Introduction
Leave no one behind the project
Water, C.(2019) explains a Leave No One Behind project that ensures that no individual is left behind requires that all projects establish gender focal points across partners and stakeholders so that efforts of gender transformative approaches do not lie exclusively with the gender advisor but are integrated into multiple layers in the project in which gender are highly considered. Leave No One Behind project is based on ensuring that marginalized groups, oppressed groups as well vulnerable groups gain greater control and make decisions on improving their well-being (Stuart & Samman, 2017) So, this project helps to ensure all individuals are at the same level of development no one is in a separate process of improvement means it is the middle level of development all are at same stage regardless their age, sex, and other aspects.
Community engagement officer
A person who supervises and manages all peers including educators, mobilizers, and navigators by making sure community activities are well planned and implemented to facilitate comprehension of services provision. Also, I supervise and support the formation of groups in the project by making sure groups are managed by the team members for sustainability in the working area. According to Mc cable, A & Brown, K (2006) Community engagement officer provides government decision-makers and policy developers with the ability to enhance services to the community through improved communication engendered by integrated interaction with the community. Aimed to provide an integrated and in-touch interface between citizens within the community and government
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Engagement plan
According to (Kimberley, 2021) engagement plan is a formal document that outlines the plan to communicate with stakeholders who hold an interest or potential interest in a project. A stakeholder engagement plan identifies potential stakeholders, their interest levels, power, and influence and is continuously updated to meet stakeholders. Effective engagement helps translate stakeholder needs into organizational goals and creates the basis for effective strategy development. Discovering the point of consensus or shared motivation helps a group of stakeholders arrive at a decision and ensures an investment in a meaningful outcome.
Gender equality
UNICEF defined gender equality as equal rights and opportunities for girls and boys to help all children fulfill their potential. Also, the concept is that women and men, girls and boys have equal conditions, treatment, and opportunities for realizing their full potential, human rights, and dignity, and for contributing to (and benefitting from) economic, social, cultural, and political development. Gender equality is, therefore, the equal valuing by society of the similarities and the differences of men and women, and the roles they play. It is based on women and men being full partners in the home, community, and society
According to (Browne, 2018) gender equality, also called gender egalitarianism, sex equality, or sexual equality, condition of parity regardless of an individual's gender. Gender equality addresses the tendency to ascribe, in various settings across societies, different roles and statuses to individuals based on gender. is sometimes also used to mean 'universal equality irrespective of gender, sex, or sexuality. For example equal opportunity in competing for a certain position.
So, Gender equality is when people of all genders have equal rights, responsibilities, and opportunities. Everyone is affected by gender inequality - women, men, trans and gender-diverse people, children, and families. It impacts people of all ages and backgrounds. We need gender equality urgently. Gender equality prevents violence against women and girls. It's essential for economic prosperity. Societies that value women and men as equal are safer and healthier.
Gender equity
According to Bouanchaud, A., Doolaege, J., and Ruprecht, L. (1999). Gender equity refers to the provision of fairness and justice in the distribution of benefits and responsibilities between women and men. The concept recognizes that women and men have different needs and power and that these differences should be identified and addressed in a manner that rectifies the imbalances between the sexes. This may include equal treatment or treatment that is different but considered equivalent in terms of rights, benefits, obligations, and opportunities
According to (UNESCO, 2003) gender equity means the process of being fair to men and women. To ensure fairness, measures must often be put in place to compensate for the historical and social disadvantages that prevent women and men from operating on a level playing field. Equity leads to gender equality
Therefore, Gender equity is the process of being fair to women, men, vulnerable groups, elders, children, people with disabilities, and others ensuring fairness, strategies, and measures must often be available to compensate for women's historical and social disadvantages that prevent women, men, and groups from otherwise operating on a level playing field.
Division of labor
Division of labor refers to the allocation of different jobs or types of work to women and men. In feminist economics, the institutional rules, norms, and practices that govern the allocation of tasks between women and men (and girls and boys) also constitute the gender division of labor, which is seen as variable over time and space and constantly under negotiation (Mediterranean Institute of Gender Studies, 2009). According to Silvermintz, D (2010) division of labour is the separation of duties in any given project or organization so that contributors may additionally specialize Individuals, organizations, and nations are endowed with or collect specialized competencies and either structure combinations or exchange to take gain of the competence on activities assigned from the projects both men and women are allocated to the given tasks and roles. It aims to discuss differences in the gendered division of labor across different cultural settings and explore how these divisions are affected by societal, economic, and historical changes.
