JAMAICA AND THE EASTERN
CARIBBEAN
The Ministry of Social Development of Grenada
and
Friedrich Ebert Stiftung (Jamaica and the Eastern Caribbean)
Host a three-day workshop
entitled
GENDER-AWARE POLICY: EMPOWERING CHANGE
At
Blue Horizon Garden Resort
Grand Anse, St. George’s, Grenada
August 27-29, 2012
Table of Contents
Table of Contents ……………………………………………………………..……………………………………………. 2
Introduction …………………………………………………………………………………………………………………… 3
Methodology ………………………………………………………………………………………………………………… 4
Opening Ceremony ………………………………………………………………………………………………………… 5
Initiating the Workshop Process …………………………………………………………………………………….. 8
Understanding Gendered Equality .………………………………………………………………………………… 9
Moving Beyond Gender as Numbers ……………………………………………………………………………… 9
Exploring Our Gendered Reality ……………………………………………………………………………………. 10
Introduction to Policy Formation ………………………………………………………………………………….. 11
Strategic Objectives of a Gender Aware Policy ……………………………………………………………… 12
Research: Qualitative and Quantitative Evidence …………………………………………………………. 13
Making Policy Choices ………………………………………………………………………………………………….. 14
Advocating for Gender-Aware Policy Making ……………………………………………………………….. 16
Gender Analysis of Issues ……………………………………………………………………………………………… 16
Developing Gender Policy Statements ………………………………………………………………………….. 18
Feedback on the Workshop …………………………………………………………………………………………… 19
Appendix 1: Workshop Programme ………………………………………………………………………………. 21
Appendix 2: List of Participants …………………………………………………………………………………….. 24
Appendix 3: Working Groups Draft Gender Policy Statements ……………………………………… 26
Appendix 4: Development of a National Gender Equality Policy etc ……………………………… 30
References ……………………………………………………………………………………………………………………. 33
Picture on Cover L-R: Mr. Samuel St. Bernard and Ms. Sandra Thomas, Planning Officer and Permanent Secretary,
Ministry of Social Development, respectively; Hon. Sylvester Quarless, Minister of Social Development; Ms. Judith
Wedderburn, Director, FES; and Ms. Elaine Henry-McQueen, Senior Programmes Officer, Gender and Family
Affairs, Ministry of Social Development
2
A WORKSHOP
GENDER AWARE POLICY FORMULATION: EMPOWERING CHANGE!
FRIEDRICH EBERT STIFTUNG AND MINISTRY OF SOCIAL DEVELOPMENT, GRENADA
Introduction
The 10th Gender-Aware Policy Formulation Workshop for countries of the Organization of
Eastern Caribbean States (OECS), with Friedrich Ebert Stiftung (FES) as the main funding partner
was held in Grenada in 2012. In previous years, the workshops were designed to enhance the
capacities of representatives of governments, political parties, trade unions and leaders from
community based organisations who wished to improve their skills in policy making, and in
evaluating the gender-awareness of policies generally.
This 10th Workshop was organised in collaboration with the Ministry of Social Development of
Grenada, in support of that country’s initiative to produce a national policy for gender equality.
The National Gender Equality Policy and Action Plan (NGEPAP) for Grenada will serve as an
institutional framework that will assist the government of Grenada in facilitating gender quality
and women’s empowerment.
Participants
The two groups that will support this process are the Technical Committee and the Gender
Working Team. The participants in the workshop therefore comprised members of these two
groups who are drawn from the Ministry of Social Development, key public entities,
representatives of the umbrella women’s NGO, men’s NGOs and other development NGOs.
Participants were seated in five groups, each comprising one man and four women. Most of
them had no familiarity with gender issues and had never been exposed to a workshop of this
kind. There were doubts, uncertainties, questions and even scepticism about the need for
gender equality and much discomfort with a focus on women’s empowerment.
3
METHODOLOGY
The workshop used a participatory methodology that ensured that participants were fully
engaged in exploring the relevant concepts and definitions as the foundation on which their
understanding of gender–sensitive policy formulation would be based. The methodology
acknowledged the experiences brought to the table by the participants and found ways to build
on this foundation, so that they could see a role for themselves in the process and claim
ownership by the end of the workshop. This process allowed the women and men to speak
honestly and revealed various levels of discomfort with the concept of gender equality
particularly women’s empowerment.
The methodology consisted of interactive exercises which encouraged critical thought and
reflection through individual and group work that built incremental awareness and
understanding of gender issues. The group work facilitated team building across ministerial
responsibilities and between selected members of the Technical Committee and Gender
Working Team. This was a strategic approach to inform the policy design process which is going
to be guided by the work of these two groups with the support of an external consultant.
Stressing the need for consultation with men and women across groups, ages, and sectors, the
process demonstrated that using research from both consultative and documentary sources
were central to building skills for gender analysis. A gradual learning process linked theoretical
concepts with data use in building these skills and was guided by the Manual1 which provided a
step by step learning-by-doing experience which helped participants better understand how the
various components of the gender policy design process would evolve. As the process evolved,
their own roles and responsibilities as members of either the TC or GWT became clearer. The
Technical Committee will advise the Consultant and Project Team, thereby serving as the
Steering Committee for the project. The Gender Working Team will assist the Division of
1
Gender-Aware Policy-Making in the Caribbean: A Manual (2nd) produced jointly by Friedrich Ebert Stiftung (FES)
and the Caribbean Policy Development Centre (CPDC), 2010
4
Gender and Family Affairs and the Consultant in the research, consultations and drafting of the
Gender Analysis, Policy and Action Plan.
In addition to the Manual other training and reference materials included national documents
such as: the Country Poverty Assessment Vols. 1 and 2, Labour Force Indicators, Core Welfare
Indicators Questionnaire (CWIQ 2005), and the Social Safety Net Assessment. This grounded
the process in the Grenadian reality, understood through current data and informed by
