Chapter 1: Gender and Youth in Value Chain

Gender concept
• Gender refers to the characteristics of women, men, girls and boys that are
socially constructed.
• This includes norms, behaviors and roles associated with being a woman, man, girl
or boy, as well as relationships with each other. As a social construct, gender varies
from society to society and can change over time.
• In a very shorthand way, gender refers to the roles, behavior, attitudes, and
activities that society assigns to men and women.
• It refers to the power relations between men and women in a given society
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 There are four different types of genders that apply to living
and nonliving objects.

1. Masculine gender: It is used to represent a male subtype.

 Examples are – king, man, boy, Father,

 2. Feminine gender: It is used to represent the female

subtype.

3. Neuter gender: It is used to denote nonliving and lifeless things.

Examples are table, hair, city, etc.

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4. Common gender: It represents either a male or female sex.

Examples are teacher, students, parent etc

What is sex?
Sex is usually categorized as female or male but there is variation in
the biological attributes that comprise sex and how those attributes
are expressed.
“Gender “and its difference from “Sex”
• sex is connected with biology, whereas the gender identity of
men and women in any given society is socially and
psychologically (and that means also historically and
culturally) determined.

• Gender is learnt through a process of socialization (It is

providing the individual with the skills and habits necessary

for participating within their own society)

• Socialization is thus ‘the means by which social and cultural
continuity are attained’ and through the culture of the
particular society concerned.
 Gender refers to the roles, behavior, attitudes, and
activities that society assigns to men and women.

• It refers to the power relations between men and women in a

given society.
• Gender’ is different from ‘Sex’ in that sex refers to
the biological difference between male & female
• Gender is socially constructed and it is:

 the social differences or roles allotted to women and

men.
 Roles that are learned as we are growing up.

 Change over time(with increasing rapidity as the rate of

technological change)
 depend on our culture, ethnic origin, religion,education, and
other environment that we live.
• People are born biologically female or male, but they learn
femininity and masculinity.
• That is, they are brought up to act and behave to be girls and boys
who grow into women and men.
• They are, therefore, shaped by the society to learn the socially
accepted behavior, attitude, roles etc
• These learned characteristics are what make up gender identity and
determine or govern gender roles in a given societal context.
• They can change over time and they vary within and between
cultures.
• What it means to be a 'real man' in any culture requires male
sex plus what our various cultures define as masculine
characteristics and behaviors, likewise a 'real woman' needs
female sex and feminine characteristics.
• To summarize:
 ‘Man' = male sex+ masculine social role (a 'real man',
'masculine' or 'manly')
 'Woman' = female sex + feminine social role (a 'real
woman', 'feminine' or 'womanly').
List down the typical characteristics of
a man and a woman
MAN (masculinity) WOMAN(Femininity)
Tough Caring
Active
Rational
Providing Sensitive
Soft

Public Domestic

Thick skinned Emotional

Hard and rough
• Biological and physical conditions (chromosomes, external and
internal genitalia, hormonal states and secondary sex
characteristics) lead to the determination of male or female sex.
• To determine gender however, social and cultural perceptions
of masculine and feminine traits and roles must be taken into
account.
• Gender is understood as a hierarchy that exists in society, where
one group of people(men) have power and privilege over another
group of people (women) (Delphy,1993).
Gender
Sex
 Biological constructed

