MODULE 5 - Thematic Areas: Integrating Gender-Based Violence

MODULE 5 - Thematic Areas: Integrating Gender-Based Violence

MODULE 5 - Thematic Areas: Integrating Gender-Based Violence Interventions in EDUCATION Guidelines for Integrating Gender-based Violence Interventions in Humanitarian Action Agenda

Links between GBV and Humanitarian Programming Knowledge Basics for Implementing the Thematic Area Guidance A Closer Look: Assessment; Resource Mobilization; Implementation; Referrals; Coordination; Monitoring and Evaluation Discussion of Implementation Strategy Developing an Action Plan Outcomes EDUCATION actors are informed about key

relevant elements of the Guidelines EDUCATION actors are supported to develop an action plan with indicators for integrating the Guidelines recommendations into their areas of operation EDUCATION actors identify accountability measures to track progress of GBV risk reduction mainstreaming and response EDUCATION Protection of all persons affected and at risk must inform humanitarian decisionmaking and responseit must be central to our preparedness efforts, as part of immediate and life-saving activities.

Guidelines for Integrating Gender-based Violence Interventions in Humanitarian Action Warm-up Activity: Mapping Risk across EDUCATION 1) What types of GBV are prevalent in your settings? 2) What are the risks in this setting that contribute to GBV Pre-existing - exists independent of, or prior to emergency or conflict (culture, policy, etc.) Emergency-related - specific to/resulting from the disaster or conflict Humanitarian-related - caused directly or indirectly by humanitarian environment 3) What can your cluster/sector do to prevent and mitigate GBV risks? Pre-existing risk mitigation activity Emergency-related risk mitigation activity

Humanitarian-related risk mitigation activity Guidelines for Integrating Gender-based Violence Interventions in Humanitarian Action Assessment, Analysis and Planning What are our priority areas of inquiry for EDUCATION? A walk through EDUCATION TAG: Assessment, Analysis & Planning Key point: Purpose is not for EDUCATION actors to undertake standalone GBV assessments, but rather to incorporate questions related to GBV risks into their

ongoing EDUCATION assessments Guidelines for Integrating Gender-based Violence Interventions in Humanitarian Action A walk through EDUCATION TAG: Assessment (contd) Provides a list of recommended GBV-related questions to incorporate, as relevant, into EDUCATION assessments and routine monitoring These questions do not cover the nature and scope of GBV, but basic issues related to EDUCATION programming, policies and communications EDUCATION specialists are NOT expected to undertake assessments about the extent of GBV Guidelines for Integrating Gender-based Violence Interventions in Humanitarian Action

What does this mean for EDUCATION ? From page 42: k) Are schools and other learning environments located in areas that are safe and equally accessible for women, girls and other at-risk groups? m) Are learning environments physically secure (lighting, toilets accessible, sanitary supplies available)? o) Are there referral pathways through which survivors of GBV can access appropriate care and support, and are these pathways linked to educational settings? Guidelines for Integrating Gender-based Violence Interventions in Humanitarian Action Activity: Conducting Assessments Option 1: Review and Discuss Review the Areas of Inquiry in the GBV guidelines:

1) Which questions would you prioritize? 2) How will you collect this information? I. What surveys / assessment are already being used where you can integrate questions II. When and where will the survey occur to ensure participation of at-risk groups 3) Who would you need to work with to collect this information? I. What is the composition of the assessment team, men / women? II. What training will they require? III. How will they communicate about the assessment with the community? Guidelines for Integrating Gender-based Violence Interventions in Humanitarian Action

Activity: Conducting Assessments Option 2: Review and Compare Review the Areas of Inquiry in the GBV guidelines against your current assessment tool. 1) Which GBV risks and considerations are already integrated in the assessment tool currently or previously used? 2) Which GBV risks or considerations would you prioritize for inclusion? 3)

How will it be possible to integrate new questions which consider GBV risks? I. With whom will you need to advocate to include these areas of inquiry? Cluster coordinators, state actors, GBV specialists II. With whom will you need to collaborate in order to safely and effectively integrate these areas of inquiry? Cluster coordinators, state actors, GBV specialists Guidelines for Integrating Gender-based Violence Interventions in Humanitarian Action Activity: Conducting Assessments Option 3: Mapping information on GBV risks to mitigation Prioritize 3 areas of inquiry that apply to your context and carry out the below:

