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

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3.2 2. Values and Attitudes - Statements and Proverbs Choose only one of the two exercises about values and attitudes, either ‘Sexy Relay Race’ or ‘Statements and Proverbs’. Both exercises explain the difference between sex and gender. The Sexy Relay Race deals mainly with the difference between biological and social roles of men and women while ‘Statements and Proverbs’ further addresses the social norms and values attached to the roles of men and women. Objectives • To introduce the concepts sex and gender • To become aware of the different roles of men and women and the values attached to these roles Target group • Both men or women together or separately • All ages • All educational levels • Rural and urban areas Material • Picture of a happy family: pregnant man with a woman with beard and moustache (a happy couple, picture No. 11) • 3 papers: one with a smiling face, one with an angry face and one with a neutral face • The following statements 1 and proverbs: Men are able to look after children Men and women should share household responsibilities Men and women should take decisions together Boys should get better education than girls Every woman wants to become a mother Men should earn the money Women with small children should work outside the house Men should represent the family in public meetings Women should have the same rights and opportunities as men Women can be good leaders Women are as strong as men Examples of Khmer proverbs: Consent the death of a male, but do not consent the death of a female. Consent the sinking of a boat in the river, but do not consent to the house on fire Soup is delicious because of the ingredients; family is prosperous because of the wife 1 From: Gender Issues in the World of Work, ILO Gender Training for ILO Staff and Constituents for the Promotion of Equality for Women Workers, INT/93/MO9/NET, 1995, Geneva. 29
Seedling helps soil; women help men Men are front legs; women are rear legs Woman is beautiful because of attitude; man is handsome because of knowledge Situation cards: A happy couple (picture No. 11) Exercise Step 1 • Start this session with showing the picture of a happy family. Ask the participants what is wrong. Discuss this briefly with the following questions: - Is the situation on the picture possible? - Why not? • Explain that the situation shown on the picture is not possible because men cannot become pregnant and women do not grow a beard, i.e. biological differences between men and women can not change. Step 2 • Tell the participants that during the following exercise they should act according to their own feelings and opinions. Make sure that they feel free to express their own thinking • Place at both ends of a room two papers, one with a smiling face and the other with an angry face; in the middle you place a paper with a “neutral” face • Explain that the smile stands for “totally agree” and the angry one for “totally disagree”. The face in the middle means “neutral” • The participants should take a place along the line according to their opinion about a certain statement. Tell them that you will interview a few persons along the line to ask them why they feel as they do, and on what experience or belief their position is based • Read out loud the first statement and ask the participants to stand in the spot between the two faces that represents their beliefs • Interview one or two persons and ask them why they think the way they do, and on what experience or belief their position is based • Repeat this with the next statement. Again, everyone should move to a spot in between the two faces that represents his or her belief • Again interview one or two persons Step 3 • After 5 statements ask the participants to sit down again and ask whether they can think of a difference between the picture with the happy family and the statements. • Start a discussion using the following questions: - Do they think cultural and/or social values have a large influence on what they think? - If so, can they give examples? 30
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 18 and 19: Learning objectives After the sessi
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 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
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- 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
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4.14 Sexual Harassment at Work Obje
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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
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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
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• 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
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At work: As HIV/AIDS affects the ec
Page 160 and 161:
2. Collective dispute It can be eas
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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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