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

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- Did everybody have the same opinion on each statement? - Why do they think this happened? - Can things, mentioned in the statements, be changed? - Can they identify an example of something that changed between the generation of their grandparents and their own situation? • Give a summary of the discussion and explain that we all attach different values to the roles of men and women but that these values can be changed. Gender roles are reinforced by gender values and stereotypes but they can and do change, often faster than stereotypes and values. Step 4 • To check whether the difference between sex and gender is clear, mention the following statements one by one and discuss whether it is sex (S) or gender (G): Women can get pregnant (S) Women are responsible for the household and children (G) Men have short hair; women have long hair (G) In Cambodia a lot of women earn less than men (G) Women do breast feeding (S) In Cambodia women are often traders or micro-vendors, in Pakistan these jobs are all done by men (G) Men usually have a lower voice than women (S) • Summarize once more the difference between sex and gender. Emphasize that gender roles often vary and can be changed Step 5 (optional) • Ask the participants whether they know what a proverb is. If they have no idea try with an example • Ask them whether they know who “invented” them • Make clear that the cultural and social values in a community or society determine the proverb • Ask the group to think of proverbs that say something about the role, task or value of men and women. Let them explain the meaning and try to figure out which cultural and social values are behind it. In case of problems use one of the examples • Ask the participants if they want to rephrase the proverb; if yes how would they change it; if no why not • Give a summary of the discussion and explain that proverbs are sayings influenced by social and cultural values. In societies where women have a lower status than men, proverbs and sayings often reflect these different values given to women and men. Once again: these values can be changed Notes for the trainer The first step of this exercise is meant to make clear that the biological differences between men and women can not change. It is very important that during the second step of the exercise the participants can move freely and can express their feelings without any hesitation. Do not judge their opinions. 31
Examples for drawing the faces: During the exercise it will be clear that we all attach different values to the roles of men and women. Explain that these values can be changed. For instance, everybody thinks that men can not wear a mini-skirt, but actually this is not true. If a man really wants to wear a mini-skirt he can wear a mini-skirt. It is just a matter of putting it on, but since people only think about it as a women’s dress everybody will laugh. Long ago, the same happened when women started to wear western-style pants. People laughed because only men were supposed to wear these types of pants. Nowadays, a large number of women wear western-style pants, so the value attached to wearing pants has changed. The same is true for the general opinion that women can not work in technical jobs, like repairing motorcycles. This is not because women can not do it but because people think it is not appropriate. If we educate girls to become mechanics they can become mechanics, it is just a matter of education. At the moment only a few girls are following technical education but in future, most probably, this will change and more girls will become mechanics. Social values and attitudes can be changed and do change constantly for example, our grandparents’ views on roles of men and women were different from our parents’ views. Our views differ from our parents and our children may again have different views than our own. The only thing we can not change is our sex. Tips • Use only about 5 statements; select the ones that you think will lead to an interesting discussion. • You can substitute the statements, depending on the background of the participants, the main topic of the programme, the ethnicity of your group etc. Related Sessions and briefing notes 3.1 Self-awareness – Vote for a change 3.1 Self-awareness – What is best? 3.2 Values and Attitudes – Sexy Relay Race Briefing note 2 Gender Equality Briefing note 3 Basic Gender Concepts and Definitions 32
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 30 and 31: 3.2 2. Values and Attitudes - State
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
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• Place a green fiche when the an
Page 84 and 85:
4.9 Migrant Workers Objectives •
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Story and questions for each square
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What do you think will happen to th
Page 90 and 91:
4.10 Trafficking Objectives • To
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The strategies traffickers often us
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• Explain the meaning of the 4 co
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Rest period There are no official r
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• Explain the meaning of the 4 co
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4.12 Workers with Family Responsibi
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- What do they think of the role of
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4.13 Maternity Protection Objective
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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
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A person who tricks a minority pers
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8. A pregnant woman who is under pr
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4.16 Domestic Violence Objectives
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At work: Violence causes immediate
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Step 4 • Explain where to go in c
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Facts and myths about rape Myth: Ra
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Step 4 • Ask the participants to
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4.19 HIV/AIDS and Work Objectives
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Step 5 • Explain briefly the Code
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HIV/AIDS at work HIV/AIDS is a work
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Working in a very noisy area Workin
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information to the workers. Another
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Briefing Note 1 Training Methods Th
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• Interviewing • Negotiating
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Briefing Note 2 Gender Equality 16
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Gender stereotypes Gender gap Gende
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Briefing Note 4 Key Principles for
Page 146 and 147:
Briefing Note 5 Gender Planning: St
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issue but consensus on this agreeme
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3. Cultural and social norms and va
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Gender Equality at Work Equal right
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What are the results of stress? For
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At work: The use of alcohol and dru
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At work: As HIV/AIDS affects the ec
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2. Collective dispute It can be eas
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International Labour Standards: a s
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Glossary Abortion Benefit Bonded la
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certain characteristics or who belo
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List of Useful Organizations Nation
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Cambodian HIV/AIDS Education and Ca
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For General Information and Referra
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