Gender Mainstreaming in Planning and Development Training Programme

'ENDER -AINSTREAMING IN 0LANNING AND $EVELOPMENT 4RAINING 0ROGRAMME
Ministry of Women and Children Affairs
Assisted by
Policy Leadership & Advocacy for Gender Equality Phase II (PLAGE II) Project
Project undertaken with the financial support of the Government of Canada provided through
Canadian International Agence canadienne de
Development Agency développement international
.ATIONAL !CADEMY FOR 0LANNING AND $EVELOPMENT

-INISTRY OF 0LANNING
AND
-INISTRY OF 7OMEN AND #HILDREN !FFAIRS
)NTRODUCTION
)NTRODUCTION TO THE 4RAINERS -ANUAL ON h'ENDER -AINSTREAMING
IN 0LANNING AND $EVELOPMENT 4RAINING 0ROGRAMMEv
4HE -ANUAL FOR TRAINING ON h'ENDER -AINSTREAMING IN 0LANNING AND $EVELOPMENT 4RAINING
0ROGRAMMEv HAS BEEN PREPARED AS A GUIDE TO ACHIEVE THE OBJECTIVES OF THE TRAINING COURSE 4HE MANUAL
CONSISTS OF TOPICS METHODOLOGIES AND MATERIALS TO BE FOLLOWED AND USED IN THE TRAINING SESSIONS 4HIS
-ANUAL INCLUDES TITLE OF EACH SESSION TOPIC WISE LEARNING OBJECTIVES SESSION PLAN STEP BY STEP GUIDE
FOR THE FACILITATORS SLIDES AND HANDOUTS RELEVANT TO EACH TOPICSSESSIONS 0RE AND 0OST 4EST
1UESTIONNAIRES AND A #OURSE %VALUATION FORMAT
/VERALL /BJECTIVE OF THE -ANUAL
4HE OVERALL OBJECTIVE OF THE TRAINING MANUAL IS TO STRENGTHEN THE CAPACITY OF THE FACULTY MEMBERS AND
RESOURCE PERSONS OF .!0$ AND TO GUIDE THEM TO PROVIDE TRAINING ON USE OF h'ENDER 2ESPONSIVE
'UIDELINES FOR $ESIGN AND 2EVIEW OF $EVELOPMENT 0ROJECTSv
3PECIFIC /BJECTIVES
4HE MANUAL WILL HELP THE FACULTY MEMBERS AND RESOURCE PERSONS TO GAIN CONCEPTUAL CLARITY ENHANCE
KNOWLEDGE DEVELOP SKILLS ON APPLICATION OF THE h'ENDER 2ESPONSIVE 'UIDELINE FOR $ESIGN AND 2EVIEW
OF $EVELOPMENT 0ROJECTSv AND PROVIDE TRAINING STEP BY STEP ON THE FOLLOWING ISSUES
L +EY 'ENDER #ONCEPTS 'ENDER %QUITY AND %QUALITY 'ENDER -AINSTREAMING
L #ONCEPTUAL ASPECTS OF 'ENDER "ASED !NALYSIS AND ITS IMPORTANCE DURING PROJECTSPROGRAM DESIGN
AND REVIEW
L 'OVERNMENTS 'ENDER %QUALITY 0OLICY COMMITMENTS
L 'ENDER 2ESPONSIVE "UDGET AND @"# 3TANDARDS USED FOR ASSESSING IMPACT OF STRATEGIC OBJECTIVES
OF THE -INISTRES ON 7OMENS !DVANCEMENT
L 5SE OF h'ENDER 2ESPONSIVE 'UIDELINE FOR $ESIGN AND 2EVIEW OF $EVELOPMENT 0ROJECTSv TO
DESIGN AND REVIEW THE GOVERNMENT PROJECTSPROGRAMS $00400 AND
L (OW TO APPLY THE h'ENDER 2ESPONSIVE 'UIDELINEv INTO PRIORITIZED SECTORS DURING DESIGN AND
REVIEW OF $00400
3ESSIONS AND 4OPICS
3ESSION ) #ONCEPTS 3EX AND 'ENDER 'ENDER 2OLE 'ENDER .EEDS AND
"ENEFITS OF 'ENDER %QUALITY IN THE 0OVERTY 2EDUCTION
3ESSION )) 'ENDER %QUITY AND %QUALITY

4RAINERS -ANUAL ON h'ENDER -AINSTREAMING IN 0LANNING AND
$EVELOPMENT 4RAINING 0ROGRAMMEv
3ESSION ))) 'ENDER "ASED !NALYSIS
3ESSION )6 'ENDER -AINSTREAMING AND -ENS )NVOLVEMENT IN THE PROCESS TOWARDS 'ENDER
%QUALITY
3ESSION 6 'OVERNMENTS 0OLICY #OMMITMENTS FOR 'ENDER %QUALITY
3ESSION 6) 'ENDER 2ESPONSIVE "UDGET '2" AND "UDGET #IRCULAR 3TANDARDS ON 7OMENS
!DVANCEMENT AND THEIR 2ELEVANCE TO 0ROJECT0ROGRAM $ESIGN2EVIEW
3ESSION 6)) 0RESENTATION ON THE h'ENDER 2ESPONSIVE 'UIDELINES FOR $ESIGN AND 2EVIEW OF
$EVELOPMENT 0ROJECTSv
! 0ROJECT0ROGRAM $ESIGN
" 0ROJECT0ROGRAM 2EVIEW
3ESSION 6))) %XERCISE ON USE OF THE h'ENDER 2ESPONSIVE 'UIDELINES FOR $ESIGN AND 2EVIEW OF
! 'ROUP 7ORK
" 0RESENTATION IN THE PLENARY
3ESSION 0LAN
3ESSION 3EPARATE NUMBERS HAVE BEEN USED FOR EACH SESSION SO THAT THE RELEVANT TOPICS CAN BE
IDENTIFIED EASILY
/BJECTIVES 4HE LEARNING OBJECTIVES OF EACH SESSION THAT IS THE EXPECTED KNOWLEDGE SKILL AND ATTITUDE
OF THE PARTICIPANTS AT THE END OF THE SESSION HAVE BEEN CLEARLY DEFINED 4HESE OBJECTIVES WILL GUIDE THE
FACILITATORS IN CONDUCTING THE SESSION
$URATION 4HE TOTAL TIME REQUIRED AND BREAKDOWN OF TOTAL TIME FOR CONDUCTING EACH SESSION HAS BEEN
SUGGESTED 4HIS WILL HELP THE FACILITATOR IN PREPARING PLANS FOR CONDUCTING THE SESSION
3ESSION 'UIDE 0ROCESS 4HE ACTIVITIES OF EACH SESSION HAVE BEEN DIVIDED INTO SEVERAL STEPS 4HE
RESPONSIBILITIES OF THE &ACILITATORS AND PARTICIPANTS HAVE BEEN CLEARLY STATED )N ORDER TO ACHIEVE THE
OBJECTIVES OF EACH SESSION THE SEQUENCE OF ACTIVITIES TO BE UNDERTAKEN BY THE FACILITATOR AND THE
PARTICIPANTS HAVE BEEN DESCRIBED STEP BY STEP 4HIS WILL SERVE AS A GUIDE FOR THE FACILITATOR TO CONDUCT
THE SESSIONS EFFECTIVELY
-ETHODOLOGY -ETHODOLOGIES PRESCRIBED IN THIS MANUAL IS 0ARTICIPATORY -UTUAL 4RAINING AND
,EARNING 0-4, APPROACH THAT PROVIDES SCOPE OF ACTIVE PARTICIPATION TWO WAY COMMUNICATION AND
LOTS OF INTERACTION IN THE TOTAL TRAINING PROGRAM 4HIS APPROACH CONSISTS OF OPEN DISCUSSION SMALL GROUP
EXERCISE AND PRESENTATION THROUGH PLENARY QUESTIONS ANSWERS SESSION ROLE PLAY AND VIDEO
PRESENTATION &ROM THIS VARIETY OF METHODOLOGIES THE FACILITATOR MAY ADOPT METHODS ACCORDING TO
HISHER INTEREST AND REQUIREMENT THAT WILL HELP IN ACHIEVING THE SESSIONS LEARNING OBJECTIVES (OWEVER
IT IS RECOMMENDED THAT THERE SHOULD BE SCOPE FOR PRACTICAL DEMONSTRATION THROUGH REVIEW OF SOME
SELECTED 400 $00 THROUGH GROUP EXERCISE DEPENDING ON THE DURATION OF TRAINING EVENT OF .!0$
4HE FACILITATOR MAY ALSO USE 0OWER0OINTSLIDE PRESENTATION OR TRANSPARENCY DURING LECTURES AND
DISCUSSIONS

4RAINING %QUIPMENT &LIPCHART 0OSTER 7HITEBOARD -ARKER -ULTIMEDIA 3LIDE 0ROJECTOR /(0 MAY
BE USED AS REQUIRED BY EACH SESSION 4HE FACILITATOR MAY USE EQUIPMENT ACCORDING TO HERHIS CHOICE BUT
SHOULD TAKE INTO CONSIDERATION THE FEASIBILITY AND EFFECTIVENESS OF LEARNING
-ATERIAL &OLLOWING MATERIALS ARE SUGGESTED SO THAT THE &ACILITATOR CAN SELECT USE AND SUPPLY
MATERIALS APPROPRIATE FOR EACH SESSION
L "OOKLET ON h'ENDER 2ESPONSIVE 'UIDELINES FOR $ESIGN AND 2EVIEW OF $EVELOPMENT 0ROJECTSv
PUBLISHED BY -INISTRY OF 7OMEN AND #HILDREN !FFAIRS 'OVERNMENT OF THE 0EOPLES 2EPUBLIC OF
"ANGLADESH *ULY AND ENDORSED BY 0LANNING $IVISION 0LANNING #OMMISSION
L (ANDOUTS AS APPROPRIATE FOR THE SESSIONS 3OME ARE INCLUDED IN THE MANUAL (OWEVER
FACILITATORSRESOURCE PERSONS CAN PROVIDE ADDITIONAL MATERIAL WITH UPDATED INFORMATION IF
NECESSARY THAT MAY BE APPROPRIATE FOR THE SESSIONS
L 3ELECTED SECTIONS OF h-ETHODS OF DESIGNING PROCESSING APPROVAL AND REVISION OF THE
'OVERNMENT $EVELOPMENT 0ROJECTSv PUBLISHED BY 0LANNING $IVISION -INISTRY OF 0LANNING
'OVERNMENT OF THE 0EOPLES 2EPUBLIC OF "ANGLADESH -AY
L "UDGET #IRCULAR n 0UBLISHED BY "UDGET 7ING &INANCE $IVISION -INISTRY OF &INANCE
'OVERNMENT OF THE 0EOPLES 2EPUBLIC OF "ANGLADESH THE LATEST EDITION
L "OOKLET ON h'ENDER 'LOSSARYv PUBLISHED BY -INISTRY OF 7OMEN AND #HILDREN !FFAIRS AND
0,!'% ))
4RAINING !IDS !T THE END OF EACH SESSION RELEVANT TRAINING AIDS IE SLIDES AND HANDOUTS HAVE BEEN
INCLUDED AS GUIDELINE REFERENCE FOR CONDUCTING THE SESSION OR USE AND DISTRIBUTION DURING THE SESSION
-ATERIALS HAVE BEEN NUMBERED IN LINE WITH THAT OF THE RELEVANT SESSION SO THAT THE &ACILITATOR CAN
IDENTIFY THEM EASILY EG FOR 3ESSION 4RAINING !IDS MAY BE NUMBERED AS ! " #AND SO ON
! SOFT COPY OF THE TRAINING AIDS IS ALSO INCLUDED WITH THIS MANUAL
0RE AND 0OST 4ESTS ,EARNING
0RE AND 0OST 4ESTS ARE IMPORTANT TO ASSESS EFFECTIVENESS OF THE TRAINING COURSE FOR BUILDING CAPACITY TO
DESIGN AND REVIEW GENDER RESPONSIVE DEVELOPMENT PROJECT PROPOSALS $00 TECHNICAL PROJECT PROPOSALS
400 ! SAMPLE QUESTIONNAIRE HAS BEEN PROVIDED AS !NNEX ! IN THE MANUAL WHICH WILL HELP IN
ASSESSING PARTICIPANTS CONCEPTUAL CLARITY ON KEY GENDER ISSUES KNOWLEDGE ON INTERNATIONAL AND
NATIONAL POLICY COMMITMENTS OF THE 'OVERNMENT OF "ANGLADESH THEIR UNDERSTANDING OF GENDER
RESPONSIVE PLANNING AND BUDGETING BEFORE AND AFTER THE TRAINING 4HE QUESTIONNAIRE MAY BE USED
DIRECTLY OR MAY BE ADAPTED ACCORDING TO THE NEED OF THE TRAINING COURSE
4RAINING %VALUATION &EEDBACK
! COURSE EVALUATION WILL BE DONE AT THE END OF THE TRAINING COURSE TO KNOW THE FEEDBACK OF THE
PARTICIPANTS ON THE CONTENTS DURATION SESSION PLANS METHODOLOGIES MATERIAL AND EQUIPMENT
FACILITATION LOGISTIC SUPPORT AND ANY OTHER ISSUES RAISED BY THE PARTICIPANTS #OURSE EVALUATION FINDINGS
MAY BE TAKEN INTO CONSIDERATION IF REQUIRED FOR FURTHER IMPROVEMENT OF THIS TRAINING COURSE IN THE

FUTURE ! SAMPLE OF THE %VALUATION &ORMAT HAS BEEN PROVIDED AS !NNEX " IN THE MANUAL THAT MAY BE
USED DIRECTLY OR MAY BE REVIEWED OR FURTHER DEVELOPED ACCORDING TO THE NEED OF THE COURSE CONDUCTED
&ACILITATORS CAN USE A SIMPLE EVALUATION FORM TO OBTAIN FEEDBACK FROM THE PARTICIPANTS AT THE END OF
EACH SESSION ANDOR EACH DAY
&LEXIBILITY OF 5SING THIS -ANUAL
L 4HE MANUAL HAS BEEN PREPARED TO BE USED AS A GUIDE FOR DESIGNING THE TRAINING COURSE AND
FACILITATING THE SESSIONS AS PER REQUIREMENT
L 3UGESTED SCHEDULE FOR DAY AND DAYS COURSE DURATION IS PROVIDED AS !NNEX # THAT MAY BE USED
OR ADAPTED AS PER NEED 4HE FACILITATOR MAY NEED TO ADJUST SESSION HOURS ACCORDINGLY
L 3INCE THE MANUAL HAS BEEN DESIGNED FOR INTEGRATION IN EXISTING REGULAR .!0$ COURSES SOME
FLEXIBILITY MAY BE MAINTAINED REGARDING THE TOPICS !LL THE TOPICS PRESENTED IN THIS MANUAL MAY NOT
BE INCLUDED IN ALL THE TRAINING EVENTS 4HE COURSE DIRECTORCOORDINATOR WILL SELECT TOPICS AND DESIGN
THIS TRAINING COURSE ACCORDING TO THE DURATION ALLOCATED IN THE VARIOUS REGULAR COURSES OF .!0$
(OWEVER IT IS RECOMMENDED THAT THE SESSIONS 6)) AND 6))) ON h0RESENTATION AND %XERCISE OF
'ENDER 2ESPONSIVE 'UIDELINES FOR $ESIGNING AND 2EVIEW OF $EVELOPMENT 0ROJECTv ARE INCLUDED
AND SPECIAL ATTENTION GIVEN ON DURATION OF GROUP EXERCISE AND PRESENTATION IN THE PLENARY IN ORDER
TO ENSURE ACHIEVEMENT OF THESE TWO SESSIONS LEARNING OBJECTIVES
L 4HE PROPOSED METHODS PROCESSES DURATION MATERIAL ETC MAY BE MODIFIED ON THE BASIS OF THE
NATURE OF TRAINING COURSE BACKGROUND AND LEVEL OF THE PARTICIPANTS SKILLS AND EXPECTATIONS OF THE
PARTICIPANTS .EW OBJECTIVES MAY BE ADDED WITH THE GIVEN ONES IN THESE MANUAL AND NEW STEPS AND
TOPICS MAY BE ADOPTED ACCORDINGLY
L 4HE TIME ALLOTTED TO THE VARIOUS STEPS IN A SESSION MAY BE CHANGED KEEPING THE TOTAL TIME FOR THE
SESSION UNCHANGED !GAIN THE TOTAL TIME FOR THE DIFFERENT SESSIONS MAY BE CHANGED ACCORDING TO
NEED
L 4HE READING MATERIAL AND TRAINING AIDS INCLUDED IN THE MANUAL MAY REQUIRE TO BE UPDATED IN
KEEPING WITH THE CHANGING EMERGING NEEDS AND MAY HAVE TO BE REVISED MODIFIED AND CHANGED
ACCORDINGLY
L 4HE CHANGE MAY BE DONE ONLY AS AND WHEN REQUIRED FOR DEVELOPMENT AND ENRICHMENT OF THE
MANUAL WITHOUT AFFECTING ITS QUALITY

4RAINING #OURSE ON h'ENDER -AINSTREAMING IN
0LANNING AND $EVELOPMENT 4RAINING 0ROGRAMMEv
4ENTATIVE 3CHEDULE
$URATION DAYS
$AY
3ESSION 4IME #ONTENT4OPIC &ACILITATOR
2EGISTRATION
/PENING /PENING 2EMARKS #OURSE
MINUTES $IRECTOR
#OORDINATOR
)NTRODUCTION OF THE 0ARTICIPANTS
-/2.).' 4%! "2%!+
0RE TEST
MINUTES
3ESSION ) #ONCEPTS 3EX AND 'ENDER 'ENDER 2OLE 'ENDER
HRS .EEDS AND
"ENEFITS OF 'ENDER %QUALITY ON 0OVERTY
2EDUCTION
02!9%2 !.$ ,5.#(
HRS
%VALUATION AND SUMMARY OF $AY #OURSE
-ANAGEMENT
4%! !.$ 2%&2%3(-%.4

4ENTATIVE 3CHEDULE
$URATION DAYS
$AY
2ECAP ON $AY
HR
MINUTES
-/2.).' 4%! "2%!+
3ESSION 6 'ENDER -AINSTREAMING AND -ENS )NVOLVEMENT IN
HR PROCESS TOWARDS 'ENDER %QUALITY
MINUTES
02!9%2 !.$ ,5.#(
3ESSION 6 'OVERNMENTS 'ENDER %QUALITY 0OLICY
HRS #OMMITMENTS
3ESSION 6) 'ENDER 2ESPONSIVE "UDGET AND "# STANDARDS ON
HRS 7OMENS !DVANCEMENT AND THEIR RELEVANCE TO
MINUTES AND PROJECTPROGRAMME DESIGNREVIEW
CONTINUE
NEXT DAY
%VALUATION AND 3UMMARY OF $AY
4%! !.$ 2%&2%3(-%.4

4ENTATIVE 3CHEDULE
$URATION DAYS
$AY
2ECAP ON $AY
CONTD FROM 7OMENS !DVANCEMENT AND THEIR RELEVANCE TO
PREVIOUS DAY PROJECTPROGRAM DESIGNREVIEW
-/2.).' 4%! "2%!+
3ESSION 6)) 0RESENTATION ON THE 'ENDER 2ESPONSIVE
HR 'UIDELINES FOR $ESIGN AND 2EVIEW OF
MINUTES $EVELOPMENT 0ROJECTS
3ESSION 6))) !PPLICATION OF THE 'ENDER 2ESPONSIVE 'UIDELINES
HRS nCONTD FOR $ESIGN AND 2EVIEW OF $00400
AFTER LUNCH ! 'ROUP 7ORK
" 0RESENTATION IN THE 0LENARY
02!9%2 !.$ ,5.#(
3ESSION 6))) #ONTINUED
CONTD
0OST 4EST
MINUTES
%VALUATION OF THE PROGRAM
#LOSING #LOSING
#,/3).' 4%!

