Documentos de Académico
Documentos de Profesional
Documentos de Cultura
May 2009
This reflective report was developed by
Oley Dibba-Wadda and edited by Joanna Hoare
May 2009
1
Contents
Acknowledgements 2 5. Challenges
2. The Gender Equality in Education 6.2 What needs to be in place for a mentoring
Project (GEEP) scheme to work? 19
4. What worked?
4.1 Achievements 10
Acknowledgements
Oley Dibba-Wadda was the project African Women Educationalist in Malawi, Photo credits:
manager for the Commonwealth plus the Ministries of Women and Child Front cover and pages 3, 13, 17 Geoff
Education Funds Gender Equality in Affairs, Education and Finance Malawi. Sayer/Oxfam
Education Project from 2006-2008. Other Vision Communication, Coastal Page 10 Oxfam GB
Association for Social Transformation Pages 21, 23 Crispin Hughes/Oxfam
Thanks go to Dr Nicholas Pialek for his
Trust, Noakhali Rural Development All other images Oley Dibba-Wadda.
support in bringing to life examples of
Programme and Friends in Village
GEEP mentoring experiences in Kenya,
Development Bangladesh.
Ghana, Malawi and Bangladesh and
also to Joanna Hoare for her support Special thanks also go to Dr Sheila
in editing the style and content of this Aikman from the University of East Anglia
reflected report. for her leadership, technical expertise
and support in the preparation of this
In addition, the commitment, support,
document;
advice, guidance and expertise of the
following are acknowledged: The CEF Gender Equality Advisory
Group (GEAG): Dr. Caren Levy, Dr.
Mentors: Dr Nyokabi Kamau, Esnath
Elaine Unterhalter, Dr. Jyostna Jha and
Kalyati, Professor Clara Fayorsey, Dede
Akanksha Marphatia for their ideas,
Bedu-Addo and Rabeya Rowshan.
suggestions and advice;
Partners: Kenya National Association of
And the CEF team: David Archer, Katy
Parents, Girl Child Network and Elimu
Webley, Janice Dolan, Tom Noel, Chikondi
Yetu Coalition Kenya. The Northern
Mpokosa, Othman Mahmoud, Ines
Network for Education Development,
Smyth, Chike Anyanwu, Emily Lugano,
National Education Campaign Coalition
Jill Hart, Kjersti Mowe, George Tang,
Ghana. The Civil Society Coalition
William Migwi, Zakaria Suleman, Reuben
for Quality Basic Education, Synod of
Hukporti, Dorothy Konadu, Muntasim
Livingstonia, Transworld Radio, Forum for
Tanvir, Grace Taulo and Clara Ndovie.
3
1. Introduction
1.1 Why is gender mainstreaming in school enrolment and attendance rates Above: Peer mentoring.
education so important? for girls that are lower than 85%. More
significantly, the weakness, or even
Addressing gender inequality is a crucial
total absence, of gendered analysis and
aspect of any development work. This
gender sensitive practices in education
is particularly the case with regards to
work at the policy and programme level
education. Equal access to education is
means that the promotion of the rights
the foundation for all other development
of girls and boys in education through
goals. Not only is it a fundamental right
the transformation of power relations
that should be available to all children,
between them is often inadequately
female and male, in order to give them
addressed. To put it another way, policy
the best possible chance of realising their
debates and official commitments to
potential and supporting themselves as
gender mainstreaming in education
independent adults, but also, a clear
have not translated into practical
link has been established between
changes in the way that children are
educating girls and the future wellbeing
taught, and the values of those teaching
of themselves and their families, socially,
them. This means that in many contexts,
economically, and in terms of health.
girls and boys continue to be taught
In recognition of this, while most of the
using methods, and in environments, that
Millennium Development Goals (MDGs)
reinforces and upholds gender inequality
face a deadline of 2015, the gender
and negative gender stereotypes, rather
parity in education target (the third MDG)
than challenging them. Inevitably, this
was set to be achieved a full ten years
profoundly impacts on girls experiences
earlier.
of school, lessening, or even negating
Sadly, 2005 and the deadline for the positive role that education can play
achieving the third MDG have passed, in realising womens rights and reducing
and 67 countries still have primary poverty.
