Leave no one behind 4 Linking mainstreaming with

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Leave no one behind 4. Linking mainstreaming with the PPCM Brussels 8 -10 February

Leave no one behind 4. Linking mainstreaming with the PPCM Brussels 8 -10 February 2016

WHY Gender Equality in EC External Relations? • A human right and a commitment

WHY Gender Equality in EC External Relations? • A human right and a commitment towards the International Community • A key to sustainable development and poverty reduction (equitable growth) • A quality and effectiveness element

Gender Mainstreaming • concerns planning, (re) organisation, improvement and evaluation of policy processes so

Gender Mainstreaming • concerns planning, (re) organisation, improvement and evaluation of policy processes so that a gender equality perspective is incorporated in all development policies, strategies and interventions, at all levels and at all stages by the actors normally involved therein. (European Parliament and of the Council on Promoting Gender Equality in Development Cooperation, 2004)

How does mainstreaming work? Awareness, learning, data, analysis The mainstream Pilot activities, to change

How does mainstreaming work? Awareness, learning, data, analysis The mainstream Pilot activities, to change decision making processes Policy and law Institutional practice …. socioeconomic impact

How does mainstreaming work? Decision making processes evolve to include items previously out of

How does mainstreaming work? Decision making processes evolve to include items previously out of the “mainstream” Continued awareness, learning, data, analysis as a matter of course New data, analysis shed light on elements that will influence evolution of the mainstream Policy and law put in practice, regular iterative processes allow refinement as required to fit the new “mainstream” Institutional practice …. socioeconomic impact

Team Country Meetings Multi Annual Programming document Sector 1 Sector 3 Sector 2 Audit

Team Country Meetings Multi Annual Programming document Sector 1 Sector 3 Sector 2 Audit learned Evaluation Mid-term, final PROGRAMMING Lessons Action Document CLOSURE IDENTIFICATION Ex-post Monitoring Internal but possibly external (ROM) review missions and support to result reporting missions (AGR Quality Support Groups (peer reviews) FORMULATION IMPLEMENTATION Evaluation and ROM missions planned and under conditions CONSULTATION

How does this link to the current procedures? 1. Instructions for Action Document template

How does this link to the current procedures? 1. Instructions for Action Document template completion • • According to the EU Plan of Action on Gender Equality 2010 -2015, by 2013 at least 75% of all new proposals should have scored G-2 (gender as a principle objective), or G-1 (gender as a significant objective). As gender analysis is strongly recommended and in order to reflect on gender mainstreaming, the Gender Equality Screening Checklist (for project modality or for budget support) is to be used already from an early stage in the development of the proposed action. Complete the relevant checklists 2. Template for the assessment of cross cutting issues (supporting document for submission of draft Action documents to QSG): Gender; RBA, CC 3. DEVCO Companion to financial, contractual and other operational procedures, 11 the EDF: • 4. … Cross-cutting issues will need to guide in the choice of the priorities and thus of the specific objectives (and results) to be attained by the action (in particular in relation to gender equality) or in the choice of the technical options and modalities for the formulation (design) of the action (in particular in relation to environmental sustainability).

Exercise: contextual analysis • 2’ – assign a group facilitator and rapporteur • 10’

Exercise: contextual analysis • 2’ – assign a group facilitator and rapporteur • 10’ - Read the document provided – focus on the highlighted parts of document first • 40’ – discuss • Are the To. R inclusive (based on discussion in earlier sessions)? • What is lacking? • How would you address the identified gaps? Formulate recommendations • Are there any tools you would recommend? (look into your course folder) • 30’ – select presentation with complementary commentary

Group Country 1 2 3 4 5 6 Title of document Swaziland TERMS OF

Group Country 1 2 3 4 5 6 Title of document Swaziland TERMS OF REFERENCE Service Contract EDF/2015/ 368 -701 : "Support programming of the second tranche EDF 11 Social protection: Improved Access to Education and decent life for vulnerable children and their families" Zimbabwe SPECIFIC TERMS OF REFERENCE Support for the identification of a programme in support of the implementation of the i-EPA in Zimbabwe. TERMS OF REFERENCE Zambia Lusaka Transmission and Distribution Rehabilitation Project (LTDRP) – Low Voltage Distribution Network: Support to the Identification and Formulation Study SPECIFIC TERMS OF REFERENCE - FWC COM 2011 – Lot 1 HQ Technical assistance for the identification and formulation of a project to promote demand-driven VET & Skills Development Swaziland

