Gender Mainstreaming Techniques and Tools

This assignment delves into the concept of gender mainstreaming, focusing on its implementation through various tools and techniques. It highlights the importance of analytical tools for identifying gender issues, educational tools for raising awareness and training, and consultative and participatory methods for engaging diverse stakeholders. The objective is to demonstrate how these strategies contribute to achieving gender equality in development policies and programs.

DISCUSSION
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DISCUSSION
What is gender
Gender refers to the various characteristics differentiating between femininity and
masculinity. Depending on the perspective, the characteristics can consist of biological sex (state
of being female, male or intersex), social structure (social and gender roles), and gender identity.
In addition, gender can refer to the social identity which comprise of the roles played by
individual based on their sex, however, this depends on culture. Various cultures have explicit
gender roles which are considered unique for male and female. For instance, the culture of
America and Europe was found on years of patriarchal systems and the role of women was
defined by the religious understanding. In this case, the differences that exist in the definition of
genders has been researched by anthropologists to determine the range of variation in order to
come up with an appropriate explanation of gender and the forces that determine gender roles
(Michael 2004).
In my opinion, the issue of gender and gender roles is not based on the fact that women
and men live in diverse realities, but they are caused by a lack of understanding between the two
genders. In this case, the coexistence of women and men is not always difficult or impossible.
However, many issues arise when there are assumptions or expectations of what the opposite sex
will feel or think (Caroline 2005). The recognition of each other devoid of changing each other is
one of the ideal ways to realize harmonious relationships. The major challenge we are facing in
the world today is in the recognition and accepting the differences that exist between men and
women (Nicholas 2008). In this case, the classification of females and males into gender and
social roles creates major challenges, for instance, the classification of individuals to either male

or female defines the behaviors suitable for either men or women, which will dictate access to
resources, rights, and power. However, depending on the nature in which people communicate,
the issue of gender and gender roles is slowly diminishing (Chant, Sylvia & Matthew 2000,).
References List
Flood, Michael 2004, 'Men, gender and development', Development Bulletin, vol. 64, no. March,
pp. 26-30.
Chant, Sylvia & Gutmann, Matthew 2000, 'Including men in gender and development: practice,
experiences, and perspectives from development organisations', in Chant, Sylvia & Gutmann,
Matthew, Mainstreaming men into gender and development: debates, reflections, and
experiences, Oxfam, Oxford, pp. 30-39.
Moser, Caroline 2005, 'Has gender mainstreaming failed? a comment on international
development agency experiences in the South', International Feminist Journal of Politics, vol. 7,
no. 4, pp. 576-590.
Pialek, Nicholas 2008, 'Is this really the end of the road for gender mainstreaming? getting to
grips with gender and institutional change', in Bebbington, Anthony, Hickey, Samuel & Mitlin,
Diana C (eds.), Can NGOs make a difference? the challenge of development alternatives, Zed,
London, pp. 279-297.
Gender Mainstreaming Definitions and Principles
Gender mainstreaming is the general population strategy idea of evaluating the diverse
ramifications for ladies and men of any organized approach or activity, which involves

enactment and projects, in all areas (Mary 2005). It also includes the reinventing rebuilding, and
re marking of a key piece of women's liberation in the present-day time. Mainstreaming basically
offers a diverse approach that esteems the decent variety among the two men and ladies. The
gender mainstreaming system can be ascribed to the World Conferences on Women in Beijing in
1995 which is seen as the key occasion when underlying foundations of gender mainstreaming
were founded (Booth, Christine & Cinnamon 2002).
The guideline of gender mainstreaming depends on the possibility that gender issues give
fundamental criteria respect to the arrangement of social, financial, political and association
related inquiries and difficulties. The point is to consolidate measurements of equivalent open
opportunities and gender balance for both men and ladies in every one of the strategies and
exercises of the Community (Susan 2004).
Principles of gender mainstreaming principles Include Gender-sensitive language-the
right choice of images when making materials related to the community ,Gender-specific data
collection and analysis- collected data must be evaluated and exhibited by gender Social
measurements, for example, age, ethnicity, salary and level of instruction ought to likewise be
reflected where conceivable, Equal access to and utilization of services and products-Amenities
and items must be evaluated as to their diverse impacts on ladies and men. It is essential to
recognize: Who utilizes the administrations who are the customer? (Maretha 2006) Who are the
objective gatherings? Do ladies and men have distinctive needs? Are the diverse conditions of
ladies and men considered when arranging and planning administrations? Which gathering
would endure most on the off chance that they couldn't utilize the administrations offered Are the
workplaces giving the administration fundamentally gendered and boundary free. Women and
men are equally involved in decision making, and Equal treatment is integrated into steering

