APPENDIX 1
DISCUSSING GENDER ROLES WITH COMMUNITIES
Objective
To find ways of encouraging men to support women in leadership by stimulating them to take up some household tasks thus freeing time for women to take up governing positions.
Introduction
Society has two genders: women and men. These genders are normally almost equal in numbers - women 50% and men 50% although in some instances there are slightly more women. The female gender is composed of women and girls while the male gender is composed of men and boys.
Discuss the roles of each gender in the community
Small groups
Let the people discuss the roles of men and women. Ask the groups to brainstorm and list the roles of each gender;
Big group (plenary)
- Each group presents its list of women's and men's roles in their community (the list of women's roles is normally longer than that of men.)
- Ask why this is so and get responses from the group. Do not allow the group to engage in in-depth discussions - limit responses to brief answers.
Smaller groups
- Explain that roles are either reproductive, productive or community. Explain what these concepts mean in this context. Ask the participants to identify those tasks that are called reproductive roles and those that are called productive roles, from each list.
Reproductive roles: Those that procreate and sustain the human race e.g. reproducing children, looking after children, caring for the sick, cleaning, washing up. These are usually maintenance roles without any monetary value attached to them.
Productive roles: Those that generate food and wealth - explain this.
Community roles: These are roles for the whole community welfare such as cleaning water sources, attending funerals, carrying out activities related to religion, attending local council meetings and weddings, etc.
Big group
- Let the small groups present the outcomes of their discussions, to the whole group. It will be found that women do most of the reproductive work and also most of the productive work. Allow for discussion why this is so.
- Take note of the reasons given.
- Identify those tasks from both lists that can only be done by women or men and cannot possibly be done by either. It will be found that conception may be mentioned as the distinct role played by females and males. Then breast-feeding which can only be done by a woman. Others that may be mentioned may be cultural, e.g. men dig graves.
- Discuss the significance of some of those raised, e.g. a woman would find it difficult to dig a grave when she is pregnant so it is wise to say that women should not dig graves. If they raise others like cooking, or looking after children as women's roles - ask why they think so. Get responses from both men and women. Reserve the discussion on this to a later time.
- Discuss those roles that are known to be women's roles (in addition to reproducing children). List them.
- Discuss those that are known to be men's. List them.
- Find out whether either men or women are taking up some of the roles that were traditionally carried out by the other gender. Explore why this is so.
- Look at the roles listed for women. Pick a few, and one by one, ask why they think these are roles for women only. Get responses from men first and then from women. Then ask whether men can also do them, e.g. ask whether a man can cook or care for a baby. Allow some discussion on this. Ask men why they do not like doing such roles. Ask women what they would feel if men did such things like cooking or caring for the children.
- Allow some discussion based on the social construction of gender roles. Generate consensus that actually apart from the biological roles assigned to women and men, all the others can be done by either gender. However there are certain tasks which by their nature are not suitable because they require the physique which the other gender may not have, so they are unable to perform. Let the group give some examples.
Small groups again
- Ask the groups to identify and discuss roles that men do not normally do but that can be done by them. Ask them to discuss what needs to be done or what needs to change so that men can take up these roles more naturally. Let them discuss what responsibilities each gender has, to make this happen.
- Facilitate the group to agree on what they would like to do to carry these issues forward. They could identify a small group to take the lead to ensure that what they have agreed on is done. This can be called the "carrying group". Carrying the issues further means that the group commits itself to discussing the issues further involving other community members at different levels.
APPENDIX 2
DISCUSSING LEADERSHIP
Qualities of a good leader
- Ask the group to identify what a good leader should be like. Let them list the qualities. Discuss whether both women and men have these qualities. Let them also mention some of the things that are not good for leadership - characteristics of a bad leader.
Peoples' expectations from their leaders
Small groups
- Let people discuss what they as a community expect from their leaders and problems associated with leadership. How can they as a community contribute to good leadership? Let the groups identify the community's role in promoting good leadership.
Women and leadership
- Discuss the unique qualities that women possess, which have the potential to make them good leaders.
- Discuss constraints that hinder women's participation in leadership. How can these constraints be minimised? (Link this to the discussion on gender roles and how men can support women in leadership by taking up some of the household tasks to release time for women to participate in leadership.)
