GENDER & SPORT - OECD
GENDER &SPORTMainstreaming Genderin Sports Projects
GENDER & SPORTContentsSDC and Sport for Development2Why is it important to look at gender and sport?The role of social constructions of masculinity and femininityPractical barriers to participation in sportWhy gender equality in sport?Why sport for gender equality?The Brighton Declaration and the Windhoek Call for Action445567Case StudiesPopulation Council, Kenya«Sport pour la Paix», Ivory CoastIshraq, Egypt8889How to mainstream gender equality in sports projects and onMonitoring and Evaluation101112131415Further Resources161
GENDER & SPORTSDC and Sportfor DevelopmentIn November 2003, UN Resolution 58/5was adopted which called on governments touse sport as a means to promote education,health, development and peace. 2005 is theInternational Year for Sport and PhysicalEducation. From professional, elite and international sporting competition to gamesplayed within communities and educationalinstitutions, sport can be used to worktowards a number of development goals,including:n Human development; improving publichealth and wellbeing, supporting education and leisure activitiesn Social development; promoting stability,tolerance, social inclusion and communitybuildingn Economic development; fostering investment and employment opportunitiesn Political development; promoting peaceand respect for the rules of democracy2Sport covers a wide range of activities; physical, recreational and competitive.International football, dhow boat racing,wrestling and chess are examples of sportsthat could be looked at in a developmentcontext.SDC sees sport as a low-cost, high-impactintervention. Until recently however, there wasno coherent thinking on sport and development. Sports projects were supported bydevelopment agencies, including SDC, on acase-by-case basis. SDC supports projectsand programmes, communication campaigns,conferences and festivals, and provides fundsfor sports infrastructures and equipment. Itfocuses on targeting marginalised groups –ethnic minorities, women, disabled people,child soldiers – and gives support to NGOs,aid agencies and sports associations. SDCSports Policy is implemented in cooperationwith the Swiss Federal Department ofDefence, Civil Protection and Sports and operates within the framework of the MagglingenDeclaration.
GENDER & SPORTThe Magglingen Declaration on the role ofsport in development was signed inSwitzerland in 2003. Following theMagglingen Conference, an internationalplatform for Sport and Development was established bringing together representatives fromthe UN, international and national sportsfederations, NGOs and other sports bodies.A database of sport and development projects worldwide can be accessed at:http://www.sportanddev.org/. TheMagglingen Declaration defines sport as ahuman right. However, although all sectionsof the recommendations refer to the importance of including women and other marginalised groups in sports initiatives, and althoughthe need to eliminate gender stereotyping ismade explicit, there is otherwise little recognition of the gendered nature of sport.3
GENDER & SPORTWhy is it important to lookgender and sport?4Sport is a social and cultural process inwhich social constructions of masculinity andfemininity play a key role:n Sport is traditionally associated with «masculinity». In many societies, it is considered inappropriate for women to engagein sports, and women who do may beperceived as «masculine». Conversely,men who do not engage in sports or whoare not talented in sports may be labelledas «unmanly». Yet, it is evident that thereis no one masculinity or femininity, andsport could provide a space where masculinity and femininity are re-negotiatedrather than re-affirmed in their dominantacception.n The practice of sport is related to a number of assumptions about «work» and«leisure», which are often lived differentlyby men and women. Caring for the sickand elderly, raising children, and otherwork in the home – «reproductive» activities still predominantly carried out bywomen and girls – are generally notsocially and economically recognized as«work». «Productive» activities exercisedoutside the home and recognized as«work» – and in particular when they areperformed by men – bring with them thennright to have time off «work» for leisure.Some societies value sport as «productive» in that it contributes to the physicalhealth of the workforce, especially thatengaged in manual labour. Despite thefact that, at least in some markets, anincreasing number of women compose theworkforce, sports may be valued whenpracticed by men and be seen as a wasteof time when practiced by women.Women and men tend to engage in different types of physical activity and their attitudes towards sport may be very different.The competitive dimensions of many sportsmay for some be at the heart of the game,while for others, sports may simply be anopportunity to get together. Being identified and identifying oneself as belongingto a particular «culture», «ethnic» group,socio-economic class or caste also plays arole in how one engages in sports.Women, and eventually men too, may facea number of practical barriers to participationin sport:n In addition to a general lack of safe andappropriate sport facilities, lack of skills,resources, and technical support, womenmay face additional physical constraints
