Guide des participantes et participants

Transcription

Participant’s manual
TABLE OF CONTENTS
INTRODUCTION .............................................................. 3
MODULE 1 – IS SEX THE SAME AS GENDER? ................... 8
MODULE 2 – GENDER-BASED ANALYSIS+ ..................... 14
MODULE 3 – WHAT DO ASSUMPTIONS HAVE TO DO WITH
IT? ............................................................................... 26
MODULE 4 – BUILDING A GBA+ ORGANIZATIONAL
FRAMEWORK ................................................................. 32
MODULE 5 – HOW DOES GBA+ FIT INTO MY TYPE OF
WORK? .......................................................................... 59
MODULE 6 – THE GBA+ PROCESS: START TO FINISH .... 76
MODULE 7 – PUTTING GBA+ INTO PRACTICE .............. 98
WHAT DID I LEARN? ................................................... 103
COURSE CONCLUSION ................................................. 107
ACKNOWLEDGMENTS .................................................. 108
CHARACTER PROFILES ................................................ 109
ANSWER KEY............................................................... 111
GLOSSARY................................................................... 120
Introduction | 2
Introduction to Gender-based Analysis+ (GBA+)
INTRODUCTION
Welcome
Welcome to Status of Women Canada’s Introduction to Gender-based
Analysis+ online course.
Gender-based Analysis+ (GBA+) is an analytical process which can be used
to assess the potential impacts of policies, programs, services, and other
initiatives on diverse groups of women and men. It can be used by analysts,
researchers, policymakers, and service providers across all sectors to guide
the systematic consideration of gender and other identity factors throughout
the development of policies, programs, and legislation.
One of the key competencies developed through GBA+ training is the
capacity to challenge the assumptions we make as individuals, which may
unintentionally create unequal outcomes.
The use of formal GBA+ tools, including organization-specific checklists,
guides and training, ensure transparency and consistency, allowing an
organization or individual to demonstrate that a multifaceted analysis has
been undertaken in the decision-making process. The overall goal is the
creation of responsive and equitable policies and programs, towards the
realization of gender equality.
The Government of Canada expects GBA+ to inform the development of
policies, programs, and legislation.
This course will provide you with essential information on GBA+ and its
related concepts, giving you the knowledge and tools to use GBA+ to
enhance your work.
Introduction
Video Transcript
Gender-based Analysis+ is about people.
Meera just turned 15. She lives with her mom, dad and two younger
brothers.
Introduction | 3
Shankar is a 50-year-old corporate lawyer who loves living in a big city.
Mary is an Aboriginal woman in her mid-60s. She suffers from heart disease,
which makes it difficult for her to play with her grandchildren.
Joseph and Marco are young professionals who have recently married and
adopted their first child.
Chantal is a 33-year-old single mother who lives in a small town with her
son where she teaches grade two.
Jean-Philippe is a pre-teen boy who loves to play sports.
Have you considered how the issues you address in your work might impact
these individuals? Or how gender, culture, disability, and other diverse
factors might have a bearing on the outcomes of federal government
initiatives?
As a federal public servant, you can use Gender-based Analysis+ to better
address the needs of Canadian women and men.
What you will learn
Completing this course will enable you to:

Recognize how sex, gender, and diversity can influence the outcomes of
policies, programs, and legislation;

Define the key concepts of GBA+ and begin to identify how they can be used
to enhance the responsiveness and effectiveness of your work; and

Apply some basic GBA+ concepts and processes.
Course design
To guide your individual learning experience, this course will provide you
with oral and written material for your review, and exercises and quizzes to
test your knowledge.
Character profiles and case studies will assist you in meeting the course’s
learning objectives.
Introduction | 4
Modules begin with a list of objectives, an overview of content, and an
introduction to the issue to be covered. Most modules include a quiz and all
modules finish with a summary of the material covered.
Duration
The times noted for each section are approximate. It may take you more or less
time to complete the course.
The total estimated time required is two hours and 30 minutes.
Section
Section Title
Duration
Introduction
5 min.
1
Is sex the same as gender?
15 min.
2
Gender-based Analysis+ (GBA+)
15 min.
3
What do assumptions have to do with
it?
10 min.
4
Building a GBA+ Organizational
Framework
25 min.
5
How does GBA+ fit into my type of
25 min.
Introduction | 5
work?
6
The GBA+ Process: Start to Finish
30 min.
7
Putting GBA+ into Practice
15 min.
What did I learn?
10 min.
Monitoring your progress
Quizzes throughout the course will help you gauge how much you have
learned. You can go back and do them as many times as you like.
There is also a final quiz in the section entitled “What did I learn?” which
must be taken online. You will need to score 80% or higher on this
quiz to pass the course, and receive a certificate of completion. You
are allowed three attempts to pass the final quiz.
To take the quiz, go to http://swc-cfc.gc.ca/gba-acs/coursecours/eng/mod08/mod08_01_01.php
How to use this course
As each module builds on the previous ones, we encourage you to complete
this course in sequence. Topics in the later modules will make more sense if
you have completed the earlier ones.
Take as much time as you require to complete the course. You can come
back to it as many times as you like.
The menu bar at the top of the course has several tabs available to you no
matter where you are in the course:

The online Resources section at http://swc-cfc.gc.ca/gba-acs/coursecours/eng/global/resources_ressources.php contains links to useful
documents available on the SWC website. The bibliography includes all of the
research used to build the evidence-based examples in the course.

The Glossary on page 118 contains definitions for terms used in the course.
Words or terms highlighted in yellow can be found in the glossary.
Introduction | 6

The character Profiles introduced at the start of the course are used
throughout to illustrate examples and case studies. If you need to refer back
to them, they are available on pages 108-109.

Every page in the course is listed in the Course Map (online at
http://www.swc-cfc.gc.ca/gba-acs/coursecours/eng/global/map_carte.php). It can be used to locate specific
pages in the course that you want to review or use as a resource at a
later time.
Introduction | 7
MODULE 1 IS SEX THE SAME AS
GENDER?
You will learn:

The difference between the terms sex and gender; and

The importance of considering sex and gender in
developing policies, programs, and legislation.
By reviewing and/or completing:

A short video clip on sex and gender;

Background information on sex and gender;

An exploration exercise using the character profiles;
and

A short quiz to test your knowledge.
This module will take approximately 15 minutes to complete.
Sex and gender
We begin the course with the definitions of sex and gender because, while
these terms are often used interchangeably, they are separate concepts.
Both need to be considered in determining the possible impacts of policy,
program, research, and legislative initiatives.
Sex and gender video transcript
Sex or Gender
"What’s the difference?"
Module 2 – Gender-based Analysis+ (GBA+) | 8
"Sex is biology": Child bearing; DNA; Brain structure; Skeletal system;
Anatomy
"Gender is social context": Programming; Child care; Cooking; Construction;
Contact sports
"SEX" "GENDER": Culture, Genetics, Responsibilities, Expectations,
Physiology, Hormones
SEX: Genetics, Physiology, Hormones / GENDER: Culture, Responsibilities,
Expectations
"GET IT?"
"Sex is biology"
"Gender is everything else"
"Sex is biology" and "Gender is social context"
Definition of sex
Sex is biology – the physical characteristics that distinguish males from females.
This includes such things as anatomy, genetics, hormones, metabolism, and
physiology.
Definition of gender
Gender refers to the characteristics associated with “feminine” and
“masculine,” as defined by society, culture, and history. It changes over time
and between cultures. Gender is not necessarily determined by sex.
Gender roles are the learned and expected behaviours that define and
influence the responsibilities, activities, constraints, and opportunities that
exist for women and men, girls and boys, in a given society.
Some of the variables that influence gender roles in society include age,
class, race, ethnicity, religion, as well as geographical, economic, and
political environments.
Gender exists on a continuum, meaning femininity and masculinity exist in
differing degrees; all influenced by these many other variables.
An example of gender norms in Canada
Despite their increased participation in the workforce, women are still the
primary caregivers of both children and the elderly in the home. The reason
we assume women will be the main caregivers is not because of their sex
(biology), but because we see it as part of their role as mothers (socially
defined), as well as the association of femininity with nurturing. This is
gender.
Applying the concepts of sex and gender
In the next few pages you will further explore the concepts of sex and
gender by applying them to the situation of a specific individual.
You will examine Mary’s health profile to distinguish between sex and
gender. You will also begin to consider how the two can inter-relate.
Applying sex and gender: Mary
Mary, now 65, had a heart attack in 1996. At that time she was
evaluated at a hospital, where tests were done and medication
was prescribed.
Despite the treatment, Mary suffered a second heart attack in 2003.
Mary’s friend Henri, who is 62, also suffered a heart attack in 1996. He was
evaluated and prescribed the same medication as Mary.
Henri has not had a second heart attack.
Do sex and gender play a role?
Could either or both sex and gender have played a role in Mary’s second heart
attack?
Select one of the options:
a.
b.
c.
d.
Sex
Gender
Both
Neither
Check your answer on page 110.
Sex and gender can impact health
Yes, both Mary’s sex and gender could have played roles in why she suffered
a second heart attack.
Research on heart disease has revealed that:

Women were excluded from medical trials for heart disease medication in
Canada until the late 1990s. Researchers may have assumed that treatments
would be equally effective for women and men or that women were less
likely to suffer from heart disease;

Women and men respond differently to many medications and treatments
used to treat heart disease;

Women's physical symptoms of heart attack are often different from men's;
not taking this into account can lead to misdiagnosis and incorrect treatment;
and

Women may under-report symptoms to their doctors as they may be less
likely to identify these symptoms (e.g. unusual fatigue, sleep disturbances,
indigestion, anxiety) as heart disease-related.
Sex and gender factors combined may have influenced both Mary’s diagnosis
and the medication prescribed, leading to an unequal result.
Applying sex and gender: Conclusion
Historically, sex and gender differences have not been considered in research on
many medical conditions. This has limited effective diagnosis and treatment for
both women and men. Even today, many clinical trials do not record the sex of
their subjects, making it difficult to determine the biological and socio-cultural
factors that may influence health. It is equally important to be able to document
where no differences exist between male and female subjects in developing
effective treatments.
There is increasing recognition in medical research of the need to identify sex and
gender differences in relation to risk factors, symptoms, and patterns of health
issues. Researchers are examining the implications of these differences more
frequently for the purposes of preventing, diagnosing, and treating illness in both
men and women.
In our next module, we will move beyond the concepts of sex and gender.
Test your knowledge
Question 1
Now that you have explored the differences between sex and gender, try
applying your knowledge. All of the statements below are a result of either
sex or gender.
Select all the statements that are a result of gender influences:
 Only men develop prostate cancer.
 Stem cell therapies require consideration of the sex of the donor’s stem cells
and the sex of the recipient’s stem cells.
 The majority of paid and unpaid childcare in Canada is performed by women.
 Males between the ages of 17 and 25 have a greater risk (than females of
the same age) of suffering an injury.
 Although a larger proportion of young women have university degrees
(56.1%) men represent the majority (67.4%) of adults with STEM (science,
technology, engineering and math) degrees.
Check your answer on page 110.
Summary
Both sex and gender influence the experience of policies, programs, and
initiatives.
Looking at sex-disaggregated data is a first step in determining whether sex
and gender are important factors to consider. But, to figure out why the data
shows a difference between women and men, it is also essential to analyze
the social context, including social norms we may take for granted.
In general, differential impacts of an initiative will be based on gender
differences (socially constructed roles and relationships), rather than strictly
on sex (biological) differences.
Module 1 - Conclusion
In Module 1 you have learned:

The difference between sex and gender; and

The importance of considering how sex and gender may affect the
impact of initiatives for women and men.
MODULE 2 –
GENDER-BASED ANALYSIS+
(GBA+)
You will learn:

The key concepts of Gender-based Analysis+ (GBA+);
and

How GBA+ can be applied to policies, programs and
legislation, and add value to your work.

Background information on GBA+;

An exploration exercise using character profiles; and

A short quiz to test your knowledge.
What is Gender-based Analysis+?
Now that you have reviewed the difference between sex and gender, we will
begin an examination of Gender-based Analysis+.
Gender-based Analysis+ (GBA+) is a method for examining how an issue is
affected by sex, gender, and other intersecting identity factors. It involves
examining disaggregated data, as well as social, economic, and cultural
conditions and norms.
We can use sex and gender analysis as an entry point for analyzing an issue,
but women, men, boys and girls are not homogeneous groups. A variety of
factors, sometimes referred to as identities, such as age, culture, language,
sexual orientation, education, ability, geographic location, migration status,
faith, ethnicity, and socio-economic status, merge with sex and gender to
create someone’s experiences.
By using GBA+, we are guided to examine the factors that intersect with
sex and gender to shape individual and group experiences and, ultimately,
how these experiences influence the achievement of the
intended outcomes of initiatives.
Why GBA+?
If we neglect to consider the
intersecting factors of diverse
groups of women and men
when developing, delivering,
and evaluating initiatives, we
may miss or misread the
experiences of a significant
portion of the Canadian
population.
Intersecting factors combine
and shape how people live and
interact in society. Their daily
experience with these
intersecting factors influences their ability to access and benefit from policies
and programs.
It is therefore critical to apply GBA+ when initiating, implementing, and
evaluating initiatives in order to optimize their impact and effectiveness.
What does this mean for Mary?
In this case, we can see that a combination of intersecting factors influence Mary's
experiences. If we consider only one of these factors in developing strategies, we
might find that we have excluded Mary and other women like her.
Applying GBA+ to an example
Now that you understand the concept of GBA+, let’s use the example of
youth fitness to show how GBA+ can add value to your work.
The case study will begin with an overview of the issue of youth fitness in
Canada. The analysis portion of the case study will be broken into three
parts:

A broad analysis (no consideration of gender or GBA+);

A gender analysis; and

A GBA+.
At each stage of the analysis, we will propose communications options based
on the information gathered.
We will use two of the characters introduced earlier in the course -- JeanPhilippe and Meera -- to illustrate this example. You can review information
about Jean-Philippe and Meera in the Profiles section on pages 108-109.
Youth fitness case study
Introduction
Physical activity is essential to healthy growth and development. Regular
physical activity in childhood develops cardiovascular fitness, strength, and
bone density. Establishing positive habits early in childhood and adolescence
can last a lifetime.
Studies show that only 5% of Canadian children between the ages of 5 and 17 meet
the guidelines for daily physical activity.
Involvement in sports is an important part of child development, teaching youth to
lead active, healthy lives while developing many fundamental social skills. Regular
involvement in sports increases the likelihood that children and youth will meet
physical activity recommendations for overall improved health.
Youth fitness has become an important public policy issue in Canada.
The youth fitness case study will familiarize us with the issue and demonstrate how
GBA+ can influence the development of public policy options to address it.
Factor 1: General analysis (no consideration of gender
or GBA+)
Information on healthy weights and sport participation in the Canadian youth
population, without considering gender or GBA+, shows the following:

49% of Canadian youth DO NOT participate regularly in sport.
Trend analysis also indicates declining rates of participation since the early
1990s.
49% of Canadian youth DO NOT participate regularly in
sport
Communications Options
Based on the available information, analysis of the data could lead to the
development of the following initiative:

A proposal for a national awareness campaign to promote greater youth
involvement in sports activities.
Just as the information collected
considers youth a single population, in
the absence of data disaggregated
by sex and other factors, so too does
the proposed solution, which targets all
youth in Canada.
Factor 2: Gender analysis
When gender is considered, our data shows boys (56%) are more likely than girls
(45%) to participate in regular organized sports activities.
Boys are more likely than girls to
participate in organized sports
Having sex-disaggregated data is important because it is the foundation of gender
analysis.
Taking this knowledge into account during the development of a youth fitness
initiative could dramatically improve its effectiveness.
Questions to consider

Why are there different levels of participation between girls and boys?

