gender-equality-training-manual.pdf

Gender equality

training manual

Part of the HelpAge International

Gender equality training toolkit

Antonio Olmos/HelpAge International

2 Gender equality training manual

Gender equality

training manual

Contents

3 Introduction

3 How gender and ageing intersect

4 Understanding sex and gender

4 Gender mainstreaming and targeting

4 About this Training manual

5 How to run the training

5 Access for people with disabilities

5 Planning and preparation

5 Location, timing and preparation of venue

6 Planning and preparation of sessions

7 Session schedule overview

8 Extended training sessions

8 Session 1: Introduction – Day 1

9 Session 2: Rules and expectations – Day 1

10 Session 3: Wrap-up and evaluation – Day 1

11 Session 4: Recap and clarication – Day 2

12 Session 5: Wrap-up and evaluation – Day 2

13 Session 6: Recap and clarication – Day 3

14 Session 7: Wrap-up and evaluation – Day 3

15 Session 8: Releasing the bird – Day 3

16 Module 1: Perceptions and discrimination

16 Session 1: New beginnings (part 1)

17 Session 2: Wheel of identity (part 1)

18 Session 3: Body mapping

20 Session 4: 24-hour day

25 Session 5: Game of life

28 Session 6: Prejudice, discrimination and barrier analysis

30 Session 7: Wheel of identity (part 2)

31 Session 8: New beginnings (part 2)

32 Module 2: Gender analysis and mainstreaming

32 Session 1: Gender mainstreaming (part 1)

35 Session 2: Gender analysis (programmatic)

36 Session 3: Gender analysis (practical exercise 1)

38 Session 4: Gender mainstreaming (part 2)

39 Session 5: Gender mainstreaming action planning (part 3)

42 Session 6: Gender analysis (practical exercise 2)

45 Module 3: Facilitation skills

45 Session 1: Facilitation techniques

46 Session 2: Role of facilitator

47 Session 3: Challenges of facilitation

3 Gender equality training manual. Introduction

Introduction

Gender equality means equal rights, responsibilities, opportunities and treatment of women,

men and people of other genders. It is not about one group gaining more power to the

detriment of another, rather it is about ensuring that all persons are treated with dignity and

can develop their full potential. HelpAge International’s position is that all older people should

be recognised and respected as individuals with equal dignity, to be embraced equally and

treated fairly and without discrimination, whatever their diverse and overlapping identities,

values, beliefs or needs.

Our 2030 Strategy commits us to achieving impact on the wellbeing, dignity and voice of

older people in their diversity. We will leave people behind in this eort if our work is gender

blind. HelpAge will ensure all are included, through the promotion of gender equality in our

work, particularly towards the empowerment of older women and the transformation of

currently unequal gender relations between women and men. We will also seek better evidence

so we can better understand and address specic gendered inequalities that older men may

face. In addition, we will remain sensitive to gender identities not expressed within binary

categories.

In taking these commitments forward, we recognise that gender aects us all and that equality

between genders benets all – individuals, families and communities – and is therefore

a population-wide issue. For instance, older women make substantial economic and social

contributions to society. They also represent an important and growing political constituency

in both developed and developing countries. Recognising and supporting their full participation

will benet the health and well-being of individuals, families, communities and nations.

Gender should therefore not be treated as a separate issue, but rather as a “lens” through

which we view and plan all our work. Gender-sensitive work therefore goes beyond targeting

equal numbers of male and female participants – it is about redressing imbalances and tailoring

activities to the specic needs and interests of women, men and people of other genders.

Consideration of gender in our work can help us identify whether our approach to gender

helps or hinders equal opportunities and outcomes for women and men across each of our

Strategy 2030 focus areas.

While it is often women who have less access to resources,

power and opportunities, men’s lives may also be adversely aected by their gender roles.

Equality does not mean that women and men become the same, rather that women’s and men’s

rights, responsibilities and opportunities do not depend on whether they are born, or identify

as, male, female or other.

How gender and ageing intersect

• Gender roles can change with age. Older people often full roles that are not typical of

their gender, such as older men caring for their grandchildren, and older women heading

households.

• Gender-based discrimination, particularly in later life, can be hidden by a lack of sex-

and age- disaggregated data. This is a major constraint to developing gender-responsive

policies and programmes.

• Gender-based discrimination can accumulate over a person’s lifetime and be exacerbated

in older age.

• Older women can face double discrimination based on both their age and gender.

• Older men can experience challenges to masculinity that can leave them feeling isolated.

• Older women and men, and older people of other genders are at risk of gender-based

violence. It is about abuse of power.

• Understanding our changing gender identities and power relations throughout life

is crucial to understanding our experience of ageing.

1. Income security; Healthy ageing; Inclusive humanitarian action; Freedom from violence, abuse and neglect; Lifelong learning;

A society for all ages; Age-inclusive systems; A stand against ageism; Technology embraced; A movement for change

4 Gender equality training manual. Introduction

Understanding sex and gender

HelpAge has up to now adopted language that reects a binary understanding of gender

in our work on gender equality and gender mainstreaming – that is, recognising just two

genders, male and female. However, we recognise that understanding of sex, gender and

identity is evolving, and that individuals or groups who do not identify within established

gender or social norms often face stigma, discrimination or social exclusion.

In keeping with our organisational values and commitment to gender equality, we recognise

that our own language, understanding and capabilities in relation to sex and gender must

evolve beyond a binary understanding. This will be a learning process for the organisation

for the duration of the 2030 Strategy, and will be informed and guided by the lived experience

of the older people we work with and human rights principles and standards. This issue will

be more fully addressed in future updates of the training toolkit.

Gender mainstreaming and targeting

In line with our strategy on gender equality, we will continue to review and adapt our

“twin-track” approach of gender “mainstreaming” and gender “targeting” to ensure that our

work is inclusive and respectful of all older people, whatever their expressed gender identity.

Gender mainstreaming means that gender is considered in everything we do. The starting

point for this “gender sensitivity” is gender analysis, which enables us to identify and act

to address gender-based inequalities and power imbalances.

Targeted approaches generally seek “gender-transformative” change by promoting older

women’s voice and rights in order to create gender equality in older people’s roles, status,

access to and control over resources and inuence. Further guidance on these approaches

is available in the Learning pack and HelpAge’s Minimum standards for gender

mainstreaming (see the Annex in the Learning pack).

About this Training manual

This Training manual is designed for HelpAge gender focal points to use for training

colleagues, network members and partners to promote gender equality in their work.

It is part of a Gender equality training toolkit that also includes a Learning pack and a set

of Handouts.

It is designed for those trained to:

•

reect on perceptions of gender and other identities, along the life course and particularly

in older age, and challenge unconscious bias

•

understand discrimination based on bias towards gender and other identities, particularly

with regard to older people

•

develop an understanding of why gender analysis is important in all development and

humanitarian interventions

•

learn how to carry out a gender analysis

•

strengthen skills and condence in facilitation for trainers delivering training to others.

This Training manual includes a section on preparation and planning, sessions for extended

training formats, and three modules. Module 1 is a foundational module that looks at

perceptions and discrimination. Module 2 is a technical module that looks at gender

mainstreaming and analysis. Module 3 is a training of trainers module that strengthens

participants’ skills and condence in facilitation. The manual is accompanied by 36 Handouts

providing tables, tools, case studies and diagrams to support the training sessions.

5 Gender equality training manual. Planning and preparation

How to run the training

The training format you select may be ongoing or intensive, depending on who is being

trained and the resources available:

Ongoing, intermittent training You could provide training in blocks, such as two-hour or

three-hour sessions. The advantage of this kind of training is that people have time to digest

the information about one topic before moving onto the next. In practice, this is often the only

choice of format as it more easily accommodates people’s schedules. The disadvantage of

this format is that it is less likely to address group dynamics or enable deep reection.

Extended training The other option is a multi-day intensive training, usually residential.

To complete all the sessions, you would need a minimum of three days. The advantage of

this kind of format is that it allows ample time to delve into complex issues. This format also

facilitates team building as it gives participants time to share reections on the training

between sessions. This kind of informal learning can greatly facilitate personal growth and

development, and build peer-support opportunities among participants.

The training can be delivered to groups of varying sizes. Individual sessions can be run with

as little as three participants but we recommend 12–25 participants as the optimum group

size for extended training.

Access for people with disabilities

Keep in mind that participants may include older people and people with disabilities, who

may have special requirements. The section on planning and preparation sets out minimum

standards for making venues accessible to people with disabilities.

However, a limitation of this rst edition of the Training manual is that it does not provide

guidance on facilitating sessions for participants with disabilities. Please see the Annex

in the Learning pack for recommended resources to support with this.

Planning and preparation

Location, timing and preparation of venue

Consider using an external venue so that participants are not distracted by their work or

tempted to go back to their desk during breaks. See if you can aord residential training.

If not, choose a location and arrange starting and nishing times that are convenient for

participants (taking into account journey times and rush hours, for example).

When sending invitations for the training, nd out if any participants have any specic

requirements, for example, regarding accessibility, diet or communication.

Prior to the meeting, make sure you consider the following:

• Can persons with disabilities reach the venue? Will they need any special form of

transport to get there? Is there money in the budget to cover the cost of transport

or a caregiver, if needed?

• Can persons with disabilities enter the venue? For people with limited mobility, is the

entrance easy to use, with a ramp or hand rails to help people go up steps? Or is there

an alternative entrance available?

• Can persons with disabilities easily reach the meeting room (or bedroom if residential)?

Is the meeting room (or bedroom) on the ground oor or if not, is there a lift? Is the oor

surface even? Is there enough light for people to see where they are going?

