engendering the statistical system in cambodia

The United Nations Development Fund for Women

1

Engendering the Statistical System in

Cambodia

WorkshopDay 1

21-23 May 2003Funded by UNDP-PGE and UN-

ESCAPOrganized by UNDP-PGE and

UNIFEM


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UN Resource Team

UNIFEM – Lorraine Corner

UNDP-PGE – Elaine McKay

UNIFEM Facilitator – Teena Cabbab

UN-ESCAP Statistics – Chol O Han

UNIFEM MDG Consultant Mia Hyun


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Cambodian Resource Team

Ms Sok Chan Chhorvy, Deputy General Director for Technical Affairs, MOWVA

Ms Ky Boreth, Vice Bureau Chief, NIS

Mr Suviddya Hang, Economist, Deputy Director, Planning Dept & Deputy National Technical Director PMATU

Mr Phoumin Han, National Professional, PMATU

Ms Rathmony Meas, Vice Bureau Chief, Economic Statistics Department, NIS

Ms Choy Kim Sor, Director, Planning & Statistics Dept, MOWVA

Ms Kok Kanika, Gender Assistant & Interpreter, Partnership for Gender Equity, MOWVA


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What are we doing?

Reviewing concept & role of gender in statistics

Understanding Gender Gender in statistics Gender & statistics for the MDGs

Moving toward engendering the national statistical system as a whole


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Who are we? Staff from NIS – as producers of statistics

Staff from the Sectors – as producers to help engender administrative and sectoral statistics and as users of statistics

Staff from Ministry of Women’s and Veteran’s Affairs – users of statistics

NGOs – users of statistics

UN

Together – we can engender the Together – we can engender the statistical systemstatistical system


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We are challenging assumptions

Engendering statistics needs more than sex-disaggregated statistics

Cambodian statistical system is more than NIS

Some important gender issues are hidden by the statistical system

MDGs need to be engendered Gender-blind data can be used to

engender MDG targets & indicators


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What happens next?

Gender-responsive monitoring of national MDGs & NPRS

Engendering data collection processes & methods Socio-Economic Survey

Using existing statistics for Gender-Responsive policy advocacy

Disseminating statistics to new users


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Teena - Some Administration


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Administrative Matters

Schedule

Meals

Breaks

Handouts

Roles


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Expectations


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What do you want to know about

Gender?

Gender & Statistics?

Gender, Statistics & MDGs?


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Instructions – ExpectationsMeta cards

Part 1

1. Individually write 1 or 2 ideas per topic

2. Write only 1 idea per card


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1. Use meta cards

2. Write only key words

3. Use upper case

4. Letters should be 5 cm high

5. Tape on flip charts

6. Sort the responses as you tape


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What do you want to know about

Gender?

Gender & Statistics?

Gender, Statistics & MDGs?


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Instructions – ExpectationsWall flip chart - Expectations

Part 21. Form groups2. Present your ideas to the group3. Agree on the 3 most important ideas

per topic.4. Post them on the common flip chart

on the wall5. Give the other cards to co-facilitators6. Each group presents one idea to

plenary


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Plenary Report Back


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SynthesisTeena


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Norms


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Instructions – NormsMeta cards

Part 1 Use 3 meta cards to answer these 3 questions:

1. What can we all do effectively use the time gap between translations?

2. How should we behave so that we practice being gender sensitive?

3. What can be done in the next 3 days to make the workshop worthwhile for you?


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Instructions – NormsWall flip chart - Norms

Part 21. Form groups2. Present your ideas to the group3. Agree on the most important idea

per topic.4. Post them on the common flip chart

on the wall5. Give the other cards to co-facilitators6. Each group presents its idea to

plenary


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Plenary Report Back


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SynthesisTeena


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Norms suggested by facilitators

Everyone in the room is a resource for learning Facilitators Co-facilitators Participants

When presenting, avoid repeating what has already been said

You can say: “We have nothing new to add” “All we wanted to say has been presented”

Group Meta cards translated into English by: A group member or Ask a co-facilitator


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Norms suggested by facilitators

The only silly question is one

that is not asked


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LectureTeena


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Engendering the Statistical System in Cambodia

Paradigm Shifts


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What is a paradigm?

Your assumptions

The way you see the world


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Paradigm shift

AA ChangeChange to a more complete & useful way of seeing the way of seeing the

worldworld


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A new way of seeing

Accompanied by changes inchanges in:

AttitudeAttitude

BehaviourBehaviour


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EFFORT AND ATTITUDE DON’T MEAN MUCH IF YOUR PARADIGMS ARE

WRONG


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Activity

Discuss

What lessons were learned?

How do we apply it?

1

2

3

4


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Structured Learning Exercise

Teena


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Structured Learning ExerciseFacilitated by Teena

Everyone stand in the middle of the room

Observe the activity presented Would you associate the activity

with a person who is male or female?

If it is associated with a male, move left If it is associated with a female, move

right ?


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LectureLorraine


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Sex and Gender: What is the difference?


