A.1. Exercises on gender and division of labour
A.2. Exercises on concepts
A.3. Data collection exercises
The exercises that follow are designed as support materials for the producers of agricultural statistics,63 and to make data more representative from the gender standpoint. The topics discussed can be used as the basis for workshops and courses aimed at work teams in the field and those involved in conceptual design. Some exercises are presented to stimulate thinking about what actually takes place in the communities where the data are gathered. These exercises help to assimilate the concepts presented in detail in the text and make it easier to incorporate them into the practical process of data production.
63 High-level policy-makers, such as project coordinators are not usually involved with the technical details.The same exercises, perhaps in some modified form, could be used to train enumerators, supervisors and data coders. Photographic and other graphic materials mirroring the specific realities of given countries can be used to enliven the exercises.
The topics covered in the exercises are consistent with the concepts developed here: gender, the division of domestic and extra-domestic labour, items on agricultural activities, and statistical data collection.
A.1. Exercises on gender and
division of labour
Mark an "x" by the answer that corresponds to what you have observed in your community.
1. Who does most of the domestic chores in the household?
a ( ) men;
b ( ) women;
c ( ) both equally.
2. Girls have to help:
a ( ) their mothers;
b ( ) their fathers;
c ( ) both parents;
d ( ) neither parent.
3. Boys have to help:
a ( ) their mothers;
b ( ) their fathers;
c ( ) both parents;
d ( ) neither parent.
4. Of the adults, who sleeps more?
a ( ) women;
b ( ) men.
5. Counting domestic chores and productive work, who works more hours altogether?
a ( ) women;
b ( ) men.
6. Mark an x in the column that correspond to who normally does the following:
|
|
Men |
Women |
Both |
|
a) Teaching primary school |
( ) |
( ) |
( ) |
|
b) Car repairs |
( ) |
( ) |
( ) |
|
c) Paid cleaning work |
( ) |
( ) |
( ) |
|
d) Growing vegetables |
( ) |
( ) |
( ) |
|
e) Working in a clinic |
( ) |
( ) |
( ) |
|
f) Driving public transport. |
( ) |
( ) |
( ) |
|
g) Masonry |
( ) |
( ) |
( ) |
|
h) Preventive supervisory activities |
( ) |
( ) |
( ) |
|
i) Dressmaking |
( ) |
( ) |
( ) |
|
j) Rearing poultry |
( ) |
( ) |
( ) |
8. List two occupations that are done mostly by men and two that are done mostly by women in your community, and which are not covered in question 6 above.
|
Done by men ( ) |
by women ( ) |
|
Done by men ( ) |
by women ( ) |
9. Throughout the world, it has been observed that rural households headed by women are usually poorer. In your opinion, which of the alternatives below are the causes of this. Please number your answers in order of importance:
a) ( ) Women do not know how to work.
b) ( ) Women lack access to the credit that would boost their productivity (they cannot acquire fertilizers, pesticides, improved seeds, etc.).
c) ( ) Women do not know how to manage their resources.
d) ( ) Women are paid less for the work they do.
e) ( ) Women-headed households usually lack the support of another adult, in comparison with households headed by a man, where there is usually a wife to do the domestic chores and bring in another salary.
f) ( ) Women spend less time doing paid work because of their domestic workload.
g) ( ) Women cannot be landowners.
h) ( ) Women have less access to training.
i) ( ) Public assistance favours men.
10. In your family, usually:
a) ( ) everyone eats together;
b) ( ) the man of the house eats first, followed by everyone else;
c) ( ) everyone eats together, except the woman of the house, who eats last.
11. In your community, who shops for the following?
|
|
Men |
Women |
|
a) Food |
( ) |
( ) |
|
b) Beverages |
( ) |
( ) |
|
c) Clothing |
( ) |
( ) |
|
d) Tools |
( ) |
( ) |
|
e) Consumer durables (furniture, appliances) |
( ) |
( ) |
a) ( ) boys;
b) ( ) girls;
c) ( ) both are equally important.
13. How are women helped or harmed by attending school?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
14. How are men helped or harmed by attending school?
________________________________________________________________
________________________________________________________________
________________________________________________________________
15. The word "gender" is used to describe the following differences between men and women:
a ( ) biological differences;
b ( ) social differences.
16. Describe a normal day, around the house and on the farm, for each member of your family stating whether they are children, young people, young adults, mature adults or old people.
1. How would you classify the following activities? Mark an X in the appropriate column.
|
|
Domestic activity |
Economic activity |
|
a) Shelling maize |
( ) |
( ) |
|
b) Washing the family's clothes |
( ) |
( ) |
|
c) Selling fruit in the market |
( ) |
( ) |
|
d) Raising poultry |
( ) |
( ) |
|
e) Sun-drying coffee, chilies, cocoa at home |
( ) |
( ) |
|
f) Dressmaking at home for outsiders |
( ) |
( ) |
|
g) Grinding grains (coffee, maize, wheat) for home consumption
|
( ) |
( ) |
|
h) Preparing food for the family |
( ) |
( ) |
|
i) Making cheese or butter for home consumption |
( ) |
( ) |
|
j) Caring for sick family members |
( ) |
( ) |
3. Why are agricultural statistics useful?
_____________________________________________________________________
_____________________________________________________________________
4. In your community, who does or helps with the following tasks? If you think some of these tasks are shared, mark more than one column.
