GENDER PPT..pptx

1. Salale university
College of Agriculture and Natural Resource
Department of Agricultural Economics
Course: Gender and Youth in Development (RDAE 272
Target Group : Agr’l-economics 2nd year students
Compiled by Teferi T.
April 2022

2. Chapter One
Gender concepts

3. Why Gender matters?

4. Cont’d------
Gender refers to the roles, behaviour, and activities
that society assigns to men and women.
 power relations b/n men and women in a given
society.
The gender of a person is shaped by the society and by
its way of upbringing children.
Gender is the result of the interplay of cultural,
religious and other similar factors of a society.

5. How does ‘gender’ differ from ‘sex’?
 ‘Sex’ refers to the biological difference between
male and female while gender is socially
constructed.
People are born biologically female or male, but
they learn femininity and masculinity.
Gender is learned but sex is biological in nature
Sex is unchangeable and universal throughout all
human societies. But gender is a dynamic concept.

6. How does ‘gender’ differ from ‘sex’?
SEX GENDER
 Biologically constructed  Socially constructed
role,responsiblities &
behavior
 Static concept  Dynamic concept
 Determined by nature  Learned behavior
 universal  cultural

7. Major differences between Gender
and Sex
Sex  Biological characteristics/category
Examples Men Women
Menstruation x 
Giving birth x 
Breasts x 
Testicles  x
Sex role Cannot be changed/Difficult to change

8. Major differences between Gender and Sex
Gender Social characteristics/socially constructed
Examples Masculine Feminine
Earning Money Significantly
more
Significantly less
Smoking Allowed Traditionally
immoral
Driving car (in Saudi
Arabia)
Allowed Restricted??
Housework (in most
world)
Do less Do more
Gender Can be changed

9. Why gender is dynamic?
 This is because gender roles for women and men vary greatly from one
culture to another, within the same culture, race, class, etc. all of these
influence what is considered appropriate for women and men.
 Some people refer only women when dealing with gender. Do you think that,
this is really correct?
• Why gender makes a difference?
 Gender identity in a given society governs the allocation of resources, tasks
and power at the level of the individual, the household, and society.
 Hence, we should be able to understand/ and be sensitive to the existing
gender relationship in a given society and act/plan/and design our activities
accordingly.

10. Continued--
 Different authors argue the need to deal with gender issues
from two aspects:
1. The instrumental argument-to reach the basic objectives of
a project due to the gender division of labour. E.g. if the
project deals with post harvest activities it definitely should
consult women because they are more responsible for this
activity.
2. The fairness argument-some projects might reach their goal
(s) without taking gender into account, but the situation of
women might worsen. Hence, in this argument woman’s
problems needs equal attention as that of men.

11. 1.2. Gender Division of Labor
 Gender division of labor: is socially determined ideas and
practices which define what roles and activities are appropriate for
women and men.
 It is also the difference between men’s and women's work.
 In family it denotes separate labor assignments in households
according to role given following sexes.
E.g.
o women are chiefly responsible for housework and childcare regardless of
their other work.
o Men’s chief responsibilities are non-domestic work in the economic sector and
in other social and cultural institutions

12. 1.2. Gender Division of Labor …
• Who is benefited more from the current gender division of labor in Ethiopia?
• It causes persistent inequalities in the distribution of life chances of men and women.
• women are systemically disadvantaged relative to men in their access to
– Power & prestige,
– material goods,
– education and
– training opportunities.

13. • Gender roles are learned behaviors in a given
society/community/social group.
• It conditions which activities/tasks/responsibilities are
perceived as of man or woman.
– Example: Cooking, fetching water, plowing, etc
• Gender roles vary considerably across culture.
– messages about gender role and division of labor from family,
schools, media and society at large.
Factors that can shape and change gender roles:
• Age
• Race
• Ethnicity
• religion and other ideologies
• geographical environment
• economic environment
• political environment

14. 1.2.1. The Triple Role of Gender
• There are three Gender roles
1. Productive role
2. Reproductive role
3. Community role

15. Productive role
• It is Work done by both men and women for pay in
cash or kind.
• Tasks which contribute to the economic welfare of the
household through production of goods  food
• For women in agriculture productive role includes
• work as independent farmers, wage workers.
• Women’s productive role in agriculture is usually
undermined and undervalued.

18. Reproductive role
• Roles that are accomplished inside the home, for the well being of
the family.
• Roles needed to ensure the reproduction and maintenance of
society's labour force.
• Domestic tasks done by women,
• There are three dimensions of it:
– Biological reproduction: comprises childbirth and lactation
– Labour reproduction: daily regeneration of the labour force
through cooking, cleaning, washing, and so on.
– Social reproduction: maintenance of ideological conditions,
which reproduce class relations and uphold the social and
economic status quo socialization/enculturation.

19. Reproductive role con----

21. Community role
• Activities undertaken primarily by women at
the community level, as an extension of their
reproductive role,
• To ensure the provision and maintenance of
scarce resources of collective consumption,
• such as water, health care and education.
• This is mostly voluntary & unpaid work,
undertaken in 'free' time.

22. Gender Inequality
• It refers to unequal treatment or perceptions of
individuals wholly or partly due to their gender.
• Inequalities in division of duties,
responsibilities and obligations  triple roles!
• Inequalities in access to resources and
opportunities and control over resources:
food/nutrition!
• Inequalities in cultural practices and attitudes
• Inequalities in human rights.

23. Gender equality and Equity
• What are
– Gender Equity?
– Gender Equality?

24. Continued------
• Gender equality reflects the concern that:
– women and men, boys and girls have equal
opportunities, rights, and access to resources, goods
and services
• Gender equity
– Is the process of being fair to men and women, boys
and girls that leads to equality
• How we can ensure equity/fairness?
– measures must be taken to compensate for historical
and social disadvantages and biological makeup that
prevent women and men, girls and boys from equal
opportunities.

25. 1.2.2. GENDER NEEDS
• Men and women in a given society have different
needs and interests. These needs and interests, with
respect to their gender relations could be
summarized as:
1. Practical Gender Needs
2. Strategic Gender Needs
• Practical Gender Needs (PGN): these needs tend to
be responses to immediate and short-term necessity.
• They relate to daily needs such as: food, housing,
health, employs. These needs are easily identified by
women.

26. CONTINUED…….
• Addressing practical needs of women can improve the
condition of their lives but does not change (alter) traditional
roles and relationships of gender.
• Practical gender needs are socially accepted and do not
challenges the existing gender relations (division of labour).
• They are practical in nature and are identified in a specific
context (unique to particular women or men).
• The WID (women in development) approach to development
mainly focuses on these needs of women.