6 Gender equality training manual. Planning and preparation

• Can persons with disabilities move around in the meeting room easily? Is the room large

enough, is there space for smaller break-out groups? Is there enough oor space for

ipcharts and wall space to hang ipchart sheets up? Is the lighting good?

• Can persons with special communication needs take part in the training discussions?

Can participants with low vision or hearing diculties sit near the front? If a participant

uses sign language, do you have a sign interpreter?

• Can persons with disabilities use the toilets? Can they be reached easily? Are the doors

wide enough? Are the toilets easy to get on and o?

Further resources can be found in the Annex in the Learning pack.

Plan for enough breaks throughout the day. Agree with participants on starting and nishing

times. Only allow sessions to overrun if you have participants’ consent.

Planning and preparation of sessions

Ahead of the training, familiarise yourself with concepts of gender, age and disability.

Use the Learning pack and resources listed in the Annex. This will help you facilitate

discussions, respond to questions and feel more condent in your role as facilitator.

This Training manual includes sessions for extended training formats and three modules.

Each session includes practical exercises with facilitator’s notes, knowledge boxes and

learning points. Module 1 is a foundational module that looks at perceptions and

discrimination. Module 2 is a technical module that looks at gender mainstreaming and

analysis. Module 3 is to support the trainers to strengthen their skills and condence

in facilitation.

You are encouraged to pick and choose modules and sessions based on the needs of your

audience and the length of the training. You may decide to spend more or less time on certain

sessions. Sessions that are in two parts can be split across two or more days if they are part

of a longer extended training.

Ideally, you will have a co-facilitator to lead some of the sessions and to support groups

during small group work. They can also keep an eye on timing and energy levels of

participants. Together with the co-facilitator:

• Plan who will lead which sessions.

• Prepare energisers that can quickly be used when participants’ attention starts to wane

(further resources can be found in the Annex in the Learning pack).

• Make sure you are both clear what you expect from group work so that you can support

the groups cohesively.

• Prepare handouts or other visual aids in alternative formats for participants with visual

impairments, and plan how to support any participants with disabilities to take part in

practical exercises or group work (further resources can be found in the Annex in the

Learning pack).

• Prepare a “parked” ipchart to collect any questions or comments you do not have

time to deal with during the sessions. You can oer to discuss these with the group

or on a one-to-one basis after the sessions. Alternatively, you can direct participants

to additional resources. It is good practice at the end of the training to go through

the parked queries with participants to check if they now have the answers they need

or whether they need further information or support.

7 Gender equality training manual. Planning and preparation

Time needed Session Day

10 minutes 1. Introduction Day 1

20 minutes 2. Rules and expectations Day 1

30 minutes 3. Wrap-up and evaluation Day 1

30 minutes 4. Recap and clarication Day 2

30 minutes 5. Wrap-up and evaluation Day 2

45 minutes 6. Recap and clarication Day 3

45 minutes 7. Wrap-up and evaluation Day 3

10 minutes 8. Releasing the bird Day 3

Time needed Session

45 minutes 1. New beginnings (part 1)

30 minutes 2. Wheel of identity (part 1)

30 minutes 3. Body mapping

60 minutes 4. 24-hour day

60 minutes 5. Game of life

60 minutes 6. Prejudice, discrimination and barrier analysis

30 minutes 7. Wheel of identity (part 2)

30 minutes 8. New beginnings (part 2)

Time needed Session

30 minutes 1. Gender mainstreaming (part 1)

60 minutes 2. Gender analysis (programmatic)

45 minutes 3. Gender analysis (practical exercise 1)

90 minutes 4. Gender mainstreaming (part 2)

120 minutes 5. Gender mainstreaming action planning (part 3)

120 minutes 6. Gender analysis (practical exercise 2)

Time needed Session

45 minutes 1. Facilitation techniques

30 minutes 2. Role of facilitator

45 minutes 3. Challenges of facilitation

Extended training: Introduce, set expectations, provide clarication and

evaluate the training

Module 1: Reect on our perceptions of gender and other identities and

challenge our unconscious bias. Understand discrimination based on bias

towards gender and other identities

Module 2: Develop an understanding of gender mainstreaming and support gender

action planning. Strengthen skills in gender analysis through practice

Module 3: Strengthen facilitation skills and build condence

Session schedule overview

The modules and sessions are shown below. You can choose which of these to include

in your training.

8 Gender equality training manual. Extended training sessions

Time 10 minutes

Objective Begin on an informal note and introduce participants to each other

at the start of Day 1.

Materials None

Preparation None

Procedure Ask each participant to introduce themselves in turn with their name

and a word to describe themselves that starts with the rst letter of

their name. For example:

• I am lovely Lucy

• I am funny Faisal

• I am mysterious Mahmood

• I am curious Caitlin

You can carry out the exercise while everyone is sitting down, or

you can ask everyone to stand or sit in a circle and accompany their

description of themselves with a movement or gesture.

Session 1

Introduction – Day 1

Extended training

sessions

These sessions are for training that extends over a few days. They introduce the training,

set expectations, provide clarication and allow for daily evaluation.

9 Gender equality training manual. Extended training sessions

Time 20 minutes

Objective Clarify and document what participants expect from the training and

what they might be worried about at the start of Day 1.

Materials • Flipchart paper

• Marker pens

• Masking tape or Blu-tack

• Post-its or small pieces of card or paper in two dierent colours

Preparation 1. Write the objectives of the training on a ipchart.

2. Display the ipchart outlining the objectives of the training on the

wall. Leave it there for the entirety of the training. You can refer to it

during subsequent sessions.

3. Post two more sheets of ipchart paper on the wall, headed

“Content” and “Format”.

Procedure 1. Give each participant some post-its or cards (all the same colour).

Ask them to write down their expectations of the training content and

format (one expectation per card).

Ask them to stick their post-its or cards onto the prepared ipchart

sheets under the relevant headings.

2. Give each participant a post-it or card of the other colour. Ask them

to write down what worries them about both the content and format

(one worry per card) and stick them on the appropriate ipchart sheets.

3. Read out participants’ expectations and worries. Reassure

participants about which expectations will be met and which worries

will be addressed. Identify issues that might need to be “parked” for

later, monitored, or cannot be dealt with (for example, expectations that

are unrealistic or not in keeping with the agenda).

4. Use the results to agree some ground rules. These may include

starting and ending sessions punctually, respecting everyone’s opinion

and contributions, not interrupting people, protecting condentiality,

and keeping laptops and phones turned o. Write these on another

sheet of ipchart paper and display it on the wall.

Session 2

Rules and expectations – Day 1

This session provides a visible record against which you can check participants’

progress over the course of the training. It highlights areas of consensus or

disagreement. This can give you an indication of what you might need to spend more

time on, or how you might need to adjust the way you facilitate.

It is helpful to refer back to the ipcharts towards the middle and the end of the training

and check with participants how far their expectations have been met.

Facilitator’s

note

10 Gender equality training manual. Extended training sessions

Time 30 minutes

Objective Identify key learning points at the end of Day 1.

Materials • Flipchart paper

• Marker pens

• Post-its

• Bowl of sweets and/or fruit

Preparation Take three sheets of ipchart paper and draw a dierent emoji on each

one: a smiley face, one with a blank expression and one looking sad.

Procedure 1. Ask participants to sit in a circle and pass round the bowl of sweets

and/or fruit.

2. Ask each person, as they take a sweet or fruit, to name two things

they have learnt or to comment on something, such as what struck

them most during the day.

3. Hand round post-it notes and ask participants to write down any

comments they have about the day, including the logistics (such as

breaks, snacks or venue), facilitation (such as pace, clarity, fun factor)

and the content. Tell them to write only one comment per post-it.

4. Ask them to put the post-its on the sheets of ipchart paper under

the corresponding emojis.

5. Choose up to three participants to do a 10-minute recap of the main

outcomes of the sessions from Day 1.

Session 3

Wrap-up and evaluation – Day 1

11 Gender equality training manual. Extended training sessions

Time 30 minutes

Objective Remind participants what they have learnt, clarify any issues and ask

if they have any further comments or suggestions at the beginning of

Day 2.

Materials None needed. However, you may want to refer back to ipcharts from

previous sessions.

Preparation Select up to three participants to do the recap of Day 1.

Procedure 1. Ask the selected participants to provide a recap (10 minutes).

2. Allow 20 minutes for discussion.

Session 4

Recap and clarication – Day 2

12 Gender equality training manual. Extended training sessions

Time 30 minutes

Objective Identify key learning points at the end of Day 2.

Materials • Flipchart paper

• Masking tape or Blu-tack

• Marker pens

Preparation 1. Stick two pieces of ipchart paper together along the long edge

to create a large piece of paper.

2. Draw X and Y axes.

3. Label the X axis “Training sessions”. Write the names of

sessions along the X axis (e.g. New beginnings, Wheel of identity,

Body mapping).

4. Label the Y axis “Mood”. Mark number from negative to positive

(e.g -5 to +5).

Session 5

Wrap-up and evaluation – Day 2

Training sessions

Mood

-5

-4

-3

-2

-1

Name of session Name of session Name of session Name of session

Procedure 1. If there are more than 12 participants, divide participants into

two groups and give each group a large sheet of ipchart paper

with the axes marked on it.

2. Ask participants to rate their mood along the Y axis during the

dierent sessions. Overall, do they feel the trainer has met the

objectives of the day? Leave the room during this exercise or be

obviously busy to give participants some privacy.

13 Gender equality training manual. Extended training sessions

Time 45 minutes

Objective Reinforce learning and provide further clarication at the beginning

of Day 3.

Materials Notes and ipchart presentations from Day 2.