|
|
Women |
Men |
Girls |
Boys |
|
a) Growing vegetables |
( ) |
( ) |
( ) |
( ) |
|
b) Gathering wild products |
( ) |
( ) |
( ) |
( ) |
|
c) Sowing |
( ) |
( ) |
( ) |
( ) |
|
d) Harvesting |
( ) |
( ) |
( ) |
( ) |
|
e) Ploughing |
( ) |
( ) |
( ) |
( ) |
|
f) Milking |
( ) |
( ) |
( ) |
( ) |
|
g) Carrying water |
( ) |
( ) |
( ) |
( ) |
|
h) Carrying wood |
( ) |
( ) |
( ) |
( ) |
|
i) Rearing poultry |
( ) |
( ) |
( ) |
( ) |
|
j) Rearing pigs |
( ) |
( ) |
( ) |
( ) |
|
k) Pasturing animals |
( ) |
( ) |
( ) |
( ) |
|
l) Selling in the market |
( ) |
( ) |
( ) |
( ) |
|
m) Storing grain |
( ) |
( ) |
( ) |
( ) |
|
n) Weeding |
( ) |
( ) |
( ) |
( ) |
|
o) Transplanting |
( ) |
( ) |
( ) |
( ) |
|
p) Selecting cuttings or seeds |
( ) |
( ) |
( ) |
( ) |
|
q) Packing fruit or flowers |
( ) |
( ) |
( ) |
( ) |
|
r) Grafting |
( ) |
( ) |
( ) |
( ) |
|
s) Pounding grain (shelling) |
( ) |
( ) |
( ) |
( ) |
|
t) Husking |
( ) |
( ) |
( ) |
( ) |
|
u) Grinding grain or maize |
( ) |
( ) |
( ) |
( ) |
|
v) Arranging for credit |
( ) |
( ) |
( ) |
( ) |
|
w) Taking care of official business |
( ) |
( ) |
( ) |
( ) |
|
x) Preparing meals |
( ) |
( ) |
( ) |
( ) |
|
y) Caring for small children |
( ) |
( ) |
( ) |
( ) |
|
z) Looking after people |
( ) |
( ) |
( ) |
( ) |
|
a1) Attending to livestock |
( ) |
( ) |
( ) |
( ) |
|
b1) Cleaning the house |
( ) |
( ) |
( ) |
( ) |
|
c1) Repairing the house |
( ) |
( ) |
( ) |
( ) |
|
d1) Carrying meals to the fields |
( ) |
( ) |
( ) |
( ) |
|
e1) Processing food for storage |
( ) |
( ) |
( ) |
( ) |
|
f1) Spreading fertilizer |
( ) |
( ) |
( ) |
( ) |
|
g1) Driving a tractor |
( ) |
( ) |
( ) |
( ) |
|
h1) Driving a truck |
( ) |
( ) |
( ) |
( ) |
|
i1) Vaccinating and deparasitizing animals |
( ) |
( ) |
( ) |
( ) |
|
j1) Artificial insemination |
( ) |
( ) |
( ) |
( ) |
|
k1) Giving animals tick baths |
( ) |
( ) |
( ) |
( ) |
|
l1) Applying insecticides |
( ) |
( ) |
( ) |
( ) |
|
m1) Driving a thresher |
( ) |
( ) |
( ) |
( ) |
|
n1) Ploughing with a team |
( ) |
( ) |
( ) |
( ) |
|
o1) Receiving technical assistance |
( ) |
( ) |
( ) |
( ) |
|
p1) Providing technical assistance |
( ) |
( ) |
( ) |
( ) |
|
YES ( ) |
NO ( ) |
6. Give at least three examples of decisions taken by the
holder of an agricultural holding.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
1. Based on questionnaires and manuals used in the past, preferably in your country, review the following aspects:
i) Analyse whether or not it is possible to identify women farmers.Following this analysis, ask workshop participants for concrete, written proposals and comments on how to rectify the shortcomings detected, then conduct group discussion on these comments for inclusion in team recommendations on:ii) Verify the existence of gender-biased phraseology hindering the identification of women's contribution to agricultural production.
iii) Identify instructions and graphic material that lead respondents to overlook women's participation in economic activities.
iv) Analyse coding classifications and support material containing elements that might tend to mask gender-segregated occupations.
v) Review the tabulations and point out omissions in the presentation of gender-sensitive data.
i) how the data generated succeed or fail in mirroring gender realities (quantitatively and qualitatively);2. Formulate a question, or series of questions, that will act as an adequate measure of men's and women's contribution in agriculture.ii) suggested replacements for inadequate definitions;
iii) strategies for solving coverage problems, especially for small farms where women agricultural producers are concentrated.
Make a group comparison of all proposals and discuss. Analyse questions that may prompt a specific response, use sexist speech, are unclear or may inhibit women from answering correctly. Conclude by making a single group proposal.
3. Give at least one example of possible errors at each stage of the data
production process (design, field enumeration, data processing and presentation)
that can produce gender-insensitive data.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
4. Prepare two user-friendly tables clearly showing holding characteristics and specifying the sex of the head of holding.
Each table should include: title, column headings and meaning of items. Footnotes should be added if necessary, bearing in mind that the reader may be unfamiliar with statistical terms and definitions. Indicate in a sentence or two the principal message(s) implied in the table.
Prepare plain graphs that correspond to the tables, ensuring that each graph is right for the type of data and that gender differences are clearly indicated.
5. In your opinion, which social factors can hinder communication between the following enumerators and respondents:
a) a man interviewing a man;
__________________________________________________________
__________________________________________________________
b) a man interviewing a woman;
_______________________________________________________
_______________________________________________________
c) a woman interviewing a man;
________________________________________________________
________________________________________________________
d) a woman interviewing a
woman;_____________________________________________________
___________________________________________________________
6. Give examples of the data and indicators needed to:
a) identify the causes of a problem in the agricultural
sector;__________________________________
________________________________________
b) quantify the problem;
________________________________________
________________________________________
c) demonstrate the consequences of a problem;__________________________
________________________________________________________________
7. Organize role-playing with workshop participants to bring out the problems that can arise during a poorly conducted interview.
