Handout

gender-based constraints

1

This is the handout accompanying the e-module: Gender-based constraints.

The e- modules are meant for development practitioners working in value chain development programs in Africa, Asia and Latin America

The e- modules are based on the gender in value chain toolkits developed by Agri-ProFocus and experiences gained in the gender in value chain coaching tracks. The

modules are developed with input from a wide range of gender practitioners.

CONTENTSIntroduction........................................................................................................................................................ 3What you will learn:............................................................................................................................................ 3Materials............................................................................................................................................................ 3PART I: WHAT IS GENDER BASED CONSTRAINTS..................................................................................................4

1.1 Meet Charles..............................................................................................................................................41.2 What is a gender-based constraint?...........................................................................................................41.3 Concepts.....................................................................................................................................................51.4 Identifying gender-based constraints.........................................................................................................61.5 The importance of gender-based constraints.............................................................................................71.6 James: Carrying manure.............................................................................................................................7

PART II TOOLS..................................................................................................................................................... 92.1 Advantage of using the tools to find and deal with gender-based constraints...........................................92.2 Preparation: the gender sensitive map.......................................................................................................92.3 Tool 1: Activities and responsibilities per gender (part 1).........................................................................102.4 Tool 1: Activities and responsibilities per gender (part 2).........................................................................132.5 Didier uses Tool 1: Activities and responsibilities per gender...................................................................142.6 Access and control in the maize value chain.............................................................................................142.7 Didier: Tool 2: Access and control.............................................................................................................152.8 Tool 3: The formulation of gender-based constraints...............................................................................162.9 Women in cooperatives............................................................................................................................16

PART III DEALING WITH GENDER-BASED CONSTRAINTS.....................................................................................183.1 Brainstorm or Superstorm........................................................................................................................183.2 A realistic action plan................................................................................................................................193.3 Addressing gender-based constraints.......................................................................................................203.4 Bringing the market to the Samburu women...........................................................................................203.5 Facing resistance......................................................................................................................................213.6 Gender differences and culture................................................................................................................223.7 Charles is now happy................................................................................................................................23

PART IV CLOSURE.............................................................................................................................................. 254.1 Didier: Your personal life..........................................................................................................................254.2 Self-test and closure.................................................................................................................................25

2

Introduction

This course is the third course in our Gender in Agriculture series, it can also be done online. The first course is an introduction to gender in agriculture and the second course is on gender sensitive mapping. We recommend you to complete these other courses first.

What you will learn:

At the end of this module you will be able to answer the following questions:

What are gender-based constraints? Why are gender-based constraints important in value chain development? How can we identify relevant gender-based constraints? How can we develop effective action to deal with gender-based constraints?

You will be introduced to you three tools.

1. Activities and responsibilities per gender.2. Access to and control over resources per gender.3. Formulation of gender-based constraints.

The first two tools are for use with farmers and other actors in the value chain. The last tool is more analytical and is for use with project staff and experts.

Explaining what a gender-based constraint is. Explaining why gender-based constraints harm value chain development. Identifying gender-based constraints in a value chain. Facilitating a session with value chain actors (farmers, producers, processors) to understand gender issues

like the division of labour between men and women. Facilitating a session with project staff and service providers to formulate gender-based constraints and

action to remove them.

Materials

The following downloadable handouts are also available:

Tool 1: Activities and responsibilities per gender (PDF) Tool 1: Activities and responsibilities per gender (Word doc) Tool 2: Access and control (PDF) Tool 2: Access and control (Word doc) Tool 3: Formulation of gender-based constraints (PDF) Tool 3: Formulation of gender-based constraints (Word doc) Gender based constraints for female farmers, producers, entrepreneurs and employees. (PDF) Gender based constraints for female farmers, producers, entrepreneurs and employees. (Word

doc)

3

4

PART I: WHAT IS GENDER BASED CONSTRAINTS

1.1 Meet Charles

Charles is working with farmers without taking gender into consideration. Only men are targeted to buy seeds and fertiliser. Women do the work in the field while they do not attend the training given by Charles.

