Training : Core text

1. What is gender training
2. What gender training can and cannot achieve
3. Best practice
4. Pitfalls in gender training
5. Commissioning gender training
6. Promoting gender training capacity

The term "gender training" is used in reference to a wide range of different educational and training activities, including:

• academic courses in Gender Analysis and Women’s Studies
• feminist consciousness raising work in the context of women’s groups and the women’s movement
• in-service training to develop gender awareness and related skills amongst staff involved in development policy, planning and implementation
  
  

This section is concerned with the latter type of gender training. However, whilst it is important to be clear what we are talking about, it is also important to note that there is considerable overlap and cross fertilisation (as well as a degree of tension) between these types of gender training.

In-service gender training emerged in the mid 1980s to "teach" development policy makers, planners and implementation staff to see and take account of the differential impact of development interventions on men and women. This kind of gender training commonly involves:

• raising participants’ awareness of the different roles and responsibilities of women and men in any particular context including their different and unequal access to and control over resources, and unequal status and role in society
• looking at ways that development interventions affect, and are affected by, differences and inequalities between women and men
• equipping participants with knowledge and skills to understand gender differences and inequalities in the context of their work, and to plan and implement policies, programmes and projects to promote gender equality

"Gender training is a tool, a strategy, a space for reflection, a site of debate and possibly of struggle. Training is a transformative process; it aims to increase knowledge and to develop understanding as a way to change behaviour, and to offer new skills with which to do this" (Mandy MacDonald, 1993, p.32)

It has been - and remains - quite common for development agencies and governments to develop short (often 1 or 2 day) generic gender awareness/planning courses designed to be applicable to all staff within the organisation. The courses are commonly based on one or other "gender planning framework". Some significant differences between the generic gender training courses developed by different development agencies have been in the extent to which courses have focused on efficiency arguments or equality arguments for the importance of gender awareness and analysis (this links to the choice of gender planning framework), and the extent to which courses have explicitly focused on political and personal, as well as professional dimensions of gender relations and analysis.

More recently, many development agencies are moving away from this "one size fits all" approach to gender training. Within the context of development agencies and their programmes, gender training can now include a wide range of more tailored training initiatives:

• sector specific courses and discussion workshops
• country/programme/project specific courses and discussion workshops
• gender policy workshops
• training to recognise and address gender issues within the workplace
• training of gender staff and women’s groups in advocacy, lobbying and influencing techniques
• training of gender trainers

2. What gender training can and cannot achieve

Gender training alone cannot achieve the transformation of gender relations within an organisation, or gender equitable practice in its policies and programmes. It is most effective when used as part of a broader strategy, spearheaded and monitored by staff with designated responsibility for gender issues, for influencing the climate of opinion within an organisation and promoting gender equitable practice. "One off" gender training, and/or gender training that is not complemented by the development of programme or project specific gender policies, procedures, incentives, initiatives and support, is largely ineffective.

Example

DFID has been providing gender training to UK based staff since 1989. An evaluation of the impact of training, conducted in 1997, had very positive findings. "A sound core knowledge about gender itself and the importance of gender to DFID is widespread in the organisation. There is very little overt hostility to gender. Interviewees were generally comfortable with the idea that gender is an important issues and one with which they need to be familiar if a) they are to be effective in their jobs and b) DFID’s development interventions are to be effective. The gender training courses have been extremely successful both in professional adult learning terms (good retention, participatory, non-threatening for participants with little pre-course knowledge) ; and on their own terms ie. they have communicated gender ideas in a clear and non threatening fashion..

It is clear that the training courses are part of a mix of strategies which have been responsible for the change of work practice throughout DFID to include a focus firstly on gender and recently on the goal of equality between men and women. The importance of the "mix" of strategies which includes training, management support, the Social Development Division and the Project Information Marker System cannot be over-emphasised. The precise contribution of the training courses to the shift within DFID cannot be assessed. It is clear, however, that training has both lowered resistance to the change and enabled DFID staff to work within a changed context". (Sheelagh Stewart 1997, p. 2)

A lot of gender training has attempted, in the context of a one or two day course, to turn participants into "gender experts". This wholly underestimates the skills and knowledge required, and one-off gender training is not effective in achieving this aim. Effective skills development requires longer term training, complemented by advisory/networking support. Effective gender training has commonly been found to facilitate the role of staff with "gender expertise", rather than substitute for it.

"The gender planning course has been an effective component of an awareness raising strategy and effective in illustrating when gender analysis or planning might be applicable and when a Social Development Adviser should be called in." (Sheelagh Stewart 1997)

3. "Best Practice" in gender training

The context

We have noted that gender training is most effective when used as part of a broader strategy for influencing the climate of opinion within an organisation for promoting gender equitable practice. Equally, the importance attached to gender training by the organisation as a whole influences how seriously training is taken by course participants. Participants who expect some sort of follow up activity, and whose supervisors support and promote gender equitable practice, are more likely to transfer what they have learned to their working practice.

