PA00WHBW

Gender Mainstreaming Training
Manual
USAID Zambia Community HIV Prevention Project (USAID/Z-CHPP)

December 2017
Pact is a promise of a better tomorrow for all those who are poor and marginalized. Working in partnership
to develop local solutions that enable people to own their own future, Pact helps people and communities
build their own capacity to generate income, improve access to quality health services, and gain lasting
benefit from the sustainable use of the natural resources around them. At work in more than 30 countries,
Pact is building local promise with an integrated, adaptive approach that is shaping the future of
international development. Visit us at www.pactworld.org.
December 2017.
Disclaimer:
This guide is made possible by the generous support of the American people through the United States
Agency for International Development (USAID) and the U.S. President’s Emergency Plan for AIDS Relief
(PEPFAR). The contents of this guide are the sole responsibility of Pact and do not necessarily reflect the
views of USAID, PEPFAR, or the United States Government.
Recommended citation:
Zambia Community HIV Prevention Project (Z-CHPP). 2017. Gender Mainstreaming Guideline. Lusaka,
Zambia and Washington, DC, USA: Pact.
Contact:
Phesheya Vilakazi
Program Manager
Pact
1828 L Street NW, Suite 300
Washington, DC 20036
202-466-5666
[email protected]
Jackson Thoya
Chief of Party
Pact Zambia
Plot 35186, Block A, Alick Nkhata Road,
Lusaka, Zambia
+260 (211) 254 089/91
[email protected]
Gender Mainstreaming Training Manual, USAID/Z-CHPP
Contents
Abbreviations and Acronyms ................................................................................................ i
1. Overview of the USAID Zambia Community HIV Prevention Project (USAID/Z-CHPP) ....1
2. Background to the Training Guide.................................................................................... 2
3. Facilitation Skills .............................................................................................................. 3
3.1 The Workshop Team .......................................................................................................................... 3
3.2 Training Methodology ....................................................................................................................... 3
3.3 Important Facilitator Roles ............................................................................................................... 4
4. Overview of Training Modules .......................................................................................... 7
5. How to Use the Training Guide ......................................................................................... 8
Module 1: Introduction......................................................................................................... 9
Module 2: Gender Terminology and Concepts.....................................................................12
Trainer Tips for Module 2: ..................................................................................................................... 15
Module 3: The Social Construction of Gender .................................................................... 20
Trainer Tips for Module 3: .................................................................................................................... 23
Module 4: Gender and HIV Linkages.................................................................................. 27
Module 5: Sexual and Gender-Based Violence ................................................................... 33
Trainer Tips for Module 5:..................................................................................................................... 38
Module 6: Gender Analysis Frameworks and Tools ........................................................... 40
Module 7: Action Planning and Commitments ................................................................... 45
ANNEXES 48
Handout 1: USAID/Z-CHPP Gender Mainstreaming Training Guide ................................................. 49
Handout 2: Gender-Related Terminology ............................................................................................ 50
Handout 3: Gender Concepts ................................................................................................................ 53
Handout 4: Gender and HIV ................................................................................................................. 55
Handout 5: Violence and HIV ............................................................................................................... 59
Handout 6: The Story of Stellah and Banji – Case Study ..................................................................... 62
Handout 7: Examples of SGBV .............................................................................................................. 63
Handout 8: Five Domains of Gender Analysis Matrix .......................................................................... 64
Handout 9: Action Plan for Gender Mainstreaming ............................................................................. 65
Handout 10: Gender Mainstreaming Training Evaluation ................................................................... 66
Abbreviations and Acronyms

AGYW Adolescent Girls and Young Women
ART Anti-Retroviral Therapy
ARV Anti-Retroviral
DREAMS Determined, Resilient, Empowered, AIDS-free, Mentored, and Safe
FGM Female Genital Mutilation
GAD Gender and Development
GBV Gender-Based Violence
HIV Human Immunodeficiency Virus
HTC HIV Testing and Counseling
HTS HIV Testing Services
IT Information Technology
PEPFAR President’s Emergency Plan for AIDS Relief
PLHIV People Living with HIV
SGBV Sexual and Gender-Based Violence
STI Sexually Transmitted Infection
UNAIDS United Nations Program on HIV
USAID United States Agency for International Development
VSU Victim Support Unit
WHO World Health Organization
WID Women in Development
Z-CHPP Zambia Community HIV Prevention Project
ZDHS Zambia Demographic and Health Survey
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1. Overview of the USAID Zambia Community

HIV Prevention Project (USAID/Z-CHPP)
The United States Agency for International Development (USAID)/President’s Emergency Plan for AIDS
Relief (PEPFAR)-funded Zambia Community HIV Prevention Project (Z-CHPP) is a five-year cooperative
agreement led by Pact to accelerate progress toward Zambia’s goal of reducing new human
immunodeficiency virus (HIV) infections. The project supports Zambia to reach the United Nations
Program on HIV (UNAIDS) 2020 goal of having 90% of all people living with HIV (PLHIV) know their
status, 90% of those who know their HIV-positive status receiving sustained anti-retroviral therapy (ART),
and 90% of those on ART achieving viral suppression.
To accomplish its goal, USAID/Z-CHPP will increase the adoption of high-impact HIV services and
protective behaviors among at-risk populations using evidence-based and locally owned solutions.
USAID/Z-CHPP has four specific objectives:
1. Key determinants of risky behavior mitigated among priority populations;
2. Increase in completed referrals from community programs to high-impact services;
3. Actions adopted by communities to reduce young women’s vulnerability to HIV, unintended pregnancy,
and sexual and gender-based violence (SGBV); and
4. Strengthened capacity of local stakeholders to plan, monitor, evaluate, and ensure the quality of
prevention interventions.
USAID/Z-CHPP maximizes the impact of USAID resources by focusing where the greatest gains can be
achieved: in high-prevalence districts, especially those that are densely populated; targeting populations at
high risk of infection or infecting others; and tailoring approaches to different segments of the population.
Activities are implemented directly by Pact and its core international partner, Plan International USA, as
well as by local partners through sub-grants. This approach leverages existing relationships at the
community level by engaging and supporting traditional and religious leaders, community-based service
providers, and the decentralized government structures.
USAID/Z-CHPP implements activities in 25 priority districts across Lusaka, Central, Copperbelt, Western,
North Western, and Southern provinces. Within each district, USAID/Z-CHPP aims to achieve a high
saturation of interventions, focusing first on rapid scale-up of HIV testing services (HTS) and reaching
PLHIV who are outside of the treatment cascade, then expanding the coverage and scope of activities with
a comprehensive package of interventions to reach priority high-risk populations, specifically:
 Adolescent girls and boys (ages 10-19 years);
 Young women and men (ages 20-24 years);
 PLHIV;
 Serodiscordant couples; and
 Other priority populations, including male sexual partners of adolescent girls and young women
(AGYW), cane cutters, miners, fish traders, long-distance truck drivers, and other migrant workers.
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2. Background to the Training Guide

This publication has been prepared as a guide for facilitating a gender mainstreaming workshop for
USAID/Z-CHPP partners and their various project cadres working at the community level. The training
manual serves as a resource for both experienced gender experts as well as new professionals just beginning
their work in gender mainstreaming. The content is appropriate for all USAID/Z-CHPP volunteers:
prevention volunteers, mentors, connectors, district coordinators, community theater members, change
agents, etc.
Broadly, the training is designed to:

1. Equip participants with information on how socially constructed gender norms affect the daily lives of
women and men;
2. Create space for participants to identify and address the harmful impact of gender norms on fueling the
spread of HIV; and
3. Support participants with the knowledge and skills needed to mainstream gender into their respective
program activities.
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3. Facilitation Skills
3.1 The Workshop Team
A workshop requires more than one person to implement effectively, and the facilitation team should be
present throughout the entire workshop so that transitioning from one module to the next is smooth and
effective. A successful workshop is a team effort, and everyone’s role is critical:
 Lead Facilitator: Has overall responsibility for everything that happens during the workshop
sessions — ensuring that objectives are met, participants are engaged, and training runs smoothly. S/he
clearly delegates roles and responsibilities to co-facilitators and invites and prepares guest speakers.
 Co-Facilitator(s): Supports the lead facilitator to deliver workshop material.
 Lead Logistician: Has overall responsibility for the smooth operation of the workshop — before,
during, and after. Duties may include arranging and liaising with the workshop venue; organizing
accommodations, transportation, per diem, reimbursements, tea breaks, and meals; purchasing
supplies; and coordinating during emergency situations.
 Support Logistician: Supports the lead logistician, including photocopying, note taking, monitoring
participants’ requests, setting up the training room, etc.
3.2 Training Methodology

The Gender Mainstreaming Manual was written based on the following principles:
 This training fills an immediate need — the USAID/Z-CHPP project team is charged with cascading
gender mainstreaming training to all program volunteers.
 Sessions balance the importance of delivering technical content with the benefits of participatory learning.
 Learning is two-way — participants and facilitators learn from each other through group activities.
 Time is allowed for discussion, reflection, and feedback.
 A mutually respectful environment is necessary between facilitator and participants.
 A safe atmosphere and comfortable environment should be provided for optimal learning.
To promote maximum participation, the training room should be set up for participants to sit in small
groups of five to seven people, often referred to as a “table group” in this manual. This can be done with
round or square tables — or no tables at all. This training could be conducted using a room where
participants sit in small circles on the floor if necessary. Whether chairs and tables are used or not, a
classroom style or theater set-up is not recommended for participatory training workshops.
To enhance learning and limit boredom, a range of training methodologies is used. This workshop is highly
participatory, and the use of PowerPoint presentations is not advised:
 Mini-Lectures: Information presented by the facilitator or a guest speaker.
 Case Study: Table groups apply new learning to a “real-life” example.
 Role-play: Two or more people enact scenarios in drama format. Role-plays are always fully debriefed
so that learning can be extracted afterwards.
 Small-Group Work and Discussion: Participants share experiences and ideas, jointly develop
tools, or solve a problem together. Small groups should not exceed seven people.
 Voting: Participants state their opinion about a topic and then discuss their ideas with the group.
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3.3 Important Facilitator Roles

It is the responsibility of the facilitators to present each session’s background material and activities as
clearly as possible. Skills used to enhance communication include the following:
Non-Verbal Communication
 Maintain eye contact with everyone in the group when speaking. Try not to favor certain participants
or certain areas of the room.
 Move around the room without distracting the group. Avoid pacing. Always stand where everyone can
see you.
 Use positive non-verbal body language (e.g., nodding and smiling).
 Determine whether it is best to sit or stand. Typically, it is better to stand in front of the group when
training and facilitating, particularly when introducing content, giving instructions for a task,
brainstorming, etc. However, if participants are working in small groups and/or sensitive topics are
being discussed, sometimes sitting with the participants creates the air of greater trust and intimacy.
 Dress and act professionally at all times.
 Facilitators are different than teachers or lecturers. It is not the job of a facilitator to know every answer
to every question. Rather, it is the job of the facilitator to make everyone feel welcome to share their
opinions, to encourage wide participation, and to create a positive learning environment for everyone
present.
 The best facilitators are humble facilitators.
Verbal Communication
Questioning Techniques
 Ask open-ended questions that encourage responses. If a participant answers with a simple “yes” or
“no,” then follow up: tell me more about that, how did that make you feel, or what happened that led
you to that decision?
 The facilitator does not have to answer every question. When a participant asks a question, the
facilitator can turn the question to the group: what do others think about this issue?
 If the facilitator is not sure of something a participant has said, try paraphrasing: so, in other words or
if I understand you correctly, you are saying … Is that right? And then allow time to correct you if
necessary.
Speaking Style
 Tone is important. Never sound harsh, mean, directive, or judgmental.
 Always be respectful in an honest, natural way.
 Speak slowly and clearly.
 Avoid using slang.
Discussion-Management Skills
 Help the group set norms at the beginning of the workshop. Such things as “show respect, everyone
participates, mobile phones on mute, take risks” should be included as norms.
 Share personal experiences to build a bond with participants.
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 Be sure participants talk more than facilitators. Direct questions to the group to avoid dominating the
conversation.
 Encourage all participants to speak and participate. Encourage quiet people without embarrassing
them. Gently tell more talkative participants to give others a turn.
 Be aware of underlying tensions and brewing arguments between/among participants. Work to remain
a respectful atmosphere. Participants are welcome to disagree as long as they remain calm and
respectful of each other.
 Reinforce statements by sharing relevant personal experiences: that reminds me of a past workshop
when ….
 Summarize discussions. Be sure that everyone understands the concept before moving forward.
Encourage those who have lingering questions to ask for assistance during breaks.
Time Management
 Maintain control at all times. If participants are excited about an issue or a discussion, it is fine to let
the discussion continue for another 10 minutes, but try not to interfere too much with the timing of
subsequent sessions.
 Remember that the facilitator is responsible for delivering the objectives in the allotted time.
 Never blame the participants if you are running late, and never tell the participants that you have to cut
something out of the workshop due to time. Never say such things as we spent too much time on Session
5, so now we don't have time for Session 6!
 If two to three participants are in a debate or focused on a concept that others clearly understand,
suggest they continue the conversation after the workshop or during the break, and gently bring
everyone back to the topic at hand.
 If you find yourself running late, do not panic! This happens all the time to experienced facilitators.
Participants take their cues from the facilitator; if you are nervous, they will be nervous. If you are
relaxed and convey the sense that the sessions are on target and on time, the participants will also be
relaxed. Just keep the session moving along as best you can. During the break, discuss with the
organizing team what and where activities or material can be adjusted.
 Similarly, if you are running ahead of time, do not panic! You can take longer for lunch, end early, or
continue as planned. This way, if one session goes long in the future, you have extra time.
Content Delivery
Setting the Learning Climate

 Read the training design and review all materials and activities several times to become fully familiar
and comfortable with the content.
 Prepare and organize all materials needed for each session (handouts, flipcharts, etc.) ahead of time,
and keep them close at hand during the sessions. It is important to appear organized at all times.
 Set up the room and your materials at least 20 minutes before the workshop begins each morning. This
way you can greet participants as they arrive and be prepared should any last-minute problems arise.
 Start on time and establish the facilitator’s role by calling the group together.
 Anticipate questions and be prepared with answers.
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Presenting Objectives
 Gently transition from one session to the next, making a link between the two. For example, now that
we know how HIV can be transmitted, we are going to look at how HIV impacts the body if
transmission occurs.
 Tell participants what they will do during each activity to achieve the session’s objectives.
 It is always a good idea to write workshop and session objectives on flipcharts and hang them in the
training room for everyone to refer to during the training.
Reflecting on Material Presented

 Allow enough time for participants to absorb new material. Do not move too quickly.
 Encourage participants to share their reactions to new material; encourage them to share past
experiences relevant to the new material.
 Ensure that participants receive feedback from both the facilitators and other participants.
 Ask participants to identify key points that emerged during the day.
 Help participants draw general conclusions from the training.
Applying Material to Real Life

