This document summarizes a session on integrating gender and equity considerations into IMCHA research efforts. The session objectives are to discuss gender equality in IMCHA projects, strengthen capacities for integrating gender, and define strategies for the future. The outline includes an overview of gender concepts, approaches to gender in MNCH projects/research, mid-term learning from gender integration in IMCHA projects in Tanzania, Senegal, Uganda and South Sudan, and group work on lessons learned and ways forward. Key concepts discussed are gender-unequal, gender-blind, gender-sensitive, gender-specific, and gender-transformative approaches. Challenges covered integrating detailed gender analysis and addressing power imbalances. The session aims to improve gender integration

1. GENDER AND EQUITY IN THE IMCHA
RESEARCH EFFORTS

2. Objectives of the session
1. To set the stage on “Equity and gender equality considerations”
in IMCHA
2. Capacity strengthening to some extent (not a training)
3. To share learning on integrating gender in IMCHA projects
4. To provide a platform for country team to discuss lessons
learned, challenges
5. To define strategies for ways forward to integrating gender and
equity in research and projects

3. Outline of the session
 Overview: equity and gender equality considerations in IMCHA (Linda
Beyer)
 Concepts and approaches on gender in MNCH projects/research (Dr.
Solange Bandiaky-Badji)
 Mid-term Learning from IMCHA projects/research: integration of gender
and equity (Tanzania, Senegal, Uganda, South Sudan)
 Group work (decision makers, researchers- original groups)
 Report back from group work
 Practical ways forward

4. Concepts and Approaches on Gender in
MNCH Projects/Research
Dr. Solange Bandiaky-Badji
Consultante internationale

5. Gender Responsiveness Assessment
key concepts
Gender-Unequal
Gender-Blind
Gender-Sensitive
Gender-Specific
Gender-Transformative
Equity

6.  Gender-Unequal: Perpetuates gender
inequality by reinforcing unbalanced
norms, roles and relations
 Gender-Blind: Ignores gender norms,
roles and relations; everyone is the same
 Gender-Sensitive: Considers gender
norms, roles and relations but does not
address inequality (no actions to
overcome these inequalities)
 Gender-Specific:
 Considers gender norms, roles and
relations and how they affect access
to and control over resources.
 Targets and benefits a specific group
of women or men to achieve certain
policy or program goals, or meet
certain needs
 Gender-Transformative
 Considers gender norms, roles and
relations and includes ways to
transform harmful gender norms,
 Promotes gender inequality and
addresses the causes of gender-
based health inequities
 Equity
 target diverse group of populations
such as marginalized groups:
handicapped populations
 target disadvantaged populations:
younger and older mothers,
female-headed households, and
unemployed or those who do not
retain formal employment in urban
settings.

7. What constitute gendered power relations?
Gender inequalities caused by socially established gender norms and
power relations to improve access to MNCH services
Who has what: Access to resources (education, information, skills,
income, employment, services, benefits, time, space, social capital
etc.)?
Who does what Division of labour within and beyond the
household and everyday practices?
How are values Defined: Social norms, ideologies, beliefs and
perception

8. Existing approaches on gender
in MNCH programs/ research (1)
 variances between female populations – i.e. differing levels of
education and socio-economic status
1) Remove geographical barriers to care;
2) Remove knowledge-related barriers to care; or
3) Remove economic barriers to care
programs often failed to move beyond geographical,
educational and socio-economical differences within
populations.

9. Existing approaches on gender
in MNCH programs/ research (2)
 Programs that focus on women/ women as key aspects
 Does not show evidence of a detailed analysis of gender relations for example
power relations between the different categories of women
 these types of programs do not always as achieve gender-equitable because
do not provide women with resources to change their social and economic
positions within their communities. (For example, specifically seeking women to
act as community health workers (CHWs))
 Women are incidental to the project.
 Women may be mentioned in passing but there is no analysis of women as a
target group
 Could be gender blind where no differences between men and women are
mentioned

10. Gender Approach for Transformative Change
 Gender transformative research
Significant policy influence
(national, regional, and
global)
It has the potential to
improve the lives of large
numbers of women, and
relations between men and
women, through policy
influence
 Gender integrated research
Project includes a gender
analysis/process :
sexually constructed relations
and between the different
categories of women and men,
power relations,
differential access to and control
over resources and benefits
Project include a gender analysis
within the context of the project’s
overall research questions

11. PIs’ mid-term assessment

12. Takeaways
 to not force gender into projects. While it is important to include gender as part of policy
program development, to be effective its inclusion must be well integrated into the
initiatives
 Gender not an add-on or afterthought. during program development, gender and equity
need to be considered as part of the decision-making process; from inception, conception,
planning, implementation
 generalities/homogeneity: currently programs often target populations that are too
general in nature – those in rural areas, the poor or women – rather than striving to
understand the complex power structures within their societies, which lead to
disadvantages in health status.
 Respect of local context/household norms
 Communication/messaging: document and showcase women’s leadership (coping
strategies, resilience)
 Participation and representation: women’s voices to interaction with decision- makers
 Women’s rights to health is human rights

13. Mid-term Learning from IMCHA projects/research: integration
of gender and equity
Countries
TANZANIA
 IMCHA: Replicating Mama-Toto in Rural Misungwi & Kwimba Districts-
Mwanza region, Tanzania; SYNERGY: Mama na Mtoto: Barriers and Enablers
to Gender, Equity and Scale-Up
 IMCHA- Improving Access to Health Services and Quality of Care for
Mothers and Children in Tanzania
SENEGAL
 LE PROGRAMME BAJENU GOX : une porte d’entrée pour soutenir une
approche communautaire
intégrée visant la santé de la mère et de l’enfant
SOUTH SUDAN/UGANDA
 Social Enterprise Income Generation Models as
Incentives for Community Health Workers
Questions
1. Social and Gendered Focus in
Research Design/Objectives
2. Social and Gendered
Dimensions of Research
Methods, Field Work and
Questions in Research Tools
3. Current/Emerging Social and
Gendered Research Findings

14. Group work
Focus on Gender and Equity in IMCHA Research Project
1. Lessons Learned on Strengthening Social
and Gendered Analysis
2. Challenges on Integrating Social and
Gendered focus in IMCHA Project
3. Strategies for Capacity Strengthening on
Social and Gendered Analysis in Project
4. Focus on Social and Gendered Analysis in
Next Stages of Research (2017/18)
1. Éléments axés sur les questions
sociales et sexospécifiques dans
la conception et les objectifs de la
recherche
2. Dimensions sociales et
sexospécifiques des méthodes de
recherche, du travail sur le terrain
et des questions dans les outils
de recherche
3. Constatations actuelles et
émergentes émanant des
recherches sociales et
sexospécifiques