Lesson Plan - NATO



Lesson Plan for Module 2 Tactical Level Lesson 1:

National Framework on Gender Perspective

Lesson title: National framework on gender perspective

Audience (level): Students NATO Allies and partners’ national tactical level unit’s staff.

Time: 60 min (ADL 169 and discussion) + 120 min lecture + 120 min case study

Lesson learning outcome

1. Review national armed forces framework on gender.

2. Explain how gender perspective is included in the national armed forces code of conduct.

3. Write tactical level standard operating procedures and standard operating instructions applying gender perspective.

4. Interpret gender perspective in other policies (i.e., included, but not limited to, soldiers card, TTPs, etc.).

Lesson scope

This basic-level lesson is for all NATO Allies and partners’ national armed forces tactical level unit’s staff. It is designed to support tactical level leadership in implementing national armed forces framework on gender perspective into their work. This lesson will help personnel to gain an understanding of national framework and tools on integrating gender perspective at tactical level.

Strategy for execution/learning method:

|Learning outcome and Standards |Assessment |Strategy and Method |

| |Assessment tool |Type and timing of assessment | |

|Students will be able to apply terms and |Tests inside the ADL course (Improving |Test at the end of each module |ADL |

|definitions related to gender (sex vs. |Operational Effectiveness by Integrating Gender | | |

|gender). |Perspective) | | |

| | | | |

| |Ask questions and observe | | |

| | |Continue by showing the class the slides ‘what |Interactive Instruction |

| | |comes to mind?’ (stereotypical roles of men and |Discussion |

| | |women in war and conflict). Ask class to explain|Brainstorming and/or think, pair, share |

| | |what they associate with ‘women, war and | |

| | |conflict’ and ‘men, war and conflict’. | |

| | | | |

| | |Show class the slides and inform them that we | |

| | |generally tend to stereotype the role of men and| |

| | |women in war and conflict. |Presentation |

| | | | |

| | | | |

| | |Introduce the definitions integration of gender | |

| | |perspective and gender equality. | |

| | | | |

| | | | |

| |Ask questions and observe | |Presentation |

|Students will be able to name NATO’s key | |Ask class ‘why is it problematic to talk about | |

|definitions on gender. | |the population as a whole?’ | |

| | | | |

| | |Explain class that if we see the population as a| |

| | |whole, there is a risk to not take in | |

| | |consideration gender roles. | |

|Students will be able to explain why gender is|Ask questions and observe | |Interactive Instruction |

|an important factor in operations. | |Explain class how gender perspective contributes|Discussion |

| | |to military tasks (these should be tailored to | |

| | |your branch/unit). | |

| | | |Presentation |

| | |Give practical examples of how gender | |

| | |perspective improved operational effectiveness. | |

| | | | |

|Students will be able to explain gender | | | |

|perspective. | | |Presentation |

| | | | |

| | | | |

| | | | |

| | | | |

| | | |Presentation |

|Students will be able to explain national |Ask questions and observe |Inform class about national armed forces |Presentation |

|armed forces framework on gender. | |framework on gender. | |

| | | | |

|Students will be able to explain the relevance| |Explain class how different guiding documents | |

|of national armed forces framework on gender | |(tactical level national planning guides) task |Presentation |

|and how it improves operational effectiveness | |us to integrate gender perspective into work at | |

|as well as gender equality. | |the tactical level. | |

| | | | |

| | |Explain how national framework on gender | |

| | |improves operational effectiveness. Give | |

| | |practical examples. | |

| | | |Presentation |

| | |Explain how national framework on gender | |

| | |improves gender equality. Give practical | |

| | |examples. | |

| | | | |

| | | |Presentation |

| | | | |

| | | | |

|Students will be able to explain how gender |Ask questions and observe |Explain how gender perspective is included into |Interactive Instruction |

|perspective is included in the national armed | |the code of conduct. |Discussion |

|forces code of conduct. | | | |

| | |Explain the importance of zero tolerance on | |

| | |sexual exploitation and abuse. |Presentation |

| | | | |

| | |Explain how gender perspective is included in | |

| | |the code of conduct. Give practical examples. | |

| | | | |

| | |Explain key action on preventing sexual | |

| | |exploitation and abuse. | |

| | | | |

| | |Explain the internal and external elements of | |

| | |sexual harassment/assault, sexual exploitation | |

| | |and abuse and conflict-related sexual and | |

| | |gender-based violence. | |

| | | | |

| | |Give practical examples. | |

|Students will be able to review existing |Ask questions and observe |Explain what is standard operating |Presentation |