Provisions/strategies for promoting women's participation in governance and leadership
- Discuss any provisions that are aimed at promoting women's participation. These may be constitutional provisions or policy strategies. If these are not in place, use some provisions of CEDAW or the strategic objectives of the Global and African Platforms for Action for the Advancement of Women.
- Pick a few aimed at promoting women in governance and decision making. Explain them and let the group discuss how these provisions or strategies can be implemented at community levels.
- Let the group discuss how the community can support women to participate in leadership and governance at community level. What can be done to change the negative attitudes of people - both women and men, towards women in leadership? Let the group agree on strategies they would like to adopt to promote women in leadership in their own community.
APPENDIX 3
DISCUSSING CAMPAIGN STRATEGIES
Introduction
Leaders often have to speak in public. There are some very simple rules that will help one to do this effectively. Preparing well is essential. One must know the subject well. In order to convince others one also needs to think through all the awkward questions that people might ask.
Some tips
- Brainstorm all the points you want to make in your speech.
- Order the points carefully so that they are in a logical sequence. People will only understand what you say, if it is carefully structured. Write down your main headings so that you can glance at them as you are speaking
- Do not give too much detail to begin with. It is often useful to begin with an overview and then return to `fill in' the details.
- Try and make your talk interesting and lively - the use of examples and your own personal experience often helps to make your presentation engaging and to keep your audience listening.
- Do not blind your audience with too many facts and figures - people will not remember them nor understand their significance. Try to say facts and figures in an easy way, for example, say one in three, rather than 33%.
- It is best to be positive - promote what you want to happen rather than oppose others' ideas although you should be aware of what the opposition thinks, and know how to argue back if necessary.
- Tackle a few issues at a time. Give basic facts or information on each issue.
- The last thing you say is what your audience will remember most clearly - so make sure that you repeat your main points as you end.
- Always try to look at your audience - keeping eye contact helps to maintain your audience's attention. Be enthusiastic and smile - people are more likely to agree with some one who is pleasant and keen than someone who is aggressive or passive about what they are saying.
- Do not read speeches - list issues in point form, know them and discuss them naturally.
- Develop your own presentation style. Do not imitate others.
APPENDIX 4
DISCUSSING TIME MANAGEMENT
Introduction
Being a leader or Council Member can be time consuming. In addition to Council work, women leaders take care of home- and family work. Therefore, they need to make good use of the time they have. There are a number of steps one can take to use time effectively.
Organising your work
You need a few basic tools to organise your work well. If you don't already have them, obtain the following items:
- A small diary: carry it with you in your bag or pocket to note appointments or meetings you arrange.
- A place for your papers: a cardboard box will do, divide it into sections so that you can keep related things together. For example, keep meeting papers, letters or notes on an issue in one bundle or folder, which is separate from other bundles relating to other issues. Then you will find papers easily.
- A notebook, in which you write things to do. Carry it with you so that you note things that you agree to do or need to find out, at the time you agree to do them.
- Another book left at home where people can write messages if they call when you are out.
- Look at your diary and `to do' book regularly so that you don't forget tasks.
Steps in managing your time
There is never enough time. In order to use what you have effectively:
- List what needs to be done.
- Decide what is most important.
- Plan what you will do today/this week.
- Check your list and revise your plans.
Prioritising
A leader can be asked to do many things. How do you decide what is most important? From time to time it is good to reflect on your priorities and check that you are giving time to them.
My own priorities
- What do I want to achieve as a councillor?
- Be assertive in planning your priorities.
Voters Priorities
- Is the task urgent - must it be done now?
- Is the task demanding but not really important - someone wants it done now?
- Be assertive in doing the important things first.
Further considerations
- Am I putting this task off because I hate doing it?
- Putting things off does not help - get it done now!
How long will it take?
- Do I have realistic ideas about how long things take?
- Am I always in a hurry because I did not allow enough time?
- Check the time you spend on tasks.
Do I leave enough time for my family?
- Put them down on your list or priorities. They need your time too!
Planning
- Everything that needs doing should be written down.
- Cycle of council and party meetings.
- Time for paperwork.
- Weekly and daily programme.
- A `to do' reminder list or each day.