Possible entry points for inclusiveness Swaziland To. R "Support programming of the second tranche

Possible entry points for inclusiveness Swaziland To. R "Support programming of the second tranche EDF 11 Social protection: Improved Access to Education and decent life for vulnerable children and their families" • Data used to be sex/age… dissagregated • • • Understand the multifaceted reality and design action to respond to it What can be said about participation of “the vulnerable” in the proposed action? How will the situation be compensated? • • If inexistent use the action to support institutions to generate them E. g. Interest groups, methodology for collection of different points of view, . . . Explore the connection between the wellbeing of children and their domestic context • who are the primary care takers and how they interact with the Soc. Pro system as is? :

Possible entry points for inclusiveness To. R Support for the identification of a programme

Possible entry points for inclusiveness To. R Support for the identification of a programme in support of the implementation of the i-EPA in Zimbabwe • • • Make use and create demand for sex-disaggregated data. Ensure that women’s needs and priorities are voiced, understood and addressed. Avoid reinforcing gender inequalities, by ignoring the existing gender relations and power disparities between women and men. • • • Taxation on basic goods…, Tax benefits… Plan gender-specific actions, to address problems relating more particularly to one or the other gender, either as separate initiatives or as part of larger programmes. Adopt longer term “transformative” perspectives, supporting women’s participation in decisionmaking and changing prevalent negative attitudes on women’s leadership capacities and social roles. Engage men, creating awareness of gender disparities and proving the benefits of gender equality for communities and the household. Bigger picture (EPA) small picture (impact on entrepreneruship…) How will the programme impact existing (informal) activities of women and men? Identify activities within the traditional sector that could be considered as high- value niches for export development. Look at social impact assessment and follow through recommendations…. should mention the poverty reduction and linked between growth and poverty reduction impact of trade and link to sectors that are key for women economic expand the range of stakeholders consulted to understand impact of trade agreement trade should report on human rights like dev co

Possible entry points for inclusiveness Lusaka Transmission and Distribution Rehabilitation Project (LTDRP) – Low

Possible entry points for inclusiveness Lusaka Transmission and Distribution Rehabilitation Project (LTDRP) – Low Voltage Distribution Network: Support to the Identification and Formulation Study • What is the SNDP or NEP saying about equality and inclusiveness? • • What can be said about formal vs. informal activities and their benefiting from the new action? • • Are we convinced that this action will contribute to equality? Women/ men representation in formal/ informa/? Which data can be collected throughout the programme to monitor the impacts for women and men (for example, sex-disaggregated user surveys, feed- back/complaints channels, direct observation of infrastructure use)? Who will be responsible for collecting this data, and how frequently? Will they be trained in participatory, gender-sensitive data collection techniques? How do women and men's traditional activities affect their travel patterns, needs and priorities? For example, what proportion of women's time is spent travelling to fulfil their domestic responsibilities? What is the impact of women’s (and girls’) unpaid work on their opportunity to engage in paid work (or education)? Look at what is the connection with “people” Look at the gender and energy section of the country profile Look at the child rights tool kit

Possible entry points for inclusiveness To. R Technical assistance for the identification and formulation

Possible entry points for inclusiveness To. R Technical assistance for the identification and formulation of a project to promote demand-driven VET & Skills Development 2015/369206 • • Data disaggregated? existing differences in women’s and men’s access to training and employment N Not surprisingly the gender –based occupational segregation noted elsewhere in the labour market overall is usually present also within the TVET system itself and can result in the creation of further internal obstacles to women’s access to and participation in that system. TVET institutions/ curricula gender sensitive? family obligations, restricted travel, or restrictions on contact with men and non-family members accounted for? opportunity to challenge rather than to confirm gender-based occupational segregation; How will obstacles for women be addressed? Accessibility, retention, prospect, empowerment…