 Encourage participants to discuss how new information and skills will be helpful in their own project
activities.
 Help participants anticipate challenges that they might experience in the community, and brainstorm
ways to overcome these challenges.
 Discuss what other information is needed to enable participants to successfully achieve their project
responsibilities.
The Training Team

 Clarify everyone’s roles and responsibilities at the beginning of the workshop. What is the responsibility
of the lead facilitator? Co-facilitator(s)? You need to work together to ensure no task is forgotten, and
no task is duplicated.
 Meet with the team at the end of every day to debrief and see if changes need to be made.
 Pay attention to logistics (meals, accommodation, per diem, transportation, etc.) Poor logistics can ruin
a workshop and take attention away from important technical topics.
 Handle any disagreements within the training team quickly. Participants can quickly sense if the team
has a conflict, and it always has a negative effect on the training. Remember that the #1 priority of the
workshop is participant learning. By focusing on participants, hopefully all internal conflicts can be
solved quickly.
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4. Overview of Training Modules

This training guide is organized into seven modules:
Theme Time Allotted

Module 1 Introduction 1.5 hours
Module 2 Gender and Development Concepts 2.5 hours
Module 3 The Life Cycle of Gender Norms 2 hours
Module 4 Gender and HIV Linkages 1.5 hours
Module 5 Gender-Based Violence 3 hours
Option 1: 1 hour
Module 6 Five Domains of Gender Analysis Matrix
Option 2: 3.5 hours
Module 7 Action Planning and Comments As Needed (1-4 hours)
This training program can be delivered in 2.5 days. Delivering training uninterrupted, on consecutive days,
is strongly recommended to allow participants to return home and begin implementing their gender action
plans in a timely manner. The guide assumes approximately six hours of content will be delivered on days
one and two, and the third (final) day of training will end after lunch. This guide does not include suggested
break times; however, in the next section there is a sample agenda to help guide first-time facilitators.
If time or resources do not allow for three consecutive days of training, training can occur across a longer
time period, such as three Fridays in a row. Note that if presented in this style, organizers may want to add
extra time at the beginning of each session to review key concepts from previous sessions. Organizers may
also want to add time for an overall review on the final day to ensure participants have retained all
information.
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5. How to Use the Training Guide

Each module includes the following components:
Title: The main theme or topic of the module.
Learning Objectives: What the participants are expected to learn or be able to do after completing the
module.
Time: Approximate time needed to deliver the module; facilitators may adjust as necessary.
Session Overview: Brief summary of the content that the module includes.
Materials and Preparations: Materials needed for the module as well as tasks for the facilitator to
complete before the session begins to ensure that the training runs smoothly. Required handouts and
flipcharts appear under this heading. This section can be treated as a checklist to ensure facilitator(s) are
ready for the module. This section assumes organizers will familiarize themselves with the material and
designate roles and responsibilities for the facilitation team; it does not list these tasks explicitly for each
module.
Note: In the training guide annex, there are nine handouts in total. If the facilitation team would like to
include other handouts for the participants, they are welcome to do so.
Methodology: Rationale for the methodology used in the module and tips on conducting the session most
effectively.
Activity Instructions: Step-by-step process for conducting each training activity. When appropriate, this
section also presents technical content to be shared during interactive activities, such as small-group work.
Trainer Tips: This section presents technical content to enrich discussions or include in a mini-lecture.
Regardless of the content included in the Trainer Tips, facilitators should always feel free to expand and
enrich content as needed. Not all modules will have trainer tips.
Sample Agenda
Day 1 Day 2 Day 3

08:30 – 10:00 Module 1 08:30 – 09:00 Recap 08:30 – 09:00 Recap
10:00 – 10:15 Break 09:00 – 10:30 Module 4 09:00 – 10:30 Module 7*
10:15 – 12:45 Module 2 10:30 – 10:45 Break 10:30 – 10:45 Break
12:45 – 13:45 Lunch 10:45 – 12:45 Module 5 10:45 – 12:45 Module 7 (cont.)
13:45 – 16:00 Module 3 12:45 – 13:45 Lunch 12:45 – 13:00 Closing and
Final Evaluation
16:00 Closing 13:45 – 14:45 Module 5 (cont.) 13:00 – 14:00 Lunch
14:45 – 15:45 Module 6 or Day
2 Review
15:45 Closing
* If the facilitation team has decided to conduct Option 2 of Module 6, you need to adjust the Day 3 schedule
to accommodate the additional material. This means that Module 7, Action Planning, will continue after
lunch.
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Module 1: Introduction
Objectives: By the end of this session, participants will be able to:

 Articulate the groups’ collective expectations for the training.
Time: 1.5 hours
Session Overview:
 Opening
 Participant introductions
 Workshop objectives and agenda
 Participant expectations
 Workshop norms/ground rules
Materials and Preparations:

 Materials: Flipcharts and felt marker pens
 Optional: Schedule a guest speaker, if desired. Share clear expectations with that person about what to
say and how long to speak (up to 10 minutes). Although not critical, many people choose to invite a
senior member of staff to deliver opening remarks. If you know of someone inspiring or someone who
can speak to the project’s success, inviting them to speak at the outset of the Module 1 could provide
added motivation.
 Prepare a flipchart.
Participant Introductions
1. Find someone in the room who you do not know/do not know well
2. Interview each other (5 minutes each):
 What is your name?
 What is your role in USAID/Z-CHPP? What district do you work in?
 What is your biggest professional achievement?
 What do you expect to get out of this training?
 What is the thing you love most about working in an HIV program?
3. Prepare a flipchart.
Norms/Ground Rules
Note: To save time, the facilitator may list some basic ground rules on the flipchart in advance and ask
participants to expand the list.
 Make copies of Handout 1: Workshop Objectives
 Optional: Prepare a flipchart listing the Workshop Objectives.
9
Methodology: There are many advantages to conducting an interactive introduction. First, a participatory
approach encourages participation from everyone right from the beginning of the workshop. Secondly, it
allows even the most introverted participants to get to know at least one other person in the room. An
interactive introduction is also a good method for practical reasons: because people tend to talk more about
themselves than they do others, when participants are asked to introduce their partner to the large group,
they tend to take less time to do so than if they were introducing themselves, so this portion of the training
moves forward in a timely manner.
Activity Instructions:
1. Welcome your group to the workshop and thank them for participating. Acknowledge that adults have
many responsibilities in life, such as juggling work and family obligations, and you appreciate the fact
that they are making time for this workshop. Also, note that some participants may be away from home
and/or missing other important activities to be at the workshop.
2. Introduce yourself and other key staff for the workshop: facilitators, logistic support, etc.
3. If you have invited a guest speaker, invite her/him to make their opening remarks (this should not take
more than 10 minutes).
4. Introduce the Participant Introductions activity.
 Show the flipchart, Participant Introductions.
 Explain that participants are going to work in pairs to interview each other and then each person
will introduce his/her partner to the large group.
 Ask everyone to find someone in the room who they either do not know or who they do not know
well.
 Review the interview questions on the flipchart. Each person has five minutes to interview his/her
partner and may ask additional and/or follow-up questions as they like.
 Allow 10 minutes for pairs to exchange information and respond to the questions on the flipchart.
5. When participants are ready, explain that they will come to the front of the room by pairs and introduce
each other to the large group. Ask for one pair to stand and introduce each other, using the questions
listed on the flipchart. Move on to the next pair and continue until everyone has been introduced to the
group.
6. Next, distribute Handout 1: Workshop Objectives and review the objectives with the participants. If you
have also listed the objectives on a flipchart, post it for the duration of the workshop so that participants
and facilitators can easily refer to it as needed.
7. Ask if participants have any questions or need clarification about the objectives or if there are any
objectives not listed that they expected to see. This discussion can prevent frustration among
participants later. It also ensures common understanding of the workshop objectives.
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A complete list of training objectives follows:
Objective Module By the end of this workshop, participants will be able to:
Objective 1 1 Articulate the group’s collective expectations for the training.
Objective 2 2 Define gender-related terms.
Objective 3 2 Explain various stereotypes related to gender roles and how they can be
limiting to men and harmful to women.
Objective 4 2 Understand key development approaches/concepts that aim to address
these gender stereotypes.
Objective 5 3 Explain their own perceptions and assumptions related to masculine and
feminine attributes.
Objective 6 3 Identify how gender norms and stereotypes can be harmful for girls and
women and limiting for boys and men throughout the life cycle.
Objective 7 4 Describe the linkages between gender and HIV.
Objective 8 5 Define sexual and gender-based violence (SGBV).
Objective 9 5 Understand how gender stereotypes can perpetuate SGBV.
Objective 10 5 Explain the linkages between SGBV and the spread of HIV.
Objective 11 6 Understand how to conduct a gender analysis using the PEPFAR Five-
Dimensions Gender Analysis Framework.
Develop a gender mainstreaming action plan for their USAID/Z-CHPP
Objective 12 7
activities.
8. Review the workshop agenda with the group. Explain that times are not shown to allow flexibility with
timing of sessions. Share the approximate timing of morning and afternoon tea breaks and the lunch
break.
9. Show the flipchart, Norms/Ground Rules that you prepared in advance, and ask participants to add to
the list. Be certain to include such norms as keep mobiles silent, respect each other’s opinion, speak
through the chair, no mini meetings, etc. Post the flipchart where it is visible for the duration of the
workshop.
10. Thank participants and transition to Module 2.
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Module 2: Gender Terminology and Concepts

1. Define various gender-related terms;
2. Explain various gender stereotypes and how they can be limiting to men and harmful to women; and
3. Understand key development approaches and concepts that aim to address these gender stereotypes.
Time: 2.5 hours
Session Overview:
 Define gender-related terminology (sex, sex roles, gender, gender roles, gender stereotypes, gender
norms).
 Identify potentially harmful practices that stem from gender stereotypes.
 Define the following key concepts: Equality vs. Equity, Gender Relations, Women in Development (WID),
Gender and Development (GAD), Practical Gender Needs vs. Strategic Gender Needs, and Women’s
Empowerment.

 Materials: Flipcharts and felt marker pens.
 Ensure that at least one facilitator for this session is very comfortable with the terminology and concepts
being covered and can answer a range of questions if they arise.
 Make copies of Handout 2: Gender-related Terminology.
 Make copies of Handout 3: Key Gender Concepts.
 Flipcharts: Prepare the following six flipcharts and hang them in the front of the room, covered:
1) What is Sex?” Sex is the biological and physiological characteristics that describe the differences
between individuals as male or female. Sex characteristics are:
 Universal and naturally unchanging
 Defined by genetic make-up such as chromosomes, external and internal genitalia, and hormonal
status
2) What is Gender? Gender is the collection of social, cultural, and psychological features that a society
often considers as either masculine or feminine. Gender is:
 Variable across cultures
 Learned
 Continually subject to change
3) Sex Roles are biologically and physiologically determined functions distinct to females and males.
They are naturally unchanging.
4) Gender Roles are behaviors, activities, tasks, and responsibilities that females or males learn in society.
5) The Problem is not that girls/women and men/boys are biologically different; the problem is that
society values them differently based on biological differences.
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6) Gender Stereotypes are rigidly held and oversimplified beliefs about the characteristics of females and
males. They are expectations of how people “should be” because they are male or female.
 Flipchart: Write the following on a flipchart (include A, B, C, D, E, F).
A. 1980s approach to address women’s inequality
B. Short-term and long-term approaches to gender
C. The power relationship between men and women
D. A current approach that looks at the needs of women, girls, men, and boys
E. Confidence-building in a group
F. Sameness vs. Fairness
 Write each of the following concepts on one index card:
– Equity vs. Equality
– Women’s Empowerment
– Women in Development (WID)
– Gender and Development (GAD)
– Strategic vs. Practical
– Gender Relations
Methodology: This session blends small-group work with plenary work. The first hour entails a large-group
conversation around sex vs. gender, sex roles and gender roles, gender stereotypes, gender norms, and the
effects of stereotypes on sexual practices. Although this may be a review for many participants, it is important
groundwork, and some participants might be very new to these concepts. The small-group work allows
participants to think more deeply about some development interventions that work toward gender equality.
Activity I Instructions:
1. Explain that now we are going to start by reviewing and clarifying some important gender-related
terminology.
Note: Use the information in the Trainer Tips section to help you lead these discussions.
2. Ask, “Who can explain the difference between sex and gender?” and invite participants to share answers
until you are satisfied each term is accurately defined.
3. Show the flipchart What is Sex? and review the definition of sex with the group.
4. Show the flipchart What is Gender? and review the definition of gender with the group.
5. Now ask, “What are sex roles?” and take several responses until you are certain that the participants fully
understand this concept. Show the flipchart Sex Roles, review the definition of sex roles, and ask the group
to share examples of female sex roles and male sex roles (e.g., women’s sex roles are pregnancy, giving
birth, and breastfeeding; men’s sex roles are impregnation). Write these responses on the flipchart.
6. Next ask, “What are gender roles?” Again, take a few answers from participants, show the flipchart Gender
Roles, and review the definition of gender roles. Ask the group to share examples of male gender roles and
female gender roles (there are many), and record these on the flipchart.
7. Now ask, “What are gender stereotypes?” Again, take a few answers from participants and show the
flipchart with the definition of gender stereotypes. Ask the group to brainstorm examples of gender
stereotypes for men and gender stereotypes for women, and record these on a flipchart in two columns –
men and women.
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8. Divide participants into four groups.