The maize value chain, like all others, has some constraints or barriers that are related to gender. Perhaps the women do not attend training because of their multiple responsibilities. Or perhaps they do not understand the topics well because they do not speak the language of the trainer.

If proper techniques are not applied consistently, quality and quantity of produce may be below standard. Interventions may negatively affect women's position. If women are not trained, they lack skills and knowledge and their position is further affected.

Further down, you will learn to recognise gender-based constraints and respond to them. You will see more of Charles and his maize cooperatives and you will learn to work with various tools.

But you if you look around in your own value chain, what do you see?

1.2 What is a gender-based constraint?

In discussions with male and female producers, many topics come up. Sometimes producers mention problems or challenges that are gender-based constraints. Some other times they mention constraints which are not related to gender, these are general constraints.

5

Charles is the extension officer of a maize company. Charles has been giving on-farm training to teach farmers about best practices.

Charles is evaluating this farm.

Charles should be happy to see that everybody is busy doing their part in the maize value chain but he is not.

He noticed that women are not buying fertilizer and seeds. They work in the field on their own and have no time to attend any training.

The maize does not look very healthy.

In Charles case, we can identify many constraints such as seed quality, farmers focus on crops other than maize, the fact that maize is not subsidised anymore, the lack of feeder roads to transport the maize, membership criteria of cooperatives, the lack of extension services in the area and unequal access to land.

When confronted with a constraint it is a good idea to ask yourself if being a man or a woman make any difference.

Gender-based constraints are 'barriers inhibiting men's or women's access to resources or opportunities based on their gender'. Some constraints or barriers are the same for women and men, like the quality of seeds, subsidies for maize, the lack of feeder roads to transport the maize, and a general lack of extension services in the area.

If men are the heads of households and take all the decisions, or if women have no or few land titles, while the men do, this is a gender-based constraint. Sometimes, cooperatives have membership criteria that consciously or not, exclude women from becoming members. For example, cooperatives have family memberships and the membership is always in the name of the husband.

Some gender-based constraints are more hidden. A lack of extension services affects men and women. If the extension services are available but located far away, it becomes a constraint that affects women more, because they are often more bound to their homes.

If farmers have other crops to attend to and they neglect the maize, you need to first find out who the farmers are. Are they men or women, and do men or women have other crops like food crops to attend to?

1.3 Concepts

If you want to find and address gender-based constraints, look for specific issues like division of labour, decision-making, and access to and control over resources.

First, you have to understand themyourself to help others out and thiswill make your work a lot easier.

Access refers to the ability to use and benefit from specific resources (material, financial, human, social, political, etc.) whereas control over resources means who can claim something is theirs, it also entails being able to take decisions about the use of that resource. For example, women's control over land means that they can access land

6

(use it), own land (hold the legal title), and make decisions about whether to sell or rent the land. Access and control over resources is a key element of women's empowerment.

Division of labour is about who does what. Decision-making is about the person responsible of how much to charge for a product.

1.4 Identifying gender-based constraints Read the case below about the livestock market in Kenya.

Gender-based constraints (in orange) often have to do with the division of labour between men and women, the use of and access to resources such as technology, services, livestock and land, and control over these resources.

Consider the following text. 'It is the men and boys who tend the herd, while the women look after the milking animals and the young animals back at the homestead'. One of the consequences of this division of labour is that women's work tends to be invisible. Some gender differences are not that important for value chain development, while others turn out to be actual constraints.

Therefore it is important to understand which gender differences and inequalities exist. This knowledge can then be used to formulate gender-based constraints and to decide on which actions to take.

Remember to base gender action in your program on an analysis of gender-based constraints.

7

A Livestock market empowers women in Kenya

“How old is this animal?” “How many liters of milk a day?” “What’s the price?”

The livestock market bustles with activity and noise. Buyers inspect the camels and cattle, check that the cows are in milk, and haggle with the owners of the goats and chickens.

In Samburu culture, it is the men who own the livestock and are responsible for buying and selling.