27. CONTINUED…….
• Strategic Gender Needs (SGN): these needs also known as
strategic interests referring to needs of power or capacity to have
‘control over one self’.
• Strategic gender needs/interests tend to be responses to long-term
necessity.
• They relate to disadvantaged position-subordination, lack of
resources & education, vulnerability to violence, burden of domestic
labour and child care etc.
• Hence they focus on equal wages, legal rights, and so on both at
household and community or state level and so on.
• Addressing strategic gender needs can improve the position of
women in society and empower them and change (transform) the
existing gender relations to achieve greater equality.
• Strategic gender needs vary depending on the particular cultural
and socio-political context within which they are formulated.
• The GAD (gender and development) approach to development
focuses on both the practical and the strategic needs of women.

28. The difference between Practical and Strategic Needs
Practical needs Strategic needs
Express women’s and men’s short -term
aspirations for equality
Express women’s and men’s long- term
aspirations for equality
Are unique to particular women Are common to almost all women
Involve women as beneficiaries rather
than active participants
Involve women as agents, or enable
women to become agents
Are easily identifiable by women The foundation that explains the
subordination is not always easily
identifiable by women
Can be addressed by specific material
inputs food, health care services,
training etc
Can be addressed by gender sensitization
and confidence building.

29. 1.3. Policy Approaches to Women, Gender and
Development
1.3.1. Women in Development (WID) late 1970s
 Focuses only on women
 emerged due to Exclusion of women from
development process.
 Focus on practical gender needs strategies
 Women's projects increase women's ability to
manage house holds

30. 1.3.2. Women and Development(WAD)
• Women had always been part of dev’t process
• great role in both inside and outside the hh
• Focus on dev’t process rather than purly
strategies to integrate women in dev’t
• WAD saw global inequalities as the main
problem facing poor countries

31. 1.3.3. Gender and Development (GAD) since
mid 80s
An approach in the aftermath of WID and WAD.
 Focuses on relations between men and women.
 Unequal relations of power, roles and responsibilities.
 Sustainable development.
 Transform unequal relation of power.
Address short and long term interests of male and female

32. The difference between WID and GAD
Content Women in Development(WID) Gender and Development (GAD)
Basic features women’s absence from
development projects, policies, and
programs as the greatest barrier to
their emancipation.
An approach focusing in
Particular on gender inequalities.
Focus of interest Women both women and men.
Problem Exclusion of women (half the
world’s working-age population)
from
Development processes.
Unequal power relations, which hinder equitable
development and make women’s full
Participation in development impossible.
Goal More effective and efficient
Development by involving more
women.
Equitable sustainable development, in which
both women and men make decisions.
Solution Make women an integral part of
existing development processes.
Empower women to transform in egalitarian
power relations.
Strategies Projects for women
Integrated projects
Make women more Productive
Boost women’s Income
Build women’s capacity to perform
tasks associated with their
traditional roles.
Revise the concept of development, taking
account of the gender dimension and other
Social/economic/political inequalities.
•Improve standards of living by identifying and
answering practical needs (as defined by Both
men and women).
•Aim to serve women Strategic interests.
•Strive to serve people centered development.

33. WID vs GAD
WID GAD
Focus on women Focus on gender relations
Stress on practical needs Stress on strategic interests/needs
Enabling Empowering
Rationale is effectiveness Goal is equity
Changes the condition of women Changes the position of women
Aims to enhance women’s
participation
Aims to integrate gender
consideration into mainstream

34. Policies for Advancement of Women
in 3rd World Countries.
1.Welfare -Earliest approach 1950s
• Cause- Circumstances that are beyond control
• Purpose to bring WID as better mothers.
• Women seen as passive beneficiaries of
development and Seeks to meet PGNs and
Non-challenging and still widely popular

35. 2. Equity around - Original WID approach
 Used within 1975-1985 Women’s decade.
 Purpose to gain equity for women in dev’t.
 Cause -exploitation, subordination and oppression of women by
men.
 Recognizes all women’s roles, seeks to meet SGNs through direct
state interventions giving political & economic autonomy and
reducing inequality with men.
 Challenges’ women’s subordinate position, criticized as Western
feminism, not popular with government.
3. Anti-poverty: Around 1970s, known as the second WID approach.
 Cause of the problems -Lack of resource causing low standard of
living
 Purpose to ensure women increase their productivity via small-
scale income-generating projects
 Recognizes productive role of women, & seeks to meet PGNs to
earn an income
 Women’s poverty seen as a problem of underdevelopment, not
subordination. Most popular at NGOs level.

36. 4. Efficiency around 1970s
 It is a predominant WID approach, around 1980s.
 Cause of women problem-Failure by development planners to
recognize women’s key role in production and involvement
 Purpose to ensure development is more efficient through women’s
economic contribution, with participation associated with equity.
 Seeks to meet PGNs while relying on all roles and elasticity of
women’s time.
 Women seen in terms of capacity to compensate for declines in
social services.

37. 5. Empowerment
 1985 onwards
 Causes of women's problem-Women’s subordination not
only by men but as aspect of systematic operation
 It challenged WID, equity, anti-poverty, and efficiency as
Western Feminism,.
 Purpose to empower women through greater self-reliance.
 Seeks to meet SGNs indirectly through bottom-up
mobilization around PGNs

38. 1.4. Critical Areas of Concern/ Intervention for Women in
Development Worldwide
1. 4.1. Global History of Women’s Movement
 There have been held four world conferences on women at different times and different
places since the 1970’s to discuss on the position of women
 In the year 1975, the first world women conference on women was held in Mexico.
 Thus, the year 1975 was declared women’s year and the decade that followed, women’s
decade.
 The theme of the conference and the movement that accompanied it has been equality,
development, peace.
 Five years later in 1980, the second UN mid-decade world conference on women took
place in Copenhagen, Denmark and focused on the study made by the UNDP to assess
women’s status.
 This conference was preceded by the adoption of the convention for the elimination of
all forms of discrimination against women.

39. Continued………
 Then came the 1985 UN world conference on women held in Nairobi. This
conference adopted what is known as “Forward -Looking Strategy for
the advancement of women to the year 2000”.
 While the theme continues to be “equality, development, and peace”.
 The focuses of the strategy adopted included:
 eliminating illiteracy,
 bringing life expectancy for women to 65 years of age,
 ensuring self-supporting employment for women,
 equality before the law and working out a national policy for women to
ensure their full participation in the rewarding spheres of life.