3ESSION )
#ONCEPTS 3EX AND 'ENDER 'ENDER 2OLE 'ENDER .EEDS
AND
"ENEFITS OF 'ENDER %QUALITY IN 0OVERTY 2EDUCTION
/BJECTIVES !T THE END OF THE SESSION THE PARTICIPANTS WILL
L "E ABLE TO CLEARLY ARTICULATE THE CONCEPTS OF GENDER AND SEX AND DIFFERENCE BETWEEN THE TWO
L (AVE A COMMON UNDERSTANDING ON 'ENDER ROLE AND 'ENDER 0RACTICAL .EEDS AND 'ENDER 3TRATEGIC
)NTERESTS
L "E ABLE TO CLEARLY ARTICULATE THE 'ENDER $IMENSION OF 0OVERTY
L "E ABLE TO CLEARLY ARTICULATE THE BENEFITS OF 'ENDER %QUALITY IN THE 0OVERTY 2EDUCTION 0LAN !CTION
OR 3TRATEGY
4OTAL 4IME HOURS
0ROCESS 4IME -ETHODS -ATERIALS
3TEP )NTRODUCTION
MINS 3ELF -ULTIMEDIA
4HE FACILITATOR WILL EXCHANGE GREETINGS WITH THE INTRODUCTION PROJECTOR/(0
PARTICIPANTS AND START THE SESSION BY INFORMING THE
"RIEFING 3LIDES
PARTICIPANTS ABOUT THE SESSIONS OBJECTIVES TIME FRAME AND
0RESENTATION 4RANSPARENCIES
THE METHODOLOGIES TO BE USED
"RAINSTORMING &LIPCHART
$ISCUSSION 7HITEBOARD
2EF 3LIDE ON 3ESSION ) /BJECTIVES -ARKER PEN
4HE &ACILITATOR WILL START THE DISCUSSION ABOUT @3EX AND
'ENDER 4HE DISCUSSION MAY START WITH REQUESTING THE
PARTICIPANTS hWHETHER ANYONE OF THEM WOULD LIKE TO
EXPLAIN THE CONCEPT OF @'ENDER AND HOW IT DIFFERS FROM
THE TERM @3EX 4HE FACILITATOR WILL APPLY BRAINSTORMING
METHOD 4HE POINTS MADE BY THE PARTICIPANTS WILL BE
WRITTEN DOWN ON THE BOARD FLIPCHART &ACILITATOR WILL
RELATE THIS ISSUE TO THE PARTICIPANTS PERSONAL AND
PROFESSIONAL LIFE BY ASKING STIMULATING QUESTIONS EG
SHARING HOUSEHOLD WORK DIVISION OF LABOR AT OFFICE
3ESSION )
3TEP MINS 0OWER0OINT -ULTIMEDIA
4HE &ACILITATOR WILL PROJECT AND EXPLAIN THE DIFFERENCE 4RANSPARENCY PROJECTOR
BETWEEN SEX AND GENDER AND SUMMARIZE THE DISCUSSION BY 0RESENTATION /(0
SAYING THAT SEX IS DEFINED AS BIOLOGICAL REFERS TO PHYSICAL
FEATURES AND IT REMAINS THE SAME EVERYWHERE 3EX GENERALLY $ISCUSSION 3LIDES
CANNOT BE CHANGED /N THE OTHER HAND GENDER IS DEFINED AS 4RANSPARENCIES
ATTITUDES BEHAVIORAL PATTERNS GENDER ROLES AND ON
RESPONSIBILITIES AND IT VARIES FROM CULTURE TO CULTURE AND #ONCEPTS OF
FROM ONE TIME TO ANOTHER BECAUSE IT IS DETERMINED BY THE 3EX AND
SOCIETY BUT GENDER ROLES CAN BE CHANGED %XAMPLE ! FEW 'ENDER
DECADES BACK THE ONLY PROFESSIONS ACCESSIBLE TO 'ENDER 2OLE
"ANGLADESHI WOMEN WERE RELATED TO THEIR TRADITIONAL ROLE OF AND .EEDS
CARING FOR THE YOUNG AND THE SICK SUCH AS TEACHING AND
NURSING .OWADAYS WOMEN ARE WORKING IN NON TRADITIONAL
PROFESSIONS SUCH AS ENGINEERING THE POLICE SERVICE DEFENSE
ETC 4HIS EXAMPLE INDICATED THAT THE ROLES ASSIGNED TO
WOMEN AND CONSEQUENTLY SOCIALLY ACCEPTABLE PROFESSIONS
FOR WOMEN HAVE CHANGED OVER THE PAST FEW DECADES
2EF 3LIDE ! ON 3EX AND 'ENDER
4HUS THE SEX ROLE AND GENDER ROLE ARE DIFFERENT 3EX ROLE IS
IMPOSED ON PEOPLE BY NATURE WHILE GENDER ROLES ARE
CONSTRUCTED BY THE SOCIETY $IVISION OF LABOR TO BE
EXPLAINED TO SUPPORT GENDER ROLE AND EXPLANATION OF
WOMENS MULTIPLE ROLES PRODUCTION WAGE AND ECONOMIC
ACTIVITY IN ADDITION OF REPRODUCTION GIVING BIRTH CARING
CHILDREN HOUSEWORK
2EF 3LIDE " ON 'ENDER 2OLE
3TEPS MINS 0OWER0OINT -ULTIMEDIA
4HE FACILITATOR WILL GENERATE DISCUSSION ON 0RACTICAL 'ENDER 4RANSPARENCY PROJECTOR
.EEDS AND 3TRATEGIC 'ENDER )NTERESTS THROUGH REFERRING 0RESENTATION /(0
TO PREVIOUS DISCUSSION ON GENDER ROLES (E 3HE WILL SAY THAT
THE NEEDS AND INTERESTS OF WOMEN AND MEN ARISE FROM $ISCUSSION 3LIDES
EXISTING GENDER ROLES AND GENDER RELATIONS CHARACTERIZED AS 4RANSPARENCIES
PRACTICAL AND STRATEGIC 4HE FACILITATOR WILL SHOW POWER ON 0RACTICAL
POINT PRESENTATION ON THE DIFFERENCE BETWEEN 0RACTICAL 'ENDER
'ENDER .EEDS AND 3TRATEGIC 'ENDER )NTERESTS AND PROVIDING .EEDS AND
CONCEPTUAL CLARITY BY GIVING PRACTICAL EXAMPLE TO THE 3TRATEGIC
PARTICIPANTS 'ENDER S
)NTEREST
2EF 3LIDE # ON 'ENDER .EEDS
3ESSION )
3TEP MINS 0OWER 0OINT -ULTIMEDIA
&IRST FACILITATOR WILL GENERATE DISCUSSIONS ON THE GENDER 4RANSPARENCY PROJECTOR
DIMENSION OF POVERTY IN RELATION TO THE POVERTY REDUCTION 0RESENTATION /(0
STRATEGY OF THE GOVT OF "ANGLADESH 4HE FACILITATOR WILL
SHOW ONE POWER POINT PRESENTATION ON GENDER DIMENSION OF $ISCUSSION 3LIDES
POVERTY SO THAT IT COULD BE LINKED TO NEXT PRESENTATION ON THE 4RANSPARENCIES
BENEFITS OF GENDER EQUALITY ON THE NATIONAL DEVELOPMENT ON 'ENDER
$IMENSION OF
2EF 3LIDE $ ON 'ENDER $IMENSION OF 0OVERTY 0OVERTY
AND
4HE &ACILITATOR WILL SHOW ANOTHER POWER POINT PRESENTATION 'ENDER
ON 'ENDER %QUALITY AND "ENEFITS ON .ATIONAL $EVELOPMENT %QUALITY AND
4OWARDS 0OVERTY 2EDUCTION !FTER GETTING A CLEAR "ENEFITS
UNDERSTANDING ABOUT THE DIFFERENCE BETWEEN 'ENDER AND
3EX AND GENDER DIMENSION OF POVERTY IT WOULD HELP THE
PARTICIPANTS TO RELATE THE GENDER EQUALITY RESULTS WITH
NATIONAL GOALS EG SUSTAINABLE DEVELOPMENT TOWARDS
POVERTY REDUCTION )T WILL ALSO HELP THEM TO DESIGN AND
REVIEW 400$00 IN A GENDER RESPONSIVE WAY
2EF 3LIDE % ON 'ENDER %QUALITY AND "ENEFITS ON
.ATIONAL $EVELOPMENT
3TEP ,EARNING POINTS MINS 1UESTION
!NSWER
4HE &ACILITATOR WILL ASK THE PARTICIPANTS ABOUT THE DIFFERENCE
BETWEEN SEX AND GENDER
)T IS EXPECTED THAT BY THE END OF THE SESSION THE PARTICIPANTS
WILL BE ABLE TO RECOGNIZE THAT
Î 3EX IS BIOLOGICAL REFERS TO PHYSICAL FEATURES AND IT
REMAINS THE SAME EVERYWHERE
Î 'ENDER ROLES ARE NOT NATURAL ROLES THEY ARE CONSTRUCTED
BY THE SOCIETY "OYS AND GIRLS ARE SYSTEMATICALLY TAUGHT
TO BE DIFFERENT FROM EACH OTHER RIGHT FROM THE
CHILDHOOD
Î 3OCIALIZATION INTO GENDER ROLES BEGINS IN EARLY LIFE 4HIS
INCLUDES BEING DIFFERENT IN TERMS OF OUR APPEARANCE AND
HOW WE DRESS BEHAVIOR AND EMOTIONS WE EXPRESS
ACTIVITIES AND ROLES AND RESPONSIBILITIES WHICH WE
DEMONSTRATE
Î 'ENDER ROLES ARE LEARNED AND THEREFORE CAN BE
DE LEARNED 4HIS IS WHY IT IS CHANGEABLE
Î 'ENDER NEEDS ARE DERIVED FROM EXISTING GENDER DIVISION
OF LABOR
Î 'ENDER DIMENSION OF POVERTY IN RELATION TO THE
CHALLENGES FACED BY WOMEN
Î 'ENDER EQUALITY LEADS TO BENEFITS OF NATIONAL CHANGES
TOWARDS SUSTAINABLE DEVELOPMENT OF THE SOCIETY FOR MEN
AND WOMEN BOYS AND GIRLS
3ESSION )
3TEP #ONCLUSION MINS 0OWER 0OINT -ULTIMEDIA
4HE FACILITATOR WILL SUMMARIZE THE LEARNING POINTS THROUGH 4RANSPARENCY 0ROJECTOR
PRESENTING THE KEY POINTS AND TO DIFFERENTIATE THE GENDER 0RESENTATION /(0
ROLES THAT BRING INEQUITY
4HE FACILITATOR WILL CONCLUDE THE SESSION THROUGH THANKING 3LIDES
THE PARTICIPANTS FOR THEIR ACTIVE PARTICIPATION AND ENCOURAGE 4RANSPARENCIES
THEM TO SHARE APPLY THEIR LESSON AT THEIR RESPECTIVE ON $IFFERENCES
ORGANIZATIONS DEPARTMENTS AND TO CONSIDER THE ISSUES DURING "ETWEEN 3EX
THE FORMULATION AND REVIEWING OF 400$00 AND 'ENDER
3ESSION )
3ESSION
#ONCEPTS
3EX AND 'ENDER 'ENDER 2OLE 'ENDER .EEDS
AND
"ENEFITS OF 'ENDER %QUALITY
IN 0OVERTY 2EDUCTION
Policy Leadership
and Advocacy for
Gender Equality 3ESSION
/BJECTIVES OF 3ESSION
"E ABLE TO CLEARLY ARTICULATE THE CONCEPTS OF GENDER AND SEX AND
DIFFERENCE BETWEEN THESE TWO
(AVE A COMMON UNDERSTANDING ON 'ENDER ROLE AND 'ENDER 0RACTICAL
.EED AND 'ENDER 3TRATEGIC )NTERESTS
"E ABLE TO CLEARLY ARTICULATE THE 'ENDER $IMENSION OF 0OVERTY
"E ABLE TO CLEARLY ARTICULATE THE BENEFITS OF 'ENDER %QUALITY IN THE
POVERTY REDUCTION
Policy Leadership
and Advocacy for
3ESSION )
3EX AND 'ENDER
Policy Leadership
and Advocacy for
Gender Equality 3ESSION !
$IFFERENCE BETWEEN 3EX AND 'ENDER
3EX 'ENDER
3EX IS A BIOLOGICAL FACT 'ENDER IS CULTURALLY AND
SOCIALLY DETERMINED
3EX IS A NATURAL ATTRIBUTE
THAT A PERSON IS BORN WITH 'ENDER IS CREATED PRODUCED
REPRODUCED AND MAINTAINED
BY SOCIAL INSTITUTIONS SUCH
AS FAMILIES COMMUNITIES
SCHOOLS AND MEDIA
Policy Leadership
and Advocacy for
$IFFERENCE BETWEEN 3EX AND 'ENDER
3EX 'ENDER
3EX REMAINS THE SAME 'ENDER VARIES FROM CULTURE
EVERYWHERE AND ALL THE TIME TO CULTURE AND FROM ONE
PERIOD TO ANOTHER BECAUSE
IT IS DETERMINED BY THE
SOCIETY
Policy Leadership
and Advocacy for
3ESSION )
'ENDER 2OLE
Policy Leadership
and Advocacy for
Gender Equality 3ESSION "
$EFINITION OF 'ENDER 2OLE
! GENDER ROLE IS A THEORETICAL CONSTRUCT IN THE SOCIAL
SCIENCES AND HUMANITIES THAT REFERS TO A SET OF SOCIAL AND
BEHAVIORAL NORMS THAT WITHIN A SPECIFIC CULTURE ARE WIDELY
CONSIDERED TO BE SOCIALLY APPROPRIATE FOR INDIVIDUALS OF A
SPECIFIC GENDER
Policy Leadership
and Advocacy for
0RODUCTIVE 2OLE
4HE ROLE PLAYED BY INCOME EARNING ACTIVITIES OR BY
ACTIVITIES HAVING EXCHANGE VALUE IS KNOWN AS PRODUCTIVE
ROLE
EG !GRICULTURE "USINESS /FFICE ,ABOUR
7OMENS PRODUCTIVE ROLE IS OFTEN LESS VISIBLE DUE TO THEIR
REPRODUCTIVE ROLE AND THEREFORE LESS VALUED THAN MEN
Policy Leadership
and Advocacy for
3ESSION )
2EPRODUCTIVE 2OLE
4HE ROLE THAT INVOLVES THE CARE AND MAINTENANCE OF THE
HOUSEHOLD AND ITS MEMBERS BUT DO NOT GENERATE ANY
INCOME OR HAS NO EXCHANGE VALUE
EG BEARING AND CARING FOR CHILDREN FOOD PREPARATION
WATER AND FUEL COLLECTION SHOPPING HOUSEKEEPING AND
FAMILY HEALTH CARE
7OMEN GENERALLY PLAY THESE ROLES ALL OVER THE WORLD
Policy Leadership
and Advocacy for
3OCIAL 2OLE
#OLLECTIVE ROLE PLAYED SELFLESSLY AT COMMUNITY LEVEL EG
PARTICIPATION OR CONTRIBUTION FOR THE GREATER BENEFIT OF THE
SOCIETY OR COMMUNITY
.O EXCHANGE VALUE OR FINANCIAL REWARD
3ELDOM CONSIDERED IN ECONOMIC ANALYSES OF COMMUNITIES
"OTH WOMEN AND MEN ENGAGE IN COMMUNITY ACTIVITIES
BUT A GENDER DIVISION OF LABOUR PREVAILS HERE
Policy Leadership
and Advocacy for
4YPES OF 3OCIAL 2OLE
#OMMUNITY -ANAGING 2OLE !CTIVITIES WITHOUT PAY AT A COMMUNITY
LEVEL FOR THE BENEFIT OF ALL
EG REPAIR ROADSBRIDGES CONSTRUCT EMBANKMENTS ORGANIZE MARRIAGE
CEREMONIES OR DEATH ANNIVERSARIES
#OMMUNITY 0OLITICS 2OLE DECISION MAKING ROLE WITHOUT PAY OF ANY
COMMUNITY MANAGING ACTIVITIES IS A COMMUNITY POLITICS ROLE
EG PARTICIPATION IN 50 ELECTION ACTING AS A JUDGE IN THE SETTLEMENT OF A
DISPUTE DECISION WHERE A SCHOOL OR A TUBE WELL WILL BE ESTABLISHED ETC
Policy Leadership
and Advocacy for
3ESSION )
'ENDER .EEDS
Policy Leadership
and Advocacy for
Gender Equality 3ESSION #
0RACTICAL 'ENDER .EEDS0'. AND 3TRATEGIC 'ENDER )NTERESTS 3')
0'. 3')
4ENDS TO BE IMMEDIATE 4END TO BE LONG TERM
SHORT TERM #OMMON TO ALMOST ALL WOMEN
5NIQUE TO PARTICULAR WOMEN
2ELATE TO DISADVANTAGED
2ELATE TO DAILY NEEDS POSITION SUBORDINATION LACK
OF RESOURCES AND EDUCATION
FOOD HOUSING INCOME VULNERABILITY TO POVERTY AND
HEALTH CHILDREN ETC VIOLENCE ETC
Policy Leadership
and Advocacy for
0'. 3')
%ASILY IDENTIFIABLE BY WOMEN "ASIS OF DISADVANTAGE AND
POTENTIAL FOR CHANGE NOT
#AN BE A ADDRESSED BY ALWAYS IDENTIFIABLE BY WOMEN
PROVISION OF SPECIFIC INPUTS
#AN BE ADDRESSED BY CONSCIOU
FOOD HAND PUMPS CLINIC ETC
SNESS RAISING INCREASING SELF
CONFIDENCE EDUCATION STRENG
THENING WOMENS ORGANIZATIONS
POLITICAL MOBILIZATION POLICY ETC
Policy Leadership
and Advocacy for
3ESSION )
0'. 3')
4ENDS TO INVOLVE WOMEN AS )NVOLVES WOMEN AS AGENTS OR
BENEFICIARIES AND PERHAPS AS ENABLES WOMEN TO BECOME
PARTICIPANTS AGENTS
7HEN ADDRESSED CAN IMPROVE 7HEN ADDRESSED CAN IMPROVE
THE CONDITION OF WOMENS LIVES THE POSITION OF WOMEN IN
SOCIETY
'ENERALLY DOES NOT ALTER
TRADITIONAL ROLES AND #AN EMPOWER WOMEN AND
RELATIONSHIPS TRANSFORM RELATIONSHIPS
Policy Leadership
and Advocacy for
'ENDER $IMENSION
OF 0OVERTY
Policy Leadership
and Advocacy for
Gender Equality 3ESSION $
'ENDER $IMENSION OF 0OVERTY
'ENDER DIMENSION OF POVERTY IN "ANGLADESH CAN BE
BROADLY CONSIDERED IN TERMS OF ELEMENTS
%CONOMIC VULNERABILITY
,ACK OF TIME
,ACK OF (UMAN #APACITY
7OMENS SOCIAL VULNERABILITY
6IOLENCE AGAINST WOMEN
)NADEQUATE POLITICAL PARTICIPATION
)NEFFECTIVE INSTITUTIONS
,IMITED PARTICIPATION IN THE INTERNATIONAL BODY AND LABOUR MARKET
Policy Leadership
and Advocacy for
3ESSION )
7OMEN AND MEN
%XPERIENCE POVERTY DIFFERENTLY
(AVE DIFFERENT POVERTY REDUCTION PRIORITIES
!FFECTED DIFFERENTLY BY DEVELOPMENT INTERVENTIONS
Policy Leadership
and Advocacy for
4HESE GENDER DIFFERENCES NEED TO BE ADEQUATELY
CAPTURED IN POVERTY ANALYSIS DESIGNS AND MONITORING
SYSTEMS
Policy Leadership
and Advocacy for
!DDRESSING THE GENDER DIMENSIONS OF POVERTY AND
CREATING GENDER RESPONSIVE INTERVENTIONS ENHANCE THE
LIKELIHOOD OF SUCCESS OF POVERTY REDUCTION STRATEGY
EFFORTS
Policy Leadership
and Advocacy for
3ESSION )
'ENDER %QUALITY AND
"ENEFITS ON .ATIONAL
$EVELOPMENT
Policy Leadership
and Advocacy for
Gender Equality 3ESSION %
'ENDER %QUALITY "ENEFITS
7HEN WOMENS FUNDAMENTAL RIGHTS ARE PROTECTED AND RESPECTED
7OMEN AND GIRLS ENJOY EQUAL OPPORTUNITIES TO EDUCATION AND SKILL
DEVELOPMENT
7OMEN DO NOT FACE DISCRIMINATION IN LEGAL AND JUDICIAL FRAMEWORK
7OMEN ARE PREVENTED FROM VIOLENCE BOTH AT HOME IN THE PUBLIC PLACE
7OMEN HAVE EQUAL ACCESS TO LABOR MARKET AND ECONOMIC DEVELOPMENT
ACTIVITIES AND BENEFITS
7OMEN AND GIRLS ENJOY FREEDOM OF MOBILITY IN THE PUBLIC SPACE
Policy Leadership
and Advocacy for
'ENDER %QUALITY "ENEFITS
7HEN OPPORTUNITIES ARE CREATED FOR WOMEN TO PARTICIPATE IN SOCIAL
ECONOMIC AND POLITICAL ACTIVITIES
7OMEN ARE EMPOWERED AND CAN INFLUENCE INSTITUTIONAL CHANGES
7OMEN ARE INCLUDED IN DECISION MAKING
7OMEN HAVE ACCESS TO INFORMATION AND TECHNOLOGY
#REATES HARMONY BETWEEN MEN AND WOMEN WHERE BOTH PERFORM
COMPLEMENTARY ROLE WITHIN HOUSEHOLDS AND OUTSIDE
7OMEN HAVE FULLER ACCESS TO MEANS OF PRODUCTION AND ENJOY DIRECT
OWNERSHIP OVER THE MEANS
Policy Leadership
7OMEN WILL OVERCOME POVERTY
and Advocacy for
3ESSION )
(ANDOUTS FOR 3ESSION )
'ENDER #ONCEPTS
(ANDOUT ! !DDITIONAL INFORMATION ON 3EX AND 'ENDER
,ITERALLY GENDER MEANS SEX !LSO IN GRAMMATICAL USAGE THE WORD IS USED TO INDICATE SEX FOR EXAMPLE
MASCULINE FEMININE AND NEUTER GENDERS !LTHOUGH IN %NGLISH DICTIONARY THE WORD h'ENDERv IS A
SYNONYM OF h3EXv THE WORD hGENDERv ITSELF HAS A DIFFERENT AND WIDER CONNOTATION IN MODERN
DEVELOPMENT TERMINOLOGY AND SOCIOLOGICAL PERSPECTIVE 3OCIAL 3CIENTISTS AND $EVELOPMENT 3PECIALISTS
USE THE TERM h3EXv h'ENDERv h'ENDER 2ELATIONSv TO DETERMINE AND ANALYZE FEMALE n MALE RELATIONSHIP
4HEREFORE IT IS IMPORTANT TO HAVE CONCEPTUAL CLARITY OF SEX AND GENDER WITH SOCIOLOGICAL PERSPECTIVE
7HAT IS SEX
3EX REFERS TO THE BIOLOGICAL CHARACTERISTICS THAT DEFINE HUMANS AS FEMALE AND MALE )T REFERS TO PHYSICAL
ATTRIBUTES PERTAINING TO A PERSONS BODY CONTOURS FEATURES HORMONES GENES CHROMOSOMES AND
REPRODUCTIVE ORGANS 3EX DIFFERENCES BETWEEN FEMALES AND MALES ARE NATURAL AND REMAIN THE SAME
REGARDLESS OF TIME AND PLACE )N %NGLISH LANGUAGE THE TERM h3EXv IS USED TO DETERMINE FEMALE AND
MALE 4HE "ANGLA TERM FOR h3EXv IS h,INGOv wj½
7HAT IS GENDER
'ENDER INDICATES SOCIAL NATURE OF A MAN OR A WOMAN FOR EXAMPLE WHAT SHE WILL WEAR HOW SHE WILL
BEHAVE WHAT HIS OR HER EXPECTATION WILL BE ETC IN CONTRAST TO THOSE WHICH ARE BIOLOGICALLY DETERMINED
4HESE CULTURALLY AND SOCIALLY DETERMINED ROLES ATTITUDES AND VALUES DEFINE THE BEHAVIOUR OF WOMEN AND
MEN AND THE RELATIONSHIP BETWEEN THEM )N THE TRADITIONAL GENDER ROLES WOMEN ARE EXPECTED TO BE
SOFTHEARTED EMOTIONAL DOCILE AND QUIET WHILE MEN ARE EXPECTED TO BE TOUGH HARD WORKING RATIONALIST
ETC 4HE WORD @GENDER WAS USED BY !NN /AKLEY AND OTHERS IN THE S TO EMPHASIZE THAT EVERYTHING
WOMEN AND MEN DO AND EVERYTHING EXPECTED OF THEM WITH THE EXCEPTION OF THEIR SEXUALLY DISTINCT
FUNCTIONS CHILDBEARING ETC CAN CHANGE AND DOES CHANGE OVER TIME AND ACCORDING TO CHANGING AND
VARIED SOCIAL ECONOMICAL POLITICAL AND CULTURAL FACTORS 4HIS CHANGE CAN BE REVEALED FROM A
COMPARISON OF THE ROLES OF MEN AND WOMEN IN %UROPE AND "ANGLADESH 4HOUGH WOMEN OF BOTH %UROPE
AND "ANGLADESH BELONG TO THE SAME SEX THERE IS A DISTINCT DIFFERENCE IN THEIR ROLE WORK AND CONDUCT )N
%UROPE A WOMAN CAN EASILY WEAR A DRESS OR CHOOSE AN OCCUPATION LIKE A MAN BUT IN "ANGLADESH IN MOST
CASES IT IS HARDLY POSSIBLE FOR A WOMAN TO DO THAT DUE TO SOCIAL BARRIERS (OWEVER THESE SOCIO CULTURAL
CHARACTERISTICS CONDUCTS AND ROLES OF MEN AND WOMEN KEEP CHANGING WITH THE CHANGE OF A SOCIETY
! FEW DECADES BACK THE ONLY PROFESSIONS ACCESSIBLE TO "ANGLADESHI WOMEN WERE RELATED TO THEIR
TRADITIONAL ROLES OF CARING FOR THE YOUNG TEACHING AND THE SICK NURSING .OWADAYS WOMEN
ARE WORKING IN NON TRADITIONAL PROFESSIONS SUCH AS ENGINEERING THE POLICE SERVICE DEFENSE ETC
4HIS EXAMPLE INDICATES THAT THE ROLES ASSIGNED TO WOMEN AND CONSEQUENTLY SOCIALLY ACCEPTABLE
PROFESSIONS FOR WOMEN HAVE CHANGED OVER THE PAST FEW DECADES
0EOPLE ARE BORN FEMALE OR MALE BUT LEARN TO BE GIRLS AND BOYS WHO GROW INTO WOMEN AND MEN 4HEY
ARE TAUGHT WHAT THE APPROPRIATE BEHAVIOUR AND ATTITUDES ROLES AND ACTIVITIES ARE FOR THEM AND HOW THEY
SHOULD RELATE TO OTHER PEOPLE 4HIS LEARNED BEHAVIOUR MAKES UP GENDER IDENTITY DETERMINES GENDER
ROLES AND RESPONSIBILITIES
3ESSION )
7HEN WE SAY @GIRL IT INDICATES A DEFINITE SEX BUT WHEN WE SAY @GIRLY OR @FEMININE IT INDICATES
GENDER SOMETHING MORE THAN SEX WHICH IS NOT PHYSICAL BUT PERTAINS TO NORMS OR CONDUCTS )T IS
IMPORTANT TO REMEMBER THAT GENDER IS NOT THE RESULT OF SEX 4HERE IS NOTHING IN THE PHYSICAL
CHARACTERISTICS OF WOMEN WHICH CAN CONFINE THEM IN HOME FOR DOMESTIC WORK AND MAKES THEM UNFIT
FOR OUTSIDE WORK SIMILARLY THE PHYSICAL CHARACTERISTICS OF MEN DO NOT PREVENT THEM FROM PERFORMING
DOMESTIC CHORES 'ENDER IS A PRODUCT OF SOCIAL AND CULTURAL PERCEPTIONS OF MASCULINE AND FEMININE
TRAITS CHARACTERISTICS AND NORMS
7HY UNDERSTANDING DIFFERENCE IN SEX AND GENDER IS IMPORTANT
3INCE THE MID S THERE HAS BEEN A GROWING CONSENSUS THAT SUSTAINABLE DEVELOPMENT REQUIRES AN
UNDERSTANDING OF BOTH WOMENS AND MENS ROLES AND RESPONSIBILITIES WITHIN THE COMMUNITY AND THEIR
RELATIONS TO EACH OTHER 4HIS HAS COME TO BE KNOWN AS THE 'ENDER AND $EVELOPMENT '!$ APPROACH
'!$ ACKNOWLEDGES THAT ALL DEVELOPMENT OPERATIONS HAVE A GENDER IMPACT AND DO NOT AUTOMATICALLY
BENEFIT MEN AND WOMEN EQUALLY 4HUS IT IS NECESSARY TO ADOPT A '!$ APPROACH FOR DEVELOPMENT
PROGRAMMES TO BENEFIT BOTH MEN AND WOMEN FOR SUSTAINABLE DEVELOPMENT AND POSITIVE IMPACTS ON THE
SOCIETY AS WHOLE (OWEVER IN SOCIETIES WHERE THERE IS AN IMBALANCE AND UNEQUAL STATUS OF WOMEN DUE
TO UNEVEN OPPORTUNITIES AND PERSONAL FREEDOM COMPARED TO MEN THERE IS A NEED TO FOCUS ON ADDRESSING
WOMENS NEEDS
(ANDOUT " 'ENDER 2OLES
'ENDER ROLE IS A TERM USED IN THE SOCIAL SCIENCES AND HUMANITIES TO DENOTE A SET OF BEHAVIORAL NORMS
THAT ACCOMPANY A GIVEN GENDERED IN A GIVEN SOCIAL GROUP OR SYSTEM
%VERY KNOWN HUMAN SOCIETY PRESENTS INDIVIDUALS WITH A SET OF STATUSES BY WHICH MEMBERS OF THE
SOCIETY IDENTIFY THEMSELVES AND ONE ANOTHER 3UCH STATUSES MAY BE ASSIGNED TO AN INDIVIDUAL
AUTOMATICALLY BASED ON THE STATUS OF HIS OR HER PARENTS OR BASED ON SOME PHYSICAL CHARACTERISTIC
INCLUDING ONES THAT EMERGE THROUGH THE AGING PROCESS SUCH STATUSES ARE CALLED ASCRIBED /THER
STATUSES MAY BE ACHIEVED BASED ON THE ACTIVITIES AND ACCOMPLISHMENTS OF AN INDIVIDUAL 3CIENTISTS USED
TO BELIEVE THAT GENDER WAS UNIVERSALLY ASCRIBED 'ENDER ROLE INVOLVES SOCIALLY PROSCRIBED AND
PRESCRIBED BEHAVIORS WHICH MAY TAKE THE FORM OF RULES OR VALUES 3UCH RULES AND VALUES DO NOT
DETERMINE OR CONTROL AN INDIVIDUALgS BEHAVIORS ABSOLUTELY 5SUALLY THEY DEFINE BOUNDARIES OF
ACCEPTABLE BEHAVIOR WITHIN WHICH THERE IS ALWAYS VARIATION AND ROOM FOR INDIVIDUAL CREATIVITY -OST
RESEARCHERS RECOGNIZE THAT THE CONCRETE BEHAVIOR OF INDIVIDUALS IS A CONSEQUENCE OF BOTH SOCIALLY
ENFORCED RULES AND VALUES AND INDIVIDUAL DISPOSITION WHETHER GENETIC UNCONSCIOUS OR CONSCIOUS
ALTHOUGH SOME RESEARCHERS EMPHASIZE THE OBJECTIVE SOCIAL SYSTEM AND OTHERS EMPHASIZE SUBJECTIVE
ORIENTATIONS AND DISPOSITIONS
'ENDER $IVISION OF ,ABOUR 2EFERS TO THE ALLOCATION OF DIFFERENTIAL TASKS RESPONSIBILITIES AND
ACTIVITIES TO WOMEN AND MEN ACCORDING TO WHAT IS CONSIDERED SOCIALLY AND CULTURALLY APPROPRIATE )T
ARISES FROM SOCIALLY FORMED ATTITUDES OR BELIEFS ABOUT WHAT A WOMAN OR A MAN HAS THE CAPACITY AND THE
RESPONSIBILITY TO DO &OR INSTANCE PAID WORK DONE OUTSIDE THE HOME AND IN THE PUBLIC ARENA IS USUALLY
ATTRIBUTED TO MEN BECAUSE SOCIETY ASSIGNS THEM THE ROLE OF PRIMARY BREADWINNER FOR THE FAMILY /N THE
OTHER HAND UNPAID DOMESTIC WORK DONE WITHIN THE PRIVATE DOMAIN OF THE HOME IS ASSIGNED PRIMARILY
TO WOMEN -ENS PRODUCTIVE WORK IS CONSIDERED MORE IMPORTANT BECAUSE OF THE ECONOMIC BENEFITS AND
ADVANTAGES IT GIVES TO THOSE ENGAGED IN IT AND DUE TO THE SOCIAL RECOGNITION GIVEN TO IT /N THE OTHER
3ESSION )
HAND WOMENS DOMESTIC WORK IS MOSTLY UNRECOGNIZED UNDERVALUED AND EITHER NOT PAID OR POORLY PAID
4HIS LACK OF SOCIAL RECOGNITION CONTRIBUTES TO WOMENS SUBORDINATE POSITION IN SOCIETY IN RELATION TO
MEN
4RADITIONALLY "ANGLADESHI WOMEN ARE EXPECTED TO CARRY OUT ALL HOUSEHOLD WORK INCLUDING CHILD
REARING AND TAKING CARE OF THE FAMILY ELDERS 4HOUGH IT IS TIME CONSUMING THIS WORK IS NOT
PERCEIVED AS @REAL WORK AND IS UNPAID /N THE OTHER HAND "ANGLADESHI MEN ARE USUALLY
EXPECTED TO WORK IN PAID EMPLOYMENT OUTSIDE THE HOME 4HIS LEADS TO A HIGHER VALUE BEING
ACCORDED TO MENS ECONOMIC CONTRIBUTION AND BY EXTENSION TO MEN THEMSELVES
"OTH MEN WOMEN HAVE MULTIPLE WORK ROLES 4HERE ARE THREE 4YPES OF 'ENDER 2OLES
I 0RODUCTIVE 2OLE
II 2EPRODUCTIVE 2OLE
III 3OCIAL#OMMUNITY 2OLE
0RODUCTIVE 2OLE 4HE ROLE PLAYED BY INCOME EARNING ACTIVITIES OR BY ACTIVITIES HAVING EXCHANGE VALUE
IS KNOWN AS PRODUCTIVE ROLE EG PRODUCTION OF GOODS AND SERVICES FOR CONSUMPTION AND TRADE FARMING
FISHING EMPLOYMENT SELF EMPLOYMENT 4HE EXCHANGE VALUE MAY BE IN FORM OF CASH OR KIND
'ENERALLY MEN ARE ENGAGED IN PRODUCTIVE ROLE BUT WOMEN CAN ALSO BE INVOLVED IN PRODUCTION
ACTIVITIES (OWEVER THEIR FUNCTION AND RESPONSIBILITIES WILL DIFFER ACCORDING TO THE GENDER DIVISION OF
LABOUR -ANY PRODUCTIVE ACTIVITIES OF WOMEN ARE OVERSHADOWED BY THEIR REPRODUCTIVE ROLES &OR
EXAMPLE RURAL WOMEN PERFORM MANY AGRO PROCESSING ACTIVITIES BUT AS THESE ARE DONE ALONG WITH
HOUSEHOLD WORKS THESE ARE NOT REGARDED AS PRODUCTIVE AS THERE IS NO EXCHANGE VALUE FOR THESE
ACTIVITIES 4HEREFORE WOMEN PRODUCTIVE ROLE IS OFTEN LESS VISIBLE AND LESS VALUED THAN MEN
2EPRODUCTIVE 2OLE 2EPRODUCTIVE ACTIVITIES INVOLVES THE CARE AND MAINTENANCE OF THE HOUSEHOLD AND
ITS MEMBERS INCLUDING BEARING AND CARING FOR CHILDREN FOOD PREPARATION WATER AND FUEL COLLECTION
SHOPPING HOUSEKEEPING AND FAMILY HEALTH CARE !LSO REPRODUCTIVE ROLE EXTENDS TO REARING AND CARING
OF THREE GENERATIONS THE PAST GRAND PARENTS PARENTS AND PARENTS IN LAW THE PRESENT SPOUSE BROTHERS
AND SISTERS BROTHERS AND SISTERS IN LAW AND THE FUTURE LABOR FORCE THE CHILDREN AND THE GRAND CHILDREN
2EPRODUCTIVE WORK IS CRUCIAL TO HUMAN SURVIVAL YET IT IS SELDOM CONSIDERED @REAL WORK AS THESE
ACTIVITIES DO NOT GENERATE ANY INCOME OR HAS NO EXCHANGE VALUE AND AS SUCH IT IS NOT COUNTED IN
ECONOMIC TERMS AND OFTEN UNRECOGNIZED 7OMEN PLAY THESE ROLES ALL OVER THE WORLD AND IN POOR
COMMUNITIES REPRODUCTIVE WORK IS FOR THE MOST PART MANUAL LABOUR INTENSIVE AND TIME CONSUMING
(OWEVER IF THE SAME ROLES ARE PLAYED IN EXCHANGE OF MONEY IT WILL BE REGARDED AS A PRODUCTIVE ROLE
!NOTHER REPRODUCTIVE ROLE IS DECISION MAKING REGARDING CONTRACEPTION AND REPRODUCTION WHICH ARE IN
THE HANDS OF WOMEN MEN BUT IN MANY CULTURES MEN PLAY A SIGNIFICANT AND RECOGNIZED ROLE IN THIS
REGARD $EPENDING ON THE CULTURAL CONTEXT MEN ALSO TAKE THE RESPONSIBILITY OF CHILD REARING
3OCIAL#OMMUNITY 2OLE #OLLECTIVE ROLE PLAYED SELFLESSLY AT COMMUNITY LEVEL EG ORGANIZING SOCIAL
EVENTS AND SERVICES CEREMONIES AND CELEBRATIONS PARTICIPATION IN COMMUNITY IMPROVEMENT ACTIVITIES
GROUPS AND ORGANIZATIONS AND LOCAL POLITICAL ACTIVITIES ETC )T IS PARTICIPATION OR CONTRIBUTION FOR THE
GREATER BENEFIT OF THE SOCIETY OR COMMUNITY 4HIS TYPE OF WORK IS SELDOM CONSIDERED IN ECONOMIC
ANALYSES OF COMMUNITIES BECAUSE IT HAS NO EXCHANGE VALUE OR FINANCIAL REWARDS )T INVOLVES
CONSIDERABLE VOLUNTEER TIME AND IS IMPORTANT FOR THE SPIRITUAL AND CULTURAL DEVELOPMENT OF COMMUNITIES
AND AS A VEHICLE FOR THE COMMUNITY ORGANIZATION AND SELF DETERMINATION "OTH WOMEN AND MEN ENGAGE
IN COMMUNITY ACTIVITIES ALTHOUGH A GENDER DIVISION OF LABOUR ALSO PREVAILS HERE 4HESE ROLES ARE MAINLY
OF TWO TYPES
3ESSION )
#OMMUNITY -ANAGING 2OLE IS UNDERTAKING OF ACTIVITIES WITHOUT PAY OR REMUNERATION AT A
COMMUNITY LEVEL IN A GIVEN AREA FOR THE BENEFIT OF ALL &OR EXAMPLE A FEW OR ALL PERSONS IN A VILLAGE CAN
REPAIR ROADS AND OLD BRIDGES CONSTRUCT EMBANKMENTS ORGANIZE MARRIAGE CEREMONIES OR DEATH
ANNIVERSARIES "OTH MEN AND WOMEN CAN PLAY THESE ROLES
#OMMUNITY 0OLITICS 2OLE !NY DECISION MAKING ACTIVITY UNDERTAKEN WITHOUT PAY OR REMUNERATION FOR
THE BENEFIT OF COMMUNITY IN A GIVEN LOCALITY IS CALLED COMMUNITY POLITICS ROLE FOR EXAMPLE
PARTICIPATION IN 50 ELECTION ACTING AS A JUDGE IN THE SETTLEMENT OF A DISPUTE TAKING PART IN THE DECISION
WHERE A SCHOOL OR A TUBE WELL WILL BE LOCATED AND INSTALLED ETC
(ANDOUT # 'ENDER .EEDS
'ENDER .EEDS )N THE SOCIETY WOMEN ARE IN A SUBORDINATE POSITION AS COMPARED TO MEN 4HIS HAS
DEVELOPED TWO TYPES OF GENDER NEEDS FOR WOMEN PRACTICAL GENDER NEEDS AND STRATEGIC GENDER NEEDS
4HESE ARISE FROM I GENDER DIVISION OF LABOR AND II THE RESULTANT ROLE OF WOMEN AND INEQUALITY IN THE
RIGHT AND POSITION OF WOMEN
0RACTICAL 'ENDER .EEDS 0RACTICAL GENDER NEEDS ARE THE CONCRETE NEEDS WOMEN AND MEN HAVE FOR
SURVIVAL AND ECONOMIC ADVANCEMENT
-EETING PRACTICAL GENDER NEEDS SUCH AS FOOD HEALTH CARE ETC FOR FAMILY AND CHILDREN IMPROVE THE
QUALITY OF WOMENS LIVES AND ENABLES THEM TO BE MORE EFFICIENT AT WHAT THEY ALREADY DO )F A WOMAN HAS
SOME SPECIAL TRAINING WHICH SHE CAN USE TO EARN SOME MONEY THIS WILL DEFINITELY IMPROVE HER
JOB PERFORMANCE AND STANDARD OF LIVING 3O NEEDS RELATING TO ENHANCEMENT OF FACILITIES FOR IMPROVING
STANDARDS OF LIVING ARE CALLED PRACTICAL GENDER NEEDS -EETING PRACTICAL GENDER NEEDS LEADS TO AN
IMPROVEMENT IN WOMENS CONDITION
4HE PRACTICAL GENDER NEEDS ALSO ARISE FROM THE PROBLEMS FACED BY WOMEN IN THEIR DAY TO DAY LIVES IN A
GIVEN CONTEXT 7OMEN ARE AT AN INFERIOR POSITION IN THE SOCIETY AND YET THEY HAVE TO PERFORM TRIPLE
ROLES $UE TO SOCIAL CONSTRAINTS WOMEN FACE COMPLEXITIES IN DISCHARGING THEIR ROLES AND DUTIES AND THIS
IMPEDES THEIR NORMAL DEVELOPMENT 0RACTICAL GENDER NEEDS ADDRESS THESE ISSUES OF WOMEN
-EETING PRACTICAL GENDER NEEDS IN DEVELOPMENT PROGRAMMES MAY INCLUDE THE PROVISION OF SERVICES
SUCH AS CLEAN WATER SHELTER AND HEALTH CARE AS WELL AS INCOME GENERATING OPPORTUNITIES
)N "ANGLADESH THE MATERNAL MORTALITY RATE IS HIGH AT A RATE OF PER THOUSAND LIVE BIRTHS
-EDIUM 4ERM "UDGET &RAMEWORK TO -O& )N RESPONSE TO WOMENS
PRACTICAL NEED FOR SAFE CHILDBIRTH THE GOVERNMENT INTRODUCED A FREE PRE NATAL CARE SERVICE IN THE
GOVERNMENT HEALTH FACILITIES SUCH AS 4HANA (EALTH #OMPLEXES AND $ISTRICT (OSPITALS 4HERE
HAVE BEEN A NUMBER OF INITIATIVES TO MAKE THESE HEALTH SERVICE CENTERS @WOMEN FRIENDLY
3TRATEGIC 'ENDER )NTERESTS 2EFERS TO ADDRESSING INEQUALITY IN GENDER DIVISION OF LABOUR LEGAL
INEQUALITIES CULTURALLY DETERMINED SUBORDINATION OF WOMEN IN SOCIETY IN THE SOCIAL AND POLITICAL
SPHERES REFER TO ADDRESSING THE STRATEGIC GENDER INTERESTS ARE ADDRESSED THROUGH ACTIONS THAT CHALLENGE
DISPARITIES BETWEEN MEN AND WOMEN IN SOCIETY AND CHANGE EXISTING GENDER ROLES AND RELATIONS AND
3ESSION )
SEEK TO BRING GREATER EQUALITY BETWEEN MEN AND WOMEN -EETING WOMENS STRATEGIC GENDER INTERESTS
WILL RESULT IN THE IMPROVEMENT OF GENDER RELATIONS AND WOMENS POSITION IN MEDIUM AND LONG TERMS
!CHIEVEMENT OF STRATEGIC INTERESTS ENTAILS FUNDAMENTAL CHANGES IN ATTITUDES BELIEFS AND NORMS AS WELL
AS REMOVING BIASES IN INSTITUTIONAL AS WELL AS LEGAL MEASURES %XAMPLES OF ACTIONS THAT ADDRESS STRATEGIC
INTERESTS INCLUDE A IMPROVING ACCESS TO PRODUCTIVE ASSETS THROUGH MEASURES SUCH AS PROVIDING WOMEN
WITH LEGAL STATUS IN TERMS OF LAND OWNERSHIP ENABLING WOMEN TO PARTICIPATE IN DECISION MAKING WITHIN
THEIR HOME COMMUNITY LOCAL GOVERNMENT AND 0ARLIAMENT C PROMOTING EMPLOYMENT OPPORTUNITIES FOR
WOMEN D LEGAL MEASURES FOR PROTECTION AGAINST DOMESTIC VIOLENCE AND E ENCOURAGING CAMPAIGNS TO
CHANGE ATTITUDES BELIEFS AND NORMS CONCERNING THE STATUS OF WOMEN AND MEN !DVANCING STRATEGIC
GENDER INTERESTS LEADS TO IMPROVEMENT OF WOMENS POSITION IN LIFE
4HE PRACTICE OF GIVING DOWRY AS PREREQUISITE TO MARRIAGE REMAINS A WIDESPREAD PRACTICE IN
"ANGLADESH PARTICULARLY AT THE VILLAGE LEVEL 4HIS PRACTICE HAS RESULTED AMONG OTHER THINGS IN
VIOLENCE COMMITTED GENERALLY BY THE HUSBANDS OF WOMEN WHOSE FAMILIES FAIL TO FULFIL THE DOWRY
REQUIREMENTS $OWRY DEVALUES WOMEN AND CONTRIBUTES TO THEIR SUBORDINATE POSITION AS IT CARRIES
AN UNDERLYING ASSUMPTION THAT WOMEN HAVE LIMITED OR NO PRODUCTIVE CAPACITY AND THEREFORE NO
ABILITY TO CONTRIBUTE TO THEIR FUTURE FAMILYS AFFAIRS 4HE 'OVERNMENT OF "ANGLADESH ENACTED THE
$OWRY 0ROHIBITION !CT AS AN EFFORT TO PROTECT WOMEN FROM DOWRY RELATED VIOLENCE AND TO RAISE
WOMENS STATUS !S WELL THIS LEGAL MEASURE IS AIMED AT CHANGING ATTITUDES BELIEFS AND NORMS
ARISING IN RELATION TO DOWRY
0RACTICAL NEEDS AND STRATEGIC INTERESTS ARE COMPLEMENTARY
#ONDITION AND 0OSITION
#ONDITION REFERS TO WOMENS VISIBLE OR MATERIAL STATE
0OSITION REFERS TO WOMENS SOCIAL POLITICAL AND ECONOMIC STANDING RELATIVE TO MEN
)F A "ANGLADESHI WOMAN WAS ASKED TO DESCRIBE HER LIFE SHE WOULD PROBABLY DESCRIBE HER
CONDITION THROUGH THE KIND OF WORK SHE DOES WHAT HER FAMILYS IMMEDIATE NEEDS ARE SUCH AS
CLEAN WATER FOOD HEALTH SERVICES AND EDUCATION FOR HER CHILDREN AND WHERE SHE LIVES
(ER POSITION ON THE OTHER HAND IS CHARACTERIZED BY THE DISPARITIES IN WAGES AND EMPLOYMENT
BETWEEN WOMEN AND MEN PARTICIPATION IN POLITICAL ACTIVITIES ECONOMIC POLITICAL AND SOCIAL
STATUS IN SOCIETY VULNERABILITY TO POVERTY AND VIOLENCE AND SO ON
(ANDOUT $ 'ENDER $IMENSION OF 0OVERTY
7OMENS SOCIAL SUBORDINATION MAKES THEM MORE VULNERABLE TO POVERTY 0OVERTY OF WOMEN HAS DIFFERENT
DIMENSIONS AND HAS BEEN GENERATED THROUGH VARIOUS PROCESSES 4HE POVERTY OF WOMEN IS DUE TO
POSSESSION OF INADEQUATE ASSET AND RESOURCES HUMAN CAPACITY AND CONSTRAINTS FOR ACCESS TO LABOUR
MARKET AND RESOURCES LIKE BANK CREDIT FREE MOBILITY AS WELL AS BURDENED WITH NON PAID FAMILY WORK
REARING AND CARING ACTIVITIES )N ADDITION WOMEN SUFFER FROM ECONOMIC SOCIAL POLITICAL VULNERABILITIES
DOMINATION AND LESS ACCESS IN THE DECISION MAKING PROCESS IN THE FAMILY AND IN THE SOCIETY 4HEY HAVE
LESS OPPORTUNITY THAN MEN IN MAKING PERSONAL DECISIONS REGARDING EDUCATION MARRIAGE CHILD BEARING
FAMILY EXPENDITURE PATTERN AND HAVE LIMITED ACCESS TO LABOUR MARKET AND INCOME GENERATING
3ESSION )
$EVELOPMENT 4RAINING 0ROGRAMMEvAAAA
ACTIVITIES 4HE NEGATIVE CONSEQUENCES OF EARLY MARRIAGE ARE MULTIPLE INCLUDING LOSS OF EDUCATION
EMPLOYMENT OPPORTUNITIES DECISION MAKING POWER AND LEADING TO EARLY CHILDBIRTH 4HE RATES OF
MATERNAL AND INFANT MORTALITY ARE HIGH AMONG ADOLESCENT MOTHERS
4HE FEMALE HEADED HOUSEHOLDS USUALLY EARN LESS INCOME SINCE POOR WOMEN HAVE LOW EARNING CAPACITY
AND THEIR WAGES ARE LOWER THAN MALE WAGES 7OMEN ARE MORE SUSCEPTIBLE TO BECOMING POOR WHEN THEY
LOSE THE MALE EARNING MEMBER OF THE FAMILY BECAUSE OF ABANDONMENT DIVORCE OR DEATH !S THEY HAVE
WEAK SOCIAL AND LEGAL PROTECTION THEY ARE OFTEN SUBJECT TO VIOLENCE IE PHYSICAL AND SEXUAL ASSAULTS
INCLUDING ACID THROWING AND TRAFFICKING
7OMEN EXPERIENCE POVERTY DIFFERENTLY THAN MEN AND ARE AFFECTED DIFFERENTLY BY DEVELOPMENT
INTERVENTIONS 4HESE GENDER DIFFERENCES NEED TO BE ADEQUATELY CAPTURED IN POVERTY ANALYSIS DESIGNS
AND MONITORING SYSTEMS !DDRESSING THE GENDER DIMENSIONS OF POVERTY AND CREATING GENDER RESPONSIVE
INTERVENTIONS ENHANCE THE LIKELIHOOD OF SUCCESS OF POVERTY REDUCTION STRATEGY EFFORTS )N ADDITION
REFORMS OF SOME LAWS RULES AND REGULATIONS POLICIES AND THE INSTITUTIONAL MECHANISM ARE NEEDED TO
MAKE GOVERNANCE GENDER SENSITIVE
(ANDOUT % 'ENDER %QUALITY AND "ENEFITS OF .ATIONAL $EVELOPMENT
7HEN WOMENS FUNDAMENTAL RIGHTS ARE PROTECTED AND RESPECTED WOMEN AND GIRLS WILL BE ABLE TO ENJOY
EQUAL OPPORTUNITIES TO EDUCATION AND SKILL DEVELOPMENT 4HEY WILL HAVE EQUAL ACCESS TO LABOR MARKET
AND ECONOMIC DEVELOPMENT ACTIVITIES AND BENEFITS 6IOLENCE AGAINST WOMEN AND GIRLS BOTH AT HOME
COMMUNITY WORKPLACE AND IN THE PUBLIC PLACES WILL BE PREVENTED AND THEY WILL HAVE SECURITY ENJOY
FREEDOM OF MOBILITY IN THE PUBLIC SPACE 4HEY WILL NOT FACE DISCRIMINATION IN SEEKING LEGAL AID
SERVICES
7HEN OPPORTUNITIES ARE CREATED FOR WOMEN TO PARTICIPATE IN SOCIAL ECONOMIC AND POLITICAL ACTIVITIES
WOMEN WILL BE EMPOWERED AND CAN INFLUENCE INSTITUTIONAL CHANGES 4HEY WILL BE INCLUDED AND ACTIVELY
PARTICIPATE IN DECISION MAKING PROCESS 7OMEN WILL BE ABLE TO CONTRIBUTE TO PRODUCTION AND NATIONAL
ECONOMIC GROWTH AND WILL HAVE ACCESS AND CONTROL OVER RESOURCES 7OMEN WILL HAVE ACCESS TO
INFORMATION AND TECHNOLOGY 4HIS WILL RESULT IN CREATING HARMONY BETWEEN MEN AND WOMEN WHERE
BOTH WILL PERFORM COMPLEMENTARY ROLE WITHIN HOUSEHOLDS AND OUTSIDE AND HAVE MUTUAL RESPECT FOR EACH
OTHER
3ESSION )
3ESSION ))
'ENDER %QUITY AND %QUALITY
/BJECTIVES !T THE END OF THE SESSION THE PARTICIPANTS WILL BE ABLE TO
L $EFINE THE CONCEPT OF GENDER EQUITY AND GENDER EQUALITY AND UNDERSTAND THE DIFFERENCE
4OTAL 4IME HOURS
3TEP )NTRODUCTION MINS 3ELF -ULTIMEDIA
4HE &ACILITATOR WILL EXCHANGE GREETINGS WITH THE INTRODUCTION PROJECTOR /(0
PARTICIPANTS AND START THE SESSION BY BRIEFING ABOUT THE
SESSIONS OBJECTIVES TIME FRAME AND THE METHODOLOGIES "RIEFING 3LIDES
TO BE USEDv 0RESENTATION 4RANSPARENCIES
2EF 3LIDE ON 3ESSION )) /BJECTIVES $ISCUSSION
&LIPCHART
4HE &ACILITATOR WILL START THE DISCUSSION BY TELLING THEM THAT IT 7HITEBOARD
IS A MUTUAL TRAINING AND LEARNING EXERCISE FOR BETTER UNDER -ARKER PEN
STANDING ON GENDER EQUITY AND EQUALITY FROM THE PERSPECTIVE
OF GENDER RESPONSIVE PROJECT PLANNING AND HOW TO USE THE
CONCEPT INTO DESIGNING AND REVIEWING OF 400$00
3TEP MINS 0LENARY
4HE &ACILITATOR WILL GIVE SOME IDEAS ABOUT THE CONCEPT OF
GENDER EQUITY AND GENDER EQUALITY BY PROVIDING PRACTICAL
EXAMPLES 3UCH AS 7OMENgS 5NIVERSITY IN #HITTAGONG
.EXT THE FACILITATOR WILL ASK THEM TO PROVIDE THEIR COMMENTS
WHETHER THE SEPARATE 5NIVERSITY FOR WOMEN IS STILL NEEDED OR
NOT
&ACILITATOR WILL ALSO GIVE EXAMPLE OF THE RESERVE SEATS FOR THE
WOMEN IN THE 0ARLIAMENT QUOTA SYSTEM FOR WOMEN TEACHERS IN
THE EDUCATION INSTITUTIONS PARTICULARLY IN THE PRIMARY SCHOOL
ETC 'IRLgS STIPEND PROGRAMME UNDERTAKEN BY THE 'OVT OF
"ANGLADESH FOR ENCOURAGING GIRL STUDENTS 'OVT )NITIATIVE TO
MAKE 7OMEN &RIENDLY (OSPITALS TO ENCOURAGE WOMEN
PATIENTS TO SEEK HEALTH SERVICES SPECIFIC PHYSICAL STRUCTURE IN
PUBLIC BUILDINGS EG RAMP TO ENSURE EASY ACCESS FOR PHYSICALLY
CHALLENGED PEOPLE IN WHEELCHAIR ETC !PART FROM THE EXAMPLE
OF 'ENDER EQUITY MEASURES TAKEN BY 'O" SO FAR THE FACILITATOR
WILL CLARIFY THE IDEA OF 'ENDER EQUALITY BY PROVIDING
CONSTITUTIONAL REFERENCE EG !RTICLE
3ESSION ))
OF THE "ANGLADESH #ONSTITUTION PROVIDES THAT hTHE STATE SHALL NOT
DISCRIMINATE AGAINST ANY CITIZEN ON GROUND ONLY OF RELIGION RACE
CASTE SEX OR PLACE OF BIRTHv )N ADDITION IT PROVIDES THAT WOMEN
SHALL HAVE EQUAL RIGHTS WITH MEN IN ALL SPHERES OF THE STATE OF
PUBLIC LIFE 4HESE EXAMPLES WILL HELP THE PARTICIPANTS TO OPEN UP
THEIR THINKING PROCESS TOWARDS EQUAL ACCESS FOR WOMEN AND MEN
AND SPECIAL MEASURES FOR WOMEN WHETHER IT IS NEEDED OR NOT
4HROUGH THESE DISCUSSIONS THE FACILITATOR WILL LEAD THE PARTICI
PANTS TOWARDS GENDER EQUALITY AND GENDER EQUITY CONCEPT
3TEP MINS "RIEFING ON &LIPCHART
'ROUP %XERCISE 4HE &ACILITATOR WILL DIVIDE THE PARTICIPANTS THE EXERCISE WHITEBOARD
INTO GROUPS OF EQUAL OR NEAR EQUAL NUMBERS AS POSSIBLE BY -ARKER PEN
COUNTING 3AME TYPE OF QUESTION WILL BE PROVIDED FOR 3MALL GROUP
DISCUSSION AND %ACH GROUP IS
EACH OF THE TWO GROUPS %ACH GROUP WILL BE ASKED TO DEVELOP
EXERCISE PROVIDED WITH
THEIR OWN LOGIC AGAINST THE STATEMENTS THEY WILL BE ASSIGNED TO A POSTER PAPER
ANALYSE AND TAKE A POSITION TOWARD THE STATEMENT DEVELOP A AND -ARKER
STRONG JUSTIFICATION AND PRESENT TO THE GROUP PEN TO WRITE
DOWN THE
4HE &ACILITATOR WILL WRITE THE FOLLOWING QUESTIONS FOR EACH ANSWERS
GROUP ON THE FLIP CHART WHITE BOARD TO CLARIFY THE ASSIGNMENT
&OR GROUP AND %QUAL ACCESS AND OPPORTUNITY TO PUBLIC
SERVICES EG (EALTH %DUCATION ,EGAL !ID AND 4RANSPORT
ETC IS ENOUGH FOR WOMEN IN RELATION TO MEN TO ENSURE EQUAL
RIGHTS 0ROVIDE AT LEAST THREE STRONG JUSTIFICATIONS
&OR GROUP AND 3PECIAL MEASURES IN PUBLIC SERVICES EG
(EALTH %DUCATION ,EGAL !ID 4RANSPORT ETC ARE NEEDED FOR
WOMEN IN RELATION TO MEN TO ENSURE THEIR EQUAL ACCESS AND
RIGHTS 0ROVIDE AT LEAST THREE STRONG JUSTIFICATIONS
&ROM THIS GROUP EXERCISE IT IS EXPECTED THAT THE PARTICIPANTS
WILL BE ABLE TO RELATE EQUITY TO EQUALITY AND RIGHTS AND
PARTICIPANTS UNDERSTANDING OF EQUITY MEASURES AND THEIR
AWARENESS ON GOVERNMENTS EQUITY MEASURES WILL BE ENHANCED
4HE FACILITATOR WILL ALLOCATE TIME IE MINUTES FOR GROUP
DISCUSSION AND MINUTES FOR EACH GROUP FOR PRESENTATION IN
THE PLENARY SESSION
4HE FACILITATOR WILL ASK THE GROUPS TO SELECT A MEMBER IN THEIR
RESPECTIVE GROUP WHO WILL MAKE THE PRESENTATION ON BEHALF OF
THE GROUP
3ESSION ))
3TEP MINS 'ROUP &LIPCHART
!FTER THE GROUP MEMBERS HAVE COMPLETED DISCUSSION IN THE %XERCISE 7HITEBOARD
PLENARY SESSION THEY WILL WRITE DOWN THEIR LOGICS ON THE FLIP 0RESENTATION
0OSTER PAPER
PAPER ACCORDING TO STATEMENTSQUESTIONS ASSIGNED TO THEM
ON WHICH
4HE MEMBER SELECTED BY RESPECTIVE GROUPS WILL MAKE THE
RESPECTIVE
PRESENTATION
GROUPS HAVE
)T IS SUGGESTED TO AVOID ANY KIND OF DISCUSSION UNTIL ALL THE WRITTEN DOWN
GROUPS HAVE PRESENTED THE ANSWERS
4HE &ACILITATOR WILL THEN ASK QUESTIONS TO INDUCE
INTENSIVE DISCUSSION AND TO FACILITATE THE PARTICIPANTS
UNDERSTANDING ON WHAT THEY HAVE LEARNED THROUGH THE
EXERCISE
3TEP MINS 1UESTION -ULTIMEDIA
!NSWER PROJECTOR
4HE &ACILITATOR WILL MOVE INTO THE MAIN QUESTION LINKING THE
/(0
EXERCISE TO hGENDER EQUITY v AND GENDER EQUALITY CONCEPTS
0OWER 0OINT
3LIDES
&ACILITATOR WILL SHOW TRANSPARENCYSLIDES ON THE CONCEPT 4RANSPARENCY
4RANSPARENCIES
hGENDER EQUITY v AND GENDER EQUALITY AND LINKING TO THE PRESENTATION
ON 'ENDER
GROUP PRESENTATION
%QUALITY AND
/PEN
2EF 3LIDES ! ON 'ENDER %QUALITY AND 'ENDER 'ENDER %QUITY
DISCUSSION
%QUITY
.EXT THE &ACILITATOR WILL SHOW THE PARTICIPANTS ANOTHER
TRANSPARENCY SLIDE ON THE CONSTITUTIONAL PROVISION OF
"ANGLADESH FOR h'ENDER %QUALITYv AND h'ENDER %QUITYv AND
FACILITATE DISCUSSIONS ON hGENDER EQUALITY v AND GENDER
EQUITY CONCEPTS IN RELATION TO THE CONSTITUTIONAL PROVISION
2EF 3LIDES " ON THE RELEVANT ARTICLE OF THE #ONSTITUTION OF
"ANGLADESH
!SK THE PARTICIPANTS HOW THEY WILL RELATE THIS DISCUSSION WITH
THEIR ORGANIZATIONAL AND PROFESSIONAL ASPECTS
4HE &ACILITATOR WILL ASK THE PARTICIPANTS THE FOLLOWING !NSWER
QUESTIONS 3ESSION
I 7HAT IS THE IMPORTANCE OF hGENDER EQUALITYv AND GENDER
EQUITY THAT YOU HAVE LEARNED FROM THIS EXERCISE REGARDING
THE UTILITY OF THE CONCEPTS
)T IS EXPECTED THAT AT THE END OF THE SESSION THE PARTICIPANTS
WILL BE ABLE TO RELATE THE FOLLOWING ISSUES
Î )T HELPS IMPROVE UNDERSTANDING OF THE EQUAL RIGHTS
OPPORTUNITIESACCESS TO RESOURCES BETWEEN WOMEN AND
MEN
3ESSION ))
Î )T PROMOTES GREATER APPRECIATION OF WOMENgS CONTRIBUTIONS
AND SPECIAL NEEDS CONSIDERING THEIR TRIPLE ROLE
Î )T STRENGTHENS COMMITMENT TOWARDS ACHIEVING GENDER
EQUALITY THROUGH PRACTICING EQUITY PROVISIONS FOR A LIMITED
PERIOD
II (OW DOES THIS EXERCISE HELP TO ADDRESS GENDER ISSUES IN
THE PLANNING
Î 7E ARE AWARE ABOUT THE HISTORICAL DEPRIVATION OF
WOMEN AND DIFFERENT SOCIALIZATION PROCESS THAT CREATES
DISCRIMINATION BETWEEN WOMEN AND MEN
Î 4HIS EXERCISE HAS ENHANCED OUR KNOWLEDGE TO LOOK
THROUGH GENDER PERSPECTIVE FOR DEVELOPING PROJECT
OBJECTIVES AND STRATEGIES FOR WOMEN AND MEN RESPONDING
THEIR DIFFERENTIAL NEEDS DIFFERENTLY AND TO ENSURE THAT ANY
KIND OF GENDER DISPARITY IS REDUCED
Î )T HAS HELPED US TO UNDERSTAND THAT TAKING SPECIAL
MEASURES FOR WOMEN ARE NOT LIKE CREATING SPECIAL FAVOUR
TO THEM IT IS JUSTICE TOWARDS WOMEN TO REDUCE GENDER
DISPARITY BETWEEN WOMEN AND MEN
Î 4HROUGH THIS EXERCISE WE HAVE LEARNED THAT h%QUITYv IS
REQUIRED TO REACH THE GOAL 'ENDER %QUALITY
3TEP #ONCLUSION
4HE FACILITATOR WILL SUMMARIZE THE LEARNING POINTS THROUGH MINS 0OWER 0OINT -ULTIMEDIA
PRESENTING THE KEY POINTS THAT hGENDER EQUITYv IS NECESSARY 4RANSPARENCY PROJECTOR
TO ACHIEVE hGENDER EQUALITY 0RESENTATION /(0
4HE FACILITATOR WILL CONCLUDE THE SESSION THROUGH THANKING
3LIDES
THE PARTICIPANTS FOR THEIR ACTIVE PARTICIPATION AND ENCOURAGE
4RANSPARENCIES
THEM TO SHARE APPLY THEIR LEARNING AT THEIR RESPECTIVE
ON 'ENDER
ORGANIZATIONS DEPARTMENTS AND IN THEIR WORK AS WELL
%QUALITY AND
'ENDER %QUITY
3ESSION ))
3ESSION
'ENDER %QUITY AND %QUALITY
Policy Leadership
and Advocacy for
$EFINE THE CONCEPT OF GENDER EQUITY AND GENDER
EQUALITY
5NDERSTAND THE RELEVANCE OF GENDER EQUITY AND GENDER
EQUALITY CONCEPT IN 'ENDER 2ESPONSIVE 0ROJECT
0LANNING '200
Policy Leadership
and Advocacy for
3ESSION ))
'ENDER %QUITY AND
'ENDER %QUALITY
Policy Leadership
and Advocacy for
'ENDER %QUITY
'ENDER %QUITY IS THE PROCESS OF BEING FAIR TO WOMEN AND
MEN
'ENDER %QUITY CALLS FOR THOSE WHO ARE IN DISADVANTAGED
POSITIONS TO HAVE A FAIR SHARE OF THE BENEFITS OF
DEVELOPMENT AS WELL AS THE SUBSTANTIVE RESPONSIBILITIES IN
SOCIETY
Policy Leadership
and Advocacy for
'ENDER %QUITY
4HIS MEANS GIVING TO THOSE WHO HAVE LESS ON THE BASIS OF
NEEDS AND INTRODUCING SPECIAL MEASURES AND INTERVENTIONS
TO COMPENSATE FOR THE HISTORICAL AND SOCIAL DISADVANTAGES
THAT PREVENT WOMEN AND MEN FROM OPERATING ON A LEVEL
PLAYING FIELD
%QUITY LEADS TO EQUALITY
Policy Leadership
and Advocacy for
3ESSION ))
%XAMPLE
)N "ANGLADESH FEW WOMEN ARE FOUND IN DECISION MAKING
POSITIONS IN THE PRIVATE OR PUBLIC SECTORS 4O INCREASE THE
NUMBER OF WOMEN IN THE PUBLIC SECTOR '/" INTRODUCED A QUOTA
SYSTEM OF RESERVED POSITIONS FOR WOMEN 4HIS GENDER EQUITY
INITIATIVE CREATED AN ENHANCED OPPORTUNITY FOR WOMEN TO
PARTICIPATE IN DECISION MAKING PROCESS IN THE PUBLIC SERVICES
4HIS WAS A SPECIAL MEASURE TO ADDRESS HISTORICAL AND SOCIAL
DISADVANTAGES THAT WOMEN OFFICIALS HAVE FACED IN THE PUBLIC
SECTOR
Policy Leadership
and Advocacy for
%XAMPLE
)N "ANGLADESH SPECIAL MEASURES SUCH AS RECRUITMENT OF FEMALE
DOCTORS PRIVACY EG PARTITIONSCURTAINS IN WAITING ROOMS
AND EXAMINATION ROOMS HAVE BEEN MAINTAINED IN GOVERNMENT
HOSPITALS AND HEALTH CARE CENTERS 4HIS GENDER EQUITY INITIATIVE
HAS ENCOURAGED WOMEN TO SEEK PUBLIC HEALTH SERVICES
Policy Leadership
and Advocacy for
%XAMPLE
)N "ANGLADESH THE PUBLIC BUSES HAVE RESERVED SEATS FOR FEMALE
PASSENGERS 4HIS EQUITY MEASURE HAS BEEN ABLE TO ADDRESS THE
PROBLEMHARASSMENT THAT WOMEN FACED WHILE TRAVELING IN
PUBLIC TRANSPORT AND REDUCE RESTRICTION LIMITATIONS IN MOVING
FROM ONE PLACE TO ANOTHER
Policy Leadership
and Advocacy for
3ESSION ))
'ENDER %QUALITY
/PPORTUNITY FOR MEN AND WOMEN TO REACH THEIR FULL
POTENTIAL AS HUMAN BEINGS IN THE DEVELOPMENT PROCESS
SHOULD BE EQUALLY ACCORDED TO BOTH WOMEN AND MEN
Policy Leadership
and Advocacy for
'ENDER %QUALITY
)T REFERS TO WOMEN AND MEN HAVING THE EQUAL
2IGHT SOCIAL ECONOMIC POLITICAL AND LEGAL EG RIGHT TO
OWN LAND MANAGE PROPERTY CONDUCT BUSINESS TRAVEL
!CCESS TO 2ESOURCES COMMAND OVER PRODUCTIVE RESOURCES
INCLUDING EDUCATION LAND INFORMATION AND FINANCIAL
RESOURCES
Policy Leadership
and Advocacy for
'ENDER %QUALITY
)T REFERS TO WOMEN AND MEN HAVING THE EQUAL
6OICE POWER TO INFLUENCE RESOURCE ALLOCATION AND
INVESTMENT DECISIONS AT HOME IN COMMUNITIES AND AT THE
NATIONAL LEVEL
Policy Leadership
and Advocacy for
3ESSION ))
"ANGLADESH #ONSTITUTION
'ENDER %QUALITY
!RTICLE $ISCRIMINATION ON GROUNDS OF RELIGION ETC
4HE 3TATE SHALL NOT DISCRIMINATE AGAINST ANY CITIZEN ON GROUNDS ONLY
OF RELIGION RACE CASTE SEX OR PLACE OF BIRTH
7OMEN SHALL HAVE EQUAL RIGHTS WITH MEN IN ALL SPHERES OF THE 3TATE
AND OF PUBLIC LIFE
.O CITIZEN SHALL ON GROUNDS ONLY OF RELIGION RACE CASTE SEX OR
PLACE OF BIRTH BE SUBJECTED TO ANY DISABILITY LIABILITY RESTRICTION OR
CONDITION WITH REGARD TO ACCESS TO ANY PLACE OF PUBLIC ENTERTAINMENT
OR RESORT OR ADMISSION TO ANY EDUCATIONAL INSTITUTION
Policy Leadership
3OURCE #ONSTITUTION OF "ANGLADESH
and Advocacy for
'ENDER %QUALITY
!RTICLE %QUALITY OF OPPORTUNITY IN PUBLIC EMPLOYMENT
4HERE SHALL BE EQUALITY OF OPPORTUNITY FOR ALL CITIZENS IN
RESPECT OF EMPLOYMENT OR OFFICE IN THE SERVICE OF THE
2EPUBLIC
.O CITIZEN SHALL ON GROUNDS ONLY OF RELIGION RACE CASTE
SEX OR PLACE OF BIRTH BE INELIGIBLE FOR OR DISCRIMINATED
AGAINST IN RESPECT OF ANY EMPLOYMENT OR OFFICE IN THE
SERVICE OF THE 2EPUBLIC
Policy Leadership
and Advocacy for
'ENDER %QUALITY
.OTHING IN THIS ARTICLE SHALL PREVENT THE 3TATE FROM MAKING
SPECIAL PROVISION IN FAVOUR OF WOMEN OR CHILDREN OR FOR THE
ADVANCEMENT OF ANY BACKWARD SECTION OF CITIZENS
.OTHING IN THIS ARTICLE SHALL PREVENT THE 3TATE FROM
A MAKING SPECIAL PROVISION IN FAVOUR OF ANY BACKWARD SECTION OF
CITIZENS FOR THE PURPOSE OF SECURING THEIR ADEQUATE
REPRESENTATION IN THE SERVICE OF THE 2EPUBLIC
Policy Leadership
and Advocacy for
3ESSION ))
'ENDER %QUALITY
B GIVING EFFECT TO ANY LAW WHICH MAKES PROVISION FOR RESERVING
APPOINTMENTS RELATING TO ANY RELIGIOUS OR DENOMINATIONAL
INSTITUTION TO PERSONS OF THAT RELIGION OR DENOMINATION
C RESERVING FOR MEMBERS OF ONE SEX ANY CLASS OF EMPLOYMENT
OR OFFICE ON THE GROUND THAT IT IS CONSIDERED BY ITS NATURE TO
BE UNSUITED TO MEMBERS OF THE OPPOSITE SEX
Policy Leadership
and Advocacy for
3ESSION ))
(ANDOUTS FOR 3ESSION ))
'ENDER %QUITY AND 'ENDER %QUALITY
(ANDOUT ! 'ENDER %QUITY AND 'ENDER %QUALITY
'ENDER %QUITY IS THE PROCESS OF BEING FAIR TO WOMEN AND MEN 'ENDER EQUITY CALLS FOR THOSE WHO ARE
IN DISADVANTAGED POSITIONS TO HAVE A FAIR SHARE OF THE BENEFITS OF DEVELOPMENT AS WELL AS THE SUBSTANTIVE
RESPONSIBILITIES IN SOCIETY
)N "ANGLADESH FEW WOMEN ARE FOUND IN DECISION MAKING POSITIONS IN THE PRIVATE OR PUBLIC
SECTOR 4O INCREASE THE NUMBER OF WOMEN IN THE PUBLIC SECTOR 'O" INTRODUCED A QUOTA SYSTEM OF
RESERVED POSITIONS FOR WOMEN 4HIS GENDER EQUITY INITIATIVE CREATED AN ENHANCED OPPORTUNITY FOR
WOMEN TO PARTICIPATE IN DECISION MAKING PROCESSES IN THE PUBLIC SERVICE 4HIS WAS A SPECIAL
MEASURE BY 'O" THAT ADDRESSED THE HISTORICAL AND SOCIAL DISADVANTAGES THAT WOMEN OFFICIALS
HAVE FACED IN THE PUBLIC SECTOR
'ENDER %QUALITY MEANS THAT WOMEN AND MEN HAVE EQUAL CONDITIONSOPPORTUNITIES FOR REALIZING THEIR
FULL HUMAN RIGHTS AND POTENTIAL TO CONTRIBUTE TO NATIONAL POLITICAL ECONOMIC SOCIAL AND CULTURAL
DEVELOPMENT AND TO BENEFIT FROM THE RESULTS
!RTICLE OF THE "ANGLADESH #ONSTITUTION PROVIDES THAT 4HE 3TATE SHALL NOT DISCRIMINATE AGAINST ANY
CITIZEN ON GROUND OF RELIGION RACE CASTE SEX OR PLACE OF BIRTHv )N ADDITION THE FUNDAMENTAL LAW OF THE
LAND STIPULATES THAT 7OMEN SHALL HAVE EQUAL RIGHTS WITH MEN IN ALL SPHERES OF THE STATE AND OF PUBLIC
LIFEv
%QUALITY BETWEEN MEN AND WOMEN EXISTS WHEN BOTH SEXES ARE ABLE TO SHARE EQUALLY IN THE DISTRIBUTION
OF POWER AND INFLUENCE HAVE EQUAL OPPORTUNITIES FOR FINANCIAL INDEPENDENCE THROUGH WORK OR THROUGH
SETTING UP BUSINESSES ENJOY EQUAL ACCESS TO EDUCATION AND THE OPPORTUNITY TO DEVELOP PERSONAL
AMBITIONS INTERESTS AND TALENTS SHARE RESPONSIBILITY FOR THE HOME AND CHILDREN AND ARE COMPLETELY FREE
FROM COERCION INTIMIDATION AND GENDER BASED VIOLENCE BOTH AT WORK AND AT HOME
/RIGINALLY IT WAS BELIEVED THAT EQUALITY COULD BE ACHIEVED BY GIVING WOMEN AND MEN THE SAME
OPPORTUNITIES ON THE ASSUMPTION THAT THIS WOULD BRING SAMENESS OF RESULTS (OWEVER SAME TREATMENT
WAS FOUND NOT NECESSARILY TO YIELD EQUAL RESULTS 4ODAY THE CONCEPT OF EQUALITY ACKNOWLEDGES THAT
DIFFERENT TREATMENT OF WOMEN AND MEN MAY SOMETIMES BE REQUIRED TO ACHIEVE SAMENESS OF RESULTS
BECAUSE OF DIFFERENT LIFE CONDITIONS OR TO COMPENSATE FOR PAST DISCRIMINATION
(ANDOUT " #ONSTITUTION OF "ANGLADESH
!RTICLE 0ARTICIPATION OF WOMEN IN NATIONAL LIFE
3TEPS SHALL BE TAKEN TO ENSURE PARTICIPATION OF WOMEN IN ALL SPHERES OF NATIONAL LIFE
!RTICLE &REE AND COMPULSORY EDUCATION
4HE 3TATE SHALL ADOPT EFFECTIVE MEASURES FOR THE PURPOSE OF
3ESSION ))
A ESTABLISHING A UNIFORM MASS ORIENTED AND UNIVERSAL SYSTEM OF EDUCATION AND EXTENDING FREE AND
COMPULSORY EDUCATION TO ALL CHILDREN TO SUCH STAGE AS MAY BE DETERMINED BY LAW
B RELATING EDUCATION TO THE NEEDS OF SOCIETY AND PRODUCING PROPERLY TRAINED AND MOTIVATED CITIZENS
TO SERVE THOSE NEEDS REMOVING ILLITERACY WITHIN SUCH TIME AS MAY BE DETERMINED BY LAW
!RTICLE 0UBLIC HEALTH AND MORALITY
4HE 3TATE SHALL REGARD THE RAISING OF THE LEVEL OF NUTRITION AND THE IMPROVEMENT OF PUBLIC HEALTH
AS MOVING ITS PRIMARY DUTIES AND IN PARTICULAR SHALL ADOPT EFFECTIVE MEASURES TO PREVENT THE
CONSUMPTION EXCEPT FOR MEDICAL PURPOSES OR FOR SUCH OTHER PURPOSES AS MAY BE PRESCRIBED BY
LAW OF ALCOHOLIC AND OTHER INTOXICATING DRINKS AND DRUGS WHICH ARE INJURIOUS TO HEALTH
4HE 3TATE SHALL ADOPT EFFECTIVE MEASURES TO PREVENT PROSTITUTION AND GAMBLING
!RTICLE %QUALITY OF OPPORTUNITY
4HE 3TATE SHALL ENDEAVOUR TO ENSURE EQUALITY OF OPPORTUNITY TO ALL CITIZENS
!RTICLE %QUALITY BEFORE LAW
!LL CITIZENS ARE EQUAL BEFORE LAW AND ARE ENTITLED TO EQUAL PROTECTION OF LAW
4HE 3TATE SHALL NOT DISCRIMINATE AGAINST ANY CITIZEN ON GROUNDS ONLY OF RELIGION RACE CASTE SEX
OR PLACE OF BIRTH
7OMEN SHALL HAVE EQUAL RIGHTS WITH MEN IN ALL SPHERES OF THE 3TATE AND OF PUBLIC LIFE
.O CITIZEN SHALL ON GROUNDS ONLY OF RELIGION RACE CASTE SEX OR PLACE OF BIRTH BE SUBJECTED TO ANY
DISABILITY LIABILITY RESTRICTION OR CONDITION WITH REGARD TO ACCESS TO ANY PLACE OF PUBLIC
ENTERTAINMENT OR RESORT OR ADMISSION TO ANY EDUCATIONAL INSTITUTION
.OTHING IN THIS ARTICLE SHALL PREVENT THE 3TATE FROM MAKING SPECIAL PROVISION IN FAVOUR OF WOMEN
OR CHILDREN OR FOR THE ADVANCEMENT OF ANY BACKWARD SECTION OF CITIZENS
4HERE SHALL BE EQUALITY OF OPPORTUNITY FOR ALL CITIZENS IN RESPECT OF EMPLOYMENT OR OFFICE IN THE
SERVICE OF THE 2EPUBLIC
.O CITIZEN SHALL ON GROUNDS ONLY OF RELIGION RACE CASTE SEX OR PLACE OF BIRTH BE INELIGIBLE FOR
OR DISCRIMINATED AGAINST IN RESPECT OF ANY EMPLOYMENT OR OFFICE IN THE SERVICE OF THE 2EPUBLIC
.OTHING IN THIS ARTICLE SHALL PREVENT THE 3TATE FROM
A MAKING SPECIAL PROVISION IN FAVOUR OF ANY BACKWARD SECTION OF CITIZENS FOR THE PURPOSE OF
SECURING THEIR ADEQUATE REPRESENTATION IN THE SERVICE OF THE 2EPUBLIC
B GIVING EFFECT TO ANY LAW WHICH MAKES PROVISION FOR RESERVING APPOINTMENTS RELATING TO ANY
RELIGIOUS OR DENOMINATIONAL INSTITUTION TO PERSONS OF THAT RELIGION OR DENOMINATION
RESERVING FOR MEMBERS OF ONE SEX ANY CLASS OF EMPLOYMENT OR OFFICE ON THE GROUND THAT IT IS
CONSIDERED BY ITS NATURE TO BE UNSUITED TO MEMBERS OF THE OPPOSITE SEX
3OURCE #/.34)454)/. /& 4(% 0%/0,%g3 2%05",)# /& "!.',!$%3( TH .OVEMBER
3ESSION ))
3ESSION )))
'ENDER "ASED !NALYSIS
L 5NDERSTAND THE IMPORTANCE OF GENDER BASED ANALYSIS '"! FOR PROJECT AND PROGRAM
DESIGNINGPLANNING AND REVIEWING
4OTAL 4IME HOURS MINUTES
3TEP )NTRODUCTION MINS 3ELF -ULTIMEDIA
4HE &ACILITATOR WILL EXCHANGE GREETINGS WITH THE )NTRODUCTION 0ROJECTOR
PARTICIPANTS AND START THE SESSION BY BRIEFING ABOUT THE /(0
SESSIONS OBJECTIVES TIME FRAME AND THE METHODOLOGIES TO "RIEFING
BE USEDv 0RESENTATION 3LIDES
2EF 3LIDE ON 3ESSION ))) /BJECTIVES 4RANSPARENCIES
3TEP MINS 2EVIEW &LIP #HART
4HE &ACILITATOR WILL START THE SESSION BY REFERRING TO THE 7HITEBOARD
SESSIONS ALREADY CONDUCTED ON CONCEPT OF 'ENDER AND WILL -ARKER PEN
REQUEST PARTICIPANTS TO BRIEFLY SHARE THEIR UNDERSTANDING ON
3EX AND 'ENDER 4HE &ACILITATOR WILL SUM UP THE FINDINGS
COLLECTED FROM THE PARTICIPANTS AND BRIEFLY PRESENT THE KEY
DIFFERENCES &ACILITATOR MAY USE AN EXAMPLE SUCH AS MALE
FEMALE BIRTH RATIO AS SEX DISAGGREGATED DATA STATISTICS AND
THE STATISTIC OF OWNERSHIP OF LAND BY MALE AND FEMALE
WHICH IS GENDER RELATED DATA WHICH SPEAKS ABOUT LAND RIGHTS
OF MEN AND WOMEN
4HE &ACILITATOR WILL SHARE HISHER VIEWS ON GENDER AS A
@SUBJECTCONCEPT AND GENDER AS A @WORD BY TELLING THAT
GENERALLY WE USE GENDER AS A @WORD WHAT WE LEARNED FROM
OUR %NGLISH 'RAMMAR "OOK THAT IS BIOLOGICAL DETERMINANT
OF HUMAN BEING THE BIRTH RATIO AND GENDER AS A @SUBJECT
CONCEPT WE REFER AS THE ANALYTICAL TOOL TO ASSESS THE
IDENTITY ROLES RESPONSIBILITIES AUTHORITIES AND RIGHTS OF
WOMENGIRLS AND MENBOYS IN A PARTICULAR SOCIETY IN A
PARTICULAR PERIOD OF TIME EG LAND RIGHTS OF MEN AND WOMEN
3TEP MINS )NTERACTION &LIP #HART
4HE &ACILITATOR WILL ASK PARTICIPANTS WHY THIS GENDER ISSUE AND 7HITEBOARD
HAS BECOME A DEVELOPMENT ISSUE WHY THE KNOWLEDGE ON 0RESENTATION -ARKER
GENDER ISSUE IS IMPORTANT FOR ALL OF US )T IS IMPORTANT TO
KNOW BECAUSE OUR GOVERNMENT IS COMMITTED TO ACHIEVE
GENDER EQUALITY 7E NEED KNOWLEDGE ON GENDER EQUALITY
ISSUE TO MAKE '"! OF ANY STATISTICS OR INFORMATION WHICH
WILL BE NEEDED IN PROJECT OR PROGRAM DESIGN AND REVIEW THAT
WILL BRING IMPACT ON HUMAN BEING

