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Can Rural Leaders Play a Role?

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Presentation for SAFANSI Roundtable on Government Action for Nutrition, 2017

Veröffentlicht in: Leadership & Management
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Can Rural Leaders Play a Role?

  1. 1. 19 September 2017 Can rural leaders play a role? Noorulain Masood
  2. 2. The conversation has to happen at many levels. Political Executive Civil Society Provincial Political leadership Policymakers Organisations, Experts, Media District Elected representatives all tiers Line management, local government Programme staff, experts, media Community Community authority figures Frontline staff – LHWs, extension workers Frontline staff – community mobilisers Individual Mothers and young children, particularly from poor and socially marginalised segments such as labourers, sharecroppers, cotton-harvesters, minorities, historically-deprived castes
  3. 3. Imagine if we could engage individuals 1. Policies that reflect nuances of the context better 1. The why: what matters to “them”? 2. Local metaphor: how do “they” understand something? 2. Policies that have shared ownership 1. Greater responsibility at each level to answer the question. 2. Community level behavioral change: owning their piece of the problem 3. Create a shared understanding of ground realities -> work together
  4. 4. Our pilot https://www.youtube.com/watch?v=o7WnAz4-1us
  5. 5. The process Total number Number of locations Number of districts Male participants Female participants Community Circles 40 (820) 15 4 214 (26%) 606 (74%) Recruits from the CCs 308 15 4 103 (33%) 205 (67%) Shortlisted mentees (selected locations; selected project ideas) 37 7 3 12 (32%) 25 (68%) Actual mentees 51 7 3 26 (51%) 25 (49%) Mentees completed data collection 40 6 3 22 (55%) 18 (45%)
  6. 6. Sharing it back • What: Comparison between what should be, and what is • Why: Discussion and debate on causes • How: Thinking jointly about the solutions • What next: How can evidence play a role? Gauge interest
  7. 7. The questions that came up 1. What should be the minimum rate for cotton-picking? 2. Who works on livestock, and how much do they deserve to be paid? 3. What type of work should a pregnant woman not do? When should she stop working? How long after giving birth should she start working again? 4. What are the main obstacles to ensuring cleanliness among children, and how can they be overcome? 5. Can poor families grow their own vegetables to eat?
  8. 8. Who are the leaders? • Total: 40; 18 Female; 22 Male • ~ 40% uneducated; 25% educated under Grade 5; No females over Grade 5 • 87% under 35: 57% 26-35 year olds; 30% 18-25 yr olds. females all under 35 • 68% non-marginalized castes; 74% Females • Agriculture work (88%): 94% F; 82% M (hari: farmer = 2:1)
  9. 9. • Moya,Tando Muhammad Khan • Mentee Lali along with other women started going door to door to talk about cleanliness in their village while waiting for us to return • Walwari, Sanghar • After the CC, Bano began gathering information about cotton yields and prices in their village before the mentorship phase had even begun “I also think that this (women working during pregnancy) is a very important issue but no one here listens to me. Now that you have come and also talked about it, I can tell other women and we can work together.” Saeeda, Mentee, Deh 222 “I just want to do something so that my kids don’t have to live a life like this. I can’t go out but now that you have come, I can show them (the men) that I can do something too.” Yani, Mentee, Kurgahno
  10. 10. How did we customise research tools? • Simplification • Developing visual tools • Based on local metaphors and rural practices • Agendered • Activity based • Several rounds of testing • Iteration within team • Iteration in field
  11. 11. Example Research question Hypothesis (CCs) Insights Who works on livestock, and how much do they deserve to be paid? • Women do most of the work, and benefits do not accrue to them • Work is unrecognized • Women do most of the work, but men do a significant amount as well • Differences exist in nature of work (seasonality, kind of work, outdoor vs. indoor) • Most benefits of income accrue to women except sale of animal What are the main obstacles to ensuring cleanliness among children, and how can they be overcome? • A lack of recognition amongst men of the time women spend on cleanliness related activities • Men:Women do not clean because they are “lazy” • Us: Few cleanliness related activities undertaken due to lack of time • Information asymmetry: • Most of the given cleanliness related activities being undertaken (self-reported for previous day) • Men report a much lower number of cleanliness related activities being undertaken in the household • Most of the activities undertaken by women were not planned for that day • Differences in castes, for example Kohlis
  12. 12. Next steps Open Forum: work with both head and heart • Design: Informative, Relational, community oriented • Bridge gap between evidence, policies and communities Mentee led Community Circles • Same format as original CCs • Mentors and mentee co-create a 'story' of research findings; Community Circles independently led by mentees • Diverse group(s); flexibility to have multiple small groups or one large group • Quality assurance