Kenya Development Response to Displacement Impacts Project Photo: World Bank UNDERSTANDING AND ADDRESSING GENDER-BASED VIOLENCE Contents Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iii Understanding and Addressing Gender-based Violence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v 1. Education Subprojects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 2. Health Subprojects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 3. Water, Sanitation, and Hygiene Subprojects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 4. Clean Energy Subprojects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 5. Labor-Intensive Public Works Subprojects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 6. Livelihoods Subprojects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41 Acknowledgments This work was led by Varalakshmi Vemuru, Lead Social Develop- (Senior Economist), Lewnida Sara (Operations Analyst), Nadia ment Specialist, GSURR, World Bank, and practice notes were pre- Selim (Social Protection Specialist), Lisa Schmidt (Social Develop- pared by Jeanne Ward, International GBV Consultant. ment Specialist), and Vanessa Tilstone (Senior Social Safeguards Further guidance, inputs, and comments from the follow- Consultant). Tesfahiwot Dillnessa and Hope Nanshemeza pro- ing colleagues are gratefully acknowledged: Diana Arango (Senior vided critical assistance throughout the preparation of the notes Gender Specialist), Patrick Balla (Energy Specialist), Ruth Charo and Laura Johnson was responsible for editing and design. (Senior Education Specialist), Patricia Fernandes (Senior Social The National Project Implementation Unit for the Kenya Development Specialist), Emma Mistiaen (Senior Social Protection Development Response to Displacement Impacts Project as well as Specialist), Pascaline Ndungu (Water Supply and Sanitation Spe- UNHCR Kenya provided additional invaluable feedback. cialist), Margarita Puerto Gomez (Senior Social Development Spe- Funding for the preparation of the notes was provided by the cialist), Gandham N. V. Ramana (Lead Health Specialist), Abla Safir State and Peacebuilding Fund (SPF). Kenya Development Response to Displacement Impacts Project UNDERSTANDING AND ADDRESSING GENDER-BASED VIOLENCE Background to incorporating mechanisms for preventing and responding to gender-based violence (GBV), applying a rights-based approach In 2014, the World Bank launched the Development Response that empowers women and their communities and that ensures to Displacement Impacts Program (DRDIP), a regional operation the leadership and participation of women in the development in the Horn of Africa.1 Under the second phase of DRDIP, the and implementation of subprojects, including those seeking to government of Kenya will implement the Kenya Development prevent and reduce GBV (Government of Kenya 2017). Response to Displacement Impacts Project (KDRDIP) in collab- Recognizing that GBV is a complex and multifaceted prob- oration with the World Bank, aimed at improving access to basic lem that cannot effectively be addressed from a single vantage social services; expanding economic opportunities; enhancing the point, the project seeks to support specific actions within and environmental management of communities hosting refugees;2 across the various subprojects. This note introduces and provides and addressing the impacts caused by the protracted presence of background on the sector-specific practice notes developed for refugees in the Kenyan counties of Garissa, Wajir, and Turkana. KDRDIP subprojects for health; education; livelihoods; labor-in- The project will enable communities to identify and priori- tensive public works; and water, sanitation, and hygiene. Imple- tize investments with a specific focus on women, female-headed mentation of the guidance will require collaboration across the households, and youth—groups disproportionately affected by entire KDRDIP project as well as uptake of activities within spe- forced displacement. Even though the project is focused on the needs of host communities, its holistic approach will ensure that cific subprojects. refugees also benefit from its investments in socioeconomic infra- structure, environmental rehabilitation, and livelihoods, which Defining Gender-based Violence will contribute to the design of transitional/progressive solutions Gender-based violence, or GBV, is an umbrella term for harm per- for refugees in a more conducive and opportunistic social and petrated on someone against their will based on socially ascribed economic ecosystem. differences between males and females (i.e., gender). It includes Anticipated investments under KDRDIP are subprojects acts in public or private that inflict physical, sexual, or mental focused on: (1) social and economic infrastructure and services; harm or suffering; threats of such acts; coercion; and other depri- (2) environmental and natural resource management; and (3) vations of liberty. livelihood programs. For each activity, the project is committed The term is most commonly used to underscore how systemic inequality between males and females—which exists in every soci- ety in the world—acts as a unifying and foundational characteristic 1. The Horn of Africa comprises eight countries: Djibouti, Ethiopia, Uganda, Kenya, South Sudan, Sudan, Somalia, and Eritrea. The project is active in Ethiopia, Uganda, Kenya, and Djibouti. 2. The host community of the Dadaab refugee camp complex includes the Dadaab, Fafi, and Ladgera subcounties in Garissa County and Wajir South in Wajir County and for Kakuma refugee camp in Turkana, includes the subcounty of Turkana West. This practice note was excerpted and adapted from Guidelines for Integrating Gender-based Violence Interventions in Humanitarian Action by the Inter-Agency Standing Committee (IASC 2015) and Violence Against Women and Girls Introduction by the World Bank, the Global Women’s Institute, and the International Development Bank (World Bank, GWI, and IDB 2015). vi Kenya Development Response to Displacement Impacts Project of most forms of violence perpetrated against women and girls.3 cutting, female infanticide, and trafficking for sexual exploitation The 1993 United Nations Declaration on the Elimination of Vio- and/or domestic labor; host communities may also face increased lence Against Women defines violence against women as “any act risks due to the presence of refugees.4 of gender-based violence that results in, or is likely to result in, physical, sexual or psychological harm or suffering to women.” Impact The violence is primarily used by males against females to sub- The consequences of being exposed to violence are as sweeping ordinate, disempower, punish, or control. The gender of the per- as the scope of the violence itself, not just in terms of the myr- petrator and the victim is central to the motivations behind the iad acute and chronic mental, physical, sexual, and reproductive violence and to the way society condones or responds to it. health problems that accompany many of the types of violence GBV represents a fundamental barrier to the equal participa- women and girls experience, but also the increased risk of future tion of women and men in social, economic, and political spheres. ill health among survivors. GBV can also negatively impact child It impedes gender equality and hampers the achievement of a survival and development in innumerable ways. Many of its range of development outcomes. effects are difficult to directly link to the violent incidents and are not always recognized by health and other service providers as Scope of the Problem such, contributing to the mistaken assumption that GBV is not According to recent World Health Organization estimates, a problem. 35 percent of women worldwide—over one in three—have either A failure by government and society to appreciate the full experienced nonpartner sexual violence or physical and/or sexual extent of gender-based violence, its effect on individuals, and the intimate partner violence. These numbers can be as high as 70 fact that it is under-reported across the globe, can broadly impact percent in specific settings. Globally, women and girls are more development progress because GBV increases costs for public likely to be assaulted or killed by someone they know, such as health and social welfare systems while it decreases the ability of an intimate partner, than by a stranger. An estimated one in women and children to participate in social and economic recov- three girls in developing countries is married by the age of 18; ery.  The United States Agency for International Development’s and women and girls account for over two thirds of global traf- Fragile States Strategy confirms that “data show a strong correla- ficking victims. Widespread gender discrimination and inequality tion between state fragility and inequitable treatment of women” often result in women and girls being exposed to multiple forms (USAID 2005, 4). GBV is widely recognized as an impediment to of GBV throughout their lives, including “secondary GBV” arising the social and economic development of communities and states out of a primary incident, for example, being abused by the per- and to the achievement of internationally agreed development son to whom one reports the crime, being the victim of an “honor goals, including the Sustainable Development Goals. killing” after being sexually assaulted, and being forced to marry one’s perpetrator. The Role of International Financial Institutions Some forms of GBV can escalate in situations of forced dis- International financial institutions, together with other multilat- placement. Sexual violence may be strategically committed and/ eral institutions and bilateral donors, have a vital role to play in or systematically target opposing populations. It can also occur preventing and addressing violence against women and girls in within communities as a result of a breakdown of protective low- and middle-income countries. They are uniquely positioned mechanisms and an increase in impunity. A growing body of evi- with the global reach to generate and disseminate knowledge, to dence suggests that intimate partner violence and other forms leverage partnerships with governments and other key stake- of household violence may be among the most prevalent forms holders to create a space for policy dialogue, to lead by financ- of GBV in situations of forced displacement. Displaced popula- ing innovative programing, and to promote evidence-based good tions are also at risk of child and forced marriage, female genital practices. They can also act as pioneers in promoting integrated and multisectoral approaches to tackling the issue. On the other 3. Some use the term gender-based violence to highlight the gendered dimensions of certain hand, failure to take action against GBV translates into a failure forms of violence against men and boys and/or LGBT groups broadly—particularly sexual violence committed with the explicit purpose of reinforcing norms of masculinity or violence in development progress. In some instances, inaction can help occurring as a result of homophobia or transphobia. The drivers of the specific forms of violence against these groups are different than the gender discrimination that drives most violence against women. A common understanding of the meaning and drivers of GBV 4. For more information about the nature and scope of GBV in humanitarian settings, is crucial. Resistance to GBV programming typically focusing on the rights and needs of see IASC 2015 (annex 3) and UN Women’s Virtual Knowledge Centre to End Violence Against women and girls is not unusual. Women and Girls at http://www.endvawnow.org/en/articles/1473-nature-and-scope.html. UNDERSTANDING AND ADDRESSING GENDER-BASED VIOLENCE vii Photo: World Bank perpetuate the cycle of violence or worse, indirectly or inadver- sector and by enlisting women as program staff, including in lead- tently result in the loss of life and an increase in women’s risk of ership positions; and (3) facilitate the provision of assistance to experiencing GBV. survivors by making sure that project staff know how and where to refer them for safe and ethical care, according to confidentiality Putting Survivors and Those At Risk of standards. GBV at the Forefront of Sector Response To address GBV, strategies must be implemented throughout the Adhering to Guiding Principles life of a development project—from assessment and program Addressing GBV throughout a project starts with understanding design to evaluation. Activities should: (1) incorporate strate- and promoting guiding principles so that survivors and those at gies specifically intended to mitigate any risk of GBV that could risk are safe and treated with respect, that confidentiality is main- result from project activities or that is already present within the tained, and discrimination avoided. Because addressing GBV may community; (2) promote norms fostering long-term social and require challenging long-held social norms, all GBV-related inter- cultural change toward gender equality by, for example, ensur- ventions should be context-specific to enhance outcomes and ing that women and girls, along with men and boys, are actively “do no harm.” engaged in community-based groups related to the project area or viii Kenya Development Response to Displacement Impacts Project The purpose of an assessment is to more clearly understand the potential links between KDRDIP interventions and GBV issues. It is not for collecting information about the scope, or prevalence, of GBV in a given community in order to prove GBV is occurring. All community facilitators and project implementation unit staff have a responsibility for ensuring that prevention and risk mitigation strategies are in place regardless of the availability of population data about GBV in a specific setting, as global prevalence data demonstrates that GBV is a worldwide epidemic. To implement these guiding principles, interventions should 3 Lack of participation by some groups in the planning, design, be informed by human-rights-based, survivor-centered, and com- implementation, and monitoring and evaluation of pro- munity-based approaches: grams, and the need to consider age-, gender-, and cultur- 3 Human-rights-based approaches recognize that affected pop- ally appropriate ways of facilitating the participation of all ulations are rights-holders and that programs must seek to groups; empower community members in realizing their rights. 3 Community capacity and strengths in preventing and reduc- 3 Survivor-centered approaches prioritize the rights, needs, and ing the risk of GBV; wishes of survivors when designing and developing pro- 3 Existence of and gaps in services for survivors; grams; and professionals, regardless of their roles, support- 3 Unequal access to services for women, girls, and other at-risk ively engage with survivors and those at risk. groups; and 3 Community-based approaches promote a process of direct con- 3 The need to advocate for and support the deployment of GBV sultation and dialogue with the entire community, ensuring specialists in subproject areas. the engagement and leadership of women and girls. Importantly, GBV survivors should not be sought out or targeted as a specific group during assessments or any other community dis- Conducting Preliminary Community cussions. GBV-specific assessments, which often include inter- Consultations and Sector Assessments viewing survivors about their specific experiences, and research An understanding of how GBV issues link to proposed subprojects on the scope of GBV in a population should only be conducted is critical to ensuring that interventions: (1) mitigate the immedi- in collaboration with GBV specialists and/or a GBV-specialized ate risks of GBV, (2) integrate safe strategies for the longer-term partner or agency and should adhere to GBV safety and ethical change of social norms, and (3) facilitate the survivors’ access to recommendations (WHO 2001, 2007). Prior to any collection of care and support.   GBV data, the purpose—what, why, and how—of its collection Information collected during assessments and preliminary and ensuing analysis should be considered. Moreover, the ben- community consultations, in addition to routine subproject mon- efits to those providing data should be greater than the cost of itoring, will help identify the relationship between potential the revictimization, potential stigma, and increased experiences GBV-related safety risks and subproject interventions and how of violence that could result from their disclosure. the subproject might reduce its exposure to GBV. The data can Trainings should be conducted for relevant members of the highlight priorities and gaps that need to be addressed when county integrated project implementation unit, community facil- planning new interventions or adjusting existing interventions, itators, and project staff engaged with target communities about such as: how gender, GBV, women’s and human rights, social exclusion, 3 Safety and security risks for particular groups within an and sexuality inform assessment practices. Any assessment or affected population; planning process that involves communicating with community 3 National and global sector standards related to protection, stakeholders should be designed and undertaken according to rights, and GBV risk reduction that are not applied or do not participatory methods that engage the entire community, espe- exist, therefore increasing GBV-related risks; cially women and female youth. This requires ensuring the equal representation of women and men on community facilitation UNDERSTANDING AND ADDRESSING GENDER-BASED VIOLENCE ix teams and sufficient human resources to facilitate women-led 3 Strictly adhere to safety and ethical recommendations re- discussions with women-only community groups. garding the research of GBV; If community facilitators receive specific reports of GBV 3 Consider the cultural and religious sensitivities of communities; while conducting the community consultations, they should 3 Conduct ongoing assessments of GBV-related programming share the information with GBV specialists according to safe and issues to monitor the progress of activities and identify gaps ethical practices. Therefore, GBV service providers and referral or GBV-related protection issues that unexpectedly arise, mechanisms may need to be identified prior to the communi- adjusting interventions as needed; ty-based consultations. 3 Conduct consultations in a secure setting where all individ- The facilitator should: uals feel safe contributing to discussions, including separate 3 Consult social specialists throughout the planning, design, groups for women and men and individual consultations as analysis, and interpretation of assessments that include appropriate to counter any exclusion, prejudice, and stigma GBV-related components; that could impede involvement; and 3 Provide training for assessment team members on ethical 3 Provide information about how to report risk and/or where and safety issues, and include information in the training to access care—especially at health facilities—if during the about appropriate systems of care (i.e., referral pathways) consultation process anyone reports they are at risk of or available to GBV survivors; have been exposed to GBV. 3 Use local expertise when possible; Photo: Peter Kapuscinski | World Bank x Kenya Development Response to Displacement Impacts Project The facilitator should not: Government of Kenya. 2017. “Kenya Development Response to Displace- 5 Share data that could be linked back to a group or individual, ment Impacts Project (KDRDIP) (p161067): Environmental and Social including a GBV survivor; Management Framework (ESMF).” Executive Office of the President 5 Probe too deeply into culturally sensitive or taboo topics, for the Northern Kenya Development Initiative, Government of such as gender equality, reproductive health, or sexual norms Kenya. and behaviors, unless the consultation team includes rele- IASC (Inter-Agency Standing Committee. 2015. Guidelines for Integrating vant experts; Gender-based Violence Interventions in Humanitarian Action. IASC. 5 Single out the experiences of GBV survivors (instead, refer to www.gbvguidelines.org. women, girls and other at-risk groups in general); and USAID (United States Agency for International Development). 2005. 5 Make assumptions about what groups are affected by GBV Fragile States Strategy. USAID, Washington, DC. http://pdf.usaid.gov/ or assume that the reported data and trends represent the pdf_docs/PDACA999.pdf. actual prevalence and extent of GBV. ———. 2014. Toolkit for Monitoring and Evaluation Gender-based Violence Interventions along the Relief to Development Continuum. References and Additional Resources https://www.usaid.gov/gbv/monitoring-evaluating-toolkit. WHO (World Health Organization). 2001. Putting Women First: Ethical Arango, D., M. Morton, F. Gennari, S. Kiplesund, and M. Ellsberg. 2014. and Safety Recommendations for Research on Domestic Violence Against Interventions to Prevent and Reduce Violence Against Women and Girls: Women. Geneva: World Health Organization. http://www.who.int/ A Systematic Review of Reviews. Washington, DC: World Bank. gender/violence/womenfirtseng.pdf. http://documents.worldbank.org/curated/en/700731468149970518/ ———. 2007. WHO Ethical and Safety Recommendations for Researching, Interventions-to-prevent-or-reduce-violence-against-women-and-girls- Documenting and Monitoring Sexual Violence in Emergencies. Geneva: a-systematic-review-of-reviews. World Health Organization. http://www.who.int/gender/documents/ Bott, S., A. Morrison, and M. Ellsberg 2005. Preventing and Responding OMS_Ethics&Safety10Aug07.pdf. to Gender-Based Violence in Middle- and Low-Income. Countries. World Bank, GWI (Global Women’s Institute), and IDB (International Washington, DC: World Bank. https://openknowledge.worldbank.org/ Development Bank). 2015. Violence Against Women and Girls handle/10986/8210. Resource Guide Introduction. World Bank, GWI, and IDB. Ellsberg, M., and L. Heise. 