Preparation None

Procedure 1. Recap on the sessions from Day 2 and ask participants what key

points they remember from these.

2. Ask if anyone needs further clarication. Refer to any issues that

may have been parked during the training.

Session 6

Recap and clarication – Day 3

14 Gender equality training manual. Extended training sessions

Time 45 minutes

Objectives Review whether participants’ expectations have been met and their

worries addressed at the end of Day 3.

Encourage participants to draw up an action plan for further training

and reection.

Materials • Original expectations and worries post-its

• Bowl of sweets and/or fruit

Preparation None

Procedure 1. Ask participants to think back to their expectations and worries.

Ask them if they feel their expectations have been met and worries

addressed?

Tell them they have 10–15 minutes.

2. Emphasise that learning will continue through practice. Suggest

that the group stay on touch with each other to exchange experiences

and support each other.

3. Ask participants to pass round the bowl. As each person takes a

sweet or fruit, ask them to say what their next action will be. What will

they do over the next three months?

Session 7

Wrap-up and evaluation – Day 3

15 Gender equality training manual. Extended training sessions

Time 10 minutes

Objective Draw the training to a close on a friendly and hopeful note at the end

of Day 3.

Materials None

Preparation None

Procedure 1. Ask everyone to sit in a circle and close their eyes.

2. Ask them to reect on the training and focus on the knowledge and

skills they have gained, and the new acquaintances or friends they

have made. Ask everyone to open their eyes again. Put your hands

together as if you are holding something gently between your palms.

Tell participants that you have a small but beautiful bird in your hand

that represents all their aspirations and hopes for using their new

knowledge and skills to promote the wellbeing, rights and inclusion

of older people.

3. Let the imaginary bird grow between your hands. Announce that

you will set it free. Count down with everyone from three to zero and

release the bird into the air.

Session 8

Releasing the bird – Day 3

16 Gender equality training manual. Module 1: Perceptions and discrimination

Time 45 minutes

Objectives Raise participants’ awareness of how stereotypes, prejudices and

assumptions inuence the way we perceive and relate to other people.

Help participants understand unconscious biases and learn how

to counter these.

Materials Handout 1: New beginnings – the people

Preparation None

Procedure 1. Give each participant a copy of Handout 1.

2. Tell participants that this is the rst part of a two-part exercise.

The second part will take place at the end of the training.

3. Ask participants to spend 10 minutes individually deciding which

eight people from the list on Handout 1 they would choose to start a new

community.

4. Divide participants into groups of 3–5. You can either decide on the

groups or let people choose. Ask each group to agree, as a group, which

eight people they would choose to start a new community. Tell them

they have 15 minutes for this. Ask each group to appoint an observer.

The observer, as well as participating in the discussion, will take notes

on how the discussion is unfolding, including dierences of opinion,

justifying choices, emotional responses, reaching a consensus, and

leadership in discussion and decision-making.

5. Ask each group in turn to present their choice and the observers

to briey feed back on the process. Ask each group:

• Why did you make the decisions you came to?

• What did you notice when trying to make a group decision?

• How comfortable did you feel negotiating with the others in your

group or voicing your opinion? Was anything stopping individuals

from giving their opinion?

Give particular attention to reasons related to gender, age and disability,

but also assumptions about the characters and their personalities.

6. Remind participants that you will come back to this exercise at the

end of the training.

Session 1

New beginnings (part 1)

This module supports participants to reect on their perceptions of gender and other

identities and challenge their own unconscious bias. It aims to help them understand how

unconscious bias can lead to discrimination.

Module 1

Perceptions and discrimination

Keep the groups’ choices and observation notes. Prepare a summary of similarities

and dierences, both in choices and justications. You will need this when you revisit

the exercise and reect on prejudice, social norms and exclusion.

Facilitator’s

note

17 Gender equality training manual. Module 1: Perceptions and discrimination

Time 30 minutes

Objective Make participants aware of the fact that everyone has multiple identities,

and that it is important to acknowledge this and see the whole person.

Materials • Pens or crayons of dierent colours

• Masking tape or Blu-tack

• Handout 2a: Wheel of identity

• Handout 2b: Wheel of identity (part 1; example) – for facilitator

Preparation None

Procedure 1. Give each participant a copy of Handout 2a: Wheel of identity.

2. Ask participants to write the various identities that they feel make

them who they are in each of the eight segments of the central circle.

For example, their gender, sex, sexual orientation, disability, educational

level, employment status, role in the family, nationality, residence, age,

ethnicity, religion and so on. Tell them that if they feel any identity is

too personal to share but still important, they can leave the space blank

or put “personal”. Explain that people’s identities are layered, some

being more signicant than others. Use Handout 2b: Wheel of identity

(part 1; example) to guide you.

3. Ask participants to rank their dierent identities according to how

important they feel they are at present. When these are joined up these

will produce a “wheel of identity” looking like a spider diagram.

4. Ask participants to mark any of their identities that they feel have

a low value in their society with an arrow pointing down, and any that

are highly valued with an arrow pointing up.

5. Give participants 15 minutes to complete the task (giving the

instructions in stages). Then hang all the spider diagrams up for

everyone to see. Give participants ve minutes to look at the display.

Ask one or two participants who have not spoken much to explain their

wheel of identity. If they are reluctant to do this, ask someone else.

6. Explain to participants that you will come back to this exercise

towards the end of the training.

Session 2

Wheel of identity (part 1)

Tell participants to avoid using individual personality traits, such as “creative”,

“passionate”, “supportive” or “hard-working” to identify themselves. Ask them to use

terms that can be applied to groups of people, such as “activist”, “professional”,

“sister”, “athlete”, “lesbian” or “disabled”.

Facilitator’s

note

Highlight the importance of remembering that every person is made up of more than

one identity and that our dierent identities sometimes intersect in complex ways.

Tell participants that you will discuss this in more detail later.

Explain that even if we are interested primarily in one particular group of people, such

as women, persons with disabilities, older people or adolescents, they all have other

identities that also aect their lives and make them who they are.

Learning

points

18 Gender equality training manual. Module 1: Perceptions and discrimination

Time 30 minutes

Objective Enable participants to understand the dierence between sex and

gender, and to recognise and challenge stereotypes about women

and men.

Materials • Flipchart paper

• Marker pens

• Masking tape or Blu-tack

Preparation None

Procedure 1. Divide participants into single-sex groups of 3–5 people per group.

If possible, keep people with similar cultural backgrounds in the same

groups.

2. Give each group a sheet of ipchart paper and ask each group of

women to draw the outline of a woman, and each group of men to draw

the outline of a man. Flipchart paper can be joined together to produce

a large sheet if necessary.

3. Ask one women’s group to think about the “typical” characteristics

of a woman in their society – what a women does, how she acts, her

personality, skills and so on. Ask them to write or draw these character-

istics on, or next to, the appropriate part of the female body outline.

For example, they might draw a baby close to her stomach, and tools

and equipment that she uses at home or at work by her hands or feet.

They might write words describing her personality around her head.

4. Ask another women’s group to do the same for an older woman.

5. Ask one men’s group to do the same for a man. Typical drawings

might include a beard, strong muscles, and tools or symbols

representing his work responsibilities. Words could describe

a personality commonly associated with a man.

6. Ask another men’s group to do the same for an older man.

7. Tell participants this is a brainstorming exercise focusing on

what we spontaneously associate with women and men, and older

women and men, including our own stereotypical associations.

Session 3

Body mapping

procedure for this

session continued over

If there are not enough participants of dierent genders to form four single-sex groups,

you could have one women’s group and one men’s group. Ask each group to spend

10 minutes identifying typical characteristics of women and men, and then to add

(maybe in a dierent colour) characteristics typical of older women and men.

Alternatively, you could have one group looking at age-unspecied women and men,

and another looking specically at older women and men. For mixed-sex groups,

appoint an observer to each group to note discussion points, points of consensus and

dierences of opinion.

Participants will probably identify stereotypical characteristics. The point of the exercise

is to recognise and challenge these stereotypes during the discussion that follows.

Facilitator’s

note

19 Gender equality training manual. Module 1: Perceptions and discrimination

Learning

points

Participants should now understand which dierences between women and men are

biological and which are determined by society (the dierence between sex and

gender).

Emphasise that it is not always easy to decide what is purely female/feminine and

male/masculine, there is a wide male-female spectrum. People can be at dierent points

on this spectrum. Their position can change. Some characteristics are true for everyone

regardless of gender.

Point out that many more gender-related characteristics are constructed by society

than are purely biological, and that these may change over the life course.

Participants may not understand the point of the body maps to begin with. However,

by the end of Module 1 the activities around gender stereotypes should help them

understand, so keep the body maps to hand as a reference point.

Procedure 8. Bring the groups together. Hang up the drawings and discuss them,

asking the following questions:

• Does everyone agree with the characteristics attributed to the

woman, man, older woman and older man? Which characteristics

might be controversial? Which are stereotypical? Was it easy to

reach a consensus or were there disagreements within the group?

• Which characteristics are biological or physiological (such as

breastfeeding, menstruation or having a beard) and which are based

on social norms (such as ideas of femininity or masculinity or what

behaviour is acceptable for women and men).

• Which characteristics cannot easily be changed?

• Which characteristics change as people age?

• Which characteristics are associated with values, such as being a

“good” wife or a “strong” protector of the family? Are any values

more important than others? If so, is there any link with age?

For example, a younger woman can give birth naturally but a post-

menopausal woman no longer can. Does this dierence aect

women’s roles and their value in their household or community as

they age? A young man may be valued for his physical strength and

capacity for hard work, but an older man may lack these qualities.

How does this aect the value attached to men as they age?

