RURAL DEVELOPMENT IN THE REGION RACHA-LECHKHUMI, GEORGIA (RDRL) PROJECT

WOMEN AND GIRLS LEADERSHIP AND CIVIL SOCIETY DEVELOPMENT INITIATIVE

the opportunity to be an agent of change

Concept Paper and Project Guidelines

1.0 INTRODUCTION

There is now a growing global commitment to gender mainstreaming for gender equality, based on both principles of human rights and effective economic development. The following illustrates the consensus for and growing commitment to promoting gender equality: Gender equality is, first and foremost, a human right. Women are entitled to live in dignity and in freedom from want and from fear. Empowering women is also an indispensible tool for advancing development and reducing poverty. (UNFRA 2009) Educating women and girls is our greatest hope to eliminating extreme poverty. When equipped with the proper resources they can be catalysts for lasting social change. (Helene D. Gayle, CARE President and CEO) CAREs experience shows that a development project focused on women and girls will benefit every one, but a development project that focuses on everyone may not benefit women and girls. (CARE USA 2008 Annual Report) A study from Ghana showed that an increase in household assets held by women increased the budget for food and schooling, and decreased spending on alcohol and tobacco. (The World Bank, Gender Equality, Poverty and Economic Growth). Our programs give women the opportunity to be agents of change. (Steve Hollingworth, chief operating officer for CARE) Therefore, in CAREs concept of sustainable development, women are not only seen as beneficiaries (being provided with goods and access to resources and services), but can also be agents of change in development. To be effective agents of change women need to have leadership skills and have more equitable control over resources, services, and the decision-making process. In recognition of this, the Rural Development in the Region Racha-Lechkhumi, Georgia (RDRL) Project has undertaken a Women and Girls Leadership and Civil Society Development Initiative.

The initiative aims to overcome a number of cultural attitudes or gender biases that are limiting womens access and control in (1) governance, (2) economic development, and (3) disaster preparedness and mitigation. These gender biases have caused entrenched and institutional discrimination against women. These negative cultural attitudes/biases were highlighted in CAREs Underlying Causes of Poverty (UCP) Survey (2009). A large majority of men and women surveyed said that men make better leaders and men should be given preference in employment. These are national biases, and are reflected in the fact that in 2008 only 8% of members of parliament were women, while 59% of the electorate are women. As a result, The presence of womens issues in the political agenda is comparatively worse than the issue of representation, and very seldom grabs the attention of the Parliamentarians (Sumbadze 2008, UNDP Report). Reasons behind under-representation of women in the process of decision-making can be attributed to different sources. These reasons can be found in women themselves, i.e. in the capabilities and desire to pursue political career, their family responsibilities, their financial and time constraints, as well as in the wider environment, such as, economic conditions of the country, state policy and cultural traditions. (Sumbadze 2008). The Projects gender analysis of local governments in Racha confirmed that these biases are having a negative impact on womens participation in governance with decision-making positions mainly going to men, with women largely restricted to administrative jobs. Top decision-making jobs in government agencies and private sector are also mainly filled by men. Thus, even when women have access to services, they seldom have control of services. As a result, services seldom address the specific needs of women. The region is also disaster prone, and women and children are amongst the most vulnerable to these disasters, but have little or no voice in decisionmaking in relation to DRR. This is true in the agriculture sector where land is the main productive resource. In Racha, as in many other parts of Georgia, land by custom is passed on to the oldest son. In families with sons, women seldom inherit land and therefore most women farmers do not own or control the land they farm. Women are seldom in decision-making roles as service providers, and therefore in the agriculture sector, the information and services being provided seldom address the specific needs of women farmers, or there are no services at all. Because of this, the agriculture sector in Racha is rapidly declining. This is especially the case in relation to cattle (dairy and beef). Dairy is traditionally a womens activity, and as such the dairy sector in Racha has not been given priority or support by male decision makers. As a result, the sector has largely been neglected and cattle numbers declined by nearly 35% between 2005 and 2008, representing an annual decline of over 10% a year. This is in spite of the fact that Racha has good potential for cattle (dairy and beef). Thus, gender bias against an economic sector dominated by women is not only hurting the economies and food security of poor farming households but also the economy of the region as a whole. In Racha, women are statistically the majority. As the majority, women cannot be treated as a special case but their needs and interests must be as an integral part of any

development policy as those of men. Failing to effectively harness the creativity and effort of at least half of the population inevitably significantly undermines the potential for growth, with serious implications not only for women themselves but for household and regional poverty reduction. Enabling women to realize their full potential requires removing gender inequalities and discrimination which constrain them at every level. It also requires affirmative action to enable women, and also men, to promote and benefit from this change (Mayoux and Mackie, 2008). The situation is severe and chronic, and therefore requires an integrated approach that addresses issues of governance, economic development (access and control over services and productive resources), and decision-making related to DRR. Womens Leadership and Civil Society Development are central to this integrated approach in Racha. The Women and Girls Leadership and Civil Society Initiative comprise the following activities: 1. Womens Leadership through Civil Society Development (Social, Economic, Governance and DRR) 2. Womens Leadership Development for Women Entrepreneurs in the Farm Dairy Sector through Action Research. 3. Girls Leadership Development Program

2.0

WOMENS LEADERSHIP THROUGH CIVIL SOCIETY DEVELOPMENT

Rationale The Rural Development in the Region Racha-Lechkhumi, Georgia (RDRL) Project has three integrated components: M4P (Economic Development), Governance and Disaster Risk Reduction. As clearly documented by Sumbadze (2008), women in Georgia are clearly discriminated against in Government, Economic Development, and have little or no voice in relation to DRR. Women out-perform men in education, but are discriminated against when they graduate, and this represents a great loss of potential for sustainable development. Because of past discrimination and marginalization of women in decision making, women in Racha lack the leadership skills needed to provide an effective voice for women in development. Past discrimination and marginalization of women in Racha was obvious when the RDRL Project and COMBI Project carried out staff recruitment. Neither project was able to hire local women for community mobilization and extension, or for positions such as Grants Officer, Communications Officer, M&E Officer, etc. Only a few men were recruited locally, while the rest of the staff were recruited from outside the Region. This was very disappointing for the people of Racha, especially women University graduates, who are numerous in Racha. Many of the women University Graduates wanted to help promote the sustainable development of their home region, while protecting the natural environment which they love very much, but were not given the opportunity. CARE International in the Caucasus and AIC (Partner NGO) were also disappointed that it was not possible to recruit experienced local women for key positions local knowledge would have been invaluable to project design and implementation. This was especially disappointing since RDRL Project is a designated Dairy Project funded by

SDC. The Dairy Sector in Racha is dominated by women, who look after the cattle, milk the cows, and processed the milk into dairy products for consumption and/or sale. The Project did not have female extension staff and facilitators to service the specific needs of these women dairy farmers. Also, 37% of households in Racha are women headed and these households are especially disadvantaged because of the absence of a male member to access information and participate in local decision-making at the village and community levels. These families are especially marginalized and voiceless in decision-making. The specific needs of these women heads of households are not being addressed by male decision-makers. Ideally, the Project would have recruited some women heads of households as field staff to service this large group (more than one-third of all households in Racha). Again, these women were disappointed and marginalized In response, the Project, from the beginning, committed itself to the development of women leadership in Racha and to the establishment of a local NGO comprising these future women leaders. In this way, the capacity and services built up over the life of RDRL Project will be sustainable through this local NGO, and will continue to service the needs of marginalized women. This has now become the foundation of RDRL Projects Sustainability Strategy. Strategy for Women Leadership and Civil Society Development Initiative The strategy for the Women Leadership and Civil Society Development Initiative emerged in April 2009 and involved a number of steps: Step 1: Gender Analysis to determine the root causes of womens marginalization in Racha Step 2: Based on gender analysis, developing a Strategy for the Development of Women Leadership in Racha in Economic Development, Governance, Civil Society Development and DRR Step 3: Identifying dedicated women University graduates with a commitment to the development of Racha and interested in civil society development Step 4: Recruiting a select group of University graduates to serve as interns (Field Surveyors and M4P Trainees). Providing them with training and day to day experience in the operation of a Development NGO (Learning-by-Doing) Step 5: At the end of their internship, hiring these ex-Interns as Temporary Staff to continue their training Formal Courses and Learning-By-Doing Step 6: Train and Coach these Temporary Staff (First Batch) on How to Establish and Organize a New Local NGO for Racha, and serve as management staff within the new NGO. Step 7: Hiring a new batch of interns (2nd Batch) to be trained to serve as field surveyors, community mobilizers, and BDS trainers, in order to build NGO numbers to 20 or more trained staff by end of Project (Nov 2011)[Third Batch in 2011]

Step 8: Seconding these Trained Founders of New NGO (First Batch) to continue to work with CARE but with positions and responsibilities which mirror their future positions in the new NGO (see Proposed Organization Structure for NGO Takveri XXI). In this way, the Project is building their capacity to take on decision-making positions within the new NGO. Step 9: Transferring these Trained Seconded NGO Staff to the Racha Resource Center, where they take up there designated positions within the Organization, while still under salary to RDRL Project (subsidy). Step 10: Continue to fund these Seconded Staff Until Nov 2011 as Subsidy to Get NGO Up and Running. Step 11: Provide Sub-grants to New NGO (through Racha Resource Center) to carry out activities linked to BDS, RAS, Governance, DRR and Media in order to build capacity so the New NGO can carry on Project initiatives and continue to provide services after Project is ended. Step 12: Training and coaching in the preparation of proposals for funding by other donors. Step 13: Linking and partnering the new NGO with more experienced NGOs such as AIC, CENN, Elkana, Union Green Way, etc.; thereby, networking with other NGOs and Civil Society Organizations. Step 14: Training and coaching to operate fee for services system for economically viable activities based on a business plan for each viable service. Step 15: Involve new NGO as Project Partner in Proposal for Phase 2 of the Rural Development in the Region Racha-Lechkhumi, Georgia (RDRL) Project Developing women leadership skills and the establishment of a new local NGO Takveri XXI is necessary so that women farmers and entrepreneurs can get the specific information and services which they need to make their enterprises successful. This requires women having access to and control over key services. Control can take the form of a strong association for women farmers, which will give them a strong and unified voice in the design and implementation of services which address their specific needs (see Section below).

Figure: Proposed Organization Structure for Takveri XXI

Access and Control over Key Services M4P often focuses on improving services along value chains to make them more accessible to stakeholders. However, the specific needs of women are often overlooked because men usually control the services. As a result, Women are still excluded from, and often further disadvantaged by, many mainstream value chain development interventions. (Mayoux and Kackie 2008). The Projects Gender Action Plan for the M4P Component aims to improve womens economic opportunity, and the project invests in the improvement of womens access to and control over a number of key services, including Rural Advisory Services, Business Development Services, Veterinarian Services including Artificial Insemination, and Input Services including Fodder and Agriculture Machinery Services. Many projects only look at womens access to services, but fail to address womens control over services as key decision-makers. Without a measure of control over services, it is unlikely that women will get the services they needs, when and where they need the services. That is, when men dominant

services they tend not to consider the specific needs of women, and often fail to provide services at a time and place which is convenient for women. Rural Advisory Services In order to improve farmers access to the information and new technology they need to increase production and incomes, the project is facilitating the establishment of Rural Advisory Services in Racha. Information is a productive resource. Women may have access to this information but they also need control over what information is offered, when and where. The easiest and best way to have Rural Advisory Services responsive to the specific needs of women is to have women in key decisionmaking positions within the organization providing the RAS (in our Case Takveri XXI and Racha Resource Center). This includes women with families of their own and women heads of households so that they truly understand the needs of these women farmers. RDRL project has recognized this and is providing capacity building for the local NGO Takveri XXI (founded by Racha women including married women with children, and single-parent heads of households), so that they can establish and operate a sustainable RAS which can meet the information needs of men farmers and women farmers in Racha. Women founders of Takveri XXI are being provided with technical training, participation in cross-visits to more developed areas, and learning-by-doing through seconding to the RDRL Project. Media for women farmers is often best development, pre-tested and distributed by women media specialists. In this way, women can control the content of media, the visual presentation (showing women farmers under actual conditions rather than always men farmers), and the way the media is presented, distributed, monitored and evaluated. Thus, RDRL Project has recruited a PR/Communications Specialist/Officer with roots in Racha to facilitate the production of media, including media appropriate for women farmers. To build sustainable capacity in Racha for media development, the Project has seconded a Journalist/Media person (First Batch) from Takveri XXI to serve as an Assistant to the PR/Communications Officer in order to learn-by-doing. An intern (Second Batch) has also been locally recruited to also learn media development through training and learning-by-doing. The Project is supporting the establishment of a Racha Resource Centre, owned and operated by Takveri XXI in partnership with the Kutaisi-based NGO AIC (RDRL Project Partner). A RAS established with a gender perspective will be embedded into the Racha Resource Centre, and women will not only have access to RAS services but also control over what information and technology is given priority and how, when and where this information and technology is provided in a gender sensitive way. Business Development Service The family farm is a business and needs to be managed as a business in order to generate income and employment for the family. Thus, a Business Development Service is needed to complement the RAS which is primarily focused on providing technical

information about farming. To address this, the project is providing capacity building for the establishment and management of a BDS in Racha. The Project aims to provide women in Racha with both access and control over this BDS using the same rationale and approach as for RAS. Business development and management information is a productive resource. As with RAS, women may have access to this information, but they also need control over what information is offered, when and where. The easiest and best way to have Business Development Services responsive to the special needs of women is to have women in key decision-making positions within the organization providing the BDS. This includes women with families of their own and women heads of households so that they truly understand the needs of these women farmers. RDRL Project has recognized this and is providing capacity building for the local NGO Takveri XXI (founded by Racha women including married women with children, and single-parent heads of households), so that they can establish and operate a sustainable BDS which can meet the business development needs of men and women farmers in Racha. Women founders of Takveri XXI have been provided with training as trainers (TOT) for Business Development and Management (by CTC) and the opportunity for learning-bydoing through seconding to the RDRL Project. Two of these trainers are working as Assistants to the Project Marketing and Small Grants Officers to facilitate training and coaching for women entrepreneurs who are participating in co-investments in farm enterprises activities. Additional interns have been hired to help assist and learn skills needed for BDS. As already noted above, the Project is supporting the establishment of a Racha Resource Centre, owned and operated by Takveri XXI in partnership with the Kutaisibased NGO AIC (RDRL Project Partner). A BDS established with a gender perspective is embedded into the Racha Resource Centre, and women will not only have access to BDS services but also control over what information and training materials is given priority and how, when and where this information and technology is provided in a gender sensitive way. Veterinary Services Women are mainly responsible for caring for livestock on a daily basis. Women milk cows and process the milk into dairy products including cheese, sour cream, yoghurt, and butter. When livestock become sick, it is often women who provide first care and then decide whether or not to call for a vet. It is also women who know when cows are ready for breeding. Many of these women want to improve their stock through artificial insemination but do not have access to such services in their community. Veterinary services in Racha are poor, with aging vets from the soviet era providing limited services to selected clients while other farmers, often women, lack access to services. The Project is facilitating the formation of a veterinary association linked to the vocation training center in Ambrolauri and the Racha Resource Center. Through this association, the Project aims to improve the access of women farmers to veterinarian services,

including artificial insemination. This association will be linked to veterinary pharmacies in both Ambrolauri and Oni. Women are being trained to operate veterinary pharmacies as small businesses, and are being assisted with co-investment funds for business development. Women are also being trained as services providers for artificial insemination. The aim is to have women providing veterinary services, including vet pharmacies, to farmers in Racha. In this way, women will have both access to and control over veterinary services. The Association of Women Dairy Farmers will help coordinate community initiatives for veterinary services, such as the group immunization of livestock and the group artificial insemination of cattle. This will provide some economies of scale in veterinary services, and help reduce transaction costs. Hay and Farm Machinery Services Women farmers tend to rely on male family members for cutting and transporting hay which is used to feed cattle through the winter months. In Racha, 37% of households are women-headed and they often have to pay men in the community to gather hay for them, or purchase hay. Hay is expensive in Racha. Women often have to pay 5-6 GEL for 20 kg of hay. This compares to 3 GEL per 20 kg paid by investors (economies of scale and lower transaction costs). To help address the high cost of hay for these women farmers, the Project is supporting the establishment of community-based enterprises for hay production. This involves small-scale mechanization for hayfield and pasture management, and hay production. The project is encouraging the participation of women in the community-based enterprises and/or cooperatives being established to provide hay and farm machinery services. In this way, women will not only be able to access the hay they need, but can also have control of the productive resources. The Project is facilitating the formation of a womens dairy farmers association, which will be able access services jointly in order to create economies of scale and to reduce transaction costs for hay services. With reliable access to hay at an affordable cost, more women heads of households can get into the dairy farm business and expand their herds to an economic level. This will allow women heads of households to gain much needed income for their families. Mainstreaming Gender Analysis in Value Chain Development As an M4P Project, the RDRL Project is focused on value chain development, with priority given to an integrated dairy and beef value chain. Thus, one challenge is to mainstream gender analysis in value chain development. As highlighted by Mayoux and Kackie (2008), Most current value chain development has failed to integrate gender analysis despite the gender mainstreaming policies of the donor agencies and the gender commitments of the governments involved. Value chain development policies are often based on gender-blind or genderdiscriminatory assumptions, marginalizing women as a special minority case.

Women are still excluded from, and often further disadvantaged by, many mainstream value chain development interventions. This ILO Guide provides: A framework and methodology for Gender Equitable Value Chain Action Learning (GEVCAL) which combines push-up and pull-up approaches and builds sustainable capacity and networks for on-going Value Chain Development. Practical examples of gender issues and gender Good Practice in different types of VCD process from pull-up private development processes focusing on economic growth to more push-up participatory processes focusing on Decent Work and womens empowerment. Details of how the gender framework and methodology can be adapted at different stages of VCD to address gender issues: design, research and analysis, action strategy and implementation and accountability. A core checklist for gender analysis which can be adapted for use in all types of Value Chain Development, based on internationally accepted gender mainstreaming principles, definitions, and insights from women entrepreneurs in the initial pilot phase in Ethiopia and Kenya. Diagram tools which be used in VCDs of all types and at all levels (policy makers to women who cannot read and write) for planning, complex analysis and research capabilities and networks, and increases communication between different stakeholders for subsequent implementation, monitoring and sustainability of VCD. During a recent SDC Learning Event in Tbilisi (3-7 May 2010), Springfield and SDC Gender Advisor from Switzerland recommended the ILO Guide as suitable for guiding our M4P work on value chain development. Mayoux, L. and Kackie, G. (2008). A practical guide to mainstreaming gender analysis in value chain development. International Labour Office, Addis Ababa, Ethiopia. http://ilo.org/public/english/region/afpro/addisababa/pdf/makinglinks.pdf RDRL Project is using this Guide as part of the projects approach when designing and implementing the projects Gender Action Plan, in relation to mainstreaming gender in value chain development. The local NGO Takveri XXI is being trained and coached in the application of gender mainstreaming in value chain development for key commodities here in Racha. The capacity developed during Phase I of RDRL Project will remain in the Region and can be built upon during Phase II. The project is using a gender lens as outlined in Box 1 when examining the different stages of value chain development.

BOX 1: GENDER LENS: ELEMENTS AND CHECKLIST FOR DIFFERENT STAGES OF VALUE CHAIN DEVELOPMENT ELEMENTS OF THE GENDER LENS Gender disaggregation of ALL economic data Ensuring that language is gender inclusive from the start and implicit understandings of terms like entrepreneur, farmer are examined Boundaries of economic analysis to include non-market activities Analysis of inequalities in power relations, voice, and vulnerability and hence capabilities Looking at effects of external gender inequalities at the meso- and macro-levels Inclusion of all female stakeholders Mens attitudes and behaviours GENDER LENS CHECKLIST o Is all information gender-disaggregated and gender difference included as a dimension of analysis and monitoring throughout? o What gendered assumptions are made in language and terminology? For example: in definitions of enterprise, worker, head of household o Are women invisible and/or non-market activities part of the analysis and recommendations throughout? o Are gendered power relations within and between enterprises part of the analysis and recommendations throughout? Within households? Within markets? Within communities? Within development institutions? o Are gender implications of macro- and meso-level policies included in the analysis and recommendations?. o Are the full range of female stakeholders not only been included throughout the process but have they been given a voice. o Have the gender dimensions of mens attitudes, behaviour and experience also been included in the analysis and recommendations? o What are the implications for the gender skills and gender composition of the Management Team and/or Steering Committee/s? Source: Mayoux, L. and Kackie, G. (2008)

Women Leadership Development for Governance In Georgia, both men and women have the perception that men make better leaders and decision-makers in government than women. As a result, women are actively employed in government administration but severely under-represented in leadership and decisionmaking roles. In order to start a process of change, the Project is implementing a leadership program for young women graduates in Racha. Women University graduates are being trained in democracy and good governance and being given the opportunity to participate in

trainings and workshops for municipal development planning. This is providing these women with the knowledge and skills required to participate in governance in Racha. Women are also being trained and coached in the establishment of civil society organizations, such as local NGOs. One such NGO is Takveri XXI which was founded by a group of young University graduates. They have been provided with training, opportunities for learning by doing, and coaching in the establishment and development of a local NGO. This local NGO will work with government and participant in participatory municipal planning. The Project is also implementing a school-based program for environmental education and the establishment of eco-clubs. These clubs provide adolescent girls with the opportunity to learn and practice leadership skills at an early age. When they complete their education, they may use these leadership skills in government, the private sector, or civil society. Women Leadership Development for DRR DRR interventions include: DRR included in Baseline Survey DRR in Community Profiles Risk Appraisal as Part of Inception Phase Building Environmental Awareness Through Childrens Art Environmental Clubs in Schools Safe School Program Capacity building for communities and municipalities in DRR Hazard Vulnerability Capacity Assessment (HVCA) and Disaster Management Planning (Communities and Municipalities) Integrating DRR into Community and Municipal Development Plans Community Grants Linking DRR and M4P Mapping and Survey for Pasture/Hayfield Management - CENN Matching Grants for Business Development supporting sustainable management of upland pastures and hayfields for stabilizing environment and generating incomes for upland communities. Sharing Lessons-Learned as Part of National DRR Think-Tank Racha Support Group to advocate and lobby for more effective policies, legislation and budget allocations for DRR in Racha All these are being planned and implemented with a gender perspective where data is sex-disaggregated and women have access to and control over the process. It is now clear that women and children are among the most vulnerable in times of disasters. Therefore, women need to be equitably involved in HVCA and Disaster Preparedness and Mitigation Planning to ensure that the specific needs of women and children are assessed and addressed during disaster preparedness and mitigation planning. To build womens capacity to play a leadership role in HVCA and Disaster Preparedness and Mitigation Planning the project has trained women members of the local NGO Takveri XXI and women teachers from schools in HVCA and Disaster Preparedness and Mitigation Planning. It is these trained women who are facilitating communities in order to carry out community-based HVCA and Disaster Preparedness and Mitigation

Planning. Thus, women will have access to and control over the assessment and planning process. In this way, the specific needs of women and children will be better addressed. Based on this planning and assessment process the communities will prepare proposals for community-based DRR initiatives aimed at preparedness and/or mitigation. Some of these proposals will be co-funded by the project. The selection process will ensure that the proposals reflect the specific needs of women and children. In order to start a process of change, the Project is implementing a leadership program for young women graduates in Racha. Women University graduates are being trained in environment education, establishment of eco-clubs, HVCA, Disaster Preparendess and Mitigation Planning, and facilitating community projects. They are being given the opportunity to learn by doing. Women are also being trained and coached in the establishment of civil society organizations, such as local NGOs. One such NGO is Takveri XXI which was founded by a group of young University graduates. They have been provided with training, opportunities for learning by doing, and coaching in the establishment and development of a local NGO. This local NGO will work with government and communities for disaster risk reduction in Racha. The Project is also implementing a school-based program for environmental education and the establishment of eco-clubs. These clubs provide adolescent girls with the opportunity to learn and practice leadership skills at an early age. When they complete their education, they may use these leadership skills in government, the private sector, or civil society. DRR issues are part of the learning program for these eco-clubs and their girl members. Thus, girls are being prepared for future leadership roles. Building an Institutional Foundation for Addressing Human Trafficking from Racha Because of poverty, the lack of employment opportunities, and lack of information, young women in Racha are at risk to human trafficking. Numerous studies by the European Union have shown that Georgia, including Racha, is a source for women being trafficked to Europe and the Middle East. Most are tricked into being trafficked through offers of good salaries for working overseas in legitimate jobs. The local NGO Takveri XXI which will be working out of the Racha Resource Center aims to establish a Youth Outreach Program which will help youth (young women and men) to find employment or create businesses in Agriculture and tourism in Racha so they have an alternative to migrating. The NGO will also have awareness campaigns so the young women at risk can understand and guard against the risks. Such awareness is best transmitted through school programs to reach girls at an early age. The NGO will link this awareness about risks of trafficking with awareness on other social, economic and environmental issues. Extra-curricular clubs, such as eco-clubs, will play an important role in this awareness program. This will be supported by the Girls Leadership Program which is part of the Women and Girls Leadership and Civil Society Development Initiative outlined in this concept paper.

It is expected that these trained Girl Leaders will share their knowledge and skills with other girls who are at risk peer to peer sharing of information and support groups. These outreach initiatives will be coordinated through the Racha Resource Center, where girl leaders will be provided with space and material support to carry on their peer to peer initiatives.

3.0

WOMENS LEADERSHIP DEVELOPMENT FOR WOMEN ENTREPRENEURS IN THE DAIRY FARM SECTOR THROUGH ACTION RESEARCH Gender Equality is Smart Economics Knowledge and leadership skills are foundations of empowerment

Strategically, it is an appropriate time to support women entrepreneurs, including those in the dairy sector. To be successful entrepreneurs these women need leadership skills in order to mobilize their household assets (human and material resources), run their farm as a small business, and access the services they need to improve their farm enterprises. As outlined by Sumbadze (2008), The past decade and a half was marked with positive changes in gender equality. These changes were not induced by state policy, but by social changes and the need for adapting to the drastic deterioration of economic situation, which induced women to get actively involved in income generation. Economic independence, being the most potent base for power, increased womens bargaining possibilities and positioned them more in the public sphere. Sumbadze (2008) restated recommendations outlined in Concluding comments of the Committee on the Elimination of Discrimination against Women: Georgia (CEDEW 2006) and included among these was: Increase womens economic independence and provide self-employment opportunities to families Special efforts need to be made to increase womens ability to earn. This is part of the rationale for the RDRL Projects Small Grants for Entrepreneurs program, which gives priority to women entrepreneurs involved in livestock enterprises, especially dairy. Under the Small Grants for Entrepreneurs program, about 60 women entrepreneurs have been assisted to develop and manage their small farms (mainly dairy) as small businesses. This means combining new technology with business development and management skills. Leadership skills are being developed through a number of activities. 1. Assessment of farm resources and potential for enterprise development Potential women entrepreneurs are assisted to carry out their own farm assessment to document farm resources and determine potential for enterprise development. Through this exercise, women come to see their farms as small businesses with potential for generating significant income.

2. Training in Business Development and Management From Business

Development Service (BDS) (Business Plan) Potential women entrepreneurs participate in training in business development and management (3 days). During training, they are taught how to prepare a simple business plan for their proposed enterprise. This training is carried out with a group of other women entrepreneurs for dairy enterprises. The women can develop leadership skills within the group, exchange ideas and experiences with their peers, and create networks which will continue beyond the training. 3. Coaching in Managing their Dairy Farms as Efficient and Economic Small Businesses from Business Development Service As Part of Action Research Leadership skills will develop over the life of the project through coaching from Business Development Service (BDS) operating out of the Racha Resource Centre, and participation in the Action Research for Farm Enterprise Development in Racha. The women entrepreneurs keep records for their enterprise including expenditures and income, and this information forms the basis for monitoring and evaluating the enterprise as part of Action Research. Women entrepreneurs participate in assessments and surveys carried out by BDS. These surveys canvas womens inputs for the development of BDS. Women specific needs in relation to business development and management are being addressed in the design and delivery of BDS products and services. 4. Access to Rural Advisory Services for Technical Aspects of Dairy Farming

Women entrepreneurs participate in assessments/surveys for product and market development. These assessments/surveys canvas womens inputs for the development of services. Womens specific needs are then addressed in the design and delivery of services. This provides women entrepreneurs with a measure of control over the services which are provided. Since the Rural Advisory Services have many women staff, women will be responding to the specific needs of women. In many cases, technical services and extension are provided by women staff of the RAS or Racha Resource Center, who services these women entrepreneurs on a routine basis. RAS links women entrepreneurs to veterinary services (vets, veterinary pharmacies, artificial insemination services), and ensures that services are provided at a time and place which is suitable to address the specific needs of these women entrepreneurs. Caucasus Genetics is the main commercial supplier of semen in Georgia, and is linked to a system of providers. The Racha Resource Centre/RAS is working in cooperation with Caucasus Genetics to meet the A.I. needs of the women entrepreneurs, so that they can improve their stock in a cost-effective manner. Women will have control over when their cows will be breed and the source of the semen (breed). It is anticipated that stock improvement will lead to better production of milk and beef products. 5. Cross-Visits to Other Successful Dairy Farmers Leadership skills are developed through participation in cross-visits with groups of their peers to successful dairy farms in other parts of Georgia. Women entrepreneurs are learning to lead discussions and to share information and experiences with others. They

are able to brain-storm with progress farmers and their peers on issues and opportunities for improving dairy farm production in Racha. Women entrepreneurs are involved in surveys to determine the specific needs of women dairy farmers in Racha, and results of surveys are used to identify and design crossvisits to other parts of Georgia. In this way, cross-visits respond to the specific needs of women dairy farmers. They are gaining more control over the information and knowledge they are being provided with by service providers like RAS. 6. Association of Women Dairy Farmers Leadership and joint action will be enhanced through participation in group business development trainings with other women entrepreneurs, cross-visits to successful dairy farms outside the region, technical trainings related to dairy farming, and the establishment of an Association of Women Dairy Farmers. This Association will facilitate group actions aimed at achieving economies of scale and reducing transaction costs (see below). 7. Community Role Models for Women Entrepreneurs/Women Farmers. These successful women entrepreneurs will serve as role models and sources of information for other women farmers in their community. The aim is to have a cluster of women entrepreneurs for dairy developed in each of the main cattle production centers in Racha. Through association and group action, the women can take advantage of economies of scale and also reduce their transaction costs when purchasing inputs (for example, hay which is especially important for women-headed households), gaining access to veterinary services, and when marketing their products. The Association will provide them with a greater voice when bargaining with services providers and investors dairy and beef 8. Information Booth at Traditional Markets and Market Day Information Sharing Women with children, especially young children, are less mobile than men. They also have less access to vehicles few women farmers have drivers licenses. Often the only time they get to go to town (Ambrolauri Town and/or Oni Town) is on market day when the government provides communities with bus services. Thursday is market day in Oni and Sunday is market day in Ambrolauri. Thus, for women, these markets serve as their main market for produce and also main source of information. To better serve the information needs of these women, the Racha Resource Center is establishing Information Booths in these traditional markets and staffing them on market days. In this way, women farmers will be provided access to advice and technical information they need. Women farmers will determine what information they need, and the RAS Information Booth will strive to provide this information. The Association of Women Dairy Farms will hold meetings on market day to maintain their network, share information with their peers, and organize group initiatives. Initially these information services are being provided free, but in the future there will be a fee for service. 9. SMS Information Service As noted above, women with children, especially small children, are less mobile than men. This is especially the case for women heads of households, with small children. It

is often difficult for them to travel in order to acquire information or access to services. To help address this, the project through the Racha Resource Center will establish an SMS information services, and serve as clearing house for services which as RAS, BDS, Veterinary Services, and Hay Services. This will complement information provided through local community newspapers, and information booth in markets. 10. Access to Credit for Women Entrepreneurs / Farmers Through Action Research involving these women entrepreneurs/farmers, the Project is developing models for farm businesses which are economically viable. These models will be used to develop viable and bankable business plans for small farm enterprises. These models and business plans, based on action research, will be used to lobby banks to provide credit to women entrepreneurs for farm enterprises (especially dairy). The models and business plans will as be used through the Racha Resource Group to lobby government Ministries to development support programs for small farm enterprises, and provide either grant or loan funds for the expansion of the women entrepreneur model developed by RDRL Project to other small-scale farm enterprises in Racha and the rest of Georgia. This could be part of the Governments strategy for helping poor families to become non-poor and no longer need social assistance. The models will also be used to lobby donors to provide donor funds for programs to assist small-scale farmers with grants or credit for the development economically viable farm enterprises. Women assisted under RDRL Project can take a leadership role in demonstrating and lobbying for these Programs through their Associations.

4.0

GIRLS LEADERSHIP

The RDRL Projects Girls Leadership Program takes guidance from CAREs The Power to Lead: A Leadership Model for Adolescent Girls. It is not a stand alone program but is linked to the Projects components for M4P, Governance and DRR. For example, environmental awareness for DRR in this disaster prone region is most efficiently and effectively developed through school-based initiatives, involving both male and female teachers and students. Under RDRL Project, this awareness is being built through our Environmental Awareness Though Childrens Art activity and through our Environmental Education and Establishment of Eco-Clubs activity. Eco-clubs involves teachers and members of community as well as students and provide a forum for assessing hazards, vulnerabilities and capacities at the community-level and for disaster preparedness and mitigation planning. This can be up-scaled to the community-level, and lead to community-based DRR Plans and projects for disaster preparedness and mitigation. Leadership Model for Adolescent Girls The CARE document The Power to Lead: A Leadership Model for Adolescent Girls presents a model of girls leadership based on promoting the power within, gaining legitimacy and taking action. This model has been adapted to Racha, where girls are out performing boys in education, with higher numbers of women going on the higher education than men. Therefore, in Racha, women and girls have equal access to education and women are dominant as heads of schools and teachers in most schools, and as a result women

have a measure of control over community education, although curricula are developed and set by the Ministry of Education where men dominate in decision-making. Women teachers are well positioned to serve as role models and mentor girls in education as well as extracurricular activities. As noted in CARE USA 2008 Annual Report: Girls need a foundation of knowledge, skills and experiences to gain control of their lives and fulfill their potential. A basic education determines who girls will be as women and increases their range of life choices. Power Within also helps girls develop leadership skills. A girl leader is one who believes that she can make a difference in her world, and acts to bring about positive change in her family and community. The program readies girls to make their own decisions and participate fully in family and public life. To prepare for leadership roles and build social networks, girls are involved in student government, athletics, clubs, computer classes, public speaking, volunteerism and summer camps. (CARE USA 2008 Annual Report) The RDRL Projects initiative is consistent with this approach, and RDRLs Definition of Girls Leadership is: A girl leader is an active learner who believes that she can make a difference in her world, and acts individually and with other to bring about positive change. (The Power to Lead: A Leadership Model for Adolescent Girls CARE) Pillars of Girls Leadership Development In line with the Power Within approach, RDRL is focused on the 3 pillars of Girl Leadership development: (1) realizing the power within, (2) gaining legitimacy, and (3) taking action. 1. Realising the Power Within

This first pillar of girls leadership corresponds most closely to a girls own sense of agency. Activities and actions in this part of a girls leadership model are focused on developing the following five competencies:

1. Confidence: A confident girl is aware of her opinions, goals and abilities, and
acts to assert herself in order to influence and change her life and world. 2. Voice/Assertion: A girl who has found her voice is comfortable sharing her thoughts and ideas with others, and knows she has the right to do so. 3. Decision-making/Action: A girl who demonstrates sound decision-making understands that her own decisions matter for herself, for her future, and often, for others. 4. Organization: A girl with organization skills is able to organize herself and her actions in order to accomplish a goal, and take an idea and put it into reality. 5. Vision and ability to motivate others. A girl with a strong and clear vision and who is able to motivate others brings people together to accomplish a task. 2. Gaining Legitimacy

The second pillar recognizes the importance of a girls relationship to others. It is not possible for girls to work in isolation or strive to be lone leaders. Acceptance from family,

the community and peers is essential for women to develop leadership skills. As such, one of the key components of developing leadership is the formation of girls social networks. These networks serve as hubs where girls learn to analyze, plan, work together and practice their emerging skills. The networks are a critical step in creating more places where girls can be heard and try out new skills. This broad effort is referred to as gaining legitimacy in public species, since girls need support to legitimately be seen and heard in public arenas. Equally important to having legitimacy in public spaces is having the mentors and role models who can stand up for girls rights (network of caring teachers and NGO role models). For generations, mentoring has been used to create a sustained relationship between a trusted teacher and student, whether male or female. Mentoring [our trainees and teachers] can play an important role in developing confidence, improving academic ability, and avoiding unhealthy situations. Research shows that mentors, acting in roles that that are not traditionally authoritative, such as teachers and parents, can help youth share ideas and in so doing establish ownership of their actions. In addition, mentoring improved youths relationships with teachers and parents. It also helped youth engage their peers more often and establish solid relationships. Mentored youth developed stronger senses of self that enabled them to feel confident in interactive situations with adults and similarly aged friends. 3. Taking Action

The final pillar requires an appropriate structure or enabling environment for girls. The core of developing girl leaders is teaching them to act in a way that has a positive influence on their lives and the lives of family and community members. These actions are not spontaneous good deeds; rather, they speak to the types of transformational leadership mentioned in the literature. Opportunities for civic engagement are important to help motivate girls, place them in public spheres in safe ways, gather support for their rights and underscore their needs, and help girls develop a better understanding of citizenship and empathy. The Pathway to Girls Leadership There are different pathways of change which can be used for the development of girls leadership. These pathways for change are predicated on the fact that, providing adequate education and leadership development, reinforced by an enabling environment that embraces girls rights, can help girls to better articulate their needs, protect their personal assets, participate in decision-making, and, overall, shape their futures. A Theory of Change The development of leadership competencies is critical to the development of girl leaders. Likewise, advocacy and support are fundamental to helping girls successfully exercise their competencies. This leads to the theory of change for how leadership development occurs (see diagram). Three main domains of change work together to enable leadership development: girls school completion, girls leadership skills development, and advocacy and support for girls rights.

Through represented linearly here for purposes of the theory of change, each of these three domains is mutually reinforcing. Figure: A Theory of Change for Girls Leadership Development

The theory is that girls develop leadership competencies in school as well as through specific activities to develop specific leadership skills outside the school environment. This inside/outside formal structures approach suggests that basic rights to education supplemented by enrichment activities are the best ways to reinforce leadership skills. Moreover, access to the intellectual and social benefits of basic education ensures the protection and fulfillment of the rights of girls and increases the range of life choices available to them as women. Ensuring marginalized girls have equal educational opportunities is also one of the most important and powerful steps towards challenging gender discrimination. Specific leadership development opportunities outside the classroom also equip girls to increase their participation in decisions affecting development processes. Furthermore, the ability to exercise those competencies as leaders is multiplied when paired with advocacy and support for girls: thus providing supportive relationships and an enabling environment for leadership shills to take root. Domains of Change and Their Pathways To translate theory into strategies for programming in girls leadership development for this age group, a set of ten pathways to change have been identified. These pathways represent specific leverage points, referenced in the literature, about how to accelerate each of the three domains presented in the theory of change. This list is not exhaustive. Instead, it is designed to be selective and somewhat focused in order to test the theory of change over time. Figure: Theory of Change for Girls Leadership Development

Developmen competen

Girls School Completion

Girls School Completion [Note: Georgia fairs quite well in relation to Girls Education completion]

1.

Equitable, quality education: This pathway includes activities to ensure that education processes, content and environments support learning for all girls and boys. It also acknowledges that students come to schools with different needs, and that getting children into school is not enough there must be learning involved as well. Above all, equitable, quality education ensures school systems treat all learners with dignity and respect, regardless of gender, culture or socioeconomic status; thus, allowing them to build a foundation for leadership competencies. School transitions: School transitions include a childs transition from preschool into primary school and, eventually post-primary options. Experts recognize that these transitions are critical periods in a child educational development. When a child has access to early childhood development experience, he or she is more likely to excel in primary school and less likely to drop out. The age before primary school is also a critical time in brain development, when proper stimulation and support can have long-lasting benefits. Safe, quality post-primary school options are equally important to ensuring that children find school relevant and engaging. These post-primary options help students and families to see the importance of education during a childs life when leadership skills are expaneded, deepened and sustained. Learning opportunities for older girls: An important strategy for increasing the number of girls who complete primary school is to address the learning needs of those who have missed the chance to start school on time or who have dropped out. Too often, these children are simply left to join the ranks of illiterate adults. Moreover, in alternative educational settings, girls are often exposed to new leadership settings through same-sex classrooms, accelerated learning programs, residential programs and flexible school hours. Gender-sensitive policies and programs: The enabling environment for girls is critical, including gender-friendly school programs, budgeting practices, and legal frameworks governing enrolment and completion policies. Specific activities such as efforts to pass laws prohibiting school-based gender discrimination, projects that address gender-based violence in schools and budget monitoring to ensure that provisions are made for girls education are all strategies that help to ensure girls have the proper enabling environment to complete their primary education.

2.

3.

4.

Girls Leadership Skills Development

5.

Diverse extracurricular activities for girls: Girls must have outlets outside school where they can develop their social skills, intellect and leadership through supervised activities. Formal mentors and organized activities provide a structured environment to support girls and help engage boys in seeing them in leadership roles. Usually sanctioned by the community, these

extra-curricular activities are also culturally appropriate ways to help girls think about asserting their voice in new ways. 6. Social networks for girls. Having a connection with other girls and not being socially isolated can be of equal importance to learning skills. In collectives and groups, through the development of safe spaces girls have an opportunity to learn by taking on leadership roles themselves and also by observing their peers in those roles. In addition, peer networks teach girls how to resolve conflict, deal with setbacks and become more accepting of others. Girls participation in voluntary civic action. As discussed in the review of literature, transformative leadership opportunities appear to make for more successful programs. As such, a pathway for developing leadership skills is the participation in activities associated with promoting citizenship. Voluntary civil action helps girls to be seen and heard in the community, and it stimulates a general spirit of community goodwill. Furthermore, it engages the community by deepening their stake in the growth and development of girls. Activities around civic action provide girls with the experience they need to later participate as citizens who assert their rights and hold leaders accountable in their communities and countries.

7.

Girls Rights Are Upheld 8. Attention to harmful traditional practices. Children, particularly girls, are too often constrained by social expectations. Not only can these expectations limit a childs vision of his or her future, they can also cause emotional or physical harm. For example, practices such as early marriage, female genital cutting (FGC), violent initiation rituals for boys and exploitative child labour can deeply affect a childs future aspirations as well as his or her social and physical mobility. Furthermore, conceptualizations of masculinity and femininity can place burdens on both sexes that can inhibit equitable relationships. By calling attention to harmful traditional practices, the theory of change directly confronts how social constructs support or hinder girls. Reduction of risk and vulnerability. The effects of HIV/AIDS, conflict, natural disasters, land loss, food insecurity, unemployment, discrimination and poor health undoubtedly keep girls from reaching their full potential. Reducing risk and vulnerability of girls can have dramatic impacts on the enabling environment for girls allowing them to more freely test out new leadership competencies. Role models, mentors and champions for girls: The final pathway that has been identified recognizes the need for girl advocates through relationships with individuals and institutions that can help make a lasting difference in childrens lives. As reflected in the literature review, if girls are to emerge as leaders in their homes and communities, they need people to look up to, and they need people who will help their voices be heard.

9.

10.

RDRL Projects Focus for Girls Leadership Development

Since girls are generally out performing boys in education in Racha, with more girls going on to higher education than boys, the Project is focusing on Girls Leadership Skills Development. This is being achieved through providing girls and boys with a range of extra-curricular activities linked to environmental awareness and disaster risk reduction. 1. Environmental Awareness through Childrens Art The Project is funding prizes for art contests in schools in Racha. Students are asked to create original art linked to agriculture, the natural environment and/or disaster risk reduction. Prior to the competition, teachers discuss issues related to the environment with their students to stimulate ideas for art. The drawings are judged both on artistic merit and on the message presented. During presentation of prizes, winning students are asked to outline to other students the issue or the message being presented in their drawings. Girls often excel in art and many of the prize winners are girls. This provides the girls and boys with an opportunity for recognition by their peers, teachers and guests, and also an opportunity to gain skills at public speaking. Following the event, the students are introduced to the concept of eco-clubs, and teachers and students are encouraged to get involved in protecting the natural environment and addressing issues related to disaster preparedness and mitigation. 2. Environmental Education and Establishment of Eco-Clubs The Project is providing training to at least one teaching in each of the schools in Racha in Environmental Education and the Establishment of Eco-Clubs. These teachers then return to their schools and establish eco-clubs as an extra-curricular activity. Many schools in Racha have small student numbers, and the teacher-student ratio is quite high. As a result, teachers have considerable time to work with students and serve as role models. Many of the women teachers serve as excellent role models for girls. The eco-clubs have students, teachers and parents as members. Girls are particularly interested in eco-clubs and readily participate. This provides girls with the opportunity to develop leadership skills and achieve recognition amongst their peers, teachers and members of the community. Members of the eco-club are encouraged to pass on their knowledge and skills to other students and to members of their families. This also provides an opportunity for leadership development. The eco-clubs carry out hazard, vulnerability and capacity assessments (HVCA) for their community and look at disaster preparedness and mitigation. Some of the disaster preparedness and mitigation can be carried out through self-help by the eco-club members themselves with support from the community. When the activity is beyond local resources, the eco-clubs can prepared proposals for environmental projects and seek matching funds from the Project. These small-scale community projects provide the girls and boys with an opportunity to design and implement an environmental activity which benefits the community. This helps them to development leadership skills and also to gain recognition from the community for their efforts. This can help build confidence, pride and self-esteem. It encourages them to get involved with other activities in the community: social, economic, governance and DRR.

Girls who are successful leaders within eco-clubs can serve as role models for younger girls in their school and encourage these younger girls to also get involved and develop as leaders. They can also encourage their mothers to become more activity in the community and participate in community initiatives for economic development, governance and DRR. 3. Community Grants for Disaster Preparedness and Mitigation.

Eco-clubs involves teachers and members of community as well as students and provide a forum for assessing hazards, vulnerabilities and capacities at the community-level and for disaster preparedness and mitigation planning. This can be up-scaled to the community-level, and lead to community-based DRR Plans and projects for disaster preparedness and mitigation. Student, including girls, can discuss DRR issues with their parents and other community members, and encourage community participation. They can serve as role models for others. Through their participation in these DRR initiatives, girls will become more aware of the vulnerability that older people in their communities face in times of disasters, and they will develop within them a sense of responsibility for the elderly. They will advocate for disaster preparedness and mitigation plans that address the specific issues of the elderly. RDRL Projects Focus for Girls Rights Upheld Teachers will be trained in gender and will serve as facilitators for discussions between boys and girls on gender stereotypes. These can be linked to Eco-Clubs or be part of class activities. Girls and boys will be given the opportunity to heard and exchange views on gender issues. Through these exchanges, there may be a growing appreciation of the impacts stereotypes and traditions have on relationships between girls and boys, and men and women. The aim is for young people to have a better understanding on gender and the equal rights which men and women have under the law, and how to change negative cultural practices and traditions through dialogue. Teachers and members of the local NGO Takveri trained by the Project will serve as role models, mentors and champions for girls, and will facilitate girls leadership activities. They will also help the girls to have a voice in their community through activities and also through the local media (Municipal Newspapers). Also, staff of NGO Takveri XXI, trained under RDRL Project, will continue the Girls Leadership Program after RDRL Project has ended. This will help to ensure the sustainability of the initiatives. Building an Institutional Foundation for Addressing Human Trafficking from Racha Because of poverty, the lack of employment opportunities, and lack of information, young women in Racha are at risk to trafficking. Numerous studies by the European Union have shown that Georgia, including Racha, is a source for women being trafficked to Europe and the Middle East. Most are tricked into trafficking through offers of good salaries for working overseas in legitimate jobs. The local NGO Takveri XXI which will be working out of the Racha Resource Center aims to establish a Youth Outreach Project which will help youth (young women and

men) to find employment or create businesses in Agriculture and tourism in Racha so they have an alternative to migrating. The NGO will also have awareness campaigns so the young women at risk can understand and guard against the risks. Such awareness is best transmitted through school programs to reach girls at an early age. The NGO will link this awareness about risks of trafficking with awareness on other social, economic and environmental issues. Extra-curricular clubs, such as eco-clubs, will play an important role in this awareness program. This will be support by the Girls Leadership Program which is part of the Women and Girls Leadership and Civil Society Development Initiative outlined in this concept paper. It is expected that these trained Girl Leaders will share their knowledge and skills with other girls who are at risk peer to peer sharing of information and support groups. These outreach initiatives will be coordinated through the Racha Resource Center, where girl leaders will be provided with space to carry on their peer to peer initiatives.

5.0

CONCLUSION

The success of the Rural Development in the Region Racha-Lechkhumi, Georgia (RDRL Project) in reaching its goals, outcomes and outputs depends on how successful the project is in addressing gender biases in economic development, governance and disaster risk reduction. Promoting gender equality through gender mainstreaming as required by both CARE as Implementing Organization and SDC as the donor organization depends on developing women and girls leadership, and supporting the development of local civil society organizations lead by women, including Takveri XXI, to promote womens rights and access and control over the services which the project is providing or facilitating. This is the only way to ensure that the services meet the specific needs of women farmers, and are provided at a time and place which takes womens needs into consideration. It also helps to ensure the sustainability of project initiatives. Services need to be gender sensitive and carried out using a gender perspective as outlined in this Concept Paper and Project Guidelines for Women and Girls Leadership and Civil Society Development Initiative.

6.0

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