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Concept of sex

Female/male

Biological

Fixed at birth - does not change


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Concept of gender

Feminine/Masculine

Social and cultural

Not fixed - changes over time

Varies between societies


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Opinion Survey on Women in CambodiaSurvey Form

Fill out the Opinion Survey

Do women and men equally enjoy the rights listed on the form

ExampleExample:1. To good and quality

education


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MEN more than WOMEN

>Men Women


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WOMEN more than MEN

<Men Women


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WOMEN and MEN equally

=M W


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Group workTeena


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What is the situation of womenwomen & gender gender

equalityequality in Cambodia?


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Small Group DiscussionFlip chart - Opinion Survey

Form five groups

In groups, agree on one answer to each question & score on flip chart

Based on group answers, discuss women & gender equality in Cambodia

Discuss for 20 minutes

Write 4 main bullet points for group in English & Khmer on Meta cards during discussion

Each group reports their most important bullet point


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Plenary Report Back


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SynthesisTeena


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LectureLorraine


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MDGs: an introductionHandout


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MDG 3. Promote gender equality and empower women

Eliminate gender disparity in primary and secondary education preferably by 2005, and to all levels of education no later than 2015.

Indicators

1. Ratio of girls to boys in primary, secondary & tertiary education

2. Ratio of literate females to males among 15-24 year olds

3. Share of women in wage employment in non-agriculture

4. % of seats held by women in parliament


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MDG 1. Eradicate extreme poverty and hunger

Halve, between 1990 and 2015, the proportion of people whose income is less than one dollar a day.

1. % of population <$1 per day (PPP values)

2. Poverty gap ratio (incidence & depth of poverty)

3. Share of poorest quintile in national consumption

Halve, between 1990 and 2015, the proportion

of people who suffer from hunger.4. Prevalence of underweight children under age 5

5. % of population below minimum level of dietary energy consumption


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MDG 2. Achieve universal primary education

Ensure that, by 2015, all children, both girls and boys, will be able to complete a full course of primary schooling

1. Net enrolment ratio in primary education

2. % of pupils starting grade 1 who reach grade 5

3. Literacy rate of 15-24 year olds


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MDG 4. Reduce child mortality

Reduce by two-thirds (2/3), between 1990 and 2015, the under-5 mortality rate

1. Under-five mortality rate

2. Infant mortality rate

3. % of 1 year old children immunized against measles


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MDG 5. Improve maternal health

Reduce by three-quarters (3/4), between 1990 and 2015, the maternal mortality rate

1. Maternal mortality ratio

2. % of births attended by skilled health personnel


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MDG 6. Combat malaria, HIV/AIDS, malaria and other

diseases

Have halted by 2015, and begun to reverse, the spread of HIV/AIDS

1. HIV prevalence among 15-24 year old pregnant women

2. Contraceptive prevalence rate

3. No. of children orphaned by HIV/AIDS

Have halted by 2015, and begun to reverse, the incidence of malaria and other major diseases4. Prevalence and death rates associated with malaria

5. Proportion of population in malaria risk areas using effective malaria prevention and treatment measure

6. Prevalence and death rates associated with Tuberculosis

7. Proportion of TB cases detected and cured under DOTS


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MDG 7. Ensure environmental sustainability

Integrate the principles of sustainable development into policies & programmes & reverse loss of resources1. % of land area covered by forest

2. Land area protected to maintain biological diversity

3. GDP per unit of energy use (proxy for energy efficiency)

4. CO2 emissions per head of population

Halve, by 2015, proportion of population without sustainable access to safe drinking water5. % of population with sustainable access to an

improved water source

By 2020, have achieved a significant improvement in the lives of at least 100 million slum dwellers6. % of population with access to improved sanitation

7. % of people with access to secure tenure


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MDGs do not show the differences between women & men revealed by your survey & analysis of the situation of women in Cambodia


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How do we show differences between women and men?


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LectureLorraine


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Individual data should be disaggregated by sex


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Sex IS a statistical variable

Survey questionnaire:

What is the sex of the respondent?

Categories: • Female• Male


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Gender is NOT a statistical variable

It refers to changeable characteristics or roles of persons

Male persons can have feminine AND masculine characteristics (at the same time

Female persons can have masculine AND feminine characteristics (at the same time)


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Group workTeena - MDGs Handout


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Making the MDGs sex-disaggregated

MDG Posters


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Small Group Discussion 2

Form five groups

In groups, review MDG targets & indicators for given sector/s

On sheet provided, show how they could be disaggregated by sex [20 minutes]

Choose reporter to present ONE of group’s suggested changes to plenary

Post group’s sheet in poster area for relevant MDG


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Plenary Report Back


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SynthesisLorraine


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LectureLorraine


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Gender-responsive presentation of Statistics


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Gender-responsive presentation shows

Comparisons of Women and Men

Sex as a primary & overallprimary & overall classification

ie. ALL variables are:– presentedpresented by sex– analysedanalysed by sex


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Present Women First!

Show women first in tables, charts & graphs

Why? – to challenge gender stereotypes

men are not the standard

equality does not mean women have to be the same as men


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Do we want equality here?

Crime rate for women & men, Tazinia

0

5

10

15

20

25

30

35

40

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1 2 3 4 5 6 7 8 9 10 11

1980- 1990

Women

Men


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Men are not the standard

So put women first


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Thank you

engendering the statistical system in cambodia

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