government policy prescriptions, ensuring a feeling of ownership of the process and of the
output on the part of the participants.
Opening Ceremony
The workshop covered three days beginning with an Opening Ceremony in which Ms Sandra
Thomas, in her capacity of Permanent Secretary, Ministry of Social Development, welcomed
participants and facilitators to the workshop. The workshop was formally opened and the
project was launched by the Hon. Sylvester Quarles, Minister for Social Development.
Introductory remarks were provided Mrs Elaine Henry-McQueen, Senior Programme Officer,
Division of Gender and Family Affairs, and FES Director Judith Wedderburn provided an
overview of the training process. The Opening Ceremony was opened with a prayer. The
ceremony also included a song rendered by a duo consisting of one male and one female
participant. Highlights of the above presentations are provided below.
The Permanent Secretary identified the links between the theme of this workshop as “GenderAware Policy Formulation: Empowering Change!” and the immediate and long-term goals of
the Ministry of Social Development and the Division of Gender and Family Affairs to eradicate
gender-inequalities which permeate Grenadian society. She reminded the workshop of ongoing
projects designed to address issues such as gender-based violence, which can be directly linked
to the inequalities that exist because a person is born male or female. These projects include
the “State Response to End Violence Against Women: Legislative and Policy Reform
Implementation Programme” and the formulation of a Strategic Action Plan to address genderbased violence. She further pointed out that the Gender Equality Policy is critical for addressing
5
gender inequality and discrimination in a more holistic way, ensuring the development of a
society that is just for both men and women.
The Senior Programme Officer, acknowledged the development of GEPAP as a process for
which the Government of Grenada has received funding from UN Women. Using lessons from
early experiences and with guidance from the Technical Committee and the Gender Working
Team, as well as a Consultant, the Policy would reflect the realities and ambitions of Grenada
while using the most current approaches to gender equality. She acknowledged the support of
FES as the main funding partner for this workshop which will provide capacity building,
preparing members of both the TC and the GWT for engaging in a process to produce a policy
that will provide realistic strategies to transform the social relations of gender.
The FES Director explained that partnering with the Ministry of Social Development on the
theme of Gender Equality and Women’s Empowerment is a natural fit with the FES programme
of international development cooperation. This programme is securely anchored on the pillars
of peace, social justice, gender equality, and sustainable human development. This workshop
follows on the tradition of providing leadership training for women through women’s
organisations, government machineries, and political parties for the countries of the OECS for
the last 10 years. The methodology and process of these workshops have trained participants
to use gender analysis to identify where gender gaps exist in respect of both women and men,
in order to design policy and strategies which will address those gaps and lay the foundation for
gender equality. FES was pleased for the opportunity to partner with the Government of
Grenada on this occasion.
The Hon. Minister assured the gathering that the Government recognises its duty to ensure
that all boys, girls, men and women have equal rights and opportunities to participate in
building Grenada. In addition, everyone should benefit from their participation, regardless of
sex. A public policy on gender equality has the potential to address that. The Minister
6
reaffirmed the government’s commitment to make Grenada work for all and agreed that it
would:
-
Provide education on Gender Relations to young people;
-
Take several measures to empower women and bring relief to both working and
unemployed women; and
-
Practice equity and inclusion as a basis for good governance.
Moreover, the government endorses the goals of human rights for all, and stated, “Therefore,
ladies and gentlemen, the question is not whether there should be gender equality… We are
already committed to achieving gender equality in Grenada, Carriacou and Petite Martinique”.
The questions raised by the Minister included:
1. how best should we work towards gender equality;
2. how do we balance conflicting ideas about gender equality;
3. how do we confront specific issues facing men and women;
4. how can the problem of discrimination against women be corrected; and finally,
5. how do we, as a society, address inequality and create balance in the power relations
between men and women.
The Minister reminded participants that these questions demand deep analysis, or the answers
would only scratch the surface. That analysis would be the role of the Technical Committee,
Gender Working Team, and Staff of the Division of Gender and Family Affairs, supported by a
consultant.
The Minister affirmed that the gender equality policy has to be about men and women and the
relations between them. “Our society can and must look after those needs of both males and
females that impact on equality. We must invest in an equitable way to overcome the historic
disadvantages, and facilitate their total wellbeing. In the end, the society can receive the full
benefit of their presence and participation in all aspects of life.
7
“This policy must also serve to ensure that the rights and interests of men and women are at
the core of the country’s development agenda, and show how various Ministries and sectors
can advance gender equality.”
Initiating the Workshop Process
Comments from both the Technical Committee and the Gender Working Team indicated that
their expectations fell into two broad categories:
 To improve their understanding of gender issues and how to use gender analysis to
enhance gender sensitivity in policies and programmes, and to use the concept of
gender equality to advance the causes of both women and men
 To understand and contribute to a participatory process in which they would see a clear
role for themselves as members of the above groups
To establish the foundation on which the workshop process would evolve, participants were
asked to identify their priority gender issues.
PRIORITY GENDER ISSUES IDENTIFIED