 Ask two groups to brainstorm how gender stereotypes are limiting or restrictive to men.
 Ask the other two groups to brainstorm how gender stereotypes are harmful to women.
9. Invite one of the “restrictive to men” groups to present, and ask the second group to add to the list. The
facilitator might also need to expand the list if the participants miss key aspects. Repeat the report out with
the “harmful to women” groups.
10. Summarize the session on terminology by revealing the flipchart with the statement “The problem is not
that girls/women and men/boys are biologically different; the problem is that society values them
differently based on their biological differences.”
11. Invite comments or observations about the various terminology or the final statement.
Activity II Instructions:
1. Explain that you are now going to examine some key concepts commonly referred to when talking about
gender through a matching game.
2. For this activity participants can remain at their table groups. Distribute the six index cards you prepared,
one to each table:
Equity vs. Equality

Women’s Empowerment
Women in Development (WID)
Gender and Development (GAD)
Strategic vs. Practical
Gender Relations
3. Next, reveal the flipchart that you prepared with the following definitions. Be sure that the letters A, B, C,
D, E, or F are written before each statement so that groups can match the definitions with the concepts:
A. A 1980s approach to address women’s inequality.
B. Short-term and long-term approaches to gender.
C. The power relationship between men and women.
D. A current approach that looks at the needs of women, girls, men, and boys.
E. Confidence-building in a group.
F. Sameness vs. fairness.
4. Ask each table group to discuss the concept on their card and decide which definition (A-F from the
flipchart) matches their concept. Allow groups 10 minutes to discuss and match.
5. When all groups have finished, lead a discussion to reveal the correct answers and ensure everyone
understands each concept. Use the Trainer Tips as a reference.
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Trainer Tips for Module 2:

Monitor the time and ensure discussions in the large and small groups do not stray too far off topic. Be sure
that the discussions are helpful and provide needed clarity to the participants.
Use the following content to inform your facilitation of the discussion of key gender-related terminology:
What is Gender? Gender is the collection of social, cultural, and psychological features that a society often
considers as either masculine or feminine. Gender is:
 Highly variable across cultures;
 Learned behavior; and
 Continually subject to change.
What is Sex? Sex is the biological and physiological characteristics that describe the difference between
individuals as female and male. Sex classifies a person as either male or female. Sex characteristics are:
 Universal and naturally unchanging; and
 Defined by genetic make-up such as chromosomes, external and internal genitalia, and hormonal status.
The Difference Between Sex and Gender
Sex Gender
 Biological/born with it  Social/Learned

 Same throughout time  Changes over time
 Same everywhere  Changes according to social context
What are Sex Roles? Sex roles are biologically and physiologically determined functions distinct to females
and males. Sex roles are naturally unchanging and include:
 Women: Pregnancy, giving birth, breastfeeding
 Men: Impregnation
What are Gender Roles? Gender roles are behaviors, activities, tasks, and responsibilities that females or
males learn in society (e.g., cooking, income generation, and decision making). Gender roles:
 Can change over time;
 Are affected by age, race, economic status, culture, education, religion, technology, ethnicity, etc.; and
 Can change based on individual choices, social or political changes, natural disasters, and conflict.
Differences Between Sex Roles and Gender Roles
Sex Roles Gender Roles
 Women: Pregnancy, giving birth,  Women: Cooking, taking care of children, nursing
breastfeeding the sick, washing clothes, cleaning/sweeping the
home, babysitting, serving food
 Men: Decision makers, breadwinners
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What are Gender Stereotypes? Gender stereotypes are rigidly held and oversimplified beliefs about the
characteristics of females and males.
 Gender stereotypes define how people should be, and they limit options and life choices for everyone:
women, men, boys, and girls. They also violate human rights.
 Gender stereotypes strengthen assumptions that reinforce inequality.
 Society overlooks the reality of individual differences and, instead, judges females and males simply for
being a man or being a woman.
 For example: Men are strong, and women are weak; women are emotional, and men are able to make
important and objective decisions.
Illustrative Gender Stereotypes
Masculine Feminine
 Aggressive  Obedient
 Adventurous  Timid
 Assertive  Passive
 Powerful  Weak
 Unemotional  Emotional
How Gender Stereotypes Influence Behaviors and Risks Associated

with Sexual Relationships
Aggressive - Adventurous Timid - Passive
Behaviors: Has many sexual partners. Behaviors: Afraid to say “no.” Unable to negotiate
Dominates in the relationship. May use terms of relationships, including safe sexual
psychological or physical violence to exert interactions. May be vulnerable because of a need for
control. May use money as a way to money for school or family.
bribe/coerce in the relationship.
Note: The problem is not that girls/women and men/boys are biologically different; the problem is that society
values them differently based on these differences. Gender stereotypes reinforce the power imbalance that
exists in society between men and women. The gender power imbalance perpetuates gender discrimination
and gender inequalities at all levels, and greatly constrains the advancement of women in a nation. Gender
equality demands that people of both sexes are free to develop their personal abilities and make free choices.
Gender equality means that no one is held back by gender stereotypes or prejudices.
How Can Gender Stereotypes be Restrictive to Men?

 Being the sole provider in a family causes stress and pressure. This is especially stressful if a man is poor
and/or can’t find work.
 Feelings of stress can lead to physical illness, risky behaviors (like drug use and alcohol consumption), and
suicide.
 Men are not taught to be/allowed to be emotional, so they have no outlet for feelings. They must remain
strong even when they feel sadness; for example, after a death of a spouse or family member.
 Men may feel they need to be violent even though they do not want to because they feel the need to live up
to social expectations.
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 Married men may be expected to have “side chicks”; as such, they might be forced into sexual relationships
they do not want.
 Men may be pressured into having multiple sex partners — increasing the risk of HIV and sexually
transmitted infections (STIs) for men and women.
 Gender norms may limit a man’s role in the family or prevent him from enjoying fatherhood.
 The role of “leader of the house” can sometimes come with violence and emotional distance. This stifles
relationships with a wife and/or children.
 Any man that does not fit into the social ideal of big, strong, and powerful does not feel like a productive
member of society.
How Can Gender Stereotypes be Harmful to Women?

 Women are taught to be submissive, which can lead to a range of issues in their personal and professional
lives, including:
– Being a victim of SGBV
– Not having a say in when, how, or where to have sex
– Not being able to say “no” to unwanted sexual advances/sex
– Being coerced into sex
– Not participating in decision-making processes and not speaking their mind
– Doing things because it is their “duty” even if they find them hurtful, humiliating, or demoralizing
 Women can be prevented from securing an education.
 Women can be pressured not to seek employment.
 Once employed, women are told to focus on the home, not on their career.
 Women often do not reach their potential because they are taught to put others before themselves.
 Women’s workdays are long and arduous because they are tasked with all household chores and all child-
rearing responsibilities.
 Women who do not marry and/or do not have children are judged and thought to be a failure.
Gender Concepts
Gender Equality vs. Gender Equity

Gender Equality refers to receiving the same resources regardless of sex. For example, all Zambian children
have the right to free primary school, no matter if you are a boy or a girl.
Gender Equity refers to the fair sharing of resources, opportunities, and benefits according to any given
social framework. For example, in primary school, boys may do better academically because before and after
school they have time to rest and do homework. Meanwhile, their sisters are tasked with domestic chores
because of society’s expectation of daughters. Therefore, boys are learning more and earning better grades.
Note: When discussing equality vs. equity, many groups find the graphic below to be helpful. You can show
this on a PowerPoint or make a simple stick-figure drawing on flipcharts. Talking points include:
 The first picture shows gender equality because all three individuals are standing on the same size box.
However, only one individual can clearly see the game.
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 The second picture shows equity because each person is receiving a resource (box) according to his/her
needs. Therefore, everyone can see the game.
 Ask, “In the first picture, who is happy/unhappy?” (Answer: the tall boy is happy, and the others are
unhappy.)
 Ask, “In the second picture, who is happy/unhappy?” (Note: Participants may respond that everyone
is happy, but push them to think deeper. In some cases, the tall boy may now be unhappy because others
are getting more resources than he is.)
 This is often the other side of equity programs. For example, Determined, Resilient, Empowered, AIDS-
free, Mentored, and Safe (DREAMS) targets girls because girls have been marginalized in Zambian
society, and DREAMS strives to bring about great equity. However, now we hear people complain that
boys deserve DREAMS programs, too.
 It is important to understand stakeholders’ differing perspectives about gender equity so that we are
prepared for those conversations.
Gender Equality Gender Equity
Gender Relations
Gender relations refers to how men and women relate to each other because of an imbalance of power; more
specifically, the roles men and women are expected to play and the impact of their interactions. Power
relations tend to result in one party being worse off than the other, creating problems at both household
and social levels.
Practical Needs vs. Strategic Needs
This is a concept that was first coined in the 1980s by a Pakistani woman working in women’s empowerment.
Since then, these concepts have been widely adopted by many organizations.
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Simply put,
 Practical approaches and interventions are short-term and designed to meet an immediate need
and work within existing gender norms.
 Strategic approaches and interventions are long-term and aim to address the root of the problem
and ultimately change gender norms.
Quality development work should include both practical and strategic approaches so that the program meets
immediate needs while also working toward a long-term solution. For example, USAID/Z-CHPP uses both
approaches in its work on condom use. The short-term intervention is teaching young women how to use
male and female condoms. The long-term intervention is working with young men and women to ensure
that women have the power to negotiate condom use in a relationship.
When development assistance began in the 1960s and 1970s, no one thought to ask if men and women
received services equally. Development projects simply reported “people served” and thus did not have the
information to explain who was benefiting and who was not. When USAID first started collecting
information on “women served” and “men served,” development professionals realized there were huge
inequalities — mostly because men were making all the decisions, and women were not involved in
development programming.
As a result, USAID established the WID department in the 1980s with the specific objective to respond to
these inequities by designing programs around the understanding that women were not receiving their share
of development assistance. WID programs only targeted women and girls because they were trying to make
up for social inequities.
Gender and Development (GAD) Approach
In the 1990s, the GAD approach grew out of the WID movement. This approach to development advocates
a shift from directing benefits to women to addressing the needs of women, men, boys, and girls. GAD was
developed with the understanding that to achieve real gender equality, we need to work with men and boys
as well as women and girls. Therefore, GAD had the objective of removing disparities in social, economic,
and political equality between women and men as a pre-condition for achieving people-centered
development. Although GAD programs do not condone violent or oppressive behavior, they attempt to
understand the underlying reasons why men perpetuate violence and oppression to solve gender inequality.
A Brazilian man, Paulo Freire, coined the concept of empowerment. Freire believed that disadvantaged
populations should seek education as a way to empower themselves. Since the 1970s, however, many people
have considered empowerment as being synonymous with women’s empowerment. Empowerment is both
a process and an improved end result.
The women’s empowerment approach takes participants through a facilitated process of identifying their
place in patriarchy, setting goals for themselves, and working toward those goals through improved access
to knowledge, skills, and training. Women’s empowerment is a process of self-actualization and confidence-
building. Integrating empowerment into any development sector is prone to yield improved results.
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Module 3: The Social Construction of Gender

1. Explain their own perceptions and assumptions related to masculine and feminine attributes.
2. Identify how gender stereotypes can be harmful for girls and women and limiting/restrictive for boys
and men throughout the life cycle.
Time: 3 hours
Session Overview:
 Participants work in two groups to identify social and cultural assumptions about boys and girls.
 Participants draw linkages between gender stereotypes and how they are harmful to girls/women and
limiting to boys/men across the life cycle.

 Flipchart and felt marker pens
 Square “Post-it notes”
 Prepare a flipchart: Describe how gender stereotypes can be harmful and/or limiting for girls/women
and boys/men at each stage of the life cycle.
 Prepare six flipcharts with the following six headings. Under each heading, create two columns — label
one column Male and the other column Female. Post the flipcharts around the room with space
between the flipcharts and cover them.
1) Infancy (0-2)
2) Childhood (3-10)
3) Adolescence (11-19)
4) Young Adulthood (20-35)
5) Adulthood (36-65)
6) Elderly (66+)
Methodology: This module helps participants explore the pervasiveness of gender norms and stereotypes
in society. Through this exercise, participants have the chance to examine their own perceptions and
assumptions about masculine and feminine attributes. This helps illustrate what the larger society and
individual communities believe. The module then guides participants to identify the negative effects of
gender norms and stereotypes on women/girls and men/boys across the life cycle, which helps illuminate
how gender norms are a pattern that can begin as early as birth.
1. Ask the participants to close their eyes and think about their individual answer to this question: “If you
had the chance to have just ONE child — and only ONE child, but you had to choose whether it was
a boy or girl, which would you choose?”
2. Allow participants a few seconds to reflect individually. Then ask those who would choose a girl to move
to one side of the room and sit at a table together, and those who would choose a boy to move to the
other side of the room and sit at a table together.
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Note: The two groups do not have to be equal in number.