These pastoralists herd their camels, cattle and goats among the sparse grass and acacia trees that dot the brown landscape, in search of pasture and water. It is the men and boys who tend the herd, while the women look after the milking animals and the young back in the homestead.

The women’s work tends to be invisible: they do a lot of the work, but it is the men who own the animals and make decisions on what and when to sell. The women are not allowed to engage in trade because the men fear they will lose their authority in the family, or because the markets are too far away. Plus, most women are illiterate and are not permitted to attend training.

Further reading: A livestock market empowers women in northern Kenya

8

1.5 The importance of gender-based constraints

There are always losses when the responsible supports a value chain without taking gender issues into account.

In Charles case, the losses to the maize value chain with their causes are easily visible. First, the training does not reach the right people. As, they are organized in town, only men attend but it is the women who work in the maize fields so lessons from the training are not implemented.

Second, the quality and quantity of maize does not improve because women do not apply the correct techniques because they have not been trained.

Also, the seed company is missing out on clients. Seeds and other inputs are always bought by the male heads of households. But aren’t there other important clients?

In every chain and context, the gender-based constraints will be different. Gender-based constraints are always important, because they can negatively impact the value chain itself. If action is taken to reduce the constraints, companies such as Charles' seed company will also benefit. If all farmers, including the women, participate in training and receive extension services, the quality of the maize will improve. The seed company will have more clients. If women are involved and recognised, they will speak up and participate in decision-making.

1.6 James: Carrying manure

A gender-based constraint is any barrier inhibiting men's or women's access to resources or opportunities based on their gender.

James supports a potato value chain in Rwanda. He conducted a workshop and shared with us some of their findings.

James

‘’Some of the challenges households are facing result from the lack of financial means. In families that have tools like wheelbarrows, we noticed that husbands help their wives to carry manure in the fields. But when they don't, women carry manure on their heads. But carrying manure on heads is dirty. When there are no tools, the women take the burden. Then we decided during the workshops to support households to get basic tools in order to balance roles in households.’’

The situation James describes below on how men and women transport manure in the potato value chain came out during a workshop. It made it clear that men and women act differently depending on the resources available.

A gender-based constraint statement includes:

People affected and the observed and measurable inequality The cause of the inequality The consequence of the inequality

9

In this case, the women are affected. Because of existing gender roles, they are the ones to do the heavy, dirty work such as carrying manure on their heads. The men only help when there are wheelbarrows. The women do not themselves own or have access to these tools. The consequences of this gender-based constraint may be that the work is tiring for the women, the potatoes may not receive enough manure, and the harvest suffers.

Now imagine there is some money available in a potato farming family and only men decide how to spend the money. Most likely they will not buy a wheelbarrow because the men do not carry the burden of the problem. Only when women have the opportunity to voice their concerns and the power to influence decisions, things may change.

Think about the type of gender sensitive extension services you would propose if you face the same situation.

10

PART II TOOLS

2.1 Advantage of using the tools to find and deal with gender-based constraints

In this document, we introduce you to three tools to discover and deal with gender-based constraints.

Didier is a mega cluster coach supporting potato farmers in Musanze, Rwanda. He facilitated a workshop and used the tools to identify gender-based constraints. It was his first workshop.

His story,

‘’When you used those tools you have really information which gives you the right to say make statements like; men are more decision makers when it comes to use the money from potato business.

When I say this to someone without doing an analysis with those tools it will be like assuming facts without proof. But I did a focus group with those tools and I experienced it. That is one advantage of those tools.’’

The gender mapping tools helped Didier to have a discussion with the men and the women in the potato value chain. Didier had followed training on gender. But he never discussed gender issues with the potato farmers. He may have had an opinion on gender, but it was his own opinion.

By using the tools and organising focus groups, both men and women talked until they agreed or disagreed on some subjects. In this way Didier got the opinion of a community, not just one or two people. He is not lecturing them about gender, but facilitating a discussion on gender, and there is a big difference between the two!

Do you recognise the difference between telling someone what to do, and facilitating a group discussion where participants themselves give the 'facts'?

Read more about gender in the Catalist II programme.

