60 min Host nation gender framework Syndicate/ individual task Presentation (direct instruction) Students should be able to review host nation gender framework and use gender analysis Introduce activity: 1) identify existing host nation action plan (if applicable); 2) Gender Development Index on gender roles in host nation. Introduce host nation including gender perspective. Introduce activity profile. Explain how to use gender analysis. Research and provide examples from the host nation and the area the deployment area. In an area or in a country, there might be different groups of civilians and combatants. To understand these different groups, you must understand their different background and affiliations. Gender roles and relations often depend on demographic factors such as ethnicity, residence, religions etc. As a military force, you want to operate with the best possible understanding of your operational environment. Having an understanding of the gender roles and relations in this environment is part of that critical understanding. Use sex-disaggregated data. When assessing the security situation in the area of operations, conflict-related sexual and gender-based violence is an important factor. Power Point See slides 5-18 Instructor 15 min Gender-based discrimination and gender roles Discussion (indirect instruction) and Students should be able to tell what gender-based Explain what is discrimination and its impact. Gender-based discrimination is treat someone unfavorably because of that person’s gender. In many cultures, a prominent Power Point See slides Instructor
Presentation (direct instruction) discrimination is. Students should be able to explain the impact of gender-based discrimination and its bearing on the construction of gender roles. Students should be able to interpret the construction of gender roles. Give examples of gender-based discrimination. Ask the class if they know what CEDAW stands for? Introduce CEDAW. Research and provide examples from the host nation and the area the deployment area. structure is discrimination against women. As military actors, you can both increase and decrease discriminatory structures in your area of operations. Without a gender perspective and an awareness of gender structures, you might limit men’s and women’s access to their rights and increase discrimination. CEDAW places a positive obligation on states to eliminate gender discrimination, including affirmative action. 15 min Different security needs Discussion and practical exercise (indirect instruction) and Presentation (direct instruction) Students should be able to examine different security needs of men, women, boys and girls. Ask what are some security threats the population are likely to face? Ask can you identify security threats specifically for men? For women? Give examples of different security threats Security threats against men, boys and girls are often increased and more prevalent during a conflict. Most security threats are not exclusive to men, women, boys or girls. Power Point See slides Instructor
Discussion (indirect instruction) participation of local women within the host nation. Students should be able to explain that women and women`s organisations are frequently sidelined in discussions around security. and planning a KLE. Give practical examples on how to liaise with women’s groups. Research and provide examples from the host nation and the area the deployment area. Conduct a gender analysis and include female key leaders in the KLE. Local groups/organisations are relevant and important sources of information. To learn about the gender relations in a society, local women’s organisations will be especially valuable. 15 min Consult with local women Discussion (indirect instruction) and Presentation (direct instruction) Students should be able to demonstrate consultation with local women and women organisations. Ask for examples of working with/or liaising with local women’s group or organisations? Ask class what information and/or insights could be gained from reaching out to these actors? Research and provide examples from the host nation Local women and women’s organisations are frequently sidelined in discussions around security. The peace process is anchored in the local context and that it has local ownership. This means local ownership by both men and women. Power Point See slides Instructor
and the area the deployment area. min Discussion (group work) Motivate students to integrate gender perspective into their work when deployed. How can you integrate gender perspective into your assigned task? Which will you need to carry out your tasks to that it will generate full effect for both men, women, boys and girls? Information: For example, if you are to move around in an area your might need information about men and women’s gender roles in that society, the normal tasks of boys and girls etc. Tools: For example, you need to ask specific questions to get the right information or might need a specific reporting system. Capacity: Do you have the necessary knowledge and skills to solve any situation? For example, if you come into contact with a survivor of sexual violence whilst on patrol? Point See slide 48 5 min Summary, conclusion and questions Discussion (interactive instruction) Motivate students to integrate gender perspective into their work when deployed. Make sure that students have reached the required learning outcome – that they are motivated to integrate gender perspective into their work when deployed. Summary of learning outcomes and opportunity for the students to ask questions Power Point See slides Instructor