Domestic violence
How certain religions use Christian values to justify /decide that men have authority over
women
Legal approach to domestic violence – both from a criminal and civil perspective
The performance of males who are outperformed by females in the area of educational
achievement
Need clarity on how to become an advocate for gender equality
Concern that there are so many men and boys in prison, on the block and in mental
institutions
Break the notion that gender refers only to women/female sex
How to move the process of equality forward in the face of resistance from society – how to
advocate for gender equality
In pursuit of gender equality, how to ensure that men and women are not left behind
Socialization of children applies double standards in the socialization of male and female
children; when and how do parents socialize children that boys and girls are equal.
Role of sexual harassment re job security – how to address the issue
Who is responsible? Over the last 15 years women went out and empowered themselves,
but their empowerment is perceived to have a negative impact on families.
8
Discussion of the identified gender issues, highlighted the role of parents in the socialization of
boys and girls and the need for gender sensitivity in addressing these issues.
Understanding Gender Equality
In introducing the concept of gender equality the following questions were asked:

How do we arrive at gender equality without questioning certain norms?

What is the basis of the concerns raised in the previous discussion?

How do we treat with them, when they are based on individual experiences or deeply
held beliefs?
The need to use data for verifying a situation of gender equality or inequality was
demonstrated through the analysis of a table on the “Gender Status in the Political Arms of the
Jamaican State (2012)”.
It was noted that the percentages of women and men in the
Legislature are the following: House of Representatives 13% women, and 87% men, and in the
Senate 24% women, and 76% men. In the Cabinet, the situation is the following: 4 women
(20%) and 16 men (80%). Participants then compared the statistics on the Jamaican Parliament
with that of Grenada, which has 2 females of 15 members of the House of Representatives and
3 females of 13 members of the Senate. Based on these percentages, it was clear that there
was a need to address these gender gaps in the Legislatures of both Grenada and Jamaica. As
the work towards gender equality advances, the question of why these gaps exist will have to
be addressed.
Moving Beyond Gender as Numbers Only
In exploring the gender roles of the participants in their daily lives, they took part in a Time Use
exercise. This exercise helped participants identify how time is allocated across daily tasks and
activities by women and men, based on their gender roles and responsibilities. After reviewing
the lists one female participant noted, “Wow! I do all of that!!??” Another indicated that she
never thought about it, she JUST DID IT.
9
Participants were asked to review
the list of actions done either by
men or women, or both, and to
identify which were the actions
without which society could not
function. After a review of the
actions of men and women
presented by all the groups, it was
concluded that in general, the
activities of men focused on
Cecilia Babb, Facilitator
themselves while those of women
focused on the family. This was recognised as the gender norm that women and men have
been socialised to expect and to practice.
Working through the Manual: Exploring our Gendered Reality
This session provided the space for the men and women to share their experiences and
perspectives of their gendered reality. Some of the issues raised included the following:
Experiences & Perspectives of Participants Gendered Reality




There are exceptions – men who do help women, who understand the sharing of
responsibilities for the family. However, it was still generally considered as “helping the
women”, displaying an assumption that it was the women’s work.
Disparities affect men and women differently because of their roles and responsibilities
The perceived negative impact of women’s empowerment on the family e.g. break
down of marriages, undermining of men’s traditionally perceived role as the main
providers
In female headed households, i.e. women are the main providers, her care-giving role is
not diminished, and her responsibilities are not shared with anyone. This impacts on her
desire to step out of her care-giving role and empower herself.
10






Should women have the choice? What would people think, for example, of women
getting into political office?
Is there a link between gender equality and women’s empowerment?
If there are disparities, how does a gender equality policy correct those disparities, and
enable women to empower themselves?
Even in male headed households, where there are two incomes, women are usually
responsible for the care of the family.
Women are judged not by what they achieve professionally, but by how they take care
of the family.
Differences in class and kinds of households accounted for different realities.
The fact that gender is socially constructed and not fixed was demonstrated by examination of
a series of historical photographs of Jamaica, Trinidad and Tobago, and Barbados, dating back
over three centuries (Manual p. 7). Participants were asked to:

Reconstruct the story in each photo

Identify the power relations between persons in the photo

Identify class relations

Identify whether the photos portrayed any reality which still existed currently
These interactive exercises ended with the observation that gender relations between men and
men, between women and women, and between women and men are influenced by a
combination of social class, location, stage of one’s life cycle, age, ethnicity and other variables.
Introduction to Policy Formulation:
Participants were introduced to the Policy Formulation Matrix and worked through the various
steps over the remainder of the workshop. They were guided in identifying how the priority
issues would be selected as the basis for the gender equality policy. Stressing that broad
consultation as well as data research were required, the following questions were asked:

What are the gender issues with which women and men in Grenada are grappling?
11

Which issues are of most concern?

What data is available to aid analysis of these priority issues?
Working through Exercises 1 – 6 in the Manual afforded keener identification and analysis of
gender issues and definition of terms such as gender, gender equity, gender equality, gender
discrimination, social justice, and human rights.
Participants discussed the differences between biology and socially assigned roles and
behaviours. They made connections between the unequal value given to males and females in
the home and society, which lead to differences in pay in the labour market. It was seen that
women are segmented into certain jobs. It was noted that women and men had different
degrees of power in their capacity to make personal decisions about how to dress, where they
may go, access to livelihoods resources, sexuality, or even leadership in public life.
The main issues used to demonstrate a thorough gender analysis were teenage pregnancies
and school drop-out rates among boys, about which participants were particularly concerned.
Strategic Objectives of a Gender – Aware Policy
Participants wished to know how a policy to promote gender equality helps to address all the
dimensions of the issues listed above. The policy provides the framework for addressing these
issues in a proactive, as well as remedial way. It creates the space to initiate actions designed to
bring about change over time. It permits resources to be allocated and for a broad range of
agencies to integrate their efforts and obtain the best results.
By working through the Manual, participants came to appreciate that policy making involved
fulfilling a number of inter-related objectives (page 15). The following were noted:

The need to be very strategic

Importance of making linkages between the objectives
12

Importance of bringing a number of resources together

The challenge of deciding how to sequence the various objectives, due to their interrelatedness and complementarity

The need to recruit gender equality allies and champions to advocate at the highest
levels of society
Research: Qualitative and Quantitative Evidence
Participants worked in five small groups to clarify the methods of research to be used, exactly
what type of information was needed, and the best sources of data, in relation to the two
priority issues identified – pregnancy of teen girls and boys dropping out of school. Noting the
prevalence of these issues among the lower socio-economic group participants engaged in a
detailed analysis of poverty.
The strategies used by men and boys and by women and girls living in poverty were identified
by generating two separate lists. These were then assessed to determine if they were
adequate, and if not, what the gaps were. Participants concluded that the strategies used were
not moving women and men out of poverty, but only allowing them to survive from day to day
and continue to live in poverty. In light of these limitations, what interventions could be made
by the state to move persons out of poverty? The recommendations made were both social and
economic in nature and comprised the following:
Recommendations in respect of women and girls:

Gender sensitive policies and social intervention programmes
o Personal development programmes
o Formal education as well as technical and vocational skills training
o Reducing networks on which any negative behaviours survive and replacing with
positive programmes
13

Gender sensitive economic interventions
o Community approaches to entrepreneurship such as formation of co-operatives
for agro-processing and agro industries;
o Provision of loans at low interest rates
o Provision of grants or grant/loan schemes for business development
o Training to effectively market produce
o Regulation of money schemes e.g. fast cash
Recommendations in respect of boys and men:
o Restructuring
curriculum
to
emphasize
entrepreneurship
and
technical/vocational skills
o Gender sensitive-social interventions that target boys and men
o Personal development programmes
o Reducing impact of networks which promote negative behaviours and replacing
with positive programmes
Making Policy Choices
Participants worked through the care that should be taken with policy selection by assessing
the potential effects of their recommendations for improving the condition of women and girls
on the men and boys in their families.
The likely impacts were seen to be inter-related
sequences of possibly negative or positive reactions. More likely, there would be a mix of the
two.
On the positive side, when women are able to bring home better incomes, there would be
improved access to health care, education and other social services for the entire family.
Where improvements for women result in two steady incomes for the family, the pressure on
men to be the main bread winner could lessen and men may gradually come to share domestic
14
responsibilities equitably. Such a change could provide more time for women and men to bond
and improve their relationship. A man who does not have to be the main provider could take
the opportunity to spend more time with the children and improve his bonding with the
children by spending time with them. This could be a significant influence on boys in regards to
doing chores at home. Boys could come to see their mothers in a different light and consider
them as role models, as well as their dads, and the bonds between mother and son could grow
stronger. Boys’ appreciation of education could improve, encouraging them to perform better
in school. Also, women’s well-being can contribute, where applicable, to men increasing their
own level of education, thereby reducing the risks for men and boys, and steering them away
from the dangers of criminal activity.
On the negative side, it was recognised that changes in the power of relations in respect to
money could leave many men feeling intimidated, affecting the family relationship such that
the men might spend less time with the women. Men might feel insecure, emasculated,
because they have lost control. Women and girls may challenge the authority of men and boys.
Men could retaliate and physically abuse women. Boys could get jealous and retaliate if they
think that girls are getting more benefits. Improvements for women could also result in the
women spending less time with their men and children. Neglect of children could also happen
as well as a shift in eating habits. Their nutritional status could be affected negatively as less
time is spent preparing healthy meals for the family.
The need to carefully work through and manage actions and reactions in the resulting dynamic
changes in gender relations was emphasized, and acknowledged as being critical for achieving
gender equality. It was noted that actions taken to improve material living conditions and
circumstances affect other aspects of life. It often affects the prevailing culture and ideas about
what are appropriate behaviours and roles for women and men.
15
Advocating for Gender-Aware Policy Making:
This part of the training workshop sought to nudge participants into assuming the role they are
expected to play in the GEPAP process. Participants were already working together in mixed
groups, but in this exercise, they were asked to function in their assigned roles as members of
the Technical Committee or the Gender Working Team. Each group was asked to prepare a
convincing case for gender equality in respect of a specific theme.
Groups 1 and 2 were assigned Poverty
Reduction Strategies and had to present
their case to leaders of community and
wider civil society organisations. Group
3 had to focus on Education and make
their case to a team of experts from the
World Bank. Group 4 had to advocate
to Ministers of the Cabinet in respect of
the Economy.
Judith Wedderburn, FES Director with one working group
The elements on which presentations would be judged included:

Clarity of issue identified

The gender analysis of the issue.

Data to support the analysis - qualitative and statistical.

Impact on men and boys

Linkages to national policy and global commitments
Gender Analysis of Issues
Using the Manual (pg. 28) participants were guided through the questions to be asked in any
gender analysis.
16
1. Gender division of labour: who carries out which roles?
2. Who has access to and control over: resources – material and non material?
3. Who benefits: Who benefits from the distribution and use of these resources?
4. Impact: What are the consequences of unequal distribution of resources as they
affect each sex? Is this unequal distribution hindering implementation of gender
aware policies?
5. Existing support and services: What are the practical and strategic ways which
existing structures can allow for greater gender aware policies?
6. Impact: What is the impact on boys and men when resources are directed
towards improving the condition and status of girls and women?
7. Sexual and Reproductive Health and Rights:

How much autonomy do older women have to negotiate their safety and
health in their long established intimate relationships with men?

How much autonomy do young women have in their relations?

What services are available to women in these situations?
8. Personal Autonomy/Decision-making and Public Leadership:

How much power do women and girls have to make decisions about
things that affect their lives?

To what extent are they able to exercise leadership in different spheres
and at what levels?
Gender aware policies are based on a human rights framework. Gender aware policy
implementation requires that linkages be made across agencies and sectors in order to ensure
coherence with other government policies and commitments. This ensures more effective use
of resources and an integrated approach to policy implementation and gender mainstreaming.
Participants were advised to apply these questions to the previous exercise of making a case for
gender sensitive policies. Policies should be implementable. They should be practical, making
linkages with existing structures within ministries, so that resources can be mobilized across
ministries and departments, if necessary.
17
Developing Gender Aware Policy Statements
After review of the Manual (pages 34 and 35) participants were tasked to build on the previous
day’s group work by producing a Gender Aware Policy Statement in each group. A group effort
of drafting, critiques by facilitators, re-drafting and additional critiques ensued. By the end of
the day, four draft policy statements had been produced which are included, in their entirety,
as an appendix to this report.
Most presentations were weak on the gender analysis, but quite strong in the attempt to use
both kinds of data to make their cases. Through this exercise participants, recognised that they
were better able to identify gender issues and elaborate on the quantitative and qualitative
dimensions of these issues. Men and women were able to speak extensively and sometimes
with intensity - both in plenary, and the small groups. However, they often spoke from the
perspectives of their personal experiences, religious and cultural views, and professional
training. Carrying out their role in the GEPAP effectively will require greater capacity for
gender analysis, independent of personal feelings. The draft gender policy statement
produced by each working group was recognized as “a work in progress”, with some
statements requiring more work than others.
Participants evaluated that they had started the day with mixed feelings. Some were concerned
that the emphasis was on women. Others considered gender equality debatable and were not
convinced of the value of the approach. Yet others felt pressured and frustrated with the
exercise. It was thought provoking. The sentiments shared at the end of the day are captured in
the self-evaluation below.
18
Participant’s Feedback on the Workshop

