ࡱ> 7 W)bjbjUU /7|7|?!l ccc8(ddZ$f`i"iiiv^yv$vّۑۑۑۑۑۑ$~ hvsvvv ii v iiّvّrTif 6=W8RczQ*0Z_9~    Gender in UNDP or other organizations  EMBED PowerPoint.Slide.8  Inserting one session on women fulfils the mandate to mainstream a gender perspective We have a womens project and therefore we have mainstreamed gender Mainstreaming a gender perspective involves changing how situations are analyzed. A brief profile of how and why womens needs are different from those of mens should be the starting point of the analysis. These basic insights should influence the understanding of the contents and raise issues to be explored in each project component. A gender mainstreaming strategy involves bringing a gender analysis into all initiatives, not just developing an isolated subcomponent or project. Gender Approaches In Conflict And Post-Conflict Situations UNDP/BCPR October 2002. And also in: Gender Equality and Humanitarian Assistance: A Guide to the Issues. CIDA 2003 Myths around gender mainstreaming strategies in humanitarian assistance Gender and Development Programme, United Nations Development Programme (GIDP/UNDP): UNDP Learning and Information Pack -- Gender Mainstreaming, June 2000.  HYPERLINK "http://www.gdrc.org/gender/mainstreaming/8-Mainstreaming.doc" http://www.gdrc.org/gender/mainstreaming/8-Mainstreaming.doc What is gender mainstreaming? The questions and the notes accompanying them are drawn from: J. Schalkwyk, H. Thomas and B. Woroniuk, Mainstreaming: A Strategy for Achieving Equality between Women and Men. (Stockholm: Sida, 1996).  EMBED PowerPoint.Slide.8   EMBED PowerPoint.Slide.8  Example: Girls are discouraged from taking scientific and technical education (by parents and teachers), because these are believed to be fields more suited to boys and men. This is a definition of the development mainstream that emphasises the inter-relationship between an ideological component (key theories and assumptions about development) and an institutional component (organisations and people making key decisions). That is, ideas and practices, which tend to reinforce and reflect each other. The mainstream has been targeted because it is the ideas and practices in the mainstream that determine who gets what and that provide a rationale for the allocations of societal resources and opportunities. Scientific education for girls provides a good example: ideas about what is suitable for girls are reinforced by practices that result in few girls entering the field; as a result the field remains dominated by men, which serves to reinforce the idea that it is a mans field for which women are unsuited, or uninterested, or incapable and the cycle continues. Adapted from: J. Schalkwyk, H. Thomas and B. Woroniuk, Mainstreaming: A Strategy for Achieving Equality between Women and Men. (Stockholm: Sida, 1996).  EMBED PowerPoint.Slide.8   EMBED PowerPoint.Slide.8  What is being brought into the mainstream? One concern is to strengthen the legitimacy of gender equality as a fundamental value that should be reflected in development choices and institutional practices. When gender equality is recognized as a strategic objective of development, gender equality goals influence broad economic and social policies and the programmes that deliver major resources. Efforts to achieve gender equality are thus brought into the mainstream decision-making criteria and processes and are pursued from the centre rather than the margins. An important aspect of this process is the increased involvement of women in decision-making processes (formal and informal) about social values, development directions and resource allocations. This goes beyond the participation of women in equal numbers as beneficiaries of initiatives to a form of participation that enable women a well as men to influence the entire agenda and basic priorities. This has been called agenda-setting. (Jaha,n 1995). Quoted from: J. Schalkwyk, H. Thomas and B. Woroniuk, Mainstreaming: A Strategy for Achieving Equality between Women and Men. (Stockholm: Sida, 1996). For reference to Jahan  EMBED PowerPoint.Slide.8  A concern that some have raised about mainstreaming strategies is do we want to be part of the mainstream, given concerns about mainstream values and development directions? But a mainstreaming strategy seeks to bring women into a position where they can take part on an equitable basis with men in determining values, development directions and the allocation of resources. It also seeks to ensure that women benefit equitably with men from access to societys resources (including for example, recognition and respect, secure and rewarding employment, education, health, leisure and personal security). That is, mainstreaming is a strategy to transform the mainstream. Adapted from J. Schalkwyk, H. Thomas and B. Woroniuk, Mainstreaming: A Strategy for Achieving Equality between Women and Men. (Stockholm: Sida, 1996.)  EMBED PowerPoint.Slide.8  Mainstreaming is a process or a strategy to work toward the goal of gender equality it is not an end in itself. In this case, we use UNDP as an example. As UNDP is a development cooperation agency (not a national government or national institution), its contributions to progress toward gender equality in a programme country are made through the development cooperation programme it negotiates with national governments. A mainstreaming strategy therefore targets the development cooperation programme, and does this through targeting the policies and practices of UNDP, particularly the policy and practices of UNDP Country Offices. Of course, gender equality and the situation of women in a particular country will be influenced by many factors. Most of these are outside the influence of the UNDP and development cooperation generally. However, UNDP can take many actions to support the movement to gender equality in partner countries by both specific initiatives and by ensuring that all of its programmes and initiatives support gender equality objectives. (See next slide for a summary of implications for UNDP) Adapted from J. Schalkwyk, H. Thomas and B. Woroniuk, Mainstreaming: A Strategy for Achieving Equality between Women and Men. (Stockholm: Sida, 1996).  EMBED PowerPoint.Slide.8  Gender mainstreaming is the strategy adopted by UNDP to strengthen its impact on the situation of women and on gender equality. The term gender mainstreaming came into widespread use with the adoption of the Beijing Platform for Action in 1995. The term serves to highlight a major lesson derived from slow progress in achieving real change in the situation of women despite efforts over two decades that significant change cannot be achieved by adding marginal programmes for women. Rather, what is required is changes in mainstream policies and resource allocations to reflect the interests and views of women as well as men. A mainstreaming strategy therefore emphasises systematic attention to gender equality issues in organization practices, policies and programmes with the goal of progress toward gender equality. This diagram summarizes the approach while a mainstreaming strategy is initially concerned with changing internal processes, this is in order to achieve change in organization outputs (the programme planned jointly with partner countries) with the objective of advancing the position of women and gender equality. As partner countries have also made commitments to gender mainstreaming, UNDP mainstreaming initiatives should serve to complement and reinforce national processes. Quotation and diagram from J.Schalkwyk, Building Capacity for Gender Mainstreaming: UNDPs Experience. New York: GIDP, UNDP December, 1998. Available on-line:  HYPERLINK "http://www.undp.org/gender/capacity/mid-term_review.html" http://www.undp.org/gender/capacity/mid-term_review.html  EMBED PowerPoint.Slide.8   EMBED PowerPoint.Slide.8  As summarized above, early approaches to addressing the disadvantaged position of women focused on what women lacked the implicit assumption here is that the problem rested with women, and thus women needed to change to benefit from development. Also associated with this approach was the idea that women were left out of development and needed to be integrated into it. However, equality activists and researchers argued and demonstrated that women were not left out of development they were fully integrated into society and development, and indeed their work (in both the market place and the household) were critical to sustaining the economy. The problem was not lack of integration into development, but inequality between women and men in the reward, incentives and terms of integration and the social process and institutions that recreated that inequality. Rather than consider women in isolation, we must take account of from the broader context of their lives in the family, economy and society and the way in which society and institutions through their values and practices reinforce and recreate inequality between women and men.  EMBED PowerPoint.Slide.8    UNDP Gender Mainstreaming Scorecard These parameters, indicators and corresponding targets, are for all UNDP Headquarters Bureaux, Regional Centres and Country Offices to report on annually. 1. Corporate Commitments 1.1 Gender action plan: progress on implementation of country office Gender Action Plan (GAP) is regularly monitored by head of office 2. Implementation Mechanisms 2.1 Strategy documents: implementation of country office GAP is included in senior managers performance targets 2.2 Resources: 100 percent of resources needed for implementation of GAP are available 3. Internal Capacities 3.1 Gender experts (staff): experienced gender team is operating in the bureau, centre or office 3.2 Training for professional staff in gender analysis: all staff are trained 4. Gender Mainstreaming in Project Cycle 4.1 Toolkits (guidelines, checklists, formats): gender toolkit is mandatory, monitored and regularly updated - technical backstopping is available to programme staff when required 4.2 Mainstreaming in project documents: project appraisal committee monitors project documents to ensure integration of gender elements 4.3 Monitoring and evaluation: gender-blind M&E reports are not accepted by the country office, bureau or unit concerned 5. Accountability Mechanisms 5.1 Results competency assessment system: gender targets are included in senior managers performance targets 5.2 Results based management system: gender indicators are used for reporting in more than 50 percent of programmes 6. Organisational Culture 6.1 Gender sensitisation training for all staff: 100 percent of staff have completed the online gender sensitisation module 6.2 Prevention of sexual harassment (SH): SH committee is functional, all staff are sensitised and aware of complaints procedures, systems for confidentiality and protection of complainants/witnesses are in place. Adapted from United Nations Development Programme (UNDP) (n.d.) UNDP Gender mainstreaming scorecard, New York: UNDP  Gender Focal Points  EMBED PowerPoint.Slide.8  We have mainstreamed gender therefore we cant have specific initiatives targeting women A mainstreaming strategy does not preclude specific initiatives that are either targeted at women or at narrowing gender inequalities. In fact, concrete investments are generally required to protect womens rights, provide capacity building to womens NGOs and work with men on gender issues. Many of these initiatives can be more successful through a separate initiative rather than as a subcomponent in a larger project. Gender Approaches In Conflict And Post-Conflict Situations UNDP/BCPR October 2002. And also in: Gender Equality and Humanitarian Assistance: A Guide to the Issues. CIDA 2003 Myths around gender mainstreaming strategies in humanitarian assistance  Masculinities: Male Roles and Male Involvement in the Promotion of Gender Equality: A Resource Packet. Womens Commission for Refugee Women and Children, September 2005  HYPERLINK "http://www.womenscommission.org/pdf/masc_res.pdf" http://www.womenscommission.org/pdf/masc_res.pdf (Extracts from throughout the original document.) Gender roles limit what both males and females can do. In effect, these sex roles enslave us, forcing us to be what others want us to be. (From Tucker-Ladd, Clayton E., Psychological Self-Help, Chapter 9 Society Establishes Gender Roles for Men and Women). Background Gendered norms and behaviors are taught and learned rather than being natural or genetic. While mass culture likes to assume that there is a fixed, true masculinity, in fact, each societal construct of masculinity varies over time and according to culture, age and position within society. All men, though, while unique individuals, share one thing in commongender privilege. By virtue of being born male, men are granted access to power, position and resources on a preferential basis to women. These are often assumed, taken for granted and seldom earned. A sense of entitlement, in fact, comes simply from having been born male. Views about what it means to be a man and a woman are rooted in childrens earliest experiences and memories. Cultural norms about gender roles are delivered to a child by the family, the peer group and the community. Young boys, for example, are generally allowed more freedoms and have fewer restrictions placed on them than young girls. They are taught to play rough, to stand up for themselves, not to walk away from a fight. They run out to play while their sisters are kept indoors to care for younger children and to help with domestic chores. At an early age many boys learn that they must be strong, they must not show their