GTCoP - Community of Practice Training for Gender Equality

This toolkit focuses on 'how-to' incorporate a gender perspective in the overall planning and practices of disaster management. By providing hands-on training activities and reflection exercises, it is useful for all those engaged in disaster management – policy makers, donors, NGOs and researchers dedicated to fostering resilient and equal communities. It is grounded in research about gender mainstreaming strategies used by NGOs and the Government in their responses to, and management of, the tsunami in Tamil Nadu, India. Although the toolkit is based on disaster management in a specific context, it develops insights on the broader “nuts and bolts” of gender mainstreaming by building on lessons learned from the tsunami-response.

This guide focuses on building the capacity of religious leaders to address gender-based violence (GBV) in their communities, particularly in relation to HIV. The USAID Health Policy Initiative the team decided created this advocacy guide for working with religious leaders, communities, and institutions to learn about GBV and HIV; highlighting why they should address the issues; and how they can address them through specific activities and approaches. Secular organizations working on GBV and HIV also can use this guide to find examples of how to collaborate with religious leaders, communities, and institutions. Thus, this guide helps to take an issue that traditionally is kept silent and private—particularly in religious communities—and places it on the agenda of religions throughout the world as they seek to address HIV in an effective and holistic manner.

This guide offers an overview of gender issues for rural finance practitioners. By focusing on rural microfinance (defined as “all financial services that are accessible to poor and low-income rural households and individuals”), it highlights questions that should be asked and addressed by gender mainstreaming in this area. The guide’s intended users include the International Fund for Agricultural Development’s (IFAD); country programme managers and staff; technical partners; microfinance institutions; gender practitioners who work in rural microfinance; and academic researchers in the fields of gender and microfinance.

Gender bias in academia is alive and well. Identifying and understanding the distinct patterns of gender bias is the first step towards ensuring that bias does not derail your career. The Center for WorkLife Law, with support from a NSF ADVANCE leadership grant, has developed this on-line gender bias training that teaches you to identify the four basic patterns of gender bias.

This handbook provides tools for actors involved in training for gender equality as a strategy for gender mainstreaming. It does so by disseminating successful experiences, as well as challenging cases in the European context. By presenting training experiences from five European countries (Denmark; Estonia; Germany; Greece; and Iceland) the handbook outlines the different approaches which have been applied in training for gender mainstreaming. The document also offers a glossary of key terms; background information on gender mainstreaming and gender equality policies in the five countries; and targeted recommendations for moving forward in this field.

These guidelines aim to define and present quality standards, in order to familiarise facilitators and contractors with the essential elements of successful gender equality/diversity training workshops in the European Union. The document includes a list of quality standards with indicators and illustrative examples, as well as suggestions for assessing, measuring and reflecting upon the quality of gender equality training. Its chapters tackle conditions for gender mainstreaming; the content of gender equality training; training methodology and methods; and the profile of facilitators. The standards presented are by no means exhaustive. Rather, they are intended to initiate further reflection and discussion.

This manual fosters media educators’ skills to further gender mainstreaming. It is grounded in the understanding that the media is both a conveyor of stereotypes and a force for change. Gender trainers should be interested in what the media is saying to the people whose minds and habits they seek to transform; in transforming the media itself; and understanding entry points for doing so. The manual provides 125 exercises and examples on media training, helping trainers understand how and where gender comes into each area. It is intended to be used by media trainers in Southern Africa at five levels – entry level (vocational); university; in-service; commercial; and NGO training.

This training manual can be used by trainers working to mainstream gender within the field of science and technology. It is divided into four modules that outline the importance of achieving gender equality in science and technology. Each module answers the key questions of “why?”, “what?” and “how?” gender equality can be achieved in science and technology. The exercises presented encourage participants to be active and fully engaged throughout the training experience. Although the manual was designed for members of the Asia Pacific Gender Equity in Science and Technology (APGEST) network, government ministries and departments, it can be adapted and used by NGOs, CSOs, scientists, educators and others.

This series of training manuals equips three key audiences to prevent and respond to school-related gender-based violence: Doorway I is directed at students (aged 10-14); Doorway II addresses community members; and Doorway III is geared towards teachers. These three groups can create a critical mass in schools to bring about transformative, lasting change in both the classroom and the larger community. Working at the community-level is central to making schools safe, and thus these training manuals can be used as a strategy integrated into any comprehensive national or local plan to tackle gender-based violence.

This handbook provides a handpicked selection of exemplary English-language sexuality education materials. Intended to serve as a source of ideas, examples and inspiration for educators developing their own education curricula on sexuality, the lesson plans use creative, interactive, learner-centered teaching strategies. They are adaptable to diverse cultural settings; address gender issues; challenge discriminatory attitudes and behaviors; and present sexuality as a positive part of life rather than something to be feared or shrouded in taboos. These classroom-ready lessons are appropriate for 10 to 19-year-olds. Some may require considerable adaptation to be relevant and effective, depending on the cultural context; level of community support; and students’ knowledge and experience.