The Gender Handbook for Humanitarian Action

This Handbook usefully stresses that ensuring that all people affected by crisis are reached with a needs and capacities-adapted response is a matter of quality and effective programming, and is no longer a negotiable requirement for humanitarian actors. Integrating gender considerations into humanitarian programming contributes to enhancing access to assistance. By fostering meaningful participation of women, girls, men and boys, we can design our responses better. Affording protection to all groups in vulnerable situations must be a cornerstone of our efforts. We all need to do more to prevent and mitigate protection risks and ensure that adequate responses are provided. I hope that this Handbook will become an international resource that contributes to this work.
This handbook sets out the rationale for integrating gender equality into humanitarian action and provides practical guidance for doing so across sectors. The main objective is to support humanitarian actors in reaching all people affected by crisis by:

  1. Ensuring that the specific needs, capacities and priorities of women, girls, men and boys are identified and that assistance targets the persons and groups most in need;
  2. Informing women, girls, men and boys of their entitlements and available resources and engaging their participation and women’s leadership in programme design; and
  3. Monitoring and evaluating the impact of our programmes and strategies on those we assist, including identifying and dismantling barriers and discrimination, including by promoting and enabling women’s leadership at the community level and in other decision-making processes.

The handbook is divided into the following three sections:
PART A explains the basics of gender and why the integration of gender equality and women’s empowerment is essential to effective, participatory and equitable humanitarian protection and assistance.
PART B explains how to integrate gender into the different phases of a programme cycle, using the United Nations-led humanitarian coordination process — the Humanitarian Programme Cycle (HPC) — as the working example.
PART C provides specific guidance in 11 sectors: cash-based programming; camp coordination and camp management; early recovery; education; food security; health; livelihoods; nutrition; protection; shelter; and water, sanitation and hygiene (WASH). This section sets out the key ways in which gender affects the outcomes of specific sectors and can be integrated across the HPC. The handbook provides practical guidance on developing sector-specific solutions using gender analysis. Given the importance of cross-sectoral coordination, where possible sector actors should review the content of all relevant sections and not just those that apply directly to their sphere of operations.
This Gender Handbook for Humanitarian Action draws upon many tools, guidance documents and other resources developed by the United Nations, national and international NGOs and academic sources. Each sectoral chapter features a list of resources specific to that area of concern.

Awareness and Utilization of Gender-Fair Language of Student Leaders in Pangasinan State University

This study was undertaken to determine the level of awareness and the extent of utilization of gender-fair language among student leaders in Pangasinan State University.
Based on the findings, it was revealed that school activities, seminars and social media are effective instruments to promote and implement gender-fair language to the student leaders. In terms in the level of utilization of gender-fair language to the student leaders utilize gender-fair language in thier communication activities such as in writing papers and publications and in deliviring presentations. However, the concerns of student leaders are: information dissemination on the activities, availability of the reading materials, selective participants/attendants in the conducted programs, and the availability of established gender awareness groups and websites. The concerns of the student leaders were justified as they encountered some extent of difficulty in such areas: the use of the pronoun "he" and "man" to represent person, constructing gender-fair writings, preparation of communication letter/s applicable to both men and women and the elimination of gender-bias words in letters.
From the conclusions drawn, it can be inferred that gender sensitivity website or page shall be established inside the Campus, publication of reading materials which shall be made available to all, conduct seminars and training workshops on gender-fair language in the Institution which shall be open to all, official use of gender-fair language in all documents, letters, and printed materials, posting of rules, policies and guidelines in conspicuous places in school premises, conduct activities concerning language like poetry, essay writing and others using gender-fair language, hold gender-fair writing contest, form gender awareness groups in the Institution which will be accessible to all interested people and make a follow-up study that is wider in scope.

The Global Gender Gap Report 2017

Accelerating Gender Parity: A Toolkit

Women in the boardroom: A global perspective – 5th edition

The World Employment and Social Outlook: Trends for Women 2017

Rising to the youth employment challenge: New evidence on key policy issues

Analyzing housework through family and gender perspectives

Statistical Yearbook for Asia and the Pacific 2016: SDG Baseline Report

Women beyond borders: The Beginning of GREAT Women in ASEAN.

This publication chronicles GREAT Women’s good work since its early beginnings, along with USAID’s other initiatives to support women-powered enterprises in the Philippines. We hope it will inspire much more good work to bring out the best in women entrepreneurs and womenpowered enterprises in the Philippines and well beyond.