USAID LEAF Regional Climate Change Curriculum Development Module: Social and Environmental Soundness (SES) Section 2. What Social And Environmental Issues Exist: Strengthening Design And Implementation of REDD Women’s Empowerment in Agriculture Index (WEAI)

NameAffiliationNameAffiliation Surin Onprom; Co-Lead Kasetsart University, Thailand Tran Thi Thu HaVietnam Forestry University Penporn Janekarnkij; Co-Lead Kasetsart University, Thailand Nguyen Dinh HaiVietnam Forestry University Rejani Kunjappan; Co-Lead RECOFTC Thailand Vo Mai AnhVietnam Forestry University Claudia Radel; Co-Lead Utah State University Tran Tuan VietVietnam Forestry University Sarah Hines; Co-Lead US Forest Service Cao Tien TrungVinh University, Vietnam Sidthinat Prabudhanitisarn Chiang Mai University, Thailand Nguyen T. Trang ThanhVinh University, Vietnam Sharifah Zarina Syed Zakaria University Kebangsaan Malaysia Nguyen Thu HaUSAID Vietnam Forests & Deltas Mohd Rusli Yacob University Putra Malaysia Maeve NightingaleIUCN MFF Kaisone Phengspha National University of Laos Guada LagradaPACT MPE Phansamai Phengspha National University of Laos Le Van Trung DARD Lam Dong Kethsa Nanthavongduangsy National University of Laos Nguyen Thi Kim Oanh AIT Thailand Freddie Alei University of Papua New Guinea David GanzUSAID LEAF Bangkok Chay Kongkruy Royal University of Agriculture, Cambodia Kalpana GiriUSAID LEAF Bangkok Soreivathanak Reasey Hoy Royal University of Phnom Penh, Cambodia Chi Pham Project Coordinator USAID LEAF Bangkok

I.INTRODUCTION AND BACKGROUND 1.1.Introduction to Climate Change 1.2.The Climate Change Mitigation & Adaptation Context 1.3.Introduction to Social and Environmental Soundness (SES) 1.4.Guiding Frameworks – Sustainable Development & Ethics II.WHAT SOCIAL AND ENVIRONMENTAL ISSUES EXIST: STRENGHENING DESIGN AND IMPLEMENTATION OF REDD 2.1.Environmental Co-benefits: Introduction to Biodiversity and Ecosystem Services Carbon/REDD+ Project Accounting, Carbon Monitoring & MRV 2.2.Governance Regulatory Framework, Forest Tenure, and Carbon Rights 2.3. Stakeholder Participation FPIC 2.4. Social Co-benefits 2.5. Gender Equity and Women’s Empowerment Gender Analysis Tools Women’s Empowerment in Agriculture Index 2.6. Indigenous Peoples and their Empowerment 2.7. Local Livelihoods: An Introduction Livelihoods impact Case Study: April Salumei, PNG 2.8. REDD+ Benefits Sharing 2.9. Economic and Financial Viability and Sustainability III.STATE OF THE ART IN ACTION: BRINGING THE PIECES TOGETHER 3.1.Safeguard Mechanisms in REDD+ Programs 3.2.Streamlining of Safeguards and Standards 3.3.Developing National Level Safeguards

At the end of this section, learners will be able to:  Explain the history, purpose, and key elements of the WEAI tool (how it is constructed)  Analyze the advantages and limitations of the index  Construct at the conceptual level, modified indices for application within REDD+ projects or within forestry sector projects

 Introduction to the WEAI: basics, history, purpose (5 min.)  Overview video (10 min.)  Conceptual details of the WEAI (10 min.)  In-class activities (various options provided) (15 min.)  Group out-of-class project (explanation in class, 5 min.)

 Lecture or presentation of conceptual and background materials  In-class discussions  Small group activities  Group (or individual) projects

Students should read:  Summary Brochure. Women's Empowerment in Agriculture Index. IFPRI. February 2012.

Composite tool that identifies, for the agricultural sector: 1. Which women are empowered? 2. For disempowered women, in which aspects are they disempowered? 3. Are there empowerment gaps between men and women in same households? And how big are gaps? Empowerment is defined here as control over critical parts of ones life in the household, community, and economy (all specific to agriculture) For Discussion in Small Groups or as a Large Group: How does this definition of empowerment relate to Kabeer’s conceptual framework presented in SES module section 2.5? Is it the same? Different? How? For Discussion in Small Groups or as a Large Group: How does this definition of empowerment relate to Kabeer’s conceptual framework presented in SES module section 2.5? Is it the same? Different? How?

1. United States Agency for International Development (USAID) 2. University of Oxford’s Oxford Poverty & Human Development Initiative (OPHI) 3. The International Food Policy Research Institute (IFPRI)  Designed specifically for the U.S. Government’s Feed the Future Initiatives on food security

 Developed over year  Pilot surveys conducted in Guatemala, Uganda, and Bangladesh in 2011  Officially launched in 2012

Source: OPHI presentation, Alkire and Vaz, 2012.

Women’s Empowerment in Agriculture Index Five Domains of Empowerment (5DE) a measure of women’s empowerment across various areas Gender Parity Index (GPI) A measure of women’s empowerment achievements relative to men in same family % 10%

1. Track changes 2. Target interventions

This short film explains why the WEAI was created, how it is constructed and the different ways in which it can be used. It includes interviews with representatives of the Oxford Poverty and Human Development Initiative (OPHI), the U.S. Agency for International Development (USAID) and the International Food Policy Research Institute (IFPRI), who collaborated to develop the innovative index. Duration: 7:34 Film is also posted online here:

Source: USAID WEAI brochure

Source: OPHI presentation, Alkire and Vaz, 2012

A woman who has achieved ‘adequacy’ in 80% or more of the weighted indicators is empowered.

Source: USAID WEAI brochure Proportion of women not empowered and who have inadequa te achievement by indicator in Bangladesh sample Discussion Question: How might these results be used to target interventions aimed at increasing the WEAI? Discussion Question: How might these results be used to target interventions aimed at increasing the WEAI?

Discussion Question: How is the disempowerment of men and women different for this Bangladesh sample? Discussion Question: How is the disempowerment of men and women different for this Bangladesh sample? Contribution to each indicator to disempowerment for women and men in Bangladesh sample

Questions for Discussion:  If a woman is empowered according to the WEAI, but her husband has a higher empowerment score, is there gender parity?  If a woman is disempowered, but her empowerment score is higher than her husband’s, is there gender parity?  Do you agree with the WEAI approach to gender parity? If not, what would you change? Questions for Discussion:  If a woman is empowered according to the WEAI, but her husband has a higher empowerment score, is there gender parity?  If a woman is disempowered, but her empowerment score is higher than her husband’s, is there gender parity?  Do you agree with the WEAI approach to gender parity? If not, what would you change?

Questions for Discussion:  If a woman is empowered according to the WEAI, but her husband has a higher empowerment score, is there gender parity?  If a woman is disempowered, but her empowerment score is higher than her husband’s, is there gender parity?  Do you agree with the WEAI approach to gender parity? If not, what would you change? Questions for Discussion:  If a woman is empowered according to the WEAI, but her husband has a higher empowerment score, is there gender parity?  If a woman is disempowered, but her empowerment score is higher than her husband’s, is there gender parity?  Do you agree with the WEAI approach to gender parity? If not, what would you change?

WEAI = (5DE*.9) + (GPI*.1)

Class Discussion:  How could the WEAI be useful in the context of a REDD+ project?  If you could, would you modify the five domains and the ten indicators? What would you change? Small Group Activity :  Examine the individual Uganda survey instrument. Choose one module to explore with your group. Then construct 2-3 discussion questions to pose to the full class based on your selected module.

Group Activity: Groups of 4 (each student gets one profile). 1. As a group, assign the case studies to their WEAI status. This will require modifying the profile PDFs to cover the final paragraph that divulges the woman’s status (empowered or not) and to cover the domain achievements graphic at the end. First share the modified profiles with students, and after students attempt to assign status, share the non-modified profiles. 2. Then hold a role play discussion among the four women, in which experiences are shared and advice is sought. Alternative: include profiles from the other two WEAI pilot countries (Uganda and Guatemala), either keeping countries together within groups or mixing up countries. 1.Seema 2.Aysha 3.Naju 4.Nadia

Datasets are available online from the three pilot surveys in Guatemala, Bangladesh, and Uganda. These datasets could be used to design and assign a more advanced exercise for homework. If the assignment were to entail constructing WEAIs, additional training on the mathematical steps would be required. Training using STATA is available online through IFPRI’s or OPHI’s websites. IFPRI WEAI dataset link: IFPRI WEAI training link:

1. Divide students into groups of 3 to 5 members. 2. Ask students to review the WEAI’s 5 domains of empowerment and to alter or add domains and/or indicators for a WEFI. 3. Then ask students to construct survey questions to collect data for any new indicators. This project would be best carried out as a follow up assignment to the class for later submission.

Short answer questions: 1. What are the two parts to the WEAI? 2. Which of the two WEAI parts carries more weight in the index? 3. What are the five domains of the WEAI? 4. When is a woman considered empowered? 5. When is gender parity considered to exist? Essay questions: 1. Discuss what your own empowerment score would likely be. Be sure to refer in your response to all five domains of empowerment. 2. Discuss one way you would consider modifying the WEAI in order to apply it in the context of forest-based livelihoods. 3. Discuss the possible application of the WEAI to REDD+.

 The WEAI is a new tool to measure women’s empowerment in agriculture.  The WEAI could be modified for use in other applications, including in REDD+.  The WEAI can be used to monitor the effects of projects or to target projects.  The WEAI measures women’s empowerment and the empowerment gap between men and women in the same households.  The WEAI is an aggregate survey-based index for a community, region, or country, but also provides individual and household data.

1. Alkire, S., Malapit, H., Meinzen-Dick, R., Peterman, A., Quisumbing, A., Seymour, G. and A. Vaz “Instructional Guide on the Women’s Empowerment in Agriculture Index.” IFPRI and OPHI. This instructional guide was written by researchers from IFPRI and OPHI to assist practitioners in implementing the Index. This report points out the most critical issues for consideration and good practices in the survey design, data collection, calculation, and analysis of the WEAI. The guide includes an annex with a non- country-specific sample instrument. 2. Alkire, Sabina, Ruth Meinzen-Dick, Amber Peterman, Agnes R. Quisumbing, Greg Seymour and Ana Vaz The Women’s Empowerment in Agriculture Index. OPHI Working Paper No. 58. This Working Paper also was published in December 2012 by the International Food Policy Research Institute as a Discussion Paper.

3. Alkire, Sabina and Ana Vaz. OPHI Constructing the WEAI Presentation: “Calculating the Women’s Empowerment in Agriculture Index,” 27 June IFPRI Women's Empowerment in Agriculture Index. Summary Brochure. February. 5. Meinzen-Dick, R How I Learned to Stop Worrying and Love the Index: Women’s Empowerment in Agriculture. IFPRI. 6. Sraboni, Esha, Agnes R. Quisumbing, and Akhter U. Ahmed The Women’s Empowerment in Agriculture Index: Results from the Bangladesh Integrated Household Survey. IFPRI and USAID.