Area of Inquiry Risk of Concern Potential for GBV 1. Accessibility of Beneficiaries are not Risk of sexual schools (distance able to access assault, child labor to travel, cost, education or cannot (girls domestic, lighting, security) attend school boys in field), (required to work or transactional sex to stay home) obtain school fees 2. Cultural Girls, persons with Sexual exploitation barriers to

disabilities, young and abuse, isolated accessing women with in home or to earn education children and other livelihood at-risk groups will not access education Mitigation Ensure schools are located in physically secure areas, ensure security/lighting

on walking routes Engage families to ensure participation of girls, design access for persons with disabilities and childcare Guidelines for Integrating Gender-based Violence Interventions in Humanitarian Action Quiz: Conducting Assessments EDUCATION actors should: Consult GBV specialists throughout the planning, design, analysis and interpretation of an assessment Not use local expertise

Strictly adhere to safe and ethical recommendations for researching GBV Share data that may be linked back to a group or an individual, including GBV survivors Seek out GBV survivors to speak to them specifically about their experiences of GBV Guidelines for Integrating Gender-based Violence Interventions in Humanitarian Action Quiz: Conducting Assessments Assume reported data on GBV/trends represent actual prevalence/trends in the extent of GBV Include GBV specialists on inter-agency and inter-sectoral teams Not include female assessors and translators when conducting assessments

Conduct consultations in a secure setting where individuals feel safe to provide information and participate in discussions and decision-making Provide training for assessment team members on ethical and safety issues Guidelines for Integrating Gender-based Violence Interventions in Humanitarian Action Discussion: Is it always possible to include GBV in initial assessments? How can one ensure inclusion of at-risk groups in assessments? INVOLVED WOMEN AND OTHER AT Who needs ALWAYS to be involved? RISK GROUPS IN THE DESIGN AND ASSESSMENT Why is it the responsibility

of EDUCATION staff? Where OF EDUCATION PROGRAMS does this responsibility ends? Who needs to be convinced? Guidelines for Integrating Gender-based Violence Interventions in Humanitarian Action Resource Mobilization What are EDUCATION commitments to Resource Mobilization for GBV risk reduction?

A walk through the EDUCATION TAG: Resource Mobilization Key point: Funding for EDUCATION-related GBV prevention and risk mitigation activities must be included in project proposals from the outset of emergency response Guidelines for Integrating Gender-based Violence Interventions in Humanitarian Action A walk through the EDUCATION TAG: Resource Mobilization In humanitarian settings, GBV resources tend to be linked to longer-term protection and stability initiatives Resources to address GBV in emergencies are often

limited The Guidelines provide recommendations on incorporating GBV risk mitigation activities into project proposals Donors are encouraged to reference this section to ensure GBV issues are included in EDUCATION proposals Guidelines for Integrating Gender-based Violence Interventions in Humanitarian Action A walk through the EDUCATION TAG: Resource Mobilization Guidelines for Integrating Gender-based Violence Interventions in Humanitarian Action What does this mean for EDUCATION ? GBV-related points to consider for inclusion in a proposal

(Pg. 45): 1). Humanitarian Needs Overview/Situation Analysis: Describe the vulnerabilities of women, girls and other at-risk groups; 2). Project Rationale/Justification: Explain GBV-related risks related to EDUCATION interventions in your context; 3). Project Description: Explain which activities may help in preventing or mitigating GBV Describe mechanisms that facilitate reporting of GBV in safe and ethical manner Guidelines for Integrating Gender-based Violence Interventions in Humanitarian Action What does this mean for EDUCATION ?

How to measure GBV-related points to consider for inclusion in a proposal, contd: Monitoring and Evaluation: M&E plan should track progress and adverse effects on GBV mainstreaming activities; M&E plan should include the participation of women, girls and other at-risk groups; Include outcome-level indicators to measure program impact on GBV-related risks; Disaggregate indicators by sex, age, disability and other vulnerability factors Guidelines for Integrating Gender-based Violence Interventions in Humanitarian Action