 Socially constructed

 Dynamic concept  Determined by GOD

 Determined by culture, 
Static concept
societies, norms etc

 
EXCERCISE SEX vs. GENDER: Statements about
men and women
1. Women give birth to babies, men don't. (S)
2. Girls are gentle, boys are rough. (G)
3. Amongst Indian agriculture workers, women are paid
40-60 per cent of the male wage. (G)
4. In Europe, most long-distance truck drivers are men.
(G)
5. Women can breastfeed babies, men can bottle-feed
babies. (S)
 1.1.2. Gender stereotype
 A gender stereotype is a generalized view or preconception about
attributes or characteristics, or the roles that are or ought to be
possessed by, or performed by, women and men.
 A gender stereotype is harmful when it limits women's and men's
capacity to develop their personal abilities, pursue their
professional.
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 Gender stereotype is belief about the personal attribute of females
and males.
 Personal attribute basically means treat that makes up your
personality, which define who you are as a person.
 For example, girls and women are generally expected to dress in
typically feminine ways and be polite, accommodating, and
nurturing.
 Men are generally expected to be strong, aggressive, and bold.
Every society, ethnic group, and culture has gender role
expectations, but they can be very different from group to group.
 3.1.2. Gender violation and discrimination
 Gender discrimination is when someone is treated
unequally or disadvantageously based on their gender but
not necessarily in a sexual nature.
 This includes harassment/discrimination based on sex, gender
identity, or gender expression
 Gender-based violence is violence mainly committed towards
women and girls, including rape, harassment, and female
genital mutilation.
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 Any acts of Gender based violence that results in, or is
likely to result in physical , sexual or psychological harm
or suffering to women , including threats of such acts ,
pressure or arbitrary deprivation of liberty ,weather
occurring in public or privet life
 1.1.4. Gender empowerment
• Gender empowerment is the empowerment of people of any
gender.
• While conventionally, the aspect of it is mentioned for
empowerment of women, the concept stresses the distinction
between biological sex and gender as a role, also referring to
other marginalized genders in a particular political or social
context
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 Type of Gender empowerment
• However, it is possible to help women defend
themselves against these injustices with different
kinds of empowerment, such as social, economic,
educational, political, and psychological
 WHAT IS EMPOWERMENT?
• The term empowerment has different meanings in different
sociocultural and political contexts, and does not translate easily
into all languages. An exploration of local terms associated with
empowerment around the world always leads to lively discussions.
• Some of these terms include self-strength, control, self-power, self-
reliance, own choice, life of dignity in accordance with one’s
values, capable of fighting for one’s rights, independence, own
decision making, being free, and capability
• Empowerment is the expansion of freedom of choice and action
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• Empowerment includes the following, or similar, capabilities:-

• The ability to make decisions about personal/collective

circumstances
• The ability to access information and resources for decision-making

• Ability to consider a range of options from which to choose (not

just yes/no, either/or.)
• Ability to exercise assertiveness in collective decision making

• Having positive-thinking about the ability to make change

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• Ability to learn and access skills for improving personal/collective
circumstance.
• Ability to inform others’ perceptions though exchange, education
and engagement.
• Involving in the growth process and changes that is never ending
and self-initiated
• Increasing one's positive self-image and overcoming stigma

• Increasing one's ability in discreet thinking to sort out right and

wrong
1.1.5. Gender Division of Labor (GDoL)
• Gender division of labor (GDoL): is the result of how
society divides work among men and women according to
what is considered suitable or appropriate.

 Allocation of activities on the basis of sex

• The gender division of labor is a central feature of gender
inequality, both in its economic aspects and in the social
construction of gender identities (Huber 1991; Lorber 1994).
• The typical characteristics assigned to women and men are
discriminatory that limit and even damage individual lives. 
 Write down the activities of man and
woman in your home
TIME WOMAN MAN

5 am
6 am
7 am
…….
……
……
Features of the Gender Division of Labor
• The gender division of labor in the family denotes separate labor
assignments in the household according to sex.
• Many women are chiefly responsible for housework and
childcare regardless of their other work; men’s chief
responsibilities are non-domestic work in the economic sector
and in other social and cultural institutions.
 Yet, this gender-based division of labor does not mean simply
that men and women do different work.
• The gender division of labor is a set of arrangements that
produces gender, and in which men as a group occupy a more
advantageous position than women as a group in its hierarchy
of gender relations.
• By making women primarily responsible for unpaid or low
paid housework and childcare and by making men primarily
responsible for wage labor.
• The gender division of labor tends to benefit men and keeps
women, by and large, unequal to men.
1.1 .6. Triple roles of gender
• In all societies men and women play different roles, have
different needs, and face different constraints.
• Gender roles differ from the biological roles of men and women,
although they may overlap in nearly all societies.
• Gender roles are socially constructed, learned, & dynamic.

• They demarcate responsibilities between men and women in

social and economic activities, access to resources and decision-
making authority.
• Society assigns different roles to men and women.

• These gender-differentiated roles are moreover shaped by ideological,

historical, religious, ethnic, economic and cultural determinants.

• These roles may show similarities and differences between societies

within a country and between countries.

