GTCoP - Community of Practice Training for Gender Equality

This manual is designed to help organisations in the energy sector to introduce gender mainstreaming at different organisational levels. The manual contains: an introduction on the importance of gender responsive initiatives in the provision of energy efficient technologies; section 1 on the way gender stereotypes influence perceptions; section 2 on national and international legal frameworks on women's rights; section 3 on the distribution of labour; section 4 on gender roles; section 5 on the interconnection between gender, access to energy services and HIV; section 6 which introduces three case studies on the analysis of practical gender needs and strategic gender interests; section 7 on preparing a matrix action plan; section 8 on developing indicators for monitoring and evaluation system; and a form to evaluate training.

This manual aims to provide trainers, gender experts and other professionals tasked with capacity building or gender mainstreaming with a step-by-step guide on how to present complex topics linked to gender equality in an understandable, easy to follow and participatory manner. The manual covers: how to organise and plan a training; gender, gender concepts and definitions; conducting gender analysis; gender mainstreaming in organizations; and Ggnder mainstreaming in projects/programmes. 

This training guide provides information for organisations worldwide that seek to add water, sanitation and hygiene (WASH) activities to their programmes or to start a diarrhoea reduction programme. The guide is intended for use by any organization that works with, or is about to start working with outreach workers - local individuals who work at the community level. It aims to train outreach workers so that they are well-equipped to support communities to adopt healthier behavious related to water, sanitation and hygiene (WASH). 

This package is designed to help address the WASH in Schools monitoring deficit at the national level, offering a resource for WASH and education professionals and practitioners to strengthen national monitoring systems and to improve the quality of monitoring at the project level. The package consists of three modules: (1) the EMIS module offers a set of basic monitoring questions on WASH in Schools to be incorporated into national Education Monitoring Information Systems (EMIS), usually administered annually; (2) the survey module provides a more comprehensive set of questions, observations and focus group discussion guidelines for use in national WASH in Schools surveys and for sub-national, project level or thematic surveys; and (3) the children’s monitoring module, a teacher’s guide and tool set for the monitoring of WASH in Schools by students, including observation checklists, survey questions and special monitoring exercises.

The purpose of this toolkit is to provide guidance to ACDI/VOCA staff and consultants on how to conduct gender analysis studies, assessments and audits.It provides tools and methods for these studies, and guidance on how to operationalize a study from start to finish. The first three sections describe the three phases of gender analysis studies, assessments, and audits: 1) preparing for gender studies; 2) conducting fieldwork; 3) analysing, validating, and reporting data in a way that translates gender study findings into action. The fourth section is a series of annexes with a number of user-friendly gender study tools.

The toolkit introduces the European Commission’s Gender-Age Marker for humanitarian action. It provides an overview of the tool and its application, as well as guidance on how to integrate gender and age concerns in humanitarian action and on how to apply the marker to humanitarian projects. The toolkit addresses different audiences with varying needs and contains detailed guidance for policy makers, managers and humanitarian staff, including champions for gender and age within humanitarian organizations and humanitarian workers more generally. 

The toolkit and accompanying report offers important guidance on how and why to address undernutrition with gender-sensitive agriculture interventions. The toolkit aims to integrate agriculture and nutrition interventions, and add a strong focus on gender to strengthen linkages between nutrition, agriculture, and water and sanitation (WASH) interventions. The toolkit comprises eight steps, each providing questions to consider at different stages of program development, and each including an appropriate combination of data collection, analysis, and community consultation methods. 

The IASC Gender Marker is a tool used to assess how well gender is integrated into a project. ‘Tip sheets’ on gender equality in various aspects of humanitarian response, e.g. food security, health, and so on, form part of the tool, and this two-pager deals with gender equality in emergency WASH interventions. A checklist sets out key questions and considerations for needs assessments, and project activities and outcomes, and sample activities and indicators are provided to support project analysis and implementation.

This tookit is a practical guideline on how to mainstream gender and vulnerability concerns into institutional and programme/project development. It can also be used for conducting gender analysis. It contains questions that need to be considered in determining the implications of the sector activities for women and men, girls and boys. Thus, this publication is a step towards strengthening the institutional and individual capacity to undertake gender mainstreaming in the water and sanitation programmes. 

This toolkit aims to support Save the Children to put into practice - in programme strategy, planning, design, implementation, monitoring, evaluation, accountability, and learning - the Save the Children Principles for Gender Equality. The document is laid out in four sections. The introduction explains how to use the toolkit, defines key gender equality concepts, describes Save the Children’s approaches for gender sensitive programming and provides lessons learned and best practices for gender mainstreaming. The second section shows why gender mainstreaming is critical to the organization's work and why mainstreaming gender equality into programming yields better results. The third section explores different groups who affect and are affected by gender norms. The fourth section, 'how', provides guidance on gender mainstreaming across the programme cycle and in thematic areas. Additionally, it highlights 4 tools that can be used to conduct gender analysis.