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

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4. Ask the groups to identify the causes of the gaps and possible actions to overcome them. Participants should write their answers on the flip charts provided. 5. Ask each group to present their results. If possible, provide additional information on the causes and possible ways to 38 overcome them. Finally, ask the participants what they have learned from the 6. assignment. Note: If time is limited, the facilitator can prepare a quiz in PowerPoint to present to the group and generate discussion. An example of a gender quiz is the Oxfam Millennium Development Goals Gender Quiz from 2007, which can be found at http://www.oxfam.org.uk:80/generationwhy/do_something/campaigns/ healthandeducation/quiz/index.htm It is important that the facilitator includes in the analysis of gender differences/ gaps, regional and national data in order to encourage and contextualize the discussion. Please remember to quote the reference for the data presented (regional and country-specific data is available in Global Gender Gap Report www.weforum.org/en/initiatives/gcp/Gender Gap/index.htm). Handout 1: Analysis of gender differences/gaps According to the best available data approximately 70% of those who live on less than a dollar each day are women. Women work two-thirds of the world’s working hours yet receive only 10% of the world’s income. Women own only 1% of the world’s property. Women members of parliament globally average only 17% of all seats. Only 8% of the world’s cabinet ministers are women. Seventy-five percent of the world’s 876 million illiterate adults are women. Worldwide women received 78% of the wages received by men for the same work, although in some regions, they have a better educational background. In some parts of the world, the wage gap between women and men is close to 40%. Of the 550 million low-paid workers in the world, 330 million or 60% are women. In a sample of 141 countries over the period 1981–2002, it was found that natural disasters (and their subsequent impact) on average kill more women than men or kill women at an earlier age than men. Sources: Social Watch Gender Equity Index, 2007 and 2008; Oxfam, 2007; Neumayer and Plümper, 2007; and ILO, 2008.
Instruments and techniques II. Techniques for introducing gender concepts Understanding inequalities 39 Objective: To highlight the differential gaps people have according to their class, social status and gender. Materials: Prepare cards describing different roles people play in the community/society/government: i.e., “village chief,” “widow,” “peasant worker,” “wife of a peasant worker,” etc. Contextualize the roles according to the region/country. These roles should take into account class differences as well. Procedure: 1. Ask participants to choose a card from the box. With the cards, ask them to line up in the middle of the room where other participants can see them. 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 42 and 43: Key question: • “So, what can b
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
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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
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Case study 3 Lighting up hope and c
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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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Instruments and techniques II. Anal
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Appendix 1: Annotated bibliography
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Reference Description IPCC. (2001).
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Reference Description Canadian Inte
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Reference Description IPADE. (n.d.)
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Reference Description Villagrasa, D
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Reference Description GEF-UNDP SGP.
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Reference Description Wamukonya, N.
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Reference Description Jones, R., Ha
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Reference Description UNDP Mexico.
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Reference Description Aguilar, L. (
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3. Portals and web sites Site Name
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Site Name Contents Oxfam: Climate C
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Document Description The World Bank
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Social Watch. (2007). Gender Equity
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IPCC. (2001). Summary for Policymak
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Zhou, G., Minakawa, N., Githeko, AK
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Duncan, K. (2007). “Global Climat
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Meyreles, L. (2000). Huracán Georg
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Module 5 Aboh, C.L. & Akpabio, I. A
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Women’s Environmental Network and
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Module 7 Brody, A., Demetriades, J.
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