Sahar Fazeli

Sahar Fazeli
Sahar Fazeli is a Ph.D. candidate in Educational Studies at McGill University. She has been working with ATTSVE project with her contributions to the sustainability documents.
Kyla Brophy

Kyla Brophy
Kyla Brophy is a PhD student in Counselling Psychology at McGill University. She joined the ATTSVE project as an intern in summer 2018, when she had the opportunity to conduct focus groups, interviews, and workshops at 4 ATVETs in Ethiopia. This work has led to the development of a report on student perceptions of gender-based violence, as well as briefing papers on several key initiatives in ATTSVE’s gender-transformative programming (e.g., Cash Transfers, Gender Clubs, Women and leadership; available on the Resources page).
Kyla’s background is in community education and health promotion. She has worked in the non-profit sector coordinating social justice education programs, including a gender-based violence prevention program in partnership with Status of Women Canada. She later worked in hospital and community health settings supporting the transition to adulthood for youth with chronic illnesses and/or disabilities, and youth with connections to the foster care system. Her doctoral research investigates self-compassion as a factor that promotes resilience and well-being, supervised by Dr. Annett Körner, a member of the Institute for Human Development and Well-being and Director of the Science and Practice in Psychology Research Lab.
Kyla says: “My involvement in ATTSVE’s in-country activities and ongoing knowledge mobilization has highlighted the important role of gender transformative programming in supporting and promoting well-being and human development. I feel fortunate to be able to learn from the diverse perspectives and experiences of students, faculty, and ATTSVE team members in Ethiopia, and the team members at McGill and Dalhousie.”
Kyla holds BAs in Political Science and Psychology from the University of British Columbia, a Certificate in Dialogue and Civic Engagement from Simon Fraser University, and an MSc in Gender (Research) from the London School of Economics. In addition to her doctoral research, she facilitates workshops on self-compassion, mental health, and well-being with students, community groups, and professional organizations.
Gender & Business Management Training, May 13-18, 2019
ATTSVE Gender & Business Management Training, May 13-18, 2019
Report by: Eleni Negash
One of the immediate outcomes of the project (1113) is to facilitate design and support implementation of sustaining Gender & language clubs mainstreaming at four ATVET Colleges. To achieve this outcome, designing and delivering short term trainings for ATVETS is one of the activities to be performed. Based on these gender training took place entitiled Gender equitable Bussiness planning and Management from May 13 – 18. 2019 at Addiss Ababa (Friendship Hotel) .
The aims and objectives of the training were :
- How to sustain Gender and language clubs in four ATVETs;
- Identify and implement gender-equitable and socially inclusive business practices through gender equality mainstreaming;
- Understand the basis and practice of gender-equitable business planning and management;
- Identify “income-generating business prospects through research and analyses;
- Develop a good business model and plan;
Composition of Participants
No | ATVETs | Participants | Total | |
F | M | |||
1 | Soddo | 1 | 4 | 5 |
2 | Maichew | 2 | 3 | 5 |
3 | Woreta | 1 | 4 | 5 |
4 | Nedjo | 1 | 4 | 5 |
5 | McGill | 2 | 1 | 3 |
6 | ICO | 1 | – | 1 |
Total | 8 | 16 | 24 |
- Participants drawn from four ATVETs 2GFP + 2LFP & 1 IFO
Training opening procedures
The McGill team take over the two days training by discussion and group work the main topics entertained during the two days were:-
- Discussion on draft report performance in the last five years on Gender and language clubs at four ATVETs
- How to sustain Gender and Language clubs in each College
- On how to combat GBV at college using series Game design
- Video sharing of Kenya and Ghana club experience
- Photo voice show on female support program were facilitated by Professor Claudia from McGill University, Dr Lisa Starr, Hani Sadati & ICO Gender officer, Eleni.
Methods/Approaches
- Group/ individual Exercise
- Video experience sharing
- Photo voice
- Participatory and learner centered
Core Achievements’ of the training
- All Participants develop the skills of how to identify IGA using scientific research methods
- Participants build up how to identify and implement gender-equitable and so
and socially inclusive business practices
- The participants also share experiences from similar sister organization on the sustainability of the clubs
- Trainers develop the skills of a good business model and plan
- Share experiences on draft report performance in five years on Gender and language clubs within ATVETs
- Trainees were obtained Training completion Certificates at the end of the day by Mc Gill teams.
Lessons Learnt from the Training
- Gender & business training :- The training provides wide opportunities for the trainees to see critically each of their Income generating activities at the early stage based on research, using variety of Business model and Gender equitable mainstreaming strategy.
ATTSVE Year 5 Gender Training – January 23 – 27, 2019
ATTSVE Year 5 Gender Training – January 23 – 27, 2019
In the last days of January 2019, once again, Adama city in Ethiopia was the host for a gender training session organized by the ATTSVE project. The participants were instructors of four Agriculture Technical Vocational Education and Training (ATVET) colleges from Nedjo, Maichew, Wolaita Soddo, and Woreta. Fifteen people, including ATVETs Gender Focal Persons and Language Club Coordinators, came together in a Four-and-Half-day workshop to share experience, put in practice their campus-based gender promoting activities, and give/receive feedback to/from their colleagues. Two professors from McGill University’s Faculty of Education (Prof. Claudia Mitchell & Dr. Lisa Starr), ATTSVE project’s coordinator in Canada (Sadaf Farookhi), ATTSVE project’s Gender Officer (Eleni Negash), and a PhD Candidate from McGill Faculty of Education (Hani Sadati) facilitated the sessions throughout the workshop.