THE IASC GENDER MARKER = Tool that codes (0-2 scale) whether or not a humanitarian project is designed well enough to ensure that women/ girls, men/boys will benefit equally from it or that it will advance gender equality in another way Both Gender marker and GBV mainstreaming address

issues of women and girls empowerment and gender equality and include men and boys as partners in prevention. Guidelines for Integrating Gender-based Violence Interventions in Humanitarian Action What does this mean for EDUCATION? Some examples of GBV mainstreaming activities that can be included in proposals: Location and design of learning environment reduces GBV risk Training for teachers and school staff on standards and protocols on reporting cases of GBV in schools Providing support to governments to ensure primary and secondary education promto gender equality and

empowerment of girls Guidelines for Integrating Gender-based Violence Interventions in Humanitarian Action What does this mean for EDUCATION? Do you have other examples of mitigation strategies? Guidelines for Integrating Gender-based Violence Interventions in Humanitarian Action Activity: Resource Mobilization In Small Groups: Review the assigned proposal in light with the resource mobilization checklist of the Guidelines and highlight:

Good practices Gaps Proposed strategies to address these gaps. Tools needed to better design proposals Guidelines for Integrating Gender-based Violence Interventions in Humanitarian Action Discussion: Is GBV-related activities in EDUCATION programs always cost-effective? Why should it be MAINSTREAMING ACTIVITIES ALWAYS considered?GBVCONTRIBUTE TO GOOD EDUCATION

PROGRAMMING Do donors always support GBV-related activities in EDUCATION programs? What can be some of these barriers? Guidelines for Integrating Gender-based Violence Interventions in Humanitarian Action Implementation What are our commitments to include GBV prevention and mitigation within ongoing and new EDUCATION activities? A walk through the EDUCATION TAG:

Implementation Key takeaway: If effectively designed, EDUCATION programmes can mitigate risks of GBV: Safe access to learning facilities Participation of women and girls in EDUCATION related committees and associations Culturally relevant, age specific and gender equal learning programs Guidelines for Integrating Gender-based Violence Interventions in Humanitarian Action A walk through the EDUCATION TAG: Implementation Provides guidance for putting GBV-related risk reduction responsibilities into practice Activities to improve the overall quality of GBV-related

prevention and mitigation strategies: Establish GBV-related responsibilities common to all actors working within EDUCATION Recommend strategies for EDUCATION actors to reduce risks Maximize immediate protection of GBV survivors and persons at risk and foster longer-term interventions to eliminate GBV 3 main types of responsibilities: programming, policies, and communications & information sharing Guidelines for Integrating Gender-based Violence Interventions in Humanitarian Action What does this mean for EDUCATION? From page 46: Build upon indigenous expertise and in consultation with women, girls, boys and men, promote the rapid establishment of primary and

secondary level education facilities. Provide private and sex-segregated dormitories, toilets and bathing facilities; locate schools that do not have their own water and sanitation facilities near existing resources, monitor paths for safety. Guidelines for Integrating Gender-based Violence Interventions in Humanitarian Action Activity- Implementation Option 1: Review Mitigation Strategies In small groups: 1. 2. 3. 4.

Review recommended mitigation strategies Add any strategies missing Prioritize 2-3 key strategies that should be prioritized Highlight operational challenges Rotate teams: troubleshoot challenges, provide recommendations 5. Create operational action plan: i. ii. iii. Key actions Coordination amongst key actors Resources / support required Guidelines for Integrating Gender-based Violence Interventions in Humanitarian Action

Activity- Implementation Option 2: Mitigating GBV risk in Program Strategy Review current programmatic strategy In small groups: 1. 2. 3. 4. Highlight GBV mitigation strategies currently integrated Review Guideline recommended mitigation strategies Prioritize 2-3 key strategies that should be prioritized Create operational action plan: i. ii.

iii. iv. Information needed Key actions Coordination amongst key actors Resources / support required Guidelines for Integrating Gender-based Violence Interventions in Humanitarian Action Discussion: Prioritization and Selection Criteria How to prioritize GBV risk reduction in EDUCATION programs? What types of investments are required? DONT SINGLE OUT GBV SURVIVORS OR VULNERABLE GROUPS

What vulnerability criteria would you use for beneficiaries? What challenges are associated with these? How should sensitive information be managed to protect affected populations, including survivors of GBV? 33 Coordination What are our commitments to include GBV prevention and mitigation within ongoing and new EDUCATION activities?