4
To access further publications and resources on the GEEP project, please visit www.
commonwealtheducationfund.org/GEEP.html
5
2. T
he Gender Equality in Education
Programme (GEEP)
2.1 Aims individual mentees within the partner
organisation, with the mentor responding
The GEEP was drawn up in close
to their needs, working at their pace, and
consultation with CEF country offices
according to their priorities, and drawing
and partners, who revealed that people
on different strategies and training
did not want yet more one-off gender
methods as appropriate.
training workshops, but rather ongoing
support that would enable them to really 2.2 What is mentoring?
grasp the concepts and terminology
The GEEP did not begin with any fixed
behind gender mainstreaming, and
idea of what the mentoring support
provide them with practical ideas
should entail. Rather, in keeping with
to make their own activities more
Oxfams approach (used as the model
gender aware. CEF also recognised
for this project), mentoring was seen
that for the project to have long-term
as a process, constantly evolving in
impact and bring about real change
response to the needs and priorities of
in understandings and values around
the mentee; in this way, it was hoped
gender equality, a new approach that
that partner organisations would not feel
could provide responsive, sustained
that the project was being imposed upon
Malawi Gender Mentor, Esnath Kalyati and consistent long-term support was
them by the CEF. The mentors were not
providing support to the team to review needed. As such, the decision was
there to act as advisors setting the
gender on the CEF end of project taken to engage four gender mentors
agenda as to what the partners needed
evaluation format. to work with partner organisations in
to do, and then providing the answers as
Ghana, Kenya, Malawi, and Bangladesh
to how they should do it but rather as
for the remaining two years of the CEF
facilitators. This process support aimed
programme. These gender mentors
at gradually building up the capacity and
would in turn be supported by CEF
competency of the partner organisation
country offices, and by a Gender Project
and its staff through a range of ongoing
Manager, based in Oxfams head office
and linked activities.
in the UK.
It was important that mentors
Mentoring, it was felt, would facilitate
understood that theirs was a supportive
learning, enthusiasm, and confidence
rather than an advisory role. They were
around gender issues, enabling partner
not there to instruct mentees, but rather
organisations to: develop and implement
to be responsive, hold their hands
their own, good quality, gender equitable
and guide them towards developing
strategies and plans; carry out high
their own strategies for mainstreaming
quality monitoring and evaluation work;
gender into their activities and approach,
and document the processes and
through listening to their mentees during
outcomes of the mentoring project for
one-to-one and group discussions,
learning and sharing. It was envisaged
providing appropriate training using a
that mentors would work alongside
range of methods, and putting partner
partner organisations to identify which
organisations in touch with other
issues around gender mainstreaming
useful professional contacts, where
they felt confident and familiar with, and
applicable. Getting the balance right in
which issues presented blockages,
this relationship proved to be one of the
as well as identifying which training
most challenging aspects of this project,
methods partners would find most
as will be discussed below in section 5.
useful. Activities would be led by
6
Four of the sixteen countries that were The following attributes were considered to be important in a potential mentor:
participating in the CEF programme
were selected to take part in the a substantial knowledge of broad gender issues as they relate to the work of
GEEP Malawi, Kenya, Ghana, and the partner
Bangladesh. Selection was on the basis an existing network of contacts and professional relationships around gender
of the results of a needs assessment and/or the area of work of the partner
to measure gaps in programming practical experience to which the partner can relate
relating to gender, and with the aim of the capacity to be both an insider and outsider the ability to engage and
engaging with programmes that worked disengage with organisations as appropriate
on different aspects of education and maturity and patience to both gain respect from the mentee but also to
which were geographically diverse. In manage conflict
addition, CEF country coordinators and a reasonable knowledge of both the mentee and any possible lead
partner organisations in Malawi, Kenya organisations involved.
and Ghana expressed positive interest
in the project, and were very keen to
take part. The case of Bangladesh was
rather different. The Bangladesh country Gender mentors were recruited in the four Kenya
programme office was persuaded countries by the end of March 2007, and The three CEF partner organisations
to take part in the GEEP, rather than spent the next few months familiarising working in Kenya the Girl Child
volunteering, resulting in the sense themselves with the work of the partners Network, the Elimu Yeti Coalition, and the
that this was a project being imposed and assessing their existing capacity Kenya National Association of Parents
from outside. In addition, the country on gender, going through work plans and Teachers (KNAP) requested support
coordinator made it clear that mentoring with each partner organisation. Mentors to develop advocacy programmes on
to support gender mainstreaming went about this in different ways. For four themes: managing the process of
would not be useful in the Bangladesh instance, in Malawi, a CEF monitoring and sexual maturation among girls and boys;
context, as the country had succeeded evaluation workshop for all the partner gender-responsive teaching methods and
in achieving parity of enrolment between organisations took place shortly after the school environments; gender sensitive
girls and boys in schools. This set-up mentor was recruited. She took advantage school curricula; and gender-based
meant that the mentor in Bangladesh of this opportunity to meet with the partner violence.