2.2 Preparation: the gender sensitive map Before you can use the tools to find gender-based constraints, you need to know your value chain well. A good way to prepare is to make a gender-sensitive value chain map. In Module 2: Gender Sensitive Mapping, you can learn how to make a map.

The map below is about the Samburu cattle value chain from the previous subheading; 1.4 Identifying gender-based constraints.

11

Study the maps carefully and look at the symbols for men and women, and the paid and unpaid labour.

In fact, things have now changed after the creation of a new market at Lolkuniani (see what has changed and how)

Women in Samburu have always done a lot of the work and look after the animals. Their work used to be invisible and unpaid. Men were the sole cattle owners - they took all the decisions on when and what to sell. The men could go to the markets outside the village to trade cattle, while women traded inside the village. Women were therefore selling at a low price and had fewer buyers.

You need to make a gender sensitive value chain map, or something similar, before you can identify gender-based constraints.

2.3 Tool 1: Activities and responsibilities per gender (part 1) The tool 'activities and responsibilities per gender' helps you to identify the division of tasks between men and women in the value chain. The tool is in the form of a table.

Based on the value chain map, the facilitator in charge prepares column 1 and in a workshop attended by all relevant actors, the participants fill in columns 2 and 3.

Using the Samburu case again, we are going to fill this tool.

12

1. Starting with columns 1 and 2, we filled in the value chain linksand actors and in column 2.2 we described the activity concerned.

2. We continued completing who is responsible in column 3. 3. Then with XXX we indicated who does which activity - men or women.

In Samburu pastoralist families, women's tasks are looking after milking animals and young animals back at the homestead, while men and boys tend the herd. Men are often responsible for cash crops and selling products. Men do not allow women to travel to markets outside the village. Women do not have the time to make long journeys due to the multiple tasks that are considered their responsibility. Women are also usually responsible for the reproductive and community tasks so they have a triple workload.

13

Case: In Samburu pastoral families, the men and boys tend the herd, while the women look after the milking and young animals back at the homestead. The women’s work tends to be invisible: they do a lot of the work, but it is the men who own the animals and make decisions on what and when to sell. The women are not allowed to engage in trade because the men fear they will lose their authority, or because the markets are too far away. Most women are illiterate and are not permitted to attend training.

In 2006, SIDEP, a Kenyan NGO trained 90 groups of women on financial management, revolving credit schemes and group dynamics, put them in touch with microfinance institutions, and helped them share ideas and experience with people in other parts of Kenya. But the women’s situation did not improve much. The main reason was that women were trading their livestock within their villages. There were few buyers and prices were low.

Though the division of labour can change over time or in response to market conditions, and varies by region and farming system, some tasks are exclusively undertaken by men and others by women. Women and children tend to do the farm tasks that are tedious and time consuming. When products such as vegetables are destined for the market, rather than for home consumption, men are more likely to get involved in the production and related tasks. When a crop becomes profitable, men tend to take over its sale and control the earnings.

14

2.4 Tool 1: Activities and responsibilities per gender (part 2) Tool 1 has an additional column 4: Gender differences. It lists the reasons people give to explain why men and women have different responsibilities. In the table below in column 4, you can see some of the Samburu's gender differences.

Think about which could be the best ways to obtain the information in column 4. Meanwhile down are some ideas.

When using the tool on activities and responsibilities per gender, you may end up with a long list of activities and detailed information on who is doing what. It is important to understand why the differences in roles exist. The explanations need to come from the group themselves, as they are the ultimate beneficiaries and they have a lot of information that project managers or gender experts do not have!

You can ask the group questions such as:

Why are women or men predominantly active in one activity? Why are men or women not engaged in the other activity?

If you think that women do not speak out in a plenary session, you need to separate the groups again into a group of men and a group of women.

Books and other information such as from FAO, or handbooks may help you, but the primary source is the producers and others involved in the value chain.

From FAO info graphics and other research information.