3. Explain that now the two groups will discuss why they chose the sex of the child that they did. Remind
the participants that this is a brainstorming activity, so all answers should be recorded. There does not
need to be agreement in the small groups on the responses shared.
Distribute flipchart paper and a marker pen to each table. Ask for a volunteer at each table to facilitate the
discussion about why they chose a boy or a girl, and ask for another volunteer to record all responses on the
flipchart to present to the large group.
4. Give the groups 20-30 minutes (depending on the size and level of participation in the small groups) to
complete this task. Challenge the participants to think deeply, to be honest, and to develop a long list.
Encourage each group to record 10-15 ideas on their flipchart.
5. When groups are ready, invite the presenter from the girl group to share its list with the large group.
Remind participants that the point is not to argue points or judge, but to learn together.
When the girl group has finished reporting, invite the boy group to report out.
6. Process the activity with the following questions:
 Does either list include any reasons related to sex roles/biological differences? (For example, did
the girl group identify having a baby as a reason why they wanted a girl?)
 If any sex-based roles are listed, underline or circle the item on the list.
Note: There are likely to be only one or two reasons listed related to sex/biological differences, if any.
 So, if that is the case, what do these lists consist of? Answer: gender stereotypes.
 What do the items listed say about girl children? What expectations do these lists create for a girl
child? What about the boys? What expectations are we creating for boys before and after they are
born?
 What happens if your girl child fails to exhibit the desirable characteristics and traits you listed?
Would you be upset? Would the girl be reprimanded? What would the outcome be?
 Ask the same questions about boys.
 What happens to boys and girls who do not fit these stereotypes? How are they treated by society?
 Outside of work and USAID/Z-CHPP, how can you challenge yourself to eliminate gender
stereotypes in your personal life?
1. Explain that the participants are now going to explore the potential harmful impacts on males and
females that are produced through some of these rigid and deeply reinforced gender stereotypes and
gender roles.
2. Ask the participants to remain in the boy and girl groups to complete this task.
3. Uncover the flipchart prepared earlier, and read the task: “Describe how gender norms and stereotypes
can be harmful to and/or limiting for girls/women and boys/men at each stage of the life cycle.”
Ensure everyone understands the task.
4. Now uncover each of the six life-cycle flipcharts, and read the headings aloud to the group. Explain that
everyone’s life follows these stages.
5. Distribute multiple Post-it notes to the boy table group and to the girl table group.
6. Explain the task: Each group should discuss and identify the harmful practices, negative consequences,
and limitations and restrictions that are created by gender roles and gender stereotypes for boys/men
and girls/women at each of the six stages of the life cycle.
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Remind participants of the gender stereotypes they brainstormed in the morning and the lists they just
created with reasons for choosing a boy or a girl.
As soon as the participants identify a negative or harmful consequence, someone should write it on a Post-
it note and stick it on the appropriate life stage in the male or female column.
Note: If participants seem confused by the task, share a few examples in the large group. For example,
because women are considered weak and powerless, they are victims of rape or sexual assault. This Post-it
could be stuck on the adolescent, young adulthood, or adulthood chart (or all three) under female. Also,
because boys are encouraged to have many sex partners, they expose themselves to increased risk of
STIs/HIV. This could be stuck on the adolescent chart under male.
7. Encourage the groups to identify at least two-three negative or harmful outcomes for each stage of the
life cycle.
Allow 30 minutes:
8. When the groups have completed the task, invite all the participants to move and sit in front of the wall
with the life-cycle charts so you can review them together.
Note: At this time, you can move the flipcharts so they are hanging next to each other.
9. Move from flipchart to flipchart reading the Post-its, requesting clarification when needed, and leading
a brief discussion of the responses. Ask if any new ideas come to mind as you move through the cycle.
The facilitator is free to add anything that is left out.
10. When you have reviewed all the charts, ask someone to summarize or make an observation about the
activity and the learning that may have taken place. Use these questions if needed to start the
discussion:
 Was anyone surprised to see how these practices and beliefs harm both sexes, but primarily
females, across the life cycle?
 Do you see any stereotypes or norms that repeat throughout the life cycle?
 What does this tell you about how to make social changes? Where do we need to start?
Closing:
1. Tell participants that in the morning we will explore the linkages between gender and HIV.
2. Ask for any questions about today’s topics and ensure everyone understands the material covered. Ask,
“Is there anything that is unclear? Anything that you would like us to review tomorrow?”
3. If there is time, go around the room and ask each participant to share their number one learning (or
their “a-ha!” moment) of the day.
4. Thank participants for their time and effort.
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Examples for each stage of the life cycle:
Infancy
Males Females
 Boys from a very young age are told not to cry.  Girl children are often viewed as a burden.
 Boys might not receive as much physical  Infanticide can happen in extreme cases where
affection to “toughen them up.” boys are preferred.
 Some Zambian cultures perform a ceremony  Some Zambian cultures perform a ceremony
when boys are about two years old, rubbing the when girls are about two years old, rubbing the
father’s semen on his limbs to make him strong. father’s semen on her limbs to make her
This puts the child at risk of contracting HIV. strong. This puts the child at risk of contracting
 A baby boy who does not walk or show strength HIV.
by one year old is thought to be a failure.  If a girl baby was unwanted, she might receive
less love/affection as an infant.
 Girls might receive less food/nutrients, or
might not receive the same health care as a
boy.
Childhood
Males Females
 Boys continue to be told not to cry, to “be a man”  Girls are to be seen, not heard.
from a very early age. This suppresses  Girls are more likely to be kept from school to
feelings/emotions. perform household chores.
 Boys are not allowed to show emotion.  Girls that go to school still have many
 Defilement can occur, and boys might be afraid household chores; this impacts their ability to
to report it for fear of appearing weak. study/do homework and leads to fatigue
 Boys are ridiculed if they play with girls, play during school hours.
with girls’ toys, or do anything that is perceived  Defilement occurs and may not be reported.
as feminine.  Girls are expected to play with dolls and other
 Boys are expected to play with guns, cars, trucks, toys that reinforce female gender stereotypes
etc., which reinforces male gender stereotypes and roles such as motherhood, nursing, etc.
and roles.  Although Female Genital Mutilation (FGM) is
not a part of Zambian cultures, FGM is
performed in the country by immigrants and
should be addressed during fieldwork.
 Girls with younger siblings are often tasked
with being a second mother.
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Adolescence
Males Females
 Boys are encouraged to be violent and  Girls are taught to be submissive in the home
aggressive. and school, leading them to avoid speaking up,
 Boys are encouraged to have sex early, and with having opinions, or appearing smart.
many partners.  Girls are taught to be submissive in male-
 Boys are encouraged to drink and/or try drugs. female relationships, leading to sexual coercion,
unwanted sexual advances, and sexual assault.
 At a young age, boys are considered “men” who
have control over all women, including their  Girls living in poverty may seek out “sugar
mothers. daddies” to provide for their families, school
fees, food, etc.
 This is the first time girls become sexualized.
Girls are taught that their worth is in their
bodies and begin to experiment with sex.
 Girls’ mobility may be restricted in hopes that
they remain a virgin and out of trouble. So,
whereas boys have the time and space to grow
up, have experiences, and meet friends, girls
have a more restricted space with fewer
options.
Young Adulthood
Males Females
 There is no male equivalent to a “kitchen party,”  This is when girls get married. “Kitchen parties”
so many men enter marriage with little/no idea teach young women how to please their
of how to act. Men may rely on role models from husbands and how to be submissive, not how to
their own childhoods, which may be negative. stand up for themselves.
 Being the family leader is more taxing once a  Men’s infidelity is never responsible for breaking
man is married and begins to have children. This up a family, but a woman’s infidelity is grounds
is very stressful for men who cannot find for divorce.
employment or who have a low-paying job.  Women remain in abusive marriages and
 In extreme cases the “need to provide” leads to relationships to keep their family together.
illegal behavior.  Young women who choose not to marry receive
 Men might feel social pressure to have side backlash from family/society.
chicks, whether or not they want them.  Women are encouraged not to work when they
 Young men who choose not to marry receive marry.
backlash from family/society.  Women are relegated to support positions and
 Few men spend time around children during not senior decision-making positions.
their adolescence, which might make them feel  Women suffer sexual harassment and/or assault
unprepared for fatherhood; feeling inadequate. in the workplace.
 Because men have been restricted from the  Women are promised jobs or promotions in
home/kitchen, they are not able to care for exchange for sex.
themselves.
 Women are tasked with all household and
childrearing duties, whether or not they work.
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 If a woman did not partake in labia elongation as

an adolescent, it might be forced on her at this
stage, which can be very painful.
 Young women are often discouraged from
attempting advanced education.
 If a couple cannot get pregnant, it is the woman
who is blamed. This can lead to violence, shame,
and sometimes divorce.
Adulthood
Males Females
 Many themes continue from young adulthood:  Many themes continue from young adulthood,
pressure to be the head of the family, be including pressure to be submissive in all areas
emotionless, and be strong at all times. of life, professional and personal.
 Men feel pressure to make all decisions  Women often lack decision-making power in
themselves. any area of their life. Women feel that their
actions are judged by what is their “duty” and
not about what the woman wants or makes her
happy.
 The pressure to keep a marriage together can
cause women to endure domestic violence.
 Women are expected to please their husbands
at all costs.
 Women are expected to focus on family and not
work, so many women drop out of the
workforce or take support jobs.
 Few women are in top decision-making
positions in government, corporate, political
parties, etc., across all sectors.
 Women are subjected to spiritual cleansing
when they become a widow.
 Women are tasked not only with caring for
children, but also elderly or sickly family
members.
 Most of a family’s resources are in the
husband’s name, so women do not have
collateral if they wish to start a small business
or take out a loan.
 In some areas of Zambia, it is believed that wife
battery is a sign of love. Therefore, women are
taught to actually desire a beating.
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Elderly
Males Females
 Men continue to feel pressure as head of  Widows are often subjected to spiritual
household, even after their earning potential cleaning.
has waned.  Because women often are totally dependent
 If you do not leave a legacy to the next on their husbands throughout life, when they
generation, you are seen as a failure. This will become widowed they may be forced into
be reflected in the size of your funeral. poverty, without a way to fend for themselves.
 Men still cannot show emotion, even when  Older women may be accused of witchcraft.
mourning the death of someone very close to
them.
 Older men may be accused of witchcraft.
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Module 4: Gender and HIV Linkages

 Describe the linkages between gender and HIV.
Time: 2 hours
Session Overview:
 Small groups investigate how gender, power, and the cycle of poverty shape the various vulnerabilities
men and women have to HIV infection.
 Facilitator delivers a mini-lecture on women’s physical, economic, and cultural vulnerabilities to HIV
infection.

 Flipcharts and felt marker pens
 Prepare three index cards, each with one of the following tasks:
– Group 1: Identify gender and power relationships in the following sectors — political, economic,
and religious.
 How do these relationships fuel the spread of HIV?
– Group 2: We often hear about the cycle of poverty, gender, and HIV/AIDS.
 What does this mean?
 How are poverty, gender, and HIV/AIDS related? What are the linkages?
 What is needed to break out of this cycle?
– Group 3: Answer the following questions:
 What are the different biological and cultural vulnerabilities and risks to women with respect
to the spread of new HIV infections?
 What are the different biological and cultural vulnerabilities and risks to men with respect to
the spread of new HIV infections?
 Optional: Visual aid for mini-lecture (Flipcharts or handout)
 Review the content in Trainer Tips for the mini-lecture to ensure you know the information well and
are able to discuss it effectively. If neither you nor another facilitator is comfortable with the topic, you
may invite an outside specialist or technical expert to speak on the relationship between gender and
HIV vulnerability.
Methodology: Small-group work followed by a mini-lecture. A mini-lecture is an effective method for

transferring knowledge, and sometimes is the best choice for new content. Additionally, in any group, some
participants are introverts who learn best through a quiet lecture or presentation and appreciate a break
from group work. To make the lecture more effective, try to use a visual aid such as flipcharts or a handout.
Limit your presentation to 15 minutes and encourage participants to ask questions throughout.
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Greet everyone and wish participants a good morning. To reintroduce the training, quickly review the
previous day’s material and/or conduct an energizer of your choosing.
Divide participants into three groups, using the method of your choice (numbering, tables, assignments,
etc.).
1. Explain that each group has a different question or task to complete and then will report out.
2. Distribute the index cards with the tasks to Group 1, Group 2, and Group 3. Give each group a flipchart
paper and marker pen.
Group 1: Instructions
Identify the gender and power relationship in the following sectors:
 Political
 Economic (e.g., workplace, types of jobs)
 Religious
How do these relationships fuel the spread of HIV?
We often hear about the cycle of poverty, gender, and HIV/AIDS.
 What does this mean?
 How are gender, power, and HIV related? What are the linkages?
 What is needed to break out of this cycle?
What are the different biological and cultural vulnerabilities and risks to women with respect to the
spread of new HIV infections?
What are the different biological and cultural vulnerabilities and risks to men with respect to the spread
of new HIV infections?
3. Allow up to 30 minutes to discuss the questions and prepare a flipchart to present to the large group.
4. When the groups are ready, invite Group 1 to present. Ask the others, “Is there anything you would
like to add?” If the group omitted key information, the facilitator can share that content at this point
OR wait for the mini-lecture at the end of the session.
5. Continue with the Group 2 and Group 3 presentations in the same way.
6. If you choose to deliver the mini-lecture, allow 15-20 minutes to cover the key content in the Trainer
Tips. You are encouraged to add anecdotes, personal stories, or local context to make this a stronger,
more relevant presentation for your audience.
7. After the lecture, ask participants if there are any remaining questions.
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Use the following information to deliver the mini-lecture:
Group 1
Gender and Power Relationships in the Political Sector
 Think about the roles that women and men play in influencing decisions and policies at various levels —
national, sub-national, local levels. There are more men than women in high-level decision-making roles
at the national level, thereby having a much greater influence on policy and funding decisions across all
sectors. This includes policy issues and funding decisions that have a direct impact on the lives of women,
including such areas as family planning and reproductive health, age of marriage, inheritance laws, land
ownership, legal redress for rape, and gender-based violence (GBV), etc. The voice of fifty percent (50%)
of the population is often missing at the highest political levels.
 Women are recruited by politicians and parties to sing and dance during various political campaigns,
but women are not encouraged or supported financially to launch their own campaigns and run for
office.
 If women do hold political office, it is often at local levels.
 When women do dare to run for higher office, they are discriminated against and, in some cases,
threatened. There is little funding to support women’s campaigns.
 When women do get elected to higher office, they are often ostracized by the men who “know how to
play the game,” or the women may be labeled as “aggressive” or “unladylike” to undermine the power
they have. With so few women at the top, there are no support networks to help women learn how to
navigate the political system.
 When women do get elected to higher office, they often try hard to be accepted into the “boys club” by
shying away from women’s issues. Therefore, we find that women politicians are not always great
advocates for issues important to women such as reproductive health, childcare, sexual harassment, etc.
 When quotas exist, oftentimes women politicians are “tokens” who are controlled by male party leaders
or family members.
Gender and Power Relationships in the Economic Sector

 Think back to the Life Cycle activity. When the group discussed the types of toys that are given to boys
and girls, they noted how gender-specific toys can set children on a course that may even influence their
choice of “acceptable careers.” As they age, boys are encouraged to pursue math and science in school
and choose careers in medicine, information technology (IT), engineering, law, etc., positions with
power. Meanwhile girls are pushed to study social sciences and pursue careers as teachers and nurses,
positions without power.
 Financially, these career choices leave women less secure than men.
 Women often lack access to fair-wage jobs and have minimal education and work experience.
 In the home, men control the finances and make decisions on how household resources are spent.
 Women are deprived of their property rights.
 Women are often denied access to loans and credit; they are charged higher rates of interest when they
do secure a loan; they may be required to provide high collateral; or they may be required to have their
husband’s signature on the loan.
 Without access to capital, it is difficult for women to start or expand a business. Thus, women end up
working for others instead of owning a business.
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 Women are often forbidden from work or pressured to stop working after they are married.
 High-paying jobs are most often given to men, even if women candidates are more qualified, because
the “man has to support his family” or the “woman will leave when she marries or has children.”
 Women are at risk of sexual coercion to secure employment or promotions.
 With less money and less access to resources, women become economically dependent on people with
resources, including transactional sexual relationships. Women in dependent or transactional
relationships are especially vulnerable to abuse and unwanted sex.
 The power imbalance created by economic dependency and violence can leave women unable to
negotiate condom use.
 The same factors that put women at risk of engaging in dependent or transactional relationships
prevent them from leaving the partners who refuse to use condoms and put them at risk of HIV
infection.
 Women in poverty are particularly at risk. Poverty forces many women into subsistence sex work,
transactional relationships, or human trafficking, all of which put women at risk of sexual assault and
make it difficult or impossible to negotiate condom use during consensual sex.
Gender and Power Relationships in the Religious Sector

 Most religious bodies/churches are dominated by men, and many churches will not allow women to
preach. Women are considered “unclean” because of menstruation.
 Religious leaders abuse their position of power by demanding sex in return for exorcisms or in exchange
for blessings. This is often between an older man and a much younger woman, or an underage girl.
 Many religious leaders interpret the Bible in ways that reinforce submissiveness, obedience to the
husband or other men in the family, devotion to household duties, etc.
 Some churches preach against the use of condoms, contraceptives, and/or anti-retroviral (ARV) drugs.
Group 2: The Cycle of Gender, Poverty, and HIV
Poverty
Gender HIV
Poverty, gender, and HIV are closely interrelated, and each element can be the cause of or the result of the
others. This relationship occurs at all levels of society: household, community, and national. Examples
include:
 Men are tasked with being the head of the household; therefore, when a man dies, he leaves his wife
and children in poverty.
 Poverty pushes women and girls into transactional sex (money, food, rent, gifts, etc.), which puts them
at risk of contracting HIV with every new sexual partner.
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 Women may receive more money/better gifts for not using a condom. Extreme poverty and a lack of
power forces girls and women to accept these risky arrangements.
 A lack of power and negotiation skills leave women unable to negotiate for safer sex, both in and out of
marriage.
 Men are allowed to be promiscuous in Zambian culture; therefore, men often have several “side chicks”
at any one time. Each woman, and the man, is at greater risk of contracting HIV.
 Once a woman discloses her HIV status, she risks divorce and/or abandonment, leaving her in poverty.
How do we break free from this cycle?