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
Appreciated the team work
Felt drained
Felt commitment to the process
Enlightened by the process – liked the participation
Felt pressured
Felt like the process contributed to what had to be done in the development of
Grenada’s gender policy
Concerned that there still seems to be the notion that gender refers only to women.
Facilitators’ Feedback on the Process


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This process was going to contribute to the process of developing Grenada’s gender
policy
Gratified that some persons felt committed to the process and felt that the workshop
had helped to prepare them for participation in the process
Challenged the men who participated to be responsible for making the general public
aware that gender does not refer only to women’s concerns.
Men have a gap to fill as they have to become more active around issues that affect
men and boys;
Appreciated how participants applied themselves
Hoped that their participation will enable them to fulfil their responsibilities as part of
the Working Team.
Is hopeful that the process in Grenada will advance.
Final Session of the Workshop
The Senior Programme Officer of the Division of Gender Affairs made a presentation on the
GEPAP and fielded questions which sought clarity on the expected roles of the two teams, the
consultant and the Ministry. A summary of the GEPAP Process is attached as Appendix 4. After
some discussion, tentative dates and initial next steps for moving the process forward were
agreed upon.
19
Final Session of the Workshop
The Director for Social Development delivered the Closing Remarks. Each participant then
received a Certificate of Participation which brought the proceedings to an end.
The Team L-R: Ms. Judith Wedderburn, FES;
Mrs. Elaine Henry-McQueen, Ministry of
Social Development; Ms. Cecilia Babb,
Facilitator; Ms. Sandra Ferguson, Agency for
Rural Transformation Ltd.
20
Appendix 1
JAMAICA AND THE EASTERN
CARIBBEAN
Gender-aware Policy Formulation: Empowering
Change!!
Organized jointly by
The Ministry of Social Development of Grenada
and Friedrich Ebert Stiftung,
Jamaica and the Eastern Caribbean
Blue Horizon Garden Resort
Grand Anse, St. George’s, Grenada
August 27-29, 2012
PROGRAMME
OBJECTIVES:
1.
2.
3.
4.
5.
To facilitate a deeper understanding of the concepts of gender, gender equality, equity,
discrimination, social justice and related terms.
To develop an appreciation of the scope and relevance of gender equality programming and the kinds
of interventions/models in use.
To familiarize participants with the knowledge and skills required for formulating gender policies
To identify information needed for preparing gender policies.
To map out the process for preparing a national gender policy for Grenada.
Time
Activity
Day 1 - Monday, August 27th 2012
8:30- 9;30 am
Opening Ceremony/ Launch of GEPAP
9;30- 9:45 am
Reflections, sharing expectations - Our Vision & Why We Are Here: Cecilia Babb
21
Time
Activity
9:45- 10:30 am
Centering ourselves: Connecting with key gender issues: Cecilia Babb
10:30-10:45 am
COFFEE BREAK
10:45- 11:30 am
Some exercises to address any lingering lack of understanding of gender, gender-related
issues: Judith Wedderburn
11:30- 12:30pm
The process begins: Moving beyond “Gender” as numbers only: Judith Wedderburn
12:30-1:30 pm
LUNCH
1:30- 3:00 pm
Using Manual as the guide: Cecilia Babb
3:00- 3:15 pm
COFFEE BREAK
3:15- 5:00 pm
Working through Manual – referencing relevant text, using exercises and data Judith
Wedderburn
5:00-6:30 pm
Review and planning meeting
Day 2 Tuesday, August 28th 2012
8:30- 9:30 am
Gender-sensitive policy making - Working through the Matrix: (Columns 1,2,3 in the Manual):
Cecilia Babb
9:30- 10:30 am
Working through the Matrix (cont.): Cecilia Babb and Judith Wedderburn
10:30-10:45 am
COFFEE BREAK
10:45 am – 12:30 pm
Working through the matrix (cont.): Cecilia Babb and Judith Wedderburn
12:30 – 1:30 pm
LUNCH
1:30 – 3:00 pm
Policy Choices: How do we make them? What questions should we ask? (Col. 4) Cecilia
Babb
3:00 pm – 3:15 pm
COFFEE BREAK
3:15 – 4:15 pm
Making connections with other sectoral policies that might be impacted:
Judith Wedderburn
4:15- 5:00 pm
Beginning to write a gender sensitive policy statement: Cecilia Babb
5:00- 6:30 pm
Review and planning meeting
Day 3 Wednesday, August 29th 2012
8:30- 9:30 am
Sharing of our drafts: Cecilia Babb
22
Time
Activity
9:30 – 10:30 am
Reviewing feed back- Discussing & refining: Judith Wedderburn
10:30-10:45 pm
COFFEE BREAK
10:45 am – 12:30 pm
Refining: Making it Better! Making it sharper! Cecilia Babb
12:30 – 1:30 pm
LUNCH
1:30 – 3:00 pm
Assessing our work: Elaine Henry-McQueen
3:00 – 3:15 pm
COFFEE BREAK
3:15 – 4:15 pm
Self & Group Evaluation: Cecilia Babb
Comments on over all process and on the Manual as a resource.
4:15- 4:45 pm
Closing Ceremony
5:00- 6:30 pm
Review and planning meeting
8:00- 10:00 pm
Work on Draft Report Cecilia Babb and Judith Wedderburn
Day 4 Thursday, August 30th 2012
8:00-10:00 am
Work on Draft Report Cecilia Babb and Judith Wedderburn
11:00 am-12:30 pm
Review meeting Ms. Sandra Thomas, Permanent Secretary, Ministry of Social Development
1:00-2:00 pm
Review Luncheon meeting Cecilia Babb, Judith Wedderburn and Sandra Ferguson
4:00-8:00 pm
Work on Draft Report Cecilia Babb and Judith Wedderburn
RESOURCE PERSONS
Judith Wedderburn
Cecilia Babb
Elaine Henry-McQueen
Director
Gender Specialist
Senior Programme Officer
Friedrich Ebert Stiftung
Dana, # 7 Grazettes Terrace
Div. of Gender and Family Affair
10 Merrick Avenue
Grazettes New Road
Ministry of Social Development
Kingston 10
St. Michael, Barbados
Ministerial Complex, St George's,
Tel: 960-6580/7153
Tel: 246-424-4657
Grenada
Fax: 960-7297
keturah@caribsurf.com
Tel: 473-440-7952/2269
fes@cwjamaica.com
spogenfam@gmail.com
23
Appendix 2 – List of Participants
NR
M/F
NAME
ORGANIZATION & ADDRESS
1.
F
Veronica Charles, Director
Ministry of Social Development of Grenada
2.
F
Yvonne DaBreo CSDO
Ministry of Social Development of Grenada
3.
F
Pauline Roberts-Harper,
Manager SEED
Ministry of Social Development of Grenada
4.
M
Samuel St Bernard, Planning
Officer
Ministry of Social Development of Grenada
5.
F
Jicinta Alexis, Gender Analyst
GEPAP Project Team Leader
Ministry of Social Development of Grenada
Division of Gender and Family Affairs
6.
F
Angela Peters, GPO I
Ministry of Social Development of Grenada
Division of Gender and Family Affairs
7.
F
Angella Lewis, Clerk Typist
Ministry of Social Development of Grenada
Division of Gender and Family Affairs
8.
F
Kenita Paul
Central Statistical Office
9.
F
Earlyn Lalgee
Ministry of Youth Empowerment
10.
F
Vinishah Cudjoe
Carriacou and Petite Martinique Affairs
11.
M
Dexter Miller
Carriacou and Petite Martinique Affairs
12.
F
Andrea Phillip
Ministry of Education
13.
F
Francine Foster
Ministry of Legal Affairs
14.
F
Bernadette Bartholomew
Grenada National Organisation of Women
15.
F
Alice Victor-Alexander, GPO II
Ministry of Social Development
16.
M
Maurice Cox
Ministry of Social Development, Asst Project
Coordinator
17.
F
Kerisha Cyrus
Ministry of Social Development,
Communications Officer
18.
F
Petra Ann Williams
Caribbean Association for Feminist Research
and Action, Westerhall, St. David’s
19.
F
Deanne Mitchell
Gender Advocate, St Andrew’s
24
NR
M/F
NAME
ORGANIZATION & ADDRESS
20.
M
Andie Andrew
Gender Advocate, St David’s
21.
M
Beron Hurst
Grenada National Organisation of Women ,
St. George’s
22.
F
Rachel James
Gender-based Violence Officer
23.
F
Jeanette McEwen
Ministry of Social Development
24.
F
Valrie Joseph
Ministry of Finance
25.
F
Sophia Phillips
Wee FM Radio
26.
F
Alisha Jackson
GIS
27.
F
Deborah Cudjoe
Ministry of Social Development
25
Appendix 3 Draft Gender Policy Statements from the Working Groups
Group 1 Grenada’s Policy Statement on Poverty, Gender Equity and Equality
Grenada’s Gender equality and equity agenda is to ensure that both men and women
enjoy the same status created by the Poverty Reduction Strategy so that valuable
contributions can be made to the social and economic development of our nation. In
achieving this we must assure that fair measures are taken to address any
disadvantage.
As a result this agenda aims at the creation of an environment where men, women,