15

2.5 Didier uses Tool 1: Activities and responsibilities per gender

Didier used the Activities and responsibilities per gender tool. He said:

‘’There is one which was helping to map gender into a given value chain. We first separated women and men and we filled in columns. We started with the column of actions by asking men for example; who are doing the weeding? They said it is women at 80% and we mentioned 3 crosses in the column of women under weeding activity. There was weeding as an activity, there was a degree of importance or contribution into that activity by men or women and activities like weeding are often done by women. It is an activity that is judged not really for men. Men tend only to do activity like commercialization of the production. They want to go where there is money. But they don't want to do little activities like weeding for example.’’

Let us assist Didier in the workshop, and complete the following tool for him.

Didier found that his focus group was quite clear: men go where the money is, and that is not in weeding!

We hope you have understood the tool by now. If not, here is a downloadable version of the tool for your own practice.

2.6 Access and control in the maize value chain

Charles is now ready to use the second tool in his maize value chain, the access and control tool.

Groups of men and women list resources and their benefits and then decide: who has access to and control over the resources?

This tool is not used to give women and men a role in the value chain (they already have a role!). And to understand who is doing what in the value chain, you can use the tool previously discussed (roles and activities per gender).

16

This tool can be used to analyse existing gender dynamics in any value chain in relation to the resources needed to produce a product: who (men/women) has access to these resources and who controls them?

In most cases, you will find that men control more resources; women may have access to relevant resources but do not decide on their use. For example, Charles may find out that women in a family farm business can use (access) fertiliser but they are not the ones deciding when to use it, and how much to buy. And perhaps they do not have access to credit. You may also find that men and women have different perceptions about the same resource. Very often, groups of women will list different resources than the men.

Applying this tool with men and women, followed by discussions with them, raises awareness. Producers may become motivated to discuss strategies for change. If you use this tool, divide men and women into focus groups. Each focus group lists the resources and then analyses whether men or women have access to and control over the resource. Split men and women into focus groups because their perspectives and knowledge might be quite different. Being in a similar group also enables people to speak out more.

2.7 Didier: Tool 2: Access and control

When Didier used Tool 2: Access and control in his workshop with potato value chain actors in Musanze Rwanda. He found something surprising. The men explained that they have access (they can use resources) and they have control (they can decide) over resources.

He said;

‘’When it comes to buy a beer or anything else, men decide. Themselves also mentioned that they have always the decision on where and when to trade the potatoes for example and how to spend the money from potato businesses.

It was new for me because I have never seen where men are openly admitting that only their decisions matter.’’

Men are decision-makers when it comes to when the potatoes will be sold. Didier was suprised how well the access and control tool worked. The men realised they have access to resources and benefits, and they also control the valuable resources in the potato value chain. They take decisions. Women do have access, they can dig up potatoes, but they do not decide the use or sale of potatoes, they do not have control.

The use of this tool was an eye-opener for the people involved in the potato value chain. The tool helps to gather information on crucial gender differences in the value chain. Some gender differences are not that important for value chain development, while others turn out to be actual constraints.

Constraints often have to do with the division of labour between men and women, the use and access to resources such as technology, services, and the control over resources such as livestock and land. Gender differences can also be seen in other dimensions, such as in beliefs and perceptions like 'women are not good at technical work'. This can also be a constraint.

The tool is taken from the Harvard analytical framework

17

2.8 Tool 3: The formulation of gender-based constraints

Tool 3: Formulation of gender-based constraints is more analytical than tools 1 and 2 already explained in this course. It is best conducted with a different target group. Instead of producers and other value chain actors, it can be used with project officers and/or gender experts. You can only use this tool after you have used tools 1 and 2.

In this tool, we work with the four items:

1. Gender-based statement ; who is affected and what is the observed and measurable inequality? 2. Cause of the gender-based constraint; actors related to the division of labour, access to and control over

resources, beliefs and perceptions, laws and policies.3. Consequence of the gender-based constraint; the achievement of project objectives, the limitations on

women's empowerment, the efficiency of the value chain.4. Action ; things to do to address the constraints.