Therefore, the division of labor refers to the way each society divides work among men and women, boys and girls, according to socially established gender roles or what is considered suitable and valuable for each sex. Anyone planning a community intervention needs to know and understand the division of labor and allocation of assets on a sex-and-age disaggregated basis for every community affected by development interventions.
The following is the advice for community development officers on ensuring gender equality, gender equity, and division of labor
Build capacity within the project team and among stakeholders to ensure gender-responsive implementation and the continued integration of a gender perspective within the sector area of intervention after the project ends. Example activities Involve gender focal point or gender women-focused groups in 'train the trainer' programs or project monitoring activities to ensure sustainability, provide gender sensitization training to all project personnel, and share branch gender mainstreaming guide
Recruit a gender expert or ensure at least one member of the project management team is knowledgeable about gender issues and gender mainstreaming. For example, activity, ensure the project manager completes a basic gender course which will help to ensure gender equality, equity, and division of labor because some members have gender issues knowledge, ensure gender balance in the evaluation team, and recruit gender evaluation experts to be part of the evaluation team. If this is not feasible, make sure at least one member of the evaluation team is knowledgeable about gender issues and gender mainstreaming.
Ensure women and men can equally access project resources and services. Include targeted training for women or men who need to upgrade their skills to access new technologies provided by the project; take into account particular social or legal restrictions that may prohibit women or men from accessing resources, such as finance credit.
Ensure that consultation takes place with both women's and men's groups in the development of local area plans. This will help to ensure that the gender analysis referred to earlier is taken into account in all local development strategies whatever the project on developing engagement plans I advise the community development officer to consult men's and women's groups because will help to ensure are treated equally according to their respective needs as longer consultation take place also consultation will help to understand how well they benefits from the project and which activities are to be done by either men or women
Collect gender-disaggregated data at all available opportunities. This would facilitate the setting of gender equality targets on the numbers of women and men involved in all local and community development schemes. Consider using disaggregated data to inform any analytical exercises. This means that statistics on the target group are disaggregated by characteristics such as sex, gender, age, race, ethnicity, disability, socio-economic status, education level, employment in different sectors, entrepreneurship in different sectors, salary levels, and other relevant factors. When collecting this data, remember some key principles. Data must always be disaggregated by sex as a primary, overall classification. For example, when collecting statistics on 'young people' or 'older people', make sure that the target group is disaggregated by sex.
Develop Guidelines for effective participation. These should focus on process and should be developed following individual consultation with both women and men. They should facilitate and encourage the type of behavior expected by and acceptable to men and women to ensure that their participation is welcome and equally favored. These 'good practice' guidelines should be included in selection, monitoring, and review procedures and should be given a weighting similar to the project's other outputs. Monitor access, participation, and benefits among women and men and incorporate remedial action that redresses any gender inequalities in project implementation.
The following are the reasons for the advice given to the community development officer on ensuring gender equality, equity, and division of labor
Helps to reduce economic and social disparities between men and women, the project will help overcome the social and economic disparities between women and men, which have been identified in the gender analysis. It will also aim to launch change processes within society. The elaboration and realization of the gender strategy is an explicit objective of the project. Additional measures are planned to empower women in the education sector and to develop income-generating measures for women. Achieving gender equality is a core objective of the project and is one of the indicators of project success. Gender-differentiated indicators have been defined. The approach and procedures adopted to promote gender equality are an integral part of the monitoring and reporting process.
Help to empower women and young people, and will seek to strengthen the position of these groups within society. As a consequence, the project is closely aligned with the national gender strategy. The project will help the target groups to break free from traditional gender roles. In particular, it will foster dialogue between girls and boys and will place particular emphasis on discussing sexuality and high-risk behavior. Overall, these actions will strengthen the self-confidence of girls and women. Involvement in activities that take place increases power and decisions which can enable them to control their lives. Moreover, men will be better informed about the range of these services that are on offer and will support their partner's and children's usage of these services.
