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IASC Gender Marker analysis and coding

IASC Gender Marker analysis and coding . Content. Purpose of the IASC Gender Marker How it works The difference it makes Help…what to do when there is no gender information? Project design Resources. Purpose. Efficient and effective targeting -filling the ‘evidence gap’

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IASC Gender Marker analysis and coding

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  1. IASC Gender Marker analysis and coding

  2. Content • Purpose of the IASC Gender Marker • How it works • The difference it makes • Help…what to do when there is no gender information? • Project design • Resources

  3. Purpose • Efficient and effective targeting -filling the ‘evidence gap’ • Enhances gender capacity within clusters – gender mainstreaming and better projects • Responds to donor demands and humanitarian standards. • Provides a practical tool for monitoring gender progress.

  4. Gaining momentum • Created by IASC CAP Sub-Working Group (humanitarian finance) collaborating with the SWG on Gender • Piloted in in 2009; 10 countries in 2010/2011 • 20 countries in 2012 and 2013, including • 16 Consolidated Appeals (CAPs) • Five Pooled Funds and Pakistan Early Recovery Framework • Now a requirement in all humanitarian appeals and funding mechanisms.

  5. How does it work? • a design tool - anchored in gender analysis • each humanitarian project is coded 0-2 on its potential to advance gender equality • code based on the degree and logical flow of gender in: Needs Assessment Activities Outcomes

  6. IASC Gender Marker Coding * One exception: If gender differences are ONLY mentioned in the Outcomes section, a project will be coded 0. Differentiated outcomes cannot happen if there has been no analysis or no intentional activities planned to achieve the outcomes.

  7. How the Gender Marker is implemented Support to the process: • Champions - Humanitarian Coordinator and Country Team • Implementers - Cluster Lead Agencies and Clusters • Cluster support - Gender Focal Point in each cluster • Inter-cluster back-up - Gender Advisers (i.e. OCHA/UN Women/GenCap) train and provide technical input to cluster Coordinators, CAP and Gender Focal Points)

  8. Action steps – coding • Project designers propose a gender code • Gender Focal Points in each cluster review code and provide gender feedback to incorporate into the peer review process • Cluster teams vet each project and provide comment on the gender content and gender code as part of feedback to each project team • After revision, cluster teams finalize the accurate gender code and ensure this appears on OPS for each project approved in the appeal • Cluster teams monitor and report that projects are implemented to fulfill their gender code

  9. RESULTS:Gender Marker Trends in 6 Countries 2010 – 2013 Kenya, Niger, OPT, Somalia, Yemen, Zimbabwe

  10. RESULTS: GLOBAL GENDER MARKER PERFORMANCE 2012 - 2013

  11. RESULTS: 2013 Performance by Country

  12. RESULTS: Cluster Performance 2012 - 2013

  13. The Successes Greater attention to the importance of sex- and age- disaggregated data Clusters establishing minimum commitments on gender Agencies committed to achieving 100% Code 2 projects: UNHCR, UNICEF, IOM, UNOCHA Country teams committing to NO gender blind ‘code 0’ projects Donors demanding evidence of gender responsive programming ECHO rolling out a Gender & Age Marker for all ECHO funded projects in January 2014

  14. CAP 2012 Donor Survey Findings, Sept 201228. How valuable to you as a donor is the Gender Marker score per project?

  15. Anchor: gender analysis in Needs Describe how the crisis affects women, men, girls, and boys differently: • Their diversity. Who may be overlooked? • What has changed? • Are they safe or at risk? • Who cannot access service? • What are their roles? Skills? • How do they cope? • Who makes decisions ? • Who is subject to violence? Who perpetrates violence?

  16. Practice coding –nutrition (code 1 Why?) Needs • Y# children U5 and X# pregnant and lactating women are estimated (source given) at risk of acute malnutrition Activities • Screening , therapeutic feeding, supplementary feeding , micronutrients/Vitamin A for U5 children (target # for each) • Breastfeeding activities, micronutrients/Vitamin A for # PLW Outcomes • Nutrition level of # of U5 children stabilized-no increase in malnutrition • # PLW receive nutrition needed for selves and infants

  17. Agriculture /ER (code 2a – Why?) Needs • Rubble removal and land restoration; seed and tools for planting rice and vegetables; pre-crisis data showed men invest circa X% in-field work in rice, women Y% & vegetable gardens use predominantly women’s labour, men do land preparation. Both active in land clearance and recycling – in single-sex FGDs men and women each identify what they have skills to do and want to do in rubble removal/land restoration OR market traders in nearby towns identified tools commonly used by men/women Activities • Appropriate tools and seeds distributed for #% men%women • CfW for # people (%men%women) reflecting their preferences Outcomes • CfW allows X# (%men%women) in vulnerable families to……… • X# men Y# women planted crops on time using appropriate tools and seeds

  18. Shelter (code 1 – Why?) Needs • X totally damaged & Y partially damaged houses (source); protection risks reported especially for women and girls so need for safe shelter solutions (source); repair kits and NFIs for temporary shelter for # families (source); proxy estimate made of # single HHs and child-headed HHs Activities • Provision of tarpaulins, tool kits • Provision of CfW for X people • Youth brigades (half male/half female) organized to help vulnerable HHs, including single HHs, to set up temporary shelter Outcomes • # families have temporary shelter providing privacy and protection from the weather • # people benefit from CfW ……….

  19. Tips for good projects • Evidence - gender and social analysis • Source - single-sex FGDs; assessments; field observations; secondary data • Input from target males and females – single-sex FGDs • No cosmetics • Clear results for women and for men, for girls and for boys as appropriate

  20. Resources http://www.humanitarianresponse.info → crosscutting issues → gender Gender Tipsheets (Sector-specific guidance for incorporating gender, in 4 languages), FAQs, and Gender Marker materials Gender Handbook in Humanitarian Action in 7 languages Guidelines for Gender-based Violence Interventions in Humanitarian Settings Link to IASC gender e-learning course www.iasc-elearning.org Trailer for the Gender Handbook (opening video) is available at http://vimeo.com/7296455 or (lower resolution) http://vimeo.com/7310380

  21. Cluster Response Plan – Gender Marker – Traffic Lights • Evidence the different needs and capacities of men, women, girls and boys are starting to be identified, some information/data is given, AND there are convincing assurances that the cluster will explore, increasingly understand and incorporate gender dimensions into its response • Commitment that SADD will be collected and used by the cluster partners Red: needs improvement Yellow: on the way Green: getting it right

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