This tool is more analytical. As mentioned above, and is best used with people who have knowledge about the value chain but who are not themselves value chain actors. They will usually be value chain supporters, such as agricultural extension officers, NGOs and service providers (like banks or seed companies). Gender experts can be invited as well!

However, you do not want to plan and execute actions without the knowledge and consent of the people involved in the value chain. It is important to discuss all planned actions with the community that is supposed to benefit!

For this purpose, we recommend using the following tools that are more participatory and inclusive: Participatory Rural Appraisal tools (see for example FAO) and Gender Action Learning System by Linda Mayoux (see Mayoux, Linda, Oxfam Novib, 2010)

We use Tool 3: Formulation of gender-based constraints to find out what the consequences of gender-based constraints are. (column 3).

2.9 Women in cooperatives

James explained us why women are not active as members of cooperatives. He described three gender-based constraints and their consequences for men and women.

James told us;

‘’We have women in cooperatives but they are not as many as men are. We tried to find out why women do not join cooperatives. We understood that the reasons are: first, they have to get approval from their husbands to join cooperatives.

Secondly, men are owners of the fields, so they are more eligible to join. Then, they are some cooperatives that don’t make it easy for women to join.’’

Going from his story, let us practice ‘’identifying the consequences of gender-based constraints’’.

18

There are probably not many women in cooperatives because of cooperatives' membership rules which exclude them. This policy prevents women from developing leadership skills, and leads to lack of gender diversity in the membership and decreases cooperatives performance.

Women cannot join cooperatives because they are dependent - they have to ask permission from their husbands. Women lack confidence and self-respect, their own empowerment suffers.

Women don't have property, they don't own plots. They cannot access loans to support their activities and produce more which has a negative impact on the value chain.’’

In fact all three issues affect women's empowerment. Empowerment refers to improvements in people's ability to make important choices in their lives where they previously could not.

Further reading: USAID, 2009, Promoting gender equitable opportunities in agricultural value chains, a handbook

19

PART III DEALING WITH GENDER-BASED CONSTRAINTS

3.1 Brainstorm or Superstorm

Planning action or generating ideas to address gender-based constraints is important.

As a facilitator you can organise a brainstorm. Ask the group: 'How can we address the gender-based constraints? What ideas do you have for solutions?'

If you feel the group might not come up with enough ideas, you can organise a 'superstorm'.

Superstorming is a way to come up with solutions by imagining that you are able to work miracles.

Instructions for your group

Choose a superpower you wish you could have. Imagine you are a superhero with that power. How would you use your superpower to remove gender-based constraints? Choose as many superpowers as possible to discover the widest range of actions. Write your ideas on cards and put them on a wall.

A good facilitator is one who is able to let a group generate new ideas. And creative ideas are needed - together with people who put them into action. Brainstorming helps to understand the issues better. There are no limits in brainstorming, so go wild and write as many ideas as possible. Organise a superstorm!

Try using questions that help you think outside the box, such as 'How would you deal with this if you were in a different time period? 10 years ago? 100 years ago? What if you were facing this problem in a different place? Different country? Different geographic region? Different universe? How would you think about this if you were a different gender?'

When you have many ideas for solutions, you can narrow them down by grouping them into similar ideas.

Then ask 'Who is the perfect person to achieve this goal?' Assign roles. Then select the best ones and brainstorm on those ideas as 'triggers' for more ideas.

If you are not satisfied with the results, repeat until you find solution(s) that best fit your situation. Remember don't do this alone - it is far better with a group.

Further reading: 25 brainstorming techniques

20

3.2 A realistic action plan

Best Buy Tractors sell machinery to farmers. They provide tractors to value chains. 98% of the tractor owners are men, while women could potentially benefit a lot from mechanization, since they are the ones doing most of the weeding, etc.

For this company, having more female customers makes business sense.

Therefore, Best Buy Tractors conducted a gender workshop and used Tool 3: Formulation of gender-based constraints to make an action plan.

The table shows some of their solutions. Take some time, think about this kind of action plan and how realistic do you think it is.

A tractor company diverts quite a lot from its business goals when it starts influencing policies. Introducing smaller, women friendly tractors or other machines that help to reduce female labour and time expenditure is a much more logical action to take.