To develop greater awareness of the importance of thinking in terms of gender issues, it is important to ask what the gender and equality consequences of the project are, to reveal which aspects of the project may have such consequences. It is also important that the official in charge, or the decision-maker, gets to the core of all the various activities. As the project owner, you need to think through and try to obtain a perspective on, what the planned activities entail. Also, for instance, to create the basis for discussion and for improving the quality of the service. (Lien and Taksdal, 2004). So development intervention serves to directly improve the living conditions of men or women who are disadvantaged as a result of their gender. In addition to this, it aims to trigger societal change processes to encourage greater equality between women and men. Direct structural impacts on gender equality are clearly defined.
To promote peace, using advising local actors and offering coaching and upgrading. The challenge locations particularly emphasize addressing the needs of females and children from the zones hit by way of the cruise. These measures aim to enhance cooperation among these bodies as well as help to bridge the gap between the populace and each central and neighborhood authority's structures. These initiatives are a precondition for the critical rehabilitation and development of the infrastructure, and for economic and social stabilization in the crisis region. Gender problems are taken into account by way of explicitly recognizing the function of women as actors for peace and most importantly victims of the conflict. It is frequently girls who have to ensure the survival of their families. In all changes and innovations, their interests are taken into account by involving them in decision-making methods and the redistribution of resources.
The following are the sustainable solutions for promoting gender perspectives in development projects
Provision of gender issues education to the people, achievement of gender equity, equality, and division of labor depending on investing in education is seen as one of the fundamental ways in which nation-states and their citizens can move toward long-term project development goals and improve both social and economic standards of living. The education of women in particular is seen as providing the key to securing intergenerational transfers of knowledge and providing the substance of long-term gender equality and social change. So, education will bring awareness to both men and women by gaining skills, knowledge, and capabilities on how to run projects relating to gender perspectives
Incorporate mechanisms to ensure gender-balanced representation and participation in project activities and decision-making processes target at least 40% of whichever sex is underrepresented. For example, targeted awareness outreach activity to increase women's (Baldor, 2014) participation in project activities due to the equal representatives and shared decision-making will facilitate the development of projects by promoting gender perspectives
Monitor access, participation, and benefits among women and men and incorporate remedial action that redresses any gender inequalities in project implementation. According to FernAndez-Baldor, A., Boni, A., Lillo, P., & Hueso, A. (2014) It confirms that projects provide different benefits to communities such as reducing air pollution and improving access to communication through television and radio, providing the possibility of night study under appropriate light, but also detects an expansion of the capabilities in other areas not considered by the non-governmental organization such as those related to religion, leisure or community participation. However, the expansion of capabilities is different for men and women
Regularly report on how gender is mainstreamed and ensure that mid-term reviews, assessments, audits, etc. include gender as a specific criterion. According to (Moser & Moser, 2005) This reporting aims to contribute to this debate by reviewing progress made to date, through a review of gender mainstreaming policies in international development institutions. Categorizing progress into three stages adoption of terminology, putting a policy into place, and implementation the article argues that while most institutions have put gender mainstreaming policies in place, implementation remains inconsistent
Ensure gender balance in the evaluation team and recruit gender evaluation experts to be part of the evaluation team. If this is not feasible, make sure at least one member of the evaluation team is knowledgeable about gender issues and gender mainstreaming. Evaluation will enhance to assessment of project goals and objectives to decide where to add and what to neglect to ensure the promotion of gender perspectives and the development of the project (Waal, 2006))
Consider lessons learned from previous projects with gender dimensions and integrate them into project formulation where relevant, through the identification of good practices and lessons learned on project outcomes or activities that promote gender equality and women's empowerment. Which previous project will pave the way and where another project starts as it promotes gender perspectives as well as ensures project developments ( (Wright and Voorhis, 2012)
Therefore, despite various efforts made to ensure gender equality, equity and division of labour still are some challenges which are Monitoring and evaluation systems that are gender-blind do not capture gender differences in access and impacts. This is often due to the assumed 'gender neutrality' of project development methods and processes. A particular area is sampling, which often under-represents women, Staff preparing monitoring plans, evaluation terms of reference, or conducting monitoring and evaluation may lack awareness of gender issues. Women are often underrepresented in evaluation and interview teams, which may prevent some interviewed women from expressing themselves freely, obtaining information from both women and men may increase the cost and time of data collection. This needs to be considered but is often neglected during the planning and budgeting of the project implementation.
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