Tearfund Disaster Management Key Learning
Gender
Last Updated: 15 November 2009
Specific actionable recommendations and relevant background information
1
Increase the number of female field staff on a project team
Source of Learning:
Sahel / West Africa
Background Information:
In the Sahel evaluation, a key recommendation was to increase the number of female field staff to
provide better information and support, and to increase the priority on women to ensure their
voice is heard and their needs are met.
2
Increase integration of literacy programmes for women
Source of Learning:
Sahel / West Africa
Background Information:
In the Sahel, it was recognized that literacy remains a key limitation to women’s involvement in
development and an increased focus on literacy programmes was valuable.
3
When discussing cultural gender issues with a community, ensure the
facilitation is led by people from that same culture
Source of Learning:
DRC
Background Information:
In the DRC we have learnt that there has been significant success in opening up discussion on
traditional practices and attitudes which have kept women marginalised. Communities have been
very open in recognising the issues and what has been key to the process has been the fact that
facilitation has been led by staff from the same culture as the community. This has avoided any
perception that the culture is being criticised by foreign perspectives.
4
Find ways to target men within health promotion projects
Source of Learning:
Various
Background Information:
Too often all of the focus of promotion messages has been on women and children to the
exclusion of men, who are hugely influential in terms of decision making and practices in the
home. In some countries, we have learnt that it has worked well to use religious leaders and
meeting times/points i.e. work with the mullahs at the mosques after prayers on a Friday
afternoon.
5
When targeting the most vulnerable in a community, consider the
project design carefully to ensure they cannot be exploited by others in
their community
Source of Learning:
DRC
Background Information:
In one shelter project, beneficiaries received construction materials such as roofing, doors and
windows, but were required to arrange their own labour. For able bodied persons this posed no
problem and helped to reinforce their ownership of the home. For some vulnerable women unable
to work for themselves, they depended on others in the community to do the labour for them and
we learnt that this left them exposed to sexual coercion from others in order to receive the labour
assistance they needed. The project design was changed in light of this risk.
6
Community participation should be incorporated into Watsan projects
at every stage of relief intervention
Source of Learning:
Various
Background Information:
Whilst this may be restricted in initial emergency stages due to the urgency of providing facilities,
valuable assistance in siting water points and latrines is usually given by planning and liaising with
community representatives. The outcome of this will usually be facilities that are socially and
culturally acceptable, with some firm degree of ownership, and consequently enhanced care and
maintenance demonstrated by the users. There are many examples where participation has
been inadequate, either due to the urgency of starting up a project or as a result of complying
with government requirements without due consideration of community perspectives.
• Ensure community representatives attend Watsan co-ordination meetings, and advocate for
their views and ideas to be considered;
• Ensure views of men and women are being represented;
• Ensure beneficiary accountability is mainstreamed fully in the entire project cycle;
• Ensure vulnerable groups are fully considered (people affected by HIV & AIDS, handicapped,
minority tribes or tribes/castes who are socially marginalised, the elderly, etc.).