17th meeting of the Security Sector Reform (SSR) Working Group and 2nd meeting in collaboration with the
Education Development Working Group (EDWG) of the PfP Consortium of Defense Academies and Security Studies
Institutes
DESIGNING SAMPLE GENDER LESSONS
- SECOND WORKSHOP ON TEACHING GENDER TO THE MILITARY
12-14 DECEMBER 2012
GEORGE C. MARSHALL EUROPEAN CENTER FOR SECURITY STUDIES
GARMISCH-PARTENKIRCHEN
A F T E R A C T IO N R E P O R T
1
A CRONYMS AND ABBREVIA TIONS
ACT
Allied Command Transformation
ADL
Advanced Distributed Learning
DCAF
Geneva Centre for the Democratic Control of Armed Forces
DPKO
United Nations Department of Peacekeeping Operations
EDWG
Education Development Working Group
ISAF
International Security Assistance Force (Afghanistan)
NATO
North Atlantic Treaty Organization
NCGP
NATO Committee on Gender Perspectives
PfPC
Partnership for Peace Consortium of Defense Academies and Security Studies Institutes
SSR
security sector reform
UNSCR
United Nations Security Council Resolution
2
E XECUTIVE SUMMARY
A key aspect of how to integrate gender in military structures and operations, pursuant to United Nations Security
Council Resolutions 1325, 1820, 1888, 1889 and 1960, is gender education and training for the military. Both the
Security Sector Reform (SSR) and Education Development Working Groups (EDWG) of the Partnership for Peace
Consortium of Defense Academies and Security Studies Institutes (PfPC) have engaged on the topic of gender in
military education within their respective activities in recent years. Building on this activity, the Geneva Centre for the
Democratic Control of Armed Forces (DCAF), on behalf of the PfPC SSR Working Group, collaborated with the EDWG
and partnered with the George C. Marshall European Center for Security Studies to host a second workshop dedicated
to the topic of teaching gender to the military, this time entitled “Designing Sample Gender Lessons.” The programme
was held in Garmisch-Partenkirchen, Germany, from 12 to 14 December 2012. This event gathered twenty experts
from eleven NATO and partner countries and followed up on a previous event held in Oberammergau in July 2012
entitled: “Teaching Gender to the Military - In the Classroom and through Advanced Distributed Learning.”
Participants represented armed forces, defence academies, NATO institutions, the PfPC and DCAF. The participants
were invited based on their expertise in the fields of military education, gender training for the military and/or
integrating gender in military operations.
Given the extensive and complementary expertise of the participants, the workshop focused on sharing knowledge,
exchanging experiences and producing concrete outputs. The workshop consisted of presentations on the andragogy
of teaching gender that fed into three working groups, each tasked with producing a sample gender lesson plan
targeted at a different military audience. The following topics were covered in the presentations:

Andragogy in military education and teaching gender (Oberammergau workshop review)

Sharing Good Practices: Demonstration of Gender Training

Learning Outcomes

Assessment Modalities

Introductory Overview of Advanced Distributed Learning (ADL)