Activities complementary to gender training will vary with circumstance. Part of the role of staff with responsibility for promoting attention to gender equality is to identify appropriate entry points and opportunities. Possibilities might include:

• follow up discussion and feedback workshops
• ensuring staff have back-up access to gender expertise and to professional support
• inclusion of attention to gender equality issues in personnel appraisals
• forming internal gender networks and committees
• working with external advisory/consultative groups
• establishing earmarked funds for pilot initiatives
• activities to promote management support for gender mainstreaming
• participatory gender policy development with clear, measurable and achievable objectives
• active monitoring of gender policy implementation

We have noted that gender training varies in the extent to which "efficiency" or "equality" arguments are promoted as the rationale for gender analysis - as well as in the extent to which personal and political, as well as professional aspects of gender are explicitly explored. All gender training should contribute to the goal of gender equality. However, in certain circumstances, judicious use of "efficiency" arguments and an explicit focus on "professional" aspects of gender analysis, can be useful and effective entry points to winning the attention of participants likely to be hostile to/disinterested in what they perceive to be "feminist" arguments. There are clearly risks inherent in this approach and these should be taken into consideration in deciding upon such a strategy.

The extent to which an "efficiency"/"professional skills" strategy might be necessary and/or appropriate will depend on a clear analysis of the participants, their roles, and their organisational culture. In deciding on this, and all other aspects of course content, gender training should always draw on the principles of effective adult learning. Gender training works most effectively when:

• It is learner centred

All training should be based on an analysis of the participants and their needs. The more homogenous the group of participants, the more the training can be tailored to their   specific needs, the more effective it will be

• it uses participatory methods

Effective training uses participatory methods such as case studies, brainstorming, and problem solving to allow participants to actively engage with the subject matter, and learn by doing. Choice of methods will depend on the topic, the group, the trainer and practical factors. It is important to use country, culturally and sectorally specific case material directly relevant to the circumstances in which participants live and work. The participants’ own policies, projects, experiences, observations and deliberations should be the principal materials for discussion

• it introduces skills as well as awareness

Effective training is based on an understanding of the participants own job responsibilities, an understanding of where they fit in their organisational structure and an understanding of their organisational systems and procedures. It should help participants to identify and discuss their own opportunities and constraints to develop a gender equality perspective, and encourage the development (and follow up) of personal action plans

• the trainer has credibility with the participants

the trainer needs to have knowledge, understanding and status appropriate to the group. In all circumstances trainers need to adopt a non threatening approach allowing discussion and exploration of different viewpoints. It is often best for external consultants to work with internal gender staff in order to ensure the relevance of the training to the organisation

• training is followed up

Competence development is a process not an event. Training needs to be followed up with discussion workshops, more tailored training and/or on-the-job support.

Comment from a participant at a UNDP Learning, Consultation, Briefing (LCB) Workshop for Gender Focal Points

"The LCB is a good model to use in my own efforts to build capacities of programme staff in gender and the process of gender mainstreaming. These have included such principles as:

• to view the participants as resource people instead of the traditional teacher/pupil concept
• to encourage participants to guide the learning process (identify needs and capacities)
• to regularly review the learning process, with feedback from staff
• to use a variety of methods (dialogue, small group work, presentations)
• to support the transfer of learning back to the office - with targeted sessions (related to work responsibilities)"

4. Pitfalls in gender training

Although the above conclusions on "best practice" in the context and content of gender training are well rehearsed, all too often gender training fails to reach these standards. Whilst good gender training can promote a more positive climate of opinion to facilitate gender equitable work, poor gender training not only fails to promote gender equitable practice, but can be actively counter-productive. It can provoke a backlash to hard-won progress on gender mainstreaming and strengthen resistance to further initiatives. It can promote opposition to participation in any further gender training and/or an inappropriate sense of having "done gender". The following comments from DFID staff and partners illustrate these problems:

" A lot of people have already been exposed to gender here - but badly exposed. A lot of people think they already know"

"A disastrous workshop was imposed on the team during a team building retreat. Result - resistance - we know about gender anyway - why should gender get singled out for "special" treatment.

"Initially we had the wrong gender adviser and it caused a backlash. The problem was how to move on without causing further resentment. We had a couple of attempts at workshops on gender awareness but with no real success. The last one broke up in disorder. ..Effectively, nothing has happened."

Resistance is part of the territory of gender training - and will encountered by good gender trainers in good gender training courses, as well as by bad gender trainers in bad gender training courses. However, gender trainers bear responsibility for predicting and managing resistance constructively, and this requires their explicit attention to all of the above points on best practice in gender training content. Ineffective gender training cannot and should not simply be blamed on resistance.