3ESSION )))
3TEP MINS 0RESENTATION &LIP #HART
4HE &ACILITATOR WILL INFORM THE PARTICIPANTS THAT CONCEPTUAL 7HITEBOARD
-ARKER PEN
UNDERSTANDING ON '"! ENHANCES THE ANALYTICAL SKILLS TO
0OSTER PAPER
WORK FOR GENDER EQUALITY ISSUE 4HIS ANALYTICAL SKILL WILL
ASSISTGUIDE FOR SYSTEMATICALLY INTEGRATING GENDER
CONSIDERATIONS OR CONCERNS INTO POLICYPROGRAMPROJECT
FORMULATION PLANNING BUDGETING IMPLEMENTATION AND
MONITORING TOWARDS ACHIEVING GENDER EQUALITY
4HE &ACILITATOR WILL EXPLAIN THAT 'ENDER "ASED !NALYSIS
'"! IS A PROCESS THAT ASSESSES THE DIFFERENTIAL IMPACTS OF
PROPOSED ANDOR EXISTING POLICIES FOR EXAMPLE
.3!020230 .!0 -$'S PROGRAMS AND PROJECTS
MINISTRY SPECIFIC PROGRAMS AND PROJECTS AND LEGISLATIONS
ON WOMEN AND MEN
2EF 3LIDE ! ON 'ENDER "ASED !NALYSIS
3TEP MINS 0OWER 0OINT -ULTIMEDIA
0RESENTATION /(0
4HE &ACILITATOR WILL USE 0OWER0OINT 0RESENTATION TO AND
EXPLAIN THE CONCEPTUAL ASPECTS OF '"! FOR PLANNING AND 1UESTIONS 3LIDES
BUDGETING WHICH WILL INCLUDE FOLLOWING SEQUENTIAL STEPS !NSWER 4RASPARENCIES
Ê )T QUESTIONS BASIC ASSUMPTIONS AND VALUES ABOUT INTERACTIONS ON 'ENDER
BIOLOGICAL AND SOCIAL DIFFERENCES THE &ACILITATOR WILL "ASED
GIVE ONE EXAMPLE ABOUT BASIC ASSUMPTIONS AND ONE !NALYSIS
EXAMPLE ON VALUES EMBEDDED IN THE SOCIETY ABOUT
WOMENGIRLS AND MENBOYS
Ê )T ADDRESSES STEREOTYPING AND DISCRIMINATION THE
&ACILITATOR WILL ASK THE PARTICIPANTS WHAT THEY MEAN BY
THE TERM STEREOTYPING AND DISCRIMINATION AND ASK
THEM HOW THOSE AFFECT WOMEN AND MEN IS IT SAME OR
DIFFERENT THAN EACH OTHER !FTER RECEIVING PARTICIPANTS
VIEWS THE &ACILITATOR WILL SUM UP THOSE AND EXPLAIN
ONE EXAMPLE OF STEREOTYPING AND ONE OF
DISCRIMINATION AND AFFECTS OF THOSE IN WOMENS AND
MENS LIVES
2EF 3LIDE ! ON 'ENDER "ASED !NALYSIS
4HE FACILITATOR MAY PROVIDE THE FOLLOWING %XAMPLE
%XAMPLE )N "ANGLADESH TRADITIONALLY THE WOMEN IN THE
FAMILY ARE EXPECTED TO CARRY OUT HOUSEHOLD WORK REAR
CHILDREN AND TAKE CARE OF THE FAMILY AND ELDERS 4HOUGH
THIS KIND OF WORK IS TIME CONSUMING IT IS NOT CONSIDERED AS
3ESSION )))
hREAL WORKv AND IS UNPAID /N THE OTHER HAND
"ANGLADESHI MEN ARE EXPECTED TO WORK OUTSIDE AND EARN
MONEY WHICH GIVES A HIGHER VALUE TO HIS ECONOMIC
CONTRIBUTION AND BY EXTENSION TO MEN THEMSELVES 4HIS
STEREOTYPING ROLE OFTEN LEADS TO DISCRIMINATION SUCH AS
PARENTS ARE PROMPTED TO ENCOURAGE THEIR SONS TO BE MORE
EDUCATED COMPARED TO THEIR DAUGHTERS 4HEY SEE THEIR SONS
AS FUTURE EARNING MEMBER OF THE FAMILY AND THEIR
DAUGHTERS TO BE MARRIED OFF TO ANOTHER FAMILY
4HEN THE &ACILITATOR WILL EXPLAIN HOW '"! CAN HELP IN
SHOWING THE WAY TO 'ENDER %QUALITY '"!
U 3UGGESTS REMEDIES TO EXISTING INEQUALITIES
BETWEEN WOMEN GIRLS AND MEN BOYS
U 0ROVIDES EVIDENCE FOR RESPONSIVE SENSITIVE AND
SOUND DECISIONS
U ,EADS TO PROVIDE EQUAL ACCESS TO
PROJECTPROGRAMME OUTCOMES BENEFITS SERVICES
ETC )T IMPROVES POSITION FOR WOMEN GIRLS AND
MEN BOYS IN THE SOCIETY )T OPENS THE PROSPECTS OF
BUILDING A SOCIETY WHERE WOMENGIRLS AND
MENBOYS WOULD GET THE OPPORTUNITY TO ENJOY AND
TO CONTRIBUTE TOWARDS THE RESULTS OF DEVELOPMENT
INTERVENTIONS
!T THIS POINT IF REQUIRED THE FACILITATOR WILL REFER TO THE
CONCEPTUAL ASPECTS OF POSITION AND CONDITION WHICH HAVE
ALREADY BEEN COVERED IN THE CONCEPTUAL CLARITY PART OF THE
TRAINING COURSE
3TEP ,EARNING POINTS MINS
4HE FACILITATOR WILL REVIEW ON THE CONCEPTUAL ASPECTS OF
'"! )T IS EXPECTED THAT THE PARTICIPANTS WILL BE ABLE TO
RELATE THAT '"! IS
Î ! SYSTEMATIC APPROACH TO GENDER INCLUSION IN THE
DEVELOPMENT OF POLICIES PROGRAMS AND LEGISLATION
Î ! TOOL FOR GENDER EQUALITY TO ASSIST IN SYSTEMATICALLY
INTEGRATING GENDER CONSIDERATIONS INTO POLICY PLANNING
AND DECISION MAKING PROCESS AND INVOLVING BOTH
WOMEN AND MEN IN THE PROCESS
Î ! PART OF AN APPROACH KNOWN AS MAINSTREAMING )T IS AN
ATTEMPT TO TAKE GENDER EQUALITY ISSUES INTO THE
MAINSTREAM OF SOCIETY
Î !N OPPORTUNITY TO QUESTION BASIC ASSUMPTIONS AND
VALUES OF WOMEN AND MEN AS DETERMINED IN A SOCIETY
AND HOW IT MAY ADDRESS EXISTING STEREOTYPING AND
DISCRIMINATION ON WOMEN AND MENS LIFE TO ACHIEVE
GENDER EQUALITY
3ESSION )))
3TEP #ONCLUSION MINS
4HE FACILITATOR WILL THANK THE PARTICIPANTS FOR THEIR VALUABLE
INPUTS AND PARTICIPATION DURING THE SESSION AND WILL
CONCLUDE THE SESSION BY SAYING THAT THE FACT THAT
"ANGLADESH 'OVERNMENT HAS SEVERAL OBLIGATIONS TO FULFILL
ITS NATIONAL AND INTERNATIONAL POLICY COMMITMENTS TO
ACHIEVE GENDER EQUALITY IN "ANGLADESH THEREFORE IT IS
IMPERATIVE TO SEQUENTIALLY INCORPORATE GENDER ANALYSIS IN
DEVELOPMENT PROJECTS AND PROGRAMS TO ADDRESS GENDER
CONCERNS )T LEADS TO ACHIEVEMENT OF '/"S STRATEGIC
OBJECTIVE AS OUTLINED IN .3!02 TO MAINSTREAMING GENDER
AND GENDER EQUALITY
3HE WILL SHARE AT THIS POINT THAT THE NATIONAL AND
INTERNATIONAL POLICY COMMITMENTS WILL BE DISCUSSED IN THE
NEXT SESSION
4HE &ACILITATOR WILL CONCLUDE THE SESSION WITH THANKS TO ALL
3ESSION )))
3ESSION
Policy Leadership
and Advocacy for
5NDERSTAND THE IMPORTANCE OF 'ENDER "ASED
!NALYSIS FOR PROJECT AND PROGRAM DESIGNINGPLANNING
AND REVIEWING
Policy Leadership
and Advocacy for
3ESSION )))
'ENDER "ASED
!NALYSIS
Policy Leadership
and Advocacy for
7HAT IS 'ENDER "ASED !NALYSIS '"!
'"! IS AN ANALYTICAL TOOL TO EXAMINING THE DIFFERENCES
BETWEEN THE ROLES THAT WOMEN AND MEN PLAY IN SOCIETY THE
DIFFERENT LEVELS OF POWER THEY HOLD THEIR DIFFERING NEEDS
CONSTRAINTS AND OPPORTUNITIES AND THE IMPACT OF THESE
DIFFERENCES ON THEIR LIVES
&OR EXAMPLE INEQUITY BETWEEN MEN AND WOMEN ON ACCESS
TO INFORMATION ACCESS TO PUBLIC SERVICES AND SOCIAL EXCLU
SION HAS AN IMPACT ON THEIR LIVES
Policy Leadership
and Advocacy for
7HAT IS 'ENDER "ASED !NALYSIS '"!
'"! IS A USEFUL TOOL TO IDENTIFY GENDER GAPS
DIFFERENCE BETWEEN MEN AND WOMEN ACCESS TO
ASSESS THE DIFFERENTIAL IMPACT OF PROPOSED AND OR
EXISTING POLICIES 0230 PROGRAMS -INISTRY SPE
CIFIC PROGRAMS AND PROJECTS AND LEGISLATION ON
WOMEN AND MEN
Policy Leadership
and Advocacy for
3ESSION )))
7HY '"! FOR 0LANNING AND "UDGETING
4O BETTER UNDERSTAND THE GENDER DIMENSION OF POVERTY
4O HELP FIND THE BEST STRATEGIES AND SOLUTIONS TO ADDRESS
PRACTICAL GENDER NEEDS 0'. AND STRATEGIC GENDER INTEREST
3') REF SESSION
4O PROMOTE GENDER EQUALITY THROUGH '/" POLICY AND
SERVICES
4O EXPOSE WOMENS FULL PARTICIPATION IN SOCIAL POLITICAL
AND ECONOMIC DIMENSIONS
Policy Leadership
and Advocacy for
)T QUESTIONS BASIC !SSUMPTIONS AND 6ALUES ABOUT BIO
LOGICAL AND SOCIAL DIFFERENCES
)T ADDRESSES 3TEREOTYPE AND $ISCRIMINATION
)T SUGGESTS 2EMEDIES TO EXISTING INEQUALITIES BETWEEN
WOMEN MEN AND GIRLS BOYS
Policy Leadership
and Advocacy for
)T PROVIDES %VIDENCE FOR 3ENSITIVE 2ESPONSIVE AND
3OUND DECISION
)T LEADS TO )MPROVED 0OSITION FOR WOMEN MEN AND
GIRLS BOYS
#ONSIDERING GENDER GAP INTO POLICY PLANNING BUDGET
ING MONITORING AND DECISION MAKING PAVE THE WAY TO
GENDER EQUALITY
Policy Leadership
and Advocacy for
3ESSION )))
(ANDOUTS FOR 3ESSION )))
(ANDOUT !DDITIONAL INFORMATION ON 'ENDER "ASED !NALYSIS
!SSUMPTIONS AND 6ALUES
'"! IS BASED ON THE FOLLOWING ASSUMPTIONS AND VALUES
L #ONSTRUCTIVE PARTNERSHIPS ARE NEEDED BETWEEN WOMEN AND MEN
L %VERY ACTION POLICY PROGRAM PROJECT AND SOCIO ECONOMIC TREND AFFECTS WOMEN AND MEN
DIFFERENTLY
L 'ENDER EQUALITY DOES NOT MEAN THAT WOMEN BECOME THE SAME AS MEN
L 7OMEN MUST PARTICIPATE EQUALLY AS AGENTS OF CHANGE IN ECONOMIC SOCIAL AND POLITICAL PROCESSES
L 3PECIFIC MEASURES MUST BE DESIGNED TO ELIMINATE GENDER INEQUALITIES
L 7OMENS EMPOWERMENT IS A KEY TO SUCCESS IN THIS PROCESS
L -EN AND BOYS CAN ALSO BE NEGATIVELY AFFECTED BY ACTIONS POLICIES PROGRAMS PROJECTS AND
SOCIO ECONOMIC TRENDS
%XAMPLE
!MINA WAS A YEAR OLD GIRL WHO SUFFERED FROM OBSTRUCTIVE LABOUR FOR THREE DAYS 3HE WAS
ATTENDED TO ONLY BY A TRADITIONAL BIRTH ATTENDANT (ER MOTHER IN LAW DID NOT ALLOW HER TO BE
TAKEN TO THE 4HANA (EALTH #OMPLEX BECAUSE A MALE DOCTOR WOULD PERFORM THE DELIVERY OF THE
CHILD 7HEN !MINA WAS ABOUT TO DIE HER FATHER IN LAW AND HUSBAND WERE CONVINCED BY THE
NEIGHBOURS TO TAKE HER TO THE 4HANA (EALTH #OMPLEX THREE KILOMETRES AWAY /N THE WAY !MINA
BLED PROFUSELY HAD A STILL BIRTH AND DIED BEFORE REACHING HER DESTINATION
4O ANALYZE THIS SITUATION FROM A GENDER PERSPECTIVE THE FOLLOWING ISSUES CAN BE CONSIDERED
L !CCESS TO RESOURCES .EITHER !MINA NOR HER MOTHER IN LAW HAD ACCESS TO INFORMATION ON THE
SIGNS OF UNSAFE DELIVERY OR TO THE MEDICAL RESOURCES OF THE (EALTH #ENTRE !PPROPRIATE TRANSPORT
FOR WOMEN IN LABOUR WAS NOT AVAILABLE
L ,EVEL OF POWER !MINA DID NOT HAVE THE RIGHT TO DECIDE ABOUT HER MARRIAGE n SHE WAS MARRIED AT
THE AGE OF AND BECAME PREGNANT BEFORE HER BODY REACHED SUFFICIENT MATURITY FOR SAFE DELIVERY
!MINA DID NOT HAVE THE RIGHT TO DECIDE TO CONSULT A DOCTOR ON FAMILY PLANNING PRE NATAL CARE OR
THE DELIVERY OF HER CHILD
L #ONSTRAINTS AND OPPORTUNITIES THE FAMILY HELD TRADITIONAL BELIEFS THAT PREVENTED THEM FROM
TAKING !MINA TO HOSPITAL WHERE SHE MIGHT BE TREATED BY A MALE DOCTOR
L 0RACTICAL NEEDS !MINAS PRACTICAL NEED FOR SAFE CHILDBIRTH WAS NOT MET DUE TO HER LACK OF ACCESS
TO RESOURCES AND LACK OF DECISION MAKING POWER
!N )NTEGRATED !PPROACH TO 'ENDER BASED !NALYSIS EDITION 3TATUS OF 7OMEN #ANADA
3ESSION )))
3ESSION )6
'ENDER -AINSTREAMING AND -ENS )NVOLVEMENT
IN THE PROCESS TOWARDS 'ENDER %QUALITY
/BJECTIVES !T THE END OF THE SESSION PARTICIPANTS WILL BE ABLE TO
L $EVELOP A COMMON UNDERSTANDING ON GENDER MAINSTREAMING PROCESS ITS ROLE IN EFFORT TO ACHIEVE
GENDER EQUALITY
L 5NDERSTAND THE IMPORTANCE OF MENgS RESPONSIBILITY AND INVOLVEMENT FOR ACHIEVING GENDER EQUALITY
4OTAL 4IME HOUR MINUTES
3TEP )NTRODUCTION 3ELF -ULTIMEDIA
4HE &ACILITATOR WILL EXCHANGE GREETINGS WITH THE PARTICIPANTS MINS INTRODUCTION 0ROJECTOR
AND START THE SESSION BY BRIEFING ABOUT THE SESSIONS OBJECTIVES /(0
TIME FRAME AND THE METHODOLOGIES TO BE USEDv "RIEFING
0RESENTATION 3LIDES
2EF 3LIDE ON 3ESSION )6 /BJECTIVES 4RANSPARENCIES
4HE FACILITATOR WILL START THE DISCUSSION BY ASKING THE "RAINSTORMING
PARTICIPANTS EXAMPLES OF WHERE '/" MAINSTREAMS GENDER &LIPCHART
OR 7HITEBOARD
'ROUP 7ORK -ARKER PEN
4HIS CAN BE DONE BY USING A BRAINSTORMING METHOD OR IF TIME
PERMITS A GROUP WORK CAN BE CARRIED OUT BY DIVIDING THE
PARTICIPANTS IN THREE GROUPS
0OSSIBLE ANSWERS '20 '2"
3TEP /PEN
!FTER RECEIVING FEEDBACK EITHER FROM BRAINSTORMING SESSION MINS DISCUSSION
OR FROM GROUP WORK THE FACILITATOR WILL ANALYZE WITH THE 1UESTION
GROUP IF THESE EXAMPLES ARE RELEVANT TO DEMONSTRATE '/" !NSWER
GENDER MAINSTREAMING PROCESS SESSION
3TEP 4RANSPARENCY 4RANSPARENCY
4HE FACILITATOR WILL EXPLAIN THAT 'ENDER -AINSTREAMING IS A MINS 3LIDE SHOW ON
PROCESS OF ASSESSING THE IMPLICATION OF WOMEN AND MEN OF 'ENDER
ANY PLANNED ACTIONS INCLUDING LAW POLICIES -AINSTREAMING
PROJECTPROGRAMME IN ANY AREA AND AT ANY LEVELS 4O DEFINITIONAL
MAINSTREAM 'ENDER A '"! IS CONDUCTED TO IDENTIFY THE ASPECT
DIFFERENTIAL NEEDS AND RIGHTS OF WOMEN AND MEN AND THIS ALSO
CREATES OPPORTUNITIES FOR BOTH TO PARTICIPATE EQUALLY IN THE
DEVELOPMENT 0ROGRAMME
4HEN THE &ACILITATOR WILL REFER TO PREVIOUS SESSION
ON '"! WHICH IS THE BACKBONE OF GENDER MAINSTREAMING
4HE QUALITY OF '"! INFLUENCE THE QUALITY OF GENDER
MAINSTREAMING
3ESSION )6
)F DIFFERENTIAL NEEDS BETWEEN MEN AND WOMEN ARE NOT OR
WRONGLY IDENTIFIED SUBSEQUENT STRATEGIES AND ACTIONS TO
REDUCE THE GAP BETWEEN MEN AND WOMEN ACCESS TO RESOURCES
AND EQUAL RIGHT CANNOT BE ADDRESSED
'ENDER MAINSTREAMING DOES NOT CALL FOR SEPARATE PROJECTS AND
PROGRAMS FOR WOMEN ONLY 'ENDER MAINSTREAMING PROCESS
REQUIRES THAT THE DIFFERENTIAL NEEDS AND ASPIRATIONS OF BOTH
WOMEN AND MEN SHOULD BE ASSESSED AND INCORPORATED IN
PROGRAM DESIGN THROUGHOUT THE WHOLE PROJECT CYCLE !DEQUATE
BUDGET PROVISIONS TO ADDRESS GENDER ISSUES SHOULD BE REFLECTED
IN THE PROGRAM DOCUMENT -ONITORING INDICATORS FOR ASSESSING
PROGRESS OF ACTIVITIES FROM GENDER PERSPECTIVES SHOULD BE
ENSURED 'ENDER -AINSTREAMING REQUIRES OPENING UP THE
OPPORTUNITIES FOR WOMEN AND REMOVAL OF CONSTRAINTS THAT LIMIT
THEIR PARTICIPATION AND ACCESS TO AND CONTROL OVER THE RESOURCES
AND BENEFITS
2EF 3LIDE ! ON 'ENDER -AINSTREAMING
3TEP "RAINSTORMING 4RANSPARENCY
MINS 3LIDE SHOW ON
(ERE THE &ACILITATOR WILL REQUEST THE PARTICIPANTS TO RECALL THE -ENS
PREVIOUS SESSION ON SEX AND GENDER WHERE THE )NVOLVEMENT
BENEFITSCONSEQUENCES OF GENDER EQUALITY HAVE BEEN
DISCUSSED 3HE WOULD LINK BETWEEN BENEFITS CONSEQUENCES
OF GENDER EQUALITY AND ROLE OF MEN IN THE GENDER
MAINSTREAMING STRATEGY BY REFERRING TO PREVIOUS SESSION
4HE &ACILITATOR WILL ASK THE PARTICIPANTS THROUGH BRAIN
STORMING 7HY INVOLVE MEN IN PROGRAMME &ACILITATOR MAY
PROVIDE EXAMPLE OF 6!7 PROJECT OR )NCOME 'ENERATION
!CTIVITIES RELATED PROJECTS AS MENgS INVOLVEMENT OR SUPPORT IS
VERY IMPORTANT HERE TO REDUCE 6!7 OR IN CREASE ECONOMIC
EMPOWERMENT OF WOMEN RESPECTIVELY
)F PARTICIPANTS HAVE ANY QUESTIONS THE FACILITATOR WILL MENTION
THAT THERE WILL BE SCOPES FOR FURTHER CLARIFICATION IN SESSION
DURING DISCUSSION ABOUT GENDER NEUTRAL PROJECTS
4HE FACILITATOR WILL EXPLAIN THE IMPORTANCE OF MENgS
INVOLVEMENT IN 'ENDER MAINSTREAMING IN BOTH PRACTICAL AND
STRATEGIC ASPECTS !S THE PEOPLE WHO DOMINATE
DECISION MAKING AND HOLD MOST POWER IN GOVERNMENT
SYSTEMS THEIR COMMITMENT TO ENSURING THAT MAINSTREAM
POLICIES PLANS PROGRAMME PROJECTS AND BUDGETS INTEGRATE
MEASURESALLOCATIONS TO CLOSE GENDER GAPS AND ADDRESS GENDER
INEQUALITIES AND ENSURES THAT THE MAJORITY OF DEVELOPMENT
EFFORTS ADDRESS THE NEEDS OF BOTH WOMEN AND MEN SO THAT
GENDER EQUALITY EFFORTS ARE NOT MARGINALIZED AND STARVED FOR
FUNDING
2EF 3LIDE " ON -ENS INVOLVEMENT IN ACHIEVING 'ENDER
EQUALITY
3ESSION )6
3TEP ,EARNING POINTS MINS
4HE &ACILITATOR WILL ASK THE PARTICIPANTS ABOUT THEIR
UNDERSTANDING OF
L 'ENDER -AINSTREAMING
L ,INK BETWEEN GENDER MAINSTREAMING AND '"!
L 5NDERSTAND gGENDER MAINSTREAMING CONCEPTq
Î )MPORTANCE OF '"! TO IMPLEMENT GENDER
MAINSTREAMING EFFICIENTLY
Î )MPORTANCE OF LINK BETWEEN GENDER MAINSTREAMING
AND '"!
L )MPORTANCE OF GENDER MAINSTREAMING FOR DESIGNING AND
REVIEWING $00400
Î TO ENSURE EQUITABLE PROJECTPROGRAMS MEN AND
WOMEN EQUAL ACCESS AND CONTROL OVER RESOURCES AND
POWER
Î TO ENHANCE PARTNERSHIP BETWEEN MEN AND WOMEN
Î TO REDUCE 6!7 AND
Î TO CHANGE MINDSET OF POWER AND PRIVILEGES FOR MEN
3TEP #ONCLUSION MINS 4RANSPARENCY 4RANSPARENCIES
3LIDE 3LIDES ON KEY
4HE FACILITATOR WILL SUMMARIZE THE LEARNING POINTS THROUGH 0RESENTATION POINTS OF 'ENDER
PRESENTING THE KEY POINTS OF h'ENDER MAINSTREAMINGv AS -AINSTREAMING
NECESSARY TO DESIGN $00400
4HE FACILITATOR WILL CONCLUDE THE SESSION THROUGH THANKING THE
PARTICIPANTS FOR THEIR ACTIVE COOPERATION AND ENCOURAGE THEM
TO SHARE APPLY THEIR LEARNING IN THEIR RESPECTIVE ORGANIZATIONS
DEPARTMENTS WHILE DESIGNING AND REVIEWING $00400
3ESSION )6
3ESSION
'ENDER -AINSTREAMING AND MENS
INVOLVEMENT IN PROCESS TOWARD 'ENDER %QUALITY
Policy Leadership
and Advocacy for
,EVEL OF UNDERSTANDING ON MENgS RESPONSIBILITY
FORINVOLVEMENT IN ACHIEVING GENDER EQUALITY
$EVELOP A COMMON UNDERSTANDING ON GENDER
MAINSTREAMING PROCESS ITS ROLE IN EFFORT TO ACHIEVE
GENDER EQUALITY
Policy Leadership
and Advocacy for
3ESSION )6
'ENDER
-AINSTREAMING
Policy Leadership
and Advocacy for
'ENDER -AINSTREAMING IS
! PROCESS FOR INTEGRATING THE CONCERNS AND
EXPERIENCES OF WOMEN AS WELL AS MEN IN DESIGN
IMPLEMENTATION MONITORING AND EVALUATION OF
POLICIES AND OF ASSESSING THE IMPLICATION OF WOMEN
AND MEN OF ANY PLANNED ACTIONS INCLUDING LAW
POLICIES PROJECT PROGRAMMES IN ANY AREA AND AT ANY
LEVELS
Policy Leadership
and Advocacy for
'ENDER -AINSTREAMING IS NOT
! WOMEN ONLY ISSUE
*UST ABOUT IMPROVING ACCESS OR OF BALANCING THE
STATISTICS
!BOUT ONLY WOMEN TAKING ACTION
!BOUT ONLY WOMEN BENEFITING FROM IT
!BOUT STOPPING OR REPLACING GENDER SPECIFIC POLICIES
AND PROJECTS TARGETED AT EITHER WOMEN OR MEN
Policy Leadership
and Advocacy for
3ESSION )6
'ENDER -AINSTREAMING MEANS
! PRO ACTIVE PROCESS DESIGNED TO TACKLE INEQUALITIES
THAT DISCRIMINATE AGAINST EITHER SEX
2EPRESENTING A FURTHER STEP IN THE SEARCH FOR EQUALITY
Policy Leadership
and Advocacy for
'ENDER -AINSTREAMING MEANS
$ESIGNING )MPLEMENTING AND -ONITORING 'ENDER RESPONSIVE
PROJECTSPROGRAMS AND PREPARING 'ENDER RESPONSIVE BUDGET THAT
2ECOGNIZE THE DIFFERENCES EXIST IN MENS AND WOMENS
LIVES AND THEREFORE OUR NEEDS EXPERIENCES AND PRIORITIES
ARE DIFFERENT
4AKE IN CONSIDERATION 0RACTICAL 'ENDER .EEDS 0'. AND
3TRATEGIC 'ENDER )NTEREST 3')
Policy Leadership
and Advocacy for
'ENDER -AINSTREAMING
)NVOLVES A WILLINGNESS TO ESTABLISH A BALANCED DISTRIBUTION OF
RESPONSIBILITIES BETWEEN WOMEN AND MEN
.EEDS DETERMINED POLITICAL ACTION AND SUPPORT WITH CLEAR
INDICATORS AND TARGETS
7ILL NOT HAPPEN OVERNIGHT IT IS A CONTINUOUS PROCESS
Policy Leadership
and Advocacy for
3ESSION )6
'ENDER -AINSTREAMING AIMS AT
! ,ONG LASTING CHANGES IN SOCIETY TRANSFORMING
PARENTAL ROLES FAMILY STRUCTURES AND THE ORGANIZATION
OF WORK TIME AND EVEN INSTITUTIONAL PRACTICES
!T RESHAPING THE MAINSTREAM RATHER THAN ADDING
ACTIVITIES FOR WOMEN AT THE MARGINS
Policy Leadership
and Advocacy for
'ENDER -AINSTREAMING AIMS AT
! PARTNERSHIP BETWEEN WOMEN AND MEN TO ENSURE BOTH
PARTICIPATE FULLY IN SOCIETYS DEVELOPMENT AND BENEFIT
EQUALLY FROM SOCIETYS RESOURCES -ORE ATTENTION TO
MEN AND THEIR ROLE IN CREATING A MORE EQUAL SOCIETY
2ESPONDING TO THE ROOT CAUSES OF INEQUALITY AND
PUTTING REMEDIAL ACTION IN PLACE
Policy Leadership
and Advocacy for
'ENDER -AINSTREAMING COVERS
0OLICY DESIGN
$ECISION MAKING
!CCESS TO RESOURCES
0ROCEDURES AND PRACTICES
-ETHODOLOGY
)MPLEMENTATION
-ONITORING AND EVALUATION
Policy Leadership
and Advocacy for
3ESSION )6
(OW 'ENDER -AINSTREAMING IS DONE
"Y CONDUCTING 'ENDER "ASED !NALYSIS
)DENTIFYING AND ADDRESS GENDER GAPS
!SKING THE RIGHT QUESTIONS TO SEE WHERE LIMITED
RESOURCES SHOULD BE BEST DIVERTED
Policy Leadership
and Advocacy for
(OW 'ENDER -AINSTREAMING IS DONE
.EXT SESSIONS YOU WILL BE INTRODUCED TO '/" TOOLS FOR
'ENDER 2ESPONSIVE 'UIDELINES FOR $ESIGN AND
2EVIEW OF $EVELOPMENT 0ROJECTS
"UDGET #IRCULAR 3TANDARD ON 7OMENS
!DVANCEMENT AND THEIR 2ELEVANCE TO 0ROJECT 0ROGRAM
$ESIGN2EVIEW
Policy Leadership
and Advocacy for
-ENS )NVOLVEMENT
IN !CHIEVING
'ENDER %QUALITY
Policy Leadership
and Advocacy for
3ESSION )6
-ENS INVOLVEMENT
IN ACHIEVING 'ENDER %QUALITY
'ENDER %QUALITY IS ACKNOWLEDGEMENT OF DIFFERENCES
BETWEEN WOMEN AND MEN AND PROVIDING EQUAL
OPPORTUNITIES AND CHANCES TO BOTH WOMEN AND MEN
TAKING IN CONSIDERATION THESE DIFFERENCES
Policy Leadership
and Advocacy for
-ENS INVOLVEMENT
7ITH A GROWING GENDER EQUALITY MOVEMENT IT IS
POSSIBLE THAT THE NEXT GENERATION OF YOUNG MEN AND
WOMEN WILL GROW UP IN A SOCIETY WHERE MUTUAL RESPECT
AND SUPPORT AND SHARED SENSE OF RESPONSIBILITIES WILL
EXIST
Policy Leadership
and Advocacy for
-ENS INVOLVEMENT
4O CREATE BROAD CONSENSUS ON MENgS INVOLVEMENT ON
GENDER ISSUES IT IS IMPORTANT THAT MEN RECOGNIZE THAT
'ENDER %QUALITY IS ALSO AN AIM THAT WILL BENEFIT TO BOTH
MEN AND WOMEN
4O CHANGE THE MINDSET OF THOSE MEN WHO BELIEVE IN WORK
ON PRESERVING OF MENgS POWER AND PRIVILEGE AND
OPPRESSING WOMEN
Policy Leadership
and Advocacy for
3ESSION )6
"ENEFITS OF -ENS INVOLVEMENT
-ENS INVOLVEMENT
"RINGS INSIGHT INTO THE SOCIAL CULTURAL AND POLITICAL ISSUES
THAT INFLUENCE EXISTING GENDER ORDERS IN THE ORGANIZATION
INSTITUTION
3TRENGTHEN PARTNERSHIP BETWEEN WOMEN AND MEN AND
BETWEEN MEN AND OTHER MEN WHO ARE NOT IN POSITIONS OF
INFLUENCE AND POWER
Policy Leadership
and Advocacy for
"ENEFITS OF -ENS INVOLVEMENT
-ENS INVOLVEMENT
#ONTRIBUTE TO DEVELOP STRATEGIES FOR ELIMINATING VIOLENCE
AGAINST WOMEN
(ELPS MOBILIZE RESOURCES SO THAT WOMEN MAY HAVE EASY
ACCESS AND CONTROL
)MPACT POSITIVELY ON THE LIVES OF WOMEN AND MEN IN THE
WORKPLACE COMMUNITY AND FAMILY
Policy Leadership
and Advocacy for
3ESSION )6

