1. Explanation to instructor
This slide is only intended for the instructor – not to be read out to the training audience.
Some slides are only intended for the instructor and advise on how the material can be presented (these slides are hidden). These parts should not be read out to the audience. The parts that are only intended for the instructor will be written in italics. These parts are for example the training guidelines. These are guidelines on how the material can be presented and tailor-made to the training audience.
To be able to reach the learning objectives, this material will have to be updates to reflect the national framework. See lesson plans for further instructions on mandatory preparations.
The material is constructed of several chapters. Chapters 1-6 is the basic material and should be presented as a whole.
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2. Gender Perspective in Military Operations
Tactical Level
NATO Allies and partners armed forces national units
Lecture 2:
Gender perspective in military education, training and exercises
Instructor should introduce him/herself.
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3. Content - Chapters I: Introduction
II: Gender perspective in on-the-job training
III: Gender perspective in collective training for military units
IV: Gender perspective in military exercises
V: Gender training in pre-deployment training
VI: Summary / Conclusions / Questions
This presentation has eight chapters with this content.
I: Introduction
II: Gender perspective in on-the-job training for soldiers
III: Gender perspective in on-the-job training for non-commissioned officers
IV: Gender perspective in on-the-job training for officers
V: Gender perspective in collective training for military units
VI: Gender perspective in military exercises
VII: Gender training in pre-deployment training
VIII: Summary / Conclusions / Questions
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4. Aim After this lecture students should be able to:
Use gender perspective in on-the-job training
Apply gender perspective in collective training for military units on tactical level
Apply gender perspective in military exercises on tactical level
Schedule gender training in pre-deployment training
The instructor should explain the aim of this lecture.
After this lecture students should be able to:
1. Use gender perspective in on-the-job training for soldiers
2. Use gender perspective in on-the-job training for non-commissioned officers
3. Use gender perspective in on-the-job training for officers
4. Apply gender perspective in collective training for military units on tactical level
5. Apply gender perspective in military exercises on tactical level
6. Schedule gender training in pre-deployment training
Also the expected time for the lecture should be mentioned, this depends on the level of experience of the instructor and students and of the gender framework within your nation.
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5. Chapter 1 Introduction RELEASABLE TO PUBLIC
Depending on the level of experience and knowledge of the training audience it is relevant to first introduce gender in military operations, explain some terms and definitions and give some practical examples.
You could use the following slides for this but we advise you to use the NATO online training (ADL 169 Improving Operational Effectiveness by Integrating Gender Perspective) as a mandatory pre-learning for your students. Instructions on how to access this online training is provided in the introduction to the Strategic/Operational Level. Completing this online training will provide the basic understanding of gender perspective in Military Operations that is needed to comprehend the rest of this lecture. Should you use the online training, you may skip Chapter 1 and continue directly to Chapter 2.
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6. Objectives Chapter I RELEASABLE TO PUBLIC
Objectives of chapter 1;
After completing this chapter, students should be able to;
Explain the difference between the terms gender and sex to ensure a common understanding of the meaning of the terms.
Recall NATO’s key definitions on gender.
Explain why gender is an important factor in operations.
Give examples on how gender improves operational effectiveness.
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7. What comes to mind? What is the first thing you think of when you
see the next few slides…
The following exercise is used as an ice-breaker and to open discussions. The main purpose of this question is to make the training audience reflect on what they think about gender roles and confront them with the stereotypes they may have. It will make them aware of possible misperceptions about gender and how it might affect their actions in the military operation.
Encourage the training audience to ‘shout out’ the first thing that comes to mind when they see the slide. You might want to have a marker/paper or chalkboard ready to write down some of the training audience’s responses. You might also consider breaking them up in teams or groups to discuss the two slides and report back to the plenary.
It is important to keep in mind that gender attributes, opportunities and relationships are socially constructed on the basis of different factors, such as age, religion, national, ethnic and social origin. The term gender referring to the social differences and relations between women and men, goes beyond merely the sex of the individual, to include the way relationships are socially constructed (UN DPKO Integrating a Gender Perspective into the Work of the United Nations Military in Peacekeeping Operations, Module 1B: Strategic Level).
The Universal Declaration of Human Rights, which sets the cornerstone of international human rights standards, emphasises that human rights and fundamental freedoms are universal and guaranteed to everybody. Any operation or mission must be conducted in full respect of human rights. The United Nations Security Council Resolutions on Women, Peace and Security were adopted to reaffirm the principle of gender equality in times of conflict, to remind parties of their obligations towards women in light of the disproportionate adverse risks they face, and to recognise the roles women can play as agents of peace (UN DPKO Integrating a Gender Perspective into the Work of the United Nations Military in Peacekeeping Operations, Module 1B: Strategic Level). This exercise is therefore intended to highlight and eventually deconflict some of the stereotypes that the training audience might have. These stereotypes have a real possibility of hampering an operation or mission should they persist.
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8. Women, war and conflict RELEASABLE TO PUBLIC
Encourage the training audience to ‘shout out’ the first thing that comes to mind when they see the slide. You might want to have a marker/paper or chalkboard ready to write down some of the training audience’s responses. You might also consider breaking them up in teams or groups to discuss the two slides and report back to the plenary.
Based on the responses that you receive from the training audience, you will most likely find that many of the responses generalise women as victims. This highlights our own biased point of view of women’s roles in conflict. These stereotypes have a real possibility of hampering an operation or mission should they persist.
Men and women experience conflict and post-conflict in different ways and can face different kinds of security threats, possibly in different contexts. This can impact their needs for security which the international community/military can provide. It should also be noted that during times of conflict, social structures are generally torn apart and thrown into confusion. The community is in crisis and basic survival is the most important. Gender roles most likely change and women may take on new responsibilities.
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9. Men, war and conflict RELEASABLE TO PUBLIC
Encourage the training audience to ‘shout out’ the first thing that comes to mind when they see the slide. You might want to have a marker/paper or chalkboard ready to write down some of the training audience’s responses. You might also consider breaking them up in teams or groups to discuss the two slides and report back to the plenary.
Based on the responses that you receive from the training audience, you will most likely find that many of the responses generalise men as actors (they fight, soldiers etc.). This highlights our own biased point of view of men’s roles in conflict.
Men and women experience conflict and post-conflict in different ways and can face different kinds of security threats, possibly in different contexts. This can impact their needs for security which the international community/military can provide.
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10. Women as Victims
Based on the responses that you receive from the training audience, you will most likely find that many of the responses generalise women as victims. This highlights our own biased point of view of women’s roles in conflict. These stereotypes have a real possibility of hampering an operation or mission should they persist.

11. Men as Actors
We tend to stereotype the role of men in conflict as actors involved in fighting. Most likely, most of the students did ‘shout out’ a word or statement related to this kind of stereotype. This highlights our own biased point of view of men’s roles in conflict.

12. Women are also actors RELEASABLE TO PUBLIC
Often we unintentionally stereotype the roles of men and women in a society. We often think that women are only victims in war and conflict. Unfortunately women and children are amongst the most vulnerable in war and conflict, but they are not only victims. They are also important actors and can be powerful agents.
It can be useful to include pictures or examples of your specific mission area or area of interest.
If you have time and internet available an option can be to show part of the film ‘Pray the Devil Back to Hell’. You can find useful trailers on youtube.
The film documents a peace movement called Women of Liberia Mass Action for Peace. Organized by social worker Leymah Gbowee, the movement started with praying and singing in a fish market. Leymah Gbowee organized the Christian and Muslim women of Monrovia, Liberia to pray for peace and to organize nonviolent protests. Dressed in white to symbolize peace, and numbering in the thousands, the women became a political force against violence and against their government.
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13. Men are also victims RELEASABLE TO PUBLIC
We often see men as actors in a conflict, thereby neglecting that they can also be victims in time of war and conflict. For example with regard to sexual violence. In many societies it is still a taboo for male victims to talk about it and seek for help.
It can be useful to include pictures or example of your specific mission area or area of interest.
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14. Terms: Sex & Gender Sex: Biological Constant Gender:
Socially constructed
Dynamic; changing over time and between cultures
“Sex defines the biological differences between males and females. These characteristics are constant and their differences are limited to physical reproductive functions”
The term sex refers to the biological sex, that, for example, females can give birth to children and males cannot.
This is how gender is defined by NATO, directly quoted from the NATO Bi-SC Directive 40-1 (2012):
“Gender refers to the social attributes associated with being male and female learned through socialization and determines a person’s position and value in a given context. This means also the relationships between women and men and girls and boys, as well as the relationships between women and those by men. These attributes, opportunities and relationships are socially constructed and are learned through socialization processes. Notably, gender does not equate to woman”
Bear in mind is that the concept of gender associated to each individual is a social construction and therefore varies from culture to culture and time to time. Characteristics which are perceived as female in one context or culture could be interpreted as masculine in others. Assumptions based on a person’s gender are often a stereotypes of the social conception of that gender, not based on the individual characteristics. This applies to both men and women.
An understanding of how conflict affects the lives of women compared to men helps personnel better understand the context in which they are working. Having an in-depth understanding of the different needs, priorities and potentials of women and men, and girls and boys, in a particular area of operations should ultimately lead to better-informed decisions and a more effective implementation of the mandate (UN DPKO Integrating a Gender Perspective into the Work of the United Nations Military in Peacekeeping Operations, Module 1B: Strategic Level).
Some languages don’t distinguish between sex/gender or He and She. However, the concepts exist in every nation and every culture.
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15. NATO’s Key Definitions on Gender
Integration of gender perspective: is a way of assessing gender-based differences of women and men reflected in their social roles and interactions, in the distribution of power and the access of resources.
Gender equality: Women’s and men’s rights, responsibilities and opportunities will not depend on whether they are born female or male.
Conflict-related Sexual and Gender-Based Violence: Any sexual and/or gender-based violence against an individual or group of individuals, used or commissioned in relation to a crisis or an armed conflict.
Integration of gender perspective: is a way of assessing gender-based differences of women and men reflected in their social roles and interactions, in the distribution of power and the access of resources. In ACO and ACT activities it is used synonymously with implementing the requests of UNSCR 1325, related resolutions, as well as directives emanating from NATO. The aim of which is to take into consideration the particular situation and needs for men and women, as well as how the activities of NATO have difference effects on them. More fundamentally, implementing a gender perspective is done by adapting action following a ’gender analysis’.
Gender equality: refers to the equal rights, responsibilities and opportunities for men and women, and girls and boys. Equality does not mean that women and men will become the same, but that women’s and men’s rights, responsibilities and opportunities will not depend on whether they are born female or male.
NATO/EAPC Policy on Women, Peace and Security (2014) states that “a gender perspective is mainstreamed into policies, activities and efforts to prevent and resolve conflicts. Due regard will be given to the social roles of both men and women and how these may lead to different risks and security needs. Attention will also be paid to how these roles may translate into different contributions to conflict prevention and resolution”.
It is also important to keep in mind a general understanding of the term ‘gender balance’ which refers to equal representation of women and men at all levels of employment. Achieving a balance in staffing patterns and creating a working environment that is conducive to a diverse workforce improves the effectiveness of policies and programmes and enhances NATO’s capacity to better serve the entire population.
Conflict-related Sexual and Gender-Based Violence: Any sexual and/or gender-based violence against an individual or group of individuals, used or commissioned in relation to a crisis or an armed conflict (Military Guidelines on the Prevention of, and Response to, Conflict-Related Sexual and Gender-Based Violence, MCM )
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16. Why is it problematic to talk about the population as a whole?
For example:
Protection of Civilians
The main purpose of this question is to make the training audience aware that if you see the population as a whole, your possible support will treat the population as a whole. There is a risk that your support will not take into account the different needs of each section of the population, for example, different age groups, possible differing security needs for men, women, boys and girls.
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17. The simple answer to the question on the previous slide:
Unless we know who is affected (men, women, girls or boys) and who among them is most at risk, at what time and place – the protection/security we provide may be unsuitable.
You have to look at all members of the population to have the best possible situational awareness and understanding, which is key to achieve the best possible operational effectiveness for your operation.
For example, if your mission task is to provide security i.e., near a refugee camp, it is helpful to understand the role of women to collect firewood and water. These daily activities can put them in danger, particularly if they have to travel a long distance. They are possible targets of sexual violence. Awareness of these activities and their daily routes enlarges the mission’s situational awareness. Providing security in the form of light patrols or the installation of lighting are easy solutions to better protect female refugees.
Unless we know who is affected (men, women, boys or girls) and who among them is most at risk, at what time and place – the protection security we provide may be unsuitable.
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18. Operational Requirements
Gender perspective contributes to:
Situational Awareness
Liaison/Communication
Collecting Human Intelligence
Information (perception)
Allocation of Forces
Safe and Secure Environment
Prioritize Reconstruction
Security Force Assistance
Here are just some areas in which including gender perspective can be important to increase operational effectiveness.
If possible include areas which are specific for your branch / unit or the tasks of your training audience.
‘Integrating gender perspective into the work of the military is built upon the understanding that women and men have different perceptions of security which demands appropriate action to be taken that includes assimilating both female and male perspectives into all areas of military operations’ (Women, Peace and Identifying Security: Piloting Military Gender Guidelines in UNIFIL June 2014).
‘It is important to remember that conflict causes tremendous suffering for all citizens equally, but women and men are affected differently. A woman’s understanding of peace comes directly from her experience in conflict. It is therefore critical for all who work in conflict and post-conflict settings to understand that a woman’s different perception of peace and security must be taken into account especially by those who are mandated to serve and protect the population’ (Women, Peace and Identifying Security: Piloting Military Gender Guidelines in UNIFIL June 2014).
As a force multiplier gender perspective will support the outcome of the operation and enhance the mission effect.
Applying a gender perspective will improve operational effectiveness and strengthening the military capability
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19. Use practical examples from
“Whose Security?”
You can find practical examples from Whose Security? Gender Perspectives in Military Operations (Nordic Centre for Gender in Military Operations), 2015
Find a good practical example that is applicable to the deployment area/area of operations, use this example to demonstrate how gender perspective has been integrated in the operation or mission.
When working with examples, you need task yourself are all examples good? You can use these questions:
When would these examples be good to use?
Which example could suit the audience?
Could any of the examples be counter productive to some audiences?
Would you have acted differently in any of the situations?
Which examples should be avoided? (in general)
What type of examples are extra valuable? (in general)
It is highly recommended to use your own examples, and if possible to share those with NCGM.
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20. Gender perspective in on-the-job training
Chapter 2
Gender perspective in on-the-job training
The second chapter will focus on gender perspective in on-the-job training on tactical level
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21. Objectives Chapter II RELEASABLE TO PUBLIC
Objectives of chapter 2;
After completing this chapter, students should be able to;
Review on-the-job training identifying gaps in gender training
Practice gender training for on-the-job training
Include gender perspective in on-the-job-training
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22. Definition of on-the-job training:
Employee training at the place of work while he/she is doing the actual job. Usually a professional trainer (or sometimes an experienced employee) serves as the course instructor using hands-on training.
Read out the definition of on-the-job training (
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23. Gender perspective at tactical level
Patrol duties
Checkpoints and roadblock duties
Search operations
Protection tasks
Security support tasks
Monitoring and verification tasks
Military liaison tasks
Collection and analysis of intelligence
Guidance to subordinate units and staff
Patrol duties
Checkpoints and roadblock duties
Search operations
Protection tasks
Security support tasks
Monitoring and verification tasks
Military liaison tasks
On-job-training is performed either by an individual employee but could also be applicable for a group or unit. Here you will find examples of tasks where a gender perspective should be considered in military operations on tactical level
Provide the following gender objectives for tactical level tasks and support the tasks with tailored examples.
At the tactical level, military activities involve the translation of concepts and guidance into tasks that can be implemented.
These include activities related to the protection of civilians, patrolling, checkpoint duties, humanitarian aid support and assistance to national security forces.
Gender Objectives for Tactical-Level Tasks:
Patrol duties drawn on the contributions of women in order to enhance information operations and helps to facilitate increased protection for woman and girls. Give an example.
Checkpoint and roadblock duties include appropriate provisions for conducting searches of both women and men and involve gender- and culturally-sensitive procedures. Give an example.
Protection tasks including the protection of civilians accord adequate priority to addressing the specific protection concerns of woman and girls. Give an example.
Security support tasks including DDR, as well as support for elections and national security forces, take account of the impact on women and their role in and contribution to these processes. Give an example.
Monitoring and verification tasks assess differences in security risks facing women and men, and local women consulted during information operations. Give an example.
Military liaison tasks are performed by mixed teams and reach out to both woman and men in the local population.
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24. Review pre-existing learning activities/training
What do you want your audience to learn?
What do you want your audience to be able to do?
What questions do you want your audience to ask themselves?
What do you want your audience to experience?
What conclusions do you want your audience to make?
How are you guiding the learning process?
How are you creating learning situations and activities?
How are you including gender perspective into already existing learning activity/training?
In order to properly review on-the-job training identifying gaps in gender training, it may be helpful to think about the following questions.
The following questions are important to ask in the role as instructor, teacher or mentor training individuals or groups. For the on-job-training training you have several guiding documents regulating processes and procedures of how your target audience should perform their duties and tasks (i.e., plans, directives, orders etc.).
During training it is of importance to identify all possible situations that the employee could face and highlight situations where gender perspective or sex-disaggregated data would be essential to take into consideration for further planning, execution or evaluation of military operations.
NATO UNCLASSIFIED

25. Are there incidents/injects highlighting gender perspective?
Method of reviewing on-the-job training with an integrated gender perspective
Gender perspective as a learning or training objective?
GENAD/GFA/GFPs trained in this on-the-job training?
Are there learning activities highlighting gender perspective?
Are there incidents/injects highlighting gender perspective?
Training the whole target audience on a gender perspective?
To review existing training and examine if there is an integrated gender perspective or if a component might need to be developed by a trainer, instructor or mentor, the following list provides suggestions of how the instructor can review the training materials and content to suggest possible changes:
1. Is there gender or gender perspective a learning or training objective? If not, it is the trainer’s role and responsibility to ensure that existing training is adjusted to NATO doctrine, framework and guidelines. If gender is a learning objective or part of one, it encourages the trainer to highlight examples, situations and activities where gender perspective makes sense.
2. Are there any GENAD/GFA/GFPs trained in this on-the-job training? If GENADs and GFPs are trained or positioned within the same training audience (group, unit or company), they can assist commanding officer and fellow students to improved their own knowledge and capability to act with gender perspective in mind.
3. Are there any learning activities highlighting gender perspective? Learning activities could be roleplays with actors, exercises and scenarios in simulation etc. The instructor should also look for gender specific information in plans, orders, and other training documents beneficial for the outcome.
4. Is current and existing training applicable to all students and all target audiences? What is offered and to whom?
5. Is there any gender support available for the on-the-job training? If a GENAD or a GFP is available for support, they can assist in helping to create training materials with gender integrated content, act in roleplays and exercises but also advice when the personnel do their actual job on situations, actions and activities that require a gender specific handling and address.
Gender support in on-the-job training?
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26. What should military personnel learn about integrating a gender perspective into their work?
How should this be taught?
Ask the training audience What should military personnel learn about integrating gender perspective into their job? How should this be taught?’. The training audience should reflect on these questions.
Should the training audience be unable to answer the question, provide them with the following information:
Working and learning with an integrated gender perspective is not an ‘add on’ of what a soldier, non-commissioned officer or officer should do for his/her everyday duties and tasks. It is supposed to be included as a mindset whenever they plan, conduct and evaluate military operations and activities. Two different ways to train gender perspective in on-the-job-training is to:
1. Highlight and give practical examples of situations when different needs of men, women, boys and girls occur.
2. During training, include elements that expose participants to situations where gender perspective is crucial i.e. gathering sex-disaggregated data for intelligence, describe a simulated car accident, a search operation, or a checkpoint that include men and women.
Discuss different challenges the students think off and any actions they see in consideration of given facts and circumstances.
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27. Training Example: Role Playing Exercise from the Gender Training of Trainers Course
It is suggested to additionally provide a training example applicable to on-the-job training that is suitable to your target audience.
The next 5 slides cover a role playing exercise that was borrowed from the Gender Training of Trainers course where students are divided into syndicates and asked to role play an exercise.
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28. Introduction to the syndicate work
NORDIC CENTRE FOR GENDER IN MILITARY OPERATIONS
Introduction to the syndicate work
95 min for preparations
Make a plan for a role-play, showing examples of how to integrate a gender perspective in role-plays.
The syndicate members are role-players, and in addition we have 8 additional role-players you can use (4 women, 4 men)
Equipment is available for all role-plays and participants
The syndicates should prepare a written plan over a role-play scenario of two different situations where an integrated gender perspective should be taken in consideration.
Some possible suggestions of different equipment might include vehicles, clothes and accessories, table and chairs, medical equipment etc.

29. Syndicate task Syndicate 1: Checkpoint Syndicate 2: Traffic accident
NORDIC CENTRE FOR GENDER IN MILITARY OPERATIONS
Syndicate task
Build up a scenario and a demonstration of the given role play:
Syndicate 1: Checkpoint
Syndicate 2: Traffic accident
Add timings for the syndicate leaders if necessary. Each role-play should last for 10 minutes and should be followed by a back brief.

30. NORDIC CENTRE FOR GENDER IN MILITARY OPERATIONS
Method and time
Time
Event
Remarks
Introduction
Main briefing room  25
Planning syndicates roleplay / including cofeebreake
Syndicate rooms 95
Roleplay Syndicate 1
Check Point 10
Back-brief
Break and preparation Syndicate 2 5
Roleplay Syndicate 2
Patrolling/Traffic accident
Syndicats wrap-up/Discussion/cleaning
If you let your students try out the exercise be precise with timings so that the syndicate leaders know what is going to happen and when.

31. Checkpoint CHECK POINT Extra info Task / Aim
CHECK POINT
Extra info
Task / Aim
Conduct training for your fellow students on how to integrate a gender perspective in the manning of a checkpoint.
Show examples.
Local population supports the manning of a checkpoint.
Target Audience
Tactical level troops
This training is part of a pre-deployment training
Time
95 min
Learning Outcome
Be able to explain how to manage a checkpoint. Recall examples.
Both men and women should pass through the checkpoint. A search operation should be ordered in order to practice on how to solve the situation. How do they solve the situation with only men manning the checkpoint? What would be different with a mixed team?
Content/
Resources
(Training Environment and Training Materials)
Equipment Outside of classroom
Materials to build up a checkpoint
(table, chairs and fabrics)
This is a suggested plan for the example outlining conducting training of a checkpoint.

32. Traffic accident CAR ACCIDENT Extra info Task / Aim
CAR ACCIDENT
Extra info
Task / Aim
Conduct training for you fellow students (playing your target audience) on how to integrate a Gender perspective into activities while patrolling and arriving to help local people who have had a car accident.
Show both examples.
Car accident actors: men, pregnant woman , children.
Target Audience
Tactical level troops
This training is part of a pre-deployment training
Time
 95 min
Learning Outcome
Be able to explain what to take into account when helping out local population in emergency situations. Recall examples.
 Highlight any specific considerations or actions that needs to be taken due to a group consisting of both sexes and children. How do they solve the situation with only men in the unit assisting the injured? What would be different with a mixed team? What possible solutions is there?
Content/Resources
(Training Environment and Training Materials)
Equipment Outside of classroom
Vehicles, First aid kit, Clothing for Local population
(scarf & burka)
This is a suggested plan for the example outlining conducting training on a traffic accident.
The outcome for the training audience of both examples of the checkpoint and traffic accident is to realize that if you face a mixed group consisting of both men and women you need to consider several factors. Are our forces it allowed to talk, touch, examine females if there is no permission of her husband or male relative? What are the benefits with a mixed unit managing a checkpoint/ handling a traffic accident? How can you solve a situation if you are not prepared to whom you will meet?
Also, discuss if there are other solutions to each scenario with your students. What could be other ways to train individuals or groups on how to train on gender perspective?

33. LESSON PLAN GENDER TRAINING for OFFICERS MONTENEGRO 3 hrs
 Train the trainers –Officer Induction Training
Extra info
Aim/
Requirement
  We conduct the training IOT introduce the students to the idea of Gender, raise their overall Gender Awareness and start developing their Gender Perspective, as well as familiarizing them with our responsibilities stated in the AP
Learning outcome
Upon completion of training, the students will
further develop their Gender Awareness and be able to differentiate between the needs of women and men, boys and girls
Have a basic understanding of the Legal framework and Terminology, including our AP and their place in it
Understand their importance in the process of Gender Mainstreaming, as well as the cost of not contributing to the process
Understand the role of Gender in the Security Sector
Instructional strategy:
Officer Induction Training
Learning method: Interactive Lecture
Time
 3 hrs
Target audience/ Training audience
Recent Military Academy graduates, selected for Platoon Leader positions
Environment
Classroom setting
Training Material
UNSC Resolution 1325 and supporting resolutions
NATO Bi-SC Directive 40-1
Action Plan for Achieving Gender Equality (Montenegro)
 The students have read the listed Training Material prior to the class
This is an example on a lesson plan for “Officer Introduction Training”, provided to officers in Montenegro.

34. Key Messages Chapter 2
Working and learning with an integrated gender perspective is not an ‘add on’ of what a soldier, non-commissioned officer or officer should do for his/her everyday duties and tasks. It is supposed to be included as a mindset whenever they plan, conduct and evaluate military operations and activities.
Sum up the lesson so far and ensure that students understand the key messages.
Working and learning with an integrated gender perspective is not an ‘add on’ of what a soldier, non-commissioned officer or officer should do for his/her everyday duties and tasks. It is supposed to be included as a mindset whenever they plan, conduct and evaluate military operations and activities.
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35. Gender perspective in collective training
Chapter 3
Gender perspective in collective training
for military units
The third chapter will focus on gender perspective in collective training for military units.
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36. Objectives Chapter III RELEASABLE TO PUBLIC
Objectives of chapter 3;
After completing this chapter, students should be able to;
Review collective training for military units identifying gaps in gender training.
Practice gender training for military units
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37. Definition of collective training:
Procedural drills and practical application of doctrine, plans and procedures to acquire and maintain collective tactical, operational and strategic capabilities.
Read out the definition of collective training Reference: Bi-SC Directive 75-7 (Sept 2015).
Collective training is provided to troops and units according regulated doctrines, plans and procedures such as SOPs and TTPs to give an example. The collective training is performed by the group together and not by individual employees alone.
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38. What should our troops and units be able to do regarding gender perspective?
How should this be taught?
Ask the class what troops and units should be able to do regarding gender perspective in collective training and performing collective tasks? The main purpose of this question is to make the training audience aware of the need to integrate gender perspective into collective training. You can continue a discussion how this could be done.
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39. QQuestions to ask when reviewing
Review pre-existing learning activities/training
What do you want your audience to learn?
What do you want your audience to be able to do?
What questions do you want your audience to ask themselves?
What do you want your audience to experience?
What conclusions you want your audience to make?
How are you guiding learning process?
How are you creating learning situations and activities?
How are you including gender perspective into this already existing learning activity/training?
Following questions are important to ask in the role as instructor, teacher or mentor training units and troops. For collective training you have several guiding documents regulating drills and procedures of how your target audience should perform their duties and tasks (plans, directives, SOPs, TTPs etc.)
During training it is important to identify all possible situations that the unit might come across and have to solve for example, situations involving the civilian population, military, religious and political leaders, opposing forces, and representatives from international, governmental, and non-governmental organisations.
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40. Gender perspective at tactical level
Patrol duties
Checkpoints and roadblock duties
Search operations
Protection tasks
Security support tasks
Monitoring and verification tasks
Military liaison tasks
Intelligence gathering and special reconnaissance
Urban warfare
Intervention against crowds
Patrol duties
Checkpoints and roadblock duties
Search operations
Protection tasks
Security support tasks
Monitoring and verification tasks
Military liaison tasks
Provide the following gender objectives for tactical level tasks and support the tasks with tailored examples.
At the tactical level, military activities involve the translation of concepts and guidance into tasks that can be implemented.
These include activities related to the protection of civilians, patrolling, checkpoint duties, humanitarian aid support and assistance to national security forces.
Gender Objectives for Tactical-Level Tasks:
Patrol duties drawn on the contributions of women in order to enhance information operations and helps to facilitate increased protection for woman and girls. Give an example.
Checkpoint and roadblock duties include appropriate provisions for conducting searches of both women and men and involve gender- and culturally-sensitive procedures. Give an example.
Protection tasks including the protection of civilians accord adequate priority to addressing the specific protection concerns of woman and girls. Give an example.
Security support tasks including DDR, as well as support for elections and national security forces. You need to take account of the impact on women and their role and contribution to these processes. Give an example.
Monitoring and verification tasks assess differences in security risks facing women and men, and local women should be consulted during information operations. Give an example.
Military liaison tasks are performed by mixed teams and reach out to both women and men in the local population.
Intelligence gathering and special reconnaissance must be performed to include gender disaggregated data and cover all possible sources of information and possible target audiences, men, women, boys and girls. Give an example.
Urban warfare are performed in environments were personnel must be prepared to meet men, women and children in critical situations and act accordingly. Give an example.
Intervention against crowds could involve a group of people, mixed of both men, women, boys and girls. The crowd could also consist of injured people. Give an example.
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41. Focus areas Men and women have different security needs
Code of conduct
Men and women have different security needs
Sexual exploitation and abuse, sexual harassment
Internal and external use of gender perspective
It should be highlighted that gender is a cross-cutting theme that affects several activities within an organization and military mandate. It is the responsibility of all military personnel up to the commander to carry out the implementation to reach the international standards.
The 4 main focus areas for all gender perspective training are linked with:
Code of conduct / Military attitude / Standards of behaviour
SOP / FRAGOs
Sexual exploitation and abuse, sexual harassment
There are both national legal frameworks and Armed Forces policy to prevent incidents. For example, the consequences for not properly handling cases of SEA or sexual harassment will negatively impact the credibility of delivering security or protection from conflict-related sexual and gender-based violence.
The different security needs of men and women
Translate the tasks from a higher command and understand how security actions need to be delivered with a gender perspective. Know how different gender analysis tools can be supporting the staff.
Internal and external use off gender perspective.
Ensure the understanding of the connection of gender perspective (how commander’s intent guides forces in the implementation of gender perspective) and the external use of gender perspective (how the staff can mentor the host nation security forces in their integration of gender perspective)
Example search capacity: Internally the need of female/male search personnel has to be identified in the early face of force recruitment assessed to the mandate to be properly trained and equipped for functioning in this capacity. Externally the effect of the search capacity for for any situation with a effective and respected manning regardless of culture or national legal framework.
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42. Key Messages Chapter 3
In collective training troops and units should be train together to integrate gender perspective into their tasks.
Examples of different tasks at tactical level are: patrols, checkpoints and roadblocks, protection duties, security support, monitor and verify and liaison.
Sum up the lesson so far and ensure that students understand the key messages.
In collective training troops and units should be train together to integrate gender perspective into their tasks.
Examples of different tasks at tactical level are: patrols, checkpoints and roadblocks, protection duties, security support, monitor and verify and liaison.
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43. Gender perspective in military exercises
Chapter 4
Gender perspective in military exercises
The forth chapter will focus on gender perspective in military exercises
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44. Objectives Chapter IV RELEASABLE TO PUBLIC
Objectives of chapter 4
After completing this chapter, students should be able to;
Review military exercises at tactical level identifying gaps in gender training
Write exercise scripting (MEL/MIL) with gender perspective
Write exercise scenario with gender perspective
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45. How can we practice integrating gender perspective into exercises?
Ask the class how can we practice integrating gender perspective into exercises? The main purpose of this question is to make the training audience aware of the need to integrate gender perspective into exercises. You can continue a discussion how this could be done.
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46. Method of reviewing exercises with an integrated gender perspective
Gender perspective as a training or sub-training objective?
GENAD/GFA/GFPs trained in the exercise?
Are there incidents/injects highlighting gender perspective?
Are there incidents/injects highlighting gender perspective?
Training the whole training audience on a gender perspective?
When integrating gender perspective into exercises, start with reviewing the exercise in its current state by going through training objectives, scenarios, incidents and injects, manning lists etc. In this way, you will get a clear idea of gender perspective currently in the exercise and identify any gaps that needs to be filled.
Depending on the training objective, levels and training audience, the gender perspective needs specific attention. Bear in mind however that all levels should be trained on using a gender perspective and all exercises should thus be reviewed to maintain this standard.
This slide will present the methodological points that should be considered when reviewing gender perspective in any exercise, i.e. how to plan and conduct the exercise. Note that this is not an exclusive list of revision points but has to be amended depending on the exercise and national context;
There are five key methodological points to keep in mind when reviewing the integration of gender perspective in an exercise.
On screen: Gender perspective as a training objective?
Depending on the training audience and the scope of the exercise, the most efficient way to ensure that gender in integrated into the exercise is to have gender perspectives as a training or sub-training objective. In this way, a gender perspective must be used in all exercise planning and staffing up until evaluation.
1st click: GENAD/GFA/GFPs trained in the exercise?
As NATO missions are required to have military gender advisors, gender field advisors and gender focal points (see NATO Bi-SC Dir 40-1 (Rev 1)) they should also be trained in exercises as appropriate. Most importantly for the capacity building of the advisors but also for other units to interact with.
2nd click: Are there incidents/injects highlighting gender perspective?
In terms of creating events/incidents/injects with a clear gender perspective, different methods have been observed. One method is to create a free-standing "gender-incident“. While such incidents are relevant, relying only on one incident relating to women risk oversimplifying and be unrealistic. Another method is to incorporate gender perspectives in a number of mainstream events. This requires a bit more work from the subject matter expert in supporting other units and in following up on the results, but have the benefit of mainstreaming gender and showing its relevance in different areas. Later on in this presentation, you will learn what to think about when writing injects and incidents.
3rd click: Training the whole training audience on a gender perspective?
Even if GENAD/GFA/GFPs are trained in the exercise or not, gender perspective is a training requirement to all NATO units going on missions. Thus, incidents or injects with a gender perspective should not only touch upon a smaller group of the training audience or only the GENAD/GFA/GFPs , but reach the whole training audience.
4th click: Gender support in MEL/MIL, scenario-building, response cell and as gender mentors?
With or without GENAD/GFA/GFPs in the exercise, a gender perspective must be integrated into exercises on all levels. To reach this goal, gender expertise must be involved in all part of exercise planning. If there are staff trained with specific gender functions there should be available gender mentors to enhance and make sure their training reached the required standard.
Reference: Guidance Note Integrating Gender in Military Exercises: A compilation of experiences and examples, Nordic Centre for Gender in Military Operations, 27 February 2015
Gender support in MEL/MIL, scenario-building, response cell and as gender mentors?
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47. Content review of exercises
Sex-disaggregated data in the scenario?
Female participation as well as protection in scenario and incidents/injects?
Gender perspectives reflecting the situations for men and boys as well as women and girls?
This slide will present the points on the content of the exercise that should be considered when reviewing the exercise;
Sex-disaggregated data in the scenario?
It is essential for any exercise to have a scenario that contains the information needed for the training audience (TA) to carry out their roles and respond to injects in a realistic manner. Certain information may be intentionally left out from the scenario and made available by response cells (RC) after the TA have identified the need and requested the information. A very common challenge is that scenarios lack information about the role of men, women, girls and boys (i.e. sex-disaggregated data) in society and how they are effected by and involved in conflict.
Female participation as well as protection in scenario and incidents/injects?
The situation of women is often addressed in terms of vulnerability and protection, which is important but leaves out many other aspects relevant to a gender analysis. Only referencing women and gender in terms of protection leads to a stereotypical understanding of gender roles in conflict and does not allow the TA to train on the full scope of gender perspectives that are required. Gender-related challenges and opportunities may include female participation before, during and after conflict depending on the scenario.
Gender perspectives reflecting the situations for men and boys as well as women and girls?
A challenge in exercises is that information and injects only refer to local population and not to men, women, boys and girls. In these cases, referring to the local population often refers to men’s situation, thus specific information on women are often required for the training audience even to be able to make a gender analysis. Yet, challenges or opportunities related to gender roles are not limited to women and both men and women should be included into a gender analysis. When using sex-disaggregated data, for example, it does not only entail adding data on women, but breaking down data on the local population on men and women as appropriate.
Reference: Guidance Note Integrating Gender in Military Exercises: A compilation of experiences and examples, Nordic Centre for Gender in Military Operations, 27 February 2015
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48. Writing MEL/MIL with gender perspectives
Think about:
Women’s participations as well as vulnerabilities
Focus on men as well as women
Non-traditional incidents as “eye-openers”
Gender incidents integrated to mainstream events in the exercise
Examples of gender incidents:
Visit by high-ranking officials asking to meet a gender-working group
Women showing political agency such as violent protest, detention of women human rights defenders or dealing with women combatants in enemy troops
Terrorist attacks by women
Conflict-related sexual violence with male victims
Women reporting mine injuries from where there is not reported mine field
Illegal checkpoint with male and female child soldiers
Medical care provided to survivors of sexual violence.
“It is preferable that gender is explicitly mentioned as a part of training objectives to ensure incidents developed have a gender perspective but regardless, gender perspectives can be included in most scenarios. In terms of creating events/incidents/injects with a clear gender perspective, different methods have been observed. One method is to create a free-standing "gender-incident", for example a visit by the Executive Director of UN WOMEN or the SRSG on Sexual Violence in Conflict, the Government calling for a gender-working group or a specific situation relating to women. It is common to see one incident of sexual violence and/or trafficking in persons affecting women and that this is considered the “gender-incident” as most other incidents are assumed to relate to male actors. While such incidents are relevant, relying only on one incident relating to women risk oversimplifying and be unrealistic. It may be equally relevant to consider incidents where women show political agency such as violent protest, detention of women human rights defenders or dealing with women combatants in enemy troops. It is also interesting to use non-traditional incidents as eye-openers, exposing gender stereotypes, such as terrorist attacks carried out by women or sexual violence against men. It is important to remember that gender-perspectives include both men and women and seeing how operations affect them differently.
Another method is to incorporate gender perspectives in a number of mainstream events. This requires a bit more work from the subject matter expert in supporting other units and in following up on the results, but have the benefit of mainstreaming gender and showing its relevance in different areas. For example, gender perspectives could be included in mine action incidents created by logisticians whereby mine awareness have been conducted by informing men but suddenly women report injuries after coming across mines where there is no reported mine field. An inject on children associated with armed conflict could include both boys and girls as combatants arming an illegal checkpoint and the patrol unit which needs to contain the treat and detain the children only have male members. This would both bring concerns of protection of children as well as special considerations for females in detention. A medical incident may include a need for emergency medical care provided for survivors of sexual violence. Injects requiring liaison with civilian women at risk could highlight the need for female soldiers in the patrol unit etc.
As the exercise comes to life, the mainstreamed approach results in the gender SME having to coordinate well with other SMEs and ensure the colleagues in gaming are well supported to know what results to expect and adapt gaming. It is also good to plan for how the TA may respond and prepare alternatives for next step. If the TA does not pick up on the lack of engagement with women, for example, perhaps the next incident should aggravate the situation. A system of rewards may also be useful, for example positive media reports after correct action has been taken to apprehend child soldiers with special consideration of protection for the girl. If the TA recognises the need to revise mine awareness campaign to address women, they might be rewarded with access to relevant information, such as the location of a previously unknown mine-field.”
Reference: Guidance Note Integrating Gender in Military Exercises: A compilation of experiences and examples, Nordic Centre for Gender in Military Operations, 27 February 2015
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49. Tips when writing exercise scenarios
Sex-disaggregated data
Information based on analysis tools
Relevant information for planned incidents/injects is available
A very common challenge is that scenarios lack information about the role of men, women, girls and boys in society and how they
Are effected by and involved in conflict. Without such information there will be little evidence to base gender analysis and gender
perspectives into other functions on. If such information does not exist in the scenario, it should be prepared well in advance of
the start of the exercise as it takes time to develop, ensure consistency with the scenario and insert.
There are a few tips to ensure that gender perspective is integrated when writing exercise scenarios:
1st click: Include sex-disaggregated information related to the local population and key actors
2nd click: Information must be based on analysis tools
3rd click: Make sure that relevant information for planned incidents and injects is made available
For example, statistical data on maternal mortality, literacy and percentage of women in parliament are easy and useful starting points. Low literacy levels for women in comparison to men and an inject in which women have not received certain information could result in the GENAD/GFA/GFPs advising that information be disseminated by radio, images or other means. High numbers of women in parliament but no women on the key leader engagement plan (KLEP) should signal a need to update the KLEP.
It is crucial to include gender perspective in any background analysis that forms part of the scenario, such as constructed reports of civil society or think-tanks. When assessing which gender-related information should be available or prepared for the training audience, it is important to consider the analysis method used. If, for example, using the PMESII model during the mission planning process, gender-related information on all analysis categories should be available and/or prepared.
As well as considering the analysis model that will be used, scenario information must reflect the incidents or injects planned for the exercise. If, for example, a demonstration conducted by a female policy is planned as an incident, there should be sex-disaggregated information on the participants of the demonstration ready.
Reference: Guidance Note Integrating Gender in Military Exercises: A compilation of experiences and examples, Nordic Centre for Gender in Military Operations, 27 February 2015
Exercises with an integrated gender perspective
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50. Writing exercise scenario with gender perspectives
Examples of information domains where sex-disaggregated data is often needed:
patterns of movement
income-generating activities as well as care-taking activities and social activities, access to resources,
socio-economical status,
political influence,
security situation,
legal rights and access to judicial system, education levels,
social norms and hierarchies,
gender relations in relation to religion and ethnicity
etc.
The training objectives and the main events will ultimately decide what kind of information will be relevant to the training audience, but often information on the following topics should be included in a gender analysis: patterns of movement, income-generating activities as well as care-taking activities and social activities, access to resources, socio-economical status, political influence, security situation, legal rights and access to judicial system, education levels, social norms and hierarchies, gender relations in relation to religion and ethnicity etc.
For more guidance on how to integrate gender perspectives in military exercises please review Guidance Note Integrating Gender in Military Exercises compiled by the Nordic Centre for Gender in Military Operations. In the guidance note you can find advices and recommendation as well as suggested incidents and injects.
Reference: Guidance Note Integrating Gender in Military Exercises: A compilation of experiences and examples, Nordic Centre for Gender in Military Operations, 27 February 2015
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51. ARRCADE FUSION 2013-2014 Practical Example: RELEASABLE TO PUBLIC
Give practical examples of how gender perspective can be trained during exercises.
One Example you can use is the exercise ARRCADE FUION. It is strongly recommended to replace this example with your national one.
Exercise ARRCADE FUSION
The aim in the final exercise of the ARRC (Allied Rapid Reaction Corps) series of exercises ("Crawl, Walk, Run") was to achieve full operational capability as Joint Task Force HQ. There was two gender components deployed, one was placed on operational level as Gender Advisor at Main Headquarters (as part of the command group) and the second as the Gender Advisor in the Exercise Management (Excon, Grey Cell). The ARRC approach is characterized by its expeditionary "mind set", multinational design and inclusive approach (Comprehensive Approach) at the operational functions, from tactical to strategic level. ARRC sees itself as a learning organization and as a platform for experimental work. ARRC's motto Train as We Fight and Expect the unexpected embossed eminently exercise and demanded both endurance that adaptation to a high operational tempo with frequent recorder. The position and location of a Gender Advisor in the Main HQ and one at Excon stems from the NATO Bi-Strategic Command DIRECTIVE 40-1 which aims to integrate UNSCR 1325 and the use of a gender perspective in the NATO chain of command and operational planning. The task as the Gender Advisor in the Main HQ was included to support the implementation of the Directive and, based on an inclusive approach linked to operational planning advice the head of the ARRC (COMARRC) and staff on matters relating to human rights (HR) and gender. This included participation in operation planning, train and mentor other parts of the staff and coordinating Gender Focal Points located on the headquarters departments, especially G2, G3, G5 and G9. Other tasks were training initiatives aimed at headquarters as a whole, the preparation of material at COMARRC participation in HR and gender-related meetings and conferences, and media reporting.   The position as the Gender Advisor Excon entailed working closely with other staff in the Grey Cell, but also other parts of Excon, not least the tactical level, which was represented by a two division. By jointly developing injects and coordinating with the scenario developers situations with a clear gender perspective could be created to impact the operational and even strategic level. The role of the Gender Advisor Excon was also to train personnel outside the exercise. For example, was a training session conducted for the ARRC Gender Focal Points outside exercise, since the GENAD contribution was in place and that staff rotation meant that many Gender Focal Points lacked training. In this way was Gender Advisor Main HQ and Gender Advisor Excon able to support the ARRC for future exercises and possible task. Here follows a number of recommendations for Gender Advisors in future related exercises: • Implementation in the autumn of 2014 was the first time that the function Gender Advisor was found at both operational level (Main HQ) and Excon Grey Cell. There was only a Gender Advisor at Main HQ in 2013, but none in gaming (Excon). The results of the Gender Advisor structure during the exercise in 2014 proved to be very successful, with several advances compared to previous years. However, this requires that both the Gender Advisors have experience of similar work previously. Since the gender-related expertise in the ARRC was very low (there was only one position and this was only for 50%) put the requirements for independence, ability to prioritize to create relevant advice and injects, and a well suited approach for the target audience of the Gender Advisors. • For the Gender Advisor Excon the focus should be on creating injects which have a direct impact on the target audience (in this case the operational HQ Main) and which continue for a longer part of the exercise. This is accomplished by studying the documents published before the start of the exercise, cooperating with the exercise management and scenario developers to get an overview of upcoming events and interact with other staff in Excon on their upcoming injects.
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52. Key Messages Chapter 4
There are a few tips to ensure that gender perspective is integrated when writing exercise scenarios: include sex-disaggregated information related to the local population and key actors, information must be based on analysis tools, make sure that relevant information for planned incidents and injects is made available
The training objectives and the main events will ultimately decide what kind of information will be relevant to the training audience, but often information on the following topics should be included in a gender analysis
Sum up the lesson so far and ensure that students understand the key messages.
There are a few tips to ensure that gender perspective is integrated when writing exercise scenarios: include sex-disaggregated information related to the local population and key actors, information must be based on analysis tools, make sure that relevant information for planned incidents and injects is made available
The training objectives and the main events will ultimately decide what kind of information will be relevant to the training audience, but often information on the following topics should be included in a gender analysis
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53. Gender perspective in pre-deployment training
Chapter 5
Gender perspective in pre-deployment training
The fifth chapter will focus on gender perspective in pre-deployment training
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54. Objectives Chapter V RELEASABLE TO PUBLIC
Objectives of chapter 5;
After completing this chapter, students should be able to;
Review pre-deployment training identifying gaps in gender training.
Write gender lessons for pre-deployment training
The NCGP Template for Pre-Deployment Gender Training and NATO accredited courses (including online training) could be beneficial when developing national pre-deployment training with gender perspective. Consult separate Training Needs Analysis on Pre-deployment Training.
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55. What should our troops and units know and be able to do regarding gender perspective while deployed?
How should this be taught?
Ask the class What should our troops and units know and be able to do regarding gender perspective while deployed? The main purpose of this question is to make the training audience aware of the need to integrate gender perspective into collective training. You can continue a discussion how this could be done.
It should be noted that there are 3 separate lesson plans with 3 according lectures for the pre-deployment level. Depending on the information and training audience, it may be helpful to refer to one (or more) of the pre-deployment module. The following slides introduce the overview with content and aim for each of the 3 pre-deployment lectures. As the instructor, you are encouraged to tailor these slides and seek additional information by downloading the specific pre-deployment package.
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56. Gender Perspective in Military Operations
Pre-deployment
National armed forces personnel deploying to
NATO operations and missions
Lecture 1:
NATO’s Framework on Gender
Instructor should introduce him/herself.
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57. Content - Chapters I. Introduction II: Bi-SC Directive 40-1
III: NATO OPLAN with focus on gender annex
IV: Gender perspective in Code of Conduct
V: Summary / Conclusions / Questions
This presentation has five chapters with this content.
I. Introduction
II: Bi-SC Directive 40-1
III: NATO OPLAN with focus on gender annex
IV: Gender perspective in Code of Conduct
V: Summary / Conclusions / Questions
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58. Aim
After this lecture students should be able to: 1. Review Bi-SC Directive Interpret NATO Operations Plan (OPLAN) for the operation or mission focusing on the gender annex. 3. Explain how gender perspective is included in the mission or operation Code of Conduct.
It should be noted that the pre-condition for this training is ADL 169 ‘Improving Operational Effectiveness by Integrating Gender Perspective). Completing this online training will provide the basic understanding of gender perspective in military operations that is needed to comprehend the rest of this lecture.
The instructor should explain the aim of this lecture.
After this lecture students should be able to:
1. Review Bi-SC Directive 40-1.
2. Interpret NATO Operations Plan (OPLAN) for the operation or mission focusing on the gender annex.
3. Explain how gender perspective is included in the mission or operation Code of Conduct.
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59. Gender Perspective in Military Operations
Pre-deployment
National armed forces personnel deploying to
NATO operations and missions
Lecture 2:
Host nation history, gender roles and legal framework
Instructor should introduce him/herself.
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60. Content - Chapters I: Host nation gender framework
II: Impact of gender-based discrimination and its bearing on the construction of gender roles
III: Different security needs of men, women, boys and girls
IV: Different impact of war and armed conflict
V: Roles and participation of local women
VI: Consult with local women
VII: Summary / Conclusions / Questions
This presentation has seven chapters with this content.
I: Host nation gender framework
II: Impact of gender-based discrimination and its bearing on the construction of gender roles
III: Different security needs of men, women, boys and girls
IV: Different impact of war and armed conflict
V: Roles and participation of local women
VI: Consult with local women
VII: Summary / Conclusions / Questions
This lecture will provide inspiration and guidance on which topics that should be covered by pre-deployment training on gender. On some topics, examples from pre-deployment training to the UN peacekeeping missions MINUSMA and Mali are used.
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61. Aim
After this lecture students should be able to: 1. Review host nation gender framework (if applicable). 2. Explain the impact of gender-based discrimination and its bearing on the construction of gender roles. 3. Examine the different security needs of men, women, boys and girls. 4. Examine the different impact of war and armed conflict on men, women, boys and girls. 5. Review the roles and participation of local women within the host nation. 6. Practice consultation with local women (and women’s organisations, if applicable to your unit’s tasks).
The instructor should explain the aim of this lecture.
After this lecture students should be able to:
1. Review host nation gender framework (if applicable).
2. Explain the impact of gender-based discrimination and its bearing on the construction of gender roles.
3. Examine the different security needs of men, women, boys and girls.
4. Examine the different impact of war and armed conflict on men, women, boys and girls.
5. Review the roles and participation of local women within the host nation.
6. Practice consultation with local women (and women’s organisations, if applicable to your unit’s tasks).
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62. Gender Perspective in Military Operations
Pre-deployment
National armed forces personnel deploying to
NATO operations and missions
Lecture 3:
Operational impact of gender perspective
Instructor should introduce him/herself.
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63. Content - Chapters I: Enhancing operational effectiveness
II: Gender as a core competence will improve decision making
III: Gender-balanced force improves operational effectiveness
IV: Security Force Assistance
V: Liaison and coordination with external actors
VI: Summary / Conclusions / Questions
This presentation has six chapters with this content.
I: Enhancing operational effectiveness
II: Gender as a core competence will improve decision making
III: Gender-balanced force improves operational effectiveness
IV: Security Force Assistance
V: Liaison and coordination with external actors
VI: Summary / Conclusions / Questions
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64. Aim
After this lecture students should be able to: 1. Demonstrate how using a gender perspective can enhance operational effectiveness. 2. Explain how gender awareness as a core competence will improve decision making. 3. Explain how a gender balanced force will improve operational effectiveness. 4. Examine gender perspective related to Security Force Assistance. 5. Explain how liaison and coordination with external actors (including IOs, GOs, NGOs) enhances the sustainability of the operation or mission.
The instructor should explain the aim of this lecture.
After this lecture students should be able to:
1. Demonstrate how gender can enhance operational effectiveness.
2. Explain how gender as a core competence will improve decision making.
3. Explain how a gender balanced force will improve operational effectiveness.
4. Examine gender perspective related to Security Force Assistance.
5. Explain how liaison and coordination with external actors (including IOs, GOs, NGOs) enhances the sustainability of the operation or mission.
It should be be noted that the pre-condition for this training is ADL 169 ‘Improving Operational Effectiveness by Integrating Gender Perspective). Completing this online training will provide the basic understanding of gender perspective in military operations that is needed to comprehend the rest of this lecture.
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65. Key Messages Chapter 5 RELEASABLE TO PUBLIC
Sum up the lesson so far and ensure that students understand the key messages. This slide requires tailoring to the information and presentation that the training audience receives.
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66. Summary / Conclusions / Questions
Chapter 6
Summary / Conclusions / Questions
This lecture should end with a summary and conclusions followed by a question and answer period.
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67. Overall Key Messages
Working and learning with an integrated gender perspective is not an ‘add on’ of what a soldier, non-commisioned officer or officer should do for his/her everyday duties and tasks. It is supposed to be included as a mindset whenever they plan, conduct and evaluate military operations and activities.
At the tactical level, military activities involve the translation of concepts and guidance into tasks that can be implemented i.e., protection of civilians, patrolling, checkpoint duties, humanitarian aid support and assistance to national security forces.
Tips to ensure that gender perspective is integrated when writing exercise scenarios: include sex-disaggregated information related to the local population and key actors, information must be based on analysis tools, make sure that relevant information for planned incidents and injects is made available
The training objectives and the main events will ultimately decide what kind of information will be relevant to the training audience, but often information on the following topics should be included in a gender analysis
Sum up the lesson so far and ensure that students understand the key messages.
Key messages:
Working and learning with an integrated gender perspective is not an ‘add on’ of what a soldier, non-commisioned officer or officer should do for his/her everyday duties and tasks. It is supposed to be included as a mindset whenever they plan, conduct and evaluate military operations and activities.
At the tactical level, military activities involve the translation of concepts and guidance into tasks that can be implemented i.e., protection of civilians, patrolling, checkpoint duties, humanitarian aid support and assistance to national security forces.
Tips to ensure that gender perspective is integrated when writing exercise scenarios: include sex-disaggregated information related to the local population and key actors, information must be based on analysis tools, make sure that relevant information for planned incidents and injects is made available
The training objectives and the main events will ultimately decide what kind of information will be relevant to the training audience, but often information on the following topics should be included in a gender analysis
NCGM – NATO’s Department Head for Gender in Military Operations
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NCGM – NATO’s Department Head for Gender in Military Operations
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