2005. Researching Violence Against Women: http://www.vawgresourceguide.org/sites/default/files/briefs/ A Practical Guide for Researchers and Activists. Washington DC: World vawg_resource_guide_introduction_nov_18.pdf. Health Organization, www.path.org/publications/files/GBV_rvaw_ front.pdf. UNDERSTANDING AND ADDRESSING GENDER-BASED VIOLENCE xi Photo: World Bank Kenya Development Response to Displacement Impacts Project UNDERSTANDING AND ADDRESSING GENDER-BASED VIOLENCE IN EDUCATION SUBPROJECTS Linking the Risks of Gender-based staff at schools in many parts of northern Kenya results in a lack Violence and Education of monitoring systems for the prevention of sexual exploitation, which contributes to widespread impunity for these crimes. School enrollment and retention rates for girls in Kenya’s north- According to the World Bank (2015), the challenge of ern and northeastern counties—which the Kenya Development addressing GBV in schools is twofold: (1) to reduce all forms of Response to Displacement Impacts Project (KDRDIP) is target- discrimination that contribute to GBV within the school setting, ing—are among the worst in the country. Sixty-nine percent of and (2) to strengthen the capacity of schools to promote non- women in northeastern Kenya have never attended school, accord- violence and female empowerment in families and communities ing to the Kenya Demographic and Health Survey 2014 (KNBS 2015). (VAWG 2015). School-based GBV programs can specifically target In the rural parts of Turkana, Garissa, and Wajir counties, enroll- risks for girls as well as link to broader efforts to reduce violence ment rates are particularly low and dropout rates high among girls due to pastoralism, domestic responsibilities for children, child against all students, including bullying and corporal punishment. marriage, teenage pregnancy, lack of money for school fees, long In addition to teaching traditional academic subjects, both distances to schools, lack of sanitation facilities and supplies, lack primary and secondary education programs provide an opportu- of cultural sensitivity at the schools, and lack of boarding facilities, nity to promote a culture of nonviolence, equality, and respect for among other issues. Parental concerns about the safety of girls at women and girls. Schools are effective sites for educating boys and while traveling to and from school may also contribute to the and girls on issues such as gender norms, human rights, abuse low enrollment rate among females. The low literacy level of the prevention, conflict mediation, and healthy communication skills. population is a key contributor to the entrenched poverty in these Community outreach measures can build trust between schools northern counties. Illiteracy also reinforces gender-based discrim- and parents and create communities that reinforce the positive ination against females, increasing their risk of being exposed to norms and practices that students are learning in schools. Life- multiple forms of gender-based violence (GBV) throughout their skills programs—both within and outside the education sys- lives, while at the same time limiting their ability to participate tem—can help prevent GBV by assisting students to develop and benefit from development interventions that could support social and personal skills to protect themselves and by fostering them in understanding and exercising their rights. positive leadership abilities, including the ability to advocate Even where there is access to schools, girls are reportedly against violence and to promote equality and the empowerment at risk for exploitation and abuse by teachers. According to one of girls and female youth. study from Turkana, transactional sex is reportedly common Educational programs in the KDRDIP target counties sup- among teenage girls in order to obtain school fees and/or permis- ported by World Vision, Save the Children, UNICEF, and the sion from teachers to remain in school (IRC 2011). Despite the Pastoralist Girl’s Initiative, among others, illustrate good prac- existence of a national code of conduct for Kenyan teachers that tices in terms of enrolling and retaining girls, including those explicitly prohibits the sexual exploitation of students, insufficient at risk of early marriage, female genital mutilation, and other 2 Kenya Development Response to Displacement Impacts Project harmful practices.1 If designed properly, educational facilities can to improve the safety of teachers and students and protect them provide a protective environment for children and youth at risk of from GBV. Some of the assessment questions presented in table gender-based or other violence. Girls who remain in school 1.1 could be particularly relevant when considering the need to throughout the secondary level are less likely to enter early mar- construct and staff additional schools; others may be more useful riages or engage in sexually exploitative income-earning activi- when communities are requesting upgrades to existing schools. ties. Students’ risk of exposure to various forms of GBV within and around school can be mitigated with thoughtful planning of Aggregation and Subproject Prioritization education delivery strategies and structural design, including no and Appraisal dark spaces and the safe placement of latrines with locks from the During the KDRDIP subproject aggregation, prioritization, and inside; placement of learning centers away from danger zones; appraisal phase, when the community development plans are employment standards and training of teachers and school admin- aggregated at the ward level and proposals are finalized for project istrators; and sensitization and awareness-raising efforts for stu- implementation, the ward level committee, subcounty coordina- dents and the community. tor, county coordinator, and project reviewers are responsible for ensuring that project descriptions and budgets adequately account Addressing GBV in Education-Related for the rights, needs, and roles of women and girls linked to educa- Subprojects Throughout the Project Cycle tional programming, with specific attention to their risks of GBV. Women must be equally engaged in finalizing community Community Mobilization and Village-level development plans, which should be reviewed by KDRDIP’s social Community Development Plans development and social safeguards specialists in county integrated During the initial phase of project planning, outreach teams help- project implementation units and the national project implemen- ing communities identify priority needs and draft community tation unit to ensure contextually relevant interventions at the development plans must explore the specific concerns of women county level and consistency of safe and ethical practices across and girls linked to any subprojects, community investments, and all project interventions, including the establishment of standard social mobilization efforts to ensure their consideration in any referral pathways for care and support of GBV survivors. plan. If women and female youth are not part of community con- Community facilitators and project reviewers should con- sultations, their particular issues may not surface, and even when sider the following: they do participate, sociocultural norms may limit the extent to 3 Does the community development plan articulate the which GBV issues are discussed. Teams should be sensitive to GBV-related safety risks, protection needs, and rights of the these challenges, deploying community consultation methods affected population as they relate to existing or proposed edu- that sensitize community members, including local traditional cational settings? Are issues of physical safety and access to and religious leaders, about the importance of understanding the learning centers understood and disaggregated by sex, age, specific concerns of women and girls, while creating an enabling disability, and other relevant vulnerability factors? Are the environment to ensure the active leadership and participation of related risk factors of young and adolescent girls recognized women and female youth. At minimum, this means that outreach and described? teams must be trained and experienced in facilitating discussions 3 Are risks for specific forms of GBV (e.g., sexual assault, sexual on sensitive topics like GBV issues with community members.2 exploitation, harassment, intimate partner violence, and other This also requires that community outreach teams include women forms of domestic violence) described and analyzed, or is there who can lead separate consultations with female community lead- only a broader reference made to gender-based violence? ers and with a range of age cohorts as necessary. Teams should 3 Does the community development plan make reference to: understand and be able to provide referrals to survivors as well as • Enrollment, attendance, and retention ratios between those at risk in case the need arises during consultations. boys and girls at both primary and secondary levels of When access to education is identified as a community con- education? cern or a priority for subproject financing, outreach teams have an • Reports of exploitation and abuse disaggregated by sex, opportunity to explore in greater depth challenges linked to edu- age, disability, and other relevant vulnerability factors cation faced by women and girls in the particular communities and and existing protocols for response? what is needed in terms of infrastructure, staffing, and systems • Ratio of male-to-female school administrators and teachers? 1. For more information, see WIK 2017; Save the Children 2016; World Vision Internation- al’s “Bringing Back Out of School Children” at http://www.wvi.org/bringing-back-out-school- children; WASDA’s “Education” at http://www.wasda.or.ke/index.php/areas-of-intervention/ education. 2. For a useful tool, see Ellsberg and Heise 2005. 1. UNDERSTANDING AND ADDRESSING GENDER-BASED VIOLENCE IN EDUCATION SUBPROJECTS 3 Table 1.1. Question Prompts to Assess GBV-related Issues in Educational Projects Physical safety of schools/learning environment Institutional capacity to support protection of students and 1. Are schools and other learning environments located in areas that are respond to complaints safe and equally accessible to women, girls, and other at-risk groups? 9. What is the ratio of male-to-female educational staff, including in • Are women and girls involved in decisions about the location of positions of leadership? safe learning environments? • Are systems in place for training and retaining female staff? • Are all levels of schooling equally accessible (not only lower • Are there any cultural or security issues related to the employment grades)? of female staff that may increase their risk of GBV? 2. Are the travel distances and routes to school safe for all students— • Are there institutional codes of conduct for teachers and particularly girls—and acceptable to parents? administrative staff that are aligned with national codes • Are strategies in place to accompany students to learning of conduct?a Do these provide definitions of violence and environments as necessary? harassment and specify sanctions for these behaviors? What are • Has safety mapping been conducted with students and teachers to the accountability mechanisms established through the codes of identify at-risk zones in and around the learning environments? conduct? Are they enforced? • Are there safety patrols for potentially insecure areas? • What are the obligations of teachers, administrative staff, and • Are there sufficient boarding facilities for children who otherwise ministry of education personnel regarding situations of GBV? must travel long distances to school? 10. Are there female para-professionals and other women—especially 3. Are learning environments physically secure? female youth—in the community who could become involved at the • Is there sufficient lighting? schools in teaching, mentoring, providing referrals, or supporting • Are toilets accessible, private, safely located, adequate in number, girls in other ways? and sex-segregated? 11. What are the common GBV-related safety risks faced by students and 4. Are sanitary supplies available in schools for female students and educational personnel—especially women, girls, and other at-risk teachers of reproductive age? groups while accessing education (e.g., sexual exploitation by teachers or staff, harassment or bullying on school grounds, and students— Norms and practices linked to educational programs particularly girls—engaging in exploitative sexual relationships to 5. How accessible and available are educational programs, particularly cover school fees)? for girls? 12. What are the normal help-seeking behaviors of child survivors of • What safety precautions are girls expected to take when attending GBV and other forms of violence? What are the risks related to or travelling to school? reporting an incident in terms of safety and stigma? • Are there any traditional practices, norms, or dynamics that 13. Has training been provided to educational staff on: may increase vulnerability to violence among girls in the school • How to respectfully and supportively engage with survivors who context? may disclose incidents of GBV? 6. Which children and youth are not attending primary and/or • How to provide immediate referrals in an ethical, safe, and secondary school or face barriers to do so (e.g., adolescent girls, child confidential manner? heads of households, girl-mothers, sexual assault survivors, girls and • How to best support a survivor in remaining at or returning to boys with disabilities, and children in pastoralist families)? school after a report has been disclosed? • What cultural barriers do girls face in accessing education 14. Are there activities promoting child participation and empowerment (e.g., gender norms that prioritize education of boys over girls, in preventing and reporting cases of violence in schools? gender-discriminatory attitudes toward girls in educational settings, child and/or forced marriage, and domestic 15. Are there community groups that provide support to survivors of responsibilities)? GBV? Are these linked to the learning environments? • What cultural barriers do other at-risk groups of children face in 16. Are there referral pathways through which survivors of GBV can accessing education (e.g., stigma, discrimination, and poverty)? access appropriate care and support, and are these pathways linked to • Are there strategies in place for the reintegration and reenrollment educational settings? of those who have dropped out? Are there alternative educational • Is information provided to students and educational personnel strategies for children in nomadic or seminomadic pastoralist on reporting mechanisms and follow-up for exposure to GBV, families? including sexual exploitation and abuse? 7. What is the situation regarding parental and community involvement • Are there gender- and age-responsive materials and services in education? available to support survivors of GBV in the learning • Do parent-teacher associations (PTAs) or similar structures exist? environment? • To what extent are women and men involved? • Are there any child-friendly services and service providers with • Are there any cultural restrictions to women’s involvement? training on responding to child survivors? • Are students regularly asked to provide feedback/input on the 8. What are the attitudes of boys toward girls in educational settings? quality of reporting and referral systems? What about the attitudes of girls toward other girls? What are the attitudes of girls and boys toward boys? a. See, for examples, Government of Kenya (2015) and NGEC (2015). • Is there evidence of gender-inequitable attitudes or practices? • Are these attitudes or practices supported and/or internalized by girls (particularly adolescents)? 4 Kenya Development Response to Displacement Impacts Project 3 Are anticipated challenges to addressing GBV in the educa- 3 Does the plan reflect a commitment to working with the tion sector analyzed, such as security risks in and around the community to support sustainability? Are there provisions learning center; attitudes and beliefs about violence, sexual- for ensuring women and girls are involved in decisions about ity, and gender norms in the community and in the school; creating and maintaining safe learning environments? Are institutional capacity of the learning center to prevent and there provisions for ensuring cooperation and collaboration respond to GBV; low numbers of teachers, especially females; between host and refugee communities? and high student-to-teacher ratios? Are these challenges addressed through recommendations for contextualized and Subproject Implementation community-based solutions, such as establishing commu- During the first and subsequent phases of KDRDIP subproject nity patrols to facilitate access to schools, conducting school implementation, as part of the social safeguards screening pro- and community-based sensitization around GBV, establish- cess, facilitators and technical staff should take into account the ing para-professional classroom monitors and case work- GBV-related issues raised in the preliminary community consul- ers, and conducting regular safety mapping in and around tations. If the issues are not clearly expressed in the community schools? Is there discussion about how partners of the edu- development plans or if they require elaboration, technical staff cation department can and should be held accountable for should use the question prompts in table 1.1 for further analy- addressing GBV-related challenges? sis. Technical staff should not assume that because attention to 3 Is there an anticipation of the types of age-, gender-, and cul- GBV is absent from the plan and project proposals that no con- turally appropriate supplies that should be funded to facili- cerns exist. To address questions and concerns, technical staff tate a rapid education response that incorporates GBV risk should link with experts and local leaders working on GBV in the mitigation, such as separate boarding facilities; adequate community as well as social development and social safeguards and sex-segregated toilets and other water, sanitation, and experts in the county integrated project implementation unit and hygiene facilities; locks and lights for toilets; school uniforms the national project implementation unit. While the education or other appropriate clothing; and sanitary supplies for subproject is being implemented, always keep in mind the rights, female students and teachers of reproductive age? needs, and resources of the community, and make efforts to: 3 Is there a strategy for preparing and providing training for 3 Involve women and other at-risk groups as staff and leaders government, educational personnel, parent-teacher associa- in educational programming using due caution if doing so tions, and other relevant community members on the safe poses a potential security risk or increases the risk of GBV. design and implementation of educational programs that Engage the support of community leaders, religious leaders, mitigate risks of GBV in conjunction with the department of and other community members to implement strategies to education? create an environment in which female teachers and admin- 3 Are additional costs required to ensure the safety of and istrators feel safe and supported. effective working environments for female staff in the edu- • Strive for 50 percent representation of women among cation sector (e.g., supporting more than one female staff educational program staff. If this is not immediately real- member to undertake any assignments involving travel or istic in the setting, consider ways to increase the female funding a male family member to travel with the female staff presence in the classroom, including hiring para-profes- member)? Is there a plan for ensuring these additional costs sionals from the community as classroom monitors. will be sustained by the department of education? • Provide women with formal and on-the-job training as 3 Is there a clear description of how the project can support well as targeted support to assume leadership and train- the education department in the implementation of codes of ing positions (e.g., employing them in high-profile posi- conduct or the development and use of educational curricula tions when possible and not only for primary school or and programs that will mitigate exposure to GBV? Is there “soft” subjects (e.g., home economics, drama, and art). an explanation of how these strategies will contribute to sus- Ensure that women—and where appropriate, female tainable efforts to ensure the safety and well-being of those youth—are actively involved in committees and associa- at risk of being a victim of GBV and to long-term efforts at tions related to community-based education. reducing specific types of GBV, such as by providing support to governments to ensure that both primary and second- ary educational curricula promote gender equality and the empowerment of girls, particularly adolescents? 