On day one and half of the day two, Hani Sadati, with Kirubel Girma, of Dedicated 5 (D5) game design team, administered a Participatory Game Design workshop with a focus on addressing campus-based sexual and gender-based violence. In this workshop, the ATVET instructors learned about concepts of game-based learning, saw samples of serious games, became familiar with main elements/steps of game-creating process, made a sample of a board game, developed scenarios for SGBV issues and solutions, and contributed to designing the scenarios of a serious game, which aims to combat SGBV in ATVET colleges.
In the second half of day two, Dr. Lisa Starr highlighted the role of Gender and Language clubs in ATTSVE project, their previous and current status, and articulated the plans for the future. She also described the schedule and activities for the rest of the workshop sessions.
Regarding the importance of sustainability in building instructors’ capacities, specifically at the time that the ATTSVE project is on its last year, this training session mostly was dedicated to developing instructors’ skills and proficiency in implementing and running campus-based activities to promote gender equity in ATVET colleges. In so doing, members of each ATVET selected a couple of working topics and specific types of activities to design and run workshops, called “Gender and Language in Practice”. They were supposed to plan the A to Z of an half-day-long workshop, including even the icebreakers and energizer activities.


Photovoice, Role Play, and Drawing were samples of the activities that participants selected to work. These workshops were followed by feedback sessions, where instructors from other ATVETs as well as facilitators commented on the given designed workshop. This experience provided an opportunity for ATVET instructors to practice what they had learned during the previous sessions of training in ATTSVE project.
On Saturday, January 26, which was the 4th day of the training sessions, Participatory Visual Methods Guide & Gender-Based
Violence Toolkit was launched and hard copies of it were distributed among the participants.
The last day of the training sessions (Sunday, January 27) was devoted to Conference Planning by Dr. Lisa Starr and Dr. Claudia Mitchell and Closing Presentation by Eleni Negash. In the conference planning session, ATVET instructors discussed and planned for The Second National ATVET conference, which was held in Adama from Monday, January 28 to Wednesday, January 30.
Messages from females to females!
Messages from ATVETs'
successful females to all females!









awareness!

aims!

on the study!

hard!





