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

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Step 3 • Tell the participants that a factory has 50 sewing machine operators. The factory has bought new industrial machines and training will be given to 20 machine operators. Sorya is a very smart worker with a high production but is not allowed to participate in the training. Her boss says that it will be a waste of money because she is pregnant and will stop working when the child is born - Do they think this is fair? - What happens at their work when a woman becomes pregnant? - Do they want to change that situation? Why or why not? Step 4 • Explain to the participants that these are some examples of inequality or discrimination on the basis of sex or gender roles • Ask the participants whether they can think of more examples of different treatment between workers • Explain that they have the right to equal opportunity and treatment based on the Labour Code 1997 for formal workers and based on the Constitution for informal sector workers • Let them think about action they can undertake to protest against inequality at their workplace Step 5 • Summarize the things done and learned during this session. Emphasize the fact that everyone is equal and should be treated as such, not only at home but also at work Notes for the trainer The facilitator needs to change the situation of Vibol and Sorya according to the situation of the participants. Make sure that the participants recognize themselves in the situation you give. You can use the type of work the participants are involved in. For example, when you work with workers from the garment sector, Vibol and Sorya will work in a garment factory. Example for drawing the scale: During this session it should be made clear that men and women have equal rights and should have equal opportunities at work. This is stated in chapter 1, section 2 of the Labour Code: No employer shall consider on account of race, colour, sex, creed, religion, political opinion, birth, social origin or membership of workers’ 61
union of the exercise of union activities; to be the invocation in order to make a decision on: hiring, defining and assigning of work, vocational training, advancement, promotion, remuneration, granting social benefits or discipline or termination of employment contract. Furthermore, it is stated in the Constitution (article 36.1) that Khmer citizens of either sex shall have the right to choose any employment according to their ability and to the needs of the society. And article 36.2 states that Khmer citizen of either sex shall receive equal pay for equal work. Content for Conclusion: Men and women should have equal opportunity and treatment in: - access to training - access to employment - career advancement - job security: nobody can be fired only because of one of the following reasons: race, sex, colour, marital status, family responsibilities, pregnancy, political opinion, or being a member of an organization - salary: equal pay for work of equal value - working conditions: working hours, holidays, occupational safety and health and other benefits The first example in the exercise is addressing the issue of equal pay for equal work. It should be clear that what is happening with Sorya and Vibol is not fair. They both should get the same monthly salary because they perform the same work and both have been working for 2 years. Maternity protection is a measure that helps women to have equal opportunities at work. Women have the right to paid maternity leave before and after birth, for instance (see for detailed information the exercise on Maternity Protection). The boss does not allow Sorya to attend the training because he thinks she will leave the job. This way of thinking is not allowed. Sorya should get the opportunity just like anyone else. It is Sorya who decides if she wants to continue her job after becoming a mother. Her boss can not fire her just because she is pregnant or will be a mother later on. Another example of inequality is the segregation in jobs. Often women are involved in low-skilled jobs and men in higher-skilled jobs. For women it is often very hard to come out of this situation because often men get training to become (more) skilled. A few more examples come from an ILO research in Cambodia. According to this research, garment factories are unwilling to recruit men because they think that men are more aggressive than women and more difficult to control. Another result from this research was that married women have less chance than single women to obtain employment. Both are clear examples of inequality at work. It shows that not only women are discriminated against but it happens to men as well and there is also inequality between women with different marital status. Workers should undertake action when there is discrimination at the workplace. This can be very difficult sometimes. Of course people are afraid to lose their job when they complain about certain situations. A good advice is to fight against inequality together. Organize your colleagues; ask for help, you are always stronger in a group. Think about organizations that can help you, a trade union for instance or an NGO. Make sure that women also are represented in different committees at your workplace, if there are any. They can address the issues in these committees and ensure follow-up action is taken to change the situation. Another important thing is: try to get publicity for the problems, in the press for instance. When a lot of people know that you are fighting for your rights the employer or government feels more pressure. 62
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 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 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
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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
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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
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Briefing Note 2 Gender Equality 16
Page 142 and 143:
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
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
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Glossary Abortion Benefit Bonded la
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certain characteristics or who belo
Page 168 and 169:
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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