Is it as a result of sex (female vs. male) or gender (the social expectations
and practices of being a girl or a boy)?
How do Jean-Philippe and Meera fit into the picture?
Although individuals are not the focus of federal work, having a fuller picture of the
issues in different target groups will improve our analysis and assist us in designing
a better initiative. Jean-Philippe and Meera will represent the two population
groups.
On the previous page, we discovered that boys are more likely than girls to
participate in sports. This matches what we know about Jean-Philippe and Meera.
Information gathered in focus groups with girls suggests girls are more likely to
participate in non-contact sports, often preferring sports associated with music
(aerobic dance, for example). They also report more teasing by boys while
participating in sports, thus creating barriers to participation.
The findings suggest the differences in participation are likely related to issues of
gender -- the expectations and social norms related to girls and boys participating
in sports.
Since gender is now being included in the analysis, the initiative could be
changed to consider:

A national marketing strategy aimed at children and youth with a stronger
emphasis on increasing sports activity among girls.
Also, considering the information on possible barriers to participation for
girls, another option could be an awareness and promotional initiative aimed
at parents and schools on the value of sports for girls and on the need for
appropriate programs for girls.
Factor 3: GBA+ / Age
Studies show that participation in sports is
also influenced by age.
The rate of team sport participation peaks at
age 11 then drops in the teen years, falling
at a more rapid rate for girls
When this data is combined with what we already know about gender differences in
sports participation, we can conclude that boys are somewhat more involved in
sports activities than girls, particularly throughout the teen years.
This information may lead you to change the focus of your initiative.
Jean-Philippe is a 10-year-old boy and Meera is a 15-year-old girl. Their experience
mirrors what we already know about sport participation among boys and girls.
The information needs to be analyzed further from a GBA+ perspective to
determine why the drop-off rates are higher for teenage girls.
Meera may encounter barriers common to many adolescent girls such as
competition and teasing. These are more pronounced at this age (stronger gender
expectations).
To counter increased drop-off rates among adolescent girls, stakeholders (girls of
this age) suggest focusing more on girl-centered recreational activities and less on
individual performance in front of peers. They also suggest including more activities
that involve music, for example.
So when you consider both gender and age differences, you might propose:

A marketing program aimed at encouraging 12- to 17-year-olds to
participate in team sports, including efforts to reach out to girls in this age
group.

An awareness and promotional initiative aimed at parents and high schools
on the value of sports for teen boys and girls. The initiative would also
encourage the design of programs specific to girls.
Factor 4: GBA+ / Income
So far we have considered gender and age in this case study. To ensure your
initiative is effective, let’s consider an additional factor, one that is a strong
determinant of participation (or non-participation) in sports: household income.
Youth from higher-income families are more likely to participate in team sports
than those from lower-income families. The biggest barrier to sports participation
for middle- to low-income families is finances, although issues of safety and
parental involvement can also have an impact.
The participation gap between boys and girls narrows as income
rises – suggesting that girls from lower-income families are particularly
disadvantaged.
High income
62% of girls from high-income families
participate in sports compared to 75%
of boys
Low income
35% of girls from low-income families
participate in sports compared to 52%
of boys
Additional Research
Explanations for this variable exist in the research. Girls from lower-income families
often have more responsibilities at home, particularly those from single-parent lowincome families. This, combined with issues of neighbourhood safety, might explain,
at least in part, the differences in the participation rate between boys and girls in
lower-income families.
How does family income affect Jean-Philippe and Meera with respect to participation
in sports? Jean-Philippe comes from a middle-income family. His greater
involvement in sports has been positively influenced by his gender, his age, and his
family’s income.
Meera has two younger brothers and her father lost his job last year. Her family is
in a lower-income bracket. Her lesser involvement in sports has been negatively
influenced by her gender, her age, and her family’s income.
When considering gender, age, and income, possible options include:

A marketing program aimed at
encouraging 12- to 17-year-olds
to participate in team sports,
including efforts to reach out to
girls in this age group.

An awareness and promotional
initiative aimed at parents and
high schools on the value of
sports for teen boys and girls. The initiative would also encourage the
design of programs specific to teen girls.

Support, in collaboration with other levels of government and local partners,
in the delivery of subsidized community-based sport programs to benefit
boys and girls from lower-income families.
Conclusion
You have explored some of the factors that influence youth participation in sports
and, in the process, have discovered how GBA+ adds value to the research,
analysis, and options development of federal initiatives.
Youth participation in sports is also influenced by other factors such as ethnicity,
ability, and rural or urban location, which may be considered in the development of
federal initiatives.
By assessing these influences, you can develop programs and policies that are more
inclusive and more likely to reach those who are most disadvantaged with
respect to participation in sports activities.
Test your knowledge
Question 1
Select the best answer.
GBA+ is:
 An employment equity program
 The examination of biological differences between females and males
 An analytical process used to examine the intersections of sex and gender
with other identity factors
Question 2
Select all that apply.
GBA+ is conducted to:
 Examine the potential unintended impacts of initiatives on diverse groups of
women and men
 Create gender-neutral policies
 Identify options to optimize the effectiveness of policies and programs
Check your answers in the Answer Key on page 111.
Summary
GBA+ as a Competency
Developing competencies in GBA+ will allow you to explore how an issue is affected
by sex and gender and other intersecting identity factors. This includes examining
disaggregated data, as well as social, economic, and cultural conditions and norms.
Using GBA+ to explore the effects of policies, programs, and legislation on diverse
groups of women and men will improve decision making and produce policies and
programs with optimal impact. It will also help you to develop communications
strategies that demonstrate a thorough analysis behind key decisions.

The concept of GBA+; and

How conducting GBA+ can lead to more responsive policies, programs
and initiatives.
MODULE 3 –
WHAT DO ASSUMPTIONS
HAVE TO DO WITH IT?
You will learn:

How your own assumptions may affect your analysis and
limit the range of policy or program options considered.

Background information;

Issue exploration exercises; and

Reflection questions.
Assumptions and GBA+
One of the core components of GBA+ is examining and challenging our own
assumptions about an issue or group. In so doing, we are taking the first
step to ensuring that we do not unintentionally perpetuate inequality and
assumptions about gender.
Across societies, there are differences in how men and women, boys and
girls, experience virtually every aspect of life, from access to education and
health, to employment and income, to the experience of violence and access
to the justice system. These experiences are compounded by the gender
roles – what is expected, valued and appropriate for males and females –
they have been assigned.
One important aspect of GBA+ is that it can be used to address historical
and social disparities affecting the lives of women and men.
Module 3 – What do assumptions have to do with it? | 26
GBA+ is a critical process for examining these disparities and determining
their root causes, including whether they are the result of social and/or
historical barriers or other forms of systemic discrimination.
Assumptions exercise
While driving on a highway, a father and son are involved in a terrible
accident. The fire department is the first respondent at the scene.
As the boy is carefully removed from the wreckage, one of the firefighters
exclaims, “That’s my son!”
Who is this firefighter?

What was your very first thought or reaction to the scenario?

Did it take a while for you to come up with a response?

Did you come up with more than one possibility?
Your response will be framed by your own life experience – the expectations
determined by your family, friends, and society.
The firefighter could be the boy’s mother or a second father (step-father,
same-sex relationship, etc).
The percentage of women firefighters is still very small in our society. So we
might assume that the firefighter is a man and the boy’s second/other father
– due to a second marriage or a same-sex relationship – rather than a
woman and the boy’s mother.
Assumptions: A Closer Look
Can you think of other professions that are dominated by either men or
women?
What has determined over time that these professions are more suited to
either men or women? Are there impacts from the associated assumptions?
For instance, why are there more women nurses and elementary school
teachers, while men dominate the engineering and policing fields?
Can you think of the assumptions about gender roles and responsibilities
that have influenced the gender makeup of these professions, and what the
impact on these jobs might be?
Individual assumptions affect public policy
We often assume that our work or policies apply to everyone equally, and
therefore, there are no gender or diversity issues to consider. We might also
be reluctant to consider gender and/or diversity based on the beliefs and
assumptions of those around us, or due to the norms reflected by our
institutions.
Exploring assumptions can sharpen our awareness of relevant factors and
enhance the development of most initiatives.
Most importantly, we cannot assume we know whether a group is affected
differently unless we have explored it using GBA+.
Incorrect assumptions can lead to unexpected or unintended impacts on a
particular group of women or men.
GBA+ helps us to recognize and move beyond our assumptions, uncover the
realities of women's and men's lives in all their diversity, and find ways to
address their needs.
Challenge your assumptions by asking:

Do I assume that the issues I work on are gender neutral? Is this based
solely on my own experience?

Is it possible that my assumptions prevent me from asking questions and
hearing answers?

How might attitudes and norms – your own, those of your organization, and
those of the institutions and society that surround you – limit the range of
policy options considered?
Your Intersecting Factors
Every person has a different combination of intersecting factors that
influence their experiences.
It is important to be aware of how your own social experiences, influenced
by intersecting factors such as your age, culture, gender, sexual orientation,
marital status, and ability, can influence your work. If we are not aware of
these factors, we might assume that the experiences of others are the same,
and unconsciously design policies and programs that meet our own needs,
but not those of others.
Once we are aware of the factors that intersect in our own experiences, it is
easier to challenge any assumptions we might have.
What are my intersecting factors?

For each category in the image below, ask yourself how it affects your
experiences. For example, job status: do you work full-time, part-time, as a
permanent, term or casual employee? Is this a matter of choice, and what
are the associated benefits or barriers?

Continue with each category and then look at the full picture. How similar are
your intersecting factors to those of other Canadians? Have any factors
created a barrier or opportunity to accessing programs or services? Can you
identify any assumptions you might make about these categories?
Assumptions at Work: Example
What impact might individual, workplace, or societal assumptions have on
the initiatives we develop?
Our society is not homogeneous. How can we ensure that our initiatives do
not contain assumptions about similarities or about the roles that people
play in their communities and families?
Example: A woman who has always been responsible for her family’s
finances immigrates to Canada with her husband and children as assisted
refugees. Her husband is identified as the “head of household” and receives
the income support in his name. What might be the impact?
The situation creates tension in the family. The husband is confused about
what is expected of him in Canada. The wife feels her role in the family has
been taken away and she is not valued in this new society.
What assumptions have been made about the roles of men and women in
relation to household finances? Might these also be assumptions about the
roles of women and men in particular societies?
Summary
The assumptions we make as individuals can affect our work and public
policy by unintentionally privileging or disadvantaging different groups.
In developing policies and programs, it is critical that we understand and
challenge our own assumptions.
Module 3 – Conclusion

How individual and societal assumptions can influence the development of
policies, programs, and initiatives;

The concept of historical and social barriers; and

Key questions to consider before assuming an issue is “neutral.”
MODULE 4 –
BUILDING A GBA+
ORGANIZATIONAL
FRAMEWORK
You will learn:

The roles and responsibilities for GBA+ within federal
government.
By reviewing and completing:

Material on the historical background of GBA+; and

Federal departmental accountabilities.
Additionally, you will learn:

The elements to support a sustainable GBA+ practice
across your organization, whether inside or outside of
government.

The elements of a GBA+ Framework;

A case study example of GBA+ Framework
implementation; and

A quiz on the Framework’s elements.
Introduction
While you may or may not be a federal public servant accessing this course,
the use of GBA+ in the federal government affects you as a Canadian
citizen. Many policies of the federal government, including its role as a
signatory to international treaties, also affect other levels of government,
the private sector, and society as a whole.
Module 4 – Building a GBA+ Organizational Framework | 32
In Module 4, you will explore the different accountabilities and
responsibilities related to GBA+ in the federal government, as an example of
an organization-wide approach to GBA+. The GBA+ roles and responsibilities
that you will examine represent an accountability framework.
This section provides an overview of the historical development of the
accountability structure for GBA+ in the Government of Canada.
An overview document of GBA in the federal government can also be found
at the online Resources page at http://swc-cfc.gc.ca/gba-acs/coursecours/eng/global/resources_ressources.php
1995 Cabinet Commitment to GBA
Gender-based Analysis is a key part of the 1995 Federal Plan for Gender Equality,
which Canada adopted following the Fourth World Conference on Women in Beijing
and the launch of the Platform for Action. The Government of Canada committed to
conducting GBA on all future legislation, policies, and programs.
2009 Auditor General Audit of GBA
The 2009 audit by the Office of the Auditor General of Canada reviewed GBA
practices in nine departments, and found uneven implementation of GBA and little
evidence of its influence on decision-making.
2009 Action Plan on GBA
In October 2009, as a result of the audit, Status of Women Canada, along with the
Privy Council Office and the Treasury Board Secretariat, tabled the Departmental
Action Plan on Gender-based Analysis with the Public Accounts Committee.
The Action Plan defines the roles and responsibilities of departments and agencies,
Status of Women Canada, and the central agencies in implementing frameworks to
support the sustainable use of GBA+ across government.
The next section will provide a detailed history of GBA+ in Canada.
The history of GBA+: Domestic and international
milestones
Introduction
In Canada, GBA+ has evolved over the past half-century, becoming an accepted
method for better policy and program development.
The major milestones fall into three main stages:

Making commitments (1970 - 1995)

Setting the stage (1995 - 2001)

Building accountability (2002 - present)
Making commitments (1970 - 1995)
Starting in the 1970s, the Government of Canada has made commitments to
consider women (and so-called women’s issues) when making policy decisions.
The women's movement has made fundamental contributions to the understanding
and use of GBA+.
Over time, the focus has shifted from a strictly women-centered view to one that
focuses on how programs and policies affect various groups of men and women
differently due to gender and other diverse factors.
1970 - Report of the Royal Commission on the Status of Women
The Royal Commission on the Status of Women in Canada was established in 1967
to investigate and report on all matters pertaining to the status of women in
Canada. It was also charged with making specific recommendations for improving
the condition of women in areas of federal jurisdiction.
Following public hearings held across Canada, the Commission tabled its report in
Parliament in 1970. It contained 167 recommendations on a wide range of issues,
including:









Equal pay for work of equal value;
Women’s access to managerial positions;
Part-time work and pensions;
Maternity leave;
Day care;
Educational opportunities;
Birth control;
Family law; and
The Indian Act.
1971 - The Creation of a Minister responsible for the Status of
Women
The position of Minister responsible for the Status of Women was created in 1971,
predominantly as a response to the Report of the Royal Commission on the Status
of Women.
1975 - 1st UN World Conference on Women
The first United Nations Conference on the Status of Women took place in 1975,
coinciding with UN International Women's Year. Delegates from 133 Member
States, including Canada, met in Mexico City to develop strategies and plans of
action related to the advancement of women.
The Conference adopted a World Plan of Action that offered guidelines to
governments and the international community on how to pursue full gender
equality, the elimination of gender discrimination and the integration of women in
development efforts.
By the end of the next decade (1976-1985), which was proclaimed the United
Nations Decade for Women, 127 Member States had established some form of
institution to deal with the promotion of policy, research and programs aimed at
women's advancement and participation in development.
1976 - Office of the Coordinator, Status of Women
The position of Coordinator, Status of Women was originally established in the Privy
Council Office in response to a recommendation of the Royal Commission on the
Status of Women in 1970.
The Office of the Coordinator became a departmental agency of the federal
government on April 1, 1976. The Coordinator is appointed by the government for a
fixed period of time to head the agency.
1981 - CEDAW
On December 18, 1979, the United Nations adopted the Convention on the
Elimination of All Forms of Discrimination against Women (CEDAW), also known as
the Treaty for the Rights of Women. CEDAW was ratified by Canada on December
10, 1981. As of October 2008, a total of 185 countries had ratified CEDAW.
CEDAW requires state parties to take measures to eliminate discrimination in
political, economic, and social life. It requires all signatory states to embody the
principle of equality between men and women in national legislation, to take
appropriate measures to eliminate discrimination based on sex, and to guarantee
equal rights to women under the law, including equal access to education and
employment.
1982 - Constitution Act and the Charter
The Canadian Charter of Rights and Freedoms (the Charter), enacted in 1982, is
Part I of the Constitution of Canada and guarantees various political and civil rights,
including equality rights.
Section 15 of the Charter guarantees every individual the right to equality before
and under the law and the right to equal protection and benefit of the law without
discrimination on a number of grounds, including: race, national or ethnic origin,
colour, religion, sex, age, or mental or physical disability.
Section 28 of the Charter confirms that the rights and freedoms of the Charter are
guaranteed equally to male and female persons.
1985 - Canadian Human Rights Act
The Canadian Human Rights Act ensures that Canadians cannot be discriminated
against in the private sphere by institutions or individuals and prohibits
discrimination on identified grounds, including race, national or ethnic origin,
colour, religion, age, sex, sexual orientation, marital status, family status,
disability, or conviction for an offence for which a pardon has been granted.
Setting the stage (1995 - 2001)
Between 1995 and 2001, Canada built on its commitments to women's equality,
and the consideration of issues of diversity between and among Canadian women
and men became increasingly prominent in the federal policy context. GBA became
more widely used in accomplishing the goals of gender equality.
The following events contributed to the implementation of GBA across government:
1995 - Beijing Platform for Action
The fourth United Nations World Conference on Women was held in Beijing in
September 1995. Member countries adopted a program aimed at accelerating
progress toward equality between women and men, often referred to as the Beijing
Platform for Action.
The Beijing Platform for Action required that all member states develop a concept
for the implementation of “gender mainstreaming” as part of their national
strategies and "seek to ensure that before policy decisions are taken, an analysis of
their impact on women and men, respectively, is carried out."
Canada joined the consensus in adopting the Beijing Declaration and the Platform
for Action, with its commitment to the Beijing Platform for Action outlined in the
Federal Plan for Gender Equality.
1995 - Federal Plan for Gender Equality
In preparation for the Women's World Conference in Beijing, the Government of
Canada developed Setting the Stage for the Next Century: The Federal Plan for
Gender Equality (1995-2000), which outlined Canada's commitment to
implementing GBA in policies, programs, and legislation.
The Federal Plan for Gender Equality sets out a systematic approach to gender
equality for Canada. The plan's objectives were to:







Implement GBA throughout federal departments and agencies;
Improve women's economic autonomy as well as women's physical
and psychological well-being;
Reduce violence in society, particularly violence against women and
children;
Promote gender equality in all aspects of Canada's cultural life;
Incorporate women's perspectives in governance;
Promote and support global gender equality; and
Advance gender equality for employees of federal departments and
agencies
2000 - Agenda for Gender Equality
Following the culmination of the five-year plan set out in the 1995 Federal Plan for
Gender Equality, the Government of Canada adopted a new plan in 2000: the
Agenda for Gender Equality (AGE).
The AGE was a five-year government-wide strategy to accelerate the
implementation of GBA, meet international commitments and treaty obligations,
engage Canadians in the policy process, enhance voluntary sector participation in
support of achieving gender equality, and engendering policies and programs.
The AGE was led by Status of Women Canada, in cooperation with three other
federal departments: Health Canada, the Department of Justice Canada, and
Human Resources Development Canada.
2002 - CEDAW Optional Protocol
Canada acceded to the Optional Protocol to the United Nations Convention on the
Elimination of All Forms of Discrimination against Women (CEDAW) in 2002,
demonstrating its commitment to the promotion of gender equality and
fundamental human rights for women domestically and internationally. The Optional
Protocol enhances the CEDAW Committee's ability to oversee compliance with the
Convention.
Building accountability (2002 - present)
Once GBA was accepted as the means to develop policies, programs, and legislation
that contribute to gender equality, there was a need to build accountability. This
means establishing policies and institutional mechanisms to coordinate and monitor
the use of GBA across the Government.
The following events contribute to the ongoing efforts to make the application and
use of GBA systematic in the Federal Government:
2004 - Standing Committee on the Status of Women
In October 2004, the Standing Committee on the Status of Women (FEWO) was
established by agreement of all political parties in the House of Commons. It is
composed of representatives from all political parties in the House of Commons.
This Committee is responsible for keeping Parliament informed of issues pertaining
to women's participation in society and promoting government action on equality
for women.
FEWO has taken a special interest in accountability mechanisms that ensure that
the federal government complies with its obligations to advance women's equality
and commitments to conduct GBA in all major areas of its work.
2005 - Gender-based Analysis: Building Blocks for Success
This report, prepared by the Standing Committee on the Status of Women (FEWO),
explored how GBA is implemented in federal government departments, the
emerging and ongoing challenges to the implementation of GBA, and the adequacy
of existing accountability mechanisms.
The Report clarified that the implementation of GBA across the federal government
should be a shared responsibility between Status of Women Canada, the central
agencies, and departments and agencies. It reported that there is great potential
for GBA to lead to improved policy making in areas which are not usually defined as
“women's issues” -- areas such as the federal Budget, fiscal policy, trade, and
defence.
2007 - GBA Treasury Board Submission Requirement
The Treasury Board Secretariat (TBS) plays the role of a “challenge function” for
the use of GBA, and can return a submission to the originating department if the
GBA is insufficient or insufficiently documented.
The 2007 revised Guide to Preparing Treasury Board Submissions makes it
mandatory for GBA information to be included in any submission to the TBS. The
guide states that GBA is the appropriate process to identify how public policies
affect women and men differently and that "gender questions" should be included in
the initial stages of the approval process (at the Memorandum for Cabinet (MC)
stage, for example) and raised throughout the analytical process.
Gender considerations have also been an integral part of the template used for MCs
for many years.
2009 - Spring Report of the Office of the Auditor General
At the request of the Standing Committee on the Status of Women, the Office of
the Auditor General reported on the GBA practices of six departments, and the
three central agencies, in Spring 2009. The main findings from the report showed:


Little or no evidence of GBA frameworks implemented in departments;
No evidence that GBA was considered or documented in decisionmaking; and

No record of the Privy Council Office and the Treasury Board of Canada
Secretariat playing their challenge function with departments.
2009 - Departmental Action Plan on Gender-based Analysis
In response to the Auditor General's report and the government's response to its
audit, SWC and the central agencies developed an Action Plan setting out various
commitments in response to the Auditor General's recommendations, including to:





Continue to work with all departments and agencies to help the
government meet its 1995 GBA commitment;
Clarify expectations, particularly about when it is appropriate to
perform GBA and how to report the findings;
Establish a plan for facilitating GBA implementation;
Better communicate to departments and agencies their
responsibilities; and
Regularly assess the performance of GBA across the federal
government and the effectiveness of GBA.
2010 - Public Accounts Committee review of GBA audit
After reviewing the Office of the Auditor General Canada (OAG) Report (Spring
2009) and the Departmental Action Plan on GBA (October 2009), the House of
Commons Standing Committee on Public Accounts (PACP) presented its report to
the House of Commons in April 2010.
In "Report 4 - Chapter 1, Gender-Based Analysis of the Spring 2009 Report of the
Auditor General of Canada," the PACP indicated that the recommendations raised in
the audit were not being adequately addressed in the Action Plan.
As such, the PACP made a number of recommendations that focused on ensuring
that there would be regular reports on the progress of GBA implementation across
the federal government, and that the Treasury Board Secretariat and the Privy
Council Office formalize their GBA challenge function, regularly request documented
evidence of GBA, and communicate the expectation to all departments and
agencies that GBA be integrated into their work.
Moving forward


Within the Government of Canada, we continue to build on the
milestones presented here to ensure that GBA+ is implemented
broadly and that it will result in more equitable outcomes for
Canadians.
In 2011, Status of Women Canada rebranded gender-based analysis.
Now known as Gender-based Analysis+ (GBA+), the name serves to
highlight that this type of analysis looks at gender and other diverse
identity factors.
Roles and responsibilities
All federal officials and organizations have a role to play to ensure that
GBA+ leads to better results for Canadians. We do not, however, all have
the same roles.
GBA+ is a key consideration at all stages of the policy, program, and
legislative process, and is not simply an “add-on.”
Read through this section to learn more about each of the actors’ roles and
responsibilities in implementing GBA+.
Status of Women Canada

Act as a centre of excellence for GBA+, both inside and outside of
government;

Build the capacity of departments and agencies in sustaining the
practice of GBA+; and

Facilitate the transfer of GBA+ knowledge, provide technical advice,
guidance and assistance.
Federal Departments and Agencies

Build organizational capacity by implementing a GBA+ Framework,
including a centre of responsibility;

Routinely apply GBA+ to programs, policies and legislation to name a
few; and

Monitor and report on GBA+ practices and outcomes.
Individuals

Challenge assumptions and ask probing questions;

Seek out relevant data and information about diverse groups of
women and men and how they may be affected by policies, programs
and initiatives;

Include GBA+ considerations in recommendations to managers and
executives; and

Document the GBA+ process, including materials to support
recommended options and to provide evidence of due process.
Managers and Executives

Champion the practice of GBA+ and support staff training;

Support the sustainable practice of GBA+ in the organization; and

Ensure evidence of GBA+ is included in relevant business cases and
Cabinet documents.
Central Agencies

Play a challenge-function role to ensure GBA+ in Cabinet documents;

Provide guidance on incorporating GBA+ into Cabinet documents; and

Apply GBA+ to internal work.
Parliamentarians

Oversee GBA+ implementation across government; and

Strengthen the implementation of GBA+ by examining the practice of
GBA+ across Government, as done by the Parliamentary Standing
Committee on the Status of Women.
Ministers

If GBA+ is applied and considered at every stage, Ministers will be well
informed to make decisions.
Better results for Canadians

Sustainable implementation of GBA+ will contribute to federal
government actions being more responsive to the needs of diverse
women and men.
Gender equality

Ultimately, GBA+ contributes to the advancement of gender equality in
Canada, in line with domestic and international commitments and
expectations.
Building a Framework to Support GBA+ in Your
Organization
A GBA+ Framework consists of six elements, which together provide a
foundation for an organization’s capacity to learn, apply, and monitor the
use of GBA+. This Framework supports the sustainable and systematic use
of GBA+ across an organization, and can be adapted to any organization’s
needs and structure.
Overview
In this section, you will be provided with detailed information about each of
the key elements of a GBA+ Framework.
You will also review a case study to demonstrate how an organization in the
public security sector implemented and benefited from a GBA+ Framework.
GBA+ is often viewed as relevant only to the social policy sectors. This case
study will illustrate how GBA+ can be applied in highly operational sectors,
including, for example, military and defence, border management, and other
public security sectors.
While GBA+ is not primarily about human resources, it can also assist in
digging deeper into systemic issues which may in turn be affecting diverse
representation in certain workforces.
The same Framework elements apply regardless of your organization or
sector. All of the elements are essential to the Framework, although they do
not necessarily have to be implemented in the order below. Some may occur
simultaneously; or, some elements may already be in place in your
organization, providing a basis around which to build the rest of the
framework.
The GBA+ Framework elements are as follows:
1. Identifying a Responsibility Centre
2. Undertaking an Organizational Needs-Assessment
3. Training and Tools
4. GBA+ “Pilot” Initiative
5. A Policy Statement, or Statement of Intent
6. Ongoing Monitoring of progress
Case Study: GBA+ Framework in a Public Security
Organization
1- Background
The Rockford Police Department (RPD) has committed to developing a
workforce that reflects the growing diversity of the community it serves, in
order to ensure an effective community policing model. This includes a
commitment to taking measures to increase diversity in their workforce.
In Canada today, 22-24% of police officers are female and represent only
9.5% of senior leadership positions. Women officers are also
underrepresented in many specialized units, and continue to be concentrated
in administrative support, community relations, and units dealing with sex
crimes and child and domestic abuse.
The Rockford Police Department feels that having more diversity in all units
will lead to greater effectiveness and innovation.
Over the past eight years, the RPD has taken measures to attract more
women. As a result of the Department’s Outreach Recruitment Project, the
RPD is about 2.1% above the national average for female police officers, but
there has been little progress in overall workforce diversification, especially
in the senior ranks and in specialized units.
Internal data also shows retention issues – women leave the Department
before retirement at a rate three times higher than that of men. The
Department is not sure why – whether this is a matter of choice or whether
other workplace conditions are influencing their decisions.
The continued lack of diversification has signaled to the Department that
recruitment campaigns alone are not the answer.
Using GBA+ will allow the RPD to thoroughly analyze the experiences of
diverse women and men, and to assess whether certain groups are being
disadvantaged by policies, programs and practices, preventing them from
fully contributing to the Department’s internal and external objectives.
To support this work, the Department has decided to implement a GBA+
Framework. This will allow the RPD to not only identify barriers across the
Department, but also to proactively incorporate GBA+ into future policies,
programs, and initiatives affecting employees, as well as the community of
Rockford.
Identifying a Responsibility Centre
The role of a GBA+ Responsibility Centre is to lead, support, and monitor
implementation of a GBA+ Framework, and the ongoing practice of GBA+.
The responsibility centre also provides oversight, direction, and promotion of
GBA+ across your organization.
It is recommended that the responsibility centre be identified in a part of the
organization with broad reach, such as a strategic policy unit, to ensure
access to various parts of your organization.
It is not recommended that a Human Resources or Employment Equity group
be the lead. GBA+ is intended to be applied within all sectors. While
increasing diverse representation may be a priority, applying GBA+ is about
more than hiring practices.
While one section or unit may have lead responsibility, it is also
recommended that you form a GBA+ intra-departmental Working Group with
diverse representatives from across the organization, which would be able to
influence decisions in numerous sectors.
A GBA+ Champion in senior management should be identified to convey key
commitments across the organization, provide updates on GBA+ to senior
management, and to be the spokesperson for initiatives and results.
Case Study: GBA+ Framework in a public security
organization
2 - Responsibility centre
The Rockford Police Department has identified the Planning, Performance
and Analytics Division (PPAD) as the Lead Responsibility Centre for GBA+
Framework implementation. The PPAD is situated in the Office of the Chief
Directorate, which has a broad reach across the Department.
A GBA+ Working Group has also been formed. Members represent each of
the eight directorates, all with influence in their respective areas. As well,
consideration was given to cultural, age, and gender diversity, as well as
length of service, with emphasis on the inclusion of front-line officers.
Supt. Flint, Director General, Criminal Investigations Directorate, has been
identified as the GBA+ Champion. He heads a section in which a lack of
diversity has been consistently identified, and where gender and diversity
analysis have not normally been considered. Additionally, Supt. Flint has
recently taken GBA+ training at the local police college, and has
demonstrated influence both inside the Department and in the community.
Undertaking an Organizational Needs-Assessment
An organizational needs-assessment is meant to capture the current situation in
terms of existing GBA+ capacity and resources both within the organization and
across your sector of work, as well as to identify key gaps.
This includes:

Assessing what has already been done (e.g. if any gender-based research or
reports have been produced, and if relevant initiatives have previously been
implemented)

Identification of existing internal competencies for GBA+

A scan for external resources or best practices related to your sector

Identification of available data sources disaggregated by sex and other
factors, and any additional research that would be useful to you
Access to data sources and research conducted in a way that considers sex,
gender, and other identify factors is essential to informing the development
of responsive policies and programs. If this type of information is unavailable
to you, it is important to note this as part of your needs-assessment
exercise.
Use all of this information to establish basic goals and a plan for Framework
development, and to prioritize resources.
organization
3 - Organizational needs-assessment
The Rockford GBA+ Working Group met to discuss what type of work has been
done previously on promoting gender and diversity, and what information is
available.
They identified an internal report from eight years earlier, under a previous Chief of
Police, which gathered information and set benchmarks for Rockford Police
Department’s Outreach Recruitment Project, aimed at increasing the number of
women in the Department. This information provided important background and
meant that some work did not need to be duplicated.
They also identified a 2012 report on Gender Audits in Policing Organizations,
commissioned by Status of Women Canada. It provides a summary of gender
audits conducted in several police services, and provides examples of frameworks
and processes to build and enhance gender responsiveness in police organizations.
In order to identify areas to shape specific goals and objectives for RPD, the GBA+
Working Group also decided to undertake a survey of employees within the
Department, to obtain feedback on their experiences and to identify the barriers to
increasing and maintaining diversity.
From this exercise, several themes emerged for further research and analysis –
including work/life balance issues, a lack of transparency in certain advancement
opportunities, concerns about physical testing requirements, as well as regarding
equipment design. If addressed, these issues may encourage employee retention
and help increase diverse representation at all levels of the organization. These
items were identified for further research.
Training and Tools
The development of relevant training and tools is a critical element in the
implementation and sustainability of GBA+.
Training helps to transfer the practical knowledge required to implement GBA+
within an organization, and it prepares employees to apply GBA+ to their own
work. Different approaches to training may be necessary to inform different parts of
your organization – senior management, analysts, and functional specialists may all
require different information in order to apply GBA+ to their work. Case studies and
illustrative examples that reflect the specific working environment or subject matter
are excellent tools for GBA+ training.
The development of specific GBA+ guidance documents is also important. These
may include guides, manuals, and checklists that provide guidance on how GBA+
can be applied to a certain function or process. Internal GBA+ tools can also
provide clarity and guidance on the GBA+ process related to the specific
organization.
Case Study: GBA+ Framework in a Public Security
Organization
4 - Training and Tools
The GBA+ Working Group has met to discuss what type of GBA+ training will be
useful for RPD employees. There is a sense that many in the organization view
GBA+ as something that relates only to human resources and employment equity,
and there is not a clear understanding of how it could be applied in the Department.
The Working Group has tasked several members to develop a training plan for the
Department. In order to raise greater awareness and to develop GBA+
competencies, the workplan will identify targeted training opportunities for:

Senior management

Civilian and operational staff
The Training Plan will use several strategies:

Leveraging existing mandatory training

Using external resources

Learning and awareness events
The GBA+ Champion will provide a briefing on GBA+ at an upcoming Executive
Committee meeting, to explain what GBA+ is and how it may help the Department
to meet its objectives.
All police officers currently have three days of mandatory training per year. This
includes training on the use of force, new legislation, first aid, and a refresher
course on subjects such as domestic abuse and Aboriginal awareness.
The GBA+ Working Group is recommending that the mandatory officer training be
modified to include GBA+ training.
The GBA+ Working Group is also recommending that all managers and civilian staff
take the two-hour GBA+ online training course on the Status of Women Canada
website. In addition, an expert on GBA+ in public security will be contracted to
develop specialized case studies to be used in a half-day training session that will
be open to all employees.
The Working Group is also recommending that the Department seek out
opportunities to host learning and awareness events on gender and diversity in
policing.
Based on periodic progress evaluations and the feedback received on the
effectiveness/relevance of training, the Working Group will develop more specific
guides, manuals, and checklists to help meet identified departmental needs.
GBA+ Pilot Initiative
This element involves identifying an existing or upcoming initiative to use as a
“pilot” for GBA+. This will make the process concrete, and can help to inform the
use of GBA+ throughout your organization.
In the pilot project, the GBA+ process is applied throughout the development and
implementation of a specific initiative. This includes incorporating GBA+ questions
into research, analysis and the development of options, as well as into the delivery
and evaluation of the initiative.
While GBA+ can be used in the development of human resources policy, the GBA+
pilot initiative should focus instead on a policy, program, or legislative initiative that
will affect the broader organization or sector, or the Canadian public. It is also
suggested that the initiative be tied to a key priority or objective, in order to
enhance visibility and relevance.
Doing a self-assessment of the GBA+ pilot once it is complete, which will document
the initiative’s development, implementation, and GBA+ results, will provide a
useful resource that is specific to your operating environment.
The lessons learned in the pilot process will also help you to identify additional
training or tools that might be needed.
organization
5 - Pilot initiative
The GBA+ Working Group, with the support of senior management, has identified
an upcoming initiative being undertaken by the Material Management section as a
GBA+ pilot initiative.
As Manager of Material Management, you have been asked to apply the GBA+
process to a review of officers’ equipment needs, specifically looking at pistols and
belts.
The Rockford Police Department has a standard issue pistol and duty belt for all
officers. The duty belt is used to carry a variety of equipment. Over time, the
Department has added a number of items that an officer is required to carry on the
belt, having most recently added pepper spray and a large flashlight.
The original purpose of this initiative was to review existing equipment in terms of
safety and cost-effectiveness. However, the review will now also take gender and
diversity considerations into account as options are developed, and include this
information in its supporting rationale when options are presented to the Chief of
Police.
The first step is to check assumptions about equipment. As Manager, you may
assume that every officer is provided the same equipment based on general
industry standards, and that it is equally useful to all.
To test this assumption, you begin by gathering evidence about the specific impacts
of this equipment on diverse members. This includes a consideration of the
diversity among police officers, and targeted surveys and interviews to get more
detailed information about the nature of challenges and concerns being experienced
by diverse groups.
Some basic GBA+ considerations that emerge include:

Greater diversity in physical stature among police officers

Differences in men’s and women’s bodies
Through research and interviews, you learn that some officers with smaller hands
have difficulty handling the pistol grip. Officers who are left-handed report
difficulties ejecting the magazine. Both issues raise safety risks.
In considering the belt, you become aware that the stiff material of the belt and
standardized sizing do not fit all officers, and many have trouble fitting all the
necessary equipment onto their belts, creating both safety and health issues
(including pinched nerves, back pain, and bruises). The suspenders that attach to
the belt are reported as problematic for female officers, who have to remove their
vest every time they use the washroom.
Making Recommendations
Your proposal to the Chief highlights the impacts that the current equipment may
be having on the safety and well-being of diverse groups.
Including gender and diversity considerations has guided you to offer different
options in your proposal than you might otherwise have considered. Your research
determines that there is a pistol on the market from the same manufacturer
featuring a grip that can be customized to an individual’s hand size and a magazine
catch that can be changed for left- or right-handed operators.
You have also recommended lighter belts, designed to fit officers of different sizes,
as well as suspenders that release from the belt without having to remove the vest.
Communicating the Outcomes
Some officers may initially object to equipment changes. In communicating changes
to equipment, GBA+ considerations will help to explain decisions and to build buyin.
Monitoring Results
In concluding your GBA+, it will be important to identify a process to monitor the
implementation of new equipment to ensure it continues to meet the needs of an
increasingly diverse officer complement.
Policy statement
A GBA+ Policy Statement, or Statement of Intent, is a clearly articulated
commitment to GBA+ with the endorsement of senior management, which provides
a mandate to proceed with building supporting structures, policies, and activities.
The statement should include the following elements:



A high-level organizational commitment to GBA+
An articulation of the link between GBA+ and the organization’s work/issues
A commitment to implementing and sustaining the practice of GBA+ as
standard, ongoing function
In developing an organizational statement of intent for GBA+, it is valuable
to involve a broad cross-section of employees from various functional roles,
branches/sectors, and levels. Organizations that have consulted widely on
their GBA+ policies receive greater cooperation and agreement on the
importance and relevance of GBA+ in their work.
To ensure the statement of intent goes beyond the symbolic, the other elements of
the Framework must also be implemented.
organization
6 - Policy statement
The Working Group has drafted the following policy statement:
The Rockford Police Department (RPD) is committed to developing and maintaining
a strong and diverse workforce that reflects the community they serve
The Department is committed to the use of gender and diversity analysis as an
organization-wide policy, and will use this approach in the development and
evaluation of their policies, programs, and business plans.
Purpose
The key objectives of this policy are:

To eliminate barriers in the work environment, commonly understood as
systemic discrimination, and to develop a workplace that actively
promotes equality and diversity;

To contribute to service delivery that is reflective of and responsive to the
community; and

To establish a Framework that requires all directorates within the RPD to
consider equality and diversity in the development of policies, processes, and
practices.
The statement has been included as part of the Department’s corporate guidelines,
and on the RPD website.
Ongoing monitoring of progress
Monitoring overall progress in implementing GBA+ application and results
involves gathering information about how GBA+ is being applied in policy
and program development and in decision making. This allows you to
highlight successes and to share best practices, as well as to identify gaps
and new priorities.
For federal organizations, accountabilities exist for monitoring and reporting
on progress, and central agencies may ask for evidence that GBA+ is being
routinely applied as part of their challenge-function role.
In support of this objective, consider gathering responses to the following
questions on an annual basis:

What are specific examples of the application of GBA+ to initiatives in your
organization? Has GBA+ resulted in changes to policy, program, or legislative
initiatives?

What measures have been taken to ensure the sustainability of GBA+ in your
organization?

Has your organization gathered or generated gender-disaggregated data or
undertaken research related to gender?
Pulling this type of information together on a routine basis allows the organization
to build on its success and to ensure continued momentum.
organization
7 - Monitoring of progress
The Rockford GBA+ Working Group is considering several options for
monitoring progress in the application of its GBA+ Framework. These
include:

An annual reporting requirement for each directorate, from which a
departmental report will be created. The report will consist of
examples of how GBA+ was applied to policies and programs, and the
results; and a listing of relevant data and research produced that year.

Regular progress reporting to senior management on the
implementation of the GBA+ Framework.

Inclusion of the GBA+ Framework as part of the Department’s overall
performance measurement report.
Recap
The GBA+ Framework consists of six key elements that collectively form the
foundation for the successful integration of GBA+ in your organization.
organization
8 - Recap
The Rockford Police Department is well on its way to implementing a
sustainable GBA+ Framework.
To date, they have identified a responsibility centre, created a GBA+
Working Group, and named a GBA+ Champion. The Working Group also
completed an organizational needs-assessment, identifying several thematic
areas requiring gender and diversity consideration.
To demonstrate their commitment to GBA+, they developed a policy
statement that has been approved for intra-departmental distribution and
inclusion in their strategic planning process.
To inform the development of training and tools, they have created a
training workplan to target different segments of the workforce.
They have identified and carried out a GBA+ pilot initiative in the Material
Management division, and have documented the results.
They have also developed a methodology for monitoring progress.
It is hoped that by applying GBA+ to policies that go beyond recruitment
campaigns, the Rockford Police Department’s workplace, policies, and equipment
will be more welcoming to diverse membership, and that the Department will be
better able to retain diverse candidates and better meet the needs of the
community it serves.
Test your knowledge
Question 1
As an individual, your responsibilities for GBA+ include:
 To obtain relevant data and research
 To include gender and diversity considerations in recommendations to
managers and executives
 To play a challenge-function role for the application of GBA+
 To document your GBA+ process
 To oversee GBA+ Framework implementation
Question 2
A GBA+ Responsibility Centre should:
 Be the job of one person
 Be located in Human Resources
 Be located in a unit with broad organizational reach
Question 3
A Pilot Initiative is an important component of a GBA+ Framework
because:
 It demonstrates the concrete application of GBA+ in an organization
 It supports Employment Equity programs
 It provides the basis for adapting GBA+ training and tools to suit the
operating environment and work
Question 4
True or false: a GBA+ Policy Statement, or Statement of Intent,
should include the following:

A commitment to use gender and diversity analysis across the organization

A mandate to enable supporting structures for the sustainable use of GBA+

Senior management endorsement
a) True
b) False
Question 5
Which organization plays the role of a centre of excellence for
GBA+?
 Federal Departments and Agencies
 Central Agencies
 Status of Women Canada
 Ministers and Parliamentarians
Check your answers on page 113.
Summary
Everyone has a role to play in supporting the sustainable use of GBA+.
Through the use of GBA+, employees at all levels can improve their work by
being more responsive to specific needs and circumstances.
Module 4 – Conclusion

Individual and organizational roles and responsibilities for
implementing a sustainable GBA+ Framework.

The six elements of a GBA+ Framework.
MODULE 5 –
HOW DOES GBA+ FIT INTO
MY TYPE OF WORK?
You will learn:

Issues, questions, and strategies to consider when
conducting GBA+ in various types of work.

Material on GBA+ considerations for different functional
communities; and

A case study on conducting GBA+, using the example of
emergency preparedness.
Many functional communities can include GBA+ in their
work
In the previous section, you learned the importance of having different parts
of your organization involved in applying GBA+, representing different
functions. While the general concepts of GBA+ apply equally across policy,
program, and operational environments, there may also be more specific
questions and approaches for different functions.
By exploring the different functional communities listed on this page, you
will be able to review some key GBA+ questions that apply to each of these
areas of expertise. You will use some of these same questions in a case
study on emergency preparedness in the next section.
Module 5 – How does GBA+ fit into my type of work? | 59
The functional communities of Research, Policy Development, Program
Design, Service Delivery and Operations, Legal Services, Communications
and Evaluation and Monitoring will be covered.
Research
Research and information-gathering encompasses
a wide array of activities. These can range from a
formalized position as a research analyst to a
policy or a program analyst who occasionally
reviews data and information for a particular
project.
Some questions to consider while gathering
information are:

What kinds of information and data are available?

What kinds of disaggregated quantitative or qualitative data would be
important in understanding the different ways that diverse groups might
experience this issue? How well does the available data correspond to the
diverse groups of women and men who may be affected by a policy, program
or initiative?

Where are the information gaps? How can these gaps be filled?

Does anecdotal evidence point to additional research questions?

Have diverse stakeholders' perspectives been examined?
Policy development
Applying GBA+ to policy development is important because
diverse groups of men and women may experience issues
differently, even in cases where, on the surface, an issue
does not seem to be ‘gendered.’ Applying GBA+ enhances
policy development by guiding a process of gathering the
necessary information and analysis needed to make the
best decisions.
Some considerations for policy development include:

What has triggered the issue? Is this issue important to a particular group?
Who has identified the issue? Whose voice is being heard most prominently?

Have the experiences of diverse groups of women and men been considered
in defining the issue?

Are there groups of women and men that might experience this issue
differently?

If I consider an issue ‘neutral,’ how do I know this?

Have stakeholders been consulted? Are they diverse?

Are targeted, multiple, or flexible strategies needed to address the needs of
the groups you've identified as having the potential to be affected differently?

What policy options will provide the most positive impacts for diverse groups
of women and men?

If resources are limited, will the priority option benefit the group(s) of women
or men at the greatest disadvantage?
Program design
Programs typically have a specific objective, which
means it is important that the delivery model
corresponds with the intended outcome of the
program. GBA+ can help identify important
considerations for delivering a program to diverse
groups of men and women, as well as the most
effective delivery mechanisms, by asking questions
such as:

Who is the target population for the program?