Instructional Strategies
The working group sessions of the workshop produced three lesson plans for teaching gender to the military:
(1) “Applying Gender at a Tactical Level” (aimed at an infantry group in pre-deployment training)
(2) “Integrating Gender Perspective into Operations” (aimed at Senior Officers in combined joint military
education)
(3) “Why & How to Include Gender In Operational Planning Staff Work” (aimed at staff officers in National Staff
Colleges and Defence Academies)
These lesson plans are annexed to this report along with a reviewed list of best practices in teaching gender content
and a checklist for gender curriculum review that were originally developed at the previous workshop in
Oberammergau. A further annex contains a set of online resources recommended by experts at the workshop.
The workshop was very positively received by participants. Participants indicated through oral and written feedback
that they felt a variety of topics were covered, and that the atmosphere of the workshop was open and collaborative.
The sequencing of the sessions, the high quality and professionalism of the facilitators as well as the engagement and
valued input of the extremely knowledgeable participants created a very constructive atmosphere. The workshop also
sparked discussions on follow-up, in the form of possible involvement of gender specialists in the EDWG Defence
Education Enhancement Programme, as well as a further joint SSR WG-EDWG workshop in the second half of 2013,
possibly to address the mainstreaming of gender across military curricula.
3
1. B ACKGROUND
A key aspect of how to integrate gender in military structures and operations, pursuant to United Nations Security
Council Resolutions 1325, 1820, 1888, 1889 and 1960, is gender education and training for the military. In February
2010, the Partnership for Peace Consortium of Defense Academies and Security Studies Institutes (PfPC) Security
Sector Reform (SSR) Working Group held a workshop on gender and security sector reform, and in April 2011, a
seminar on gender and defence transformation. Both included a focus on integrating gender in education and training.
In 2010/2011 the PfPC Education Development Working Group (EDWG) integrated gender issues in the Reference
Curriculum developed for Professional Military Education for Officers, and included gender in their 2011 Educators’
Annual Program. Building upon this work, in July 2012, the Geneva Centre for the Democratic Control of Armed Forces
(DCAF), on behalf of the PfPC SSR Working Group hosted a workshop to examine gender and military education titled
“Teaching Gender to the Military - In the Classroom and through Advanced Distributed Learning” in collaboration with
the PfPC Education Development Working Group and in partnership with NATO School Oberammergau. This meeting
focused both broadly on the andragogy of teaching gender, and on specific teaching approaches such as the use of
scenarios and ADL.
The joint SSR WG/EDWG workshop of July 2012 revealed the benefits of sharing knowledge and exchanging on
methods for teaching gender. However, this workshop also revealed the need to develop further resources to support
gender education and training: to articulate learning outcomes and produce sample gender lessons. Given this need,
as well as the positive experience of drawing upon the synergies between their work, the two working groups
organised this follow-up workshop to develop a set of three sample lesson plans on gender for use within military
education or training.
(A)
TEACHING GENDER TO T HE MILITARY
Educating the military on gender issues has emerged over the last five years as a new and important priority for NATO
states and partners. In 2000, the United Nations Security Council adopted a groundbreaking resolution on women,
peace and security. Security Council Resolution 1325 (UNSCR 1325) recognizes the disproportionate effect of armed
conflict on women and children, reaffirms the need to fully implement international humanitarian and human rights
law that protect the rights of women and girls during and after conflicts, and underlines the essential role of women in
the prevention of conflict, and in post-conflict peace building and reconstruction efforts. It encourages increased
representation of women at all decision-making levels in national, regional and international institutions, as well as
consultation with women's groups. Since 2000, the Security Council has adopted four additional resolutions on
women, peace and security and on sexual violence in conflict: UNSCR 1820, UNSCR 1888, UNSCR 1889 and UNSCR
1960.
NATO has responded with a policy and operational framework to implement these resolutions. The NATO/EuroAtlantic Partnership Council policy on implementing UNSCR 1325 on Women, Peace and Security of 2007, and BiStrategic Command Directive 40-1 on Integrating UNSCR 1325 and Gender Perspectives in the NATO Command
Structure including Measures for Protection During Armed Conflict of 2009 (revised version issued in 2012) recognise
the strategic importance of integrating gender considerations into all aspects of the military and military operations.
The NATO Summit has also taken up the issue, most recently in Chicago in 2012, affirming a commitment to the full
implementation of UNSCR 1325. To date fifteen NATO states have also developed National Action Plans on
implementation of UNSCR 1325.
Education and training at both national and NATO level are identified as essential tools in addressing gender issues
within military structures and operations. NATO’s own initiatives include the production by the NATO Committee on
Gender Perspectives of recommendations on implementation of UNSCR 1325 in gender training and education and a
template for pre-deployment gender training, and the development by NATO Allied Command Transformation of a
gender-awareness Advanced Distributed Learning course.
4
( B ) O BJECTIVES
This joint workshop aimed to provide a platform for experts on military education, gender training for the military and
integrating gender in military operations to share experiences while producing concrete outputs in the form of sample
lesson plans. The objectives of the workshop were to:
-
Define learning outcomes that support the curriculum on the topic of gender, that are measurable, and
correspond to the appropriate level of thinking
-
Identify instructional strategies and develop sample lesson outlines
-
Provide assessments strategies aligned with the learning outcomes
2. W ORKSHOP DESCRIPTION
The workshop gathered twenty experts from eleven NATO and partner countries in the George C. Marshall European
Center for Security Studies in Garmisch-Partenkirchen from 12 to 14 December 2012. It was jointly hosted by the PfPC
working groups on security sector reform and education development, in partnership with the Marshall Center.
Participants represented armed forces, defence academies, NATO institutions (ACT, NCGP, NATO School
Oberammergau) and DCAF. The participants were invited based on their expertise in the fields of military education,
gender training for the military and integrating gender in military operations.
Given the extensive and complementary expertise of the participants, the workshop focused on sessions to share
knowledge, exchange experiences and produce concrete outputs. A brief description of the topics covered follows
below.
( A ) I NTRODUCTORY
SESSIONS
OBERAMMERGAU WORKSHOP REVIEW: ANDRAGOGY IN MILITARY EDUCATION AND TEACHING GENDER
This session reviewed the key principles of andragogy and good practices in teaching gender that were covered in the
previous workshop. The ten participants who had also been present in Oberammergau had the opportunity to share
what they considered to be the most important outcomes of the workshop with the rest of the group. Those who
were not present were invited to identify tips and pitfalls when teaching gender to the military. The presentation then
provided a recap on the key principles of andragogy (adult education) and outlined the main differences between
training and education. The resulting discussions highlighted the benefits of the collaboration between gender and
education experts in addressing how to teach gender to the military, and Advanced Distributed Learning (ADL) was
identified as a useful starting point. At the same time, the participants warned that gender should be integrated into
all aspects of education for the military and not seen as a standalone topic. In addition, they highlighted that
education on gender should encompass both men and women and focus on the benefits of gender sensitivity,
specifically for the military. The discussions in this session contributed to revised versions of the Oberammergau
output documents, included in Annexes IV and V.
SHARING GOOD PRACTICES: DEMONSTRATION OF GENDER TRAINING
In this session, three experienced gender trainers demonstrated some of their own exercises while sharing tips and
best practices for teaching gender to the military. The presentations focused on ways of challenging gender
stereotypes in order that students develop a more refined understanding of the roles and security needs of men and
5
women. The participants had the opportunity to test out exercises on intersectionality and apply NATO gender
directives to operational contexts, which they then followed up with comments and feedback. Based on the premise
that building capabilities involves a three-pillared approach encompassing doctrine, training and education, and
physical resources, discussions focused on how this could be applied when teaching gender. In addition, the
participants highlighted the fact that soldiers are often prepared to confront violent conflict in overseas missions, but
they are unprepared when it comes to addressing challenges such as sexual violence, sexual exploitation and abuse at
the local level.
INTRODUCTORY OVERVIEW OF ADVANCED DISTRIBUTED LEARNING (ADL)