• Ask participants if the typical characteristics and values attached to

women and men have always existed, or whether they know of any

time when they were dierent (not in their own lifetime but in society

as a whole)?

• Ask participants about whether they feel there are any potential

benets of changing any of these characteristics and values.

• Ask participants what the implications of attributing typical

characteristics and values to women and men are for lesbian, gay,

bisexual, transgender or other people, such as those whose gender

is dierent from their assigned sex. (For more information on this,

see the Glossary in the Learning pack and Section 1: Sex, gender

and sexual orientation in the Learning pack module 1.)

continued

20 Gender equality training manual. Module 1: Perceptions and discrimination

Time 60 minutes

Objective Improve participants’ understanding of gender roles and

responsibilities, needs of people of dierent genders, and how gender

roles are linked to societal values and power relations.

Materials • Flipchart paper

• Marker pens or crayons of dierent colours

• Handout 3: 24-hour day

• Handout 4a: Gender roles and needs

• Handout 4b: Gender roles and needs (exercise)

• Handout 4c: Gender roles and needs (completed exercise)

This is optional (see Facilitator’s note)

• Printout of Knowledge box: Gender relations

(to hang up after the discussion)

Preparation Participants will be divided into groups. Draw a blank table on a sheet

of ipchart paper for each group as shown below. You can enter one or

two details so participants see what they will be asked to do.

Session 4

24-hour day

Time Younger woman’s task Older woman’s task Younger man’s task Older man’s task

3.00am Wake up

If you nd that participants struggle to use the table, you could draw

a large clockface on each sheet and ask them to use that instead.

Procedure 1. Divide participants into single-sex groups of 3–5 per group.

2. Give each group a sheet of ipchart paper with the blank table

(or clockface) on it. Ask the groups to choose a specic “professional”

group of people that they either belong to themselves or are familiar

with (such as farmers, shers, frontline health sta or social workers).

Advise them to avoid choosing groups of people at the extreme ends

of the socio-economic spectrum (very rich or very poor people).

3. Ask participants to imagine a day in the life of a wife and husband

belonging to the occupational group they have chosen, possibly living

with their extended family. Ask them to complete the table for both

of the couple over 24 hours on a weekday, starting from waking up.

Tell them to include every activity, both work and social, including,

for example, fetching rewood or water, visiting friends, sitting in

a café, helping children with their homework or travelling to work.

Tell participants they have 20 minutes to complete the task.

procedure for this

session continued over

21 Gender equality training manual. Module 1: Perceptions and discrimination

Procedure 4. Once they have nished, hang up the tables. Give participants 5–10

minutes to walk around and look at them.

5. Bring everyone together to discuss the ndings:

• Who does the most hours of work from waking up to going to bed?

• What is the balance of work and leisure for women and men, older

and younger women, older and younger men, and older women and

men?

• What is the dierence in the work and leisure balance between

women and men in dierent professional groups?

• What is similar for the women and men of dierent ages belonging

to dierent professional groups?

• If there is a mismatch between what female participants think

are men’s tasks and male participants think are women’s tasks,

ask how these dierences might have come about.

continued

What should come out of this is that, in general:

• Women and men do very dierent things during the day.

• Women work longer hours.

• Women have more varied tasks, sometimes doing more than one thing at once.

• Work for the family is done by women.

• Men’s work is done outside the home.

• Men have more leisure time. They have more time o to relax than women and

to engage in their hobbies.

• Women have less sleep.

• Men are more involved in decision-making.

• Gender inequalities in the division of work can continue into older age.

The types of work people do can also change as they age and become dierent

at “younger-old” and “older-old” ages.

Points for reection:

• Do you think the dierences in women’s and men’s work and leisure balance

may aect their respective wellbeing?

• What does this mean for women and men at dierent ages?

Time spent caring

Caring responsibilities for children, older people and sick people, as well as household

duties, are mainly borne by women. Globally, women spend two to ten times more time

a day on unpaid care than men.

2. https://www.oecd.org/dev/development-gender/Unpaid_care_work.pdf

Knowledge

box

Learning

points

procedure for this

session continued over

22 Gender equality training manual. Module 1: Perceptions and discrimination

procedure for this

session continued over

Gender roles

Productive roles are activities carried out to secure goods or services for sale to

enable people to survive. They include employment, farming and trading.

Reproductive roles are activities that keep families alive and well. They include

childbearing, caring for family members and managing the home (such as fetching

water and rewood). Reproductive roles are often manual, time-consuming and unpaid.

Community roles are activities that promote community cohesion. They include

organising social events such as ceremonies and celebrations, arranging community

improvements and serving on committees. Women’s community roles are often an

extension of their reproductive roles of mobilising, caring and providing, performed

on a voluntary, unpaid basis. Men’s community roles are often political and include

decision-making. They are more often paid and associated with status and power.

Knowledge

box

Procedure 6. Explain what productive, reproductive and community roles are

(see Knowledge box: Gender roles).

7. Give each participant a copy of Handout 3: 24-hour day

8. Ask participants to identify, with dierent coloured marker pens

or crayons, activities in their table that:

• help generate an income (productive roles), such as shing (if the

sh are to be sold, rather than eaten) or market trading

• support the wellbeing of the family (reproductive roles), such

as cooking, fetching water or caring for relatives

• are connected with community activities (community roles),

such as attending a village committee meeting.

9. Ask participants to mark the activities with dierent colours

according to whether they represent productive, reproductive or

community roles.

10. Discuss with participants which roles and activities are more

“visible” and more valued by their community, members of their

household and institutions in the society they live in.

Then, using dierent coloured post-its, compare the distribution of

“visible” and “invisible” activities.

Draw a plus or minus sign on each post-it to identify high-valued

or low-valued roles and activities carried out by women and men

at younger and older ages.

11. Discuss how the value attached to these activities aects power

relations between women and men at dierent ages. For example:

is washing clothes (by a woman or man) seen as a valued activity?

Is it visible? Is working in construction (by a woman or man) or

building a family home, more or less valued or visible? Does it

give more power to whoever is carrying out the activity? And what

does it mean for an older man who can no longer build, for example,

or for an older woman who still cares for the household? Can the

balance of power change with age?

continued

23 Gender equality training manual. Module 1: Perceptions and discrimination

• Women often carry out many more reproductive tasks than men. These are time-

consuming but unpaid and are therefore not considered “real” work.

• Because much of the work carried out by women is unpaid and therefore not

considered “real” work, women are often undervalued by society and perceived as

less capable and important than men.

• However, in older age, both women and men may nd that expectations of the type

of work they do and attitudes towards them change. Women often continue to carry

out unpaid domestic work in older age. Men’s productive and community roles often

diminish as they reach an age at which they are either unable or assumed to be

unable to carry out certain activities. Women may nd that their value is attached to

their unpaid roles in the home. Once they are unable to contribute to the wellbeing

of their family, their “value” or status may also diminish.

notes for this

session continued over

Learning

points

Practical and strategic gender needs

Because women and men often have dierent roles, they often have dierent practical

and strategic needs.

Practical needs tend to be immediate and short-term. They relate to things people

need to survive in their particular living environment, such as food, housing, healthcare,

water and income. Practical needs are met through a combination of productive and

reproductive activities, such as providing wells and fetching water, running health

centres and caring for sick family members, selling goods at the market to earn money

to feed the family and earning an income from employment to meet family expenses.

Interventions designed to meet practical needs do not necessarily challenge existing

gender roles and norms perpetuating gender inequality.

Strategic needs tend to be long-term. They include legal rights (such as land and

inheritance rights), protection from domestic violence, equal pay, and women’s control

over their bodies. Interventions designed to meet these needs challenge the subordinate

role of women in society. They relate to the division of labour (who does what), power

and control (who has what and who decides how to use it). Addressing strategic needs

means transforming gender relations and promoting gender equality.

Knowledge

box

Procedure 12. Explain how the needs of women and men are based on their

dierent gender roles (see Knowledge box: Practical and strategic

gender needs).

13. Give each participant a copy of Handout 4a: Gender roles

and needs.

14. Go through the explanations of productive, reproductive

and community roles again.

15. Give each participant a copy of Handout 4b: Gender roles

and needs (exercise).

16. Ask participants, either individually or in small groups, to

consider which roles and needs the activities listed on the

Handout relate to. Ask them to put a cross in the appropriate spaces

on the Handout. Emphasise that each activity could be associated

with more than one role or need.

17. Bring everyone together. Compare and discuss the results.

continued

24 Gender equality training manual. Module 1: Perceptions and discrimination

If you are short of time, you could give participants Handout 4b: Gender roles and

needs (exercise) to do the exercise as homework or in their own time. A completed table

is shown in Handout 4c: Gender roles and needs (completed exercise) for cross-checking.

You can hang up a copy of the Knowledge box: Gender relations as a reminder to

participants throughout the training.

Facilitator’s

note

Gender relations

• Gender refers to relationships between women and men. These relationships are

constructed by society. They are based on people’s expectations of women and men

and their perceived value in society.

• This means that there is a hierarchy of characteristics associated with women and

men, and a hierarchy of roles and responsibilities. These hierarchies aect how

women and men are valued. They lead to unequal power relationships between

women and men.

• However, the roles of women and men and the power relations between them can

change over time. This has happened before and is likely to continue happening.

There is a continued opportunity to promote gender equality.

• Most gender roles are context-specic. This means they largely depend on where

people live, their cultural background, age, socio-economic status and so on.

• Individual people experience life dierently at dierent ages and life stages.

People in dierent age groups (children, adolescents, younger adults, older adults,

etc) and with dierent marital status (unmarried, married, widowed, separated,

divorced, etc) experience gender and power issues dierently.

