Checklist of Key Gender Dimensions for Iraq by Sector
Compiled by UNIFEM for UNDG
June 2003

Security Council resolution 1483 recognizes the importance of gender in the reconstruction of Iraq, and recalls Security Council resolution 1325 on Women, Peace and Security, which makes women’s human rights and a gender perspective relevant to negotiating peace agreements, planning humanitarian assistance and peacekeeping operations and reconstructing war-torn societies, from planning and assessment through to the withdrawal phase. Gender mainstreaming must start from the very beginning of a mission to ensure that structures and programmes are designed to address the different requirements of women and men for protection, assistance, justice and reconstruction.

In order to ensure that the gender components of all elements of the peace-building and recovery process are identified and mainstreamed into planning procedures and programme implementation, the following checklists have been developed for those participating in assessment and fact finding missions to Iraq. The questions noted below were adapted or directly taken from United Nations resources, including those produced by UNESCO, UNFPA, UNICEF, UNDP, WFP, OHCHR, the Office of the Special Advisor on Gender Issues and the Advancement of Women and UNIFEM. Specific resources available outside the UN system have been cited.

1. General and Cross-Cutting Issues

A. How have men and women, girls and boys been affected differently by the conflict? Have women and men been affected differently by specific events such as the destruction of schools, roads, sanitation facilities, markets, homes, etc.?

B. What are the different coping mechanisms used by men, women, girls and boys? What resources/supports are they using to survive? Are these in jeopardy or over-stretched? Why?

C. Do women have equal access to resources for recovery and reconstruction (human, technical, financial)? What would help increase their access to resources?

D. What specific power structures can be identified within communities? What are the specific threats or risks facing women and girls in the current environment? What can be done to remove these threats or minimize them in the immediate, medium, and long-term? Threats could include increased violence including domestic violence, marginalization in the political realm/exclusion from political processes related to peace building, etc.

E. What are the prevailing attitudes, religious and cultural norms and practices that affect women's ability to contribute to and benefit from recovery and reconstruction efforts? How can we ensure that these attitudes, norms and practices are not a barrier to women and girls' enjoying equal access to resources, opportunities, education, etc.?

F. Are women involved in decision-making, including at the highest levels? What specific steps can be taken to increase their involvement? What barriers prevent women and girls from meaningful participation and involvement in decision-making?

G. What programmes are in place to prevent and respond to violence, abuse and exploitation against women and girls? Do these programmes involve the community, men and women, to respond to and support survivors? Are assistance programmes monitored to prevent exploitation and abuse of women and girls? Are there shelters and services for women and girls, particularly those who are displaced, unaccompanied or abused? What mechanisms for effective prevention and response with regard to sexual abuse and exploitation as well as in general any other women’s rights abuse can be highlighted within UN activities?

H. Do leadership training and capacity building programmes for women’s groups already exist? How are women organizing in their communities and in society at large? Are networks emerging among civil society groups, particularly among women’s organizations?

I. How are different roles, strategies, responsibilities and options of women, men and adolescents affected in unstable situations? How have these changed over the past ten years and during the current period of instability?

J. Has there been a disparate impact on women from different sectors within the society? Does the context in which women find themselves, such as urban or rural location, individual ethnicity or religion affect gender relations in a particular area?

K. What data and analysis is available for each sector? Is it disaggregated by sex and age?

L. How can information be gathered and disaggregated to account for widows and female-headed households who may account for a larger proportion of the population
during and after conflict?

M. How have men and women, boys and girls been affected differently by displacement during the conflict? Are the specific needs of returning men and women, especially female heads of household, being addressed? Will refugee women with few resources, some living on a basic subsistence, have the ability to return? To what extent will women make decisions regarding return and what factors will be most critical to making these decisions? How will this information be provided to refugee communities in neighboring countries?

N. Is there equal access for boys and girls to safe and secure opportunities for stimulation and non-violent social interactions?