feelings, that conflict is resolved by physical violence and sometimes even that boys are superior to girls. This socialization can lead boys and men to feeling justified in subordinating women and girls. Of note, however, is the central, but certainly not exclusive role that women play in this socialization processas mothers and teachers. The privileging of boys begins earlywith differential child-rearing strategies and parental expectations, which are usually reinforced by the more-present mother. Women, therefore, also contribute to the perpetuation of male behavior and males sense of superiority. As boys grow up, they often have priority access to higher education, especially if the family can afford to send only one child to school or college. They generally receive better jobs, or the same jobs at better pay. As adults, men are taught to define themselves by their career success. Men and boys are, in most cultures, socialized to be competitive, aggressive and dominant. Political and economic power are valued and rewarded. Physically and financially powerful men are viewed as desirable by women and enviable by other men. Men are also, at times, socialized to be sexually promiscuous, even sexually irresponsible. Amongst themselves, men often brag about their sexual prowesslong a means of establishing status between men. The role of stud has often been coveted and valued in many societies, by both men and women. Men are socialized into their gender roles and pressured to follow rules about how a man should think, feel and act. Men are urged to excel. They are supposed to grow up to be powerful and not to show weakness; they are preferred, valued and encouraged more and prepared better for careers than are females. They are expected to be independent, demanding and aggressive. Aggressive behavior, as an example, is reinforced and glorified by the violence in movies, sports and the military. The male heroes are generally strong, tough, often superhuman and ultra macho. In recent times, sport has come to be a leading definer of masculinity in mass culture and the institutional organization of sport reinforces definite social relations: competition and hierarchy among men and almost complete exclusion of women (Connell. R.W., Masculinities, 1995, p. 54). Masculinities are, in fact, largely collectively constructed through interaction within cultures, groups and institutions (beyond individual families)such as classrooms, factories, the military, sports clubs and the mass media. In many societies and in many men in all societies, men believe that their privilege and power are natural, normal and justsimply the way the world works. With their granted privileges and defined by what are deemed to be desirable traits, men believe that they have little reason to relinquish their authority or share their position. Men believe gender equality means losing some of their advantage. It is seen as a win-lose situation; a finite pie being more equally divided with a resulting smaller piece for them. They rarely see how they suffer as a consequence of their privileged status nor do they see benefits for themselves in a more equitable world. Boys and men do, however, suffer as a result of current male gender roles and gender inequality. Men and boys are under considerable pressure to stick to their gender roles and norms of masculinity, which make it difficult to be different. The male socialization process and social expectations can thus lead to personal insecurities conferred by a failure to make the masculine grade. Even the threat of such failure is enough to generate emotional tension and internal conflict expressed through fear, isolation, anger, self-punishment, self-hatred and aggression in many men, particularly young men. Young males self-doubts about their masculine credentials negatively impact their self-esteem. They may feel that they do not live up to the societal construct of masculine. Subsequent feelings of rejection and failure can lead to an unhealthy self-image and result in anti-social behaviors. Additionally, with so much of the masculine role defined by economic success in lieu of other traits, changing roles and the loss of breadwinner status can have very damaging effects on the male ego. In less-developed countries, large numbers of youth are now growing up without any expectation of stable employment, around which familiar models of masculinity are defined; these marginalized, disaffected youth are resorting to violence, vandalism, terrorism and drugs to lash out or cope with this loss of male role status. Even the more developed world is impacted by these economic changes. For example, a 2002 World Bank report (Paci, P., Gender in Transition, World Bank, Washington, DC, 2002) on 27 transition countries in eastern Europe and Central Asia suggested that there has been a sharp increase in unemployment, mental illness, suicide and risk-taking behavior among men in some of the countries in the region. The negative changes for men (unemployment, alcoholism, mental illness, suicide) also have a negative impact on womencreating an ever-growing number of female-headed households, increasing womens economic burden and reducing their protection. When employed, carrying the burden of provider for ones spouse and children can create high levels of stress and anxiety as well as an ever-present fear of failure. The fear of job loss or being unable to successfully provide for ones family is ever present. Meanwhile, the impact of unemployment can be devastating. Job loss can be emasculating, rendering men depressed, overwhelmed by feelings of worthlessness. As societies and cultures change, the emasculating effects of poverty and economic and social change can erode mens traditional roles as providers and limit the availability of alternative, meaningful roles for men in their families and communities. Men may consequently seek affirmation of their masculinity in other ways; for example, through irresponsible sexual behavior or domestic violence. In spite of the male socialization process, however, caution must be exercised in depicting women as being essentially peaceful and men as essentially violent. These depictions reinforce antiquated, patriarchal models of masculinity and femininity and negate patterns of dominance and violence practiced by women, as well as patterns of peace and respect practiced by both men and women. In fact, research has shown that on intellect, temperament and other personal traits, there are no measurable differences between men and women and when differences do appear, they are small in comparison to variations within each of the sexes (Connell, R.W., Masculinities, 1995, p. 47). All societies and cultures have a variety of masculine norms and behaviors that are positive and nonviolent. It is, thus, important to identify and promote the many positive values and norms that are also a part of masculinities around the worldmen as peacemakers, men as caring fathers, men as nonviolent negotiators, men as supportive spouses who often sacrifice much of themselves in order to provide for their wives and children. Men are, in fact, as capable as women of being caring human beings and living in ways that are not damaging to other men, women and children as is demonstrated by men around the world every day. Male Non-participation There are many reasons for male non-participation in gender mainstreaming and gender equality efforts. Gender equality is still perceived as a womens issue. Men see gender justice and full, meaningful gender integration as a threat to their status and conferred privilege. Men feel that they have little to gain and everything to lose. Members of any privileged group will always work to maintain that privilege. Many men resort to violence or the threat of violence to maintain this dominance. The intimidation of women ranges from whistling at them in the streets, throwing out sexual and derogatory comments, to harassment, domestic assault and rape. Such violence can be a means of drawing boundaries and making exclusionsletting someone clearly know what is seen as her or his place in the social pecking order. Violence is part of the system of domination. The male socialization process in many parts of the world has led some men to believe that women are second class citizensunequal, less strong, less able and defined by their roles as caretakers, mothers, homemakers and wives. It is difficult to deconstruct the socialization process; to unlearn what has been viewed as innate. As such, although the vast majority of men do not attack or harass women, those who do are unlikely to think of themselves as deviant. Stereotypic views of gender roles and widespread indifference among both men and women affect male participation in gender discussions and activities that promote greater gender justice. As a result of a belief in the inherent rightness of the current social order, men feel dismayed at the increasing emphasis on women and womens issues. Often, unconsciously, they view womens concerns as peripheral as and less important than their own. They are, after all, the breadwinners, the ones who have historically provided for their familiesat least economically, although seldom emotionally. Womens roles and work have been less valued and, hence, there is reluctance on the part of men to get involved. In the same way that men are often missing from the phrase violence against women and girls, men have also been missing from many conversations about gender. This near invisibility of mens gender is part of the privilege men gain as a dividend of patriarchy. As those who, in general, benefit from gender inequalities, it is to mens perceived benefit to keep the means of their privilege hidden from critical examination. Privilege that includes mens largely unchallenged role as decision makers in affairs relating to tradition, law and custom. Barriers to mens involvement include a lack of experience with discussing gender and violence issues; a lack of opportunities for men and boys to engage in open discussion; and a concern among men and boys about how they will be perceived by their peers. Men fear being derided and ridiculed by other men; they feel pressured by other men to conform to masculine stereotypes. Fear of criticism silences many men. Therefore, the lack of involvement of both formal and informal male leaders has a significant impact on the involvement of other men. There may also be resistance from women to men entering into gender discussions. Women may feel this has been one arena where they have been the leaders, which male inclusion could dilute or dominate. Also, men may fear being seen as illegitimate voices or unwelcome or suspect by the womens movement. Talking with men about violence prevention involves challenging male power and privilege, and the dividends of male privilege can make it very difficult for men to see the benefits of working toward gender equality. Some men may fear that others will think that they are not living up to the demands of manhood; others will resist changing their ideas, behaviors and beliefsmuch as we all resist change. Male reaction to the proposition of gender equality ranges from open opposition to public support. Other reactions, between these two extremes, include passive resistance, adaptation and the adoption of politically correct language without putting such language into practice. Male Inclusion By focusing on masculinity, the concept of gender becomes visible and relevant for men. It makes men conscious of gender as something that affects their lives and is a first step toward challenging gender inequalities and eliminating violence against women. Bringing men and boys to the table requires a concerted emphasis on male inclusion. Achieving gender equality is not possible without change in mens lives as well as in womens and too often, men have been a missing factor in gender discussions and the promotion of gender equality. Men are the gatekeepers of the current gender order and, as such, are potential resistors to change. When men are not actively involved, efforts may be thwarted or ignored. Further, when men are not involved, they are de facto removed from the gender equation, which effectively marginalizes women and womens struggles. In the Beijing Declaration, governments recognized the need for male inclusion and expressed their determination to encourage men to participate fully in all actions toward gender equality. As long as systemic gender inequalities persist, which deliver advantage to men over women and promise future advantage to boys, men and boys have an ethical responsibility to use their resources to change the system. Such change requires the inclusion of men in the change process. Changing mens attitudes has long been recognized by women as being crucial for womens development. Changing mens attitudes, though, also necessitates that women changein how they interact with society and how they raise their sons and daughters. The gender transformation process requires co-responsibility, shared by men and women. Instead, for example, of just focusing on each case of violence or on individual male acts of violence against women, the entire culture that creates current male roles and identitiesdefined as masculinityneeds to be analyzed and challenged. Gender-based violence continues despite years of anti-violence work. The missing piece has been effective violence prevention work with men. Men are responsible for their violence, and are part of the problem when they allow violence to exist in their communities. Most men do not agree with mens violence, yet do nothing