boys and girls have equal and fair access and opportunity to avail themselves to
developmental plans and policies of a Government; eradicating and alleviating poverty;
providing sustainable employment resulting in reduction in the poverty level and
increasing the opportunities for women.
This policy seeks to address: poverty reduction among women and children. According
to UNICEF, UNIFEM and World Bank Social Safety Net Assessment of 2009 and the
Grenada’s Poverty Assessment done by the Caribbean Development Bank in 2008 the
poverty level has increased from 32.1% to 35.3% over the period (1999-2009). The
most vulnerable group has been identified as women and children, with women
comprising of 31.8% of the unemployed population making up 44% of the urban poor
population as oppose to 17.9% of men being unemployed making up 18.6% of the
urban poor population. 47% of households are female headed (40% of all boys and
girls, live in these households, with their mother only) This significantly contributes to
the large number of children living in poverty, which stands at 56% of the general
population. 31% of children are under the age of 16 as opposed to 12% of the
population being over the age of 60+. In addition 42% of the unemployed population is
young males and females between the ages of 15 and 24. From this study it should also
be noted that each unemployed person in a home increases the odds of the household
being poor by 69%.
This is a reflection of the vulnerability of women and children and their inability to
access the most essential of resources such as adequate health care and educational
opportunities.
-
-
Women comprises the greater portion of the unemployment rate;
And they are generally found in the lower income bracket of the job market
making up a higher percentage of the working poor with very limited opportunities
geared to words improvement of their livelihood
Men are usually found in the higher paying skilled jobs which accounts for the
lower percentage of the unemployed rate when compared to that of women
26
-
-
-
Most of the households headed by the said women who make up the greater
percentage of the urban poor population belong to the families with the most
children.
This results in women having to contribute more to childcare and domestic
activities resulting in limited or less opportunities for advancement and higher
income earning jobs
If something is not done the poverty level will continue to increase to levels
beyond containment
The policy promotes and advocates sustainable employment capable of bringing them
out of poverty and creating the relevant conditions, enabling them to make invaluable
contributions towards their personal and family welfare and by extension the
community. This can be achieved through several avenues, including:
-
Increasing access to training and the acquisition of vocational skills that will
increase their marketability within the competitive job market
Increasing employment and market opportunities in selected areas of specialized
skills that can facilitate self-employment from home if needs be
The provision of comprehensive childcare services that would allow women to be
able to access and function in training and employment opportunities
Effective application will ensure not only a great assistance in the alleviating of poverty
among our poor and urban poor, but will also provide a means of development. This
will be in alignment with the country’s agreement and conformity with Grenada’s ratified
conventions, including but not exclusive to MDG Nos. 1 and 3, CEDAW, Convention on
the Rights of the Child, Human Rights Convention and Grenada’s Poverty Reduction
Strategy.
Group 2 Gender Policy Statement on Poverty Reduction
Poverty reduction strategies are geared towards improving the standard of living for
men and women through a process that is equitable. Gender equity means that the
process is fair to both women and men and seeks to provide equity to access,
opportunities, resources, and outcomes while equality means that both men and women
are on a level playing field.
Poverty can be defined as not being able to meet one’s daily basic needs. It is a
deterrent to the development of men and women and robs them of their human dignity.
As a result, this issue must be addressed in a matter that is equitable to both men and
women.
27
Based on statistics from the most recent poverty assessment report carried out by the
statistics division of the Ministry of Finance for the years 2007/2008 it was shown that
39.6 % of males and 36.2% of females within our society lives in poverty. Additionally,
statistics shows that the unemployment rate of males and females as 17.9% and 37.9%
respectively.
Through further consultations with some of these unemployed individuals the women
saw poverty as not being able to meet the basic needs and therefore, lacking the
necessities in order to sustain themselves. Whereas, men view their situation as an
inability to take care of themselves and their families.
The last poverty assessment also showed that the majority of the poor acquired only
primary and secondary levels of education. An analysis of the data provides concrete
evidence that the labour market is segmented along gender lines because many of the
males who are employed are in jobs that pay higher wages for e.g. construction and
fishing, than the jobs that are regarded as women work and pay less for e.g within the
service industry.
In order to adequately address these issues several poverty reduction strategies should
be utilized. These strategies include but are not limited to skills training to enhance
social development and self-sufficiency for both men and women, and the creation of
more gender equitable policies to ensure that equal opportunities are created for the
employment for both men and women.
These strategies include training and re-training of persons for the development of their
skills geared toward employment creation. As household income increases it will have
a positive impact on the nutrition, health, and well-being of both men and women, boys
and girls within the household.
Institutional development which focuses on education, health and wellness, that is
gender sensitive for both men and women. An improvement in the delivery in social
develop and social services, promotion of inter-industry linkages especially between
tourism and agriculture seeing that the employment of the poor are heavily concentrated
in both sectors.
Infra-structure expansion in terms of access to roads, portable water supply, electricity,
and low income housing for the poor should also be included.
These improvements would ultimately lead to a better quality of life for both sexes. The
poverty reduction strategies if implemented will meet the Millenium Development Goal
number 1, which targets the reduction of poverty by the year 2015.
28
Group 3 Gender Policy Statement on Education
Gender equality and equity in the education system aims at ensuring that girls, boys,
women and men have access to educational opportunities to achieve their greatest
potential and contribute positively to nation-building.
Gender equality in education cannot be realized when the disaggregated educational
data, by gender (George, 2011), shows that in a given year for example, 2007-2008, the
overall secondary repetition rate was 6.4%, with 9.0% being males and 4.0% being
females.
Reported dropout rates at the secondary level are less than 5%, usually in the 1–3%
area. However, there seems to generally be higher dropout rates for males than
females, although female dropout rates appear to spike around Forms 4 and 5 (due to
teenage pregnancy issues). Inequality in the education system deprives males, as well
as females, of resources and opportunities required to make a meaningful contribution
to nation-building and attain better standards of living.
This policy therefore advocates for gender-sensitive, long-term solutions to the
problems of underachievement of boys, premature exits from the educational cycle of
both boys and girls and non-readiness of graduates for the world of work. This policy
also advocates the following strategies which target the varying needs of both boys and
girls, men and women, in the education system, which would result in a more selfsufficient, contributing and productive graduate and citizen:











Increase nos. of male teachers in the school system
Increase no. of male role models in the education system
Partner with community / civil society / NGO’s to ensure gender balance in the teaching
Enhance initial training and continuing professional development of teachers in
contemporary learner-centred approaches, addressing male learners’ needs, using
gender-sensitive materials.
Enhance opportunities for access to high quality, relevant vocational education and
training
Give more boys opportunities to make choices in areas of interest
Introduce life-skills education for boys and girls
Institute a more diversified and more comprehensive school system and curriculum
Reform/refocus the curriculum to give greater balance to all subject matter and is more
related to student needs, talents and skills inclusive of TVET subjects
Expand on the technical education programme recently reintroduced to the primary
level so as to offer TVET-related experiences to all students, both male and female
Infuse entrepreneurialism into the school’s curricula to ensure inventiveness related to
job-creation
29
In conclusion, it must be reiterated that this policy is consistent with Grenada’s
endorsement of the Millennium Development Goals, Goal 5 of ‘Education For All Goals’,
the OECS Education Sector Strategy (2012-2022) and the Strategic Plan for
Educational Enhancement and Development (2006-2015) of the Ministry of Education,
Grenada.
Group 4 Gender Sensitive Policy Statement on the Economy
Gender equality and equity affords men and women the same opportunities and fair
experiences to achieve their full potential. This policy seeks to address the role of
gender sensitivity in the economy, specifically in the labour market.
The Country Poverty Assessment Report (CPA, 2010) highlighted that 38% of women
were unemployed versus 17% of men. Further, according to the 2009 Labour Market
Survey, 80% of the service sector employees were women, whereas 20% were men.
On the other hand, the construction industry was dominated by males, 90%, as
opposed to only 10% female employees.
The gender division of labour is evident in the gender identification of jobs, where some
industries such as the hospitality services, are seen as traditionally female jobs; while
areas such as construction are seen as traditionally male jobs. As such, the service
industry tends to attract lover wages in comparison to the construction industry and
other highly skilled sectors.
Based on the statistics, it has been revealed that men have more access to material
resources because they are higher income earners. Despite women earning lower
incomes, it is being used to maintain themselves and their households. However, it
should not be ignored that men also suffer as a result of lack of interaction with their
families due to the pursuit of household income.
Hence, it is recommended that in preparation of the policy every effort must be made to
ensure inclusion of males and females in every sector of the economy through the
appropriate legislation. It is expected that employers will be more aware of their legal
and social responsibilities.
In support of a gender sensitive economy, the Grenada Constitution and the Grenada
Labour Code which is gender sensitive were referenced. Additionally, a gender
sensitive policy is consistent with Grenada being a signatory to the CARICOM Treaty of
St. George’s and the Human Right Convention of 1970. Further, the development of the
gender sensitive policy will meet the Millennium Development Goal (MDG) #3.
30
Appendix 4
Development of a National Gender Equality Policy and Action Plan (GEPAP) for
Grenada
PROJECT SUMMARY
GENERAL PROJECT OBJECTIVE
To develop a comprehensive National GEPAP as an institutional framework that will
assist the Government of Grenada in facilitating gender equality and women’s
empowerment. This Policy will guide the formulation of initiatives that are gendersensitive and developed through the strategic incorporation of a rights-based approach
to human development.
OUTPUTS
1.
2.
3.
Technical Committee instituted and functioning.
Time lines for the policy development and public relations campaign identified.
The GEPAP is launched with the public and stakeholders, starting the on-going
public relations campaign.
4. Input obtained from a variety of stakeholders representing a cross section of
individuals in the State.
5. Data obtained for the Gender Analysis.
6. Consensus developed with stakeholders and Technical Committee on the major
themes and overarching philosophy for the GEPAP.
7. Gender Analysis draft completed.
8. Gender Analysis reviewed with Government officials, Permanent Secretaries,
Department Directors and stakeholders for approval and finalized.
9. GEPAP drafted.
10. GEPAP reviewed with Government officials, stakeholders and interested parties
for approval and finalized as the official government policy for the nation.
11. GEPAP shared with the public as a public awareness and educational tool.
12. Mechanism for implementation of the GEPAP established.
COMPOSITION OF TECHNICAL COMMITTEE
Representatives from the Ministry of Social Development, key public entities, private
sector and trade union representatives, representatives of the umbrella women’s NGO,
Men’s NGOs and other development NGOs.
METHODOLOGY:
-
desk review of the existing draft policy and other documents, such as
Grenada’s CEDAW report, international commitments and recommendations,
gender policies in the region and international best practice
31
-
sectoral consultations for a situational analysis (challenges and opportunities)
and receiving suggestions for the policy and action plan
preparation of a gender analysis
consultation to consider the gender analysis
preparation of the draft policy and action plan
review of the pre-final draft GEPAP by an independent technical expert before
it is finalized by the consultant
national consultation and public discussion on the analysis and draft GEPAP
preparation of the final draft GEPAP for presentation to Cabinet
training members of staff of the Division of Gender and Family Affairs and
mechanism for implementation in the use of the GEPAP
public sensitisation on the GEPAP
PROJECT DURATION: 17 months
KEY PROJECT ACTIVITIES:

Create a Technical Committee comprising of representatives from the Ministry of
Social Development, key public entities, private sector and trade union
representatives, representatives of the umbrella women’s NGO, Men’s NGOs
and other development NGOs.

Identify external or internal consultants and enter in to contractual arrangements
for their work on the assignment.

Meet with contracted consultants and map out a specific action plan for the
project.

Train project team and members of the Technical Committee.

Plan a public relations and education campaign to continue throughout the
GEPAP process.

Conduct a national Stakeholders Meeting to launch the GEPAP and begin
process of input from and collaboration with the public.

Obtain additional information needed for the Gender Analysis.

Draft the Gender Analysis.

Present the Gender Analysis to the Permanent Secretaries and Department
Directors for feedback and discussion.

Identify key themes, issues, strengths, challenges, and points of consensus
emerging from the stakeholder feedback, Gender Analysis and other activities.

Engage in sectoral consultations and stakeholder meetings and interviews and
record information obtained.
32

Utilize the feedback from consultants, the core committee and stakeholders to
shape the guiding principles and policy for the GEPAP.

Identify with consultants and stakeholders effective structures for coordination
and for inter-ministerial and stakeholder and cooperation.

Draft a GEPAP for Grenada.

Conduct national consultation and public discussion on the draft GEPAP.

Share the draft GEPAP with national leaders for feedback.

Conduct a technical review of the Draft Policy and plan.

Finalize the GEPAP, including presentation to Cabinet for approval.

Disseminate the GEPAP to stakeholder institutions.

Conduct a major media campaign to explain and discuss the GEPAP.
PROJECT FUNDING provided by United Nations Entity (UN Women)
References:
Education For All Goals
Goal 5
Eliminating gender disparities in primary and secondary education by 2005, and
achieving gender equality in education by 2015, with a focus on ensuring girls’ full and
equal access to and achievement in basic education of good quality.
http://www.unesco.org/new/en/education/themes/leading-the-internationalagenda/education-for-all/efa-goals/
MDG Target 3 (a):
Eliminate gender disparity in primary and secondary education, preferably by 2005, and
in all levels of education no later than 2015
Documents cited:
 Risks in OECS Education Systems – A Report prepared for the Education Reform
Unit of the OECS – Dr. Patricia George

OECS Education Sector Strategy (2012-2022) – May 2012 – available through the
OECS Education Reform Unit

The Strategic Plan for Educational Enhancement and Development (SPEED) 20062015 of the Ministry of Education, Grenada.
33