manual: women workers' rights and gender equality - International ...

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Learning objectives After the sessions participants should be more aware about: • The difference between sex and gender • Things they like and do not like in their lives • What kinds of things they want to change in their lives • The different roles of men and women and the values that are attached to them • The fact that values are influenced by culture, tradition and socio-economic conditions in society • The division of tasks and roles • The different value attached to those tasks and roles • The possibilities to change the division of work between men and women • What resources are available to men and women? • Which resources men can use and which women • Who makes decisions about how to use resources? 17
3.1 1. Self-Awareness – Vote for Change Choose only one of the two exercises about self-awareness: ‘Vote for Change’ or ‘What is Best?’ The objectives and main conclusions are the same. Objectives • To identify what participants like in their lives and about themselves • To identify what participants do not like in their lives and about themselves • To identify what participants want to change in their lives Target group • Both men or women together or separately • All ages • All educational levels • Rural and urban areas Material • 5 situation cards (enlarge them by photocopying if you want) • Boxes or bags to collect the votes (not provided in the package) • Voting slips in two colours, 5 of each colour for each participant (cut A4 size paper into about 20 equal pieces, see sample below) To make sure that the participants do not mix-up the voting slips you can draw a smiling face on the voting slips representing the positive vote and a sad face on the voting slips representing the negative vote, see example below. 18
Page 2 and 3: Contents Foreword..................
Page 4 and 5: 25. No to forced labour, yes to fre
Page 6 and 7: Chapter 1 About this Manual 1.1 Int
Page 8 and 9: Objective: Gives the main learning
Page 10 and 11: In gender and women workers’ righ
Page 12 and 13: 2.3 Adult learning Most of the part
Page 14 and 15: Contents Questions regarding the co
Page 16 and 17: 2.9 The first day The first day is
Page 20 and 21: Situation cards: Marriage Men gambl
Page 22 and 23: Use the following questions in the
Page 24 and 25: Situation cards: set 1 A woman does
Page 26 and 27: Again, emphasize that changes are p
Page 28 and 29: Step 2 • Ask both groups to sit d
Page 30 and 31: 3.2 2. Values and Attitudes - State
Page 32 and 33: - Did everybody have the same opini
Page 34 and 35: 3.3 Division of Work Step 1: What d
Page 36 and 37: Both men and women play multiple ro
Page 38 and 39: Exercise Step 1 • Divide the part
Page 40 and 41: Related sessions and briefing notes
Page 42 and 43: Step 2 • Discuss how the existing
Page 44 and 45: Exercise Step 1 • Explain to the
Page 46 and 47: Make clear that decision making pow
Page 48 and 49: 4.1 Rights and Responsibilities Obj
Page 50 and 51: Step 4 • Explain the terms “bas
Page 52 and 53: Reasons often heard for not doing a
Page 54 and 55: Exercise Step 1 • Ask the partici
Page 56 and 57: Card 1: No to Suppression of Freedo
Page 58 and 59: Card 5: Maternity Protection (pictu
Page 60 and 61: Song 3. Cruel Suffering of the Work
Page 62 and 63: Step 3 • Tell the participants th
Page 64 and 65: The following case is an example of
Page 66 and 67: Story two: A group of women workers
Page 68 and 69:
The number of female members in som
Page 70 and 71:
No child should have to work No chi
Page 72 and 73:
In article 48 this is made more exp
Page 74 and 75:
story 2: Kolab, 12 years old, flowe
Page 76 and 77:
Related sessions and briefing notes
Page 78 and 79:
How to make the circle of debt: Exe
Page 80 and 81:
Situations in which people often ne
Page 82 and 83:
• Place a green fiche when the an
Page 84 and 85:
4.9 Migrant Workers Objectives •
Page 86 and 87:
Story and questions for each square
Page 88 and 89:
What do you think will happen to th
Page 90 and 91:
4.10 Trafficking Objectives • To
Page 92 and 93:
The strategies traffickers often us
Page 94 and 95:
• Explain the meaning of the 4 co
Page 96 and 97:
Rest period There are no official r
Page 98 and 99:
• Explain the meaning of the 4 co
Page 100 and 101:
4.12 Workers with Family Responsibi
Page 102 and 103:
- What do they think of the role of
Page 104 and 105:
4.13 Maternity Protection Objective
Page 106 and 107:
Step 4 • Show the last card: term
Page 108 and 109:
4.14 Sexual Harassment at Work Obje
Page 110 and 111:
adequate performance of workers. Th
Page 112 and 113:
A person who tricks a minority pers
Page 114 and 115:
8. A pregnant woman who is under pr
Page 116 and 117:
4.16 Domestic Violence Objectives
Page 118 and 119:
At work: Violence causes immediate
Page 120 and 121:
Step 4 • Explain where to go in c
Page 122 and 123:
Facts and myths about rape Myth: Ra
Page 124 and 125:
Step 4 • Ask the participants to
Page 126 and 127:
4.19 HIV/AIDS and Work Objectives
Page 128 and 129:
Step 5 • Explain briefly the Code
Page 130 and 131:
HIV/AIDS at work HIV/AIDS is a work
Page 132 and 133:
Working in a very noisy area Workin
Page 134 and 135:
information to the workers. Another
Page 136 and 137:
Briefing Note 1 Training Methods Th
Page 138 and 139:
• Interviewing • Negotiating
Page 140 and 141:
Briefing Note 2 Gender Equality 16
Page 142 and 143:
Gender stereotypes Gender gap Gende
Page 144 and 145:
Briefing Note 4 Key Principles for
Page 146 and 147:
Briefing Note 5 Gender Planning: St
Page 148 and 149:
issue but consensus on this agreeme
Page 150 and 151:
3. Cultural and social norms and va
Page 152 and 153:
Gender Equality at Work Equal right
Page 154 and 155:
What are the results of stress? For
Page 156 and 157:
At work: The use of alcohol and dru
Page 158 and 159:
At work: As HIV/AIDS affects the ec
Page 160 and 161:
2. Collective dispute It can be eas
Page 162 and 163:
International Labour Standards: a s
Page 164 and 165:
Glossary Abortion Benefit Bonded la
Page 166 and 167:
certain characteristics or who belo
Page 168 and 169:
List of Useful Organizations Nation
Page 170 and 171:
Cambodian HIV/AIDS Education and Ca
Page 172 and 173:
For General Information and Referra
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