O. How has the current response by the international community addressed the gender dimensions of recovery and reconstruction? Are equal numbers of women and men being hired (or trained) for both international and national staff positions in recovery and reconstruction efforts? What can be done to further strengthen gender mainstreaming during planning, implementation, monitoring and evaluation?

P. Is there gender balance on the needs assessment team, and has a gender focal point been designated to monitor and provide technical support to the needs assessment team?

2. Primary Education

A. Are there equal numbers of males and females teachers, administrators and other leaders in education among the population that is destabilized? How can they take leadership roles in creating and sustaining the education of girls and boys during crisis?

B. What are additional specific barriers to learning in the current unstable environment? How are these different for girls and boys? What factors account for this trend? How can the education system track and remedy this trend?

C. What actions are in place to accommodate the education needs of disabled, orphaned, separated or otherwise unaccompanied girls?

D. How do alternative or informal models of education accommodate the different vulnerabilities and changed roles and responsibilities of girls and boys in the current situation?

E. Are education programs available for drug abuse, and prevention of sexually transmitted infections (STI), including HIV/AIDS particularly for girls?

F. Are women and girls able to travel to school safely?

3. Higher Education

A. Are there equal numbers of males and females teachers, administrators and other leaders in education among the population that is destabilized? How can educators take leadership roles in creating and sustaining the education of girls and boys during crisis?

B. Are education programs available for drug abuse, and prevention of sexually transmitted infections (STI), including HIV/AIDS particularly for adolescents?

C. Are women and girls able to travel to secondary school safely?

4. Health and Nutrition

A. What impact does the burden of care have on women’s time use and how can assistance in the health sector address this critical obstacle to women’s mobility, access to resources and education?

B. How are women health workers engaged in disseminating information about and improving access to immunization services?

C. Are there reproductive health services in hospitals, clinics and other health facilities for men, women and adolescents?

D. To what extent do health workers receive gender-sensitive reproductive health training?

E. Has the breakdown in law and order that often accompanies conflict had and impact on women’s vulnerability and exposure to gender based violence?

F. What mechanisms are in place to address gender-based violence? Is awareness training provided to international and local relief staff, including in the areas of detection, referral and counseling? To what extent are services available, including shelters for victims of sexual abuse?

G. Do military personnel receive training on gender-based violence and human rights?

H. Are there gaps in providing integrated health services to women, men and adolescents, particularly in the area of reproductive health?

I. What programmes are available to address psychosocial needs of the community, particularly for women and girls?

J. Are HIV/AIDS testing facilities available in the country for civilians and for international staff?

K. Are boys and girls equally nourished ? How are feeding practices changed to meet the emergency situation?

L. How has the presence of military and other combatants placed men and women at greater risk for human rights violations, including gender-based violence?. How will demobilization impact on men and women’s health and livelihoods?

5. Water Supply and Sanitation

The Asia Development Bank checklist on water and sanitation provides a comprehensive and well-constructed module for considering the gender dimensions of this sector. This module should be used for needs assessments in this sector. http://www.adb.org/Documents/Manuals/Gender_Checklists/Water/gender_checklist_water.pdf

A. What are the constraints to women and men, girls and boys in having access to appropriate water and sanitation facilities, water quality, water quantity, reliability, distance from source, distance from latrines, appropriate technology, maintenance, cultural acceptability?

B. Have feminine hygiene needs been addressed? .

6. Telecommunications

A. What access to women have to media programmes, in terms of production, dissemination and access to information?

7. Agriculture and Food Security

A. Are power structures at work in the community in relation to the use of food? Can food be used as a weapon or only to benefit certain groups? What are the different roles of women and men in food management at the household level? Who receives food aid on behalf of the family and are women or men more likely to prioritize family sustenance over individual survival? Can ration cards be issued in the name of women in order to strengthen their control over food?

B. How do gender, age and other disparities between and within groups relate to individuals' vulnerability to food insecurity? .

C. How much and what kind of food do women, men and children have access to? How much do they need? How do they obtain food and when and why do gaps between need and consumption occur?

