GAD Modules

SESSION ___: GENDER AND DEVELOPMENT
DURATION: 3 hours
KEY UNDERSTANDINGS TO BE DEVELOPED:

• GAD is not concerned specifically with women, but with the way in which a
society assign roles, responsibilities and expectations to both men and
women.
• Sex is a biological characteristics while gender is a social characteristics.
• Gender stereotype is a form of prejudgment, bias or limitation given to roles
and expectations of men and women.
• Gender socialization is the process by which norms and expectations related
to gender are learned by men and wome
• Gender-Fair Education
LEARNING OBJECTIVES:
At the end of the session, the participants will be able to:
• Discuss the difference between gender and sex

• Analyze the role stereotyping in the home, school and work environment.
• Clarify different views and perspectives on gender.
• Introduce participants to the foundations of gender awareness.
• Allow participants to recognize how socialization operates across the
lifecycle, and
how this determines the gender roles of women and men.
• Explore the strength of gender stereotypes and the potential for
transformation
of gender equitable behaviors.
• Discuss what is gender-fair education and how can this be implemented in
the
learning environment.
RESOURCES:
Flip charts
Display Boards
Pentel pens
Meta cards
Powerpoint Presentations
LCD Projector
Laptop
ACTIVITY 1:
1. Worksheet will be distributed to each participant with list of
occupations/professions from1 to 20.
A suggested list of occupations/professions:
1. Doctor 11. Flight Attendant
2. Engineer 12. Secretary
3. Nurse 13. Agriculturist
4. Restaurant Owner 14. BHW
5. Bank Teller 15. Gardener
6. Supervisor 16. Security Guard
7. Teacher 17. Driver
8. Postmaster 18. Finance Officer
9. Carpenter 19. Social Worker
10. Manager 20. Director
2. With each profession or occupation, ask the participant to write a

corresponding
name of a person (fictional or true-to-life), whom they think would fit well to the
occupation listed. Upon completion, ask them to exchange papers with their
seat mates who will be tasked to check their answers. Scoring will be on a
correct minus wrong basis and will be based on the following results or
answers:
1. Doctor - Man 11. Flight Attendant - Woman

2. Engineer - Man 12. Secretary - Woman
3. Nurse - Woman 13. Agriculturist - Man
4. Restaurant Owner -Man 14. BHW - Woman
5. Bank Teller - Woman 15. Gardener - Man
6. Supervisor - Man 16. Security Guard - Man
7. Teacher -Woman 17. Driver - Man
8. Postmaster - Man 18. Finance Officer - Man
9. Carpenter - Man 19. Social Worker - Woman
10. Manager-Man 20. Director -Man
3. After checking their seatmates' answers, ask participants to return the

papers to the
owners. Evaluation in relation to gender sensitivity of the participants will be
based o
the following:
a. the highest the score, the less gender sensitive

b. the lower the score, the more gender sensitive
ANALYSIS:
After the activity, ask the following questions:
• What have you noticed among the occupations or professions assigned

primarily
to women?
• What do you think about this role assignment?
• How do you feel about this role assignment?
• What insights did you gain from this activity?
ACTIVITY 2:
1. Divide the participants into three groups.
2. Instruct Group I to list as many as they can, the tasks done by women at
home. For Group II, make them come up with a list, as many as they can, the
tasks done by men at home. Group III is instructed to also list down, as many
as they can, task that are done by both men and women at home. Each group
will do this in 10 minutes.
3. After having written their answers on flip chart, participants posts these on
the board.
4. The list are then corrected and validated by the participants themselves and
scoring per group will be based on the number of correct tasks that they have
enumerated. The group with the highest score wins this game.
ANALYSIS:
a. What are the tasks of men at home?
b. What are the tasks of women at home?
c. What are the tasks done by both men and women?
d. What are the tasks of men which cannot be done by women?
e. What are the tasks of women which cannot be done by men?
f. What did you notice about the tasks women are supposed to do?
g. What can you say about these and what insights can you draw out of the
activity?
ACTIVITY 3: TAKE A STAND
1. Ask participants to gather around the facilitator and tell them that the
facilitator will read a
number ofstatements and ask them to consider how they feel about each one.
• Women make better parents than men.