• Yet, the different roles can generally be categorized in to three, these
are: Productive, Reproductive and Community management.

Productive role:--Productive works are any kind of activities/ works done

to obtain payment in cash or kind and have exchangeable value.
• Includes marketable goods that have exchange value and consumable
goods (at home) which have use value.
• Both women and men undertake this role.

• Yet, the role is mainly considered to be men’s role and even if women
undertake the role it is mostly unrecognized.
 E.g. Wage workers, farming activity.
Reproductive role:- involves the care and maintenance of the
household and its members.

 e.g bearing and caring for children, preparing food,

collecting water and fuel, shopping, housekeeping, and
family health-care.
• In poor communities, reproductive work is, for the most part,
labour-intensive and time-consuming.
• It is almost always the responsibility of women and girls.
Community management role:--These are activities undertaken
at local community level And these include, voluntary unpaid
or paid work, undertaken in “free & volunteer time”.
 • It is important for the spiritual and cultural development of
communities and as a vehicle for community organization
and self determination.

• It is the role of both women & men. Nevertheless, in most

cases men’s participation is paid in cash or kind (status &
leading position).

• Community roles are those undertaken primarily by women

at the community level as an extension of their reproductive
roles to maintain scarce resources of collective
consumption such as water, health care and education.
Eg. organizing festivals or ceremonies, receiving visitors, or
maintaining a village resource.
 1.2. The concept of youth
• There is no universally agreed international definition of the
youth age group.
• For statistical purposes, however, the United Nations without
prejudice to any other definitions made by Member States
defines 'youth' as those persons between the ages of 15 and 24
years
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• YOUTH is best understood as a period of transition from the
dependence of childhood to adulthood's independence.
• That's why, as a category, youth is more fluid than other fixed age-
groups. Youth is the future of society.
• The young generation simply needs to renew, refresh and
maintain the current status of society.
• When the youth contributes his ideas and energy to resolve social
issues, he becomes a capable leader and can also make a difference
in the lives of others.
 1.2.1. Constraints faced by the youth
 Quality Education. Our youngster's future depends on the
quality of education.
 Peer Pressure. Youngsters today face this issue quite often and
all are not able to withstand this pressure.
 Home environment.
 Depression.
 Lack of Self-confidence.
 Poverty.
 Inadequate Employment Opportunities.
 Stress & Time Management
Practical and Strategic Gender Needs/ Interests (PGN and
SGN)
• Gender Needs: requirements of women and men to improve their position
and status .

• Practical gender needs are needs identified by women that do not challenge
their socially accepted roles.

• These needs relate to fulfilling their productive, reproductive and community

roles and responsibilities.
 which include basic, practical necessities such as shelter, employment
and food.

• Strategic gender interests on the other hand, challenge existing gender roles.
• They reflect demands that aim for equity for women, and begin with the
assumption that women are subordinate to men as a consequence of social
and institutional discrimination against women.
• Differentiating practical needs from strategic gender
interests provides insights for gender planning and
evaluation and can be used as basis for identifying
positive actions.
• For evaluation purposes, assessing the extent of
responding to both practical and strategic gender needs
can inform the impact of projects and initiatives.
• Men and women in a given society have different
needs and interests.
General Concepts of Practical Gender Needs (PGN)
• Practical gender needs are the needs women identify in
their socially accepted roles in society.
• Practical gender needs do not challenge the gender division of
labor or women's subordinate position in society, although
rising out of them.
• Practical gender needs are a response to immediate perceived
necessity, identified within a specific context.
• They are practical in nature and often are concerned with
inadequacies in living conditions such as water provision,
health care, and employment.
General Concepts of Strategic Gender Needs (SGN)
• Strategic gender needs are the needs women identify because
of their subordinate position to men in their society.

