms and approaches to addressing the problem of women’s discrimination, such as early initiatives, Women in Development (WID) and Women and Development (WAD). Moreover, through this section, the participants are trained on how to integrate and make gender a key concern of their organizations. Specifically, the components and the six processes of gender mainstreaming are extensively discussed in the section.

•

The second section starts with a process whereby the participants synthesize their lessons from the six-day G-BEST Workshop, and assess the level of development of their organization with regard to gender (from being gender-blind to being gender-accountable). This process leads to the building of commitment among the participants to the mainstreaming of gender in their organizations, and to gender transformation in their households and in their communities, and hence, to the continuation of their G-BEST Journey even after the six-day training workshop. To translate this commitment to action, the participants come up with plan of action on how to concretely undertake gender mainstreaming in their organizations, and gender transformation in their households and communities.

To end Module 3, the participants go through a “Treasure Hunting” game where they gather the initial treasures they have gained from joining this first part of the G-BEST Journey. The Closing Ceremony emphasizes the importance of carrying on with the Journey, that this six-day G-BEST workshop will only attain its true value and meaning if the participants will continue the G-BEST Journey even after this training.

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ATTACHMENT

TrainingAids/Materials

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