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GENDER ASSESSMENT January 2020

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GENDER ASSESSMENT January 2020 GENDER ASSESSMENT January 2020 Table of Contents List of graphs ....................................................................................................................................... ii List of table .......................................................................................................................................... ii Context .................................................................................................................................................... iii Objective .................................................................................................................................................. iii Methodology ........................................................................................................................................... iv Sampling .................................................................................................................................................. v Findings .................................................................................................................................................. vi Gender assessment analysis ................................................................................................................... 1 1. Socioeconomic activities and dynamics in the communities ........................................................ 2 1.1 Current daily activities of women compared to men ................................................................ 2 1.2 Type of livelihood activities preferred by women/girls and men/boys ............................................ 5 1.2 Suitable job opportunities for men, female youth, elderly people, female headed of household and PWD ............................................................................................................................................. 5 1.3 Decision making in the household ................................................................................................. 7 2. Community’s needs, leadership, influence and type of violations ................................................ 9 2.1 Communities needs ..................................................................................................................... 10 2.2 Conflict resolution and leadership, influence. .............................................................................. 12 2.3 Presence of GBV and other protection issues within the communities ........................................ 17 Conclusion ............................................................................................................................................. 21 P a g e i | 29 List of figures • List of graphs Graph 1: Daily labor activities of Men and women before and after conflict ------------------------------------------------ 2 Graph 2: Time spending selling food commodities --------------------------------------------------------------------------------- 3 Graph 3: Time spending on farming ---------------------------------------------------------------------------------------------------- 3 Graph 4: Are current daily labor activities for men different from what they were before the current conflict being faced? ------------------------------------------------------------------------------------------------------------------------------------------ 4 Graph 5: What type of work do men/ women prefer to do to generate income? -------------------------------------------- 5 Graph 6: What opportunities for jobs and skills are available ? ----------------------------------------------------------------- 6 Graph 7: Who in the family should be provided with Cash, crop/ livelihood inputs or livelihood support? ---------- 6 Graph 8: Needs of the communities -------------------------------------------------------------------------------------------------- 10 Graph 9: Who among those group address the concern? ---------------------------------------------------------------------- 11 Graph 10: What are the leadership structures in the community? ----------------------------------------------------------- 12 Graph 11: Can community members influence a decision made by communities leaders? --------------------------- 13 Graph 12: Do religious leaders support in dispute resolution? --------------------------------------------------------------- 13 Graph 13: How can religious leaders support inclusivity? ---------------------------------------------------------------------- 14 Graph 14: Ministry of religion affairs, how can they push for inclusion? ---------------------------------------------------- 14 Graph 15: Are women involved in a dispute as part of the complainants have a chance to represent their point of view? ------------------------------------------------------------------------------------------------------------------------------------------ 15 Graph 17: Ministry of religion affairs, how can they push for inclusion? ---------------------------------------------------- 16 Graph 16: How can religious leaders support inclusivity? ---------------------------------------------------------------------- 16 Graph 18: is women can influence decision making in the community? ---------------------------------------------------- 17 Graph 19: Presence of GBV and other protection issues within the communities --------------------------------------- 18 Graph 20: Comparison of the presence of GBV by LGA ----------------------------------------------------------------------- 18 Graph 21: Who are the victims/ survivors of incidents of Rape and Domestic violence most of the time? ------- 19 Graph 22: Are their agencies/ government ministries/ humanitarian organizations which support such cases? - 19 Graph 23: How can INGOs and state actors ensure information reaches everyone? ----------------------------------- 20 • List of tables Table 1: Number of people assessed per LGA -------------------------------------------------------------------------------------- v Table 2: Daily labor activities of Men and women before and after conflict by LGA --------------------------------------- 4 Table 3: Who in the family should be provided with Cash, crop/ livelihood inputs or livelihood support by LGA? - 7 Table 4: Make most of the decisions on utilization of money, food, shelter, education, livelihood and income in the home -------------------------------------------------------------------------------------------------------------------------------------------- 7 Table 5: Make most of the decisions on utilization of money, food, shelter, education, livelihood and income in the home (women) ------------------------------------------------------------------------------------------------------------------------------- 8 Table 6: Make most of the decisions on utilization of money, food, shelter, education, livelihood and income in the home (Youth ) -------------------------------------------------------------------------------------------------------------------------------- 8 Table 7: Make most of the decisions on utilization of money, food, shelter, education, livelihood and income in the home (PWD) ---------------------------------------------------------------------------------------------------------------------------------- 9 Table 8: Needs of the communities by LGA ---------------------------------------------------------------------------------------- 10 Table 9: Who among those group address the concern? by LGA ------------------------------------------------------------ 11 Table 10: What are the leadership structures in the community? By LGA ------------------------------------------------- 12 P a g e ii | 29 Context The conflict in North-eastern Nigeria has been ongoing since 2009, destabilising Adamawa and Borno states, as well as bordering areas in neighbouring countries, namely Cameroon, Chad and Niger. Some 2.5 million displaced people are estimated to be displaced in the northeast of Nigeria; of this approximately 75% are in host communities, and 79% consist of women, boys and girls. Over a third of all IDPs are in areas that are not accessible to humanitarian agencies, and given the fluid conflict dynamics, stable areas could become inaccessible in future. Prior to the conflict, despite the absence of state presence and government services, the northeast region was characterised by thriving cross-border trade; however, the conflict and its cross- border impacts have seriously affected economic activities and livelihoods resulting in further ethnic and social tensions in all four countries within the Lake Chad region. Objective The gender assessment seeks to inform and identify the key gender dynamics present within the communities and organizational structure of the consortium. This information will provide valuable gender related direction on how to strategically implement, manage, and structure activities with the goal of ensuring the gender categories of women, men, girls and boys are appropriately responded to, participate adequately to the project and that the response is relevant to their gender specific needs. The gender assessment focused on the key global gender markers informed by global gender mainstreaming guidelines for EU focus areas as per the Commission’s 2010-2015 strategy for equality between women and men1 prioritized five key areas for action: 1. Equal economic independence for women and men; 2. Equal pay for work of equal value; 3. Equality in decision-making; 4. Dignity, integrity and ending gender-based violence;
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