processes-whereby gender budgeting and excellent administrations are included in committees
that are instrumental in planning (Margaret 2006).
References List
Alston, Margaret 2006, 'Gender mainstreaming in practice: a view from rural Australia', NWSA
Journal: a Publication of the National Women's Studies Association, vol. 18, no. 2, pp. 123-147.
Hawthorne, Susan 2004, 'The political uses of obscurantism: gender mainstreaming and
intersectionality', Development Bulletin, vol. 64, no. March, pp. 87-91
Booth, Christine & Bennett, Cinnamon 2002, 'Gender mainstreaming in the ******opean Union:
towards a new conception and practice of equal opportunities?', The ******opean Journal of
Women's Studies, vol. 9, no. 4, pp. 430-446.
Daly, Mary 2005, 'Gender mainstreaming in theory and practice', Social Politics, vol. 12, no. 3,
pp. 433-450.
Waal, Maretha 2006, 'Evaluating gender mainstreaming in development projects', Development
in Practice, vol. 16, no. 2, pp. 209-214.
Equality and Equity
Equality has been used to refer to equal prospects, rights, power, and opportunities for
men and women, boys and girls. The term equality has been used in major international
agreements like the Sustainable Development Goals to connect the relationship that exist
between gender and human rights. In other words, gender equality has been used by women in
transformative connotations, which covers the empowerment of women, equal rights, and non-

discriminations based on gender. Therefore, equality embraces all the intersectional views and
muli0- dimensions on inequalities that exist between men and women, boys and girls, which
points out towards the change of societal gender- based power associations (Jenny 2004).
On the other hand, gender equity focuses on justice and fairness regarding the needs and
benefits for men and women, boys and girls. For instance, equity is used in the humanitarian,
health, and education sector referring to an equitable distribution of resources depending on the
needs of a given group of people. In this case, equity refers to the analysis of gender needs as
they are different for men and women, boys and girls. In addition, equity has been used to
disconnect the human rights agenda from gender equality in order to avoid talking about girls
and women’s rights. In most cases, the term equity has been used by conformist actors to
emphasize on the complementarity of men and women, talk about “equal but separate” and going
forward to argue for the biological obligations meant for men and women in the society.
In my opinion, equality entails all the aspects of equity. This means that, gender equality is at
times used in neutral forms in order to note that the different needs and interests of men and
women, boys and girls have to be taken into deliberation. Nevertheless, the concept of equality
includes justice and fairness with regards to the needs and interests. In this case, equity is not
needed concept as it does not include any aspect that is missing from the concept of gender
equality. In addition, (Cornwall, Andrea, Harrison & Ann 2007) notes that, equality is not in
favor of conservatism. For instance, when equity or any other concept given in the similar
content likes gender justice, it is applied in a non- neutral way, which is a backlash on girls and
women’s rights and gender equality. In this case, it is imperative to keep in mind that the use of
equity and equality can be an indirect way of supporting repressive and conservative actors
(Rebecca 2007).

References List
Cornwall, Andrea, Harrison, Elizabeth & Whitehead, Ann 2007, 'Gender myths and feminist
fables: the struggle for interpretive power in gender and development', Development and
Change, vol. 38, no. 1, pp. 1-20.
Riley, Jenny 2004, 'Some reflections on gender mainstreaming and intersectionality',
Development Bulletin, vol. 64, no. March, pp. 82-86 .
Tiessen, Rebecca 2007, 'Windows of opportunity for transformative change', in Tiessen,
Rebecca, Everywhere/nowhere: gender mainstreaming in development agencies, Kumarian
Press, Bloomfield, CT, pp. 107-135.
Policy approaches to gender equality
Gender equality policy approaches strive to ensure that there is equal treatment and equal
distribution of resources to both men and women (Susan 2004). These policies should contribute
to the realization of human rights for all. In a society, men and women are supposed to enjoy
similar rights, opportunities and obligations. Equality for both genders is achieved when gender
equality policies enable both genders to equally share in distribution of resources, influence and
power (Mary 2007). The gender equality policies uphold promotion and support measures such
as anti-discrimination, equal opportunities for economic independence and enjoying equal access
to education. These approaches also promote the sharing of responsibilities for child-care and the
entire household. Gender equality helps in dismantling gender-related discrimination, violence,
coercion and intimidation.