1. UNDERSTANDING AND ADDRESSING GENDER-BASED VIOLENCE IN EDUCATION SUBPROJECTS 5 3 In consultation with women, girls, boys, and men, imple- • Engage male teachers and educational staff in discus- ment strategies that maximize physical safety in and around sions around creating a culture of nonviolence, chal- learning environments, such as the location of learning cen- lenge beliefs around masculinity that condone GBV, and ters, their distance from households, safety patrols along explore what their role could be in creating safe and non- paths, safe and separate toilets for boys and girls, and ade- threatening environments for all students and teachers. quate lighting. • Link efforts at reducing GBV to broader efforts within • Minimize potential GBV-related risks in the learning schools to reduce violence against children generally. environment by, for example, providing private and 3 Ensure that all teachers and other educational personnel sex-segregated dormitories, toilets, and bathing facilities; understand and have signed a code of conduct related to the locating schools that do not have their own water and prevention of violence against children and youth. Make cer- sanitation facilities near existing water supplies; moni- tain that the code has specific provisions related to sexual toring paths for safety; and providing adequate lighting exploitation and abuse of students by teachers and that there and safety evacuation pathways. are mechanisms to facilitate reporting, investigations, and • Where appropriate, build on existing community protec- accountability. tion mechanisms to conduct safety patrols of potential 3 Consult with GBV specialists to identify safe, confidential, risk areas in and around schools, such as toilets, school- and appropriate systems of care for survivors, and ensure yards, and paths to and from school. Collaborate as educational staff have the basic skills to provide information needed with local police and the wider community. If nec- to survivors about where they can get support. essary, provide escorts and transportation to and from • Provide all educational personnel with written informa- school for students. tion about where to refer survivors for services, with • Establish emergency safety protocols for responding to particular attention to female teachers who child survi- risky situations, such as the use of cell phones for emer- vors may be more likely to approach. Make information gency calls, buddy systems, and bystander interventions. about services readily available in learning centers to 3 Enhance the capacity of educational personnel to mitigate both teachers and students, and ensure that information the risk of GBV in educational settings with ongoing support about referral pathways is regularly updated. and training. • Train all primary- and secondary-level educational per- • Building on indigenous practices and, using gender- and sonnel on how to recognize the many different and culturally sensitive language and approaches, train all localized forms of GBV, such as verbal harassment, bul- primary and secondary-level educational staff, includ- lying, and sexual exploitation. Provide training on how ing the administration, security guards, and others, on to respectfully and supportively engage with survivors issues regarding gender, GBV, women’s and human rights, and information about their rights and options to report social exclusion, and sexuality. Train teachers on gender- risk and access care in an ethical, safe, and confidential sensitive teaching strategies. Institutionalize knowledge manner. of GBV and support sustainability by training a team of • Where possible, employ a specialized GBV caseworker at teachers to become the future trainers of others. Address the learning facility to provide immediate assistance to culturally specific attitudes and practices among staff who survivors and ensure follow-up care. Consider recruiting may condone or ignore GBV in learning environments. a para-professional from the community to be trained • Link with community-based GBV experts to provide and supervised by a local GBV expert organization. support to teachers who are coping with their own 3 Implement strategies that maximize the accessibility of alter- GBV-related issues as well as those of their students. This native education for out-of-school women and female youth. can help reduce negative and destructive coping behav- • Consider nontraditional educational programs, such as iors among teachers that increase the risk of GBV against night classes, after-school or community activities, tem- both teachers and students. porary learning spaces, and open-learning programs, to support access where traditional classrooms are not available or accessible to certain students, such as girl- mothers and older women. Ensure accessibility in terms of the timing of programs and the availability of childcare and/or funding to cover school fees. 6 Kenya Development Response to Displacement Impacts Project Monitoring Subprojects project implementation and adjusted based on findings. Rather Ongoing subproject monitoring must include an analysis of prog- than introducing separate monitoring mechanisms, projects ress toward intended outcomes, including measures taken to should identify several indicators that can be integrated into the ensure that all stakeholders meet their obligations to design edu- KDRDIP’s existing assessment, monitoring, and evaluation pro- cational facilities and programs that reduce the risk of exposure cesses, such as participatory processes to engage women and girls to GBV among women and girls. in the target communities. These indicators should be contextu- Table 1.2 presents sample indicators to assess GBV-related alized to ensure they support and are in line with national and issues in educational subprojects during monitoring and for subnational education sector standards and guidelines. the purposes of redesign. Ideally, targets are set at the outset of Table 1.2. Indicators to Monitor GBV-related Issues in Educational Projects Indicator Indicator Definition Possible Data Sources Target Consultations with the Quantitative: Organizational records, 100% affected population on GBV Percentage of learning sites assessed for GBV risk focus group discussions, risk factors in and around factors through consultations with affected populations key informant interviews, learning sites (disaggregate in and around sites assessment reports consultations by sex and age) Qualitative: What types of GBV-related risk factors do affected persons experience in and around sites? Female participation Quantitative: Assessment reports, 50% in education-related Percentage of persons participating in focus group discussions, community-based community-based committees related to education key informant interviews committees (e.g., parent-teacher associations) who are female Qualitative: How do women perceive their level of participation in education-related community-based committees? What are the barriers to female participation in these committees? Ratio of female and male Ratio of female-to-male teachers in project areas Organizational records 1:1 teachers teaching in affected area Active educational sector Percentage of active educational sector staff who have Organizational records 100% staff who have signed a code signed a code of conduct of conduct Reporting and referral Percentage of schools and learning sites with a reporting Key informant interviews 100% mechanism for GBV and referral mechanism for GBV survivors survivors in schools and learning sites Staff knowledge of Percentage of staff who in response to a prompted Survey (at agency or 100% confidentiality standards question correctly say that information shared on GBV program level) regarding the sharing of reports should not reveal the identity of survivors GBV reports Inclusion of GBV referral Number of education-related community outreach Desk review, key Determine information in education- activities that include information on where to report informant interviews, in the field related community outreach risk and access care for GBV survivors survey (at agency or activities sector level) 1. UNDERSTANDING AND ADDRESSING GENDER-BASED VIOLENCE IN EDUCATION SUBPROJECTS 7 References and Additional Resources USAID (United States Agency for International Development). 2009. Doorways 1: Student Training Manual on School-related Gender-based Ellsberg, M., and L. Heise. 2005. Researching Violence Against Women: A Prac- Violence Prevention and Response. http://pdf.usaid.gov/pdf_docs/ tical Guide for Researchers and Activists. Washington DC: World Health pnado240.pdf. Organization, www.path.org/publications/files/GBV_rvaw_front.pdf. WIK (Windle International Kenya). 2017. “Return Out of School Fancy, K., and E. M. Fraser. 2014. Addressing Violence against Women and Children to School.” Windle International Kenya (blog), April Girls in Education Programming. DFID Guidance Note. London: VAWG 4. https://windletrustkenya.wordpress.com/2017/04/04/ Helpdesk. https://www.gov.uk/government/uploads/system/uploads/ return-out-of-school-children-to-school-rocs. attachment_data/file/318899/Education-guidance-note-partA.pdf. World Bank, GWI (Global Women’s Institute), and IDB (International Government of Kenya. 2015. “The Teachers Service Commission (Code of Development Bank). 2015. Violence Against Women and Girls Conduct and Ethics for Teachers) Regulations, 2005.” Kenya Gazette Education Sector Brief. World Bank, GWI, and IDB. http://www. Supplement 126 (August 7). http://kenyalaw.org/kl/fileadmin/pdf- vawgresourceguide.org/sites/default/files/briefs/vawg_resource_ downloads/LegalNotices/162-Teachers_Service_Commission__Code_ guide_education_sector_brief_april_2015.pdf. of_Conduct_and_Ethics_for_Teachers__Regulations__2015.pdf. IASC (Inter-Agency Standing Committee). 2015. Guidelines for Integrating Gender-based Violence Interventions in Humanitarian Action. IASC. www.gbvguidelines.org. KNBS (Kenya National Bureau of Statistics). 2015. Kenya Demographic and Health Survey 2014. Nairobi: KNBS. NGEC (National Gender and Equality Commission). 2015. Keeping the Promise: End GBV Campaign. Duty Bearers’ Handbook. Nairobi: NGEC. http://www.ngeckenya.org/Downloads/Keeping%20the%20 Promise%20Handbook.pdf. Raising Voices. n.d. Good School Toolkit. http://raisingvoices.org/good- school. Note: Contains a set of ideas and tools that will help educators explore what a good school is and guide them through a process that will help them create one. It was developed with the help of schools in Uganda and deliberately focuses on ideas and activities that do not require specific financial resources—just commitment and perseverance. RTI International. 2016. Conceptual Framework for Measuring School- Related Gender-Based Violence. Washington, DC: U.S. Agency for International Development. https://ierc-publicfiles.s3.amazonaws. com/public/resources/7.%20Conceptual%20Framework%20for%20 Measuring%20SRGBV_FINAL.pdf. Save the Children. 2016. “Access to Basic Education in Turkana… Albright’s Story.” Save the Children (blog), April 11. https://kenya.savethechildren. net/news/access-basic-education-turkana%E2%80%A6albrights-story. UNICEF. 2009. Child-Friendly Schools Manual. UNICEF. https://www.unicef.org/publications/files/Child_Friendly_Schools_ Manual_EN_040809.pdf. Note: Chapter 5 is particularly relevant, as it Photo: World Bank analyzes threats to children’s health, safety, and security and discusses how to ensure schools provide a protective environment. Kenya Development Response to Displacement Impacts Project UNDERSTANDING AND ADDRESSING GENDER-BASED VIOLENCE IN HEALTH SUBPROJECTS Linking the Risks of Gender-Based Violence ing social and economic empowerment of survivors and those at and Health Care risk. The International Rescue Committee also supports capacity building for community and facility health providers in Turkana The availability of camp-based health services for the host popu- to address GBV. lations that surround the Kakuma and Dadaab refugee camps has These innovative programs to facilitate access to GBV-related increased local access to free services, including clinical care for health services are models from which to draw good practices sexual assault, but the health clinics located outside the camps are and lessons learned for KDRDIP. Health facilities are not the only often overloaded and under-resourced (Coffey 2015). The avail- places that document sexual assault, but are often the first or only ability and accessibility of health services in the more remote areas point of service contact for a survivor. To facilitate care, survi- of the target subcounties of the Kenya Development Response to vors need safe access to health facilities, including safe transit to Displacement Impacts Project (KDRDIP) are limited, especially in and from a facility, adequate lighting, confidential entry points, terms of health services for women and girls who are survivors of and free services. It is critical that health providers be equipped sexual assault, intimate partner violence, female genital mutila- to offer nondiscriminatory, quality health services to survivors.4 tion, or other forms of gender-based violence (GBV). Neverthe- Many survivors will not disclose to a health care or any other less, in all of the counties, notable initiatives illustrating good provider that they have been the victim of GBV because they fear practices have increased women’s and girls’ access to health care repercussions, social stigma, or rejection from partners and fam- at various service-delivery levels. Population Council (2011), for ily members, among other reasons. If health care providers are example, has undertaken research and programming to develop poorly trained, they may be unable to detect the indicators of vio- a comprehensive service model for survivors in Wajir.1 Mercy lence. Survivors could be inadvertently discouraged from asking Corps and the Department for International Development are for help regarding GBV-related health problems if the provider supporting a hotline for young female survivors, also in Wajir.2 does not ask the right questions; if the communication materials The International Rescue Committee partnered with the Minis- at the facility do not make clear what types of services are avail- try of Health for Kenya to create the Women’s Wellness Center able or the fact that they are available to anyone; or if the pro- at Lodwar Referral Hospital in Turkana.3 It provides support to vider—at the community or facility level—makes remarks or in survivors of GBV and seeks to reduce vulnerability by promot- some other way implies that the disclosure of GBV will not be met with respect, sympathy, and confidentiality. 1. For more information, see Government of Kenya 2015; also see Save the Children’s Kenya Country Programme at https://kenya.savethechildren.net/sites/kenya.savethechildren.net/ files/library/About%20Save%20the%20Children%20in%20Kenya_2.pdf. 2. See Building Resilience and Adaptation to Climate Extremes and Disasters (BRACED), funded by the United Kingdom’s Department for International Development and led by Mercy Corps at http://www.braced.org. 3. See Gitonga 2015. Turkana Gender Based Violence Centre Opened http://kenyan- ewsagency.go.ke/en/turkana-gender-based-violence-centre-opened/. This program may have lost funding in 2016. 4. For reference on quality services for survivors see WHO 2013. 10 Kenya Development Response to Displacement Impacts Project Adequate health services from the community to the hospi- Aggregation and Subproject Prioritization tal level are vital to ensuring life-saving care for women and girls. and Appraisal When health programs are safe, confidential, effectively designed, During the KDRDIP subproject aggregation, prioritization, and sensitive, accessible, and of good quality, they can facilitate the appraisal phase, when the community development plans are immediate care of survivors and effective referrals; and over the aggregated at the ward level and proposals are finalized for project long-term, they can support the overall reduction of GBV within implementation, the ward level committee, subcounty coordina- communities.5 tor, county coordinator, and project reviewers are responsible for ensuring that project descriptions and budgets adequately account Addressing GBV in Health Subprojects for the rights, needs, and roles of women and girls linked to health Throughout the Project Cycle interventions, with specific attention to their risks of GBV. Community Mobilization and Village-level Women must be equally engaged in finalizing community Community Development Plans development plans, which should be reviewed by KDRDIP’s social During the initial phase of project planning, outreach teams help- development and social safeguards specialists in county integrated ing communities identify priority needs and draft community project implementation units and the national project implemen- development plans must explore the specific concerns of women tation unit to ensure contextually relevant interventions at the and girls linked to any subprojects, community investments, and county level and consistency of safe and ethical practices across social mobilization efforts to ensure their consideration in any all project interventions, including the establishment of standard plan. If women and female youth are not part of community con- referral pathways for care and support of GBV survivors. sultations, their particular issues may not surface, and even when Community facilitators and project reviewers should con- they do participate, sociocultural norms may limit the extent to sider the following: which GBV issues are discussed. Teams should be sensitive to 3 Does the community development plan articulate GBV- these challenges, deploying community consultation methods related safety risks, protection needs, and rights of the affected that sensitize community members, including local traditional population regarding existing or proposed health facilities? and religious leaders, about the importance of understanding the Are risks for specific forms of GBV—sexual assault, intimate specific concerns of women and girls, while creating an enabling partner and other forms of domestic violence, female geni- environment to ensure the active leadership and participation of tal mutilation/cutting, and child marriage—described and women and female youth. At minimum, this means that outreach analyzed, or is there only a broader reference made to gen- teams must be trained and experienced in facilitating discussions der-based violence? on sensitive topics like GBV issues with community members.6 3 Does the project support health facilities that are safe and This also requires that community outreach teams include women accessible to women, girls, and other at-risk groups? Does who can lead separate consultations with female community lead- the community development plan illustrate how women ers and with a range of age cohorts as necessary. Teams should have been or will be consulted about safe access to health understand and be able to provide referrals to survivors as well as facilities? Are special considerations given to ensuring safe those at risk in case the need arises during consultations. and confidential access by GBV survivors? When health facilities and services are identified as a com- 3 Does the project identify how the health department plans to munity concern and/or a priority for subproject financing, this make provisions to ensure that health facilities are equipped provides outreach teams an opportunity to explore in greater with proper supplies and staff to meet community needs? depth the challenges for women and girls linked to health care Does the project promote or support community-based health in the particular communities, as well as what the needs are in systems and structures? Does it facilitate the participation and terms of infrastructure, staffing, and systems in order to improve empowerment of women and girls within those structures? the health response to different types of GBV. Some of the assess- 3 Are strategies identified for mobile outreach to remote popu- ment questions presented in table 2.1 may be particularly rel- lations and for support of emergency transportation of rural evant when considering the need to construct and staff health populations to health facilities? Does the project identify centers; others may be important when communities are request- strategies for promoting the early reporting of sexual assault ing upgrades to existing health centers. and other forms of GBV at the different types of health facil- ities? Do health centers and hospitals ensure privacy and confidentiality for survivors? Is there safe and ethical docu- 5. For more information, see WHO 2014. mentation and sharing of information? 6. For a useful tool, see Ellsberg and Heise 2005. 2. UNDERSTANDING AND ADDRESSING GENDER-BASED VIOLENCE IN HEALTH SUBPROJECTS 11 Table 2.1. Question Prompts to Assess GBV-related Issues in Health Projects Physical infrastructure and safe access to health facilities Availability of specific GBV services 1. How many different health facilities (e.g., dispensaries, health 6. Wherever possible, have services for GBV survivors been integrated centers, and hospitals) provide care and/or referrals to community into existing health centres and hospitals in a non-stigmatizing way members for common ailments and routine health care like (rather than created as standalone centers) so that survivors can seek immunizations and ante- and postnatal care? Where are they located? care without being easily identified by community members? Are they safe and accessible? • How many health facilities provide clinical care and mental health • Are the various health facilities located in areas that are safe and support to survivors of rape and care, support, and referrals for equally accessible to women, girls, and other at-risk groups? other forms of GBV (e.g., intimate partner violence and female • Are women and girls involved in decision making regarding the genital mutilation)? Where are they located? Are they safe and location of safe health facilities, particularly at the community accessible? level? • What range of health services are provided to support the medical • If possible, do the health facilities have female guards or watch needs of GBV survivors (e.g., post-exposure prophylaxis—PEP—to staff? prevent HIV, emergency contraception, treatment for sexually • Are the distances and travelling routes to the various health transmitted infections, pregnancy care, safe access to abortion in facilities safe for women and girls? Has safety mapping been cases where it is legal, and basic mental health care)? conducted to identify at-risk zones in and around health faciltities • Are follow-up services available for survivors (e.g., ensuring at the community and county level? adherence to the full course of PEP against HIV, voluntary • Are health facilities physically secure? Is the lighting sufficient? counselling and testing at prescribed intervals, provision of long- • Are there private rooms at the health centers and hospitals where term mental health care, and any needed psychosocial support)? patients can receive confidential treatment? • Is a trained GBV caseworker available at the health facility to • Are trained staff available in the hospitals 24 hours per day, 7 days provide care and support to survivors? per week? 7. What are the obligations of health service providers at these facilities • How available are medical drugs, equipment, and administrative regarding the identification and response to GBV? What assistance supplies at the health centers and hospitals to support routine is required for the health department to better address GBV in medical care as well as specialized care for sexual assault and other dispensaries, health centers, and hospitals?
