STRATEGIES FOR EMPOWERMENT OF WOMEN IN WATER SUPPLY AND SANITATION PROJECTS

Transcription

1 STRATEGIES

2 STRATEGIES FOR EMPOWERMENT OF WOMEN IN WATER SUPPLY AND SANITATION PROJECTS L Duncker Report to the Water Research Commission bv the Division of Water, Environment and Forestry Technology, CSIR LIBRARY IRC PO Box 93190, 2509 AD THE HAGUE Tel.: Fax:

3 Acknowledgements ACKNOWLEDGEMENTS The research

4 Acknowledgements The Rural Support Services, an NGO in East London, for their willingness to participate in the research. Their contribution to this document is invaluable. The project team consisted of Erika Joubert, Makhosi Mphapha, Nomonde Phindane, Moses

5 TABLE

6 3.1.9 Decision-making

7 4.4.4 Tools Monitoring and support Evaluation REFERENCES APPENDIX A : INTERVIEW SCHEDULE APPENDIX B : NOTES TO THE INTERVIEWER APPENDIX

8 Executive Summary EXECUTIVE SUMMARY 1. INTRODUCTION Gender issues are usually seen as women's issues. However, "gender" means men and women,

9 Executive Summary The research to assist in the development of a strategy for the enhancement of the role of women in water supply and sanitation projects; and to initiate and design workshops to ensure women's involvement in water supply and sanitation projects.

10 4. FINDINGS AND CONCLUSIONS Executive Summary

11 4.4 TRAINING Executive Summary

12 Executive Summary empowered were their own attitude and lack of confidence in their abilities. This was exacerbated

13 Executive Summary 5.3 The training of local government structures, NGOs and consultants People of the opposite sex who seldom come into contact with one another on certain issues have an opportunity to discover and explore different perceptions. Thus, bottom line benefits

14 Executive Summary 5.8 Alignment of the gender awareness programmes This gender awareness will encourage women

15 strategies Executive Summary

16 Part I: Introduction 1.1 BACKGROUND PARTI: INTRODUCTION The issues concerning women and their participation (or lack of participation) in the development process have been increasingly examined over the last few decades. However, the ways of addressing these issues have varied as the understanding of women's position in development - and of gender roles themselves - has grown. Although

17 Part /. Introduction 1.2 DEFINITION OF TERMS GENDER The key to understanding how development work affects men, women, girls and boys,

18 Part I: Introduction EMPOWERMENT The term "empowerment" is used differently in various contexts, concealing different meanings based upon different perspectives. Empowerment

19 Part I: Introduction For the purpose of this document, sustainabiltty is defined as the ongoing successful functioning

20 gradual conditioning process Part I: Introduction

21 Part I: Introduction 1.3 ABOUT THIS DOCUMENT This document

22 This report should Part I: Introduction

23 Part II: Literature Review

24 Part II: Literature Review

25 Part II: Literature Review

26 Part II: Literature Review and Research methodology demands of the women for domestic water supply have been overlooked, resulting in the collection of inadequate amounts of water because the women had to walk such long distances. Water collection also reduced the time and energy of the women had available to participate in other development activities. In Guinea Bissau, Tanzania

27 Part II: Literature Review

28 Part //: Literature Review and Research methodology

29 Part II: Literature Review

30 Part //. Literature Review and Research methodology women have been allowed to go for skills training because of social resistance from the men. Even though the women perform the same tasks as the men, and sometimes do so better than the men, they do not always feel that they are doing the right thing. The result is that women play very small roles in the implementation of projects, as well as in the design, implementation and training in the maintenance and sustainability of a water supply and/or sanitation projects. A woman's role has been relatively small and financially less rewarding than those of the men. 2.2 RESEARCH METHODOLOGY This research was launched to provide the government, international agencies, developers/implementers and policy makers with information and guidelines regarding the involvement

31 a. Part II: Literature Review and Research methodology

32 Part II: Literature Review and Research methodology Self-esteem - the self-esteem of groups and individuals is acknowledged and enhanced by recognising that they have the creative and analytic capacity to identify and solve their own problems. Associative strengths - the methodology recognises that, when people form groups, they become stronger