 Information: Getting correct information about gender, HIV, and economic empowerment to women
and girls.
 Education: Ensuring that women and girls can afford and access both traditional and nontraditional
education.
 Changing gender norms: This is a longer term solution that would alter the power imbalance so that
women have greater control of their bodies and be in a position to negotiate sex on terms that do not
put them at risk.
Group 3: Biological and Cultural Factors Putting Women and Men at Risk of
Contracting HIV
Women: Biological Factors
 The viral load in semen is higher than in vaginal secretions.
 Women have a larger mucosal surface in their vaginal membrane where lesions can occur, facilitating
infection.
 When sex is forced, bleeding and tearing can occur in the cervix, which increases risk of infection.
 Especially in younger women, vaginal membranes are thin and more susceptible to lesions, which are
a potential route for infection.
 Vaginal membranes remain exposed to infectious fluids for hours after intercourse.
 STIs often go undetected, which increases a woman’s vulnerability to HIV. When a person has an STI,
they have high concentrations of CD4 cells in the inflamed areas of the mouth, genitals, or rectum. A
high concentration of CD4 cells has been proven to attract the HIV virus.
 Women who engage in anal sex (either by choice, coercion, or by force) are at the highest risk of
contracting HIV. Since women are always the “receptive partner,” sex for a woman is 13 times riskier
than for males as the “insertive partner.” The lining of the rectum is thin and can easily tear, which can
cause HIV to enter the bloodstream.
Men: Biological Factors

 Uncircumcised men are more vulnerable than circumcised men. Infected fluids can get stuck in the
foreskin, therefore exposing men to the virus for a longer period of time.
 Men who engage in anal sex (either by choice, coercion, or rape) are at the highest risk of contracting
HIV. Men can either be the “receptive partner” or the “insertive partner.” Being the “receptive” partner
is far riskier as the lining of the rectum is thin and can easily tear, which can cause HIV to enter the
bloodstream. A man is 13 times more likely to contract HIV as a “receptive” partner than an “insertive”
partner. However, insertive partners can also contract HIV. This happens when there is a cut or
abrasion on the tip of the penis, allowing blood to enter the body.
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Cultural Factors
 Think back to the Life Cycle activity again. Women are taught to be submissive from a very early age,
which has ramifications throughout her life. Many of the below points link with the submissive role that
women play.
 In many cultures, male dominance is demonstrated and maintained through sexual coercion or sexual
violence.
 Traditional leaders are most often men, limiting the power of women and reinforcing the stereotype
that women cannot be leaders.
 The sexual exploitation of women and girls is one of the most common forms of gender violence and an
ongoing factor in the spread of HIV.
 Women and girls are often taught to regard their bodies as the property of men.
 Women and girls are often raised to consider themselves powerless over violence. The occurrence
and/or threat of violence means women and girls experience little or no control over when and how sex
happens in their lives.
 Women and girls often lack negotiating power and social support for insisting on safer sex or rejecting
sexual advances.
 Anyone with multiple sex partners puts all of their other partners at higher risk of contracting HIV.
Many societies expect women to be faithful but forgive men who are not; in these circumstances, women
have greater vulnerability to HIV.
 Child sexual abuse generally occurs to more girls than boys. Women exposed to child sexual abuse are
more likely to engage in HIV-related risk behaviors, such as early sex, more partners, and drug or
alcohol use.
 Harmful traditional practices, such as sexual cleansing, (non-medical) circumcision, relegating girls to
sheds during their first menses, initiating young boys into “manhood” and giving them sexual targets
to reach, all increase male and female risk of STIs and HIV transmission.
 Women are encouraged to please men at any cost, including harmful practices such as labia elongation
and dry sex. Substances put in the vagina to promote dry sex (such as vinegar and Boom) can cause the
vagina to become swollen and irritated, making tearing more likely and a woman even more vulnerable
to HIV.
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Module 5: Sexual and Gender-Based Violence
1. Define SGBV;
2. Understand how gender stereotypes can perpetuate SGBV; and
3. Explain the linkages between SGBV and the spread of HIV.
Time: 2 hours and 30 minutes
Session Overview:
 Definition of terms
 Case study: Stellah and Banji
 Summarize linkages between SGBV and HIV

 Flipcharts and felt marker pens
 Make two signs for the “Vote with Your Feet” activity and hang them at opposite ends of a wall. If
desired, connect the two signs with tape to indicate a continuum.
– Sign 1: Strongly Agree
– Sign 2: Strongly Disagree
 Prepare a flipchart: Violence is a tool of oppression and is used to exert power and control over
another.
 Prepare a flipchart/s with the following information:
Types of SGBV:
1. Physical: Physical force that results in injury, pain, or impairment.

2. Sexual: Any sexual act, attempt to obtain a sexual act, unwanted sexual comments or advances. This
can be through force or coercion by anyone, regardless of their relationship to the victim.
3. Emotional: Actions or words that impair a person’s psychological wellness or personal integrity.
4. Economic: Actions that deny and/or control a person’s access to resources.
 Prepare handout: Stellah and Banji Case Study
 Prepare handout: Violence and HIV
Methodology: This module consists of three activities. In the first, the participants “vote with their feet”
to indicate and discuss their various perspectives around SGBV. In the second activity, participants define
key terms and discuss the ways that women experience SGBV across the categories of physical, sexual,
emotional, and economic violence. The third activity engages small groups in a case study analysis that
addresses the different aspects of how and why women get trapped in situations of violence. At the end of
the session, it is necessary to have a conversation about what to do in case a woman wants to report a case
of SGBV.
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1. Ask participants, “What is violence?” Take several comments before displaying the flipchart you
prepared: “Violence is a tool of oppression and is used by a group/individual to exert power and
control over another group/individual.”
2. Ask, “How does “violence” relate to SGBV?” “What are the differences?” Take several comments until
participants understand that SGBV is a form of violence that takes advantage of an existing power
imbalance between men and women.
3. Clarify that GBV and SGBV are essentially the same thing. Some organizations prefer SGBV and some
GBV. The United Nations and USAID/Z-CHPP often use SGBV. The United Nations defines SGBV as
any action “that is perpetrated against a person’s will and is based on gender norms and unequal
power relationships. It encompasses threats of violence and coercion. It can be physical, emotional,
psychological or sexual in nature, and can be in the form of denial of resources or access to services.
It inflicts harm on women, girls, men and boys.”
4. For this training we can use SGBV and GBV interchangeably.
5. Now that some basic terms are defined, explain that participants will examine some of their personal
views on gender in an activity called “Vote with Your Feet.”
 Allow 20 minutes for “Vote with Your Feet.”
6. Show the two signs on the wall (Strongly Agree and Strongly Disagree) and explain that there is a
continuum between the two signs.
7. Explain that you will read a statement and participants should stand along the continuum (under one
of the signs or anywhere along the continuum) to indicate their opinion on the statement.
Note: If all the participants choose one side, it is fine for a facilitator to play the “devil’s advocate” and
choose an opposing view. This will push participants to think through the situation more deeply and
understand why they have the opinion that they have. This is helpful in preparing participants for the
possible resistance or pushback they may get from their communities. However, always make sure in the
end that the facilitator clearly explains that s/he took the opposing position merely to provoke dialogue.
8. Read the first statement:

 SGBV only happens in poor and/or marginalized homes.
Allow time for participants to move to the point on the line that represents their opinion/view. Once
everyone has chosen a spot, ask for volunteers (from different points along the continuum) to share the
reason for where they chose to stand. If there are dramatically different perspectives, facilitate a respectful
conversation to ensure both sides are able to express their feelings.
 Spend about 5 minutes discussing the first statement.
9. Read two or more of the following statements and process them in the same way as the first statement:
 Men are naturally violent and sometimes they cannot control themselves.
 A husband has the right to control his wife’s behavior by disciplining her.
 Sometimes victims of SGBV provoke the abuse through their inappropriate behavior (the way
they dress, cooking bad food, flirting, etc.).
 Women are just as likely to promote norms around violence as men.
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10. When finished, thank everyone for their participation and ask them to return to their seats. If there
remains disagreement in the group, you can assure participants that they will continue to discuss these
issues.
1. As noted earlier, the definition of SGBV includes four categories. Ask if anyone remembers what they
are.
2. When the four types of SGBV have been identified by participants, uncover the flipcharts you prepared
and review each of the four definitions:
 Physical: Physical force that results in injury, pain, or impairment.
 Sexual: Any sexual act, attempt to obtain a sexual act, unwanted sexual comments or advances.
This can be through force or coercion by anyone, regardless of their relationship to the victim.
 Emotional: Actions or words that impair a person’s psychological wellness or personal integrity.
 Economic: Actions that deny and/or control a person’s access to resources.
3. Divide the participants into four groups.
 Assign one category of SGBV to each group.
 Ask the groups to brainstorm examples of SGBV in their respective category.
 Allow 15 minutes to brainstorm and write the lists on flipcharts.
4. Post the groups’ flipcharts on the wall so they are visible to everyone, and invite a volunteer from each
group to present their work. Ask the other groups if they have anything to add.
Note: If key examples are missing, the facilitator should add them. See Trainer Tips for complete lists.
5. Summarize the activity by reminding the group of how varied SGBV can be and the fact that SGBV
infringes on human rights and reinforces the unequal values that societies assign to men and women.
Activity III Instructions:

1. Distribute copies of the case study and ask one participant to read the case aloud to ensure
understanding.
2. Divide participants into four groups. Assign two tables the questions about Stellah and two tables the
questions about Banji.
3. Ask the groups to discuss the case study and answer the questions that pertain to their assigned person.
(Allow 20-30 minutes.)
The Story of Stellah and Banji
Stellah lives with her husband, Banji, and her three children in a small house near the market. When
they got married, Banji paid a high bride price to her family and, from the beginning, expected Stellah to
work hard to make up for it. He would often tell her that he had paid a good price for her, so she better
work and be a good wife or else he would send her back and demand the money be returned from her
family.
Stellah worked from early in the morning until late in the evening selling vegetables in the market. When
she got home, she would be tired, but she had to cook dinner, fetch water, wash clothes, and look after
her young children as well.
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Banji would take the money that Stellah earned at the market and would go out in the evening. He would
not come home until late, and often, he would be drunk and start shouting at Stellah. He would beat her
in front of the children. Sometimes he would make her sleep outside to punish her if the food was cold
or not cooked to his liking — and to show the neighbors that he was the boss in his house. Many of their
neighbors were afraid of Banji and ignored the situation. Stellah was too ashamed to talk with her friends
or neighbors about her husband. Although they would often see her with bruises on her face, they kept
quiet.
Questions Related to Stellah:

 Is this situation realistic? Have you met women like Stellah?
 How do you think Stellah would describe their sex life?
 How might Stellah cope with the abuse?
 What reasons does she have to stay in this relationship, despite the violence?
 How could HIV enter this household?
Questions Related to Banji:

 Why might Banji perpetuate violence against his wife?
 In your experience, do people confront those who are violent toward women? Why or why not?
 How does our social structure support SGBV?
 Do you think it is possible that Banji’s life would improve if he stopped being violent? In what ways?
4. When the groups are ready, invite one of the Stellah groups to share their answers. Ask the other Stellah
group if they had different answers or anything further to add.
5. Next, ask one of the Banji groups to share their answers. Ask the other Banji group if they had different
answers or anything further to add.
6. If these points don’t come out during the report out, bring them up while summarizing the activity:
 A woman is NEVER to be blamed for the violence committed against her.
 Domestic violence occurs because men feel entitlement over women and because the community
does not value women equally to men. Men are socialized to feel entitled to have control over
women, and many feel justified in demonstrating their power over women through violence.
 Poverty, alcohol, unemployment, and other such factors may be the context of violence, but the
difference in status between women and men is the root cause of domestic violence.
7. Before closing this module, it is important to reinforce the relationship between SGBV and HIV.
8. Ask the group, “How can SGBV potentially lead to the transmission of HIV?”
 Write responses on a flipchart. (For example, forced sex can cause the spread of HIV; forced
sex is often more abrasive to the vaginal lining causing tearing, which makes a woman more
vulnerable to contracting the virus.)
9. Ask the group, “How can issues related to HIV potentially lead to increased SGBV?”
 Write responses on a flipchart. (For example, when a woman discloses her status, she is vulnerable
to SGBV. When a woman suggests the use of a condom to protect herself, she is vulnerable to SGBV.
36
When a woman tries to refuse sex because she is fearful her partner is HIV+, she is vulnerable to
SGBV.)
10. Distribute the handout Violence and HIV.
11. In closing, ask the participants, “If you are confronted with SGBV during your work in USAID/Z-
CHPP, what are some resource centers for SGBV? What do you do if someone confides in you about
SGBV?”
 Ensure everyone knows USAID/Z-CHPP protocol. See notes in Trainer Tips for specific
information.
12. Thank participants and close the session.
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Examples of SGBV by Category
Physical Sexual
 Beating  Rape/marital rape
 Molestation  Defilement
 Harassment  Corrective rape
 Slapping  Sexual harassment
 Harming/hurting/inflicting pain in any  Sex trafficking
physical way  Forced abortion
 Domestic violence  Forced pregnancy
 Forced pregnancy  Unwanted sexual comments
 Forced abortion  Sexual assault
 Forced marriage  Incest
 Torture  Traditional ceremonies such as spiritual
cleansing or opening the way
 Prolonged sex as punishment
Economic Emotional
 Withholding family finances or resources  Forced marriage
 Preventing women from accessing assets  Humiliation (public and private)
 Destroying diplomas  Yelling/shouting/verbal abuse
 Forbidding education  Demeaning remarks
 Destroying jointly owned assets  Neglect/ignoring
 Insisting that only a man’s name is on all  Intimidation
family assets  Silent treatment
 Prohibiting employment  Isolation/forced confinement
 Unequal pay for the same work  Threats
 Property grabbing  Sexual denial
 Prohibiting women from working  Withholding love
Questions for Stellah Group. The answers in bold are from the case study discussions in the first set of
cascaded workshops:
 Is this situation realistic? Have you met women like Stellah? Yes, this is very realistic.
 How do you think their sex life is, according to Stellah? I think Stellah feels like she is being raped
every day. There is no way she feels loved or fulfilled by a man that is violent toward her
and demeans her so regularly.
 How might Stellah cope with the abuse? She probably copes because it is common to her.
Maybe her mother was a victim, or her sister. Maybe she tells herself he doesn’t mean it
and that one day he’ll change. She probably thinks this is normal. She might also tell
herself she is protecting her children (When in reality, this is not normal, and she is only
role modeling bad behavior for her kids, increasing their chances of perpetuating
violence in the future.).
 What reasons does she have to stay in this relationship, despite the violence? She is probably too
scared to leave. Scared that he will kill her if she tries to go, scared that she will be
homeless and/or hungry. Scared of public shame. Scared of bringing her family
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dishonor, or forcing her parents to repay the dowry. She probably does not have any
confidence left and believes she would not be able to make it on her own without Banji.
 How could HIV enter this household? At any time, Banji could bring HIV home, and Stellah
does not have the power to protect herself. If it goes untreated, the children could lose
one or both parents.
Questions for Banji Group. The answers in bold are from the case study discussions in the first
cascaded workshops:
 Why might Banji perpetuate violence against his wife? He likely thinks it is normal. It is likely
his father was violent to his mother. It could be that the elders in his family specifically
told him he had to beat his wife to ensure she remains obedient and faithful.
 In your experience, do people confront those who are violent toward women? Why or why not? Usually
not. People think it isn’t my business, it is family business. Even mothers are known to
tell their daughters to go back to an abusive house and “work out their marriage” so it
doesn’t happen again. There is a social assumption that the woman did something wrong
to cause the violence.
 How does our social structure support SGBV? Because neither men nor women speak up,
everyone continues to do it. When no one stands up against something, there is an
understanding that it is OK.
 Do you think it is possible that Banji’s life would improve if he stopped being violent? In what way?
Very likely. He might experience a much more loving relationship with his wife.
 How could HIV enter this household? At any time, Banji could bring HIV home, and Stellah
does not have the power to protect herself. If it goes untreated, the children could lose
one or both parents.
Reporting and Referrals for SGBV Victims:

 USAID/Z-CHPP encourages you to refer SGBV victims to a One Stop Center or the YWCA.
 The Victim Support Unit (VSU) at the police station is NOT always a good option, as VSUs are often
overworked and cannot take on new clients.
 The One Stop Centers and YWCA have contacts at the VSU and will ensure the case is pursued.
Therefore, the USAID/Z-CHPP program encourages all referrals to go to the One Stop
Centers or the YWCA.
 When in doubt, talk to your district coordinator first. Remember to ALWAYS keep information
confidential until the victim is ready to disclose publicly. Our number one priority is to do no further
damage or put the victim in greater danger.
 It is true that many rural areas do not have access to a One Stop Center or a YWCA. In these
circumstances speak to your district coordinator so that the correct course of action can be determined.
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Module 6: Gender Analysis Frameworks and Tools

 Understand how to conduct a gender analysis using the PEPFAR Five Domains of Gender Analysis
Matrix.
Time: Can range from 1-3 hours depending on option chosen (see below)
Note: There are three options for this module.
 Option 1: If the facilitators think that the information in this module will confuse participants, they
may omit this module entirely.
 Option 2: If the facilitators want to provide an overview of a gender analysis matrix, with the
understanding that participants are not expected to conduct a gender analysis, the one-hour option is
best.
 Option 3: If the facilitators want participants to actually apply their own work to the gender analysis
matrix, they should choose the three-hour option.
Content:
 Introduces participants to the PEPFAR Five Domains of Gender Analysis Matrix.
 Allows participants time to apply their own USAID/Z-CHPP work to the matrix.