faced particular challenges, which will organisations and get to know them, and
Ghana
be discussed in more detail below. followed this up with visits to the offices
The Northern Network for Education
of each organisation. In the process, the
3.2 Bringing in the mentors Development (NNED) and the Ghana
mentor identified what areas partners
National Education Campaign Coalition
Potential mentors were identified and wished to work on with her, and which
(GNECC) decided that they wanted to
approached in consultation with gender gaps in their understanding of gender
concentrate on two key areas in their
and education experts in the four issues were presenting the most pressing
work with the mentor: challenging cultural
countries, and advisors and managers obstacles to their capacity to mainstream
practices that limit girls opportunities
from the country programme officers of gender in their work.
to go to school, and the lack of women
the three CEF organisations ActionAid,
Partners then identified one objective teachers in rural areas.
Oxfam GB, and Save the Children. The
from each of their work plans for which
four gender mentors selected were all Malawi
they felt they would need mentoring
highly experienced and qualified in Working with four partner organisations and
support if their work to mainstream
their fields. two ministries the Civil Society Coalition
gender was to have real impact.
for Quality Basic Education (CSCQBE),
7
The mentor in Ghana worked with In Kenya, the gender mentors initial The mentor then went on to develop
two national coalitions, but as district impressions of the partners suggested that work plans with each organisation,
level organising was more coordinated two out of the three were not interested working with one to support the
than at the national level, the mentor in working on gender issues. As such, development of a gender audit process,
focussed her work at the district level. she began by holding a large meeting to and at another providing mentoring
This presented some logistical difficulties, discuss mentoring and the process of training on sexual maturation for those
as the coalitions were at opposite promoting gender equality. Though the working with adolescents.
ends of the country. In addition, staff partners came with a certain resistance,
Unfortunately, the mentor in Bangladesh
changes at the CEF country office left after the mentor spent time explaining
was unable to establish an effective
the mentor with no clear management that promoting gender equality was not
working relationship with the partner
structure, which had a negative impact a new project needing new money, but
organisations, meaning that she was
on her capacity to carry out the role, just a way of better understanding and
unable to support them in carrying
and on her relationship with the partner carrying out existing programme work,
out research into how the country
organisations. This eventually led the attitudes began to change, and staff in
had achieved gender parity in school
contracting of a new mentor, who was the partner organisations came to accept
enrolment. As a result, the mentor ended
able to re-establish an effective working that work on gender does not need to be
up producing a detailed report herself,
relationship with the two coalitions, and confrontational. This meeting also allowed
based on desk research.
in particular, worked effectively with the mentor time to informally assess the
the coalition based in the north of the partners, understand the different issues
country. they worked on, and develop ways of
providing effective support.
9
KNAP is a national body that brings together all the parent and teacher
associations in Kenya. Its main mandate is to monitor how government funds
are used in schools. When the mentor began to work with the organisation,
gender was not an issue that KNAP had taken on board. The first meeting
with the secretary general reflected a general ignorance about gender issues.
He was, however, willing to learn how gender could be a part of KNAPs work.
KNAP was in the process of recruiting monitors to work at the community level
to monitor the implementation of government educational policies. The mentor
identified the work of these new monitors as a solid entry point for integrating
gender analysis into KNAPs activities.
The first step involved getting the monitors (spread around the country) to
attend the initial gender group mentoring session. Fifteen monitors attended
the session, at which the mentor helped participants to explore and reflect on
gender concepts and gender inequality. She then went on to focus on the key
gender issues that needed to be monitored in Kenyan schools. Although each
region had different issues (lack of sanitary facilities for girls, lack of female
teachers, boys leaving school to find work in tourism, girl child marriages)
cultural practices, poverty and a lack of leadership were seen to be the major
causes of gender inequalities across the country. The monitors embraced
what they had learned in the session, and decided to carry out gender audits
on their return to identify the key issues in their schools. It was agreed that
they would all meet with the mentor again after three months to discuss their
findings and decide a way forward. The mentor continued to support the
monitors through telephone conversations over the intervening months, as
many needed support around understanding particular gender issues as they
arose.