• Gender relations are reinforced by institutional systems such as laws and religious

doctrines that reect the values attached by society to the roles of women and men.

Knowledge

box

25 Gender equality training manual. Module 1: Perceptions and discrimination

You can choose other identities. However, sex must be included and disability should

also be included.

Facilitator’s

note

Time 60 minutes

Objective Enable participants to understand the hierarchy of gender, disability,

age and ethnicity, how this aects people’s life chances throughout their

lives, and how the intersection of dierent identities may increase

a person’s marginalisation.

Materials • Prompts for the facilitator to describe the story of a person’s life

• Labels or stickers for volunteers

Preparation None

Procedure 1. Ask three male and three female participants to volunteer to

represent the following characters:

• A woman without disabilities from the dominant ethnic group

in their community

• A man without disabilities from the dominant ethnic group

in their community

• A woman with a disability from birth from the dominant ethnic

group in their community

• A man with a disability from birth from the dominant ethnic group

in their community

• A woman without disabilities from an indigenous or ethnic minority

• A man without disabilities from an indigenous or ethnic minority

Stress that this is not a role play. Give each volunteer a label or sticker

to wear with their character written on it to remind everyone who is

representing which character.

Session 5

Game of life

procedure for this

session continued over

2. Ask the six volunteers to stand next to each other in a row. Ask

everyone else to line up on either side to form a corridor along which

the six volunteers can move forward or back. The volunteers should

stand halfway along the corridor, all facing towards one end.

3. Explain that you will be telling the life story of dierent characters,

following their journey through life from birth to old age. Ask each

volunteer to think about how their character and their character’s

friends and family will react when they reach a signicant life event.

Ask them to take:

• Two steps forward for a very positive or successful experience.

• One step forward for a fairly positive or successful experience.

• One step back for a fairly negative or less successful experience.

• Two steps back for a very negative or unsuccessful experience.

26 Gender equality training manual. Module 1: Perceptions and discrimination

Procedure 4. Remind the volunteers that they represent a certain category of

people. Ask them not to think too much about any specic impairment

their character may have or to make any decisions about which

direction to move in based on their own experience.

5. After reading out each life event, and after volunteers have moved

forward or back, allow time for the other participants to comment on

the decisions made by the volunteers. If there is any disagreement,

encourage the group to reach a consensus. The other participants may

ask the volunteers to change their minds.

6. Set the scene for the life stories. Explain that they take place in a

village where there is a fairly high level of poverty, but where most

families have land and access to safe water. In the nearby town, there

are opportunities for work, as well as health facilities and schools.

7. Start telling the story.

continued

The story

• One day, after a long wait, you are born. How does your family

feel when they see you?

Note what might happen:

– Woman born without disabilities takes one step forward

– Man born without disabilities takes two steps forward

– Woman born with a disability takes two steps back

– Man born with a disability takes one step back

• Now you are a bit older. It’s time to start thinking about school.

How likely is it that you will be able to go to school?

• You are now old enough to be married or in a relationship.

You and your partner are discussing how many children to have.

To what extent can you decide on the number of children and

spacing between them?

• You want to make some money for your family. You try to get

a paid job. How likely are you to be able to do this?

• Now you’re in your 40s. You want to help your community by

becoming involved in local politics. How likely are you to be able

to do this?

• Now you have reached older age. Your partner has died and your

children have families of their own. How likely is it that you are

well provided for?

• Now you are well into old age, either with or without a partner.

A serious natural disaster has occurred (such as ooding,

cyclone, hurricane or earthquake). How likely is it that your

needs for emergency assistance will be met?

procedure for this

session continued over

It is up to you to decide when to intervene. You may want to ask volunteers to give

reasons for their decisions and highlight any examples of prejudice or bias.

This exercise is another way of illustrating the hierarchy of gender and how this

becomes more pronounced by other factors, such as disability or ethnicity. You can

adapt the story according to the cultural context.

Facilitator’s

note

27 Gender equality training manual. Module 1: Perceptions and discrimination

Procedure 8. After you have reached the last event and the volunteers are in their

nal position, ask the volunteers how they feel about the position they

are in.

9. Ask everyone how the gap between the rst and last characters can

weaken social cohesion? How likely is it that any community will be

economically stable and healthy if such gaps exist?

continued

The following key messages must come out of the discussions:

• Stigma and discrimination play a large part in creating the gap between the

characters’ positions at the end of the story. The majority of women with disabilities

or from an ethnic minority move back, not because of their capacities but because

of people’s perceptions of them.

• Women with disabilities are especially disadvantaged. Being so far behind everyone

else shows how some groups of women can become overlooked in development

programmes. The exercise reinforces their invisibility over time. A common response

is to lose motivation and give up.

• All the characters started in the same position (birth) but women started and

continued to go back. Education is a key stage at which girls can lose their chance

ever to catch up (in terms of employment, income, decision-making, status and so

on). Discrimination can be cumulative over the life course and continue into older

age. Ageism is a discriminatory experience in itself.

• Events during the life course, such as acquiring a disability or surviving a disaster,

can disrupt a person’s status. There is no guarantee of anything.

Learning

points

28 Gender equality training manual. Module 1: Perceptions and discrimination

Time 60 minutes

Objective Enable participants to recognise barriers to inclusion and understand

how stereotyping and discrimination create these barriers.

Materials • Flipchart paper

• Marker pens

• Post-its (a dierent colour for each thematic group)

• Masking tape or Blu-tack

Preparation Take three sheets of ipchart paper for each group and draw a brick

wall on each. Label the walls “Environmental”, “Attitudinal” and

“Institutional”.

Procedure 1. Divide participants into groups of 3–5. Give each group three sheets

of ipchart paper with the drawings of the walls.

2. Assign each group a thematic area of work, such as humanitarian

assistance, community development (older people’s associations/

intergenerational groups) or social protection. You may want to select

participants based on their area of interest or experience.

3. Ask participants to think about prejudice and discrimination against

people based on their age, gender, disability or ethnicity. Two or more

identities, including gender, can be considered in combination.

For example, a group could focus on older women and older men,

or on older women without disabilities and older women with

disabilities. Focusing on age alone (just older people) is not enough.

4. Ask participants to identify barriers to inclusion faced by people

with dierent identities in the thematic area of work they have been

allocated. Ask them to write these barriers on post-its (one barrier per

post-it) and stick the post-its on one of the three walls – environmental,

attitudinal or institutional. Make sure the examples of barriers are

concrete, such as information in formats that some people cannot

use, or upper age limits for health programmes, and not just concepts

such as stigma, accessibility or prejudice. Use Knowledge box:

Environmental, institutional and attitudinal barriers (over the page)

to provide examples if needed.

5. Tell participants they have 30 minutes. Walk round the room to

check they understand the exercise.

6. Hang the ipcharts up for each group and give the groups ve

minutes to view each other’s walls.

7. Bring the groups together and discuss:

• Where are most of the barriers?

• Which groups of people are most at risk of exclusion?

• What are the specic dierences and similarities between barriers

in dierent thematic areas?

• Think about where discrimination happens (such as individual

action, institutional processes or social norms). What does this

mean when it comes to designing interventions and advocacy

initiatives?

Session 6

Prejudice, discrimination and barrier analysis

notes for this

session continued over

29 Gender equality training manual. Module 1: Perceptions and discrimination

• Many barriers to inclusion are connected with each other. Environmental barriers

are often linked to institutions, which are made up of individuals. Attitudinal barriers

are cross-cutting. They exist almost everywhere.

• Institutional barriers are sometimes subtle. They may seem normal. However, they

can have an enormous eect on people’s lives.

• There is a link between social norms (common values and beliefs), individual action

(such as discrimination based on prejudice and stereotyping) and institutional

action (driven by individuals’ belief systems and prejudices). Interventions must

consider all these factors and how they inuence one another.

• Women are more often discriminated against than men. Intersecting characteristics

(such as age, gender, ethnicity, disability, sexual orientation or location) can

increase barriers to inclusion. Barriers can accumulate over the life course, creating

further marginalisation in older age.

• This means that development interventions that aim to be inclusive, but only

address certain exclusionary factors, such as age, gender, ethnicity, disability,

sexual orientation or location, will leave many women, such as older women, women

with disabilities, indigenous women or lesbians, facing barriers to inclusion based

on their gender.

• There are numerous barriers facing large numbers of people. It is tempting to focus

on supporting individuals to meet their needs. However, a needs-based approach

is less likely than a rights-based approach to overcome barriers necessary to bring

about lasting change, that is, changes to institutional systems and social norms.

• Based on a detailed barrier analysis, interventions need to nd a balance in

addressing environmental, institutional and attitudinal barriers. They also need to

nd a balance between supporting individuals and bringing about broader change

(changing social norms).

Environmental, institutional and attitudinal barriers

The concept of barriers is used by disability activists to explain how a person can

be disabled, not because of their impairment, but because of the environmental,

institutional and attitudinal barriers preventing them from participating in society.

The same barriers can be faced by other groups of people. Recognising these barriers

helps to identify issues faced by women, older people and other marginalised groups,

and to understand how barriers can build up when multiple identities intersect.

Environmental barriers may include stairs, doorways too narrow for wheelchairs,

or written information not available in formats everyone can use. For older people,

environmental barriers may include events being held too far away for them to reach

or too late in the evening for them to feel safe travelling there. Poor street lighting or

positioning women’s toilets in isolated parts of buildings are other examples of

environmental barriers.

Institutional barriers are policies, procedures and situations that systematically

disadvantage certain groups of people. For example, in some societies, women are not

allowed to drive or to inherit land or property; people may not be allowed to carry out

certain activities after a certain age; children with disabilities may not be allowed to

go to the same school as children without disabilities. Such institutional policies and

procedures are usually strongly inuenced by social norms.