GENDER & SPORTWhy gender equality in sport?Gender equality is a fundamental goal ofdevelopment and belongs to the basic anduniversally recognized civil, cultural, economic, political and social rights. The aim of theSDC Gender Equality Policy is to ensure thatall SDC interventions increase women andmen’s opportunities to exercise their rightsequally and gain equal access to and controlover the benefits of development.nnincluding lack of time, lack of childcarefacilities.Women may be particularly exposed tophysical and/or verbal sexual harassmentas well as other dangers related to participation in sports programmes, because oflocation and time of day, for instance.There is a lack of female role modelsincluding women coaches or «leaders».Women are under-represented in decisionmaking bodies of sporting institutions.Worldwide, women are less frequently seenparticipating in sports activities than men.Sport can promote mental and physical wellbeing, and studies have shown that it reducesthe risk of chronic diseases later in life. Thussport for girls as well as for boys should beencouraged.Women are also under-represented in thedecision-making bodies of sporting institutions. Increased participation by womenwould diversify the talent pool of administrators, coaches and officials. Sport-relateddevelopment projects would become moreeffective in reaching all groups within targetpopulations and communities.5
GENDER & SPORTWhy sport for gender equality?As well as working towards gender equalityin terms of participation in sports activitiesand institutions, there are also ways in whichsport can help promote broader genderequality objectives (e.g. rights and empowerment). Sport can give women and girlsaccess to public spaces where they can gather, develop new skills together, gain supportfrom others and enjoy freedom of expressionand movement. It can promote education,communication, negotiation skills and leadership, all of which are essential for women’sempowerment.6Sport can develop girls’ and women’s senseof ownership over their bodies, increase theirself-esteem and better enable them to makechoices about their lives, including their sexual activity. In situations of deprivation andinequality, such a sense of ownership overone’s own body is all the more important.Moreover, sport can provide a channel forinforming girls and women about reproductive health and other health issues, particularly young unmarried women who may notreceive such information.
GENDER & SPORTInternational Measures to Promote Women’s Participation in Sport - The Brighton Declaration and the WindhoekCall for ActionThe First World Conference on Women and Sport was held in Brighton, UK in 1994. It led to the Brighton Declaration and the establishment of the International Working Group on Women and Sport. In 1995, sport was included in the Beijing Platform for Action (paragraphs 83, 107, 290) and subsequently in the Beijing 5 outcome document five years later. The Second World Conference on Womenand Sport took place in Windhoek, Namibia in 1998. The Windhoek Call for Action goes beyond pushing for women’s participation insport to promoting sport as a means of realizing broader goals in health, education and women’s human rights – an idea further promoted at the Third World Conference on Women and Sport in Montreal, Canada in 2002. This involves integrating sport within communitydevelopment projects, information campaigns around health and other issues, and national advocacy campaigns for gender equality andwomen’s rights.The Brighton Declaration calls for:nnnnnnnEquity and equality in society and sportPlanning, design and management of sports facilities to meet the needs of womenLeadership, including increasing the number of women coaches, advisers and decision-makersEducation, training and development programmes that address gender equalityInformation and research on women and sportResources for sportswomen and for targeted programmes to increase women’s participation in sportDomestic and international cooperation and the sharing of knowledge and experiencesWindhoek Call for Action calls for:nGreater cooperation between different agencies responsible for women’s issues in sport and between these agencies and other actorsnODA programmes to «provide equal opportunities for girls’ and women’s development and recognize the potential of sport to achieveworking for women’s rights and gender equality.development objectives».7