The review session was held three months later. From the monitors personal
experiences of collecting the data they created a new gender aware
monitoring form that each could use to monitor the schools they visited.
These new forms included all the gender issues that should be checked
in schools, and the reports compiled were then fed back to the Ministry of
Education.
The mentor noted that it was clear the attitudes and practices of the monitors
had changed dramatically. They were now able to appreciate that girls and
boys faced different challenges in education, and that even when these
challenges were the same, girls and boys were often affected differently.
4. What worked?
One-to-one mentoring.
At a meeting held in the UK in June 2008, and this was being reflected in advocacy strategies for bringing about change,
the mentors and the Gender Project documents and activities. In Malawi, such as tabling bylaws to prevent girls
Manager came together to discuss partner organisations felt the mentors being taken out of school for long periods
their experiences. Overall, there was a support had strengthened their capacity of time.
strong sense among the mentors and to incorporate gender analysis into their
In all three contexts, mentors reported that
the project manager that many of the work, with one partner reporting that:
partner organisations were now making
original intentions of the project had
we have been part of the NGOs deliberate efforts to ensure gender is
been realised, although the project in
that conducted a gender budgeting and raised in their discussions with education
Bangladesh remained the exception to
monitoring exercise in schools within authorities at all levels, and now felt
this. So what did the GEEP achieve, and
Zomba district using a questionnaire. confident to discuss gender issues openly
which elements of their project activities
The mentor helped us to review the in national and local forums.
worked, as far as the mentors were
questionnaire to take into account
concerned? Influencing district and national
more gender issues so that next time
government
4.1 Achievements we can do the exercise better. [] The
One of the objectives agreed for the
GEEP mentor has greatly added value
Changing attitudes mentoring work in Malawi and in Kenya
to the whole planning system and we
The three mentors from Malawi, Kenya, was that it would support partners to carry
are now able to seriously look at issues
and Ghana all noted that over the out monitoring of budget and resource
with gender lens within and outside the
course of the project, attitudes towards allocation at school, district and national
organization.
gender issues and their relevance to level. The mentor in Malawi felt that she
(GEEP Evaluation Report, p. 18).
programme activities among staff of had had considerable success in this,
the partner organisations had begun The mentor in Ghana felt that by the particularly at the national level, in part
to shift. In Kenya, the mentor reported end of the project, partners had a much because her connections and willingness
that partners who had no previous better understanding of the socio- to engage with government officials in a
understanding of gender, or considered cultural construction of gender and non-confrontational way had meant that
it to be something only relating to girls gender inequalities, and were also openly partners and ministry officials had come
and their welfare now felt confident and questioning activities labelled gender together to work on gender mainstreaming
comfortable talking about gender, for but which only targeted girls, noting education budgets. As a result, partners
instance in radio interviews. They also the backlash that this often produced had come together to draw up guidelines
accepted the need for more nuanced among boys who felt that they were being on gender budget monitoring which were
gender analysis in their work, considering sidelined. She reported that partners endorsed by the Ministry of Finance;
the needs of males as well as females, had begun to develop their own creative a forum for continued and sustained
11
Flexibility
All three mentors recognised how
important it was to be flexible, both
in terms of the amount of time and
13
energy they put into the project, and in commented, the mentor must also accept Girls peer mentoring.
responding to the partners changing that much of this behind the scenes
needs and priorities. At the reflection work will remain invisible, and may not be
meeting, the mentors and the Gender formally acknowledged.
Project Manager agreed that for a project
Value added
like this to be successful, the mentor
It was recognised that mentors have to
really had to go beyond a 9-5 attitude,
have something to offer partners, beyond
and accept that the role would involve
a listening ear or targeted training, that will
considerable travel, as well as the need to
make it worth the partners while to take
stay in regular telephone communication
part in the project. This could be extensive
with partners. In terms of responding to
personal contacts, such as those of the
partners needs, the mentors agreed that
mentor in Ghana, or previous experience
a mentor needed to have a wide range of
of working in national government, which
training strategies from observing and
is what the mentor in Malawi was able
assessing partners activities to providing
to bring to the project in both cases,
workshop training at her disposal, as
this meant that the mentor was able
well as the time and the patience to listen
to facilitate the establishment of new
to individual staff members and respond
working relationships between the partner
to their concerns and queries at an
organisation and other agencies, to the
individual level. As the mentor from Kenya
benefit of the partners future activities.