to challenge or end it. And, as men commit most of the violence, it is up to them to stop it. Not only can they choose not to perpetuate acts of violence, they can choose to challenge the attitudes and assumptions that support gender-based violence. The role of men and boys in challenging and changing unequal power relations is critical. Men are not born violent; they become violent as a result of socialization systems rooted in beliefs and norms about what it means to be a man. Work with men and boys can change these beliefs and norms and support men in rejecting violence. Societal norms and values change over time and conceptualizations and definitions of masculinities can and will change with them. Gender equality, however, will not be possible until men take an equal role in household and child-rearing, as women will not be able to fully realize their employment and earning potential until they do. Further, as reproductive rights go hand in hand with economic empowerment, men need to support, promote and respect womens sexual health and reproductive rights. Sexuality is a fundamental dimension of human relations in which gender inequality is often expressed and enforced. Attention to men and boys, for example, can make a major contribution in the fight against HIV/AIDS as the HIV epidemic is driven by men. The pandemic will not be solved until mens attitudes and actions with regard to their sexual behavior are changed. This requires allowing women to make decisions about their bodies; it means using condoms; it means demonstrating respect; and it means stopping all coercive, forceful and manipulative sex. Men and boys will resist approaches that they perceive to be judgmental and negative, and approaches that aim to fix them. Including men and boys requires a focus on their positive attributes and contributions as well as on what they desire for themselves and their childrenimproved relationships with their partners, more involvement in the rearing of their children and more options and opportunities in the future for themselves and their children, for example. The needs of children, and for a fathers contribution in their lives, seems to be a positive entry point for engaging men in broader issues of gender equityfor most fathers, like most mothers, do want to be better parents (From Janet Browns chapter, Fatherwork in the Caribbean, Ruston, S., (Ed.), Gender Equality and Men, Oxfam, 2004, p. 126). Providing spaces where men and boys can discuss gender roles alone, amongst their peers, in a non-threatening, non-defensive environment can also be a helpful starting point. Men-only sessions can provide an environment more conducive to self-reflection and more critical self-examination. Benefits of Gender Equality for Men Equality between men and women is a matter of human rights and a condition for social justice and is also a necessary and fundamental prerequisite for equality, development and peace. (Beijing World Conference on Women, Platform of Action, 1995). Engaging men and boys in the attainment of gender equality necessitates education and awareness raising about the positive effects gender equality can have for themsomething too little understood by those in positions of power and authority. They need to understand that a focus on the role of men and boys in the achievement of gender equality will not only benefit women and girls as well as men and boys, but can contribute to the achievement of human rights, the promotion of democracy, poverty eradication and economic justice. Ideologies that promote unequal power relationships, such as patriarchy, suppress both men and women, and men pay significant costs in terms of their health, stress and work pressure; they limit mens capacity to care and love, and narrow their experience of what it is to be fully human. Violence, too, has a devastating impact on men and boys. Men are victims of many forms of personal and institutional violence, primarily at the hands of other men, and, hence, have a great deal to gain from a more peaceful, non-violent world. Male gender normsand the actual or threatened violence often used to enforce themcreate fear and anxiety for men and boys who question whether they are man enough. Many men grow up with the idea that they have to be tough and aggressive to be a real man. While recognizing that men are responsible for gender norms that damage the lives of women and men, they also suffer under these norms in different ways. If men truly want to live in a more just and more peaceful world, they have to challenge all forms of violence and oppression, including those based on gender. Everyone gains from living in a world with less violence. Gender inequality also often prevents households from escaping poverty. Often dependent on one salary, families may be unable to meet their needs beyond basic subsistence. However, when women are given more economic opportunities and greater access to education, the entire household usually benefitsincluding the men and boys. The research has repeatedly demonstrated that gender equality contributes to both economic growth and poverty reduction. Investments in female education and health tend to increase family incomes, because educated, healthy women are more able to engage in productive activities, find employment and earn higher incomes. Additionally, they place greater emphasis on the education and health of their children, thereby improving the productivity and quality of life for the next generation. There are many benefits to changing current constructs of the masculine. Current constructs, for example, leave men and boys more free to express anger than any other emotion. There is, however, a growing awareness in men that they have lost an important part of their human experience, particularly in the emotional sphere. Less rigidity and stereotyping of masculinity will lead to increased options for men with likely benefits to their physical and mental health and psychological well-being. In a gender-equal world, there are clear benefits for menless risk for men in experiencing and expressing the complete range of human emotions; the ability to enjoy more intimate, trusting and respectful relations with women and other men; opportunities for sharing the care and contributing to the growth of young children; fuller, more balanced work and home lives; a richer personal life and the opportunity to be a more rounded, complete human being. Following the awareness-raising process, we need to engage men as agents of changefocusing on mens merits, capacities and attitudes that can be used to positively influence gender power relations and end gender-based violence. The positive aspects of traditionally male roles can be drawn upon, such as strength, courage, leadership and protection. Men do play critical roles as providers, supporters and partners and more attention needs to focus on the positive role of men as allies in building a more gender-equitable and just society. We need to emphasize the stake that men and boys have in gender equality, that is, the gains and potential benefits for men and boys. Men and male youth who understand the issues are a tremendous resource for initiating work with other men and can be a source of considerable influence. Men need to take a leading role in educating other men. Engaging men and boys can be facilitated by assisting them to empathize with womens experience of violence through, for example, the voices and experiences of women and girls. When fathers, husbands, brothers and sons hear firsthand accounts of their mothers, spouses, sisters and daughters experiences with sexual violence and oppression, the understanding process can begin. Seeing the effects of gender discrimination on people they are close to, like wives and daughters, is perhaps the most effective means of reaching and engaging men in the struggle for gender justice. Until men understand womens oppression, they cannot fully understand the effects of gender inequality on their own lives. Undertaking a gender analysis, which looks at the different roles men and women play, how they respond to difficult situations, their coping and survival strategies and their use of resources, helps to highlight both mens and womens roles as actors rather than as victims. Gender analysis allows for the documentation of the positive role men and boys can play in promoting womens empowerment in the home, community, the labor market and the workplace. Many men, for example, are joining the struggle against sexual violence. Many men are working for gender equality. Many men are involved in the fight for a more peaceful world and understand that this includes changing perceptions of masculinities and challenging gender roles. Men also serve as role models and mentors, demonstrating to boys and youth through their own behaviors and actions how men can be nonviolent, positive influences for all people, regardless of gender. We need to identify and tap into these alternative voices and get boys and men to engage other boys and men on gender issues. Gender analysis also allows for the development of understanding of how womens empowerment programs are affecting them and if, for example, our targeted projects are further burdening them through increased workloads and responsibilities that are, perhaps, not theirs alone to face. We need to be cognizant of such impact and the fact that new opportunities do not necessarily decrease existing responsibilities at least until men assume their share of domestic responsibilities. The shift from a focus on women to a focus on gender creates an opportunity to give increased attention to men and boys. However, bringing men in must not mean replacing a focus on women with a focus on men, but rather developing a genuinely integrated approach. Involving men and boys in gender equality and creating interventions for their participation cannot be at the expense of the improvements in the lives of women and girls. It is important, however, to break down gender isolation and although some programs may need to target a single-gender group, programs should be planned by men and women in consultation. Developing opportunities for collaboration between mens and womens organizations is an important step in moving toward gender equality. The emphasis should be on shared benefits and alliance building between men and women. We need to change fundamentally how girls and boys learn to relate to each other, and how men treat girls and women. Boys and girls need to learn respectful ways of dealing with each other on a basis of equality. Some of this could be taught via gender-inclusive curricula (rather than gender-biased curricula) in the schools and in participatory life-skills programs, from which both sexes would benefit. The role of education in the transformation of masculinity and male gender roles is vital. We must encourage more men to move beyond the confines of rigid gender divisions at home, at work and in the community. There is a need for promoting dialogue between men and womenabout gender roles, fears and greater gender equality. Both women and men need to be allies and agents of change. The Way Forward Step 1 Make masculinities visible Step 2 Engage men as agents of change Step 3 Create opportunities for men and boys to develop understanding and empathy Step 4 Conduct a gender analysis and document and share the positive roles men can and do play Step 5 Identify and work with positive male role models to serve as community mentors Step 6 Identify key entry points for working with men and boys Step 7 Develop an integrated approach with a focus on both women and men in policies and programs Step 8 Design and implement targeted services that promote gender justice and address gender equity and gender equality  Maureen Fordham 2001 Challenging Boundaries: A gender perspective on early warning in disaster and environmental management United Nations Division for the Advancement of Women (DAW) Expert Group Meeting on Environmental management and the mitigation of natural disasters: a gender perspective 6-9 November 2001, Ankara, Turkey  HYPERLINK "http://www.un.org/womenwatch/daw/csw/env_manage/documents/EP5-2001Oct26.pdf" http://www.un.org/womenwatch/daw/csw/env_manage/documents/EP5-2001Oct26.pdf Male backlash in Uganda The first extract below shows a seemingly exemplary participatory approach to community based planning, but the second identifies a serious backlash evident in a subsequent evaluation. This points to the need in project design and implementation to understand the sometimes-subtle distributional effects, to be gender inclusive, and to plan for potentially negative responses in some community members. 