40.  The fourth world conference was held in Beijing in 1995
 Members of the conference were representatives of women all over the world
(including Ethiopia) from both governmental and non governmental bodies.
 The aim of the conference was to evaluate the progress in the status of women over
the past quarter century before 1995, i.e. (1970-1995).
 The twelve areas of concern of the Beijing Platform for Action are:
1. Poverty: studies have shown that women and especially rural women are more
impoverished than their men counterpart. They constitute 70% of the world poor.
2. Education and Training: Almost 2/3 of all illiterate people in the world are women
the majority being from rural areas.

41. 3. Health care: mortality rates of women are high due to inadequate attention
given to reproductive health.
4. Violence: Violence of women could be domestic (at home) or outside (at
school, on the road and work place so on.)
5. The effect of war on women: Women are affected in many ways during war.
6. Inequality in economic structure and (access to resources): Though women
do produce food and contribute significantly to economic life everywhere,
they are excluded from economic decision-making.
7. Inequality in sharing power and decision making: Not enough women
participate fully as top level diplomats or leadership position, though there
has been noticeable progress over the years.
8. Women focused institution: Though national institutions like ministers

42. 9. Human rights of women: Women may have rights guaranteed
by law, but do not exercise them because they might not be
aware of them and because government bodies fail to promote
and protect those rights.
10. Women and media: Although, more women work in the media,
few make policy decisions.
11. Women and Environment: In most developing countries,
women are responsible for fetching water and fuel and also
management of household consumption.
12. The girl child: In many societies of the world, girls are often
treated as inferior to boys.

43. 1.4.2. National Context for Gender Issues
• Emperors regime(prior to 1974)
 there was no major challenge and fight against gender inequality.
 Attempts were limited to individual cases and some voluntary organizations,
 as the Ethiopian women’s welfare association, Ethiopian military officers’ wives association and
the Ethiopian female students’ association.
 However, the associations had little or no impact on government policies, laws, regulations
or development programmes.
 Individuals, as Sinedu Gebru raised the issue of women’s equal rights and played a role in
pushing women to enrol in higher education. Yet, her influence and individual impact was
limited to the higher social classes.

44. Continued….
• Derg Regime (1974-1991)
 Women’s equal rights and even preferential treatment for women to facilitate
equality was institutionalized in the country’s constitution.
 The constitution stated that the state shall provide women with special support,
particularly in education and employment
 A national mechanism to integrate women in the process of development, through
the Revolutionary Ethiopian Women Association was created in 1982.
 Revolutionary Ethiopian Women Association (REWA) which claimed a
membership of over 5 million, took an active part in educating women.
 The association did almost nothing to realize its aim of securing access to
economic resources for women.

45. Continued….
• EPRDF (1991 onwards):
 The constitution aims at promoting women’s equality and allows for preferential
treatment of women. National women’s policy was formulated in 1993.
 The policy approach is based on the concept of GAD, but all activities target
only women. The justification is because of the existing gender gap.
 Discriminatory family law revised and the educational policy is gender
mainstreamed.
 Persistently, “the gender problem” in the country is perceived as ‘women’s
problem’ and hence ignores the underlying issues of unequal power relation.
Major constraints:
 Gender issue is still an abstract at the field level, Lack of good will to implement
the gender concerns;
 Lack of legal mechanism to implement the policy, Absence of adequate gender
sensitive planners and
 Shortage of sex disaggregated data.

46. 1.4.3. Gender Related Problems in Ethiopia
Economic
• A. Division of labour: the existing division of labour is unfair.
 This is because it creates more burdens on women than men;
women are not engaged in socially elevating activities and
under-estimates & undervalue women’s work.
• B. Rights to resources, social services and opportunities: in
Ethiopia, like many developing nations, basic resources like
 land, livestock,
 urban houses, factories
 bank accounts, training,
 extension, education,
 employment and investment are predominantly held by men
than women.

47. Political/power/decision making
 Men hold societies power and political decision making.
 In many cases, society is ruled by decisions made and executed by
men.
 Male physical force on women is also observed in many instances.
 This physical force is expressed in battering, abduction, rape,
intimidation, harassment etc…
 Sexual
 From birth to death, women are subjected to control of men.
 In early childhood, parents show preference for boys than girls.
 Girls (72.2 % of the female population) undergo genital mutilation to
reduce/eliminate women’s sexual urge, virginity and loyalty is
expected from girls and not from the boys.

48. Continued…
Technology:- are mostly designed to suit the physical conditions of
men.
 These technologies are too bulky and heavy. This has led for women to
depend on men.
Ideology :-are ideas with which the society socializes.
 Used to defend and justify the system of patriarchy.
• Proverbs and stories: patriarchal thoughts are disseminated in society
through proverbs, stories and songs.
END OF CHAPTER ONE !!

49. CHAPTER TWO: Gender Analysis Frameworks/Tools
2.1. Introduction
• Why do we need to gather information for both sex?
 To effectively meet local needs, extension services should have a
thorough understanding of their target group (to effectively work with
rural women).
 women and men have complementary and often, overlapping tasks and
responsibilities, gender planners need to obtain most of the information
on both men and women.
• What kind of information we need? :
 Specific tasks and responsibilities in agricultural production,
household and non-farm activities (e.g. crafts, wage, labour, trading);
 Location of tasks. (in the field, at what distance from the field, in the
household, in the community);
 Daily and seasonal work schedules of women and men;
 Responsibilities and financial obligation (provision of food,
medicines, clothing, school fees);

50.  Constraints, needs and priorities felt by women (e.g. lack of
land title, access to credit etc…)
 Their source of income or other providing for their obligations;
 Access to resources for both agricultural and non-agricultural
work (e.g. credit, tools, technologies) as well as control and
decision making power over the resources;
 Access to local support services and institutions (governmental
and non-governmental and their participation);
 Existing opportunities which could be developed or used further
(e.g. existing self-help groups, good loan repayment rates, informal
groups, meeting places, skills and so on).

51. Why many surveys fail to capture accurate
information on women?
• Surveys often count only income- related work(
paid tasks only)
• They fail to capture the full extent of women’s
work since they might count one or two of the
many tasks performed in the course of a year
(They count only “main” jobs performed by a
person)
• Perceptions and assumptions about rural women
might also hinder accuracy of information
collected

52. • Example: of a poor interview with a male farmer:
Q. Does your wife work?
A: No, she is a housewife.
Q. What does she do during the day?
A: She gets up at dawn and fetches water and firewood
and then for me and the children.
She collects the eggs and
milk. She then helps me in the field and then prepares
food for the household. In the afternoon, she takes the
produce to the market to sell and buys household goods
in the rest of her time she makes clothes and mats…..in
sum, she does not work, she is just a housewife.