• They relate to gender divisions of labor, power and

control and may include such issues as legal rights,
domestic violence, equal wages and women's control
over their bodies.
• Meeting strategic gender needs helps women to
achieve greater equality.
• It also changes existing roles and challenges
women's subordinate position.
• Strategic gender needs are those needs that are
formulated from the analysis of women's
subordination to men.
Strategic gender needs may include:
 The abolition of the sexual division of labor
 The alleviation of the burden of domestic labor and
childcare;
 The removal of institutionalized forms of discrimination
such as rights to own land or property, or access to credit.
 The establishment of political equality, freedom of choice
over childbearing and
 The adoption of adequate measures against male violence
and control over women.
Indictor Practical needs Strategic gender need
   Mostly short –term  Mostly long-term
Main features  Site specific  Common to almost all women

 Can be identified easily by women  Not easily identifiable by women

themselves themselves
 Related to daily needs – food, shelter,  Relate to the status of women, lack
income, health, of resources, education, limitations
on rights, vulnerability to violence,
poverty
   Tends to involve women as recipient or  Involves women as agents of
  beneficiaries change, or enables women to
Strategy become agents
 Can improve the condition of women’s lives  Can improve the position of women in a
society
. Generally does not alter traditional roles and Can empower women and transform
relationships relationships
 Tends to involve women as recipient or  Involves women as agents of change, or
beneficiaries enables women to become agents
 1.4. Facilitating Gender Equitable Value Chain
Development
• Training and facilitating the return of benefits to women who
are producers and suppliers are among the basic principles
for gender-equitable value chain development.
• However, although increases in financial, human, and social
capital
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 How to facilitate gender equality
• From increasing women's representation in leadership and decision-making
to redistributing care-work and productive resources, progress towards a
gender equal and sustainable future starts with taking action today.
• Empower women smallholders.

• Invest in care.

• Support women's leadership.

• Fund women's organizations

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• What is the role of gender in value chain Development?

• Gender relations affect and are affected by the ways in which value
chains function. 

• Gender is thus an important aspect of value chain analysis.

Value chains offer tremendous opportunities to men and women

through better market linkages and employment opportunities.

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Chapter Two Gender Analysis Framework /Tools

•
 What is Gender Analysis?
 Gender analysis refers to the variety of methods used to
understand the differences in men and women's lives,
including those which lead to social and economic inequity,
and applies this understanding to policy development and
service delivery.
 It is a systematic process of identifying the differences in and
examining the related needs of the roles, statuses, positions
and privileges of women and men
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 This analysis is based on the premises that gender is a critical
variable in the development process.
 Gender analysis should be a prior activity of any development
intervention or the design of any specific gender strategy.
 Gender analysis offers information to understand women's and
men's activities, their access and control over resources, the
underlying causes of inequities and tools that can be used to
address disparities to achieve positive change for women
 What Can Gender Analysis Tells Us?
 An analysis of gender relations can tell us who has access, which
has control, who is likely to benefit from a new initiative, and who
is likely to lose.
 It can also provide information on the potential direct or indirect
benefit of a development initiative on women and men, on some
appropriate entry points for measures that promote equality within
a particular context, and on how a particular development initiative
may challenge or maintain the existing gender division of labor.
• The information obtained from gender analysis serves:

• To devise/ plan measures for equity to address disparities,

• To establish benchmarks for evaluation of the project performance.

• To design effective resource use strategies for programs/projects.

• To devise mechanisms of increasing women's participation,

• To develop indigenous community resource management

techniques, and
• To identify and remove gender discriminatory institutions.
 2.1. Gender Analysis Frameworks
• For the implementation of the results of gender analysis,
resources and commitment are necessary.
• In addition, gender analysis considers three important points:

• It requires skilled professionals with adequate resources

• It benefits from the use of local expertise, and

• The findings must be used to actually shape the design of

policies, programs and projects.
 Tools for Gender Analysis
• Over the last ten years, gender analysis has grown and developed.

• It is no longer a single perspective but several.

• There are a variety of tools that have been developed.

• The conceptual models that have framed gender analysis include

the:
 Harvard analytical framework
 The Moser Framework
 The Gender Analysis Matrix (GAM) Framework
 Harvard Analytical Framework 
• The Harvard Analytical Framework is also known as the
Gender Roles Framework or the Gender Analysis
Framework.
• Its primary use is likely to be for academic research or
desk based studies.

• Developed by the Harvard Institute for International

development in collaboration with the WID office of USAID,
and based on the WID efficiency approach.

• It is one of the earliest gender analysis and planning

frameworks.
Aims of the Harvard framework:

1. To demonstrate that there is an economic rationale for

investing in women as well as men.