D. What are people's coping strategies? Are some coping strategies unsustainable?

E. What are the indicators of food security and development? Is information gathered for indicators sex disaggregated, especially as assessments will inform the intervention?

8. Local Governance and Community Driven Development and Governance and Public Management (Justice, Rule of Law, Civil Service)

A. Will the emerging political system recognize and protect women’s rights and interests? Will women be enabled to influence and participate in the political process? (OECD gender tipsheets)

B. Will social sector reform address women’s particular needs and concerns in an appropriate and adequate manner? Will women’s capacities and skills be recognized and incorporated into the provision of social services? Will social reconstruction generate socio-economic relationships that are advantageous to women? (OECD gender tipsheets)

C. Does the security situation affect men and women differently? Are women being targeted for certain violations? Are women’s and men’s security issues known and concerns being met? Do safe and accountable mechanisms for women to report and ensure redress for violations they experience exist?

D. Are women included in transitional governments and planning processes? Do women occupy decision-making positions? Do constitutional committees ensure gender perspectives?

E. Do election processes involve women and men? Do men and women have equal opportunity to vote and participate in elections? Are a certain percentage of seats earmarked for men or women or other groups? Are there capacity-building opportunities for women candidates in local and national elections?

F. Are there efforts to build capacity of women and men so as they can participate fully in governance and legal and judicial processes ?

G. Is sex-disaggregated information available on participation in various committees or groups?

H. Are there plans to review the relevant legislation (e.g., inheritance law, family code or credit regulations), policy (e.g., water, waste disposal housing fee subsidy policy), and institutional framework (e.g., current administrative system for concerned urban infrastructure services) and the gender implications? (Asia Development Bank, checklist on Urban Development)

9. Conflict prevention and reconciliation

A. Are women’s human rights issues considered in reconstruction and the establishment of a representative government? Are women involved in truth and reconciliation processes? What mechanisms for gender- sensitive redress for victims of armed conflict are in place?

B. What have been the different roles of men and women, boys and girls during conflict? What are their different perceptions of the causes of conflict and how does this vary by region?

C. How have men and women, boys and girls been affected differently by the conflict? What are their particular vulnerabilities, responses and coping-mechanisms, and how does this vary by region?

D. How have the roles and responsibilities of men, women, boys and girls changed during the last ten-year crisis-period? What new needs have been created and how are these being addressed? What new opportunities have been created and how are these being supported?

E. Do women and men have equal opportunity to contribute to peace-building efforts at local, national and international levels? Do they have equal access to capacity building for peace building and other skills building initiatives?

F. Do women and men have access to capacity building for peace building and other skills building initiatives?

10. Cultural Heritage

A. How can women’s contributions to cultural heritage be safeguarded and promulgated? What is the working status of women in the arts and cultural sector?

B. What roles have women played in political history and how can these be remembered and utilized effectively in developing a representative government?

C. What were women’s contributions to preserving cultural heritage and how can these be supported? How can women's presence in and contribution to cultural life as a whole be furthered?

D. How have men and women been portrayed differently throughout cultural history, and what role can the UN play in ensuring the representation of all people in cultural documentation and preservation?

E. What cultural knowledge resides with women and how can the continued transmission of that knowledge be ensured? How can society make full use of the wealth of talent, expression and experience contributed by its people throughout the ages, regardless of their gender?

F. Do women have access to decision-making positions in cultural policy, the arts and the media?

G. Is the production, dissemination, and accessibility of information freely available to all Iraqis, regardless of their gender?

H. How can international norms and standards, including those that promote gender equity, be highlighted in literature (including textbooks and curricula)?

I. Does the measure of economic productivity take into account examples of productivity in the arts, cultural education and the media-- specifically women's creative contributions to these fields?

