One Health for

Humans, Environment,
Animals and Livelihood

Operationalizing One Health

in pastoralist settings

Module 2:
Gender, culture, and One Health

FACILITATOR GUIDE
 Acknowledgments
This facilitator guide was prepared by Mamusha Lemma (ILRI) together with Siobhan Mor (University of
Liverpool/ILRI) and Micol Fascendini (Amref Health Africa). The HEAL project is funded in part by the Swiss
Agency for Development, and Cooperation (SDC).

About HEAL
The Arid and Semi-arid areas of the Greater Horn of Africa are among the areas in Eastern Africa frequently
affected by natural and man-made disasters. These areas are therefore vulnerable to recurrent drought and
other emergencies such as outbreaks of infectious diseases. They are characterized by inadequate access
to basic services, inadequate infrastructure, and increased competition for resources. The HEAL project is
based on the assertion that, despite the huge challenges that have hit the Horn of Africa in recent years,
its people, livestock, and natural resource base provide a firm foundation upon which to improve livelihoods
and increase resilience. Pastoralist communities depend on the close interlinkages between rangeland,
livestock, and human health. This insight and understanding provide an ideal basis to apply a One Health
approach to tackle one of the key bottlenecks for pastoralists which is access to necessary services and
inputs.

The HEAL project is building on this foundation by supporting a bottom-up approach that is participatory,
context-specific, coordinated and integrated to reshape service delivery in the form of One Health Units
(OHUs). These units will facilitate a combination of services from different disciplines in a meaningful way and
will thus facilitate interactions and coordination between governmental departments, private service providers
and communities. Their aim is to sustainably strengthen human, livestock and rangeland health services and
support communities to develop sustainable strategies to cope with changing environments and threats
related to climate change.

The HEAL project focuses on selected pastoral areas of Ethiopia, Somalia, and Kenya, which share some
common characteristics in terms of climate, culture, population dynamics and challenges related to these.
These countries have strong cross-border dynamics and are also linked in their historical context.

Consortium partners: • Vétérinaires Sans Frontières Suisse (VSF-Suisse; Lead)

• Amref Health Africa
• International Livestock Research Institute (ILRI)

Implementation sites: VSF-Suisse managed sites:

• Moyale woreda of the Somali region (Ethiopia)
• Miyo and Moyale woredas of Oromia region (Ethiopia)
• Beled Xaawo and Dollow districts of Gedo Region (Somalia)
Amref Health Africa managed sites:
• Filtu woreda of the Somali region (Ethiopia)
• Marsabit and Isiolo counties (Kenya)
ILRI: working in all project sites

i
 Table of Contents
Page

Acknowledgments i
About HEAL i
Table of Contents ii
Acronyms iii
Introduction 1
Training objectives and intended learning outcomes 1
Module content 1
Training program overview 2
Training approach and process 3
Before you deliver the Module 3
Adult learning principles and applications 3
Training methods 4
Structure and sequence of learning activities 5
Facilitation tips 6
Monitoring learning progress 6
Training follow-up action plans 8
Day 1. The role of culture in One Health 9
Overview 9
Getting started: Room setup, participant introduction, objectives and learning management 10
Learning activities 11
Day 2. Culture and gender concepts in One Health 17
Overview 17
Learning activities 18
Day 3. Gender perceptions, gender analysis and integration into One Health 24
Overview 24
Learning activities 25
Further reading 32
Annexes 33
Annex 1. Training program overview 33
Annex 2. Pre- and post-training self-assessment 36
Annex 3. Links to videos 37
Annex 4. Description of level of cultural competence 38
Annex 5. Cultural Competence Self-Assessment Checklist 39
Annex 6. Gender analysis tools 43
Annex 7. Continuum of gender integration and example of their use in livestock development 44
Annex 8. Gender integration case study 45
Annex 9. End of training survey 46

ii
 Acronyms
AMREF African Medical and Research Foundation
HEAL (One Health for) Humans, Environment, Animals and Livelihoods
ILRI International Livestock Research Institute
MSIP Multi-Stakeholder Innovative Platform
OH4HEAL One Health for Humans, Environment, Animals and Livelihoods
OHU One Health Unit

iii
Introduction
This facilitator guide is intended to help trainers deliver Module 2: Gender, culture, and One
Health of the HEAL training package. The Module aims to develop the capacity of One Health
practitioners in exploring and understanding sociocultural and gender issues and consider these
aspects in the planning, implementation, monitoring, and evaluation of One Health interventions.
The Module has both theoretical and practical sessions. A complete grasp of the content will take
four days of training time (see the training program in Annex 1).

Training objectives and intended learning outcomes

The training objectives are to:

• discuss the concept of culture and related terms and why culture matters in One Health in
pastoralist communities;
• explore concepts of multiculturalism and cultural responsivity in One Health and why these are
important;
• explore contributions of a gender perspective and gender analysis to the One Health approach;
• outline the basic principles of gender analysis in a One Health context; and
• examine multiple opportunities and constraints that women, men, boys, and girls face in
contributing to and benefiting from One Health interventions.

By the end of the Module, learners will be able to:

• appreciate the values of cultural diversity, relativism, and responsivity in a One Health context;
• apply concepts of cultural diversity and relativism as analytical tools in One Health practices;
• strive for cultural diversity as a source of exchange, innovation, and creativity in One Health
practices;
• frame the concepts of culture and One Health within the veterinary and human healthcare
context in pastoralist settings;
• demonstrate ability to assess and integrate culture and gender issues in One Health practices in
on pastoralist communities; and
• demonstrate culturally competent knowledge, skills, and attitudes in working across disciplinary,
organizational, and cultural boundaries in a One Health context.

Module content

• Culture, values, norms, beliefs

• Socialization and agents of socialization
• Ethnocentrism, cultural diversity, relativism, responsivity, competence
• Gender roles, norms, relations
• Gender stereotypes and inequalities
• Gender integration approaches in One Health

1
Training program overview

The training program is meant to guide you on how you can sequence and time the learning
activities to deliver the Module. Depending on specific context (such as time or group size), you can
adapt it to suit to your training options. Annex 1 provides a suggested training program for this
Module.

2
Training approach and process
Before you deliver the Module

It is important that you familiarize yourself with adult learning approach to deliver the Module. The
delivery of the Module will adopt experiential, problem-based and reflective learning approaches.
Adult learning is enhanced when training participants define their learning goals and expected utility
of the lessons learned. Before the training, you should encourage participants to define their
learning objectives and how they will apply the knowledge and skills from the training. It is expected
that participants will be motivated and responsible for their own learning when they know what they
are expected to do and what standards they are expected to achieve.

You will apply active training methods throughout the training process. Learning management tools
such as learning logs and reflections on learning experiences can ensure that learners work actively
and reflect on key lessons and insights and relate these to their work and life experiences
throughout the training process. Reflection questions allow learners to pause and reflect from time
to time on what they have learned, relate it to their experience, and think how they can apply it in
their work.

Before the training, you must read and understand the participant material and familiarize yourself
with the step-by-step instructions to deliver the learning activities contained within this facilitator
guide.

Adult learning principles and applications

As a training facilitator, you should understand learning theories and adult learning principles to give
context for the instructional activities and processes that will be used to deliver the Module. Active
learning theories and adult learning principles will be contextualized and applied in the development
and sequencing of learning activities and processes to deliver the learning topics of the Module.

Some principles, guidelines, and applications are shown below:

Emphasize benefits of learning. Adult learners need to know how the training relates to their
immediate work and will help them reach their goals.
• Have each participant develop learning goals (expected learning achievements) for the training
to direct their attention and action. Participants are likely to apply training when they have a
clear understanding of what knowledge and behaviors are required after the training to improve
work performance.
• Encourage participants to write down specific actions (learning responsibility and intention to
apply learning) that they will take in response to the training.