1. Coping with conflict: the case of Redd Barna Uganda* BRIDGE Issue 9: Gender and Participation ( HYPERLINK "http://www.ids.ac.uk/bridge/dgb9.html" http://www.ids.ac.uk/bridge/dgb9.html) Differences in status and associated power between women and men, old and young, richer and poorer, make grassroots planning difficult if the aim is to represent the diversity of perspectives and interests in a community. Since 1994, Redd Barna Uganda has acknowledged such differences within communities and adapted participatory approaches to provide innovative ways of incorporating a gendered perspective into community-based planning. Through a process of trial and error Redd Barna has adapted and modified participatory rural appraisal and planning (PRAP) techniques to ensure that gender and age-specific needs are systematically expressed, discussed and resolved. In so doing, it has managed to use participatory methodology to challenge gender and age power relations, which were previously accepted as the norm. To ensure space for groups within the community to articulate their different concerns, Redd Barna divides the community into five discussion groups (older and married women, older men, younger men, younger women and children). By having their own separate analysis, groups are enabled to voice their concerns in a comfortable environment without being ridiculed or ignored. At the end of each day's discussion, an 'issues matrix', which maps each group's priority areas, is completed. Each group then analyses the impact of other group-specific concerns on their own group and on the wider community, which guarantees marginalised group access to dominant group audiences (for example, older men). Greater understanding and tolerance of other community members' positions and concerns flows from this process. Facilitators use the matrix to encourage groups to analyse which issues matter for other groups in their community and why. Groups then prioritise possible solutions, and results are compiled and presented at regular community meetings (usually monthly). Eventually, communities devise a final matrix as an aid to feed into a community action plan (CAP) (Mukasa and Mugisha, 1999). 2. Evaluation Redd Barna Uganda sought to create spaces where gender and generation specific issues could be tackled within a broader participatory planning process (p. 19). Although successful in many ways in allowing women the space to speak out, a review later illustrated the threat this represented to the men and the backlash that had followed (some women were beaten by their husbands for spending more time at PRA meetings than on domestic work and older women gave younger women domestic chores to do if they wanted to go out. Source: Cornwell 2000 *Redd Barna Uganda is one of the country programmes of Redd Barna, the Norwegian Save the Children NGO  Time: 45mins. In this activity, one of the participants from the Sri Lankan meeting shares her experiences. See the accompanying Powerpoint slides We are here to save lives, not to ask whether or not someone is a woman or a man before we provide assistance or to give priority to women over men Using a gender perspective involves incorporating an understanding of how being male or female in a specific situation contributes to vulnerability and defines capacities. It is not a screening process to exclude those who need assistance from receiving support. There may be times when given their different priorities and needs, women and men will best be served through the provision of different resources. Furthermore, it may be necessary to make additional investments to ensure that womens voices are heard. However, a gender mainstreaming strategy does not necessarily call for mechanistic favouring of women over men. Gender Approaches In Conflict And Post-Conflict Situations UNDP/BCPR October 2002. And also in: Gender Equality and Humanitarian Assistance: A Guide to the Issues. CIDA 2003. Myths around gender mainstreaming strategies in humanitarian assistance  Presentation on Womens Empowerment framework that CARE used to assess its program in India, is an empowerment framework that looks at impact at the levels of agency, structures and relations and can be analysed with another important framework used and developed by CARE, the livelihood framework, that looks at impact at the Condition, Social Position and Enabling environment.  Use project case studies and ask the participants to analyze how the projects have fared on empowerment indicators as understood by different agencies. This could lead to a discussion on what empowerment exactly means and links to the session on practical needs and strategic interests. Are programs looking at changing only the conditions of women or are there any strategies that also look at changing their position. Disaster as we all know could be looked at as an opportunity to change power relations, break stereotypes in interventions etc. The session on power relations is extremely important when we look at issues of caste/religion/sexuality/transgender, so how does the community benefit when we keep all these different aspects in mind when we plan disaster programming. How does it lead to empowerment of the community?  Gender Analysis Tools  Section sources and for further detail, see:  HYPERLINK "http://www.acdi-cida.gc.ca/CIDAWEB/acdicida.nsf/En/JUD-31194519-KBD" http://www.acdi-cida.gc.ca/CIDAWEB/acdicida.nsf/En/JUD-31194519-KBD; GENDER APPROACHES IN CONFLICT AND POST-CONFLICT SITUATIONS UNDP/BCPR October 2002; The Oxfam Gender Training Manual, Oxfam UK and Ireland 1994, pp. 247-51 Slide 1  EMBED PowerPoint.Slide.8  Slide 2  EMBED PowerPoint.Slide.8  Capacities and Vulnerabilities Analysis Slides (with accompanying handout)  EMBED PowerPoint.Slide.8   EMBED PowerPoint.Slide.8   EMBED PowerPoint.Slide.8   EMBED PowerPoint.Slide.8   EMBED PowerPoint.Slide.8    (Accompanying handout to CVA slides) Gender and Development Programme, United Nations Development Programme (GIDP/UNDP): UNDP Learning and Information Pack -- Gender Mainstreaming, June 2000.  HYPERLINK "http://www.gdrc.org/gender/mainstreaming/2-GenderAnalysis.doc" http://www.gdrc.org/gender/mainstreaming/2-GenderAnalysis.doc Summary of the Capacities and Vulnerabilities Analysis (CVA) Framework (Adapted from: March, C, Smyth, I. Mukhopadhyay, M. (1999) A Guide to Gender-Analysis Frameworks, Oxfam, Oxford) This framework was designed specifically for use in humanitarian interventions, and for disaster preparedness. It was developed from a review of thirty case studies of NGO responses to disaster situations around the world. It aims to assist outside agencies to plan interventions in a way that meet the immediate needs of people, build on their strengths, and support their efforts to achieve long- term development. The core concept of the CVA is that peoples existing strengths (capacities) and existing weaknesses (vulnerabilities) determine the effect that a crises has on them and their response to it. Capacities relate to peoples material and physical resources of people, their social/organisational resources and their attitudes. Vulnerabilities are the long- term factors that weaken peoples ability to cope with unexpected disaster or prolonged emergencies. They exist prior to disasters and continue after it. In the CVA a distinction is made between vulnerabilities and needs. In the context of a disaster needs are addressed by providing short- term interventions, (for example, food, or shelter), whereas vulnerabilities require strategic long-term development. Categories of Capacities and Vulnerabilities The CVA using a matrix divides capacities and vulnerabilities into three categories. These are physical, social and motivational capacities and vulnerabilities. Physical/ material capacities and vulnerabilities These refer to characteristics of the land, environment, climate, where people live or lived prior to the crisis. It also includes details of housing, food and water supply, access to income and other assets. These will all be different for women and for men. Despite the material losses, men and women possess resources including various skills and capacities which agencies can build on. Social /Organisational capacities and vulnerabilities This category includes features of the social structures and systems through which communities organise themselves. It refers to formal political structures and the informal systems people use to make decisions or organise economic and social activities. Gender analysis is critical in this category because the roles and responsibilities of women and men can differ greatly from one form of social organisation to another. Women may be excluded from decision-making systems in various social groups. Gender analysis can also identify systems set up by women for the exchange of labour and goods. Motivational/ Attitudinal capacities and vulnerabilities How people react to a crisis can be influenced by psychological and cultural factors, for example religious beliefs, previous crises and their expectations of emergency aid. Appropriate interventions will build on peoples own skills, and increase their confidence. In contrast, inappropriate aid may result in people feeling dependent and despondent, and thereby reducing their capacity to cope with and recover from a crisis. Additional dimensions of complex reality Five other dimensions are added to the CVA matrix to ensure that it captures the complexities of reality Disaggregation by Sex Capacities, vulnerabilities and needs are different according to gender. Because of their gender roles women and men will have different needs and interests. Women can be more at risk in a crisis because of their lower socio-economic and political status. Gender roles may undergo rapid change in a time of crisis. Disaggregating other dimensions of social relations Information related to levels of wealth, political affiliation, ethnic groupings, age and so on in a community can also be analysed using the Capacities and Vulnerabilities Analysis. Changes over time: The CVA matrix can be repeated at intervals to reflect the dynamic changes in a community. This allows for changes in gender relations to be assessed. Interactions between different categories of the analysis: Interaction between the categories of analysis used in the CVA is ongoing. There is a relationship between different categories of capacities and vulnerabilities which means that changes in one category can affect the others. Analysis at different levels and scales of society: CVA can be used to assess vulnerability to disaster and potential for development from village to national and regional level and also between levels of society. Comments on Capacities and Vulnerabilities Analysis: uses and potential limitations CVA is particularly useful in humanitarian interventions having been designed for that purpose, but it can also be used for long-term development. It can be used for both planning and assessment of change over time, for example, tracking changes in gender relations in the aftermath of a disaster or agency intervention. The CVA can be used at different stages of a crisis and encompasses a short-term and long-term perspective. It ensures that social and psychological, as well as material dimensions are included in an analysis. It can be adapted to include all categories of social differentiation, such as, gender, age, class, caste, ethnicity, disability. Potential limitations: CVA could be used without including a gender analysis, resulting in gender blind-analysis and responses. Although the framework was not specifically designed to promote womens empowerment it can be used to create more equal gender relations provided this aim is made clear. The CVA has been found difficult to use in a participatory way, particularly with communities in a crisis situation. CAPACITIES AND VULNERABILITIES FRAMEWORK WORKSHEET 1 VulnerabilitiesCapacitiesPhysical/material What productive resources, Skills and hazards exist?Social/organisational What are the relationships and organisation among people?Motivational/attitudinal How does the community view its ability to create change?Sources: Anderson and Woodrow 1989; March, C. Smyth, I. Mukhopadhyay, M.(1999) A Guide to Gender-Analysis Frameworks, Oxfam, Oxford. CAPACITIES AND VULNERABILITIES WORKSHEET 2 Gender Disaggregation VulnerabilitiesCapacitiesWomenMenWomenMenPhysical/material Social/organisational Motivational/attitudinal Sources: Anderson and Woodrow 1989; March, C. Smyth, I. Mukhopadhyay, M.(1999) A Guide to Gender-Analysis Frameworks, Oxfam, Oxford. CAPACITIES AND VULNERABILITIES WORKSHEET 3 Disaggregation By Economic Class VulnerabilitiesCapacitiesRichMiddlePoorRichMiddlePoorPhysical/material Social/organisational Motivational/attitudinal Sources: Anderson and Woodrow 1989; March, C. Smyth, I. Mukhopadhyay, M.(1999) A Guide to Gender-Analysis Frameworks, Oxfam, Oxford.  Myths around gender mainstreaming strategies in humanitarian assistance Gender Approaches In Conflict And Post-Conflict Situations UNDP/BCPR October 2002. And also in: Gender Equality and Humanitarian Assistance: A Guide to the Issues. CIDA 2003 MythRealityInserting one session on women fulfils the mandate to mainstreaming a gender perspective Mainstreaming a gender perspective involves changing how situations are analyzed. A brief profile of how and why womens needs are different from those of mens should be the starting point of the analysis. These basic insights should influence the understanding of the contents and raise issues to be explored in each project component. We have a womens project and therefore we have mainstreamed gender A gender mainstreaming strategy involves bringing a gender analysis into all initiatives, not just developing an isolated subcomponent or project. We have mainstreamed gender therefore we cant have specific initiatives targeting women A mainstreaming strategy does not preclude specific initiatives that are either targeted at women or at narrowing gender inequalities. In fact, concrete investments are generally required to protect womens rights, provide capacity building to womens NGOs and work with men on gender issues. Many of these initiatives can be more successful through a separate initiative rather than as a subcomponent in a larger project. We are here to save lives, not to ask whether or not someone is a woman or a man before we provide assistance or to give priority to women over men Using a gender perspective involves incorporating an understanding of how being male or female in a specific situation contributes to vulnerability and defines capacities. It is not a screening process to exclude those who need assistance from receiving support. There may be times when given their different priorities and needs, women and men will best be served through the provision of different resources. Furthermore, it may be necessary to make additional investments to ensure that womens voices are heard. However, a gender mainstreaming strategy does not necessarily call for mechanistic favouring of women over men. All this talk of gender, but what they really mean is women It is true that a lot of the work on gender in humanitarian assistance focuses on women. This is primarily because it is womens needs and interests that tend to be neglected. However, it is important that the analysis and discussion look at both sides of the gender equation. More attention is needed to understand how mens roles, strategies, responsibilities and options are shaped by gender expectations during conflicts and emergencies.   