(ANDOUTS FOR 3ESSION )6
'ENDER -AINSTREAMING AND -ENS )NVOLVEMENT
(ANDOUT ! !DDITIONAL )NFORMATION ON 'ENDER -AINSTREAMING
$EFINITION OF 'ENDER -AINSTREAMING
4HE CONCEPT OF BRINGING GENDER ISSUES INTO THE MAINSTREAM OF SOCIETY WAS CLEARLY ESTABLISHED AS A
GLOBAL STRATEGY FOR PROMOTING GENDER EQUALITY IN THE 0LATFORM FOR !CTION ADOPTED AT THE 5NITED .ATIONS
&OURTH 7ORLD #ONFERENCE ON 7OMEN HELD IN "EIJING #HINA IN )T HIGHLIGHTED THE NECESSITY TO
ENSURE THAT GENDER EQUALITY IS A PRIMARY GOAL IN ALL AREAS OF SOCIAL AND ECONOMIC DEVELOPMENT
)N *ULY THE 5NITED .ATIONS %CONOMIC AND 3OCIAL #OUNCIL %#/3/# DEFINED THE CONCEPT OF
GENDER MAINSTREAMING AS FOLLOWS
-AINSTREAMING A GENDER PERSPECTIVE IS THE PROCESS OF ASSESSING THE IMPLICATIONS FOR WOMEN AND MEN
OF ANY PLANNED ACTION INCLUDING LEGISLATION POLICIES OR PROGRAMMES IN ANY AREA AND AT ALL LEVELS )T IS
A STRATEGY FOR MAKING THE CONCERNS AND EXPERIENCES OF WOMEN AS WELL AS OF MEN AN INTEGRAL PART OF THE
DESIGN IMPLEMENTATION MONITORING AND EVALUATION OF POLICIES AND PROGRAMMES IN ALL POLITICAL
ECONOMIC AND SOCIETAL SPHERES SO THAT WOMEN AND MEN BENEFIT EQUALLY AND INEQUALITY IS NOT
PERPETUATED 4HE ULTIMATE GOAL OF MAINSTREAMING IS TO ACHIEVE GENDER EQUALITY
!S A FOLLOW UP TO COMMITMENTS MADE IN THE FRAMEWORK OF THE "EIJING 0LATFORM FOR !CTION
'O" DEVELOPED A .ATIONAL !CTION 0LAN .!0 FOR THE !DVANCEMENT OF 7OMEN !CTION 0LANS
WERE DEVELOPED BY FIFTEEN MINISTRIESDIVISIONS IDENTIFYING CRITICAL INTERVENTIONS FOR
MAINSTREAMING GENDER IN THE PUBLIC SECTOR 4HE FOLLOWING ACTIONS WERE SUGGESTED AMONG OTHERS
IN THE .!0 FOR STRENGTHENING GENDER MAINSTREAMING WITHIN THE -INISTRY OF 0LANNING AND THE
0LANNING #OMMISSION
L DEVELOP A COORDINATED AND CONSISTENT WOMENS DEVELOPMENT APPROACH FOR INTEGRATING
WOMENS NEEDS AND INTERESTS INTO PLANS AND PROJECTS
L PROVIDE GUIDANCE TO SECTORAL MINISTRIES IN ORDER TO MAINSTREAM WOMENS DEVELOPMENT IN THE
PREPARATION OF PROJECT PROPOSALS
L FACILITATE MONITORING OF RESOURCES EARMARKED FOR WOMEN
L DEVELOP GENDER DISAGGREGATED DATA TO ALLOW PLANNERS TO ASSESS WOMENS SITUATION IN ANY
PARTICULAR SECTOR AND TO COMPARE IT WITH THAT OF MEN IN ORDER TO TAKE INFORMED DECISIONS ON
POLICIES AND PROGRAMMES
L ENSURE INCORPORATION OF WOMENS CONCERNS NEEDS AND INTERESTS IN SECTORAL PLANS AND
PROJECTS
L CREATE AWARENESS ABOUT GENDER THE NEED FOR WOMENS EMPOWERMENT AND ITS RELATION WITH
OVERALL DEVELOPMENT OF THE COUNTRY
'ENDER 'LOSSARY BY 0OLICY ,EADERSHIP AND !DVOCACY FOR 'ENDER %QUALITY 0,!'% )) -INISTRY OF 7OMEN AND
#HILDREN !FFAIRS
3ESSION )6
4RANSFORMATION BY -AINSTREAMING
! GENDER MAINSTREAMING STRATEGY IS A STRATEGY FOR TRANSFORMING SOCIETY AND ITS INSTITUTIONS SO THEY CAN
WORK TOWARDS GENDER EQUALITY )T IS NOT ABOUT DOING DIFFERENT THINGS BUT DOING THINGS DIFFERENTLY MUCH
OF WHICH IS SIMPLY GOOD DEVELOPMENT PRACTICE AND CONTRIBUTES TO BETTER DEVELOPMENT RESULTS
-AINSTREAMING IS NOT ABOUT ADDING A WOMANgS COMPONENT OR EVEN A GENDER EQUALITY COMPONENT
INTO AN EXISTING ACTIVITY )T GOES BEYOND INCREASING WOMENgS PARTICIPATION IT MEANS BRINGING THE
EXPERIENCE KNOWLEDGE AND INTERESTS OF WOMEN AND MEN TO BEAR ON THE DEVELOPMENT AGENDA
-AINSTREAMING MAY INCLUDE GENDER SPECIFIC INTERVENTIONS AND AFFIRMATIVE ACTION WHENEVER WOMEN OR
MEN ARE IN A PARTICULARLY DISADVANTAGEOUS POSITION 4HESE INTERVENTIONS CAN TARGET WOMEN EXCLUSIVELY
MEN AND WOMEN TOGETHER OR ONLY MEN TO ENABLE THEM TO PARTICIPATE IN AND BENEFIT EQUALLY FROM
DEVELOPMENT EFFORTS 4HESE TEMPORARY MEASURES ARE NECESSARY TO COMBAT THE DIRECT AND INDIRECT
CONSEQUENCES OF PAST DISCRIMINATION )T MAY REQUIRE CHANGES IN GOALS AND STRATEGIES 4HE GOAL OF
MAINSTREAMING GENDER EQUALITY IS THUS THE TRANSFORMATION OF UNEQUAL SOCIAL AND INSTITUTIONAL STRUCTURES
INTO EQUAL AND JUST STRUCTURES FOR BOTH MEN AND WOMEN )T ENSURES THAT INITIATIVES NOT ONLY RESPOND TO
GENDER DIFFERENCES BUT SEEK TO REDUCE GENDER INEQUALITY
'ENDER MAINSTREAMING IS A PRO ACTIVE PROCESS DESIGNED TO TACKLE INEQUALITIES WHICH DISCRIMINATE
AGAINST EITHER FEMALES AND MALES AND REPRESENTS A FURTHER STEP IN THE SEARCH FOR EQUALITY )T MEANS
DESIGNING IMPLEMENTING AND MONITORING 'ENDER RESPONSIVE PROJECTSPROGRAMS AND PREPARING 'ENDER
RESPONSIVE BUDGETS )T FOCUSES ON POLICY DESIGN DECISION MAKING STATUS ACCESS TO RESOURCES
PROCEDURES AND PRACTICES METHODOLOGY IMPLEMENTATION AND MONITORING AND EVALUATION
'ENDER -AINSTREAMING IS DONE BY CONDUCTING A GENDER BASED ANALYSIS '"! 4HIS ANALYSIS CONSISTS
IN ASKING IS THE RIGHT QUESTIONS TO IDENTIFY GENDER GAPS TO SEE WHERE RESOURCES SHOULD BE BEST ALLOCATED
TO ADDRESS THESE GAPS
'ENDER MAINSTREAMING WITHIN GOVERNMENT CAN TAKE NUMEROUS FORMS 3OME OF THE MORE FREQUENT
ACTIVITIES CONSIST OF
L STRENGTHENING POLITICAL WILL FOR ADDRESSING GENDER INEQUALITY
L INCREASING THE NUMBER OF WOMEN IN DECISION MAKING POSITIONS WITH GOVERNMENT AND THE
PUBLIC SECTOR
L INCORPORATING GENDER CONCERNS INTO THE GOVERNMENT PLANNING AND BUDGETARY PROCESSES
L ENGENDERING THE PLANNING CYCLES OF SECTORAL MINISTRIES AND CAPACITY BUILDING PROGRAMMES
L INTEGRATING GENDER CONCERNS IN THE -INISTRIES HUMAN RESOURCE MANAGEMENT AND
DEVELOPMENT POLICIES AND PRACTICES AND
L BUILDING LINKAGES AND COLLABORATION BETWEEN 'OVERNMENT AND .'/S FOR ADVANCING THE
GENDER EQUALITY AGENDA
(ANDOUT " -ENS )NVOLVEMENT IN !CHIEVING 'ENDER %QUALITY
!S HEADS OF STATE AND GOVERNMENT MINISTERS AS LEADERS OF RELIGIOUS AND FAITH BASED INSTITUTIONS AS
JUDGES AS HEADS OF ARMIES AND OTHER AGENCIES OF FORCE AS VILLAGE HEADS OR INDEED AS HUSBANDS AND
FATHERS MEN OFTEN WIELD ENORMOUS POWER OVER MANY ASPECTS OF WOMENS LIVES 4HEY OFTEN CONTROL
ACCESS TO RESOURCES SUCH AS LANDS AND HOUSEHOLDS FINANCES INFORMATION AND SERVICES
3ESSION )6
)DEAS ABOUT MANHOOD ARE DEEPLY INGRAINED &ROM AN EARLY AGE BOYS MAY BE SOCIALIZED INTO GENDER
ROLES DESIGNED TO KEEP MEN IN POWER AND IN CONTROL -ANY GROW UP TO BELIEVE THAT DOMINANT BEHAVIOUR
TOWARDS GIRLS AND WOMEN IS PART OF BEING A MAN 2ISK TAKING AND AGGRESSIVE SEXUAL BEHAVIOUR ON THE
PART OF YOUNG MEN ARE OFTEN APPLAUDED BY PEERS AND CONDONED BY SOCIETY 4HESE STEREOTYPES RESULT IN
HARM TO BOTH WOMEN AND MEN AND ERODE POSSIBILITIES OF ESTABLISHING SATISFYING MUTUALLY RESPECTFUL
RELATIONSHIPS
%FFECTIVE PROGRAMMES ALSO RECOGNIZE THAT GENDER ROLES AND RELATIONS ARE DEPENDENT ON SOCIAL CONTEXTS
IN WHICH CULTURAL RELIGIOUS ECONOMIC POLITICAL AND SOCIAL CIRCUMSTANCES ARE INTERTWINED 4HEY ARE
BASED ON THE IDEA THAT GENDER RELATIONS ARE NOT STATIC AND CAN BE CHANGED
)N THIS CONTEXT IT IS CLEAR THAT MEN NEED TO BE INVOLVED IF GENDER EQUALITY IS TO BE ACHIEVED -MANY MEN
WELCOME THE IDEA OF MUTUALLY SATISFYING RELATIONSHIPS BUILT ON TRUST AND COMMUNICATION 4HEREFORE IT
IS IMPORTANT TO INCREASE MENS SENSE OF OWNERSHIP OVER NEW INITIATIVES THAT PROMOTE GENDER EQUITY
EQUALITY AND WOMENS EMPOWERMENT AND THE IMPORTANCE OF NON VIOLENCE AGAINST WOMEN )T RECOGNIZES
MENS REPRODUCTIVE AND SEXUAL HEALTH NEEDS INCLUDING YOUNG MEN AND ECONOMICALLY DEPRIVED OR
DISPLACED
)NVOLVEMENT AND DISCUSSIONS ON ISSUES SURROUNDING MASCULINITY RELATIONSHIPS AND SEXUALITY CAN
CONTRIBUTE TO THE DECONSTRUCTION OF NEGATIVE HIGH RISK AND SOMETIMES HARMFUL ATTITUDES OF MEN
TOWARDS WOMEN )T BUILDS CONFIDENCE TRUST AND QUALITY PARTNERSHIPS BETWEEN MEN AND WOMEN TOWARDS
A POSITIVE IMPACT ON WOMEN AND RESPECT FOR THEM IN THE WORKPLACE COMMUNITY AND FAMILY
3ESSION )6
3ESSION 6
'OVERNMENTS 0OLICY #OMMITMENTS FOR 'ENDER %QUALITY
L 'ET ACQUAINTED WITH THE DIFFERENT NATIONAL AND INTERNATIONAL 'ENDER %QUALITY COMMITMENTS OF THE
'OVERNMENT OF "ANGLADESH AND IMPORTANCE OF TRANSLATING THESE POLICIES INTO PROJECT PLANNING AND
REVIEWING
4OTAL 4IME HOURS
3TEP MINS 3ELF -ULTIMEDIA
4HE &ACILITATOR WILL EXCHANGE GREETINGS WITH THE PARTICIPANTS )NTRODUCTION 0ROJECTOR /(0
AND START THE SESSION BY BRIEFING ABOUT THE SESSIONS "RIEFING 3LIDES
OBJECTIVES TIME FRAME AND THE METHODOLOGIES TO BE USEDv 0RESENTATION 4RANSPARENCIES
2EF 3LIDE ON 3ESSION 6 /BJECTIVES &LIPCHART
7HITEBOARD
-ARKER PEN
3TEP MINS 3HORT -ULTIMEDIA
"EFORE STARTING THE MAIN CONTENTS OF THE 0OLICY DOCUMENTS PRESENTATION /(0
THE FACILITATOR WILL EMPHASIZE THE IMPORTANCE OF KNOWING WITH THE
ABOUT "ANGLADESH 'OVERNMENTS GENDER EQUALITY POLICY INTERACTION OF 3LIDES
COMMITMENTS AND LINK WITH THE PARTICIPANTS OWN WORKING PARTICIPANTS
AREA
4HE &ACILITATOR WILL INFORM THE PARTICIPANTS THAT CONCEPTUAL
CLARITY ON 3EX AND 'ENDER 'ENDER MAINSTREAMING AND
'ENDER EQUALITY AND %MPOWERMENT OF 7OMEN WILL BE
DISCUSSED AS THESE TERMS WOULD BE REFERRED SEVERAL TIMES
DURING THE DELIBERATION OF NATIONAL AND INTERNATIONAL POLICY
DOCUMENTS
4HEN FACILITATOR COULD ASK SOME QUESTIONS TO THE PARTICIPANTS
TO ASSESS THEIR LEVEL OF UNDERSTANDING AND THEN EXPLAIN
ACCORDING TO NEED THROUGH SLIDES WITH PRACTICAL EXAMPLE
3TEP MINS "RAIN &LIP #HART
4HE &ACILITATOR WILL ASK THE PARTICIPANTS TO TALK ABOUT DIFFERENT STORMING 7HITEBOARD
'% NATIONAL AND INTERNATIONAL POLICY DOCUMENTS &OR "OARD
EXAMPLE NAME OF THE DOCUMENTS AND YEARS OF -ARKER
APPROVALENDORSEMENT RATIFICATIONS BY '/" -ARKER PEN
4HE &ACILITATOR WILL RWITE DOWN THE FINDINGS OF THE BRAIN
STORMING EXERCISE IN THE FLIP CHART 4HEN SHE WILL DISCUSS THOSE
FOR FURTHER CLARITY IF NEEDED AND CONCLUDE BRAIN STORMING
FINDINGS AND START THE STEP
3ESSION 6
3TEP MINS 0OWER 0OINT -ULTI MEDIA
)F PARTICIPANTS MISSED ANY INFORMATION RELATED TO POLICY 0RESENTATION 3LIDES ON
DOCUMENTS WHICH OFTEN WOULD BE THE CASE THEN FACILITATOR WILL 0OLICY
PRESENT THE INTERNATIONAL AND NATIONAL POLICY INSTRUMENTS ON $OCUMENTS
'% ISSUES BY USING 0OWER0OINT 0RESENTATION SEQUENTIALLY
4HE FACILITATOR WILL FIRST START WITH INTERNATIONAL POLICY 0HOTOCOPIES
INSTRUMENTS AND EXPLAIN HOW THESE INTERNATIONAL POLICY OF ALL RELATED
INSTRUMENTS INFLUENCED NATIONAL POLICY INSTRUMENTS NATIONAL AND
INTERNATIONAL
4HE PARTICIPANTS WILL BE INFORMED THAT "ANGLADESH HAS POLICY
INTERNATIONAL AND NATIONAL POLICY COMMITMENTS TOWARDS GENDER DOCUMENTS
EQUALITY ISSUES 4HE INTERNATIONAL POLICY DOCUMENTS HAVE
INFLUENCED THE 'OVERNMENT OF "ANGLADESH FOR TAKING
NECESSARY MEASURES TO IMPLEMENT THE INTERNATIONAL POLICY
COMMITMENTS AT NATIONAL LEVEL 4HE FACILITATOR WILL ALSO DIST
RIBUTE THE INTERNATIONAL POLICY DOCUMENTS TO THE PARTICIPANTS
4HEN SHE PRESENTS AND EXPLAINS THE DOCUMENTS IN FOLLOWING
MANNER
2EF 3LIDE ! ON '/" 0OLICY #OMMITMENTS
I &IRST #ONVENTION ON THE %LIMINATION OF !LL &ORMS OF
$ISCRIMINATION !GAINST 7OMEN #%$!7 WILL BE DISCUSSED
#%$!7 HAS !RTICLES AND OUT OF THEM !RTICLES ARE
CENTERED AROUND ON EQUALITY AND DIGNITY OF WOMEN IN ALL
ASPECTS OF LIFE "ANGLADESH HAS BECOME A SIGNATORY OF THE
#%$!7 IN )NITIALLY "ANGLADESH MADE FOUR
RESERVATIONS ON #%$!7 !RTICLES AND IN OUT OF
TWO RESERVATIONS WERE WITHDRAWN 0HOTOCOPY OF #%$!7
DOCUMENT WITH INDICATION OF RESERVATIONS BY '/" TO BE
DISTRIBUTED TO THE PARTICIPANTS FOR FURTHER STUDYREADING
MATERIAL
II 3ECOND THE FACILITATOR WILL DISCUSS THE "EIJING 0LATFORM
&OR !CTION 0&! 4HE &ACILITATOR WILL PRESENT THAT "ANGLADESH
ALSO BECAME A SIGNATORY OF THE "EIJING 0LATFORM FOR !CTION
0&! WITHOUT ANY RESERVATIONS )T HAS TWELVE CRITICAL
@#ONCERNS RELATED TO DISCRIMINATION AND WOMENS HUMAN
RIGHTS VIOLATION 4HE 0&! DECLARATION DEMANDED THAT ALL
SIGNATORY COUNTRIES WILL ADDRESS THE h #ONCERNSv AS
OUTLINED IN THE 0&! FOR WOMENS ADVANCEMENT LEADING TO
GENDER EQUALITY 0ROVIDE PHOTOCOPY OF 0&!
#ONCERNS TO THE PARTICIPANTS WHICH ARE SELF EXPLANATORY
FOR FURTHER STUDYREADING MATERIAL !T THIS POINT THE
FACILITATOR WILL MAKE LINK OF INFLUENCING INTERNATIONAL POLICY
COMMITMENT TO ADOPT NATIONAL COMMITMENT AND WILL GIVE THE
EXAMPLE OF .ATIONAL 7OMEN 0OLICY AND THE .ATIONAL !CTION
0LAN FOR 7OMENS !DVANCEMENT WHICH WERE ADOPTED IN
AND RESPECTIVELY TO IMPLEMENT THE 0&!
3ESSION 6
)F PARTICIPANTS ASK ANY QUESTIONS OR CLARIFICATIONS THE
FACILITATOR WILL ADDRESS THOSE
III 4HIRD THE &ACILITATOR WILL FOCUS ON ANOTHER IMPORTANT
INTERNATIONAL COMMITMENT SIGNED BY '/" THE -ILLENNIUM
$EVELOPMENT 'OALS -$'S 4HE -$' HAS 'OALS
AND OUT OF THEM 'OALS ARE DIRECTLY LINKED WITH WOMENS
DIRECT INVOLVEMENT AND RESTS 'OALS HAVE INFLUENCE ON
WOMENS LIVES INDIRECTLY 4HE &ACILITATORS WILL GIVE A BRIEF
ABOUT THE GOALS AND THE DISCUSSION WILL BE CENTERED FROM
GENDER MAINSTREAMING AND GENDER EQUALITY PERSPECTIVES
0ROVIDE PHOTOCOPY OF THE 'OALS OF -$'S
!T THIS POINT THE FACILITATOR WILL REFER USING SOME
PRACTICAL EXAMPLES FROM THE DOCUMENTS ABOUT HOW
#%$!7 0&! AND -$'S HAVE INFLUENCED .ATIONAL
3TRATEGY FOR !CCELERATED 0OVERTY 2EDUCTION .3!02
)NFORM THE PARTICIPANTS ABOUT THE AVAILABILITY OF MANY OTHER
IMPORTANT INTERNATIONAL DOCUMENTS ON DIFFERENT SECTORAL AND
SOCIAL ISSUES FOR EXAMPLES (EALTH )#0$ 'OVERNANCE
ISSUE %NVIRONMENT #LIMATE #HANGE ETC
3TEP MINS 0RESENTATION -ULTI MEDIA
4HE &ACILITATOR WILL START THE DISCUSSION ON .ATIONAL $ISCUSSI ON 2ELEVANT
0OLICY $OCUMENTS 4HIS WILL INCLUDE A PRESENTATION ON THE AND 3LIDES ON
"ANGLADESH #ONSTITUTION THE FIRST NATIONAL STATE INSTRUMENT #LARIFICATIONS "ANGLADESH
FOR PEOPLE OF "ANGLADESH IRRESPECTIVE OF CLASS RACE SEX #ONSTITUTION
AND RELIGION AND GENDER EQUITY AND GENDER EQUALITY ISSUES
4HEN THE &ACILITATOR WILL START THE DISCUSSION FROM THE
PERSPECTIVE OF WOMENS ADVANCEMENT EQUITY AND EQUALITY
4HE &ACILITATOR WILL MENTION ONE OR TWO PROVISIONS FROM THE
#ONSTITUTION ARTICLES AND OF &UNDAMENTAL 2IGHTS
#HAPTER WHICH IS DIRECTLY CONNECTED WITH THE LIFE OF WOMEN
DISTRESSED AND DISADVANTAGED GROUP OF POPULATION
4HE FACILITATOR WILL TELL THE PARTICIPANTS THAT THE
#ONSTITUTION OF "ANGLADESH HAS KEPT THE PROVISION FOR
EQUALITY OF WOMEN AND MEN )T ALSO AUTHORIZED THE
GOVERNMENT TO ENACT LAWS AND CREATE PROVISIONS FOR
POSITIVE DISCRIMINATION THE EQUITY APPROACH IN FAVOR OF
WOMEN FOR ENSURING EQUALITY AND JUSTICE TOWARDS
WOMEN 4HE PARTICIPANTS WILL BE INFORMED THAT THE
#ONSTITUTION OF "ANGLADESH WAS ENACTED MUCH BEFORE THE
ABOVE INTERNATIONAL POLICY DOCUMENTS AND GUARANTEED
EQUALITY OF MEN AND WOMEN !RTICLE )T HAS ALSO KEPT
SPECIAL PROVISIONS FOR PROGRESS OF LESS DEVELOPED
SEGMENT OF THE POPULATION OF THE COUNTRY INCLUDING
WOMEN AND CHILDREN !RTICLE
3ESSION 6
4HE &ACILITATOR WILL CONCLUDE THE PRESENTATION BY IGHLIGHTING
THE #ONSTITUTIONAL PROVISIONS RELATED TO hALL CITIZENS ARE QUAL
IN THE EYE OF THE LAWv AND SPECIAL MEASURES WILL BE TAKEN
FOR THE POPULATION WHO ARE IN DISADVANTAGEOUS SITUATION
4HE &ACILITATOR WILL SAY BEFORE THE "EIJING DECLARATION OF
0&! 'OVERNMENT HAS FORMED THE .ATIONAL #OUNCIL FOR
7OMENgS $EVELOPMENT .#7$ FORMULATED .ATIONAL
7OMENS 0OLICY DEVELOPED THE .ATIONAL !CTION 0LAN
FOR 7OMENS !DVANCEMENT .!0 AND LASTLY THE
.ATIONAL 3TRATEGY FOR !CCELERATED 0OVERTY 2EDUCTION 0230
n) IN AND 0230 )) IN 4HE &ACILITATOR WILL ALSO
MENTION THAT THE 'OVERNMENT IS IN THE PROCESS OF PREPARATION
OF 3IXTH &IVE 9EAR 0LAN AND /UTLINE OF 0ARTICIPATORY
0ERSPECTIVE 0LAN /000 WHICH WILL GUIDE THE GENDER
RESPONSIVE DEVELOPMENT AGENDA IN THE COMING YEARS !LL
THESE NATIONAL POLICY PLANS STRATEGIES ARE BASED ON
#%$!7 0&! AND -$'S
3TEP MINS 0RESENTATION (ANDOUTS
4HE FACILITATOR WILL PRESENT SEQUENTIALLY THE .ATIONAL $ISCUSSION
7OMEN 0OLICY THE .ATIONAL !CTION 0LAN AND THE
.3!02 0ROVIDE PARTICIPANTS THE PHOTOCOPY OF RELEVANT PARTS
OF THE "ANGLADESH #ONSTITUTION .ATIONAL 7OMEN 0OLICY
.!0 AND .3!02
3TEP MINS 0RESENTATION (ANDOUTS
$ISCUSSION
4HEN SHE WILL SPEAK ON SOME IMPORTANT PARTS OF .!0 IE
FOR -INISTRIES !CTION 0LANS AND A #HAPTER TITLED
h'ENERALv FOR ALL THE -INISTRIES !T THIS POINT REFER TO THE
7)$ &OCAL 0OINTS MECHANISM TO COORDINATE THE
IMPLEMENTATION STATUS OF THE .!0 AND THE .!0 REPORTING
&ORMAT 4HE 7)$ &OCAL 0OINTS MECHANISM WAS INTRODUCED
IN WHERE THE -INISTRY OF 7OMEN AND #HILDREN !FFAIRS
-/7#! PLAYS THE COORDINATING AND MONITORING ROLE
3TEP MINS 0RESENTATION
$ISCUSSION
.OW THE FACILITATOR WILL SPEAK ON THE IMPORTANCE OF
TRANSLATING THESE POLICIES IN TO PROJECTS AND PROGRAMS THAT ARE
BEING PREPARED TO ADDRESS THE '/"S POLICY COMMITMENTS ON
'% ISSUES AS OUTLINED IN THE .ATIONAL AND )NTERNATIONAL
POLICIES AND STRATEGIES
4HE &ACILITATOR WILL EMPHASIZE BY SAYING THAT IT SHOULD BE
NOTED HERE THAT THE -INISTRIES AND ITS AGENCIES WILL PREPARE
4ECHNICAL 0ROJECT 0ROPOSALS 400 AND $EVELOPMENT 0ROJECT
3ESSION 6
0ROPOSALS $00 FOLLOWING THE GOVERNMENT APPROVED
&ORMATS FOR 400$00 )N *ULY THE -INISTRY OF
0LANNING0LANNING #OMMISSION APPROVED AND CIRCULATED
THE h'ENDER 2ESPONSIVE 'UIDELINES FOR $ESIGN AND 2EVIEWv
PREPARED WITH THE -INISTRY OF 7OMEN AND #HILDREN !FFAIRS
WHICH WOULD GUIDE ALL '/" INSTITUTIONS ON HOW TO
ADDRESS THE CONCERNS RELATED TO GENDER ISSUES WHILE THEY
PREPARE ANY $00400 &OR ALL THE GOVERNMENT AGENCIES IT
HAS BEENMADE MANDATORY TO FOLLOW THESE GENDER
RESPONSIVE PLANNING GUIDELINES WHILE PREPARING $00400
4HE &ACILITATOR WILL ALSO MENTION THAT THIS WILL BE DISCUSSED IN
DETAILS IN ANOTHER SESSION WITH PRACTICAL EXERCISES IF REQUIRED
4HE &ACILITATOR WILL CONCLUDE THE SESSION AND THANK THE
PARTICIPANTS FOR THEIR VALUABLE INPUTS AND PARTICIPATION
DURING THE SESSION
3ESSION 6
3ESSION
'OVERNMENTS 0OLICY
#OMMITMENTS FOR
'ENDER %QUALITY
Policy Leadership
and Advocacy for
'ET ACQUAINTED WITH THE DIFFERENT NATIONAL AND INTERNATIONAL 'ENDER
%QUALITY COMMITMENTS OF THE 'OVERNMENT OF "ANGLADESH AND
IMPORTANCE OF TRANSLATING THESE POLICIES INTO PROJECT PLANNING AND
REVIEWING
Policy Leadership
and Advocacy for
3ESSION 6
'OVERNMENTS 0OLICY
#OMMITMENTS FOR
'ENDER %QUALITY
Policy Leadership
and Advocacy for
4HE )NTERNATIONAL 0OLICY $OCUMENTS
(UMAN 2IGHTS $ECLARATION IN
#ONVENTION ON %LIMINATION OF !LL FORMS OF $ISCRIMINA
TION !GAINST 7OMEN #%$!7
2ATIFICATION OF #%$!7 BY "ANGLADESH
7ITHDRAWN 2ESERVED !RTICLES OF #%$!7
0LATFORM FOR !CTION 0&!
-ILLENNIUM $EVELOPMENT 'OALS -$'S
Policy Leadership
and Advocacy for
4HE .ATIONAL 0OLICY $OCUMENTS
.ATIONAL 0OLICY FOR THE !DVANCEMENT OF 7OMEN -ARCH
-AY
.ATIONAL !CTION 0LAN .!0 FOR 7OMENS !DVANCEMENT