The session was divided into two parts, the first of which consisted of a presentation on Advanced Distributed
Learning from the NATO School. The presentation first outlined ADL as a concept and how this had been adopted by
the NATO School and translated into a mission to provide high quality, performance-aiding, individually tailored and
cost-effective learning aids that could be used “at the right time and at the right place.” A brief overview was then
given of how the thirty-seven courses that had so far been developed fitted within the context of the wider
curriculum, and how non-members of the NATO School could also access many of them. While the NATO School uses
ADL for standalone courses and to support its residential courses, many of the participants identified its usefulness as
a pre-learning tool within the context of their own training programmes.
The second part of this session comprised a presentation on the Supreme Allied Commander Transformation’s ADL
Basic Gender Awareness Course which is currently being developed with input from subject matter experts at UN
DPKO, DCAF, the NATO School, the Marshall Center, military educators and gender advisors with operational
experience. This course targets all levels and is designed to give NATO personnel a common understanding of basic
gender concepts. It also serves as a prerequisite for more advanced gender courses, such as the existing gender
advisor and gender field advisor courses, and for future courses for operational planning/staff level officers. The basic
level gender ADL course will be made available to all those with a military or governmental email address as well as to
UN personnel.
At the end of the session, the participants were given a brief opportunity to share any other online resources they had
to found to be particularly useful with the rest of the group (see Annex VI).
(B) P RESENTATIONS
AN D
S YNDICATE W ORK
Several sessions were devoted to syndicate work on developing three lesson plans. The participants were divided into
three groups based on their preferences indicated in pre-workshop questionnaires, with each group containing a
balance of gender, military and education experts. Each group was given the task of developing a lesson plan for a
different audience using the same lesson template. The first group produced a lesson for an infantry group operating
at the tactical level. The second group’s target audience were Senior Officers (Colonel and above) and the lesson plan
was aimed at those producing Combined-Joint operational plans. The third group designed a lesson for middle-ranking
officers (Majors to Lieutenant Colonels) in National Defence Academies or Staff Colleges. Once the lesson plans were
developed, they were each presented in plenary for feedback and revised accordingly. The lesson templates can all be
found in Annex III.
LEARNING OUTCOMES
This session focused on the first stage of lesson planning, namely defining learning outcomes and lesson scope. The
presentation highlighted that good learning outcomes should be measurable and specific, focused on the learner,
6
1
realistic, support the curriculum, linked with assessment and include a timeline for completion. Bloom’s taxonomy
was then presented as a tool for determining the level of thinking being targeted within a particular lesson ranging
from “remembering” at the basic level to “creating” at the most advanced level. The participants were then divided
into three small groups, each of which began developing a lesson template by defining two to four learning outcomes.
They were provided with a handout that linked specific vocabulary that could be used in the learning outcomes to
each level of Bloom’s taxonomy.
ASSESSMENT MODALITIES
Developing an assessment plan was identified as the second stage in lesson plan development. The presentation first
sought to distinguish between three kinds of assessment. Diagnostic assessment occurs before the lesson and aims to
determine what students need to learn. Formative assessment takes place during the learning process and facilitates
adjustments to a course. Summative assessment is used at the end of or after a unit or course, and allows the
formation of an evaluative judgement. The presentation continued by distinguishing between assessment on the one
hand, and testing, evaluation and measurement on the other. Several examples of assessment exercises were then
outlined, with the participants also mentioning some of the methods they had used. The participants then applied
what they had learnt in this session to their lesson plans in the three small groups.
INSTRUCTIONAL STRATEGIES
Choosing strategies for execution and learning methods was identified as the third stage in lesson planning. The
presentation suggested going about this by breaking the lesson into four key stages: (1) Introduction of New Topics;
(2) Gathering Information; (3) Active Processing; and (4) Conclusion Phase. Suggested exercises for the first stage were
aimed at drawing information from the students themselves through brainstorming and mind mapping, challenging
perceptions through role plays and presenting information through profiles or fact sheets. In the gathering
information stage, short presentations and investigative group work was encouraged. The third, active processing
stage focused on discussions, study trips and learning portfolios, while various feedback activities were proposed in
the conclusion phrase. As with the other presentations by the Education Development working group, the participants
selected appropriate instructional strategies in their syndicate groups after the presentation.
LESSON SCHEDULE
In their three syndicate groups, the participants first identified appropriate learning outcomes, assessment modalities
and instructional strategies (as outlined in the presentations by the EDWG) that would meet the needs of their
respective target audiences. These were translated into a set of topics with associated activities, which were then
compiled into a concrete lesson schedule. The idea was for the participants to draw on their experience as trainers
and/or military experts and to develop a lesson that could be taught within the space of time that they could
realistically expect to be allocated. Furthermore, these lessons were designed to fit within the context of wider
training programmes that their target audience were likely to be receiving at the same time. Each lesson plan was
subsequently presented to the rest of the participants in plenary and improved based on the feedback received. These
lesson plans can all be found in Annex III.
1
For a summary of Bloom’s Taxonomy and a list of source documents, see Andrew Churches, Bloom’s Taxonomy
Bloom’s Digitally, http://edweb.sdsu.edu/courses/EDTEC470/sp09/5/bloomstaxanomy.html. The complete version of
the revised taxonomy is found in Lorin W. Anderson and David R. Krathwhohl, eds, A Taxonomy for Learning,
Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives (New York, NY: Longman, 2001).
7
3. O UTPUTS , OUTCOMES AND FOLLOW - UP
The organisers had set an objective of producing three sample lesson plans on gender for adaptation and use within
military education or training during this workshop. The objective was achieved, and all three lesson plans were
produced during the workshop, benefiting from the excellent mix of expertise and experience of the participants. It
was requested that these be circulated within this After Action Report.
Another joint SSR WG/EDWG workshop on gender in military curricula was discussed with a date tentatively set for
September 2013. Proposed topics for this workshop included mainstreaming gender across military curricula in a bid
to move away from teaching it as a standalone topic. The need to engage more with high-ranking officers on the topic
of gender was also raised.
Elaborating a process to develop a NATO 100-level gender ADL course was one of the stated objectives of the July
2012 meeting of the SSRWG in Oberammergau. The first draft of the storyboards for this course has now been
completed and a meeting for subject matter experts to analyse and give feedback on them was held one day prior to
this workshop, also at the Marshall Center. The development of gender ADL courses will continue with feedback from
subject matter experts in early 2013. It is also worth noting that two of the workshop groups included this ADL course
as a pre-requisite within their lessons plans.
In addition to achieving its outputs, the workshop was very well received by the participants. In an oral feedback
session, as well as in subsequent written feedback, participants indicated a high satisfaction with the workshop
overall, and particularly with the method of drawing from the complementary expertise of the participants. All
participants who are involved in gender and military education voiced an intent to use the lesson plans and planning
process in their future work. Requests for follow-up included the dissemination of the lesson plans produced, as well
as organizing future workshops looking at the integration of gender in curricula for military education.
The organisers would like to thank the Swiss Federal Department of Defence, Civil Protection and Sports as well as the
Partnership for Peace Consortium of Defence Academies and Security Studies Institutes for their generous financial
support, and the George C. Marshall European Center for Security Studies, Garmisch-Partenkirchen, for their
organisation and hosting of the event and express their appreciation for the high-quality input and participation of all
parties involved.
8
A NNEXES
( I ) P ROGRAMME
Wednesday, 12 December
Afternoon
Arrivals
Arrival of workshop participants
18:30
Mandatory Opening Remarks
MAJ Kimberly Garbett, Partnership for Peace Consortium (PfPC)
CDR Andreas Hildenbrand, George C. Marshall Center