Oxfam criteria and indicators to assess impact on gender equality 1. Women and men participate in decision-making in private and public more equally Do women enjoy greater participation in the political processes of the community in situations where they were previously disenfranchised? Has the influence of women on decision-making in the project increased in relation to that of their male counterparts? 2. Women have more equal access to and control over economic and natural resources, and basic social services Do women share the workload more equally with men and have more time for themselves? Has womens access to and control over natural and economic assets (land, household finances, other assets) increased? 3. Fewer women suffer gender-related violence, and women have increased control over their own bodies Has the project led to a decrease in violence against women, or has it caused or exacerbated violence, or the fear of violence? 4. Gender stereotypes and discriminatory attitudes towards women and girls are challenged and changed Do men and women better understand how unequal power relations between them discriminate against women and keep them in poverty? Is womens unpaid and caring work better valued? Is greater value attached to girls education? 5. Womens organisations are established, strengthened or collaborated with Have more womens organisations been established or strengthened through the project? 6. Women are empowered to acts as agents of change through increased self-confidence, leadership skills, and capacity to organise Has womens self-esteem and self-confidence to influence social processes increased? Are women able to exercise their capacity for leadership? Adapted from Oxfam (2002) Gender Mainstreaming Tools: Questions and Checklists to Use across the Programme Management Cycle, Version 1, November 2002, Oxfam  Gender-sensitive appraisal and planning The Oxfam Gender Training Manual, Oxfam UK and Ireland 1994, pp. 247-51 This section is about the appraisal and analysis which is essential to gender-sensitive planning for development or relief interventions. It includes a number of analytical frameworks developed in different parts of the world by institutions and individual trainers, and a variety of checklists. All of these are tools for the initial appraisal of situations or projects as well as tools for assessment of gender needs at any stage of the project cycle. Analytical frameworks It is important to realise that you can only provide an introduction to an analytical framework in the course of a short gender-training workshop, illustrating its use through analysing case studies. Participants who learn these frameworks need to use and practise them in concrete situations before they will feel completely comfortable with them, and learn how to adapt them to their own needs. It is not advisable to try and teach too many frameworks in a training select one or two that are most appropriate to your group, and concentrate on helping participants to learn them thoroughly.        HYPERLINK "http://www.acdi-cida.gc.ca/CIDAWEB/acdicida.nsf/En/JUD-31194519-KBD" \l "Top#Top" What is gender analysis? Handout source:  HYPERLINK "http://www.acdi-cida.gc.ca/CIDAWEB/acdicida.nsf/En/JUD-31194519-KBD" http://www.acdi-cida.gc.ca/CIDAWEB/acdicida.nsf/En/JUD-31194519-KBD Gender analysis refers to the variety of methods used to understand the relationships between men and women, their access to resources, their activities, and the constraints they face relative to each other. Gender analysis provides information that recognizes that gender, and its relationship with race, ethnicity, culture, class, age, disability, and/or other status, is important in understanding the different patterns of involvement, behaviour and activities that women and men have in economic, social and legal structures. Gender analysis is an essential element of socio-economic analysis. A comprehensive socio-economic analysis would take into account gender relations, as gender is a factor in all social and economic relations. An analysis of gender relations provides information on the different conditions that women and men face, and the different effects that policies and programs may have on them because of their situations. Such information can inform and improve policies and programs, and is essential in ensuring that the different needs of both women and men are met. At the local level, gender analysis makes visible the varied roles women, men, girls and boys play in the family, in the community, and in economic, legal and political structures. A gender perspective focuses on the reasons for the current division of responsibilities and benefits and their effect on the distribution of rewards and incentives.  HYPERLINK "http://www.acdi-cida.gc.ca/CIDAWEB/acdicida.nsf/En/JUD-31194519-KBD" \l "Top#Top" What can gender analysis tell us? An analysis of gender relations can tell us who has access, who has control, who is likely to benefit from a new initiative, and who is likely to lose. Gender analysis asks questions that can lead us in a search for information to understand why a situation has developed the way it has. It can also lead us to explore assumptions about issues such as the distribution of resources and the impact of culture and traditions. It can provide information on the potential direct or indirect benefit of a development initiative on women and men, on some appropriate entry points for measures that promote equality within a particular context, and on how a particular development initiative may challenge or maintain the existing gender division of labour. With this information measures of equity can be created to address the disparities and promote equality.  HYPERLINK "http://www.acdi-cida.gc.ca/CIDAWEB/acdicida.nsf/En/JUD-31194519-KBD" \l "Top#Top"  HYPERLINK "http://www.acdi-cida.gc.ca/CIDAWEB/acdicida.nsf/En/JUD-31194519-KBD" \l "Top#Top" When in the process is gender analysis applied? Gender analysis takes place throughout the entire development process, throughout research, to problem definition, planning, implementation, monitoring and evaluation. By examining basic assumptions each step of the way, the interrelationships between social context and economic factors can be understood and initiatives that respond to those needs can be designed. CIDA-led initiatives must undertake gender analysis at the planning stage and integrate the findings and recommendations at each step of the way, from planning through to evaluation.  HYPERLINK "http://www.acdi-cida.gc.ca/CIDAWEB/acdicida.nsf/En/JUD-31194519-KBD" \l "Top#Top" Who undertakes gender analysis? It is the task of analysts, policy-makers and program managersin both government and civil society, to work in partnership with women and men involved to advance gender equality. This participatory process provides the context for the creation, implementation and evaluation of development initiatives to promote gender equality. Additionally, a gender analysis should identify local and national initiatives undertaken by both governments and civil society in order to strengthen and complement these efforts. Individuals, groups and communities affected by development initiatives must be involved from the beginning of the process in order to determine the gender dimensions of the issue at hand. Without local knowledge and expertise, some of the intricacies of the gender roles and social relationships may not be easily understood.  HYPERLINK "http://www.acdi-cida.gc.ca/CIDAWEB/acdicida.nsf/En/JUD-31194519-KBD" \l "Top#Top"  HYPERLINK "http://www.acdi-cida.gc.ca/CIDAWEB/acdicida.nsf/En/JUD-31194519-KBD" \l "Top#Top" Tools for Gender Analysis There are a variety of tools that have been developed to assist people in asking these questions. Each tool is different, with some advantages and disadvantages, some account for other social characteristics and factors better, while others are more participatory. Following are some examples. The Women's Equality and Empowerment Framework builds on an analytical framework based on the interconnected principles of welfare, access, conscientization, participation, control and empowerment. The Harvard Analytical Framework is a tool to collect data at the community and household level. It has three main components: an activity profile ('who does what?'), an access and control profile ('who has access and who controls what?'), and an analysis of influencing factors ('how does gender influence the profiles?'). Module 1 of the ILO/SEAPAT's Online Gender Learning & Information, entitled Some Gender Planning Approaches and Strategies offers descriptions of the Harvard Analytical Framework, Mosers Gender Planning Framework, the Womens Empowerment Framework and the Social Relations Framework.  HYPERLINK "http://www.acdi-cida.gc.ca/CIDAWEB/acdicida.nsf/En/JUD-31194519-KBD" \l "Top#Top"  Further resources: Inter-Agency Workshop on Integration of Gender into Needs Assessment and Planning of Humanitarian Assistance Summary guidelines and checklist for integrating gender analysis and assessment Contains questions and checklists across sectoral categories UNICEF MAINSTREAMING GENDER IN UNSTABLE ENVIRONMENTS  HYPERLINK "http://www.reliefweb.int/library/GHARkit/files/GenderInUnstableEnvironments.pdf" http://www.reliefweb.int/library/GHARkit/files/GenderInUnstableEnvironments.pdf     PAGE  2. APPLIED POLICY ASPECTS HANDOUTS  PAGE 28 Training Materials for Gender Mainstreaming in Disaster Risk Reduction OPTIONAL EXTRA ACTIVITY SUGGESTED ACTIVITY REFERENCE HANDOUT REFERENCE HANDOUT 1 The Harvard Analytical Framework The Harvard Framework, sometimes called the GFA (Gender Framework Analysis), is designed to provide the basis for a gender profile of a social group. It is very adaptable and is composed of three basic elements: an activity profile, based upon the gender division of labour, which lists the tasks of women and men, allowing for disaggregation by age, ethnicity or class, as well as where and when the tasks are performed. Activities are grouped under three headings: productive activities, reproductive or household activities and social/political/religious activities; an access and control profile, which lists the resources needed to carry out these tasks, and the benefits derived from them. The resources may be material or economic, political or social, and include time: access to these resources and benefits, and control over them is disaggregated by gender. the influencing factors which affect the division of labour and the access and control profile of the community. In a version developed by the United Nations High Commissioner for Refugees (UNHCR), known as the Framework for People-Oriented Planning in Refugee Situations, the profile is completed twice, the first relating to the situation of the refugees before the flight, the second to their actual situation. The second profile indicates not only what the refugee group does and does not have, but also who has lost what and who has gained what. The comparison underlines the fact that a refugee or displaced group is unlikely to be totally destitute: people bring with them skills. knowledge, attitudes, values and means of organising themselves, even if they have lost all their material resources. Refugees and displaced people can be active participants in the solution of their own problems. This framework brings out a crucially important issue for women protection often jeopardised during a crisis. Particularly useful elements of these frameworks are: the differential access to and control over resources and benefits in relation to women's and men's responsibilities, and the distinction between access to resources and benefits, and control over them. a broad view of what resources means, not just material resources but also less tangible things like skills and social organisation. and most importantly for women time. 2 Capacities and Vulnerabilities Analysis (CVA) The CVA framework was developed as a tool for predicting and/or assessing the extent to which relief and development projects support or undermine development. The central question it poses is `how can agencies plan and implement interventions which meet the immediate needs of people affected by a disaster and also promote long-term development?' The CVA framework enables agencies to map the vulnerabilities of women, men and children in an emergency, and their capacities to deal with their situation. It is based on a matrix which sets out the different categories of factors which affect people's lives, and the relationship between the factors. The categories are: the physical and material category: resources which people need to gain their livelihoods, such as land, climate, health, skills, technologies; the social and organisational category: social networks, political organisations, systems of distributing goods and services, social resources such as education; the psychological or attitudinal category: the complex of beliefs, attitudes, aspirations or dependencies which influence how people react to situations. The CVA matrix allows all these categories to be differentiated by gender, race, class, ethnicity and any other social factor, and can also be used for analysis over time. Its greatest value is that it brings into focus people's strengths in times of crisis, so that they are not considered as just victims of the situation. This is particularly important to women, who not only constitute the majority of refugees and displaced people, but whose strengths are so often overlooked. 