Are there facility- forms of GBV? specific policies or protocols for the clinical care of survivors of • Are there options for mobile clinics or other community sexual assault and other forms of GBV that are in line with Kenya’s outreach by health workers to rural populations and nomadic or clinical management guidelines (Government of Kenya 2009)a and seminomadic pastoralist groups? international good practice? Norms and practices linked to access to GBV-related health • Do these policies and protocols adhere to ethical and safety services standards (privacy, confidentiality, respect, nondiscrimination, and informed consent)? 2. Are community members aware of: • Do the policies and protocols include medical history, examination, • The physical and mental health consequences of sexual violence collection of forensic evidence where possible, treatment, referral and other forms of GBV? and reporting, pregnancy counselling, survivor safety planning, • The benefits of seeking GBV-related health care? mental health and psychosocial support, record keeping, and • Where GBV survivors can access services? coordination with other sectors and actors, particularly the police 3. Do community members perceive the available GBV-related health and the judiciary? services as being safe, confidential, and supportive? • Can the policies and protocols be easily referenced or accessed? Are 4. What are the cultural, emotional, and other obstacles that survivors staff members aware of them? face when seeking GBV-related health care (e.g., stigma, lack of • Do the policies and protocols include information about providing privacy or confidentiality, language and/or cultural issues, lack of care and support to male survivors of sexual violence? knowledge about benefits and/or location of services, getting to and • Are women, girls, and other at-risk groups meaningfully engaged from the facility, and cost)? in the development of health policies, standards, and guidelines that address their rights and needs, particularly as they relate to 5. What existing community members or institutions (e.g., midwives, GBV? community health workers, dispensary nurses, local women’s organizations, family members, and religious leaders) can support 8. Has a mapping of health services for GBV been compiled into survivors seeking health care and/or provide intermediary care? a reference document (e.g., a directory of services) available to communities, health staff, and other service providers (e.g., lawyers, police, mental health and psychosocial support providers specialized in the care of survivors, local nongovernmental organizations, and shelters)? (continued) 12 Kenya Development Response to Displacement Impacts Project Table 2.1. Continued 9. What referral pathways are in place at health centers and hospitals 13. Do specialized health staff members receive ongoing supervision? for GBV survivors in terms of security and police, safe shelter, mental Have they received training in: health and psychosocial support, legal services, and community • The clinical care of sexual assault, including mental health and services)? psychosocial support? • Are these institutions safe (i.e., do they expose the survivor to • How to screen for and treat various other forms of GBV without further risk)? breaching confidentiality or privacy and without placing patients • Is there a system for following up after providing referrals? in additional risk of harm? • Are community leaders aware of referral pathways? • Providing safe and ethical referrals? 10. What is the documentation process for GBV reports and referrals at 14. Have community health workers, including traditional health the various health facilities? providers, and dispensary nurses received training in: • Are consent forms, medical examination forms, and medicolegal • The physical and mental health implications of different types of certificates physically available in local languages? GBV? • What are the most prevalent types of GBV being documented? • How to immediately respond to survivors? • Who is responsible for the documentation? • Provision of referrals? • Are records kept in a secure place and appropriately coded a. For additional tools, including those used for training health providers in (e.g., with unique identifying numbers) to ensure confidentiality?b Dadaab and Kakuma, see “Clinical Management of Sexual Assault Survivors,” 11. What are the methods of information sharing, coordination, Virtual Knowledge Centre to End Violence Against Women and Girls at http:// feedback, and system improvement among health actors at www.endvawnow.org/en/articles/1560-clinical-management-of-sexual- assault-survivors.html. different service-delivery levels and between health actors and other b. For information about GBV information management, see NGEC Kenya, multisectoral service providers? 2014. • Are all actors and organizations aware of one another’s activities? c. Multisectoral Standard Operating Procedures (SOPs) for Prevention of • How are gaps and problems in service delivery identified? and Response to Sexual Violence in Kenya (2013) have been developed by • Have standard operating proceduresc been developed for the Task Force on the Implementation of the Sexual Offences Act (TFSOA). multisectoral prevention and response to GBV? Have health actors These SOPs provide for the minimum package of care to be accorded to sexual signed on to them? Is there a clear description of how the various violence survivors across sectors-health, legal and psychosocial, and outline types of facilities (e.g., dispensaries, health centers, and hospitals) referral pathways in cross sectoral management of survivors. Specific Standard provide care for GBV survivors? Are the procedures implemented? Operating Procedures also exist in the refugee camps. See, for example, UNHCR 2007. 12. What are the attitudes among health care workers toward GBV survivors and the services provided (e.g., regarding emergency contraception, female genital mutilation, and intimate partner involving travel or to allow a male family member to travel violence)? How are these attitudes reflected in the type and level of care they provide? with the female staff member)? 3 Are there activities that help change or improve the environ- ment by encouraging access to GBV services or by addressing 3 Is there a strategy for establishing or implementing agreed-on the underlying causes and contributing factors of GBV (e.g., policies and protocols for the clinical care of sexual assault vic- through health education)? Are there provisions for ensur- tims that are in line with Kenya’s national policies and inter- ing cooperation and collaboration between host and refugee national best practice? How about for other forms of GBV? communities? Is there a strategy for preparing and providing training for gov- ernment; health facility staff; and community health workers, Subproject Implementation including traditional birth attendants and traditional healers, During the first and subsequent phases of KDRDIP subproject on these protocols? 
 implementation, as part of the social safeguards screening pro- 3 Is there a strategy for prepositioning age-, gender-, and cul- cess, facilitators and technical staff should take into account the turally appropriate supplies for the treatment of GBV survi- GBV-related issues raised in the preliminary community consul- vors (e.g., PEP kits, medical drugs, and privacy screens)? Are tations. If the issues are not clearly expressed in the community monitoring services in place to ensure that commodities and development plans or if they require elaboration, technical staff follow-up care are consistently available for survivors? should use the question prompts in table 2.1 for further analy- 3 Is there a strategy for prepositioning well-trained and sis. Technical staff should not assume that because attention to GBV-specialized staff? Are additional costs required to GBV is absent from the plan and project proposals that no con- ensure safe and effective working environments for female cerns exist. To address questions and concerns, technical staff staff in the health sector (e.g., support to allow more than should link with experts and local leaders working on GBV in the one female staff member to undertake any assignment community as well as social development and social safeguards 2. UNDERSTANDING AND ADDRESSING GENDER-BASED VIOLENCE IN HEALTH SUBPROJECTS 13 experts in the county integrated project implementation unit • Ensure designated health facilities have and abide by and the national project implementation unit. While the health Kenya’s national guidelines for the clinical care of survi- subproject is being implemented, always keep in mind the rights, vors of sexual assault. Ensure that they are in line with needs, and resources of the community, and make an effort to: international standards, including having a minimum 3 Involve women and female youth in the design and delivery package of services is available in marginalized areas. of health programming, exercising due caution if doing so • Implement standardized data collection in health facili- poses a potential security risk or increases the risk of GBV. ties that are in line with Kenya’s national monitoring and • Employ women as clinical and nonclinical staff, adminis- evaluation framework for GBV, and ensure safe and eth- trators, and in training positions across different service- ical documentation, including the coding of case files to delivery levels to ensure gender balance in all aspects of ensure confidentiality and the secure storage of medical health programming and in the provision of health care records. to survivors. Provide women with formal and on-the-job • Make certain that follow-up services are provided to sur- training as well as targeted support to assume leadership vivors, including ensuring they are adhering to the full and training positions. course of PEP against HIV, voluntary counselling and • Ensure the active participation and leadership of women testing at prescribed intervals, and long-term mental and female youth in local health committees and commu- health and psychosocial support as needed. nity groups. Be aware of potential tensions that may be 3 Enhance the capacity of health providers to deliver quality caused by attempting to change the role of women and care to survivors through training, support, and supervision girls in communities, and engage in dialogue with males (and, where feasible, include a GBV caseworker on staff at to ensure their support as necessary. health facilities). 3 In consultation with women, girls, boys, and men, imple- • To ensure a receptive environment for survivors, provide ment strategies that maximize physical safety in and around training to all health facility staff (administration, security health facilities. guards, and receptionists, among others) and community • Minimize potential GBV-related risks by locating facili- health workers on issues of gender, GBV, women’s and ties in safe areas and by providing adequate lighting in human rights, social exclusion, sexuality, and psycholog- and around them, as examples. ical first aid. Use sensitivity training to address discrimi- • Where appropriate, build on existing community protec- natory attitudes among staff members that could inhibit tion mechanisms to conduct safety patrols of potential the ethical care of female and male survivors. Make sure risk areas in and around health facilities (e.g., paths to that all health facility staff understand and sign a code of and from the facilities). Collaborate as needed with local conduct regarding the prevention of sexual exploitation police and the wider community. If necessary, provide and abuse. escorts and transportation for survivors to and from the • Designate and train specific providers with clear respon- health facilities. sibilities related to the care of survivors, such as triage, 3 Increase the accessibility of health and reproductive health clinical care, and mental health and psychosocial support facilities that integrate GBV-related services (e.g., make and referral. sure opening times are convenient, eliminate service fees, • Train and provide ongoing supervision to specialized ensure presence of same-sex health workers where possible, health providers, including doctors and nurses who and introduce or strengthen mobile outreach). Address con- conduct medical examinations of survivors and social straints faced by women in accessing services due to tradi- workers. tional norms and practices. • Using multiple formats to ensure accessibility, incor- 3 Support the implementation of strategies that maximize the porate GBV messages into health-related community quality of survivor care at health facilities (e.g., implement outreach and awareness-raising activities, including pre- standardized guidelines for the clinical care of sexual assault vention, where to report risk, the health effects of various victims in line with Kenya’s national guidelines, establish forms of GBV, the benefits of health treatment, and how private consultation rooms, maintain adequate supplies and to access care). medications, and provide follow-up services). 14 Kenya Development Response to Displacement Impacts Project Monitoring Subprojects set at the outset of project implementation and adjusted based Ongoing subproject implementation must include an analysis of on findings. Rather than introducing separate monitoring mecha- progress toward intended outcomes, including measures taken to nisms, projects should identify several indicators that can be inte- ensure that health facilities and services are designed to provide grated into the KDRDIP’s existing assessment, monitoring, and safe and ethical care to survivors and to reduce the risk of expo- evaluation processes, including thorough participatory processes sure to GBV among women and girls. that engage women and girls from the target communities. These Table 2.2 presents indicators that can be used by project indicators should be contextualized to ensure they support and partners to assess GBV-related issues in health projects during are in line with national and subnational health sector standards monitoring and for the purposes of redesign. Ideally, targets are and guidelines. Table 1.2. Indicators to Monitor GBV-related Issues in Health Projects Indicator Indicator Definition Possible Data Sources Target Consultations with the Quantitative: Organizational records, 100% affected population on GBV Percentage of health facilities assessed through focus group discussion, risk factors in and around consultations with the affected population on GBV risk key informant interviews, health facilities (disaggregate factors in and around sites assessment reports consultations by sex and age) Qualitative: What types of GBV-related risk factors do affected persons experience in and around health facilities? Female staff in health service Percentage of staff providing health services who are Organizational records 50% provision female Availability of free clinical Percentage of health facilities providing clinical care for Health facility 0% care for sexual assault and sexual assault and other forms of GBV at no cost assessment, key other forms of GBV in health informant interviews facilities Safe provision of quality Percentage of health facilities that can provide Health facility Determine clinical care for sexual assault emergency contraceptive pills, post-exposure questionnaire in the field victims at health facilities prophylaxis, and presumptive treatment for sexually transmitted infections in a private room, including supplies, trained staff, and the World Health Organization’s standardized protocols Existence of a standard Percentage of health sites with a standard referral Key informant interviews 100% referral pathway for GBV pathway for GBV survivors survivors Staff knowledge of standards Percentage of staff who in response to a prompted Survey (at agency or 100% for confidential sharing of question, correctly say that information shared on GBV program level) GBV reports reports should not reveal the identity of survivors Inclusion of information Percentage of health community outreach activities Desk review, key Determine about the location and programs that include information about the location informant interviews in the field benefits of timely clinical and benefits of timely clinical care for sexual assault and care for sexual assault other forms of GBV and other forms of GBV in community outreach activities 2. UNDERSTANDING AND ADDRESSING GENDER-BASED VIOLENCE IN HEALTH SUBPROJECTS 15 References and Additional Resources TFSOA (Task Force on the Implementation of the Sexual Offences Act). 2013. Multisectoral Standard Operating Procedures (SOPs) for Preven- Bott, S., A. Guedes, M. Claramunt, and A. Guezmes, A. 2010. Improving the tion of and Response to Sexual Violence in Kenya. Health Sector Response to Gender-Based Violence: A Resource Manual for UNHCR (United Nations High Commissioner for Refugees). Health Care Professionals in Developing Countries. https://www.ippfwhr. 2007. Standard Operating Procedures for Prevention of org/sites/default/files/GBV_cdbookletANDmanual_FA_FINAL.pdf. and Response to SGBV in Kakuma Refugee Camp, Kenya. Coffey. 2015. Kenya Improving Community Security Programme, County Assess- UNHCR. https://www.scribd.com/document/255661774/ ment Report Wajir. Sops-for-Prevention-and-Response-to-Sgb-Kenya. Gitonga, Peter. 2015. “Turkana Gender Based Violence Centre Opened.” United Nations Population Fund. 2012. Research, Health Care and Preven- Kenya News Agency, May 18. http://kenyanewsagency.go.ke/en/ tive Measures for FGM/C and the Strengthening of Leadership and turkana-gender-based-violence-centre-opened/. Research in Africa. www.unfpa.org/resources/ research-health-care- Government of Kenya. 2009. National Guidelines on Management of and-preventive-measures-fgmc-and- strengthening-leadership-and. Sexual Violence in Kenya. 2nd Edition. Ministry of Public Health USAID (U.S. Agency for International Development). (2006). Addressing and Sanitation and Ministry of Medical Services, Kenya. Gender-based Violence through USAID’s Health Programs: A Guide for https://srhr.org/abortion-policies/documents/countries/ Health Sector Program Officers. Washington, DC: USAID. http://pdf. 03-Kenya-National-Guidelines-Sexual-Violence-2009.pdf. usaid.gov/pdf_docs/Pnadh194.pdf. ———. 2017. “Kenya Development Response to Displacement Impacts Velzeboer, M., M. Ellsberg, C. C. Arcas, and C. García-Moreno 2003. Project (KDRDIP) (p161067): Environmental and Social Management Violence Against Women: The Health Sector Responds. Occasional Framework (ESMF).” Executive Office of the President for the North- Publication 12. Washington, DC: Pan American Health Organization. ern Kenya Development Initiative, Government of Kenya. https://www.path.org/publications/files/GVR_vaw_health_sector.pdf. IASC (Inter-Agency Standing Committee). 2015. Guidelines for Integrating WHO (World Health Organization). 2003. Guidelines for Medico-Legal Care Gender-based Violence Interventions in Humanitarian Action. IASC. of Victims of Sexual Violence. Geneva: WHO. http://whqlibdoc. who. www.gbvguidelines.org. int/publications/2004/924154628X.pdf. IRC (International Rescue Committee) and UNICEF (United Nations ———. 2013. Responding to Intimate Partner Violence and Sexual Vio- Children’s Fund). 2012. Caring for Child Survivors of Sexual Abuse, lence Against Women:
WHO Clinical and Policy Guidelines, www.who. Guidelines for Health and Psychosocial Service Providers in Humanitarian int/ reproductivehealth/publications/violence/9789241548595/en. Settings. New York: IRC. https://www.unicef.org/pacificislands/ ———. 2014. Health Care for Women Subjected to Intimate Partner IRC_CCSGuide_FullGuide_lowres.pdf. Violence or Sexual Violence: A Clinical Handbook. WHO/RHR/14.26, National Gender Equality Commission. 2014. National Monitoring and Field testing version (September). www.who.int/reproductivehealth/ Evaluation Framework towards the Prevention of and Response to Sexual publications/violence/vaw-clinical-handbook/en. and Gender Based Violence in Kenya. http://www.ngeckenya.org/ World Bank, GWI (Global Women’s Institute), and IDB (International Devel- downloads/all. opment Bank). 2015. Violence Against Women and Girls Health Sector Population Council. 2011. An Assessment of Sexual and Gender Based Violence Brief. World Bank, GWI, and IDB. http://www.vawgresourceguide.org/ in Wajir District, North Eastern Kenya Eastern Kenya. Population sites/default/files/briefs/vawg_resource_guide_health_sector_brief_ Council. https://www.researchgate.net/publication/267924394_An_ april_2015.pdf. Assessment_of_Sexual_and_Gender_Based_Violence_in_Wajir_dis- trict_North_Eastern_Kenya_Eastern_Kenya. Kenya Development Response to Displacement Impacts Project UNDERSTANDING AND ADDRESSING GENDER-BASED VIOLENCE IN WATER, SANITATION, AND HYGIENE SUBPROJECTS Linking the Risks of Gender-Based Violence exploitation and early marriage as girls marry in order to gen- and Water, Sanitation, and Hygiene erate resources for their impoverished families. When males in the community migrate their livestock to water points Water, sanitation, and hygiene (WASH) programming that is during a drought, it can leave women and girls without social poorly planned and insensitive to the gender dynamics of a given protection and therefore at higher risk of assault. Intercom- social and cultural context can exacerbate the risk of exposure to munal and interethnic violence is also linked to water and sexual and other forms of gender-based violence (GBV), particu- food scarcity, and victims of attacks may include women and larly among women and girls who are often disproportionately girls in the affected communities. affected by WASH issues. In the Kenyan counties of Turkana, 3 School-age girls in the KDRDIP counties are often tasked Wajir, and Garissa, females are usually responsible for retriev- with helping women collect water, and those who spend a lot ing water for domestic use, washing clothes and cooking uten- of time doing so are more likely to miss or not attend school. sils, and cleaning their homes. Understanding and addressing A limited education, in turn, can put them at greater future the links between WASH programming and GBV risk is critically risk of GBV. important in the Kenya Development Response to Displacement 3 Schools unequipped with hygiene supplies for girls can dis- Impacts Project (KDRDIP) counties, where poverty, limited access courage them from attending and staying in school, espe- to potable water, and cyclical drought combine to increase the cially menstruating adolescents. vulnerability of women and girls. For example:1 3 A lack of lighting, locks, privacy, or sex-segregated sanita- 3 Many women and girls in the KDRDIP counties live in remote tion facilities can increase the risk of women and girls of areas and therefore face increased risk of sexual assault and being harassed or assaulted, which may be aggravated in violence when travelling to WASH facilities, including water settlements and communities with significant refugee pop- points and cooking and sanitation facilities located far from ulations. Sanitation facilities constructed of inadequate their homes or in isolated settings. In particularly remote building materials—such as weak plastic sheeting—or that and impoverished areas, women and girls may have to travel are poorly designed—such as an open roof at a site with an through unsafe areas at night to relieve themselves. embankment above—also increase risk. 3 When there is an insufficient supply of water, such as during 3 Particularly in proximity to refugee camps, tensions with a cyclical drought, women and girls can be punished for host communities over water resources can lead to violence returning home empty-handed or late because they had to at water points, which is more likely to affect the women and wait for hours in line. When droughts affect livelihoods due girls who are responsible for collecting water. to, for example, an inability to grow crops, crop failure, or no livestock to sell, the result can be an increase in sexual 1. Examples summarized from Government of Kenya 2017; see also: UNICEF and IRC 2011; Waswa 2012; Vemuru et al. 2016. 