The lesson: be realistic when you formulate actions. However much superstorming you have done with a group, an action should be SMART: Specific, Measurable, Achievable/Attainable, Realistic and Time bound.

A common mistake that is made while planning for gender actions, is people getting carried away with the inequalities in the world, and then wanting to change it all! However commendable, it is better to have a realistic plan and avoid disappointment in the end and comments like 'Now we have done our gender workshop, but nothing happened afterwards'.

21

3.3 Addressing gender-based constraints

Samburu women take care of livestock. However, limited mobility, household tasks and a lack of education stop them from benefiting economically. They trade their livestock within the village at a low price.

It is now time to plan for action!

Below are examples of actions addressing some of their gender-based constraints

Gender-based constraints Actions

Markets are very far away and women are not allowed to travel.

Discuss bringing market sites near with local entities, ministries and social services.

Women are not seen as livestock owners. Ensure inclusion of women in the project.

Women lack business management skills. Build capacity, including the development of entrepreneurial, financial and leadership skills.

In 2006, SIDEP the Samburu Integrated Development Programme), a Kenyan NGO analysed the situation of women's groups in the district. It found that more barriers occur with families with larger livestock (cows and camels).

The men own the animals, they decide where and when to trade, markets are far, plus women are illiterate and not permitted to attend training.

The groups lacked skills in business, management and literacy. SIDEP trained them in financial management, revolving credit schemes and group dynamics, put them in touch with microfinance institutions. But still the women's situation did not improve much. The market was far, so women were trading small livestock nearby at low prices, and there were few buyers. SIDEP discussed the idea of bringing the market to the women, with local authorities, the ministries of livestock and social services.

The Lolkuniani market opened in 2007, the benefits have been enormous not only for the women but for the whole community.

3.4 Bringing the market to the Samburu women

Bringing the market to the Samburu women resulted in enormous benefits. More buyers have led to more income. Women have even diversified into other types of products. Livestock has become an important source of revenue for many households, rather than being used mainly for subsistence. Before, only 10% of the households earned money from livestock - now 70% do.

22

Another unexpected change occurred; men started to appreciate the women's contribution to family income, and were willing to take over some traditional women's tasks.

The women were already active in the dairy value chain, but their work was not considered a real contribution. Change began when SIDEP trained women's groups and built their skills.

But without access to a market no big change could be expected, because the women were not allowed to travel. When the market was brought to the women, they started trading and became involved in decision-making on different levels. Eventually men started to appreciate the women's contribution to family income, and were willing to take over some traditional women's tasks. The market attracted other buyers and services. The quality of animals improved and prices for cattle increased.

Working with existing women's groups is a strategy that is often successful. SIDEP worked with the cultural limitation that women were not allowed to travel: they mitigated resistance by taking traditional gender roles as a starting point.

SIDEP could have created women's groups. This can be a good strategy when there are no existing groups, or when existing groups have problems. It can also create conflicts, or dependency on the NGO.

SIDEP could have given the women means of transport and convinced them to travel to far away markets. However, this could lead to conflicts within the household.

When developing strategies, it is important to really understand the local context and gender issues and monitor changes at different levels, including household level. Always engage men and women and local leaders and remove constraints slowly and gently.

Further ideas on what to do in: gender based constraints and actions for female farmers, producers, entrepreneurs and employees

3.5 Facing resistance

In Charles' case, traditional roles prescribe that women work on the land and do most of the weeding, whereas men attend training activities and buy seeds and fertiliser.

Charles is preparing his action plan, which will challenge some firmly rooted traditional roles and norms. He can expect resistance from both men and women.

23

If Charles wants to deal with the gender-based constraints he will also touch traditions. He should not start selling fertiliser to women only without consulting or engaging their husbands, but better seek their support.

Charles could decide to focus on households led by women, and women with fewer or no children. Engaging such women may be a good strategy in the beginning of a project, as these women may have more freedom in decision-making and / or time. However, he should also aim to include women within households led by men.