1 The Harvard Analytical Framework (contd.) the idea that individuals and groups lose resources over time but also retain some and gain others. This aspect is particularly important for long-term development work with strategic aims, and also in relation to emergency relief work. For while sudden disaster may rob women and men of some resources, others may arise and provide sources of strength: these are opportunities for relief work to focus on people as actors in, rather than victims of, their situation. The weakness of the Harvard Framework is that while it works well when used by people who have detailed knowledge of the social group in question, it is difficult to use without access to accurate detail. It is also difficult to use across a region where people's social and economic circumstances differ widely. REFERENCE HANDOUT SUGGESTED ACTIVITY SUGGESTED ACTIVITY ACTIVITY HANDOUT REFERENCE HANDOUT REFERENCE HANDOUT REFERENCE HANDOUT REFERENCE HANDOUT Applied Policy Aspects It has been my experience that although organizations have good gender policies in place when it comes to disaster situations gender takes a back seat. How have organizations successfully implemented the policies, the pull and the push factors? How have organizations with small DMU managed in situations like tsunami? What are the guidelines/common practices in drawing personnel from different programs? - Madhumita Sarkar, UNDP 4 Participatory Rural Appraisal (PRA) A number of appraisal methods have developed since the late 1970s to overcome some of the problems inherent in formal data-collection methods - such as slow, cumbersome and often inaccurate questionnaire-based survey methods, and the seasonal, geographical and social biases which resulted from the way development personnel conducted their field investigations. Rapid Rural Appraisal (RRA) was the first. It gave rise to Participatory Rural Appraisal (PRA) and a number of other variations, such as Participatory Action Research (PAR), Participatory Learning Methods (PALM) and Participatory Assessment, Monitoring and Evaluation (PAME). This Manual does not attempt to teach any of these methods- they are complex and require specialised training. However, the emphasis on participation in all of the practical methods of information-gathering means that Gender sensitivity should be central to all of them. Indeed, if women are in any way excluded or marginalised in PRA or PALM processes they cannot be said to be participatory, and cannot fulfil their own objectives. What this Manual offers are some guidelines to ensure that if participants are using PRA/RRA or other field-based information-gathering techniques, they integrate gender into the process. Gender mainstreaming is a strategy for making womens as well as mens concerns and experiences an integral dimension of the design, implementation, monitoring and evaluation of the policies and programmes in all political, economic and societal spheres so that women and men benefit equally and inequality is not perpetuated. United Nations Economic and Social Council E. 1997. L. 10. Para. 4. 3 The Longwe Hierarchy of Needs This framework may be applied to any situation as a guide to where to focus future activities. It looks at equity between men and women in relation to certain key development indicators. They are: Control over resources Participation in decision-making Conscientisation Access to resources Well-being These are arranged in a hierarchy. The framework assumes that the objectives of women's development are ordered according to this hierarchy, so that equality of control of resources is not truly possible unless equality in the other four spheres has been achieved. The Longwe grid thus presents a progression. It permits an assessment of the existing advantages in women's situation and what remains to be done. Its disadvantage is that it can be rigid, not allowing for the way situations change over time. Some of its basic assumptions (for example that the different stages have to be worked through in order) have been questioned. Gender analysis refers to the variety of methods used to understand the relationships between men and women, their access to resources, their activities, and the constraints they face relative to each other. APPLIED POLICY ASPECTS HANDOUTS  23\^_`{|~#$  鸮wi\iQiJECJaJ CJ^JaJB*CJ^JaJph)%&6B*CJ^JaJph)%&5B*CJ\^JaJph5B*CJ\^JaJph)%&B*CJ^JaJphjL 56CJU^JaJj56CJU^JaJ56CJ^JaJ B*^Jph+j5CJU^JaJmHnHsH tH u'j5CJU^JmHnHsH tH u5^J#OJQJ^JaJhmH nH sH tH     $@& ?V) !"#$%&'()*+,-./0124567^_$a$#$vw   $7$8$H$If  xx $7$8$H$If{$$IfTlD 09  t0644 la* + , N O P Q   : ; < \  $ & Fa$$a$ & Fh$$IfTlq J! t0644 la( ) + L M N O P Q   6 7 8 9 : < = ɹɱkYJ?jCJUmH sH B*CJ^JaJmH phsH #j!5CJU\^JaJnH tH &j(L 5CJU\^JaJnH tH 5CJ\^JaJnH tH #j5CJU\^JaJnH tH 6CJ^JaJ56CJ^JaJ5CJ^JaJj5CJU^JmHnHuOJQJ^JaJ0JB*CJ^JaJphj CJU^JaJ CJ^JaJjCJU^JaJ= X Y Z [ \ ] e Y 23NOPQTUpqƾƶƦzi\I$j0L CJOJQJU^JmH sH CJOJQJ^JmH sH !jCJOJQJU^JmH sH j0B*CJU^JaJph!j#L B*CJU^JaJphB*CJ^JaJphjB*CJU^JaJph6CJ^JaJCJ]^JaJ CJ^JaJCJOJQJ^JjCJUmH sH j!CJUmH sH jL CJUmH sH  CJmH sH \ ]  X Y 012RSTtuuv&'#$$dN]^`a$#$dN^`#$$dN^`a$$a$$a$qrs()DEFG$jͷ̀m_K8m$jb5B*CJU\^JaJph'jbL 5B*CJU\^JaJph5B*CJ\^JaJph$j5B*CJU\^JaJphB*CJ^JaJmH phsH jT5CJU\^JaJjDL 5CJU\^JaJ5CJ\^JaJj5CJU\^JaJ6CJ^JaJ CJ^JaJCJOJQJ^J!jCJOJQJU^JmH sH !j@CJOJQJU^JmH sH '(HIJ  !! #$a$$a$DE&'EeD "Q"""""" # # ###.#/#0#Գp`jņB*CJU^JaJph!jL B*CJU^JaJph0JCJ^JaJjCJU^JaJjCJU^JaJj(sB*CJU^JaJph!jsL B*CJU^JaJphjB*CJU^JaJphB*CJ^JaJph5CJ\^JaJCJ]^JaJ6CJ^JaJ CJ^JaJ% ######2#3#4#T#U#$$''''''((((((( ( $7$8$H$a$7$8$H$$a$$a$0#1#3#4#5#P#Q#R#S#U#$''''''''''õzrdWzLB*CJ^JaJph)%&j~5CJU^JaJjL 5CJU^JaJ5CJ^JaJj5CJU^JaJ CJ^JaJ$jg5B*CJU\^JaJph'jL 5B*CJU\^JaJph5B*CJ\^JaJph$j5B*CJU\^JaJphB*CJ^JaJmH phsH B*CJ^JaJphjB*CJU^JaJph''(((( (/(e(f(((a)d)k))))) *P***++t++!,<,=,,ʲߟ}ggO.56B*CJOJQJ\^JaJmH phsH +6B*CJOJQJ\^JaJmH phsH CJOJQJ\^JaJmH sH "6CJOJQJ\^JaJmH sH %56CJOJQJ\^JaJmH sH .j56CJU^JaJmHnHsH tH u56CJ^JaJB*CJ^JaJph)%& CJ^JaJ1jB*CJU^JaJmHnHph)%&sH tH u ( (.((k)l)R*S**+++,%x$d%d&d'dNOPQ#$d%d&d'dNOPQ&$$d%d&d'dNOPQa$ ,,,,B------.H....h/////////000000wgYwj56CJU^JaJjL 56CJU^JaJj56CJU^JaJ5^J56CJ^JaJB*CJ^JaJphjB*CJU^JaJph)%&CJ\^JaJ56CJ\^JaJ5CJ\^JaJ"6CJOJQJ\^JaJmH sH %56CJOJQJ\^JaJmH sH  CJ^JaJ5CJ^JaJ,,---..j/kk%x$d%d&d'dNOPQ%x$d%d&d'dNOPQ#$d%d&d'dNOPQ#$d%d&d'dNOPQj/////////0000z0{0"2#2 $7$8$H$If$a$(dx$d%d&d'dNOPQ)$d$d%d&d'dNOPQa$0z0{0"2$23333 3"3#3333 4 44>4?4s45585x55AATCcCpCCMxqcXcXXQXcXQ CJ^JaJB*CJ^JaJph6B*CJ]^JaJph 0JCJaJjgCJUaJjCJUaJCJaJ5CJ\aJ 5CJaJ5CJ^JaJ'j5CJUaJmHnHsH tH u5^JB*CJ^JaJphB*CJ^JaJph)%&6B*CJ^JaJph)%&5B*CJ\^JaJph5B*CJ\^JaJph)%&#2$223zz $7$8$H$Ify$$IfTl09  t0644 la3333!3"3#3$3r4s4rrr#$d%d&d'dNOPQf$$IfTl J! t0644 la s45w5x5577(:):<<>>&@'@^B_BDEEGGJJOO($d%d&d'd7$8$H$NOPQM M!MCMTTTTnWWYggjjyyyyz.zR{x{y{4|r| ϜМלٜ%'sz|՝ܝޝ.57py՞ޞPQS߽߽߸ߌB*CJ^JaJph)%&!56B*CJ\]^JaJph5>*B*CJ\^JaJphCJaJ6CJ]^JaJ5CJ\^JaJ5B*CJ\^JaJph CJ^JaJ6B*CJ]^JaJphB*CJ^JaJph7OPPPRQRTTnWoWWWjXYZZ\\__aa+$$d%d&d'd7$8$H$NOPQa$($d%d&d'd7$8$H$NOPQacceegggghhkSnTnqqUsVstvv($d%d&d'd7$8$H$NOPQ($d%d&d'd7$8$H$NOPQvyy.z/zR{S{x{y{s|t|efPQCD+$$d%d&d'd7$8$H$NOPQa$($d%d&d'd7$8$H$NOPQD GHopST&$$d%d&d'dNOPQa$($d%d&d'd7$8$H$NOPQ+$$d%d&d'd7$8$H$NOPQa$Мs՝.p՞PQRSUW+$$d%d&d'd7$8$H$NOPQa$($d%d&d'd7$8$H$NOPQ#$d%d&d'dNOPQSUVWLMPh`a:;=>@AFԮծϸڪϸښڏvaV6CJ\]^JaJ(56CJ]^JaJmHnHsH tH u1j56CJU]^JaJmHnHsH tH uB*CJ^JaJphjB*CJU^JaJph)%&juCJU^JaJ0JCJ^JaJjCJU^JaJjCJU^JaJ CJ^JaJ+j5CJU^JaJmHnHsH tH u5CJ^JaJWYmNOPh_ѭҭ,9:<=?@Ԯ$a$Ԯծkl۲xy$$IfTl09  t0644 la $7$8$H$Ifծl۲ܲݲ޲jkoͷηзѷQRS7?Ѽܱܧܧܱܘwnbn[nU 5CJaJ 0JCJaJjCJUaJjCJUaJ56CJ]aJCJaJ$jCJUaJmHnHsH tH u5^Jj6CJU^JaJ6CJ]^JaJCJ^JaJmH sH (jCJU^JaJmHnHsH tH uB*CJ^JaJph CJ^JaJ56CJ\^JaJ6CJ^JaJ5CJ\^JaJ!۲ܲݲ߲$a$f$$IfTl J! t0644 laijlmnͷϷзѷҷ67?@`abcklٹ7$8$H$$a$$a$$a$?@A\]^_`almڹ۹鹦tl_lQD_l_lj5CJU^JaJj;L 5CJU^JaJj5CJU^JaJ5CJ^JaJB*CJ^JaJph$jt5B*CJU\^JaJph)%&'j-L 5B*CJU\^JaJph)%&$j5B*CJU\^JaJph)%&5B*CJ\^JaJph)%&6CJ]^JaJjoCJU^JaJj L CJU^JaJ CJ^JaJjCJU^JaJCJaJٹڹ !"#$DEFfgh$a$$%@ABCFGbcdehiRĽĽϗ|o_IϽ+j5CJU^JaJmHnHsH tH ujJB*CJU^JaJph)%&jV<5CJU^JaJj}L 5CJU^JaJjB*5CJU^JaJjkL 5CJU^JaJjCJU^JaJjXL CJU^JaJ CJ^JaJjCJU^JaJ5CJ^JaJj5CJU^JaJj65CJU^JaJjIL 5CJU^JaJR߻z{>?EFsIabKLMNOx)$a$RSݻ޻EsIaKx7l%;*!ijXZs678dyz{þ÷æ÷5^JCJ5CJ^JaJCJOJQJ^J CJ^JaJCJaJ 5CJaJ0JCJ^JaJ$jKB*CJU^JaJph)%&B*CJ^JaJph)%&jB*CJU^JaJph)%&<78l%&;*!ABij*$h^ha$h^h)h^h`(XRRI $$Ifa$$If$If$$Ifl    F,#    t0    D%6    4 la $<<$Ifa$ <<$IfWXYbLZTKK $$Ifa$$If$If$$Ifl    F,#  t0    D%6    4 la&$ F$&dIfPa$YZstw\oii`` $$Ifa$$If$If$$Ifl    XF,#  t0    D%6    4 la78z{wuuuoff $$Ifa$$If$$Ifl    F,#  t0    D%6    4 lazXtkkkk $$Ifa$$If$$Ifl    F 4#    t0    D%    4 laSdMGG55& F$&dIfP$If$If$$Ifl4    r 4# TTT t0    D%4 la)+,-GJilsD]^)*ƸwwwwB*CJ^JaJph)%&5B*CJ\^JaJph5CJ\^JaJ B*CJ\^JaJmHph)%&sHB*CJ\^JaJph)%&5B*CJ\^JaJph)%&7j5B*CJU\^JaJmHnHph)%&sH tH uCJaJ5CJ^JaJCJ CJ^JaJ 5OJQJ.Kt$$Ifl4    r 4# TTT t0    D%4 la$IfK$$Ifl4    r 4# TTT t0    D%4 la$IfKIG>> $$Ifa$$$Ifl4    r 4# TTT t0    D%4 la$If q$$Ifl    F 4#    t0    D%    4 la $$Ifa$ )*-l%<$If<$If$$Ifl4    ֞ 4l# h888 t0    D%4 la*+,-./01& F<$&dIfP<$If12HI+|##<$If$$Ifl4    ֞ 4l# h888 t0    D%4 laIJKLMNOP<$IfPQjkl-%%%<$If$$Ifl4    ֞ 4l# h888 t0    D%4 lalmnopqr<$Ifrs+)#7$8$H$$$Ifl4    ֞ 4l# h888 t0    D%4 laEF]^ww$$IfTl09  t0644 la $7$8$H$If7$8$H$ )*}p}}< w$$IfTl09  t0644 la $7$8$H$If*}}ww7$8$H$w$$IfTl09  t0644 la $7$8$H$If 9;v]H)*uv>T +,Ѽѧѧѧѧѧѵxxxxx'j5CJUaJmHnHsH tH u 5CJaJ5B*CJ^JaJph)%&5CJ^JaJCJ\^JaJ 5CJ^J CJ^JaJ(jCJU^JaJmHnHsH tH u5CJ\^JaJ5B*CJ\^JaJphB*CJ^JaJphB*CJ^JaJph)%&*9<}OO. & Fd$d%d&d'dNOPQ`&d$d%d&d'dNOPQ+$ 9r $d%d&d'dNOPQa$.$ 9r d$d%d&d'dNOPQa$<=wx^_FIJ. & Fd$d%d&d'dNOPQ`&d$d%d&d'dNOPQ#$d%d&d'dNOPQJ![\)*t~~~~~~~~~)$d$d%d&d'dNOPQa$. & Fd$d%d&d'dNOPQ`&d$d%d&d'dNOPQtuv=>TU$a$  !"#$%&'()*+-./0TUi$a$,.01 RSTUVVXz14KMmuw?ԱĨԣ||||ԣԣԣ5B*CJ\^JaJph1jB*CJU^JaJmHnHphsH tH uCJaJ0JCJ^JaJ$jMB*CJU^JaJphjB*CJU^JaJphB*CJ^JaJphj5CJUaJ 5CJaJ5CJaJmHnHsH tH u0izmmGZ[UVW=>?ABDEG7$8$H$dd[$\$ $dd[$\$a$$a$CEFGW;<?@BCEFHIKLRST{|Ƽ~yyyyrorororgrb^6CJCJaJ0J+mHnHu0J+ j0J+U jU0JCJ^JaJ$jTOB*CJU^JaJph)%&jB*CJU^JaJph)%&B*CJ^JaJph)%& CJ^JaJ5CJ\^JaJ5B*CJ\^JaJphjNB*CJU^JaJph)%&jB*CJU^JaJphB*CJ^JaJph$GHJKTUV%&'()$a$$h]ha$  9r &h]hh]h&`#$%PUf}+ 4       hj(7nx&' 68JK_`tu6]^JaJmH sH 6]^JaJ6CJ]^JaJ5B*CJ^JaJph^JaJ^J5CJ\^JaJ5CJ^JaJ CJ^JaJB*\^JaJphB)*+,PQ% &     / 0 ijk $da$$a$#$d%d&d'dNOPQ=>uv&'78J#$d%d&d'dNOPQ$a$JK_`tu $^`a$$a$$a$"""p$r$$q'}'K(R( )!)")#);)C)D)V)W)zB*CJ^JaJph)%&CJ$OJQJaJ$ 5B*CJ$OJQJ^JaJ$ph 5B*CJ4OJQJ^JaJph6B*CJ]^JaJph6B*CJ]^JaJph5CJ\^JaJ6]OJQJaJmH nH sH tH 5CJ^JaJ CJ^JaJ6]^JaJ;<  """ $ $F$p$q$r$s$$$Y%Z%s%%%%%%&&$a$&l'm'L(M(N(O(P(Q(R(")#)$);)D)E)F)G)H)I)J)K)L)M)N)O)P)Q)R)$a$R)S)T)U)V)W)7$8$H$- 0 001h/ =!"#5$%  Dd&!0  # A" =cahC Dp@= =cahC = pE8f4 xZ lTll0Ns61ƅg|>cj"` 1v 56[խA!!)m-54!Z~B\ C*&*:;n}ξ݁Sqx7쾧1ځ> H.Ʈ:Y)cՌi̽c66?5Sжq96f3PJ@nTlǝyeuA(h9y,M|!GWI3fQw{iղJ <GPP :>?A|R Ss 8Û CL eX1Y1"ҼYUhgKU^$d4+8xelK-QǖGxj8['m~O` ߅wM43a^v5({D/l.so O O:jlJymMuc[˾4q셕74߉8ޓiN6< zөz]7Ax&pwQ19A v#8g u9ݞ w{xN5'2y6A݀r~hgl)c_;wU[^G6vno{so_Z0˓^t>lVz驀H8~ _iRuٻ풁v-U |}.$\]86ġ> sƍ}@ O 崮59jGWblgl h6$ -AӴ9SFn=s-妀fbv :]tϽ@*6D#TUijsu,MWœ??4x2/ĸM wsԂ4$`77oxr眵k[Y=Xk#\wmp6,ݬ .ࣄ賂sk-i;m9&v#sSV]gQ;>xj![V~:0E}s}f*2S^TOmSHW= !ڢ63 G=H'] ǵ8,[}E<%jOn1St׵ӡb<'9< b}7>'# /Y"D1?t3x_Ͼζ6|6;v>nSÜp~V-h%hRIYlي2jG~v/%E.JZt~qw: P_Mi cڅlt!sQׅopl#?q&" @`"l*Z@OA 75ޝ_"qGjȧ!y}V~Qx]wH7Y6,^4<]E+ $~-t~xýsGq(1\Q; A>^Р|TOocr4g5`k@3<Þ3|gݎϠZcLϽ} UnGClCh{7+W"/i7~{G-m.0\;Gf./d*/ˁY jaq= l'-1c63%Orn(7Xf]F7Q8VJ~-u!j :fw+Rw^!=\A`k`G'&8`lF!ZؿxRJ1G8O)#htA~za s Jqu fNpNq[i_|muܾOܰlk|Yx|xpq@x*%̈́ v\\\;qqp5 .ڠ[&ʄݴ t=~˫f칒c{H" k]k͢ ײ^6^Z%th”Ǖ"t|g|YNZWL/sɓ׹&Joaߤ:ny $BCL#!5$|MTd@@JXqDXKv6V@Fib ZJikbVmvO޻ݍk͜ssspCgcdfcSvljSUu(c G0J４t1hM͍W ԔCa"T6ǒ_< qͫYcX˗e8t,o_nk,D/ke=}(w8ec!ׄe( i|qK]1B.QuoP5Wlayz_53}\X&XpZòg5kj?^_98b&_Y[P: 4m') SY&_8-.[yYyڴ7mwC?n=0H+6Fc;x~i7z{\~v/8br~F9*n\▇v>żH&v+!^.el2`: 仇 9D$6k_KA\VC|_Co_ %+e~V5Mkx_8SY8GFƽ~\!֛ڮ b1͘SuxB)0^8Um8k t.M !! 8c\6@p }U+BҫBn]uWZ3*6G̤\LQHקWo-sN酾1XAw5L}n4XnW\iq-2y"~@W}D{?|>i$?|}K| p\-h8> -?9gU|`<:p^Ἂ-<!+T~uW_WhÁ$>Yǭ0lgi"㽅ks_=|NƩ8S%ZeAȃ*("~Lr8*4xJOV0LI2QX^d tmy{N༠\!\1Eѐ)+:md8&\=7)gr "70x]^ӹܸ|r1y'7"7tr鎂& 鯬ؑܺLAo.LÔk1ckrqt. >pǘLĭL.K)'Ô0DO&z"fDr21( =1'De1bzxP/Ti>.ixY` r}rf ho_d _|>|  EymöYLZy80IA|8c$a7U0NYC< o<\a*t<гlsC퐑k,]l&% 3ֱ1Sv; 磧n=X8°ΡcLa^ n'1.mSf2flSɜZxtq*儋{qp_Ks(%ʿͦ2>Đ vmÐ] ߊ>?ݛ%b~9QWsNm5`sjEʉe&x&.ٻxFEO͟嫀)ftõQ GS{G)g{ۘX\rpT7Ƨ6@pCc=}ޡa(&jrF[iZPo6䣭>Ys kïMw6B{f7ǫZ ` t7PDQ-W<>L duh_jߘZci5-65ՔD&NWn;a:VHX[.&zx8n00g $=`{m u9D%VCy ?=^=,yXy0~WQk>'jUCs}ho=%~1nCö \Ω0ps;X2CȆ3 M9sr`?-{n%^܌J$+x0KfJ|6Fd0~,R\:= `W8tCM8-Fڃg#l <m="sӄC߬ h \~?_Z{Y(ktςD8EAGDy?GSt{ .obԆ?6!ڐGp~"ÉӻdAo%pl4o|d JbXCϖF9#!_VH&yzh\6b]\BDJuhSR$ E%5DSF˫2yY&{*[Bx<ЍcOeaE_#=}wSP&BGv:;PZ$|ɺȠc K㠯=)`36Y2Kiā2X홻=):MymTEsj? NSf2kpqMAAp Un@mFv=+eX╙OW֕KayCoR|(h9I_xa?9D?9?Oȶ\| -9m7#.8F>BTKJ${5>'=/gYho {@. /&һ;bbH}S=%jݒ[_t.1ᯧlWv?p񼍵O8vNk}!l[#_&TBq D{M E'We'S<fv93V< [E*vj(Ww 諼 ^s% m-PLV6qZ:4E.bl/Dp:^!O3=D(c~BuKy gpm Gjf&!MG{('X! đAA;f Q#BETʣN4q >Z+|_}=)o$y271(_9u]n%| օ$Y9z}\.}Wk|; 1n!cV!0gI& Y, 9}HK mc,Sy\ҌeҢ,uHe>$c5%d{o_]Ht{*`mfJ¤TN2O'1L>L,t^{%{`/#mdu&wKǃW2K?