1.
Prepared by: B.Venkata Dwarakanath
B.Planning ,4TH Sem

2.
 Gender planning is a new tradition whose goal is to ensure
that women, through empowering themselves, achieve
equality and equity with men in developing societies.
 Gender Planning and Development focuses on the
interrelationship between gender and development, the
formulation of gender policy and the implementation of
gender planning practice.
 Fairness and equity demands that everyone in society,
whether male or female has the right to the same
opportunities to achieve a full and satisfying life.

3.
 Gender planning can be conceptualized in at least three ways. First, gender
planning as target-group–oriented planning: this is related to women-oriented
approaches, distinguishes men and women, and strives for their equal
representation throughout the planning process. It is reflected in women-
oriented park design, public-transportation planning, safety measures etc. and
implemented through gendered data analyses (how many men/women use a
space, for what purposes, etc.) and participatory procedures that put extra
focus on women. Some projects reflect the intersections of gender and other
categories of social differentiation (such as age, race and education). However,
categories for target group definitions are often essentialist, and their social
construction is rarely taken into account.
 Second, there are multi-optional per formative planning approaches, They do
not follow the regular means–end logic of planning; instead, participation plays
a major role: “Conceiving of participation as a performative practice
emphasizes that identities, knowledge, interests, and needs are not
represented but shaped, articulated, and constructed in the participative
process itself”.

4.
 A third option is the prevention of discriminatory planning practice by taking
the social construction itself of typical categories for social differentiation such
as gender, age, race and disability as starting point. Through which mechanisms
and processes does spatial planning contribute to the reproduction of these
categories – and potentially to their de stabilization .
 Students’ economic and social realities are very different across the globe, and
there can be noticeable differences in enrolment figures according to gender in
almost all countries. In most OECD countries much evidence points to higher
drop-out rates for boys in upper secondary education with a 78% completion
rate for males and 87% for females. In addition, the number of women students
has been increasing, especially in tertiary education, and in most countries girls
now outnumber boys. The picture is very different in developing countries,
where girls can be severely under-represented.

5.
 Another safety-related issue is the need to improve access to schools for girls.
When schools are located far away from home, students cannot attend because
of safety issues and economic reasons. Therefore educational planners must
find new strategies to bring schooling closer to the students. This has led to
experimentation with multi-grade classrooms, double-shifting and satellite
schools. Another way to address these concerns is by building boarding schools,
which can motivate parents to send their daughters to school. This would allow
students who have completed primary school to continue their education.
 THE IMPORTANCE OF GENDER PLANNING:
 The development of gender planning as a planning tradition is of critical
importance for a number of reasons. Probably of greatest importance is the
urgent need to inform policy, through the formulation of gender policy at
international, national and NGO levels, as well as its integration with sectoral
planning. In addition, it is needed to ensure the development of more
appropriate- that is, gender-aware—planning procedures. Finally, it can assist in
the clarification of both technical and political constraints in the
Implementation of planning practice. Example :-Women's Reservation Bill , is a
pending bill in India which proposes to amend the Constitution of India to
reserve 33 per cent of all seats in the Lower house of Parliament of India, the
Lok Sabha, and in all state legislative assemblies for women.

6.
 Conclusion:-
 Incorporating a gender perspective does not mean seeing the world from
a female perspective.
 By exploring men’s and women’s use, needs and experiences related to
educational facilities, expectations and perceptions can be expressed
and explored. This is turn allows us to probe deeper into questions of
why there are differences and if design can support or hinder gender
equity. Quantitative and qualitative research methods should be used to
collect data on how and why men and women use space differently, and
to further explore how gender relates to issues of sustainable
development, health, safety and access.
 The goal of gender planning is the emancipation of women from their
subordination, and their achievement of equality, equity and
empowerment. This will vary widely in different contexts depending on
the extent to which women as a category are subordinated in status to
men as a category.

7.
 Case study 1
 In Namibia, the "Improving information on Women's Contribution to Agricultural
Production for Gender-Sensitive Planning" project (1995-1997) focused on influencing the
responsiveness of national agricultural policy making. The project's hypothesis was that
information gathered using participatory research could make the gender and socio-
economic relationships that structure farming systems more visible to policy makers,
thereby improving the mental images upon which many policy decisions were presumed
to be based. The project collaborated closely with another FAO project that was training
agricultural extension staff in participatory extension training techniques in an effort to
foster a client-responsive extension approach. "Client" was understood to include women
farmers, women heads of households and rural youth. Trained extension workers
conducted PRAs in four agro-ecological zones. University researchers incorporated the
PRA generated information into region-specific case studies, and regional and national
workshops brought it to the attention of agricultural policy-makers and planners.
 The policy and planning context in Namibia was highly favourable there was a good fit
between the gender-sensitive, participatory orientation of the National Agricultural
Policy (passed in the project's first year) and project efforts to train agricultural officers
in gender-sensitive, participatory methods. Passage of the NAP facilitated the project's
efforts to interest policy makers and senior agricultural staff in gender-sensitive
participatory tools for agricultural planning

8.
 Case study-2:
 The Sikkim-India (1995-97) "Development of Small Scale Livestock Activities"
project also combined gender analysis with PRA, and added the rapid appraisal
of tenure and participatory monitoring. When the project was initiated, Sikkim,
one of India's most isolated Himalayan states, had a policy environment in
which agricultural policies and programs paid no attention to gender roles and
responsibilities. No information was available in the Animal Husbandry and
Veterinary Services Department (AHVS) about gender or age-specific roles in
farming or livestock rearing systems. The project trained a small group of mid-
level field staff as trainers, using practical, field-based tools for looking at
differences in access to livestock production resources by gender and by age.
These trainers trained local field staff, and together they conducted PRAs
aimed at understanding farmers' constraints, priorities and training needs for
goat and chicken husbandry. Policy makers in the Forestry and the Rural
Development Departments as well as the AHVS all became interested in the
effectiveness of participatory methods for generating gender information
relevant to line agency programming and regional planning.

9.
Case study 3:
 The on-going Tunisian "Policy and Strategy in Favour of Rural Women" project
(1996-97) was mandated by government to assist in integrating rural women's
issues in the 9th Five Year Plan. In the early 1990s, the government had
decentralised decision-making and management to the regional level and
encouraged local experimentation with participatory rural development
planning. Government's request for a TCP focused on rural women reflected its
growing interest in gender-sensitive participatory approaches to agricultural
planning. The project developed a participatory survey methodology, using PRA-
like MARP tools to generate information on women's activities in three sub-
sectors: agro-forestry (the subject of the case study), irrigated agriculture, and
fisheries. The tools focused primarily on women rather than on gender
differences. Participatory analysis of the data was conducted with men as well
as women. In the future, the project plans to formulate credit, training,
technological support and group organisation programmes in the sub-sectors
where women are most active.