GGCA Gender and Climate Change Training Manual - Women's ...

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Key question: • “So, what can be done to make the situation fairer?” 36 Possible answers: • “Let the man reach the plate first or put the plate closer to the man.” • “Divide the contents of the plate into two equal parts; one for each them.” • “Make the woman aware that this man has not eaten breakfast this morning, so she must share and maybe leave more for him.” • “Try and find a way of alleviating this man’s workload.” • “Give the man free time to take exercise so that he can become fitter and more able to compete.” • “Propose noodles and rice to address both their preferences. If that is not possible, maybe we should only propose noodles because the man seems to have a greater need of food than the woman.” Note: Underline that these possible solutions are what we call “positive actions;” they aim to make the situation fairer and more equitable. They take into account the fact that some people do not have the same opportunity to access resources. There can be no equality when people do not have the same opportunities.
Instruments and techniques II. Techniques for introducing gender concepts Analysis of gender differences/gaps 37 Objective: Introduce gender differences/gaps and understand some of the causes and possible solutions Materials: Handout 1: Analysis of gender differences/gaps, marker pens and flip charts Procedure: 1. Divide the participants into groups and appoint a leader in each group. 2. Ask the leader of the group to read out the statements. 3. If the participants are aware of other gaps they can include them on the list. Instruments and techniques / Module 1
Page 3 and 4: This manual has been produced by th
Page 5 and 6: Foreword iv Climate change is a mos
Page 7 and 8: Assignments for this module .......
Page 9 and 10: 6.4.1 Technology needs and needs as
Page 11 and 12: 2 EUA FAO FCPF GDI GEF GEF-SGP GEO
Page 13 and 14: Introduction In November 2007, the
Page 15 and 16: Notes for trainers training: A vari
Page 17 and 18: Do not try to put too many topics i
Page 19 and 20: Module 1: Gender and gender mainstr
Page 21 and 22: Overcoming inequalities and maximiz
Page 23 and 24: mainstreaming, therefore, differs f
Page 25 and 26: Social Watch. (2008). Gender Equity
Page 27 and 28: Case studies Case study 1 Women pla
Page 29 and 30: Case study 2 UNEP Gender Plan of Ac
Page 31 and 32: Case study 3 CBD Gender Plan of Act
Page 33 and 34: Instruments and techniques I. Intro
Page 35: Instruments and techniques I. Intro
Page 38 and 39: 4. Ask the participants to choose a
Page 40 and 41: Instruments and techniques II. Tech
Page 44 and 45: 4. Ask the groups to identify the c
Page 46 and 47: 2. Ask participants to take one ste
Page 48 and 49: 44 These include Agenda 21 (United
Page 50 and 51: procedures whereby women may file c
Page 52 and 53: It is important to point out that o
Page 54 and 55: • Strengthening accountability sy
Page 56 and 57: 52 hand, women are often well posit
Page 58 and 59: importance of the agricultural sect
Page 60 and 61: 56 It should be noted that the CBD
Page 62 and 63: Box 2 Examples of how gender and wo
Page 64 and 65: NBSAP; of the 141 examined, 77 ment
Page 66 and 67: In terms of the legal instruments,
Page 68 and 69: Notes for the facilitator: It is fu
Page 70 and 71: Table 1. Summary of the major legal
Page 72 and 73: GENDER EQUALITY 52 nd Session of th
Page 74 and 75: Specific text It calls for mainstre
Page 76 and 77: Main inputs of policy making and im
Page 78 and 79: Specific text General consideration
Page 80 and 81: Procedure: 1. Divide the participan
Page 82 and 83: 80 Climate change and gender inequa
Page 84 and 85: Table 1. Direct and indirect risks
Page 86 and 87: 3.3 Gender equality, climate change
Page 88 and 89: MDG 3: (cont.) Women in developing
Page 90 and 91: Further resources Enarson, E. (1998
Page 92 and 93:
Case studies Case study 1 The Mama
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92 Furthermore, female yapuchiris h
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94 CRiSTAL was applied three times
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Instruments and techniques I. Techn
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Handout 1. Direct and indirect risk
Page 102 and 103:
Handout 2. Establishing the linkage
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MDG 5: Improve maternal health Incr
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Module 4: Gender mainstreaming in a
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The Human Development Report 2007-2
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which limits their capacity to resp
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According to Burón, risk managemen
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• In Sri Lanka, it was easier for
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By excluding women from climate cha
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Box 7 Women’s successful action i
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The following resource sectors, in
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occurred in poor urban homes due to
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1. Direct effects of extreme climat
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Divert fresh water to areas where t
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Establish aquaculture, including ma
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men differently, and to explore sca
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sustainable change (UN/ISDR, 2008).
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Assignments for this module: Activi
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direct beneficiaries. The programme
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of the household. Women, in contras
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participatory approaches with farme
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Case study 5 Women will rebuild Mia
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2. Assign people to small groups re
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a. Water and sanitation; b. Biodive
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Over the longer term, the Intergove
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154 At the national level, the pict
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not only reduced landslides, but al
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Box 3 Gender considerations when pr
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credits. By increasing the efficien
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The second position suggests that t
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Hope to Action is a good example of
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Case studies Case study 1 Biofuel p
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Case study 2 A billion trees for cl
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Case study 3 Nepal National Biogas
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• Group 3 to look at point 5.1.2
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Procedure: 1. Paste the four differ
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communications technologies, includ
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variables strongly associated with
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process, the developed country Part
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grassroots organizations, is import
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Reforestation projects are also bei
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America, women preserve seeds for f
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Case study 2 Women’s vulnerabilit
Page 186 and 187:
Case study 3 Lighting up hope and c
Page 188 and 189:
Page 190 and 191:
Instruments and techniques II. Anal
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Women’s vulnerability in the rura
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Module 7: Gender mainstreaming in c
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These include women’s control “
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7.3 What are the instruments, mecha
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Clean Development Mechanism (CDM) a
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7.4 Market-based schemes and privat
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As with public sources of climate c
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Unfortunately, far too few of the m
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steadfastly to the gender myths abo
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7.7 Gender and the post-2012 climat
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Strategic opportunities and opening
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Voluntary Services Overseas (VSO).
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order to secure their livelihoods a
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Page 220 and 221:
Instruments and techniques II. Anal
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Appendix 1: Annotated bibliography
Page 224 and 225:
Reference Description IPCC. (2001).
Page 226 and 227:
Reference Description Canadian Inte
Page 228 and 229:
Reference Description IPADE. (n.d.)
Page 230 and 231:
Reference Description Villagrasa, D
Page 232 and 233:
Reference Description GEF-UNDP SGP.
Page 234 and 235:
Reference Description Wamukonya, N.
Page 236 and 237:
Reference Description Jones, R., Ha
Page 238 and 239:
Reference Description UNDP Mexico.
Page 240 and 241:
Reference Description Aguilar, L. (
Page 242 and 243:
3. Portals and web sites Site Name
Page 244 and 245:
Site Name Contents Oxfam: Climate C
Page 246 and 247:
Document Description The World Bank
Page 248 and 249:
Social Watch. (2007). Gender Equity
Page 250 and 251:
IPCC. (2001). Summary for Policymak
Page 252 and 253:
Zhou, G., Minakawa, N., Githeko, AK
Page 254 and 255:
Duncan, K. (2007). “Global Climat
Page 256 and 257:
Meyreles, L. (2000). Huracán Georg
Page 258 and 259:
Module 5 Aboh, C.L. & Akpabio, I. A
Page 260 and 261:
Women’s Environmental Network and
Page 262:
Module 7 Brody, A., Demetriades, J.
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