Ms Aiko Holvikivi, Geneva Centre for the Democratic Control of Armed Forces (DCAF)
Venue: Hotel Rheinischer Hof
Thursday, 13 December
08:30
Bus transportation to workshop venue
09:00-09:30
Opening and welcoming remarks
Dr Raphael Perl, Executive Director, PfPC
Dr Kathaleen Reid-Martinez, Chair EDWG
Ms Aiko Holvikivi, SSRWG member
09:30-10:30
Oberammergau workshop review: Andragogy in military education and teaching gender
CDR Andreas Hildenbrand, George C. Marshall Center
MAJ Nathalie Levesque, Canadian Defence Academy
Ms Aiko Holvikivi, DCAF
This session will review the key principles of andragogy and good practices in teaching gender that
were covered in the previous workshop.
10:30-10:45
Coffee
10:45-12:15
Sharing good practices: Demonstration of gender training
Ms Kristin Valasek, DCAF
Ms Aiko Holvikivi, DCAF
CPT Stephanie Groothedde, CIMIC Centre of Excellence, Netherlands Army
Some experienced gender trainers will demonstrate a part of their training and share their own lesson
plans and teaching materials.
12:15-13:30
Lunch
13:30-15:00
Learning outcomes
Dr Iryna Lysychkina, Academy of Interior Troops Ukraine
MAJ Nathalie Levesque, Canadian Defence Academy
9
Thursday, 13 December
Following an introductory presentation on formulating learning outcomes, participants will work in 3
groups to define learning outcomes for the gender lesson plan they are developing.
15:00-15:15
Coffee
15:15-16:15
Assessment modalities
MAJ Nathalie Levesque, Canadian Defence Academy
This session will begin with an introductory presentation on assessment and evaluation. The working
groups will then continue with their project work, which can include how to determine assessment
modalities for their chosen learning outcomes.
16:15-17:00
Introductory overview of Advanced Distributed Learning (ADL)
Ms Tanja Geiss, NATO School
Mr Georghe Roman, NATO School
Presentation of basic gender awareness course
Ms Aram Hong, Allied Command Transformation
Plenary discussion, bring-and-brag sharing e-resources for trainers
17:00-17:15
Wrap up
17:15
Bus transportation to hotel
18:00
Bus transportation to workshop dinner and Christmas market
19:15-21:00
Workshop dinner
The official dinner is generously offered to all participants by the Swiss Federal Department of Defence,
Civil Protection and Sport.
21:00
Bus transportation to hotel
Friday, 14 December
08:30
Bus transportation to workshop venue
08:45-09:00
Reflections on Day 1
09:00-09:30
Developing Lesson Plans: Review of Assessment Modalities
09:30-10:15
Instructional strategies
(Active learning methods)
CDR Andreas Hildenbrand, George C. Marshall Center
Dr Iryna Lysychkina, Academy of Interior Troops Ukraine
Introductory presentation on teaching methods (e.g. case studies, role plays, etc.).
10:15-10:30
Coffee
10
Friday, 14 December
10:30-11:15
Developing lesson plans: Instructional strategies
Having agreed on sample learning outcomes and content, participants will use this working session to
develop instructional strategies for the lesson plans they are working on.
10:30-11:15
Developing lesson plans: Lesson schedule
In this working session, participants will form the lesson schedule, based on the learning outcomes,
assessment strategies and learning methods, they had defined on the previous day.
12:15-12:30
Developing lesson plans: Final preparation for group presentations
In this working session, participants will finalize their lesson plans and get ready for a 10 minute
presentation.
12:30-12:45
Group photo
12:45-13:45
Lunch
13:45-14:30
Developing lesson plans: Group presentations
In this session, participants will present their group lesson plans (10 minutes for each presentation,
followed by a 5 minute Q&A part and a 5 minute debrief).
14:30-15:00
Lesson content
In this working session, participants will further discuss the content of the sample lesson plan they are
working on, incorporating any feedback from the plenary discussion. Participants will also map out
supporting resources for the gender lessons they are working on.
15:00-15:15
Coffee
15:15-15:30
Group photo
15:30-16:15
Evaluation, wrap-up and closing
16:30
Bus transportation to hotel
11
( II ) L IST
OF PARTICIPANTS
Title
MAJ
Last name
Garbett
First name
Kimberly
Institution
PfPC
Ms
Geiss
Tanja
NATO School
LTC
Gil Ruiz
Jesús
NATO Office on Gender Perspectives
MAJ
Grimes
Rachel
UK MoD
CAPT
Groothedde
Stephanie
CIMIC Centre of Excellence, Netherlands Armed Forces
Mr
Haderer
Markus
Marshall Center
Mr
Harju
Samuli
Office of Military Affairs, UN DPKO
CDR
Hildenbrand
Andreas
Marshall Center
Ms
Holvikivi
Aiko
DCAF
Ms
Hong
Aram
Allied Command Transformation
Mr
Kane
John
PfPC
Mr
Kuether
Bradley
Allied Command Transformation
Ms
Lape
Elizabeth
Joint Staff, USA
MAJ
Levesque
Nathalie
Canadian Defense Academy
Dr
Lysychkina
Iryna
Academy of the Interior Troops, Ministry of Internal Affairs, Ukraine
Dr
Reid-Martinez
Kathaleen
Mid-America Christian University
Mr
Roman
Georghe
NATO School
MAJ
Stensland
Grethe
Nordic Centre for Gender in Military Operations / SWEDINT
Ms
Valasek
Kristin
DCAF
Mr
Watson
Callum
DCAF
12
(III) S AMPLE LESSON PLANS F OR TEACHING GENDER TO THE MILITARY
th
The 17 meeting of the Security Sector Reform Working Group of the Partnership for Peace Consortium, hosted in
Garmisch-Partenkirchen from 12 to 14 December 2012 in collaboration with the Education Development Working
Group and the George C. Marshall European Center for Security Studies, brought together experts on military
2
education, gender training for the military and integrating gender in military operations. They shared experiences and
collectively identified good practices in teaching gender concepts and content to the military, and developed three
sample lesson plans.
The three lesson plans were as following:
(1) Applying gender at a Tactical Level
Audience: Infantry group (approx. twelve to fifteen soldiers plus one group commander and one deputy
group commander)
(2) Integrating Gender Perspective into Operations
Audience: NATO Senior Officers (Combined-Joint) (COL and above)
(3) Why & How to Include Gender In Operational Planning Staff Work
Audience: Majors to Lieutenant Colonels, Staff College (national officers), Defence Academy Level
2
For the after action report of this workshop, http://www.dcaf.ch/Event/Designing-Sample-Gender-Lessons-SecondPFPC-Workshop-on-Teaching-Gender-to-the-Military
13
DESIGNING SAMPLE GENDER LESSONS
SECOND WORKSHOP ON TEACHING GENDER TO THE MILITARY
Garmisch-Partenkirchen, Germany, 12-14 December 2012
Title: Applying Gender at the Tactical Level
Audience: An infantry group (approx. 12-15 soldiers + 1 group commander + 1 deputy group commander)
Learning Outcomes
Assessment Tools
Time: 240 mins (4 hrs)
Type & Timing of Assessment
1. Explain what it means to integrate gender perspective in their dayto-day work as a task force
2. Explain how gender perspective can serve as a force multiplier
Formative assessment during lecture, scenario
and debrief
Formative assessment during lecture, scenario
and debrief
Formative assessment during lecture, scenario
and debrief
Formative assessment during lecture, scenario
and debrief
3. Differentiate the security threats for men and women, boys and girls
in the specific area
4. Apply gender perspective in realistic situations of patrolling and
engagement with local population in a culturally sensitive manner
Scenario-based role play and hot debrief
Scenario-based role play, speed debate and
hot debrief
Scenario-based role play and hot debrief
Scenario-based role play and hot debrief
Learning Scope
In this lesson, soldiers will learn what it means for them as a task force working in the area of operations to integrate gender perspective. They will also receive an
introduction on how security threats may differ for women, men, boys and girls. Furthermore, they will practice applying gender perspective in realistic situations of
patrolling and interacting with local populations in a culturally sensitive manner.
Prerequisites
Diagnostic Assessment (Interview with superiors to understand how this lesson fits in with other lessons for the target audience and the future tasks of the group).
Equipment needed
Classroom, role players for scenario-based role play (external), materials for scenario and military equipment.
Issues for Consideration
Consider also how gender is mainstreamed throughout national military education and general pre-deployment training - identify overlaps and gaps (such as internal
gender considerations, which are not addressed in this lesson but should be addressed elsewhere in the curriculum). Note also that the lesson plan is based on a predeployment training model “Train as you fight,” which may require adaptation according to the context.
Mandatory Preparation
Participants should complete a level 100 Gender ADL course as pre-learning tool (currently in development).
14
DESIGNING SAMPLE GENDER LESSONS
SECOND WORKSHOP ON TEACHING GENDER TO THE MILITARY
Garmisch-Partenkirchen, Germany, 12-14 December 2012
Lesson Schedule: Applying Gender at the Tactical Level
Time
0800-0820
0820-0850
Topic
(Learning
Outcome)
What is gender
perspective?
(LO1)
Gender perspective
as force multiplier
(LO2)
0850-0900
0900-0945
Break
Different security
threats
(LO3)
0945-1000
1000-1100
Break + transit
Patrol
(LO1,2,3,4)
1100-1130
Hot Debrief
(LO 1, 2, 3, 4)
1130-1200
Wrap-up
(LO 1, 2, 3, 4)
Strategy
(Related
Assessment)
Interactive lecture
Content guidance
Content Resources
Faculty
Introduce concept of gender perspective,
inviting contributions from the audience.
Reference ADL pre-req.
Instructor
Speed debate
Read out statements on gender improving
operational effectiveness and have participants
engage in mini-debates in pairs, changing
partners for each statement.
Relevant statements to
prompt debate on how
gender can improve
operational effectiveness
Instructor
Brainstorming
based on visual
representation
Show pictures of men, women, boys and girls in
different situations and guide learners to ask