%]!d@q]]i>Hjf1cD1c]zG@Uvwjk:ntMAX-l>6ѷi5FlZ6q^=&jb# K܁h#lc_m}5h _,tg#%"tI mԥincc>.AId@tE0K@ݾV_}ķkȷu.`~!Vѷ*#mo+V[Kdjpp]Nn5` K&vK{+\\VtWz7ցDO{aj\7KaًӤ|!}gX#暬+7y1' / 3J#=|z( 7&=ȩ˂ ?7qu(EQ[ͩVhY]\]:.;F\`km?8ZFd\6܂r g/,O|X|%~IרlC YWl<"VЇmh>d2z_ ǹ=et69mÕv7({qF8u:QGnH7)Cq |t7pP1`pr;rҝf69AoXe.5#9 6Lς*y_ c xvr?f8K>\0čl=lsk6&?H+3b9n nks#qLFJ_?f!EL3h+׎o2u;z̐csk8:ġMW}>\M>jmI7N/+i_{Ш^]jYXӫ٤n,G'b'iO龵Z9Wf#\]c&s+)sr7Vkg"LB<k| d|b#>i 8 i`wlV>هkΚ5\yu0[{|m7V (G ^r;5X#ԭ"S(:e}1jmb\ ĸMdvHxOK,X!X }DB/*ZF)B/>GГuAzcFX( R\/V,Ǜg2F9GS}dkd32_I U@dQfHWRBΩFDg;31uD&v Ge |5wio +\ApU;[x]p:Gwmfzӽ{&|O$ |P`CCkz!˾qc_nbR`<Ø9}f.l/g-ϔxh ᜗BE4:7#.E:8d+/f:$=lkw;6ZAΑǮ+u`Z%_uoP<\Ľ.jz1`\xYeKG.cY>p&:]S3\5i,\Կ^\LՄW4.V.Nr {GhT[**|~VZ˽g?3~o'~*VJ6:o+mTWO:#3='`@ax*2)A죜MIXm m~zdGNyhc)$e$ɱwC'=p-TtPqFؒ![{nh2GN -hԻ9༱=Q>CaWe+">ǥng~Ud&>S0lJ4c^؏~6g/`vP`.!hmgi$T𩊧dJ֍D/m &_ђt/!wZ{knL ? ` nvF]xZ_]W޲GW^'_h_82d|e \+ۈc*HM8͎&.`?鴓k>g"?#9o6 |7ߴύ7qfzka:3%5pm̈Պj^0\lK3U[7o89QoPJY7r}<\Z6DࢗD kX Jt4ۮxϡUt-P?:< BNP,JIX@u%$_CUT6sCy=ZK=E<7`s's?yLدғtiIsZrƄߢa"ZHVf3^guaJE\Rl+ Lt(Z2v;,#G>]ȪLq|43DΑ3Α0gK-&-M9jsR6<buf4Ō1%"+ϕf_6d2x.8Îtħ.x.uDcy#!R.b.'I.'>.siH>{a\tw]$>YyXz3|`pzŏ"YY'[]j]9qY3ᬧc΂9[c_&IlM94pV C}UcM8 sh<1<'M\],_z#iTd[RX茺P)ZY\e B9PRϸ%J_*oʸt\TΉ>޳H7If7)ú`z7_UV4ɛEW~2޵gT v<Dd &!0  # A"h܇}ʓ9SD!2@=<܇}ʓ9SR pE8f4 x\ pT>fwy-tɋl>Ȣ+(JȈB `LR t>ZZf*v U#_UT:cZݓ{7;lp={;9kL12Ʈ,`,^^ŘƺglƘ tMbl4NA~6nBk HH nҘ!ƶt͐VPܐet32d\uT y:wy] +ql>OEڭP 2!??"E!!۠<1x4<ˬ,(GgbL&|+SgqI^ϯ7ؼ[߲g`w<^elKԱR{|N7_Hsru^^s_#k^BrBlRmtkfMl/TyӶya]ov=N>yDʖ}֐pž=wm CF}i>E'~|>mƶ^[m=Ҹ5͸%#H3Qedrtʣg 9]pGoyRi7cI D?wA6 $B>.cCw 2kGbv8@Xf\1C췰G1f̣hˡ_50ߨyt=!ǘ Z>?Sp]PbP|&>\3 =q_dW g'+kgw\R6B>vƛy49`[#ڭks*/7h&f{-sXvuHCeaweEM2UwɶkIӠѝ<[OnM|=iɼ$'9ZOp2j`N- }EYOY=]=U- ls&kUµʱs=/A6sL)b0p88 ͥT;sh.Jd'SE<_)ˡ1MDFǽBGX_]1.s}Ga}`]&6"8\>+=%Lǟn1Stgg`JLs7_ȭ.Tgk5.{D2?#<$8/^AC\tIdNH@cSGn5A\Oc!Y\"ޠ^7W'7(y:N,Iol썙7epE\ef?P?wi'Ax|W,1@n1y3X_ R`fXf\}p?=r— 'ҝ9s׮0炼b9D }w-lKRɉѷ r"3;ir"㼝8o'ƌJLNdIĽ/t9ާGo /GIIf#_SDYWk6u$}WAqM~Wt#{n6=vJ! :.y/;HV&[Dfxc{\0PFnk+9Y-/dJ/,xH9bq[Z;ޣb`B\4Msq"ʮ׌ F`pG}a5޷EvV) W)b ov~%³2ȷ>m(&Qp㶆p[>wSY`ӧ{6-S*.vİ^4R`ti}/Yr4s]_XW@:بRv|/hmD?S=;sJQhrM&agKi?=1bv/~RJlxc6ؿ5 @}3Z؃ 鸮ᯞ#CX =ʂM+F+`gemϵvkjCŠ}Sy(`ˤJăüL% ` :`nyPKX8r1a{1H G8Rbl'\ 'YRfpY{ĝ[̡'˾N wSb ~<%6;slNMxW ]jQpw@~`VnK VYdu#¡EVc-ql]+4/VٖvRFas. PYc r8[2:Ҙc01SRj {1=۟zb۞(~]g*r߉L"C-į0*#^}ah'wFNa/J+0bbS9c4\|ʈWv z\|%6Xp ֯xbXƀTGe$\J(ܷ{(/~ȲAc*y({Tc=]6#qj/PDU9]=zW0-6{1ѝAܳo7!GV7K-ֽS9&[^r?Eɏ-lǏU_FCgmukcsY"~ƀ}h:e6:]8U'\x+sI4P\$\ N_1x;߅ZNܩyWc㥶͔6Sn[6zR~Pz~{khxySD^R;~jGyِkXwY9Ty0~aO}6ֱӞ>{>9ȯP5qIpżmZZqHWa$?UXmZط%g܍옷js"<8{yt`iZ9{$c9xθ6.H_[xk6^N~ ~Xÿ{1J!.yf꽛a5bX!c<ᯈ&Ic?$ ޕ?8ˬ{1 XϪG߲(o_Vzaq#n|+s# 81/CW|A"KX WQ-#o;m;[m8DY>)E,%8'Gm unpG08RD:ZZ$Y3vUjn`ڳS>3Ek̭[+q1"-a1V0w,:ԇnmΌ̈f.y4m"'^4 yg\7jiUwX@V\$F{@_+s5$o2#07k> ossĀ7SU+pbCpoZkpDɉ>bI'qƉ:'o3KsI$y"9JND1OhH4O\'fH'hH4OΉVm%<[-:[!PL-)M$[hBe-~b, [PX-cBBqr-eUOW z}m31$[s;Yd` 9_-Lw<}1MeLFO#ƶv 4в (Rp/u9p?vk&S\v0gr󱂶nfq۸go"󊻜ȑxqG%Hbq,mry5tj<D;.X/1k:r{im]ῒb|dz%+),b'[sĔ0N = SΪSn _;a<};<\[O1kl@ 8:졖f| ;[?۴qeMߙ)3,`;qx4,j8b.{bl[~1}3,G7 p  xVa!pq ư]WwPfCZ TCx"TAJăK2pPW![]Χ0gSa\ ɤEy34RriI k[T|oy'OtPt?馏 l aԴjyD3)kNR~\ \OQcf_{7\JecZ_F_tVAA}ހG lZ=WWs&bu=X}4p6rB\\<\_˵uu2^,<($R9 -|̔3u\, o.[9aPNAlc̹3vsueRE2 tpuzۗo 29 8lW\x ZAOƦ>5Mc>׍\;&@W21SzqLUӛO&l0:\Si!pG,PvgfΤs\:onN.#]Jw?6ARQ/c_+,]ocAߣ"?2>ˮ,޿˾-x]S]w<>c7=8`OλfZ7 *p"AX,)Tq2A0, X% ,ub KC` P hBMf ܇6\I>rJI_N gˈFs<9lbtV1Vg1 GrZ\8a>HE|=) !pM u[7?Ed3W8ae\F x)9^Z>ٚ$ `\8rdkEE08at/py&؈C8…=.lzw5pnTqN\ixNG+2d qȔLxX&o[̵/ʝG";V>D[yZ?gv`{kA V^NNLK3.3*j|Qڞ{Ods=A9=mٶpl®sUll{~0B󃱶=m{ޥx[LzBP5 *i%s-Z/Zjtdn/lGmdD.{~$1:sL'Ӝ59ck_{{[boWzb-*2nt]\wZsv).OŠKJyP9GP( e^G3GN\d&#G<k}D =$/@[@@^bSBpH*D%ܭ:G#]M{iG_kҶ[6StwLH@~J:KsIrCrե+'OFŒg)񭗜^NsេKOIٕ bn 3<=6~j '"T_oI6`\ƘzݦlSXXN_kvu]E.̽H6F_WA\AQȍ?NBGttvd0s's:|qegBpη}8ηNXo1{N?@t({ ț$zXK5Y4J9+d~nOd>]0p9fXy{rLvߣb&p`; GMw|Lx؟6Τ@\4.Vs+#'VqJ*?7$``lLB||(S?!FPQ)dU@=![D>!FPQJ pE8f4 x[ pT&Bbqh)ȮAdD$1&!8F'0`'F͌eTLS;S*J8X錴ei9aw2's޽|{}1ƚ>@be-*b0=K{Tc_9qHOs1sV v34&a9>] º->7&~}Vxȴ9/7?>f4 |]/z%?NgXTt5?lWcOXyYic1 H#k%Ή UAO4v^o ԾS}|Ov ͛}ܻ"/#߅A6"E}x[N]=r|,v=5g`*ڼtgb^X ; ΘXAާЛN뢽Fy?qΔpǶA.bk~&nVrYϛA8=̶]l[ y_{O3wN9x!Qf94Gg͠4{wΔ}!Qc&>(Q08>} 8@-ko>,뀼L5ح,u6gBڄrXh\OF)q2J<[E|5&>GME{ B|`L /_zMM>5Wx.+m5$Hp愄 fӌ.rh?wML7iNx~vה}Lі8\5X8ԣp90^\+j*0z1|L/'*}!jYX\7B)'?SӴ)cWCYKS~UA0osU2 .zN(s+g]1?_.~0iTv/==df9B2oX L͞`#73=92gu\vu0W^V ϭ l~(ûUhs'yS;[eފ#N4([y4xRytj'GGS<$%/t#RD7U}`_]1We_`_Ő,> C8{ionSt紣kE{Nf:XM+.H}%ḱ:溍0.;ΫFwPW,]AfxN&Dtd%5nr'.Dsfz4Az_?[ћʅ7Л1MQo[zӭ]ԏAtXISoNdD 3f.;sȰtH1!tcn9\%}I2u8u"+?eD5?qOȎS'F'FY:}O$\'v8[,[X5n :y\6b "k/☈F5/y{'XyT7_a8cy=3 bo VewcjAu>yb J` <7z^5. m6з(o 26W+4Y+b/2j#UHe{7SiO1y?`Rˆ^pCѹbVG}; ex&( bO˔+lHrٺzb9 o.:;}<?;hM-z䣌p>"H@g i Mvq`z/LyVyX#qI3k{ C|m>j9eGo=dOl;1ЁrAVx,ȪWŷ"5n1gL;4*2+':XI7m<|7?2a^P8=?q K[NةY>4*=Qp}&L=ڹw^ ޸ݵ[v[zWsz\ry+ ʧ6v~,@gRd-Pp5ҕu#%yW#݁O>JX8Wek[[;]f"Zk6MNH~>':<63ܩq;I#쇋|{dU_8}i(n,^Dwv&&7p]g|X=Tp://.c[yҮĦ's]@уdfOj}i;9kߛGh' 0><>+!oeAru[˭yumD^:] [faIWI_((~'6ίSqz/]wo ]fzbYj޽0>s]~ w]׻(Dw+ȶ=\o/ mQpJ_Jߧ΀E.o#48J<@~aMWXC[yvp!՝a~v*7\) HjNn||/p[Hz_:}Ub[#6l";oqh_/o{?6<Wu{rLnGDd &!HI0   # A"7ۂ>lWÆ 5d@=7ۂ>lWÆ $V pE8f4ex\ pTMvDA` y d!LGm؂ZLmX_Xe*,H*:#Ԧԁj;M=`7 ͜s?籫@:;;)x fx*Рh1a ]?,p Zײ0V8 h  Hn`0c{.e1,຅^'2o.BfꂖS!BYIVurer+au 䘨NLUXgi71]H^ 3[O¼[]3 ̶.lkiئ+cS?3}ov';"]>ǁ|_w 14jr o Q^? ja36@ȶTy6$_á=_)p"O9lqެ/f~6po%,z Hd1?<1F[ȃ='V۪=&_4ynqx跲 o2&M7ȳ֠=ZIsm9O*hfOxαFպ܋}TY1-ke%ۮLӰ҃W|ɮIK'cOkO1z9H9*ۉycvs!<0@>Z,o|!,9)R lA&p3?rz~\ϼ_^6_3\3X1~\6]{ǭ_!WG aW*WJ_n?C9IYǭqMɒS$74/$7s$7׌W䦪Z9=r3~f$7-٭]ҏ@Zr&3AqE+nbƔ/eMfݖt/"lcԸr5^(0?y[0zqq m_m{ #o&`ӺREKJ{sXMPZ ʼZv|x[nx0߉syS0`|z$l }طzS+}vUܦ$}Ϋ'Yw˱u}y0g"_ͯd/-9kBlT!cE{x-\L:Hg{?fWң:TFNc\jIo\/f4qA1k.|1O<#A9?=;*\FA1cJ TF}_¾)6 hw-;bZZ_jMo@eMf9NOe[;E+W38]<:m4 +/5J{74ս{&&M=鬢0Lbg6x.3={&E38 L)$FG3#+ߟlDmDJPETd)㴆Uza)~ە}H8087vرdvZ3vw(40 ZF^GIo:' QkÜ&Ԙ#TWzKՓeJ^/ les =Ro݈Uڴ6~\?yS1<=G<tgOR7 907߷Ƞ)ϣu{Kl1~ZMru:H7C7'U- kVoUL7!<#kuwyIS$;6p0ފRW[]Fx7QޝX(ZUu?eeJK/|Ə+UnWV8|U;4L~j*h2%>3BIedhO h=6{69L~T߱  }! DU'+)ke~m Om)yT$%PH'akٻ_iMLTza(溠Xơʸzte+؞*])ue{]DLWv$y#ŽT'R+?F9{!~ -*(lXYp'ԝ0S|kk:֘u4O<ςiwr?3=ي2f79#Tݜ΃4֥Z$[]= 劌PGީonV&>U~Qwm?W+uJ(Nz5v$̒.c=g[n?|ʿ+γQ4z_- `a<ۆY*U 콋FCٸ=|_z޻߿N]B;g}^- qs3cqFڸMIqqRmh~mjد?O:!`uf~Dš.d]fa.Mhi׉MBk=} .beCo>?*=2e=aV\vmSg]l6K(9h ##fvz;]0iz֙Wo yK֙\ \|HS|Om=q{Rmi~mϳ~TC;_AQp*%kuM\Q6,p͜w?AP55oo_} '0hӕ?]hDd &!ab0   # A"6#ñcf|t@= #ñcfh pE8f4x\ pSי>W%Y~O2`l,Úl$p Y@a!5& c&,!4ݒ6ΦqWm6 $6[N 4i:N{u$_8]}޿=sϕ|0<SDž\P~4p9j{E--?!8ޫ%,:d<~Ve=۫?m=]mԶl]ϮA^8Uyc{t:IG;Л)⤇{~f@}?ć]q& $ aDzvA ZQqZϵRs [?v[asX5LW#_DdLO5S1ῸT=8uvVC6BgЧ|[AMULѿf*pW.F*']j/Y4cvUw~M;"G8$.Rq.k$phe|R>ȻUw O%o^f~U^x-Wk匝vz-`;&f`5OVykmE~^A1{.b9]|rICwϾW/lc J=?e|2S*T'',q,iP6U4笍]hmDz+B-GnCTCm|ڠADFlj8j"+zEyiRyhssEbI=:eR^xeDϯ ժ:zIC,>ܦ6{u}q4Of%kkIR_Ѹ=C|.YhLk%7mⶠكEӣsMdXS-~-qUR:4 VHnI6VXiFV NME΃Y]+MvCBv$9ad7Md7G 鰛%l7ܩpZQ̵{va7W cj/ZHnGL `&|>-vsĩ9gfZ_kDlS şkm"3MИQؗ綠m"S (gM`np_N~•Md'tp7Ĩ)DN ~"G~t:$H@_+nkJ7A: $ R?zԮjBgGOHuvsZf<;ږijZhB ώD<;*]{vdώlqsj|'C c|Ics KO:iY_`KN)>Kчo7Mpɷ o8Hi|{/˷$[Uͱy;_98p&YG9esj]z 4.vzqA56#qAe83Hޖk,cX=̗5!7 NY,^Ba{h1yJ2zs->m&֐5c7ouVmV 禼>xy>^i>g.#(/8/{R1?7^+{t= bGK~/4D_{|)=?6窈{*[l`!F!H8l0D X|sXTP{Fiky'|l1Y4Y ؜}lV >6fGi1nᖌplRY0#>6W`Rψ<[`0?Ix6Z}E/:-7/_ = _ u*|= 4#G-D^SY_|ͦޓ/KE㾬$t3S>p+ܷW+|VLe\ _n瘼_S:g#J4,V lbAD6aס?$kĻnvDKȟlOI6H4oQOTx |\bl'?cg~o:CXNƤ6c% qua<@w|fq:0b@>_;m| GrF:Uk?uSѸ~"ڎdWЗaO૜HI{$%1V"?"]gN&)#DyK yK rhttp://www.undp.org/gender/capacity/mid-term_review.html Dd &!0   # A" jk8g Om @= jk8g OmD: pE8f4 x[ l~w?1jh>L1O@lv0`:\D PHik?BiJ۴E-m#)hnҀTDj$7{qIYξyfۙ]Ѐ^?QO* e%>3\0 ny,O6֥gTEH$T7EHfٷHv)d#-e\XdoSGl{M-JsIN NtOE/*[5HU}Vd-~!v0/x.&j;s%<jFK|rZ¾ XPeJD_{؞O(6EԑC]gӫ;`l6 '[c(";U~n6A5PrntbE;ݜn/Y4@b{`ٯ^`$&Q8Vc)J8IC#pT 1)絤: !X^0K8zub鷼K&)I&a<5On5o=Hs%`'2殶Ai6$.wyiXr>wkC(ʱxZ-86œzdN@XlӠxBu_Cա< a'^׉XGg$!,RjnDL$.UG!ףw g-im35z?yL1}cnj9bC(ˉ_-} CTa8:_q- j5mkyg6ž#xvnl:GNJ Ly Hp=';˓Lv5ؾt |%#&ɋ|d}d9-x+Soh^oozr zp-=QM1o9~4l ~#~$E+~MlFo'o~bI鱆oV(U_'^OV|">a}lFδ L|ɎOX#'kI=xwyK?O1T'R;yb䉴}bT ybiwD}0fxˈn/3fB#L֬{7h/Ь8fߦ%B1JuvgT\n4GV?/R.槞M\|]N }(5=).Wo^o [W2u-`/b^kĔhbW(6ħ0u?nZf"wvM+і !>mk{X[-{dq.6`'>QEnx>:q)4}%~ׅ?\,;qϾ8uw0O6>#MuHTW1B"d .߂w v.'R WP#Jz[; s>+^!4~F$_iU]~r[W:5} qA|A-B#E_tlF%\Fj&uBP(<-Y.u/%A}BD9z<t#!p6apL&u]]6]6'%ąjsFFE'o*$dv]"W Oaj0Ӛ-"8mU~w0Ǭ )'o%7X-xϹObn-= DzvnwU|OAV5Eϸ'5 !ʡHLh~W\Oa]Dd &!%&0   # A "Aj7%\EZ'o@=gAj7%\EZ'\ pE8f45xtyg?,dd$ ]@"F.8$bـ%)I;縵KWq!+?ɳ]pg6mį%QofvonotەZ7?3;;;o]NghF!"O2EDro!'a}"*7 H?3RP"1}mLBfӮ- I&ob0M[/?%o.*4Xⱡ{H1i>_n"#jǺ}Qlݛ6VР7I vy,ޝ`^ç1ܾ``#v-[hk|a :2+086̎vB؄m94C^.};y_*Ͱ^M>KiTXWெ+P.v c2z8Y:Ps)tćIN(;ZAy |!xwI1W&y^1ʸE~b!7# 2L"x}Oz"˜G:@ޓo(jeyupuF418h:,W{!\MsgjC%0xD:J ʂV 9= J.5o/'RK2>H%|[)!C>m9_%4fO\lcuƮ{9@xWCLw];'vN2cvVk?J +3yjN򤻙ɓezYNA6k75<9mNZi۵B]]P[mA:a-nqZXv~LYF<@Z!d-ĵQ& s:jJ=|^B|!?N⌏ yIH3^ؗt#_qE q}O}›dH3Xg at,K?N''2'2>>:N'2YIYZ',BXv l__ym iܗy l1e U-t #d >K ʈR-xBQE|GXF4ΡzF9qz7F|#f)h*EBC#[ a ~9wSVO*9o3Fr ^ hװI~?w}omV{i#;W@Yߠ6Z8H׽qGfA>Z}X=Y B}i;]7!ǘ'^+d` \w;D ;|swmvz,2`}_x(xX{ն"!3< y(Bq<*݉A6X~x (.Bձ(XK9k=W$~څonrձ9qiƬZk@9lw`߸@qsl8 ho47I/ zY1=CxG ]t~z$W5Y#WR\R*p|?F_9++۬w{T}rq'ILqc9Mb6!G&/D]h>z8+ءkf@>9빟<-^S;9WdOCpCx<$3s6l?h2A: v‹v(.VϏ*)Wx+",>9 Ɗ*>'ٸl}A({ \ד.{&d7 $y@BW =b1cv0?y{6f:MG=k"Jmw|v&/7`π/#-QY" W)8NJ|u'YԂzly%Rϵ^o鏏I`y9#!: i`\ׇ9DЦy̾bڍu'Zp:)>al N:GQƆ#Ahf#d {dye0:>նaaf-0=. ΫsRnh؆ٗ N[>vH0oU;~.wtV٨|:._p8Q@-UU/v`9)w0[e'}rzGЮP [};Nzibum o3xg6w0~gک QcNTH-j\A+.l{%ġzKzKzKr# vKѾW=CJP_7Q_U"uix)\l6`gu,S,UU)vU[8灷pE#}d.)$6Oi\bfq2ۀ@.o8Xivm9ۤ˂t&Wenfk1-(羅xX|϶= 9#ve5(SiuӅ_fwI-^F@Kl:o$dI/nC%_ g,.~ou(~oxy+59ԇp[tO+s=F}[C;;7ߩOYoW$s]v3;w8'?C~c\R=*?AwĸxgHe {.Y_|u@{ 3 cFeQ/۵v &PϒK2do7[ߡO}C%;%۩PGoTȶWh 0|v:,h,d;tBu0:dP ɲk >sZ ʂOc!r5BK6T&e.q,`!ߘB\Xs 3cN y.'B,ʅ.,%ePcra+ohBM^fSMYH,s+Z81y) ,XPz]RY(+l*+r* 0[OcD,hBOk8DHnDҬ@=h*>8DHnD[ pE8f4x\pTww]Q " /4 !-Q  B 1D -XiښR (* 3[뉩33RDTRLgw˻2۷}(&H `b=OT2ve1cS^Rs=[pc!?N9n7Sy0`x%kwv']Z-xX6ECՀK:z'<.ϞY}Օ86@}}ae?S8`ܮΩGP>!M%]. >^L|{Z,yy#ɻAYX߉^h+yo3͐V@ۡ4nƱ?m! } u!(F1P6|&t[SnrDžvٶ}*Ҟ׭)rFsE^TEy\mhoNXx蚀ɠ e~(m|[>mƓj[f/Qw?u7ukws|<ޑV!O<|3(|Ooy㒻a}<G t' 8:|o`{XekO`0=*UiϲI!}pLõYCg˫+r٤Q7 /6h(J g}.qc 렆\V9#ůQp& fӌ4U~ҫGT7).Qn#c"p,["quCW|4 0/6C:7H:o|檢yU̡[^.Vzz|-xc˟}-e[)cnAY SyN5,cs=s1D7UOg.ey D]y{fO<'ܞLL=Qϒ=i‘25[eؓ(s֠ɮh-V l~Ϫ H\ܮ*kXt 18pxqTs M!T;GXJ#!#$s %@HsOc'Oh+i`,<&_a-E+l7fCtEsfz3;Azӻt7Wް37֛J\u`&oP7q7\_5zbz31rYכ}ћ=>7$MiVP`uŎN<:n ヘLNԉ k1kOvPqrM'2tNuc9KNKg~ȌS''t<7O'RfȎS'r'rt>7O$\'@Zq xw{5g1zDў._I,tXhB'$0Zqb p/\WB`UNbݗonö˘WnM(Hri&-p5,ȶ`S X- L$EuRYR ъ|9},#ukOvcu#),k+ùҶWrOg5_TfA[!1bĈc;5ka.w`<ЉgUe% CF(CZxuQ ue3]ᤗ2fUO~E}ϡL-4w,SoPtk[PfCSx&[[,ھe󗏝&d\aӚH;XFy|7\ZL2klx 8:pg÷uvl?վzX ߃ (w?! !]/wϩ鐰gΣS?ыgln#n 1zqn 1cnya{! LoT j2"GY¹L$=6um=$`7ue`dj.o"S#@m|k6yVxR4?qx|xpkOG(Uڼڨ4a5 n1HA@4H;#P3\T6kh+:Q&ƋD9lQcf8mݭao1+n{;8E$3ϸۀSCuM:ʗҺ0BVsp}R|˵ d%'^% ?dYHc\RB]Rz3ğ5y 󌂗x ba"k}7,}7=p-x#\Mb*_Ӽ4z|w9i+uAl5Rt.[fZ,JJp(l*BASIue 8 <;ǭsŲ3m p{x` 挸2t,1 = 몠X͈qj. s[l %(֫WNc5萰˧}b+7f,`-r;nZXbaJbؿ-dawM!7/ƭ®1-n@"0\6|mk{dyXٞk{03L0uܱךE%NejkddLdjpaqq!b ..Vo>.b.:ddjgrl(\K \lFo:9]>?kE3+עaFo4id&sJ3hshTggpcx0wz"}yVx}m6ۈY,-hj| 1;m4ڬLu5rt,6֞/}+[j5y/ǺykP,pqqzbhpOd}rǾ?7ytFMѾZ}81ZK M{x;+\t@Vi{?|, X-bNC6O޸65m s|:ǖ ?hLee>[F|~??vtϷLu۰[`}¹LmJDN׭V[|\%\ M\?gYehQ6YJ6YA1ggmڤ6Cڴ6sgmNsf;$vK?kDA~eLYOYR6(DQiw?p cs/tqпnΫA.IWAXqyzlOCy lUSl"]hWAi^MO!hFI 9#/IDM^?"1uy'D?&an ݩ򶁙OSLϗWmq7 ٙ?G)SLTfq .E+l.K}\Ĕ \y8. #\dE;Ő(10_5hDh14NH%<+3Qt PGmR>}K'Qzb(=O1S#0uH}V[$Hz*짧~cFjUˈ=f=;1L{F or78~e_굳rrq^¹Lmbw'.VOI..pmbVz$. \,+ωͨ!;TuoұOWL-_uЇkR5&y_o]7CHFNDdr <P  3 ץ/3"(( Dd &!//0  # A "* #RВYt  @= #RВYtd5 pE8f4 xZ l;|(`5c )>Ϙ!P`q#խ R H B)m&UJTҠPZי=wb7o7ήMHE"l-pX\0v>|&d<뽀 ɏfɮ5%H+Yvj 9or iOGmL+:ʦ|N7Nt!Kʗ. ǫxZ弆c:oeOR%CVtԱ y.'894 D2әXmӦ5zzq.6XM{ro#+5ևcUmEڦOq!k ŐkxKm;F`!= j;rOB|]p8${ՐXSd~]7KgƆYYkB}4&wkùdșr%nV鵏|=aoS_"cIz}]J:-ґyfr߽d5a)-b|o6ar[1vPC5 l\mC׆,5Pحv |fllW*JnɹQ"~p,'u-o#>IQ\ix"|АM0J,&܄Xυ+#o K!2Lw)iMFi2EݧNj!l qH}CsR> Rn?# qοBړD`r^U9tpbXãtߔojEy[ZCdkes:ٞ=mژ:𜻐>{rR^J.mv7@mWɥgS'2Nc:ϛOr*hաC 5 L! 1'rvu$z<ދZxG2G4M&_>17n||58'qy⫼_CliyE xmivJ3-g?]2'Js7+5iOiX3RSq~sO'7CLjY&4ݓ}o8y1映MVb._Q5D~Cv!Y&驟M=7EC7s{9x&Y/Ri[ODFz&#E 7t`u&7o&F:~%T~sOlIwAj '}"3OОѹ+'(|A/|" k-Tf.K'J'SَOd7İ9)H'rn扴^}g$V }BdJ\j$Q ZhAk7Ẓ ߙFZ(EXwZ(~n΍ȭܛl+./&Kn~y?|g|v?ϕ+YvUl h2o3z&J)}/1_y&.\ûZNB5O9^xCfO#LѻbߏZ.!C-`Hdb<6 h]H6$L5 d$>î#w~F׈wJK!xۗʐ+mɪ?W~nw}w87iv^; 6_BD ]oĺyl{ bJ\3ƨ&fս]pM|::o+me--`"6*q. t=|}os7ۦχ?6#}$C}$׃}n6|ۗ/؝aZ~bx<6>0q}9>JTSpP EO ;\$o=FLv/gq/ "wi@X%~gߵ ~)ѹ*le/== 0qq%k .jWɭk0gEuɵ06Ƕ:!Q/r0gIoK?9S麙ck97#G:f2f!D|EdYlSUxs}x~7r~{Q8O{B ,6\2&B<xfu2(OtEʪ]=R2&,3|RΈcIrex~-V8Z}bniv.< uӡc㕶S6Om*YH};9NWАK=豯B&dcvm`kx Γ=L N;םԱ쩧{x^2Ǟ5J[t]g1"ބrAɠm͎3z{co:֭ҥ~z}~ks<"9B2=(kyfP?6n}|Sln x c 慰㨅 ܎c=Q.12kGbl6 X%60=Yy+6SCUf^ d}tu=[!tiwn SncNs>WXAwu@ oJb*e%[:MB¼k6;^'Ӓ8h>iı@AcjO0NHa>9c5B_5[pᾑ-ޯ*2\)PrMߠhG.{~0:c_UY[ RV}t8%kMǟ*hGWaH|Ms7O>`mj C1lDڏ.+FWА+iW0$q4o8ofdqEsfxゼ:I9v›y͌'bMțokkGWav-q'ț~_z_9o ޸o #078_<9Io.Ϫ,Wbpgu?'ANds 99'2 Nx'Ne1u@]JN LY ,E=1lDvap"H:'•%Zl;//tRfقn/8|9 M/ fj} |[| Ǿڸal7BJ{o !u e:^'q[L \DA߈XΆec XqV7w ]p:eUp? >f8渗릴|j/S!sd`𗻜:O^\|&H{ bG]w^~7r vgpT6vYayc=mg;*!:p9 W?#٘UΕ' k?8,X%,ςJ⾇#͔ip?^S*.0$~0q$]zRt4}}w{si5_ dwjwWvl]@:Vc060 >f(`;y1^ 7Y^^>nkԻخzsS_;~Q֗_[bOq!cTN.0/\EEcV([c25鹬 c601EcbL2}Vߺ/%>M;;&8p'3 plfz[!e5kڹFRoVRe ʥn2Q!⻫HVk!Ӟ^կϣ|] ~,N@,QHͲK|TtZkzT/{?#)y|wfa9~g\``&^SN%$]/єŊ= ͆aTReTmLm'}pTdcZ='j{jb^ފ]y!+23s3 b0_Uo&6qKw[_9&#A._ed r1Vh?ɝJwny+K|SNv!i(QaK!>^Evۆj<|c +RcwR>q3b[a 7gĚsl*d032\EvS3>Glڳ+)L:̤Tp7έ4#MxfTOWtk!I%9돩Sڳ?1c^ ӴV <{. ns vlxAk3N ԒS-7a?#cC?ɤtVGmB4oPOr꺬%l8O溄d+S.L ʋ1,j O'N/.rIhvz5FnNoya_y! :saZ>(v@Fn",Sm~+tMs*"ߪNveޕ|~gFn*J7Ƅ `vzYvz^ncN?J|}  >lu0гᄻC\E k?$~KЈH&{FWfߒjUf+Zy$06 !V!ࡄ^_EZ8HC~*6@(Ub}Ckn9~^(B+eKY@7$rVslֻ*[n{YlZ/ 6I|tteWnGF|,QM@ZԆ)a҇-ǽ|?M;>>{Ζh_{aMtC^ŴYj3RM+&bB.GA9}decZ=Rqu(8sSToT>S9O⧪z&11nU//-8w Ҋ"pjWq~Q鱊f-J^e/ʟkT]ٞ /I;1 Yaԡf ډSiÏY`NEw4}0B*u_pytNҺ!}\gM똖G2-aYs(}WB>Γ^zL})|u&j?Cn;;??ݪtnsM'UȺGp .^Lc#YMIj)<OkZ8.V.EE?̿] ^~ZL_w(MuiLJR ?ZAze~l-iXg1`L/άtg3;OI-VqQjvF8V1ǀci0ZMI-RlmT`)S9Cx/ 8pXʈCV8D,^f멷GdVXbѥ^^0i Pe;6V.> E9f'qmWB9KҒl|#(NYI,|TB7}nOM3j@Vs/U-k]sbg)k'bФսيTR^ ֝n´ጾ@I7Vg~_x{ ?.;iDCH>|i-+Dd &!BC0  # A "iv?a[NPvJ@={iv?a[NPvJȕ pE8f4Ix]ty;$t2퓐@2YlK 1lBbG'Y"2RP)3nz@^?E"c%miϭIyQoۻiJ+?ݽݝ}oof0 3E>O-`Bի1`ۧ0d?m)_v}.RP]#`A3ݠea5Xw}@j<Rx].UJB,Ǻ!๗WNdž2)O+BϡGh<-ĺ2XhHG6XwuK ߥ6r\U_ }g6rhZO曨OO /B AS> m~}r 5k UZͰζ~[p`Umt,!YSc Pv 9&2:لÙVFڟJx)?b O!Oc:̒JitMD7ʍ~U֯p WWe Ϸ~`a:onSF%G/tV,Y6?[6-L.9N܇a6anK6]$aCk,D()ΥtvuPVJJDV0TDd2pkb<t7YCצdE4&@c$75ܰWnBn آܬnPr> 0Wnܣrn1MjDn6#Gfx?Lr3'Z#2GD?:jse3JƗ l3fTsYPe d/=B&I.%VD(e"}<I D(eb(xbJD&2&yta>r|/[Rݥ:Їm/t8BzVwX} B 8N= RYo&y1fɯv6Wa iO7"7 ,I5wV{m;SY‘7_.|ot9:h ~M^mcJА0Ag7vs/}9iw:aFY4fw`ۥgcߺQ !C;Ě_uAi}ksc:Rwn< <ˍoB{A˿D[>O1%'XBI|`lY!^Z6i\#yv?t 榝)>ب:!pÝNuuı3z񾟃Z;gX<,7yz}zݖ˫; ^MQcyĺxJ7~V1qX9<>mzz;in^]og wx~ @3u+R)~]b ZX$s4y-Jb=؍aJV=IrY 偊1L;ŲJӲp+́u kx~frưֳm~\Ye))J/7P3-5}1 +b {@~[12]cx} gH<1Ia?z cUp]=ࢷgKlX?0z7֎*VO8E=r^9J)f}3a)Y-"Vh`ﭜqQXE-Q5DgbځA۩/L(%<4[gTK|mlek(R=:#][IvHVdn.G9'gzqiy(#5ah9Z2ڷxoM Zz,9HgY{9,x#èӭYE{.xo i5s46>U{X{u{e>cvx~l{罱'\g|Ǵm|q)P]%wxψCv \Vq ^!SceP"vhJЂIK=Vb(D?w8z _ka X#g7a@>|*?Na7<쌵in Ol7pa>þ$}}V?f'= u_0 p磚ر-^諊Q?T&^#gcV`Z9Vsf)F+G9=܏2d?$(sg?VQv ?J %VEoo+JlԀVb?'Xkc+a'k>:z+rZ#p誎%|EҚsPx\vܯӮ 䶱6k}!Ep[5O>#A6y~:ɱiBn"m5ⶪmF{vඁjkm qX\ #ǧF/aL"ikƗ)S0_> X_=_+mmVimVmVi5b!=DuJ^1_7Y Y{UEs܈:w,.„9 p d;snf6f$S߷>XUݴj9m4<y7 Ïp׾;6#kݱsMI}L.$i]7_oM#-90 &}mc6 qQEp1ڰXxVs*V>i]Y_ƹp;O a0l?W Zk 4qz t9է]ωL_9X5>^{brd@/,FOudPGzG15`gN6:8.f:Z3pBZ2\rgY?-4iW0urt]3k ɚ";_ Vϫwk0U$WZq}>3C~'wԏrd?ʕ$(W5^+PgU[Ϊٝ ~ޭl5|װ v;Ե!N j_u4#rwkVe>2-~4"ϗ*i+?3gkΩk1v2< p?5ky##gDwȺ"kq|t;i{pQՀYlDXm"?lys~{+UOpHK=WzCb Yv=gNVs>?̉g1gs*H