• It is easier to be a man than a woman in this society.
• Girls invite trouble by the way they dress.
• Women have the same sexual needs as men.
• Men are natural leaders.
• Testosterone makes men more aggressive.
• Girls are better students than boys.
• Women’s emotions often get in the way of their work.
• A woman is more of a woman once she has had children.
• A family needs a man as its leader.
• It is a woman’s responsibility to avoid pregnancy.
• It is better for boys and girls to be kept apart from each other
2. After each statement, ask participants to stand near the sign that represents
how
they feel about it. (Strongly Agree, Strongly Disagree, Agree, Disagree, Neutral)
3. Explain that you will choose people at random to explain their position, and
that
anyone can move around during the discussion if they change their mind.
4. Don’t spend too much time on each statement; the idea is for this activity to
move
quickly and not for the group to dwell on the nuances of each statement.
5. Remind participants that this activity is NOT about being right or wrong, but
about
considering different perspectives and seeing where the group stands in terms
of their views on
gender.
ANALYSIS:
1. What can you say on the different statements whom you were asked to take
a stand?
2. What were your considerations when you were asked to choose a stand on
each of the statements?
3. What were the basis of your choices?
4. How do you feel?
5. What are the insights you can draw out from the activity?
ACTIVITY 4: EXPLORING GENDER
1. Divide the participants into five or six small groups and ask each group to
draw a man and a woman on two separate flipcharts.
2. Ask the groups to brainstorm what it means to be a man or woman in our
society.
3. Tell the groups to come up with as many characteristics as they can and list
them next to the
appropriate picture.
4. Ask all groups to post their drawings on the walls and invite participants
to look at each other’s work.
5. Ask each group to briefly present their drawing and the differences that they
have
highlighted between the boy and the girl in a creative presentation.
ANALYSIS:
Ask the participants:

1. How do you find the activity?
2. Among the characteristics that were listed next to the woman and man
by all groups, which of these characteristics of a man and a woman that were
born with, or was it learned?
3. What are the common traits that refer to sex and what are the traits that
refer to
gender? (When participants are done listing traits, write ‘SEX’ and 'GENDER' in
big letters across the top of the lists.
4. What is the difference between "sex" and "gender"?
5. How have expectations of girls/women changed over the past 10 or 20
years?
6. Ask participants: Is what is acceptable for men in other countries different?
After taking four or five examples, ask the same question for women.
7. Ask participants: Have the biological characteristics that define us as male
or female
changed over time, or are they different in other countries?
Activity 5: GROWING UP WITH GENDER
1. In Plenary: Introduction to the activity (5 minutes)

- Introduce the activity objective. Explain that gender awareness requires us
to
examine personal experiences to discover the role of socialization in our
own lives.
• Ask participants to choose a partner for this activity. It’s important to
let them
choose a person they feel comfortable with, so they can share personal
experiences.
2. In Pairs: Sharing stories from our childhood (15 minutes)

-Ask participants to think about the first memory they have of being a boy or a
girl. Explain that we are not born knowing that we are a girl or a boy. We
usually
understand this because of something someone says or does to us.
For example:
★ A woman may remember the first time she was told that she couldn’t go out
and play because she needed to help with the laundry.
★ A man may remember the time when his schoolmates teased him because
he
wanted to play with the girls.
-Explain that everyone needs to think of her or his own experience.

Generalizations about boys and girls are not useful in this exercise.
-Give participants a few minutes to identify this memory and then ask them to
think about the three questions below:
1) What was the situation that made you identify as a girl or a boy?
2) How did it happen? (Describe the context: Who was involved? When?
Where?)
3) What are the long-term effects? (How did this situation influence theman or
woman that you
are today?)
-Ask participants to share their story with their partner.
ANALYSIS:
1. How do you find the activity?

2. Were you able to realize that girls and boys are different?
3. What helped you realized that girls and boys were different?
4. How does your story relates to social differences between boys and girls?
ABSTRACTION:
Take a few comments from participants and invite them to the following
through powerpoint presentation
APPLICATION:
Write a journal describing yourself both in gender and sex.
CONCLUDING ACTIVITY:
As a school head, what can we do to make the learning environment gender

sensitive?

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SESSION ___: GENDER AND DEVELOPMENT

KEY UNDERSTANDINGS TO BE DEVELOPED:

At the end of the session, the participants will be able to:

• Discuss the difference between gender and sex

2. With each profession or occupation, ask the participant to write a

1. Doctor - Man 11. Flight Attendant - Woman

3. After checking their seatmates' answers, ask participants to return the

a. the highest the score, the less gender sensitive

After the activity, ask the following questions:

• What have you noticed among the occupations or professions assigned

ACTIVITY 3: TAKE A STAND

• Women make better parents than men.

ACTIVITY 4: EXPLORING GENDER

Ask the participants:

Activity 5: GROWING UP WITH GENDER

1. In Plenary: Introduction to the activity (5 minutes)

2. In Pairs: Sharing stories from our childhood (15 minutes)

-Explain that everyone needs to think of her or his own experience.

-Ask participants to share their story with their partner.

1. How do you find the activity?

Write a journal describing yourself both in gender and sex.

As a school head, what can we do to make the learning environment gender

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