Attitudinal barriers are the beliefs, assumptions, prejudices and stereotyping that

lead to discrimination. For example, the assumption that an older employee cannot

do as good a job as a younger one; that a woman should not go out without the

permission of a male family member or voice her opinion in public unless invited to;

or that a child with disabilities is unable to learn and study and will be a burden to

their family and society.

Learning

points

Knowledge

box

30 Gender equality training manual. Module 1: Perceptions and discrimination

Time 30 minutes

Objectives Improve participants’ understanding of social norms and values

in connection with dierent identities.

Highlight the power dynamics that exist between dierent groups

of people.

Materials • Completed Handout 2a: Wheel of Identity from Session 2

• Marker pens

• Handout 2c: Wheel of identity (part 2; example) – for facilitator

Preparation None

Procedure 1. Choose one spider diagram (with the consent of the person who

drew it).

2. With the whole group, discuss each identity and agree which is the

dominant identity in that particular society, for example, which sex,

religion or ethnic group has the most power.

3. Ask each participant to write the dominant identities in each of the

eight circles on their own spider diagram. Use Handout 2c: Wheel of

identity (part 2; example) to guide you.

4. Discuss with the whole group:

• How many of their individual identities are dierent from the

dominant identity?

• Which characteristics cannot be changed? What does this say

about how powerful a person can become?

• What does this say about us as a group? What are the dierences

and similarities between individuals in relation to dominant power?

How can these inuence our work?

• What does it say about our relationship with the people we work

with and their potential for power?

Session 7

Wheel of identity (part 2)

31 Gender equality training manual. Module 1: Perceptions and discrimination

Time 30 minutes

Objective Participants reect on changes in their attitudes and understanding

of gender issues.

Materials • Notes and presentations from Session 1: New beginnings (part 1)

• Your summary of participants’ responses

Preparation None

Procedure 1. Ask participants to return to the groups they were in when they

discussed the selection of people to start a new community.

2. Ask them to review both their individual and group choices and

answer the following questions:

• Would you keep to the same selection or would you change

anything? If you would change anything, what would it be and why?

• Would you discuss the selection in a dierent way?

• How does this exercise link to inclusion?

• Has the training changed or reinforced your attitude towards gender,

age or disability?

3. Bring everyone back together. Discuss what has been learnt and

what attitudes have been changed or reinforced.

Session 8

New beginnings (part 2)

After the discussion about selecting people to start a new community, spend a few

minutes making the following two points:

• Thinking about prejudice and discrimination often brings to mind acts of blatant

prejudice, such as non-inclusive health services or discrimination in the workplace.

These are pretty easy to identify.

• We are all “victims” of unconscious bias – beliefs and attitudes that are activated

automatically, without our being aware of this happening. These are dierent from

“shameful” attitudes that we are aware of but keep to ourselves. Our unconscious

biases come from our experiences. For example:

– Women are widely portrayed as collaborative, nurturing and homemakers,

and men as assertive, competitive and bread-winners.

– Older people are often stereotyped as more forgetful and less valuable at work

than younger workers.

Biases such as these are constantly reinforced. Do we notice this?

Facilitator’s

note

32 Gender equality training manual. Module 2: Gender analysis and mainstreaming

Time 30 minutes

Objective Develop participants’ understanding of gender mainstreaming.

Materials • Flipchart paper

• Marker pens

• Cut-out Venn circles in dierent sizes if required

• Handout 5: Gender mainstreaming

Preparation None

Session 1

Gender mainstreaming (part 1)

This module supports participants to develop an understanding of gender mainstreaming

and support gender action planning. It also aims to strengthen skills in gender analysis

through practice.

Module 2

Gender analysis and

mainstreaming

Procedure 1. Ask the groups what they think gender mainstreaming is, using

Knowledge box: Gender mainstreaming as a prompt if needed.

Give participants Handout 5: Gender mainstreaming.

2. Tell participants they will need to choose a level or area of work

– organisational, project or advocacy. Ask participants to get into

groups of 3–5, choosing a level or area of work based on their areas

of interest or expertise.

procedure for this

session continued over

Gender mainstreaming

Gender mainstreaming means putting gender equality at the centre of your work.

It means considering gender in, for example, policy decisions, planning, budgeting,

and organisational structures and operations.

Gender mainstreaming does not mean adding on “something for women” to an existing

activity, or ensuring women form a certain percentage of participants, such as 50 per

cent of those taking part in training or a project.

Gender mainstreaming may mean changing your goals, plans and actions to ensure

that both women and men can inuence, participate in and benet from development

interventions. It may require changes to organisational structures, procedures and

cultures to create environments that truly help to promote gender equality.

Knowledge

box

33 Gender equality training manual. Module 2: Gender analysis and mainstreaming

Procedure 3. Ask groups to brainstorm the elements of gender mainstreaming

for their level or area of work – what actions must be taken to

mainstream gender over time?

• Ask the groups to present their results, either in the form of

a Venn diagram, with circles of dierent sizes to represent the

importance of dierent elements of gender mainstreaming,

or simply as a list of bullet points

• Ask groups to mark those elements that are already in place.

Tell participants they have 20 minutes to complete the task.

4. Bring groups back together to compare and discuss the results:

• Highlight any overlaps between projects (or programmes), advocacy

interventions and organisations.

• Compare what elements are already in place and what needs to

be tackled.

• Ask participants which elements are easy to tackle and which are

more dicult.

• If time allows, ask participants to prioritise measures.

continued

learning points for

this session continued

over

In projects (or programmes):

• Collect and analyse sex-, age- and disability-disaggregated data at all stages

of a project, starting with baseline data (see the Annex in the Learning pack for

HelpAge’s Sex, age and disability disaggregated data (SADDD): minimum

standards and guidance).

• Use ndings from a gender and age analysis to inform the outcomes and activities

of the project.

• Select indicators that reect the anticipated changes and benets for both women

and men.

• Include specic outcomes on gender equality in your monitoring and evaluation

(if the project is gender-transformative).

• Design and implement the project in a way that challenges existing gender norms

(if the project is gender-transformative).

• Encourage meaningful consultation with and active participation of people of

all gender identities at the design, planning, implementation, monitoring and

evaluation stages of the project.

• Fully integrate gender and age analysis, and report on gender-related impacts,

in project evaluations and reviews.

• Formalise the requirement for partners to mainstream gender in MOUs.

In advocacy interventions:

• Set advocacy objectives that respond to issues identied from gender and age

analysis. Your advocacy objectives might not be gender-transformative but it is

recommended that they are, at the very least, gender-sensitive.

• Include women, men and organisations with inuence on issues around gender

equality in your target audience.

• Consider the level of awareness of the audience you are targeting in relation to

any gender issues you have identied.

• Conduct an informal assessment and/or intelligence-gathering regarding gender-

sensitivity of partners, including network members.

Learning

points

34 Gender equality training manual. Module 2: Gender analysis and mainstreaming

• Collect and analyse sex-, age- and disability-disaggregated data throughout the

advocacy cycle (see the Annex in the Learning pack for HelpAge’s Sex, age and

disability disaggregated data (SADDD): minimum standards and guidance).

Make this data publicly available, with consideration of data protection issues,

to encourage its uptake and re-use by key stakeholders.

• Ensure advocacy outputs reect ndings from gender and age analysis.

• Articulate advocacy asks and messaging to:

– be inclusive of needs (practical and strategic), perspectives, rights and

challenges faced by women and men and promote gender equality

– challenge stereotypes and represent the diversity of roles of women and men

in both content and visuals

– ensure voices of women and men are included in advocacy messaging and

language is gender sensitive

– avoid any gender stereotyping in the language used.

• Design advocacy outputs, including visuals and photos, to be gender balanced.

• Take into account any gender-specic patterns of behaviour or barriers in relation

to accessing information in disseminating advocacy outputs (e.g. access to mobile

devices newspapers, etc).

• Engage people with inuence on gender issues in the dissemination plan.

• Identify gender-sensitive or gender-transformative progress on the part of

audiences targeted through advocacy activities.

In organisations:

• Include a gender and age analysis in country and regional business plans and

Theories of Actions.

• Identify an active gender focal point in each oce.

• Train existing sta on gender equality and induct new sta in HelpAge’s Gender

equality policy (see the Annex in the Learning pack) within three months of starting.

• Set senior managers a performance objective on gender mainstreaming.

• Include progress on gender mainstreaming in annual reports and present

a summary each year to the trustees.

• Collect, analyse and report on sex-, age- and disability-disaggregated data on

recruitment, promotion and retention of sta (see the Annex in the Learning pack

for HelpAge’s Sex, age and disability disaggregated data (SADDD): minimum

standards and guidance).

• Ensure a gender balance of selection panels and equality training for selection

panel members in recruitment policies and procedures.

• Provide equal pay for all sta performing the same roles.

• Set gender equality targets for senior management positions.

• Provide leadership training opportunities for sta regardless of their gender.

• Have policies on sick leave, childcare and maternity/paternity leave.

• Have policies on protection from sexual harassment, bullying and discrimination.

For more information, please see HelpAge’s Minimum standards for gender

mainstreaming. This includes a gender marker for assessing how gender-sensitive a

project is. It also includes a recommended set of organisational structures to support

gender mainstreaming.

For advocacy interventions, please see HelpAge’s Gender analysis: a checklist

for producing advocacy outputs. This includes a set of gender mainstreaming

recommendations for all stages of the production process.

These resources are listed in the Annex in the Learning pack.

Learning

points

continued

35 Gender equality training manual. Module 2: Gender analysis and mainstreaming

Time 60 minutes

Objectives Strengthen participants’ understanding of gender analysis.

