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

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Step 2 • Discuss how the existing division of work can be changed using the following questions: - Which activities that are placed under the couple would they really like to share? - Why? - How would this be possible? - Do they know any couple that does share these activities? - Why do they not want to share the other activities? Step 3 • Summarize the discussion and emphasize that the division of work can be changed Notes for the trainer Of course, it is possible to change the existing division of work, or in other words, the gender roles. This can only be successful when both sexes are involved in the process. Try to emphasize this during the discussion about how to change the existing division of work. Discussions at home between the wife and the husband, the mother and the father, the son and the daughter will be a good start to make people aware that changes are possible and useful. Raising children in a way that does not perpetuate gender stereotypes is another example of starting to change the existing situation. Related sessions and briefing notes 3.3 Division of Work step 1: What do Men and Women do? 3.4 Division of Work step 2: What is the Value of Work? 3.6 Accessibility and Control of Resources Briefing note 2 Gender Equality Briefing note 3 Basic Gender Concepts and Definitions Briefing note 4 Key Principles for the Promotion of Gender Briefing note 5 Gender Planning: Steps for Action 41
3.6 Accessibility and Control of Resources Objectives • To identify the resources and benefits available to the household • To identify who has actual control over which resources • To identify whether it is possible to change the existing patterns of access and control Target group • Both men or women together or separately • All ages • All educational levels • Rural and urban areas Material • 4 photocopies of the page with Resource cards (picture No. 16), cut into separate cards • A number of blank cards to make additional resource cards (two are already provided in the page) • 4 photocopies of the page with the man, woman and couple (picture No. 14), cut into separate cards (see session 3.3) • A photocopy of the page with the weighting scales (picture No. 17) (enlarge by photocopying or draw on a flipchart) Resource cards: 1. labour 2. money 3. offices (ex.: credit) 4. food 5. water 6. clothes 7. fodder 8. furniture 9. seeds 10. tools 11. livestock 12. rice 13. gas 14. electricity 15. education 16. health care 17. friends 18. time Situation cards: Man, couple, woman Resource cards Weighting scales (picture No. 14) (picture No. 16) (picture No. 17) 42
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 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 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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