1. Gender Issues
in the Context of LEDS
Komila Rakhimova
Good Governance Unit
UNDP Uzbekistan

2. In a nutshell
• human development concept
• gender (in)equality
• incorporating gender issues into
strategies and programs
• gender, climate change, low-carbon
development
• recommendations

3. human development concept
• women and men – the real wealth of nations –
in center of attention
• goal – to create an environment and opportunities
for capacity development in line with needs and
interests of people
• long, healthy, and creative life of women and men
• not only developing abilities and promoting
opportunities (agency), but also using these
opportunities at work, leisure time, and social
activities (empowerment).
• not only economic growth, but also equitable and
sustainable distribution of results (between
generations and social groups)

4. gender
• biological differences at birth serve as a substantiation and
justification for social sex (gender)
• different positions and responsibilities, behavior standards and
activities associated with women and men
• determine the rights they enjoy, resources and powers at their
disposal; the role in a family, society and economy
• gender norms usually represent women as less important and
weaker than men and as irrational and poor managers
• unequal status of women results in differences between the
contribution they make into human development as participants
and how little they actually participate in the distribution of
results and benefits
• inequality in education and other opportunities, access to
resources, decision-making, number of working hours, wage
gaps, and life expectancy
• under-usage of a vast human resource and innovative potential
(half of humankind)

5. Statistics (worldwide)
• Women make up 67% of all work worldwide (including household
chores and informal labor)
• They dedicate more time to housework compared to men (from 1 to 3
hours), from 2 to 10 more hours to child care and attending to the
elderl, and sick family members, and from 1 to 4 hours less on
productive activity
• They produce from 45 to 90% of food (depending on the region), but
earn only 10 % of global income. Women account for 70% of the poor
• 99% of property and decision-making power is in the hands of men
• In this context, men live less than women by an average of 4-5 years,
while in “leading” countries they live 10-13 years less (Russia, Ukraine)
• Even with increasing numbers of women at the level of decision-
making, women-ministers are frequently entrusted with the
management of social, rather than economic portfolio

6. Statistics (Uzbekistan)
Year Academic General Professional Higher
Lyceums Education Colleges Education
Facilities Institutions
Girls to boys
2006 0.564 0.944 0.983 0.693 ratio (1=equal)
2007 0.64 0.946 0.988 0.663
2008 0.667 0.947 1.003 0.679
Women represent
Sector Employed Employed
Women, % Men, % more than 50% of
Industry 42 58
population, but 22% of
Forestry and Agriculture 51.1 48.9 the government, 6.2%
Construction 12.8 87.2 of executive power
Transport and 17.3 82.7 and 21% of judicial
Communication power.Management
Trade 53.7 46.3 positions in economy -
Health Care, Sports, 78.3 21.7 27% of women and
Social Security 73% of men; women
Education, Culture, 68.7 31.3 account for only 23%
Science of all entrepreneurs.
Finances, Credits, 45.5 54.5
Insurance

7. Gender Equality
• Does not mean sameness or complete reversal in the
roles of women and men
• Means that different behaviors, aspirations, and needs
of women and men are taken into consideration
equally
• Differences do not serve as a pretext for discrimination
or infringement of rights
• Rights, responsibilities, and opportunities do not
depend on one’s sex
• Women and men have equal conditions for exercising
their human rights and contributing to and enjoying the
results of economic, social, and political development
• Smart Economics - increase in productivity, improved
wellbeing (especially in children), sustainability,
inclusiveness, and representativeness of institutions
and decision-making processes.

8. Gender Equality and
Development
Equality in a household, employment, and society (access to resources, finances, and decision-making)
Improved access of women Higher level of health care and Increased voice of women in decision-
to markets education services for women making and household
Improved health of
Higher level of women’s participation in the labor market and
children
increased productivity and incomes
Higher incomes / expenses Better health and education = better
productivity in adulthood
More savings
Poverty reduction and improved economic Further poverty reduction and economic
development development