2. To assist planners design more efficient projects and

improve overall productivity.

3. To emphasis the importance of better information as the

basis for meeting the efficiency/equity goal.

4. To map the work of men and women in the community and

highlight the key differences.
Characteristics Features
• The framework consists of a matrix for collecting data at the
micro (community and household) level.
• It has four interrelated components:
Activity profile: It answers the question, "who does
what?", including gender, age, time spent and location
of the activity
Access and control profile: It identifies the resources used
to carry out the work identified in the activity profile,
and access to and control over their use, by gender
Analysis of influencing factors : It charts factors that
influence gender differences in the above two profiles
The project cycle analysis: It examines a project or intervention
in light of gender-disaggregated information.
• This is a list of questions which the user can apply to a project
proposal or area of intervention to examine it from a gender
perspective using gender disaggregated data, and charting the
differential effects of social change on women and men.

Gender-disaggregated : Data broken down by sex, age or other

variables to reflect the different needs, priorities and interests of
women and men, and their access to and control over resources,
services and activities.
Uses of the Harvard framework:
 Best suited for project planning, rather than programme or
policy planning
 As a gender-neutral entry point when raising gender issues with
constituents resistant to gender relations and power dynamics.
 For baseline data collection

 In conjunction with Moser’s framework, to draw in the idea of

strategic gender needs
Strengths of the Harvard framework:
• It is practical and hands-on.
• Once the data have been collected, it gives a clear picture of
who does what, when and with what resources- It makes
women’s role and work visible.
• It distinguishes between access to and control over resources.
• Access: gives a person the use of a resource Ex: land to grow
crops
• Control: allows a person to make decisions about who uses
the resource or to dispose of the resource. Ex: sale of produce
• It can be easily adapted to a variety of settings and situations.
• It is relatively non-threatening, because it relies on "facts" only.
Weaknesses
• The focus on economic efficiency assumes a technical fix
rather than socio-political.
• It focuses only on gender roles rather than relations-
results in a focus on gender awareness rather than
inequality and a lack of any power analysis.
• Non-participatory, top down, extractive and over-
simplified- based more on rural livelihoods.
• It does not delineate/ explain/ power relations or decision-
making processes.
 Therefore, the framework offers little guidance on
how to change existing gender inequalities.
• It tends to result in gender-neutral or gender-specific
interventions, rather than those that can transform existing
gender relations.
• Tends to oversimplify, based on a somewhat superficial, tick-
the-boxes approach to data collection
• It Ignores other underlying inequalities, encouraging an
erroneous view of men and women as homogeneous
categories
• It Emphasizes separation of activities and resources based on
sex or age, ignoring connections and co-operative relations
across these categories.
• This can result in projects that may misbehave or cannot
tackle women’s strategic gender needs.
2.4 Moser Framework
• Caroline Moser developed this framework as a method of gender
analysis at the Development Planning Unit (DPU), University of
London, UK in the early 1980s.
• Moving from analysis into action, Caroline Moser further
developed it into a gender policy and planning method.
• Moser's method was presented as a mainstream planning
methodology in its own right, like urban or transport planning.
Aims of the framework
• The Moser Framework aims to set up 'gender planning' as a type of
planning in its own right:
• Gender Planning: A planning approach that recognizes the different roles those
women and men play in society and the fact that they often have different needs.
 The goal of gender planning is the emancipation/freeing of women from
their subordination, and their achievement of equality, equity, and
empowerment.
• This will vary widely in different contexts, depending on the
extent to which women as a category are subordinated in
status to men as a category.

• Moser characterizes gender planning as distinct from

traditional planning methods in several critical ways:

 it is both political and technical in nature.

• It recognizes that there may be institutional /political
resistance to addressing and transforming gender relations
 it assumes conflict in the planning process.
 it involves transformatory processes.
 it characterizes planning as "debate".
The Framework

• At the heart of the Moser Framework there are three concepts:

 Women's triple role;
 Practical and strategic gender needs;
 Categories of WID/GAD policy approaches (policy matrix).
 