GENDER & SPORTCase StudiesMathare Youth Sports Association"Sport pour la Paix" in the Ivory(MYSA), Kenya – the PopulationCoast – Swiss Agency forCouncilDevelopment and CooperationMYSA was set up in 1987 to link sport,Addressing gender-based exclusion fromyouth development and environmental acti-sports is not just about «letting womenvism. It now implements an HIV/AIDS edu-play». It is about showing a marked commit-cation programme and a football pro-ment to understanding the barriers girls maygramme and offers other community servicesface in sport, and ensuring their full and(e.g. rubbish collection) and educationalmeaningful participation. A programme inactivities. MYSA did not simply design pro-the Ivory Coast is doing just that. Sport pourgrammes for girls based on those for boys,la Paix (Sport for Peace) was launched inbut designed projects that took into accountOctober 2003. Over 1’600 young peoplethe specific physical and social constraintshave since taken part in the programme.girls faced. To gain support from within theThe programme is seen as part of the recon-community, and in particular from parents,ciliation process after years of religious andMYSA staff and members went to indivi-ethnic conflicts. It brings together youngduals’ homes, talked with parents and gotpeople with little or no formal educationthem involved in the project. Parents whofrom different ethnic, political and religiouslived nearby MYSA also very simply couldgroups. One third of the young peoplesee what MYSA was doing with the childreninvolved in Sport pour la Paix are girls.in the fields and this made many of themThey participate in regular training, 2 or 3allow their daughters to take part in the pro-times a week, in open spaces of the cities ofject.Guiglo, Man and Duékoué. To make iteasier for girls to get involved in the programme, warm-up exercises are replacedby music and dance. In addition, girls haveto be represented amongst the «peer leaders» who provide support to other members of the group. Finally, the president ofthe Ivory Coast’s «Women’s Parliament» (agroup of 3’000 women, belonging to apeace movement) has championed the programme and provided high-level support formaking the programme more gender-sensitive.8
GENDER & SPORTIshraq – Safe Spaces to Learn, Playand Grow (Egypt)Ishraq was set up for girls in rural UpperEgypt who were not attending school andwere at risk from early marriage and femalegenital mutilation (FGM). The project takes a«holistic approach» combining literacy classes with training in life skills such as agriculture and sports. Sessions are conductedduring «girls only hours» at village YouthCentres. It also works with community leaders, parents and boys to change attitudestowards the empowerment of girls. The project aims at encouraging girls to exertinfluence over the timing of marriage sothey may get an education. It also aims atchanging attitudes towards FGM and thedivision of labour within the household.Many of the girls participating in the programme have since gone on to formalschooling. Taking a «holistic approach»rather than focusing solely on literacy training has led to longer and more meaningfulparticipation in the programme, and hasresulted in significant changes in attitudestowards marriage and gender relations. Indepth research and analysis (baseline study)conducted at community level during theplanning stage provided the basis formaking the programme a success. The baseline was then used in the monitoring andevaluation of the programme. Qualitativeand quantitative data was collected, andparents and boys’ reactions to the programme were recorded.Source: Alyce Abdalla and Ray Langsten,«Bringing Sports and Opportunities to Girls inRural Egypt», Al-Raida 21/22, Summer/Fall2004-20059
GENDER & SPORTHow to mainstream gender equality insports projects and programmesGender MainstreamingMainstreaming gender equality involves a three-pronged approach:a) Gender as a transversal theme (minimum requirement); integrating genderin the analysis, implementation, and monitoring and evaluation of all projects/programmes;b) Gender-specific programmes; initiatives/budgets addressing specific gen-This section provides insight into how to mainstream gender equality in sport and development projects. It covers all stages of projectcycle management: analysis, consultation,planning, implementation, monitoring andevaluation. For each stage, it lists key questions to prompt discussion and reflection,together with additional information and suggestions for improving practice.der issues;Analysisc) Engendering organisations; integrating gender in procedures, staff competence, budgets, partnerships, organisational culture, and equal opportunities policy.Gender mainstreaming entails looking at how the «reproductive», «productive», «community-managing» and «constituency-based politics» roles arenegotiated between and among women and men, analysing women's andmen's level of access to and control over resources (e.g. power, information,income, assets, etc.), and considering their practical and strategic genderneeds. This means going beyond noting that women are often excluded fromsport. In order to avoid reinforcing inequalities and crude stereotyping, projects should demonstrate an understanding of the gendered nature of sport (seecase studies above), of particular contexts and power dynamics, of the barriers different groups and individuals face in gaining access to and control overresources, and of their own perceived needs and interests. Consultations withthese different groups and individuals are essential.10Question: Has a gender-relevant baselinestudy been conducted?Gender experts with a sound knowledge ofthe context in which the project/programmeis to operate should be called in to carry outa gender analysis (including the collection ofgender-disaggregated data). A gender analysis should cover:
GENDER & SPORTPolicy environmentn National commitments to gender equalitymade under the Convention on theElimination of All Forms of DiscriminationAgainst Women (CEDAW) and the BeijingPlatform for Action, and the existence of aNational Women’s Machinery;n Existing national legislation that guarantees equal access and opportunities insport;n National sports federations and Olympiccommittees;n National sports policies;n Relevant national health and educationpolicies;n Details of who currently sets priorities andwhat the criteria are;n Existing donor initiatives, funding fromdonor agencies;n Lessons learnt from previous sports programmes;n Budgetary allocations from national, localor municipal governments.Society and culturen Overall participation of men and womenin sport and physical activity;n Participation of men and women in organised sports;n Attendance of men and women at sporting events;n Relevant health or education issues suchas girls’ attendance at school, or healthproblems particular to girls and women;n Reasons for women’s non-participation –for example, lack of time, childcare, safeand appropriate facilities, skills;n Gender stereotypes, socially valued waysof living one’s masculinity/femininity thatmight impact on participation in sport;n Cultures of sport – what sports are playedand by whom;n The role national and local media play inthe promotion of sport;n The use of sporting idols in the creationand affirmation of particular political orcultural positions.11
GENDER & SPORTConsultationQuestion: Have sufficient time and resourcesbeen allocated for consultative processes?Consultations should form the basis of anyproject/programme plan. During these consultations project/programme goals are identified and negotiated, needs are expressed,barriers men and women face in seekingequitable access to services and resourcesare spelled out, etc. In order to avoid (further)marginalising particular groups and individuals – including marginalisation along genderlines –, it is important to allocate sufficienttime to consultative processes.Sports agencies and organisationsn Roles of men and women in coaching;n Existing training and skills;n Access to and location of existing facilities, problems of security, existence ofchanging rooms, women-only spaces andchildcare;n Participation of men and women as decision-makers in sports management;n Links with women’s organisations and universities.Households and individual membersn Roles and responsibilities of women andmen within the family;n Current attitudes of husbands, wives, parents and relatives to sport;n The amount of time women and menspend in «productive» and «reproductive»tasks and leisure activities.Consultation must be undertaken with:n Target communities. An understanding ofpeople’s own perceptions of their needsrequires gender-sensitive participatorymethodologies. Equal percentages of menand women must be consulted, possibly inseparate groups to enable people tospeak out more freely;n Groups working on gender and development (NGOs, unions, cooperatives, mothers’ groups, religious groups, donors andproject staff);n Government and sports associations;Consultation is made more effective if itbased on context-specific gender expertise,for example, from NGOs, universities or otherresearch organisations.Examples of questions to ask:n Where and when do women and menprefer consultations to be held?n What communication methods are preferred by women and men for exchangingthe information they need regarding theproject?12
GENDER & SPORTPlanningThe analysis and consultation should form thebasis of any project/programme design andplan.Question: Has a gender equality strategybeen formulated for the project/programme,with specific objectives to advance genderequality and women’s participation? Is thestrategy included in the terms of reference?Formulating specific objectives for advancinggender equality and women’s empowermentcan prevent the gender perspective from getting «lost» in the course of the project cycle.Having a gender «focal point» can alsoensure that gender equality remains a continuing priority.Question: Have the roles attr
GENDER & SPORT 3 The Magglingen Declarationon the role of sport in development was signed in Switzerland in 2003. Following the Magglingen Conference, an international platform for Sport and Development was esta-blished bringing together representatives from the UN, international and national sports federations, NGOs and other sports bodies.
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