53. 2.2. Gender Analysis Frameworks (GAF)
What is Gender Analysis?
Gender analysis refers to a systematic way of determining
men and women’s often differing development needs and
preferences and the different impacts of development on
women and men.
Gender analysis is the study of the different role of women
and men in order to understand what they do, what
resources they have, and what their needs and priorities

54. Cont.….
•Gender analysis: is a set of processes for assessing and
deepening understanding about the differences in the lives
of women and men, their participation in social and
economic life, and the differential impacts on their lives of
policies, programs and services.
Gender analysis: refers to the process of gathering
information to understand:
•The relationships between men and women,
•Their access and control of resources,
•Their activities and the constraints they face relative to
each other.

55. Importance of gender analysis
• To identify gender specific constraints and
opportunities
• To identify possible strategic measures to
overcome the constraints,
• To recognize different impact of research activities
to achieve positive change
• To concerned with the underlying causes of
inequalities
• Helps to apply understanding of causes of
inequalities for policy development and service
delivery

56. Gender Analysis Tools/Frameworks
 A gender Analysis Framework is a step-by-step tool to raise
questions, analyze information, and develop strategies to
increase women’s and men’s participation in and benefits from
projects and programs.
The main variables in the Gender Analytical Framework are
 gender division of labor
 access to and control over resources and benefits
 needs of men & women
 constraints and opportunities
 empowerment, etc

57. There are different types of analytical frameworks such
as:-
Harvard Analytical Framework
Caroline Moser’s Gender Analysis Framework
(Triple Role)
WOMEN’S EQUALITY and Empowerment Framework
Social relation approach(SRA) Framework
FAO Gender Analytical framework.
Gender analysis matrix(GAM)

58. 2.2.1. The Harvard Analytical Framework
 was one of the first Gender Analysis Frameworks, developed by researchers at
the Harvard Institute for International Development in the USA in collaboration
with the Women in Development Office of USAID in 1985.
 This framework is most useful for projects that are agriculturally or rurally based,
and/or that are adopting a sustainable livelihoods approach to poverty reduction.
 Generally, basic components of gender analysis can be classified in to six
steps:
Step 1: The Activity Profile
• This tool assists in identifying the productive and socially reproductive activities
of women and men, girls and boys. Other data disaggregated by sex, age or other
factors can also be included.
• answers the question: who does what?

59. Activity Profile Who perform it? Time spent
Frequency
Location
(Where?)
Men Women
Productive work
 Food crop production
 Tree crop production
 Horticulture
 Forestry development
Reproductive activities
 Water fetching
 Fire wood collection
 Child care
Socio-cultural
 Participation in
village groups
 Saving and Credit
 Collective
community work,
Eder/mahber

60. step 2: GA of Responsibilities and Financial Obligations
Women and men have different needs and
responsibilities for their families.
They also might have different source of income to
provide for needs.
Information should, therefore, be gathered on what
women and men provide in the family and where
they get income. Example

61. Family needs Who is
responsible?
Means to provide
for needs
Food Women From sale to
produce (chat)
Clothing Women
Medicines Men
Schooling Men From sale of ox
Transport Men
Farm implement Men Rent of land

62. Step 3: GA of Resources and Benefits
o This step is analysis of what resources men and women have at their disposal to
carry out their work.
o It enables gender experts to gather information on who controls the resources
and has decision-making power about their use and also
o about the benefits that men and women derive from their access to and control
over the resources. Example.
Resource Who has access? Who controls? Benefits driven
Land Men & women Men Cash crop
Farm inputs
Equipment
Small animals Women Women Sell off by products
Education
Trees
Extension

63. Step 4: GA of Constraints and Opportunities
 Using the above information the gender experts can chart major
constraints and problems faced by women and men.
 Again the information can be used to determine strengthens and
opportunities that already exist for both genders.
Step 5: GA of Information Flows
 To plan certain activities effectively, gender experts need to carry out some
investigations on channels of communications.
 The following information should be gathered through formal interviews and
discussions:
Who influences what decisions?
Who do they ask advice from and for what?
E.g. who do they ask about child-care/agricultural/health problems?
Who attends formal and informal meetings?
E.g.do women go to community/ extension/school meetings (if not why?)
What instructional and information material reaches the household
(extension pamphlets, local paper

64. • Step 6: Summarizing and Analysing the
Results
Using the information so far, the gender experts
will be able to plan activities that are relevant
and that meet the needs of both genders.
All the relevant issues should be summarized,
which could have implications for
development.

65. 2.2.3. THE MOSER GENDER ANALYTICAL FRAMEWORK
• Features of the framework
 One of the most popularly used frameworks is that developed by Caroline
Moser.
 It is based on her concepts of gender needs, and policy approaches to
gender and developing planning.
 For planning at all levels from polices to projects
 In combination with Harvard framework
• Strengths of Moser's framework
 Distinguishes between types of gender needs:
 those that relate to women's daily lives but maintain existing gender
relations (practical gender needs), and those potentially transform existing
gender subordination (strategic gender needs).

66. CHAPTER THREE:-WOMEN & MEN FARMERS IN RURAL DEVELOPMENT
3.1. The Need to Work with both Men & Women Farmers
• Gender relation in a society is one of many constraints to
increasing agricultural productivity.
• Indeed, resource endowments such as farm size may have a
greater influence on factors of production than gender; but,
within each social and economic group, gender roles will
meditate the response to change and can reinforce the
constraints on women.
• Women are of course an integral part of farming households.

67. Cont.…
• They produce over half the food in many developing
countries, bear most responsibilities for household food
security and contribute to household well-being through
their income generating activities.
• women usually have more limited access to resources and
opportunities and their productivity remains low relative
to their potential.

68. • In some regions, women & men farm separate plots having different
farming system.
• In the case of Ethiopia, both men and women tend to work together
on the ‘family farm’.
• They are, therefore, partners in agriculture production if not farmers in
their own right.
• Hence, distinction in training delivery and information by extension
planners restricts the skill development of a substantial proportion of
the agricultural labor force.

69. • One problem here is reaching at a common understanding
as to how female farmers are perceived in the Ethiopian
society.
• the extension system in Ethiopia is unable to address the
cultural taboo against the participation of female farmers
in plowing and sowing.

70. • Making female farmers targets in extension, therefore,
makes sense for agricultural and rural development at different
levels because:
 It improves productivity, income and status of rural women in
turn enhancing the well- being of rural households.
 Helps nations to achieve their goals pertaining to food self-
sufficiency & export through developing both genders human
resource base and
 Maximizes the utilization of scarce extension resources.