Moser Tool 1: Gender roles identification / triple role

 This tool involves mapping the gender division of labor by

asking 'who does what?'

 mapping all activities men/women and boys/girls do in 24 hour

period.
Moser Tool 2: Gender needs assessment
• Practical needs can be obtained from respondents, but strategic
needs can be identified from qualitative research
• Moser's concept is based on the idea that women as a group
have particular needs, which differ from those of men as a
group; not only because of women's triple work role, but also
because of their subordinate position to men in most
societies.
• Moser distinguishes between two types of gender needs.
Moser Tool 3: Disaggregating control of resources and
decision-making within the household.
• This tool asks the questions: Who controls what? Who decides
what? How?
• Who has control over what resources within the household, and
who has what power of decision-making?

Moser Tool 4: Planning for balancing the triple role

• This asks whether a planned intervention will increase a
woman’s workload in one role with consequence to her other
roles.
Moser Tool 5: Distinguishing between different aims in
interventions: the WID/GAD Policy Matrix

• The Moser Framework encourages users to consider how

different planning interventions transform the subordinate
position of women, by asking:

• To what extent do different approaches meet practical

and/ or strategic gender needs?

• To support this, Moser gives an analysis of five different types

of policy approach.
• Welfare, equity, anti-poverty, efficiency, and empowerment
approach.
Uses of Moser Framework
 Planning at all levels
• The Moser Framework can be used for planning at all
levels, from regional to project planning.(from NGOs to
government ministries)
 Training for awareness-raising, programme planning, and
implementation
• The Moser Framework is frequently used in training on gender
issues to raise awareness of women's subordination, including
their unequal workload, and to find potential ways of
challenging these.
Strengths of Moser Framework
1.Accessible and easily applicable
• Moser Framework easy to use, accessible, easily taught and
communicated, and easily applicable to their work
2.Moves 'planning' beyond technical concerns
• The Moser Framework moves users from a purely technical
approach to planning towards an understanding of its political
significance.
• The framework recognises that institutional/ political
resistance to addressing, and transforming, gender relations is
likely.
3.Speaks to planners in their own 'language'
• Moser's Framework brings women's subordination into the
planning discourse, and challenges planners in terms that they
are familiar with.
4. Challenges inequality
• Moser's concept of planning aims to challenge unequal gender
relations and to support women's empowerment.
5.Powerful tools of practical and strategic gender needs
• The concepts of practical and strategic gender needs have
proved powerful tools for judging the impact that a
development intervention has on gender relations.
6.The concept of the triple role makes all areas of work
visible
• The triple role makes visible work that tends to be invisible,
and helps to promote fairer valuing of tasks.
7.Sorts policy approaches and encourages questioning an
intervention's purpose
• By categorizing various WID/ GAD policy approaches to
development, Moser helps us think through the main policy
assumptions.
 The Gender Analysis Matrix (GAM) Framework

 The Gender Analysis Matrix is an analytical tool that uses

participatory methodology to facilitate the definition and analysis of
gender issues by the communities that are affected by them.
 It is an analysis to be carried out by the community about the
impacts of a proposed project on itself, with help of such a
grassroots worker.
 All request knowledge for Gender analysis exist among the people
whose lives are the subject of the analysis. .
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• Gender analysis does not require the technical
expertise of those outside the community being
analyzed except as facilitators.
• Gender analysis cannot be transformative unless the
analysis is done by the people being analyzed
 2.4. Women‟s Equality and Empowerment
(Longwe) Framework
 This frame work was developed by sara Hlupekile a gender expert
from Lusaka, Zambia.
 Aim of this framework to achieve women’s empowerment by
enabling women to achieve equal control over the factor of
production and participant equally in the development process.
 Future of this framework also longew argue that poverty arise not
from lack of productivity but from oppression and exploitation.
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• The core of Longwe's work is the five levels

of equality and empowerment.
• These five levels are welfare, access,
conscientization, participation and control.
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 The framework

 Sara Longwe argues that much of the development

literature examines to what extent equality between
women and men has been achieved according to the
conventional sectors of economy and society: equality in
education, employ­ment, and so on.
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 This system of analyzing equality by sectors concentrates on
separate areas of social life, rather than on women's equality in the
develop­ment process.
 In the Longwe framework, development means

 enabling people to take charge of their own lives, and escape from
poverty
 poverty is seen as arising not from lack of productivity, but from
oppression and exploitation.