What are the characteristics of these groups? (Consider factors such as
location, socio-economic status, culture, and so on.)

If the intended outcome of the program is to address the needs of a diverse
population of women and men, are different program components required to
reach these groups?

Have stakeholders been consulted? Which ones?

Are the administrative processes used to access a program appropriate for
the target audience?

Do the data collection guidelines, forms, and processes ensure that data
collected can be disaggregated by sex and other diverse factors?

Is this information monitored to determine whether the program has
unintended impacts that will need to be remedied?
Service delivery and operations
Service delivery includes diverse activities focused on
serving Canadians, everything from the design of
delivery models, to direct interaction with the public.
Ensuring accessibility and meeting the needs of the
client population are key considerations. Some questions
to consider for incorporating GBA+ in service delivery
and operations are:

What are the characteristics of the population that the program or service
intends to serve?

Are there gender balance and/or diversity among those delivering a service
directly to the public? Could this affect how a service is perceived by the
public, or how it serves diverse needs?

Do diverse groups of women and men have equitable access to the program
or service? Why or why not?

Is training available to those delivering services to ensure they are sensitive
to the needs of diverse women and men?

Have diverse perspectives been considered in developing an operational plan
or a delivery model?
Legal services
Legal services help assess risk associated with
initiatives and to develop strategies to minimize those
risks. GBA+ can assist in identifying potential risks for
diverse groups of women and men and may help to
uncover legal issues, including those with Charter
implications.
Some questions to consider are:

Does this issue have the potential to negatively affect diverse groups of
women and men in different ways?

Is one group particularly advantaged or disadvantaged?

Are there particular legal obligations to a particular group (i.e. Aboriginal
people) or party that need to be taken into account?

Is there potential for Charter or human rights challenges as a result of the
initiative?

What kinds of legal risks exist? Is there the potential for a precedent to be
set or challenged?

Would this serve to reinforce or to address historical inequities?
Communications
Communications specialists provide advice on
communications products and strategies, facilitate
access to media organizations, and ensure that an
organization’s information is shared in an appropriate
and accurate manner.
Some questions to consider when incorporating GBA+
into the communications function are:

Who are the identified target audiences? Have I considered their diversity?

Are diverse groups of women and men interested in the same things in the
message?

Are the messages easily understood by women and men with diverse
backgrounds and experiences?

Are the language, symbols and examples used in the communications
products accessible and appropriate for diverse groups of women and men?

How will the messages be disseminated? Do diverse groups within the target
audience access information in the same ways?

What media will be most effective for reaching diverse women and men in
the target audiences?
Evaluation and monitoring
Evaluation and monitoring functions provide important
information for assessing the effectiveness of policies,
programs, and initiatives. This includes providing guidance
on strengthening or revamping them where necessary.
Some considerations for incorporating GBA+ in evaluation
and monitoring are:

Were gender and diversity considerations assessed and factored into the
initial design?

Are sex-disaggregated data being used in the evaluation phase?

Have baseline indicators been established to measure the effectiveness of the
initiative, and are they conducive to assessing the impact on diverse groups
of women and men? If not, what data collection methods would be conducive
to measuring outcomes for diverse groups of women and men?

Are there gaps in the quantitative or qualitative data needed to effectively
measure outcomes? How could these gaps be filled?

Are there differences in how women and men or diverse groups access or
experience the program or service? Are there gaps that pose risks or create
unintended barriers for different groups? How can these gaps be addressed?
Case Study: Applying GBA+ to emergency
preparedness, by function
Your task: Review a case study and examine the issues revealed by a GBA+.
The GBA+ questions for functional communities, which were identified in the
previous section, will assist you in identifying how to fulfill your roles and
responsibilities in relation to GBA+ when applied to a case study on emergency
preparedness.
1 – Scenario: Preparing for natural disasters
The government plans to develop a natural disaster preparedness program. A
GBA+ needs to be conducted to ensure the program takes into account the diverse
needs of the population it intends to serve.
You will begin the GBA+ by reviewing some of the literature on gender and
diversity in relation to emergency preparedness. (A list of reference documents is
included in the online resource section at http://www.swc-cfc.gc.ca/indexeng.html > GBA+ > Take the GBA+ Course > GBA+ Resources.)
2 – Video transcript
In responding to emergencies, gender considerations are often overlooked.
However, situations such as natural disasters and health pandemics do not
necessarily affect diverse groups of women and men in the same way. For
example, a low-income man in a wheelchair, a First Nations teen girl on a
reserve, a rural elderly woman, and a new immigrant family will all
experience an emergency situation in a different way. Their respective
access to communication lines, information, health services, and basic needs
– as well as their vulnerability to illness, isolation, food shortage, or violence
– may all be very different.
Conducting GBA+ helps us to understand the different roles and experiences
of women and men within their families and their communities. Their vital
needs, as well as their strengths, in a crisis can vary and should be
considered in our planning and response to emergency situations.
Failing to plan for and respond to the diverse needs of women and men,
which often become more pronounced during a crisis, can leave vulnerable
groups of women and men more at risk.
3 – Background
Domestic and caregiving duties
Socially constructed gender roles continue to assign
domestic and caregiving duties to women.
During an emergency, women are often expected to
assume the resulting increase in domestic duties.
Women are also involved in delivering aid within the
community, both formally and informally.
First responders
Gender norms place both
women and men at high risk as first responders in an
emergency.
Men dominate the policing, firefighting, and paramedic
fields, placing them at risk of work-related injuries
caused by hazardous materials, fires, or social unrest.
Women dominate the nursing profession and thus are at
risk in the event of an outbreak, epidemic, or pandemic.
Response to warnings
Gender norms in society – such as men's reduced risk
perception and heightened sense of independence – can
also have an impact on men and their families.
Infrastructure
In an emergency where people have been displaced, or
houses have been destroyed, shelter is especially
important for providing safety and protection, and for
sustaining family and community life.
Shelters are often not set up to provide the range of services required by diverse
groups such as women, men, children, the elderly, those from different ethnic
groups, and people with disabilities.
Many people now rely heavily on technology and
telecommunications systems to meet a range of needs,
including to receive news, to access banking, or to
connect with loved ones. Disruptions to these systems
may disproportionately affect certain groups.
While services to support the mental health of women
and men dealing with or recovering from an emergency
are often not considered as part of the emergency
response plan, mental health issues, such as
depression, anxiety and/or violence, may have a
significant impact on the community during an
emergency.
Violence
Violence against women and girls is known to increase
during and after emergency situations and disasters,
when safety may be compromised due to displacement,
loss of infrastructure, or lack of access to
telecommunications.
Isolation
Already vulnerable groups
can become even more isolated and at risk during an
emergency, when a range of supports (family, friends,
community services, shelter, communications) may be
disrupted.
Applying GBA+ by function
In this section, you will examine the different ways of applying GBA+ to this
issue, based on your area of work (function).
4 – For research
Some considerations:

Vulnerability may vary greatly based on a number of variables: living
conditions, location, age, sex, ability, health, and so on.

Different people and groups have unique capacities during and after
emergencies which should be sought out and identified.
Strategies:

Gather data in such a way that it can be disaggregated to examine
diverse population groups.

Avoid making assumptions of similarity.

Consider how identity factors intersect with emergency management
issues.

Including security and well-being, control over resources, or caregiving
responsibilities.

Engage with key stakeholders (academics, non-governmental
organizations, experts, at-risk groups) to assess needs, vulnerabilities,
and capacities in preparedness, response, and recovery.
5 – For policy development

During and after emergencies, diverse groups of women and men are
affected differently, and have both diverse needs and different
strengths.

Who is consulted during the development process has implications for
analysis and the options.

Failure to consider the full range of needs could have serious impacts
on the availability of emergency resources.
Strategies:

Ensure you are considering diverse stakeholders and identity factors.

Match strategies and provisions to actual identified needs of diverse
groups of women and men, rather than on assumptions.

Capitalize on the strengths of different groups.

Develop options that seek to optimize resources, minimize negative
impacts, or improve current inequitable situations between diverse
groups of women and men, such as access to safety, health care,
economic resources.
6 – For program design

A community’s existing knowledge of the capacities and vulnerabilities
of its diverse members can help to ensure accessibility in the design of
emergency preparedness and response programs.

Community organizations may be able to provide insight, information,
experience, networks, and resources vital to increasing disaster
resilience.

Women have unique/important roles as caregivers of both family and
the community during disasters.
Strategies:

For each component of the plan, assess the likelihood of increased or
decreased risk for women, men, adolescents, children, marginalized
groups, or different ethnic groups.

Include measures in the program design to actively promote equality
of service, and to monitor and correct possible gaps in accessibility or
unintended barriers for diverse groups.

Involve those who are most vulnerable to and directly affected by
emergencies in the design of the program to increase their sense of
control and decrease their risk.
7 – For service delivery and operations

Diverse women and men may contribute different skills to emergency
preparedness, response, and recovery, both as professionals and community
members.

Vulnerabilities and risks are context-specific, therefore emergency program
services need to be informed by diverse groups in the community.
Strategies:

Ensure that a diversity of community organizations are included in the
design and delivery of the emergency response

Consider promoting gender and diversity training for emergency
planners and responders.
8 – For legal services

The government has a responsibility to protect human rights and
dignity; law and order; individual, group, and property rights.

Diverse groups of women and men and their rights may be affected
differently by emergencies and responses.

There may be specific obligations to particular groups, such as
Aboriginal peoples.
Strategies:

Consider risk in terms of how different people might be affected – and
ensure that planned efforts mitigate those risks and do not negatively
affect one group over another.

Consider the potential Charter and human rights implications of
various policy proposals, and eliminate potential discrimination in the
review of emergency regulations and legislation.
9 – For communications

Women are more responsive to warnings about emergency household
preparedness and evacuation plans than men.

Effective communication methods or messaging may vary for diverse
women and men, adolescents, girls, and boys.

The response of individuals or groups may be influenced by their
language or how they interpret symbols, which can vary between
diverse groups.
Strategies:

Employ varied communication methods based on which methods are
most effective for different audiences (such as radio, TV, social media,
or the use of community networks, schools, and workplaces).

Consider ways to use language and messaging to reach vulnerable
groups of women, men, or other diverse groups.
10 – Evaluation and monitoring

A variety of indicators may be required to assess the effectiveness of
programming in relation to different groups of women and men.

This requires accessing diverse data sources and using a range of data
collection methods.
Strategies:

Assess equality of access to programs, services or resources for all
groups within the target population.

Put measures in place to recognize and remedy differences in equality
of access, program delivery gaps, or potential risks. For example, do
emergency shelters provide a safe space, particularly for women, girls,
and other potentially vulnerable populations?
11 – Conclusion
Using GBA+ in emergency planning can ensure that diverse groups are equal
partners in the management of risk and in the process of recovery.
Planners need to look at vulnerabilities, but also consider what capacities,
resources, and skills women and men in different life circumstances bring
to emergency preparedness, response, and recovery.
At every stage of the process, considering GBA+ questions can help us
consider more thoroughly the differences experienced by diverse groups of
women and men, to improve strategic planning and resource allocation. This
will minimize potential negative impacts and strengthen response and
recovery initiatives.
Summary
Even though responsibilities and functions may differ, the questions to be
considered are similar:

What are the different impacts of initiatives and strategies on diverse groups
of women and men?

How can potential negative impacts be reduced or eliminated?

What are the strengths of diverse women and men?

Do the initiatives developed benefit and include diverse groups of women and
men in the population?

GBA+ questions and strategies to consider for various functional
communities;

Guidelines for functional communities in conducting GBA+; and,

An example of the application of GBA+ to a federal initiative.
MODULE 6 –
THE GBA+ PROCESS: START
TO FINISH
You will learn:

The GBA+ process and how to use it; and

Methods for incorporating GBA+ considerations into
options for policies, programs, and other initiatives.

The steps in the GBA+ process;

An illustrative case study on the forest sector; and

Examples of two different approaches to incorporating GBA+
− targeted and flexible.
Introduction
In Module 6, you will continue to learn how to systematically incorporate
GBA+ into your work by reviewing the steps of the GBA+ process.
Additionally, you will review a case study on the forest sector which will
illustrate the process and highlight the need to investigate GBA+
considerations, even when none are initially apparent.
Using GBA+ means that you are taking a gender-sensitive approach to your
work. Completion of your analysis may reveal that gender is not a factor in
your initiative or it may reveal a whole new set of considerations. However,
there is no shortcut − you don’t know offhand which considerations are
relevant unless you investigate.
Your analysis will help to guide the development of options. In this module,
you will also examine the types of options you might consider based on your
Module 6 – The GBA+ Process: Start to Finish | 76
GBA+. These options may be targeted to a specific group or more flexible to
meet the needs of diverse groups.
GBA+ Process
Introduction
The GBA+ process can be applied to your work no matter what your role: It
is relevant in every organization’s work.
Although it may not have been called “GBA+”, many people and
organizations have been considering gender and diversity in their work for
some time.
In carrying it out effectively, the GBA+ process should be systematic,
consistent, and documented using the steps listed below.
In this part of the course, you will review each step of the GBA+ process in detail.
Challenge assumptions
Challenging assumptions is a fundamental element throughout the GBA+ process.
We must become aware of any assumptions, either our own or those of the
institution we work for, that could affect the development or outcome of an
initiative. This may also include consideration of the ‘informal’ policies of an
institution – those behaviours, activities, or processes that have become ingrained
as part of a workplace culture, or that have formed by force of habit.
In conducting your GBA+, be sure to think about the diversity of women and men
who will be affected by your work. Try to ensure that you do not base your initiative
on stereotypes about women and men or about other factors (such as age, ability,
family status, or socio-economic status).
Gather information and consider stakeholder
perspectives
Gather information
Gathering information is the first step in assessing gender and/or diversity factors,
and whether your initiative will have a more significant impact on a particular group
of women or men, or whether unintended barriers exist.
Sources of data and information come from a variety of places, and part of
checking assumptions involves going beyond the ‘usual’ sources. Quantitative data
should be analyzed by sex and other diversityfactors where possible. Seek out
reports, studies, websites, news releases and other information sources that may
provide you with a fuller picture of the issue. This will allow you to determine how
and why a particular group of women or men may be at a disadvantage.
You may not always have access to disaggregated data. This should be flagged
during your information-gathering process, in order to highlight the need to collect
this kind of data as an initiative moves forward. Consider including the collection of
disaggregated data as part of the initiative’s objectives and evaluation measures.
Consider stakeholder perspectives
Obtaining views from a broad range of stakeholders can help to deepen your
analysis of how groups of women and men will be affected by your initiative, and
ensures meaningful and comprehensive information is considered in the decisionmaking process.
Seek ways to engage individuals or groups representing diverse women and men
who may be affected by the issues at hand. Non-governmental organizations and
others may have specialized research or knowledge.
It is not enough to consult the general public and then apply the information to all
groups. During the stakeholder engagement process, the voices of diverse groups
of women and men need to be heard on the issues that affect them. Consider
issues of access and other social or economic conditions that may affect an
individual’s likeliness to engage in a consultation process, and seek ways to reach
out.
Define the GBA+ issues
Defining the relevant GBA+ considerations for your initiative will occur as a result of
carefully analyzing the information and stakeholder perspectives you have
assembled.
In analyzing the information you have gathered, answer the following questions:

Do I have information on my clients or target groups? Have I
consulted diverse sources?