14
5. Challenges
As the discussion above indicates, this partner and mentor adequate time to
project did achieve some significant and allow the relationship to evolve and
important outcomes which, provided develop), in practice, it left both mentors
they can be sustained and the partner and partner organisations rather
organisations remain committed to confused as to what the role of the
mainstreaming a gender analysis into mentor should be. As the mentor from
their work, should have long term, Kenya remarked:
positive impact on the education of girls
Since there lacked a clear
and boys in the communities where
understanding of the mentors role
the partners are working. However,
in the first three months, there was
the project was limited in what it could
confusion as to what I was to do
achieve in such a short period of time, in
hence for most of the time, partners
addition to which all four mentors faced
expected me to work for them.
considerable challenges in adapting to
(GEEP Evaluation Report, p. 19).
this new way of working, encouraging
partner organisations to engage with As a result, it was very easy for
the project, and overcoming various mentors to fall into the role of advisor,
logistical difficulties. or consultant, (a role with which they
were all very familiar), there to provide
5.1 Adapting to a new way of
analysis, build capacity, fill gaps in
working
knowledge, or implement the gender
As discussed above in section 2, the element, resulting in their feeling
GEEP did not begin with a fixed idea overburdened with demands on their
of what the mentoring support should time that they could not meet in the two
entail; rather, mentoring was seen days a week that they had to carry out
as a process, constantly evolving in their mentoring activities. It was just as
response to the changing needs and easy for partners to accept this kind of
priorities of the partner organisation. support, and to let the mentor do the
While in principle, this was an admirable work for them. This was particularly the
approach, and one that might have case with the first mentor contracted in
worked very well in a project with a Ghana, who, partly as a result of lack
much longer time frame (giving both of managerial support from the CEF
15
country office, very much put herself in 5.2 Encouraging partner seeing it as irrelevant to their activities.
the position of advisor, there to instruct organisations to engage with the In some cases, male leaders of partner
the partners with whom she was GEEP organisations were openly sexist towards
working, rather than supporting them to the mentor, belittling her and her work.
In all four-country contexts, the project
think through themselves how the issues Again, the failure of CEF country offices to
faced difficulties in introducing and
that they faced were shaped by gender. explain exactly why partners were being
integrating this new approach to
It is probably fair to say that the CEF offered this support, and how participating
supporting gender mainstreaming into
underestimated how much support the in the GEEP would benefit them in the
existing CEF and partner activities. One
mentors would need themselves to carry long run, contributed to this feeling that
reason for this was that by the time that
out this kind of work, or the extent to the mentors lacked legitimacy.
the mentoring project began, partners
which prior experience of mentoring, or Further down the line, mentors found
had already been involved with the CEF
of being mentored, might have enabled that partners were reluctant to put the
programme for over two years, and had
the mentors to adapt to their role in this time into documenting their work with
already developed their own agendas
project more easily. the mentor, meaning that, as the mentor
and work plans; it was not easy for the
in Ghana pointed out, valuable learning
Four months into the project, an mentors to find an entry point from which
was lost. Again, this could be the result
interactive learning session was they could begin to provide mentoring
of an overall lack of engagement with
organised, bringing together the four support, without seeming to disrupt the
the project and its aims, and a failure to
mentors, the CEF Africa Regional work that the partners were already doing.
see how the work that they were doing
Co-ordinator, and staff from the CEF It also, in some cases, meant that the
with the mentor would be important in
UK secretariat, including the Gender mentor was unwilling to challenge the way
the long term to the future activities of
Project Manager. This was the first time some of the partner organisations were
the organisation.
