Asia Pacific Forum of National Human Rights Institutions • Is there a gender balance among the participants? Is there a gender balance among senior level participants? What strategies are used to ensure a gender balance among participants? Are there additional areas of inequalities among the participants? EXAMPLE The APF requests members to consider gender balance when inviting NHRIs to training. In addition, training application forms for those courses should include gender identifier boxes (including ‘other’ or ‘prefer not to disclose’ for those who may be gender fluid) so that gender data is monitored and disaggregated. • Consider the existing gender inequalities experienced by women in NHRIs i.e. ensure gender balance in participation among leadership levels and lower level staff. Trainers should proactively in encouraging contributions from women in the on line and workshop components. • How are safety issues regarding sexual harassment and gender based violence in the training environment addressed? EXAMPLE For example, at the beginning of a training program ‘ground rules’ should be set out by trainers for participation in the online and workshop components of training which sets out the mutual obligation of all participants for respectful and non-discriminatory interactions. The APF has zero tolerance for any discriminatory behaviour, inflammatory language or harassment of any kind, including on the basis of gender. 2. Implementation • Consider building in ways, activities and content to address any issues identified during the gender analysis process. • Being mindful that content, activities and rhetoric used during the training does not reinforce negative gender stereotypes and proactively promotes gender equality – i.e. language or examples used. • Consider the constraints and opportunities for women and girls – in terms of accessing the training and benefitting from the training. Where possible, prioritise equal representation of women and men in the selection process. • Build in capacity to do a gender review of the training program – engage gender expertise for the planning and design; engage with women and girls affected, and women’s and girls’ advocates and organisations. • Consider including specific gender components in the design of the monitoring (e.g. indicators) and evaluation mechanisms. • Have resources been allocated for strategies to integrate gender? • What techniques have been developed to enhance women’s and girls’ voices and rights in the training? – i.e. facilitators noting balance of speakers and encouraging equal contributions. 10