In my own opinion, these policies have not quite achieved their objectives since the
world is only half-way towards achieving gender-equality. In power for instance, the gender gap
is still wide whereby women are under-represented in economic and political decision-making.
In ensuring that there is equal access to education, the girl child is still limited because women
are not in a position to pursue all the careers that they desire (Rounaq 1996). While the issue is
not really about girls lacking access to education, it is about ensuring that they reach their full
potential by addressing the elements that hinder them from doing so. In ensuring that there are
equal employment opportunities, equal pay for equal work done and advanced child-care
services, progress is still slow in achieving gender equality. Women are flooding the lower paid
economic sectors and they carry the burden of unpaid domestic work and care. The lack of child-
care services and other work-life balancing options put a constraint on their careers. Gender-
based violence remains to be the area with the widest gender gap between men and women
(Naila 2003)
References List
Hawthorne, Susan 2004, 'The political uses of obscurantism: gender mainstreaming and
intersectionality', Development Bulletin, vol. 64, no. March, pp. 87-91
Holmes, Mary 2007, 'Is gender something that we do?', in Holmes, Mary, What is gender?
Sociological approaches, SAGE, Los Angeles, pp. 40-62.
Jahan, Rounaq 1996, 'The elusive agenda: mainstreaming women in development', The Pakistan
Development Review, vol. 35, no. 4, pp. 825-832.
Kabeer, Naila 2003, 'Gender mainstreaming in poverty eradication and the millennium
development goals: a handbook for policy-makers and other stakeholders', in Kabeer, Naila,

Gender mainstreaming in poverty eradication and the millennium development goals: a
handbook for policy-makers and other stakeholders, Commonwealth Secretariat, London, p. xix,
245 p..
Gender mainstreaming tools and techniques
Gender mainstreaming is a concept that has been embraced globally to achieve gender
equality. It refers to the integration of the perspective of gender into the preparation,
implementation, evaluation of development policies and programs. To achieve this, there needs
to be a set of tools and techniques that are designed and adapted to the needs of mainstreaming.
The application of strategies which have a gender perspective calls for training, while the
development of user-friendly mainstreaming tools needs gender expertise and specialists. Firstly,
analytical tools are required to identify the gender issues facing gender mainstreaming policies.
Some of these deliver the relevant information required for the development of policies while the
others are used in the mainstreaming policy process. Many of the techniques such as carrying out
surveys, research, gathering statistics, forecasting and cost-benefit analyses cannot be applied by
one policy-maker since they need some form of institutionalism (Jenny 2004).
Secondly, are the educational tools and techniques which are meant to raise awareness
and transfer knowledge. Raising awareness entails showing how the existing norms and values
affect people’s perspectives towards reality, how they foster stereotypes and promote inequality.
It aims at stimulating some sensitivity towards general issues. Besides this, there’s training of
how to detect gender issues and how best to develop gender equality policies. Awareness raising
and training not only targets the policy makers of gender mainstreaming, but also engages all

members of society, especially those at the grassroots. Other educational tools and techniques
include follow-up action, manuals and handbooks, booklets and leaflets as well as educational
materials for schools. Lastly, are the consultative and participatory tools and techniques. Gender
mainstreaming should not involve a few gender equality specialists, but should involve unlimited
personnel including outside sources. It should also leave some room for the people who will be
directly affected by the policy. This is achieved with the use of consultative and participatory
tools which facilitate gender mainstreaming (Wadham, Benjamin, Boyd, & Michael 2007)

Reference List
Wadham, Benjamin & Boyd, Ross Michael 2007, 'Boys will be boys and girls will be girls:
gender and sexuality in school', in Wadham, Benjamin Allan, Pudsey, Jason & Boyd, Ross
Michael, Culture and education, 1st edn, Pearson Education Australia, Frenchs Forest, N.S.W.,
pp. 212-246.
Riley, Jenny 2004, 'Some reflections on gender mainstreaming and intersectionality',
Development Bulletin, vol. 64, no. March, pp. 82-86 .