 Flipcharts, felt marker pens, and tape
 Prepare two flipcharts:
Flipchart One: Five Domains
1. Access to assets and resources

2. Knowledge, cultural norms, beliefs, and perceptions
3. Gender roles and responsibilities in time and space
4. Legal rights and status
5. Balance of power and decision making
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Flipchart Two:
Positive Program Aspect Needs Work

Resources
Culture
Time and Space
Legal Rights
Power and Decision Making
Methodology: The session begins with a short presentation to explain how the Five Domains of Gender
Analysis Matrix is used, followed by a large-group discussion using a USAID/Z-CHPP example. Then, if
the facilitators wish, they can include small-group work where participants apply their own work to the
matrix and then report out.
1. Ask, “Does anyone know what a gender analysis matrix is?”
2. Take several responses until you are satisfied with the responses. Answer: A gender analysis matrix is
a guide to help an organization analyze the extent to which their development project is gender-aware.
3. Ask, “Why do we conduct a gender analysis? Why is it important?”
4. Take several answers until you are satisfied.
Answer: As development professionals, we find that our biases, experiences, and perceptions may keep us
from fully seeing a situation at the community level. Gender analysis is a procedure through which a team
is able to ask questions to extract specific information and move beyond those biases. We conduct a gender
analysis to see if our program is reaching men, women, boys, and girls, and what we could change to make
the program even better.
5. It may be helpful to give participants some background facts:

 There are many gender analysis matrixes. None of them are correct or incorrect; they are just
different.
 We chose to use the Five Domains of Gender Analysis Matrix because it is one of the simpler
frameworks, and it is frequently used by USAID and PEPFAR.
 When a gender analysis is actually carried out (outside of a workshop), it is most effective when
conducted by a diverse team that represents many perspectives: program leadership, volunteers,
community members, finance personnel, and technical experts. Often, the analysis is facilitated by
an outside expert.
 The analysis process happens over several weeks, or even several months. If done properly, it is not
a quick process.
 Today, we are concerned with conducting a gender analysis that specifically relates to HIV.
6. Reveal the flipchart you prepared listing the Five Domains, and read them aloud.
7. Explain that taken together, the Five Domains (or themes) give us a full visual of a project. Every aspect
of a project, or a project outcome, should be captured in one of these domains.
41
8. Start with “access to assets and resources.”

 Ask participants, “What do you think this domain/theme refers to?” and “What are some examples
of assets and resources?”
 Write notes in the right-hand column as participants share ideas.
9. Move onto “knowledge, cultural norms, beliefs, and perceptions,” and follow the same procedure,
asking “What do you think this domain/theme refers to?” and “What are some examples?”
10. Continue in the same way with the last three domains, writing notes as participants explain the domains
and share examples.
1. Access to assets and This includes access to tangible things that might limit a
resources woman from fully participating in her society economically,
politically, or socially: income, land, business, equipment,
water, employment, inheritance, banking, transportation,
education, information, etc.
2. Knowledge, cultural norms, This includes cultural-based gender perceptions that shape a
beliefs, and perceptions person’s life ambition (or lack thereof). They often relate
directly to the stereotypes discussed yesterday. For example,
men being strong and in charge, women being weak and
submissive.
3. Gender roles and Time and space are exactly as they sound. What do women do
responsibilities in time and throughout their day? Is there a sexual division of labor?
space Think about your program. Are your meetings at 21:00? Who
is going to attend? Is your outreach at a church or a bar? Are
you appropriately scheduling things for women to attend?
4. Legal rights and status Anything law or policy related: how men and women are
treated in the eyes of the law. This can also mean budget
allocation and implementation of laws. For example, Zambia
has very good legislation on gender rights. However, it is often
not implemented, there is no budget to support
implementation, and there is no penalty for breaking the law.
5. Balance of power and decision Do women have the power to speak their mind? Are they in
making decision-making positions? Can they influence others? Think
about all levels: household, extended family, community,
institutional, and national.
11. Tell participants that a simple way to conduct a gender analysis is to apply the Five Domains to your
project and integrate the findings into the project, either before the project starts, during the planning
phase, or even after a project has started.
12. Explain that the Five Domains articulate a generic gender analysis strategy. Since we are addressing
gender and HIV in this training, we will review the Five Domains with respect to HIV.
13. Use the remaining time to walk the large group through one to two examples of a USAID/Z-CHPP
program component. Choose an example that is relevant to the majority of your participants.
14. Use the second flipchart you prepared to capture the discussion.
Note: An example from DREAMS is included in the Trainer Tips.
15. Use the following questions to guide the conversation:

 What is something your program is doing well in terms of assets and resources? What gender
inequality is being addressed? What is something your program is NOT doing well, or needs to
improve, in terms of assets and resources?
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 What is something your program is doing well in terms of culture? What gender inequality is being
addressed? What is something your program is NOT doing well, or needs to improve, in terms
of culture?
 What is something your program is doing well in terms of time and space? What gender inequality
is being addressed? What is something your program is NOT doing well, or needs to improve, in
terms of time and space?
 Does your program address laws and policies? Are you doing any advocacy work to change current
politics or budget allocation? If not, could you?
 What is something your program is doing well in terms of decision making and power? What
gender inequality is being addressed? What is something your program is NOT doing well, or
needs to improve, in terms of decision making and power?
16. Hopefully by the end of this large-group exercise, the participants will begin to understand how the
matrix can help us see our program from a holistic gender perspective. If participants are confused,
they should not worry too much. We are merely introducing them to the concept of gender analysis and
to a new tool. Reassure them that they will not be required to do any type of gender analysis like this
for USAID/Z-CHPP.
It is essential that someone who understands gender analysis deeply is co-facilitating this session. If you
are unsure of who has the right skill set, please contact the USAID/Z-CHPP Gender Specialist.
1. If time allows and the facilitators want to give participants the opportunity to dig deeper into this topic,
break participants into groups according to their cadre. For example, connectors, prevention
volunteers, community theater agents, change agents, etc.
2. Distribute the handout: Five Domains Gender Analysis Matrix. Explain that the five domains are in
the row across the top, and the questions to ask about your program are in the left-hand column. Ask
each cadre to complete as much of the chart as possible in the time that remains. The facilitators should
circle around the room during this activity as it is likely that participants will need some extra help.
Allow groups 45-60 minutes to complete the matrix.
3. The most essential part of this activity is the report out. Although it seems a bit dull, most of the learning
happens when participants hear how others are analyzing their USAID/Z-CHPP programming. Invite
groups to present one by one (consider asking each group to present only one or two domains for the
sake of time), and allow time for the other groups to offer constructive feedback. Facilitators should
correct any incorrect or incomplete analyses and help guide the report outs as needed. Consider doing
an energizer between group reports to keep participants engaged.
Note: The most common mistake when conducting a gender analysis is that organizations do not think
deeply enough. Encourage participants to think through detailed aspects of their programs to determine
where the gender gaps exist. Remember, it is difficult to change and improve things until you have identified
the gender gaps. Finding those gaps does not mean you are failing; it is a natural part of gender
mainstreaming and leads to new and creative ideas and solutions.
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For more information on the framework itself, the 52-page PEPFAR document offers additional guidance,
links, and resources for this topic: https://www.pepfar.gov/documents/organization/219117.pdf
The Five Domains of Gender Analysis Matrix: DREAMS Example
Domain Positive Program Aspect Needs Work

Resources Encouraging girls to stay in A program for out-of-school girls to
school so they can access better help them with skills acquisition or
education and jobs. information education to gain
employment.
Culture Traditionally adolescent girls are Because DREAMS is not reaching
seen and not heard. This program sexual partners, graduates from
listens to, and thus helps give DREAMS tend to marry young men
voice to, girls who would who are traditional, and do not
otherwise be ignored. support their new thinking and/or
learning.
Time and Space DREAMS meetings are always Because many of the safe spaces are
during the day and work hard to in churches or schools, DREAMS is
create safe spaces. often disagreeing or compromising
with teachers and pastors about
what is appropriate to talk about
with adolescent girls.
Laws and Policy USAID/Z-CHPP is doing some DREAMS does no advocacy work or
advocacy to change the laws advocacy training.
regarding testing of adolescents
under the age of 16.
Decision Making and DREAMS helps girls and young At large, the community is not
Power women decide what they want for supportive of young women
themselves, and encourages them speaking their mind. More needs to
to act on those feelings. be done with families and fiancés.
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Module 7: Action Planning and Commitments
Module Objectives: By the end of this session, participants will be able to:
 Develop a cadre-specific gender mainstreaming action plan for their USAID/Z-CHPP activities.
Time: 2-4 hours (timing will depend on the group)
Content:
 Gender Mainstreaming Action Plan
 Gender Mainstreaming Tools
 Workshop closing and evaluation

 Prepare handout: Action Plan
 Prepare handouts of the relevant USAID/Z-CHPP Gender Mainstreaming Tools
 Optional: Prepare a training evaluation form (see example in Annex)
Methodology: Group work organized by cadre. It is critical that this module closes the workshop. New
knowledge on gender mainstreaming is important, but knowledge alone will not lead to application unless
the participants are able to devote time to exploring exactly how, where, and when they can integrate gender
into their project activities.
1. Organize the tables so that participants sit by cadre for this activity. For example, lay counselors,
mentors, connectors, site managers, district coordinators, peer educators, etc.
2. Explain that the last module in the workshop is “action planning” to ensure gender is mainstreamed or
integrated into each cadre’s respective responsibilities.
3. Ask, “Can anyone explain what an action plan is?” and “Why do we develop action plans?” and “What
information do we need to include when we prepare an action plan?”
4. Write participants’ responses on the flipchart.
5. Next, engage the participants in a thorough recap of the first two days of the workshop. Review the
learning objectives and the agenda:
 For each module/theme, ask participants to share one new learning; something that was inspiring
or exciting. Be sure that everyone participates at least once.
 This step is important so that participants can hear what others are most excited by; it might also
remind them of something they had forgotten.
6. When Module 6 has been thoroughly reviewed, explain the task:
 Ask each cadre to list their top three most important responsibilities under the USAID/Z-CHPP
project. Allow 20 minutes.
 Ask one person per cadre to record the answers.
45
Note: Timing for the remaining activities will vary greatly depending on the participants. At a minimum,
groups should have 1-2 hours for the remaining tasks. Some USAID/Z-CHPP cascaded workshop groups
have needed more time. If necessary, break for lunch and then reconvene to conclude.
7. After each group has reported their key responsibilities, explain that they are now going to identify one
to two new gender mainstreaming activities/tasks for each area of responsibility.
 This task may prove difficult. The groups may struggle to identify ways to mainstream gender, OR
they may identify superficial activities.
 As the groups work, facilitators should spend some time with each one to make sure they are on the
right track and to encourage them to think more deeply about the activities being proposed.
 Remind participants that they cannot change the USAID/Z-CHPP program, so each group must
identify actions that are feasible within USAID/Z-CHPP, as well as actions that they themselves
have the power to implement.
 As each group finishes, the facilitator should check one last time to ensure they have identified clear
and effective activities for gender mainstreaming.
8. When all groups have completed the task, disseminate the Action Plan handout.
9. Explain that the groups have already determined the information in the first two columns of the action
plan: Area of Responsibility and Gender Mainstreaming Idea.
 Now each group needs to decide who is responsible, when the action will take place, and what, if
any, additional resources are needed.
 During this step the facilitators should visit each group and provide additional guidance or help as
needed.
Note: Although each participant completes an action plan to take home, the information in the action plan
is the same for everyone in the cadre.
10. As the groups finish their work, distribute the relevant USAID/Z-CHPP Gender Mainstreaming Tool to
each cadre. Tools exist for the following cadres:
 Community Change Agents and Positive Male Role Models
 HIV Prevention Champions
 Lay Counselors
 Community HIV Prevention Volunteers
Note: All participants do not need all tools, only the tool for their cadre. DREAMS volunteers and staff do
not have a tool because they have the Stepping Stones Guide.
11. Give the groups time to review the tools within their group. Lead a brief discussion with the entire group
as to how the tools will be helpful during their community work.
12. When all cadres have finished their action plans, one of the facilitators should take a photograph of the
plans to share with the USAID/Z-CHPP Gender Specialist. Remind participants that project and
partner staff will follow up to ensure action plans are being implemented. Progress on gender
mainstreaming plans will be incorporated into the project/partner evaluation.
13. To close the workshop, ask each group to share the one gender-mainstreaming item that they are most
excited about. Clap after each presentation.
14. Remind participants that gender mainstreaming does not end here. This workshop is just the
beginning. Now that they have the tools and knowledge, participants can continue to address gender in
46
their work. Encourage participants to include gender conversations in their personal lives, and model
the behavior they wish to see in others.
15. If you would like participants to complete a workshop evaluation, distribute the Evaluation Form at
this time and allow 10 minutes for completion. A sample evaluation form is included in the Annex.
16. Thank participants for their time, their attention, and their commitment. Close the workshop.
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ANNEXES
Handout 1: USAID/Z-CHPP Gender Mainstreaming Training
Guide
Learner Objectives: By the end of the workshop, participants will be able to:
1. Articulate the group’s collective expectations for the training.
2. Define gender-related terminology.
3. Explain various stereotypes related to gender roles and how they can be limiting to men and harmful
to women.
4. Understand key development approaches/concepts that aim to address these gender stereotypes.
5. Explain their own perceptions and assumptions related to masculine and feminine attributes.
6. Identify how gender norms and stereotypes can be harmful for girls and women, and limiting for boys
and men throughout the life cycle.
7. Describe the linkages between gender and HIV.
8. Define SGBV.
9. Understand how gender stereotypes can perpetuate SGBV.
11. Understand how to conduct a gender analysis using the PEPFAR Five Domains Gender Analysis
Matrix.
12. Develop a gender mainstreaming action plan for their USAID/Z-CHPP activities.
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Handout 2: Gender-Related Terminology
What is Sex? Sex is the biological and physiological characteristics that describe the difference between
individuals as female and male. Sex classifies a person as either male or female. Sex characteristics are:
 Universal and naturally unchanging; and
 Defined by genetic make-up such as chromosomes, external and internal genitalia, and hormonal
status.
What is Gender? Gender is the collection of social, cultural, and psychological features that a society
often considers as either masculine or feminine. Gender is:
 Highly variable across cultures;
 Learned behavior; and
 Continually subject to change.
The Difference Between Sex and Gender
Sex Gender
 Biological/born with it  Social/Learned