9. Gender Mainstreaming in
Programs and Strategies
Women and Development Gender and Development
(the 70s-80s) (beginning in the 90s)
diagnosis women/girls gender relations
goals, women/girls women, men,
strategies, girls and boys
actions all categories
monitoring change in the status of women and boys,
and women/girls girls and boys
evaluation
• assessing the implications for women and men of any planned action,
including legislation, policies or programmes, in any area and at all
levels
• experiences of women and men are indispensable element in design,
implementation, monitoring and evaluation of policies and programs
• the goal is to achieve progress results of equal value for women and men,
and to eradicate inequality

10. Gender, Climate Change,
LED
- as resources dwindle, catastrophes and - climate changes,
diseases become more frequent, women environmental deterioration
tend to spend more time on housework, and shrinking natural
care for the sick, and obtaining energy resources impact women and
thus reducing their time on education, men in different ways
rest, and etc. - their health, workload and
- according to LSE study of 141 natural social stance, and
disasters – in societies with greater opportunities (risks and
equality of sexes, both women and men adaptation)
suffer equally, while in societies with less - for climate change
equality – there are more casualties adaptation and mitigation
among women and children strategies to be effective,
- for example, women are more vulnerable they need to consider
during floods – 75% of victims in the 2004 differences and
tsunami in Asia were women and children vulnerabilities of women
(due to limited mobility and knowledge as and men
well as various responsibilities)

11. Gender, Climate Change,
LED
- Women and men have unequal access to and
control over natural resources (property, access
What types of to knowledge and credits, mobility)
energy do - Energy needs, using energy and experience
women and
vary between women and men (gender-based
men use? What
for? How the division of labor)
types of energy - For better effectiveness and targetedness,
influence health behavioral and practice change strategies
and workload of should consider these differences
men/women?
- Equal involvement of women into decision-
What type of
emissions are making on issues related to environment and
more harmful? climate change (from households to
international negotiations) will tap on their
knowledge and practices and increase the
number of solutions and innovations

12. Gender, Climate Change,
LED
• any reforms, innovations, changes in the sector, including LEDS,
projects for carbon markets funds and the UN Carbon Facility, and
climate change mitigation and financing initiativeы may have different
effects on women and men
• they may either improve or worsen the employment opportunities,
health, income, household workload distribution, access to resources
and new knowledge for women and men, empowerment of women and
gender equality
• paying attention gender issues and gender mainstreaming, women’s
involvement in decision making and acquiring knowledge, taking into
account the different roles and responsibilities of women and
men, gender-based division of labor, the use of their expertise and
attention to their needs will improve the outcomes and effectiveness
of policies and programs
• For example, “Achieving Sustainability of Ecosystems on Degraded
Land in Karakalpakstan and the Kyzylkum Desert” project

13. Gender, Climate Change,
LED
• Goal: to pilot, evaluate and disseminate
innovative approaches and practices for
sustainable land management and
conservation of ecosystem stability
• post-Aral, few alternative sources of
income, traditionally cattle-breeding is
developed, land degradation, non-
diversified diet
• training events and farming learning
sessions usually attended by men
• the project team did not have sufficient
understanding and skills of gender
mainstreaming
• gender expert was attracted and training
for the team, community assessment and
mobilization were carried out

14. Gender, Climate Change,
LED
• division of labor (household plots,
pastures), different interests, unused
additional workforce
• training for women and children from
40 families in the field of farming
school
• master courses in farming, new plants,
processing and making preserves
• 6 hectares of plots, contest for the
best green yard at two schools,
business plans (greenhouse, sewing
shop)
• development of microclimate,
additional income for families
• improved diet, increased participation
of women

15. Recommendations
• determine the picture of gender (in) equality - gender analysis of the sector
• what is the access to and control over resources among men/women?
• have gender roles and needs of men/women been taken into account?
• who is engaged in what activity (division of labor)?
• who decides on and controls incomes/expenses?
• what knowledge and experiences do women and men have?
• consultations with beneficiaries of both sexes
• collection of data disaggregated by sex, region, age and etc.
• special sub-components and positive discrimination measures to eliminate
inequalities (+ $)
• incorporation of gender indicators into programs/strategies to assess the
equality of results for women and men
• awareness raising and capacity building on gender issues for all parties
involved
• consultations with women's NGOs and gender experts
• improving the participation of women as beneficiaries and decision makers
(including, at least, 30% quota of the opposite sex)

16. THANK YOU FOR ATTENTION!