18 Kenya Development Response to Displacement Impacts Project Photo: World Bank who can lead separate consultations with female community lead- ers and with a range of age cohorts as necessary. Teams should understand and be able to provide referrals to survivors as well as those at risk in case the need arises during consultations. When WASH issues are identified as a community concern or a priority for subproject financing, outreach teams have an opportunity to explore in greater depth how these issues affect women and girls. Table 3.1 offers relevant assessment question prompts. Aggregation and Subproject Prioritization and Appraisal During the KDRDIP subproject aggregation, prioritization, and appraisal phase, when the community development plans are There are multiple actors working on WASH issues (Wescoord aggregated at the ward level and proposals are finalized for project Drought Response Kenya 2011), but water scarcity and access implementation, the ward level committee, subcounty coordina- remain problems in the remote communities of the target coun- tor, county coordinator, and project reviewers are responsible for ties. As a result, WASH subprojects will likely be prioritized in ensuring that project descriptions and budgets adequately account many of the communities served by KDRDIP. It is therefore cru- for the rights, needs, and roles of women and girls linked to WASH cial that implementers know how to mitigate the risk of GBV over interventions, with specific attention to their risks of GBV. the entire course of projects. Women must be equally engaged in finalizing community development plans, which should be reviewed by KDRDIP’s social Adressing GBV in WASH Subprojects development and social safeguards specialists in county integrated throughout the Project Cycle project implementation units and the national project implemen- Community Mobilization and Village-level tation unit to ensure contextually relevant interventions at the Community Development Plans county level and consistency of safe and ethical practices across During the initial phase of project planning, outreach teams help- all project interventions, including the establishment of standard ing communities identify priority needs and draft community referral pathways for care and support of GBV survivors. development plans must explore the specific concerns of women Community facilitators and project reviewers should con- and girls linked to any subprojects, community investments, and sider the following: social mobilization efforts to ensure their consideration in any 3 Does the community development plan articulate GBV- plan. If women and female youth are not part of community con- related safety risks, protection needs, and rights of the sultations, their particular issues may not surface, and even when affected population as they relate to the provision of relevant they do participate, sociocultural norms may limit the extent to WASH services? which GBV issues are discussed. Teams should be sensitive to 3 Are relevant WASH responsibilities in the home and wider these challenges, deploying community consultation methods community understood and disaggregated by sex, age, dis- that sensitize community members, including local traditional ability, and other vulnerability factors? Are the related risk and religious leaders, about the importance of understanding the factors of women and girls recognized and described? specific concerns of women and girls, while creating an enabling 3 Are risks for specific forms of GBV (e.g., sexual assault, sex- environment to ensure the active leadership and participation of ual exploitation, harassment, intimate partner violence, and women and female youth. At minimum, this means that outreach other forms of domestic violence) described and analyzed, teams must be trained and experienced in facilitating discussions or is there only a broader reference made to gender-based on sensitive topics like GBV issues with community members.2 violence? This also requires that community outreach teams include women 2. For a useful tool, see Ellsberg and Heise 2005. 3. UNDERSTANDING AND ADDRESSING GENDER-BASED VIOLENCE IN WASH SUBPROJECTS 19 3 Is there a clear description of how the WASH intervention youth as WASH staff and in community WASH groups? Are will mitigate the exposure of women and girls to GBV, partic- there additional costs involved in fostering a safe and effec- ularly female youth (e.g., in terms of the location or design of tive working environment for female staff in the WASH sec- the facility)? tor (e.g., supporting the expense of more than one female 3 Does the community development plan include a strategy staff member conducting assignments involving travel or the and budget for preparing and providing training on the safe expense of a male family member to travel with the female design and construction of water points and other WASH staff member)? facilities that mitigate the risk of GBV for government, 3 Does the community development plan include a strategy WASH staff, and community WASH groups? for integrating community awareness raising around GBV as 3 How will the WASH intervention contribute to sustainable part of hygiene promotion and other WASH-related commu- strategies promoting the safety and well-being of those at nity outreach activities? risk of GBV and to long-term efforts at reducing specific 3 Are there provisions for ensuring cooperation and collabo- types of GBV? ration between host and refugee communities in the WASH 3 Does the community development plan include a strategy programs? and budget to ensure the inclusion of women and female Table 3.1. Question Prompts to Assess GBV-related Issues in WASH Projects Water Facilities 1. What are the gender- and age-related responsibilities related to 3. What are the gender- and age-related responsibilities related to WASH (e.g., water collection, storage and treatment, and usage)? sanitation and hygiene (e.g., waste disposal, general cleaning, care of • What are the different uses for water, especially by women and children’s hygiene, laundry, and maintenance and management of girls (e.g., drinking, cooking, sanitation, gardening, and caring for WASH facilities)? livestock)? 4. What distances must be travelled to access a toilet or other WASH • What are the patterns of water allocation among family and facility? community members, including sharing, quantity, and quality? • Is the route safe? • How are decisions made about the use and consumption of water? • Is there a safety patrol or community surveillance system in Who makes these decisions? potentially insecure areas? • Who collects water? How often do women, girls, and boys collect 5. If the WASH facility is outside the home, is it secure? water? At what time of day? • Is there sufficient lighting (e.g., alternative lighting for periods • How many hours per day are spent travelling to and from WASH with no power and adequate lightbulbs)? facilities? • Is it adequately private? • In what way(s) do these factors exacerbate exposure risk to GBV, • Are bathrooms and bathing facilities equipped with doors that lock including the sexual exploitation of women and girls forced to from the inside? trade sex for access to water? • Are there family latrines? • Are children, especially girls, prevented from attending school as a • If latrines are communally shared, are there separate facilities for result of WASH-related responsibilities (e.g., collecting water)? males and females that are clearly marked, private, and separated 2. In situations where water is rationed or pumping is only allowed at by appropriate distances? specific times: • Are the set times convenient and safe for those who are Supplies responsible for collecting water? 6. What types of sanitary supplies and hygiene materials are • Are there enough water points available to prevent fighting at the appropriate for distributing to women and girls, especially related to pumps and long waiting periods to get water? menstruation? • What means of transporting water are available, and who is given • Are these materials regularly available, resupplied, and distributed? access to these means (e.g., do men have priority access to bicycles, • Does the timing and process of their distribution put women and donkeys, and motorbikes; are smaller water containers available for girls at higher risk of GBV? children and the elderly? • Are there adequate and private mechanisms for the cleaning or • Who trucks in the water (e.g., men from other communities)? disposing of sanitary supplies? Are the drop-off points convenient and safe? 20 Kenya Development Response to Displacement Impacts Project Photo: World Bank 3. UNDERSTANDING AND ADDRESSING GENDER-BASED VIOLENCE IN WASH SUBPROJECTS 21 Subproject Implementation 3 Ensure dignified access to hygiene-related materials, such During the first and subsequent phases of KDRDIP subproject as sanitary supplies for women and girls of reproductive age implementation, as part of the social safeguards screening pro- and areas for washing menstrual cloth and for the proper dis- cess, facilitators and technical staff should take into account the posal of sanitary napkins. GBV-related issues raised in the preliminary community consul- 3 Consult with GBV specialists to identify safe, confidential, tations. If the issues are not clearly expressed in the community and appropriate systems of care (i.e., referral pathways) for development plans or if they require elaboration, technical staff survivors, and ensure WASH staff have the basic skills to pro- should use the question prompts in table 3.1 for further analy- vide information on where they can obtain support. sis. Technical staff should not assume that because attention to 3 Incorporate GBV messages—such as where to report risk GBV is absent from the plan and project proposals that no con- and how to access care—in hygiene promotion and other cerns exist. To address questions and concerns, technical staff WASH-related community outreach activities, using multi- should link with experts and local leaders working on GBV in the ple formats to ensure accessibility. community as well as social development and social safeguards • Work with GBV experts to integrate community aware- experts in the county integrated project implementation unit ness-raising about GBV into WASH outreach initiatives and the national project implementation unit. While the WASH (e.g., community dialogues, workshops, meetings with subproject is being implemented, always keep in mind the rights, community leaders, and social norms campaigns). needs, and resources of the community, and make efforts to: 3 Involve women and female youth as staff and leaders in Monitoring Subprojects the siting, design, construction, and maintenance of water Ongoing subproject implementation must include an analysis and sanitation facilities and in hygiene-promotion activities of the progress toward intended outcomes, including measures using due caution if doing so poses a potential security risk taken to ensure that WASH interventions are designed to reduce or increases the risk of GBV. the risk of exposure to GBV among women and girls while access- • Strive for 50 percent representation of women among ing WASH facilities and measures taken to promote the empow- WASH intervention staff. Provide women with formal erment of women by ensuring their leadership and participation and on-the-job training as well as with targeted support in WASH interventions as staff and community leaders. to assume leadership positions. Table 3.2 presents indicators that can be used to assess • Ensure women and female youth are actively involved in GBV-related issues in WASH projects during monitoring and for community-based WASH committees and management the purposes of redesign. Ideally, targets are set at the outset of groups. project implementation and adjusted based on findings. Rather • Ensure the participation and leadership of women in than introducing separate monitoring mechanisms, projects drought-preparedness plans. should identify several indicators that can be integrated into the 3 Implement strategies that increase the availability and acces- KDRDIP’s existing assessment, monitoring, and evaluation pro- sibility of water for women and girls. cesses, such as participatory processes to engage women and girls Ensure accessible placement of water points. in the target communities. These indicators should be contextu- • Ensure hand pumps and water containers are women- alized to ensure they support and are in line with national and and girl-friendly. subnational WASH sector standards and guidelines. • As necessary, establish ration schedules in collaboration with women and girls. • Implement strategies that maximize the safety, privacy, and dignity of WASH facilities, including proper location, adequate lighting and privacy, sturdy internal locks, sex segregation; and sufficient number of facilities based on population demographics. 22 Kenya Development Response to Displacement Impacts Project Table 3.2. Indicators to Monitor GBV-related Issues in WASH Projects Indicator Indicator Definition Possible Data Sources Target Female participation in Quantitative: Site management reports, 50% WASH-related community- Percentage of affected persons who participate in WASH focus group discussions, based committees community-based committees who are female key informant interviews Qualitative: How do women and girls perceive their level of participation in WASH-related community-based committees? What enhances and what stands in the way of female participation in WASH committees? Female staff in WASH-related Percentage of staff in WASH interventions who are Organizational records 50% interventions female Risk factors of GBV in and Quantitative: Survey, focus group 0% around WASH facilities Percentage of beneficiaries who report concerns about discussions, key (disaggregate WASH facilities experiencing GBV when asked about access to WASH informant interviews, by water point, bathing and facilities participatory community sanitation, time of day, and Qualitative: mapping geographic location) Do beneficiaries feel safe from GBV when accessing WASH facilities? What types of safety concerns do persons describe in and around WASH facilities? Existence of lockable, Percentage of specified target areas that have sex- Needs assessment, safety 100% sex-segregated WASH segregation for shared facilities and lockable WASH audit facilities in affected areas facilities Presence of functional Percent of WASH facilities with functional lighting Direct observation, safety Determine lighting at WASH facilities audit in the field Distribution of culturally Percent of females receiving culturally appropriate Survey, focus group Determine appropriate sanitary sanitary materials for menstruation within discussions in the field materials for females of a specified time reproductive age 3. UNDERSTANDING AND ADDRESSING GENDER-BASED VIOLENCE IN WASH SUBPROJECTS 23 References and Additional Resources UNICEF (United Nations Childrens’ Fund) and IRC IRC (International Rescue Committee). 2011. Gender Based Violence (GBV) Assessment of Ellsberg, M., and L. Heise. 2005. Researching Violence Against Women: Turkana County: A Review of Existing Service Delivery for GBV Survivors A Practical Guide for Researchers and Activists. Washington DC: in Turkana Central and West. UNICEF and IRC. World Health Organization, www.path.org/publications/files/GBV_ United Nations Water. 2006. Gender, Water and Sanitation: A Policy Brief. rvaw_front.pdf. Inter-Agency Task Force on Gender and Water, UN-Water. Global WASH Cluster. 2009. WASH Accountability Resources: Ask, Listen, www.unwater.org/downloads/unwpolbrief230606.pdf. Communicate. New York: Global WASH Cluster. www.hapinternational. Vemuru, Varalakshmi, Rahul Oka, Rieti Gengo, and Lee Gettler, 2016. org/pool/files/wash-accountabilityhandbook.pdf. Refugee Impacts on Turkana Hosts: A Social Impact Analysis for Kakuma Government of Kenya. 2017. “Kenya Development Response to Displace- Town and Refugee Camp, Turkana County, Kenya. Washington, DC: ment Impacts Project (KDRDIP) (p161067): Environmental and Social World Bank. https://openknowledge.worldbank.org/handle/ Management Framework (ESMF).” Executive Office of the President 10986/25863?show=full. for the Northern Kenya Development Initiative, Government of Waswa, J. 2012. Dadaab and Fafi Districts Host Community Assessment. Kenya. ACF International. http://www.actionagainsthunger.org/sites/ House, S., S. Cavill, S. Ferron, and M. Sommer. 2014. Violence, Gender and default/files/publications/Host_Community_Assessment_Dadaab_ WASH: A Practitioner’s Toolkit—Making Water, Sanitation and Hygiene and_Fafi_Districts_Garissa_County_North_Eastern_Province_ Safer Through Improved Programming and Services. WaterAid/SHARE. Kenya_08.2012.pdf. http://r4d.dfid.gov.uk/pdf/outputs/sanitation/Violence_Gender_and_ Wescoord Drought Response Kenya. 2011. Bulletin 3 (November). WASH_SHARE_presentation.pdf. http://www.fao.org/fileadmin/user_upload/drought/docs/ IASC (Inter-Agency Standing Committee). 2015. Guidelines for Integrating WESCOORD%20Bulletin%203.pdf.. Gender-based Violence Interventions in Humanitarian Action. IASC. www.gbvguidelines.org. Kenya Development Response to Displacement Impacts Project UNDERSTANDING AND ADDRESSING GENDER-BASED VIOLENCE IN CLEAN ENERGY SUBPROJECTS Linking the Risks of Gender-Based Beyond the immediate risk of being assaulted, the lack of Violence and Energy safe and efficient energy sources has a negative indirect impact on women and girls. For example, time spent by a woman col- In recent years, Kenya has made advancements in transforming lecting fuel reduces her time spent generating income for paid the cookstove and fuel sector (Person et al. 2012), but in the target work, potentially entrenching her family in poverty and keep- counties of the Kenya Development Response to Displacement ing her financially dependent on (typically) male members of it. Impacts Project (KDRDIP), access to safe and clean energy sources These are two key contributors to intimate partner violence. The is primarily limited to urban areas, where electricity is commonly responsibility for collecting fuel can prevent a girl from attending available and where some municipal services, such as health cen- school, and this in turn can lead to early marriage. Similarly, a ters and schools, use solar energy (Government of Kenya 2017). lack of affordable lighting may result in a shortened work day for Most of the energy for individuals and households comes from income-generating women and fewer hours of study for school- firewood and charcoal for cooking and kerosene for lighting. A age girls. The lack of power to charge phones and radios further reliance on these low-quality energy sources not only contributes isolates women from supportive social and economic networks to the degradation of the environment but also significantly con- as well as from media and other sources of information about tributes to the risk of women and girls being exposed to multiple women’s health, well-being, rights, and safety. Open fires and forms of gender-based violence (GBV)—a problem that tends to inefficient cookstoves cause indoor air pollution, which signifi- be exacerbated in situations of forced displacement due to the cantly contribute to the ill health among women (and children), high demand for scarce fuel supplies. who typically cook for the family and serve as caretakers for As an example, women and girls in northern Kenya are typ- young or ill family members. ically responsible for collecting firewood for cooking and to sell. Access to cleaner and more efficient energy contributes to the The high demand for firewood has led to deforestation and a safety and well-being of women and girls as well as the welfare scarcity of fuel, particularly around the refugee camps. Women of families and communities. Cleaner energy sources such as fuel- and girls must travel longer distances to access fuel, heighten- efficient stoves and solar lighting are important because they: ing the risk of their being sexually assaulted. Conflicts between 3 Reduce the domestic burden on women and girls; host and refugee communities over the issue of fuel scarcity 3 Increase women’s literacy and educational  levels because also increases the risk of violence against women and girls. In girls can attend school rather than collect firewood; addition, because kerosene is only used sparingly for lighting 3 Give women access to a greater variety of income-generating due to its cost, many women and girls risk being assaulted while activities and extend the potential working day; travelling in the dark to work, to school, and to access latrines 3 Provide women and girls increased access to public informa- (UNICEF and IRC 2011). tion and public spaces; 26 Kenya Development Response to Displacement Impacts Project 3 Improve safety; and to dominate the field. However, if access to clean energy is iden- 3 Reduce energy-related health risks to which women and girls tified as a community concern and/or is a priority for KDRDIP are more prone. Nevertheless, lessons learned from global subproject financing, outreach teams have an opportunity to efforts to shift to more safe and efficient fuels suggest that explore in greater depth the needs, preferences, and challenges of interventions are only successful if they support behavior women and female youth in the particular communities linked to change at the individual and community level, particularly energy access and use, as well as what energy interventions might among end-users. As such, any effort to support the adop- improve safety and protection from GBV and empower women tion of cleaner fuels and energy must ensure the leadership and girls. Table 4.1 offers relevant question prompts. and participation of the women and girls in the community. Aggregation and Subproject Prioritization Addressing GBV in Energy Subprojects and Appraisal Throughout the Project Cycle During the KDRDIP subproject aggregation, prioritization, and appraisal phase, when the community development plans are Community Mobilization and Village-level aggregated at the ward level and proposals are finalized for project Community Development Plans implementation, the ward level committee, subcounty coordina- During the initial phase of project planning, outreach teams help- tor, county coordinator, and project reviewers are responsible for ing communities identify priority needs and draft community ensuring that project descriptions and budgets adequately account development plans must explore the specific concerns of women for the rights, needs, and roles of women and girls linked to energy and girls linked to any subprojects, community investments, and interventions, with specific attention to their risks of GBV. social mobilization efforts to ensure their consideration in any Women must be equally engaged in finalizing community plan. If women and female youth are not part of community con- development plans, which should be reviewed by KDRDIP’s social sultations, their particular issues may not surface, and even when development and social safeguards specialists in county integrated they do participate, sociocultural norms may limit the extent to project implementation units and the national project implemen- which GBV issues are discussed. Teams should be sensitive to tation unit to ensure contextually relevant interventions at the these challenges, deploying community consultation methods county level and consistency of safe and ethical practices across that sensitize community members, including local traditional all project interventions, including the establishment of standard and religious leaders, about the importance of understanding the referral pathways for care and support of GBV survivors. specific concerns of women and girls, while creating an enabling Community facilitators and project reviewers should con- environment to ensure the active leadership and participation of sider the following: women and female youth. At minimum, this means that outreach 3 Does the community development plan illustrate that teams must be trained and experienced in facilitating discussions women and female youth were consulted separately from on sensitive topics like GBV issues with community members.1 men and boys regarding which sources of clean fuel/energy This also requires that community outreach teams include women are preferred? Does the proposal take into account women’s who can lead separate consultations with female community lead- knowledge of energy and energy needs, such as using bio- ers and with a range of age cohorts as necessary. Teams should mass for fuel? understand and be able to provide referrals to survivors as well as 3 Does the community development plan articulate GBV-re- those at risk in case the need arises during consultations. lated safety risks, protection needs, and rights of women and A key reason for a lack of progress in uptake of alternative girls linked to existing and proposed sources of and access to fuels is an insufficient understanding among program develop- fuel/energy? ers of the specific drivers related to cookstove and fuel choice, 3 Is there a clear description of how the energy intervention most notably the needs and preferences of women—the primary will reduce the risks of GBV among the target populations by, end-users and those who are more likely to sell firewood as a live- for example, reducing firewood collection or providing light- lihood.2 Discussions, information, and training regarding energy ing for travel after dark? technologies is often targeted at men who, as a result, then tend 1. For a useful tool, see Ellsberg and Heise 2005. 