71.  In the same manner, econometric evidence on gender differences in
agricultural productivity point out the importance of investing in
women. Key findings are:
 Women farmers are as efficient as men farmers, once other
characteristics and input levels are controlled for.
 Women farmers under perform in agricultural production because
they lack access to information, credit, extension, input etc…
 The gradual feminization of agriculture in many countries makes
attention to women farmers necessary in implementing agricultural
policy & programs.

72. 3.2. Barriers to Women’s Involvement in Extension
• Evidence from many countries shows that women usually do not
benefit automatically from agricultural projects.
• Gender- neutral programs can sometimes bypass or be detrimental
to women.
• Predominantly extension services are geared primarily to male
farmers. This is evidenced in:
Delivery systems staffed by males;
Extension methods that often exclude women
e.g. Contact farmer method,

73. • requiring resources with women have limited access.
 Segregated pattern of training topics
e.g. agricultural information for men & home economics for women
• Taking the case of Ethiopia it is true that the ratio of women clients
in extension and female extension personnel is very small.
• This shows that, whether by design or by default, the result is
male-to-male delivery.

74. The barriers are categorized in to four headings:
1. Resource based barrier
• most of the time low resource
• Lack of technology, lack of access to credit, low
literacy,etc...
• women’s right to land
• Women have the right to use but have no control
(ownership).

75. 2. Education based barrier
• educated farmers are more likely to adopt new
technologies and
• access to extension services.
 high gap between women & men’s literacy rates in rural
areas.
• have implication for women farmers’ adoption of new
technology.

76. 3. Time related barrier
• Frequency of tasks and gender related responsibilities
determine the amount of time men &women will have
available each day.
• It is clear that women are more involved than men in
routine, time-consuming activities;
• therefore, time availability is more of a constraint for
them.
• They have loss total time available than men to participate
in extension activities.

77. 4. Mobility related barrier
• Women’s freedom to move inside and outside the community is
restricted in some society due to other
 reproductive roles,
social or religious reasons,
less cash to pay for transport,
 fewer means of transportation available.

78. 3.3. Difficulties Faced by RD Workers in Reaching WF
The ff issues represent some of the
1. technological improvement require
2. Improved technologies may focus on maximum productivity.
3. Lack of flexibility in adoption of technologies
4. New technologies usually show little effort into promoting labor-
saving technologies for the time consuming tasks in which women
are engaged.
5. unsuitable te/gy for women

79.  extension methodology, gender related and socio-cultural barriers.
• Most extension resources are absorbed by programs for commercial and
Commodity producers.
• Yet, most female farmers do not qualify as members of such target groups
because they mostly produce for home consumption.
• The “Progressive farmer” strategy excludes them.” contact farmer” because of
women’s poor access to resources.
• Multiple restriction is placed between female farmers and male extension
workers.
• Social, cultural and religious restrictions are some. Women farmers are
neglected by virtue of their gender. They remain unrecognized by extension
services.

80. • On basis of a study finding by FAO, reaching women farmers might depend on at least
four key factors
i. Whether or not the extension service reaches farmers with small land holdings (resource
base)
ii. Whether or not the program explicitly targets women as well as men farmers,
appropriate to their agriculture role
iii. Whether or not there is congruence between the socio-cultural norms regarding
women's roles, mobility and male- female interactions and the types of extension
activities.
iv. Whether or not there is congruence between women’s agricultural activities and access
to resources and the types of extension activities.

81. 3.4. Developing Appropriate Extension Packages for
Women
Why may extension packages fail to adequately address
rural women’s needs?
• Extension packages have traditionally been developed considering
men farmers as the main target.
• Here it is highlighted that the principle that “appropriate to men”
does not necessarily mean “appropriate to women.”

82. What can be done to improve the problems regarding
extension packages?
• In using packages of inputs and technologies, extension
workers can try to ensure flexibility to allow women to
adopt inputs and practices on a step by step basis
according to their resources and ability to take risks.
• Give attention to post harvest and marketing operations,
which are mostly given less weight, related to agricultural
production.

83. • Time consuming tasks of women can be reduced
through use of
simple,
low cost
labour saving technologies.
• e.g. improved stoves to use less fuel , Smoke- less
stoves to save fuel and improve health.
• Irrigation technology
 to save time spent on water fetching,
 Grinding mills and so on.

84. How does lack of access to credit limit women’s
participation in extension work?
• women’s face problem in getting access to credit.
• Access to credit could actually be problem for women & men
farmers, particularly the poor.
• Yet, women’s case is particular.
• If rural women do not have cash or a way of getting credit,
they will not be able to afford to buy improved seeds,
fertilizers or other inputs.

85. Lack of credit, therefore,
• prevents women farmers from purchasing capital
equipment & technologies.
When women know they can’t afford it,
• they are less interested in participating in
extension packages.

86. Women face several obstacles to obtain credit. This could be due to :
A. Lack of collateral: women lack title to land or other assets.
B. Exclusion from co-operatives
C. Transaction costs are often too high for small and poor farmers a
 Distance from sources of credit &
 lack of affordable public transportation
 It is therefore, often difficult for women to travel the distance
required to obtain credit due to
 transport problem,
 time constraint.

87. D. Limited education and information on bank and
financial procedures -where and how to get credit.
E. Credit is frequently tied
 (hard credit to purchase only certain commodity) and
is not soft.
B/ce of GDL,
the credit might happen to be tied to commodities
for which men are responsible

88. What can be done to improve access of rural women to credit?
EW can help overcome the obstacles that women face and
increase women’s access to credit through:
 Providing women with information on where and how to get credit,
 Help women farmers develop the necessary skills a
 Assist women farmers to find ways to overcome the difficulties in
traveling to financial institutions.
 Encourage financial institutions to provide credit for women.
 develop and promote special credit schemes for women or
 strengthen existing group saving schemes.

89. How can we develop gender sensitive extension packages
for rural women?
• Quite often, the inappropriateness of extension packages because
they are designed and decided upon by development workers with
no specific support from
 a gender and situation analysis study.
• Knowledge on the information from a gender analysis study i
 consultation with the WF themselves can help EW to determine
appropriate packages for women.

90. 3.5. Contacting Rural Women: Working with Rural Women in Practice
A. Who should contact women?
• Female agents: It has often been noted that women extension
workers can be more effective in communication with women
farmers especially in areas where strong cultural taboos exist
concerning contacts between male and female.
• However, the number of female extension workers is still very
limited in most extension services.
• Male agents: Even in situations where cultural taboos exist, male
extension agents can still succeed in working with rural women.
• Contact farmers: Some female farmers could be selected as contact
farmers and act as an effective link with other women farmers.

