APF Gender Mainstreaming Guidelines for Trainers and Developers of APF Training Material 4. Gender equality in the design and development of a training program Deliberately addressing gender inequalities in the design of the training program will ensure the training generates gender equality outcomes in line with the APF gender equality and mainstreaming objective and strategy. To integrate gender into the design and development of a training program, it is important to conduct and record a gender analysis (see steps for gender analysis above) of the content, process and methodology. Some aspects to consider: 1. Planning in development of content and training modules • Consider how women and girls, men and boys are differently affected by the issues. • Consider the data and evidence available demonstrating the differential impact. • What are the specific vulnerabilities to human rights violations faced by women and girls in this context? • Does the content address these human rights issues for women and girls? • Is there a need to develop and include specific content addressing women’s and girls’ human rights violations? • Consider including objectives and outcomes on promoting gender equality included in the design. • Does there need to be specific gender design features built in to maximise participation during the training? Consideration of different cultures and how this might affect equal participation of women and men – i.e. activities that may have close proximity or touching. • How is the training environment structured to address any gender inequalities? Or enable a diversity of women’s participation? – i.e. layout of the room, positioning of participants. • Is there a gender balance among the training, presenters, organisers and trainers? Are there presenters with gender expertise included? –– See Video Link 7 rules to avoiding all-male panels at www.inclusivesecurity.org/2016/05/30/ video-7-rules-avoiding-male-panels/ . • What is the level of commitment or expertise in mainstreaming gender into courses that the APF is partnering with them on and what are the gaps, if any? • Was there consideration given to bringing in a partner with gender expertise? EXAMPLE For the Philippines National Blended Learning Course on Women’s and Girls Human Rights, gender experts with lived and working experience of intersectional inequalities were invited to present during the on-line and face-to-face training. A woman with hearing impairment spoke of the inequalities experienced by women with disability in the Philippines. A gender expert working with Indigenous women presented on the gender inequality and human rights violations experienced by Indigenous women in the Philippines. 9