Allow participants to practise applying gender analysis in dierent

contexts.

Materials • Flipchart paper

• Marker pens

• Handout 6a: Gender analysis (exercise)

• Handout 6b: Gender analysis (completed exercise)

• Handout 7: 4-power framework

• Handout 8: Ladder of participation

Preparation Copy the table from Handout 6a: Gender analysis (exercise) onto

a sheet of ipchart paper for presentation.

Procedure 1. Go through the six elements of gender analysis, 4-power framework

and ladder of participation (as described in Handouts 6a, 7 and 8).

2. Ask participants to form groups of 3–5 (either single sex or mixed

sex). Assign each group a thematic area, such as humanitarian action,

social protection, health, violence, abuse and neglect, or another area

in which they intend to develop an intervention.

3. Ask groups to think of any additional questions relating to each

element of gender analysis that they would need to ask about to make

sure that their proposed intervention promotes gender equality.

What else would they need to know? Where could they nd this

information? Who could they ask?

Tell them they have 20 minutes to complete the task.

4. When they have done this, ask participants to show where the

four powers would go in the gender analysis table (as described in

Handout 7: 4-power framework).

Allow them 5–10 minutes to do this.

5. Bring the groups together and ask them to present their gender

analysis table.

6. Discuss similarities, dierences and gaps. Clarify any points that

participants are unclear about.

7. In plenary, ask participants to determine in the table where

and how the four powers apply.

Session 2

Gender analysis (programmatic)

36 Gender equality training manual. Module 2: Gender analysis and mainstreaming

Time 45 minutes

Objective Give participants skills and condence to interview people for

a gender analysis.

Materials • Handout 9a: Interviewing (livelihood)

• Handout 9b: Interviewing (refugee camp)

• Handout 9c: Active listening guidelines

Preparation None

Procedure 1. Divide participants into two groups. Explain that they will

role-play two interviews, one about a livelihood project and one

in a refugee camp.

2. Ask each group to identify three volunteers to play the roles of

interviewer, interviewee and observer.

3. Give each volunteer a copy of Handout 9a: Interviewing (livelihood)

or Handout 9b: Interviewing (refugee camp). Give the two observers

each a copy of Handout 9c: Active listening guidelines.

Tell them they have ve minutes to prepare.

4. Ask the volunteers to role-play their interview, following the

instructions on the Handout. Ask the others in the group to watch

carefully and the observers to take notes according to the instructions

on the Handout. If you have plenty of time, you can ask the groups to

role-play the interviews one after the other, so that everyone can watch.

Otherwise, let the two groups role-play their interviews at the same

time and ask the groups to feed back to each other afterwards.

5. Bring the groups together. Ask for feedback from the:

•

interviewer

•

interviewee

•

observer

•

audience

6. Discuss with the whole group the key points for sensitive,

appropriate interviewing. Write down the Do’s and Don’ts on

a ipchart.

7. Give participants Handout 9c: Active listening guidelines.

Session 3

Gender analysis (practical exercise 1)

learning points for

this session continued

over

As an interviewer, remember that every person has a unique life experience, built up

from both positive and negative experiences. Your role is to ensure that everyone

can safely voice their concerns. Be sensitive. Allow enough time for your interviewee

not to feel rushed, especially if the subject is sensitive one.

Listen carefully and patiently. Allow the interviewee to speak in their own words and

at their own pace. Do not dismiss what they say. If you need to clarify something they

have said, use open questions.

Learning

points

37 Gender equality training manual. Module 2: Gender analysis and mainstreaming

Learning

points

continued

Use language that participants can understand, given their knowledge of the subject,

language skills, cultural background, age, gender and so on.

Avoid leading questions. Use open-ended questions to obtain full answers. Avoid close-

ended questions that can be answered “yes” or “no”. Keep your questions short and

as specic as possible.

Follow safeguarding procedures. Make sure you obtain the interviewee’s informed

consent. The interviewee should only provide this after receiving a clear explanation

on how the information they provide will be used. None of the activities being carried

out should harm any of those involved. Bear in mind that participants have a right to

share their story, but that this right must be balanced with your responsibility for

ensuring that no harm comes to them as a result of doing so.

Consider the power dynamics that might be at play between you, as the interviewer,

and the person you are interviewing. For example, they may feel they have to agree

to be interviewed and disclose very personal information because they are involved in

a project that your organisation is funding.

38 Gender equality training manual. Module 2: Gender analysis and mainstreaming

Time 90 minutes

Objective Enable participants to mainstream gender at all stages of the proposal

development process and project and advocacy cycle.

Materials • Flipchart paper

• Marker pens

• Handout 10a: Advocacy cycle

• Handout 10b: Project cycle

• Handout 10c: Proposal development process

Preparation None

Procedure 1. Tell participants they will need to choose a context – advocacy cycle,

project cycle or proposal development process. Ask participants to get

into groups of 3–5, choosing a context based on their areas of interest or

expertise.

2. Give each group a copy of the Handout illustrating the context they have

chosen (Handout 10a: Advocacy cycle, Handout 10b: Project cycle or

Handout 10c: Proposal development process). Ask them to copy the

diagram onto a sheet of ipchart paper. Ask participants to identify

elements of gender mainstreaming at each stage of the cycle/process.

Remind them to identify how gender inequalities aect people of dierent

ages and how the accumulation of inequalities at dierent ages can lead

to widening inequality in older age.

Tell them they have 20 minutes.

3. Bring the groups together. Ask each group to present their

suggestions (allowing 30 minutes).

Discuss their suggestions, ll in any gaps and respond to any queries.

Session 4

Gender mainstreaming (part 2)

• Refer back to the ndings from Session 1: Gender mainstreaming (Part 1).

• Note links between dierent contexts, for example:

– the funding proposal prepares for the project cycle

– the project cycle generates evidence for advocacy.

• Highlight non-negotiable elements in each context, such as sta training on gender

and sucient gender-responsive resources.

• Use the learning modules as additional resources. Learning pack module 3 includes

examples of expected results for each context.

Facilitator’s

note

39 Gender equality training manual. Module 2: Gender analysis and mainstreaming

Time 120 minutes

Objective Support participants to promote gender mainstreaming within

organisations, projects (or programmes) and advocacy interventions.

Materials • Flipchart paper

• Marker pens

• Post-its

• Handout 11: Gender action plan

Preparation Draw three dierent pictures on three sheets of ipchart paper (or

more, depending on the size of the group) illustrating factors that enable

or hinder gender mainstreaming. For example, draw a hot air balloon

(enabling), loaded with sand bags (hindering), a bicycle with wheels

(enabling) and brakes (hindering), and a raft resting on barrels

(enabling), loaded with wooden planks (hindering).

Procedure 1. Tell participants they will need to choose a level or area of work

– organisational, project or advocacy. Ask participants to get into

groups of 3–5, choosing a level or area of work based on their areas of

interest or expertise. Try not to have more than two groups working in

the same area. If necessary, you can divide them into specic teams,

such as communications or campaigns.

2. Give each group an illustrated sheet of ipchart paper. Ask them to

identify any factors that could enable gender mainstreaming, write these

on post-its and place the post-its on the picture.

3. Ask the groups to identify any factors that might hinder gender

mainstreaming, write these on post-its and place the post-its on the

picture.

Tell the groups they have 20 minutes to do this.

Session 5

Gender mainstreaming action planning (part 3)

procedure for this

session continued over

Hindering

Enabling

40 Gender equality training manual. Module 2: Gender analysis and mainstreaming

Procedure 4. Give each group a new sheet of ipchart paper. Ask them to draw a

vertical line up the middle. Ask them to label the top “Most signicant

challenge for mainstreaming” and the bottom “Least signicant

challenge for mainstreaming”.

5. Ask participants to place the post-its describing hindering factors

in order from “Most signicant” to “Least signicant” along the line.

No two challenges may have the same ranking.

Give the groups 15 minutes to complete this task.

6. Now ask each group to draw a horizontal line across the top of the

vertical line. Beneath this, on the left, ask them to write “Easy to

overcome” and on the right “Hard to overcome”.

continued

Most signicant challenge for mainstreaming

Easy to overcome Hard to overcome

Least signicant challenge for mainstreaming

procedure for this

session continued over

41 Gender equality training manual. Module 2: Gender analysis and mainstreaming

Procedure 7. Ask participants to move the post-its to either the left or right

according to how easy or dicult it would be to overcome the

hindrances they have ranked. The easier or more dicult it is, the

further it moves to the left or right. The middle line represents

challenges that are neither easy nor dicult.

Give the groups 15 minutes to complete this task.

8. The ipcharts sheets may end up looking something like this:

9. Bring the groups back together to present the results and

highlight any dierences or similarities between the results of

groups working on the same areas. Ask if any of the groups had any

diculty reaching a consensus.

10. Give each group a copy of Handout 11: Gender action plan.

Ask groups working in the same areas to merge with each other.

Ask them to ll in the table with actions to counter each challenge

they have identied. There might be several actions needed to

address each challenge. Ideally, it would be good for groups

to identify quick wins (those ranked easy to overcome) and

prioritise action by signicance (most signicant challenge for

mainstreaming rst).

Give the groups 30 minutes to complete this task.

11. Bring the groups back together. Ask them to present their action

plans. Support a discussion about who they might need to engage

with as a next step.

Most signicant challenge for mainstreaming

Easy to overcome Hard to overcome

Least signicant challenge for mainstreaming

continued

42 Gender equality training manual. Module 2: Gender analysis and mainstreaming

Time 120 minutes

Objective Enable participants to carry out a gender analysis in dierent contexts.