Charles could also find out if there are existing formal or informal women's groups that he can engage. This is often a better strategy than creating new women's groups.

The company can also introduce women friendly machines or tools. This is not in itself a strategy to deal with resistance or cultural barriers. It does however cater to women's needs. If carefully designed and introduced in a participatory process, the women's situation may improve considerably.

3.6 Gender differences and culture

Sometimes gender differences were explained by the Samburu as tradition or culture, for example 'milking is a women's job'.

If

you are facilitating the workshop with the Samburu, the best way to react to this cultural explanation is to ask 'If a woman is absent or sick, should the milk go to waste? Can her husband milk the cow?

It is good to have more discussions about why women and men are assigned certain roles. In the case of the Samburu, it is predominantly a woman's job to milk the cows.

You can ask the producers as well:

In what circumstances can men do the milking? Why is milking done by women? Why are women better at milking? Could it be because the men are always out herding? Women are close to the house, where the milking animals are. Maybe women are more skilled at milking

and with hygiene?

You can also give examples from other countries where roles are divided differently, and where they have changed. Gender roles are not static, they can change!

24

To write 'milking is a women's job' on the flipchart without further debate, misses the point of the tool. The aim is to raise men and women's awareness through the debate.

A debate can only work if you approach all opinions with respect. If you say 'No that is not true, milking can also be done by men' or 'Who declared that milking is a woman's job?' You may be perceived as taking sides and alienate part of your audience.

3.7 Charles is now happy

Remember Charles. Now, things have changed for him.

If you carefully study the picture below you will notice that it is very different from where we started..

Positives changes can be seen on 8 places;

1. The quality of the maize has improved.2. Charles is happier.3. Charles writes a positive report to his employer. By the way, his employer is very keen on positive gender

outcomes.4. Both men and women are working in the field.5. Women are also selling the seeds and fertiliser.

25

6. Women are buying seeds and fertiliser.7. Women look relieved.8. Men work together with women, they are now a team.

Are you able to achieve this like Charles did? This is your turn to do it in your organization!

26

PART IV CLOSURE

4.1 Didier: Your personal life

Does learning more about gender also have an impact on your personal life?

We asked Didier. Read what he said.

‘’I realized that there is too much for women do . My wife is working, like me. When we get back home, she does more home tasks than I do. I usually watch movies when I am home while she is taking care of our children. It is her who has to check if the meals are well cooked but I am just there waiting for it. That is how it is in Rwandan culture.

Women are very happy when you cook for them particularly. I am sure if I do that for her she is going to be happy but I am not doing that for the moment, the reason is our kitchen tools. If we had a modern kitchen then I would cook. I will surely cook when we get one.’’

But what about you?

o In your own house, are things already equal; is there anything that have to change? Perhaps, you need to go and discuss the division of tasks with your husband/wife/ family.

o As a man, can you cook for your wife when she is sick – or you think it is her role to cook? As a woman, would you be very happy to see your husband cook for you?

o In other people's homes you know, does the man need to do more household tasks?

We hope you will also experience benefits in your own life as a result of what you learned from this document.

4.2 Self-test and closure

This is a simple survey to recap what we went through. This kind of learning gives you ideas about what to do, but it does not give practical experience. We learn most from practice. So now it is your turn to put what you have learnt into practice.

Do you think you have learned something?

Reflect on how good you are able to do the following;

Explain what a gender-based constraint is. Explain why gender-based constraints harm value chain development.

27

Identify gender-based constraints in a value chain. Facilitate a session with value chain actors (farmers, producers, processors) to understand gender issues

like the division of labour between men and women. Facilitate a session with project staff and service providers to formulate gender-based constraints and

action to remove them.

Good luck putting this training into practice. We hope you will soon reap the benefits!

-----------------------------------------------------------Best of luck----------------------------------------------------------------

Els Rijke, Gender & Development Expert, ELS consults Gerry van der Hulst and Ariane Umurerwa, Three Mountains learning advisors, RwandaVincent Nyalik, Cartoonist Vanessa Goad, Van Go Creative Content, editing

28