Mela Game

Mela is a serious game, that has been attached to the Agricultural Transformation Through Stronger Vocational Education (ATTSVE) Project.
Mela is designed to be a self-educating tool for ATVET instructors to address SGBV. The aim is to create the real-life situations for instructors and transfer the knowledge of some strategies that they can use in their classes or on campus to contribute to decreasing the SGBV incidents or increasing the gender equality.
Mela is a tool to support ATVET instructors to develop their capacity in addressing SGBV in their colleges and creating a safe learning environment for their students in general, and female students particularly.
Forms and Documents
Gender Concepts
This includes all forms of violence that take place in and around colleges, campuses, and demonstration sites, including gender-based violence and sexual harassment.
Gender is a broad term that refers to the roles, behaviors, and attributes that any given society associates with femininity and masculinity. Gender is considered a socially constructed relation, with characteristics that are learned through socialization and that change over time. The terms male and female refer to biological sex, and the terms girl, boy, woman and man refer to dominant gender identities.
Is any undesirable act involving men and women, in which one sex (usually the women) are victims of physical, sexual and psychological harm, and the other (usually the male) are the perpetrators of the violent acts. These include intimidation, suffering coercion and/or deprivation of liberty within the family, or within the general community.
Gender norms are the social standards and expectations about how men and women should be and act. These rules are learned and often internalized early in life. These ideas are often so normalized that many people either are not consciously aware of them or consider them to be natural. Gender norms form the basis of stereotypes about gender identity in a particular society, culture, and community at any given point in time.
These are simplistic generalizations about the gender attributes, differences, and roles of women and men. Stereotypical ideas about men and women often reinforce the idea that women are inferior or less capable than men and are often used to justify gender discrimination. Stereotypes about men and women can be perpetuated through a variety of forms, including songs, advertising, stories, traditional proverbs, radio and television, as well as in theories, laws, and institutional practices.
Any type of violence committed by a current or former partner (spouse, girlfriend, boyfriend) in an intimate relationship against the other spouse or partner.
According to UNESCO (2015):
a. an expression of stereotypes based on gender and gender inequalities in all of our societies
b. includes all types of violence or threat of violence directed specifically against pupils because of their gender and/or affecting girls and boys disproportionately, as the case may be;
c. may be of a physical, sexual or psychological nature and may take the form of intimidation, punishment, ostracism, corporal punishment, bullying, humiliation, degrading treatment, harassment and sexual abuse and exploitation;
d. may be inflicted by pupils, teachers or members of the educational community and may occur: within the school grounds; in its outbuildings; on the way to school; or even beyond, during extracurricular activities or through the increasingly widespread use of ICTs (cyber-bullying, sexual harassment via mobile phones and so forth);
e. may have serious long-term consequences, such as: loss of self-confidence, self-deprecation, deterioration of physical and mental health, early and unintended pregnancies, depression, poor academic results, absenteeism, dropout, development of aggressive behavior and so forth.
Sex refers to physical and biological characteristics and anatomy, including hormones, chromosomes, internal and external genitalia, including sexual reproductive systems. The terms male and female refer to biological sex.
It is unwanted sexual attention that intrudes on a person’s integrity. This includes requests for sexual favors, unwelcome or demeaning remarks, gestures or forcing. It is a form of discrimination and is about an abuse of power.
This includes physical and psychological forms of violence that use sexual acts or attempted sexual acts, regardless of the relationship between the perpetrator and survivor, including sexual assault, rape, intimate partner violence, and all forms of unwanted sexual contact.
This term includes both sex work (sex as paid work) as well as sex for other forms of exchange (gifts or services such as food, clothing, phone credit, alcohol or drugs, higher grades, school tuition, and rides). It does not necessarily involve a predetermined payment or gift but is often motivated by some form of material benefit and is often associated with gender inequalities in relation to poverty.
a. Physical, sexual and psychological violence occurring in the family, including battering, sexual abuse of female children in the household, dowry-related violence, marital rape, female genital mutilation and other traditional practices harmful to women, non-spousal violence and violence related to exploitation;
b. Physical, sexual, and psychological violence occurring within the general community or perpetrated by the state, including rape, sexual abuse, sexual harassment and intimidation at work, in educational institutions and elsewhere, traff icking in women and forced prostitution (United Nations, 1993).
Gender outcomes are the result of a policy or strategy or development intervention and the implications of those outcomes for women, men, girls and/or boys. The outcomes may be positive, in terms of more gender equality or they may be negative.
The word ‘patriarchy’ literally means the rule of the father or the ‘patriarch’. Originally, it was used to describe a specific type of ‘male-dominated family’ a large household that included women, junior men, children, slaves and domestic servants all under the rule of one dominant man. Now it is used more generally to refer to male domination and the power relationships by which men dominate women. Patriarchy is a social system in which men and boys are considered superior, are valued more highly and have more rights and more control over resources and decision making than girls and women. In a patriarchal society, women are kept subordinate in a number of ways. Patriarchal structures have existed across time and in many different cultures.