33 Part II: Literature Review

34 Part //: Literature Review and Research methodology TARGET GROUPS The following villages were targeted for the research, according to the determinants set out above: AGENT CSIR CSIR NGO NGO DWAF DWAF NORTHERN PROVINCE Mathabatha Ga-Mashishi Mafefe Seokodibeng Mmabulela Malatane EASTERN CAPE Manyosini Lubisi Dubeni Thembalethu Sandile Sabalela A total

35 MAPI Part II: Literature Review

36 MAP Part II: Literature Review and Research Methodology

37 Part II: Literature Review and Research Methodology THE INFORMATION GATHERING TECHNIQUES a. Interview schedule for discussion groups An interview schedule

38 Part II: Literature Review and Research Methodology

39 PART Part III: Data Analysis

40 Part III: Data Analysis Figure 2: AGE

41 Part III: Data Analysis Figure 3: COMPOSITION OF HOUSEHOLDS Male Female 0-3 yrs 4-7 yrs 8-14 yrs yrs yrs >65yrs COMPOSITION OF THE HOUSEHOLDS From observation, the households consisted mostly of young children of both sexes

42 Part lit: Data Analysis Figure 4: LEVEL OF EDUCATION Male Female 10 No School <std2 <std6 «std 8 < std 10 Tertiary EDUCATION LEVEL

43 Part III: Data Analysis Figure 5: LEVEL OF INCOME PER MONTH RO-QO <R200 R201-R500 R501-R800 R801-R1000 Male [ Female INCOME LEVEL OF RESPONDENTS All

44 Part III: Data Analysis Figure 6: INCOME EARNERS (71.43% INCOME EARNERS The respondents were asked to indicate who the income earners in their households were. The response was that the male members of the households were

45 Part III: Data Analysis Figure 7: POSITIONS

46 Part III: Data Analysis The pocket chart method revealed the following regarding decision-making on several committees

47 Part III: Data Analysis Figure 9: DECISION MAKERS Sanitation Projects Old Men (60+) 5.56%) (50.00%)

48 Part ///: Data Analysis Figure 10: DECISION MAKERS Development DECISION-MAKING

49 Part III: Data Analysis Figure 11: DECISION MAKERS Family Matters Old Women (60+) Women (21-60) (26.67%) DECISION-MAKING

50 Part III: Data Analysis Figure 12: DECISION MAKERS Money Matters -(0.00%) jfo.00%) Old Men(60+) Old Women(60+) Young Men(10-20) Young Women(10-20> Women (21-60) (44.44% (55.56%) DECISION-MAKING ON MONEY MATTERS Money matters were defined as all activities in which money was involved, from paying school fees, buying food, clothes and furniture for the home to selling produce from

51 Part III: Data Analysis Figure 13: DECISION MAKERS Landuse (0.00%) 0.00%) Old Women (60*) Young Men (10-20) Young Women (10-20) DECISION-MAKING ON LAND USE Land

52 Part III: Data Analysis 3.2 QUALITATIVE ANALYSIS The interview schedules for both the discussion groups and the households or individuals contained quantitative

53 We must Part III: Data Analysis

54 Part III: Data Analysis seemed that culture was viewed as the inhibiting factor. They felt that men and women should be equal in all projects. However, there were still perceptions (even among the women) that they as women should only fulfil certain roles. These roles were identified as the supportive roles. The roles of looking after the latrine and health issues for the family corresponded with what they viewed as their natural role.

55 Part ///: Data Analysis

56 together, especially regarding matters Part III: Data Analysis

57 Part III: Data Analysis» earning an income for household provisions; housing

58 Part ///: Data Analysis Women still have expectations from the men - that men should start

59 Part III: Data Analysis THE ROLE OF CULTURE IN WATER SUPPLY AND SANITATION Culture

60 Part III: Data Analysis > > By working together, we build our future together. Outsiders should know what they (the villagers) reject and what they practise. Culture might mean some people

61 Part III: Data Analysis Projects in themselves are good, but people can still accept or reject them. If accepted, people must choose between the good things from

