Category Archives: Gender training

GAF7 First Call for Abstracts, GAF 101 Training Workshops and Session Proposals

Gender in Aquaculture and Fisheries: Expanding the Horizons

GAF7 – the 7th Global Symposium on Gender in Aquaculture and Fisheries

18-20 October, 2018 @ Asian Institute of Technology, Bangkok, Thailand

The journey of the GAF network over 20 years has been slow but steady and has partnered with the Asian Fisheries Societies Triennial Forum throughout its evolution. Today the GAF is a formal Section of the Asian Fisheries Society and is embarking upon its independent journey. The first of its activities is organizing the standalone GAF7 – the 7th Global Symposium on Gender in Aquaculture and Fisheries. As a standalone event, participants will have more time to interact, meet new people with similar interests, and will be able to focus more on GAF7, without having to go off to present at or chair other sessions. Participants will find that the AIT environment is very conducive to meeting, interacting and  developing future collaborations.

The theme for this Symposium is ‘Gender in Aquaculture and Fisheries: Expanding the Horizons’.

Through the long journey to bringing gender to the fore to be included in the general discourse in fisheries, new insights have been gained. However challenges continue – some as old as the debate itself and some relatively new and emerging in the face of sector dynamics. Real change can come only with strong policies translated into sensible and implementable programmes and long term commitment. While a lot of lip service is given to the issues, very little translates into funding for work on the ground. Gender is generally a tail-end component in projects. However, several examples of gender inclusion right from inception are beginning to emerge, and this is a welcome change. GAF7 will try expanding our scope of debate in gender and fisheries and explore the need for expanding gender inclusiveness and equity.

A new GAF 101 training workshop is proposed. This time, we are calling for proposals for such a course and the selection will be made on the topic and proposal for conducting the workshop. At the first GAF 101 at GAF6, the participants were exposed to asking the ‘why’ question and the focus was on developing the right hypothesis for their research work so as to lay the foundation for robust work and results. This GAF 101 should take the learning forward.

The GAF7 will also have General Sessions with oral and poster presentations (poster presenters will also be given an opportunity to present brief oral summaries of their posters); and Special Sessions, panels or workshops of invited presenters.

Here are the broad themes for the general sessions under which paper writers and poster presenters can submit abstracts. Several themes which remain relevant continue from previous GAFs. If a topic you think is important is not on the list, we welcome a short proposal for inclusion on the list.

  • Gender and fisheries & aquaculture governance
  • SSF Guidelines – implementation
  • Gender and climate change with reference to fisheries & aquaculture (also will address natural and man-made disasters)
  • Gender and the seafood industry (fishing/ fish processing/ ancillary work, at all scales)
  • Strategies and negotiations women and men use in navigating livelihoods within, into and out of fisheries
  • Focus on SDG5, and other SDGs, in fisheries and aquaculture
  • Gender research methods in fisheries & aquaculture
  • Gender assessments in fisheries and aquaculture
  • Learning exchanges – experiences and lessons – suggestions welcome
  • Suggestions on Special Session themes
  • Gender issues identified as not receiving sufficient attention:
    • violence against women
    • fish processing
    • impacts on women of changes in resources and climate
    • linkages between fisheries, aquaculture and agriculture
    • household impacts of women’s success in technology adoption
    • how to transform gender relationships and norms, and
    • the effect of global processes on gender relations in the fish sectors.

You may submit your abstracts by March 31, 2018. On how to submit, see the advice for formatting and uploading your submissions by downloading the instructions document from this link.  For any inquiries, send an E-mail to

As indicated above, in addition to Abstracts, interested individuals/ teams/ institutions working in aquaculture and fisheries are invited to propose GAF 101 Training Workshops and Special Sessions for the GAF7. The sessions must be broadly related to the overall theme of the Symposium; and can be based on projects or programmes either specific to Gender or may have a component on gender. The Proposals may be sent in by 31 March 2017 and will be assessed by the GAF7 Programme Committee.

25th SPC Women in Fisheries Information Bulletin: Looking forward and back

Seaweed farming Waigina, Choiseul Province, Solomon Islands. Photo by M. Kronen, SPC WIF25.

Seaweed farming Waigina, Choiseul Province, Solomon Islands. Photo by M. Kronen, SPC WIF25.

The Secretariat for the Pacific Community (SPC), has just released its 25th Women in Fisheries Information Bulletin. Congratulations to the SPC, Bulletin Editors including current editor Dr Veikila Vuki, donors and supporters for this achievement. This issue starts with a message of support from Moses Amos, the new Director of SPC’s Fisheries, Aquaculture and Marine Ecosystems (FAME) Division, who outlines his vision for women in fisheries at the SPC.

The whole issue or individual articles can be downloaded here.


New FAO online policy-makers course on gender and food security

25 July 2013, Ha Trung, Viet Nam - Farmers using a net to catch fish from a pond at their farm.  Photo: FAO

25 July 2013, Ha Trung, Viet Nam – Farmers using a net to catch fish from a pond at their farm. Photo: FAO

To educate policy-makers and programme developers, FAO, with support from the European Commission and the Gender and Water Alliance has created a new online course on gender and food security.

Here is the link for the course

The course is free online; all it takes is your time and dedication. The 14 lessons are grouped into 3 units as follows:

Unit 1 Overview of gender concepts and principles

  • Lesson 1.1 Closing the gender gap
  • Lesson 1.2 Gender roles, gender discrimination and gender equality
  • Lesson 1.3 Gender dimensions of food and nutrition security (FNS)

Unit 2 Gender in Food and nutrition security policy and legislation

  • Lesson 2.1 International commitments on gender equality
  • Lesson 2.2 Gender statistics for informing policy and legislation
  • Lesson 2.3 Producing gender statistics
  • Lesson 2.4 Formulating gender-responsive food and nutrition security (FNS) policies
  • Lesson 2.5 Translating national food and nutrition security (FNS) policies into a gender-responsive plan of action.
  • Lesson 2.6 Gender advocacy for food and nutrition security (FNS)

Unit 3 Gender in food and nutrition security programming

  • Lesson 3.1 Conducting a gender analysis for programme design
  • Lesson 3.2 Designing gender-responsive Food and Nutrition Security projects and programmes
  • Lesson 3.3 Gender-sensitive monitoring and evaluation for Food and Nutrition Security
  • Lesson 3.4 Gender and programme implementation
  • Lesson 3.5 Addressing gender in organizations working on food and nutrition security

Gender in Fisheries and Aquaculture e-Learning Course

Women sorting seaweed Nhon Hai, Vietnam. Photo: M. Akester.

Women sorting seaweed Nhon Hai, Vietnam. Photo: M. Akester.

The World Bank, IFAD, FAO and the Michigan State University have transformed the 2008 “Gender in Agriculture Sourcebook” into an e-learning course. This includes Module 13 on Gender in Fisheries and Aquaculture.

Module 13 is full of handy material and structured as follows:

Section 1: Gender in Fisheries and Aquaculture
Section 2: Gender Roles, Power, and the Distribution of Profits
Section 3: Gender Planning
Section 4: Benefits from Gender-Responsive Actions
Section 5: Monitoring and Evaluation
Section 6: Thematic Note 1 (Gender responsive institutions for accessing and managing resources)
Section 7: Thematic Note 2 (Family-based systems for aquaculture development in Asia)
Section 8: Thematic Note 3 (Associations for protecting the livelihoods of fishers, processors and traders)
Section 9: Thematic Note 4 (Gender and alternative livelihoods for fishing communities)
Section 10: Innovative Activity Profile 1 (Coral reef rehabilitation and management program)
Section 11: Innovative Activity Profile 2 (CARE Bangladesh: family approaches in integrated aquaculture)
Module 13 Quiz

Tips from the expert: on-the-job gender training

Dr Anne Coles, International Gender Studies Centre at Lady Margaret Hall, Oxford Univ, UK.

Dr Anne Coles, Northern Hokkaido trawler port, August 2013. Photo: A. Coles, International Gender Studies Centre at Lady Margaret Hall, Oxford Univ, UK.

One of the biggest challenges for achieving gender equality is educating the present generation of leaders, project managers and other experts on the basic concepts and how they apply in daily work.

Dr Anne Coles, a gender expert with extensive experience of research in migration, gender, development and social change, and also in delivering in-service training in gender in a wide range of sectors, has distilled her experience in these tips.


Download notes Anne Coles Gender Training Note

Gender Training for Development Sectors or Project Offices

 By Dr Anne Coles
International Gender Studies at LMH Oxford University
Compiled December 2013

The following points are often helpful when providing gender training tailored to the needs of development professionals working in particular areas or sectors:

There needs to be a commitment to the training course by the person in charge of the project

The participants ideally include some staff who are already generally sensitised to gender issues (gender 101) or who at least recognise the need for a gender approach in the particular circumstances. Again ideally, it includes some participants who are sufficiently senior to be able to promote a gender approach, once the course convinces them of the need.

Importantly, the approach recognises that training must be relevant to the participants’ own work

Ideally, the trainer is able to make a preliminary visit to the project or is able to learn about it in advance. This is particularly useful if they do not know the area/sector.

If the trainer is an outsider, it helps to use a local co-trainer, again briefed in advance, to act as a resource person to explain the local gender situation and to lead some sessions.

While it is likely that one of the trainers is a woman, it is splendid if the other is a man.

There are various ‘tricks of the trade’ to get training off to a good start – such as asking participants what work their grandmothers and grandfathers did (at home, on the farm or whatever) and how it differs from what they and their partners do now – to give a feel for how gender roles and responsibilities are differently constructed over time and in different socio-economic circumstances. This also helps all the participants get to know each other better.

Examples of successful practice should be given, with some from the same/similar sector/area.

It can be limiting for participants to adopt a gender perspective in a particular project unless they know how it will fit in to the overall policy framework at the organisation/government level. A session on this is useful, especially if new areas of policy are being considered in headquarters. A senior administrator/manager could lead this session.

A really important part of the training is normally ‘engendering’ a piece of the participants’ own work (project/programme/policy or whatever).Typically this is done by the participants working in small groups with the trainer(s)’ help. It can begin with a gender analysis of the project and then writing gender equitable improvements into the project documents, addressing any implications in terms of resources and time. The final stage is a commitment to giving this a go!

If at all possible some funds/time should be set aside for follow-up/self-monitoring to avoid the training being ‘one off’.