2. See, for example, Lambe and Senyagwa 2015. 4. UNDERSTANDING AND ADDRESSING GENDER-BASED VIOLENCE IN CLEAN ENERGY SUBPROJECTS 27 Table 4.1. Question Prompts to Assess GBV-relat- 3 Are risks for specific forms of GBV (e.g., sexual assault, sex- ual exploitation, harassment, intimate partner violence, and ed Issues in Clean Energy Projects other forms of domestic violence) described and analyzed, or is there only a broader reference made to gender-based Norms and practices linked to energy violence? 1. What are the common sources of fuel/energy for cooking, lighting, 3 Is there a strategy for and funding allocated to preparing and and power in the household? providing trainings for government, county integrated proj- 2. What are the roles of women, girls, men, and boys in obtaining and using different sources of fuel? ect implementation unit teams, common interest groups/ community groups, women’s groups, and community mem- 3. For those who use firewood for cooking, who, where from, and how often is firewood collected? At what times of day/night? How long bers on implementing and monitoring gender-sensitive does it take to collect firewood? Is safety a concern when collecting clean energy projects? For understanding processes of facili- firewood? tating safe and ethical referrals for care and support to female 4. How is firewood used (e.g., at the household level for cooking or sold survivors who project staff might identify? for income)? 3 Does the plan include a clear description of how women will 5. Is the amount of firewood collected/available sufficient for household participate in the implementation of the energy project and needs? how the project will ensure their access to energy assets as 6. Who in the household normally has control over the budget for well as their power to make decisions? Are there strategies other purchased fuel? Is the budgeted amount sufficient to meet the household’s needs? for how the intervention will access the women’s market 7. Is lighting used at night in the household? For what purposes? through, for example, targeted products and services, spe- cific outreach strategies, or financial and management skills Types of energy and energy preferences training? 8. Are there particular types of fuel/energy that are preferred by the 3 Where applicable and feasible, do alternative energy sources community or household over others? For cooking? For lighting? For heating? For power? provide opportunities for women and female youth to engage 9. Do these preferences change throughout the year (for example, based in income-generating activities other than selling firewood on drought, rain, or cold)? that provide higher incomes and status? 10. Are people experiencing problems with available source(s) of fuel/ 3 How will the energy intervention contribute to sustainable energy? If so, what are these problems (e.g., cost, accessibility, and strategies that promote the empowerment, safety, and eco- poor health)? Do problems change at different times of the year? nomic well-being of women and girls at risk of GBV, as well 11. Do any particular types of fuel/energy add to the burden of women as to long-term efforts at reducing specific types of GBV?  and girls? If so, how? 3 Does the intervention recognize and support the goal of 12. Which particular types of fuel/energy are less burdensome to women gender equality?  and girls? How? 3 Does the community development plan reflect a commit- 13. Have community members used nontraditional sources of energy ment toward working with the community to ensure sus- (e.g., solar lamps, fuel-efficient stoves, and efficient briquettes)? • How did community members learn about these energy sources? tainability?  Are there provisions for ensuring cooperation • Are these energy sources popular with women, girls, men, and and collaboration between host and refugee communities? boys? Why or why not? 3 Are local leaders and government partners involved as active 14. Who in the community uses nontraditional sources of energy? Who participants in the process in order to enhance the sustain- does not? ability of projects? Energy sources and income 15. Which particular types of fuel/energy do women and female youth use to generate income? How do they generate income? How much income is generated? 16. What additional types of fuel/energy might help women and female youth improve their capacity for income generation? 28 Kenya Development Response to Displacement Impacts Project Photo: John Hogg | World Bank 4. UNDERSTANDING AND ADDRESSING GENDER-BASED VIOLENCE IN CLEAN ENERGY SUBPROJECTS 29 Subproject Implementation • Address social obstacles that prevent women and female During the first and subsequent phases of KDRDIP subproject youth from participating in training programs through implementation, as part of the social safeguards screening pro- community outreach initiatives that address prohibitive cess, facilitators and technical staff should take into account the gender and cultural norms. GBV-related issues raised in the preliminary community consul- 3 Explore synergies between different types of clean energy tations. If the issues are not clearly expressed in the community and their benefits to women and girls, for example, development plans or if they require elaboration, technical staff between improved cookstoves and modern off-grid light- should use the question prompts in table 4.1 for further analy- ing. Consider opportunities to jointly market the two sis. Technical staff should not assume that because attention to products to leverage consumer-level financing for a multi- GBV is absent from the plan and project proposals that no con- functional, off-grid energy platform that provides clean cerns exist. To address questions and concerns, technical staff cooking, lighting, and potentially other services—such as should link with experts and local leaders working on GBV in the mobile phone charging. community as well as social development and social safeguards 3 Promote the economic and professional empowerment of experts in the county integrated project implementation unit and women in the community by linking clean energy projects to the national project implementation unit. While the education livelihoods. subproject is being implemented, always keep in mind the rights, • Provide financing mechanisms for the adoption of needs, and resources of the community, and make efforts to: cleaner cooking technologies and fuels targeted toward 3 Involve women as staff and leaders in clean energy program- women, with an emphasis on communities affected by ming using due caution if doing so poses a potential security large influxes of refugees. risk or increases the risk of GBV. • Support women and women’s groups in leading off-grid • Support the inclusion of women and female youth in power businesses, such as LED battery-operated lights decision-making positions within organizations in charge and multifunction platforms. of energy projects, including the design, distribution, and • At the market level, help women and women’s groups maintenance of energy sources such as off-grid options, serving as distributors or resellers by providing distribu- fuel-efficient cookstoves, and alternative fuels.  Provide tor financing. women with formal and on-the-job training as well as 3 Implement clean energy interventions within the framework with targeted support to assume leadership positions. of building sustainable strategies for shifting gender norms • Ensure female leaders and women’s groups in the com- in support of gender equality (for example, support strategic munity are engaged in the design of energy-efficient and targeted distribution of off-grid lighting to help girls stay stoves (and other potential clean-energy sources) as well in school and promote the use of fuel-efficient cookstoves as strategies for their distribution and uptake, installa- among males). tion, operation, and maintenance.  3 Consult with GBV specialists to identify safe, confidential, 3 In consultation with women, girls, men, and boys, imple- and appropriate systems of care (i.e., referral pathways) for ment energy programs that are accessible to women and survivors, and ensure that energy project staff who engage girls, particularly those who are typically the most marginal- with the community are able to provide information on ized in the community. where they can obtain support. • Address logistical obstacles that prevent women and 3 Target women and men separately in consumer cam- female youth from participating in training or cooking paigns and when seeking user feedback for improved demonstrations with new energy sources. Ensure loca- cookstove/energy markets, using relevant gender- tions and times meet the needs of women and female sensitive approaches. Incorporate GBV messages into clean youth who have family-related responsibilities. Provide energy-related community outreach and awareness-raising childcare for participants. activities. 30 Kenya Development Response to Displacement Impacts Project Monitoring Subprojects at the outset of project implementation and adjusted based on Ongoing clean energy subproject implementation must include findings, especially when bringing the initial clean energy pilot an analysis of progress toward intended outcomes, including projects to scale in target communities. Rather than introducing measures taken to ensure that clean energy interventions are separate monitoring mechanisms, projects should identify sev- designed to reduce the risk of exposure to GBV among women eral indicators that can be integrated into the KDRDIP’s existing and female youth and to promote the empowerment of women assessment, monitoring, and evaluation processes, including through their leadership and participation in clean energy inter- participatory processes that engage women and girls in the tar- ventions as staff members and community leaders. get communities. These indicators should be contextualized to Table 4.2 presents sample indicators that can be used to ensure they support and are in line with national and subnational assess GBV-related issues in clean energy projects during mon- energy sector standards and guidelines. itoring and for the purposes of redesign. Ideally, targets are set Table 4.2. Indicators to Monitor GBV-related Issues in Clean Energy Projects Indicator Indicator Definition Possible Data Sources Target Female participation Quantitative: Organizational records, 50% in the design of clean Percentage of affected persons consulted in the design of focus group discussions, energy interventions clean energy interventions who are female key informant interviews Qualitative: How do women and girls perceive their level of participation in the design of clean energy interventions? What enhances the participation of women and girls in the design process? What are barriers to female participation in these processes? Female staff in clean Percentage of energy intervention staff members who are Organizational records 50% energy interventions female Risk factors of GBV in Percentage of affected people who report concerns about Survey, focus group 0% collecting fuel/firewood experiencing GBV when asked about collecting cooking fuel discussions, key or firewood informant interviews Uptake of clean energy Quantitative: Survey, focus group 100% sources by females Percentage of affected persons reporting uptake of clean discussions, key in the community energy sources as a result of participation in a clean energy informant interviews, (disaggregate by energy training intervention who are female participatory community source) Qualitative: mapping What types of clean energy sources have individuals taken up as result of their participation in a training program? Changes in time, Quantitative: Survey Determine in frequency, and distance Endline time/frequency/distance for collecting fuel or the field for fuel collection firewood minus the baseline time/frequency/distance for collecting fuel or firewood Changes in livelihood Quantitative: Survey Determine in or income-generating Number of females who have taken up clean energy who the field activities report spending more time on income-generating activities Qualitative: How are women and girls spending the time saved collecting fuel? What impact does access to clean energy sources have on women’s daily working hours for income generation? 4. UNDERSTANDING AND ADDRESSING GENDER-BASED VIOLENCE IN CLEAN ENERGY SUBPROJECTS 31 References and Additional Resources Lighting Africa. 2011. Expanding Women’s Role in Africa’s Modern Off-Grid Lighting Market. International Financing Corporation and World Bank. African Development Bank. 2016. Empowering Women in Africa through https://openknowledge.worldbank.org/bitstream/handle/ Access to Sustainable Energy: A Desk Review of Gender-focused Approaches 10986/17487/817440WP0ESMAP0Box0379844B00PUBLIC0. in the Renewable Energy Sector. Africa Development Bank. pdf?sequence=1&isAllowed=y. https://www.afdb.org/fileadmin/uploads/afdb/Documents/ Person, B., J. D. Loo, M. Owuor, L. Ogange, M. E. D. Jefferds, and A. L. Publications/AfDB-Gender_and_Energy_Desk_Review-EN-2016.pdf. Cohen. 2012. “It Is Good for My Family’s Health and Cooks Food in a Way Ellsberg, M., and L. Heise. 2005. Researching Violence Against Women: A Prac- That My Heart Loves”: Qualitative Findings and Implications for Scaling Up tical Guide for Researchers and Activists. Washington DC: World Health an Improved Cookstove Project in Rural Kenya. Global Alliance for Clean Organization, www.path.org/publications/files/GBV_rvaw_front.pdf. Cookstoves. http://cleancookstoves.org/resources/140.html. IASC (Inter-Agency Standing Committee). 2015. Guidelines for Integrating UNICEF (United Nations Children’s Fund) and IRC (International Rescue Gender-based Violence Interventions in Humanitarian Action. IASC. Committee). 2011. Gender Based Violence (GBV) Assessment Turkana www.gbvguidelines.org. County: A Review of Existing Service Delivery for GBV Survivors in IASC Task Force on Safe Access to Firewood and Alternative Energy in Turkana Central and West. UNICEF and IRC. Humanitarian Settings. 2009. Matrix on Agency Roles and Responsibili- UNDP (United National Development Programme). 2004. Gender and ties for Ensuring a Coordinated Multi Sectoral Fuel Strategy in Humanitar- Energy for Sustainable Development: A Toolkit and Resource Guide. UNDP. ian Settings. https://interagencystandingcommittee.org/system/files/ http://www.esmap.org/sites/esmap.org/files/Gender%20and%20 legacy_files/IASC%20TF%20SAFE%20Decision%20Trees_FINAL.pdf. Energy%20for%20Sustainable%20Development_A%20Toolkit%20 GACC (Global Alliance for Clean Cookstoves). 2011. Igniting Change: and%20Resource%20Guide.pdf. A Strategy for Universal Adoption of Clean Cookstoves and Fuels. GACC. UNHCR (United Nations High Commissioner for Refugees). 2014. http://cleancookstoves.org/resources/272.html. Global Strategy for Safe Access to Fuel and Energy (SAFE): A UNHCR GACC and ICRW (International Center for Research on Women). 2016. Strategy 2014–2018. UNHCR. http://www.unhcr.org/en-us/ Measuring Social Impact in the Clean and Efficient Cooking Sector: protection/environment/530f11ee6/global-strategy-safe-access- A How-To Guide. http://cleancookstoves.org/about/news/10-28-2016- fuel-energy-safe.html. measuring-social-impact-in-the-clean-cooking-sector.html. World Bank. 2011. Energy, Gender and Development: What are the Government of Kenya. 2017. “Kenya Development Response to Displace- Linkages? Where is the Evidence? Washington, DC: World Bank. ment Impacts Project (KDRDIP) (p161067): Environmental and Social http://siteresources.worldbank.org/EXTSOCIALDEVELOPMENT/ Management Framework (ESMF).” Executive Office of the President Resouces/244362-1164107274725/3182370-1164201144397/ for the Northern Kenya Development Initiative, Government of 3187094-1173195121091/Energy-Gender-Development-SD125.pdf. Kenya. ———. 2013. Integrating Gender Considerations into Energy Operations. Lambe, Fiona, and Jacqueline Senyagwa. 2015. Identifying Behavioural Washington, DC: World Bank. http://www.esmap.org/node/2743. Drivers of Cookstove Use: A Household Study in Kibera, Nairobi. Stockholm: Stockholm Environment Institute. http://cleancookstoves.org/resources/398.html. Kenya Development Response to Displacement Impacts Project UNDERSTANDING AND ADDRESSING GENDER-BASED VIOLENCE IN LABOR-INTENSIVE PUBLIC WORKS SUBPROJECTS Linking the Risks of Gender-based Violence If effectively designed, LIPW programs can mitigate the risk of and Labor-intensive Public Works exposure to GBV among women and girls resulting from poverty and/or from the generation of livelihoods in the informal econ- The highest poverty levels in Kenya are in the northern pasto- omy. LIPW projects can provide short-term income to women, ralist districts where the Kenya Development Response to Dis- particularly those unable to find suitable alternative employment placement Impacts Project (KDRDIP) is being implemented. such as single women who are heads of household, in target areas, Ninety-five percent of the population falls below the poverty line including refugee settlements and host communities, which can in some areas (Oxfam 2013 and Kipruto). Research on violence lead to enhanced economic empowerment at home and within against women around the world confirms that economic stress the community. Properly designed LIPW projects that provide and a female’s economic dependency on a male in her household integrated services can facilitate safe alternatives for generating are two key drivers of intimate partner violence. In the KDRDIP income to women and female youth and can: counties, poverty is also a driver for early marriage, sexual 3 Enhance the knowledge and skills base of women and female exploitation, and other forms of gender-based violence (GBV). youth; To support themselves and their families, women and girls may 3 Improve their savings and access to productive assets; become dependent on and trapped in abusive relationships, be 3 Empower and facilitate their economic independence, which forced or coerced into prostitution, or enter harmful work envi- may enhance their ability to leave exploitative situations; ronments in the informal economy. 3 Foster the economic, physical, and psychological well-being Labor-intensive public works (LIPW) has become a common of individuals, families, and communities through leadership tool for providing temporary income support to the poorest and development and peer-to-peer support; most vulnerable households to smooth consumption during lean 3 Promote a positive appreciation of women’s economic empow- seasons or in response to various types of shocks (World Bank erment, which may mitigate household-level violence; 2017). LIPW projects can help meet the urgent economic needs of 3 Raise awareness about GBV, gender norms, and power imbal- individuals and households while promoting the well-being of the ances in the family and community, and do so in a culturally community with activities to enhance community assets, support sensitive way; improved land productivity, develop road networks and market 3 Improve the management of community assets, including infrastructure, increase access to social services, and improve natural resources, and thereby support more sustainable or health and school facilities. It can also contribute to greater com- alternative livelihoods; and munity cohesion and awareness of key development issues by 3 Support longer-term development goals because an economi- providing a safe platform for enhanced interaction, information cally empowered woman is more likely to invest in her family’s sharing, and dialogue between different groups of people. health, nutrition, and education than her male counterpart. 34 Kenya Development Response to Displacement Impacts Project Despite these benefits, women may be marginalized during Table 5.1. Question Prompts to Assess GBV-relat- the identification, design, and implementation of LIPW subproj- ects if specific attention is not given to their inclusion (FAO 2011). ed Issues in LIPW Projects Even when females are included, LIPW may not always take into Norms and practices linked to participation in economic account the unique needs of women and girls, as well as the opportunities/LIPW/livelihoods potential risks for women and female youth engaged in income- 1. What cultural barriers do women and female youth face that may generating activities, particularly in terms of backlash to women’s exclude them from certain types of work? economic empowerment at the community or household level. 