|tactical level standard operating procedures | |procedure/standard operating instruction and how| |

|and standard operating instructions applying | |gender dimensions can be integrated in | |

|gender perspective. | |SOPs/SOIs. | |

| | | | |

|Students will be able to write tactical level | |Explain the importance of integrating gender | |

|standard operating procedures and standard | |perspective and conducting a gender analysis of |Presentation |

|operating instructions applying gender | |an SOP/SOI. | |

|perspective. | | | |

| | |Give practical examples on good SOPs with an | |

| | |applied gender perspective at tactical level. | |

| | | |Presentation |

| | |Show how to write SOPs applying gender | |

| | |perspective. | |

| | | | |

| | |Practice writing SOPs. | |

| | | |Presentation |

| | | | |

| | | | |

| | | |Group work practical exercise. |

|Students will be able to review tactical level| |Show how to review guidelines/policies applying |Presentation |

|guidelines/policies applying gender | |gender perspective. | |

|perspective. | | | |

| | |Give practical examples of good tactical level |Presentation |

|Students will be able to review policies | |gender policies. | |

|received by higher commands applying gender | | | |

|perspective. | | | |

| | |Practice writing tactical level gender policies.| |

|Students will be able to write tactical level | | |Group work practical exercise. |

|gender policies. | | | |

|Students will be able to integrate gender |Conduct case study |Practice integrating gender perspective into |Case study |

|perspective into an SOP/SOI at the tactical | |SOPs/SOIs at the tactical level. | |

|level. | | | |

| | | | |

|Students will be able to implement national | |Practice implementing national armed forces | |

|armed forces framework on gender perspectives |Conduct case study |frameworks on gender at the tactical level. |Case study |

|at tactical level. | | | |

Lesson Schedule:

|Time |

|10 min |

10 min |Introduction to the case study |Presentation – give the task

(direct instruction) |Task is to write a gender analysis of the current situation regarding the policy and translate the higher command’s policy with a gender perspective. |Make sure that students have reached the required learning outcome: Students are able to do a gender analysis of the current situation regarding the policy and are able to translate this higher command’s policy with a gender perspective.

Make sure that students are motivated to integrate gender perspective into their work at tactical level. |Divide the training audience into groups of appropriate sizes and select either a higher command gender policy or any higher command policy that is relevant to the training audience.

Ask the training audience to do a gender analysis of the current situation regarding the policy.

Ask the training audience to translate this higher command’s policy with a gender perspective. |Power Point |Instructor | |60 min |Case study |Students own work | | |Individual or group work | |Students | |50 min |Back Brief |Discussion

(interactive instruction) |Task is to present your work to the rest of the group. | |Key messages

.

| |Students and Instructor | |

OTHER NESSESSARY INFORMATION

Pre-Requisites for the instructor:

Sufficient understanding and comprehension of English is required (international policy is mostly written in English), teacher must be able to comprehend national framework on gender perspective/national armed forces framework on gender perspective and should have sufficient knowledge of gender in military operations, preferably has undertaken the NATO accredited Gender Training of Trainers course

Equipment needed:

Computer

Projector

Screen

Checklist

Issues for Consideration:

Always explain abbreviations and interact as much as possible with the students

Mandatory Preparation:

Teacher has to go through the lesson plan, power point and content resources.

Supplemental to this Lesson Plan:

Tactical level Lecture 1: National framework on gender

ADL 169 Improving Operational Effectiveness by Integrating Gender Perspective

Other useful references:

Whose Security? Practical Examples of Gender Perspectives in Military Operations, Nordic Centre for Gender in Military Operations, 2015

UN Security Council Resolutions 1325, 1820, 1888, 1889, 1960, 2106, 2122

Bi-SC Directive 40-1 (2012)

NATO/EAPC Action Plan for the Implementation of the NATO/EAPC Policy on Women, Peace and Security (2014)

NATO/EAPC Policy on Women, Peace and Security (2014)

NATO/EAPC Policy on Women, Peace and Security (2014)

Commanders Guide to Implementing UNSCR 1325 in Military Planning and the Conduct of Operations and Major Exercises: An Artefact from Exercise Talisman Sabre 2015 (Australia)

For a complete list of National Action Plans:

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