91. B. What communication methods should we use?
Using visual aids and traditional media
The EW choice of communication methods will depend on
 technologies and materials available,
 the cultural situation
• Visual aids are generally effective than printed materials
• Drawings, photos, object and so on all reinforce discussions
and learning.
• Yet, using familiar visual aids is more effective.
• Eg.in areas where people are not used to drama, they have
difficulty in understanding them.

92. Traditional media, such as
• games,
• songs,
• dances and etc...
low-cost and easy to use and are found to be
effective for women to express their problems.
Using demonstrations, field days, and tours
• Demonstrations and
• field days are commonly used extension methods.

93. Using Speeches and talks
• Speeches are more effective if followed by discussions,
 chance to ask questions and talk over it
 Moreover the extension worker should take care to address
women as well as men when speaking to a mixed group and
 ensure that the specific problems and needs of women
farmers are addressed as well as those of men farmers.
• The timing and location of the speech should also be that women
can attend.
• Women tend to sit at the back of a group, extension workers should
ensure that they are not sitting too faraway to hear.

94. Using group discussions
• Group discussions stimulate the participation of farmers in actively
talking and thinking about their problems and solutions.
Using audiovisuals
• The uses of audiovisual (AV) like TV, Video… depends on the
availability of equipment, electricity and how familiar the farmers
are with the media.
• If farmers are not used to the kind of AV, they may find it difficult
to understand the message presented.

95. 3.6 Mobilizing women groups for self- help development
• One of the most successful ways of working with rural
women is through groups.
Steps in forming a women’s group
• There are about three steps to make poor rural women
empower.
• Step-one: In setting up new groups, it is necessary to
know the community and go through
community/traditional leaders and authorities, requesting
permission.

96. • to gain acceptance by the general community.
 Some important points under this step are:
 gathering information about the community,
 leaders and
 government officers.
 Introducing yourself and your aim,
 the local leaders then
 to all the villagers.

97. • Step-two: Get support of local leaders in identifying potential
groups of women which may be interested to work together.
• It is important to remember, at this stage, that common
economic and social interests are what bind the group together.
• Step- three: Once local support from the authorities is ensured,
and potential groups of women are identified,
 initial meeting(s) should be carried with the group.

98. • The following issues should be discussed at the initial
stage:
– Future meeting days, time and location
– Clear objectives for what the group wants to achieve
– Structure and leadership of the group
– Members contribution in either cash or kind
– Group rules to minimize conflict and improve efficiency of
group decision making
– Name for the group.

99. Four basic principles in group
formation:
i. the group should be small and manageable and all members
should have a chance to speak and contribute ideas. 10-15
ii. The group should be homogeneous, similar economic conditions and
background.
iii. Groups should be formed around income generating activities.
iv. Groups should be voluntary and democratic, where members should
decide the leaders, rules and regulations and decisions are taken by
consensus or majority vote.

100. • Four important blocks for establishment of a self reliant, cohesive &
sustainable groups are:
a) Leadership: Well led groups are more successful and sustainable.
b) Contribution: Contribution in kind or cash enhances group ownership and
solidarity. Regular group savings are essential.
c) Group constitution: A written record of rules, purposes and responsibilities. to
avoid internal conflicts and makes the responsibilities of each member clear.
d) Record keeping: Very important in
 M&E, to remember what has been decided at meetings.

101. 3.7.Policy Related Issues for Rural Women
• Many policies in relation to rural women have been developed
internationally and nationally.
• For instance are the articles provided by the Ethiopian National
Policy of women, adopted in 1993,with the aim of ensuring that
special attention should be given to rural women.
• However, real challenge lies in the translation of policy
(implementation).
Women access to land and other rural resources
• For direct involvement of women in agricultural activities, demand
for additional external inputs like credit, fertilizer, farm tools, etc, is
highly dependent on access to and control over the basic means of production.

102. • In almost all cases, women are disadvantaged of their
ownership rights to land.
• In Ethiopia, the process of the 1975 land reform involved
transfer of all land to state ownership, to be controlled by
the household head.
• This did not change (improve) the life of the lot of rural
women.
• Moreover, the matter of land tenure in relation to rural
women can be explained in terms of their
 marital status.

103. • Married women have access to land through their
husband, who is, in most cases, the head of the family.
• Single (unmarried) and divorced women have access to
land through their natal father.
• For widowed women, it might be different.
• They will keep on having access to the family land for
their survival.
END OF CHAPTER THREE

104. CHAPTER FOUR: EMPOERMENT OF WOMEN
4.1. Concept of Empowerment
• The word empowerment is used in many different contexts and by many different
organizations.
• For example, literature about ‘empowerment’ is found the fields of education, social
work, psychology, in the 1960s and community development groups in the North and
South, as well in the work of feminist and development organizations.
• There are varieties of understandings of the term empowerment due to its wide spread
usage.
• Power must be understood as working at different levels, including the institutional,
the household and the individual.

105. Perspectives on Empowerment
• The Human Development Report 1995, stresses that empowerment is about
participation.
• Empowerment: development must be by people, not only for them.
• People must participate fully in the decisions and processes that shape their lives.
• Investing in women’s capabilities and empowering them to exercise their choices
is not only valuable in it but is also the surest way to contribute to economic
growth and overall development (UN, 1995).

106. • Feminist activists stress that women’s empowerment is not about replacing one
form of empowerment with another.
• Women’s should lead to the liberation of men from false value systems and
ideologies of oppression.
• It should lead to a situation where each can become a whole being regardless of
gender, and use their fullest potential to construct a more humane
Empowerment as a Process
• Empowerment is essentially a bottom up process rather than something that can
be formulated as a top-down strategy.
• Understanding empowerment in this way means that development agencies
cannot claim to ‘empower’ women.

107. • Women's Empowerment : A ‘bottom-up’ process of transforming gender
power relations, through individuals or groups developing awareness of
women’s subordination and building their capacity to challenge it.
• Central to the concept of women’s empowerment is an understanding of power
itself.
• Women’s empowerment does not imply women taking over control previously
held by men, but rather the need to transform the nature of power relations.
4.2.Economic Empowerment of Women
• Economic empowerment of women is a prerequisite for sustainable
development and pro-poor growth.
• Achieving women’s economic empowerment requires sound public policies, a
holistic approach and long-term commitment and gender-specific perspectives
must be integrated at the design stage of policy and programming.