2. What are the preferences and cultural habits to consider before As such, LIPW programs must be designed to adequately address determining the type of LIPW that can be inclusive of females? the unique needs and concerns of women and female youth and • What are the roles of women, girls, men, and boys with respect to include built-in protective mechanisms to monitor and address asset ownership, control, care, and management? • What kinds of activities are forbidden to women or men by local potential risk factors for them while also including social norm/ custom? behavior change components to reduce the acceptability of GBV. • What is the balance of power between women and men in accessing and controlling productive assets? Addressing GBV in LIPW Subprojects • Does limited access to productive assets force women and other throughout the KDRDIP Project Cycle at-risk groups to adopt unsafe survival strategies? If so, what are they? What might help mitigate their risks of engaging in these Community Mobilization and Village-level survival strategies? Community Development Plans Structural and contextual challenges and barriers During the initial phase of project planning, outreach teams help- 3. What physical, logistical, or educational issues prevent women and ing communities identify priority needs and draft community female youth from accessing LIPW opportunities and/or sustain development plans must explore the specific concerns of women gendered divisions in income-generating activities (e.g., mobility or transportation issues, childcare and other domestic responsibilities, and girls linked to any subprojects, community investments, and disabilities, illiteracy, and lack of training)? social mobilization efforts to ensure their consideration in any 4. How might women’s increased access to employment and resources plan. If women and female youth are not part of community con- (e.g., earnings) challenge existing gender dynamics, thus increasing sultations, their particular issues may not surface, and even when the likelihood of GBV at the community level and within households? they do participate, sociocultural norms may limit the extent to Types of LIPW which GBV issues are discussed. Teams should be sensitive to 5. Are there particular types of LIPW programs that risk perpetuating these challenges, deploying community consultation methods unequal gender norms? that sensitize community members, including local traditional • Do certain LIPW activities shift additional burdens to women and and religious leaders, about the importance of understanding the female youth participating in them? • Do LIPW subprojects ensure equal wages paid to women and men specific concerns of women and girls, while creating an enabling for equal jobs? environment to ensure the active leadership and participation of 6. In what manner might particular LIPW programs place women and women and female youth. At minimum, this means that outreach girls at greater risk of violence? For example: teams must be trained and experienced in facilitating discussions • Do project activities require women to travel to insecure on sensitive topics like GBV issues with community members.1 and/or remote areas or in contexts where their mobility is This also requires that community outreach teams include women culturally constrained? • Do the LIPW subproject sites provide childcare facilities, and who can lead separate consultations with female community lead- are these accessible to women and girls at no additional cost? ers and with a range of age cohorts as necessary. Teams should • Are there covered sanitary facilities/latrines with locks at the understand and be able to provide referrals to survivors as well as worksites? those at risk in case the need arises during consultations. • Is the project encouraging women to enter nontraditional worksites without adequate security oversight, which could, in The initial consultations about LIPW programs for women turn, increase their risk of being exposed to violence? and female youth in the community also offer an important 7. Which relationships in the LIPW program increase the risk of sexual opportunity to explore in greater depth how engaging in different assault, harassment, and exploitation and which provide safety LIPW subprojects within a wide range of sectors (e.g., agriculture, (e.g., LIPW site administrators or other workers)? How are these risks environment, roads, water, and sanitation) may impact women identified and managed? and girls. Table 5.1 offers relevant assessment question prompts. 1. For a useful tool, see Ellsberg and Heise 2005. 5. UNDERSTANDING AND ADDRESSING GENDER-BASED VIOLENCE IN LIPW SUBPROJECTS 35 Aggregation and Subproject Prioritization development and social safeguards specialists in county integrated and Appraisal project implementation units and the national project implemen- During the KDRDIP subproject aggregation, prioritization, and tation unit to ensure contextually relevant interventions at the appraisal phase, when the community development plans are county level and consistency of safe and ethical practices across aggregated at the ward level and proposals are finalized for proj- all project interventions, including the establishment of standard ect implementation, the ward level committee, subcounty coordi- referral pathways for care and support of GBV survivors. nator, county coordinator, and project reviewers are responsible Community facilitators and project reviewers should con- for ensuring that project descriptions and budgets adequately sider the following: account for the rights, needs, concerns, and roles of women and 3 Does the community development plan illustrate that girls linked to LIPW interventions, with specific attention to their women and female youth were consulted separately from risk of GBV. men and boys regarding which LIPW subprojects would be Women must be equally engaged in finalizing community safe and appropriate for them, especially if females do not development plans, which should be reviewed by KDRDIP’s social traditionally participate in these activities? Photo: Peter Kapuscinski | World Bank 36 Kenya Development Response to Displacement Impacts Project 3 Where applicable and feasible, do the activities provide opportunities for women and female youth to engage in non-gender-stereotyped occupations that may provide them with a higher income and status than traditionally female occupations? Is there a provision for how women engaged in nontraditional work will receive the support of other females and/or other community members and will be able to report any risks that arise so that they can be addressed in a timely manner? 3 Does the intervention recognize and support the goal of gen- der equality?  3 Are relevant local leaders and government partners involved as active participants in the process to enhance the sustain- ability of subprojects? Are there provisions for ensuring Photo: World Bank cooperation and collaboration between host and refugee communities? 3 Does the community development plan take into account payment modalities (e.g., cash transfers) deemed safe by Subproject Implementation women and female youth when receiving remuneration for During the first and subsequent phases of KDRDIP subproject their involvement in LIPW activities? implementation, as part of the social safeguards screening pro- 3 Does the proposal include mechanisms to promote the cess, facilitators and technical staff should take into account the involvement of women and female youth in the implementa- GBV-related issues raised in the preliminary community consul- tion arrangements for LIPW activities, including training? tations. If the issues are not clearly expressed in the community 3 Does the proposal articulate the GBV-related safety risks, development plans or if they require elaboration, technical staff protection needs, concerns, and rights of women and female should use the question prompts in table 5.1 for further analy- youth engaged in the proposed LIPW activities? sis. Technical staff should not assume that because attention to 3 Are risks for specific forms of GBV (e.g., sexual assault, sex- GBV is absent from the plan and project proposals that no con- ual exploitation, harassment, intimate partner violence, and cerns exist. To address questions and concerns, technical staff other forms of domestic violence) described and analyzed, should link with experts and local leaders working on GBV in the or is there only a broader reference made to gender-based community as well as social development and social safeguards violence? experts in the county integrated project implementation unit 3 Is there a clear description of how the LIPW program will and the national project implementation unit. While the LIPW reduce the risks of GBV for participants (e.g., in terms of the subproject is being implemented, always keep in mind the rights, location, design, and scheduling of LIPW activities; strategies needs, concerns, and resources of the community, particularly for mitigating backlash within the community and in the women and girls, and make efforts to: home; and engagement of male community leaders to sup- 3 Involve women as group leaders and/or as part of commu- port the economic empowerment of women)? nity teams overseeing LIPW subprojects, using due caution if 3 Is there a strategy and funding allocated for preparing and doing so poses a potential security risk or increases the risk providing training for government, county integrated proj- of GBV. ect implementation units, women’s groups, and community • Strive for at least 50 percent representation of women as members engaged in LIPW work regarding the design and part of implementation arrangements of LIPW activities implementation of LIPW programming that mitigates the at the community-level. Provide women with on-the-job risk of GBV? For understanding processes for facilitating safe training. and ethical referrals to care and support for female survivors who may be identified by LIPW staff? 5. UNDERSTANDING AND ADDRESSING GENDER-BASED VIOLENCE IN LIPW SUBPROJECTS 37 • Set up adequate information campaigns and registration • Ensure reporting mechanisms are in place for laborers to and verification procedures to achieve at least 50 percent report sexual harassment and abuse by supervisors and/ inclusion of women participants.  Do not assume that or other laborers without fear of reprisal. quotas will be successful in the absence of other simulta- • Conduct ongoing analysis and open and frank dialogue neous measures to ensure female participation. with both females and males in the community about 3 In consultation with women, men, and female and male how income generation among women and female youth, implement specific strategies to ensure LIPW activi- youth may increase tensions within families or commu- ties are accessible to women and female youth, particularly nities. Put strategies in place to mitigate backlash and those who are typically most marginalized in the community other negative effects for LIPW participants, including and/or excluded from economic opportunities. ongoing sensitization of communities about gender, • Address logistical obstacles that prevent women and GBV, and women’s rights. Put mechanisms in place that female youth from travelling to and working at LIPW enable women to report without fear of retaliation any sites. Ensure locations and times of work meet the needs potentially negative impacts the project has on house- of women and female youth who have family-related hold dynamics or any inappropriate conduct at the com- responsibilities. Provide childcare for women with chil- munity level. dren, preferably run by elderly women paid under the 3 Implement strategies that allow participants to control their program, with consideration and resources given for assets in ways that mitigate the risk of theft or financial nutritious snacks and water for children as well as water exploitation. Options to consider include: for laborers. Ensure that there are covered rest areas and • Make cash transfers directly to a bank or mobile money latrines with locks at worksites for the laborers. accounts/M-pesa as much as possible rather than distrib- • Address cultural obstacles that prevent women and female uting cash, and develop strategies for the safe storage of youth from participating in LIPW activities, particularly earned income. in nontraditional sectors, by undertaking community • Adjust wage payment modalities to the specific LIPW, as outreach initiatives to address gender and cultural norms feasible and appropriate, taking into account that women that prohibit females from certain kinds of work. Make may prefer a piece rate rather than a daily wage because sure that these initiatives are age-, gender-, and culturally it allows them greater flexibility when coordinating the sensitive. work with their other chores. • Support women and female youth engaged in different • Regularly consult with female recipients to assess the types of LIPW programs to become involved in social effectiveness of existing remuneration mechanisms. groups with other female workers at sites so they can 3 Implement all LIPW subprojects within a framework that connect with each other in a safe space. encourages the economic empowerment of women and 3 In consultation with women, men, and female and male female youth aimed at shifting gender norms in support of youth, implement LIPW activities that minimize possible gender equality. GBV-related risks resulting from participation. 3 Consult with GBV specialists to identify safe, confidential, • During the LIPW design and implementation process, and appropriate systems of care (i.e., referral pathways) for make certain that provisions are made to situate LIPW survivors, and ensure LIPW staff have the basic skills to activities in safe locations and schedule them during provide them with information on where they can obtain times of the day/week that minimize the risk of GBV. support. Ensure participants are not unnecessarily exposed to 3 Incorporate GBV messages into LIPW-related community risky situations (e.g., travelling after dark). outreach and awareness-raising activities. • Work with local authorities and communities to enhance the safety of participants. Coordinated strategies could include establishing safety patrols along routes to work, escort systems, and police and community surveillance systems as well as providing solar lanterns and installing adequate lighting along travel routes. 38 Kenya Development Response to Displacement Impacts Project Monitoring Subprojects Table 5.2 presents sample indicators that can be used to Ongoing LIPW subproject implementation must include an assess GBV-related issues in LIPW subprojects during monitoring analysis of progress toward intended outcomes, including mea- and for the purposes of redesign, if necessary. Rather than intro- sures taken to ensure that LIPW programs are designed to reduce ducing separate monitoring mechanisms, projects should iden- the risk of exposure to GBV among women and girls and promote tify several indicators that can be integrated into the KDRDIP’s the empowerment of women by ensuring their leadership and existing assessment, monitoring, and evaluation processes, such participation in LIPW programs as group leaders and/or as mem- as participatory processes to engage women and girls in the tar- bers of community teams overseeing LIPW. This also includes an get communities. These indicators should be contextualized to analysis of how increased income affects the safety and well-being ensure they support and are in line with national and subnational of women and female youth engaged in LIPW activities. LIPW sector/program standards and guidelines. Table 5.2. Indicators to Monitor GBV-related Issues in Health Projects Indicator Indicator Definition Possible Data Sources Target Female participation in Quantitative: Site management reports, 50% LIPW interventions Percentage of persons who participate in LIPW focus group discussions, interventions who are female key informant interviews Qualitative: How do women and girls perceive their level of participation in LIPW interventions? What enhances the participation of women and girls? What are barriers to female participation? Risk factors of GBV Quantitative: Survey, focus group 0% when participating in Percentage of affected persons who report concerns discussions, key LIPW interventions about experiencing GBV when asked about participation informant interviews, in LIPW interventions participatory community Qualitative: mapping Do affected persons feel safe from GBV when participating in LIPW interventions? What types of safety concerns does the affected population describe in LIPW interventions? Income as a result of Quantitative: Survey Determine in participating in LIPW Endline income of LIPW participants minus baseline the field interventions income of LIPW participations (disaggregate by sex) 5. UNDERSTANDING AND ADDRESSING GENDER-BASED VIOLENCE IN LIPW SUBPROJECTS 39 References and Additional Resources IASC (Inter-Agency Standing Committee). 2015. Guidelines for Integrating Gender-based Violence Interventions in Humanitarian Action. IASC. Asian Development Bank (ADB) and International Labor Organization www.gbvguidelines.org. (ILO). 2013. Good Global Economic and Social Practices to Promote Gender Subbarao, Kalanidhi, Carlo del Ninno, Colin Andrews, Claudia Equality in the Labor Market. https://www.adb.org/sites/default/files/ Rodríguez-Alas. 2013. Public Works as a Safety Net: Design, Evidence, publication/31166/good-global-economic-social-practices- and Implementation. Washington, DC: World Bank.  promote-gender-equality-labor-market.pdf. https://openknowledge.worldbank.org/handle/10986/11882. Ellsberg, M., and L. Heise. 2005. Researching Violence Against Women: A Prac- World Bank. 2017. “Operational Guidelines.” Development Response to tical Guide for Researchers and Activists. Washington DC: World Health Displacement Impacts Project II in Kenya, Labor-Intensive Public Organization. www.path.org/publications/files/GBV_rvaw_front.pdf. Works Planning and Implementation. World Bank, Washington, DC. FAO (Food and Agriculture Organization of the United Nations. 2011. World Bank, GWI (Global Women’s Institute), and IDB (International Women in Infrastructure Works: Boosting Gender Equality and Rural Devel- Development Bank). 2015. Violence Against Women and Girls Finance opment. FAO. http://www.fao.org/docrep/013/i2008e/i2008e05.pdf. and Enterprise Development Brief. World Bank, GWI, and IDB. http:// Holmes, Rebecca, and Nicola Jones. 2010. Rethinking Social Protection using www.vawgresourceguide.org/sites/default/files/briefs/vawg_resource_ a Gender Lens. https://www.odi.org/sites/odi.org.uk/files/odi-assets/ guide_finance_and_enterprise_development_brief_april_2015.pdf. publications-opinion-files/6273.pdf. Kenya Development Response to Displacement Impacts Project UNDERSTANDING AND ADDRESSING GENDER-BASED VIOLENCE IN LIVELIHOODS SUBPROJECTS Linking the Risks of Gender-Based Violence If effectively designed, livelihood programs can mitigate risks and Livelihoods that women and girls are exposed to in small-scale business. Pro- grams that include built-in protective mechanisms to monitor The highest poverty levels in Kenya are in the northern pasto- and address potential risk factors can help to reduce participants’ ralist counties where the Kenya Development Response to Dis- exposure to violence and exploitation, and empowering them placement Impacts Project (KDRDIP) is being implemented. with skills training and social and financial capital. Such programs Ninety-five percent of the population falls below the poverty line can: in some areas (Oxfam 2013 and Kipruto). Research on violence 3 Provide women and female youth with safe alternatives for against women around the world confirms that economic stress generating income. and a female’s economic dependency on a male in her household 3 Enhance their knowledge and skills base regarding micro- are two key drivers of intimate partner violence. In the KDRDIP enterprise, financial management, natural resource manage- counties, poverty is also a driver for early marriage, sexual ment and leadership; exploitation, and other forms of gender-based violence (GBV). 3 Empower and facilitate their independence, which may To support themselves and their families, women and girls may enhance their ability to leave exploitative situations; become dependent on and trapped in abusive relationships, be 3 Foster the economic, physical, and psychological well-being forced or coerced into prostitution, or enter harmful work envi- of individuals, families, and communities through leadership ronments in the informal economy. development and peer-to-peer support; In the KDRDIP focus communities, where there is a dearth 3 Promote a positive appreciation of women’s economic of formal jobs, many women supplement meager family incomes empowerment, which may mitigate household-level violence; made through agro-pastoralism with work in the informal econ- 3 Raise awareness about GBV, gender norms, and power imbal- omy (e.g., collecting and selling firewood, charcoal, or grass for ances in the family and community, and do so in a culturally fodder; running small-goods kiosks; and selling milk). These sensitive way; activities, in addition to creating the double burden of market 3 Improve the management of natural resources and thereby and household work, sometimes force women and girls to travel support more sustainable or alternative livelihoods; and through unsafe areas or during dangerous times of the day or 3 Support longer-term development goals because an eco- night, including through refugee settlements and surround- nomically empowered woman is more likely to invest in her ing areas where there is a demand for informal services such family’s health, nutrition, and education than their male as domestic work. Women and children are also put at risk of counterparts. exploitation, harassment, and abuse from customers, suppliers, and market administrators, especially in unregulated markets and when they must borrow money, negotiate prices, or manage a shop alone. 