 Same throughout time  Changes over time
 Same everywhere  Changes according to social context
What are Sex Roles? Sex roles are biologically and physiologically determined functions distinct to
females and males. Sex roles are naturally unchanging and include:
 Women: Pregnancy, giving birth, breastfeeding
What are Gender Roles? Gender roles are behaviors, activities, tasks, and responsibilities that females
or males learn in society (e.g., cooking, income generation, and decision making). Gender roles can:
 Change over time;
 Are affected by age, race, economic status, culture, education, religion, technology, ethnicity, etc.; and
 Change based on individual choices, social or political changes, natural disasters, and conflict.
Differences Between Sex Roles and Gender Roles
Sex Roles Gender Roles
 Women: Pregnancy, giving birth,  Women: Cooking, taking care of the children,
breastfeeding nursing the sick, cleaning/sweeping the home,
babysitting, washing clothes, serving food
 Men: Decision makers, breadwinners
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What are Gender Stereotypes? Gender stereotypes are rigidly held and oversimplified beliefs about
the characteristics of females and males.
 For example: Men are strong, and women are weak; women are emotional, and men are able to make
important and objective decisions.
 Society overlooks the reality of individual differences and, instead, judges females and males simply for
being a female or male.
 Gender stereotypes strengthen assumptions that reinforce inequality.
 Gender stereotypes define how people should be and they limit the options and life choices for
everyone: women, men, boys, and girls. They also violate human rights.
Illustrative Gender Stereotypes
Masculine Feminine
 Aggressive  Obedient
 Adventurous  Timid
 Assertive  Passive
 Powerful  Weak
 Unemotional  Emotional
How Gender Stereotypes Influence Behaviors and Risks
Associated with Sexual Relationships
Aggressive - Adventurous Timid - Passive
Behaviors: Has many sexual partners. Behaviors: Afraid to say “no.” Unable to negotiate
Dominates in the relationship. May use terms of relationships, including safe sexual
psychological or physical violence to exert interactions. May be vulnerable because they need
control. May use money as a way to money for school or family.
bribe/coerce in the relationship.
 The problem is not that girls/women and men/boys are biologically different; the problem is that
society values them differently based on these differences.
 Gender stereotypes reinforce the power imbalance that exists in society between men and women. The
gender power imbalance perpetuates gender discrimination and gender inequalities at all levels, and
greatly constrains the advancement of women in a nation.
 Gender equality demands that people of both sexes are free to develop their personal abilities and make
free choices. Gender equality means that no one is held back by gender stereotypes or prejudices.
How Can Gender Stereotypes be Restrictive to Men?

 Being the sole provider in a family causes stress and pressure. This is especially stressful if a man is
poor and/or cannot find work.
 Feelings of stress can lead to physical illness, risky behaviors (like alcohol consumption), and suicide.
 Men are not taught to be/allowed to be emotional, so they have no outlet for feelings. They must remain
strong even when they feel sadness; for example, after a death of a family member.
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 Men may be forced into violence even though they do not want to participate because they feel the need
to live up to social expectations.
 Married men may be expected to have “side chicks,” so they might be forced into sexual relationships
they do not want.
 Men may be pressured into having multiple sex partners, increasing risk of HIV and STIs for men and
women.
 Gender norms may limit a man’s role in the family or prevent him from enjoying fatherhood.
 The role of “leader of the house” can sometimes come with violence and emotional distance. This stifles
relationships with a wife and/or children.
 Any man that does not fit into the social ideal of big, strong, and powerful does not feel like a productive
member of society.
How Can Gender Stereotypes be Harmful to Women?

 Women are taught to be submissive, which can lead to a range of issues in their personal and
professional life, including:
– Being a victim of SGBV
– Not having a say in when, how, or where to have sex
– Not being able to say “no” to unwanted sexual advances/sex
– Being coerced into sex
– Not participating in decision-making processes and not speaking your mind
– Doing things because it is your “duty” even if you find them hurtful, humiliating, or demoralizing
 Women can be prevented from securing an education.
 Women can be pressured to not seek employment.
 Once employed, women are told to focus on the home, not on their career.
 Women often do not reach their potential because they are taught to put others before themselves.
 Women’s workdays are long and arduous because they are tasked with all household chores and all
child-rearing responsibilities.
 Women who do not marry and/or do not have children are judged and thought to be a failure.
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Handout 3: Gender Concepts
Gender Equality vs. Gender Equity
Gender Equality refers to receiving the same resources regardless of sex. For example, all Zambian
children have the right to free primary school, no matter if you’re a boy or a girl.
Gender Equity refers to the fair sharing of resources, opportunities, and benefits according to any given
social framework. For example, in primary school, boys may do better academically because before and
after school they have time to rest and do homework. Meanwhile, their sisters are tasked with domestic
chores during these times because of society’s expectation of daughters. Therefore, boys are learning more
and earning better grades.
Gender Equality Gender Equity
 The first picture shows gender equality because all three individuals are standing on the same size box.
However, only one individual can clearly see the game.
 The second picture shows equity because each person is receiving a resource according to his/her needs.
Therefore, everyone can see the game.
Gender Relations
Gender relations refer to how men and women relate to each other because of an imbalance of power; more
specifically, the roles men and women are expected to play and the impact of their interactions. Power
relations tend to result in one party being worse off than the other, creating problems at both household
and social levels.
Practical Needs vs. Strategic Needs
This is a concept that was first coined in the 1980s by a Pakistani woman working in women’s
empowerment. Since then, these concepts have been widely adopted by many organizations. Simply put:
 Practical approaches and interventions are short-term and designed to meet an immediate need and
work within existing gender norms.
 Strategic approaches and interventions are long-term and aim to address the root of the problem and
ultimately change gender norms.
53
Quality development work should include both practical and strategic approaches so that the program
meets immediate needs while also working toward a long-term solution. For example, USAID/Z-CHPP uses
both approaches in its work on condom use. The short-term intervention is teaching young women how to
use male and female condoms. The long-term intervention is working with young men and women to ensure
that women have the power to negotiate condom use in a relationship.
When development assistance began in the 1960s and 1970s, no one thought to ask if men and women
received services equally. Development projects simply reported “people served” and thus did not have
information to explain who was benefiting and who was not. When USAID first started collecting
information on “women served” and “men served,” development professionals realized there were huge
inequalities. This was mostly because men were making all the decisions, and women were not involved in
development programming.
As a result, USAID established the WID department in the 1980s with the specific objective to respond to
these inequities by designing programs around the understanding that women were not receiving their
share of development assistance. WID programs only targeted women and girls because they were trying to
make up for social inequities.
Gender and Development Approach (GAD)
In the 1990s, the GAD approach grew out of the WID movement. This approach to development advocates
a shift from directing benefits to women to addressing the needs of women, men, boys, and girls. GAD was
developed with the understanding that to achieve real gender equality, we need to work with men and boys
as well as women and girls. Therefore, GAD had the objective to remove disparities in social, economic, and
political equality between women and men as a pre-condition for achieving people-centered development.
Although GAD programs do not condone violent or oppressive behavior, they attempt to understand the
underlying reasons why men perpetuate violence and oppression to solve gender inequality.
A Brazilian, Paulo Freire, coined the concept of empowerment. Freire believed that disadvantaged
populations should seek education as a way to empower themselves. Since the 1970s, many people have
considered empowerment as being synonymous with women’s empowerment. Empowerment is both a
process and an improved end result.
The women’s empowerment approach takes participants through a facilitated process of identifying their
place in patriarchy, setting goals for themselves, and working toward those goals through improved access
to knowledge, skills, and training. Women’s empowerment is a process of self-actualization and confidence-
building. Integrating empowerment into any development sector is prone to yield improved results.
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Handout 4: Gender and HIV
Gender and Power Relationships in the Political Sector
 Think about the roles that women and men play in influencing decisions and policies at various levels —
national, sub-national, and local levels. There are more men than women in high-level decision-making
roles at the national level, thereby having a much greater influence on policy and funding decisions across
all sectors. This includes policy issues and funding decisions that have a direct impact on the lives of
women, including such areas as family planning and reproductive health, age of marriage, inheritance
laws, land ownership, legal redress for rape and SGBV, etc. The voice of 50% of the population is often
missing at the highest political levels.
 Women are recruited by politicians and parties to sing and dance during various political campaigns,
but women are not encouraged or supported financially to launch their own campaigns to run for office.
 If women do hold political office, it is often at local levels.
 When women dare to run for higher office, they are discriminated against and, in some cases,
threatened. There is little funding to support women’s campaigns.
 When women do get elected to higher office, they are often ostracized by the men who “know how to
play the game,” or the women may be labeled as “aggressive” or “unladylike” to undermine their power.
With so few women at the top, there are no support networks to help women learn how to navigate the
political system.
 When women do get elected to higher office, they often try to be accepted into the “boys club” by shying
away from women’s issues. Therefore, the few women politicians are often not great advocates for issues
important to women such as reproductive health, childcare, sexual harassment, etc.
 When quotas exist, women politicians are often “tokens” who are controlled by male party leaders or
family members.
Gender and Power Relationships in the Economic Sector

 Think back to the Life Cycle activity. When the group discussed the types of toys that are given to boys
and girls, they noted how gender-specific toys can set children on a course that may influence their
choice of “acceptable careers.” As they age, boys are encouraged to pursue math and science in school
and choose careers in medicine, IT, engineering, law, etc. — positions with power. Meanwhile, girls are
pushed to study social sciences and pursue careers as teachers and nurses — positions without power.
 Financially, these career choices leave women less secure than men.
 Women often lack access to fair-wage jobs and have minimal education and work experience.
 In the home, the men control the finances and makes decisions on how household resources are spent.
 Women are deprived of their property rights.
 Women are often denied access to loans and credit; they may even be charged higher rates of interest
when they do secure a loan.
 Without access to capital, it is difficult for women to start or expand a business. Thus, women end up
working for others instead of owning a business.
 Women are often forbidden from work or pressured to stop working after they are married.
 High-paying jobs are most often given to men, even if women candidates are more qualified, because
the “man has to support his family” or the “woman will leave when she marries or has children.”
 Women are at risk of sexual coercion to secure employment or promotions.
55
 With less money and less access to resources, women become economically dependent on people with
resources, including transactional sexual relationships. Women in dependent or transactional
relationships are especially vulnerable to abuse and unwanted sex.
 The power imbalance created by economic dependency and violence can leave women unable to
negotiate condom use.
 The same factors that put women at risk of engaging in dependent or transactional relationships
prevent them from leaving the partners who refuse to use condoms and put them at risk of HIV
infection.
 Women in poverty are particularly at risk. Poverty forces many women into subsistence sex work,
transactional relationships, or human trafficking, all of which put women at risk of sexual assault and
make it difficult or impossible to negotiate condom use during consensual sex.
Gender and Power Relationships in the Religious Sector

 Most religious bodies/churches are dominated by men, and many churches will not allow women to
preach. Women are considered “unclean” because of the menstrual process.
 Religious leaders abuse their position of power by demanding sex in return for exorcisms or in exchange
for blessings. This is often between an older man and a much younger woman, or an underage girl.
 Many religious leaders interpret the Bible in ways that reinforce submissiveness, obedience to the
husband, or other men in the family, devotion to household duties, etc.
 Some churches preach against the use of birth control, contraceptives, and/or ARV drugs.
Group 2: The Cycle of Gender, Poverty, and HIV
Poverty
HIV Gender
The cycle of poverty, gender, and HIV is interrelated, and each element repeats itself, causing the cycle to
repeat itself. Each aspect is related to each other, and every aspect can be the cause of or the result of another.
This relationship happens at all levels of society: household, community, and national. Examples include:
 Men are tasked with being head of the household; therefore, if/when a man dies, he leaves his wife and
children in poverty.
 Poverty pushes women and girls into transactional sex (money, food, rent, gifts, etc.), which puts them
at risk of contracting HIV with every new sexual partner.
 Women often receive higher payment for not using a condom. Extreme poverty forces women to accept
this risky arrangement. Sometimes, women aren’t able to negotiate for safer sex regardless of price.
 Men are allowed to be promiscuous in Zambian culture; therefore, men often have several side chicks
at a time. Each “side chick” is then at greater risk of contracting HIV.
 Once a woman discloses her HIV status, she risks divorce and/or abandonment, which puts her into
poverty.
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How do we break free from this cycle?
 Information: Getting correct information about gender, HIV, and economic empowerment to women
and girls.
 Education: Ensuring that women and girls can afford and access both traditional and nontraditional
education.
 Changing gender norms: This is a longer term solution that would alter the power imbalance so that
women have greater control of their bodies and gain the power to negotiate sex on terms that don’t put
them at risk.
Group 3: Biological and Cultural Factors Putting Women and Men at Risk of Contracting
HIV
Women: Biological Factors

 The viral load in semen is higher than in vaginal secretions.
 Women have a larger mucosal surface in their vaginal membrane where lesions can occur, facilitating
infection.
 When sex is forced, bleeding and tearing can occur in the cervix, which increases the risk of infection.
 Especially in younger women, vaginal membranes are thin; therefore, more susceptible to lesions,
which are a potential route for infection.
 Vaginal membranes remain exposed to infectious fluids for hours after intercourse.
 STIs often go undetected, which increases a woman’s vulnerability to HIV. When a person has an STI,
they have high concentrations of CD4 cells in the inflamed areas of the mouth, genitals, or rectum. A
high concentration of CD4 cells has been proven to attract the HIV virus.
 Women who engage in anal sex (either by choice, coercion, or by force) are at the highest risk of
contracting HIV. Since women don’t have a penis, they are always the “receptive partner,” which is 13
times riskier than being the “male partner.” The lining of the rectum is thin and can easily tear, which
can cause HIV to enter the bloodstream.
Men: Biological Factors