that the mentors were able to meet, carrying out their activities; for instance, in
and to discuss what it meant to be Ghana the first mentor did not challenge Sadly, the mentor in Bangladesh was
a mentor with each other, CEF staff, the fact that one partners activities were never able to establish an effective
and a facilitator who had considerable exclusively focused on girls, and that working relationship with the partner
experience of mentoring herself. At this was having a very negative effect on organisations. To begin with, the CEF
the end of the session, the mentors gender relations between girls and boys country co-ordinator openly distanced
went away with a much clearer idea of in that community, with boys deliberately the GEEP from the CEF programme,
what mentoring entails, and, perhaps trying to get girls pregnant because they meaning that the mentor felt isolated
more significantly, were able to go felt excluded. and disempowered both within the
back to their partners with an informal CEF and in her relationship with the
Mentors also faced difficulties initially
contract outlining their own duties and partners. This was partly because while
in getting themselves, and the gender
responsibilities to the organisations. the other countries that took part in
mainstreaming support that they were
This helped considerably in clarifying the the GEEP had volunteered to do so,
trying to provide, taken seriously by the
relationship between the mentor and the CEF country office in Bangladesh
partners. This was particularly difficult
the partner and, as discussed above, had been approached and asked to
in situations where the mentor did not
in two cases in particular (Kenya and take part. As a result, the country co-
feel that she had the support of the CEF
Malawi), the mentors went on to develop ordinator may have felt that the GEEP
country office, as this meant she had less
successful mentoring relationships with had been imposed upon him, making
legitimacy in the eyes of the partners,
their partner organisations. Clearly, him reluctant to champion the project. In
and that they were less interested in
ensuring that both mentors and partners addition, the partner organisations were
working with her, as they could not
had a thorough understanding of what all male-dominated, and were openly
see how her presence and the support
mentoring entailed would have helped hostile to the mentor and what she was
she was offering fitted in with the other
the GEEP get of the ground more trying to achieve. The wider context in
CEF activities. In addition, several of the
successfully from the outset. Bangladesh does need to be taken into
partner organisations were initially hostile
account here the countrys success
to the very idea of working on gender,
in meeting the third MDG in achieving
16
gender parity in school enrolment meant with one of the two coalitions than
that for NGOs working on education with the other. In both cases, a more
issues, gender (understood as parity realistic assessment of what the mentor
in enrolment) was no longer seen as a could achieve in terms of support at
priority in their work. For this reason, the outset of the project would have
the partners invited to take part really avoided this feeling of frustration on the
did not see how what the mentor was part of the mentors, as well as giving
trying to achieve was relevant to their the partners a better idea of what they
work, even though she was contracted could realistically expect to gain from
to work with them to explore how the participating. In addition, it would be
country had been so successful in fair to say that the sustained changes
increasing school enrolment among in deep-seated attitudes around gender
girls (and boys), rather than to provide inequality envisaged by the project
gender mainstreaming support. In designers could really only be brought
addition, the CEF programme was about over a much longer timeframe
coming to an end in Bangladesh, than that allowed by the GEEP.
meaning that partners were bringing Integrating mentoring support for gender
their CEF activities to a close; again, mainstreaming into the CEF programme
this gave them little incentive to engage from the very beginning could have
with the GEEP. These factors combined resulted in mentors being better placed
to mean that all in all, the project in to deliver against the targets set in the
Bangladesh was not a success. monitoring and evaluation framework,
as well as giving them, and the partners,
5.3 Logistics
more of an opportunity to settle into
The GEEP was, on reflection, an this new way of working, and establish
extremely ambitious project, both in its effective working relationships.
goal of altering deep-seated attitudes
Another logistical issue that impacted
around gender equality so quickly, and
on the capacity of the mentors to
in what it thought the mentors could
carry out their role effectively was high
achieve in such a short space of time,
staff turnover within the CEF country
and working two days a week.
offices; this was particularly an issue
The mentors in Kenya and Ghana
in Ghana and Malawi. This meant that
both expressed frustration at the
the mentors did not receive consistent
limited amount of time that they were
managerial support from the CEF
contracted to spend on the project,
country coordinators, and were often
with the mentor in Kenya reflecting that,
left unsure as to whom to report to. In
working part time on the project, she
the case of the first mentor contracted
did not feel able to deliver against the
in Ghana, this had a significant negative
monitoring and evaluation outputs or to
impact on the quality of her work.
give the partner organisations what they
While the Gender Project Manager did
needed. The mentor in Ghana worked
provide lengthy telephone support to
with two different coalitions in different
the mentors, her geographical distance
regions of the country: providing
meant that she was not able to provide
mentoring support to both on a two-
day-to-day support of the kind that
day a week contract was practically
might have helped the mentors to adapt
impossible, meaning that in the end,
to this new way of working more quickly.