.ATIONAL 3TRATEGY FOR !CCELERATED 0OVERTY 2EDUCTION
0230 5NLOCKING THE 0OTENTIALS /CTOBER AND THE
ND 0230 3TEPS 4OWARDS #HANGE
Policy Leadership
and Advocacy for
3ESSION 6
(ANDOUTS FOR 3ESSION 6
'OVERNMENTS 0OLICY #OMMITMENTS FOR 'ENDER %QUALITY
5NIVERSAL $ECLARATION OF (UMAN 2IGHTS 5$(2
4HE 5NIVERSAL $ECLARATION OF (UMAN 2IGHTS 5$(2 IS A DECLARATION ADOPTED BY THE 5NITED
.ATIONS 'ENERAL !SSEMBLY ON $ECEMBER AT THE 0ALAIS DE #HAILLOT IN 0ARIS 4HE $ECLARATION
HAS BEEN TRANSLATED INTO AT LEAST LANGUAGES AND DIALECTS;= 4HE $ECLARATION AROSE DIRECTLY FROM THE
EXPERIENCE OF THE 3ECOND 7ORLD 7AR AND REPRESENTS THE FIRST GLOBAL EXPRESSION OF RIGHTS TO WHICH ALL
HUMAN BEINGS ARE ENTITLED )T CONSISTS OF ARTICLES WHICH HAVE BEEN ELABORATED IN SUBSEQUENT
INTERNATIONAL TREATIES REGIONAL HUMAN RIGHTS INSTRUMENTS NATIONAL CONSTITUTIONS AND LAWS 4HE
)NTERNATIONAL "ILL OF (UMAN 2IGHTS CONSISTS OF THE 5NIVERSAL $ECLARATION OF (UMAN 2IGHTS THE
)NTERNATIONAL #OVENANT ON %CONOMIC 3OCIAL AND #ULTURAL 2IGHTS AND THE )NTERNATIONAL #OVENANT ON
#IVIL AND 0OLITICAL 2IGHTS AND ITS TWO /PTIONAL 0ROTOCOLS )N THE 'ENERAL !SSEMBLY ADOPTED THE
TWO DETAILED #OVENANTS WHICH COMPLETE THE )NTERNATIONAL "ILL OF (UMAN 2IGHTS
3OURCE,INK HTTPWWWUDHRORGUDHRDEFAULTHTM
HTTPWWWUNORGENDOCUMENTSUDHRINDEXSHTML
HTTPWWWUNORGEVENTSHUMANRIGHTSUDHR
#ONVENTION ON %LIMINATION OF !LL FORMS OF $ISCRIMINATION !GAINST
7OMEN #%$!7
#ONVENTION ON %LIMINATION OF !LL FORMS OF $ISCRIMINATION !GAINST 7OMEN WAS ADOPTED IN BY
THE 5. 'ENERAL !SSEMBLY IS OFTEN DESCRIBED AS AN INTERNATIONAL BILL OF RIGHTS FOR WOMEN #ONSISTING
OF A PREAMBLE AND ARTICLES IT DEFINES WHAT CONSTITUTES DISCRIMINATION AGAINST WOMEN AND SETS UP AN
AGENDA FOR NATIONAL ACTION TO END SUCH DISCRIMINATION
4HE #ONVENTION DEFINES DISCRIMINATION AGAINST WOMEN AS ANY DISTINCTION EXCLUSION OR RESTRICTION
MADE ON THE BASIS OF SEX WHICH HAS THE EFFECT OR PURPOSE OF IMPAIRING OR NULLIFYING THE RECOGNITION
ENJOYMENT OR EXERCISE BY WOMEN IRRESPECTIVE OF THEIR MARITAL STATUS ON A BASIS OF EQUALITY OF MEN AND
WOMEN OF HUMAN RIGHTS AND FUNDAMENTAL FREEDOMS IN THE POLITICAL ECONOMIC SOCIAL CULTURAL CIVIL OR
ANY OTHER FIELD
"Y ACCEPTING THE #ONVENTION 3TATES COMMIT THEMSELVES TO UNDERTAKE A SERIES OF MEASURES TO END
DISCRIMINATION AGAINST WOMEN IN ALL FORMS INCLUDING
L TO INCORPORATE THE PRINCIPLE OF EQUALITY OF MEN AND WOMEN IN THEIR LEGAL SYSTEM ABOLISH ALL
DISCRIMINATORY LAWS AND ADOPT APPROPRIATE ONES PROHIBITING DISCRIMINATION AGAINST WOMEN
L TO ESTABLISH TRIBUNALS AND OTHER PUBLIC INSTITUTIONS TO ENSURE THE EFFECTIVE PROTECTION OF WOMEN
AGAINST DISCRIMINATION AND
L TO ENSURE ELIMINATION OF ALL ACTS OF DISCRIMINATION AGAINST WOMEN BY PERSONS ORGANIZATIONS OR
ENTERPRISES
4HE #ONVENTION PROVIDES THE BASIS FOR REALIZING EQUALITY BETWEEN WOMEN AND MEN THROUGH ENSURING
WOMENgS EQUAL ACCESS TO AND EQUAL OPPORTUNITIES IN POLITICAL AND PUBLIC LIFE INCLUDING THE RIGHT TO
VOTE AND TO STAND FOR ELECTION AS WELL AS EDUCATION HEALTH AND EMPLOYMENT 3TATES PARTIES AGREE TO
TAKE ALL APPROPRIATE MEASURES INCLUDING LEGISLATION AND TEMPORARY SPECIAL MEASURES SO THAT WOMEN
CAN ENJOY ALL THEIR HUMAN RIGHTS AND FUNDAMENTAL FREEDOMS
3ESSION 6
$EVELOPMENT 4RAINING 0ROGRAMMEvA
4HE #ONVENTION IS THE ONLY HUMAN RIGHTS TREATY WHICH AFFIRMS THE REPRODUCTIVE RIGHTS OF WOMEN AND
TARGETS CULTURE AND TRADITION AS INFLUENTIAL FORCES SHAPING GENDER ROLES AND FAMILY RELATIONS )T AFFIRMS
WOMENgS RIGHTS TO ACQUIRE CHANGE OR RETAIN THEIR NATIONALITY AND THE NATIONALITY OF THEIR CHILDREN 3TATES
PARTIES ALSO AGREE TO TAKE APPROPRIATE MEASURES AGAINST ALL FORMS OF TRAFFIC IN WOMEN AND EXPLOITATION
OF WOMEN
#OUNTRIES THAT HAVE RATIFIED OR ACCEDED TO THE #ONVENTION ARE LEGALLY BOUND TO PUT ITS PROVISIONS INTO
PRACTICE 4HEY ARE ALSO COMMITTED TO SUBMIT NATIONAL REPORTS AT LEAST EVERY FOUR YEARS ON MEASURES
THEY HAVE TAKEN TO COMPLY WITH THEIR TREATY OBLIGATIONS
3OURCE,INK HTTPWWWUNORGWOMENWATCHDAWCEDAWCEDAWHTM
HTTPENWIKIPEDIAORGWIKI#ONVENTION?ON?THE?%LIMINATION?OF?!LL?&ORMS?OF?$ISC
RIMINATION?!GAINST?7OMEN
HTTPWWWUNIFEM ESEASIAORGPROJECTS#EDAWCEDAWCONVENTIONHTML
"EIJING $ECLARATION AND 0LATFORM FOR !CTION &OURTH 7ORLD #ONFERENCE ON
7OMEN 3EPTEMBER
4HE 5NITED .ATIONS CONVENED THE &OURTH 7ORLD #ONFERENCE ON 7OMEN ON 3EPTEMBER IN
"EIJING #HINA $ELEGATES HAD PREPARED A $ECLARATION AND 0LATFORM FOR !CTION THAT AIMED AT ACHIEVING
GREATER EQUALITY AND OPPORTUNITY FOR WOMEN 4HE THREE PREVIOUS 7ORLD #ONFERENCES WERE IN -EXICO
#ITY )NTERNATIONAL 7OMENgS 9EAR #OPENHAGEN AND .AIROBI
4HE OFFICIAL NAME OF THE #ONFERENCE WAS 4HE &OURTH 7ORLD #ONFERENCE ON 7OMEN !CTION FOR
%QUALITY $EVELOPMENT AND 0EACE GOVERNMENTS AND MORE THAN REPRESENTATIVES FROM
NON GOVERNMENTAL ORGANIZATIONS PARTICIPATED IN THE #ONFERENCE
4HE PRINCIPAL THEMES WERE THE ADVANCEMENT AND EMPOWERMENT OF WOMEN IN RELATION TO WOMENS
HUMAN RIGHTS WOMEN AND POVERTY WOMEN AND DECISION MAKING THE GIRL CHILD VIOLENCE AGAINST
WOMEN AND OTHER AREAS OF CONCERN 4HE RESULTING DOCUMENTS OF THE #ONFERENCE ARE 4HE "EIJING
$ECLARATION AND 0LATFORM FOR !CTION
4HE OVERRIDING MESSAGE OF THE &OURTH 7ORLD #ONFERENCE ON 7OMEN WAS THAT THE ISSUES ADDRESSED IN
THE 0LATFORM FOR !CTION ARE GLOBAL AND UNIVERSAL $EEPLY ENTRENCHED ATTITUDES AND PRACTICES PERPETUATE
INEQUALITY AND DISCRIMINATION AGAINST WOMEN IN PUBLIC AND PRIVATE LIFE IN ALL PARTS OF THE WORLD
!CCORDINGLY IMPLEMENTATION REQUIRES CHANGES IN VALUES ATTITUDES PRACTICES AND PRIORITIES AT ALL LEVELS
4HE #ONFERENCE SIGNALED A CLEAR COMMITMENT TO INTERNATIONAL NORMS AND STANDARDS OF EQUALITY BETWEEN
MEN AND WOMEN THAT MEASURES TO PROTECT AND PROMOTE THE HUMAN RIGHTS OF WOMEN AND GIRL CHILDREN
AS AN INTEGRAL PART OF UNIVERSAL HUMAN RIGHTS MUST UNDERLIE ALL ACTION AND THAT INSTITUTIONS AT ALL LEVELS
4HE #ONFERENCE SIGNALED A CLEAR COMMITMENT TO INTERNATIONAL NORMS AND STANDARDS OF EQUALITY BETWEEN
MEN AND WOMEN THAT MEASURES TO PROTECT AND PROMOTE THE HUMAN RIGHTS OF WOMEN AND GIRL CHILDREN
AS AN INTEGRAL PART OF UNIVERSAL HUMAN RIGHTS MUST UNDERLIE ALL ACTION AND THAT INSTITUTIONS AT ALL LEVELS
MUST BE REORIENTED TO EXPEDITE IMPLEMENTATION 'OVERNMENTS AND THE 5. AGREED TO PROMOTE THE
GENDER MAINSTREAMING IN POLICIES AND PROGRAMMES
3OURCE,INK HTTPENWIKIPEDIAORGWIKI&OURTH?7ORLD?#ONFERENCE?ON?7OMEN
HTTPWWWUMNEDUHUMANRTSINSTREEEDPLWHTM
HTTPWWWUNORGWOMENWATCHDAWBEIJINGPLATFORM
HTTPWWWUNORGWOMENWATCHDAWBEIJINGPLATFORMDECLARHTM
3ESSION 6
-ILLENNIUM $EVELOPMENT 'OALS
!DOPTED BY WORLD LEADERS IN THE YEAR AND SET TO BE ACHIEVED BY THE -ILLENNIUM
$EVELOPMENT 'OALS -$'S PROVIDE CONCRETE NUMERICAL BENCHMARKS FOR TACKLING EXTREME POVERTY IN
ITS MANY DIMENSIONS 4HE DECLARATION WAS ADOPTED BY NATIONS AND SIGNED BY HEADS OF STATE
4HE -$'S ALSO PROVIDE A FRAMEWORK FOR THE ENTIRE INTERNATIONAL COMMUNITY TO WORK TOGETHER TOWARDS
A COMMON END n MAKING SURE THAT HUMAN DEVELOPMENT REACHES EVERYONE EVERYWHERE )F THESE GOALS
ARE ACHIEVED WORLD POVERTY WILL BE CUT BY HALF TENS OF MILLIONS OF LIVES WILL BE SAVED AND BILLIONS
MORE PEOPLE WILL HAVE THE OPPORTUNITY TO BENEFIT FROM THE GLOBAL ECONOMY
4HE EIGHT -$'S BREAK DOWN INTO QUANTIFIABLE TARGETS THAT ARE MEASURED BY INDICATORS
'OAL %RADICATE EXTREME POVERTY AND HUNGER
'OAL !CHIEVE UNIVERSAL PRIMARY EDUCATION
'OAL 0ROMOTE GENDER EQUALITY AND EMPOWER WOMEN
'OAL 2EDUCE CHILD MORTALITY
'OAL )MPROVE MATERNAL HEALTH
'OAL #OMBAT ()6!)$3 MALARIA AND OTHER DISEASES
'OAL %NSURE ENVIRONMENTAL SUSTAINABILITY
'OAL $EVELOP A 'LOBAL 0ARTNERSHIP FOR $EVELOPMENT
3OURCE,INK HTTPWWWUNDPORGMDGBASICSSHTML
HTTPWWWUNORGMILLENNIUMGOALS
3UMMIT ON THE -ILLENNIUM $EVELOPMENT 'OALS 3EPTEMBER
HTTPWWWUNORGENMDGSUMMIT
-$'S AND "ANGLADESH
HTTPWWWUNDPORGBDMDGSPHP
4HE #ONSTITUTION OF "ANGLADESH "ANGLA evsjv‡`‡ki msweavb "ANGLADESH 3HONGBIDHAN IS THE SUPREME
LAW OF "ANGLADESH )T DECLARES "ANGLADESH AS A SECULAR DEMOCRATIC REPUBLIC WHERE SOVEREIGNTY BELONGS
TO THE PEOPLE;= AND LAYS DOWN THE FRAMEWORK DEFINING FUNDAMENTAL POLITICAL PRINCIPLES OF THE STATE AND
SPELLS OUT THE FUNDAMENTAL RIGHTS OF CITIZENS 0ASSED BY THE #ONSTITUENT !SSEMBLY OF "ANGLADESH ON
.OVEMBER IT CAME INTO EFFECT FROM $ECEMBER THE DAY COMMEMORATED AS 6ICTORY $AY
IN THE COUNTRY MARKING THE DEFEAT OF THE 0AKISTAN !RMY IN THE "ANGLADESH ,IBERATION 7AR 4HE
CONSTITUTION DECLARES "ANGLADESH TO BE A UNITARY INDEPENDENT AND SOVEREIGN 2EPUBLIC FOUNDED ON A
STRUGGLE FOR NATIONAL LIBERATION WHICH WILL BE KNOWN AS THE 0EOPLEgS 2EPUBLIC OF "ANGLADESH )T PLEDGES
NATIONALISM DEMOCRACY SOCIALISM AND SECULARITY AS THE FUNDAMENTAL PRINCIPLES DEFINING THE 2EPUBLIC
AND DECLARES THE PURSUIT OF A SOCIETY THAT ENSURES ITS CITIZENS THE RULE OF LAW FUNDAMENTAL HUMAN RIGHTS
AND FREEDOMS AS WELL AS EQUALITY AND JUSTICE POLITICAL ECONOMIC AND SOCIAL;=;=;=
7HEN ENACTED IN THE #ONSTITUTION OF "ANGLADESH WAS HAILED BY INTERNATIONAL JURISTS AND LEGAL
HISTORIANS AND AS ONE OF THE MOST PROGRESSIVE AND DEMOCRATIC CONSTITUTIONS IN MODERN HISTORY AND ONE
THAT INSPIRED PROGRESSIVE POLITICAL ASPIRATIONS AMONG THIRD WORLD COUNTRIES AND POPULATIONS STRUGGLING FOR
SELF DETERMINATION (OWEVER AMENDMENTS DURING SOCIALIST ONE PARTY AND MILITARY RULE IN "ANGLADESH
RADICALLY ALTERED THE SECULAR AND LIBERAL DEMOCRATIC NATURE OF THE CONSTITUTION )N !UGUST THE
"ANGLADESH (IGH #OURT PASSED A LANDMARK JUDGMENT THAT DECLARED CONSTITUTIONAL AMENDMENTS DURING
MILITARY RULE AS ILLEGAL AND UNCONSTITUTIONAL AND HENCE NULLIFIED !FTER SEVERAL LEGAL PROTESTS THE
"ANGLADESH 3UPREME #OURT IN *ANUARY ULTIMATELY ANNOUNCED THAT THE HISTORIC VERDICT OF THE (IGH
3ESSION 6
#OURT WILL BE UPHELD;= 4HE JUDGMENT OF "ANGLADESHgS HIGHEST COURTS PAVED WAY FOR THE RETURN OF THE
ORIGINAL NATURE OF THE CONSTITUTION WHICH DEFINES "ANGLADESH AS A SECULAR DEMOCRACY;=
3OURCE,INK HTTPENWIKIPEDIAORGWIKI#ONSTITUTION?OF?"ANGLADESH
HTTPWWWUMNEDUHUMANRTSRESEARCHBANGLADESH CONSTITUTIONPDF
HTTPECONOMICTIMESINDIATIMESCOMNEWSPOLITICSNATION3ECULARISM TO BE
RESTORED IN "ANGLADESH CONSTITUTIONARTICLESHOWCMS
.ATIONAL !CTION 0LAN .!0 FOR 7OMENgS !DVANCEMENT
4HE 'OVERNMENT OF "ANGLADESH HAS ENDORSED WITHOUT RESERVATION THE 0LATFORM FOR !CTION 0&! OF
THE &OURTH 7ORLD #ONFERENCE ON 7OMEN THAT TOOK PLACE IN "EIJING IN 3EPTEMBER 4HE 0&!
RECOMMENDS THAT STATES PREPARE BEFORE THE END OF THE YEAR NATIONAL PLANS OF ACTION TOWARDS
IMPLEMENTATION OF THE 0&! )N ACCORDANCE WITH ITS OBLIGATION 'OVERNMENT OF "ANGLADESH FORMULATED
A .ATIONAL !CTION 0LAN .!0 FOR 7OMENS !DVANCEMENT THROUGH VARIOUS '/ .'/#3/ CONSULTA
TIVE PROCESS 4HE -INISTRY OF 7OMEN AND #HILDREN !FFAIRS -/7#! HAS BEEN DESIGNATED AS THE CATA
LYST TO FACILITATE AND MONITOR PROGRESS TOWARDS ADVANCEMENT AND DEVELOPMENT OF WOMEN AND ELIMINA
TION OF ALL FORMS OF DISCRIMINATION AGAINST WOMEN 4HEREFORE AS THE NODAL MINISTRY -/7#! IS
RESPONSIBLE FOR FOLLOW UP AND IMPLEMENTATION OF 0&!
.!0 OUTLINES CLEAR EXTENSIVE AND WELL SPELLED OUT IMPLEMENTATION MECHANISM IN THE CONTEXT OF MAIN
STREAMING GENDER APPROACH )T EMPHASIZES THE STRATEGY OF MAINSTREAMING OF WOMENS DEVELOPMENT INTO
GOVERNMENT POLICIES AND PROGRAMMES !LL MINISTRIES HAVE THE RESPONSIBILITY TO TAKE AN ACTIVE ROLE IN
IMPLEMENTING THE .!0 WITHIN THEIR OWN SPHERES AND COORDINATE THEIR ACTIVITIES WITH THOSE OF OTHER
MINISTRIES TOWARDS THE SAME END
3OURCE,INK HTTPWWWUNESCAPORGESIDGAD%VENTS%'-"EIJING0LATFORM$EC0&!-ONITORINGPDF
3TEPS 4OWARDS #HANGE .ATIONAL 3TRATEGY FOR !CCELERATED 0OVERTY 2EDUCTION
.3!02 )) 2EVISED &9
&OLLOWING COMPLETION OF THE &IFTH &IVE 9EAR 0LAN IN THE 'OVERNMENT OF "ANGLADESH CHANGED ITS
DEVELOPMENT STRATEGY AND ADOPTED 0OVERTY 2EDUCTION 3TRATEGY 0APER 0230 IN AN ATTEMPT TO REDUCE
POVERTY ON A FAST TRACK BASIS 4HE SECOND 0230 TITLED @3TEPS 4OWARDS #HANGE .ATIONAL 3TRATEGY FOR
!CCELERATED 0OVERTY 2EDUCTION .3!02 )) &9 HAS BEEN REVISED IN THE LIGHT OF THE
GOVERNMENTS DEVELOPMENT VISION AND %LECTION -ANIFESTO )T EMBODIES POLICIES AS WELL AS
STRATEGIES FOR ACHIEVING ACCELERATED POVERTY REDUCTION DURING &9 4HE DOCUMENT ALSO
EMPHASIZES ON PROTECTION OF THE VULNERABLE PEOPLE REGIONAL BALANCE FUNDAMENTAL HUMAN RIGHTS GOOD
GOVERNANCE AND EFFECTIVE PUBLIC SERVICE DELIVERY 4HE FIRM COMMITMENT OF THE GOVERNMENT TO THE
-ILLENNIUM $EVELOPMENT 'OALS -$'S THE 3OUTH !SIAN $EVELOPMENT 'OALS 3$'S AND OTHER
INTERNATIONAL AGREEMENTS RELEVANT TO ECONOMIC AND SOCIAL DEVELOPMENT WAS TAKEN INTO DUE CONSIDERATION
DURING FORMULATING THE STRATEGIES
4HE .3!02 )) WILL BE REPLACED BY THE 3IXTH &IVE 9EAR 0LAN OF THE 'OVERNMENT OF "ANGLADESH TO BE
PUBLISHED IN
3OURCE,INK HTTPWWWPLANCOMMGOVBDABOUTASPHTTP WWWLCGBANGLADESHORG PRSPDOCS 023
"ANGLADESHFINALPDF
3ESSION 6
.ATIONAL 0OLICY FOR THE !DVANCEMENT OF 7OMEN .0!7
4HE .ATIONAL 0OLICY FOR THE !DVANCEMENT OF 7OMEN .0!7 IS 'OVERNMENT COMMITMENT TO ENSURE
EQUAL OPPORTUNITY AND EQUAL RIGHTS OF THE WOMEN OF "ANGLADESH IN ALL SPHERES OF LIFE AND TO ELIMINATE
ALL FORMS OF DISCRIMINATIONS AGAINST WOMEN 4HE FIRST .0!7 WAS FORMULATED THROUGH A SERIES OF
CONSULTATIONS IN PARTICIPATION OF '/ .'/#3/ REPRESENTATIVES INCLUDING WOMEN LEADERS AND OTHER
CONCERNED PEOPLE OF THE SOCIETY 4HE .0!7 WAS SUBSEQUENTLY REVISED IN AND RESPECTIVELY
4HEREAFTER TO REINFORCE INCREASED OPPORTUNITY FOR THE ADVANCEMENT AND EMPOWERMENT OF WOMEN THE
.0!7 WAS AGAIN REVIEWED AND FINALLY APPROVED BY THE GOVERNMENT ON -ARCH 4HE 0OLICY IS
DIVIDED INTO THREE PARTS
4HE FIRST PART FOCUSES ON THE #%$!7 AND WOMENS RIGHTS AS DEPICTED IN THE "ANGLADESH #ONSTITUTION
PRESENTS '/" POLICY INITIATIVES TAKEN AND IMPLEMENTED FOR WOMEN WITH REGARD TO LAW HUMAN
RESOURCE POLITICS AND ADMINISTRATION POVERTY ERADICATION ORGANIZATIONAL AND INSTITUTIONAL SUSTAINABIL
ITY SUPPORT SERVICE AND COORDINATION THROUGH GOVERNMENT AND NON GOVERNMENT PROGRAMS RESOURCE
MOBILIZATION FUNDING AND ROLE RESPONSIBILITY OF THE -/7#!
4HE SECOND PART SPECIFIES THE OBJECTIVES OF THE POLICY AND EMPHASIZES ON THE FOLLOWING ISSUES TO
ENSURE WOMENS ADVANCEMENT
L %NSURING WOMENS RIGHT AND FUNDAMENTAL L &OOD SECURITY FOR WOMEN
FREEDOM L 7OMEN IN AGRICULTURE
L $EVELOPMENT OF GIRL CHILD L 7OMENS POLITICAL EMPOWERMENT
L %LIMINATION OF VIOLENCE AGAINST WOMEN L 7OMENS ADMINISTRATIVE EMPOWERMENT
L 7OMENS CONDITION IN ARMED CONFLICTS L (EALTH AND NUTRITION
L %DUCATION AND TRAINING L (OUSING AND SHELTER
L 3PORTS AND CULTURE L 7OMEN AND ENVIRONMENT
L %NSURE WOMENS ACTIVE AND EQUAL PARTICIPA L 0ROTECTION OF WOMEN AND CHILDREN IN PRE
TION IN NATIONAL ECONOMY DISASTER DURING DISASTER AND POST DISASTER PERIODS
L 0OVERTY ERADICATION L 3PECIAL PROGRAMS FOR THE UNDERPRIVILEGED
L 7OMENS ECONOMIC EMPOWERMENT WOMEN OF THE ETHNIC COMMUNITIES
L 7OMENS JOB OPPORTUNITIES L 3PECIAL PROGRAMS FOR PHYSICALLY CHALLENGED
L 'ENDER RESPONSIVE BUDGET GENDER DISAG WOMEN
GREGATED DATABASEq3UPPORT SERVICES L 7OMEN AND THE MEDIA
L 7OMEN AND TECHNOLOGY L 7OMEN IN ESPECIALLY DISADVANTAGEDDESTITUTE
SITUATION
4HE THIRD PART STATES )NSTITUTIONAL !RRANGEMENTS AND 3TRATEGIES )NSTITUTIONAL -ECHANISMS FOR
7OMENS $EVELOPMENT AT NATIONAL LEVEL INCLUDE .ATIONAL #OUNCIL FOR 7OMEN AND #HILDREN $EVELOP
MENT .#7#$ 0ARLIAMENTARY 3TANDING #OMMITTEE 7OMEN $EVELOPMENT )MPLEMENTATION AND
%VALUATION #OMMITTEE 7$)%# AND 7)$ &OCAL 0OINTS !T $ISTRICT AND 5PAZILLA LEVELS THE PROGRESS
ON WOMENS DEVELOPMENT RELATED PROGRAMMES BEING IMPLEMENTED BY VARIOUS '/" AGENCIES AND
.'/S WILL BE REVIEWED AND COORDINATED BY $ISTRICT AND 5PAZILLA LEVEL 7OMEN !FFAIRS /FFICERS !T THE
GRASSROOTS LEVEL WOMEN WILL BE ORGANIZED TO MAKE THEM SELF RELIANT BY ESTABLISHING LINKAGES WITH THE
REGISTERED .'/S BANKS ETC )N ADDITION .0!7 UNDERSCORES THE NEEDS OF WOMENS DEVELOPMENT
THROUGH I 2ESEARCH II 4RAINING )NSTITUTES III 0REPARATION OF WORK PLAN AND STRATEGY IV &INANCIAL
SUPPORTV #OOPERATION BETWEEN '/ AND .'/S AND VI 7OMENS EMPOWERMENT INTERNATIONAL
COOPERATION
&OR MORE INFORMATION 7EBSITE OF -INISTRY OF 7OMEN AND #HILDREN !FFAIRS HTTPWWWMOWCAGOVBD
3ESSION 6
3ESSION 6)
'ENDER 2ESPONSIVE "UDGET "UDGET #IRCULAR 3TANDARDS ON
7OMENS !DVANCEMENT AND THEIR RELEVANCE TO
0ROJECT0ROGRAM $ESIGN2EVIEW
/BJECTIVES !T THE END OF THE SESSIONS THE PARTICIPANTS WILL BE ABLE TO
L 'ET A CLEAR UNDERSTANDING ON "# AND RELATIONSHIP BETWEEN )MPACTS -EASURING 3TANDARDS
AND GENDER RESPONSIVE PLANNING SECTION n .OTE COLUMNS AND
L 5NDERSTAND HOW THE IMPACT MEASURING 3TANDARDS FOR WOMENS ADVANCEMENT AND GENDER
RESPONSIVE PLANNING IS APPLIED DURING DESIGN OR REVIEW OF PROJECTSPROGRAMS
.OTE 4HIS SESSION MAY REQUIRE TO BE TAKEN IN TWO CONSECUTIVE DAYS 4HE FIRST DAY WILL FOCUS ON LEARNING
AND NEXT DAY WILL FOCUS ON DEMONSTRATING THE LESSONS LEARNED
4OTAL 4IME HOUR MINUTES
4HE &ACILITATOR WILL EXCHANGE GREETINGS WITH THE PARTICIPANTS INTRODUCTION 0ROJECTOR
AND START THE SESSION BY BRIEFING ABOUT THE SESSIONS /(0
OBJECTIVES TIME FRAME AND THE METHODOLOGIES TO BE USEDv "RIEFING
0RESENTATION 3LIDES
2EF 3LIDE ON 3ESSION 6) /BJECTIVES 4RANSPARENCIES
4HE FACILITATOR MAY ADVISE THE PARTICIPANTS THAT THE FOLLOWING $ISCUSSION &LIPCHART
TOPICS ARE TECHNICAL AND DIRECTLY RELATED TO THEIR WORK AND THE 7HITEBOARD
PREVIOUS SESSIONS WILL HELP THEM TO UNDERSTAND THE FOLLOWING
-ARKER PEN
SESSIONS AND APPLY IT IN THERE WORK
3TEP MINS "RAIN STORMING 7HITE BOARD
4HE &ACILITATOR WILL CHECK WITH THE PARTICIPANTS BY ASKING SESSION "OARD
WHAT THEY KNOW ABOUT -4"& PROCESS IN GENERAL AND "# IN -ARKER
PARTICULAR &OR EXAMPLE WHAT IS -4"& WHY IT HAS BEEN OR
INTRODUCED AND RELATIONS WITH POVERTY AND GENDER EQUALITY &LIP #HART
ISSUE ETC !RT LINER
4HE FACILITATOR WILL WRITE DOWN THE FINDINGS OF THE BRAIN
STORMING EXERCISE IN THE FLIP CHART .EXT 3HE WILL DISCUSS
THOSE FOR FURTHER CLARITY IF NEEDED AND PROVIDE SOME CLEAR
STATEMENTS ON THOSE THREE AREAS
2EF 3LIDE ! ON "# -4"& 3LIDE
4HE FACILITATOR WILL OFFER THANKS TO THE PARTICIPANTS FOR THEIR
ACTIVE PARTICIPATION
3ESSION 6)
3TEP MINS $ISCUSSION -ULTIMEDIA
"EFORE STARTING THE MAIN CONTENTS OF THE 3TANDARDS FROM 3LIDES ON
"# FOR WOMENS ADVANCEMENT THE FACILITATOR WILL EMPHASIZE 3TANDARDS
THE IMPORTANCE OF KNOWING THE 3TANDARDS RELATED TO IMPACT
MEASUREMENT AND ITS APPLICATION INTO THE PROJECTPROGRAM
DESIGN AND REVIEW FROM GENDER PERSPECTIVES 4HE FACILITATOR
WILL MENTION THAT THE STANDARDS IS A '"! TOOL FOR PREPARING
'ENDER RESPONSIVE BUDGET
2EF 3LIDE " ON 3TANDARDS
!T THE BEGINNING OF THE SESSION EACH PARTICIPANT WILL BE MINS 0OWER 0OINT -ULTIMEDIA
PROVIDED A #OPY OF "# AND AT LEAST NOS FILLED IN "# 0RESENTATION 3LIDES ON
PREVIOUS YEARCURRENT YEAR BY THE PARTICIPANTING -INISTRIES USING 'ENDER
4HE FACILITATOR WILL PRESENT THE KEY CONTENTS USING TWO SLIDES INTERACTION 2ESPONSIVE
/NE ON -INISTRY AND THE OTHER ONE ON $EPARTMENT!GENCY OF BETWEEN "UDGETING
THE "UDGET #IRCULAR RELATED TO PROJECTPROGRAM DESIGN AND PARTICIPANTS AND
REVIEW WHICH WOULD COVER FACILITATOR
0ART 0LANNING FOR BUDGET FRAMEWORK FOR THE
-INISTRY AND #OPY OF
"#
0ART 0LANNING FOR "UDGET FRAMEWORK FOR THE
$EPARTMENT!GENCY
4HEN SHE WILL DISCUSS 3ECTION OF 0ART !T LEAST
4HIS WILL COVER -INISTRY SPECIFIC -ISSION 3TATEMENT AND NOS &ILLED IN
-AJOR &UNCTIONS NOT MORE THAN ITEMS CONSIDERING "# OF THE
-INISTRY SPECIFIC !LLOCATION OF "USINESS !/" AND OTHER PREVIOUS
RELATED SECTORAL POLICY YEARCURRENT
YEAR BY THE
.EXT SHE WILL DISCUSS 3ECTION OF 0ART
-INISTRIES
4HIS WILL COVER MINISTRY SPECIFIC @3TRATEGIC /BJECTIVES AND
!CTIVITIES TO BE PERFORMED BY AGENCIES AND MINISTRY 4HESE
3TRATEGIC /BJECTIVES WILL BE IN COMPLIANCE WITH THE 3TRATEGIC
/BJECTIVES AS OUTLINED IN THE -INISTRY SPECIFIC 0OLICY -ATRIX
OF .3!020230
4HEN THE FACILITATOR WILL MAKE A LINK WITH THE PREPARATION OF
3ECTION AND 3ECTION OF 0ART OF "# AND POSSIBILITY OF
USING 'ENDER 2ESPONSIVE 0LANNING 'UIDELINES TO DESIGN AND
REVIEW PROJECTPROGRAM FROM GENDER PERSPECTIVES
4HE FACILITATOR WILL USE ALL EXAMPLES FROM THE FILLED IN "#
4HIS WILL GIVE AN OPPORTUNITY TO THE PARTICIPANTS TO ASSESS
THEIR OWN WORK FROM GENDER PERSPECTIVES AND IDENTIFY THE
GAPS IF ANY
!T THIS POINT THE FACILITATOR WILL PRESENT THE CONCEPT OF 'ENDER
2ESPONSIVE "UDGET AND ITS APPLICATION DURING PROJECT
PROGRAM DESIGNING AND REVIEWING 4HE FIVE STEPS WHICH ARE A
#OUNTRY SPECIFIC 3ITUATION !NALYSIS OF MEN AND WOMEN B
0OLICY0LAN3TRATEGY TO ADDRESS THE EXISTING 3ITUATION C
0ROJECT0ROGRAM AND "UDGET ALLOCATION D -ONITORING THE
EXPENDITURE AND E !SSESS THE )MPACT 4HESE WILL BE
EXPLAINED BY THE FACILITATOR THROUGH SLIDES
2EF 3LIDE ! ON "UDGET #IRCULAR 3LIDE
3ESSION 6)
3TEP MINS 0RESENTATION -ULTIMEDIA
4HE FACILITATOR WILL INTRODUCE 3ECTION OF 0ART RELATED TO BY THE 3LIDES ON
0OVERTY AND 7OMENS !DVANCEMENT ISSUES GENDER ISSUE MINS FACILITATOR AND 3ECTION OF
4HE FACILITATOR WILL LINK THIS PART TO THE PREVIOUS SESSION ON FOR INTERACTIONS 0ART "#
'ENDER BASED ANALYSIS AND WILL REFER TO GENDER GAP TO BE EXERCISE WITH
IDENTIFIED THROUGH THE 3TANDARDS AS OUTLINED IN "# PARTICIPANTS &ILLED IN
3ECTION OF
2EF 3LIDE ! ON "UDGET #IRCULAR 3LIDE
0ART OF "#
4HIS DISCUSSION WILL EMPHASIZE ON THE ISSUE OF PLANNING THE BY
APPROPRIATE GENDER RESPONSIVE ACTIVITIES RELATED TO WOMENS 'ROUP EXERCISE MINISTRIES
ADVANCEMENT TO ACHIEVE THE 3TRATEGIC /BJECTIVES AS MENTIONED
IN THE 3ECTION COLUMN OF 0ART OF "# $URING THE
DISCUSSION THE FACILITATOR WILL USE EXAMPLES FROM RELEVANT
CONTENTS OF THE 'ENDER 2ESPONSIVE 0LANNING 'UIDELINES FOR
400$00 AND WILL EMPHASIZE THE NEED FOR GENDER RESPONSIVE
ACTIVITIES #OLUMN OF SECTION OF 0ART WHILE PREPARING OR
REVIEWING 400$00
4O MAKE ANALYTICAL INTERPRETATIONS THE FACILITATOR WILL USE A
FILLED IN FORMAT OF 3ECTION COLUMN OF 0ART BY ANY
MINISTRY
!FTER THE ANALYTICAL INTERPRETATIONS OF THE 3TANDARDS THE
FACILITATOR WILL DIVIDE THE PARTICIPANTS IN GROUPS NOT MORE THAN
GROUPS TO CONDUCT A GROUP WORK EXERCISE WITH THE HELP OF
OTHER CO FACILITATORSOFFICIALS 4HE GUIDELINE FOR THE GROUP
EXERCISE WILL BE EXPLAINED BY THE FACILITATOR WHICH WILL
INCLUDE
%ACH GROUP WILL WORK WITH A SPECIFIC MINISTRY FILLED
IN "# SUPPLIED BY THE FACILITATOR ON THE SPOT
-AIN TASK WILL BE TO IDENTIFY LINK BETWEEN SET
ACTIVITIES AND THE MEASURING 3TANDARDS RELATED TO
WOMENS ADVANCEMENT
0ARTICIPANTS MAY FIND MORE THAN ONE ACTIVITY TO BE
LINKED WITH ONE IMPACT MEASURING 3TANDARD RELATED
TO WOMENS ADVANCEMENT
&OR PLENARY PRESENTATION PARTICIPANTS WILL WRITE IN
THE FLIP CHART FIRST THE NUMBER OF IMPACT MEASURING
@3TANDARD AS OUTLINED IN THE "# AND UNDER EACH
3TANDARD NUMBER PARTICIPANTS WILL WRITE DOWN
SPECIFIC ACTIVITIES IN SHORT THAT COMPLIES WITH THE
3TANDARD $URING THE PRESENTATION PARTICIPANTS WILL
MENTION THE NARRATION OF FULL ACTIVITIES
3TEP MINS 0ARTICIPANTS &LIPCHART
!FTER MINUTES GROUP EXERCISE GROUPS REPRESENTATIVES WILL RUN THE COLOURED
WILL PRESENT GROUP WORK FINDINGS IN THE PLENARY SESSION AND 0LENARY 3ESSION -ARKER PEN
RESPOND TO THE QUESTIONS RAISED BY OTHER GROUPS AND THE
FACILITATOR WILL
'ROUP REPRESENTATIVE WILL RUN THE SESSION THE FACILITATOR WILL
SUM UP
TAKE IMPORTANT NOTE FOR HER OR HIS SUMMING UP THE GROUP
PRESENTATION %ACH GROUP WILL USE MINUTES FOR GROUP 1UESTION AND
PRESENTATION WITH QUESTION ANSWER PART AND MINUTES FOR !NSWER
FACILITATOR TO SUM UP THE FINDINGS
3ESSION 6)
!FTER GROUP FINDINGS PRESENTATIONS AND QUESTION ANSWER
SESSION THE FACILITATOR WILL POINT OUT SOME IMPORTANT FINDINGS
OF THE GROUP PRESENTATIONS AND WILL EMPHASIZE ON THE EFFORT OF
GENDER RESPONSIVE BUDGETING TO ACHIEVE GENDER EQUALITY
MINS
3TEP #ONCLUSION
!T THE END OF THE SESSION THE MAIN FACILITATOR WILL REVIEW
FOCUSING ON THE LINK OF GENDER RESPONSIVE PLANNING WHICH
COVER FROM @3ITUATION ANALYSIS PART TO IMPACT ON WOMEN BY
THE PROJECTPROGRAM OF THE 400 FORMAT AND WILL CONCLUDE
THE SESSION BY THANKING THE PARTICIPANTS FOR THEIR ACTIVE
PARTICIPATION
3ESSION 6)
3ESSION
'ENDER 2ESPONSIVE "UDGET
"UDGET #IRCULAR
3TANDARD ON 7OMENS
!DVANCEMENT AND THEIR 2ELEVANCE TO
0ROJECT0ROGRAM $ESIGN2EVIEW
Policy Leadership
and Advocacy for
/BJECTIVES OF THE 3ESSION
'ET A CLEAR UNDERSTANDING ON "# AND RELATIONSHIP
BETWEEN )MPACT -EASURING 3TANDARDS AND GENDER
RESPONSIVE PLANNING SECTION COLUMNS AND
5NDERSTAND HOW THE IMPACT MEASURING 3TANDARDS FOR
WOMENS ADVANCEMENT AND GENDER RESPONSIVE PLANNING IS
APPLIED DURING DESIGN OR REVIEW OF PROJECTSPROGRAMS
Policy Leadership
and Advocacy for
3ESSION 6)
"UDGET #IRCULAR
3TANDARD ON 7OMENS !DVANCEMENT AND
THEIR 2ELEVANCE TO 0ROJECT0ROGRAM
$ESIGN AND 2EVIEW
Policy Leadership
and Advocacy for
3HORT )NTRODUCTION OF -EDIUM
4ERM "UDGET &RAMEWORK -4"&
! MEDIUM TERM BUDGET FRAMEWORK IS THE BUDGET PLANNING
FOR TO YEARS
,INKING POLICY PRIORITIES TO RESOURCE ALLOCATIONS AND
RESOURCE ALLOCATION TO PERFORMANCE
%MPHASIZING THE EFFICIENT USE OF LIMITED PUBLIC RESOURCES
BOTH DEVELOPMENT AND NON DEVELOPMENT
! TOP DOWN RESOURCE ENVELOP AND A BOTTOM UP ESTIMATION
OF EXPENDITURE PLAN
Policy Leadership
and Advocacy for
4HE /BJECTIVES OF -4"&
/PERATIONALIZE THE .3!02 )) AND -INISTRY SPECIFIC POLICY
DOCUMENTS!CTION 0LANS
%NHANCE LINE -INISTRIES CAPACITY TO TRANSLATE POLICIES INTO
PROJECTSPROGRAMMES PLANNING AND REVIEWING
$ELEGATE MORE RESPONSIBILITY AND AUTHORITY TO LINE
-INISTRIES FOR "UDGET 3ETTING AND "UDGET %XECUTION
Policy Leadership
and Advocacy for
3ESSION 6)
#ONTINUATIONx
%STABLISH LINKS BETWEEN THE "UDGETARY !LLOCATION AND
0ERFORMANCE OF THE -INISTRIES!GENCIES
0REPARE 2EALISTIC %XPENDITURE PLAN FOR CONCERNED
-INISTRIES !GENCIES ON THE BASIS OF AVAILABLE RESOURCES IN
THE MEDIUM TERM IE OVER A THREE TO FIVE YEARS PERIOD
!DDRESS 0OVERTY 2EDUCTION AND 7OMENS !DVANCEMENT
'ENDER ISSUES THROUGH TARGETED ALLOCATION OF "UDGET
Policy Leadership
and Advocacy for
-4"& #ONSISTS OF 4WO 0ARTS
0ART ! TO BE FILLED IN BY THE -INISTRY $IVISION AND IT INCLUDES
3ECTION -ISSION 3TATEMENT AND -AJOR &UNCTIONS OF
THE -INISTRY$IVISION
3ECTION -EDIUM 4ERM 3TRATEGIC /BJECTIVES AND
+EY !CTIVITIES INLINE WITH .3!02 -ATRIXES
3ECTION 0OVERTY AND 'ENDER 2EPORTING
Policy Leadership
and Advocacy for
#ONTINUATIONx
3ECTION 0RIORITY 3PENDING !REAS0ROGRAMMES
&ORM +EY 0ERFORMANCE )NDICATORS +0) OF THE
-INISTRY$IVISION
&ORM 0RELIMINARY 2EVENUE %STIMATES AND
0ROJECTIONS
&ORM %XPENDITURE #EILINGS FOR $EPARTMENTS AND
!GENCIES
Policy Leadership
and Advocacy for
3ESSION 6)
#ONTINUATIONx
0ART " TO BE FILLED IN BY $EPARTMENT !GENCY AND IT
INCLUDES
3ECTION 2ECENT ACHIEVEMENTS AND &UTURE 0LANS OF
THE $EPARTMENTS!GENCIES UNDER THE -INISTRY
3ECTION +EY !CTIVITIES /UTPUTS RELATED TO THE
!CTIVITY AND 2ELATED 3TRATEGIC /BJECTIVES
3ECTION /UTPUT )NDICATORS AND 4ARGETS
Policy Leadership
and Advocacy for
#ONTINUATIONx
3ECTION &ORWARD "UDGET %STIMATES
3ECTION ,IST OF 0ROGRAMMES0ROJECTS OF THE
$EPARTMENT!GENCY
&ORM 0RELIMINARY %XPENDITURE %STIMATES AND
0ROJECTIONS FOR THE $EPARTMENTS!GENCIES UNDER THE
-INISTRY
Policy Leadership
and Advocacy for
'ENDER 2ESPONSIVE "UDGET '2"
7HAT IS 'ENDER 2ESPONSIVENESS
'ENDER 2ESPONSIVENESS IS THE CONSISTENT AND SYSTEMATIC
ATTENTION GIVEN TO THE DIFFERENCES BETWEEN WOMENGIRLS
AND MENBOYS IN SOCIETY WITH A VIEW TO ADDRESSING
SOCIALLY CONSTRUCTED CONSTRAINTS TO GENDER EQUALITY
Policy Leadership
and Advocacy for
3ESSION 6)
'2" IS A PROCESSAPPROACH AIMED AT MAINSTREAMING THE
GENDER DIMENSIONSCONCERNS INTO ALL STAGES OF THE BUDGET CYCLE
4HE 'ENDER BASED ANALYSIS MADE THROUGH THE "# ALSO AIMS
AT ANALYZING THE DIFFERENTIAL IMPACT OF PUBLIC EXPENDITURE AS
WELL AS REVENUE POLICY ON WOMENGIRLS AND MENBOYS
RESPECTIVELY
'ENDER RESPONSIVE BUDGETING IS ADDRESSING THE 'ENDER GAPS
THROUGH 'ENDER BASED ANALYSIS "#
Policy Leadership
and Advocacy for
'ENDER 2ESPONSIVENESS THROUGH "#
0ROJECT 0LANNING AND 2EVIEWING
&IVE 3TEPS IN 'ENDER 2ESPONSIVE "UDGETING
'2" DEMANDS 3ITUATION !NALYSIS OF WOMENGIRLS AND
MENBOYS IN THE 3ECTOR
)T REFERS TO #OUNTRYS 0OLICY 3TRATEGY !CTION 0LAN
)T CHECKS WHETHER MONEY IS ALLOCATED TO IMPLEMENT THE
POLICY STRATEGY AND PLANS
Policy Leadership
and Advocacy for
#ONTINUATION OF '2" 3TEPS
)T CHECKS WHETHER MONEY IS SPENT AS ALLOCATED
)T CHECKS TO WHOM THE MONEY REACHES AND CHECKS
WHETHER MONEY CHANGES GENDER PATTERNS IN THE
SOCIETY
'2" DEALS WITH .EEDS AND 2IGHTS "UDGET )MPACT
Policy Leadership
and Advocacy for
3ESSION 6)
7HY 7OMEN !DVANCEMENT IN "#
'/" HAS AN OBLIGATION AND #OMMITMENT TO ACHIEVE
GENDER EQUALITY IN "ANGLADESH
"ANGLADESH IS PUTTING A STRONG EMPHASIS ON BOTH 0OVERTY
AND 'ENDER IN THE -4"& PROCESS BECAUSE THESE ARE AT THE
#ENTER OF PRESENT .3!02 ))
!NALYZING THE 'OVERNMENT "UDGET IN RELATION TO )MPACT
ON WOMEN AND MEN GIRLS AND BOYS 'ENDER "ASED
!NALYSIS
Policy Leadership
and Advocacy for
0OVERTY AND 'ENDER 2EPORTING
IN -4"& 3EC OF "#
)MPACT OF 3TRATEGIC /BJECTIVES ON 0OVERTY 2EDUCTION
CONSIDERING 3TANDARDS AND 7OMENS !DVANCEMENT
'ENDER CONSIDERING 3TANDARDS AS MENTIONED IN
"#
"UDGET !LLOCATION FOR 0OVERTY 2EDUCTION AND 7OMENS
!DVANCEMENT
Policy Leadership
and Advocacy for
&ORM OF "#
#ALCULATE PERCENTAGE AGAINST EACH ALLOCATION INDICATING
WHAT PORTION OF THE TOTAL ALLOCATION IS EXPECTED TO HAVE
DIRECT BENEFIT FOR THE REDUCTION OF 0OVERTY ON THE BASIS OF
3TANDARDS AS MENTIONED IN "# AND ON 'ENDER
WOMEN ADVANCEMENT ON THE BASIS OF 3TANDARDS
Policy Leadership
and Advocacy for
3ESSION 6)
3TANDARDS
5SED FOR "#
!SSESSING IMPACT OF STRATEGIC
OBJECTIVES OF -INISTRIES ON
7OMENS !DVANCEMENT
Policy Leadership
and Advocacy for
7HAT NECESSARY MEASURESSTEPS
UNDERTAKEN OR OPPORTUNITIES CREATED
!CCESS TO HEALTH CARE AND IMPROVED NUTRITION
!CCESS TO PUBLIC PROPERTIES AND SERVICES
!CCESS TO EDUCATION AND TRAINING
2EDUCE DAILY WORKING HOURS OF WOMEN
7OMENS PARTICIPATION IN LABOUR MARKET AND INCOME
GENERATING ACTIVITIES
Policy Leadership
and Advocacy for
7HAT NECESSARY MEASURESSTEPS UNDERTAKEN
OR OPPORTUNITIES CREATED #ONTD
%NHANCE SOCIAL SAFETY FOR WOMEN AND REDUCE
PROBABLE VULNERABILITY AND RISK
7OMENS EMPOWERMENT
7OMENS PARTICIPATION IN VARIOUS FORUMS
%NSURE SAFETY AND FREE MOVEMENT FOR WOMEN
Policy Leadership
and Advocacy for
3ESSION 6)
7HAT NECESSARY MEASURESSTEPS UNDERTAKEN
OR OPPORTUNITIES CREATED #ONTD
)NCREASE SOCIAL STATUS OF WOMEN
!CCESS TO LAW AND JUSTICE FOR WOMEN
)NFORMATION 4ECHNOLOGY FOR WOMEN
2EDUCE VIOLENCE AND OPPRESSION
Policy Leadership
and Advocacy for
3ESSION 6)
(ANDOUTS FOR 3ESSION 6)
(ANDOUT ! !DDITIONAL INFORMATION ON 'ENDER 2ESPONSIVE "UDGET
'ENDER 2ESPONSIVENESS IS THE CONSISTENT AND SYSTEMATIC ATTENTION GIVEN TO THE DIFFERENCES BETWEEN
WOMENGIRLS AND MENBOYS IN SOCIETY WITH A VIEW TO ADDRESSING SOCIALLY CONSTRUCTED CONSTRAINTS TO
GENDER EQUALITY
'ENDER 2ESPONSIVE "UDGET '2" IS A PROCESSAPPROACH THAT AIMS AT MAINSTREAMING THE GENDER
DIMENSIONS INTO ALL STAGES OF THE BUDGET CYCLE '2" FACILITATES GENDER ANALYSIS IN THE FORMULATION OF
GOVERNMENT BUDGETS AND THE ALLOCATION OF RESOURCES 'ENDER BUDGETS ARE NOT SEPARATE BUDGETS FOR
WOMEN OR FOR MEN 4HEY ARE ATTEMPTS TO BREAKDOWN OR DISAGGREGATE THE GOVERNMENTS BUDGET ACCORD
ING TO ITS IMPACTS ON WOMEN AND MEN
'ENDER BASED ANALYSIS MADE THROUGH THE "# AIMS AT ANALYZING THE DIFFERENTIAL IMPACT ! BUDGET
IS RESPONSIVE WHEN THE GENDER DIFFERENTIAL GAPS ARE ADDRESSED IN BUDGETING THROUGH 'ENDER BASED
ANALYSIS "#
4HE PURPOSE OF ASSESSING THE GENDER IMPACT OF BUDGETS IS THREE FOLD AND INTERRELATED /NE IS TO RAISE
AWARENESS AND UNDERSTANDING OF GENDER ISSUES IN BUDGETS AND POLICIES ! SECOND IS TO FOSTER THE
ACCOUNTABILITY OF GOVERNMENTS FOR THEIR GENDER EQUALITY COMMITMENTS ! THIRD IS TO ULTIMATELY REVISE
BUDGETS AND POLICIES IN THE LIGHT OF THE ASSESSMENTS AND TO THUS INCREASE ACCOUNTABILITY
-EDIUM 4ERM "UDGETARY &RAMEWORK -4"&
4HE -EDIUM 4ERM "UDGETARY &RAMEWORK -4"& WAS INTRODUCED IN AS A PART OF THE
BUDGET REFORMS INITIATED BY THE GOVERNMENT TO HELP IMPROVE THE EFFICIENCY AND EFFECTIVENESS OF PUBLIC
EXPENDITURE AND ENSURE THE ATTAINMENT OF STRATEGIC GOALS AND OBJECTIVES OF THE 'OVERNMENT
$IFFERENCE BETWEEN THE 4RADITIONAL "UDGETARY 3YSTEM AND -4"&
4RADITIONAL "UDGETARY 3YSTEM -EDIUM 4ERM "UDGET &RAMEWORK
"UDGET IS FORMULATED FOR ONLY ONE YEAR -4"& PROVIDES ESTIMATES FOR THREE YEARS "UT ONLY
FIRST YEARSg ESTIMATE IS PLACED TO 0ARLIAMENT FOR
APPROVAL