42 Kenya Development Response to Displacement Impacts Project Recognizing the value of supporting female leadership and The initial consultations about potential livelihood priori- participation in livelihood programming, the KDRDIP seeks a tar- ties and options for women and female youth in the community get of 50 percent female participation in community livelihood offers an important opportunity to explore in greater depth how groups. However, introducing livelihood programming without the engagement in various types of livelihoods (e.g., pastoralism, taking gender and cultural norms into account can create back- agro-pastoralism, agriculture, and trade) and the expansion and lash and inadvertently heighten the risk of violence against par- commercialization of livelihood activities can impact women and ticipants, particularly females. For example, domestic violence girls. Table 6.1 offers relevant assessment question prompts. can increase if partners or family members feel threatened by or resentful of women’s economic independence. As such, economic Aggregation and Subproject Prioritization empowerment interventions must include provisions that sup- and Appraisal port women’s safety as well as components aimed at changing During the KDRDIP subproject aggregation, prioritization, and social norms and behaviors to reduce the acceptability of GBV. appraisal phase, when the community development plans are Interventions that financially empower women and decrease aggregated at the ward level and proposals are finalized for proj- the risk of intimate partner violence must include engagement ect implementation, the ward level committee, subcounty coordi- with partners through gender dialogue groups that discuss sub- nator, county coordinator, and project reviewers are responsible jects such as healthy relationships and nonviolent conflict reso- for ensuring that project descriptions and budgets adequately lution and at the same time provide information on the economic account for the rights, needs, and roles of women and girls linked empowerment intervention. to livelihood interventions, with specific attention to their risks of GBV. Addressing GBV in Livelihoods Subprojects Women must be equally engaged in finalizing community Throughout the Project Cycle development plans, which should be reviewed by KDRDIP’s social Community Mobilization and Village-level development and social safeguards specialists in county integrated Community Development Plans project implementation units and the national project implemen- During the initial phase of project planning, outreach teams help- tation unit to ensure contextually relevant interventions at the ing communities identify priority needs and draft community county level and consistency of safe and ethical practices across development plans must explore the specific concerns of women all project interventions, including the establishment of standard and girls linked to any subprojects, community investments, and referral pathways for care and support of GBV survivors. social mobilization efforts to ensure their consideration in any Community facilitators and project reviewers should con- plan. If women and female youth are not part of community con- sider the following: sultations, their particular issues may not surface, and even when 3 Does the community development plan illustrate that they do participate, sociocultural norms may limit the extent to women and female youth were consulted separately from which GBV issues are discussed. Teams should be sensitive to men and boys as to which occupations would be safe for these challenges, deploying community consultation methods them, especially if females do not traditionally participate in that sensitize community members, including local traditional these activities? and religious leaders, about the importance of understanding the 3 Have market surveys identified livelihood activities that are specific concerns of women and girls, while creating an enabling profitable and empowering for women and female youth? environment to ensure the active leadership and participation of 3 Does the proposal articulate the GBV-related safety risks, women and female youth. At minimum, this means that outreach protection needs, and rights of women and female youth teams must be trained and experienced in facilitating discussions engaged in the proposed livelihood activities? on sensitive topics like GBV issues with community members.1 3 Are risks for specific forms of GBV (e.g., sexual assault, sex- This also requires that community outreach teams include women ual exploitation, harassment, intimate partner violence, and who can lead separate consultations with female community lead- other forms of domestic violence) described and analyzed, ers and with a range of age cohorts as necessary. Teams should or is there only a broader reference made to gender-based understand and be able to provide referrals to survivors as well as violence? those at risk in case the need arises during consultations. 1. See Ellsberg and Heise (2005) for a useful tool. 6. UNDERSTANDING AND ADDRESSING GENDER-BASED VIOLENCE IN LIVELIHOODS SUBPROJECTS 43 Table 6.1. Question Prompts to Assess GBV-related Issues in Livelihood Projects Norms and practices linked to livelihoods Types of livelihoods 1. What cultural barriers do women and female youth face in accessing 5. Are there particular types of livelihood programs that risk markets, livelihood activities, livestock management strategies, and perpetuating unequal gender norms (e.g., by placing women financial services (e.g., gender norms that exclude females from solely in caretaking and childcare-related jobs, by hiring men for certain types of work and discrimination against women in the jobs traditionally held by them—such as guards or mechanical workplace and marketplace)? maintenance personnel, or by delivering skills training programs that 2. What are the preferences and cultural habits to consider before reinforce stereotypes)? determining types of livelihood activities, locations, services, and • Do livelihood activities shift additional burdens onto women and goods? female youth participating in the activities? • What are the roles of women, girls, men, and boys regarding 6. In which manner might particular livelihood programs place women livestock ownership, control, care, and management? and girls at greater risk of violence? For example: • What kinds of activities are forbidden to women or men by local • Do project activities require women to travel to insecure and/ custom? or remote areas or in contexts where their mobility is culturally • What is the balance of power between women and men in constrained? accessing and controlling productive assets? • Is the project encouraging women to enter nontraditional markets • What are the risks of backlash associated with women and female or value chains that could, in turn, increase their risk of being youth engaged in economic programs at the community level and exposed to violence? by intimate partners and/or family members? • How might women’s increased access to employment and • Does limited access to livelihood assets force women and other resources (e.g., earnings, loans, land, and grants) challenge existing at-risk groups to adopt unsafe survival strategies? If so, what are gender dynamics, thus increasing the likelihood of violence against they? What might help mitigate the risk of their engaging in these women and girls at the community level and within households? survival strategies? 7. When community livelihoods are affected by drought or other crises Structural and contextual challenges and barriers (particularly in pastoralist communities), are there any harmful psychological, physical, or social impacts regarding changes in 2. What physical, logistical, or educational issues prevent women and livelihoods among women and female youth, for example, shifting female youth from accessing livelihood opportunities and/or sustain from livestock management to selling firewood? How do crises gendered divisions in income-generating activities (e.g., mobility or shift livestock management strategies and access to safe livelihood transportation issues, childcare and other domestic responsibilities, activities—particularly for females? disabilities, illiteracy, and lack of training)? 3. Are there institutional or legal barriers that women face to freely engage in labor markets and enterprise development? For example, under the customary systems of the KDRDIP counties, is a woman legally able to open a bank account, obtain a loan, sign documentation without her partner’s permission, inherit land and property, own productive assets, or create a will? 4. What are the GBV-related risks faced by women and female youth when earning a living in this setting? • Which logistical and environmental issues increase the risk of sexual assault, harassment, or exploitation (e.g., borrowing money, getting stopped by police, selling goods from house to house, travelling at night, travelling through unsafe areas, and working alone in a shop)? • Which livelihood relationships increase the risk of sexual assault, harassment, or exploitation, and which provide safety (e.g., customers, suppliers, market administrators, and intimate partners)? Who orchestrates, encourages, permits, or colludes in the perpetration of violence? 44 Kenya Development Response to Displacement Impacts Project 3 Is there a clear description of how the livelihood program will Subproject Implementation reduce the risks of GBV for participants (e.g., the location During the first and subsequent phases of KDRDIP subproject and design of programs, strategies for mitigating backlash implementation, as part of the social safeguards screening pro- within the community and in homes, and the engagement of cess, facilitators and technical staff should take into account the male community leaders to support the economic empower- GBV-related issues raised in the preliminary community consul- ment of women)? tations. If the issues are not clearly expressed in the community 3 Is there a strategy and funding allocated for preparing and development plans or if they require elaboration, technical staff providing training for government, county integrated proj- should use the question prompts in table 6.1 for further analy- ect implementation unit teams, common interest and com- sis. Technical staff should not assume that because attention to munity groups, women’s groups, and community members GBV is absent from the plan and project proposals that no con- engaged in livelihood work on the design and implementa- cerns exist. To address questions and concerns, technical staff tion of livelihood programming that mitigates the risk of should link with experts and local leaders working on GBV in the GBV?  For understanding processes for facilitating safe and community as well as social development and social safeguards ethical referrals to care and support for female survivors who experts in the county integrated project implementation unit and may be identified by livelihood staff? the national project implementation unit. While the livelihoods 3 Where applicable and feasible, do the activities provide subproject is being implemented, always keep in mind the rights, opportunities for women and female youth to engage in needs, and resources of the community, and make efforts to: non-gender-stereotyped occupations that may be of higher 3 Involve women and female youth as staff and leaders in live- income and status than traditionally female occupations? Is lihood programming using due caution if doing so poses a there a provision for how women engaged in nontraditional potential security risk or increases the risk of GBV. This work will receive the support of other females and will be able includes ensuring female leadership and representation in to report any risks that arise so that they can be addressed in the common interest and community groups, with provi- a timely manner? sions for separate female groups as advisable, and producer 3 Is there an explanation of how the livelihood intervention will organizations, as well as in the nongovernmental organiza- contribute to sustainable strategies that promote access to and tions tasked with providing support to the livelihood project. control over resources, as well as the empowerment, safety, • Strive for 50 percent representation of women and female and economic well-being of women and girls at risk of GBV youth within nongovernmental organization livelihood and to long-term efforts to reduce specific types of GBV?  capacity-building program staff. Provide women with for- 3 Does the intervention recognize and support the goal of gen- mal and on-the-job training as well as targeted support to der equality, including through interventions that combine assume leadership positions. economic empowerment with life skills and leadership devel- • Ensure that 50 percent of the community groups formed opment, as well as peer-to-peer support?  under the livelihoods subprojects comprise women and 3 Does the community development plan reflect a commit- female youth. ment to working with the community to ensure sustain- • Ensure that mixed groups have 50 percent membership ability?  Are there provisions for ensuring cooperation and of women and female youth. collaboration between host and refugee communities? 3 In consultation with women, girls, men, and boys, imple- 3 Are local leaders and government partners involved as active ment livelihood programs that are accessible to women and participants in the process of enhancing the sustainability of girls, particularly those who are typically most marginalized subprojects? in the community and/or excluded from livelihood support. • Address logistical obstacles that prevent women and female youth from participating in planning meetings and livelihood activities. Work with community members to identify locations and times for community meetings that are appropriate for women and female youth who have family-related responsibilities. Provide childcare for program participants, not only at community meetings but also at or near worksites. 6. UNDERSTANDING AND ADDRESSING GENDER-BASED VIOLENCE IN LIVELIHOODS SUBPROJECTS 45 • Address cultural obstacles that prevent women and other negative effects on participants, including ongoing female youth from participating in livelihood program- sensitization of communities around gender, GBV, and ming by undertaking community outreach initiatives to women’s rights. Also put in place mechanisms that enable address gender and cultural norms that prohibit females women to report potential negative impacts of the proj- and other at-risk groups from certain kinds of work. ect on household dynamics or inappropriate conduct at Ensure that these initiatives are age-, gender-, and cultur- the community level. ally sensitive. • Take GBV risks related to seasonality into account for • Support local organizations, community groups, and women and girls by, for example, coordinating insurance businesses in providing women and female youth plans or risk-transfer mechanisms to ameliorate losses engaged in different types of livelihood programs with the during cyclical droughts or floods. opportunity to connect with each other in a safe space, 3 Promote the economic and professional empowerment of to share resources and skills, and to communicate about female participants through ongoing business development, important livelihood-related issues—a particular priority agricultural training, value-chain integration, vocational for females engaged in mixed-sex common interest and skills training, capacity building, and education. Promote the community groups. Consider community exchange visits active participation of women in the expansion and diversifi- within the subcounty and between subcounties so com- cation of livelihoods and businesses. munity groups can interact and learn from one other. 3 Implement strategies that allow participants to control their • Provide training and technical support on the legal con- assets in ways that mitigate the risk of theft or financial straints affecting women entrepreneurs for key person- exploitation. nel offering financial and entrepreneurship services to • Transfer grants or loans directly to banks or mobile women, such as loan officers, local tax collectors, market money accounts/M-pesa rather than distributing cash, authorities, extension workers, and microfinance and/or and develop strategies for safely storing earned income. bank personnel. • Regularly consult with female recipients to ensure that 3 In consultation with women, girls, men and boys, implement their livelihoods are not increasing their poverty levels. livelihood programs that minimize potential GBV-related 3 Implement all livelihood programs within the framework risks resulting from participation. of building sustainable livelihoods aimed at shifting gender • Ensure that provisions are made in the livelihood selec- norms in support of gender equality. tion process and business plan development to situate • Support the creation of women’s business associations, livelihood activities in safe locations and schedule them lobbying groups, and enterprises. during times of the day and week that minimize the risk • Support reforms in the law and the transformation of of GBV. Ensure participants are not unnecessarily exposed customs to strengthen the recognition of women’s eco- to risky situations (e.g., getting stopped by police, selling nomic rights, including property, inheritance, and mari- goods from house to house, working in a shop alone, and tal rights. travelling after dark). 3 Consult with GBV specialists to identify safe, confidential, • Work with local authorities and communities to enhance and appropriate systems of care (i.e., referral pathways) for the safety of participants. Coordinated strategies include survivors, and ensure livelihood staff and leaders of common establishing safety patrols, escort systems, or police and interest and community groups have the basic skills to pro- community surveillance systems along routes to work vide information about where they can obtain support. while also providing solar lanterns or installing adequate 3 Incorporate GBV messages into livelihood-related commu- lighting along the routes. nity outreach and awareness-raising activities. • Conduct ongoing analysis and consultation through the social audit committees and other mechanisms, and with both females and males in the community, about how the economic empowerment of women and female youth may increase tensions within families or commu- nities. Put strategies in place to mitigate backlash and 46 Kenya Development Response to Displacement Impacts Project Monitoring Subprojects Table 6.2 presents sample indicators that can be used to Ongoing livelihoods subproject implementation must include an assess GBV-related issues in livelihood projects during monitor- analysis of progress toward intended outcomes, including mea- ing and for the purposes of redesign. Ideally, targets are set at the sures taken to ensure that livelihood programs are designed to outset of project implementation and adjusted based on findings, reduce the risk of exposure to GBV among women and girls and especially when bringing the initial livelihood pilot project to scale to promote the empowerment of women by ensuring their lead- in target communities. Rather than introducing separate moni- ership and participation in livelihood programs as staff and com- toring mechanisms, projects should identify several indicators munity leaders. This also includes an analysis of how increased that can be integrated into the KDRDIP’s existing assessment, income affects the safety and well-being of women and female monitoring, and evaluation processes, such as participatory pro- youth engaged in livelihood activities. cesses to engage women and girls in the target communities. These indicators should be contextualized to ensure they support and are in line with relevant national and subnational standards and guidelines. Table 6.2. Indicators to Monitor GBV-related Issues in Livelihood Projects Indicator Indicator Definition Possible Data Sources Target Female participation in Quantitative: Site management reports, 50% livelihood programs Percentage of affected persons who participate in focus group discussions, livelihood programs who are female key informant interviews Qualitative: How do women and girls perceive their level of participation in livelihood programs? What enhances the participation of women and girls? What are barriers to female participation? Female staff in livelihood Percentage of livelihood staff who participate in Organizational records 50% programs livelihood programs who are female Risk factors of GBV when Quantitative: Survey, focus group 0% participating in livelihood Percentage of affected persons who report concerns discussions, key programs about experiencing GBV when asked about participation informant interviews, in livelihood programs participatory community Qualitative: mapping Do affected persons feel safe from GBV when participating in livelihood programs? What types of safety concerns do the affected population describe in livelihood programs? Income support for affected Percentage of households in need of income support Survey Determine population (disaggregate by that are participating in a livelihood program. in the field age and male- and female- Note: If income is replacing income previously generated headed household) through survival sex or exploitative work, a change in income may not be indicated. Change in net income Endline income of livelihood recipients minus baseline Survey Determine of livelihood recipients income of livelihood recipients in the field (disaggregate by sex) 6. UNDERSTANDING AND ADDRESSING GENDER-BASED VIOLENCE IN LIVELIHOODS SUBPROJECTS 47 References and Additional Resources Oxfam. 2013. Oxfam In Kenta. Oxfam. https://www.oxfam.org/sites/ www.oxfam.org/files/oxfam-in-kenya-feb2013.pdf. ADB (Asian Development Bank) and ILO (International Labor Women’s Refugee Commission. 2011. Preventing Gender-based Organization). 2013. Good Global Economic and Social Practices to Violence, Building Livelihoods Guidance and Tools for Improved Promote Gender Equality in the Labor Market. https://www.adb.org/ Programming. Women’s Refugee Commission. http://www. sites/default/files/publication/31166/good-global-economic- cpcnetwork.org/resource/preventing-gender-based-violence- social-practices-promote-gender-equality-labor-market.pdf. building-livelihoodsguidance-and-tools-for-improved-programming/. Ellsberg, M., and L. Heise. 2005. Researching Violence Against Women: A Prac- World Bank, GWI (Global Women’s Institute), and IDB (International tical Guide for Researchers and Activists. Washington DC: World Health Development Bank). 2015. Violence Against Women and Girls Finance Organization, www.path.org/publications/files/GBV_rvaw_front.pdf. and Enterprise Development Brief. World Bank, GWI, and IDB. IASC (Inter-Agency Standing Committee). 2015. Guidelines for Integrating http://www.vawgresourceguide.org/sites/default/files/briefs/ Gender-based Violence Interventions in Humanitarian Action. IASC. vawg_resource_guide_finance_and_enterprise_development_ www.gbvguidelines.org. brief_april_2015.pdf. IRC (International Rescue Committee). 2012. Program Implementation Man- WOSCA (Women Savings and Credit Association). 2013. Manual for ual: Economic and Social Empowerment. New York: IRC. Community Volunteers to Facilitate Group Meetings about Domestic http://www.fsnnetwork.org/sites/default/files/001_EAE_ Violence. Muleba–Kagera, Tanzania: WOSCA. http://preventgbv Implementation-Guide_English%20%281%29.pdf. africa.org/wp-content/uploads/2013/11/WOSCA.ManualforCVs- Kipruto, Samuel. 2015. Spatial Dimensions of Well-being in Kenya: Where engl.pdf. Are the Poor? From Counties to Wards. Kenya National Bureau of Statistics. http://library.spu.ac.ke/cgi-bin/koha/opac-detail. pl?biblionumber=46890&shelfbrowse_itemnumber=106404. 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