ACKNOWLEDGEMENTS

We would first like to extend profound gratitude our thesis supervisor Professor, Head of
Statistics Department – Dr Maw Maw Khin for giving her valuable time and effort on our work
and for steering us in the right direction while allowing us this paper to be our own work.

Special thanks go to the respondents and the community of Zin Ywe Gyi Village for their
times and efforts to our works. Without their input, this study could not have been successfully
conducted.

We would like to thank the survey team who were involved in collecting data for research
project. We would also like to acknowledge to village leaders, administrators for allowing us to
do the survey and facilitating the necessary arrangements.

Last but not least, we would like to express our heart-felt gratitude to all beloved teachers
for their investment of time, skillfulness and patience on us to understand the subject throughout
our learning period in Diploma of Research Studies program.

1
 ABSTRACT

This study is focused on about knowledge, attitude and practice of gender equality in Zin
Ywe Gyi village. This study uses primary data from community in Zin Ywe Gyi village, Labutta
Township, Ayeyarwaddy Division. Self-designed questionnaires are used to capture the level of
knowledge, attitude and practices of gender equality of Zin Ywe Gyi Community. Among 615
populations, sample of 186 villagers are collected through sample random sampling method. The
data was entered into SPSS, processed and analyzed by using multiple choice, mean comparism,
cross tab and frequency distribution between Male and Female’s Gender Equality. The findings of
the study show that 70% of respondents are female and 30% male are male. Most of respondents
are young adult and middle-aged group between 24 and 42. Most of respondents 87% are married
people. Majority of respondents have primary education background and middle education. The
occupations of major respondents are own business, causal labor and dependent. It was observed
that the majority of the respondents have moderate level of knowledge towards gender equality.
The attitude towards high acceptance of wife beating practice indicates the community higher
tolerance level of gender-based violence cases. It was also found that attitude s towards women
participation in leadership and decision making is relatively low. Also, it is found that there are
still stereotypical beliefs that small household task belongs to only women and decision making
power belongs to men at family level and community level. This proves that the attitude towards
patriarchy pattern of the family and community is still rooted. It was found out that the
community have no proper knowledge that there is opportunity in occupation sectors and equal
pay regardless of gender. It was found that the respondents know that although there is law that
protect women, they don’t have proper legal knowledge to apply them. Therefore, the
recommendation of the study is that awareness raising program should be started before
implementing gender mainstreaming development programme.

2
 CONTENTS

PAGE
ACKNOWLEDGEMENTS i
ABSTRACT ii
CONTENTS iii
LIST OF TABLES iv
LIST OF FIGURES iv
ABBREVIATIONS v
CHAPTER 1 INTRODUCTION 1
1.1 Rationale of the Study 2
1.2 Objectives of the Study 2
1.3 Methods of the Study 2
1.4 Scope and Limitation of the Study 2
1.5 Organization of the Study 3
CHAPTER 2 BACKGROUND INFORMATION 4
2.1 Background `4
2.2 Social and Cultural Factors 5
2.3 Gender and Gender Equality 6
2.4 Related Gender Studies in Myanmar 7
CHAPTER 3 RESEARCH METHODOLOGY 9
3.1 Sample Design 9
3.2 Determination of Sample Size 9
3.3 Sampling method and Sampling procedure 10
3.4 Data collection method 10
3.5 Data collection Tools 10
3.6 Data management 11
CHAPTER 4 ANALYSIS OF KNOWLEDGE AND PRACTICE OF 12
GENDER EQUALITY OF ZIN YWE GYI
COMMUNITY
4.1 Demographic Characteristics of Participants 12
4.1. Distribution of Respondents by Gender 12
1
4.1. Distribution of Respondents by Age 13
2
4.1. Distribution of Respondents by Marital Status 14
3
4.1. Distribution of Respondents by Education 14
4
4.1. Distribution of Respondents by Other Characteristic 16
5
4.2 Knowledge of Respondent on Gender Equality 17
4.2. Source of Knowledge of Respondent on Gender 17
1 Equality

3
 4.2. General Knowledge of Respondent on Gender 18
2 Equality
4.2. Knowledge of Respondent on Equal Occupational 19
3 Opportunity
4.2. Knowledge of Respondent of the Importance of 20
4 Gender Equality
4.2. Level of Knowledge of the Respondents of Gender 20
5 Equality
4.2. Association between Level of Knowledge of Gender 21
6 Equality and Education Level of Respondents
4.3 Attitudes of Respondent towards Gender Equality 21

CHAPTER 5 CONCLUSION 23
REFERENCES 24
APPENDIX 25

LIST OF TABLES

No Description Page
4.1.1 Distribution of Respondents by Gender 12
4.1.2 Distribution of Respondents by Age 13
4.1.3 Distribution of Respondents by Marital Status 14
4.1.4 Distribution of Respondents by Education 14
4.1.5 Distribution of Respondents by Other Characteristic 16
4.2.1 Source of Knowledge of Respondent on Gender Equality 17
4.2.2 General Knowledge of Respondent on Gender Equality 18
4.2.3 Knowledge of Respondent on Equal Occupational Opportunity 19
4
 4.2.4 Knowledge of Respondent of the Importance of Gender Equality 20
4.2.5 Level of Knowledge of the Respondents of Gender Equality 20
4.2.6 Association between Level of Knowledge of Gender Equality and 21
Education Level of Respondents
4.3 Attitudes of Respondent towards Gender Equality 23

LIST OF FIGURES

No Description Page
4.1.1 Distribution of Respondents by Gender 12
4.1.2 Distribution of Respondents by Age 13
4.1.3 Distribution of Respondents by Marital Status 14
4.1.4 Distribution of Respondents by Education 15

ABBREVIATIONS

ADB Asian Development Bank

ARSA Arakan Rohingya Salvation Army
GEC Gender European Commission
KAP Knowledge Attitude Practice
MoLIP Ministry of Labor, Immigration and Population
NRC Norwegian Refugee Council
SPSS Statistical Package for the Social Sciences
UN United Nations
UNDB United Nations Development Business
UNFPA The United Nations Population Fund
5
UNICEF the United Nations International Children’s Emergency Fund
UNWOMEN United Nations Entity for Gender Equality and the Empowerment of Women
WHO World Health Organization

6
 CHAPTER 1
INTRODUCTION
Gender inequality remains an everyday reality despite critical advances over the course of
recent history. It can begin right at the moment of birth and continue throughout the course of life.
"Gender" refers not to male and female, but to masculine and feminine - that is, to
qualities or characteristics that society attribute to each sex. People are born female or male but
learn to be women and men. These constructs vary greatly by culture, geographic region,
socioeconomic status, and context, and they change over time. Perceptions of gender are deeply
rooted, vary widely both within and between cultures, and change over time. But in all cultures,
gender determines power and resources for females and males. Gender equality means the equal
valuing by society of the similarities and the differences of men and women, and the roles they
play.
Gender equality implies that the interests, needs and priorities of both women and men and
girls and boys are taken into consideration, recognizing the diversity of different groups and that
all human beings are free to develop their personal abilities and make choices without the
limitations set by stereotypes and prejudices about gender roles. Gender equality is a matter of
human rights and is considered a precondition for, and indicator of, sustainable people-centered
development. Gender balance is the equal and active participation of women and men in all areas
of decision-making, and in access to and control over resources and services. When this all things
are met than gender and community development will bring a very positive and sustainable
development in society. Therefore, the role of gender equality at all level is of very important for
sustainable development. 
Gender and community development are a process towards sustainable way of community
development incorporating all the gender with equal participation and involvement. If there is no
equal say/ participation of both male and female, it is not a sustainable development.

1.1 Rationale of the Study

In context of Myanmar, gender discrimination has been rooted in society since long time
ago but recently only come into the policy dialogues and issues of gender related things have
come out to mainstream. In the 2018 gender inequality index, Myanmar ranks as 148 of
189 countries. Women have less access than men to productive resources, services and
opportunities, such as land, livestock, financial services and education.  Especially in rural society
of Myanmar, there is larger gap in accessing the rights and power between the male and female.
Rural areas women are more deprived compared to the women in urban areas. Census figure has
7
given that 70% of population lived in rural area and union level sex ratio is 93 males to 100
females. The National Strategic Plan for the Advancement of Women 2013-2022 outlines an
integrated approach to improving the situation of women and girls in Myanmar. The plan provides
an overarching framework, and details interventions and targets. The plan recommends doing
research for enabling systems, structures and practices for the advancement of women, gender
equality, and the realization of women's rights. Nevertheless, progress in terms of gender work in
the grass root level seem modest to cover the whole country but steady over the last number of
years. Various organizations with an interest in gender mainstreaming programme in relation to
community development have attempted to focus mostly on conflict effected States. Lack of
sufficient gender statistics and research contribute to limitation of coverage of gender
mainstreaming development programme across the country and relatively result in slow
improvement of gender equality and development at country wide.
To acknowledge this gap, this study attempts to explore the level of knowledge gap, their
exiting belief and the experience towards gender equality Zin Ywe Gyi village in Ayeyarwaddy
Region, which is one of the neediest communities of gender mainstreaming development
programme. Hence, this study can contribute to possible interventions of gender mainstreaming
development programme of the studied area and other similar community.

1.2. Objective of the Study

The main objective of this study to identify knowledge gap, cultural belief, and behavioral
pattern that indicate gender equality status.

1.3. Method of the Study

In this study, self-designed questionnaire was developed to investigate Knowledge,
Attitude and Practice level of Zin Ywe Gyi community in data collection since there is no
appropriate reference in previous study. Frequency distribution, one sample t Test, mean
comparism test, crosstabs and multiple response were used to analyze descriptive data on the level
of KAP of gender equality of Zin Ywe Gyi community.

1.4. Scope and Limitation of the Study

The area of the study chooses to be Zin Ywe Gyi Village, Labutta Township located in
Ayeyarwaddy Region, which is one of the most poverty affected region in Myanmar because of
accessibility, availability, in terms of budget, time and human resource. The findings of this study
are expected to inform all possible interventions of gender mainstreaming development
programme in the studied area and other similar community.

8
 The study group only focus on the gender status of the Zin Ywe Gyi community but was
not able to cover other socio-economic situation of the studied community. Besides, the concept
of “gender equality” goes only in the scope of the fair and just treatment of man and women that
takes into account the different needs of both sex but limited to third gender (neither men nor
women). The next limitation was that the study was not able cover equal proposition of male and
female in sample size since the study focused single geographical area.

1.5. Organization of the Study

This study is consisted of five chapters. Chapter 1 is the introduction involving the
rationale of the study, objectives of the study, methods of the study, scope and limitations of the
study and organization of the study. Literature review of gender equality, KAP methodology and
related gender studies is presented in chapter 2. Chapter 3 is comprised of research methodology
detail used in this study. Socio-economic and demographic characteristics and analysis of
knowledge and attitude towards gender equality described in chapter 4. Chapter 5 is the
conclusion of the study presenting findings on the study.

9
 CHAPER 2
BACKGROUND INFORMATION

2.1 Background
In Myanmar, formally named as Burma, people are willingness to stay away from the
politics because they were authorized under the Monarchy Regime since the ancient times. The
rule pattern of a government is generally reflective of the prevailing general political culture,
called "Communal Psychology" or "Social Psychology." The Communal Psychology of a
country's people grows from the political experience of the people and the role they are expected
to participate in political process.
Moreover, social value, tradition, and religious teaching are also dominant on the
communal psychology of the people. Since the beginning of the civil time, women were in the
role of second sex that even the daughters of the kings were contributed as the present (Lat-saung-
pan-nar) for the relationship and trust building among the kings in the political role. For example,
the well-known princess Mani-Sandar, daughter of Oaktha King was sent to Anaw-ya-htar King
as a present (Lat-saung-pan-nar) for helping in his war. In the history, only one queen, Shin-Saw-
Pu was performed as the queen of the country. The Long-rooted sayings are describing the
condition of limitation on women participation in Myanmar Politics just like "Women have the
power to destroy the country (Main-Ma- Phyat-Yin-Pyi-Pyat)", "The sun will not rise because of
the hen's crow (Kyat-Ma-Tun-Lo moe-Ma-Lin)" etc.
Development of women is also the development of the country as women are over the half
of the country population and women are directly related from household level management to
every sector of the nation.
Discrimination on women is not occurring only in Myanmar but also global crisis. So,
some countries use the gender quota system in the power role to fill the gender gap. "Women's
empowerment and their full participation on the basis of equality in all spheres of society,
including participation in the decision-making process and access to power, are fundamental for
the achievement of equality, development and peace.
"Equality between women and men is a matter of human rights and a condition for social
justice and is also a necessary and fundamental prerequisite for equality, development and peace.
A transformed partnership based on equality between women and men is a condition for people-
centered sustainable development." (Beijing Platform for Action, excerpt from Mission
Statement.) Every human being has the right to participate in decisions that define her or his life.
This right is the foundation of the ideal of equal participation in decision-making among women

10
and men. This right argues that since women know their situation best, they should participate
equally with men to have their perspective effectively incorporated at all levels of decision-
making, from the private to the public spheres of their lives, from the local to the global. The
participation of women in all areas of public life is essential for the full development and
advancement of women. Increased participation rates for women will also encourage other
women to participate in public life and help in dismantling harmful stereotypes and assumptions
that impede women's ability to play a central role in public life, including in peace-building
processes.

2.2 Social and Cultural Factors

The norms around what is seen as appropriate behavior for girls and boys, and women and
men, are taught and reinforced by the surrounding society. There are many important agents of
socializing gender norms, including the family, the education system, authorities, social services,
the healthcare system, literature and mass media, and religious leaders. Parents, siblings,
grandparents and in laws were mentioned as some of the most influential socializing agents in the
lives of study participants, with both men and women playing a part in upholding patriarchal
structures. Women participants also discussed what they perceived to be a tendency among
women to defend what they referred to as a 'men's culture. This could be, for example, excusing
certain behavior among boys, such as sexual harassment, with comments that only served to
belittle the issues, such as 'boys will be boys'. In particular, gender equality practitioners saw the
participation of women in socializing girls and boys in stereotypical ways as a major problem.
Gender specific norms and the separation of girls and boys become more pronounced as children
are nearing puberty. The consequences for the future lives of boys and girls, due to being
socialized in different ways, include aspects like self-confidence, assertiveness and sense of
worth.
Religion and religious education were described as playing a large part in the daily lives of
participants. For this reason, religious texts as well as religious leaders were said to have
important socializing influences on their lives, not just during formative years but continuing into
adult life. Proverbs, literature, media and advertising are other important socializing agents with
regards to gendered norms and stereotypes.

11
2.3 Gender and Gender Equality
The concept of gender and gender equality is somewhat fluid across different context and
age. Gender European Commission elaborated the concept of gender as the socially constructed
roles, behaviors, activities and attributes that a given society considers appropriate for women and
men as reference from the article 3C of the Istanbul convention. The concept of gender includes
five important elements: relational, hierarchical, historical, contextual and institutional. While
most people are born either male or female, they are taught appropriate norms and behaviors –
including how they should interact with others of the same or opposite sex within households,
communities and workplaces. When individuals or groups do not “fit” established gender norms
they often face stigma, discriminatory practices or social exclusion – all of which adversely affect
health (WHO, Gender mainstreaming for health managers: a practical approach, 2011). The
publication - Gender Terms and Concepts developed by UNICEF, South Asia 2017 described the
concept of gender includes the expectations held about the characteristics, aptitudes and likely
behaviors of both women and men (femininity and masculinity). This idea is useful in analyzing
how commonly shared practices legitimize discrepancies between sexes. This concept is also
applied in working through the course of this study.
The definition of gender equality means an equal visibility, empowerment and
participation of both sexes in all spheres of public and private life. Gender equality is the opposite
of gender inequality, not of gender difference, and aims to promote the full participation of
women and men in society. It means accepting and valuing equally the differences between
women and men and the diverse roles they play in society. Gender equality includes the right to
be different. This means taking into account the existing differences among women and men,
which are related to class, political opinion, religion, ethnicity, race or sexual orientation (GEC,
2016). Gender equality is often used interchangeably with gender equity, but the two refer to
different, complementary strategies that are needed to reduce gender-based health inequities.
Gender equity may involve the use of temporary special measures to compensate for historical or
systemic bias or discrimination. It refers to differential treatment that is fair and positively
addresses a bias or disadvantage that is due to gender roles or norms or differences between the
sexes. Equity ensures that women and men and girls and boys have an equal chance, not only at
the starting point, but also when reaching the finishing line (UNICEF, 2017). In studying the
concept of gender equality throughout this research, gender equality refer process of being fair to
men and women, boys and girls, and importantly the equality of outcomes and results. This is
based on the idea of gender equality that can be explored how it is possible to go further, to
change the structures in society which contribute to maintaining the unequal power relationships

12
between women and men, and to reach a better balance in the various female and male values and
priorities.

2.4. Related Gender Studies in Myanmar

Department of Population in cooperation with UNFPA published Policy Brief on Gender
Dimensions on 2018 derived from 2014 Census Data. This policy brief is based largely on the
findings of the Thematic Report on Gender Dimensions (August 2017) drawn from the 2014
Myanmar Census. This study made some policy recommendation on urgent need of bridging
inequality with the findings of critical statistics on infant mortality (62 per 1000), life expectancy
(women is 9.16 longer than men), gender equality index (85 out of 155 countries) and union sex
ration ( 93 male to 100 female).

Paul Minolatti with The Asia Foundation conducted Gender in (Equality) in the
Governance of Myanmar, Past, Present and Potential Strategies of Change in May 2016. This
study is also based on desk review on secondary data. This highlights why gender (in)equality of
participation in governance matters; current and historical levels of (in)equality of participation;
the extent to which policymaking, budgeting, and public-service delivery promote or fail to
promote gender equality; and current actions by the government and non-governmental actors to
increase the gender equality of participation and promote gender equality through policymaking,
budgeting, and public-service delivery.

ADB, UNDB, UNFPA and UNWOMEN studied situation analysis on Gender Equality
and Women Right in Myanmar in 2016. This report presents a compendium of data in critical
areas of women’s lives to guide gender sensitive, policies and programs, including Myanmar’s
reform agenda and the National Strategic Plan for the Advancement of Women. This publication
focuses on the following areas that the Plan for the Advancement of Women encompasses:
gender equality and women’s rights in the economy, education, and health care; gender equality
and women’s rights in political decision making and governance, and in all aspects of conflict and
the peace process; and freedom from all forms of violence. These focus areas were arrived at
through a process of consultation with the government and civil society groups and because they
represent the key areas of women’s and girls’ lives. This publication is large scale research by
using comprehensive secondary data including official national and subnational statistical data;
large nationally representative sample surveys by UN agencies and development partners;
smaller-scale qualitative and quantitative research by UN agencies, development partners, and
civil society groups; quantitative and qualitative assessments of policies and programs by the

13
government, civil society groups, UN agencies, and development partners; and analytical reports
on lessons learned from programs implemented by various stakeholders in the field.
Until 2017, the largest population of stateless persons globally were resident in Myanmar:
the Rohingya of Rakhine State, estimated to be a population of approximately 1.1 million. As a
result of a series of attacks against police posts on 25 August 2017 by the Arakan Rohingya
Salvation Army (ARSA) and the subsequent military clearance operation, within four months
almost 700,000 Rohingya refugees fled to and are now residing in Bangladesh. Around half of
this refugee population are women, and 14% are single mother households. Whilst statelessness
issues in Myanmar in relation to Rakhine State are well documented, to date there has not been a
comprehensive review of the barriers that are experienced by women in acquiring, changing and
retaining Myanmar citizenship, as well as conferring citizenship to their children and spouses. In
2018, Gender Analysis to the Right of Nationality in Myanmar by NRC and other partners was
published report to provide an initial analysis of such barriers against relevant international
standards. The analysis relies on both desk and field research. The field research element of this
study involved fifty-five focus group discussions and interviews with 141 women and 64 men of
various ethnicities and religions in Yangon city, Mandalay Region (Mandalay city, Meikhtilar,
Pyin Oo Lwin and Moegyok), Mon State (Maylamyine and Thaton) and Tanintharyi Region
(Dawei and Myeik). Forty interviews with representatives from civil society, School children in
Loikaw, Kayah State (Jose Arraiza, NRC) organisations, UN agencies and the Myanmar
Government’s Ministry of Labour, Immigration and Population (MoLIP) and Ministry of Social
Welfare were also carried out in these locations throughout August 2017. That study focuses on
Myanmar’s compliance with three international standards: i) the ability of women to acquire
citizenship on an equal basis with men, ii) the ability of women to acquire, retain or confer their
citizenship following marriage, and iii) the ability of women to confer citizenship to their
children.
The findings of literature review for similar studies in Myanmar was mostly based on desk
analysis on secondary data and these may be more comprehensive, but not able to capture specific
needs to improve gender equality for micro- development programme at grass-root level.
Therefore, the study has decided to choose single community that need for such kind of
programme in order to inform any possible intervention in the selected community or any other
similar community.

14
 CHAPTER 3

RESEARCH METHODOLOGY

In this chapter, the compose of determination of sample design, sample size determination
and methods of statistical analysis will be presented.

3.1. Sample Design

In this study, cross-sectional descriptive study was conducted at Zin Ywe Gyi village,
Ayeyarwaddy Division. The study population for this paper was residents from different age
groups in Zin Ywe Gyi village. Total numbers of population in this village is 615 person and
sample size were decided as based on the result of sample size determination calculation through
the use of Yamane’s formula.
The sample was selected by simple random sampling method. All the participants were
18-60 years old female and male. The villagers were surveyed during their lunch time at the
afternoon. The informed consent was given with the survey, along with a copy for the villagers.
The villager’s inclusion criteria were reproductive age on both genders. Exclusion criteria were
applied for those who refused to answer questionnaire.

3.2 Determination of Sample Size

In this study, Cronbach’s Alpha Formula for Categorical Data is used. Assume that the
alpha level is 0.05 and plans to use in normal variable is 3, set maximum error is 0.1% and
proportion is 0.05%.
N Z 2 p(1− p)
n=
N d 2 + Z2 p(1− p)

615∗3 2∗0.5(0.5)
Determination of sample size of employees (n) =
615∗0.12+3 2∗0.5(0.5)

= 186 villagers

Where,

N = Population size is 615

d = marginal error is 0.1

z = normal variable is 3 (100%) and

15
p=proportion is 0.5

3.3. Sampling method and Sampling procedure

 The 186 respondents are between 15 years and 60 years from Zin Ywe Gyi Village,
Labutta, Ayeyarwaddy Region who were selected by random sampling. Only the
respondents who were present at the time of data collection were included in this study.

3.4. Data collection method

• Face to Face interview by using preformed questionnaires was done to assess socio-
demographic factors, knowledge, attitude and practice of gender issues.

Inclusion Criteria – Age between 15 to 60

_ Agreed on Informed Consent

_ Present at the time of data collection

Exclusion Criteria _ mentally unhealthy person

_ Non-response person

3.5. Data collection Tools

• The preformed questionnaires was used to assess;

The questionnaires were included four-parts.

1. Socio-demographic factors

2. Knowledge of Gender equality

3. Attitude of Gender equality

4. Practice of Gender equality

16
3.6. Data management

Conducted data was recorded in data master sheets. Data entry, data checking, data
summarization, presentation and data analysis was done by using SPSS version 25.0. Data was
analyzed and presented according to study objectives. The association between dependent
variable and independent variables statistically was calculated by chi-square test. P-value of <0.05
was considered to indicate statistically significance. The knowledge, attitude, and practice scores
of the study were determined by using mean.

17
 CHAPETER 4

ANALYSIS ON KNOWLEDGE AND ATTITUDE OF GENDER EQUALITY

OF ZIN YWE GYI VILLAGE COMMUNITY

In this chapter, frequency distribution tables and graphs are used to study the level of
knowledge, attitude and practice of gender equality among the people in Zin Ywe Gyi village.
Moreover, cross tabulations, one sample t Test, mean comparism test, multiple response and
frequency distribution are used to determine the association between socio demographic variables
and level of knowledge, attitude and practice.

4.1. Demographic Characteristics of Participants

In this chapter, frequency distribution tables and graphs are used to find the factors that
have influence on gender equality which are socio-demographic information of the responds,
namely, gender, age categories, level of education, marital status and occupation.

4.1.1. Distribution of Respondent by Gender

The distribution of the respondents by gender is observed in Table (4.1.1) and Figure
(4.1.1).

Table (4.1.1) Percent Distribution of Respondents by Gender

Gender No. of respondent Percent

Female 130 69.9%
Male 56 30.1%
Total 186 100.0%
Source by survey data, (2019)

Figure (4.1.1) Percentage of Respondents by Gender

18
 Gender

56

130

Female Male

Source by survey data, (2019)

Table (4.1.1) and Figure (4.1.1) demonstrate percentage of respondents by gender. Out of
186 respondents in this study, 30.1% is male and 69.9% is female. Therefore, the study could not
have equal ratio from gender perspectives. Male to Female ratio is 1:2.

4.1.2. Distribution of Respondents by Age

Table (4.1.2) Percent Distribution of respondents Age
No. of respondents Percent
Age Group 15-24 24 12.9
24-33 54 29.0
33-42 67 36.0
42-51 29 15.6
51-60 12 6.5
Total 186 100.0
Source: Survey data, (2019)

Figure (4.1.2) Percentage of Respondents by Age

Age Group
80
70
60
50
40
30
20
10
0
15-30 31-40 41-50 51-60

Source: Survey data,2019

In Table (4.1.2) and Figure (4.1.2), the ages of the respondents in this study ranging from
15 to 60 years was illustrated into four groups- from 15 to 30 years, 31 to 40 years, 41 to 50 years
and 51 to 60 years. Most of the respondents belong to first age group (15-30) is 38.7%. The
19
second largest age group (31-40) is 32.3%. and 41-50 contribute with 20.4% and 51-60 years
contribute 8.6%.

20
4.1.3 Distribution of Respondents by Marital Status
Table (4.1.3) Percent Distribution of respondents by Marital Status
Marital Status No. of respondents Percent
Single 24 12.9%
Married 162 87.1%
Total 186 100.0%
Source: Survey data, (2019)

Figure (4.1.3) Percentage of Respondents by Marital Status

Marital Status
24

162

Single Married

Source: Survey data, (2019)

Table (4.1.3) and Figure (4.1.3) showed marital status of the respondents involved in this study.
Majority of the respondents are married at 87.1% while single respondents are only 12.9%.

4.1.4. Distribution of Respondents by Education

Table (4.1.4) Percent Distribution of respondents by Education
Education Status No. of respondents Percent
Primary 81 43.5%
Middle Primary 63 33.9%
High School 16 8.6%
High School Graduate 10 5.4%
Graduate 15 8.1%
Total 186 100%
Source: Survey data, (2019)

Figure (4.1.4) Percentage of Respondents by Education

21
 Education
1
15
10

16
81

63

Primary Middle Primary High School

High School Graduate Graduate Missing

Source: Survey data, (2019)

The educational background of the respondents in this study can be classified into five
groups, namely, primary school, middle primary school, high school, high school graduate and
graduate respectively. This is shown in Table 4.1.4 and Figure 4.1. Most of respondents who are
primary school level is 43.5% and second is middle primary school education (33.9%), high
school and graduate contribute the education status with 8.6% and 8.1% respectively. The
minimum respondents are high school graduated and represent only 5.4%.

22
4.1.5 Distribution of Respondents by Other Characteristics

Table (4.1.5) Distribution of Respondents by Other Characteristics

Characteristics No. of respondents Percent

Current Occupation status
Government 12 6.5%
Own Business 67 36%
Dependent 39 21%
Casual labor 68 36.5%
Total 183 98.4%

Education Level of Head of Family

Primary 89 47.8%
Middle Primary 74 39.8%
High School 13 7.0%
High School Graduate 2 1.1%
Graduate 7 3.8%
Others 1 .5%
Total 186 100.0%

No of family Number
No of male
1 51 13%
2 140 35%
3 141 35%
4 44 11%
5 25 6%
Total 401 100%
No of female
0 4 1%
1 110 32%
2 133 38%
3 78 22%
4 18 5%
5 5 1%
Total 348 100%
Source: Survey data, (2019)

23
 In this section, the percentages of the respondents by other characteristics include current
Occupation status, Education level of Head of family and number of family member are
presented in the table. (4.1.5). It was found that most of respondents are own business and causal
labor. Government employment respondents is 6.5%. Dependent respondent percentage is 21%.
The most of education level of head of family is primary (47.8%) and middle primary (39.8%).
The number of respondents in the Zin Ywe Gyi village is 401 (male) and 348 (female).

4.2. Knowledge of Respondents on Gender Equality

In this section, the level of knowledge of gender equality among the people in Zin Ywe
Gyi village was presented in the tables below.

4.2.1 Source of Knowledge of Respondents about Gender Equality

Table (4.2.1) Source of Knowledge of Respondents about Gender Equality

Responses
Number Percent Percent of Cases
Knowledge Internet 15 6.6% 14.2%

Book,Newspaper,Journal 39 17.2% 36.8%

TV,Film,Radio 54 23.8% 50.9%

Meeting, Training 82 36.1% 77.4%

Monestry Education 2 0.9% 1.9%

Friends 35 15.4% 33.0%

Total 227 100.0% 214.2%

Source: Survey data, (2019)

Table (4.2.1) describes sources of gender knowledge the respondents has received. Most
of the participants know gender equality information from meeting/Training (77.4%). All of the
respondents heard about the gender equality from many sources though they did not receive
complete understanding of the knowledge.

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4.2.2. General knowledge of gender equality

Table (4.2.2) General knowledge of gender equality

Variables Categories No. of respondents Percentage

Wearing school uniform means having gender No 106 42.2%

equality (in order to check their general
understanding on gender equality) Yes 78 57.3%

Missing 1 .5%

Right to equal salary between male workers No 100 54.1%

and female worker
Yes 85 45.9%

Missing 1

Knowledge of the domestic laws that protect No 21 11.3%

women
Yes 165 88.7%
Source: Survey data (2019)

Table (4.2.2) describes the respondents’ knowledge towards gender equality. In assessing
knowledge toward gender equality, clear understanding of gender equality, knowledge about
equal pay, and legal knowledge are examined. Result of one of the questions to know the clear
understanding of gender equality of the respondents showed that the over half of the respondents-
57% does not have clear understanding of gender equality. Knowledge of right to equal salary
between men and women were founded at 46% of total respondent approximately. Knowledge
about the existence of law that protect women was observed at the highest 88.7%.

25
4.2.3. Knowledge of the respondents on equal occupational opportunity

Table (4.2.3) Knowledge of the respondents on equal occupational opportunity

Variables No. of respondents Percentage

Sewing 142 77.2%

Construction 39 21.2%

Merchant 153 83.2%

football player 26 14.1%

Farmer 87 47.3%

Livestock 93 50.5%

Goldsmith 8 4.3%

head of village 13 7.1%

Source: Survey data (2019)

Table (4.2.3) describes the respondents’ knowledge on equal occupational opportunity

between men and women. According to this table, the respondents mostly rated occupation
sectors that is suitable for women in sewing, merchant, livestock and farmers. The physical and
leadership role of job including goldsmith, head of village, football player, and construction work
were rated less at 4.3%, 7.1%, 14.1% and 21.1% respectively. than the was conventionally
dominated by men were most of respondent concern on sewing and merchant for women
occupation (77.2%) and (83.2%). The least share of percentage of their knowledge on occupation
are gold smith, head of village, football player, and construction 4.3%, 7.1%, 14.1% and 21.2 %
respectively. Therefore, it is found that the knowledge of the studied community on the equal
occupational opportunity still remains stereotypical.

26
4.2.4. Knowledge of the respondents of the importance of the gender equality

Table (4.2.4) Knowledge of the respondents of the importance of the gender equality

Variables No. of respondents Percentage

Increase economics status 178 95.7%

Helped to improve Men's Health 70 37.6%

Better marriage life 116 62.4%

Better Child education 112 60.2%

Decreased child death rate 64 34.4%

Total 186 100%

Source: Survey data (2019)

Table (4.2.4) presents the respondents’ knowledge on the importance of gender equality.
According to this table, out of the given options, the two options, better social economic status
and better marriage life is regarded as the best associated option with gender equality status.
Respondents also rate high score on these two options,95.7% and 62.4% respectively. Therefore,
it can be concluded that the respondents have certain level of knowledge on the importance of
gender equality.

4.2.5. Level of Knowledge of the Respondents of Gender Equality

(4.2.5) Level of Knowledge of the Respondents of Gender Equality

No. of respondents Percent

Low 24 12.9
Medium 149 80.1
High 13 7.0
Total 186 100.0

Source: Survey data (2019)

Table 4.2.5 shows the overall level of knowledge of gender equality of respondents. The
knowledge level of gender equality of all respondents is found at the average level since medium
rating (148) is significantly higher than the low (24) and high level (13).

27
4.2.6. Association between Education level of respondents and their knowledge level of
gender equality

Table (4.2.6) Association between Education level of respondents and their knowledge level
of gender equality

level of knowledge Total

Low Medium High

Education Primary 7 68 6 81

middle primary 13 48 3 64

High school 2 21 3 26

Graduate 2 12 1 15

Total 24 148 13 186

Source: Survey data (2019)

Table 4.2.6 shows the association between education level of the respondents and their
level of knowledge. The association between the level of knowledge and the education level of
the respondents remain uncertain.

28
4.3. Attitude towards gender equality of the respondents

Table (4.3) Attitude towards gender equality of the respondents

Test Value = 0.5
95%
Confidence
Sig. Mean
t d.f Interval of the
(2-tailed) Difference
Difference
Lower Upper
Mothers and fathers should equally 14.657 185 .000 .651 .56 .74
share the responsibility in taking care
of their children
Fathers should not have more say than 15.091 185 .000 1.048 .91 1.19
mother in decision making.
Showing emotional/physical weakness 19.940 184 .000 2.565 2.31 2.82
don't make a man less of a man being.
It is ok to beat a wife by a husband. 30.717 185 .000 3.398 3.18 3.62
Women do not have same capability 18.675 185 .000 2.317 2.07 2.56
as men in village leadership.
Women should have the same freedom 20.599 185 .000 2.215 2.00 2.43
as men.
Source: Survey data, (2019)

Table 4.3 shows the level of attitudes of gender equality. This table demonstrate the
highest rating in the attitude toward acceptance of wife beating practice. This indicates the
community higher tolerance level of gender-based violence cases. The second highest score
(2.565) was provided to the option that examine the attitudes towards excluding women in
community leadership. Then, the respondents give lowest rating on the options that sharing basic
task equally in taking care of their children between father and mothers (0.651) and equal
decision-making power of father and mothers in family (1.048). This proves that the attitude
towards patriarchy pattern of the family and community is still rooted.

29
 CHAPTER 5

CONCLUSION

In this study, cross-sectional descriptive study was conducted at Zin Ywe Gyi village,
Ayeyarwaddy Division. In this study, cross-sectional descriptive study was conducted at Zin Ywe
Gyi village, Ayeyarwaddy Division. The respondents are female 70% and male 30%. Most of
respondents are young adult and middle-aged group between 24 and 42. Most of respondents 87%
are married people. Majority of respondents have primary education background and middle
education. Majority of respondents work at own business, causal labor and dependent.

Generally, the study observed that the majority of the respondents have moderate level of
knowledge towards gender equality. The result of cross tabulation shows there is no association
between education level and knowledge level of gender equality. Based on the result of one
sample t test, their attitude towards gender equality is still low. The attitude towards acceptance of
wife beating practice indicates the risk that the community have higher tolerance level of gender-
based violence cases. It was also found that attitudes towards women participation in leadership
and decision making is relatively low. Also, the result proves that there is still stereotypical beliefs
that small house hold task only belongs to women and decision making power belongs to men at
family level and community level. This show that the attitude towards patriarchy pattern of the
family and community is still rooted. It was found out that the community have no proper
knowledge that there is now opportunity in occupation sectors regardless of gender. It was found
that the although respondents know that there is law that protect women, they don’t have proper
legal knowledge to apply them. Besides, the community do not have awareness on equal pay
regardless of gender, Therefore, it is recommended that the community need awareness raising
program that should be initiated before implementing gender mainstreaming development
programme.

30
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APPENDIX

Assessing Gender Equality of Zin Ywe Gyi’s Community

We are surveying the community of Zin Ywe Gyi village to assess the level of knowledge,
attitude and practice regarding gender equality among. This assessment will be used for
academic purpose for Diploma in Research Studies Students. Your answer is voluntary.
Your response will be anonymous and will never be linked to you personally. Thank you
for your cooperation.

1. i. Name ; ………………………….
ii. Age: ………………………….
iii. Sex ;

Female Male

iv. Occupation: …………………………...

v. Marital Status;

Single Married

vi. Family Size;

Male Female

vii. Education Level of Head of Family

Primary Middle School

High School High School Graduate

Graduate Others

I. Practice

33
 1. Who cook for your family daily?

Female Family Member Male Family Member

2. Who shop for food for your family?

Female Family Member Male Family Member

3. Who is breadwinner for your family member?

Female Family Member Male Family Member

4. Who look after children?

Female Family Member Male Family Member

5. Who disciplines children?

Female Family Member Male Family Member

6. Who cleans the house?

Female Family Member Male Family Member

II. Knowledge
7. Have you heard about the word “gender equality” before?

34
 Yes No

8. If yes, where do you know it?

(you can make one more choice)

Internet TV/Movie

Book/Journal Training, Meeting

Other friends Others

9. Both boys and girls wearing the same uniform in school mean Gender equality?
Yes No

10. Based on equal effort, both male works and female daily farming workers receiving the
same rate of daily rage mean gender quality?
Yes No

11. Do you know the domestic laws that protect women?

Yes No

12. Do you know the employment sectors women can do?

(you can make one more choice)

Sewing Farming
35
 Construction Livestock

Selling items/Trading Goldsmith

Football Player Head of Village

Others

13. Why we should promote gender equality are

(you can make one more choice)

Increase economic status Helped to improve Men’s Health

Less fighting between wife Better Child education

and Husband

Decreased Child death Others

Rate

III. Attitudes
How much do you agree or disagree with the following statements?
14. Mothers and fathers should equally share the responsibility for raising their children.
Disagree Agree
1 2 3 4 5

15. Fathers should have more say than mother in decision making.
Disagree Agree

36
 1 2 3 4 5

16. Showing emotional/physical weakness make a man less of a man being.

Disagree Agree
1 2 3 4 5

17. It is ok to beat a wife by a husband.

Disagree Agree
1 2 3 4 5

18. Women are as capable as men in community leadership position.

Disagree Agree
1 2 3 4 5

19. Women should have the same freedom as men.

Disagree Agree
1 2 3 4 5

37