A walk through the EDUCATION TAG: Coordination Key takeaways: GBV prevention and risk reduction is most effective when done in coordination with both GBV specialists and other sectors Recommends specific actions for EDUCATION actors to coordinate with others Guidelines for Integrating Gender-based Violence Interventions in Humanitarian Action A walk through the EDUCATION TAG: Coordination Supports humanitarian actors to define responsibilities and accountability mechanisms in GBV prevention and response efforts

Establish responsibilities for humanitarian actors in the prevention and mitigation of GBV Maximize immediate protection of GBV survivors and persons at risk through multi-sectoral coordination on response to GBV incidents Coordination activities can move across the 3 main types of responsibilities: programming, policies, and communications & information sharing and may also include advocacy / efforts for: Assessment Resource Mobilization Monitoring and Evaluation Guidelines for Integrating Gender-based Violence Interventions in Humanitarian Action A walk through the EDUCATION TAG: Coordination

GBV Specialists can assist EDUCATION actors to (Pg. 54): 1. Design and conduct EDUCATION assessments that examine the risks of GBV, and strategize ways to mitigate these risks 2. Provide trainings for EDUCATION staff on issues of gender, GBV and womens/human rights 3. Develop standard operating procedures (SOPs) for EDUCATION actors Guidelines for Integrating Gender-based Violence Interventions in Humanitarian Action What does this mean for EDUCATION? Coordination with GBV Specialists, contd GBV Specialists can assist EDUCATION actors to: 4. Identify where survivors can receive care, and

provide EDUCATION staff with skills and information to respond supportively to survivors 5. Provide training for the affected community on issues of gender, GBV and womens/human rights as they relate to EDUCATION rights 6. Review relevant statutory and customary laws and policies to strengthen GBV-related legal protections Guidelines for Integrating Gender-based Violence Interventions in Humanitarian Action What does this mean for EDUCATION: Coordination with other sectors (p. 55) EDUCATION actors can work with (ex: child protection actors): To provide training for teachers on how to engage with child survivors of GBV and provide immediate referrals

To monitor routes to education settings and highlight potentially unsafe areas for children and adolescents To ensure child protection issues are taken into account in the recruitment, selection and appraisal of teachers and education staff Guidelines for Integrating Gender-based Violence Interventions in Humanitarian Action What does this mean for EDUCATION: Coordination for cross-cutting issues Also coordinate with partners addressing: gender mental health and psychosocial support (MHPSS) HIV age

environment Guidelines for Integrating Gender-based Violence Interventions in Humanitarian Action Activity: Coordination Option 1: Mechanisms to Support Program Implementation Return to small groups from the implementation activity: 1. Reflect on the specific actions recommended 2. Who needs to be involved to execute this action GBV specialists Other clusters 3. What type of coordination is required be specific

- Roles and responsibilities Accountability mechanisms Guidelines for Integrating Gender-based Violence Interventions in Humanitarian Action Activity: Coordination Mapping With what sectors would CCCM benefit from stronger coordination? i. ii. iii. iv. What coordination mechanisms exist to support collaboration

Key actions Who is responsible, accountable, needs to be informed How will you monitor progress How could CCCM and protection actors better coordinate/work together? i. ii. iii. What coordination mechanisms exist to support collaboration Key actions Who is responsible, accountable, needs to be informed iv.

How will you monitor progress Guidelines for Integrating Gender-based Violence Interventions in Humanitarian Action Suggested recommendations about referrals in the Guidelines All humanitarian personnel who engage with affected populations should have up to date written information about where to refer survivors for care and support. Ensure training on how to respectfully and supportively engage with survivors and provide risk reporting and/or referral information in an ethical, safe and confidential manner Any programmes that share information about reports of GBV must abide by safety and ethical standards (e.g. shared information does not reveal the identity of or pose a security risk to individual survivors, their families or the

broader community) Guidelines for Integrating Gender-based Violence Interventions in Humanitarian Action Activity: Coordination Option 3: Coordination and Referrals w/ GBV specialists In small groups discuss: Map the current referral mechanism where your activities are ongoing - What are your responsibilities within the referral mechanism? -

What services are available Which actors are involved Who do you immediately report an incident to? Are there cases where you are unable to refer? What happens when there is no referral mechanism in place or when it is not functioning? - What are your responsibilities in this situation? Guidelines for Integrating Gender-based Violence Interventions in Humanitarian Action