the mentor worked more extensively
17
One-to-one peer mentoring. It is important to note that this was a It is a role that requires certain skills
small-scale project, both in terms of and attributes some generic, such
timescale and geographical reach. The as good communication skills, the
discussion below is not meant to serve ability to put people at ease and inspire
as a definitive guide to mentoring, but confidence, and maturity, and some
rather, draws together the mentors specific to the project in question, such
own reflections on what factors they as knowledge and experience of working
feel would contribute to a successful on the particular issues that a partner is
mentoring scheme. concerned with, and the capacity to bring
the partner organisation into contact
6.1 Who makes a good mentor?
with individuals, networks, and agencies
In reflecting on their experience of that it would not otherwise have been
mentoring, the mentors all agreed that able to access. In the GEEP, substantive
mentoring is not an activity that should be knowledge of issues around gender and
taken on lightly, in any capacity. Choosing education was clearly essential. But so
the right mentor for a particular project was having a network of professional
needs to be a careful process, taking into contacts, an appreciation of power
account what the partner organisation relations within the political, social, and
hopes to gain from mentoring, and cultural context in which the partner
what the would-be mentor can offer. works, and knowledge and understanding
18
Mentoring activities
The mentors who had taken part in the GEEP agreed that mentoring involves a
wide range of different activities. These might include:
6.2 What needs to be in place for a work in Bangladesh, but it also created organisation. The mentor got around
mentoring scheme to work? considerable extra work for the other this by working directly with regional-
mentors involved in the project, all of level chapters of the organisation, but
The success of a mentoring project does
whom faced some level of resistance this initial refusal to engage on the part
not just rely on picking the right person
from some, or all of the partners with of the organisations leader was hardly
to provide mentoring support. Just as
whom they worked. Of course, within an ideal start to the project; in addition,
important is picking the right partner
any organisation, there will be individuals it is questionable how sustainable
organisation to receive that support,
who are reluctant to accept that gender the introduction of gender budgeting
ensuring that the environment in which
has anything to do with their work, at the regional level will be, given the
the mentor will be working is supportive,
and part of the mentors role is to try lack of support from the organisations
and managing expectations on both
and change such attitudes, as well as leadership.
sides.
identifying gender champions who will
All the mentors also agreed that
Where is mentoring support take the work forward after the mentors
mentoring is far more successful and
appropriate? formal engagement with the organisation
results in more tangible positive results
If it is to have any sustainable impact, has ceased. But this is rather different
when partners agree to work with the
mentoring support for gender from the mentor having to deal with open
mentor on a specific issue, or task,
mainstreaming should only be offered hostility on the part of the leadership
such as introducing gender budgeting
to organisations that actively want to of the organisation, as the mentor in
(in the case of the GEEP in Kenya and
receive it. This may seem an obvious Bangladesh faced. The mentor in Kenya
Malawi). In this case, the mentor is able
point, but is one that does not seem reported that she also came up against
to offer targeted support, with an agreed
to have been taken into account in the charismatic national-level leader
outcome in mind, meaning that both
deciding which organisations should of one of the partners with whom she
mentor and mentee have a clear idea the
participate in the GEEP. As detailed worked, who was not at all interested
destination they are trying to reach. The
above, this resulted in a very difficult in accepting the partners support in
mentors based in Kenya and Ghana also
situation for the mentor contracted to developing gender budgeting within the
pointed out the importance of ensuring
20
of what the mentoring support should then make it possible to develop a clear
consist of. While this is admirable from strategy and plan of action as to what
the perspective of encouraging the could be achieved within the limits of that
partner organisations to feel that they relationship, and in the time available.
owned the project, and could decide
Moving on to what can realistically be
for themselves what sort of support they
achieved over the course of a short-term
needed, and where, it in fact left both
mentoring scheme to support gender
sides rather confused as to what they
mainstreaming, the mentors who took
were supposed to be doing. As discussed
part in the GEEP agreed that mentoring
above in section 5, this led to several of
is just one part of a long term process of
the mentors initially taking on the more
institutional change and cannot readily
traditional role of advisor. On reflection,
or easily be related to the specific impact
all the mentors were of the opinion that
that partner activities have within society
the early stages of the project would have
in the long term. That said, it is important
been easier if both mentor and mentee
to identify some indicators that the
had a clear idea of scope and limitations
mentor, partner, and lead agency can use
of the mentors relationship with the
to measure the impact of the mentoring
mentee. Once established, this would
on the partners activities.