Materials • Flipchart paper

• Marker pens

• Handout 12a: Case study – Post-disaster

• Handout 12b: Case study – Water, sanitation and hygiene

• Handout 12c: Case study – Funding proposal

• You can also use case studies from Learning pack module 4,

or any other case studies of projects or funding proposals covering

the main elements of gender analysis. See Handout 6b: Gender

analysis (completed exercise) for what to include.

Preparation None

Procedure 1. Tell participants they will need to choose a case study –

post-disaster, water sanitation and hygiene, or funding proposal.

Ask participants to get into groups of 3–5, choosing a case study

based on their areas of interest or expertise. Give each group several

copies of the relevant case study Handout.

2. Ask groups to analyse the case study as instructed on the Handout.

Give the groups 45 minutes to complete this task.

3. Bring the groups back for presentations and discussions.

Session 6

Gender analysis (practical exercise 2)

learning points for

this session continued

over

Keep the timing of this session exible. You may have a break between presenting and

completing the task. Go round the groups to check their progress and ask if they need

any clarication.

Facilitator’s

note

Handout 12a: Case study – Post-disaster

The gender analysis shows:

• Women had reproductive and community roles. Men had community roles.

• Women had the chance to meet their practical needs but kept to their main

reproductive roles. Their strategic needs were not addressed.

• Women’s participation in decision-making was at level 4. Men’s was at level 5.

• The project was gender-sensitive but not gender-transformative as it did not

challenge accepted roles and values.

Within their area of responsibility, women were in control and had very important

tasks. However, a main focus of the project was on their reproductive activities,

whereas men were given the opportunity to plan for the future without involving

women. The project did recognise women’s many capabilities, though their roles within

the project would still be valued less than men’s.

Learning

points

43 Gender equality training manual. Module 2: Gender analysis and mainstreaming

Additional questions could include:

• Who decided to assign the committees their responsibilities?

• Within each committee, were tasks distributed equitably among people of

dierent genders and ages? Were people with disabilities included?

• Did women have any say in the size and allocation of the budget for their tasks?

• Were the women paid for their work?

• Were the men paid for their work?

• Who did women and men report to?

• Were women, including younger and older women and women with disabilities,

consulted about plans for the project or any specic needs or priorities they had?

Handout 12b: Case study – Water, sanitation and hygiene

The gender analysis shows:

• Women are earmarked for reproductive roles, not manual labour.

• Both women and men have community management roles.

• Men contribute as labourers. They may be chosen for productive work

(maintenance of wells).

• Participation of women and men may look equal in terms of numbers, but the

decision-making processes of the committee are not clear.

Additional questions could include:

• How does the committee reach decisions about:

– women’s and men’s tasks

– selecting young men to maintain the wells?

• What is the quality of committee members’ participation? How much time do

they spend?

• Which households have been allocated piped water? What criteria are used

to identify them?

• What responsibility does the committee have for making the wells accessible,

monitoring their use, budgeting for their maintenance, etc? How does the

committee consider the logistics of arranging activities in the future (such as

timing meetings and choosing venues)?

Handout 12c: Case study – Funding proposal

The gender analysis shows:

• Needs assessment data was mostly not broken down by sex. In the needs

assessment, 60 per cent of those surveyed were women and 40 per cent were

men. This is not gender-equitable. What was the reason for this (for example,

more women were available because men were working outside, or there

were fewer male refugees)?

• Data on the symptoms of trauma and stress was not disaggregated by sex.

Therefore it might not reveal needs that are specic to either women or men.

For example, behavioural and relationship problems may appear very dierent

in women and men and require dierent approaches.

• Data on the need for an income was not disaggregated by sex.

• Older women’s reproductive role was emphasised.

Learning

points

continued

learning points for

this session continued

over

44 Gender equality training manual. Module 2: Gender analysis and mainstreaming

Additional questions could include:

• Has it been established who are heads of households (whether male or female)?

• Are peer counsellors paid or unpaid? Does being a peer counsellor increase

women’s workload?

• Are mobility issues and safety/protection concerns being assessed?

• Are cultural and sports activities accessible to women who may have mobility

issues or care responsibilities?

• How will older people be selected to join the clubs?

• What types of businesses are acceptable for women to start up? How is women’s

safety protected?

• Is the gender representation of sta considered in relation to providing mentoring

support?

Learning

points

continued

45 Gender equality training manual. Module 3: Facilitation skills

Time 45 minutes

Objective Reect on facilitation techniques used during the training, focusing

particularly on participation and accessibility.

Materials • Flipchart paper

• Marker pens

Preparation None

Procedure 1. Divide participants into three groups of 3–5.

2. Ask the groups to quickly reect on one issue of their choice.

Write their responses as bullet points on a ipchart sheet.

Ask them about:

• Tools used during the training – what other tools could have been

used?

• Techniques and tools used to encourage participation – were there

any gaps and if so, what other techniques or tools could have

been used?

• Techniques or tools used to make the training accessible – were

there any gaps and if so, what other measures could have been taken?

3. Bring groups back together and ask them to present their ndings.

Session 1

Facilitation techniques

This module aims to strengthen participants’ skills and condence in facilitation. It is for

training participants who will conduct gender training themselves in the future. It covers

facilitation techniques, the role of the facilitator and how to deal with dicult situations.

Module 3

Facilitation skills

Tools used may include:

•

small group work and plenary discussions, with small groups often being single

sex to allow women and men to voice their opinions safely, and subsequent plenary

discussions helping to highlight dierences and similarities

•

role play

•

making drawings

•

using illustrations and diagrams

•

reection

•

“lectures”

•

case studies.

Participatory exercises, often in small groups, are more energetic and involve individual

participants more than lectures or Powerpoint presentations. Monitor participants’

attention levels and use energisers as you see t. Encourage participants to let you

know if they need a break or an energiser.

Learning

points

46 Gender equality training manual. Module 3: Facilitation skills

Time 30 minutes

Objective Enable participants to understand the role of the facilitator.

Materials • Incomplete version of Handout 13a: Role of facilitator

• Post-its

Preparation Prepare a large sheet of ipchart paper (two or more sheets taped

together) with an incomplete version of the Role of facilitator diagram

from Handout 13a: Role of facilitator.

Procedure 1. Divide participants into four groups.

2. Assign each group a heading for the role of facilitator:

•

Presenting yourself

•

Your style

•

Training methods

•

Being ready and prepared.

3. Ask the groups to identify elements of each role and write these

on post-its (one element per post-it).

Tell them they have 10 minutes.

4. Bring the groups together and share the results. Ask the groups to

pin their post-its under the relevant branches of the Role of facilitator

diagram on the ipchart.

5. Give each participant a copy of Handout 13a: Role of facilitator.

Ask them to add to the branches as discussed.

Session 2

Role of facilitator

As a facilitator, you have several roles that help make the training a positive experience

which emphasises sharing, learning and coming to decisions together. You must

therefore take a neutral position and not oer your personal opinion unless explicitly

asked for it. You must not get drawn into discussions unless to resolve conict.

Good facilitation enables participants to feel comfortable about speaking out or

discussing subjects they might otherwise nd dicult, such as attitudes, power-sharing,

equality, etc.

As a facilitator, you must be aware of your own personal beliefs, values and prejudices.

For example, your views on women’s and men’s roles, rural and urban people, poor and

rich people, people’s sexual orientation, disability, religion, ethnicity or culture can all

inuence how you facilitate the group, what kind of language you use, what jokes you

may make and what examples you may choose. Therefore, you will need to recognise

your own biases and constantly examine how they aect your role as a facilitator.

Facilitator’s

note

47 Gender equality training manual. Module 3: Facilitation skills

Time 45 minutes

Objective Enable participants to practise facilitating and increase condence

in relation to managing groups and dealing with challenging

situations.

Materials • Handout 13b: Challenging situations for facilitation (scenario 1)

• Handout 13c: Challenging situations for facilitation (scenario 2)

• Handout 13d: Dealing with challenging participants

Preparation None

Procedure 1. Divide participants into two groups. Give each group a dierent

scenario (give one group Handout 13b and the other Handout 13c).

Ask each group to prepare a ve-minute role play providing a solution

to the challenges described in the Handout. Ask them to address at

least two of the three challenges.

Tell them they have 15 minutes to prepare.

2. Bring the groups together. Ask each group to present their role play.

Allow 5–8 minutes for each one.

3. Alternatively, if participants are still up for a challenge, you could

ask two volunteers to play the facilitators. Let the groups choose the

challenges that they want to role-play. Then ask the unsuspecting

facilitators to deal with the groups’ behaviours.

4. Discuss the solutions. Allow time for questions and comments after

each presentation.

5. Reect together on similar experiences and challenges in nding

solutions.

6. Give each participant a copy of Handout 13d: Dealing with

challenging participants.

Session 3

Challenges of facilitation

HelpAge International is a global network

of organisations promoting the right of

all older people to lead dignied, healthy

and secure lives.

HelpAge International

PO Box 70156, London WC1A 9GB, UK

Tel +44 (0)20 7278 7778

Fax +44 (0)20 7387 6992

inf[email protected]g

www.helpage.org

Registered charity no. 288180

Contributions from HelpAge International

Global Gender Learning Group

Written by Karen Andrae, Sylvie Cordier

and Georgina Veitch/HelpAge International

Edited by Celia Till and Georgina Veitch

HelpAge HelpAge International

This work is licensed under a Creative Commons Attribution-NonCommercial

4.0 International License, https://creativecommons.org/licenses/by-nc/4.0

Any parts of this publication may be reproduced without permission for non-prot

and educational purposes. Please clearly credit HelpAge International and send us

a copy or link.

ISBN 978-1-910743-70-6