security relevant questions taking into account
gender roles.
Pictures from the AOR
Instructor
Scenario-based
role-play
(Role Play)
Role Play simulates a patrolling situation where
the participants interact with the local
population. The description should be based on
the specific area of operation.
Learners should apply gender perspective in
carrying out their tasks
Each learner should be given a chance to share
their view of the executed tasks. Preferably the
hot debrief is led by the group commander.
Role players
Instructor
Scenario-based
role-play
(Discussion)
Group Cmdr
Instructor
15
DESIGNING SAMPLE GENDER LESSONS
SECOND WORKSHOP ON TEACHING GENDER TO THE MILITARY
Garmisch-Partenkirchen, Germany, 12-14 December 2012
Title: Integrating Gender Perspective into Operations
Audience
Time
Senior Officers (Combined-Joint) (COL and above)
180 mins (3 hrs)
Learning Outcomes
Assessment Tools
Type & Timing of Assessment
1. Understand the requirement of integrating gender
perspective into operations
2. Evaluate an operational plan to ensure that gender
perspective is included
3. Integrate the gender advisor’s role into the work of the HQ
staff
Checklist to include documents
(strategic guidance, etc.)
Analyse an operational plan for gender
perspective
Participation in designated individual or
collective exercise (outcomes 2 and 3)
Formative Assessment throughout the
session
Formative Assessment
Summative Assessment after
participating in designated individual or
collective exercise (outcomes 2 and 3)
Lesson Scope
Delineating the responsibilities of the senior officer and gender advisors in integrating gender perspective into operations.
Prerequisites
Comprehensive operational planning directive course has been attended.
Equipment needed
Computers, Flipchart, Video Teleconferencing (VTC) Equipment
Issues for Consideration
15 participants maximum
Mandatory Preparation
Participants have read and understood the reference documents
Supplemental
After participating in the STEADFAST Pyramid/Pinnacle exercise the lesson will be evaluated and adapted if necessary.
16
DESIGNING SAMPLE GENDER LESSONS
SECOND WORKSHOP ON TEACHING GENDER TO THE MILITARY
Garmisch-Partenkirchen, Germany, 12-14 December 2012
Lesson Schedule: Integrating Gender Perspective into Operations
Time
Topic
(Learning Outcome)
0900-0905
Introduction
0905-0920
Major requirements on
integration of gender
perspective
(LO1)
Report of current status
in theatre
(LO1,2,3)
0920-1000
1000-1020
Coffee break
1020-1100
To integrate gender
perspective into an
operational plan
(LO2)
1100-1110
1110-1140
Stretch break
Discussing a draft OPLAN
including gender
perspective
(LO2,3)
Wrap-up and feedback
Lunch
1140-1200
1200-1330
Strategy
(Related
Assessment)
Lecture
Content guidance
Brainstorming
including a summary
of the brainstorming
(RA1)
Presentations (20
minutes) and Q & A
(20 minutes)
(RA1,2,3)
Sharing challenges of understanding and
implementing the requirements
Strategic Guidance
documents
Course leader
Information about the reality of
implementing the three outcomes in
theatre
Reference to the
operational plan and
roles/tasks descriptions
Guest presentation by
Commanding Officer
and Gender Advisor in
theatre or with recent
experience
Networking and informal reflection,
preparing checklist.
Lead-in on previous exclusion on gender
perspective
Analysis and suggested modifications to
the phases of an OPLAN to include
gender perspective
Comprehensive
operational planning
directive
Course leader and
facilitators for x number
of small groups
OPLAN
Course leader
Depending on
number of
participants break
into small groups (4
person maximum)
(RA2)
Discussing
(RA2,3)
Content Resources
Faculty
Course leader
Preparing checklist
An OPLAN which serves as an excellent
model for implementing the
requirement of integrating gender
perspective
Finalise and turn in checklist
17
DESIGNING SAMPLE GENDER LESSONS
SECOND WORKSHOP ON TEACHING GENDER TO THE MILITARY
Garmisch-Partenkirchen, Germany, 12-14 December 2012
Title: Why & How to Include Gender In Operational Planning Staff Work
Audience
Time
Majors to Lieutenant Colonels, Staff College (national officers), Defence Academy Level
180 mins (3 hrs)
Learning Outcomes
Assessment Tools
Type & Timing of Assessment
1. UNDERSTAND gender dimensions/aspects relevant to
Operational Planning Staff Work.
2. ANALYZE/APPRAISE where gender should be
incorporated/added to Operational Planning Staff Work.
3. PRODUCE/WRITE an Ex Operational Plan that integrates
gender throughout the document.
Short scenarios
Formative Evaluation,
Take 15 mins at 45 min mark
Formative Evaluation,
Take 20 mins at 90 min mark
Summative Evaluation,
At the end of the operational planning ex.
Think-Pair-Share a text analysis exercise
Operational Plan Final Exercise
Lesson Scope
Incorporating gender perspective will enhance operational and overall mission effectiveness. It is also mandated by NATO Directive Bi-SC 40-1 and
United Nations Security Council Resolution 1325.
After this lesson, the officers will understand the gender dimensions relevant to operational planning, analyze and appraise where gender should be
incorporated, and then write/produce Operational Orders that integrate gender.
Prerequisites (students)
Complete the ACT ADL Gender 100-level course.
Equipment needed
Scenarios; previous Operational Plans; summary of UN SCRs 1325/1820/1960; excerpts of relevant international, regional, national, institutional policies;
PowerPoint projector, flip chart, news articles.
Mandatory Preparation
Advance reading: UN 1325, 1820, 1960 and DPKO/ DFA Guidelines for Integrating a Gender Perspective into the Work of the United Nations Military in
Peacekeeping Operations; Review of relevant international, regional and national actors working on women, peace and security issues, including genderbased violence.
18
DESIGNING SAMPLE GENDER LESSONS
SECOND WORKSHOP ON TEACHING GENDER TO THE MILITARY
Garmisch-Partenkirchen, Germany, 12-14 December 2012
Lesson Schedule: Why & How to Include Gender in Operational Planning Staff Work
Time
Topic
(Learning Outcome)
Strategy
(Related Asses’t)
Content guidance
0800-0820
Introduction
(LO1)
0820-0845
Relevance of gender to
operational planning
(LO1)
(LO1)
Mind mapping
Short scenarios
(formative)
Lecture/video
discussion
Mind mapping – what is the link between gender and operational planning? Brainstorm in two groups on
flip charts, everyone writes down something on the flip chart, what is relevant in Afghanistan in one group
and DRC in the other group.
Lecture/discussion – What gender is, why it is relevant to operational planning, policy mandates regarding
gender in military operations. Video linking gender to mission success.
Scenario exercise
(formative)
Short scenarios [formative assessment] – Buzz groups, 1-2 sentence scenarios at tactical level for each
group, ask how gender is relevant to that tactical activity.
Lecture/
Discussion
Lecture/discussion – breakdown of operational plan, specific examples of where gender fits. Example of
where gender is poorly /inadequately incorporated. For instance, women are just victims or “women and
children.” Discussion of useful and specific language and criteria for good operational planning content.
Think-Pair-Share text
analysis exercise
Think-Pair-Share exercise [formative assessment]. Distribute 1-2 different paragraphs from an operational
plan and task participants to analyze where gender should be included and then draft the gender-related
text to be included in the operational plan.
Role play with devil’s
advocate
(formative)
Closing remarks with
video/article
(summative)
Role play of 5 min presentation of operational plan incorporating gender to a skeptical, sexist Chief-ofStaff playing the devil’s advocate.
Group and facilitator feedback and debrief.
Closing remarks summarising key points. Video/article on importance of gender in operations. State that
gender issues will be included in the final exercise. Give additional resources/reading materials.
Operations Plan Final Exercise [summative assessment]. As the summative assessment of the entire (2week) operational planning course, the participant will have to produce an operational plan. An indicator
of a successful operational plan will be the relevant integration of gender perspective throughout the plan.
0845-0900
0900-0910
0910-0930
Break
How to integrate
gender into operational
plans
(LO2,3)
0930-1010
(LO2,3)
1010-1020
1020-1050
Break
(LO2,3)
1050-1100
Conclusion
(LO3)
19
(IV) B EST PRACTICES IN TEA CHING GENDER TO THE MILITARY
th
The 16 meeting of the Security Sector Reform Working Group of the Partnership for Peace Consortium, hosted in
Oberammergau from 17 to 20 July 2012 in collaboration with the Education Development Working Group and the
NATO School Oberammergau, brought together experts on military education, gender training for the military and
3
integrating gender in military operations. They shared experiences and collectively identified good practices in
teaching gender concepts and content to the military, and in employing gender-responsive teaching practices. The
discussions that took place at the workshop fed into a list of best practices that was included in the After Action
th
Report. They were later reviewed at the 17 meeting of the SSRWG in Garmisch-Partenkirchen on 12 to 14 December
4
2012in order to create a revised version which can be found below.
The best practices listed in this document span seven broad aspects of teaching gender to the military:
(1)
(2)
(3)
(4)
(5)
(6)
(7)
Using effective teaching methods and strategies
Making effective use of online learning tools, including Advanced Distributed Learning (ADL)
Encouraging a respectful learning environment and non-discriminatory dynamics in the classroom
Building teachers’ gender expertise
Evaluating gender teaching
Institutional practices to support gender education
Gaining Institutional Buy-In for Gender Education
(1) U SING







