Curriculum (PDF) - Biovision
Curriculum (PDF) - Biovision
Curriculum (PDF) - Biovision
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Week 2<br />
Topic Duration What you need for this lesson<br />
1 Gender in Push-pull 2 hours Questionnaires, access and control of resources<br />
chart<br />
2 HIV and Push-pull<br />
Introduction<br />
Gender refers to how the society looks at<br />
the relations between men and women.<br />
These relations, and the roles women and<br />
men play are determined by culture. The<br />
roles differ from one society to another with<br />
respect to age, class, race, ethnicity, abilities<br />
and disabilities.<br />
Topic 1: Gender in Push-pull<br />
Learning objective<br />
On completion of this topic participants will<br />
evaluate the gender issues that may affect<br />
the adoption of Push-pull technology.<br />
Learning activities<br />
Facilitator led discussions on the<br />
importance of gender issues in new<br />
programmes<br />
Issues to discuss<br />
Fill in the role played by men and women in<br />
the table below.<br />
Issue<br />
Labour<br />
Income<br />
Information and Knowledge<br />
on new technologies<br />
Decision on resources<br />
use<br />
Decisions on utilization<br />
of benefits<br />
Land ownership<br />
Priority setting<br />
Freedom of expression<br />
Use of time<br />
Men Women Children<br />
Group discussions<br />
The gender priority areas for Push-pull are:<br />
How to involve men, women and<br />
children in Push-pull.<br />
The place of rural women as a valuable<br />
resource and driver of local livelihoods<br />
and how Push-pull can address their<br />
specific needs.<br />
What you can do<br />
One way of addressing gender issues in<br />
Push-pull is to remember that different<br />
communities have different cultural and<br />
social ways of addressing issues. Try and<br />
understand these factors in your community<br />
by discussing the following questions.<br />
1. If you want to introduce a new technology<br />
in the community, who should you involve<br />
first?<br />
2. Find out the relationships that exist between<br />
men and women. For instance, are<br />
they allowed to attend meetings alone?<br />
3. What time of the day can you involve<br />
women and men, or women alone?<br />
4. What activities on the farm are specifically<br />
for men?<br />
5. What activities on the farm are specifically<br />
for women?<br />
6. Are there crops that should be grown and<br />
tended by either the men or the women?<br />
7. Who sells the farm products?<br />
8. Who keeps the money?<br />
9. Who decides what to spend the money on?<br />
Push-pull curriculum | 103
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