.ON DEVELOPMENT BUDGET WHICH COVERS ITEMS SUCH AS 4HE DEVELOPMENT BUDGET AND NON DEVELOPMENT
SALARIES AND DEVELOPMENT BUDGET WHICH COVERS BUDGET ARE PREPARED TOGETHER !S THE BUDGET IS
@PROJECTS ARE PREPARED SEPARATELY 4HIS RESULTS IN PREPARED WITHIN A MAXIMUM LIMIT GIVEN BY -/&
DUPLICATION IN PUBLIC EXPENDITURE PLANNING SINGLE CEILING BOTH FOR .ON DEVELOPMENT AND DEVEL
OPMENT DUPLICATION AND LACK OF COORDINATION CAN BE
AVOIDED
3ESSION 6)
4RADITIONAL "UDGETARY 3YSTEM -EDIUM 4ERM "UDGET &RAMEWORK
4HERE IS VERY LIMITED OPPORTUNITY FOR THE LINE MINIS -4"& DELEGATES MORE RESPONSIBILITY AND AUTHORITY TO
TRIES TO PRIORITIZE ACTIVITIES AND PREPARE BUDGET AND THE LINE MINISTRIES SO THAT THEY CAN PREPARE THEIR
EXPENDITURE PLANS BUDGET DETERMINE PRIORITIES AND PLAN EXPENDITURES
ACCORDING TO THEIR NEEDS
$ETAILED INFORMATION ON THE EXPECTED RESULTS FROM THE )T INDICATES THE EXPECTED OUTPUTS FROM THE MONEY
ALLOCATED FUND IS NOT PROVIDED IN THE BUDGET 4HERE ALLOCATED TO THE CONCERNED MINISTRIESAGENCIES 4HIS
FORE IT IS DIFFICULT TO REVIEW WHETHER THE TARGETED PROVIDES AN OPPORTUNITY TO KNOW WHETHER THE TARGET IS
OUTPUT IS ACHIEVED ACHIEVED
4RADITIONAL BUDGET MAY NOT HAVE DIRECT LINKAGE WITH -4"& STRENGTHENS THE LINKAGE BETWEEN THE ANNUAL
POLICIES BUDGET AND THE MEDIUM TERM POLICY EG .3!02
5NDER THE -4"& THE BUDGET PREPARATION PROCESS IS COMPLETED IN THREE PHASES I 3TRATEGIC 0HASE II
%STIMATING 0HASE AND III "UDGET !PPROVAL 0HASE 4HESE THREE PHASES OF THE BUDGET PREPARATION ARE
DIVIDED INTO SEVERAL STEPS
!S A FIRST STEP UNDER THE STRATEGIC 0HASE IT IS NECESSARY TO PREPAREUPDATE A -INISTRY "UDGET &RAME
WORKS -"& IN ACCORDANCE WITH THE GUIDELINES CONTAINED IN THE "UDGET #IRCULAR AND FORWARDED TO
THE &INANCE $IVISION AND 0LANNING #OMMISSION WHICH IN TURN WILL FINALIZE THE "UDGET &RAMEWORK FOR
EACH OF THE -4"& -INISTRIES IN CONSULTATION WITH THE CONCERNED -INISTRY$IVISION
3OURCE -EDIUM 4ERM "UDGETARY &RAMEWORK TO -INISTRY OF &INANCE &INANCE $IVI
SION 'OVERNMENT OF "ANGLADESH
5NDER THE -4"& PROCESS -INISTRIES!GENCIES ARE REQUIRED TO SHOW HOW BUDGET ALLOCATIONS WILL HELP
WITH POVERTY REDUCTION AND WOMENS ADVANCEMENT 4HE "# EXPLAINS HOW THE MINISTRIES ARE CONTRIB
UTING IN RESPECT OF POVERTY REDUCTION AND GENDER 0' IN SECTION AND OF THEIR SUBMISSION OF
BUDGET TO THE -INISTRY OF &INANCE
4HE "UDGET #IRCULAR
%ACH YEAR THE -INISTRY OF &INANCE ISSUES A BUDGET CIRCULAR THAT INSTRUCTS MINISTRIES ON HOW TO DRAW UP
THEIR BUDGET SUBMISSIONS 5NDER THE -4"& THE BUDGET CIRCULAR IS ISSUED IN SEVERAL PARTS "UDGET
#IRCULAR "# CONTAINS THE RELEVANT PROCEDURES FOR PREPARATION OF THE -INISTRY "UDGET AND IS
ISSUED IN THE LAST QUARTER OF EVERY YEAR
0ART ! INCLUDES MAINLY THE MISSION STATEMENT MAJOR FUNCTIONS MEDIUM TERM STRATEGIC OBJECTIVES AND
KEY ACTIVITIES REPORTING ON POVERTY REDUCTION AND WOMENgS ADVANCEMENT PRIORITY SPENDING AREAS AND
KEY PERFORMANCE INDICATORS OF THE CONCERNED MINISTRY
0ART " INCLUDES PLANNED ACTIVITIES AND OUTPUTS RECENT ACHIEVEMENTS AND FUTURE PLANS ACTIVITIES AND
OUTPUTS AND RELATED STRATEGIC OBJECTIVES FORWARD BUDGET ESTIMATES FOR THE NEXT &9 AND SUBSEQUENT TWO
YEARS AND LIST OF PROJECTS OF THE DEPARTMENTSAGENCIES UNDER THE MINISTRY
3ESSION 6)
&OLLOWING TABLE SUMMARIZES 3ECTIONS AND &ORMS INCLUDED IN 0ART ! AND 0ART " OF -"&
-"& n 0ART ! -"& n 0ART "
TO BE PREPARED BY -INISTRIES$IVISIONS TO BE PREPARED BY $EPARTMENTS!GENCIES
3ECTION -ISSION 3TATEMENT AND -AJOR &UNCTIONS 3ECTION 2ECENT ACHIEVEMENTS OF THE
OF THE -INISTRY$IVISION AND OTHER )NSTITUTION $EPARTMENTS!GENCIES UNDER -INISTRY$IVISION AND
OTHER )NSTITUTION
3ECTION -EDIUM 4ERM 3TRATEGIC /BJECTIVES AND
+EY !CTIVITIES OF THE -INISTRY$IVISION AND OTHER 3ECTION +EY !CTIVITIES %XPECTED /UTPUTS
)NSTITUTION RELATED TO THE !CTIVITY AND 3TRATEGIC /BJECTIVES
3ECTION 0OVERTY AND 'ENDER 2EPORTING 3ECTION /UTPUT )NDICATORS AND 4ARGETS
3ECTION 0RIORITY 3PENDING !REAS0ROGRAMMES 3ECTION "UDGET %STIMATES AND 0ROJECTIONS
&ORM +EY 0ERFORMANCE )NDICATORS +0) OF THE 3ECTION ,IST OF /PERATING 5NITS 0ROJECTS
-INISTRY$IVISION AND OTHER )NSTITUTIONS 0ROGRAMMES
&ORM 0RELIMINARY 2EVENUE %STIMATES AND 0ROJEC &ORM 0RELIMINARY %XPENDITURE %STIMATES AND
TIONS 0ROJECTIONS FOR THE $EPARTMENTS!GENCIES
&ORM %XPENDITURE #EILINGS FOR $EPARTMENTS AND
!GENCIES
3OURCE "# ISSUED BY -O& "UDGET 7ING DATED
0OVERTY AND 'ENDER 0' 3ECTION OF THE "# 0OVERTY AND
'ENDER 2EPORTING IN -4"&
4HE STRATEGIC GOALS OBJECTIVES AND POLICIES REFLECTED IN THE POLICY DOCUMENTS OF THE 'OVERNMENT OF
"ANGLADESH ARE GEARED TOWARDS POVERTY REDUCTION 0OVERTY AND GENDER ISSUES ARE CLOSELY INTER RELATED
AS THE WOMEN ARE THE WORST SUFFERERS OF THE POVERTY 3O -INISTRY OF &INANCE HAS INCLUDED A SPECIFIC
SECTION IN THE "UDGET #IRCULAR 0ART ! 3ECTION ON THE IMPACT OF THE "UDGET ON THE 0OVERTY AND
7OMENS !DVANCEMENT 4HIS 3ECTION ASKS THE CONCERNED -INISTRY$IVISIONS TO EVALUATE HOW ACHIEV
ING EACH STRATEGY OF THE -INISTRY$IVISION AND OTHER INSTITUTIONS WILL DIRECTLY HELP REDUCING POVERTY
AND FURTHERING WOMENS ADVANCEMENT #OLUMN AND OF &ORM IN 0ART " RESPECTIVELY INDICATE
IMPACT OF PROJECT AND PROGRAMMESACTIVITIES ON POVERTY REDUCTION AND WOMEN ADVANCEMENT
-INISTRIES$IVISIONS WILL ASSIGN A PERCENTAGE TO EACH OF THE NEW PROJECTSPROGRAMMES INDICATING WHAT
PORTION OF THE TOTAL ALLOCATION EXPENDITURE IS EXPECTED TO HAVE DIRECT BENEFIT OF THE POOR AND WOMEN
$ETAILED INSTRUCTION FOR COMPLETING THE POVERTY AND GENDER INFORMATION IS GIVEN IN !NNEX
4HE "# SPECIFIES TWO PLACES IN WHICH MINISTRIES MUST ADDRESS POVERTY AND GENDER ISSUES IN THEIR
BUDGET SUBMISSIONS 4HE FIRST PLACE RELATES TO THE MINISTRY BUDGET 4HE SECOND PLACE RELATES TO THE
BUDGETS OF THE DEPARTMENTS AND AGENCIES THAT ARE PART OF THE MINISTRY
3ESSION 6)
(ANDOUT " 3TANDARDS USED FOR "#
&ORM OF "# #ALCULATE PERCENTAGE AGAINST EACH ALLOCATION INDICATING WHAT PORTION OF THE TOTAL
ALLOCATION IS EXPECTED TO HAVE DIRECT BENEFIT FOR THE REDUCTION OF 0OVERTY ON THE BASIS OF 3TANDARDS
AS MENTIONED IN "# AND ON 'ENDER WOMEN ADVANCEMENT ON THE BASIS OF 3TANDARDS
3TANDARDS USED FOR ASSESSING IMPACT OF STRATEGIC OBJECTIVES OF -4"&
-INISTRIES ON 0OVERTY 2EDUCTION 3TANDARDS
%MPLOYMENT INCOME GENERATING ACTIVITIES
7HAT OPPORTUNITIES FOR EMPLOYMENTINCOME GENERATING ACTIVITIES WILL BE CREATED FOR THE POOR PEOPLE
(OW
-ONITORING AND EVALUATION SYSTEM
7HETHER MONITORING AND EVALUATION SYSTEMS FOR THE POVERTY REDUCTION PROGRAMMES OF THE GOVERNMENT
ARE IN EXISTENCE )F MONITORING AND EVALUATION SYSTEMS ARE THERE WHAT STEPS HAVE BEEN UNDERTAKEN TO
STRENGTHEN THEM )F MONITORING AND EVALUATION SYSTEM IS NOT THERE WILL ACHIEVING STRATEGIC OBJECTIVE
INTRODUCE MONITORING AND EVALUATION )F SO HOW
7HETHER OPPORTUNITIES TO RECEIVE PUBLIC PROPERTIES EG KHAS LAND WETLAND SOCIAL AFFORESTATION ETC
AND SERVICES EG EDUCATION HEALTH ELECTRICITY PURE WATER SANITATION ETC IN FAVOUR OF POOR WILL
INCREASE )F INCREASES HOW
)MPROVE ACCESS TO INFORMATION AND TECHNOLOGYDEVELOPMENT OF INFORMATION TECHNOLOGY
7HETHER ACCESS TO INFORMATION AND TECHNOLOGY IN RESPECT OF AGRICULTURE FISHERIES AND NON AGRICULTURAL
ACTIVITIES WILL IMPROVE OR WHETHER NECESSARY STEPS HAVE BEEN UNDERTAKEN TO ACCELERATE THE DEVELOPMENT
OF TECHNOLOGY INCLUDING )#4 AND THEIR DISSEMINATION AND EXTENSION AMONG POOR )F SO HOW
(UMAN SKILL DEVELOPMENT
7HETHER NECESSARY STEPSPROGRAMMES HAVE BEEN UNDERTAKEN FOR SKILL DEVELOPMENT OF THE PEOPLE
INVOLVED PARTICULARLY IN NON FORMAL ECONOMIC ACTIVITIES )F SO HOW
0REPARATION AND DEVELOPMENT OF LAW AND POLICIES
7HETHER NECESSARY STEPS HAVE BEEN UNDERTAKEN FOR THE DEVELOPMENT OF LAW AND POLICIES IN ORDER TO
FACILITATE SOCIAL SAFETY NET SOCIAL INSURANCE AND ACCESS TO LABOUR MARKET FOR THE POOR )F SO HOW
0ROVIDEDEVELOP HEALTH NUTRITION AND EDUCATION
7HETHER ANY PROGRAMME HAS BEEN UNDERTAKEN FOR THE DEVELOPMENT OF HEALTH NUTRITION AND EDUCATION
OF THE POOR PEOPLE )F SO HOW
4RAINING
)S THERE ANY PROGRAMME TO PROVIDE NECESSARY TRAINING TO THE POOR PEOPLE OR IF SO HOW THAT HAS BEEN
UNDERTAKEN
3ESSION 6)
!CCESS TO PURE WATER AND SANITARY LATRINE
(AVE NECESSARY STEPSPROGRAMMES BEEN UNDERTAKEN FOR THE POOR TO RECEIVE PURE WATER AND SANITARY
LATRINE )F SO WHAT ARE THEY OR HOW THE POOR PEOPLE ARE GOING TO HAVE THESE FACILITIES
)NCREASING AWARENESS
(AVE NECESSARY STEPSPROGRAMMES BEEN UNDERTAKEN TO CREATE AWARENESS AMONG POOR PEOPLE TO GET
ACCESS TO THEIR DUE RIGHTS AND SERVICES THEY ARE ENTITLED TO AND ABOVE ALL TO INCREASE THEIR SOCIAL AWARE
NESS (OWWHAT ARE THE PROCEDURES
)NFORMATION 4ECHNOLOGY TRAINING FOR THE POOR
(AVE ANY STEPSPROGRAMMES BEEN UNDERTAKEN FOR THE POOR TO GET NECESSARY TRAINING ON INFORMATION
TECHNOLOGY AND TO INCREASE ITS UTILIZATION )F SO HOW
0OORS EMPOWERMENT
7HETHER STEPS HAVE BEEN UNDERTAKEN TO DEVELOPENCOURAGE POORS EMPOWERMENT PROCESS THROUGH
ENSURING THEIR PARTICIPATION IN DECISION MAKING IN THE SOCIETY AND WORKPLACE AND THROUGH INCREASED
PARTICIPATION IN POLITICAL FRAMEWORK (OW THOSE STEPS HAVE BEEN UNDERTAKEN
3TANDARDS#RITERIA USED FOR ASSESSING IMPACT OF STRATEGIC OBJECTIVES OF
-INISTRIES ON 7OMENgS !DVANCEMENT 3TANDARDS
!CCESS TO HEALTH CARE AND IMPROVED NUTRITION
7EATHER SPECIFIC ACTIONS ARE BEING TAKEN TO ADDRESS EFFECTIVELY WOMENS REPRODUCTIVE AND GENERAL
HEALTH NEEDS !LSO WEATHER ACTIVITIES WILL IMPROVE NUTRITIONAL STATUS OF WOMEN PARTICULARLY PREGNANT
AND LACTATING WOMEN IF SO HOW
7HETHER ACCESS TO PUBLIC PROPERTIES EG KHAS LAND WETLAND SOCIAL AFFORESTATION ETC AND SERVICES
EG EDUCATION HEALTH ELECTRICITY PURE WATER ETC ARE BEING EXPANDED )F SO HOW
!CCESS TO EDUCATION AND TRAINING
(AVE OPPORTUNITIES TO ACCESS EDUCATION AND TRAINING BEEN CREATED OR EXPANDED FOR GIRLSWOMEN )F
SO HOW
2EDUCE DAILY WORKING HOURS OF WOMEN
(AVE ANY STEPSPROGRAMMES BEEN UNDERTAKEN TO REDUCE DAILY WORKING HOURS OF WOMEN )F SO WHAT ARE
THOSE OR HOW THOSE CAN REDUCE WORKING HOURS
7OMENS PARTICIPATION IN LABOUR MARKET AND INCOME GENERATING ACTIVITIES
(AVE NECESSARY STEPS BEEN UNDERTAKEN TO INCREASE ACCESS AND TO MAKE IT EASIER FOR WOMEN TO ENTER INTO
LABOUR MARKET AND UNDERTAKE INCOME GENERATING ACTIVITIES (OW THOSE HAVE BEEN UNDERTAKEN
%NHANCE SOCIAL SAFETY FOR WOMEN AND REDUCE PROBABLE VULNERABILITY AND RISK
(AVE NECESSARY STEPS BEEN UNDERTAKEN TO INCREASE SOCIAL SAFETY AND TO REDUCE PROBABLE RISK AND VULNER
ABILITY OR WHAT NECESSARY STEPS WILL HELP TO INCREASE SOCIAL SAFETY FOR WOMEN ANDOR REDUCE PROBABLE
VULNERABILITY AND RISKS OF WOMEN PARTICULARLY BECAUSE OF NATURAL CALAMITIES
3ESSION 6)
7OMENS EMPOWERMENT
7HETHER STEPS HAVE BEEN UNDERTAKEN TO DEVELOPENCOURAGE 7OMENS EMPOWERMENT PROCESS THROUGH
ENSURING PARTICIPATION IN DECISION MAKING IN THE FAMILY SOCIETY AND WORKPLACE AND THROUGH INCREASED
PARTICIPATION IN POLITICAL FRAMEWORK (OW THOSE STEPS HAVE BEEN UNDERTAKEN
7OMENS PARTICIPATION IN VARIOUS FORUMS
(AVE NECESSARY STEPSPROGRAMMES BEEN UNDERTAKEN IN ORDER TO BRINGINCLUDE GENDER RELATED ISSUES AT
NATIONAL AND INTERNATIONAL FORUMS OR HOW THOSE ISSUES HAVE BEEN UNDERTAKEN
%NSURE SAFETY AND FREE MOVEMENT FOR WOMEN
(AVE NECESSARY STEPS BEEN UNDERTAKEN TO ENSURE FREE MOVEMENT FOR WOMEN AT PUBLIC PLACES AND TO
ENSURE SAFETY IN FAMILY AT PUBLIC PLACES AS WELL AS IN THE SOCIETY )F SO HOW THOSE STEPS HAVE BEEN
UNDERTAKEN
(AVE NECESSARY MEASURESSTEPS BEEN UNDERTAKEN IN ORDER TO STRENGTHEN MONITORING AND EVALUATION
SYSTEM PERTAINING TO GENDER EQUALITY ISSUES )F SO HOWIN WHAT PROCESS
)NCREASE SOCIAL STATUS OF WOMEN
(AVE NECESSARY MEASURESSTEPS BEEN UNDERTAKEN IN ORDER TO RAISE SOCIAL STATUS OF WOMEN FOR EXAMPLE
REDUCTION IN CHILDHOODEARLY MARRIAGE AND DOWRY ETC )F SO HOW
!CCESS TO LAW AND JUSTICE FOR WOMEN
(AVE MEASURESSTEPS BEEN UNDERTAKEN TO CREATEEXPAND OPPORTUNITIES IN FAVOUR OF WOMEN TO ACCESS LAW
AND JUSTICE (OW THOSE STEPS HAVE BEEN UNDERTAKEN
)NFORMATION 4ECHNOLOGY FOR WOMEN
7HETHER NECESSARY OPPORTUNITIES HAVE BEEN CREATED FOR WOMEN TO ACCESS AND UTILIZE TRAINING ON INFOR
MATION TECHNOLOGY OR HOW ACCESS AND UTILIZATION OF THESE TRAININGS WILL BE ENSURED
2EDUCE VIOLENCE AND OPPRESSION
7HAT STEPSMEASURES HAVE BEEN UNDERTAKEN TO REDUCE VIOLENCE AND OPPRESSION AGAINST WOMEN OR HOW
VIOLENCEOPPRESSION AGAINST WOMEN CAN BE REDUCED WITHIN THE FAMILY AND IN THE PUBLIC SPACE
2ELATED ,INKS
&INANCE $IVISION -INISTRY OF &INANCE "ANGLADESH WEBSITE WWWMOFGOVBD
-EDIUM 4ERM "UDGETARY &RAMEWORK -4"& TO
HTTPWWWMOFGOVBDENINDEXPHPOPTIONCOM?CONTENTVIEWARTICLEID)TEMID
'ENDER "UDGETING 2EPORT 4EN -INISTRY$IVISION
-INISTRY OF !GRICULTURE $ISASTER -ANAGEMENT AND 2ELIEF $IVISION -INISTRY OF %DUCATION -IN
ISTRY OF %NVIRONMENT AND &OREST -INISTRY OF &ISHERIES AND !NIMAL 2ESOURCES -INISTRY OF
(EALTH AND &AMILY 7ELFARE -INISTRY OF ,AND 2URAL $EVELOPMENT AND #O OPERATIVES $IVISION
-INISTRY OF 3OCIAL 7ELFARE -INISTRY OF 7ATER 2ESOURCES
HTTPWWWMOFGOVBDENBUDGET?GENBUDGETENGLISHPDF
"UDGET #IRCULAR "# n .OVEMBER
HTTPWWWMOFGOVBDENBUDGETBCCBCC?BN??PDF
3ESSION 6)
3ESSION 6))
0RESENTATION ON h'ENDER 2ESPONSIVE 'UIDELINES FOR
$ESIGN AND 2EVIEW OF $EVELOPMENT 0ROJECTSv
! 0ROJECT 0ROGRAM $ESIGN
L "E ABLE TO DEVELOP A COMMON UNDERSTANDING ON h'ENDER 2ESPONSIVE 'UIDELINES FOR $ESIGN AND
2EVIEW OF $EVELOPMENT 0ROJECTSv PREPARED BY -INISTRY OF 7OMEN AND #HILDREN !FFAIRS *ULY
AND ENDORSED BY -INISTRY OF 0LANNING
L 'ET ACQUAINTED WITH THE h'ENDER 2ESPONSIVE 'UIDELINES FOR $ESIGN AND 2EVIEW OF $EVELOPMENT
0ROJECTSv WHICH IS TO BE USED IN CONCURRENCE WITH THE 'UIDELINE h-ETHODS OF DESIGNING PROCESSING
APPROVAL AND REVISION OF THE 'OVERNMENT $EVELOPMENT 0ROJECTSv PUBLISHED BY 0LANNING $IVISION
-INISTRY OF 0LANNING 'OVERNMENT OF THE 0EOPLES 2EPUBLIC OF "ANGLADESH -AY
%QUIPMENTS
4HE &ACILITATOR WILL EXCHANGE GREETINGS WITH THE INTRODUCTION 0ROJECTOR
PARTICIPANTS AND START THE SESSION BY BRIEFING ABOUT THE /(0
SESSIONS OBJECTIVES TIME FRAME AND THE METHODOLOGIES TO "RIEFING
BE USEDv 0RESENTATION 3LIDES
4RANSPARENCIES
2EF 3LIDE ON 3ESSION 6)) /BJECTIVES
&LIPCHART
4HE &ACILITATOR WILL THEN TELL THAT FOR FACILITATING THIS 7HITEBOARD
SESSION THE PARTICIPANTS WILL REQUIRE TWO DOCUMENTS -ARKER PEN
I h-ETHODS OF DESIGNING PROCESSING APPROVAL AND
REVISION OF THE 'OVERNMENT $EVELOPMENT 0ROJECTSv AND
II h'ENDER 2ESPONSIVE 'UIDELINES FOR $ESIGN AND
2EVIEW OF $EVELOPMENT 0ROJECTSv WHICH ARE ALREADY
SUPPLIED TO THEM IN THEIR BAGSFOLDERS
"EFORE DISCUSSING THE ABOVE MENTIONED TWO DOCUMENTS AND /(0
THE &ACILITATOR WILL START THE SESSION WITH CONCEPTUAL $ISCUSSION 3LIDES
ASPECTS OF PROJECTS AND PROGRAMS 3HE WILL TELL THE 4RANSPARENCIES
PARTICIPANTS THAT PROJECTS ARE THE INSTRUMENTS FOR ON DIFFERENCES
IMPLEMENTING THE OBJECTIVES OF THE MEDIUM TERM PLANS BETWEEN
4HE -EDIUM TERM PLANS ARE FORMULATED INCORPORATING THE 0ROJECT AND
NATIONAL AND THE INTERNATIONAL COMMITMENTS 0ROGRAM
3ESSION 6))
%QUIPMENTS
3HE WILL THEN DISTINGUISH BETWEEN THE TERM hPROJECTv AND
hPROGRAMv ! PROGRAMME IS A PORTFOLIO COMPRISED OF
MULTIPLE PROJECTS WHICH HAVE MEDIUM TERM DURATION AND
SPECIFIC OUTPUTS 0ROGRAMS ADDRESS ISSUES ON A LONG TERM
BASIS ! PROJECT IS A TEMPORARY ENTITY ESTABLISHED TO
DELIVER SPECIFIC OUTPUTS IN LINE WITH PREDETERMINED TIME
COST AND QUALITY CONSTRAINTS 3HE WILL THEN ASK THEM TO
CITE ANY EXAMPLE OF PROJECT AND PROGRAMME IN
"ANGLADESH %XAMPLE &AMILY 0LANNING 0ROGRAMME OF
-INISTRY OF (EALTH AND &AMILY 7ELFARE AND 3TIPEND
PROGRAMME FOR GIRL STUDENTS OF -INISTRY OF %DUCATION
0,!'% )) IS A PROJECT OF -INISTRY OF 7OMEN AND
#HILDREN !FFAIRS -/7#! !NOTHER EXAMPLE OF A
PROJECT IS h-ULTISECTORAL PROJECT OF 6IOLENCE AGAINST
7OMENv
2EF 3LIDE ! ON 3OME $EFINITIONS 3LIDES ON 0ROJECT
AND 0ROGRAM
!LMOST ALL SOCIETAL PROBLEMS AND PROJECT RESPONSES
INVOLVE GENDER GAPS SOME LEVEL OF INEQUALITY BETWEEN
WOMEN AND MEN GIRLS AND BOYS 4HE .3!02
-4"&"# AND '/" POLICIES MANDATE THAT PROGRAMS
AND PROJECTS SHOULD CONTRIBUTE TO REDUCING GENDER GAPS
AND ADVANCING WOMEN 4HIS REQUIRES THAT ALL PROJECTS
SHOULD BE GENDER RESPONSIVE IE IDENTIFY AND ADHERE TO
GENDER DIFFERENCES AND INEQUALITIES &OR THAT REASON
BEFORE INTRODUCING YOU TO h'ENDER 2ESPONSIVE
'UIDELINES FOR $ESIGN AND 2EVIEW OF $EVELOPMENT
0ROJECTSv WE WANT TO DIFFERENTIATE THREE TYPES OF PROJECTS
4HIS UNDERSTANDING WILL HELP YOU TO IDENTIFY AND DESIGN A
GENDER RESPONSIVE PROJECT AND REVIEW A PROJECT WITH
GENDER LENS
4HE FACILITATOR WILL THEN DEFINE THAT THE 7OMEN FOCUSED "RAINSTORMING /(0
PROJECTS ARE THOSE PROJECTS WHICH TARGETED TO WOMEN ONLY $ISCUSSION 3LIDES
(OWEVER 7OMEN 4ARGETED&OCUSED 0ROJECTS MAY OR 4RANSPARENCIES
MAY NOT ADDRESS GENDER ISSUES &OR EXAMPLE PROJECT ON TYPES OF
DISTRIBUTING ORAL CONTRACEPTIVES AND CONDUCTING LIGATION IS PROJECT
A WOMEN FOCUSED PROJECT BUT IT HAS NOTHING TO DO WITH
GENDER (OWEVER 7OMEN FOCUSED PROJECT LIKE PRIMARY &LIP #HART
AND SECONDARY SCHOOL STIPEND PROGRAMS RECOGNIZED THE -ARKER
EXISTENCE OF INEQUALITY IN PARTICIPATION EDUCATION OF BOYS
AND GIRLS AND TAKEN POSITIVE STEPS TO REDUCE IT 4HIS IS A
WOMEN FOCUSED PROJECT BUT ALSO A GENDER PROJECT FOR
REDUCING EXISTING GENDER GAPS THROUGH ENCOURAGING
PARTICIPATION OF GIRLS IN EDUCATION PROGRAM
3ESSION 6))
%QUIPMENTS
'ENDER 2ESPONSIVE 0R OJECTS ARE THOSE WHICH IDENTIFY
DIFFERENCE IN NEEDS AND ASPIRATIONS OF AND THE EXISTENCE
OF INEQUALITY BETWEEN WOMEN AND MEN AND GIRLS AND
BOYS 2ECOGNIZING THOSE THE PROJECT AIMS AT PROVIDING
EQUAL BENEFIT TO REDUCING INEQUALITY OF WOMEN AND MEN
AND BOYS AND GIRLS AND ADVANCEMENT OF WOMEN THROUGH
ITS STRATEGIES AND ALLOCATION OF RESOURCES 3O 'ENDER
RESPONSIVE PROJECTS ARE WHERE CONCERNS OF BOTH WOMEN
AND MEN AND GIRLS AND BOYS ARE EXPLICITLY DEALT WITH FROM
SITUATION ANALYSIS OBJECTIVE SETTING RESOURCE ALLOCATION
IMPLEMENTATION AND MONITORING
! 0ROJECT MAY BE TERMED AS 'ENDER .EUTRAL IF PROJECTS
INTERVENTIONS DO CREATE OR ADDRESS ANY GENDER DIFFERENCES
OR INEQUALITIES !GAIN 'ENDER .EUTRAL PROJECT ARE THOSE
WHERE PROJECT BENEFITS CAN NOT BE SEPARATED OUT BY
WOMEN AND MEN AND GIRLS AND BOYS (OWEVER ALMOST ALL
SOCIETAL PROBLEMS AND PROJECT RESPONSES INVOLVE 'ENDER
'APS AND AS SUCH THERE IS HARDLY ANY PROJECT WHICH IS
GENDER NEUTRAL &OR EXAMPLE THE ELECTRICITY PROJECT MAY
BE CITED AS 'ENDER .EUTRAL PROJECT FROM THE
IMPLEMENTATION POINT OF VIEW BUT BENEFIT MAY AFFECT
DIFFERENT TARGET GROUP AND THEREFORE IS A GENDER PROJECT
4HE FACILITATOR CAN SHOW THE SLIDES ON THESE DEFINITIONS
4HE &ACILITATOR WILL ASK THE PARTICIPANTS WHETHER THE
DEFINITIONS ARE CLEAR TO THEM OR NOT IF NOT WILL JUST CLARIFY
FOR THEIR UNDERSTANDING
2EF 3LIDE ! ON 3OME $EFINITIONS 3LIDES ON 7OMEN
&OCUSED 0ROJECT 'ENDER 2ESPONSIVE 0ROJECT 'ENDER
.EUTRAL 0ROJECT
3TEP MINS 1UESTION -ULTIMEDIA
4HE FACILITATOR WILL THEN ASK THE PARTICIPANTS TO TAKE OUT !NSWER /(0
THE FOLLOWING TWO DOCUMENTS
3LIDES
I h-ETHODS OF DESIGNING PROCESSING APPROVAL AND 0RESENTATION 4RANSPARENCIES
REVISION OF THE 'OVERNMENT $EVELOPMENT 0ROJECTSv AND $ISCUSSION ON GENDER
II h'ENDER 2ESPONSIVE 'UIDELINES FOR $ESIGN AND
RESPONSIVE
2EVIEW OF $EVELOPMENT 0ROJECTSv WHICH ARE ALREADY
'UIDELINE
SUPPLIED TO THEM IN THEIR BAGSFOLDERS
I -ANUAL ON
.OTE TO &ACILITATOR $URING SLIDE PRESENTATION FOR CLEARLY RELATING
h'ENDER
TO THE PRESENTATION AND THE TWO DOCUMENTS THE &ACILITATOR WILL
2ESPONSIVE
TELL THE PARTICIPANTS THAT THE TEXT IN GREEN RELATES TO THE
'UIDELINES FOR
DOCUMENT I AND THE TEXT IN PURPLE RELATES TO THE
$ESIGN AND
DOCUMENT II
2EVIEW OF
3HE THEN DRAWS THE ATTENTION OF THE PARTICIPANTS TO ITEM $EVELOPMENT
))) PAGE OF THE DOCUMENT I MENTIONED ABOVE AND 0ROJECTSv
TELL THEM THAT TO ANSWER PROPERLY THIS ITEM REQUIRES THAT PUBLISHED BY
THE PROJECT HAS TO BE PREPARED IN A GENDER RESPONSIVE -/7#!
WAY
3ESSION 6))
%QUIPMENTS
3HE THEN REFERS TO !NNEX " 0AGE .UMBER OF THE II 3ELECTED
DOCUMENT II CITED ABOVE WHERE STANDARDS OF -EDIUM PORTIONS OF
4ERM "UDGETARY &RAMEWORK -4"& ON 7OMEN THE -ANUAL
!DVANCEMENT HAS BEEN MENTIONED 4HE STANDARDS AND
-4"& WERE ALREADY DISCUSSED IN SESSION 3HE WILL ON h-ETHODS
MENTION THAT FOR GETTING FUNDS FROM THE -INISTRY OF OF DESIGNING
&INANCE THE BUDGET SHOULD BE GENDER RESPONSIVE 4HE PROCESSING
-INISTRY MEASURES THIS RESPONSIVENESS WITH THE APPROVAL AND
APPROPRIATENESS OF THE RESPONSE RELATED TO THE REVISION OF
3TANDARDS )N OTHER WORDS IF '"! IDENTIFY AND ADDRESS THE
THE GAPS BETWEEN MEN AND WOMEN 'OVERNMENT
3HE THEN MENTIONS THAT IF THE PROJECT IS PREPARED $EVELOPMENT
FOLLOWING THE 'ENDER 2ESPONSIVE 'UIDELINES 0ROJECTSv
IT WILL BE EASY FOR THE -INISTRIES TO RESPONSE PUBLISHED BY
APPROPRIATELY ITEM ))) OF $00 OF DOCUMENT I CITED 0LANNING
ABOVE AND STANDARDS OF -4"& IN !NNEX " OF $IVISION
DOCUMENT II CITED ABOVE )N THIS WAY THE FACILITATOR WILL
-INISTRY OF
ESTABLISH THE NEEDS FOR PREPARATION OF PROJECT IN A GENDER
0LANNING
RESPONSIVE MANNER
-AY
!T THIS POINT THE &ACILITATOR WILL ASK THE PARTICIPANTS
WHETHER THEY HAVE QUESTIONSQUERIES AND IF THEY HAVE ANY
SHE WILL TRY TO ANSWER SATISFACTORILY
2EF 3LIDE " ON 'ENDER 2ESPONSIVE 'UIDELINES FOR
$ESIGN AND 2EVIEW OF $EVELOPMENT 0ROJECTS n 7HY DO
WE NEED 'ENDER 2ESPONSIVE $00400
MINS 0RESENTATION -ULTIMEDIA
3TEP
1UESTION /(0
4HE &ACILITATOR WILL THEN MAKE PRESENTATION ON THE !NSWER
h'ENDER 2ESPONSIVE 'UIDELINES FOR $ESIGN AND REVIEW OF $ISCUSSION 3LIDES
$EVELOPMENT 0ROJECTSv WHICH IS A TOOL FOR '"! FOR PROJECT 4RANSPARENCIES
PROGRAM DESIGNRIVEW ON 'UIDELINES
2EF 3LIDE " ON 'ENDER 2ESPONSIVE 'UIDELINES FOR FOR THE $ESIGN
$ESIGN AND 2EVIEW OF $EVELOPMENT 0ROJECTS n OF GENDER
"ACKGROUND /BJECTIVES 3TRATEGY #OMPONENT RESPONSIVE
-ONITORING 2EPORTING AND %VALUATION 400$00
4HE FIRST ITEM IS THE "ACKGROUND 3ITUATION !NALYSIS AND
2ATIONALE 3HE WILL REFER IT ITEM AND PAGE NUMBER IN
400$00 WHERE IT IS LOCATED 3HE MENTIONS THAT THIS IS
THE PLACE WHERE ANALYSIS SHOULD BE MADE ABOUT THE
SITUATION OF MEN AND WOMEN AND GIRLS AND BOYS 4HROUGH
THIS SITUATION ANALYSIS THE OBJECTIVES SHOULD BE FRAMED IN
A GENDER RESPONSIVE MANNER THROUGH SEX DISAGGREGATED
DATA
4HE SECOND ITEM IS THE /BJECTIVES )T SHOULD BE MENTIONED
HERE IF GENDER EQUALITY IS IMPLICIT OR EXPLICIT IN THE
OBJECTIVES 0AGE .OW HERE SHE SHOULD DISTINGUISH TWO
TERMS hEXPLICITv AND hIMPLICITv OBJECTIVES AND GIVE REASONS
WHY EXPLICIT OBJECTIVE CAN TAKE INTO ACCOUNT GENDER
CONCERNS FOR BETTER UNDERSTANDING OF THE TERMS TO WORK ON
3ESSION 6))
%QUIPMENTS
%XPLICIT OBJECTIVE IS THAT OBJECTIVE WHICH CLEARLY SPECIFIES
WHAT WILL BE ACHIEVED FOR WOMEN AND MEN BY THE PROJECT
)N IMPLICIT OBJECTIVE BENEFITS OF WOMEN AND MEN ARE
NOT SEPARATED OUT
3HE WILL MENTION THAT A GENDER RESPONSIVE PROJECT WILL
SET PRIORITIES TARGETS AND OUTPUTSOUTCOMES SEPARATELY FOR
MEN WOMEN AND MEN
3HE WILL ALSO EMPHASIZE THE NEED FOR PROVIDING SEX
DISAGGREGATED COSTS PROCUREMENT PLAN
3HE SHOULD MENTION THE IMPORTANCE OF SETTING THE GENDER
RESPONSIVE MONITORING INDICATORS SO THAT MONITORING AND
EVALUATION CAN BE MADE IN A GENDER RESPONSIVE MANNER
DURING AND AFTER THE PROJECT
4HE &ACILITATOR WILL ASK QUESTIONS TO ASSESS THE !NSWER
UNDERSTANDING OF THE PARTICIPANTS $ISCUSSION
)T IS EXPECTED THAT BY THE END OF THE SESSION THE
PARTICIPANTS WILL BE ABLE TO COMPREHEND THE IMPORTANCE OF
THE 'ENDER 2ESPONSIVE 'UIDELINES FOR $ESIGN 2EVIEW OF
$EVELOPMENT 0ROJECTS FOR $00400 DESIGN AND REVIEW
AND GAIN KNOWLEDGE REGARDING ITS APPLICATION IN LINE WITH
THE h-ETHODS OF $ESIGNING 0ROCESSING !PPROVAL AND
REVISION OF THE 'OVERNMENT $EVELOPMENT 0ROJECTSv
PUBLISHED BY 0LANNING $IVISION -/0 -AY
!T THE END OF THE SESSION THE &ACILITATOR WILL SUMMARIZE
THE DISCUSSIONS HELD AND WILL CONCLUDE THE SESSION BY
THANKING THE PARTICIPANTS FOR THEIR ACTIVE PARTICIPATION
3ESSION 6))
3ESSION
0RESENTATION ON h'ENDER 2ESPONSIVE
'UIDELINES FOR $ESIGN AND 2EVIEW OF
Policy Leadership
and Advocacy for
$EVELOP A COMMON UNDERSTANDING ON h'ENDER
2ESPONSIVE 'UIDELINES FOR $ESIGN AND 2EVIEW OF
$EVELOPMENT 0ROJECTSv PREPARED BY -INISTRY OF
7OMEN AND #HILDREN !FFAIRS *ULY AND ENDORSED
BY -INISTRY OF 0LANNING
Policy Leadership
and Advocacy for
/BJECTIVES n CONTD
'ET ACQUAINTED WITH THE h'ENDER 2ESPONSIVE 'UIDELINES
FOR $ESIGN AND 2EVIEW OF $EVELOPMENT 0ROJECTSv WHICH IS
TO BE USED IN CONCURRENCE WITH THE 'UIDELINE h-ETHODS OF
DESIGNING PROCESSING APPROVAL AND REVISION OF THE
'OVERNMENT $EVELOPMENT 0ROJECTSv PUBLISHED BY 0LANNING
$IVISION -INISTRY OF 0LANNING 'OVERNMENT OF THE 0EOPLES
2EPUBLIC OF "ANGLADESH -AY
Policy Leadership
and Advocacy for
3ESSION 6))
3OME $EFINITIONS
Policy Leadership
and Advocacy for
0ROJECT AND 0ROGRAM
0ROJECT ADDRESSES MEDIUM TERM PROBLEMS AND
PROGRAM DEALS WITH SOLVING LONG TERM PROBLEMS
! PROJECT IS A TEMPORARY ENTITY ESTABLISHED TO DELIVER
SPECIFIC OUTPUTS IN LINE WITH PREDETERMINED TIME COST
AND QUALITY CONSTRAINTS
Policy Leadership
and Advocacy for
0ROJECT AND 0ROGRAM
! PROGRAM IS A PORTFOLIO COMPRISED OF MULTIPLE
PROJECTS 3IMPLY A PROGRAM CONSISTS OF A NUMBER OF
PROJECTS ANDOR SUB PROGRAM
Policy Leadership
and Advocacy for
3ESSION 6))
7OMEN &OCUSED 0ROJECT
7OMEN &OCUSED 0ROJECTS ARE THOSE PROJECTS WHICH
ARE TARGETED TO WOMEN ONLY (OWEVER 7OMEN
TARGETEDFOCUSED 0ROJECTS MAY OR MAY NOT ADDRESS
GENDER ISSUES
Policy Leadership
and Advocacy for
'ENDER 2ESPONSIVE 0ROJECT
'ENDER 2ESPONSIVE 0ROJECTS ARE THOSE WHICH IDENTIFIES
DIFFERENCE IN NEEDS AND ASPIRATIONS OF AND THE EXISTENCE OF
INEQUALITY BETWEEN WOMEN AND MEN AND GIRLS AND BOYS FOR
REDUCING EXISTING GENDER GAPS 2ECOGNIZING THOSE THE
PROJECT AIMS AT PROVIDING EQUAL BENEFIT TO REDUCING
INEQUALITY OF WOMEN AND MEN AND BOYS AND GIRLS AND
ADVANCEMENT OF WOMEN THROUGH ITS STRATEGIES AND
ALLOCATION OF RESOURCES
Policy Leadership
and Advocacy for
'ENDER .EUTRAL 0ROJECT
! 0ROJECT MAY BE TERMED AS 'ENDER .EUTRAL IF
PROJECTS INTERVENTIONS DO NOT CREATE OR ADDRESS ANY
GENDER DIFFERENCES OR INEQUALITIES !GAIN
'ENDER .EUTRAL PROJECT ARE THOSE WHERE PROJECT
BENEFITS CAN NOT BE SEPARATED OUT BY WOMEN AND MEN
AND GIRLS AND BOYS
Policy Leadership
and Advocacy for
3ESSION 6))
'ENDER 2ESPONSIVE
†RÛvi ms‡e`bkxj Dbœqb cÖKí cÖYqb I ch©v‡jvPbv
'UIDELINES FOR
wb‡`©wkKv
'ENDER 2ESPONSIVE 'UIDLINES
FOR
$ESIGN AND 2EVIEW OF $EVELOPMENT 0ROJECTS $ESIGN AND 2EVIEW
gwnjv I wkï welqK gš¿Yvjq
MYcÖRvZš¿x evsjv‡`k miKvi
OF $EVELOPMENT 0ROJECTS
RyjvB 2009
Policy Leadership
and Advocacy for
7HY DO WE NEED 'ENDER
2ESPONSIVE $00400
$00 )TEM III 0G REQUIRES ANSWERING HOW THE
PROJECT WILL HAVE AFFECTIMPACT ON 7OMEN AND #HILDREN
!DDRESSING 'ENDER 'APS
-4"& REQUIRES THE MINISTRY TO ANSWER HOW AND TO WHAT
EXTENT THE PROJECT MEETS ONE OR MORE OF THE CRITERIA
'ENDER 2ESPONSIVE 'UIDELINE !NNEX " n 0G
Policy Leadership
and Advocacy for
7HY DO WE NEED 'ENDER
2ESPONSIVE $00400 n #ONTD
)F THE PROJECT IS DESIGNED IN A GENDER RESPONSIVE MANNER
THE PROJECT CAN ANSWER SATISFACTORILY TO THE ITEM III OF
$00 AND -4"& CRITERIA 'ENDER 2ESPONSIVE
'UIDELINE !NNEX " n 0G
4HIS 'UIDELINE DOCUMENT IS A PLANNING TOOL FOR ASSISTING PLANNERS
TO DESIGN PROJECTSPROGRAMS IN A GENDER RESPONSIVE MANNER
Policy Leadership
and Advocacy for
3ESSION 6))
'UIDELINE FOR THE $ESIGN OF 'ENDER
2ESPONSIVE $00400
†RÛvi ms‡e`bkxj Dbœqb cÖKí cÖYqb I ch©v‡jvPbv †RÛvi ms‡e`bkxj Dbœqb cÖKí cÖYqb I ch©v‡jvPbv
wb‡`©wkKv wb‡`©wkKv
'ENDER 2ESPONSIVE 'UIDLINES 'ENDER 2ESPONSIVE 'UIDLINES
FOR FOR
$ESIGN AND 2EVIEW OF $EVELOPMENT 0ROJECTS $ESIGN AND 2EVIEW OF $EVELOPMENT 0ROJECTS
gwnjv I wkï welqK gš¿Yvjq gwnjv I wkï welqK gš¿Yvjq
MYcÖRvZš¿x evsjv‡`k miKvi MYcÖRvZš¿x evsjv‡`k miKvi
RyjvB 2009 RyjvB 2009
Policy Leadership
and Advocacy for
"ACKGROUND 3ITUATION !NALYSIS
AND 2ATIONALE 0AGE
$00 )TEM 0ART " 0G 0ROJECT $ETAILS
"ACKGROUND
/BJECTIVES
0RIORITY
2ATIONALE
,INKAGES
4ARGETS AND /UTPUTS/UTCOMES
400 )TEM 0ART " 0G 3ITUATION !NALYSIS
Policy Leadership
and Advocacy for
0ROVIDE THE FOLLOWING INFORMATION INCLUDING
SEX DISAGGREGATED DATA AS POSSIBLE ON 0AGE
3IZE OF THE TARGET POPULATION AFFECTED BY THE PROJECT ISSUES
'ENDER ISSUES RELATING TO THE PROJECT INCLUDING CONSTRAINTS FACED BY
WOMEN WITH RESPECT TO ACCESS TO RESOURCES AND PARTICIPATION IN
DECISION MAKING
7OMENSGIRLS PARTICULAR AND DIFFERENTIAL NEEDS TO BE ADDRESSED BY
THE PROJECT EG FOR ACCESSIBLE AND FREE SERVICES GIRL FRIENDLY SCHOOLS
INFORMATION SPACE FOR MEETINGS SKILL DEVELOPMENT
)F THE PROJECT IS FOR THE SECOND PHASE LESSONS LEARNED ON THE ABOVE
ISSUES SHOULD BE HIGHLIGHTED
Policy Leadership
and Advocacy for
3ESSION 6))
/BJECTIVES /VERALL AND 3PECIFIC 0AGE
$00 )TEM 0G n
/BJECTIVE OF THE 0ROJECT
400 )TEM 0G n
/BJECTIVES /VERALL AND 3PECIFIC
Policy Leadership
and Advocacy for
0ROVIDE THE FOLLOWING INFORMATION INCLUDING
SEX DISAGGREGATED DATA AS POSSIBLE ON 0AGE
%XPLICITLY 3TATED /BJECTIVE 0G
)N THE OVERALL OBJECTIVE STATEMENTS OF PROJECTS TARGETED TO COMMUNITIES AT
LARGE INDICATE WHAT BENEFITS WILL BE GAINED BY BOTH WOMEN AND MEN AND
PARTICULARLY BY POOR SECTION OF THE POPULATION
)MPLICITLY 3TATED /BJECTIVE 0G
)F GENDER EQUALITY IS IMPLICIT IN THE OBJECTIVES ENSURE THAT ANY GENDER GAPS
ARE IDENTIFIED IN THE SITUATION ANALYSIS AND ADDRESSED EXPLICITLY IN ONE OR
MORE SUB OBJECTIVES OR OUTCOMESOUTPUTS
7OMEN &OCUSED 0ROJECT /BJECTIVE 0G
/BJECTIVES OF WOMEN FOCUSED PROJECTS SHOULD INDICATE HOW GENDER GAPS
IDENTIFIED IN THE SITUATION ANALYSIS WILL BE REDUCED AND HOW WOMENS
POSITION AS WELL AS CONDITION WILL BE IMPROVED
Policy Leadership
and Advocacy for
3TRATEGY 0AGE
400 )TEM 0G
,INK TO PLANNING DOCUMENTS DEVELOPMENT PARTNERS COUNTRY
PROGRAM PRIORITIES AND 0230 -$' 5.$!& AS FAR AS
POSSIBLE
#ONTRIBUTE 0ROJECT OUTCOMES AND OUTPUTS TO ACHIEVING THE
GENDER EQUALITY GOALS AND PRIORITY ACTIONS OF .3!020230 AS
LISTED IN 'ENDER 2ESPONSIVE 'UIDELINE
0G !NNEX ! n.3!020230 0OLICY !GENDA
0G !NNEX " "# 3TANDARDS OF -4"&
Policy Leadership
and Advocacy for
3ESSION 6))
#OMPONENT WISE !NNUAL 0HASING
AND 0ROCUREMENT 0LAN 0AGE
$00 )TEM 0G
$00 )TEM B 0G !NNEXURE ))) A B C
0G n
$00 )TEM 0G !NNEXURE )6 0G
400 )TEM 0G !NNEXURE 0G
Policy Leadership
and Advocacy for
'ENDER RESPONSIVENESS OF COST ITEMS 0AGE
!LLOCATION OF FUND TO SUPPORT WOMEN FOCUSED
ACTIVITIES AND ITS ADEQUACY
!LLOCATION FOR SUPPORTING REDUCTION OF GENDER GAP AND
ITS ADEQUACY
!LLOCATION FOR GENDER EQUALITY INCLUDING CAPACITY
BUILDING AND ITS ADEQUACY
Policy Leadership
and Advocacy for
'ENDER 2ESPONSIVE
'UIDELINES FOR
wb‡`©wkKv
'ENDER 2ESPONSIVE 'UIDLINES
FOR
$ESIGN AND 2EVIEW OF $EVELOPMENT 0ROJECTS 2EVIEW OF
$EVELOPMENT 0ROJECTS
RyjvB 2009
Policy Leadership
and Advocacy for
3ESSION 6))
"ACKGROUND 3ITUATION
!NALYSIS AND 2ATIONALE
)TEM OF $00 "ACKGROUND /BJECTIVES 0RIORITY
2ATIONALE ,INKAGES 4ARGETS AND /UTPUTS
/UTCOMES
)TEM OF 400 3ITUATION !NALYSIS
Policy Leadership
and Advocacy for
(AS THE FOLLOWING INFORMATION INCLUDING
SEX DISAGGREGATED DATA BEEN PROVIDED
.UMBER OF WOMENMEN AND GIRLSBOYS TARGETED IN THE
PROJECT ADDRESSING THEIR PROBLEMSSITUATION IN WHICH THEY
LIVE AND THEIR ROLES INVOLVEMENT AND THE BENEFIT IN THE
PROJECT
3PECIFIC IMPACT OF THE PROJECT ISSUES ON BOTH WOMEN AND
MEN GIRLS AND BOYS ARE IDENTIFIED
Policy Leadership
and Advocacy for
(AS THE FOLLOWING INFORMATION INCLUDING
SEX DISAGGREGATED DATA BEEN PROVIDED
'ENDER INEQUALITIES RELATED TO THE PROJECT SITUATION AND
BARRIERS FACED BY WOMEN GIRLS ARE GIVEN
7OMENS PARTICULAR NEEDS AND CONSTRAINTS PROJECT
INTENTIONS TO REDUCE GENDER GAPS AND RESULT IN EQUAL
BENEFIT FOR WOMENMEN ANDOR GIRLSBOYS ARE
ADDRESSED
Policy Leadership
and Advocacy for
3ESSION 6))
/BJECTIVES /VERALL AND 3PECIFIC
)TEM NO OF $00 OBJECTIVE OF THE PROJECT
)TEM NO OF 400 /BJECTIVES /VERALL AND 3PECIFIC
Policy Leadership
and Advocacy for
.ATURE OF 3TATED /BJECTIVES
$O THE OBJECTIVES INDICATE WHAT BENEFITS AND RESULTS
WILL BE GAINED BY WOMEN AND MEN GIRLS AND BOYS
%XPLICIT OR IMPLICIT
!RE OBJECTIVES REQUIRED AND INCLUDED FOCUS ON
WOMENS ADVANCEMENT AND REDUCING GENDER GAPS
Policy Leadership
and Advocacy for
3TRATEGIES
)TEM OF 400 LINK TO PLANNING DOCUMENTS
DEVELOPMENT PARTNERS COUNTRY PROGRAM PRIORITIES AND
0230 -$' 5.$!& AS FAR AS POSSIBLE
Policy Leadership
and Advocacy for
3ESSION 6))
$O THE OUTCOMES AND OUTPUTS CONTRIBUTE
TO ANY OF THE KEY .3!02 GOALS FOR WOMENS
ADVANCEMENT !NNEX !
SOCIAL ADVANCEMENT
ECONOMIC ADVANCEMENT
POLITICAL ADVANCEMENT