Does the information suggest that the issue or initiative potentially
affects diverse groups of women and men in different ways? If so,
how?

Does the initiative improve the situation for all? Or does it have
unintended differential impacts or create barriers for some groups of
women and men?
If you cannot answer these questions, you may need to gather more information.
Develop options and make recommendations
Develop Options
When developing options for moving forward with your initiative, it is important to
ensure that any GBA+ considerations you have identified are considered and
incorporated accordingly. Relevant GBA+ considerations should be explained and
validated in the documentation provided to decision-makers.
GBA+-informed options:

Reflect the data and information gathered, and diverse stakeholder
perspectives;

Identify any potential differential outcomes for certain groups; and

Propose measures to mitigate unequal impacts.
Make Recommendations
GBA+ considerations can help you develop meaningful options and
recommendations. In particular, GBA+ allows you to demonstrate how investments
and resources attached to a given initiative may be organized in order to be most
efficient and effective.
Document the process and findings
It is essential to document your analytical process and findings throughout the
cycle of the initiative. GBA+ is evidence-based, and the data and analysis that
guided you to the recommendation stage also provide meaningful background
information.
Documentation should include:

Who did you talk to?

What data and sources did you review?

What did the information tell you about any possible GBA+ issues
related to your initiative?
In the federal context, central agencies may ask for evidence that a GBA+ was
conducted, particularly if your initiative is moving forward to Cabinet. The Privy
Council Office and/or the Treasury Board Secretariat may ask to see the supporting
evidence of GBA+. This may be equally true in other settings where gender and
diversity have been prioritized by senior management.
Your role is to ensure you have documented your GBA+ and can present the
rationale upon request, so that you can thoroughly explain the process which
guided your recommendations.
Communicate the initiative
GBA+ can enhance communication strategies or announcements to the public, and
mitigate risks where necessary. For example, if a policy or program is reconfigured
and certain elements cannot be retained, GBA+ allows you to identify groups that
will be affected, or to recognize the need for a communications strategy that will
explain decisions.
Communicating that GBA+ has been applied is a valuable component of the
development and implementation process. Whether communicating with internal or
external stakeholders, your GBA+ results will demonstrate due diligence, foster
buy-in with particular stakeholders, or identify areas for further action.
Highlighting GBA+ in a communications strategy is not just about what you say,
but also how you say it, where to say it, and by whom it is being said. It can
strengthen your communications strategy to identify groups of women or men who
are most affected by an initiative, and to engage them as part of your
communications process.
Illustrating the GBA+ Process: Forest Sector Case Study
1 – Introduction
In this section of the course, you will review a case study on the forest sector. It
will illustrate the GBA+ process and will highlight the need to investigate gender
and diversity issues, even in sectors where they may not be initially apparent.
Issue
For the purpose of this case study, you are a member of the Canadian Forest
Service at Natural Resources Canada. You have been asked to prepare a
GBA+ on a program to transform Canada's forest sector.
The goal of the initiative is to ensure the prosperity of forest-dependent
communities by making them more economically competitive and
environmentally sustainable, through funding for innovation and economic
diversification.
Background

A global economic downturn and rising demand among consumers for
environmentally sustainable forest products require new thinking on
diversifying forest-dependent communities to ensure their adaptability
and prosperity.

Canada’s approach to sustainable forest management is to achieve a
balance between the demands placed on forests for products and
economic benefits, and the maintenance of forest health and diversity.

More than 650 Canadian communities are forest-dependent (meaning
that 50% of employment income comes from the forest sector) and
about 160 of these are solely reliant on forestry.

Forest-dependent communities are facing unprecedented challenges
due to rising energy costs, international competition, and reduced
timber supplies.

The traditional forest sector is diverse and has three major sub-sectors
– solid wood product manufacturing (49.1%), pulp and paper (28.9%),
and forestry and logging (22%). Employment in the pulp and paper
sub-sector in particular has continued to decline since 1990.

Forests also provide a number of non-timber products (e.g., forestbased foods, ornamental products, extracts) that make a significant
contribution to rural communities through sales and seasonal
employment.

Developing new products and services, such as bio-energy, ecotourism, and value-added products from wood waste, may hold
promise for diversifying the local economies of forest-dependent
communities in an environmentally sustainable way.
2 – Challenge Assumptions
Your task is to prepare a GBA+ on the development of an initiative meant to
ensure the prosperity of forest-dependent communities by making them
more economically competitive and environmentally sustainable, through
funding for innovation and economic diversification.
In order to assess the proposal’s potential gender and diversity issues, begin by
challenging your assumptions. This will help inform the types of questions asked
and the answers that are sought.
In the case of this initiative, we could ask: what do we assume about the
forest sector and the people and communities that depend on it?

We may assume that forest-dependent communities use forest land
resources in the same way and that they would benefit equally from
the new program.

We may assume that forest sector workers are a homogeneous group,
or that they are simply the same as workers in other industrial sectors
we know about.
The assumption that an issue or initiative will have an impact on all
stakeholders equally without exploring how diverse women and men
experience it can have unintended consequences.
It is critical that, throughout the policy development process, we continually
ask: “What am I assuming about women, men, boys, and/or girls and about
other factors (e.g. geography, culture, age, etc.)?” This will ensure that any
potential negative impacts can be addressed.
3 – Gather information
Now that you have begun to ask questions and challenge your assumptions, the
next step is to seek out and review a variety of information sources. This involves
gathering data on the client group and/or target population to understand how the
issue might be experienced differently by diverse groups.
Collecting disaggregated data shows that:

The forest sector is dominated by men. Women make up 12% of the
forestry workforce and only 6% of supervisor positions.

This sector has a higher representation of Aboriginal workers
compared to all industries (3.5% of full-time workers and 6.4% of
part-time workers, compared to 1.8% and 2.7%). Aboriginal peoples
tend to be concentrated in the lower skilled occupations of the sector,
and in part-time and seasonal employment.

Aboriginal women represent 14% of the Aboriginal forest sector labour
force, and have the lowest median income of all workers in the forest
sector.

The Aboriginal population is the youngest in Canada, with over 45%
under the age of 25 (compared to 29% for the general population).
Canada’s Aboriginal population is growing much faster than the
general population, increasing 20.1% from 2006 to 2011 (compared to
5.2%).

Compared to the general population, Aboriginal women are more likely
than non-Aboriginal women to be lone parents, to be young mothers,
and to have larger families, all of which are factors known to affect
employment.
Consulting additional information sources on forestdependent communities shows that:

Over 80% of Aboriginal peoples live in forested areas and more than
800 Aboriginal communities are located in Canada’s forests. Through
self-government agreements and treaty settlements, responsibility for
the control and management of nearly 1.8 million hectares of land
(much of which is forested) has been transferred to First Nations.

There are more than 1,500 Aboriginal-owned forestry businesses in
Canada.

Aboriginal communities’ forest-dependence is an economic
consideration but, for this particular group, it is also a cultural and
spiritual one: Forests are considered homes, hunting grounds, and
ceremonial lands.

Many Aboriginal communities have developed ways to combine
modern forest management models with traditional cultural practices,
based on an intimate knowledge of local ecosystems.

To ensure their economic survival, some forest-dependent
communities have been exploring opportunities in areas such as
ecotourism, bio-energy, agroforestry, and non-timber forest products.
4 – Consider Stakeholder Perspectives
Now that you have gathered some information about the forest sector, it is time to
seek out stakeholder perspectives on the issues of innovation and diversification in
the forest sector.
Think about which stakeholders should be considered, as well as what value is
placed on their perspective.

Who is traditionally consulted? Who may get left out of the discussion,
if, for example, forestry executives are consulted as a key group of
stakeholders? Women and Aboriginal peoples are underrepresented in
management positions in the forest sector and on corporate and sector
boards that may be more likely to actively seek participation in
consultations.

Will the same engagement process work for all stakeholders? What are
potential barriers to participation faced by men and women?

How do socio-economic status and family responsibilities potentially
affect access to consultations? Could certain factors prevent front-line
workers or women from participating in the discussion? Measures such
as holding meetings during working hours might allow this group to
participate.

In this case, it would be particularly useful to consult those with
knowledge of local ecosystems, including Aboriginal forest sector
organizations/representatives, community groups, and other experts.
5 – Define the GBA+ Issues
Now that you have researched who could potentially be affected by the program
and considered stakeholder perspectives, you can define the issues identified
through the GBA+. For example:

Not all communities and workers may be affected equally by changes
to the economic activities in the forest sector, given the industry’s
diversity and uneven decline. Some communities have already begun
to diversify in unique ways.

Population data shows Aboriginal peoples will make up an increased
proportion of the working-age population, but have traditionally
occupied some of the lowest skilled and precarious jobs in the forest
sector. Data shows that Aboriginal women in particular may face key
challenges in terms of workforce attachment.

In Aboriginal communities, where the forest is both a means of
economic survival and a source of cultural tradition, economic
diversification strategies could jeopardize local traditions and
traditional land management practices, if these are not considered.
6 – Develop Options and Make Recommendations
Now that you have defined the issues identified through the GBA+, how will you
use that information to develop and justify options?
Using the results of your GBA+ to inform options and recommendations will
demonstrate to senior management and decision-makers that meaningful analysis
and diverse consultation has occurred.
GBA+ promotes transparency by enhancing the rationale behind key decisions.
Option 1
The new program for advancing innovation and economic diversification will
be promoted uniformly across all forest-dependent communities, regardless
of the local settings, circumstances, and population.
The GBA+ shows that this option could lead to unequal impacts, as it does
not account for the diversity of the sector itself, or the unique economic
activities of individual, forest-dependent communities. This may be
particularly true for forest-dependent Aboriginal communities, where the
land may have traditional uses and cultural significance.
It may also not address the issue of women’s underrepresentation in the
sector, and the lack of diversity in senior management positions.
Option 2
A component of the initiative could focus on better engaging the skills of
certain groups, including women and Aboriginal peoples, who have not
traditionally been represented in the high-skilled and management sectors of
the forest industry.
The initiative could also promote family-friendly policies to encourage
women’s greater participation in the industry, and focus on skilled training
for key groups.
Adding these elements to the proposal responds to what we have learned
about the concentration of women and Aboriginal peoples in lower-skilled
and precarious work, and the socio-economic barriers faced by certain
groups.
Option 3
In addition to focusing on recruiting diverse workers, the initiative could
encourage partnerships with communities and other levels of government in
developing local options for economic diversification, and require the
inclusion of front-line workers and women in decision-making structures.
Consideration could be given to how existing diversification efforts in new
areas, such as bio-energy, as well as traditional practices, may be
leveraged. This may include exploring ways of using local traditional
knowledge and practices to inform innovation.
The incorporation of all of these elements responds to the underrepresentation of certain groups in management, as well as what we have
learned about the diversity of forest-dependent communities who may have
diverse economic practices and traditions with respect to forest use.
Using an approach that draws on information obtained through GBA+ means
that innovation and economic diversification efforts will be more likely to
reflect and support the diverse needs, skills, and potential workforce of each
forest-dependent community.
7 – Document the Process and Findings
As GBA+ is an evidence-based process, it is critical to document your research and
findings, including any consultations (formal or informal).
As part of the GBA+ for this initiative, the following sources were used to develop
the analysis:
•
Bombay, Harry. “Many things to many people: Aboriginal forestry in Canada
is looking toward balanced solutions.” Cultural Survival Quarterly 17.1
(spring 1993).
•
Natural Resources Canada. Aboriginal Communities and Forestry [online].
Date: 2010.
•
Canadian Forest Service, Natural Resources Canada. The State of Canada's
Forests. Annual Report 2013 [online]. Date: 2013.
•
Employment and Social Development Canada. Canadians in Context –
Aboriginal Population [online]. Date: 2014.
•
Statistics Canada. 2006 Census of Population. Statistics Canada catalogue
no. 97-559-XCB2006011.
List any individuals or organizations you consulted with, including notes from
interviews.
8 – Communicate the Initiative
Communications strategies announcing the innovation and economic diversification
initiative can contribute to the initiative’s success by demonstrating to the local
community that the local context, ecosystems, and population have been
considered.
Communications products should be tailored to engage both local innovators and
potential workers in the sector, focusing on recruitment of key groups that have
traditionally been underrepresented in the forestry workforce.
These could include, for example:

Materials and messaging aimed at community groups, demonstrating a
commitment to respecting local ecosystems and traditions as a source of
innovation

Advertising campaigns geared at young Aboriginal women and men, to
challenge industry stereotypes and encourage a more diverse workforce at all
levels and sub-sectors
Consideration should also be given to the most effective means of communicating
with diverse stakeholders − whether it be through public service announcements,
websites, social media, or other means.
GBA+ Process: Conclusion
The GBA+ process includes a series of key elements.
The important thing to remember is that this process can be applied to your work
at any point; it is never too early or too late. GBA+ can be used to inform the entire
policy process, from research and early investigation to monitoring and evaluation.
And, with some practice, you will develop a “GBA+ reflex”; considering gender and
diversity factors will become a routine part of your work and will be integrated into
your thought process.
In the next section of this module, you will review two approaches often used in
developing options as part of the GBA+ process.
The GBA+ Options Spectrum
Now that you have reviewed the steps in the GBA+ process, we will examine
in more depth two different approaches to developing options that take
GBA+ considerations into account: Targeted and Flexible.
In the next few pages you will review examples of each of these approaches.
Auto Insurance: A targeted example
1 – Introduction
Sometimes, conducting GBA+ may reveal that we must develop an option that
focuses on either women or men, or a particular group among the diversity of
women or men.
This means that measures are taken to meet the needs of a group with a particular
disadvantage, including a historical disadvantage. Measures are also taken to
prevent a group from being negatively impacted.
In this example you will see that insurance companies use GBA+-type analysis to
target those drivers who are at highest risk of accident or injury with higher
insurance premiums. If they did not take this approach, and all drivers paid equal
premiums, safe drivers with a lower risk of accident or injury would be subsidizing
the insurance premiums of the higher-risk drivers.
Insurance premiums are based on an individual's particular combination of sex,
gender, age, marital status, geographic location, driving record, and the kind of car
being insured.
Take a look at how Chantal’s and Shankar’s auto insurance rates will change
depending on the depth of the GBA+.
Visit the Profiles on pages 109-110 to learn about Chantal and Shankar.
2 - Sex and gender
Studies show that:

Men consistently have higher fatality rates from motor vehicle accidents than
women

Men have riskier driving habits than women
This information leads to higher premiums for men.
If the rate assessment using GBA+ had been finished here, Shankar would have
had a higher premium rate than Chantal because of his sex and gender.
3 - Marital Status
Insurance companies argue that:

Unmarried individuals are more accident-prone than their married
counterparts, which means that married policy owners often pay lower
premiums than unmarried policy owners.
Had the analysis stopped here, Shankar’s rate would have been lowered a bit
because he is married. Chantal’s rate would be adjusted to a higher amount since
she is single.
4 - Age

Only 15% of all licensed drivers are under 25 years of age, yet this group
accounts for a quarter of all fatal accidents.
Had the GBA+ been finished here, Shankar’s rate would have been lowered
because of his age, as he is over 50, and his marital status would have had less
significance.
Chantal’s rate, on the other hand, would not change due to her age – she is 33.
5 – Summary
It is well known that single men under 25 pay higher auto insurance premiums.
Other drivers are not required to compensate for the risk young drivers represent
for insurance companies. This prevents drivers considered as low risk from being
adversely affected.
In this example, a thorough consideration of driving patterns and behaviour,
including intersecting identity factors, uses the combination of age, gender and
marital status for determining risk. This illustrates how a one-size-fits-all approach
would negatively affect many drivers.
A targeted approach can be helpful in meeting the needs of a group with a
particular disadvantage or, in this case, to prevent a group from being negatively
affected.
Parental leave evolution: An example of a flexible
option
This type of option:

Provides flexibility to respond simultaneously to
the needs of diverse population groups; and,

Balances competing government priorities with
diverse population needs.
One of the most effective examples of a flexible
option that responds to diversity in Canada is the
evolution of parental leave. Based on societal
norms, attitudes, and expectations, it went
through multiple stages of integration, beginning as maternity leave and
now extending to include parental and adoption leaves.
Explore this timeline by reviewing each of the dates to see what identities
and realities were taken into consideration and how each decision would
have affected Joseph and Marco. To review information about Joseph and
Marco, see page 109.
1940 - No Benefits for Parents
In 1940, the Unemployment Insurance Act was introduced in Canada. It did not
cover any form of leave benefits for parents in its early decades.
1971 - Maternity Leave Introduced
Amendment:

Unemployment Insurance Act amendments allowed some women, depending
on their work history, 15 weeks of maternity leave benefit.
This amendment demonstrates gender analysis, as it:

Recognized the increasing number of women in the workforce; and,

Addressed society’s changing expectations about balancing childcare
and career.
However, based on the societal expectation that women be primary caregivers, and
that parents are heterosexual couples, it was assumed that only women would
require leave to care for their children.
What does this mean for Joseph and Marco?

As adoptive fathers, Joseph and Marco would not be eligible for paid leave,
regardless of their sexual orientation; and

To provide full-time care, they would either have to take an unpaid leave of
absence or resign from employment.
1984 - Adoption Leave Added to Maternity Leave Benefits
Amendments:

Maternity benefits were modified and extended to include adoptive parents

With this modification, adoptive and birth mothers received the same 15
weeks of benefits
This amendment demonstrates more thorough analysis, as it:

Recognizes the right of adoptive mothers to the same benefits as birth
mothers
However, it was still assumed that, among heterosexual couples in Canada, both
natural and adoptive mothers would be responsible for taking leave to care for
children. The program perpetuated stereotypical gender roles by providing leave
benefits to mothers but not to fathers.

The extension to adoption leave would not benefit Joseph and Marco
as a same-sex couple, because they would not qualify under the
'adoptive mother' clause.
1990 - Maternity, Adoption, and Parental Leave Benefits
Amendments:

10 weeks of parental leave was added to Employment Insurance (EI)
benefits, and was available to birth fathers, as well as adoptive
mothers and fathers.

“Maternity leave” was available to birth mothers only; adoptive
mothers became ineligible for maternity leave as they now qualified for
parental leave.
This amendment demonstrates even deeper analysis as it recognized men's role as
caregivers; however, the uptake of parental leave by fathers at the time of its
introduction was only 3%.

Joseph would be eligible to take parental leave for adoptive parents
and to provide 10 weeks of care to their child.

As a self-employed entrepreneur, Marco would not be eligible to
receive parental leave benefits under the EI program.
2001 - Parental Leave Extended
Amendment:

Parental leave was extended from 10 weeks to 35 weeks for men and
women.
This amendment demonstrates rigorous GBA+, as it:

Provides greater acknowledgement of fathers' responsibilities at home;

Resulted in an increase in the number of fathers taking parental leave;
and

Supported a more active role for men in primary care for children.

Joseph would be eligible to take parental leave for adoptive parents
and to provide eight months of full-time care for their child.

As a self-employed entrepreneur, Marco would still not be eligible to
receive parental leave under EI.
2010 - Eligibility Period Extended for Canadian Forces Members
Amendment:

The eligibility period for collecting EI parental benefits was extended for
Canadian Forces members, up to a maximum of 104 weeks for those
members who cannot collect their benefits during the standard eligibility
period due to an imperative military requirement.
This amendment demonstrates a thorough GBA+ by using a targeted approach to
ensure that an employment group with specialized employment requirements is
able to access the same benefits as other employment groups.

Neither Joseph nor Marco is military personnel so their access to EI
parental benefits is not affected by this amendment.
2011 - Parental Leave Introduced for Self-employed Individuals
Amendment:

Maternity and parental benefits were introduced for self-employed
individuals, who could opt in to the EI program for the first time.
This amendment demonstrates an even more rigorous GBA+, as it:

Recognizes an increased number of self-employed parents

Encourages and acknowledges more gender balance in primary care
for children, given that men accounted for 64.5% of all self-employed
workers in 2009.

As a self-employed entrepreneur, Marco would be eligible to opt into
the EI program and provide up to eight months of full-time care for
their child.
Today
Today, birth and adoptive parents in Canada, regardless of their sex, gender,
marital status, or sexual orientation, have access to parental leave, as long as they
meet specific criteria concerning their employment situation. In 2011-2012, 13.7%
of biological fathers and 28.3% of adoptive fathers claimed EI parental leave
benefits.
This example shows that by using GBA+ in policy making we can update and adapt
policies, programs, and legislation as society changes. A policy that was originally
designed for working mothers who gave birth was modified over several decades to
include other groups of biological and adoptive parents. In the process, using GBA+
allows us to challenge assumptions (and resulting policies) that only mothers
provide early child care, and that only birth parents require time off with benefits to
care for their children. Ultimately, it recognizes shifting gender roles and
expectations and promotes greater equality between the diversity of Canadian
women and men.
Test your knowledge
Question 1
When gathering information as part of the GBA+ process, it is
important to find:
 Quantitative data only
 Data disaggregated by sex and other diversity factors
Generalized data
Question 2
A targeted approach:
 May focus on one gender or group over another
 Only includes women
 Is always discriminatory
Question 3
Parental leave is an example of a flexible approach because:
 Both women and men may be parents
 It takes into account the needs of diverse parents
 Women and men are treated the same way
Check your answers on pages 117-118.
Summary
GBA+ is a valuable process for systematically considering sex, gender, and
other identity factors in the development of policies, programs, and
legislation. It can be used across many sectors and functions.
GBA+ is a critical part of public policy development. While it may not in fact
uncover disparities in the context of your particular initiative, you cannot
automatically rule it out without an investigation. It is still valuable to
document the process of investigation and to be able to justify your decision
and approach.
You may be able to conclude from the GBA+ process that an initiative will
have no negative impacts on different groups of men and women. Provided
you document the GBA+ process and qualify your options, your approach is
still gender-sensitive.
Conversely, applying the GBA+ process to an initiative that does not
immediately seem gendered may reveal significant gender and/or diversity
issues. This was highlighted in the case study on the forest sector.
Remember from Module 3 that it is crucial to check your assumptions about
an issue and its possible effects on diverse groups. Your assumptions might
inadvertently influence the option you choose. Ultimately, you will want to
choose the option that reduces the possible negative impacts, and provides
the greatest benefit to all.

The steps of the GBA+ process and how it can be systematically applied
to your work

Two examples of how GBA+ is used to develop options (Targeted and
Flexible).
MODULE 7 PUTTING GBA+ INTO
PRACTICE
You will practice applying GBA+.
By completing:

A scenario exercise.
Introduction
In Module 6, you learned about the steps of the GBA+ process. In this
Module, you will have an opportunity to practice them.
You will be asked to draft a briefing note on heart disease that includes a
GBA+.
Scenario
The Government has announced that your Department will receive new
funding to combat heart disease.
Your manager asks you to prepare a briefing note on this issue and include
GBA+ in your considerations.
Module 7 – Putting GBA+ Into Practice | 98
Due to the interactive nature of this scenario, please complete it
online by going to http://www.swc-cfc.gc.ca/gba-acs/coursecours/eng/mod07/mod07_04_01.php
Test your knowledge
You can now write your briefing note including GBA+ related information.
In the background you:

Provide information on the announcement to reallocate funds to combat
heart disease.

Explain how this fits into your organization’s overall objectives.
Question 1
Which of the GBA+ considerations that you have identified through
information gathering and stakeholder engagement will you include
in the considerations section of your briefing note?
 Women often under-report symptoms of possible heart disease to their
physicians.
 Heart disease is a physiological condition that affects everyone equally.
 Because heart disease is one of the leading causes of death among women
and men, it is does not have a particular GBA+ element.
 Men are more likely to die of heart disease than women.
 Some groups of women and men are more likely to suffer from heart disease
than others, including Aboriginal women and men.
 The only risk factors associated with heart disease relate to lifestyle choices
such as exercises and low-fat diet.
 Heart disease diagnosis and treatment sometimes has gender bias, where
men are more frequently investigated and treated for heart disease than
women.
 A major risk factor in heart disease is diabetes, and Aboriginal people are
more likely to have diabetes than the non-Aboriginal population.
Question 2
Now that you have outlined the GBA+ considerations related to heart
disease, you present three options for moving forward.
Option 1 - Approach that addresses heart disease for the population as a
whole.
What are the risks associated with this option?
 By using a general approach for the population as a whole, it will not be
possible to target populations with different risk factors. Efficiencies may be
lost and success uneven.
 Heart disease is a leading cause of death in Canada, and this spending will
benefit all Canadians equally. There is no risk associated with this option.
Question 3
Option 2 - Approach that addresses heart disease, taking into account only
the biological differences between women and men.
What is the risk associated with this option?
 It is very important to look at sex and gender, including the fact that men
are more likely to die of heart disease, and that women may be underdiagnosed for heart disease.
 It is very important to look at sex and gender, but without looking at other
cross-cutting factors, the approach may overlook particularly vulnerable
groups of women and men.
Question 4
Option 3 - Approach that addresses heart disease, taking into account sex,
gender, and other factors, including cultural identity.
 A GBA+ approach that recognizes biological differences as well as other
identity factors, including cultural identity, will enable resources to be most
targeted and effective.
 This approach will only meet the needs of a few groups, and therefore be
unsuccessful.
Question 5
Now that you have outlined the potential options for moving
forward, which is your recommended approach?
 Option 1 - General population approach to heart disease.
 Option 2 - Approach that accounts for sex.
 Option 3 - Approach that accounts for sex, gender and other cross-cutting
factors, including cultural identity.
Question 6
Congratulations! You have completed your Briefing Note. You want to ensure
that you document your GBA+ work to be able to answer any detailed
questions that management or others may have about your evidence.
What information should you include in your documentation file?
 Copies of information and data resources including journal articles,l Statistics
Canada articles and tables.
 Print-outs of stakeholder website resources, notes from telephone
conversations with stakeholders, and any face to face meeting
documentation.
 A list of all the information and data sources you consulted, including the
date you retrieved online resources.
 Print-outs of every email detailing the meeting time change for a stakeholder
engagement conversation.
 A copy of Status of Women Canada’s GBA+ Introduction to GBA+ online
course.
 Documents in which you developed your analysis using the evidence
gathered from information sources and stakeholders.
Check your answers on pages 117-120.
Summary
By going through the GBA+ process systematically, you are:

Checking your assumptions to reduce potential bias;

Building an evidence base that reflects diverse Canadians’ experience;

Incorporating these experiences into the development of options and
recommendations; and

Documenting your work, and communicating your GBA+ findings.

How to systematically apply GBA+ by building an evidence base,
documenting your work and developing options
WHAT DID I LEARN?
You are ready to take the final quiz! While the quiz is printed below, please
take the online version by going to http://www.swc-cfc.gc.ca/gbaacs/course-cours/eng/mod08/mod08_01_02.php to receive your
certificate.
You will find 10 questions covering material from the entire course.
The quiz is scored out of 100 and you will need a minimum of 80% to pass
the course. All questions must be answered to complete the quiz.
Once you have completed and submitted the quiz, your score will be
displayed at the bottom of the page. If you have been successful in scoring
80% or more, a link to the course conclusion and an invitation to complete
an evaluation form will appear.
If you have not obtained 80%, you will be allowed two more attempts.
The quiz will take approximately 10 minutes to complete.
Final Quiz
Question 1
Gender is:
 The characteristics associated with “feminine” and “masculine,” as defined by
society, culture, and history
 The biological differences between men and women
Question 2
 Examine the effects of policies, programs, and initiatives on diverse groups of
women and men
What did I learn? | 103
 Ensure equality for women
 Promote pay equity
Question 3
Historical disparities do not need to be considered in the
development of new policies, programs, and legislation.
a. True
b. False
Question 4
Before you begin developing a policy or program, you will already
know whether an issue impacts diverse groups of women and men
differently based on your individual experience.
a. True
b. False
Question 5
Who is responsible for applying GBA+?
 The head of the organization
 Human resources officials
 Gender specialists
 Any official in an organization who is contributing to policies, programs, or
legislation
 Deputy Ministers
Question 6
Conducting GBA+ will always conclude that disparities exist between
men and women.
a. True
b. False
Question 7
Steps in the GBA+ process include:
 Checking your assumptions
 Gathering information and considering diverse stakeholder perspectives
 Consulting your organization’s Employment Equity policy
Question 8
A GBA+ Framework is important to implement in an organization
because:
 It supports employment equity programming
 It provides a foundation for capacity development, application and
monitoring of GBA+
 It supports the sustainable and systematic use of GBA+
 It supports the development of a single point of contact for GBA+
Question 9
Parental leave policies are an example of a flexible approach
because:
 Women and men are treated the same way
 Both women and men may apply
 It takes into account the evolving needs and circumstances of diverse
parents
Question 10
Documenting the GBA+ process can assist you with:
 Demonstrating to senior management that a thorough analysis has been
undertaken in developing options
 Developing communications strategies to explain decisions
 Populating a bibliography
COURSE CONCLUSION
We hope you have enjoyed this introductory course on GBA+. While this course is
fresh in your mind, we hope that you will consider some of the key GBA+ questions
in your own work. You might want to find out if your department has a GBA+
policy, what the accountabilities for GBA+ are within your department, and what
resources are available to assist you in your daily work.
What you have learned:

Women and men are not homogeneous groups;

Initiatives have different impacts on diverse groups of women and men;

Your assumptions can affect initiatives and their outcomes;

GBA+ can assist you in determining differential impacts and in developing
strategies to mitigate negative impacts on diverse groups of women and
men; and,

Everyone has a role to play in GBA+.
Now that you have completed Introduction to Gender-Based Analysis+ (GBA+), we
would like to get your feedback. After taking the online quiz, please select the link
to open the evaluation form and request a certificate.
You will receive your course completion certificate via email once the evaluation
form has been submitted. Please note that certificates are not generated
automatically. It may take several days to receive your certificate.
Course conclusion | 107
ACKNOWLEDGMENTS
We would like to thank all those who contributed to this project.
Main Contributors

Status of Women Canada

Aboriginal Affairs and Northern Development Canada

Citizenship and Immigration Canada

Human Resources and Skills Development Canada (now known as
Employment and Social Development Canada)

Health Canada

Justice Canada
Status of Women Canada uses the term “Gender-based Analysis+”, using
the “plus” to highlight that this type of analysis, formerly known simply as
GBA, goes beyond gender. GBA+ is derived from the term “gender+”.
The term “gender+” was used in Europe by a leading group of academics
known as QUING – Quality in Gender+ Equality Policies – from 2006 to
2012. It is the term used to “emphasize the intersectionality of gender with
other categories.”
Acknowledgements | 108
CHARACTER PROFILES
Meera just turned 15. She lives with her mom, dad,
and two younger brothers.
Joseph and Marco are young professionals who have
recently married and adopted their first child. Marco
is an entrepreneur with a home-based business.
Mary is an Aboriginal woman in her mid-60s. She
suffers from heart disease, which makes it difficult
for her to play with her grandchildren.
Character Profiles | 109
Shankar is a 50-year-old corporate lawyer who
loves living in a big city.
Jean-Philippe is a pre-teen boy who loves to play
sports.
Chantal is a 33-year-old single mother. She lives in
a small town with her son where she teaches grade
two.
Character Profiles | 110
ANSWER KEY
Module 1
Could either or both sex and gender have played a role in Mary’s second
heart attack?
c) Both
Question 1
Now that you have explored the differences between sex and gender, try
applying your knowledge. All of the statements below are a result of either
sex or gender.
Select all the statements that are a result of gender influences:
 The majority of paid and unpaid childcare in Canada is performed by women.
 Males between the ages of 17 and 25 have a greater risk than females of the
same age of suffering an injury.
 Although a larger proportion of young women have university degrees
(56.1%) men represent the majority (67.4%) of adults with STEM (science,
technology, engineering and math) degrees.
Sex refers to the biological characteristics that distinguish males and
females. Biological differences include such things as anatomy, genetics,
hormones, metabolism and physiology. The sex of stem cells and the
development of prostate cancer (only men have a prostate gland) are both
considerations of sex.
“masculine,” as defined by society, culture and history. It changes over time
and between cultures. Who cares for children, who exhibits high risk
behaviour, and who pursues what type of education are all issues of gender,
and are associated with the behaviours that particular societies consider
appropriate for men and women.
To review the definitions of sex and gender, check the glossary.
Answer Key | 111
Module 2
Question 1
GBA+ is:
 An analytical process used to examine the intersections of sex and
gender with other identity factors
Gender-based Analysis Plus (GBA+) is an analytical process used to
assess the potential impacts of policies, programs, services, and other
initiatives on diverse groups of women and men, taking into account gender
and other identity factors. It can be used by analysts, researchers,
policymakers, and service providers to guide the systematic consideration of
gender and other factors throughout the policy, program, and legislative
development process.
To review the definition of GBA+, see page 14.
Question 2
 Examine the potential unintended impacts of initiatives on diverse
groups of women and men
 Identify options to optimize the effectiveness of policies and programs
People’s daily experience with sex, gender and other identity factors
influences their ability to access and benefit from government initiatives. To
ensure maximum effectiveness and impact, it is therefore critical to apply
GBA+ when initiating, implementing and evaluating policies, programs and
initiatives.
To review information on why it is important to consider GBA+, see page 15.
Answer Key | 112
Module 4
Question 1
As an individual, your responsibilities for GBA+ include:
 To obtain relevant data and research
 To include gender and diversity considerations in recommendations to
managers and executives
 To document your GBA+ process
All federal officials and organizations have a role to play to ensure that
GBA+ leads to better results for Canadians. We do not, however, all have
the same roles.
Individuals:

Challenge assumptions and ask probing questions;

Seek out relevant data and information about diverse men and women and
how they may affected by your work;

Include GBA+ considerations in recommendations to managers and
executives; and,

Document the GBA+ process, including materials to support recommended
options and to provide evidence of due process.
To review additional information related to roles and responsibilities, see
pages 41-43.
Question 2
A GBA+ Responsibility Centre should:
 Be located in a unit with broad organizational reach
The role of a GBA+ Responsibility Centre is to lead, support, and monitor
implementation of a GBA+ Framework, and to provide oversight, direction,
and promotion of GBA+ across your organization. To ensure access and
application in various parts of your organization, it is recommended that the
Responsibility Centre be identified in a unit with a broad reach.
Answer Key | 113
To review information on identifying a Responsibility Centre, see pages 4647.
Question 3
A Pilot Initiative is an important component of a GBA+ Framework
because:
 It demonstrates the concrete application of GBA+ in an organization
 It provides the basis for adapting GBA+ training and tools to suit the
operating environment and work
A pilot initiative is intended to inform the use of GBA+ throughout your
organization. It should focus on a policy, program or legislative initiative that
will impact the broader organization, to enhance visibility and relevance.
To review information on the elements of a GBA+ Framework, see pages 4457.
Question 4
True or false: a GBA+ Policy Statement, or Statement of Intent,
should include the following:

A commitment to use gender and diversity analysis across the organization

A mandate to enable supporting structures for the sustainable use of GBA+

Senior management endorsement
 True
A GBA+ Policy Statement, or Statement of Intent, is a clearly articulated
commitment to GBA+, with senior management endorsement, that provides
a mandate to proceed with building supporting structures, policies, and
activities.
To review information on developing a Policy Statement, see pages 53-54.
Question 5
Which organization plays the role of a centre of excellence for
GBA+?
Answer Key | 114
All federal officials and institutions have a role to play to ensure that GBA+
leads to better results for Canadians. We do not, however, all have the same
roles.
To review GBA+ roles and responsibilities for the federal government, see
pages 41-43.
Module 6
Question 1
When gathering information as part of the GBA+ process, it is
important to find:
 Data disaggregated by sex and other diversity factors
Gathering information is the first step in assessing gender and/or diversity
factors, and to determine whether your initiative will have a more significant
impact on a particular group of women or men, or if unintended barriers
exist.
Sources of data come from a variety of places, and part of checking
assumptions involves going beyond the ‘usual’ sources. Both quantitative
and qualitative data should be gathered by sex and, where possible, other
diversity factors to understand the issues which may be present for a
particular initiative.
To review the steps of the GBA+ process, see pages 76-80.
Question 2
A targeted approach:
 May focus on one gender or group over another
A targeted approach means that the initiative focuses on one gender or
group over another. Sometimes this approach is used to remedy a historical
disadvantage.
To review information on the targeted option, see pages 89-91.
Answer Key | 115
Question 3
Parental leave is an example of a flexible approach because:
 It takes into account the needs of diverse parents
A flexible approach responds simultaneously to the needs of diverse
population groups.
The evolution of maternity leave is an excellent example of a flexible
approach because today birth and adoptive parents in Canada, regardless of
marital status or sexual orientation, have access to parental leave.
To review information on the flexible option, see pages 91-95.
Module 7
Question 1
Which of the GBA+ considerations that you have identified through
information gathering and stakeholder engagement will you include
in the considerations section of your briefing note?
 Women often under-report symptoms of possible heart disease to their
physicians.
 Men are more likely to die of heart disease than women.
 Some groups of women and men are more likely to suffer from heart
disease than others, including Aboriginal women and men.
 Heart disease diagnosis and treatment sometimes has gender bias,
where men are more frequently investigated and treated for heart
disease than women.
 A major risk factor in heart disease is diabetes, and Aboriginal people
are more likely to have diabetes than non-Aboriginal people.
Answer Key | 116
Question 2
Now that you have outlined the GBA+ considerations related to heart
disease, you present three options for moving forward.
Option 1 - Approach that addresses heart disease for the population as a
whole.
What are the risks associated with this option?
 By using a general approach for the population as a whole, it will not
be possible to target populations with different risk factors. Efficiencies
may be lost and success uneven.
A general approach that does not include gender and diversity
considerations may miss part of the population affected by this issue or lead
to inefficiencies.
Question 3
Option 2 - Approach that addresses heart disease, taking into account only
the biological differences between women and men.
 It is very important to look at sex and gender, but without looking at
other cross-cutting factors, the approach may overlook particularly
vulnerable groups of women and men.
Although a targeted option will focus on one population group, looking at the
intersection of gender with other identity factors may lead to a more
comprehensive approach.
Question 4
Option 3 - Approach that addresses heart disease, taking into account sex,
gender and other factors, including cultural identity.
Answer Key | 117
 A GBA+ approach that recognizes biological differences as well as
other identity factors, including cultural identity, will enable resources
to be most targeted and effective.
Taking gender and other identity factors into consideration will allow
initiatives to be most targeted and effective.
Question 5
Now that you have outlined the potential options for moving
forward, which is your recommended approach?
 Option 3 - Approach that accounts for sex, gender and other crosscutting factors, including cultural identity.
Option 3 is likely to be the most effective by taking gender and other
identity factors into consideration.
Question 6
Congratulations! You have completed your Briefing Note. You want to ensure
that you document your GBA+ work to be able to answer any detailed
questions that management or others may have about your evidence.
What information should you include in your documentation file?
 Copies of information and data resources including journal articles,
Statistics Canada articles and tables.
 Print-outs of stakeholder website resources, notes from telephone
conversations with stakeholders, and any documentation from face-toface meetings.
 A list of all the information and data sources you consulted, including
the date you retrieved online resources.
 Documents in which you developed your analysis using the evidence
gathered from information sources and stakeholders.
Answer Key | 118
It is not necessary to include information regarding administrative matters,
such as meeting times, or training materials in your GBA+ documentation
file.
Answer Key | 119
GLOSSARY
A
Ability
Ability consists of the possession of the means or skill to do
something. In the context of GBA+, ability constitutes an important
factor of identity that should be taken into account during the policy
process. Those with constrained mental or physical abilities may
require special consideration when designing a policy, program or
initiative.
Assumptions
Assumptions consist of beliefs or ideas that individuals hold to be true
and are often based on little or no evidence.
B
Barriers
Barriers are those things that prevent movement, or make access to a
service more difficult for certain groups and individuals.
Barriers exist at different levels, and may be personal, cultural,
institutional and structural.
Beijing Platform for Action
The United Nations held the fourth World Conference on Women in
Beijing in September 1995. The Beijing Platform for Action marked the
first major global commitment to “gender mainstreaming” as a way to
accelerate women's empowerment and end gender discrimination. The
declaration cites the commitment among governments to advance the
goals of equality, development and peace for all women everywhere
and to ensuring that a gender perspective is reflected in all policies
and programs.
*For more information see:
http://www.un.org/womenwatch/daw/beijing/platform/
Glossary | 120
C
Central Agencies
Within the Government of Canada, the Privy Council Office (PCO), the
Treasury Board of Canada Secretariat (TBS) and the Department of
Finance (FIN) are known as the central agencies.
The central agencies play a “challenge function” role for the application
of GBA+ across government, and may request evidence of GBA+ in
documents going to Cabinet for approval, such as a Memorandum to
Cabinet or Treasury Board Submission.
D
Departmental Action Plan on GBA
The Departmental Action Plan on GBA was tabled in Parliament in
2009, as a blueprint for increasing accountability for the application of
GBA+ in the federal government. It requires departments and
agencies to develop and implement a multi-pronged organizational
framework to support the routine use of GBA+ in the development of
policies, programs and legislation.
Disaggregated data
Disaggregated data refers to data broken down by age, race, ethnicity,
income, education, etc. This is sometimes referred to as genderdisaggregated data.
Discrimination
Discrimination refers to exclusion, prejudice or restriction of
opportunity because of one’s belonging to a category of people or
things (e.g. gender, disability, religion, age, ethnicity, etc.)
Diverse groups of women and men
Women and men are not homogeneous groups. A variety of factors
such as ethnicity, socio-economic status, ability, sexual orientation,
migration status, age, faith, gender identity and geography interact
with sex and gender to contribute to different lived experiences.
Glossary | 121
Diversity
Diversity consists of the conditions, expressions and experiences of
different groups identified by age, culture, ethnicity, education,
gender, disability, sexual orientation, migration status, geography,
language and religious beliefs (and other factors).
F
Flexible approach
A flexible approach, sometimes referred to as an integrated approach,
involves considering and incorporating the range of needs and
circumstances of diverse populations into a policy, program or
initiative.
G
Gender-based Analysis+ (GBA+)
Gender-based Analysis Plus (GBA+) is an analytical process used to
assess the potential impacts of policies, programs, services, and other
initiatives on diverse groups of women and men, taking into account
gender and other identity factors. It can be used by analysts,
researchers, policymakers, and service providers to guide the
systematic consideration of gender and other factors throughout the
policy, program, and legislative development process.
The "plus" in GBA+ highlights that this analysis goes beyond gender,
and includes the examination of a range of other intersecting identity
factors (such as age, education, language, geography, culture and
income).
GBA+ reflex
Having a GBA+ reflex means that considering gender and diversity
factors has become a routine and automatic part of your work and
thought process.
Gender
“masculine”, as defined by society, culture and history. It changes
Glossary | 122
over time and between cultures. Gender does not necessarily link with
sex.
Gender exists on a continuum, meaning femininity and masculinity
exist in differing degrees, all influenced by other social variables.
Gender equality
Gender equality refers to equal rights, responsibilities and
opportunities for women and men and girls and boys. Equality refers
to the state of being equal while equity refers to the state of being
just, impartial or fair. However, equality of opportunity by itself does
not guarantee equal outcomes for women and men.
Gender mainstreaming
Gender mainstreaming consists of an institutional policy and program
strategy that seeks to integrate women's concerns into all aspects and
sectors of activity. This term is most often used in an international
context.
Gender neutral
Gender neutral refers to programs, policy and language that are free
of explicit or implicit reference to gender or sex.
Gender roles
The term “gender roles” refers to learned behaviours in a given
society/community that determine which activities, tasks and
responsibilities are perceived as masculine and feminine. Gender roles
are affected by age, class, race, ethnicity, religion or other ideologies
and by the geographical, economical and political environment.
Changes in gender roles often occur in response to changing economic
or political circumstances. Gender roles within a given social context
may be flexible or rigid, similar or different and complementary or
conflicting.
Gender-sensitive
Gender sensitivity refers to being aware that there are both biological
and gender differences between diverse groups of women and men
and including sex and gender as socially important variables.
Glossary | 123
H
Historical disadvantage
Throughout history, diverse groups of women and men have faced
both formal and social barriers and disadvantages in particular
societies, based on gender, ethnicity, religion, age, and so on.
Historical disadvantage refers to this systemic circumstance or
condition.
Homogeneous
Of the same kind or nature; essentially alike.
I
Impact
The influence or effect of public policy.
Indicators
Indicators refer to the types of results that a policy, program or
service wants to achieve. Indicators explain how you are going to
measure and monitor the achievements of the desired changes,
quantitatively or qualitatively.
Intersecting factors
People are members of more than one community at the same time
and live multiple, layered identities. For example, a woman who is also
a new immigrant and a senior can be viewed as belonging to three
separate identity groups. Intersecting factors refers to the point where
these ‘conditions’ overlap or intersect to create opportunities and/or
barriers.
M
Marginalized
People and/or groups who are relegated to an unimportant or
powerless position within a society.
Glossary | 124
N
Natural disasters
Environmental events, not (directly) human made, such as volcanic
eruptions, earthquakes, floods, cyclones, epidemics, drought, and
famine.
O
Outcomes
Outcomes refer to the results that would be necessary to achieve the
operational objectives of a policy, program or service.
S
Sex
Sex refers to the biological characteristics which distinguish males
from females, such as anatomy (e.g. body size and shape) and
physiology (e.g. hormonal activity or functioning of organs).
Sex-disaggregated data
Sex disaggregated refers to the collection of statistics that are
presented by sex to show the respective data for women and men
separately.
Systemic discrimination
Systemic discrimination refers to a system-wide, yet often subtle, form
of discrimination. It consists of distinction, exclusion or restriction
made on the basis of one’s belonging to a category of people. This can
apply to gender, ethnicity, religion, age, disability, etc. It is often a
mixture of intentional and unintentional actions that will have a more
serious effect (or a disproportionate impact) on one group than on
others.
Glossary | 125
T
Targeted approach
A targeted approach involves taking measures to meet specific identified
needs, or to prevent a group from being negatively affected by a policy,
program or initiative.
Glossary | 126

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