62 Part IV: Conclusion

63 of Part IV: Conclusion and Recommendations

64 4.1.6 Part IV: Conclusion and Recommendations

65 Part IV: Conclusion and Recommendations Another major barrier was the fact that most women in the villages were illiterate and had not received any formal education or training. This had the effect of making

66 Part IV: Conclusion and Recommendations and look for possible actions to improve the balance between the responsibilities and work of the men and women, as well as their control over resources and benefits, within

67 Part IV: Conclusion and Recommendations project to be unsustainable. In order to follow a gender-balanced approach, the developer should assess the needs of the genders and then train the community members (men and women) in relevant issues. This will ultimately build the capacity

68 Part IV: Conclusion and Recommendations Literacy and communication skills should be targeted in the training process, as these are the skills that the women feel they lack and which will increase the potential

69 Part / V: Conclusion

70 Part IV: Conclusion

71 Part IV: Conclusion and Recommendations These forums or platforms should be established at national, regional, local and grass roots level to facilitate communication and discussion DEVELOPING GENDER AWARENESS PROGRAMMES Gender Awareness Programmes designed for the women and the men in the rural areas will go a long way towards closing the gap between the perceived differences in roles for women and men in water supply and sanitation projects. These programmes

72 Part / V: Conclusion and Recommendations As mentioned the gender awareness programme for the rural areas should grow and develop into

73 Part IV: Conclusion and Recommendations

74 Adepojou REFERENCES

75 Fiedeldey A C, 1993: Man and Environment, The Psychological Experience of an Essential Relationship; Nasionale Kultuurtiistoriese Museum, Pretoria. Freire P, 1970:

76 Narayan-Parker D, 1988: Case study on women's Involvement in Community Water Systems: The PKK Experience in Indonesia; WHO/PROWWESS-UNDP. Perrett H, 1985: Involving Women in Sanitation Projects; Discussion Paper No 3, World Bank. Ramsey

77 Wakeman

78 APPENDIX A INTERVIEW SCHEDULE

79 Women in water supply & sanitation Pagel INTERVIEW SCHEDULE WOMEN

80 Women in water supply & sanitation Page 2 SECTION C C1. Do you earn an income? Yes No C2. How do you earn an income? C3. What is your level of income per month? Up to R 200

81 Women in water supply & sanitation PageS C6. How many people live in your household? Age group Infants

82 Women

83 Women in water supply & sanitation PageS E6. What positions do the men and women have in this committee? Position Male Female Chairperson Vice chairperson Secretary Vice secretary Treasurer Bookkeeper Ad hoc member Ad hoc member Ex Officio member Ex Officio member E? POCKET CHART Question:

84 Women

85 Women

86 Women in water supply & sanitation Page 8 G6. Who looks after the latrine? Why? G7. What makes

87 Women in water supply & sanitation Page 9 G10. Why do men accept their roles? Thank

88 NOTES APPENDIX B

89 Gender: Notes

90 Gender: Notes

91 committees, Gender: Notes to the interviewer Page 3

92 Gender: Notes to the interviewer SECTION G: EMPOWERMENT This section will provide information regarding

93 APPENDIX

94 Gender pilot NP Pagel QUESTIONNAIRE WOMEN IN WATER SUPPLY AND SANITATION PILOT

95 Gender pilot NP Page 2 3. What is your level of education? Bogomo bja dithuto tsa gago ke bo fe? Please mark with an X. Dirisa le tshwalo la X. No school ing/ga gona thuta Up to St 2 Up

96 Gender pilot NP Page 3 D INSTITUTIONAL CAPACITY/MOLAO MOTHAMO 1. Do you have committees in your village? Motse wa lena o na le mekgahlo? 2. Please list

97 Gender pilot NP Page 4 7. Why do the women attend committee meetings? Ke eng basadi batla mo dikopanong tsa mokgahlo? 8. Why don't the women attend committee meetings? Ke eng basadi ba sa tie dikopanong tsa mokgahlo? 9. Anything else

98 3. Gender pilot NP Page 5

99 Gender pilot

100 Gender pilot

101 Hi; '*»1t,. -«%», p Water Research Com m F _