Monitoring and Evaluation What are priority indicators for GBV prevention and risk mitigation in EDUCATION programming? A walk through the EDUCATION TAG: Monitoring & Evaluation Key Point: Indicators can be used to measure the outcomes of activities undertaken across the programme cycle, with the ultimate aim of maintaining effective programmes

and improving accountability Guidelines for Integrating Gender-based Violence Interventions in Humanitarian Action A walk through the EDUCATION TAG: Monitoring & Evaluation Why? Limited evidence exists on effective integration of GBV programming in other sectors Indicators in the Guidelines aim to: Track outputs resulting from interventions to affected populations Chart outcome of cluster activities Measure progress toward objectives, considering diversity of affected populations & their perspectives of the response

Guidelines for Integrating Gender-based Violence Interventions in Humanitarian Action Monitoring & Evaluation: Indicators Why? Limited evidence exists on effective integration of GBV programming in other sectors Indicators in the Guidelines aim to: Track outputs resulting from interventions to affected populations Chart outcome of cluster activities Measure progress toward objectives, considering diversity of affected populations & their perspectives of the response Guidelines for Integrating Gender-based Violence Interventions in Humanitarian Action A walk through the EDUCATION TAG:

Monitoring & Evaluation: Reporting Analyze existing data using a GBV lens to improve GBV prevention and response Example: Teachers trained on how to respond to child victims of GBV and safely refer them to appropriate services. What are the implications of the findings? How may this affect GBV prevention and mitigation? Failing to meet a target can lead to response and resource mobilization Use data for action across the programme cycle Guidelines for Integrating Gender-based Violence Interventions in Humanitarian Action What does this mean for EDUCATION (Pg. 56)?

# of assessment respondents who are female # of females who report concerns about experiencing GBV when asked about attending learning environments # of females attending learning spaces/schools in affected areas # of active-duty education staff who have signed a code of conduct # of schools with a reporting and referral mechanisms for GBV survivors Guidelines for Integrating Gender-based Violence Interventions in Humanitarian Action A walk through the EDUCATION TAG: Monitoring & Evaluation Good to know: Improvement or success is not

demonstrated by a decrease in reported GBV cases Targets and data sources can be modified to fit the context Guidelines for Integrating Gender-based Violence Interventions in Humanitarian Action Activity: Monitoring & Evaluation Option 1: Prioritizing indicators and data collection methodology 1. Prioritize 1-2 indicators i. Select indicator from assessment, resource mobilization, implementation or coordination based on current focus within response

i. For example, if preparing for an assessment 2. Review the indicator reference sheet used for womens participation Fill out the blank indicator reference sheet for the indicator prioritized 3. i. ii. iii. iv. Indicator description Indicator acquisition

Data Quality issues Data Analysis and Reporting/Dissemination Guidelines for Integrating Gender-based Violence Interventions in Humanitarian Action Activity: Monitoring & Evaluation Option 2: Analyzing findings from gender or GBV evaluation 1. How are these findings relevant to your sector programming? i. Which sectoral activities may be contributing to GBV risks? ii. What cultural, community or policy variables may be contributing to GBV risks? a. Representation of women, girls and at-risk groups b. Traditional or cultural gender norms, power dynamics

c. Policies governing access to services, impunity 2. What activities could you adjust to prevent or mitigate GBV risks? i. Activities specific to prevention (focus on gender equality) ii. Activities specific to mitigation (focus on reducing exposure to risk) iii. Activities specific to response (focus on PFA, referral) Guidelines for Integrating Gender-based Violence Interventions in Humanitarian Action Monitoring and Evaluation How do you know whether EDUCATION programs contributed to reducing GBV risks? -

Did select EDUCATION activities contribute to Do not use number ofreducing GBV risks? What information lets you measure this? reported cases as an indicator What are the challenges to monitoring GBV risks? of success. Is it always possible to monitor that at-risk groups needs are identified and responded to? Do EDUCATION SOPs include direction for monitoring GBV

risks within EDUCATION programming? 54 Final Action Plan 1. 2. 3. 4. In teams write down the priority actions to take forward Refer to the prevention, mitigation and response activities of the day Highlight key actors and responsibilities Note attention to specific types of actions,

such as training, resources, staffing, access, etc. Thank You. For more information visit: www.gbvguidelines.org Guidelines for Integrating Gender-based Violence Interventions in Humanitarian Action

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