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programming and training tools, successes, programmatic insights and experiences across countries. � Consolidating and commissioning research to engage in evidence-based policy dialogue. _____________________________________________________________________ Youth Development Policies Below are some relevant recommendations for addressing gender equality in youth educational and development policies: � Carry out critical reviews of educational curricula, including at the pre-school, primary and secondary level, to include ways of promoting gender equality that engage boys as well as girls, including in addressing and preventing genderbased violence. � Develop training for teachers, administrative staff and other groups dealing with children and youth (for example, school guidance counselors, health and social service professionals and police) to promote ways to engage boys and young men in gender equality. This should include sessions in which adult staff examine their own views about gender equality and assumptions about boys and male youth. Training should include orientation on how to help detect and refer girls who may be experiencing sexual abuse or harassment, and how to intervene in cases of harassment by boys and teachers. � In school reform efforts value gender equality as an educational outcome which is as important as basic literacy and numeracy. � Include messages and activities targeting boys and young men and promoting gender equality within existing sexuality education, HIV and AIDS prevention education and family life education curricula. � Use existing programmes with well-developed curricula and group education processes that have been evaluated and are successful in leading to attitude change, to engage boys in gender equality. Partnerships between Governments and non-governmental organizations should be encouraged to make such curricula and strategies widely available. � Engage sports groups in the public and private sector to promote gender equality and non-violence among boys and men and towards women and girls. This should draw on existing experiences to engage boys through soccer coaches in Latin America, and „locker room‟ projects used in some countries. Adapted in part from: United Nations Division for the Advancement of Women with The Joint United Nations Programme on HIV and AIDS, The International Labour Organization, and The United Nations Development Programme, United Nations Commission on the Status of Women Expert Group Meeting on “The Role of Men and Boys in Achieving Gender Equality”, Brazil,12 January 2004. Fatherhood Policies Men and Boys Knowledge Module January 2012 44
Why are policies that promote men‟s greater involvement in the family and childcare important? � By encouraging father‟s greater involvement in childcare, policies have the potential to promote greater gender equality – a key step in violence prevention. � Positive father involvement increases the chance that sons will be more genderequitable, and more nurturing as fathers, and that daughters will have more flexible views about gender as well (Levine, 1993; Russell & Radojevic, 1992). � Promoting men‟s greater and more equitable participation as fathers can help to broaden women‟s economic and employment opportunities by enabling them to dedicate more time to these activities. ______________________________________________________________________ What are some of the caveats regarding promoting father‟s involvement with children as a strategy for violence prevention? An emphasis by family courts and others on the need for children to see their fathers may expose increased number of children (and women) to violence and abuse by fathers (Flood in press; Eriksson & Hester, 2001). Although encouraging greater involvement by fathers in childcare is important in general, it should be shaped by the specific context and done with caution. ______________________________________________________________________ How can public policies encourage greater father‟s involvement in childcare? Public policies and labour laws may achieve this by allowing men to take time off for parental leave after birth or for participating in parent-teacher meetings, doctor‟s appointments and in caring for a sick child. Below are some recommendations on men‟s involvement in parenting and household labour from a United Nations Expert Group Meeting: � Use financial and social policy to improve the balance between work and family life, and encourage men to make an equal contribution to domestic work. � Expand paternal leave provisions. � Create disincentives for employers to demand overtime work. � Create a legal structure for permanent part-time work and incentives for men to use it. � Develop aspects of family law that enable men to be active partners in the lives of children and dependents; review and make appropriate changes in adoption policies and the care of orphans and adopted children. � Take measures to help teenage and young fathers be involved in the support and care of their children while continuing their education and training. Such measures include: Requiring education and training institutions to design their programmes and schedules to facilitate care work by teenage and young fathers without breaks in Men and Boys Knowledge Module January 2012 45
Page 1 and 2: Men & Boys Principal Author: Alessa
Page 3 and 4: o Developing capacities and skills
Page 5 and 6: MenEngage alliance, for example, co
Page 7 and 8: � A division between men and wome
Page 9 and 10: Make an explicit effort within prog
Page 11 and 12: Use a life-cycle and age-specific a
Page 13 and 14: Use language that: � Resonates wi
Page 15 and 16: PROGRAMME PLANNING AND DESIGN Getti
Page 17 and 18: Make use of effective messengers
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Page 21 and 22: � What does the community think a
Page 23 and 24: � Measures for the assessment of
Page 25 and 26: Tools that can help in the process
Page 27 and 28: Adapting the curriculum involved:
Page 29 and 30: � Recognize that there is a wide
Page 31 and 32: engaging men and boys to address vi
Page 33 and 34: � Making it cool to be non-violen
Page 35 and 36: Example: How Gender Stereotypes Can
Page 37 and 38: Implementing Specific Strategies o
Page 39 and 40: Men As Partners (Engenderhealth, So
Page 41 and 42: o Influencing Policies and Legislat
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Page 47 and 48: that fathers must take 10 weeks, ex
Page 49 and 50: Oxfam‟s Gender Equality and Men (
Page 51 and 52: For further information, see the we
Page 53 and 54: � Judges � Prosecutors � Parl
Page 55 and 56: � Stopping Rape: What Male Athlet
Page 57 and 58: � Make the church, temple, mosque
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Page 61 and 62: � The Role of Religious Communiti
Page 63 and 64: How Men Can Support Survivors (Exce
Page 65 and 66: her legal advice and telephone coun
Page 67 and 68: Stopping Rape: What Men Can Do By M
Page 69 and 70: Group Education What is group educa
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Page 81 and 82: (Hawkins & Zakiya Consulting, 2005
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Page 87 and 88: Promote community ownership and sus
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Page 91 and 92: Engage the target audience in progr
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Ensure sufficient exposure Evidence
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voices and concerns of women; it co
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partnership with Raising Voices and
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___________________________________
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One of Zero Tolerance‟s main stra
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Use creative cultural strategies Cu
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Men Today, Men Tomorrow ___________
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� Alcohol, Masculinity and Rape
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Promising interventions with adoles
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See a 10-minute video about the wor
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courses in other provinces. The pro
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area of gender and schooling with a
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girls/women. Teachers introduce stu
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espectful, healthy, equal relations
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The Youth Relationships Project was
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Active Fatherhood („Paternidad Ac
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o Rural populations Initiatives wor
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Perpetrators/Batterers What are bat
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and Measures (Smita Vir Tyagi 2003)
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Offer emotional support and profess
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women in intimate relationships. Fa
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Integrated Support Services for par
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such as ethical standards for facil
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MONITORING AND EVALUATION DRAFT Kno
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DRAFT Knowledge Asset on Partnering
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References DRAFT Knowledge Asset on
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