EFFECTIVE TEACH ING METHODS AND STRATEGIES
While the message that is being taught should always be consistent, the teaching methods have to be
adapted according to the audience and context.
Use a good mix of teaching methods to create an engaging learning environment.
Use active learning methods and interactive sessions to draw from the different experiences and perspectives
in the room in order to overcome resistance to the integration of gender perspective.
Tailor all gender training to the relevant context and use context-specific scenarios.
Highlight the benefits of integrating gender perspective and make teaching practical: let the learners know
how they can put what they have learned into practice.
Use argument development exercises to voice and counteract stereotypes.
Use role plays so that learners may experience differences in views and perceptions.
3
For the after action report of this workshop, see http://dcaf.ch/Event/PFPC-Workshop-on-Teaching-Gender-to-theMilitary.
4
For the after action report of this workshop, see http://www.dcaf.ch/Event/Designing-Sample-Gender-LessonsSecond-PFPC-Workshop-on-Teaching-Gender-to-the-Military
20


Where applicable, include the commander’s guidance in designing training and focus on the command’s
priorities.
Increase the amount of face-to-face gender training.
(2) M AKING
EFFEC TIVE USE OF ONLINE L EARNING TOOLS , INCLUDING
ADVANCED DISTRIBU TED LEARNING (ADL)