22
7. Conclusion
References
Aikman, S. and Unterhalter, E., (2007), Gender in Education Network in Asia United Nations Development Programme
Programme Insights, Practising Gender (GENIA), (2003), A toolkit for promoting (UNDP), (2000), Gender in Development
Equality in Education gender equality in education Programme, Learning and Information
Pack, Information, Communication and
Beyond Access for Girls and Boys, (2005), Leach, F., (2003), Oxfam Skills and
Knowledge Sharing
Education and Gender Equality series 1 Practice, Practising Gender Analysis in
Education United Nations Development Programme
Canadian International Development
(UNDP), (2000), Gender in Development
Agency, (2007), CIDA China Program, March, C., Smyth, I., and Mukhopadhyay,
Programme, Learning and Information
Gender Equality Toolkit M., (1991), A Guide to Gender Analysis,
Pack, Overview
Skills and Practice, an Oxfam Publication
Commonwealth Education Fund, Gender
United Nations Development Programme
Equality in Education Project, (2008), Neimains, A., (2002), Gender
(UNDP), (2000), Gender in Development
Review and Reflection Meeting Notes mainstreaming in practice: A Handbook
Programme, Learning and Information
Commonwealth Education Fund, Gender Oxfam GB Intranet, (2003), Mentoring Pack, Strategy Development
Equality in Education Project, (2008), The definition
United Nations Development Programme
GEEP Journey
Oxfam GB Intranet, (2003), Introduction to (UNDP), (2001), Gender in Development
Commonwealth Education fund, Gender Mentoring Programme, Learning and Information
Equality in Education Project, (2008), End Pack, Gender Mainstreaming Programme
Oxfam GB Intranet, (2006), Guide to
of Project Evaluation Report and Project Entry Points
Gender Mainstreaming in Advocacy
Department for International Development, United Nations Girls Education Initiative
Oxfam GB Intranet, (2006), Rough Guide
(2007), Gender Equality (Duty) Scheme (UNGEI), (2005), Gender and Education: A
to Gender Analysis
2007-2010 selection of Practical Tools
Oxfam GB Intranet, (2007), Gender
Derbyshire, H., (2007), Oxfam GB, Report United Nations Education Scientific and
definition
on Gender Mainstreaming Learning Event Cultural organisation (UNESCO), (2005),
Oxfam GB, UK Poverty Programme, Handbook for Gender Focal Points in
Equals Newsletter, (2008), Issue 19, Civil
(2004), See both sides, A practical guide UNESCO National Commissions: The
Society Coalitions take on gender
to gender analysis for quality service section for Women and Gender Equality
Equals Newsletter, (2008), Issue 20, From delivery Bureau of Strategic Planning
Checklists to Transformation: Gender
PACT Tanzania, (2005), Advocacy Expert United Nations Girls Education Initiative
Mainstreaming since Beijing
Series, Gender Mentoring: A Guide for (UNGEI), (2005), Scaling up good
Forum for African Women Educationalists Strengthening Equality in Communities practices in girls education
(FAWE), (2002), The ABC of Gender
Seel, A. and Clarke, D., (2005), Integrating United Nations Educational Scientific
Responsive Education Policies: Guidelines
Gender into Education for All Fast and Cultural Organisation (UNESCO),
for developing Education for All action
Track Initiative Processes and National Bangkok, (2005), Exploring and
Plans
Education Plans: Girls Too; Education for Understanding Gender in Education: A
Forum for African Women Educationalists All; UNGEI Qualitative Research Manual for Education
(FAWE) (2008) Toolkit guide to mainstream Practitioners and Gender Focal Points
Support to Decentralised Rural
gender in Education Policies and Plans
Development (SDRD), (2001), Monitoring
Gell, F., and Molta, P., (2002), Gender and Evaluation Checklist for Mainstreaming
Mainstreaming Tools: Questions and Gender into Programme Activities
checklists to use across the programme
United Nations Development Programme
management cycle
(UNDP), (2000), Gender in Development
German Technical Cooperation, Gender Programme, Learning and Information
Training Tool Kit: Self-help Fund Project Pack, Gender Mainstreaming
Commonwealth Education Fund (CEF)
Global Secretariat
Hamlyn House, MacDonald Road
London N19 5PG
UNITED KINGDOM
telephone: +44 (0) 20 7561 7607
fax: +44 (0) 20 7272 0899
email: cef@commonwealtheducationfund.org
web: www.commonwealtheducationfund.org