Create a supportive learning environment. Convey respect for individuals and the belief and
value in the learning process. Draw on previous experiences of participants.
• Call each participant by name throughout the training
• Listen to each person's questions and viewpoints
• Always be courteous and patient

3
• Assure individuals that mistakes are part of the learning process
• Encourage participants to support one another in the learning endeavor
• Ensure that the physical space is as comfortable as possible

Make training content coherent and relevant. Begin with the basic and build on each part in
sequential order when presenting training content. Learning activities and materials should be
designed based on learning objectives and work context of participants and address their needs
and training expectations. Be sure that content and activities can be applied to participants’ real-life
situations.
• Provide an overview of the intended learning outcomes
• Relate each new topic to previous topics
• When presenting new material, present overall concept first
• Provide examples of concepts that are relevant to participants’ work.

Thinking, feeling, and acting. Learning is more effective when it involves thinking (knowledge),
feeling (emotions), and acting (doing). Learning objectives, content, activities, and materials must
address different learning domains and styles.

Training methods

Not all people learn the same way; there are many different learning styles. Individual learning
styles are influenced by personality, education, experience, culture, and sensory and cognitive
preferences. The training uses a variety of participatory methods including plenary and small group
discussions, role plays, and case studies. These activities are designed to elicit and build on
participants’ experiences and knowledge, promote discussion and reflection on key issues, provide
hands-on practice of content learned, and help participants learn from each other.

Catering to different learning styles requires varying the training methods. Puzzles, problem-solving
exercises, questions, and writing activities are ways to keep participants focused on tasks. Watching
video demonstrations (seeing), listening to audio (hearing) and participating in hands-on exercises
(doing) are ways to diversify activities.

The choice of training methods depends on the learning domain (knowledge, attitudes, and skills)
and the learning style of participants (visual, auditory, and kinesthetic). Engage participants in small
groups for tasks requiring interaction using, for example, role-play and problem-solving activities.
Delivery of information and overviews can be done in large groups using PowerPoint presentations.

Examples of training methods used in the HEAL training package include:

• Small group discussions
• Brainstorming
• Interactive presentation
• Role-plays
• Case study analysis
• Interactive audio-visual materials

4
Using small groups in a training environment. Small group work is good for sharing ideas,
collaborative problem solving, and complementary skill sets. You can use different techniques to
break participants into small groups. Depending on the number of groups you wish to form, you can
count participants or ask them to count out loud, for example, 1-5 if you wish to form 5 small groups.
If the group composition is important, then you can form groups comprising people from different
sectors, gender balance, or roles. The ideal group size is 4-6 people. If the group is too small, it is
more difficult to generate ideas. If the group is too large, there is a chance some people will become
passive. Leave a group together if they can achieve their objective. Change the group only if they
are unable to work together. Give clear, detailed instructions for exercises. Provide guidelines on
how to proceed through each exercise. Put the instructions in writing if the exercise is complex.

Using role-plays as a training method. Role-plays are a great way to act out a problem situation
for the purpose of further discussion, analysis and problem-solving. The basic method is as follows:
• Identify an issue. Before a role-play, gather participants and introduce a hypothetical issue they
may encounter during their work. Make sure participants clearly understand the problem you are
trying to address and what you want to accomplish during the activity. You can also engage
participants in a discussion to help them think about the issue and consider what they might do
in the situation.
• Describe a specific scenario. Choose a scenario for your participants to act out. Describe it
thoroughly, providing specific details to make the role-play session as realistic as possible.
Consider using scenarios that participants might experience in their work.
• Assign roles. Once you have established a scenario, assign roles to participants for the various
characters involved in the scene.
• Have participants act out the scenario. Ask participants to act out the scenario and create
different strategies for resolving the situation. As the facilitator, you can suggest a variety of
strategies for handling situations or have participants develop innovative solutions and
actionable plans on their own.
• Reflect and provide feedback. The discussion can help participants gain a deeper understanding
of the social dynamics that relate to the work situation and how they can address it in a real-life
situation.

Structure and sequence of learning activities

This facilitator guide provides you with structured learning activities to facilitate logical progression
of learning. Learning logically progresses from simple to complex concepts and generalizations. For
this, learning activities and processes need to be presented in logical sequence so that learning is
meaningful and enhanced. While there is flexibility in how the learning activities are presented, the
structure below is generally followed to develop instructional activities in this Facilitator guide:
• Activity title
• Activity introduction
• Challenge scenario or problem situation to put the learning activity into context and create
motivation for learning. Adult learners need appropriate level of challenge to learn. For example,
having them to work on a case study, problem scenario, etc.
• Brainstorming ideas to identify and build on previous knowledge of participants
• Group activities (case studies, role-plays, videos) to develop skills, critical thinking or influence
attitudes followed by group presentations and reflections.
• Introducing new knowledge building on previous knowledge through interactive presentations

5
• Learning integration and reinforcement through summary of main learning points and messages
• Review questions to aid learners to extend and connect the learning with real-life situations

Facilitation tips

• Create an engaging learning environment. Adults learn in context and by activity. Make the
learning process engaging and meaningful by building on their experiences and connecting the
learning with their work context.
• Question. Use appropriate level of challenge and questions to help participants reflect on their
learning experience and connect it with their work.
• Listen deeply. Suspend your own perspective and judgement to truly understand participants’
thoughts and feelings.
• Practical sessions. Describe how practical activities would be organized (tasks, reflection
questions, reporting back in plenary, etc.)
• Clarify/validate/probe
• Summarize and synthesize the main learning points and messages

Monitoring learning progress

Tips for monitoring the learning process during training events:

• Prepare and display intended learning outcomes and agenda for each training day.
• Use feedback groups, recap sessions, and satisfaction rating charts (mood meters) to monitor
and document learning progress and get feedback from participants.
• Summarize what has been covered in each training day. Review daily objectives and agenda
written on the flipcharts.
• Review participants’ feedback and address major issues.
• Display flipchart results on the wall of the training room. Date and number the flip charts for easy
documentation.
• Take pictures of flipchart results, small group discussions and presentations to illustrate the
training process and outputs in the training report.

6
Reflection and feedback gathering methods can be used to obtain feedback from participants and
learn about their reactions to the learning content and process. You can use methods such as self-
learning management tools, recap and reflection sessions, question/feedback board, mood meter
and end of training survey to measure learning, get feedback, and enhance meaningful engagement
and application of lessons.

Place flipchart papers titled ‘Feedback/question/comment’ on the walls of the training room and
encourage participants to provide feedback and comments, ask questions, etc. during the training.

Learning logs. At the beginning of a training event, encourage participants to keep learning logs
and daily reflections to promote a deeper level of learning and insight-making. Suggest to the
participants that they should keep a daily reflection of their learning experience, key learning points,
and ideas about how they will apply the learning. This will ensure participants’ self-organization and
ownership of the learning process to enhance their learning experience and increase the chance of
learning application.

Self-learning management tools

Daily learning logs and reflec0ons: “key take away

messages” – “the moral of the story”

• Key ‘lessons’ and insights: What did I “learn”? What is

in it for me? What does make sense to me?

• Connec3on and applica3on : How will I use/apply the

lessons and insights in my work? How will it make me a
be=er course designer/writer?

• Learning reinforcement needs : What do I need to

know more about, and how can I achieve this?

Conduct a pre-training assessment. Distribute the pre-training self-assessment tool in Annex 2

and ask participants to assess the level of their knowledge and skills before the training. Ask them
to be as objective as possible in their assessment as it will help them monitor their learning
performance in the training. Aim to analyse the data and present the results during the recap
session.

Explain that the purpose of the pre-training self-assessment is to:

• provide participants with an idea of the level of knowledge and skills they already have before
the training, and how well they have performed in each training topic at the end of the training
• provide facilitators with an idea of the different levels of knowledge and skills among the
participants and help them devise ways to cater for individual learning differences
• establish a baseline to measure the level of learning achievement of training participants at the
end of the training course

7
Training follow-up action plans

Training follow-up action plans help provide participants with mentoring support to implement the
knowledge and skills acquired during the training, continue the learning process, and assess
training outcomes.

At the end of a training event, have participants develop action plans to put the knowledge and skills
gained from the training into action. It is important to identify opportunities and constraints for
knowledge and skills application and devise strategies that support participants to apply the training.

Allocate sufficient time for action plan development, presentation, and feedback at the end of a
training event. It is a good practice to have supervisors/officials attend presentations of action plans
to signify recognition and commitment to follow-up on the action plans.

8
Day 1. The role of culture in One Health
Overview

Day 1 will be devoted to setting the scene and creating an engaging environment for the training.
The opening and introductory session allows participants to get acquainted with each other, to
discover commonalities they share, and to begin the networking process. The day will also engage
participants in understanding the basic concepts of culture, values, norms, and beliefs and how
culture influences one’s identities and behavior. Using active learning methods, you will invite
participants to explore their own culture, and how they were socialized to become members of a
community, or society. You will then invite them to consider how this influences their behavior and
choices focusing on health of humans, animals, and the environment in pastoralist settings. You will
use small group work, role-plays, videos, and reflective discussions to explore participants’
understanding of culture and its application in a One Health context.

Key questions: What is culture? What cultures do we identify with, and why does it matter in One
Health?

Training objectives and intended learning outcomes

The training objectives of this topic are to:

• define culture and explain why culture matters in One Health
• recognize the role of the family as a primary agent of socialization
• describe how the concepts of culture and One Health are framed within the pastoralist context
and why they are important
• describe concepts of cultural diversity, relativism, and responsivity in a One Health context and
why they are important.

By the end of the topic, learners will be able to:

• explore their own attitudes, values, beliefs, and biases and explain how this can affect their
ability to work in multicultural and transdisciplinary teams in a One Health context.
• explore the relationship between the individual and society drawing on the concepts of
socialization, culture, and social identity.
• develop a culturally competent approach in understanding the interconnectedness between
animal, human and environmental health.
• demonstrate self-reflective practices for continual learning by assessing and recognizing their
own values, beliefs, attitudes, and experiences in One Health.

Learning content

• Culture, norms, values, belief systems

• Socialization and agents of socialization
• Ethnocentrism and its consequences
• Cultural diversity and competence

9
Learning methods and materials

• Brainstorming
• Interactive presentation
• Small group discussions
• Role plays
• Self-reflections

Getting started: Room setup, participant introduction, objectives and

learning management

60 minutes

Seating arrangements. The physical environment in a training room can make or break active
learning. No room setup is ideal but there are many options to choose from. Chairs and tables can
be easily rearranged to create different setups. The type of searing arrangement you choose
depends on your goals, activities, and space and furniture available. Examples of good seating
arrangements include using tables evenly spread out throughout the training room.

Pre-training preparation. Before you start the training, write training objectives, intended learning
outcomes, training agenda, ground rules and pedagogical principles on flipchart papers and display
them on the wall of the training room. Writing these on flipchart papers provides a visible reminder
of what participants hope to gain from the training. This can also help focus the training and give
participants a baseline from which to evaluate the training once it is complete.

Participant introductions. What happens in the start can set the tone for the rest of the training
process. There are different ways for participant introductions depending on the size of the group
and space availability and time. Use appropriate exercise for participant introductions.

Write the following on a flipchart paper. Give participants 10 minutes to introduce and interact one
another.
• Go around and meet a participant whom you do not know.
• Introduce yourself. Share your experience as a One Health practitioner.
• In plenary, share what you have learned about your partner.

You could also ask participants to stand in a circle in or outside the training room. Using a taking
object, such as a paper ball or something else, you can start introducing yourself and throw the ball

10
to any participant. The participant catching the ball introduces him/herself and throws it to another
participant until all participants introduced themselves.

Learning expectations and intention to apply lessons. Using flipchart paper or PowerPoint,
share the training objectives and intended learning outcomes. Go through the participants’ learning
expectations against the training objectives to manage expectations. Explain the training approach
to set expectations for active participation and sharing during the training.

Write and explain the below didactic principles on a flipchart:

• Ownership of the learning process and self-guidance
• Co-creative learning process
• Appreciation as a basic attitude
• Learning from and with each other
• Experiential and reflective learning

Explain that the training will use experiential, problem-based, reflective, and collaborative learning
approach and that participants will draw on their experiences and reflect on and connect new
learning with their work situations.

Program overview. An overview of the training program lets participants know what to expect.
Distribute the training program and go through it highlighting break times.

Ground rules. Ask participants to identify what they could do to meet their learning expectations.
Write down ground rules on a flipchart and tell participants that these will guide group interaction
and time management for the duration of the training.

Examples of ground rules:

• Be punctual
• Be prepared
• Respect the views of others. Every idea counts
• Phones on silent mode
• No side conversations
• Active participation
• Keep an open mind
• Build connections

Learning activities

Activity 1: Understanding culture and related terms in a One Health context

45 minutes

Brainstorming ideas. On a flipchart paper, draw a circle and write ‘culture’ inside it. Then, ask
participants to name what comes to their mind when they see or hear the word ‘culture’. Encourage
them to identity words, expressions or objects that describe culture.

11
Write down participants’ responses on a flipchart paper.

Work with participants to identify the key elements in the brainstorming results.

In pairs, using the keywords or expressions from the brainstorming results, ask participants to define
culture. Ask pairs to share their definitions of culture. On a flipchart, write down key words or
phrases.

Using PowerPoint, show the picture

on the right.

In pairs, ask participants to discuss the

picture.

In plenary, ask pairs to share their

understanding of the picture.

Ask participants: ‘Can we define

culture by any one thing?’

Then, encourage participants to revisit

their definition of culture. Ask them to
identify key elements in their definitions
and reflect on the key elements.

Using PowerPoint, give a

presentation on the concept of culture
and how values, norms and beliefs are
culturally determined and influence the behavior of people. Mention that culture is a multifaceted,
intersectional concept that each of us will understand, define, and experience differently. Culture
encompasses many things and influences our choices as individuals, households, and groups in
many ways.

Activity 2: Socialization and why it is important

45 minutes

Introduce the activity by asking: ‘How do we learn about our cultures?’

In an interactive discussion, ask participants to think of their childhood life and reflect on how they
have learned what is right or what is wrong in their cultures? For example, how have they learned
how to behave as boys and girls in their cultures?

Write down their reflections and highlight the main points.

Tell participants that you are going to play a video about socialization (Video 1 in Annex 3). Before
watching the video, let them read the below discussion questions.

12
 1. What do you understand by socialization?
2. What are the agents of socialization?
3. Why do you think socialization is important? What could be the drawbacks?
4. How does socialization shape the way we think and behave?

On a flipchart, write down their responses and reflect on the main points.

Using PowerPoint, give a presentation on socialization, its importance, and agents of socialization.
Mention that socialization is how culture is learned. It is the process of internalizing the norms,
values, beliefs, and ideologies of society. It is through teaching culture to new members that society
perpetuates itself.

Activity 3: Ethnocentrism and its consequences

90 minutes

Using PowerPoint, show the picture below and ask participants what it means to them. Invite them
to share stories of similar situations they might have encountered. Ask them: ‘Have you ever made
assumptions or judgments about other cultures based on your own norms, values, or beliefs?’ If
yes, where, when and what was the consequence of such judgment?

Ask participants to share what they would feel if they were the man in the picture and what their
responses could be to the reaction of the woman.

Continue the discussion by asking participants to describe what they think is the consequence of
the woman’s reaction. Ask them to explain the effect of such behaviour in working with people of
different cultures and disciples in a One Health context at different levels.

13
Discussion questions:
1. What does the picture mean to you?
2. Have you ever made assumptions or judgments about other cultures based on your own norms,
values, or beliefs?’ If yes, where, when and what was the consequence of such judgment?
3. What would you feel if you were the man in this situation and what could your response be to
the reaction of the woman?
4. How would the behavior displayed in the picture affect one’s ability to work with people of
different cultures and disciples in a One Health context at different levels?

Using PowerPoint, give a presentation on ethnocentrism and its consequences, inviting

participants to give examples or share stories. Mention that we live in a world of vast cultural
diversity. Every group of people from different cultures has different beliefs and actions.
Ethnocentrism is the use of one’s own culture as a yardstick for measuring other cultures generally
leading to a negative evaluation of those cultures. Explain that ethnocentrism can lead to prejudice
and discrimination and limit one’s ability to work in culturally diverse contexts and groups.

Activity 4. Cultural diversity and cultural competence

60 minutes

Using interactive discussion, explore participants’ understanding of the following related terms:
• Cultural relativism
• Cultural diversity or multiculturalism
• Cultural responsivity
• Cultural competence

On a flipchart, write down participants’ responses and identify commonalities among the terms.

Then, ask participants to reflect on how an understanding of cultural diversity can help them work
with people of different cultures and disciplines. Let them work individually and then share their
reflections in pairs or trios. Ask a few pairs to share their reflections.

Write down the reflections on a flipchart and highlight the main points.

Using PowerPoint, show the below picture and discuss that cultural competence is a
developmental process happening along a continuum.

14
Then, distribute the handout in Annex 4 and ask participants to first individually read and then
discuss it in pairs or trios to further their understanding.

Voting with the feet. On the floor of the training room, display paper labels with each level of
cultural competence along the continuum. Make sure that there is enough space between the paper
labels.

Ask participants to stand around the paper labels. Let them indicate where they fall along the
continuum of cultural competence by standing on the paper labels of their choice. Then, ask them to
chat among themselves about why they stand on a particular paper label.

In plenary, ask groups to describe which level of cultural competence along the continuum they are
now, which level of cultural competence they would aspire to reach and why.

On a flipchart, write down their reflections and highlight the main points.

In small groups of 4-6 people, ask participants to reflect on the questions below:

Refection questions:
• What are the practical implications of cultural competence for you as a One Health practitioner?
• How does socialization, including your disciplinary culture, influence your ability to work across
different cultures and disciplines in a One Health context?
• What could you do to develop the required mindsets, skills, and behaviors to work across
disciplinary, organizational, and cultural boundaries in a One Health context?

Provide flipcharts and markers so each group can record their discussion results.

In plenary, ask groups to share their results.

On a flipchart, write down and highlight the main points.

15
Using PowerPoint, summarize the main learning points and messages. Mention that
multiculturalism is key to achieving a high degree of cultural diversity and inclusion. Multiculturalism
encourages the integration of various cultures and the mutual exchange of ideas and viewpoints.
Communication, sharing ideas and collaboration across levels (e.g., from community to service
providers, policymakers to researchers) can lead to new opportunities, innovations, creativity, and
more productive working relationships. Understanding culture and how it influences one’s
perspectives, beliefs and behaviour helps One Health practitioners work across different cultural
and disciplinary boundaries and explore multiple perspectives of different stakeholders to achieve
optimal health outcomes for humans, animals, and the environment. Working in a multicultural and
transdisciplinary context requires One Health practitioners to have open-mindedness, self-critical
awareness, and reflective and co-learning behaviour.

16
Day 2. Culture and gender concepts in One Health
Overview

The day will be devoted to engaging participants to explore culture and gender concepts and how
they intersect. Building on their experiences and using case studies and examples, you will engage
participants to explore intersection of culture and gender concepts focusing on One Health in
pastoralist settings.

Key questions: What role do culture and gender concepts play in the way One Health practitioners
conceptualize and practice? Why is it important for One Health practitioners to be aware of the
diverse cultural and gender perspectives and beliefs of different stakeholders in One Health in
pastoralist settings?

Training objectives and intended learning outcomes

The training objectives of this topic are to:

• explore how culture shapes behavior and relationship with others
• critically reflect on one’s behaviour to develop awareness of self and others
• develop one’s cultural competence through critical self-awareness and practical actions.

By the end of the topic, learners will be able to:

• show sensitivity in their interactions with groups of different cultural backgrounds
• develop more self-awareness and knowledge of others
• recognize the intersectionality of gender with culture in One Health
• identify and address gender issues in One Health in pastoralist communities
• take actions to develop their cultural and gender competence.

Learning content
• Role of cultural beliefs in One Health
• The iceberg model of culture
• Becoming culturally competent One Health practitioners
• Basic concepts of gender in One health

Learning methods and materials

• Narrative stories
• Interactive discussion
• Reflective discussions using videos and illustrations
• PowerPoint presentations

17
Learning activities

Activity 1: Recap of the previous day.

30 minutes

There are different ways of doing a daily recap. One way is to use a feedback team. Participants
may volunteer to provide daily recaps and feedback on the training content and process. Feedback
teams are useful ways to co-manage the training process and use participants’ creativity in
providing feedback and capturing lessons. If you opt for using feedback teams, make sure that they
are clear with the task.

Another way is to use reflection questions. You can use this in different ways to add interactivity.

Ask participants to reflect on and document their key lessons from the previous day individually.
Then, in plenary, ask them to share their responses.

On a flipchart, write down the daily recaps and highlight the main points. Know that daily recaps are
useful ways of summarizing key lessons and engaging participants in reflective practices to deepen
their learning experiences, enhance reflection and increase learning application.

After you have completed the recap, introduce participants to the new topic by sharing the schedule
for the day and intended learning outcomes.

Activity 2: The influence of cultural and religious beliefs in health care

60 minutes

In this activity, you will invite participants to explore how culture influences people’s perceptions and
beliefs about human, animal and environmental health and their practices by drawing on
experiences and giving examples.

Using a narrative story, ask participants to go back to their childhood and think of a time when they
were sick. Encourage them to reflect on how their parents and communities thought and acted
about the sickness. Extend the discussion by inviting participants to give examples of how culture
plays a role in human, animal and environmental health focusing on pastoralist settings.

18
Expand the discussion to animal and environmental health. Ask participants to think and report on a
disease event that happened to an animal in their household. How did it affect the environment?
What does health seeking behaviour for veterinary care like in your household?

Write down their reflections on a flipchart and highlight the main points.

Then, ask participants to watch Video 2 on cultural and religious beliefs and reflect on the questions
below in pairs.

Reflection questions:
• What is happening in the video?
• Why did the woman refuse to remove her hijab?
• What would you do if you were the doctor or the patient in this situation?
• What did you learn from the video about the role of culture in One Health?

Ask pairs to share their reflections on the above questions. On a flipchart, write down the reflections
and highlight the main points.

Alternatively, you can engage a group of participants in a role-play demonstrating the role of culture
in human, animal, and environmental health in pastoralist communities. Consider gender, age,
tradition, belief, livelihoods, and practices in the role-play.

Activity 3. The iceberg model of culture

90 minutes

Explain that a blind spot is something we do not see about ourselves that others do see. There is
always a gap between the self we think we present, and the way others see us. What we think we
know about ourselves is what is seen from the outside (what we say and do) but our blind spot is
hidden in our attitudes, beliefs, and values (biases and thoughts that are unavailable to
introspection).

Ask participants to share if they have given feedback on someone’s blind spot or have received
feedback on their blind spot.

Ask participates to watch Video 3 on similarity or affinity bias. Then, reflect on the following
questions.

Reflection questions
• What is the problem? Why does it arise?
• What is the consequence?
• Why is cultural diversity important for people and society?
• How can we create an inclusive environment?

In pairs, ask participants to reflect on their experiences of similarity biases.

19
Using PowerPoint, show the image below:

Ask participants to work in pairs to discuss the below questions.

Discussion questions:
• What did you learn from the picture?
• How does it help you develop self-awareness?
• What is the implication of understanding yourself and others in working with culturally diverse
individuals and groups in One Health?

Ask pairs to share their responses. On a flipchart, write down their responses and highlight the main
points.

Using PowerPoint, give a summary presentation on the influence of culture on perceptions and
behaviors of people. Uncover the influence of deep culture inviting participants to give examples.
Mention that perceptions of One Health practitioners about others and how others also perceive
them can influence processes of collaboration and health outcomes for humans, animals, and the
environment.

Activity 4. Becoming culturally competent One Health practitioners in pastoralist

settings

90 minutes

Distribute the cultural competence self-assessment checklist (Annex 5).

Ask participants to explore their level of cultural competence using the questions below.

Reflection questions:
• How can the cultural competence self-assessment tool help you know yourself?

20
• How can it help you recognize what you can do to become more effective in working with
culturally diverse groups in a One Health context?

In small groups, ask participants to discuss how they can become culturally competent One Health
practitioners.

In plenary, ask groups to share their results. On a flipchart, write down the group results and
highlight the main points.

Mention that self-reflection can be a useful starting point and ongoing activity to help build cultural
competence. Building knowledge of one’s own assumptions, perceptions, and understandings of
other cultures can assist in understanding different cultural perspectives.

Activity 5. Arguments for gender integration into One Health

40 minutes

Introduce the activity by inviting participants to watch Video 4.

Then, in small groups, ask participants to discuss why gender matters in One Health, giving
examples from their experiences. Provide flipcharts and markers so each group can record their
discussion results.

Discussion questions
• Why is it important to consider gender in One Health?
• What are the gender issues in One Health in pastoralist settings?

Ask groups to place their flipcharts on the walls of the training room. Then, ask participants to walk
around the flip charts and read what the other groups have done. Ask them to write down 1 piece of
feedback (question or comment) on a sticky note and leave it on the flip chart for the group to
consider after the feedback session.
Allow the groups some more time to discuss the feedback received by others and make
modifications as needed.

In plenary, ask groups to share their results. Write down their responses on a flipchart and highlight
the main points. Discuss the arguments for integrating gender in One Health asking participants to
give examples. Mention that there are justice and efficiency arguments for gender integration into
One Health.

Using the illustration below, discuss the arguments for gender integration into One Health.

21
 Ecosystem changes Women, men, boys
affect women, and girls impact
men, boys and girls the environment
differently differently

Lack of gender sensi@vity

Risks of infec@on
Why does impacts nega@vely on
differ between
women, men, boys gender disease surveillance,
and girls [Link] in control and response and
One Health? on the environment

Women, men, boys Gender sensi@vity

and girls have ensures both gender
different constraints equality and health
and opportuni@es outcomes

Activity 6. Differentiating gender and sex

20 minutes

Place paper labels of ‘sex’, ‘gender’ and ‘not sure’ on the floor of the training room. Make sure that
there is enough space between the paper labels for participants to stand.

Ask participants to stand around the paper labels and tell them that you will read statements aloud.
If they think the statement refers to ‘sex’, let them stand on the paper labeled ‘sex’, and so on.

Demonstrate and make sure that they are clear with the task.

Read aloud the following statements.

1. Women are good at handicraft work.
2. Men are not careful drivers.
3. Women are emotional, but men are rational.
4. Women give birth and breastfeed.
5. Women are not as good as men in leadership and decision-making.

Ask participants to chat about why they stood on a particular paper label among themselves.

Then, ask a few participants to reflect in the plenary.

Thank participants and ask them to take their seats.

Then, ask them to label the columns in the below table.

22
 Column title? Column title?

Biological attributes Culturally constructed

Given by birth Learned through socialization

Universal and unchanged Culture-specific and can be changed

Confirm that the left column refers to ‘sex’ while the right column refers to ‘gender’.

Activity 6. Summary of key learning points and messages

15 minutes

Revisit the learning outcomes and summarize the main points. Ask participants if they have any
questions which have not been addressed.

Using PowerPoint, present a summary of the main learning points and messages.
• Culture can influence how people perceive and act about human, animal, and environmental
health problems.
• Culture can also influence how female patients or livestock keepers interact with male animal
health workers or doctors.
• The gender of the veterinary or human healthcare provider can influence women’s access and
use of One Health services.
• Culture can influence people’s health-seeking behaviour and choice of a service provider (e.g.,
traditional vs biomedical, public vs private) human and animal health service providers.
• It is important that One Health practitioners are aware of the role of culture in their services and
be culturally competent in working with culturally diverse individuals and groups.
• People are born male or female but learn how to behave as men, women, boys, and girls from
their society through the process of gender socialization.
• Gender is a social and cultural construct that encompasses several domains.
• Culture plays a significant role in shaping gender identity and behavior by providing social norms
and expectations for how individuals should express and perform their gender.
• Different cultures deal differently with gender roles in society.
• Gender intersects with many other social identities and must be analyzed in an intersectional
manner to better understand the different opportunities and risks of women, men, boys, and girls
in a One Health context.
• Inequalities are not only based on gender alone but also on the interplay of several identities
such as age, ethnicity, education, marital status, etc.
• Women, men, boys, and girls have different roles, needs, opportunities, and risks in One Health
practices (e.g., veterinary and human healthcare, environmental protection).
• The gender division of labor can shape mobility, access to information, ability to participate, and
consultation and networking in One Health.

23
Day 3. Gender perceptions, gender analysis and
integration into One Health
Overview

The day will focus on exploring and understanding gender concepts, attitudes, and perspectives of
participants, and how it is important in One Health. It also introduces them to some gender analysis
tools and approaches to gender integration into One Health. Using active learning methods, you will
help participants explore their own gender attitudes, how their gender attitudes and perspectives
influence how they work with women and men stakeholders, and how this can influence One Health
interventions and outcomes.

Key questions: How does gender perception affect how One Health practitioners work with
men and women clients?

Training objectives and intended learning outcomes

The training objectives of this topic are to:

• identify the roles, activities, and tasks of women and men in animal, human, and environmental
health;
• discuss the effect of different roles, activities, and tasks of women and men on their
relationships and life choices in a One Health context;
• discuss the importance of gender sensitivity in the planning and implementation of One Health
interventions; and
• explain how gender intersects with multiple social identities and forms the lens through which
One Health practitioners perceive gender and power dynamics.

By the end of the session, learners will be able to:

• develop and apply critical analytical skills as they explore how gender and One Health intersect;
• conduct gender analysis to identify and address gender-based constraints of women and men in
One Health interventions;
• design and implement One Health interventions that promote equality and empowerment for
women and men; and
• analyse how the risks of infection and the response capacity differ between women and men
due to their gender roles in livestock, human and environmental health management.

Learning content
• Exploring gender attitudes, perceptions, and biases
• Gender roles and needs
• Gender analysis in One Health
• Gender integration approaches in One Health

Learning methods and materials

• Brainstorming

24
• Interactive presentation
• Small group discussions
• Role plays
• Self-reflections
• Scenarios/case studies

Learning activities

Activity 1. Recap of the previous day.

30 minutes

Write the below reflection questions on a flipchart:

• What was new for me?
• What has become clear(er) to me?
• What will I apply in my practice?
• What are my questions?

Explain that the day will start with a recap of the previous day. This will be done by means of a
‘gallery walk’. Explain that they will walk around the room reviewing the flipchart outputs from the
previous day with one or two colleagues. While revisiting the learning outputs from the previous day,
they should reflect upon the questions.

Allow 10-15 minutes for the gallery walk, depending on the intensity of the discussion. Then request
the participants to return to their seats. Ask them if they would like to share their insights.

On a flipchart, write down their reflections on the above questions. Highlight the main points and
answer any questions or comments.

After you have completed the recap, introduce participants to the new topic by sharing the schedule
for the day and intended learning outcomes.

Activity 2. Exploring own gender attitudes, perceptions, and biases

60 minutes

Ask participants to tear off a sheet of paper from their notebooks and draw either a farmer, a
veterinarian, a medical doctor, or an environmentalist.

When they are done with drawing their picture, ask them to post their pictures on the wall of the
training room. Provide them with a masking tape.

Ask participants to stand and tour around the pictures. Let the picture owner explain her/his picture.
While participants describe their pictures, observe their reactions, and note the wording or
expressions they used.

25
In plenary, engage participants in reflections and question their own gender attitudes, stereotypes,
and biases and how these influence the way they work with women and men community members
in One Health.

Reflection questions:
• How many of the pictures illustrate women?
• How many of the pictures illustrate men?
• What words and expressions did you use to describe your pictures?
• What does this say about your gender attitudes and how you work with women, men, boys, and
girls in One Health approach?

Ask participants to watch Video 5 on unconscious bias.

Then, reflect on the below questions.

Reflection questions:
• What are the problems?
• What are the consequences?
• How does the video reflect your work situation?
• How can we address gender biases in One Health practice in pastoralist communities?

Using PowerPoint, give a presentation on gender and related concepts asking examples from
participants. Mention that gender intersects with many other social identities and must be analyzed
in an intersectional manner to better understand the different opportunities and risks of women and
men in a One Health context. Inequalities are not only based on gender alone but also on the
interplay of several identities such as age, ethnicity, education, marital status, etc.

Intersectionality principles:
• Women and men are not homogeneous groups
• Human beings have multiple identities that interact with each other
• Social identities cannot be explained based on a single identity such as gender
• The relational importance of social identities differs across contexts and between different
aspects

Implications:
• Need to unpack the general categories of men and women – diversity
• Need to collect demographic and social information
• Identify relevant social identities and their importance

Activity 3. Gender roles and needs

30 minutes

Divide participants into small groups. Ask groups to identify what women, men, boys, and girls do in
their communities in healthcare, livestock husbandry, and food and nutrition security. Ask each
group to focus on a specific domain (healthcare, livestock husbandry, and food and nutrition
security).

26
Then, ask participants to identify what women, men, boys, and girls need to carry out their gender
roles.

In plenary, invite groups to share their results. Record their responses on a flipchart.

Facilitate discussion using the below questions.

Discussion questions:
• Do you think that gender roles are the same across all cultures? Why?
• Who has more workload – women or men? What is the effect of this workload?
• What needs to change with what women and men currently do in your communities?
• How do gender roles influence the risks and opportunities of women, men, boys, and girls in
relation to healthcare, livestock husbandry, and food and nutrition security?

Using PowerPoint, give a presentation on gender roles and needs. Discuss the triple roles of
women, women’s workload, and its consequences on their mobility. Discuss the practical and
strategic needs of women and men. Mention that women and men have different roles, needs,
opportunities and risks in veterinary and human healthcare.

Role play on community gender perceptions

Ask volunteers (5 participants) to act out a situation on gender perceptions of pastoralist

communities. Make sure that they understand the scenario and the task well.

Scenario: A household in which the husband and wife both share domestic responsibilities of
cooking and childcare and livestock management. They are both comfortable in their situation, but
the husband is subjected to ridicule by the community for helping his wife manage the household
tasks.

Task: Prepare a 5-minute role-play on how the husband and wife can change the community’s
mindset (Roles: husband, wife, 3 community members)

Reflection questions:
• What is the problem? What are the underlying causes of the problem?
• Does the role-play reflect the situation in your community?
• What can you do to influence community perceptions about gender roles?

Using the below illustration, discuss the importance of gender role analysis.

Activity 4. Gender analysis tools

60 minutes

Brainstorming ideas. Identify what participants understand by ‘gender analysis’ and why it is
important in One Health.

27
Using PowerPoint, discuss what, why, how, when and who questions of gender analysis focusing
on healthcare, livestock husbandry and food and nutrition security in a One Health context. Mention
that gender analysis uses different methods to understand the relationships between women and
men, their access to resources, their activities, and the constraints they face relative to each other.
Explain that different gender analytical frameworks and tools exist that can be adapted and used in
different contexts.

Small group discussion. Break participants into small groups. Then, distribute the gender analysis
tools in Annex 6 and ask the groups to use the tools to answer the following questions.

Discussion questions:
• What roles do women, men, boys, and girls have in livestock management, human health care
and environmental protection in pastoralist communities?
• What resources and benefits do they have access to and control over?
• What opportunities and constraints do they have?

In plenary, ask groups to share their results and reflect on their learning experiences. Mention that
women and men in pastoralist communities often have different roles which can expose them
differently to zoonotic health risks. For example, women are more inclined to handle manure/milk
and birthing animals (i.e., faeces and birthing fluid contact), and men are more inclined to participate
in slaughter (i.e., blood contact).

Note to Facilitator: In Activity 6, you can use specific scenarios for each of the gender analysis tools.
You can have groups work on both the gender analysis tools or you can assign one gender analysis
tool to each group. Alternatively, you can use a common case and ask groups to work on the same
task and see how the results vary among the different groups. This can help facilitate further
discussion and reflection in the plenary.

Activity 5. Gender integration approaches and their potential consequences

90 minutes

Brainstorming ideas. Find out what participants understand by ‘gender integration’. What does ‘to
integrate’ mean? Then, what is ‘gender integration’?

Using the illustration below, describe the gender integration continuum. Mention that it is a
conceptual framework that categorizes development approaches by how they treat gender norms
and inequalities.

28
Then, distribute the description of gender integration continuum in Annex 7. Ask participants first to
read it individually and then work in pairs to share their understanding.

Voting with the feet. Where do your OHUs lie along the continuum of gender integration?

Place cards on the floor in a line, roughly two meters apart, with one gender approach written on
each card. Ask participants to stand around the cards and indicate where their OHUs lie along the
continuum of gender integration by standing on a specific card or between cards.

Ask participants to chat among themselves about why they stood on a particular card.
In the plenary, invite some groups to reflect on their learning experience.

Reflection questions:
• Do your OHUs reinforce or transform gender norms and inequalities?
• Which level of gender integration would you aspire to reach? Why?
• What challenges you may face in reaching this level of gender integration?

Break participants into small groups. Distribute the case study in Annex 8 and ask groups to
determine where they would locate it and why along the gender integration continuum.

In plenary, ask groups to share their results. On a flipchart, write down their responses and highlight
the main points.

Using PowerPoint, give a summary presentation on gender integration approaches. Discuss key
features of gender transformative approaches, including:
• Meaningful participation and collaboration
• Critical analysis, awareness, reflection, and change
• Intersectionality: integration of multiple identities (gender, socio-economic status, age, ethnicity,
marital status, religion, literacy, etc.)
• Challenge gender norms, promote positions of social and political influence for women and men
in communities and address power inequities between persons of different genders
• Address multi-leveled power hierarchies in communities that impede women and men’s ability to
make decisions

29
• Go beyond just including women as participants or beneficiaries
• Strive to shift constraining community perspectives and social relationships towards
perspectives of equality that allow both women and men to achieve their full potential within
society.

Activity 6. Summary of main learning points and messages

20 minutes

Gender analysis provides a lens through which One Health practitioners can explore and assess the
differences between the roles that women and men play, the varying levels of power they hold, their
differing needs, constraints and opportunities and the impact of these differences on their lives.

A gender analysis uncovers gender relations and inequalities by asking:

• Who does what?
• Who has what?
• Who decides?
• Who gains?
• Who loses?

Effective gender analysis can identify:

• Social relations (normative roles, duties, and responsibilities)
• Activities (a division of labour within the household and community)
• Access and control over resources, services and decision making
• Gender needs both practical (current, immediate), and strategic (what needs to change)

30
Activity 5. Action plan and evaluation

15 minutes

In groups by district, encourage participants to make action plans to apply the training. Explain that
action plans are a commitment to applying the training and serve as the basis for providing
mentoring support.

Provide flipcharts and markers so each group can record their action plans.
Ask groups to place their flipcharts on the walls of the training room.
Ask participants to review and vote on the most comprehensive action plan and discuss whether it
is something they should consider implementing in their district.
Then, distribute the training survey in Annex 9 and ask participants to provide feedback on the
training content and process.

Finally, close the training program with positive energy.

31
Further reading
Bertakis, K. D. 2009. The influence of gender on the doctor–patient interaction. Patient Education and
Counseling, 76(3):356–360. [Link]

McLeod, A., Galiè, A. and Baltenweck, I. 2021. Gender-responsive animal health research: A framework and
checklists for ILRI researchers. ILRI Manual 48. Nairobi, Kenya: ILRI.
[Link]

Mehta-Bhatt, P. and Nyangaga, J. 2011. Pedagogy and adult training: A trainer’s manual. ILRI (International
Livestock Research Institute), Nairobi, Kenya.
[Link]

Mulema, A. A., Kinati, W., Lemma, M. et al. 2021. Gender capacity development guidelines for trainers. ILRI
Manual 43. Nairobi, Kenya: ILRI. [Link]

Mulema, A. A., Kinati, W., Lemma, M. et al. 2021. Gender capacity development participants’ pack. ILRI
Manual 44. Nairobi, Kenya: ILRI. [Link]

Njuki, J., Waithanji, E., Bagalwa, N. and Kariuki, J. 2013. Guidelines on integrating gender in livestock
projects and programs. Nairobi, Kenya: ILRI. [Link]

Partners in Health. 2011. Training of Trainers: A manual for training facilitators in participatory teaching
techniques. ACME Books, Inc. [Link]

32
Annexes
Annex 1. Training program overview

Time Activities Objectives

Day 1. Concept and role of culture in One Health

8:30-9:00am Registration Keep participant record
9:00-9:40am Introductory session Create a conducive learning environment

9:40-10:00am Activity 1. Understanding culture in Develop cultural awareness and knowledge

One Health
10:00-10:30am Health break Facilitate networking and interactions
10:30-12:00am Activity 1. Understanding culture in Develop cultural awareness and knowledge
One Health
Activity 2. Socialization and its Understand how culture is learned and its
importance effect on behavior
12:00-1:30pm Lunch break Facilitate networking and interactions
1:30-3:00pm Activity 3. Ethnocentrism and its Recognize how ethnocentrism leads to
consequences prejudice, discrimination, and exclusion

3:00-3:30pm Health break Facilitate networking and interactions

3:30-4:45 pm Activity 4. Cultural diversity and Recognize and accept cultural differences
competence Recognize the importance of diversity and
inclusion
Seek culturally acceptable ways of working
with diverse groups

33
Time Activities Objectives

Day 2. Culture and gender concepts in One Health

8:30-9:00am Activity 1. Recap and daily agenda Sense-making and deeper learning through
personal reflections and relating learning
with one’s experience
Manage expectations
9:00-10:00am Activity 2. The influence of cultural and Explore how culture influences people’s
religious beliefs in health care perceptions, beliefs, and practices about
health
10:00-10:30am Health break Facilitate networking and interactions
10:30-12:00pm Activity 3. The iceberg model of Explore surface and deep culture
culture, recognizing biases and self- Critical reflection on one’s behaviour to
awareness develop awareness of self and others
12:00-1:30pm Lunch break Facilitate networking and interactions
1:30-3:00pm Activity 4. Becoming culturally Critical self-awareness and practical actions
competent One Health practitioners to develop one’s cultural competence
3:00-3:30pm Health break Facilitate networking and interactions
3:30-4:45pm Activity 5. Why does gender matter in Recognize the role of gender in One Health
One Health? What are the arguments
for gender integration into One Health? Create understanding for sex- and gender-
Activity 6. Differentiating sex and based analysis
gender

34
Time Activities Objectives

Day 3. Gender perceptions, gender analysis and integration into One Health
8:30-9:00am Activity 1. Recap and daily agenda Sense-making and deeper learning through
personal reflections and relating learning
with one’s experience
Manage expectations
9:00-10:00am Activity 2. Exploring own gender Recognize how culture shapes gender
attitudes, perceptions, and biases relations and practices
Examine how gender perceptions and
cultural messages can affect human
behavior
10:00-10:30am Health break Facilitate networking and interactions
10:30-12:00pm Activity 3. Gender roles and needs Recognize that women, men, boys, and girls
Activity 4. Gender analysis tools have different roles, needs, opportunities
and constraints in One Health
Develop skills for gender analysis and
planning
12:00-1:30pm Lunch break Facilitate networking and interactions
1:30-3:00pm Activity 5. Gender integration Understand different approaches to gender
approaches and their potential integration into One Health
consequences
3:00-3:30pm Health break Facilitate networking and interactions
3:30-4:00 pm Activity 6. Action plan and evaluation Identify actions for applying the lessons
Feedback on learning content and process

35
Annex 2. Pre- and post-training self-assessment

Please assess your level of knowledge and skills in the training content based on a scale of five (1 =
Very Low, 5 = Very High)
Level of knowledge and skills
Training topics 1 2 3 4 5
Very Low Medium High Very
Low High
Concepts of culture and its role in One Health
Agents of socialization, its importance and drawbacks
Ethnocentrism and its consequences in One Health practice
Cultural competence and its role in One Health practice
Gender analysis and integration into One Health
Overall, how do you rate your level of knowledge and skills in
culture, Gender and One Health?

36
Annex 3. Links to videos

Video 1. Introduction to Sociology - Socialization

[Link]

Video 2. Cultural and religious beliefs

[Link]

Video 3. Blind spots: Broaden Perspectives

[Link]

Video 4. Why gender matters for One Health

[Link]

Video 5. What is unconscious bias

[Link]

37
Annex 4. Description of level of cultural competence

Level of cultural Description

competence
Cultural Genocide or ethnocide; exclusion laws; cultural/racial oppression; forced
destructiveness assimilation
Cultural incapacity Disproportionate allocation of resources to certain groups; lowered
expectations; discriminatory practices, unchallenged stereotypical beliefs
Cultural blindness Discomfort in noting differences; beliefs/actions that assume the world is fair
and achievement is based on merit; treat everyone the same: ignores
cultural differences
Cultural pre- Delegate diversity work to others, e.g., cultural programs asked to be led by
competence those of that background; quick fix, packaged short-term programs;
inconsistent policies and practices; practitioners are sensitive to minority
issues, but these are not an organizational priority.
Cultural On-going education of self and others; support, modeling, and risk-taking
competence behaviors; a vision that reflects multi-culturalism, values diversity, and views
it as an asset: evidence of continuing attempts to accommodate cultural
change; careful attention to the dynamics of difference, realizing that equal
access is not equal treatment
Cultural Interdependence; personal change and transformation; alliance for groups
proficiency other than one’s own; follow-through social responsibility to fight social
discrimination and advocate for social diversity
Source: [Link]
continuum/

38
Annex 5. Cultural Competence Self-Assessment Checklist
This self-assessment tool is designed to explore individual cultural competence. Its purpose is to
help you consider your skills, knowledge, and awareness of yourself in your interactions with others.
Its goal is to assist you to recognize what you can do to become more effective in working and living
in a diverse environment.

Read each entry in the Awareness, Knowledge, and Skills sections. Place a checkmark in the
appropriate column which follows. At the end of each section add up the number of times you have
checked that column. Multiple the number of times you have checked “Never” by 1,
“Sometimes/Occasionally” by 2, “Fairly Often/Pretty well” by 3, and “Always/Very Well” by 4. The
more points you have, the more culturally competent you are becoming.

The rating scale is there to help you identify areas of strength and areas that need further
development to help you reach your goal of cultural competence. Remember that cultural
competence is a process, and that learning occurs on a continuum and over a lifetime. While you
complete this assessment, stay in touch with your emotions and remind yourself that learning is a
journey.

Source: adapted from [Link]

[Link]

39
Awareness Never Sometimes/ Fairly often/ Always/
occasionally pretty well very well
Value diversity I view human differences
as positive and a cause for
celebration.
Know myself I have a clear sense of my
own ethnic, cultural, and
racial identity.
Share my culture I am aware that to learn
more about others, I need
to understand and be
prepared to share my own
culture.
Be aware of areas I am aware of my
of discomfort discomfort when I
encounter differences in
religion, language, and
ethnicity.
Check my I am aware of the
assumptions assumptions that I hold
about people of cultures
different from
my own.
Challenge my I am aware of my
stereotypes stereotypes as they arise
and have developed
personal strategies for
reducing the harm they
cause.
Reflect on how my I am aware of how my
culture informs my cultural perspective
judgment influences my judgment
about what is ‘appropriate’,
‘normal’, or ‘superior’
behaviors, values, and
communication styles.
Accept ambiguity I accept that in cross-
cultural situations, there
can be uncertainty and that
uncertainty can make me
anxious. It can also mean
that I do not respond
quickly and take the time
needed to get more
information.
Be curious I take any opportunity to
put myself in places where
I can learn about
differences and create
relationships.
1 pt x 2 pt x 3 pt x 4 pt x

40
Knowledge Never Sometimes/ Fairly often/ Always/
occasionally pretty well very well
Gain from my I will make mistakes
mistakes and will learn from
them.
Assess the limits I will recognize that my
of my knowledge knowledge of certain
cultural groups is limited
and commit to creating
opportunities to learn
more.
Ask questions I will really listen to the
answers before asking
another question.
Acknowledge the I know that differences
importance of in culture, ethnicity,
difference language, etc. are
important parts of an
individual’s identity.
Understand the I recognize that cultures
influence culture change over time and
can have can vary from person to
person, as does
attachment to
culture.
Commit to life- I recognize that
long learning achieving cultural
competence involves a
commitment to
learning over a lifetime.
Know my I continue to develop
limitatios my capacity for
assessing areas where
there are gaps in my
knowledge.
1 pt x 2 pt x 3 pt x 4 pt x

41
Skills Never Sometimes/ Fairly often/ Always/
occasionally pretty well very well
Adapt to I am developing ways to
different interact respectfully and
situations effectively with
individuals and groups.
Challenge I can effectively
discriminato intervene when I observe
ry behavior others behaving in a
discriminatory manner.
Communicat I can adapt my
e across communication style to
cultures effectively communicate
with people who
communicate in ways
that are different from
my own.
Seek out I seek out people who
situations to challenge me to maintain
expand my skills and increase the cross-
cultural skills I have.
Become engaged I am actively involved in
initiatives (small or big)
that promote
understanding among
members of diverse
groups.
Act respectfully I can act in ways that
in cross-cultural demonstrate respect for
situations the culture and beliefs of
others.
Practice I am learning about and
cultural putting into practice the
protocols specific cultural protocols
and practices which are
necessary for my work.
Act as an ally My colleagues consider
me an ally and know that
I will support them in
culturally appropriate
ways.
Be flexible I work hard to
understand the
perspectives of others
and consult with my
colleagues about
culturally respectful and
appropriate courses of
action.
Be adaptive I know and use a variety
of relationship-building
skills to create
connections with people
who are different from
me.
1 pt x 2 pt x 3 pt x 4 pt x

42
Annex 6. Gender analysis tools

Gender role analysis

Gender roles Women/girls Men/boys
Productive roles
Activity 1
Activity 2
Reproductive roles
Activity 1
Activity 2
Community management roles
Activity 1
Activity 2

Access and control analysis

Access Control

Assets and resources Women Men Women Men

Grazing land
Watering points
Livestock
Veterinary drugs
Livestock information
Health care facilities
Income from livestock sales
Community leadership

Context analysis
Influencing factors Constraints Opportunities
Community norms and practices
Demographic factors
Institutional structures
Economic factors
Political factors
Access to information and training

43
Annex 7. Continuum of gender integration and example of their use in
livestock development

Continuum Definition Practical development examples

of gender
integration
Lacks information on women and men’s A livestock intervention rolled out without
roles, participation, access and control to acknowledgement that men and women
Gender blind

resources, power relations between them have different roles, knowledge and power
and other gender aspects depending on the livestock species (e.g.,
women may not benefit equally with men
from high-value livestock such as cattle)
Deliberately examines and addresses A livestock intervention that acknowledges
anticipated gender-related outcomes during women and men have different roles,
both design and implementation knowledge, and levels of power and designs
the project accordingly by creating
Gender aware

‘safeguards’ in case the intervention will

likely benefit men (e.g., promoting livestock
intensification generally benefits men, but
livestock diversification can benefit the whole
family).
Intentionally or unintentionally reinforces or A livestock intervention that intensifies dairy
exploitative

takes advantage of gender inequalities and production increases women’s workload but
stereotypes in pursuit of project outcome, or does not provide buffers or safeguards that
Gender

whose approach exacerbates inequalities offset the additional time needed to perform
dairy tasks.
Acknowledges but works around gender A livestock intervention that holds extension
differences and inequalities to achieve meetings at a time of day when women can
project objectives. May result in the short- attend (e.g., after serving morning
accommodating

term realization of benefits and outcomes for meals/domestic duties) but does not address
women but does not attempt to reduce whether women can benefit from the
gender inequality or address the gender livestock on par with men.
Gender

systems that contribute to differences and

inequalities.
Seeks to transform gender relations to A livestock intervention that recognizes
promote gender equality by i) fostering existing inequalities in the dairy cattle
critical examination of inequalities and system (men prioritized in terms of
gender roles, norms, and dynamics, ii) ownership and women overburdened with
recognizing and strengthening positive workload for dairy cattle) and seeks to
Gender transformative

norms that support equality and an enabling challenge and transform harmful norms at
environment, iii) promoting the relative community level that may be locking women
position of women, girls, and marginalized and men into positions of inequity (e.g.,
groups, and transforming the underlying holding meetings with the entire family that
social structures, policies and broadly held questions how tasks, responsibilities,
social norms that perpetuate gender resources, and knowledge can be more
inequalities. equitably shared in a household).

44
Annex 8. Gender integration case study

Case study: Women don’t climb trees in Ethiopia

Source: KIT, Agri-ProFocus and IIRR. 2012. Challenging chains to change: Gender equity in agricultural value
chain development. KIT Publishers, Royal Tropical Institute, Amsterdam.

Ethiopia is the largest honey producer in Africa. Demand for honey is rising. There is great potential
for increasing both production and quality. Many hives are made of hollow logs hanging in trees or
are kept in a shed, and processing methods are frequently crude. Women help with honey
production, but climbing trees is problematic. ‘Dangerous! Far away from home!’ said the men.
Illiteracy and lack of business skills also limit women’s opportunities as entrepreneurs and leaders in
the honey sector.

Oxfam GB’s program aims to increase women’s involvement in beekeeping and honey production.
It established and facilitated a stakeholders’ forum to discuss problems and find ways to overcome
them. At the start of Oxfam GB’s honey program, fewer than 1% of honey-cooperative members
were women. But beekeeping holds promise for women. It needs relatively little capital, does not
rely on land or expensive inputs, and helps cushion families during emergencies. Keen to promote
the honey industry, the Amhara regional government offers farmers loans through cooperatives so
they can buy modern hives. But women rarely benefit, as relatively few are members of the
cooperatives. Zembaba is the only beekeepers’ union in Amhara.

The Zembaba union along with partner NGOs provided training and extension services to women
beekeepers, introduced modern hives, and encouraged women to join cooperatives. Oxfam and
Ambrosia PLC, the largest honey processor in Ethiopia, established a training and demonstration
centre in a village called Rim, a major honey-producing area. Groups of women beekeepers visit the
centre to improve their skills. Oxfam had supported the Zembaba union to set up an enterprise to
produce and sell beehives on credit. The union helped 440 women beekeepers organize
themselves into 22 self-help groups, which enable their members to save money regularly and lend
it out to each member in turn. Oxfam also started a functional literacy program to teach the women
how to read and write, and to give them the skills they need to manage their organizations and their
hives. To make it easier for the women to deliver their honey, the cooperatives established
collection centres in convenient places. Women bring the honeycombs in a bucket or container to
the collection centre, where staff (most of whom are local women) check the quality, weigh it, and
pay the producer. Information on prices and quality is posted at collection centres. Ambrosia buys
raw honey from the cooperatives under contract. The cooperatives and the Zembaba union have
amended their bylaws to allow more than one person in a household to join. That means women
can be full members along with their husbands. As a result of these interventions, the honey
business has expanded, and more women now harvest and market honey. Productivity has risen
from 5-10 kg/hive/year to 20-30 kg. The old, male-dominated traditional honey value chain has been
transformed: it is now more organized, better linked to the market, and involves both men and
women. The community’s perception of women’s role in beekeeping has changed. Women now
make up 45% of the cooperative members, and some have taken leadership positions.

45
Annex 9. End of training survey

Please rate your level of satisfaction in the training on a 1 to 4 scale.

Rating scale
1 2 3 4
Training content and process
Dissatisfied Somehow Satisfied Highly
satisfied satisfied
The learning outcomes were practical and
relevant for my work.
The learning outcomes were clearly defined
and easy to understand.
The training content was relevant and useful
to my work.
Training content was well organized with
good examples and case studies.
The methods and materials used to deliver
the content were appropriate and effective.
Emphasis was placed on learning and
applying new knowledge and skills.
The balance between presentations and
practical sessions was adequate.
Adequate time was allotted for practical
sessions and discussions.
Instructional delivery was logical and easy
to understand.
The facilitator(s) used effective examples,
illustrations, and cases to enhance learning
and reflection.
The facilitator(s) summarized the main
learning points and messages to reinforce
learning and application.
I have gained adequate knowledge and
skills and felt confident to integrate gender
and culture in One Health.
I would recommend the training to my
colleagues and other people.
Overall, I rate my satisfaction with the
training content and process as:

What aspects of the training could be improved?

46