Use an ADL gender course as a pre-learning instrument, having students complete the ADL module before
coming for face-to-face education or training.
Ensure students receive certification or accreditation for completing an ADL gender course to increase
students’ motivation.
Develop ADL gender courses that are Shareable Content Object Reference Model (SCORM) compliant (allows
other institutions to use and adapt parts of it, as deemed appropriate).
Use online learning tools to counteract cultural barriers and gender-related power dynamics between
students and teachers, as well as between students.
Online learning tools on gender should supplement other teaching methods and should not be used as a
stand-alone product.
(3) E NCOURAGING
A RES PECT FUL LEARNING ENVIRON MENT AND NON DISCRIMINATORY DYNAM ICS IN THE CLAS SROOM





Be aware of gender and cultural differences in the classroom and take care to not favour one sex above
another.
Engage all students in the classroom equally and empower those who need encouragement.
Ensure an environment of respect in order to create a safe and open learning environment. This could include
a “No hats, no salutes” policy in the classroom.
Prepare the trainer/teacher with class management methods, and tips and tools on how to address gender
dynamics.
Avoid voicing or assuming national stereotypes and prejudices when teaching gender in an international
environment.
(4) B UILDING





TEACHERS ’ GENDER EXPERTISE
Teachers should be able to explain the theoretical dimensions of gender, but also have relevant practical
experience or examples to share.
Learn from practices that work and use lessons learned in delivering training and education.
Intersperse military phrases and expressions into gender lessons to ensure gender is understood as a military
topic.
Include gender concepts and perspective in other lessons, to mainstream gender throughout training and
education.
Venture outside of the military to draw from other experiences and resources (academia, NGOs, police,
online sources, international standard setting institutions) in teaching gender that can be applied specifically
to the institution in question.
21

Create a network or community of practice to exchange expertise.
(5) E VALUATING
GENDER TEACH ING
EVALUATE WHETHER GENDER LEARNING OUTCOMES HAVE BEEN ACHIEVED :


Develop a needs assessment so you have a baseline against which to measure achievement of gender
learning outcomes.
Use a set of diverse and complementary assessment methods and tools to evaluate whether gender learning
outcomes have been achieved.
EVALUATE TEACHERS:



Informally observe teaching and students in the classroom, if appropriate.
Encourage self-assessment of teachers and peer review of lesson plans before each session.
Include gender sensitivity as a criterion within the formal performance evaluation of all teachers
(6) I NSTITUTIONAL






Ensure that key leaders are engaged.
Ensure that gender is integrated into all doctrines and that it is not treated as a stand-alone topic.
Ensure that institutional policies that address gender training and education exist at all levels and that gender
perspective is applied when implementing and monitoring these policies.
Regularly publish articles on gender and the military highlighting the achievements that the institution has
attained by integrating a gender perspective for public and academic use.
Make gender sensitivity a criterion in job descriptions, recruitment, evaluation and promotion. Specifically,
include gender in leadership criteria for promotions to motivate higher levels and higher ranks to undergo
gender education.
Ensure sufficient allocation of resources to gender training and education, in terms of time, personnel, and
money.
(7) G AINING