12. Electricity, Port, Roads and Urban Development and Housing

A. Have both women's and men’s needs been considered when designing the infrastructure?

B. Has consideration been given to the tasks which are currently undertaken by women and men that could be affected, such as transport of food and other goods to the market, fuel and water collection? Will the location of transport-related infrastructure affect women's marketing of goods and other income-generating activities?

13. Private Sector Development

A. How has the economic situation affected women and men? Have women and men experienced changes in the type of work, earning power, access to loans and credit or land?

B. . How can the erosion of past gains regarding women’s access to land, property and wealth be avoided?

C. How do women save? How can women’s savings be supported?

D. Are skills building opportunities available to men and women?

14. Environment and Natural Resources

A. How does exploitation of natural resources impact on women’s and men’s subsistence livelihoods? What role do women play in the production cycle?

B. How does exposure to environmental pollution and degradation of the environment impact on women’s and men’s health and livelihoods? How does the negative health impacts on the family affect women’s labor, time use and educational and career opportunities?

C. Are women legally and or traditionally recognized as managers of natural resources? For which natural resources are women primarily responsible? (OECD gender tipsheets) What impact has land reform or policy had on women’s access to land for food or cash crops?

D. What are the demographics of IDP populations? How have they adapted in areas to which they were displaced (differential access, roles and responsibilities)?

15. Mine Action Capacity and Mine Clearance

A. Do communications strategies consider outreach to women and girls? (OECD gender tipsheets)

B. Are women’s organizations mobilized to provide awareness raising and public information on unexploded ordinance and landmines? (OECD gender tipsheets)

C. Is medical assistance biased? Is priority given to military personnel (most often male) while civilian casualties often take longer to reach medical services? Does gender segregation result in slower emergencies services to women? (OECD gender tipsheets)

D. Who cares for victims of landmines? Are caretakers receiving adequate support? Are women and girls providing for the injured immediately following the injury and providing long-term support? In relation to the longer-term care implications: (OECD gender tipsheets)

E. Do landmine injuries affect women and men differently? For example, does an amputee have fewer chances for marriage? Do spouses have grounds for divorcing landmine victims due to their injuries? (OECD gender tipsheets)

16. Disarmament, Demobilization and Reintegration (DDR)

A. Who is demobilized and who is retained as part of the restructured force? Do women have the same right to choose to be demobilized as men?

B. Is there sustainable funding to ensure the long-term success of the DDR process? Are special funds allocated to women, and if not, what measures are in place to ensure that their needs will receive proper attention?

C. Is there commitment to establish a quote of women and peace negotiations? Are women fighters adequately represented? Do existing veterans' associations recognize women's needs?

D. Are mechanisms in place to ensure the recognition and political participation of female ex-combatants after elections? Are women equipped to participate in these processes? Are women equipped to participate in democratic, civil and political structures and supported in their political activities?

E. Has the support of local, regional and national women's organizations been enlisted to aid reintegration? Has the collaboration of women leaders in assisting ex-combatants and widows returning to civilian life been enlisted? Are existing women's organizations being trained to understand the needs and experiences of ex-combatants?

F. If a social security system exists, can women ex-combatants easily access it? Does it target their needs and promote their skills?

G. Can the economy support the kind of training women might ask for during the demobilization period? Have obstacles, such as narrow expectations of women's work, been taken into account?

H. Do women have the right to chose where they will live in resettlement programmes? Are women's particular security needs recognized when planning transport home?

I. Do training packages offered to women reflect local gender norms and standards about gender-appropriate behavior or does training attempt to expand them? Does this benefit or hinder women's economic independence?

J. What are women's specific health and psychological needs in the context of demobilization? Are they different than men's needs?

K. Is there an awareness of sexualized violence against women combatants, both during the conflict and after? Are there facilities for treatment, counseling and protection?

L. Are single or widowed female ex-combatants recognized as heads of households and permitted access to housing and land? Are legal measures in place to protect their access to land and water?

M. What measures can be taken to avoid stigmatization of economically active women, especially those who have also served in combat?

N. What measures are being taken to address women's security in urban areas?