108. • Women’s economic participation and empowerment are fundamental to
strengthening women’s rights and enabling women to have control over their
lives and exert influence in society.
• Increasing the role of women in the economy is part of the solution to the
financial and economic crises and critical for economic resilience and growth.
• Why women’s economic empowerment matters
• Women’s economic empowerment is a prerequisite for sustainable
development, pro-poor growth and the achievement of all the MDGs.
• Women’s empowerment is about rights and equitable societies.

109. Taking a holistic approach to women’s economic empowerment
• Social and political factors have a significant influence on women’s ability to
participate in the economy.
• These include: access to family planning and other healthcare services; social
protection coverage; girls’ completion of a quality post-primary education;
improving literacy rates of adult women; and, increasing women’s influence
in governance structures and political decision-making.
• Many of these dimensions are mutually dependent and reinforcing.
• Cultural barriers, including discriminatory practices and attitudes, also need
to be actively identified and tackled.

110. 4.3. Social Empowerment
• Social empowerment of women is an influential power of women in ‘agenda
setting’ of the community and public, women’s competence in negotiation.
• It raises women’s ability to participate in public life, participation in local
decision making bodies, involvement in leadership positions and the ability of
influencing and the implementation of cultural practices.

111. Chapter-5 Rural Youth in Agricultural Rural
Development
5.1. Who are the rural youth?
• Governmental organizations, NGOs and civic associations in
Ethiopia and other countries adopt and use various age ranges for the
concept "Youth" from the standpoint of the purpose which they stand
for and the activities they undertake.
• For example, the United Nations (UN) defines the youth as persons
between 15-24 years; WHO,10-24; and
• In the case of Ethiopia it is 15-30.

112. • Experiences of other countries indicate that different age ranges
have been used in defining youth.
• For example, Uganda has used the age ranges 12-30; Mauritius 14-
29;South Africa 14-28;India 15-35; Nigeria18-35;Djibouti 16-30
for defining youth.
• Taking in to consideration the age ranges given from different
directions indicated above this Youth Policy defines youth as to
include part of the society who are between 15-29; years.

113. • Youth represent a large and growing demographic
group globally.
• The main objective of targeting the youth is show
concern for the future of the youngsters and to keep
them settled so as to minimize migrations to town.

114. 5.2. Common Problems Faced by Rural Youth World-wide
• Burdened with special obligations starting from a very early age,
working for long hours.
• They are faced with landlessness /diminishing farm size/
unemployment. As a result, production is not sufficient for the family
and hence, the prospect of living below poverty level will force most of them to
leave the rural areas and migrate to urban areas
• Lack of motivation: as young people people see the backwardness
and neglect of rural areas, they lose inspiration and often see little
hope for their own future.

115. • Lack of training: lack of formal education and technical
training.
• Lack of involvement and opportunities: they often feel
isolated and unable to get involved in development activities.
They have no representation and no means of making their
voice heard.
• Usage of drugs, and alcohol
• Lack of any coherent youth policy and implementation

116. 5.3. Rural Youth in Extension
• Rural youth can play a significant role in agricultural extension, if
they are properly handled.
• they can act as dynamic force in communities because they
generally have a positive attitude to change.
• The following could be done through them:
 Raising demonstration plots and showing to others
 Keeping themselves aware with latest agricultural technologies and
adopt all improved agricultural technologies.
 Education other farmers
 Acting as liaison between extension workers and farmers.

117. Rural Youth Programs/Projects/ Clubs
• Rural youth programs are organized groups of young people, under
the guidance of professional youth leaders/ local volunteer leaders/.
• Young members elect their own officers, plan and conducted
programs and carry out worthwhile activities in the community.
• The most widespread rural youth clubs are the 4H clubs which began
in the US and which have now spread to many countries.
• 4H stands for Head to clear thinking, Hands to larger service,
Heart to greater loyalty, Health to better living

118. • The youth can implement the following types of
project/clubs:
Educational: socialize and train for future life
 special skills like qualities of leadership, management&
technical
Economic: Income generation
 Farm & home management
Social: working for the good of the community-military
service
Recreational: Dance and cultural show, sport activities

119. Purpose /Objectives of Youth Programs
A. Leadership development: rural youth program are generally nurtured by
continuing and voluntary adult leadership in the community.
• Because the programs are largely self-sustaining, leadership development becomes
both a means and an end.
B. Citizenship development: this can vary from promoting national and
consciousness to community orientation and development.
• Generally, most rural youth programs seek to encourage young people to become
involved in improving their local communities.
C. Personal development: the social interaction that occurs in rural youth programs
(organizations helps to develop social skills talking in front of groups or working
with others, group solidarity).
• Given low status of agricultural life, this dimension is extremely important for the
future.

120. D. Occupational development: the youth will
acquire technical and management skills in
agricultural production/ or other activities.
• The overall effect of the projects is to develop a
positive attitude towards change.
• increasing agricultural production and income.
They learn by doing (seeing is believing).

121. Elements of successful sustainable rural youth projects
• The youth should own the project and Members should do all the work
• Members and the community should understand how the production increases
and how income from the project will be handed
• Income from the project should go to the members, to give them satisfaction from
their work
• Members should be recognized for work well done in any appropriate manner, to
keep members interested in the project
• source of supply for materials needed for each project must be planned

122. 5.4.Attempts Made to Organize the Rural Youth in
Ethiopia
• Agricultural Extension Service:- Extension activities in
Ethiopia began in 1954, where two young graduate of
Ambo were selected as extension agents.
• The extension work was expanded through the formation
of an agricultural youth club. As first members of the
club,33 boys participated in poultry breeding & 38 in
gardening.
• Teachers Training School: in 1954, an agricultural
education class was established to teach modern
agriculture at the teacher's training in Harar.
• Practical experience was gained through a poultry &
gardening projects. The graduates were expected to carry
on agricultural teaching & their rural schools.

123. • School Clubs: Youth clubs were initiated and supporterted
by extension service.
• Extension agents organized school clubs with the consent of the
headmaster.
• Teachers were expected to cooperate in supervision the club's
activities.
• Incidentally, extension agents were expected to spend around
40% of their time in the work.
• REYA:Was formed at national congress held in 1980.
• It had strong ideological content and it received political,
ideological and organizational leadership from the party
Membership was voluntary (ages 14-30). Various activities of
REYA were:
1.Literacy campaign
2. Social service
3. Direct agricultural work
4. Recreational activities
5. Military activities

124. END OF CHAPTER FIVE

125. CHAPTER SIX: LEADERSHIP FOR DEVELOPMENT
6.1. Introduction
• Leadership is the art of influencing individual or group activities
towards the achievements of organizational objectives.
• Leadership is the process or art of inspiring or influencing the
activities of followers through the communication process toward
the attainment of goals.