FULFILLMENT OF WOMENS LEGAL AND OTHER RIGHTS
Policy Leadership
and Advocacy for
$O THE OUTCOMES AND OUTPUTS CONTRIBUTE
TO ANY OF THE "# 3TANDARD OF
-4"& !NNEX "
&IND WHICH OF THE 3TANDARDS OF 7OMEN
!DVANCEMENT AND 2IGHTS ARE !DDRESSED
Policy Leadership
and Advocacy for
#OMPONENT WISE !NNUAL 0HASING
AND 0ROCUREMENT 0LAN
)TEM !NNEXURE ))) A B C ITEM
ANNEXURE )6 OF $00
)TEM NO !NNEXURE OF 400
Policy Leadership
and Advocacy for
3ESSION 6))
'ENDER 2ESPONSIVENESS OF #OST )TEMS
!RE THERE COMPONENTS FOR WHICH ADEQUATE INPUTS AND
ALLOCATION ARE PROVIDED IN THE PROJECT TO IMPLEMENT
GENDER EQUALITY ACTIVITIES
)S IT CLEAR WHAT PROPORTION OF THE ALLOCATION WILL
CONTRIBUTE TO BENEFITING WOMEN AND REDUCING GENDER
GAPS
Policy Leadership
and Advocacy for
-ONITORING 2EPORTING AND %VALUATION
)TEM LOG FRAME AND CONSIDERING )TEM OF $00
)TEM OF 400
Policy Leadership
and Advocacy for
)DENTIFICATION OF
-ONITORING )NDICATORS
(AVE GENDER EQUALITY PERFORMANCE INDICATORS FOR
PROJECT OUTCOMES AND OUTPUTS BEEN IDENTIFIED
Policy Leadership
and Advocacy for
3ESSION 6))
(ANDOUTS FOR 3ESSION 6))
'ENDER 2ESPONSIVE 0LANNING
(ANDOUT ! 3OME $EFINITIONS
7HAT IS PLANNING
0LANNING IS A PROCESS OF CONSISTENT AND ARTICULATED THINKING ABOUT THE ACTIVITIES AND RESOURCES REQUIRED
TO CREATE A DESIRED ECONOMIC AND SOCIAL DEVELOPMENT OF A COUNTRY )T COMBINES FORECASTING OF
DEVELOPMENTS WITH THE PREPARATION OF SCENARIOS OF HOW TO REACT TO THEM 0LANNING IS A PROCESS FOR
ACCOMPLISHING PURPOSE )T IS BLUE PRINT OF ECONOMIC GROWTH AND A ROAD MAP OF DEVELOPMENT )T HELPS IN
DECIDING OBJECTIVES BOTH IN QUANTITATIVE AND QUALITATIVE TERMS )T IS SETTING OF GOALS ON THE BASIS OF
OBJECTIVES AND KEEPING IN VIEW THE RESOURCES
'ENDER 2ESPONSIVE 0LANNING
'ENDER 2ESPONSIVE 0LANNING REQUIRES ENTIRE PLANNING CYCLE TO BE GENDER RESPONSIVE FOR BRINGING ABOUT
GENDER EQUALITY -AKING LONG TERM AND MEDIUM TERM PLANNING GENDER RESPONSIVE REQUIRES CONSCIOUS
REFLECTION OF GENDER EQUALITY ISSUES IN POLICIES STRATEGIES AND RESOURCE ALLOCATIONS IN MACRO ISSUES AND
ALSO SECTORAL ISSUES !S STATED ABOVE THE PROJECTS AND PROGRAMS ARE AMONG THE INSTRUMENTS THROUGH
WHICH GOALS AND OBJECTIVES OF THE '/" LONG TERM AND MEDIUM TERM ARE MATERIALIZED 4HEY ARE GENDER
RESPONSIVE WHEN WOMEN AND MENS DIFFERENTIAL NEEDS ARE CONSCIOUSLY CONSIDERED IN THEIR OBJECTIVES
STRATEGIES AND RESOURCE ALLOCATIONS
0ROJECT
0ROJECTS ADDRESSE SPECIFIC PROBLEMS AND CONTRIBUTE TO ATTAIN OBJECTIVE OF '/" PLAN 4HIS IS A
TEMPORARY ENTITY ESTABLISHED TO DELIVER SPECIFIC OUTPUTS IN LINE WITH PREDETERMINED TIME AND RESOURCES
HUMAN SUPPLIES AND CAPITAL .ORMALLY A PROJECT IS COMPLETED WITH A MEDIUM TERM PLAN
0ROGRAM
3IMPLY A PROGRAM CONSISTS OF A NUMBER OF PROJECTS ANDOR SUB PROGRAM ! PROGRAM AIMS AT A PROBLEM
THAT REQUIRES LONG TERM BEYOND A MEDIUM TERM PLAN INTERVENTION FOR ACHIEVING DESIRED RESULTS
7OMEN &OCUSED 0ROJECTS 7OMEN FOCUSED PROJECTS ARE THOSE PROJECTS WHICH ARE TARGETED TO WOMEN
ONLY (OWEVER 7OMEN FOCUSED PROJECTS MAY OR MAY NOT ADDRESS GENDER ISSUES
'ENDER RESPONSIVE 0ROJECTS0ROGRAMS IDENTIFY DIFFERENCE IN NEEDS AND ASPIRATIONS OF AND THE EXISTENCE
OF INEQUALITY BETWEEN WOMEN AND MEN AND GIRLS AND BOYS FOR REDUCING EXISTING GENDER GAPS THROUGH
ITS STRATEGIES AND ALLOCATION OF RESOURCES
(ANDOUT " 'ENDER 2ESPONSIVE 'UIDELINES FOR $ESIGN AND 2EVIEW OF
4HE 4ECHNICAL 0ROJECT 0ROPOSAL 400 AND $EVELOPMENT 0ROJECT 0ROPOSAL $00 ARE THE INSTRUMENTS
THROUGH WHICH THE .ATIONAL 3TRATEGY FOR !CCELERATED 0OVERTY 2EDUCTION .3!02 )) AND INTERNATIONAL
COMMITMENTS LIKE -ILLENNIUM $EVELOPMENT 'OALS -$' #ONVENTION ON THE %LIMINATION OF !LL &ORMS
OF $ISCRIMINATION AGAINST 7OMEN #%$!7 AND "EIJING 0LATFORM FOR !CTION 0&! IS IMPLEMENTED
3ESSION 6))
)N ORDER TO OBTAIN RESOURCES FOR IMPLEMENTATION OF THEIR
PROJECTSPROGRAMS -INISTRIES UNDER THE -EDIUM 4ERM
"UDGETARY &RAMEWORK -4"& ARE REQUIRED TO INDICATE HOW
THESE WILL HAVE IMPACT ON POVERTY AND WOMENS
ADVANCEMENT AND RIGHTS IN THEIR RESPONSES TO THE "UDGET
#IRCULAR "# ISSUED BY THE -INISTRY OF &INANCE 4HIS TASK †RÛvi ms‡e`bkxj Dbœqb cÖKí cÖYqb I ch©v‡jvPbv
wb‡`©wkKv
WILL BE MUCH EASIER FOR THE -INISTRIES IF THE INITIAL DESIGN OF 'ENDER 2ESPONSIVE 'UIDLINES
FOR
PROJECTS INDICATES CLEARLY THE EXPECTED IMPACT ON POVERTY AND $ESIGN AND 2EVIEW OF $EVELOPMENT 0ROJECTS
WOMENS ADVANCEMENT AND RIGHTS 7ITH THIS END IN VIEW
THE h'ENDER 2ESPONSIVE 'UIDELINE FOR $ESIGN 2EVIEW OF
$EVELOPMENT 0ROJECTSv HAVE BEEN PREPARED TO ASSIST THE
OFFICIALS WHO DESIGN THE GOVERNMENT PROJECTSPROGRAMS
4HE GUIDELINES SUGGEST WHERE AND HOW WOMENS RyjvB 2009
ADVANCEMENT AND RIGHTS SHOULD BE INCLUDED IN THE
DIFFERENT SECTIONS OF THE 400 AND $00
4HE 'UIDELINES INCLUDE TWO ANNEXES !NNEX ! IS ON .3!02 )) 'ENDER %QUALITY 'OALS AND 0RIORITY
!CTIONS AND !NNEX " IS ON -4"& 3TANDARDS AS PER GUIDELINES PROVIDED BY THE -/& FOR PROVIDING
RESPONSE ON 0OVERTY AND 'ENDER IN THE SECTION AND !NNEX " OF THE "UDGET #IRCULAR )T IS TO
BE MENTIONED HERE THAT ALL THE ISSUES OF .3!02 )) SHOWN IN !NNEX ! AND 3TANDARDS FOR !NNEX
" MAY NOT BE RELEVANT FOR EVERY PROJECT AND PROGRAM
&OR EXAMPLE AN EDUCATION PROJECT WILL DRAW UPON THOSE ISSUES RELEVANT TO IT FROM !NNEX ! AND !NNEX
" MENTIONED IN THE GUIDELINE 4HESE GUIDELINES ARE PROVIDING A METHOD OF LINKING THE PROCESS FOR
DRAWING RELEVANT )SSUES AND 3TANDARDS OF .3!02 AND -4"& IN DESIGNING PROJECTSPROGRAMS
3ESSION 6))
3ESSION 6))
%XERCISE ON THE USE OF THE h'ENDER 2ESPONSIVE
'UIDELINE FOR $ESIGN AND 2EVIEW OF $EVELOPMENT 0ROJECTSv
L 5NDERSTAND HOW TO DESIGN REVIEW THEIR OWN $00400 IN A GENDER RESPONSIVE WAY USING
h'ENDER 2ESPONSIVE 'UIDELINES FOR $ESIGN AND 2EVIEW OF $EVELOPMENT 0ROJECTSv IN LINE WITH
THE h-ETHODS OF DESIGNING PROCESSING APPROVAL AND REVISION OF THE 'OVERNMENT $EVELOPMENT
0ROJECTSv
L !NALYZE GENDER RESPONSIVENESS IN $00400
L )DENTIFYDIAGNOSE SOME APPROACHES SPECIFIC TO SELECTED SECTORS TO MAKE THE PROJECT GENDER RESPONSIVE
L !PPLY THEIR KNOWLEDGE INTO DESIGNINGREVIEWING THEIR OWN SECTOR WISE $00400 IN A MORE GENDER
RESPONSIVE WAY
4OTAL 4IME HOURS
%QUIPMENTS
3TEP MINS -ULTIMEDIA
4HE &ACILITATOR WILL EXCHANGE GREETINGS WITH THE PARTICIPANTS 0ROJECTOR
AND START THE SESSION BY BRIEFING ABOUT THE SESSIONS OBJECTIVES /(0
TIME FRAME AND THE METHODOLOGIES TO BE USEDv
3LIDES
2EF 3LIDE ON 3ESSION 6))) /BJECTIVES 4RANSPARENCIES
)N THIS SESSION MORE THAN ONE FACILITATOR WILL BE NEEDED $IVIDING &LIPCHART
THE 7HITEBOARD
4HE PARTICIPANTS WILL BE DIVIDED INTO TO GROUPS ACCORDING TO PARTICIPANTS -ARKER PEN
THEIR -INISTRY SPECIFIC SECTORS 4HE FACILITATOR WILL WRITE THE INTO
NAMES ACCORDING TO THE GROUPS ON THE FLIP CHART GROUPS
3TEP
4HE GROUPS WHICH ARE FORMED ACCORDING TO THE -INISTRY MINS 'ROUP &LIP #HART
SPECIFIC AREAS WILL BE ASKED TO SIT GROUP WISE SELECT ONE TEAM WORK OR 6)00 "OARD
LEADER FACILITATOR AMONG THEM AND GIVE A GROUP NAME INSTRUCTION AND CARDS
0ERMANENT
4HE RESPONSIBILITY OF THE TEAM LEADER WILL BE TO LEADFACILITATE 'ROUP -ARKER
THE GROUP DISCUSSION AND PRESENT THE GROUP WORK IN THE PLENARY DISCUSSION
4HE GROUPS WILL ALSO BE INSTRUCTED TO USE FLIP CHART PAPERS OR
0OWER0OINT IF LAPTOP IS AVAILABLE TO PRESENT THE GROUP WORKS
#OMFORTABLE SITTING SPACES FOR THE GROUP WORK MUST BE
ARRANGED BEFORE HAND
3ESSION 6)))
%QUIPMENTS
3TEP HOUR 'ROUP 0OSTER PAPER
%ACH GROUP WILL BE ASKED TO SELECT ONE ALREADY APPROVED %XERCISE &LIP #HART
$00400 AND REVIEW THAT USING THE REVIEW PART PAGE OF THE -ARKERS
h'ENDER 2ESPONSIVE 'UIDELINES FOR $ESIGN AND 2EVIEW OF COLORS X NOS
$EVELOPMENT 0ROJECTSv EACH
4HE APPROVED $00400 CAN BE COLLECTED BY THE &ACILITATORS FROM
%#.%#0LANNING #OMMISSION OR -INISTRIES OR THE PARTICIPANTS
CAN BE ASKED TO BRING THEIR -INISTRY SPECIFIC $00400
!S THERE WILL NOT BE ENOUGH TIME DURING THE TRAINING
PROGRAMME TO DESIGN A NEW $00400 THE GROUPS WILL BE ASKED
ONLY TO REVIEW ONE APPROVED PROJECT 4HEY WILL ALSO BE ASKED TO
WRITE A SHORT DESCRIPTION ON IF THEY WERE ASKED TO
PREPAREDESIGN A NEW $00400 ON THE SUBJECT THEY WERE
WORKING WHAT WERE THE CHANGES NEED TO BE MADE
$URING THE TRAINING COURSES IF TIME PERMITS IF THE TRAINING
COURSE IS FOR A LONGER PERIOD THE PARTICIPANTS WILL BE GIVEN THE
ASSIGNMENT TO DESIGN A $00400 USING THESE GUIDELINES
3TEP
$URING THE GROUP WORK THE &ACILITATORS WILL GUIDE THE
PARTICIPANTS SO THAT THEY ARE ABLE TO FOLLOW THE INSTRUCTIONS TO
DO THE EXERCISE 2EMIND THEM ABOUT TIME FRAME FOR GROUP
WORK
3TEP HOUR 0LENARY
!FTER THE GROUP WORK IS DONE THE &ACILITATOR WILL CALL THE GROUPS PRESENTATION
TO SIT IN THEIR ORIGINAL PLACES 4HE GROUP LEADERS WILL BE INVITED MINS X
ONE BY ONE TO PRESENT THE GROUP WORK
GROUPS
$URING ONE GROUPS PRESENTATION THE MEMBERS OF THE OTHER
GROUPS WILL BE ENCOURAGED TO COMMENT AND PROVIDE SUGGESTIONS
ON HOW TO MAKE THE $00400 MORE GENDER RESPONSIVE
)F THERE IS A NEED FOR ANY CLARIFICATION THE PRESENTER AND OTHER
MEMBERS OF THAT GROUP OR THE FACILITATORS WILL ANSWER THOSE
QUESTIONS
3TEP #ONCLUSION MINS 3UMMING
4HE &ACILITATOR WILL END THE SESSION BY SUMMARIZING THE UP
DISCUSSIONS HELD
)NSTRUCTIONS FOR 'ROUP %XERCISE
L 0ARTICIPANTS WILL BE DIVIDED INTO GROUPS
L GROUPS WILL WORK ON DESIGNING 400$00
L GROUPS WILL WORK ON REVIEWING 400$00
L $ESIGN GROUPS WILL MAINLY CONSIST OF PARTICIPANTS FROM DEPARTMENTS AND SOME PARTICIPATION FROM MINISTRIES
L 2EVIEW GROUPS WILL MAINLY CONSIST OF PARTICIPANTS FROM 0LANNING #OMMISSION AND SOME PARTICIPATION FROM
MINISTRIES
L %ACH GROUP WILL SELECT THEIR TEAM LEADER FOR FACILITATION IN THE GROUP WORK AND PLENARY PRESENTATION
L 4HEY WILL WRITE THEIR FINDINGS ON FLIP CHARTS FOR THE PRESENTATION IN THE PLENARY
L HOUR FOR THE GROUP WORK AND MINUTES FOR THE PRESENTATION
L MINUTES FOR QUESTION ANSWER DISCUSSION FOR EACH PRESENTATION
3ESSION 6)))
3ESSION
%XERCISE ON THE USE OF THE h'ENDER
2ESPONSIVE 'UIDELINES FOR $ESIGN AND
2EVIEW OF $EVELOPMENT 0ROJECTSv
Policy Leadership
and Advocacy for
5NDERSTAND HOW TO DESIGNREVIEW THEIR OWN $00400
IN A GENDER RESPONSIVE WAY USING h'ENDER 2ESPONSIVE
'UIDELINES FOR $ESIGN AND 2EVIEW OF $EVELOPMENT
0ROJECTSv IN LINE WITH THE h-ETHODS OF DESIGNING
PROCESSING APPROVAL AND REVISION OF THE 'OVERNMENT
Policy Leadership
and Advocacy for
/BJECTIVES n CONTD
!NALYZE GENDER RESPONSIVENESS IN $00400
)DENTIFY DIAGNOSE SOME APPROACHES SPECIFIC TO
SELECTED SECTORS TO MAKE THE PROJECT GENDER SENSITIVE
!PPLY THEIR KNOWLEDGE INTO DESIGNINGREVIEWING THEIR
OWN SECTOR WISE $00400 IN A MORE GENDER
RESPONSIVE WAY
Policy Leadership
and Advocacy for
3ESSION 6)))
)NSTRUCTION FOR 'ROUP %XERCISE
5SE OF THE h'ENDER 2ESPONSIVE
'UIDELINES FOR $ESIGN AND 2EVIEW
OF $EVELOPMENT 0ROJECTSv
Policy Leadership
and Advocacy for
'UIDELINES FOR 'ROUP %XERCISE $00400 $ESIGN
$ESIGN GROUPS WILL ASSESS THE SPECIFIC SECTIONS OF THE ASSIGNED
PROJECTS BY USING '20 DESIGN TOOL
$ESIGN 'ROUP WILL WORK ON )TEMS
3ITUATION !NALYSIS /BJECTIVES 3TRATEGY OF THE DESIGN
TOOL
$ESIGN 'ROUP WILL WORK ON )TEMS
#OMPONENT WISE !NNUAL 0HASING AND 0ROCUREMENT 0LAN
-ONITORING 2EPORTING %VALUATION OF THE DESIGN TOOL
Policy Leadership
and Advocacy for
'UIDELINES FOR 'ROUP %XERCISE $00400 2EVIEW
2EVIEW GROUPS WILL REVIEW THE SPECIFIC SECTIONS OF THE ASSIGNED
PROJECTS BY USING THE '20 REVIEW TOOL
2EVIEW 'ROUP WILL WORK ON )TEMS
3ITUATION !NALYSIS /BJECTIVES 3TRATEGY OF THE REVIEW TOOL
PAGE
2EVIEW 'ROUP WILL WORK ON )TEMS
#OMPONENT WISE !NNUAL 0HASING AND 0ROCUREMENT 0LAN
-ONITORING 2EPORTING %VALUATION OF THE REVIEW TOOL PAGE
Policy Leadership
and Advocacy for
3ESSION 6)))
!..%8 ! $EVELOPMENT 4RAINING 0ROGRAMMEv
3AMPLE 1UESTIONNAIRE
.AME OF #OURSE
0RE n4EST
4OTAL -ARKS
4OTAL 4IME -INUTES
$ATE
X
4ICK THE CORRECT ANSWER
9%3 ./
'ENDER IS ONLY 7OMENS )SSUE
)MPROVED #ONDITION OF A WOMAN NOT NECESSARILY CHANGES HER 0OSITION
'ENDER -AINSTREAMING IS NOT A 3TRATEGY
.ATIONAL 3TRATEGY FOR !CCELERATED 0OVERTY 2EDUCTION )) &9
IS h5NLOCKING THE 0OTENTIALSv
"ANGLADESH HAS RESERVATION IN !RTICLE ! OF #%$!7
4HE "EIJING 0LATFORM FOR !CTION WAS DECLARED IN
! MEDIUM TERM BUDGET FRAMEWORK IS THE BUDGET PLANNING FOR YEARS
'2" IS AN APPROACH AIMED AT MAINSTREAMING THE GENDER
DIMENSIONSCONCERNS INTO ALL STAGES OF THE BUDGET CYCLE
0ROJECT ADDRESSES LONG TERM PROBLEMS
! PROGRAM IS A PORTFOLIO COMPRISED OF MULTIPLE PROJECTS
!..%8 !
X
7HAT ARE THE BASIC DIFFERENCES BETWEEN h'ENDERv AND h3EXv
-ENTION ONE OUTCOME OF MENS INVOLVEMENT IN MAINSTREAMING GENDER
7HAT ARE THE .ATIONAL AND )NTERNATIONAL 0OLICY #OMMITMENTS OF THE "ANGLADESH 'OVERNMENT FOR
'ENDER -AINSTREAMING AND 'ENDER %QUALITY
.ATIONAL
)NTERNATIONAL
0ROVIDE SOME EXAMPLES OF THE "ANGLADESH 'OVERNMENT FOR ACHIEVING 'ENDER %QUALITY THROUGH
%QUITY MEASURES
!..%8 !
7HICH !RTICLES IN "ANGLADESH #ONSTITUTION REFER TO GENDER EQUITY AND GENDER EQUALITY
7HY IS GENDER AN ISSUE IN THE DEVELOPMENT POLICIES
7HEN PREPARING A 400$00 WHAT ARE THE 'ENDER ISSUES WE HAVE TO INCLUDE WHILE WRITING THE
"ACKGROUND
3ITUATIONAL !NALYSIS
2ATIONALE
7HAT ARE THE ISSUES FOCUSED IN THE 3TANDARDS OF "# USED FOR ASSESSING IMPACT OF STRATEGIC
OBJECTIVES OF -INISTRY ON 7OMENS !DVANCEMENT
!..%8 !
3AMPLE 1UESTIONNAIRE
.AME OF #OURSE
0OST n4EST
4OTAL -ARKS
4OTAL 4IME -INUTES
$ATE
X
4ICK THE CORRECT ANSWER
9%3 ./
'ENDER IS ONLY 7OMENS )SSUE
)MPROVED #ONDITION OF A WOMAN NOT NECESSARILY CHANGES HER 0OSITION
'ENDER -AINSTREAMING IS NOT A 3TRATEGY
.ATIONAL 3TRATEGY FOR !CCELERATED 0OVERTY 2EDUCTION )) &9
IS h5NLOCKING THE 0OTENTIALSv
"ANGLADESH HAS RESERVATION IN !RTICLE ! OF #%$!7
4HE "EIJING 0LATFORM FOR !CTION WAS DECLARED IN
! MEDIUM TERM BUDGET FRAMEWORK IS THE BUDGET PLANNING FOR YEARS
'2" IS AN APPROACH AIMED AT MAINSTREAMING THE GENDER
DIMENSIONSCONCERNS INTO ALL STAGES OF THE BUDGET CYCLE
0ROJECT ADDRESSES LONG TERM PROBLEMS
! PROGRAM IS A PORTFOLIO COMPRISED OF MULTIPLE PROJECTS
!..%8 !
X
7HAT ARE THE BASIC DIFFERENCES BETWEEN h'ENDERv AND h3EXv
-ENTION ONE OUTCOME OF MENS INVOLVEMENT IN MAINSTREAMING GENDER
7HAT ARE THE .ATIONAL AND )NTERNATIONAL 0OLICY #OMMITMENTS OF THE "ANGLADESH 'OVERNMENT FOR
'ENDER -AINSTREAMING AND 'ENDER %QUALITY
.ATIONAL
)NTERNATIONAL
0ROVIDE SOME EXAMPLES OF THE "ANGLADESH 'OVERNMENT FOR ACHIEVING 'ENDER %QUALITY THROUGH
%QUITY MEASURES
!..%8 !
7HICH !RTICLES IN "ANGLADESH #ONSTITUTION REFER TO GENDER EQUITY AND GENDER EQUALITY
7HY IS GENDER AN ISSUE IN THE DEVELOPMENT POLICIES
7HEN PREPARING A 400$00 WHAT ARE THE 'ENDER ISSUES WE HAVE TO INCLUDE WHILE WRITING THE
"ACKGROUND
3ITUATIONAL !NALYSIS
2ATIONALE
7HAT ARE THE ISSUES FOCUSED IN THE 3TANDARDS OF "# USED FOR ASSESSING IMPACT OF STRATEGIC
OBJECTIVES OF -INISTRY ON 7OMENS !DVANCEMENT
!..%8 !
!..%8 " $EVELOPMENT 4RAINING 0ROGRAMMEv
.ATIONAL !CADEMY FOR 0LANNING AND $EVELOPMENT .!0$
%VALUATION 3HEET 3AMPLE
.AME OF THE #OURSE h4RAINING ON 'ENDER #ONCEPTS AND 'ENDER 2ESPONSIVE 400$00 $ESIGN AND
2EVIEW FOR THE /FFICERS OF -INISTRY OF %DUCATIONv
$ATE /CTOBER $URATION DAYS
#OURSE /BJECTIVES
I 4O DEVELOP A COMMON UNDERSTANDING ON THE KEY GENDER CONCEPTS
II 4O BETTER CLARITY ON "# 'ENDER #RITERIA AND
III 4O STRENGTHEN SKILLS ON GENDER RESPONSIVE GUIDELINES FOR $ESIGN AND 2EVIEW OF 400$000
(IGHER MARK REPRESENTS THE HIGHER GRADE
0LEASE TICK
/VERALL 0ROGRAMME %VALUATION
(OW WOULD YOU RATE THE OVERALL PROGRAMME OF THIS 4RAINING
(OW WOULD YOU RATE RELEVANCY OF THIS TRAINING TO DO A BETTER JOB
FOR YOUR ORGANIZATION
(OW WOULD YOU RATE THE QUALITY OF THE MATERIALS
(OW WOULD YOU RATE OVERALL METHODOLOGY OF THE PROGRAM
(OW WOULD YOU RATE OVERALL MANAGEMENT LOGISTICS OF THIS
PROGRAM
3ESSION WISE %VALUATION
3ESSION ) #ONCEPTS 3EX AND 'ENDER 'ENDER 2OLE 'ENDER .EEDS "EN
EFITS OF 'ENDER %QUALITIES ON 0OVERTY 2EDUCTION
2ELEVANCE OF INFORMATION DISSEMINATED DURING SESSION
-ETHODOLOGY OF SESSION CONDUCTED
3TEPS OF THE SESSION PLAN
3UPPORTING MATERIALSSLIDES
/VERALL CONCEPTUAL CLARITY
$URATION OF THE SESSION 4OO LONG 4OO SHORT !PPROPRIATE
!NY OTHER 3UGGESTIONS AND #OMMENTS
!..%8 "
3ESSION )6 'ENDER -AINSTREAMING AND -ENS INVOLVEMENT IN PROCESS TOWARDS 'ENDER %QUALITY
!..%8 "
3ESSION 6 'OVERNMENTS 'ENDER %QUALITY 0OLICY #OMMITMENTS
3ESSION 6) 'ENDER 2ESPONSIVE "UDGET AND "UDGET #IRCULAR n "# STANDARDS ON WOMENS
ADVANCEMENT AND THEIR RELEVANCE TO PROJECTPROGRAMME DESIGNREVIEW
3ESSION6)) 0RESENTATION ON THE h'ENDER 2ESPONSIVE 'UIDELINES FOR $ESIGN AND 2EVIEW OF $EVELOPMENT 0ROJECTSv
! 0ROJECT0ROGRAMME $ESIGN " 0ROJECT0ROGRAMME 2EVIEW
!..%8 "
3ESSION 6))) 'ROUP %XERCISE ON USE OF h'ENDER 2ESPONSIVE 'UIDELINES FOR $ESIGN AND 2EVIEW OF
.EW IDEAS AND APPROACH PICKED DURING THE EXERCISE
2ELEVANCE TO MY JOB
(ELPED IN ENHANCING DEVELOPING MY SKILLS
5SEFUL IN APPLYING TRAINING TECHNIQUES
$URATION OF THE SESSION
4OO LONG 4OO SHORT !PPROPRIATE
-ANY THANKS FOR YOUR TIME AND PARTICIPATION
.!0$ 4EAM
!..%8 "
!..%8 # $EVELOPMENT 4RAINING 0ROGRAMMEv
4ENTATIVE 3CHEDULE
$URATION DAY
2EGISTRATION
MINUTES $IRECTOR
#OORDINATOR
-/2.).' 4%! "2%!+
MINUTES .EEDS "ENEFITS OF 'ENDER %QUALITIES ON 0OVERTY
2EDUCTION 'ENDER %QUITY AND %QUALITY
3ESSION )) 'ENDER "ASED !NALYSIS
MINUTES 'ENDER -AINSTREAMING AND -ENS )NVOLVEMENT IN
THE PROCESS TOWARDS 'ENDER %QUALITY
3ESSION ))) 'ENDER 2ESPONSIVE "UDGET AND "# STANDARDS ON
HOUR WOMENS ADVANCEMENT AND THEIR RELEVANCE TO
PROJECTPROGRAMME DESIGNREVIEW
02!9%2 !.$ ,5.#(
3ESSION )6 0RESENTATION ON THE 'ENDER 2ESPONSIVE
HOUR 'UIDELINES FOR $ESIGN AND 2EVIEW OF
! 0ROJECT0ROGRAMME $ESIGN
" 0ROJECT0ROGRAMME 2EVIEW
3ESSION 6 !PPLICATION OF THE 'ENDER 2ESPONSIVE 'UIDELINES
HR FOR $ESIGN AND 2EVIEW OF $00400
MINUTES ! 'ROUP 7ORK
" 0RESENTATION IN THE 0LENARY
#LOSING #ONCLUDING 2EMARKS
#,/3).' 4%!
!..%8 #
4ENTATIVE 3CHEDULE
$URATION DAYS
$AY
2EGISTRATION
MINUTES $IRECTOR
#OORDINATOR
-/2.).' 4%! "2%!+
0RE n 4EST
MINUTES
HOUR .EEDS "ENEFITS OF 'ENDER %QUALITIES ON 0OVERTY
2EDUCTION
HOUR
02!9%2 !.$ ,5.#(
HOUR
3ESSION )6 'ENDER -AINSTREAMING AND -ENS )NVOLVEMENT IN
HOUR THE PROCESS TOWARDS 'ENDER %QUALITY
3ESSION 6 'OVERNMENTS 0OLICY #OMMITMENTS ON 'ENDER
MINUTES %QUALITY
3UMMARY OF $AY #OURSE
MINUTES -ANAGEMENT
4%! !.$ 2%&2%3(-%.4
!..%8 #
ING #OURSE ON h'ENDER -AINSTREAMING IN
4ENTATIVE 3CHEDULE
$URATION DAYS
$AY
2ECAP OF $AY #OURSE
-ANAGEMENT
WOMENS ADVANCEMENT AND THEIR RELEVANCE TO
PROJECTPROGRAMME DESIGNREVIEW
-/2.).' 4%! "2%!+
3ESSION 6)) 0RESENTATION ON THE 'ENDER 2ESPONSIVE
'UIDELINES FOR $ESIGN AND 2EVIEW OF
! 0ROJECT0ROGRAMME $ESIGN
" 0ROJECT0ROGRAMME 2EVIEW
3ESSION !PPLICATION OF 'ENDER 2ESPONSIVE 'UIDELINES FOR
6))) $ESIGN AND 2EVIEW OF 400 $00
'ROUP 7ORK
02!9%2 !.$ ,5.#(
!PPLICATION OF 'ENDER 2ESPONSIVE 'UIDELINES FOR
3ESSION $ESIGN AND 2EVIEW OF 400 $00
6))) 'ROUP 7ORK #ONTINUES
#ONTINUES
0RESENTATION OF THE 'ROUP 7ORK
0OST 4EST
#OURSE %VALUATION BY 0ARTICIPANTS
#LOSING #ONCLUDING 2EMARKS
#,/3).' 4%!
!..%8 #
$EVELOPMENT 4RAINING 0ROGRAMMEv !..%8 $
wb‡`©wkKv
'ENDER 2ESPONSIVE 'UIDELINES
FOR
$ESIGN AND 2EVIEW OF $EVELOPMENT 0ROJECTS
RyjvB 2009
!..%8 $
!..%8 $
wb‡`©wkKv
'ENDER 2ESPONSIVE 'UIDELINES
FOR
$ESIGN AND 2EVIEW OF $EVELOPMENT 0ROJECTS
RyjvB 2009
!..%8 $
m~wPcÎ
Introduction -------------------------------------------------------------------------------------------------------------------- 7
m~Pbv
Guidelines for the Design of Gender Responsive TPPs / DPPs ------------------------------------------------ 9
†RÛvi ms‡e`bkxj cÖKí cÖYqb wb‡`©wkKv
Guidelines for Review of Gender Responsiveness of TPPs / DPPs ----------------------------------------- 12
KvwiMix cÖKí (TPP) I wewb‡qvM cÖKí (DPP) †RÛvi ms‡e`bkxjfv‡e
ch©v‡jvPbv Kivi MvBW
Annex-A : NSAPR/PRSP Gender Equality Goals and Priority Actions ------------------------------------- 15
ms‡hvRbx K : `vwi`ª we‡gvPb †KŠkjcÎ (2008-11)-Gi †RÛvi mgZv
AR©b welqK j¶¨mg~n I AMÖvwaKvi Kvh©μg
Annex-B : Detailed Guidelines for Completing Poverty and --------------------------------------------------- 21
Gender Related Tables and Forms
ms‡hvRbx-L : `vwi`ª I †RÛvi msμvš— QK Ges dig c~iY msμvš— we¯—vwiZ wb‡`©wkKv
Guidelines to Fill-In Columns 9 and 10 of Form 4 --------------------------------------------------------------- 25
(Grading the Impacts on Women’s Advancement)
dig 4 Gi Kjvg 9 Ges 10 c~iY wb‡`©wkKv
(bvixi AMÖMwZi cÖfve hvPvB Gi †MÖwWs)
!..%8 $
Introduction
The Technical Project Proforma/Proposal (TPP) and Development Project Proforma/ Proposal (DPP)
are the instruments through which the National Strategy for Accelerated Poverty Reduction (NSAPR
II) and international commitments like Millennium Development Goals (MDG), Convention on the
Elimination of All Forms of Discrimination against Women (CEDAW), and Beijing Platform for Action
(PFA) are implemented. In order to obtain resources for implementation of their projects/programs,
Ministries under the Medium Term Budgetary Framework (MTBF) are required to indicate how these
will have impact on poverty and women’s advancement and rights in their responses to the Budget
Circular (BC-1) issued by the Ministry of Finance. This task will be much easier for the Ministries if the
initial design of projects indicates clearly the expected impact on poverty and women’s advancement
and rights. With this end in view, these guidelines for designing gender-responsive projects and
programs have been prepared to assist the officials who design the government projects/programs.
The guidelines suggest where and how women’s advancement and rights should be included in the
different sections of the TPP and DPP.
m~Pbv
KvwiMwi mnvqZv cÖKí QK/cÖ¯—ve (TPP) Ges Dbœqb cÖKí QK/cÖ¯—v‡ei (DPP) gva¨‡g `vwi`ª n«vmKiY msμvš— RvZxq
†KŠkjcÎ (NSAPR) Ges miKv‡ii we‡NvwlZ Avš—R©vwZK A½xKvimg~n †hgb, mnmªv‡ãi Dbœqb j¶¨ (Millennium
Development Goal [MDG]), bvixi cÖwZ mKj cÖKvi êlg¨ we‡jvc msμvš— Avš—R©vwZK Kb‡fbkb (CEDAW) Ges
†eBwRs cvUdig di G¨vKkb ev¯—evqb Kiv nq| A_© gš¿Yvjq hLb ev‡RU mvK©yjvi (BC1) Rvix K‡i ZLb
gš¿Yvjq¸‡jv GB ev‡RU mvKz©jv‡ii cÖwZ mvov w`‡q Zv‡ì M„nxZ cÖKí I Kg©m~Px ev¯—evq‡bi R‡b¨ A_© ms¯’vb I m¤ú`
AvniY Kivi †¶‡Î ga¨‡gqv`x ev‡RU KvVv‡gvi Aax‡b wKfv‡e Gme cÖKí `vwi`ª wbimb I bvixi AMÖMwZ, AwaKv‡ii
welqmg~n‡K cÖfvweZ Ki‡e, †mUv ¯úó K‡i `„k¨gvb Ki‡Z n‡e| gš¿Yvj‡qi R‡b¨ G KvRUv Lye Abvqvmmva¨ n‡eÑ hw`
cÖK‡íi cÖv_wgK cÖYq‡b (Design) my¯úófv‡e `vwi`ª Ges bvixi AMÖMwZ Ges AwaKv‡ii Dci cÖZ¨vwkZ cÖfve cÖwZfvZ
nq| GB wbwi‡L †h mKj Kg©KZ©v miKv‡ii cÖKí cÖ¯—vebv ˆZix K‡ib, Zv‡ì‡K †RÛvi ms‡e`bkxj (Gender
Responsive) cÖKí/ Kg©m~Px ˆZixi †¶‡Î mnvqZv Kivi D‡Ï‡k¨ GB wb‡`©wkKv ˆZix Kiv n‡q‡Q| GB wb‡`©wkKvq
w`Kwb‡`©kbv †`qv n‡q‡Q †h wUwcwc I wWwcwci wewfbœ As‡k (Section) †Kv_vq Kxfv‡e bvixi Dbœqb I AwaKv‡ii
welq¸‡jv Aš—f©y³ Ki‡Z n‡e|
The Guidelines include two annexes. Annex A is on NSAPR II Gender Equality Goals and Priority
Actions and Annex B is on MTBF Standards as per guidelines provided by the MOF for providing
response on Poverty and Gender in the section - 3 and Annex-5B of the Budget Circular-1. It is to
be mentioned here that all the issues of NSAPR II shown in Annex A and Standards for Annex B may
not be relevant for every project and program. For example, an education project will draw upon
those issues relevant to it from Annex A and Annex B mentioned in the guideline. These guidelines
are providing a method of linking the process for drawing relevant Issues and Standards of NSAPR
and MTBF in designing projects/programs.
!..%8 $
GB wb‡`©wkKvq `y‡Uv ms‡hvRbx i‡q‡Q| ms‡hvRbx-K n‡”Q- RvZxq `vwi`ª we‡gvPb †KŠkjc‡Î (NSAPR/PRSP) ewY©Z
†RÛvi mgZv AR©b welqK j¶¨mg~n Ges AMÖvwaKvi Kvh©μgmg~n Gender Equality Goals and Priority Actions
msμvš—| Avi ms‡hvRbx-L n‡”Q A_© gš¿Yvjq cÖ`Ë ga¨‡gqv`x ev‡RU KvVv‡gv (MTBF) Gi ev‡RU mvK©yjvi-1 Gi
ms‡hvRbx 5-L I †mKkb-3 G ewY©Z `vwi`ª we‡gvPb I †RÛvi wel‡q ms‡e`bkxjZvi gvb`Ê m¤úwK©Z|
GLv‡b D‡jL¨ †h, ms‡hvRbx-K-‡Z ewY©Z `vwi`ª we‡gvPb msμvš— †KŠkjc‡Îi mKj welq Ges ms‡hvRbx-L Gi R‡b¨
D‡jwLZ gvb`Êmg~n mKj cÖKí I Kg©m~wPi R‡b¨ cÖvmw½K bvI n‡Z cv‡i| D`vniY¯îƒc, ms‡hvRbx-K Ges L Gi
wb‡`©kvejx †_‡K GKwU wk¶v welqK cÖKí wk¶vi mv‡_ m¤úwK©Z welq¸‡jvB aviY Ki‡e| GB wb‡`©wkKv cÖKí/Kg©m~Px
Kvh©μg cÖYqbKv‡j `vwi`ª wbimb †KŠkjc‡Î ewY©Z Bmy¨mg~n Ges ga¨‡gqv`x ev‡R‡U ewY©Z cÖvmw½K gvb`Êmg~‡ni g‡a¨
†hvMm~Î ¯’vc‡bi GKwU cÖwμqv cÖ`vb K‡i‡Q|
!..%8 $
'5)$%,).%3 &/2 4(% $%3)'. /& '%.$%2 2%30/.3)6% 400S$00S
†RÛvi ms‡e`bkxj cÖKí cÖYqb wb‡`©wkKv
1. Background: Situation Analysis and Rationale (Item 14 of DPP: Background, Objectives, Priority,
Rationale, Linkages, Targets, and Outputs/Outcomes) and (Item 17 of TPP: Situation Analysis)
(In formulating this item care may be taken to consider Annex B on Standards of BC1of MTBF)
1. cUf~wg : Ae¯’v we‡klY, †hŠw³KZv (Dbœqb cÖKí cÖ¯—vebvi AvB‡Ug 14: cUf~wg, j¶¨, AMÖvwaKvi, †hŠw³KZv, Ab¨vb¨
cÖK‡íi mv‡_ m¤úK©, j¶¨gvÎv Ges AR©b/djvdj) Ges (wUwcwc-Gi AvB‡Ug 17: Ae¯’v we‡klY) (GB AvB‡Ug
cÖ¯‘ZKv‡j ms‡hvRbx-L-‡Z ewY©Z ga¨‡gqv`x ev‡RU KvVv‡gvi wewm-1-Gi gvb`Êmg~n hv‡Z we‡ePbv Kiv nq, †mw`‡K bRi
ivL‡Z n‡e|)
Provide the following information, including sex-disaggregated data as possible, in the
description and analysis of the problems/issues that the project will address and the rationale for
the project:
cÖK‡íi eY©bvq mgm¨v/Bmy¨mg~‡ni we‡kl‡Y Ges †hŠw³KZv cÖ`k©‡b h‡ZvUv m¤¢e †RÛvi wefvwRZ DcvË hy³ K‡i wb‡gœ
ewY©Z welqmg~n m¤ú‡K© Z_¨ w`b|
Target population affected by the project issues (describe who makes up the target population,
where they are located, etc. and indicate/estimate what proportion of this target population is
comprised of women/girls)
cÖK‡íi wewfbœ Bmyï mv‡_ mswk−ó DÏxó Rb‡Mvôx (Kviv GB DÏxó Rb‡Mvôx, Zv‡ì Ae¯’vb Ges DÏxó Rb‡Mvôxi
wfZi bvix-cyi“‡li AvbycvwZK nvi)
Gender issues relating to the project including constraints faced by women (with respect to
access to resources and participation in decision-making)
bvixiv †h me cÖwZeÜKZvi gy‡LvgywL nb †m mKj welqmn cÖK‡íi mv‡_ m¤úwK©Z †RÛvi Bmy¨mg~n (m¤ú‡`
cÖ‡ekvwaKvi/AwfMg¨Zv Ges wm×vš— MÖnY cÖwμqvq AskMÖnY msμvš—|)
Women’s/girls’ particular and differential needs to be addressed by the project (e.g. for
accessible and free services, girl-friendly schools, information, space for meetings, skill
development)
bvix/evwjKv/Kb¨v wkï‡ì mywbw`©ó I wfbœ wfbœ Pvwn`v wfwËK cªKí we‡ePbv K‡i; (†hgb : webvg~‡j¨ †mev †¶‡Î
AwfMg¨Zv, evwjKv evÜe ¯‹zj, Z_¨ cÖvwß, mfv Av‡qvR‡bi ¯’vb, `¶Zv Dbœqb)
If the project is for the second phase lessons learned on the above issues should be highlighted.
hw` cÖKíwU wØZxq ch©v‡qi Rb¨ nq, Z‡e cÖ_g ch©v‡qi wk¶vjä Ávb I AwfÁZv GLv‡b Zz‡j ai‡Z n‡e|
2. Objectives (Item no.3 of DPP: objective of the project) and (Item no. 18 of TPP: Objectives:
Overall and Specific).
(In formulating objectives, care may be taken to consider Annex B on Standard of BC-1 of MTBF)
2. cÖK‡íi Kvh©μ‡gi D‡Ïk¨ (Dbœqb cÖK‡íi AvB‡Ug-3: cÖK‡íi D‡Ïk¨) Ges (KvwiMix cÖK‡íi AvB‡Ug-18:
D‡Ïk¨- mvwe©K D‡Ïk¨, mywbw`©ó j¶¨); (cÖK‡íi D‡Ïk¨ I j¶¨ cÖ¯‘ZKvjxb mg‡q cwiwkó ÔLÕ‡Z ewY©Z ga¨‡gqv`x
ev‡RU KvVv‡gvi wewm-1 d‡g© ewY©Z gvb`Û mg~‡ni cÖwZ bRi †`qv evÃbxq)
!..%8 $
In the overall objective statements of projects targeted to communities at large, indicate what
benefits will be gained by both women and men, and particularly by poor section of the
population.
This should be stated explicitly, especially when the situational analysis suggest that gender
gaps exist and special measures will have to be taken to overcome barriers faced by women.)
†h me cÖKí e„nËi Rb‡Mvôxi Rb¨ cÖYxZ, †m me cÖK‡íi mvwe©K D‡Ïk¨ we‡kl‡Yi mgq bvix I cyi“l Df‡qB-we‡kl K‡i
`wi`ª Rb‡Mvôx wKfv‡e DcK…Z n‡e, Zv eY©bv Ki‡Z n‡e|
GB welqwU cÖK‡íi j‡¶ï g‡a¨ ¯úófv‡e cÖwZfvZ n‡Z n‡e, we‡kl K‡i †h me cÖK‡íi cwiw¯’wZ we‡kl‡Y GUv cÖZxqgvb
nq †h, †RÛvi ‰elg¨ i‡q‡Q Ges bvixiv †h me evav †gvKv‡ejv Ki‡Q, †m¸‡jv AwZμ‡gi Rb¨ we‡kl c`‡¶c MÖnY Kiv
cÖ‡qvRb|
If gender equality is implicit in the objectives, ensure that any gender gaps are identified (in the
situation analysis) and addressed explicitly in one or more sub-objectives or outputs/outcomes.
hw` bvix-cyi“‡li mgZvi welqwU cÖK‡íi D‡Ï‡kï g‡a¨ A¯úófv‡e wbwnZ _v‡K, Zvn‡j GUv wbwðZfv‡e wPwýZ
Ki‡Z n‡e †h, †h †Kv‡bv †RÛvi êlg¨ hv cwiw¯’wZ we‡kl‡Yi mgq D‡jL Kiv n‡q‡Q, my¯úófv‡e GK ev GKvwaK
Sub-objectives wKsev AvDUKvg/AvDUcy‡U Aš—fy©³ Ki‡Z n‡e|
(e.g. The objective of providing a hospital for the community does not explicitly refer to gender
equality implications. However, a sub-objective/ outcome could be that the hospital is women-friendly
as a result of forming a women’s committee and undertaking a number of actions)
†hgb, KwgDwbwUi Rb¨ nvmcvZvj ˆZix Kivi D‡Ï¨‡kï wfZi †RÛvi mgZv AR©‡bi welqwU my¯úófv‡e D‡j−L Kiv
nqwb| †m‡¶‡Î GKwU Sub objective n‡Z cv‡i †h, nvmcvZvjwU‡K bvix evÜe Kiv| GB j‡¶¨ bvix‡ì wb‡q KwgwU
MVY I wewfbœ Kg©m~Px nv‡Z †bqv †h‡Z cv‡i|
Objectives of women-focused projects should indicate how gender gaps (identified in the
situation analysis) will be reduced and how women’s position (i.e., social, political and economic
standing relative to men) as well as condition (i.e. material state) will be improved.
bvix‡Kw›`ªK cÖKímgy‡ni D‡Ïk¨/j¶¨ eY©bvi †¶‡Î my¯úó Bw½Z _vK‡Z n‡e †h wKfv‡e †RÛvi êlg¨ (cwiw¯’wZ we‡kl‡Yi
mgq hv wbiƒwcZ) Kwg‡q Avbv hvq Ges wKfv‡e GB êlg¨ Kwg‡q bvixi Ae¯’vb (D`vniY¯îƒc, cyi“‡li Zzjbvq bvixi
mvgvwRK, ivR‰bwZK Ges A_©‰bwZK Ae¯’vb we‡klY) I Ae¯’v (D`vniY¯îƒc êlwqK Ae¯’v ) DbœxZ Kiv hvq|
(e.g. Economic security of households and decision-making role of women will increase as a result of
women’s increased micro-enterprise skills and market opportunities)
D`vniY : bvix‡ì gvB‡μv-G›UvicÖvBR cwiPvjbvi `¶Zv hw` μgvMZfv‡e evwo‡q †Zvjv hvq Ges evRvi myweav I my‡hvM
m¤cÖmviY Kiv nq Zvn‡j cwiev‡ii A_©‰bwZK wbivcËv Ges wm×vš— MÖnY cÖwμqvq bvix‡ì AskMÖnY cÖvavb¨ cv‡e Ges Zv‡ì
¸i“Z¡ A‡bK¸Y †e‡o hv‡e|
3. Strategy (Item 19 of TPP: link to planning documents, development partners’ country
program priorities, and NSAPR II, MDG, UNDAF as far as possible. In filling up item 19 of
TPP and item 24 of DPP, following may be taken into consideration: Annex-A -
NSAPR/PRSP policy agenda and Annex-B BC-1 Standards of MTBF.
!..%8 $
†KŠkj : KvwiMix cÖKí cÖ¯—vebv AvB‡Ug bs 19: cwiKíbv `wjj, Dbœqb mn‡hvMx‡ì evsjv‡`‡ki Rb¨ cÖYxZ
Kg©m~wPi AMÖvwaKvi, `vwi`ª we‡gvPb †KŠkjcÎ, mnmªv‡ãi j¶¨, BDGbwWGd, Gme wel‡qi mv‡_ hZ`~i m¤¢e wgj
ivLvi cÖqvm wb‡Z n‡e| KvwiMwi cÖ¯—vebvi 19 bs AvB‡Ug I Dbœqb cÖ¯—vebvi 24 bs AvB‡Ug c~iY Kivi mgq wb‡gœi
welq¸‡jv we‡ePbvq Avb‡Z n‡e : `vwi`ª wbimb †KŠkj c‡Îi ms‡hvRbx K †Z ewY©Z bxwZgvjv Ges ms‡hvRbx ÔLÕ
†Z †`qv ga¨‡gqv`x ev‡RU KvVv‡gvi wewm-1 Gi gvb`Û mg~n we‡ePbv Ki‡Z n‡e|
Describe how the project outcomes and outputs will contribute to:
cÖK‡íi AR©b I djvdj wb‡gœv³ wel‡qi Dci KZUzKz cÖfve ivL‡e Zvi eY©bv:
achieving the gender equality goals and priority actions of NSAPR/PRSP, as listed in Annex-A ,
and MTBF Standards in Annex-B
†RÛvi mgZv AR©‡bi j‡¶¨ cÖYxZ `vwi`ª we‡gvPb †KŠkjc‡Îi AMÖvwaKvi Kvh©μg hv ms‡hvRbx-K Ges ga¨‡gqv`x
ev‡RU KvVv‡gvi †RÛvi gvb`Ê hv ms‡hvRbx-L †Z ewY©Z|
4. Component -wise Annual Phasing and Procurement Plan (Item 9 & 11 -Annexure II I(a,)
(b,) (c) , item 12 annexure IV of DPP and Item no. 12:Annexure 1 of TPP )
Ensure that the cost items are also gender responsive.
4. LvZIqvix evwl©K e¨q I ch©vq wfwËK evwl©K ev¯—evqb I msMÖn/μq cwiKíbv (wewb‡qvM cÖK‡íi AvB‡Ug 9 I 11
Gi ms‡hvRbx I (K), (L), (M) Ges AvB‡Ug 12 Gi ms‡hvRbx (N) Ges KvwiMix cÖK‡íi AvB‡Ug 12 Gi
ms‡hvRbx-1)| e¨qLvZ¸‡jv hv‡Z †RÛvi ms‡e`bkxj nq †mUv wbwðZ Kiv cÖ‡qvRb|
Allocation of fund to support women-focused activities and its adequacy
bvix †Kw›`ªK cÖK‡íi Kg©KvÊ‡K mnvqZv †`qvi Rb¨ ch©vß Aby`vb eivÏ|
Allocation for supporting reduction of gender gap and its adequacy
†RÛvi êlg¨ Kwg‡q Avbvi Rb¨ ch©vß A_© eivÏ|
Allocation for gender equality including capacity building and its adequacy
†RÛvi mgZv AR©b Ges m¶gZv e„w× msμvš— Kvh©μ‡gi Rb¨ ch©vß e¨q eivÏ Kiv|
5. Monitoring, Reporting and Evaluation (Item 10 ( log frame and considering Item 23 of
DPP)) and Item 22 of TPP )
Specify how progress and achievements on gender equality will be monitored.
5. cwiex¶Y, wi‡cvwU©s I g~j¨vqY (AvB‡Ug bs 10 (jM-†d«g I wWwcwci AvB‡Ug 23) Ges KvwiMix mnvqZv cÖ¯—vebvi
