Typology on Training for Gender Equality

This document explains the classification of the types of training for gender equality with the objective to support training commissioners to plan, develop, design, deliver, and evaluate training-related activities. As stated in the guide, “With terms often used interchangeably, there is a risk of confusion surrounding training for gender equality. Only by being clear about what 'type' of training to undertake can we set realistic objectives, pick appropriate modalities, use effective methods, cater to the needs of audiences, and select suitable trainers.”

The document distinguishes between five broad “types” of training:

• Awareness-raising and consciousness-building, which introduces participants to key issues concerning gender (in)equality and women’s empowerment;
• Knowledge enhancement, which provides more in-depth information and understanding on these issues and the power structures underlying inequalities;
• Skills training, which strengthens participants’ competences in this field by offering instruments, tools, techniques, and strategies with which to apply their knowledge in practice;
• Change in attitudes, behaviours, and practices, which fosters lasting positive changes in the way participants think and act, as well as their long-term habits; and
• Mobilisation for social transformation, which stimulates participants’ capacity to collaboratively put their knowledge, motivation, and skills into practice, in order to change their work, communities, and daily lives into more gender-equitable spaces.

The document is divided into three parts. The first provides a brief background on the need for clearer terminology in the sphere of training for gender equality. The second outlines the five broad “types” of training. The third section connects these to the stages of the training cycle, which include the following stages: 1) Analysis: assessing feasibility and learning needs; 2) Planning: recruiting participants and facilitators, organising logistics, and conceptualising technical content; 3) Design: constructing the outline of the training; 4) Development: content and methods; 5) Implementation: running the training; and 6) Evaluation: monitoring, evaluation, and follow-up. The cycle is discussed in relation to issues like: modalities (e.g., face-to-face or online); methodologies (the approach that guides the training such as feminist, participatory methodologies); methods and tools (procedures that are employed to undertake training, such as discussions and role-plays); audiences and facilitator issues (for example, intended audiences' exposure to gender equality may influence the type of training and the skills of the facilitator); and timeframes and budgets (some trainings require more time, which influences budgets). Additionally, an annex outlining the definitions of key terms (such as advocacy, awareness/consciousness, masculinities, etc.) is provided.