126. 6.2. Opinion Leadership
• Opinion leadership: Is the degree to which an individual is able to influence
other individuals’ attitudes or overt behavior in a desired way with a relatively
high frequency.
• Opinion leadership is leadership by an active media user who interprets the
meaning of media messages or content for lower-end media users.
• Opinion leaders are individuals who obtain more media coverage than others and
are especially educated on a certain issue.
• They seek the acceptance of others and are especially motivated to enhance their
social status.
• Opinion leader: Individual whose ideas and behaviour serve as a model to others.
• Opinion leaders communicate messages to a primary group, influencing the
attitudes and behaviour change of their followers.

127. • What are the characteristics of opinion leaders?
• Opinion leaders have approximately the same social-class position
as non leaders, although they may have higher social status within
the class.
• Opinion leaders have greater exposure to mass media that are
relevant to their area of interest.
• Opinion leaders have greater interest and knowledge of the area of
influence than do non leaders.
• Opinion leaders have more innovativeness than do non leaders.
• Opinion leaders are also more familiar with and loyal to group
standards and values than are non leaders.

128. 6.3. Theories of Leadership
1. "Great Man" Theories: (Thomas Carlyle, 1847)
• The Great Man theory assumes that the traits of leadership are intrinsic.
• That simply means that great leaders are born they are not made.
• This theory is based on the belief that leaders are exceptional people, born with
innate qualities, destined to lead.
• Gender issues were not on the table when the 'Great Man' theory was proposed.
• Most leaders were male and the thought of a Great Woman was generally in areas
other than leadership.

129. 2. Trait Theories:Late 1800s to Mid-1940s
• These early leadership theories were content theories, focusing on
"what" an effective leader is, not on 'how' to effectively lead.
• The trait approach to understanding leadership assumes that certain
physical, social, and personal characteristics are inherent in
leaders.
• Sets of traits and characteristics were identified to assist in selecting
the right people to become leaders.
• Physical traits include being young to middle-aged, energetic, tall,
and handsome.
• Social background traits include being educated at the "right"
schools and being socially prominent.

130. CONT…
• Social characteristics include tactful, popular, cooperative, and
diplomatic.
• Personality traits include being self-confident, adaptable, assertive,
and emotionally stable.
• Task-related characteristics include being driven to excel, accepting
of responsibility, having initiative, and being results-oriented.
• Trait theories intended to identify traits to assist in selecting leaders
since traits are related to leadership effectiveness in many situations.

131. 3. Behavioural Theories: Mid 1940s to Early1970s
• It focuseson w/t an effective leader “does.”
• Leadership is not something you are born with, nor do you
need a set of commonly accepted traits. However, effective
leadership is dependent on the right behavior.
• B/rl theories of leadership do not seek inborn traits or
capabilities. Rather, they look at what leaders actually do.
• If success can be defined in terms of describable actions,
then it should be relatively easy for other people to act in
the same way.

132. 4. Contingency Theories: not only qualities but also need of followers
• Contingency theories of leadership focus on particular variables related to
the environment that might determine which particular style of
leadership is best suited for the situation.
• According to this theory, no leadership style is best in all
situations.
• Success depends upon a number of variables, including the leadership
style, qualities of the followers and aspects of the situation.

133. 5. Situational Theories:
• Situational theories propose that leaders choose the best course of
action based upon situational variables.
• Different styles of leadership may be more appropriate for certain
types of decision-making.
6. Participative Theories:
• Participative leadership theories suggest that the ideal leadership
style is one that takes the input of others into account.
• These leaders encourage participation and contributions from group
members and help group members feel more relevant and committed
to the decision-making process.
• In participative theories, however, the leader retains the right to
allow the input of others.

134. 7. Management Theories:
• Management theories (also known as "Transactional theories") focus on the
role of supervision, organization and group performance.
• These theories base leadership on a system of rewards and punishments.
• Managerial theories are often used in business; when employees are successful,
they are rewarded; when they fail, they are reprimanded or punished.
8. Relationship Theories:
• Relationship theories (also known as "Transformational theories") focus upon
the connections formed between leaders and followers.
• Transformational Leaders motivate and inspire people by helping group
members see the importance and higher good of the task.
• Leaders with this style often have high ethical and moral standards.

135. 6.4. Style of leadership
• Is the typical pattern of behavior a leader uses to influence
employees to achieve organizational goals.
• Basic leadership styles: There are 4 basic leadership styles.
These include;
• Autocratic leadership style
• Bureaucratic leadership style
• Laissez-faire leadership style
• Democratic leadership style

136. 1. Autocratic Leadership Style
Autocratic Leader
• “Look, I’m the boss around here. I’ll make the decisions and I’ll
tell you what I want you to do. You do better your job because I’ll
be watching your every move.”
• Autocratic leadership Style is also known as‘’I’’ approach..
• Leader expects high degree of compliance by subordinates.
• A Leader having this style does not consult staff, nor allowed to
give any input. He is dogmatic and positive in his approach.

137. 2. Bureaucratic Leadership Style
• Manages “by the book”. Everything done according to
procedure or policy if not covered by the book, referred to
the next level above.
• A police officer not a leader and Enforces the rules

138. 3. Democratic Leadership Style
• Participative Leader
• Also known as participative style
• Encourages staff to be a part of the decision making
• Keeps staff informed about everything that affects
their work and shares decision making and problem
solving responsibilities.
• A coach who has the final say, but gathers
information from staff before making a decision

139. 4. Laissez-Faire Leadership Style
• Delegative Leader
• “Here’s a job for you to do. Do it any way you want to so long as
it gets done. I’ll expect to hear from you only when you are
experiencing unusual difficulties.”
• It is also known as the “hands-off”, “free-rein” style.
• The manager provides little or no direction and gives staff as much
freedom as possible.
• All authority or power given to the staff and they determine goals,
make decisions, and resolve problems on their own.

140. • Quiz 1.
1. Define Gender Analysis? 2% Gender analysis refers to the variety of
methods used to understand the relationships between men and women, their access
to resources, their activities, and the constraints they face relative to each other.
2.Why gender analysis is important in development? 2%
Gender analysis offers information to understand women's and men's access
to and control over resources that can be used to address disparities,
challenge systemic inequalities (most often faced by women), and build
efficient and equitable solutions.
3.Mention the components of Harvard Analytical
framework?3%
Activity Profile Tool.
Access & Control Profile Tool.
Influencing Factors Tool.
Strengths and Weaknesses of framework.
References and Resources.