A Gender Perspective in the Water Resources Management Sector
Thomas, Helen; Schalkwyk, Johanna and Woroniuk, Beth (1996)
Sector (Handbook for Mainstreaming). Stockholm, Sweden, Sida's Department for Natural Resources and the Environment, Publications on Water Resources: No. 6.
Women are recognized as playing a central part in providing, managing and safeguarding water resources. Therefore, within the framework of natural resource management, there is a need to develop a clearer understanding of the linkages between gender equality and water resources management (WRM). In order to mainstream a gender perspective into development policies and programmes in this area, planners, administrators and consultants need to identify and understand these linkages. This handbook has been developed by Sida's Department for Natural Resources and the Environment together with the Gender Equality Unit as a reference tool to further the development of awareness, commitment and capacity for working with a gender perspective in WRM.
An integrated approach to WRM, now seen as vital, combines institutional, managerial, social, gender and economic aspects with technical analyses and problem solving, presenting opportunities for people-centred programming that responds to the various needs of all on an equitable basis. However, this does not always ensure that a gender perspective is taken into account. While women's important role in domestic water supply is accepted, women's participation in the management of water resources has tended to overlook women's responsibilities in the productive sphere. Gender differences and inequalities must be considered if development interventions are to be effective in serving the needs of women as well as men and in achieving gender equality. Special measures may have to be taken in programme design to ensure that women's demands as water users are recognized on a par with those of men. The incorporation of gender perspectives into WRM strategies requires attention to the complex relationship between productive and domestic uses of water resources, to the importance of participation in decision making for all, and to the equitable distribution of benefits from improved infrastructures and management systems.
As a guide for mainstreaming gender in different parts of the planning cycle of WRM projects - sector analysis, project formulation/appraisals, annual reviews and evaluations - the main body of this handbook consists of a series of questions to be asked at different phases of the planning cycle, comments on why these questions are relevant and possible actions to be taken. It aims to develop an awareness of the questions that need to be asked rather than to attempt to give answers. In the section on sector analysis, questions deal with analysing existing national policies and programmes in the WRM sector, needs of the population in relation to the WRM sector, ministries associated with WRM and other government institutions, and employment and training in the sector. Questions on project formulation/appraisal consider who was consulted concerning project objectives and design, whether the initial analysis for project planning included gender perspectives, whether project objectives aim at gender equality and women's participation, and if so what specific strategies have been identified. The annual review section seeks to find out if any important changes relevant to gender equality have occurred such as new legislation, government policies on equality, new women's networks, changes in economic and social conditions, or new opportunities for women. Of course, the fundamental question is whether gender equality concerns are on the agenda for the annual review. The final section of questions concerns whether the terms of reference for the evaluation clearly specify the gender equality issues, whether the evaluation identifies the extent to which women as compared to men benefited from or participated in the project, whether the evaluation considers project outcomes with respect to differences in need and priorities for women and men, and whether the evaluation calls for the identification of specific lessons learned about gender equality issues.
