Mainstreaming Gender in Professional Military Education

Mainstreaming Gender in Professional Military Education

Agenda Lesson Overview Lesson Plans Identify Direct & Indirect Methods Discuss Assessments

Lesson is designed to support education and training experts in implementing gender perspective into their own instructional materials. Training requirement Aim NATO Bi-SC Directives 40-1 and 75 and UNSCR 1325 Resolution and National Action Plan on WPS. www.mil.se/swedint Professional Military Education Faculty/Instructors, US Professors and instructors in the professional military education systems with advanced knowledge of military planning and operations. 15 students / 4 X year Target audience Learner Characteristics: Trained faculty, all with bachelors degrees, most with advanced educational degrees. 90% male and majority have military experience Some may have limited experience with the use of female searchers and female engagement teams Native English speakers Time 6 hrs- 3 two hour blocks Learning outcomes Students will be able to apply gender mainstreaming principles in educational and training scenarios across all curriculum topics and subject matter areas. Students will be conversant in UNSCR 1325 and NATO Bi-SC Directive 40-1, US NAP and DOD Guidlines. Students will be able to define and explain 4 key gender terms; Sex, Gender, Gender Perspective, Gender Mainstreaming. Recognize and explain operational impacts of applying a gender perspetive. Translate gender perspective by mainstreaming gender topics in curriculum topics. Individual study: students complete ADL 169 prior to attending class. Block 1 Introduction, terminology and directives via direct and indirect instruction Block 2 Operational relevance; Case studies discussion from Whose Security? Block 3 Mainstreaming gender across the curriculum Post-test questionnaire with discussion

Time Topic Strategy Method Related outcome(s) Familiarity with other students Related Assessment(s) Faculty assesses level of gender understanding by listening to student responses. Content guidance Content Resources Faculty Introduction 20 minutes Students introduce themselves by speaking about their experience with gender Faculty with advanced gender understanding 1st Hour Directives 30 minutes Direct: PPT guided discussion of history and purpose of each document Knowledge of the existence of directives Student responses during presentation and discussion PPT supported UNSCR 1325 Be-SC 40-1 US NAP DOD Guide Faculty with advanced knowledge of directives. Gender Terms and Definitions 50 minutes Indirect; Working in 3 small groups students define: sex, gender, gender perspective and gender mainstreaming Define, explain and differentiate the between key terms Student groups produce gender definition reference document DPKO Terms and reference guide Faculty with well developed gender perspective 2nd Hour Operational Relevance 30 minutes Indirect, large group guided discussion. Discuss cases presented in ADL Examine 3 ADL cases and their links to operational outcomes. Student responses during guided discussion ADL 169 3rd Hour 15 minutes Direct instruction, introduce NATO gender checklists Familiarity with resources NATO checklists

Time Topic Strategy Method Related outcome(s) Apply NATO checklist to 3 scenarios drawn from Whose Security? Related Assessment(s) Brief team product to classmates and faculty for feedback and evaluation. Content guidance Content Resources NATO checklist 3 cases drawn from Whose Security? Faculty 4th Hour Operational Relevance Indirect Instruction: Working in 3 small groups (strategic, operational and tactical) apply the appropriate NATO gender checklist in pre-mission planning to a single case 5th Hour Gender mainstreaming in curriculum and instruction 1st hour Indirect instruction: Students take 1 hour to modify one of their lesson plans to incorporate a gender perspective. Apply gender mainstreaming principles to one of your lesson plans 6th Hour Gender mainstreaming in curriculum and instruction 2nd hour Student brief back Students can apply gender perspectives by mainstreaming them in their lesson plans 4 students brief their plan to demonstrate their ability to integrate a gender perspective in their lesson

Classroom Introductions Please introduce yourself by providing: your name and an easy way of remembering it what you teach what you know about gender

Foundational Directives & Documents UNSCR 1325 on Women, Peace and Security (2000) with subsequent resolutions (2008- 2015) US National Action Plan on Women, Peace and Security (2012) NATO Bi-Strategic Directive 40-1 (2012) US Department of Defense Guidelines

Key Terms and Definitions In small groups of 5 or fewer define the and write the definitions of the following terms on the board: Sex Gender Gender perspective Gender mainstreaming

www.mil.se/swedint Sex and gender Which pertains to sex and which pertains to gender? Socially constructed Changes over time Constant Changes by country Learned Universal Biological

ADL Case Study Discussion Food Distribution Dancing Boys Village Security Search Operations

Gender mainstreaming at the Strategic, Operational and Tactical Levels

When is gender mainstreaming needed at the strategic level? Example?

Gender mainstreaming for strategic level activities 1. Strategic military guidance and policy 2. Military operation planning 3. Military planning to enhance conditions of service 4. Force generation 5. Monitoring and reporting 6. Operational advice and support TCC

Internal or External focus External (operations): - Principles of UNSCR 1325 integrated into planning, implementation and evaluation of operations - Promoting participation of women in international operations Internal (personnel): - Gender equality - Preventing sexual harassment - Preventing discrimination - Promoting increased recruitment of women in the forces

When is gender mainstreaming needed at the operational level? Example?

Gender objectives for operational level activities 1. Military protection activities 2. Security support activities 3. Monitoring and verification activities 4. Military liaison activities

When is gender mainstreaming needed at the tactical level? Examples?

Gender objectives for tactical level activities 1. Patrol duties 2. Checkpoints, roadblocks, search operations 3. Protection tasks 4. Security support tasks 5. Monitoring and verification tasks 6. Military liaison tasks

Summary To have a gender perspective is to have the ability to detect if and when men, women, boys and girls are being affected differently by a situation due to their gender. Everyone s responsible for gender mainstreaming. There are different activities and considerations at different levels DPKO/DFS guideliness: Tool & Checklist

NATO Gender Checklists Strategic Operational Tactical

Gender perspective at different levels ?Questions?

Application Working in three small groups apply the appropriate NATO gender checklist to the following scenarios Haiti Earthquake Relief-Strategic KFOR Monitoring Teams-Operational Afghanistan Women s Patterns of Movement- Tactical

Final Assessment Take what you have learned during the last four hours and modify one of your lesson plans in a manner that includes a gender perspective as a cross cutting theme. Return in 1 hour and explain to the group what lesson you plan to modify and how you will modify it.