(wUwcwc) AvB‡Ug 22)| wK fv‡e †RÛvi mgZv AR©‡bi AMÖMwZ I mvdj¨ cwiex¶Y Kiv n‡e Zv mywbw`©ó Ki‡Z
n‡e|
Identify gender- equality performance indicators (for project outcomes and outputs)
†RÛvi mgZv AR©‡bi m~PK wPwýZ Kiv (cÖK‡íi AR©b I djvdj)
Describe how these indicators will be systematically monitored and reported on, and applied in
evaluations
Kxfv‡e G mKj m~PK wb‡q c×wZMZfv‡e wbiš—i cwiex¶Y I cÖwZ‡e`b ˆZix Kiv n‡e Ges G¸‡jv‡K Kxfv‡e
g~j¨vq‡bi mgq eënvi Kiv n‡e Zvi eY©bv|
Specify that all data on project activities and results will be sex-disaggregated
cÖK‡íi Kg©KvÊ I djvd‡ji DcvË wj½ wefvwRZ nIqvi welqwU mywbw`©ó Kiv|
!..%8 $
GUIDELINES FOR REVIEW OF GENDER RESPONSIVENESS OF TPPs / DPPs
cÖKí ch©v‡jvPbvq †RÛvi ms‡e`bkxjZv wbiƒcb wb‡`©wkKv
1. Background: Situation Analysis and Rationale (Item 14 of DPP: Background, Objectives,
Priority, Rationale, Linkages, Targets, and Outputs/Outcomes) and (Item 17 of TPP:
Situation Analysis)
cUf~wg cwiw¯’wZ we‡klY, †hŠw³KZv, Dbœqb cÖKí cÖ¯—vebvi 14 bs AvB‡Ug; ewY©Z cUf~wg, D‡Ïk¨, AMÖvwaKvi,
†hŠw³KZv I Ab¨vb¨ cÖK‡íi mv‡_ †hvMm~Î, j¶¨gvÎv Ges AvDUcyU/AvDUKvg Ges (KvwiMix cÖKí cÖ¯—vebv AvB‡Ug
17; bs t cwiw¯’wZ we‡kølY)|
Has the following information, including sex-disaggregated data, been provided?
wb‡gœewY©Z wel‡qi Dci wj½ cÖ‡f`K / wefvwRZ cwimsL¨vb cÖ`vb Kiv n‡q‡Q wK?
Indicators of Gender Responsiveness Yes No Comments / more
†RÛvi ms‡e`bkxj m~PK bv information needed
gš—e¨/ AwaK Z_¨ cÖ‡qvRb
Numbers of women/men and girls/boys targeted in
the project addressing their problems/situation in
which they live; and the nature of their roles,
involvement in and the benefit from the project.
cÖK‡íi DwÏó Rb‡Mvôx †hgb bvix-cyi“l Ges †Q‡j- †g‡qi
mgm¨v I cwiw¯’wZ we‡ePbv K‡i cÖKí cÖYqb Kiv n‡q‡Q|
cÖK‡í Zv‡ì f~wgKv, Ask MÖnY I cÖvß my‡hvM myweavi eY©bv|
3PECIFIC IMPACT OF THE PROJECT ISSUES ON BOTH WOMEN
AND MEN GIRLS AND BOYS ARE ADDRESSED
bvix cyi“l Ges †Q‡j-†g‡q Df‡qi Dci cÖK‡íi Bmy¨mg~‡ni
mywbw`©ó cÖfve eY©bv|
■ Gender inequalities related to the project situation
and barriers faced by women / girls are identified and
analyzed.
cÖK‡íi cwi‡ek-cwiw¯’wZi Avw½‡K bvix/†g‡qiv †h me
cÖwZeÜKZv I †RÛvi êl‡gï gy‡LvgywL nq Zv wPwýZ Ges
we‡k-lY Kiv|
Women’s particular needs and constraints; project
intentions to reduce gender gaps, and result in equal
benefit for women/men and/or girls/boys are addressed
bvixi we‡kl Pvwn`v I cÖwZeÜKZv; †RÛvi- êlg¨ `yixKi‡Y
cÖK‡íi AwfcÖvq, cÖKí †_‡K bvix-cyi“l I †Q‡j-†g‡q
mgvbfv‡e DcK…Z nIqvi welq wbwðZ Kiv|
!..%8 $
2. Objectives (Item no.3 of DPP: objective of the project) and (Item no. 18 of TPP: Objectives:
Overall and Specific)
cÖK‡íi Kvh©μ†gi D‡Ïk¨ (Dbœqb cÖKí cÖ¯—vebvi AvB‡Ug-3 : cÖK‡íi D‡Ïk¨) Ges (wUwcwcÕi AvB‡Ug 18
D‡Ïk¨- mvwe©K D‡Ïk¨, mywbw`©ó D‡Ïk¨)
Do the objectives indicate what benefits and results will
be gained by women and men, girls and boys? (Explicit
or implicit?)
cÖKí n‡Z wK wK myweav I djvdj bvix-cyi“l I †Q‡j‡g‡q jvf Ki‡e
Zv cÖK‡íi D‡Ï‡k¨ my¯úófv‡e wb‡`©k Kiv n‡q‡Q wK? (my¯úófv‡e
cÖwZdwjZ, bvwK Aš—wb©wnZ)|
Are objectives focus on women’s advancement and
reducing gender gaps?
D‡Ïk¨mg~‡n bvixi AMÖMwZ Ges †RÛvi êlg¨ `~ixKi‡Yi Dci h‡_ó
Av‡jvKcvZ Kiv n‡q‡Q wK?
3. Strategy (Item 19 of TPP: link to planning documents, development partners’ country
program priorities, and PRSP, MDG, UNDAF as far as possible). (There is no strategy in
the DPP but Item 24 of DPP in Part B are relevant to the same issues stated above.) In
filling up item 19 of TPP and item 24 of DPP, following may be taken in to consideration:
Annex-A - NSAPR/PRSP policy agenda and Annex-5B MTBF Criteria.
3. †KŠkj : (KvwiMix cÖ¯—vebv AvB‡Ug bs- 19 : hZ`~i m¤¢e cwiKíbv `wjj, Dbœqb mn‡hvMx‡ì evsjv‡`‡ki Rb¨ cÖYxZ
AMÖvwaKvi Kvh©μg, `vwi`ª we‡gvPb †KŠkjcÎ, mnmªv‡ãi Dbœqb j¶¨; Ges BDGbwWGd Gi wel‡qi mv‡_ hZ`~i m¤¢e
†hvMm~Î ¯’vc‡bi cÖqvm wb‡Z n‡e| (DPP-‡Z G msμvš— †Kv‡bv †KŠkj †bB wKš‘ DPP-Gi Part-B-‡Z AvB‡Ug-24
G ewY©Z GKB wel‡qi Rb¨ cÖvmw½K) KvwiMix mnvqZv cÖK‡íi 19 bs AvB‡Ug I wewb‡qvM cÖK‡íi 19 bs AvB‡Ug I
wewb‡qvM cÖK‡íi 24 bs AvB‡Ug c~iY Kivi mgq `vwi`ª wbimb †KŠkjc‡Îi ms‡hvRbx ÕKÕ †Z ewY©Z bxwZgvjv Ges
ms‡hvRbx-5 ÔLÕ †Z †`qv ga¨‡gqv`x ev‡RU KvV‡gv Gi gvb`Û mg~n we‡ePbv Ki‡Z n‡e|
cÖK‡íi AvDUcyU I djvdj wb‡gœv³ wel‡q KZUzKz cÖfve ivL‡e Zvi eY©bv|
Do the outcomes and outputs contribute to any of the
key NSAPR goals for womens advancement and
rights? : (Annex-A)
cÖK‡íi AvDUcyU/ djvdj wK `vwi`ª wbimb †KŠkjc‡Îi
Aš—M©Z bvixi AMÖhvÎv I AwaKvi AR©‡bi Rb¨ cÖYxZ
†KŠkjMZ j‡¶ï †Kvb GKwUi Dci cÖfve ivL‡e? (ms‡hvRbx
ÔKÕ)
- social advancement
- mvgvwRK AMÖMwZ
!..%8 $
- economic advancement
- A_©‰bwZK AMÖMwZ
- political advancement
- ivR‰bwZK AMÖMwZ
- fulfillment of women’s legal and other rights
- bvixi AvBbx I Ab¨vb¨ AwaKvi cwic~iY
Do the outcomes and outputs contribute to any of the
BC1 Standards of MTBF? : (Annex-5B)
cÖK‡íi AvDUcyU/djvdj wK ga¨‡gqv`x ev‡RU KvV‡gvi
wewm-1 Gi †Kv‡bv GKwU gvb`Ê AR©‡b cÖfve ivL‡e?
(ms‡hvRbx ÔLÓ)
4. Component -wise Annual Phasing and Procurement Plan (Item 9 & 11 -Annexure III(a) (b)
(c), item 12 annexure IV of DPP and Item no. 12:Annexure 1 of TPP)
4. LvZIqvix evwl©K e¨q I evwl©K μq cwiKíbv (wewb‡qvM cÖK‡íi AvB‡Ug 9 I 11 Gi ms‡hvRbx (K), (L), (M) Ges AvB‡Ug
12 Gi ms‡hvRbx N) Ges KvwiMix cÖK‡íi AvB‡Ug 12 Gi ms‡hvRbx (1)|
Are there adequate inputs and allocation in the
project to implement gender equality activities?
†RÛvi mgZv msμvš— Kvh©μg ev¯—evq‡bi Rb¨ GB cÖK‡í mywbw`©ó
†Kv‡bv Ask (Component) Av‡Q wKbv, hvi Rb¨ ch©vß A_© eivÏ
I mnvqZv Kvh©μg i‡q‡Q|
Is it clear what proportion of the allocation will
contribute to benefiting women and reducing gender
gaps?
GUv wK ¯úó †h, cÖK‡íi Rb¨ eivÏK…Z A‡_©i KZLvwb bvix‡ì
DcKv‡i I †RÛvi êlg¨ `~ixKi‡Y Ae`vb ivL‡Q?
5. Monitoring, Reporting and Evaluation (Item 10 (log frame and considering Item 23 of DPP)
and Item 22 of TPP)
5. cwiex¶Y, wi‡cvwUs I g~j¨vqY (AvB‡Ug 10 bs jM-†d«g I AvB‡Ug 23 Ges KvwiMix mnvqZv cÖK‡íi AvB‡Ug
22|
Have gender-equality performance Indicators (for
project outcomes and outputs) been identified?
†RÛvi mgZv AR©‡bi m~PKmg~n wPwýZ Kiv n‡q‡Q wKbv
(cÖK‡íi AR©b I djvdj cwigvc Kivi Rb¨)|
!..%8 $
Annex- A: NSAPR/PRSP Gender Equality
Goals and Priority Actions
ms‡hvRbx K : `vwi`ª we‡gvPb †KŠkjcÎ (2008-11)-Gi
bxwZgvjvi j¶¨ I AMÖvwaKvi Kvh©μg
The points shown below under each of the issues of NSAPR/PRSP may not be applicable for all
projects/programs. These have been given for ready reference to the project/program designers to
draw on the relevant issues and points.
NSAPR/PRSP-Gi cÖwZwU cÖwZcv`¨ wel‡qi Aax‡b wb‡gœ †h mKj Bmy¨mg~n †`qv n‡q‡Q †m¸‡jv mKj ai‡bi
cÖKí/Kvh©μ‡gi Rb¨ cÖ‡hvR¨ bvI n‡Z cv‡i| G¸‡jv cÖKí cwiKíbvKvix‡ì Zvr¶wYK †idv‡iÝ-Gi Rb¨ †`qv n‡q‡Q,
hv‡Z cÖKí ˆZixi mgq cÖvmw½K welq I Bmy¨¸‡jv Lyu‡R †eov‡Z bv nq|
a. Social Advancement - Will outcomes and outputs (and components / activities) contribute to the
social advancement of women through improvements or increases in any of the following areas?
K) mvgvwRK AMÖMwZ : wb‡¤§ ewY©Z bvixi mvgvwRK Dbœq‡bi wewfbœ †¶‡Î cÖK‡íi Kg©m~wP, AvDUcyU ev djvdj (Ges
cÖK‡íi Dcv`vb I Kvh©Kjvc) †Kv‡bv f~wgKv ivL‡e wK?
¾ Ensure access to health services, coverage and insurance for reducing risks faced in pregnancy,
childbirth, and old age for women(budgetary allocation for economic, external and health risk
management for female with special focus on socially excluded women)
¯^v¯’¨ †mevq AwfMg¨Zv ˆZwi Kiv, Mf©aviY, mš—vb cÖmeKvjxb SuzwK n«vm I e„× eq‡mi wbivcËvnxbZv †gvKv‡ejv
Kivi †¶‡Î ¯^v¯’¨‡mev, exgv I Zvi AvIZv e„w×| mvgvwRKfv‡e ewÂZ bvix‡ì Dci we‡kl bRi w`‡q A_©‰bwZK
I ¯^v¯’¨ SuzwK Kgv‡bvi Rb¨ we‡kl ev‡RU eivÏ †`qv|
9 gender equality in health service(ensuring women's health rights throughout their life cycle)
Rxebe¨vcx bvix‡ì ¯^v¯’¨ AwaKvi wbwðZKi‡Yi ga¨ w`‡q ¯^v¯’¨‡mevq †RÛvi mgZv cÖwZôv|
9 reproductive and general health (including infant, children and adolescent's health)
cÖRbb ¯^v¯’¨ I mvaviY ¯^v¯’¨ (wkï, evwjKv I wK‡kvi-wK‡kvix)
9 nutrition and food safety
cywó I Lv`¨ wbivcËv
9 vulnerability to and treatment of HIV/AIDS
GBPAvBwf/ GBWm Gi SuywK †gvKv‡ejv I Zvi wPwKrmv
¾ gender parity in education
wk¶vi †¶‡Î †RÛvi mgZv
9 educational and skill services and levels achieved (increased rates of enrolment and
completion of primary and secondary education, vocational training and non- formal
education)
!..%8 $
9 wk¶v I `¶Zv AR©b msμvš— †mevi gvb DbœZ Kiv ( cÖv_wgK I gva¨wgK ch©v‡q KvwiMwi cÖwk¶Y I
DcvbyôvwbK wk¶vi †¶‡Î fwZ© I wk¶v c~Y© Kivi nvi DbœxZ)
9 gender balance in formulation of curriculum
cvV¨μg cÖYq‡b †RÛvi mgZv i¶v Kiv|
¾ eliminating all forms of violence against women ( including domestic violence)
bvixi cÖwZ mKj ai‡bi mwnsmZv `~ixKiY (cvwievwiK mwnsmZvmn)
¾ eliminating all forms of exploitation; legal and socio-cultural discriminations against women
bvixi cÖwZ mKj ai‡bi †kvlb Ges AvBbMZ I mvgvwRK-mvs¯‹…wZK êlg¨ `~ixKiY
9 awareness, protection, responsive services, justice, legislation and prevention of violence
m‡PZbZv, wbivcËv weavb, ms‡e`bkxj †mev, b¨vq wePvi, AvBb cÖYqb I mwnsmZv †iva
9 attention to gender issues and positive portrayal of women in the media
wgwWqv‡Z bvixi BwZevPK fveg~wZ© I †RÛvi Bmÿi cÖwZdj‡b g‡bv‡hvMx nIqv
¾ access to social safety net programs (birth and marriage registration, legal aid, social protection
for socially excluded women and children, support to destitute, garment workers)
mvgvwRK wbivcËvg~jK Kg©m~wP‡Z bvix‡ì AwfMg¨Zv (Rb¥ I weevn †iwR‡óªkb, AvBbx mnvqZv, mvgvwRKfv‡e
ewÂZ bvix I wkï‡ì mvgvwRK wbivcËv, `y:¯’ bvix I †cvlvK wk‡í wb‡qvwRZ bvix‡ì mnvqZv)
¾ Ensuring safe and affordable shelter and housing for women at risk and vulnerable women
(housing facilities for single women and female headed households, homes for elderly poor
women, facilities for women with disability, hostels for working women)
`yt¯’ I wbivcËvnxb bvix‡ì Rb¨ wbivc` I ¯^í Li‡P _vKvi Dc‡hvMx Avkªq‡K›`ª I Avevm‡bi eë¯’v Kiv (bvix cÖavb
cwievi, GKvKx bvix I e„× `wi`ª bvix‡ì Rb¨ Avevmb, cÖwZeÜx bvixi Rb¨ my‡hvM-myweav, Kg©Rxwe gwnjv‡ì Rb¨
†nv‡÷j)
- other areas of social advancement
bvixi mvgvwRK Dbœq‡bi Ab¨vb¨ †¶Îmg~n we‡ePbv Kiv|
!..%8 $
b. Economic Advancement – Will outcomes and outputs (and components / activities) contribute
to the economic advancement of women through improvements or increases in any of the
following areas:
L) A_©bxwZi AMÖMwZ: bvixi A_©‰bwZK AMÖMwZ AR©‡bi Rb¨ ewY©Z wb‡gœi †h‡Kvb GKwU welq/Bmy¨mg~‡n GB cÖKíwU
f~wgKv ivL‡Z cvi‡e wK? (cÖK‡íi AR©b, D™¢~Z dj I Kg©m~Pxi gva¨‡g) :
¾ Ensuring women’s full participation in mainstream economic activities(including agriculture,
industry)
A_©bxwZi gyjavivq bvixi cwic~Y© AksMÖnY wbwðZKiY (K…wl I wkí mn)
9 Enforce equal pay for equal work
mgvb Kv‡Ri Rb¨ mgvb cvwikªwgK wbwðZ Kiv|
9 Ensure marketable skills for garment workers
†cvlvK Lv‡Zi kªwg‡Ki Rb¨ evRviwfwËK `¶Zv AR©b wbwðZ Kiv|
9 Ensure safe & secure working environment for women (maternity leave, childcare center,
contributory provident fund, code of conduct, life and disability insurance for female worker,
support and protection for women migrant workers etc.)
gwnjv‡ì Rb¨ wbivc` Kg©cwi‡ek ˆZix Kiv (gvZ…Z¡Kvjxb QzwU, wèv hZœ †K›`ª, Kw›UªweDUvwi cÖwf‡W›U dvÛ,
AvPiYwewa, gwnjv kªwgK‡ì Rb¨ Rxeb exgv I cÖwZeÜx exgv, Awfevmx gwnjv kªwgK‡ì mnvqZv I wbivcËv)
9 Ensure women access and entry into foreign employment
bvixi Rb¨ ê‡`wkK Kg©ms¯’v‡bi my‡hvM cÖvwß wbwðZ Kiv|
¾ Ensuring women’s access to technology (Provide women training with on e-commerce,
e-business, ICT and create job banks for women) (establish ICT center)
bvixi Rb¨ cÖhyw³ AwfMg¨Zv wbwðZKiY (gwnjv‡ì Rb¨ AvBwmwU, B-Kgvm©, B-weR‡bm msμvš— cÖwk¶Y Ges
Kg©ms¯’vb e¨vs‡Ki eë¯’v) (AvBwmwU †m›Uvi cÖwZôv Kiv) |
¾ Eliminating all social discriminations against women in all economic activities
A_©‰bwZK mKj Kg©Kv‡Û bvixi cÖwZ weivRgvb mKj êlg¨ `~i Kiv|
¾ Ensuring women’s easy access to finance and credit for full participation in mainstream
economic activities (introduce soft loan, banking facilities to garment workers, allocate
budgetary funds for providing small-scale loans to women, provide one-stop service with credit,
market information, legal services, and technology for micro-credit borrowers and women
entrepreneur etc.)
!..%8 $
A_©bxwZi g~javivq c~Y© AskMÖn‡Yi D‡Ï‡k¨ bvix‡ì Rb¨ A_©vqb I F‡Yi my‡hvM cÖvwß wbwðZ Kiv (mnR k‡Z©
F‡Yi cÖeZ©b Kiv, †cvlvK wk‡í wb‡qvwRZ gwnjv kªwgK‡ì e¨vsK myweav cÖ`vb, gwnjv‡ì ¶z`ª eëmvi Rb¨ ev‡RU
eivÏ Kiv, bvix‡ì F‡Yi Rb¨ Iqvb÷c †mev cÖ`vb, wecYb Z_¨ cÖ`vb, AvBbx mnvqZv cÖ`vb, ¶z`ª FY MÖnxZv I
gwnjv D‡`¨v³v‡ì Rb¨ cÖhyw³MZ †mevi eë¯’v Kiv|
9 other areas of economic advancement
bvixi A_©‰bwZK AMÖMwZi Ab¨vb¨ †¶Îmg~n we‡ePbv Kiv|
c. Political Advancement – Will outcomes and outputs (and components / activities) contribute to
the political advancement of women through improvements or increases in any of the following
areas:
M) bvixi ivR‰bwZK AMÖMwZ : cÖKí/ Kg©m~Pxi AvDUcyU/ djvdj (Gi Dcv`vb I Kg©KvÛ) bvixi ivR‰bwZK AMÖMwZ‡Z
†Kv‡bv f~wgKv ivL‡e wK?
9 proportionate participation of women in governance and government as elected
representatives(national and local level), as political party members and civil society
leaders
kvmb eë¯’v I miKv‡i wbe©vwPZ cÖwZwbwa wnmv‡e bvixi AskMÖnY (RvZxq I ¯’vbxq miKvi ch©v‡q),
ivR‰bwZK `‡ji m`m¨ I mykxj mgv‡Ri †bZ…‡Z¡ bvixi AvbycvwZK nv‡i AskMÖnY wbwðZ Ki‡Z n‡e|
9 capacity of women to perform political duties and influence decisions (national and local
level)
RvZxq I ¯’vbxq ch©v‡q ivR‰bwZK `vq-`vwqZ¡ I wm×vš— MÖn‡Yi Dci cÖfve we¯—vi Kivi Rb¨ bvixi m¶gZv
e„w× Kiv|
9 awareness and responsiveness of politicians, parliamentarians, government
administrators, institutions and political parties on gender issues
†RÛvi Bmyï Dci ivRbxwZwe`, mvsm`, miKvix Kg©KZ©v, cÖwZôvbmg~n Ges ivR‰bwZK `‡ji m‡PZbZv I
ms‡e`bkxjZv e„w× Kiv|
9 proportionate participation of women in international forums
Avš—RvwZ©K †dviv‡g AvbycvwZK nv‡i bvixi AskMÖnY wbwðZ Kiv|
9 other areas of political advancement
bvixi ivR‰bwZK AMÖMwZi Ab¨vb¨ †¶Î we‡ePbvq ivLv|
!..%8 $
d. Legal Advancement – Will outcomes and outputs (and components / activities) contribute to the
legal advancement of women through improvements or increases in any of the following areas:
N) bvixi AvBbx AwaKvi cÖwZôv : wb‡gœewY©Z †Kv‡bv GKwU †¶‡Î KvR Kivi gva¨‡g cÖKí/ Kg©m~Pxi AvDUcyU/ djvdj
(Gi Dcv`vb I Kg©KvÛ) bvixi AvBbx AwaKvi cÖwZôvq †Kv‡bv f~wgKv ivL‡e wK?
¾ Putting policy and legal framework in place toward achieving equal rights for women
bvixi mgAwaKv‡ii Rb¨ bxwZgvjv I AvBbx KvVv‡gv cÖ¯‘Z Kiv
9 Implement National Women’s Policy
bvix bxwZi cybe©nvj I ev¯—evqb
9 enforcement of existing laws that are relevant to the rights and protection of women
(including inheritance, ownership of assets, child-guardianship, uniform family code)
bvixi AwaKvi I wbivcËv msi¶‡Yi mv‡_ m¤úwK©Z we`¨gvb AvBb h_vh_fv‡e cÖ‡qvM (DËivwaKvi, m¤ú‡ì
gvwjKvbv, mš—v‡bi AwffveKZ¡, mve©Rbxb d¨vwgwj †KvW)
9 gender awareness and responsiveness of legal institutions, magistrates, judges, lawyers,
and police (including state obligations under CEDAW)
AvBbx cÖwZôvb, g¨vwR‡óªU, wePviK, AvBbRxwe, cywjk (wm‡Wv mb‡` iv‡óªi `vqe×Zvmn) Gi †RÛvi
m‡PZbZv I ms‡e`bkxjZv e„w× Kiv|
9 women and men’s awareness of women’s legal rights and women’s access to rights
through the formal legal/judicial system, traditional conflict resolution mechanisms and
legal aid services
bvix‡ì AvBbMZ AwaKvi m¤ú‡K© bvix I cyi“l Df‡qi m‡PZbZv e„w× Ges ivóªxq AvBbx/wePvi eë¯’v,
cÖPwjZ we‡iva gxgvsmvi c×wZ Ges AvBbx mnvqZvi †¶‡Î bvixi mnR cÖ‡ekvwaKvi|
9 appointments of more women judges and police officers and measures to make violence
against women including domestic violence, acid throwing, etc. punishable offences
AwaK nv‡i gwnjv wePviK I cywjk Kg©KZ©v wb‡qvM Ges cvwievwiK mwnsmZv, GwmW wb‡¶c BZ¨vw`mn bvixi
cÖwZ †h †Kv‡bv ai‡bi mwnsmZv‡K kvw¯—‡hvM¨ Aciva wnmv‡e MY¨ Kivi j‡¶¨ c`‡¶c MÖnY Kiv|
!..%8 $
9 the promotion and enforcement of sexual harassment laws or codes of conduct and
implementation of existing laws
†hŠb nqivbx welqK AvBb I AvPiY wewai cÖPvi, cÖ‡qvM Ges we`¨gvb AvB‡bi h_vh_ cÖ‡qvM|
9 effective advocacy and campaigns for the enactment of the Dowry Prohibition Act and laws
to end early marriages and domestic abuse
†hŠZzK we‡ivax AvBb Ges evj¨weevn msμvš— AvBb m¤ú‡K© m‡PZbZv e„w× I cÖPvi Kvh©μg MÖnY Kiv
- other areas of legal advancement
bvixi AvBbMZ AwaKvi cÖwZôvi Ab¨vb¨ †¶Îmg~n we‡ePbv Kiv|
e. Gender mainstreaming in policy, programme and projects
O) bxwZgvjv, Kg©m~Px I cÖK‡í †RÛvi m¤ú„³KiY :
9 strengthen institutions for coordination and monitoring on women's advancement issues
bvix Dbœq‡bi Bmÿmgyn mgš^q I cwiex¶‡Yi Rb¨ mswkó cÖwZôvbmg~n‡K kw³kvjx Kiv
9 strengthen capacity for gender responsive budgeting (GRB) and gender responsive
planning(GRP) (sex disaggregated data base, guideline tools)
†RÛvi ms‡e`bkxj ev‡RU I †RÛvi ms‡e`bkxj cwiKíbv ‰Zix Kivi m¶gZvi †¶Îmg~n kw³kvjx Kiv
(wj½ wefvwRZ Z_¨-DcvË I †RÛvi ms‡e`bkxj cwiKíbv c×wZ)
9 integration of gender training within regular curriculum of training institutes
cÖwk¶Y cÖwZôv‡bi wbqwgZ cÖwk¶Y KvwiKzjv‡g †RÛvi cÖwk¶Y Aš—fy©³ Kiv
9 GOB-NGO/CSOs linkages on women's advancement
bvixi Dbœq‡b miKvi/ GbwRI/ mykxj mgv‡Ri ms‡hvM e„w× Kiv
9 integration of gender concern in all national policies, programme and projects of all
ministries
RvZxq bxwZgvjv, wewfbœ gš¿Yvj‡qi Kg©m~Px I cÖK‡í †RÛvi Bmyï we‡eP¨mg~n Aš—f©y³ Kiv|
!..%8 $
Annex-B:
Detailed Guidelines for Completing Poverty and
Gender related Tables and Forms
ms‡hvRbx-L
`vwi`ª I †RÛvi msμvš— QK Ges dig c~iY msμvš— we¯—vwiZ wb‡`©wkKv
Briefly describe (not more than in 50 words) the impacts of ministry’s strategic objectives on poverty
reduction and women’s advancement in line with the following issues/factors:
wb‡gœv³ welqmg~‡ni cÖwZ j¶¨ †i‡L `vwi`ª wbimb Ges bvix Dbœq‡bi Dci gš¿Yvj‡qi †KŠkjMZ D‡Ï‡kï cÖfvemg~n
ms‡¶‡c eY©bv Ki‡Z n‡e (50 k‡ãi AwaK bq)
Linkage with the poverty and women’s advancement strategies of PRSP/NSAPR (example:
Policy matrix of NSAPR);
`vwi`ª wbimb †KŠkjc‡Î (GbGmGwcAvi) ewY©Z `vwi`ª wbimb I bvix Dbœqb m¤úwK©Z †KŠkjmg~‡ni (D`vniY
: GbGmGwcAvi Gi cwjwm g¨vwU«·) mv‡_ †hvMm~Î;
Where available easily, number and percentage ratio of poor people, especially, number of
poor women who are directly benefited from achieving the strategies;
`wi`ª Rb‡Mvôxi msL¨v I kZKiv AbycvZ, we‡klZ `wi`ª bvixi msL¨v hviv GB †KŠkjmg~n mdjfv‡e AwR©Z
n‡j cÖZ¨¶fv‡e DcK…Z n‡e;
Whether the above stated impacts are short term (example: one time benefit under the social
safety net programme) or long term (example: efficiency enhancement, training, micro credit,
public investment through which poor people/ women will be benefited).
Dc‡iv³ cÖfvemg~n ¯^í †gqvw` (D`vniY : mvgvwRK wbivcËv †eóbx Kg©m~wPi AvIZvq GKKvjxb myweav) bvwK
`xN©‡gqvw` (D`vniY : `¶Zv e„w×, cÖwk¶Y, ¶z`ªFY, miKvwi wewb‡qvM, hvi gva¨‡g `wi`ª Rb‡Mvôx/bvixmgvR
DcK…Z n‡e|)
NOTE:
1. BBS uses Basic Needs Method to define poverty. According to this method, section of people
who remains below the minimum basic need (intake of 2122 K. Cal/per head/per day) is called
poor.
`vwi‡`ªï msÁv wbiƒc‡Yi Rb¨ evsjv‡`k cwimsL¨vb ey¨‡iv Basic Needs Method eënvi K‡i _v‡K| GB Basic
Needs Method Abyhvqx Rb‡Mvôxi †h Ask b~b¨Zg †gŠwjK Pvwn`v c~i‡Yi Need (2122 wK. K¨v‡jvix/cÖwZ R‡b
cÖwZw`b) mxgvi bx‡P Zv‡ì‡K `wi`ª wnmv‡e AvL¨vwqZ Kiv nq|
2. Human poverty is determined through Human Development Index (HDI). Education, health
and nutrition are considered to determine HDI. Improving education, health and nutrition
reduce human poverty.
gvbe `vwi`ª Human Poverty) gvbe Dbœqbm~PK HDI) Øviv wba©viY Kiv nq| GB m~PK wba©viY Ki‡Z
wk¶v, ¯^v¯’¨, cywó BZ¨vw`‡K we‡ePbv Kiv nq| wk¶v, ¯^v¯’¨ I cywó BZ¨vw` cÖvwßi d‡j gvbe `vwi`ª n«vm nq|
!..%8 $
The standards to verify the impacts of strategic objectives of the Ministry on women advancement are
described below. The more the reflection of these standards through strategic objectives, stronger the
impact of that strategic objective on poverty reduction and women advancement. It needs to be
mentioned that all standards may not be applicable to all Ministries; the Ministries are therefore
requested to complete section-3 using the applicable standards only. If a medium term strategic
objective does not have a direct impact on poverty reduction and/or women’s advancement, that also
needs to be mentioned.
`vwi`ª wbimb Ges bvix Dbœq‡bi Dci gš¿Yvj‡qi †KŠkjMZ D‡Ïk¨mg~‡ni cÖfve hvPvB‡qi gvb`Ûmg~n wb‡gœ ewY©Z
n‡jv| G mKj gvb`Ê †KŠkjMZ j‡¶ï gva¨‡g hZ †ekx cÖwZdwjZ n‡e, bvixi AMÖhvÎv I `vwi`ª n«v‡m Gi cÖfve ZZ
†ekx kw³kvjx n‡e| D‡jL¨, mKj gvb`Ê mKj gš¿Yvj‡qi Rb¨ cÖ‡hvR¨ bvI n‡Z cv‡i| cÖ‡hvR¨ gvb`Êmg~n eënvi
K‡i ev‡RU KvVv‡gvi Ask-3 c~iY Kivi Rb¨ gš¿Yvjqmg~n‡K Aby‡iva Kiv n‡jv| hw` `vwi`ª wbimb A_ev/ bvix Dbœq‡bi
Dci †Kv‡bv ga¨‡gqvw` †KŠk‡ji cÖZ¨¶ cÖfve bvB e‡j cÖZxqgvb nq, Z‡e ZvI D‡jL Ki‡Z n‡e|
(B). Standards used for assessing impact of strategic objectives of Ministry on women
advancement:
(L) bvix Dbœq‡bi Dci gš¿Yvj‡qi †KŠkjMZ D‡Ïk¨mg~‡ni cÖfve hvPvB‡qi gvb`Ûmg~n :
1. Access to health care and improved nutrition:
Whether specific actions are being taken to address effectively women’s reproductive and
general health needs? Also weather activities will improve nutritional status of women
particularly pregnant and lactating women: if so how?
1| ¯^v¯’¨ †mev cÖvwß I cywói Dbœqb : bvixi cÖRbb Ges mvaviY ¯^v¯’¨ myi¶vq mywbw`©ó Ges Kvh©Ki c`‡¶c MªnY
Kiv n‡q‡Q wKbv? GQvovI M„nxZ eë¯’vwì Øviv gwnjv‡ì we‡klZ Mf©eZx Ges ¯—b¨`vbKvix gv‡q‡ì cywói
DbœwZmvab n‡e wKbv? n‡j Zv wKfv‡e n‡q‡Q?
2. Access to public properties and services:
Whether access to public properties (e.g., khas land, wetland, social afforestation etc.) and
services (e.g., education, health, electricity, pure water, etc.) are being expanded? If so how?
2| miKvwi m¤ú` I †mev jvf : bvixi AbyK‚‡j miKvwi m¤ú` (†hgb: LvmRwg, Rjvkq I mvgvwRK ebvqb) I
†mev (†hgb: wk¶v, ¯^v¯’¨, we`y¨r, weï× cvwb BZ¨vw`) cÖvwßi my‡hvM m¤úªmvwiZ n‡q‡Q wKbv? n‡j Zv wKfv‡e
n‡q‡Q?
3. Access to education and training:
Have opportunities to access education and training been created or expanded for
girls/women? If so how?
3| wk¶v I cÖwk¶Y cÖvwß : bvix/evwjKv‡ì Rb¨ wk¶v I cÖwk¶Y cÖvwßi my‡hvM m„wó n‡q‡Q wKbv ev my‡hvM
m¤úªmvwiZ n‡q‡Q wKbv? n‡j Zv wKfv‡e n‡q‡Q ?
4. Reduce daily working hours of women:
Have any steps/programmes been undertaken to reduce daily working hours of women? If
so what are those or how those can reduce working hours?
4| bvixi ˆ`wbK Kg©N›Uv n«vm : bvixi ‰`wbK mvwe©K Kg©N›Uv n«vm Kivi †¶‡Î †Kv‡bv c`‡¶c/Kvh©μg †bqv n‡q‡Q
wKbv? n‡j Zv wK Ges wKfv‡e Kg©N›Uv n«vm Ki‡Z cv‡i?
!..%8 $
5. Women’s participation in labour market and income generating activities:
Have necessary steps been undertaken to increase access and to make it easier for women
to enter into labour market and undertake income generating activities? How those have
been undertaken?
5| kÖg evRvi Ges Avq e„w×g~jK Kg©Kv‡Ê bvixi AskMÖnY : kÖg evRvi Ges Avq e„w×g~jK Kg©Kv‡Ê bvixi
AskMÖnY e„w× I cÖ‡ek mnRxKi‡Yi j‡¶¨ cÖ‡qvRbxq eë¯’v †bqv n‡q‡Q wKbv Ges n‡q _vK‡j wKfv‡e Zv †bqv
n‡q‡Q?
6. Enhance social safety for women and reduce probable vulnerability and risk:
Have necessary steps been undertaken to increase social safety and to reduce probable risk
and vulnerability or what necessary steps will help to increase social safety for women and/or
reduce probable vulnerability and risks of women particularly because of natural calamities?
6| bvixi mvgvwRK wbivcËv e„w×KiY Ges m¤¢ve¨ AmnvqZ¡ I SzuwK n«vm Kiv : bvixi mvgvwRK wbivcËv e„w×KiY Ges
m¤¢ve¨ AmnvqZ¡ I SzuwK n«vm Kivi j‡¶¨ cÖ‡qvRbxq c`‡¶c †bqv n‡q‡Q wKbv A_ev wK wK c`‡¶c †bqvi d‡j
bvixi mvgvwRK wbivcËv e„w× cv‡e Ges we‡klZ cÖvK…wZK `y‡h©v‡Mi Kvi‡Y Zv‡ì m¤¢ve¨ AmnvqZ¡ I SyuwK n«vm cv‡e?
7. Women’s empowerment:
Whether steps have been undertaken to develop/encourage Women’s empowerment
process through ensuring participation in decision-making in the family, society and
workplace and through increased participation in political framework? How those steps have
been undertaken?
7| bvixi ¶gZvqb : cwiev‡i, mgv‡R Ges Kg©‡¶‡Î wewfbœ wm×vš— MÖn‡Y Ges ivR‰bwZK KvVv‡gv‡Z bvixi AskMÖnY
e„w×i gva¨‡g bvixi ¶gZvqb cÖwμqv Dbœqb/DrmvwnZ Kivi c`‡¶c †bqv n‡q‡Q wKbv, †bqv n‡j wKfv‡e †bqv n‡q‡Q?
8. Women’s participation in various forums:
Have necessary steps/programmes been undertaken in order to bring/include gender related
issues at national and international forums or how those issues have been undertaken?
8| wewfbœ †dviv‡g bvixi AskMªnY : RvZxq I Avš—R©vwZK †dvivg mg~‡n bvix m¤úwK©Z welqmg~n DÌvcb/ Aš—fy©³
Ki‡Yi Rb¨ cÖ‡qvRbxq c`‡¶c/Kvh©μg †bqv n‡q‡Q wKbv ev †bqv n‡q _vK‡j wKfv‡e Zv †bqv n‡q‡Q?
9. Ensure safety and free movement for women:
Have necessary steps been undertaken to ensure free movement for women at public places
and to ensure safety in family, at public places as well as in the society? If so, how those
steps have been undertaken?
9| bvixi wbivcËv I Aeva Pjv‡div wbwðZ Kiv : cvewjK †¯úm mg~‡n bvixi Aeva Pjv‡div wbwðZ Kiv Ges
cwiev‡i I mgv‡R (cvewjK †¶Îmg~n) bvixi wbivcËv weavb wbwðZKi‡Yi Rb¨ cÖ‡qvRbxq c`‡¶c †bqv
n‡q‡Q wKbv ev †bqv n‡q _vK‡j wKfv‡e Zv †bqv n‡q‡Q?
!..%8 $
4RAINERS -ANUAL ON 0REPARATION OF 'ENDER 2ESPONSIVE
$EVELOPMENT 0ROJECT 0ROPOSAL $00 4ECHNICAL 0ROJECT 0ROPOSAL 400
10. Monitoring and evaluation:
Have necessary measures/steps been undertaken in order to strengthen monitoring and
evaluation system pertaining to gender equality issues? If so, how/in what process?
10| cwiex¶Y I g~j¨vqY : bvix-cyi“l mgZv msμvš— welqmg~‡ni †¶‡Î cwiex¶Y I g~j¨vqb †Rvo`vi Kivi Rb¨
cÖ‡qvRbxq eë¯’v/c`‡¶c †bqv n‡q‡Q wKbv? †bqv n‡j wKfv‡e/wK cÖwμqvq †bqv n‡q‡Q?
11. Increase social status of women:
Have necessary measures/steps been undertaken in order to raise social status of women
(for example reduction in childhood/early marriage and dowry etc.)? If so, how?
11| bvixi mvgvwRK gh©v`v e„w× : bvixi mvgvwRK gh©v`v e„w×K‡í cÖ‡qvRbxq eë¯’v/c`‡¶c †bqv n‡q‡Q wKbv
(D`vnviY¯îƒc, evj¨ weevn I †hŠZzK cÖ_v n«vm cvIqv BZ¨vw`)? n‡j wKfv‡e †bqv n‡q‡Q?
12. Access to law and justice for women:
Have measures/steps been undertaken to create/expand opportunities in favour of women to
access law and justice? How those steps have been undertaken?
12| bvixi AvBb I wePvi cÖvwß : AvBbx mnvqZv I wePvi cÖvwß‡Z bvixi AbyK‡j my‡hvM m„wó ev my‡hvM m¤úªmvi‡Yi
Rb¨ eë¯’v/c`‡¶c †bqv n‡q‡Q wKbv? n‡j wKfv‡e GB c`‡¶c †bqv n‡q‡Q?
13. Information Technology for women :
Whether necessary opportunities have been created for women to access and utilize training
on information technology or how access and utilization of these trainings will be ensured?
13| Z_¨ cÖhyw³i †¶‡Î bvixi cÖwk¶Y : Z_¨ cÖhyw³i †¶‡Î bvixi cÖwk¶Y cÖvwß Ges Zv eënv‡ii Rb¨ cÖ‡qvRbxq
my‡hvM m„wó n‡q‡Q wKbv ev wKfv‡e GB cÖwk¶Y cÖvwß I ZvÕi eënvi wbwðZ n‡e?
14. Reduce violence and oppression:
What steps/measures have been undertaken to reduce violence and oppression against
women or how violence/oppression against women can be reduced within the family and in
the public space?
14| mwnsmZv I wbh©vZb n«vm : bvixi Dci mwnsmZv I wbh©vZb n«vmK‡í wK c`‡¶c/eë¯’v †bqv n‡q‡Q ev wKfv‡e
cvwievwiK I cvewjK †¯úmmg~‡n bvixi Dci mwnsmZv/wbh©vZb n«vm Kiv n‡e?
!..%8 $
Guidelines to fill-in column 9 and 10 of Form 4
(Grading the Impacts on Women’s Advancement)
Columns 9 and 10 of Form 4 in part B respectively indicate impact of projects and programmes/
activities on poverty reduction and women advancement. Directorates and agencies will prepare
estimated and projected probable expenditures of all their projects/activities using form 4.
Ministries/Divisions will assign a percentage to each of their new projects/programmes indicating
what portion of the total allocation (expenditure) is expected to have direct benefit for the poor (on the
basis of twelve criteria mentioned above) and women (on the basis of fourteen criteria mentioned
before). If there is no direct benefit for poor or women please indicate zero in the relevant column. If
they are totally targeted to either poor or for women they will be assigned 100 percent in the relevant
column. Other projects and programmes need to have a percentage between 1-99 percent.
dig 4 Gi Kjvg 9 Ges 10 c~iY wb‡`©wkKv
(bvixi AMÖMwZi cÖfve hvPvB Gi †MÖwWs)
ev‡RU KvVv‡gvi wØZxq fv‡Mi dig-4 Gi 9 I 10 bs Kjv‡g h_vμ‡g `vwi`ª wbimb Ges bvix Dbœq‡bi Dci M„nxZ
Kg©m~wP/cÖKímg~‡ni cÖfve wb‡`©k K‡i| dig 4 eënvi K‡i Awa`ßi/ms¯’vmg–n Zv‡ì mKj cÖKí I Kvh©μgmg~‡ni
Rb¨ m¤¢ve¨ e¨‡qi cÖv°jb ˆZix Ki‡e| gš¿Yvjq/wefvM Ges Awa`ßi/ms¯’vmg~n cÖwZwU bZzb cÖKí/Kg©m~wP‡Z mivmwi
`vwi`ª wbimb (c~‡e© ewY©Z 14 wU gvb`‡Ûi wfwË‡Z) Ges bvix Dbœq‡b (Dc‡i ewY©Z 14 wU gvb`‡Ûi wfwË‡Z) †gvU cÖKí
e¨‡qi KZ kZvsk eënvi Kiv n‡e Zv D‡jL Ki‡Z n‡e| `ªvwi`ª wbimb Ges bvix Dbœq‡b †Kv‡bv cÖKí/Kg©m~wPi hw`
mivmwi †Kv‡bv cÖfve bv _v‡K †m‡¶‡Î mswkó Kjv‡g `qv K‡i Õ0Õ wb‡`©k Ki“b| wKš‘ hw` Zv m¤ú~Y©iƒ‡c `vwi`ª wbimb
Ges bvix Dbœq‡b j¶¨wfwËK n‡q _v‡K Z‡e mswkó Kjv‡g Õ100Õ cÖ`vb Ki‡Z n‡e| Ab¨vb¨ cÖKí/Kg©m~wPi †¶‡Î `vwi`ª
wbimb Ges bvix Dbœq‡b eiv‡Ïi wfwË‡Z 1-99% Gi g‡a¨ †hwU hyw³hy³ Zv cÖ`vb Ki‡Z n‡e| `vwi`ª wbimb Ges bvix
Dbœq‡bi Dci cÖKí/Kg©m~wPi cÖfv‡ei gvÎv (Degree) wb‡`©k Kivi †¶‡Î wb‡gœv³ welqmg~n (Factors) we‡ePbv Ki‡Z
n‡e :
Percent of expenditure/ Factors to be considered/Qualitative Guidelines
allocation will have cÖfv‡ei gvÎv (Degree) wb‡`©k Kivi †¶‡Î we‡eP¨ welqmg~n
direct benefit on Poverty
Reduction/ Women’s
Advancement
`vwi`ª wbimb/bvix Dbœq‡bi Dci
†gvU cÖKí e¨‡qi KZ kZvsk (%)
eënvi n‡e
The benefit is zero Projects/Programmes which do not improve poor or women on
‘0’ the basis of 12 and 14 criteria mentioned earlier.
Dc‡i ewY©Z `vwi`ª wbimb I bvix Dbœq‡bi 12 Ges 14 wU gvb`‡Êi wfwË‡Z †h
mKj cÖKí/Kg©m~wP `wi`ª Rb‡Mvôx/bvixi mvgwMÖK Kj¨v‡Y cÖZ¨¶ †Kv‡bv cÖfve
†dj‡e bv|
!..%8 $
Percent of expenditure/ Factors to be considered/Qualitative Guidelines
allocation will have cÖfv‡ei gvÎv (Degree) wb‡`©k Kivi †¶‡Î we‡eP¨ welqmg~n
direct benefit on Poverty
Reduction/ Women’s
Advancement
`vwi`ª wbimb/bvix Dbœq‡bi Dci
†gvU cÖKí e¨‡qi KZ kZvsk (%)
eënvi n‡e
The benefit is between Percent assigned to project can be between 1-33 if on the basis
1-33 percent of poverty reduction and women’s advancement criteria project is
Ô1-33' expected to have low level of benefit for poor and women.
Dc‡i ewY©Z `vwi`ª wbimb I bvix Dbœq‡bi gvb`Ûmg~‡ni wfwË‡Z †h mKj
cÖKí/ Kg©m~Pxmg~n `wi`ª Rb‡Mvôx/bvixi mvgwMÖK Kj¨v‡Y cÖZ¨¶fv‡e
by¨bZg/¯^í cÖfve †d‡j †m me cÖK‡íi 1Ñ33 kZvs‡ki g‡a¨ _vK‡e|
Ô34-66' expected to have medium level of benefit for poor and women.
cÖKí/ Kg©m~Pxmg~n `wi`ª Rb‡Mvôx/bvixi mvgwMÖK Kj¨v‡Y cÖZ¨¶fv‡e ga¨g
cÖfve †d‡j, †m¸‡jv‡K 34-66 kZvsk cÖ`vb Ki‡Z n‡e|
Ô67-99' 67-99: expected to have high level of benefit for poor and women.
cÖKí/ Kg©m~Px `wi`ª Rb‡Mvôx/bvixi mvgwMÖK Kj¨v‡Y cÖZ¨¶fv‡e Zvrch©c~Y© I
†UKmB cÖfve †d‡j, †m¸‡jv‡K 67-99 kZvsk cÖ`vb Ki‡Z n‡e|
The benefit is 100 percent Projects/Programmes which have the specific aim of poverty
Ô100' reduction/promoting women’s advancement. Women/different
categories of poor people are explicitly named as beneficiaries.
cÖKí/Kg©m~wP mg~n †h¸‡jvi `vwi`ª nªvm/ bvixi Dbœqb Z¡ivwš^Z Kivi mywbw`©ó
j¶¨ i‡q‡Q Ges bvix mgvR/ wewfbœ `wi`ª Rb‡Mvôx cÖKí/ Kg©m~wPi
DcKvi‡fvMx wnmv‡e my¯úófv‡e wPwýZ |
!..%8 $

Gender Mainstreaming in Planning and Development Training Programme

Uploaded by

Copyright:

Available Formats

Gender Mainstreaming in Planning and Development Training Programme

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Gender Mainstreaming in Planning and Development Training Programme

Uploaded by

Copyright:

Available Formats

'ENDER -AINSTREAMING IN 0LANNING AND $EVELOPMENT 4RAINING 0ROGRAMME

Ministry of Women and Children Affairs

.ATIONAL !CADEMY FOR 0LANNING AND $EVELOPMENT

You might also like