Desk review of gender training in Africa: Lessons for GREAT

Transcription

1 Desk review of gender training in Africa: Lessons for GREAT Margaret Mangheni, Henry Manyire, Richard Miiro, ConsolataKabonesa, Hale Ann Tufan GREAT Inception Meeting; 4-5 th February 2016

2 Presentation Outline Problem statement Objectives Methodology Theoretical framework and analytical questions Key findings Lessons for GREAT

3 Problem statement The need for gender- responsiveness in agricultural research is widely recognized, expressed for decades in global, regional, and national declarations and strategies. Various capacity building efforts for agricultural researchers e.g. gender short courses supported by FARA, ASARECA, IDRC, World Bank, ILRI, IITA etc

4 Problem statement (contd) There has been reasonable success in sensitization about importance of gender. However, gender trainings have not effectively transformed attitudes, skills, practices, and culture at individual and organizational levels. Agricultural research projects and programs largely remain gender- blind in design, but especially in implementation.

5 Purpose of Desk Review To examine the causes of limited implementation of learning from gender training. To generate insights into how to design an effective gender training course (i.e a course that transforms attitudes, behaviour and practices at work).

6 Specific Objectives To understand the scope (focus, depth and nature) of gender trainings targeted at national and regional agricultural research organizations in East Africa. To identify lessons and gaps in training design and delivery. Make proposals for design of a more systematic capacity development program of agricultural scientists under GREAT

7 Methodology The study used the scoping methodology (Arksey and O Malley, 2005) Available literature on gender trainings for agricultural researchers was harvested. Relevant key words used to conduct a google search Documents analysed included training manuals, workshop reports, online courses targeting agricultural researchers in SSA.

8 Methodology A total of 12 courses were analysed: 1. ASARECA st Oct 2013 targeting South Sudan 2. ASARECA th April 2014 targeting Sudan 3. ASARECA & SIMLESA th Feb FARA 6-9 July FARA 3-6 th June FARA th July CIMMYT&IFPRI 8-12 th Jan IITA 8-11 th April ILRI March ASARECA&PRGA Nov ASARECA&PRGA 4-15 th July ASARECA &PRGA th June 2006

9 Conceptual framework Gender as an ideology and a practice Gender ideologies do create gender identities, which in turn determine entitlements and agency Limited entitlements and inactive agency lead to inequalities

10 Conceptual framework Gender inequalities are ideologically propagated and justified, thus become institutionalized within society at the informal levels and are reproduced at formal levels Institutionalization of gender inequalities engenders a structural status quo within society, of male superiority/female inferiority/subordination that is so internalised that it is consciously and sub consciously perceived as natural or a given by both males and females within both the formal and informal settings.

11 Conceptual framework Individuals subscription to the gender status quo varies from lukewarm to intense, depending on their life and professional/work experiences. Transformation of the gender status quo therefore requires awakening the consciousness of gender training participants to their internalized ideologies that make them (participants) regard the gender status quo as "natural.

12 Conceptual framework The process of consciousness awakening should be undertaken in a gradually unfolding manner that allows for questioning long held core beliefs without drawing resistance towards transformation of the current status quo

13 Content of Transformational Gender Training Courses Self Awareness Relations Conceptual Clarity of Gender Agriculture and Human Values Why Gender Matters in Agricultural Research

14 Analytical questions The conceptual framework informed the framing of analytical questions used to analyse the training courses: 1. Where do goals/expected outcomes of gender training courses fall on the gender awareness transformation continuum? 2. To what extent do gender courses provide safe space and adequate time for participants to reflect and question their long held beliefs and values so as raise their consciousness about their own gender biases as well as those within their organizations and wider society?

15 Analytical questions (contd) 3. Does gender training assist participants to understand the level, importance and root causes of women s vulnerability? 4. To what extent do gender courses adopt effective strategies for attitude and mindset change so as to deal with overt and subtle resistance to transformation of the gender status quo? 5. Are the topics/elements of the courses designed and delivered in a logical and coherent manner?

16 Analytical questions (contd) 6. Do gender trainings have effective strategies to encourage application of gender skills in participants work settings? - Is training content relevant for the targeted learners? - Are examples, illustrations, field experiences related with the trainees work? - Is there provision for post training support to enable trainees apply the training when they get back to their work organizations?

17 Key preliminary findings 1. Objectives: - All courses focused on gender sensitization; none on gender transformation - Content and process not aligned with behavioral change domains targeted as per the objectives (i.e knowledge, attitudes, skills) - Taught a random shopping list of gender analysis frameworks no attempt to contextualize them to the diverse fields of agric research

18 Key findings 2. Consciousness raising about gender identity and gender biases: No course handled this satisfactorily. One course had it (by IITA) in the objectives but never implemented it. 3. Understanding root causes of women s vulnerability: Very few courses covered patriarchal ideology and how it influences gender identity.

19 Key findings 4. Attitude and mindset change strategies: No course handled this in a satisfactory manner. 5. Logical flow and coherence of content: This was lacking in many courses. Resource persons were invited independently to cover topics with no time to harmonise so that sessions complement and build on each others towards a defined outcome. 6. Strategies to encourage application: - Relevance of content- - No attempt to organize learners in cohorts that are from the same discipline and/or at the same level so that content is aligned with needs e.g accountants and researchers taught together.

20 Key findings - Content, examples, illustrations, case studies not deliberately applied to the work context and job requirements of the diverse group of learners (with the exception of the IITA course). None covered qualitative and quantitative analysis of sex disaggregated data exhaustively. - Duration mostly 2-4 days too short for meaningful engagement in practicals to master gender analysis skills - A majority had no provision for post training support. The few that tried were not successful. E.g FARA s online platform (D group) to share challenges, best practices

21 Lessons for GREAT 1. The first session of gender training should provide safe non- judgmental space that allows participants to express their individuality (e.g religious, cultural, age, discipline, professional status) for reflection, self questioning, consciousness raising. 2. Contextualize gender in the lives of learners- - use example and case studies depicting reality relevant to their disciplines.

22 Lessons for GREAT 3. Address attitude and mindset change- - Allow time for change (it often takes long and a struggle against self because of messages ingrained through socialization). - Embed attitude change strategies through out the whole course e.g use role plays, reflection and analysis of real life case studies, strategic field exposure. - Participants to set realistic goals towards gender transformation, and involve their mentors to support them during that process.

23 Lessons for GREAT - Include gender transformation goals i.e. build the capacity of participants to be open to question the current gender status quo and embrace change. 4. Align content with learners needs cohorts of learners from the same discipline. 5. Plan for post training support to encourage application e.g through monitoring and feedback, mentoring, providing resources for application.

24 Thank you for listening