 Uncircumcised men are more vulnerable than circumcised men. Infected fluids can get stuck in the
foreskin, therefore exposing men to the virus for a longer period of time.
 Men who engage in anal sex (either by choice, coercion, or by force) are at the highest risk of contracting
HIV. Men can either be the “receptive partner” or the “insertive partner.” Being the “receptive” partner
is far riskier than being the “insertive partner” as the lining of the rectum is thin and can easily tear,
which can cause HIV to enter the bloodstream. A man is 13 times more likely to contract HIV as a
“receptive partner” than an “insertive partner.” However, “insertive partners” can also contract HIV.
This happens when there is a cut or abrasion on the tip of the penis, allowing blood to enter the body.
Cultural Factors
 Think back to the Life Cycle activity again. Women are taught to be submissive from a very early age,
which has ramifications throughout her life. Many of the below points link with this submissive role
that women play.
 In many cultures, male dominance is demonstrated and maintained through sexual coercion or sexual
violence.
 Traditional leaders are most often men, limiting the power of women and reinforcing the stereotype
that women cannot be leaders.
57
 The sexual exploitation of women and girls is one of the most common forms of gender violence and an
ongoing factor in the spread of HIV.
 Women and girls are often taught to regard their bodies as the property of men.
 Women and girls are often raised to consider themselves powerless over violence. The occurrence
and/or threat of violence means women and girls experience little or no control over when and how sex
happens in their lives.
 Women and girls often lack negotiating power and social support for insisting on safer sex or rejecting
sexual advances.
 Anyone with multiple sex partners puts all of their other partners at higher risk of contracting HIV.
Many societies expect women to be faithful but forgive men who are not; in these circumstances, women
have greater vulnerability to HIV.
 Child sexual abuse generally occurs to more girls than boys. Women exposed to child sexual abuse are
more likely to engage in HIV-related risk behaviors such as early sex, more partners, and drug or alcohol
use.
 Harmful traditional practices, such as sexual cleansing, (non-medical) circumcision, relegating girls to
sheds during their menses, initiating young boys into “manhood,” and giving them sexual targets to
reach, all increase male and female risk of STIs and HIV transmission.
 Women are encouraged to please men at any cost, including harmful practices such as labia elongation
and dry sex. Substances put in the vagina to promote dry sex (such as vinegar and Boom) can cause the
vagina to become swollen and irritated, making tearing more likely and a woman even more vulnerable
to HIV.
58
Handout 5: Violence and HIV
Relationship between Violence and HIV
 Forced sex is associated with HIV risk.
 Proposing condom use may increase women’s risk of violence.
 Disclosing HIV status may increase risk of violence.
Principles for Addressing Violence and HIV
All programs seeking to address SGBV must primarily protect the dignity, rights, and well-being of those at
risk for, and survivors of, SGBV. The following section outlines four fundamental principles for integrating
a SGBV response into existing programs. It also lists specific actions for putting these principles into
practice. These principles are as follows:
 Do no harm;
 Privacy, confidentiality, and informed consent;
 Meaningful engagement of people living with HIV (PLHIV); in particular, women living with HIV and
SGBV survivors; and
 Accountability, monitoring, and evaluation.
Actions to Address Gender-Based Violence
Community-Based Actions
 Include SGBV in HIV prevention curricula and peer education programs.
 Provide information about and access to SGBV support services.
 Mobilize communities on SGBV and HIV; specifically, the links between the two and how harmful
gender norms, beliefs, and practices contribute to both.
 Support life-skills education.
Structural Actions
 Ensure protective laws and policies are in place and enforced to prevent SGBV.
 Challenge harmful gender norms, roles, and behaviors to reduce acceptance of SGBV.
 Support access to education for women and girls because increased educational attainment has been
linked to increased protection from violence and HIV infection.
 Promote women’s and girls’ economic security through livelihood programs.
 Support research on female-initiated methods of HIV prevention.
Addressing SGBV within Prevention Programs for Youth
Community-Based Actions
 Train and sensitize child- and youth-serving program staff and volunteers on SGBV and the particular
risk factors that children and young people face. For example, sexual violence, which includes forced
sex and coercion.
 Ensure that services and programs are tailored to the distinct needs of girls, boys, young women, and
young men, acknowledging that programming is not necessarily the same for each group.
59
 Establish linkages between prevention programs and age-appropriate services for young SGBV
survivors.
 Include information on SGBV in school-based HIV prevention programs.
Structural Actions
 Include HIV and SGBV prevention information in comprehensive sexuality education.
 Support efforts to prevent all forms of violence and abuse, especially child maltreatment and child
sexual abuse.
 Support economic empowerment and education for young women.
Addressing SGBV within HIV Testing and Counseling (HTC) and HIV Care Services
A 2006 World Health Organization (WHO) expert meeting identified four thematic areas for addressing
SGBV within HTC:
 Barriers to accessing services
 Safe disclosure of test results
 Ability to negotiate risk reduction behaviors
 Access to post-test support and care
Violence, or fear of violence, can prevent PLHIV from seeking or accessing care and support services
consistently. Several studies among women living with HIV reveal large gaps between the number of women
living with HIV and the proportion of those women receiving treatment, care, and support (Lindsey 2003).
Addressing SGBV within care and support programs can have a direct impact on advancing PEPFAR’s care
and support strategies and reaching target goals; specifically:
 Expanding integration of HIV prevention, care and support, and treatment services with family
planning and reproductive health services so that:
– Women living with HIV can access necessary care;
– All women know how to protect themselves from HIV infection;
– All women have access to women-initiated prevention technologies such as female condoms and
microbicides (once the latter are approved); and
– Expanding PEPFAR’s commitment to crosscutting integration of gender equality in its programs
and policies, with a focus on addressing and reducing SGBV.
Actions to Address SGBV within Positive Prevention Efforts

 Train and sensitize providers on the increased risk of violence for PLHIV, particularly women living
with HIV.
 Train and sensitize providers on SGBV, especially on the sexual and reproductive health rights of
PLHIV.
 Address how the health care setting can put SGBV survivors at increased risk of pressure and coercion
around pregnancy and childbearing issues.
 Train and sensitize providers on barriers that SGBV can pose for treatment access and adherence;
ensure services are available at no or low cost and that financial support is available for related expenses
such as food and transportation.
60
Summary of Actions to Address Gender-Based Violence
Situational Analysis
 Assess provider knowledge, attitudes, and practices.
 Review policies and protocols with respect to client safety, privacy, and confidentiality.
 Review existing local or national data on SGBV prevalence.
 Review relevant laws and policies, including obligations of health providers.
 Identify existing services (including basic health, sexual and reproductive health, mental health, and
social, legal, financial, and family services).
Staff Training and Sensitization

 Ensure all facility staff, including program managers, health providers, counselors, and administrative
staff:
– Are sensitized routinely to SGBV;
– Trained on SGBV organizational policies and protocols;
– Integrate SGBV into core and supplemental training programs; and
– Provide SGBV training to others on a consistent, regular basis.
Organizational Policies and Protocols

 Ensure client safety, privacy, and confidentiality (includes management of client information).
 Establish accountability and enforcement mechanisms.
Infrastructure and Supplies

 Ensure facilities allow for client safety and privacy (e.g., private screening rooms) and procure
emergency supplies.
 Provide information, education, and communication materials such as rapid test kits and male and
female condoms.
Public Sector Coordination

 Establish and maintain linkages with public sector responders (e.g., police and public health providers).
 Support training on and sensitization to SGBV, human rights, gender power relations, and legal
obligations.
Related Services
 Map existing services (including health, social, legal, and financial) to establish referral pathways and
protocols.
SGBV Screening
 Where referral services are available, adopt protocols to screen clients for SGBV.
 Train staff to identify risk factors, ask clients about violence, and validate their experience.
Care for SGBV Survivors

 Where referral services are available, adopt protocols for care of SGBV survivors.
61
Handout 6: The Story of Stellah and Banji – Case Study
Stellah lives with her husband, Banji, and her three children in a small house near the market. When they
got married, Banji paid a high bride price to her family and, from the beginning, expected Stellah to work
hard to make up for it. He would often tell her that he had paid a good price for her, so she better work and
be a good wife or else he would send her back and demand the money be returned from her family.
Stellah worked from early in the morning until late in the evening selling vegetables in the market. When
she got home, she would be tired, but she had to cook dinner, fetch water, wash clothes, and look after her
young children.
Banji would take the money that Stellah earned at the market and would go out in the evening. He would
not come home until late, and often, he would be drunk and start shouting at Stellah. He would beat her in
front of the children. Sometimes, he would make her sleep outside to punish her if the food was cold or not
cooked to his liking — and to show the neighbors that he was the boss in his house. Many of their neighbors
were afraid of Banji and ignored the situation. Stellah was too ashamed to talk with her friends or neighbors
about her husband. Although they would often see her with bruises on her face, they just kept quiet.
Considerations for Stellah:

 Is this situation realistic? Have you met women like Stellah?
 How do you think their sex life is – according to Stellah?
 How might Stellah cope with the abuse?
 What reasons does she have to stay in this relationship, despite the violence?
Considerations for Banji:

 Why might Banji perpetuate violence to his wife?
 In your experience, do people confront those who are violent toward women? Why or why not?
 How does our social structure support SGBV?
 Do you think it is possible that Banji’s life would improve if he stopped being violent? How so?
62
Handout 7: Examples of SGBV
Physical Sexual
 Beating  Rape/marital rape

 Molestation  Defilement
 Harassment  Corrective rape
 Slapping  Sexual harassment
 Harming/hurting/inflicting pain in any physical  Sex trafficking
way
 Forced abortion
 Domestic violence
 Forced pregnancy
 Forced pregnancy
 Unwanted sexual comments
 Forced abortion
 Sexual assault
 Forced marriage
 Incest
 Torture
 Traditional ceremonies such as spiritual
cleansing or opening the way
 Prolonged sex as punishment
Economic Emotional
 Withholding family finances or resources  Forced marriage

 Preventing women from accessing assets  Humiliation (public and private)
 Destroying certificates  Yelling/shouting/verbal abuse
 Forbidding education  Demeaning remarks
 Destroying jointly owned assets  Neglect/ignoring
 Insisting that only a man’s name is on all family  Intimidation
assets
 Silent treatment
 Prohibiting employment
 Isolation/forced confinement
 Unequal pay for the same work
 Threats
 Property grabbing
 Sexual denial
 Prohibiting women from working
 Withholding love
63
Handout 8: Five Domains of Gender Analysis Matrix
Five Domains
Knowledge, Gender
Legal Balance of
Questions Access to Cultural Roles,
Rights Power and
Assets and Norms, Time,
and Decision
Resources Beliefs, and and
Status Making
Perceptions Space
Within this domain, what are

some gender-related issues
that might limit or constrain
achieving your results?
What are some ways for

USAID/Z-CHPP to overcome
these constraints?
Within this domain, what are

some gender-related issues
that might facilitate
opportunities to better achieve
results?
What are some ways for

USAID/Z-CHPP to take
advantage of these
opportunities and use them to
achieve better results?
How do the USAID/Z-CHPP

activities affect men and
women within your domain?
Do they accommodate gender
norms and stereotypes? Do
they push gender norms and
stereotypes to change?
Adapted from USAID’s Five Domains of Gender Analysis Matrix.
64
Handout 9: Action Plan for Gender Mainstreaming
What
Area of Mainstreaming Who is What is the
Resources are
Responsibility Idea(s) Responsible? Timeline?
Needed?
A
65
Handout 10: Gender Mainstreaming Training Evaluation
1. On a scale of 1-4, please rate each learning objective:
1 = Not met
Learning Objective 2 = Partially met

3 = Met
4 = Exceeded
1. Define gender-related terminology.
2. Explain various stereotypes related to gender roles and how they can be
limiting to men and harmful to women.
3. Understand key development approaches/concepts that aim to address

these gender stereotypes.
4. Explain their own perceptions and assumptions related to masculine

and feminine attributes.
5. Identify how gender norms and stereotypes can be harmful for girls and
women, and limiting for boys and men throughout the life cycle.
6. Describe the linkages between gender and HIV.
7. Define sexual and gender-based violence (SGBV).
8. Understand how gender stereotypes can perpetuate SGBV.
10. Understand how to conduct a gender analysis using the Five Domains
Gender Analysis Matrix.
11. Develop a gender mainstreaming action plan for your USAID/Z-CHPP

activities.
66
2. Please list and comment on the two modules that will contribute most to your ability to
mainstream gender into your USAID/Z-CHPP activities and why:
3. Please provide any other feedback on the workshop you wish to share or want us to know.
You may use the back of the paper.
67

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Gender Mainstreaming Training

USAID Zambia Community HIV Prevention Project (USAID/Z-CHPP)

Abbreviations and Acronyms

1. Overview of the USAID Zambia Community

2. Background to the Training Guide

Broadly, the training is designed to:

3.2 Training Methodology

3.3 Important Facilitator Roles

Setting the Learning Climate

Reflecting on Material Presented

Applying Material to Real Life

The Training Team

4. Overview of Training Modules

Theme Time Allotted

5. How to Use the Training Guide

Title: The main theme or topic of the module.

Day 1 Day 2 Day 3

Objectives: By the end of this session, participants will be able to:

Time: 1.5 hours

Materials and Preparations:

A complete list of training objectives follows:

Module 2: Gender Terminology and Concepts

Objectives: By the end of this session, participants will be able to:

Time: 2.5 hours

Materials and Preparations:

8. Divide participants into four groups.

Equity vs. Equality

Trainer Tips for Module 2:

The Difference Between Sex and Gender

 Biological/born with it  Social/Learned

Differences Between Sex Roles and Gender Roles

Sex Roles Gender Roles

Illustrative Gender Stereotypes

How Gender Stereotypes Influence Behaviors and Risks Associated

Aggressive - Adventurous Timid - Passive

How Can Gender Stereotypes be Restrictive to Men?

How Can Gender Stereotypes be Harmful to Women?

Gender Equality vs. Gender Equity

Gender Equality Gender Equity

Practical Needs vs. Strategic Needs

Women in Development (WID)

Gender and Development (GAD) Approach

Module 3: The Social Construction of Gender

Objectives: By the end of this session, participants will be able to:

Materials and Preparations:

Note: The two groups do not have to be equal in number.

Trainer Tips for Module 3:

 If a woman did not partake in labia elongation as

Module 4: Gender and HIV Linkages

Objectives: By the end of this session, participants will be able to:

Materials and Preparations:

Methodology: Small-group work followed by a mini-lecture. A mini-lecture is an effective method for

Trainer Tips for Module 4:

Gender and Power Relationships in the Economic Sector

Gender and Power Relationships in the Religious Sector

Group 2: The Cycle of Gender, Poverty, and HIV

How do we break free from this cycle?

Men: Biological Factors

Module 5: Sexual and Gender-Based Violence

Objectives: By the end of this session, participants will be able to: