This course explores gender and the different roles and perceptions associated with men and women and how these affect women’s ability to mitigate risks associated with climate change. The course will describe how women and children suffer the most from the impacts of climate change and will focus on women as food growers and producers. Examples of successful, women-led conservation projects will be shared as best practices and as methods for mobilising other family and community members in building resiliency and sustainable livelihoods.

Gender equality in the context of climate change and food security: Understanding and reversing the impact of climate change on women and children—Is this course for you?

This course is intended for community members and people who work in the field, especially in the agriculture sector.

It is also intended for individuals who work at a grassroots level in their efforts to mitigate the impacts of climate change — for example, volunteers, community leaders, community health workers and others in positions to support women and children at the community level.

The intended users can use this course to expand their own knowledge, and teachers/facilitators can use it to expand knowledge within their own communities.

There are no prerequisites required to use this course.

Course outcomes

Outcomes

On completion of Gender Equality in the Context of Climate Change and Food Security you will be able to:

• describe gender and sex.
• describe the difference between gender equality and gender equity.
• describe the importance of gender equality in climate change mitigation.
• engage family members and neighbours in discussions about inclusive livelihoods that allow women to play a greater role in decision-making and to lead climate change actions.
• identify suitable conservation techniques to achieve food and nutrition security.

Timeframe

Time

Approximately 7.5 hours with approximately 1.5 hours for each of the five units and an additional 2 hours of reading time.

If the course is used for working with the participant’s community, it could be spread over a desired number of training sessions.

Two additional hours of reading time might be required.

Study skills

As an adult learner you will take a different approach to learning than you did when you were a schoolchild. You will choose what you want to study, you will have a professional or personal motivation for learning and you will most likely be fitting your study activities around other professional or domestic responsibilities.

Essentially you will be taking control of your learning environment. You will therefore need to think about how issues such as time management, goal setting and stress management will affect your performance. You may need to review skills such as essay planning, coping with exams and using the Web as a learning resource.

Your most significant considerations will be time and space — that is, the time you dedicate to your learning and the environment in which you engage in that learning.

We recommend that you take time now — that is, before you begin your self-study — to familiarise yourself with these issues. There are a number of excellent resources on the Web that can help you. For example:

• http://www.how-to-study.com/

This website has a list of resources about study skills, including taking notes, strategies for reading textbooks, using reference sources and dealing with test anxiety.

• http://www.howtostudy.org/resources.php

This website has useful links to resources on time management; efficient reading; questioning, listening and observing skills; “hands-on” learning; memory building; staying motivated; and developing a learning plan.

These two websites can get you started on your learning journey. At the time of writing, the links to them were active. To find more options, go to www.google.com and type in phrases such as “self-study basics,” “self-study tips” or “self-study skills.”

Need help?

Help

At the learning centre you will receive the same support as you would from any classroom teacher, or you might find a more experienced tutor to support you during a contact session.

Find out the following information and write it in your journal for reference.

• What is the course instructor’s name? Write down their office location and hours, telephone/fax number and email address.
• Is there a teaching assistant for routine enquiries? Write down their office location and hours, telephone/fax number and email address
• Is there a librarian/research assistant available? Write down their office location and hours, telephone/fax number and email address.
• Is there a learners’ resource centre? Write down its location, opening hours and telephone number. Also write down the name of the resource centre manager and their email address.
• Whom do learners contact for technical issues (computer problems, website access, etc.)? Write down their contact information

Assessments

There are five assessments in this course, one for each unit.

All assessments are self-assessments. The answers to the multiple choice questions are in the Answer Key, at the end of the course.

Each assessment takes place at the end of each unit and consists of between three and five questions.

Learners will have between five and ten minutes to read the questions and provide the answers for each assessment.