Too much gender training provokes resistance and/or is ineffectual because:

• it is formulaic
• it is dislocated from the needs of the group
• it says more about the trainer than the trainees:

=  it is "too academic"
=  it is "too feminist"
=  it regurgitates what the trainer learnt on a Training of Trainer course

5. Commissioning gender training

In commissioning gender training, it is centrally important to be aware of best practice in both the context and content of gender training - and to ensure as far as possible, that this is followed.

If you are commissioning gender training, it is quite likely that you will also be responsible for promoting gender mainstreaming in others ways, and consequently that you will be actively involved in promoting "best practice" in the context of gender training. If, for example, as an SDA you are organising gender training for TCOs and staff from partner organisations from a variety of projects, it is essential to consider ways in which - within the context of each project - the training will be reinforced and followed up.

In terms of the content of gender training:

• work alongside external gender training consultants
  It is preferable for external gender training consultants to work alongside staff responsible for promoting attention to gender mainstreaming within the organisation in order to ensure the relevance of the training to the organisational culture, structures and procedures - and to ensure that the training complements and reinforces other mainstreaming initiatives.
• use a team of trainers rather than an individual
  Training is often conducted most effectively by teams rather than individuals. This is partly because gender training can be extremely challenging and tiring, and co-facilitators can give each other support and feedback. It is also because, in moving from "one size fits all" to training tailored to the needs of the participants, it is unlikely that one trainer will have all the knowledge and skills required. Co-training is also a way of building training capacity trainer
• factors to consider in selecting trainers
  Gender trainers have different areas of expertise as well as different styles and approaches to training - they do not all do the same job in the same way. Find out all you can about the approach of different gender trainers from people who have experienced working with them. Think about what kind of expertise and approach would be appropriate to the needs of your participants, and discuss this with potential trainers. It is important to think about the credibility of the trainer/s with the group:
  • it is important for at least one trainer to come; from the same area and ethnic group as the majority of the participants
  • male gender trainers can stop gender being seen as a woman’s issue, and promote the credibility of gender mainstreaming in mixed and/or largely male groups
  • trainers with highly developed theoretical understanding of gender analysis may be desirable for highly educated, academic groups and policy making groups, but less appropriate for groups more concerned with practical details of planning and implementation
  • trainers with practical and applied experience of mainstreaming gender in particular sectors may be desirable for sector specific groups
  • trainers with an overtly radical/feminist approach may be appropriate to groups already committed to mainstreaming gender equality and/or women’s groups
• allow time and resources for needs analysis and planning
  Training must be tailored to the needs and roles of the participants. Trainers must be allowed time and resources to conduct effective needs analysis, and to develop appropriate and tailored training materials

There has been an enormous increase in demand for gender trainers in the last few years - and, with the current increase in attention to gender mainstreaming in accordance with the Beijing Platform for Action commitments - this demand is likely to increase still further. In response to demand, there has been a proliferation in many of the countries in which DFID works of "gender trainers" and "gender training institutes". Whilst some of the gender training provided in this context is very good, in many cases gender training capacity is weak and quality poor.

In promoting gender mainstreaming, it is important for DFID to work in conjunction with other donors, to support and develop local gender training capacity as much as possible.

Quite a lot of Training of Gender Trainer courses have trained participants in a standard gender training package (some of the criticism of "gender planning frameworks", commonly used as the basis for this training, derives from this approach). There is often a case for developing and repeating a standard gender training course within a particular organisation (for example, when training a large number of staff playing a similar role within the same organisation), and a consequent need to train trainers in the use of that particular training package. It is important, however, to be quite clear about the purpose and the limitations of training trainers in one training package. It does not produce trainers able to devise and tailor gender courses to different institutional and participant needs - and trainers using a standard training package in a setting for which it was not designed actively contribute to the problem of gender training that is formulaic and dislocated from the needs of the participants.

The move towards tailored gender training clearly requires trainers who can provide tailored training. This is much more demanding on trainers. It requires trainers with gender-related knowledge and skills sufficiently wide ranging to meet the needs of potential course participants, and with the confidence and skills required to assess the learning needs of participants and develop and conduct training courses accordingly.

Effective gender training skills build up with experience as well as training. Training of effective gender trainers is not a one off event. Donors can support the development of effective gender training through:

• tailored Training of Trainer courses (moving away from the idea of "one size fits all" gender training). For example:

training in gender training for sector based workers and consultants, focusing on gender analysis and gender equitable practice in particular sectors, for example, health work; policing; macro economic policy etc..
training of gender trainers in advocacy, lobbying and influencing techniques
training of gender trainers in institutional analysis and gender equitable practice in the workplace

• training of people with gender expertise/experience in training skills - needs analysis, course planning, choice of methods, participatory monitoring techniques etc..
• building the gender and training knowledge and skills base of trainers trained in a standard gender training package
• training of activists/people active in the women’s movement in gender analysis, through Masters courses and academic short courses
• co-training
• facilitating access to/sharing of/publication of gender training materials

©1999 DFID