PRACTIC ES TO SUPPORT GENDER EDUCATION
INSTITUTIONAL BUY - IN FOR GEN DER EDUCAT ION
Start with gender training and education at the highest levels, emphasizing that this is not additional work
but rather makes operations more effective.
Let relevant branches know how you can support them in teaching gender (avoid a “watchdog” atmosphere).
Gender is a cross cutting issue and has to be reflected in all branches. It needs to be mainstreamed
throughout all training and education.
22
(V) C HECKLIST FOR GENDER CURRICULUM REVIEW
th
The 16 meeting of the Security Sector Reform Working Group of the Partnership for Peace Consortium, hosted in
Oberammergau from 17 to 20 July 2012 in collaboration with the Education Development Working Group and the
NATO School Oberammergau, brought together experts on military education, gender training for the military and
5
integrating gender in military operations. They shared experiences and collectively identified good practices in
teaching gender concepts and content to the military, and in employing gender-responsive teaching practices. The
discussions that took place at the workshop fed into a checklist for gender curriculum review that was included in the
th
After Action Report. This was later reviewed at the 17 meeting of the SSRWG in Garmisch-Partenkirchen on 12 to 14
6
December 2012 in order to create a revised version which can be found below.
The best practices listed in this document span four broad aspects of curriculum review:
(1) Building faculty and trainers’ gender expertise
(2) Mainstreaming gender learning across the curricula
(3) Teaching methods
(4) Assessment, evaluation and validation
(1) B UILDING
FACULTY AND TRAINERS ’ GENDER EXPERTISE
A. Assess faculty and trainer qualifications and skills with regard to gender.
B.
Implement an individualized faculty/trainer development plan to build gender expertise, which includes the
following:
i.
Enhancing teaching methods to ensure they are appropriate to facilitate gender learning
ii.
Building gender competence, which may require the following:
a. Delivering a gender course for faculty/trainers appropriate to the level of instruction or
certification (gender courses for faculty/trainer development can be based upon national
policy, national law, UN Security Council Resolution 1325, international agreements, NATO
Template for Pre-deployment Training, etc.)
b. Supporting integration of gender learning in the instructor’s discipline in order to enable
instructors to include gender in the curriculum.
c. Building awareness of gender in the dynamics of the learning environment to ensure a
respectful, non-discriminatory and participatory classroom.
5
For the after action report of this workshop, see http://dcaf.ch/Event/PFPC-Workshop-on-Teaching-Gender-to-theMilitary.
6
For the after action report of this workshop, see http://www.dcaf.ch/Event/Designing-Sample-Gender-LessonsSecond-PFPC-Workshop-on-Teaching-Gender-to-the-Military
23
C.
Strive for gender balance among faculty and trainers.
(2) M AINSTREAMIN G
GENDER LEARNING ACROSS THE CURRICULA
A. Ensure that addressing gender perspective is a guiding principle of the curriculum.
B.
Review each program/course purpose, description, goals and objectives for gender responsiveness, including
integration of:
i.
Gender concepts and perspective into content and exercises
ii.
Learning experiences supportive of gender-sensitive perspectives, attitudes and competencies
iii.
Gender-sensitive language, images, writings, and processes within the curriculum (e.g., he/she in
English language, photos of females and males, female and male speakers, male and female
authors, female and male perspectives, etc.)
C.
Teaching materials should be aligned with institutional policies (e.g. NATO Bi-Strategic Directive 40-1),
national policy and law, as well as international standards (e.g. UN Security Council Resolution 1325,
Convention on the Elimination of All Forms of Discrimination Against Women) as concerns equal
opportunities, gender equality and gender perspectives.
(3) L EARNING
MET HODS
A. Assure the course/program contains learner-centred methods that result in gender transformative education.
Possible active learning methods include group work, case studies and scenarios, and should encourage the
equal participation of women and men.
B.
Learning methods should address both cognitive and affective domains as defined in Bloom’s Taxonomy.
(4) A SSESSMENT ,
7
EVALUATION AND VALID ATION
A. Assure exams or other assessments throughout the course/program occurring in the learning process are not
gender biased.
B.
Implement formative (evaluation during and throughout the learning course/ program) and summative (final
evaluation at end of course/program) assessment strategies for gender learning, to include gender
awareness self-assessment; triangulation of learner, instructor, and supervisor regarding learning gender
awareness, etc.
C.
Establish validation time line and process.
7
For a summary of Bloom’s Taxonomy and a list of source documents, see Andrew Churches, Bloom’s Taxonomy
Bloom’s Digitally, http://edweb.sdsu.edu/courses/EDTEC470/sp09/5/bloomstaxanomy.html. The complete version of
the revised taxonomy is found in Lorin W. Anderson and David R. Krathwhohl, eds, A Taxonomy for Learning,
Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives (New York, NY: Longman, 2001).
24
(VI) O NLINE R ESOURCES
th
The 17 meeting of the Security Sector Reform Working Group of the Partnership for Peace Consortium, hosted in
Garmisch-Partenkirchen from 12 to 14 December 2012 in collaboration with the Education Development Working
Group and the George C. Marshall European Center for Security Studies, brought together experts on military
8
education, gender training for the military and integrating gender in military operations. They shared experiences and
collectively identified good practices in teaching gender concepts and content to the military, and developed three
sample lesson plans. The following are a list of online resources related to teaching gender to the military that were
identified by the participants.
ADL
AN D
E-L EA R N I N G
Humanitarian Response Online Gender Training
http://www.humanitarianresponse.info/themes/gender/training
NATO Joint Exercises and Training Division’s Advance Distributed Learning (JADL) Portal
https://jadl.act.nato.int/
Partnership for Peace Learning Management System (PfP LMS) (Free online courses for NATO and partners)
https://pfp.ethz.ch/
M UL T I M E DI A
R E SO U R C ES
Integrated Regional Information Networks (a service of the UN Office for the Coordination of Humanitarian Affairs)
http://irinnews.org/photo/
ISAF’s Flickr photostream
http://www.flickr.com/photos/isafmedia/
NATO Channel TV – NATO’s official online video channel
http://www.natochannel.tv/
NATO’s Flickr photostream
http://www.flickr.com/photos/n-a-t-o/
NATO Multimedia Library (incl. videos and photos for to be used on gender training)
http://www.nato.int/cps/en/natolive/63349.htm
8
For the after action report of this workshop, see http://www.dcaf.ch/Event/Designing-Sample-Gender-LessonsSecond-PFPC-Workshop-on-Teaching-Gender-to-the-Military
25
United Nations Photos
http://www.unmultimedia.org/photo/
UN Secretary General’s Campaign, UNITE to End Violence against Women Youtube channel
http://www.youtube.com/watch?v=WmPed9Tb7eY (this example is refers to the implementation of UNSCR 1325 in
Liberia)
R E SO UR C ES
FO R U S E I N T R AI N I N G
Canadian Forces Individual Training and Education System Manuals
http://www.cda-acd.forces.gc.ca/pub/lib-bib/cfites-eng.asp
DCAF’s Gender and Security Sector Reform Training Website (see, especially, Additional Resources page)
http://www.gssrtraining.ch/
Genderforce, Good and Bad Examples: Lessons learned from working with United Nations Resolution 1325 in
international missions (Stockholm: Genderforce, 2007).
http://old.kvinnatillkvinna.se/sites/default/files/Good_and_bad_examples_English_A4.pdf
PeaceWomen: Women’s International League for Peace and Freedom
http://www.peacewomen.org/
(List of UNSCR 1325 National Action Plans: http://www.peacewomen.org/naps/list-of-naps)
T R AI N I N G
A N D R E S E AR C H I N ST I T U T E S
Joan B. Kroc Institute for Peace and Justice Women PeaceMakers Program, University of San Diego
http://www.sandiego.edu/peacestudies/ipj/programs/women_peace_makers/
Nordic Centre for Gender in Military Operations
http://www.forsvarsmakten.se/en/swedish-armed-forces-international-centre/centre-for-gender/
Peace Operations Training Institute
http://www.peaceopstraining.org/
(Course catalogue: http://cdn.peaceopstraining.org/2012/course_catalogue_2012.pdf)
O T HE R
NATO Committee on Gender Perspectives
http://www.nato.int/cps/en/natolive/topics_50327.htm
NGO Working Group on Women, Peace and Security
http://womenpeacesecurity.org/
26