Toward mainstreaming a gender perspective
JICA-Net Library store some of materials for mainstreaming a gender perspective, those contents are used practically in many opportunities.
In FY2016, regarding the materials as "A Tool for Mainstreaming Gender : An Introduction to Gender-Responsive PCM" which aimed to plan projects on the perspective of PCM with gander-responsive approach, "A Good Practice of Gender Mainstreaming for Project Management ~Girls Education in Yemen~" and "A Good Practice of Gender Mainstreaming for Project Management -KATC2 in Tanzania-" which introduced the good instances in Yemen and Tanzania, following utilization cases are informed by users;
- Using in the project of forest and natural resource management with local resident participation.
- Giving a presentation toward the government of Honduras and the persons who concerned with development work [Universities included]
- Not only follow-ups after training, but also to express Japan's experiences in this field toward the people who is charged in a development bureau, and to be references for making explanatory materials against local farmers in the agriculture project which is implemented in Kenya.
- Advance training for JOCV candidate
- Getting some ideas for own works in JICA
*The Material(s) mainly applied
" A Tool for Mainstreaming Gender : An Introduction to Gender-Responsive PCM"
Teaching material "A tool for mainstreaming gender: An introduction to gender-responsive PCM" is aimed at those who have already learned PCM. It was created to offer a straightforward tool to mainstream gender, and should help JICA and other development workers to use gender-responsive PCM at the project planning and proposal phase. There are various different gender mainstreaming methods. Naturally the method introduced in this material will be adapted and improved in the field, but by using it in training and workshops its core principle of gender-responsive PCM should be understood by as many people as possible, and contribute to the effective implementation of projects.
"A Good Practice of Gender Mainstreaming for Project Management ~Girls Education in Yemen~"
Promoting girls education in countries where the gender gap is especially extreme in primary education attendance. What approaches are possible, and what needs to be taken into consideration? This material uses the example of the Broadening Regional Initiative for Developing Girls Education (BRIDGE) Program in Taiz in Yemen to introduce gender mainstreaming in the field of education.
The project was managed to ascertain the situation in each school by Taiz Education office s Director for Girls Education and took a number of activities in consideration of Yemen traditions and customs, such as using religious messages, carrying out meeting with fathers and with mothers, enhancing residents understanding of girls education through the empowerment of mothers and improving the school environment by constructing separate boys and girls toilets. The project helped improve the school attendance of both boys and girls, as well as changing attitudes of residents in the area. This material carefully sets out the lessons to be taken away from this project, and how they can be adapted.
"A Good Practice of Gender Mainstreaming for Project Management -KATC2 in Tanzania-"
This material introduces our efforts in the "Kilimanjaro Agricultural Training Centre Phase II Project Fields" as a good example of tackling the problem of streaming gender. Specifically, we produce exactly the same number of male and female joining workshops in order to promote women's participation. We also set up courses that are of particular interest to women, such as improved cooking stoves and home economics other than the agricultural technology course. This material can be used as a reference to propagate the idea of gender equality in other projects.