Gender Equity and Diversity Workshop Report



Gender Equity and Diversity Workshop Report

May 12 – 14, 2008

Care International in Afghanistan

Facilitator:

Madhuri Narayanan

Senior Advisor, Gender Equity and Diversity, CARE USA

Co facilitator and translation support:

Abdul Raouf Nazhand

Human Resources Manager, CARE Afghanistan

Additional Support:

Milly Kayango, Senior Technical Advisor for Maternal Health, CARE USA

Jamie Terzi, Assistant Country Director, CARE Afghanistan

CARE Afghanistan Training Department

1. Why this GED workshop? What are the objectives?

The workshop started with opening remarks from the Country Director of CARE in Afghanistan that reinforced the importance of gender equity and diversity (GED) for achieving CARE’s mission of ending poverty and social injustice. Further, GED is one of the Strategic directions in the current strategic plan for CARE Afghanistan. This workshop is seen as the first in a series of workshops to build a basic common understanding among all staff about what is GED and how we could promote it in our programming and in how we work within the organization. The specific objectives of the workshop were:

1. Strengthen awareness of basic concepts of gender and diversity and why it is important to CARE

2. Exploring how our differences and similarities impact our organizational life

3. Learning new skills and making personal and collective commitments to function differently to promote gender equity and diversity

The workshop agenda is provided in as Annex 1. The workshop was attended by 48 participants representing the Kabul and field offices. (Annex 2)

2. What is diversity? What is the diversity in CARE? What is the link between gender and diversity?

As part of introduction of the participants and the topic, each one was asked to approach two other participants who they perceived as being different from themselves and talk about the differences. This resulted in new knowledge of difference that existed in the group and the diversity factors identified through this exercise are provided in Box 1:

This exercise was followed by an activity to further explore the diversity of identity and meaning. Through this group could visually see the extent of presence and absence of certain diversity in the group. Some of key observations were that:

Each one of us carry multiple identities and have membership to multiple groups, some which forms the majority in CARE or in Afghanistan and others which place you in a minority. For example all the participants worked for CARE and the majority of the group were from Afghanistan, worked in Programs, followed Islam, were Pashtuns and right-handed. In contrast no one had English as their native language, only two men were single. The participants were encouraged to think about what it means in terms of who is included in CARE Afghanistan and whether this represents the diversity that exists in Afghanistan; how we experience and feel when we are part of the majority or minority; whether being in majority always means being in the dominant group.

The next activity explored the diversity of thoughts and worldviews using three topics – time, communication and views about an initiative to ban an Indian Soap Opera in Afghanistan because of its negative impact on religious values and culture. This activity demonstrated the diversity that exists beyond what is visual and tangible but equally defines who we are and what our attitudes and beliefs are that shapes our behaviors and relationships. This also demonstrated that all women and men are not homogenous in their backgrounds, experiences, and views.

Therefore, while gender is a factor of diversity that cuts across all other diversity factors, there is diversity within gender that needs to be recognized and taken into consideration.

Box 2 – Gender and Diversity

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3. Why is GED important to CARE?

Finally, it was highlighted that diversity and differences are a given in any context and despite all the differences all of us in CARE work towards the achievement of a common vision and mission. It is important for us understand our diversity and differences and find ways of using it as a positive force to advance our vision.

• We need a variety of perspectives to inform relevant and responsible choices about our program design and management

• Success depends on our ability to learn and innovate

• To increase capacity within the communities, we need to build partnerships with people who have similarities and differences

Social Justice, Tolerance, Dignity and Security are in the center of CARE International vision and enshrined in the six programming principles. The objective of Gender Equity and Diversity Initiative is to support the critical processes for achieving that vision and is specifically aimed at holding ourselves accountable to these principles in all that we do.

4. What do we mean by the different commonly used terms?

In CARE, different terms such as gender, gender equity, gender equality, diversity, sexual and gender based violence (SGBV) and sexual exploitation and abuse (SEA) are used widely but not all staff have a common understanding of what these terms mean. In an interactive session different statements about men and women (Annex 3) were discussed to define the terms ‘sex’ and ‘gender’ and related concepts. (Annex 4). Further, by discussing some scenarios (Annex 5 and Annex 6), we clarified the terms sexual harassment, sexual exploitation and abuse and sexual and gender based violence and how hey relate to each other.

5. How do we experience the diversity of power? How can we be better at understanding the experiences of subordinate group memberships?

The facilitator shared some key elements of dominant and subordinate group memberships and why it is an important part of our exploration of diversity of power.

Then participants were given an opportunity to share their personal experiences of subordination and practice the skills of seeking and understanding others’ experiences without judging, interrupting or advising. The exercise helped participants to understand the power dynamics between dominant and subordinate group membership and the effects these dynamics have on relationships. It also provided an opportunity for participants to give voice to their subordinate group membership experiences in a safe space.

1. This dynamic occurs all over the world;

2. It is not directly related to numerical majority (e.g. South African apartheid where whites were clearly in the minority yet held power);

3. We all have some experience with both dominant and subordinate group membership because of our multiple identities.

It is important to remember what we see of each other in the workplace is only behaviors and appearances and there is a lot of feelings and emotions hidden under the surface that affects our interactions and relationships. It was highlighted that recognizing these differences in experience and mindsets can deepen our understanding of power dynamics and its impact on relationships. Simple steps such as listening, seeking and observing can be powerful in deepening one’s ability to find solutions, and opportunities to strengthen relationships. We each have a role to challenge and shift this dynamic that exists in society as we seek to advance diversity.

6. Why Gender Equality? What are benefits?

The participants worked in small groups to complete the gender equality statements assigned to them and discuss the benefits of such a gender equal world for men, women, children and the wider society. The summary of the exercise outputs are presented below:

IF MEN SHARED SOME OF THE HOUSEHOLD AND CHILD CARE RESPONSIBILITIES THEN,

• Men will feel a sense of responsibility at home; Will come closer to their children and can help them in studies and moral character building; Will decrease the workload on women; The women will be able to think for more betterment of their home and children; The children will grow up with love and will acquire a balanced character and be better citizens to the society

IF WOMEN ENJOY THE FREEDOM TO MOVE OUTSIDE HOME WITHOUT FEAR THEN,

• Women will increase their knowledge; Will have self confidence; Will have more experience; Will take part in decision making; Will support her husband economically; Will have the capacity to manage her family environment with the good planning; Will share all big responsibilities with her husband; Will be a good advisor for her husband; Provide better health and education facilities for her children; Prepare better family environment for her children; Have a good part in fulfilling their children’s wishes; Will contribute to the society and development process as an active unit of change

IF WOMEN STOPPED DYING DURING CHILD BIRTH THEN,

• Since women take care of household responsibilities especially child care, men’s responsibilities increases when their wives die and this will stop; More chances of living longer helps them realize their dreams; Mothers play instrumental role in development of children’s attitudes, behaviors and personality and more children will enjoy their mothers’ care; More women will contribute to the formation of an ideal society

IF WOMENS’ OPINIONS AND VIEWS ARE EQUALLY VALUED THEN,

• Men and women will have equal roles and responsibilities; Women will enjoy their roles and rights; Children will be raised well and well mannered in the society; Society will move and grow towards less war and focus more on development

IF GIRLS ARE NOT FORCED TO MARRY AT A VERY YOUNG AGE THEN,

• Girls will get good education and good health; There will be good mutual understanding with partners after marriage; Children, both boys and girls will enjoy freedom of choice; There will be gender equity

IF MEN ARE ALLOWED TO EXPRESS THEIR EMOTIONS (CRY) THEN,

• Women will know their men better than before; Men will attract sympathy of women; Men will feel relief and less pressured; There will be less violence by men; Children may feel afraid and disappointed

IF MEN WERE LESS BURDENED AS PRIMARY BREAD WINNERS FOR THE FAMILY THEN,

• Mothers attention will get less on children; Men will not be able to live more happily; Since women work at home they have the responsibilities to keep children then they are being used fairly; Since men have more ability then women, the number of workers will be decrease and society will become weak

IF A GIRL CHILD GOT EQUAL HEALTH CARE AND NUTRITION THEN,

• Father will feel relax and happy for child; Being healthy will lead to playing perfect role in society; Mother will get more advantage for having healthy child who will help her in house work; Girls will think have equal rights with male members of family; Society will have healthy children with the low rate of malnutrition children

IF WOMEN HAVE EQUAL REPRESENTAITON IN PARLIAMENT THEN,

• They will make good decisions; Responsibilities will be divided equally between male and female all people will be aware of difficulty of women; Children will have bright future, if female and male know their responsibilities so equality will be implemented in society and society will develop without discrimination

IF WOMEN HAVE EQUAL SHARE IN PROPERTY THEN,

• Women will feel more responsibilities and power and take more interest in the economics; Women will enjoy a better status in the family and society; Men and women will get more respect; there will be an increase in awareness and decrease in poverty; Children will get more facilities; there will be further development

This exercise forced participants to unpack what we really mean when we say we want to promote gender equality and that a gender equal society will benefit not only women but men, children and society at large. However, the exercise also demonstrated that our social conditioning and definition of a “good” man is so deep-rooted that it is often difficult to think of the benefits of men not having the pressure to be the bread-winners or not to show emotions in public that may project them as vulnerable.

7. What are the privileges and pressures of being a man or a woman in Afghan society?

In order to deepen our understanding of the gender inequalities that exist in the society, Participants were asked to list the privileges and pressures of being a man or a woman in gender segregated small groups. Later participants from the other gender group were requested to review and add to the list of privileges and pressures. The full list generated by the groups is given as Annex 8. However, the important point to note is that both men and women enjoy privileges based on gender and also the pressures. However, in the current social construct of gender, men enjoy many more privileges as compared to women and women experience many more pressures as compared to men. It is in the interest of both men and women to work together to reduce the pressures and increase the privileges for all.

8. How to integrate gender in our programs and within the organization?

To facilitate participants’ application of some of the basic gender concepts in the programming and organizational situations, they were asked to work in small groups to discuss different case scenarios and identify the gender issues and recommend ways to address those. The five cases used and the small group outputs are provided in Annex 9. It would be important to continue such discussions and find ways to integrate gender perspective in all program and organizational activities.

9. What is the framework for change? What has changed with regard to gender?

First the Aikido model for dealing with change or difference was demonstrated. It was highlighted that an individual has several ways to respond to something different:

1. Avoid

2. Resist

3. Collaborate – Aikido Model. In this model you first know where you are (self awareness), then meet the other (dialogue with the other) and then see what we can do together (action with the other).

Later, a three pronged change framework was introduced to emphasize that change needs to happen at all three levels – personal, organizational and in the wider society through our programming for promoting gender equality.

A discussion followed in small groups to identify some key changes that have been experienced in the personal lives and within the organization and the changes that the participants hope to see in the area of gender equity. Outputs presented in Annex 10.

10. What is the llink between gender and Islam? How does Islam support Gender equality?

An external speaker, Mr. Abdul Wahed Zia Moballegh, Senior Project Officer, Rights in Practice, from Afghanistan provided an overview of gender dioscourse in Islam. His full presentation in the local language is made available to the particpants. He shared examples from the Koran that treat men and women as equals and the possibilities that exist to interpret Islam to support the process of achieving gender equality. Of course, the presentation challenged the views on the topic held by some participants raised many questions in the small groups discussions that followed. It was clarified that Islam is interpreted in many different ways by scholars in different parts of the world and it is healthy to explore different views and continue to seek answers to the questions. A staff person was identified to compile the questions that remain and conitnue the exploration to get answers and expand their individual and collective knowledge.

11. So what? What is the commitment for personal change based on the learning experience?

In small groups, participants were encouraged to reflect on what they learned from the experience during the workshop and identify one thing that they would change or do differently as individuals either in their personal or work lives. This proved to be not so easy for some but there were some good reflections and commitments for personal change from a number of participants.

Finally, the workshop concluded with remarks from the Country Director and Assistant Country Director and they also thanked those who played key roles in planning and implementing the workshop for their contributions.

Overall, participants thought that the topic was relevant to their work and there was new learning. They also appreciated the different exercises used and the participatory style of facilitation. The feedback is provided by the participants is provided in Annex 11.

12. What next?

A smaller team of senior staff met immediately following this workshop to discuss ideas for developing a GED policy/strategy for the Country Office. It was also agreed that similar workshops should be conducted for all staff in Kabul and in the provinces. To facilitate the process of rolling out the training workshop to all staff, a Training of Trainers will be organized in the first quarter of financial year 2009.

Annex 1 - GED workshop Agenda

Agenda – Day 1

8:00 – 8:15 – Welcome/Objectives

8: 15 – 9:00 - Introductions

9:00 – 10:00 – Exploring our diversity of identity and meaning

10:00 – 10:30 – Exploring different worldviews

10:30 – 10:45 – Tea Break

10:45 – 12:30 – Clarification of key terms and importance of GED

12:30 – 1:30 – Lunch Break

1:30 – 3:30 – Exploring diversity of power (Triads)

3:30 – 3:45 – Wrap up

Agenda – Day 2

08:00 – 08:30 – Recap/reflections from Day 1

08:30 – 9:00 – Why gender equality?

09:00 – 10:30 – Privileges and pressures of gender and diversity

10:30 – 10:45 – Tea Break

10:45 – 12:30 – Gender in programs and the organization

12:30 – 1:30 – Lunch Break

1:30 – 3:30 – Framework for Change – what has changed?

3:30 – 3:45 – Wrap up

Agenda – Day 3

08:00 – 08:30 – Recap/Reflection from Day 2

08:30 – 10:30 – Gender and Islam

10:30 – 10:45 – Tea Break

10:45 – 12:00 – Personal commitments

12:00 – 12:30 – Workshop Closure

Annex 2 – List of Participants - CARE International in Afghanistan

|S# |EmpName |Designation |Department |

|1 |JAMIE TERZI |Assistant Country Director |MANAGEMENT |

|2 |ANU JHON |Program Development Coordinator |MANAGEMENT |

|3 |MOHAMMAD NADIR |M&E COORDINATOR |M & E SECTION |

|4 |A.R. IBRHIM NAZHAND |HRD COORDINATOR |HRD |

|5 |SHAH WALI WAHAB |ADMINISTRATION MANAGER |ADMINISTRATION |

|6 |AHMAD SHAH FORMULI |CHIEF OF INTERNAL AUDIT |INTERNAL AUDIT |

|7 |ABDUL GHAFOOR LATIFI |PROGRAM MANAGER |ERRP |

|8 |MOHAMMAD WAKIL |PROGRAM MANAGER |RAP |

|9 |ZAINAB |DEPUTY PROGRAM MANAGER |HAWA |

|10 |ZOHRA |PROJECT SUPERVISOR |HAWA |

|11 |ENAYTULLAH |TECHNICAL ADVISOR |EDUCATION |

|12 |RABIA |SOCIAL ORGANIZOR |HAWA |

|13 |SHAFIQA |MASTER TRAINER |HAWA |

|14 |ASIFA |HEALTH EDUCATORS/COMM MOBILZATION SUPERVISOR |ERRP |

|15 |MOHAMMAD H OSMAN |FINANCE CONTROLLER |FINANCE |

|16 |SAHAR FROZAN |SENIOR ACCOUNTANT |FINANCE |

|17 |SAYED FAZEL SHAH |TRANSPORT UNIT SUPERVISOR |ADMINISTRATION |

|18 |AZIZA |HR OFFICER |HRD |

|19 |MIRWAIS |DISTRICT SUPERVISOR |RAP |

|20 |WAGMA BATOOR H.Z |PROGRAM COORDINATOR |EDUCATION |

|21 |NADERA |TRAINING & MONITORING SENIOR OFFICER |RAP |

|22 |MOHAMMAD NAEEM |SOCIAL ORGANIZOR |RAP |

|23 |ROHULLAH |SOCIAL ORGANIZOR |RAP |

|24 |MEENA |TRAINING SUPERVISOR |HAWA |

|25 |MOHAMMAD AMIN |TRAINING UNIT SUPERVISOR |HRD |

|26 |MOHAMMAD HAMID |MASTER TRAINER |RAP |

|27 |ABDUL LATIF ZAZI |SENIOR ACCOUNTANT |FINANCE |

|28 |SAMIRA |ADMIN OFFICER |ADMINISTRATION |

|29 |ABDUL SAMAY BELAL |PR & MEDIA UNIT SUPERVISOR |PR & MEDIA |

|30 |MOHAMMAD SHAKIR |SOCIAL TRAINER |RAP |

|31 |SAYED ABDUL SHUKOOR |ACCOUNTANT |FINANCE |

|32 |SAYED MOHAMMAD ZAHER |INCOME GENERATION OFFICER |HAWA |

|33 |ISLAMUDDIN DANISH |DEPUTY HRD COORDINATOR |HRD |

|34 |MOHAMMAD YUNUS SAJID |SENIOR PR & MEDIA OFFICER |PR & MEDIA |

|35 |SHOAIB DANISH |DATA MANAGEMENT OFFICER |PACE-A |

|36 |KHWAJA ABDUL JAMIL |PROGRAM MANAGER |RAP |

|37 |AHMAD QAHIR |SOCIAL TRAINER |RAP |

|38 |HANIFA |SOCIAL TRAINER |RAP |

|39 |NAJIBULLAH |COMM BASED EDUCATION ADVISOR |PACE-A |

|40 |ZOHRA AHMAD |TECHNICAL ADVISOR |EDUCATION |

|41 |ZAKIRA RAHIMI |SENIOR ADVISOR |PACE-A |

|42 |FROZAN ASSADI |FIELD SUPERVISOR |HAWA |

|43 |NADIA NOORZAI |TRAINING OFFICER |HAWA |

|44 |HALIMA |DEPUTY PROJECT MANAGER |VTAWP |

|45 |RABIA |COMMUNITY MOBILIZER |VTAWP |

|46 |SAYED ABDULLAH |COMMUNITY MOBILIZER |VTAWP |

|47 |ZARGHONA |WOMEN ACTIVITY FACILITATOR |HAWA |

|48 |AHMAD WALI |BRANCH SUPERVISOR |MoFAD |

Annex 3 – Statements about men and women

1. Women give birth to babies, men don’t: This is a biological function which only women can perform. Therefore, the difference can be attributed to sex.

2. Care of babies is the responsibility of women because they can breast feed babies: The fact that women breastfeed babies is biological. However, the nurturing and caring for children are tasks that can be performed by both women and men, as these are social functions. Thus this statement reflects gender.

3. Men have moustaches: This is a biological characteristic and therefore attributed to sex.

4. Women are scared of working outside their home at night: This is also reflective of gender differentiation between women and men. There is no biological reason for women being scared of working outside at night. However, given the unsafe environment for women in society, which stems from the low position she occupies, she may be vulnerable to physical attacks if she works outside her home at night.

5. Men’s voices break at puberty, women’s don’t: This is a biological characteristic of men and can be explained by sex.

6. Women are emotional and men are rational: This has no relation with the biological characteristics of women and men. This is how society perceives women and men to be. It results in biases and is, therefore, reflective of gender.

7. Most of the women have long hair and men have short hair: Biologically, both men and women can have long hair. However, society creates differentiations in terms of how women and men should look, what they can wear and so forth. While women are expected to have long hair, men are expected to have shorter hair. However, these differences are culture specific. In certain religions, like Sikhism, men are required to have long hair and wear a turban. Therefore it is a statement about gender.

8. Cooking comes naturally to women: How well a woman or man cooks has nothing to do with their biological characteristics. By and large, women are expected to do the household work, including cooking. However, the same activity becomes a man’s when it is done outside the house and has monetary value attached to it.

Annex 4 – Definitions of key Terms

GENDER is a term that describes certain attitudes, roles and responsibilities assigned through a social process to males and females, and can often result in different opportunities and behavior for both men and women. Gender is:

• determined by society

• varies within and between societies

• influenced by cultural, economic, political and environmental factors

• dynamic, not static

The term “gender” is used to make it clear that the gender identity and roles of men and women are not biologically determined.

Practical gender needs and interests - needs and interests of women and men, girls and boys relating to their different gender roles, activities and responsibilities. Broadly speaking, meeting practical gender needs and interests can help to improve beneficiaries’ conditions without changing their social status. For instance, building wells to reduce the amount of time women have to spend collecting water helps to meet their practical needs, but does not directly improve their social status.

Strategic gender needs and interests - these are needs and interests of women and men, girls and boys relating to unequal gender relations. Meeting strategic gender needs and interests helps to tackle gender inequality by changing social relations. For instance, changing the law to allow women to inherit land in their own right addresses women’s strategic gender interests.

Gender Equity – it is defined as the condition of justice in relations among women and men, leading to a condition in which women and men enjoy equal rights, opportunities and status. The concept recognises that power relations between girls and boys, men and women are unequal, and that such inequalities should be addressed. Gender equity now is a step on the road towards gender equality in the future.

Gender Equality - In a gender-equal world, women and men, girls and boys would have equal rights, responsibilities and opportunities in all spheres. This includes security and health, a livelihood, social participation, the care of the home and dependants, and participation in public life. In a society where the genders were equal, both women and men would be recognised, respected and valued. Looked at another way, gender equality is defined by the absence of gender discrimination.

Annex 5 - Scenarios

1. A young girl in your program area is raped by the son of a powerful man in the village when she is returning home after collecting water.

2. A village leader appointed by CARE to a monitoring committee to draw up the list of beneficiaries for a CARE supported project includes the name of a widow in the list only when she sleeps with him.

3. One of the women participants in a CARE program is beaten up by her husband regularly.

4. A CARE construction supervisor in-charge of building shelters in the rehabilitation program promises to build Mary’s house first if she allows him take photographs of her naked. Mary gives in to his demand as she thinks she has no choice.

5. While on field visits, an Assistant Country Director asks women field staff to come to his hotel room after dinner for discussions while he enjoys his evening drinks and shares some jokes with sexual content.

6. Anita gets promoted to a senior position that a few men had also applied for. Some of her fellow colleagues, both men and women, are talking about it over lunch. They pass derogatory and sexually coloured remarks about Anita, implying that she was promoted not because she deserved it but because she obliged the boss sexually. Shiela overhears their demeaning conversation and raises objection to what is being said. They snap back saying it is none of her business and that they are only having a harmless friendly conversation during lunch time.

Annex 6 – Definitions

Sexual harassment (SH) - Any unwelcome, usually repeated and unreciprocated sexual advance, unsolicited sexual attention, demand for sexual access or favours, sexual innuendo or other verbal or physical conduct of a sexual nature, when it unreasonably interferes with work, is made a condition of employment or creates an intimidating, hostile or offensive work environment

Sexual exploitation and abuse (SEA)

• Sexual exploitation - the abuse of a position of vulnerability, differential power, or trust for sexual purposes; this includes profiting monetarily, socially or politically from the sexual exploitation of another.

• Sexual abuse - the actual or threatened physical intrusion of a sexual nature, including inappropriate touching, by force or under unequal or coercive conditions.

Sexual and Gender-based violence (SGBV) is violence that is directed against a person on the basis of gender or sex. It includes acts that inflict physical, mental, or sexual harm or suffering, threats of such acts, coercion and other deprivations of liberty. While women, men, boys, and girls can be victims of gender-based violence, women and girls are the main victims.

Annex 7 - Benefits of a gender-equal society…

1. If women have equal share in property then, …

2. If men were less burdened to be primary bread winners for the family, then…

3. If girl child gets equal health care and nutrition, then…

4. If women stop dying during child birth, then…

5. If girls get equal access to education, then…

6. If women have equal representation in parliaments, then…

7. If men are not compelled to participate in wars, the…

8. If women enjoy the freedom to move outside home without fear, then…

9. If men equally shared household and child care responsibilities, then…

10. If women’s opinions and views are equally valued the, then,…

11. If girls are not forced to marry at a very young age, then …

12. If men are allowed to express their emotions, then…

Annex 8 - Pressures and privileges of being men and women

|PRIVILIGES OF BEING MEN: |PRESSURES OF BEING WOMEN |

|Property, Ownership |Boys are preferred more than girls |

|Decision making authority |Not equal education opportunities |

|Leading role |No work opportunities |

|Right of having more wires |They are forced to marry not to take decision No right to say |

|Right of selection in marriage |yes or no |

|Right of heritages |Too much expectation (too much work at the same time |

|Freedom of movement |Selling female for money, giving daughter as BAD |

|Responsive to social affaires |Exchanging women BADAL |

|Income and expense |No money for their needs |

|Freedom of working every where |Islam says only CHADAR but men say BURQA |

|Access to higher Education |Men laughs at women to discourage them (going out, opinion ) |

|Participation in all kind of ceremonies |No right to take decision |

|Access/participation in politics |Polygamy’s wrong interpretation men take advantages |

|Expressing views freedom |Family (in-law) interference |

|Choice of having more children |No acknowledgment or reward for the work |

|Right of divorce |Women do inside and outside the home (work) |

|praying in mosque |No opportunities for self care including nutrition, heavy work |

|Driving |load, health care |

|Access to sports/physical activities |The opinions of women are not considered important |

|Right of daughters engagement |Everyone tells you what u should do/think//behave |

|Right to beat wife |Women holds honors of family |

|Freedom of working in every situation |They pay for men’s guilt |

|Freedom to have more luxury (to have female friend) |Domestics violence |

|No cultural barriers |Force to give more births |

|Being powerful |No freedom of movement |

|Being dominate group in Afghan context |Pressure do joint family system |

|Noting left for women privileges ( all rights captured by male) |Responsible for child care |

|People automatically respect men’s opinion and right to lead | |

|Men are raised with a sense of entitlement that women are not | |

|PRIVILEGES OF BEING WOMEN |PRESSURES OF BEING MEN |

|Having secure environment |Is the only bread winner for family |

|Not participating in war |All labor/heavy works to be don by them |

|Not responsible to feed family |Should defend their country/family |

|Not responsible for wedding exp |Should do all outdoor activities |

|Don’t need to wait in lines |Should head the household |

|Widely respected all over the country |Should pay all marriage expenses |

|Not performing labor/heavy works |Being aware for long time from family |

|Inherits from two sources |Involved in military service They are under pressure (mentally,|

|Have manner days to celebrate Ministry of Women Affairs |physically) |

|10. Are encouraged to apply for vacancies within NGOs |They have the main responsibilities of a family (as decision |

| |maker); E.g. if their wives die they have to collect money for |

| |2nd marriage |

| |They are forced to marry the widow (her brothers wife) |

| |NOTE: by ignoring women’s rights men are under all these |

| |pressures |

Annex 9 – Program and organizational scenarios/case studies

Scenario 1: OMID Project

CARE- Afghanistan’s OMID project operates in the districts 7&8 of Kabul to improve maternal and newborn health. One of the main interventions within the project is to influence behavior and practices for improved maternal health outcomes. A key component of the health education is educating women and their families on the key danger signs of pregnancy and childbirth. Some of the danger signs include Bleeding; Fitting; Headaches

• Blurring of vision

• Abnormal presentation during childbirth etc.

Women and their families are encouraged to make plans to visit the health facility in the event that they witness one of more of these signs.

Questions for exploration and responses:

1. What might stop a woman from expressing her own health needs and getting the support she needs?

• lack of courage; shy; fear; economic barriers; lack of attention to the women and their health; restricted/poor access to health care centers

2. Does restricted mobility of women affect their access to health services?

• yes

3. Why is the mobility of women restricted?

• family barriers (violence); security issues; economic problems/transportation; Poor access to health care centers; more household responsibilities

4. What might you do differently as part of the project interventions to address this specific challenges?, i.e. how would you promote or support a more gender sensitive approach in this programming example?

• awareness of males (Gender); women empowerment (saving)

Scenario 2: Nutrition Programming

Brief description

Many programs in Afghanistan promote nutrition programs with a focus on improving the health and wellbeing of families and communities. Within the OMID project for example, community surveillance conducted by the CBEs indicates that poor maternal nutrition , both before pregnancy and during pregnancy , is a major contributing factor to poor perinatal health-low birth weight babies and high miscarriage rates.

The current OMID approach is to provide information to women on the benefits of adequate and correct nutrition during pregnancy. But is this approach complete in addressing the key barriers that influence this problem?

Questions for exploration:

1. Can you describe some of the gender issues that might affect women’s nutrition in general and especially during pregnancy?

• Traditionally women don’t get enough food even for herself during pregnancy; lack of awareness within society & family about prefect diet for a pregnant

2. Discuss some of social norms/ taboos related to feeding and pregnancy?

• pregnancy is considering as a shame according to some traditional issues, therefore a pregnant can’t ask extra/fair food

3. Given your discussion, how might a program like this address the challenges described?

• awareness with the women, decision makers in the family & other family members; link to health facilities.

Scenario 3

A senior staff in your province always makes jokes about women in the project and uses biased languages to describe women and men staff. He often gives important assignments to men and expects them to work late while encouraging women staff to take it easy and go home early. A new female staff finds the attitude offensive. The rest of the staff are used to him and say he means no harm. One day he gets upset because she tried to challenge his and he pointed out that things had always been that way, and that until she came along, there were no complaints and they had been one big happy family. He suggests that if she cannot fit in, she should not work here.

1. What are gender issues in this case?

• Gender harassment

2. Why is the senior staff behaving this way?

• Lack of awareness

• Discrimination

3. What would you do to address this situation?

• Development of policy to give equal opportunities to all staff

• Conducting training (for staff)

• To ensure all staff implement or not

4. What are the implications for each course of action?

• Ensure that according to the policy every one knows their responsibility roles & accountability

Scenario 4

Salim applies for a job, but ultimately doesn’t get the job. He feels strongly that he is the right person and is especially upset because the position was filled by Zarina, who has been with CARE only for one year. The hallway talk confirms his feelings that the position was anyway “reserved” for Zarina. He is very upset about this decision and is thinking about filing an HR complaint.

Zarina comes to know about this and is disappointed that Salim does not appreciate her abilities and is afraid that Salim will create problems for her in the new job

 

1. What are the gender issues in this case?

• The experience or skills of women are not always valued he assumes she does not deserve job, but she thinks she has capacity.

• Affirmative action sometimes means that men feel like jobs are reserved for women and not on married

2. Why are Salim and Zarina thinking this way?

• Salim thinks that criteria should be length of employment

• Zarina is scared of repercussions if men feed she does not deserve job

• Salim may see this practice in other organizations and assume the same reasons apply

• Zarina may not understand employment rights and what she can do if problems happen because of this

• May be both of them do not understand recruitment process, criteria, was it transparence?

3. What would you do to address this situation?

• Would explain employment rules and regulations to both

• Explain recruitment process and criteria transparency

• Sit with them in separate meetings and together to explain above , this gives people chance to complain or raise issues

• Introduce all to GED workshop

4. ·What are the implications for each course of action?

• Awareness of employment rule regulation

• Salim may choose to leave CARE

• Time need to be taken to do the above

• If Zarina remains worried/afraid, she may leave job

• Zarina may lose self-confidence

• Both Zarina and Salim understand process and are both happy and work well in future.

• If after all the above steps, Salim does not understand or agree, he may have negative influence

Scenario 5

In a remote village there is water scarcity due to drought and women have to spend near 2 hours every day to collect water for their homes. A government official came to a village to discuss the water problems and only met the men of the dominant culture. A community worker challenged him and insisted that women and marginal groups be given positions on the community water committee. This has happened but the women and marginal group representatives do not say anything at the meetings. They arrive alone and leave alone and the men have made no effort to make them feel welcome. When the Government official learns about this he says, “didn’t I tell you that women are stupid and do not know anything about water issues.”

1. What are the gender and diversity issues in this case?

• Bringing water from remote area was the responsibilities of women in that community

• Women are not able to express their feelings and ideas in front of the men

• Women didn’t take part in decision making

• Women are under the pressure of men

• Women are ignored

2. Why are the women, men and the Government officials behaving this way?

• Men are dominate, women are subordinate

• Lack of awareness from women rights and gender issues

• The government has no representative of women

3. What would you do to address this situation?

• Enhance the awareness of the village and government official

• Inclusion of women in decision making

• Capacity building of men and women

• All should be accountable & responsible

Annex 10 – Changes identified in programs, within the organization and in personal lives

|OBSERVED PROGRAM CHANGE |PROGRAM CHANGE NEEDED |

| | |

|Increased access to quality education for girls |Creation of save environment for education girls/boys |

|Access for the women in enterprise for the job training job |Capacity building and women’s representation in different layer |

|placement |family/community/gov |

|Increasing of women shares |Advocacy and job opportunities for women empowerment |

|expanding of project development of women’s personal awareness | |

|and capacity (in case of their rights and skills) | |

|participation of male staff at male share in the community | |

|OBERVED CHANGE IN ORGANIZATION |ORGANIZATIONAL CHANGE NEEDED |

| |Should have a gender policy (informed/updated regularly) |

|Increase of female staff in care senior positions |Increased number of female staff (through recruiting move female |

|Increase supportive opportunities to female staff |interns) train them over the internship period) |

|Increase of staff awareness in regard to gender |Cascading training into field level ( development of roll-out |

| |plan for the trainings next level) |

|OBSERVED PERSONAL CHANGES AND GENDER |CHNAGES NEEDED IN GENDER IN PERSONAL LIFE |

| | |

|Working with female staff |Improvement of co-Education |

|Women travelling out side the country |Women empowerment marketing/enterprising |

|In my own family now women can get vaccine when the time |Freedom of expressing opinions |

|arrived, but before they can not go alone or without permission | |

|Increased girls education coverage in my family | |

| | |

| | |

Annex 11 – Participant Evaluation and Feedback

Evaluation by the participants

Name of Workshop: Gender Equity and Diversity. Date: from May, 12, 2008 to: May, 14, 2008

No of Participants: 48 Venue: ASSA 2

No of Evaluation forms Received: 36

1. Time of the workshop in view of the participants:

1. Too little =27% 2. Just enough=73% 3. Too much=0.00%

2. Relationship of the workshop’s topics to their job:

1. Not related=2.7% 2. Somewhat related=11% 3. Closely related=86.3%

3. In your opinion, what more topics need to be added to the contents of this course?

|1. |Gender in light of Islamic teachings should be explained in detail |12Participants |

|2. |Gender issue in view point of Islam by a religious scholar |2 Participants |

|3. |Topics concerning Women improvement Gender improvement, Gender Relationship, Gender implementation |1 participant |

| |challenge | |

|4. |Social Justice, Human Rights |1 participant |

|5. |Some images pictures which best describe how are men or women under pressure, also limitation and |1 participant |

| |heavy load of works on females | |

|6. |Gender issues in Afghanistan context |1 participant |

| | | |

4. In your opinion, what topics need to be omitted from the contents of this course/workshop?

|1. |Discrimination |2Participant |

5. Comments:

a) In your opinion what were the strong points of this course/ workshop?

|1. |Good Facilitation and presentation |6 Participants |

|2. |Working in Groups |9 Participants |

|3. |Facilitation by a female |1 participant |

|4. |Practical e exercise about diversity and change |3 participant |

|5. |Provision of handouts |2 participants |

|6. |Friendly sharing of ideas and open discussion |5 participants |

|7 |Unnoticeable change in ideas |2 participant |

|8. |Information regarding gender equity and diversity, Sexual Harassment, Sexual exploitation |2participant |

|9. |Diversity and equity in programming |1 participant |

|10. |Gender and gender’s Islamic perception |4 participants |

|11. |Practical Teaching Methods, Live examples, Role play and exercise |6 participants |

|12. |Good management and translation throughout the session |1 participant |

|13. |Objectives of GED, framework for change clarification of terms and importance of GED and how to change|1 participant |

| |personal, organization and program change | |

|14. |Why gender equality is important |1 participant |

|15. |Understanding how to respect the rights of others |1 participant |

b) In your opinion what were the weak points of this course/ workshop?

|1. |Late coming of participants and going late to have tea and lunch |1Participant |

| |Limited time |3 participant |

|2. |No handouts in Dari |1 Participant |

|3. |No certificates |3 Participants |

|4. |Ventilation Problem of the room |1 Participant |

|5. |Lack of time for discussion |9 Participants |

|6. |Handouts were not distributed on time and they were not complete |1 participant |

|7. |Poor knowledge of facilitator on Islam and Gender |1 participant |

|8. |Not respecting the time in some cases |2 participants |

|9. |Wrong translation of the verses from Holy Quran regarding no. of wives |1 participant |

6. Skill and quality of Facilitator (S)

Skills and Qualities of the facilitator are given below, please choose the option which best reflects her/his skills / qualities:

|Name of|Weak |Fair |

|Facilit| | |

|ator ↓ | | |

|Madhuri| | |

|Narayan| | |

|an | | |

|2. |Project and office management |3 Participants |

|3. |Leader ship and Management |3Participants |

|4. |Gender in Islam |2Participants |

|5. |Community Mobilization and Gender Awareness |4participants |

|6. |PRA and RBA |4 participants |

|7. |Health Management |2 participants |

|8. |Finance, Procurement, HR, Audit, and programs related training |1 participant |

|9. |Media training |1 participant |

|10. |Basic and Office management workshop |1 participant |

|11. |Self-Confidence and behaviour (attitudes) |1 participant |

9. Please provide below your kind comments on the Training Unit for its further improvement. Also what more can training

Unit do for you?

|1. |To conduct the same GED workshop for the sub and site offices staff |3 participants |

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Box 1

• Physical experience – height, spectacles

• Language

• Age

• Religion

• Nationality

• Marital status

• Home and work location

• Department

• Profession

• Ideas and opinions

Diversity means...

“Collectively, CARE’s partners and staff embody the richness of diversity found in the socioeconomic and cultural environments in which we work.”

Valuing, respecting and fully benefiting from each individual’s unique qualities and abilities in order to fulfill and strengthen our vision and mission”

Among other characteristics, diversity includes “gender, race, nationality, ethnicity, religion, sexual orientation, age, disability, as well as diverse perspectives that uphold CARE’s core values.”

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Organizational Change

Personal

Change

Programmatic or Social Change

[pic]

[pic]

Subordinated -

Dominant +

4. Follows rules

5. Expected to fit in

6 Seen as less than

1. Define reality, “truth”

2. Sets rules, standards

3. Seen as normal

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