<Wa]C ?NYCU};kBDɯ StEtzq<+ @GE({K>sđlk2\[rm굍xIi$7gz yn{7@h3kxS >[,cd+XTCa>rad;ٞO=X_uI7Qެzd~"ض@^YxB&yRS}w&j~~mֳ5lvɕSO\suExkccz?O@~ևz5nݢ~sq|5PPcG[3a T]Kvq}^,k$5#]Il2+ct=WJ]~)vr?F$8?} @\Fgho/<2qgMu3*L#oUt }AfiƬ] /ӭ&|mGy5FC92P !GW_\m pUj7a7v/*i^sbe9c=}v,|M?96񙍙LfOusʯ+tf{dLq# NJ >KM*Lhk/LP>+%žEўxɞ#@9<8~ d9kc r 8^q3[<0vWC>mn9xzZ31fd08Eij2tBxTM(VGP;yLPl<*urlK(NeW-l Cfݾj[~0:n)\oU{ϴ(R)Zk:~0tә;k:Ck:N$7עL+ӛq]~tu"<->.j"b,&4ԕ]W0L$rq+HGMPMnkh銼 ͵Qқ+zS7u\'d)f7[L}uڡ0]F7 zrmB_d\olXLoF##0z.]M=zS쨕z3T] E' v1U]Gueng-c>׉D]'qB'pb0sI,uI#y¡Dy<73BH`HuyqN<>NB {B7+uN߱G`zw{^( ^h%dk0 Ų&n z?$;l5s1-bka$V]Zp66{|Uĕt8vt\F{y&cտ+(EJWJB꫌ꕅ$9 u9N`*~Nֽ3^3q pxƛ>xyQ7g;g8mþmk}W F(X)ׁ:-6}HIC ُIpCcF4Aj8wױN_rw\D\U#̀ #]'gmD ֿ[Mpz@ &nµƿbn%-lJ{֫ڽT٨;uK4&S vs;(s!p7`̅mr'Ip{€[,{44dk)~kL5ؑ0`sh vi`ôs 픁Iuqo_EaU.ƴ|͕^hcR^;&A'JEv)|4%{'P>KMrmԯI axi?Ve{'mTXE=l;τ -r]=.j& ٗ_7(k$W0hV.n~J'Q#ZƏ-? ڔ(_(AULIӸo# 9 ,51̓<Qi4Ƹsd⮯MjvtݠsWk/tωq >1Pϋ?bɖSi~ CUب`{|ug />r#,@&Rݽv aģkiµd7(]]R&+gSܧCq_%|yӃg2' &Mv=;K|nd?;{/{3D=6[|SXnWJ/BN˷ !I H}=Qjo٫/OM̩s ]oI_ť&2/M~~_RcL7 Ruz!r^rlu)W Ce|(5uw6+|b=i+K|Bt?~|l>X7FӄSK E%ܶ`[]#-v} .Q]2w~'6{Y0Z~$LRC6Α'Ia1ef+߹)ДlhJ{@޷ |?M Et|Egrffw5=ǜt8e]8>p|z ="(k`B-yhT`Ps:e3EsIjy<\GKC- P&悼7{Eđm4tnSs*[)N&~]?a2B8'r\C^s!U9 >;5AEY aRhBa>ra>leO'~ϩXkBy3=}c۶Cz]d= aO* clg<дۃm.uF>?/R%gH%>~~}~NGsǏk)q&.v/<|J#cuo;[q̠pW'ڸ(mx0jC>m[x zl%gu`8,4J5 :Gx9T"Y\$P;8GmCR Ky!:AΡ"UMپBC$Cj/WqIn?K.n[qb8&iqkMǿ-5&N+GaC=:UD3.hjs :wƸܯ(W䋱ph+.]W0\u +/ \:qKWkIop\PoIoڗMf4Л ړ֛frcztLPE$+ƟŘƣ;qQכps^74EMoz+^]5AL缾W'ug(3k.h1s:0W; /Kҩ'u"`Ot_DEȲ't^Cqc%Лp/a'G{7:B,셞 Dj{N uvWBQڇ/#^(uйb?Ul< #(Kz'tkڜbc03=!63A>Ƙ'6xNmbǷ\ rǸMuk 'F`YMtn ;{vDq&ŝrƔ۟ic6S3.יxtbq1 F=Y HCptb[PS\Nq-١9FҜˮ/Cl5y U _F5NA=}{(>ao/MK)ohT'֙CkyڹoEAT[c)!Ӏ~l"qf<0@z* ^MǷkFx5:8^u3gAIt7{Y30xDZq;P-f4'ir(L PTTJky@C()h5Yb te4FrtWѝS0W3 3m_?Az<{"_oW2ԯ`ZFv hK` WF,0YL $$3nD\}?0c0?+38\5reUVV5ܱ Evav ۶ȶ/Lyْ}4h}[7X߾v}&ظG'i} Cc#?_Y #?o +i2JWH>UZ$ٛk&k'ҿFW1` ˎ(ɬ]?p̘&Ů\#qdzC]x~5JWaX1mH 2^;!GhASyҺcV(3!!Q5ڃgܼ`SAs|={՟xRGK3.v'h{Еz[ܛǶ.gⶲ8g7]m~3er7D޿)fo L޿)H7uS AsG3 xSO㈎ǘf7KSʘ7-ҞAFKc)&BRVꌑh{]B_pu9նu9նu9նu9Q۞ra}R={eaC'h}i4 A~sN \]uK芙.F4O_#%KzbMKH?GӱZNR]lj[]lj[]lj[]lmOu=Ywۿٓv^:[t7F#=Dae! ήSgtw-c[AsFUtK?/g^F魬U&=٤K3,K,vzga#>b?}boGgfGq#s|9'zq x:R{ėF}G+_X|P=U #k7[6[ڷ͖v -ù!s͖q\eZՕ/,K[k d X3AU.u4r:mωSS=-!(I)5Oh;+%zXKq:8,Jzx:g6rG=W]92䰻{ Fj]ny5KDMcKHlm-r6ݓUcmBT~ZBĜk?5U{w&3M~"K- d={2X~zJ}w,]"$O;KK3w,=]K"Ilqhۨ3?UO>S5<,,dg( \Oiє`GS2{Urm`!ϔuTLptreerLt2,m.e1 }= - -BIyY` !cp:م€ ŁX@v!y 6P`j,P>"Br¡ʂC Kva`&B! ׷T]8f uG<1z مh[<>`.Ul`a]Y8 daGrX8-|nsc@B ,/|Ɯ4=d_kSgJgJ3G ϻڅ60Đ>;\va O< م/p̵ ~!>g8PpڅZ`caU ]?t [v 60G>c0 w\w41`3gPf }Y1gaBY$W*2Ɏ )o8/  3}?]]'rLK<Dd &!0  # A"9i8r-aj@=9i8r-au pE8f4Zx pE{߻I /BXH&|B2X @#P)*zrzN˲SwQ%zDEK=\IyrXeW%v63,T{Ycl5/Ο?x&cyz cU̜˜Kn<52:ڗxXtAlh2WŊ;GX-]a6-yY? ܼ-/?jX hePSUױ9z0^ :@HtF5:؞芦]<4]YsRs:)guZq+ `\ΝǿS/ ldeO^9IʹMRϭL͡~K^tp"E=4%-!icyS2e<;S!Y7~a6m왺ϣXf~Nmy#yM٨Am{Po52!kg-ǚǾm9ذ#K/FWtk-=fy Q< k(V_x)L) B ZX z;-u_ n 5#] r6fcѐ_%TB9i\/etjo"gռ⟭r_ &92(rӶDu3*L#z7j!U }Afinw%ȏ}(Wn7xݨw~s !&cJ҇>u[̭jY#|+v&Py&\ )c][KpS~V1{<1i]MwnnoĬ2uk/C}`WI dRaOFhOdOVBf!(th!c`OĞ1g |"l&*86q[<^eGX5 k9E $W?!EƘ&azS8ܠMqXfoP`fXfԛJ*:/(t"?&?5DТNu ֬ 2|!M'ӉǃB'pޫ3|I{_N~"âNdZNd\cDEaOt"뒟]':>rz{/4'{ݣ.|Vh ʷ@;رf~5>(P[yq)8*3 ~OptVK>?W;yY:3m]* b .l!ĞcO$0e8VI: 0v`W@#0˒7qv:8^68V•tw[Y V.Q.[Ưp^B5LF*M%h6GN6%7򢄐Mk ;J.SdK\zJ{/󺑂~ݒljH65xCB_XcՉ͞ u3h:#YoI^K\uD \WHD\ }=3Ms#erd1IMsbOhe-}X5Y ɉ>ֈ3ÙQ_&rȪcҿ_#Xݢ*qu_35e;ܿ2)pQ#Ɣ錩y~^."y'qQŝŀ$\6efEh3ʢ@Yfef, h3PmYY(6#lWmO6ݦmF5yfh3fXa^vbbd3>JZ#-'lq-5{ڌ*6 'Q`ma~f_ecvs?6'ﵑY_71;)3v VO{fΟ#g<cC1!`,1_ 1`=Kz m`PGư 'apư5k] ;4ڴ{/ٴD`Gް,6{l( 7X"cŁaYwM\ c7/~Ywd ˺oyõ7=xɦ%ڴ7:7,{$$ch^k=JY4a#'>HP?[IJw-XO-wpV >|u v9Ĺ_:8}ȋ9^6A_z؍_"6'T'R8-S)dvLC;.{WOw|e|$pw ~,[󛭽ۓ7*wLJZXB> t|M @G>+1?]C5𘳐Pާ~=>ۉ Y OLp2 hv2,B! ,֘,k,uB񮍧Sa^vUPjԅ9 M ML̳ Y{Yhg 4z9.e}dBG+,BC0љs 5z;GD_H'pOة,f@-م>IX7 a]揾qXFU BPX .LjLr,6`6O.q~ }¯W‰m/!,Fl`G|s5#JV"^#~(ZCS}D\@څ6P# BBڅI>1ۅ󖌝=Ϲva_o ,,@gTc!@ qrV,¹,  Ze,~82AdaƔ=S&$X>d60H%, X@ _% g \p3<`Xb9w<"kNfy8~+, a{Г?,0LcaCYxNWƒ>8),Uw:z> ßƏ߁On.2y:iOkw+ޓQ9CDd &!0  # A"!IR} 3&w|)Fnj<=>{auX?^?[FÕ0F>i|O$>:eO,E:"*Jɧk38+h\0<(<߹ݒ|?q+0;7ghZ7ڏǵwfH`"K={ Mm ccl=lkfuS.r&օ>tyzm*kT3^Y W۳hXx5x's3e=.gm;Ro\wsz缣yY<xK#8 4yMncdxg)~\톴3}1ԡYtEVz@F˧9X OR&4,Э~}`֝HkIs*/5hf{MkXAwuFbyߩ.Sik ,\y[&On^ty23;Ld ^qE e3ȓHs0vVV[YsjëUµʱs /HX-5rL̸1E8@y\HCYSKAI}1\UʲhN)?&Pᗯz:|u!_|Շ@W8^J}\LϿU{>BX"]==s긦7Vs^q y"QFr{UūPh+I`ʿ&Gc96zюGLP&twN ]on6Rz> cE|Uh '_h BD =oN%J_|/F i=bdj}Xwf qeKa=\v_=.?$r]l{G˘\V4ȃ|uJ+SrLh,hlz{,hlƉGx|s.oz.x''.h'ez N, v/p9MSFSfAS+\lmǂv<_\dCa.p ;K\'*mq%@M OW^r] :דdYc,4~2P*kk!˶ (>PfBL Oh:~?ѵ1r73Т'uSyľ+guC;O¿L833z =ɲ^\Qxc7q:z}vU+̥)'cE;+lٙwvv\/Nt7q?^q?5U ߱룘 DYNuW[l9;ðgB&j8wApUs:SuI6^U4>A`4 G`tv;\xQ괺(sp:/8pPXityC.;+.Jy(j$5 =p 򲁗˳5pT!5^GeHY!O=l7(OhKeJ]!K Sl禮j9*le|9ʔ6rwPYbPesnVَ̂p$tŨ@\.ࢃ l 2lI9mrdùIM} ,쪲gHl,u` Lj?*9Xzo I0p1^#ME p_\&\\ل R\ ?V$s≗zlϓ6voq33Nz c3)lSЩ6xK@=b/Cʱ! ƦJ_dlxD,M_,~SwQ熲{e7׼u$>!6Gg_vbU5{wo( CR<޾K=Ǘvq"RAҗ%!M/ۗ/u RWӁ޷5Ap$?U eв5VbQ#®z8빧tp8ZȣleV>r&֭/A~O9گD9C+6~~?XD.P{LEcthcxm`~mQ6_T8bSmbn_Uz6`V+rnB/MV߿]^S_߼U$[r;W7ݛy=mRڮd%۵|#lh~m7?uof3}B/q3?Ӷu*6)غxT"K0ZrVsrn3.SߔbF ӽi'Bq/O ±^6]0 Π q6F6#Yp၎Ӓe>7ܸ[UC[QN"qg,˩yq'S8:I( DrgKDN0r:F˚}}Vx-/^(J~Ɂr*Є{KH nQkH["nwmܫ_;H|Uk7͵ҿjdCkCvFKc|婏j9&Sn᳋$^گ9&>g8)|cG%ʳT$޼L^A|++^y/6ʻ+cRRd+E!x~/:бςW$YMYBb)r0p0ظfE6q`__XG Hr8v+K@)M`1kE52KChj .q19.vj$l[({Qh4,aQ=zf5ۋf=la>s[ToYhC'[@Z?J_bĄsCߕϦoDVwF:Ck? Qގi4#xFw,Dd &!0  # A" X [˩iZ]{Q̍.pdyՏ} Af(@K 7(o1Sq\?ωg\qW/h*#&G*Ž^ ݊sa![|wma[ ԹCb3Y9. ~xhthL3Kod98Te6CkBu#sI1W(e=k&&x>~q辚c:0R!3̠,btAz-] <@[Cc*p|FHbPCGUpϏ]!\uݗ@1|L*cNkAjXR6bCWa.iAl SN6n݄s-+,lo9e]mہSt|UY7TU&ԹKu\{ +_1w y Iy yIT $8ad79ksA[z׍|nz˪CK vVsLf 㨌Z:sw.J1O^gso"CO“јΣjG|߿ WuXU?U<Az!;%0>OweRwKpOwStǴ}KӡBNz3|Nu:S=R@Hs\Jzg~,Je+HB:IF;7J\f#דOP&!U"=LvvsUwT_v^=vs޸f:e9YvM-A6-vݸb t{gv& -:_!)K9Y[&4M SkF6&Pgxs[g6aلqď awX24 M8N&2MƉq⌉YIDvq"۲q"6h99˅|s+<4fBoN KQ)̅杦\|g0w\( F˅ng4s#B|}~r}2EQh< +ɱB}}f')#$Ti  #SBv4lH5Jސƽlza8mPbRi|rR*7a~8WjeNP7>ĉI} 'DaƻAx_)Hy/A]A o먹lz.cV^ d^#*QJ]⟿V>/fX1ܾ6Ewch= 8n\a uE 8%Q\r,W=qxحH,/ro*aklwX蝗*\G9V) \+OMwc>ڟd[a9ծ<7[0҉0l0c xm0;_P| \u>\xax\';Ow"qm''Ϟ(=Qs.*#֜29|N6s ;Ë?,MNw$. q1:.L{X"?ub%/u<5W(O$AF "&w{x&f:n[??w-N ,nN,xqdM?#Ǹ_l1z.s_`~y)mjReoOM&{c-ku ܻPf姒fwn\"cNJv;`'?LvJU8QA̠=oAOԜXw: a˱P ?pNxg9q>f.|_#vc!ĺ=V 4U|O2S\&rOEOn+TsA73 7eٔx!@]P-"71*G@sCAݑ {ǓG~F|_]qc6AT;ɿT~r:ļm ޷,.xfAïq[ |Rbc9_F)5_dnEJ^LηXD׉Zg 㸽{oqO5d4c DZ-c8.QF_Wɯ:}ll_@NA~*TTe ]>kUӳi!E>GOzq8? A(o1ap\=4=0Z/J2bD=l(~fԯmQ\S.ʕa9S*xM|}oSwIv~+OAHdOFu~K.Ӧl&EWIɡwڱ_ NDdr <P  3 ץ/3"((DyK >http://www.gdrc.org/gender/mainstreaming/2-GenderAnalysis.docyK http://www.gdrc.org/gender/mainstreaming/2-GenderAnalysis.docyX;H,]ą'cDyK Dhttp://www.acdi-cida.gc.ca/CIDAWEB/acdicida.nsf/En/JUD-31194519-KBDyK http://www.acdi-cida.gc.ca/CIDAWEB/acdicida.nsf/En/JUD-31194519-KBDyX;H,]ą'cDdr <P  3 ץ/3"((DyK Phttp://www.reliefweb.int/library/GHARkit/files/GenderInUnstableEnvironments.pdfyK http://www.reliefweb.int/library/GHARkit/files/GenderInUnstableEnvironments.pdfyX;H,]ą'c, i@@@ Normal CJOJQJ_HaJmH sH tH J@J Heading 1$<@&5CJ KH \^JaJ <@< Heading 2$@&5CJ^JaJF@F  Heading 3$<@&5CJ\^JaJJ@J  Heading 4$<@&5CJOJQJ\aJ@ Heading 5L$$d%d&d'd@&NOPQ5CJ^JaJ\@\ Heading 6$0@&^`0CJOJQJ]^JmH sH tH @@@  Heading 8 <@&6OJQJ]<A@< Default Paragraph Font.U@.  Hyperlink >*B*phZOZ Default 7$8$H$-B*CJOJQJ^J_HaJmH phsH tH <B@< Body Textdm$CJaJ<"@< Caption6OJQJ]mH sH tH 8@28 Header  9r  CJaJtH >V@A> FollowedHyperlink >*B* phJ@RJ  Footnote TextxOJQJaJmH sH tH DOD H4$dd@&5OJQJaJhmH sH tH , @r, Footer  9r X^@X Normal (Web)dd[$\$B*OJQJmH phsH tH <Q@< Body Text 3$a$ CJ^JaJ8&@8 Footnote ReferenceH*4P@4  Body Text 2 dxJOJ Extractx^`CJ_HmH sH tH lOl SmSlideTitle$p]^pa$&5CJOJQJ\^J_HmH sH tH \O\ SmSlidePoint1 & Fx]5CJ\_HmH sH tH \O\ NormalNoSp 0d*$@OJQJ\aJtH XOX SmSlidePoint2 & F]5CJ\_HmH sH tH XOX SmSlidePoint1a! & F]5CJ_HmH sH tH XO"X NormalPoints" & Fhx^hOJQJaJmH sH tH rT@2r Block Text/#0px$dN]0^p`OJQJ\aJmH sH tH TOBT SmSlideText$]^5CJ\_HmH sH tH JORJ BoxLgest%$a$5CJOJQJ_HmH sH tH hObh PageHeader& F&dP&5CJOJQJ\^J_HmH sH tH @Or@  Balloon Text'CJOJQJ^JaJROaR ResourceHeader ( FRx^`R]NON NotesTitle )$xa$5OJQJaJmH sH tH @O@ SmallHead*$x]^a$&)@&  Page Number-@X %exz { | } ~  P!r!s!t!u!v!w!x!y!z!{!|!}!~!!!!!W%0/.-Z\[)'1234567:^F]+EG# !"$ % & ' ( )*-@X %exz { | } ~  P!r!s!t!u!v!w!x!y!z!{!|!}!~!!!!!!      !"#$%&'()*+W%  !"#$%&'()*+,-./0124567^_#$vw   *+,NOPQ:;<\] XY 0 1 2 R S T t u uv&'(HIJ 234TU ######$$$$$$$ $ $.$$k%l%R&S&&'''(()))**j+++++++++,,,,z,{,".#.$..////!/"/#/$/r0s01w1x1133(6)688::&<'<^>_>@AACCFFKKLLPNQNPPnSoSSSjTUVVXX[[]]__aaccccddgSjTjmmUoVoprruu.v/vRwSwxwywsxtx{{efPQCD GHopSTИsՙ.p՚PQRSUWYmNOPh_ѩҩ,9:<=?@Ԫժklۮܮݮ߮ijlmnͳϳгѳҳ67?@`abcklٵڵ !"#$DEFfghR߷z{>?EFsIпѿabKLMNOx78l%&;*!ABijWXYZst78z{ )*+,-./012HIJKLMNOPQjklmnopqrsEF]^)*9<=wx^_FIJ![\)*tuv=>TU  !"#$%&'()*+-./0TUizmmGZ[UVW=>?V%&'()*+,PQ%&/0      i j k   =>uv&'78JK_`tu;<  F p q s   Y!Z!s!!!!!!""l#m#L$R$"%#%$%;%D%X%0000000000000000000000000000000000000000000000000000000000000000000000000000000000000000 00000000000000#0#0#0000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000)0)00)0)00)0)00)0)00)0)0)0)0)000)00)0)00)0)00)0)00000*000000000000000000&00000000000000000000000000000&0&000000000000000000000*00000000000000000&0000000000000000000000000000000000000000000000000000000000000000000000000 0 000 0 000 000 0 000 000 0 0000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000@0@0@0@0@0@0@0 0000000000000J@0J0J00000000000000000@00@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@00H000000000000000000000000000000@0@0@0@0@0@0@0@00000000@0@0@0@0@0@0@0@0@0@0@0@0@0@0@0@00000000 II= q0#',0MSծ?R,W) \ ' # (,j/#23s4OavDWԮ۲ٹY*1IPlr*<JtiG)J&R)W)V)_{}(68<XZ2 N P T p r (DF .04PR###+,,/ 0>0L`R@\^lڵ$@BFbdhRݷ0RVW123KLuvCD;W%:X:::::::X::::XXXX:::::::XXXXXXXXXXX <CF!!^__b$:W`Z[EkhSGb$cyԗ)+>Gb$$Gvri 6Gb$oILL֩Gb$qI_b BCxG@^f(  Z ' S  33  Z ) S 3f Z - S 3f Z . S 3f ` / c $/33 Z 0 S 33  Z 1 S  33   Z 2 S  3f   Z 3 S  3f   ` 4 c $ 43f   Z 5 S 3f Z 6 S 3f Z 7 S 73f T : C : T E C ̙ T F C ̙ ` G c $33Ԕ T Z C ̙ N [ 3 ̙ N \ 3 ̙ N ] 3 ̙ N ^ 3 ̙ B S  ?2L#$/U@ݮjͳ +UW%G$t7&t'e`'tF`'Z t)L(7t-(t.(6t/L`'t:p ! t0(}t1T(t2(t3(t4l't5P(tZ(v t[j(^ t\(t]`'t^C`'?t67(tE( T _Hlt494210096 _Hlt494210152 _Hlt4942102112SiiX%@@@SiiX%  # ' fl %"x|(;C?E++1188==zFFIIII0N8N8QAQXQbQR)Rhbqb#r+ruu"&',OSTYөשةݩ ª̪KWٿky;GEUAI??AABBDEGHJKy  !!""X% / jl ci`dgp $j% ''(())]*a*::@@ AAaIhIkTqTUUidiu,v3xqx4mnԨܨҺغoyhp!(sGaJL"??AABBDEGHJK(*o x     D G @Cx{%),} X%333333333333333333333333333333333333333333333333333333333333333333333*++=??AABBDEGHJKVV{$+i j 78IK^`suW p r L$$%:%;%C%X% kristinnepC:\Users\kristinne\Documents\GDN\gdn\resources\NEPAL\Training\PARTICIPANTS\HANDOUTS\02handoutsAPPLIED_POLICY.doc kristinnecC:\Users\kristinne\AppData\Roaming\Microsoft\Word\AutoRecovery save of 02handoutsAPPLIED_POLICY.asdN! *" i!EX![n5\T^`CJOJQJo(l   ^ `OJQJo(o   ^ `OJQJo( xx^x`OJQJo( HH^H`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o ^`OJQJo(Ph 8^8`OJQJo(pp^p`CJOJQJo(o @ @ ^@ `OJQJo( ^`OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( PP^P`OJQJo(o   ^ `OJQJo(LP^`PCJOJQJaJo(hHL^`OJQJ^Jo(hHoLpp^p`OJQJo(hHL@ @ ^@ `OJQJo(hHL^`OJQJ^Jo(hHoL^`OJQJo(hHL^`OJQJo(hHL^`OJQJ^Jo(hHoLPP^P`OJQJo(hHPh 8^8`OJQJo( pp^p`OJQJo(o @ @ ^@ `OJQJo( ^`OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( PP^P`OJQJo(o   ^ `OJQJo(i!E[n5 L,        27$  Q+,,,{,#.$.///=@Ԫժlۮܮc%&ijWXYZ8z{ +,-./012JKLMNOPQlmnopqrs^*?ADGJ+tX%[0s )x 3 3@  W%`@Unknown G:Ax Times New Roman5Symbol3& :Cx Arial9GaramondCFComic Sans MS="K PMyriad Pro5& :[`)Tahoma;Wingdings?5 :Cx Courier New"1hF&L&8%m*|50d 2qXZGender conceptsFORDHAM kristinneOh+'0   < H T `lt|Gender conceptsendFORDHAMORDORD Normal.dote kristinnee3isMicrosoft Word 9.0@ @F2-@LIV8@W8%՜.+,D՜.+,< hp|   /m Gender concepts Title  8@ _PID_HLINKSA| fatiPhttp://www.reliefweb.int/library/GHARkit/files/GenderInUnstableEnvironments.pdfJfDhttp://www.acdi-cida.gc.ca/CIDAWEB/acdicida.nsf/En/JUD-31194519-KBDTop#TopJcDhttp://www.acdi-cida.gc.ca/CIDAWEB/acdicida.nsf/En/JUD-31194519-KBDTop#TopJ`Dhttp://www.acdi-cida.gc.ca/CIDAWEB/acdicida.nsf/En/JUD-31194519-KBDTop#TopJ]Dhttp://www.acdi-cida.gc.ca/CIDAWEB/acdicida.nsf/En/JUD-31194519-KBDTop#TopJZDhttp://www.acdi-cida.gc.ca/CIDAWEB/acdicida.nsf/En/JUD-31194519-KBDTop#TopJWDhttp://www.acdi-cida.gc.ca/CIDAWEB/acdicida.nsf/En/JUD-31194519-KBDTop#TopJTDhttp://www.acdi-cida.gc.ca/CIDAWEB/acdicida.nsf/En/JUD-31194519-KBDTop#TopiiQDhttp://www.acdi-cida.gc.ca/CIDAWEB/acdicida.nsf/En/JUD-31194519-KBDJNDhttp://www.acdi-cida.gc.ca/CIDAWEB/acdicida.nsf/En/JUD-31194519-KBDTop#Top[K>http://www.gdrc.org/gender/mainstreaming/2-GenderAnalysis.docii3Dhttp://www.acdi-cida.gc.ca/CIDAWEB/acdicida.nsf/En/JUD-31194519-KBD 0&http://www.ids.ac.uk/bridge/dgb9.htmlQp-Lhttp://www.un.org/womenwatch/daw/csw/env_manage/documents/EP5-2001Oct26.pdf/ *1http://www.womenscommission.org/pdf/masc_res.pdf; 9http://www.undp.org/gender/capacity/mid-term_review.html_=http://www.gdrc.org/gender/mainstreaming/8-Mainstreaming.doc  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~Root Entry FpK=W8Data !Q1TableWordDocument/SummaryInformation(DocumentSummaryInformation8CompObjjObjectPoolpK=W8pK=W8  FMicrosoft Word Document MSWordDocWord.Document.89q