STEP: Gender Analysis and Focus Group Discussions Sample Clauses

STEP: Gender Analysis and Focus Group Discussions. During step 4 each of the SAIPs presented the most interesting information in their case studies, as each of the organisations operated in a different location, had chosen different sectors and were using different combinations of tools. By the time the SAIPs received the additional guidance on GRB, most of the organisations had already completed a problem analysis using the community score card or citizen report card tool. After the GRB training, the SAIPs returned to their target communities, introduced gender awareness training, conducted sector focused gender analyses and held more focus group discussions, which at times led to a re-prioritisation of the problems the communities wanted to address. This provides a significant argument for the inclusion of a gender awareness component in all SA interventions! In order to conduct a gender analysis, most SAIPs created their own check lists (in the relevant local language) to guide their staff, the focus group discussion participants and the sector staff. The checklist developed by EDA is included in annex 2 as an example. REST reported on its success in using the check list: “The check list allows the community FGDs and the service providers to conduct GA with just light supervision from the SAIP’s Woreda Coordinators. The GA was undertaken by sector offices staff from water, health, rural roads, finance and planning (FTA), WWCYA and women’s associations. Issues which were over looked during the earlier FGDs have been acknowledged.” XXX reported on its experience: “Gender Analysis (GA) was conducted with stakeholders who had taken part in the earlier focus group discussions, they included different community representatives: women, men, elderly, youth, disabled people, people living with HIV/AIDS, etc. We then conducted focus group discussions explicitly focusing on GRB in the target sectors (Education and health at Xxxxx Xxxxxx, Wegera, Ebinat, Kallu; and Education and agriculture in Fogera).” “Some of issues identified through GA were different from those of previously identified in focus group discussions conducted using the community score card process. While there were also similarities, through the GA, the gendered division of labour (water and fire wood collection, child minding and other household chores) was highlighted as one issue which prevented girls from gaining equal access to education compared to boys. Better awareness of gender supported the SAC members to review the service standards, us...