A Gendered Analysis of the Social Protection Network in ... - CISAS

A Gendered Analysis of the Social Protection Network in ... - CISAS A Gendered Analysis of the Social Protection Network in ... - CISAS

25.03.2015 Views

The documentation also suggests that the idea of the RPS is to change the behaviour of families in terms of the formation of human capital and that the programme seeks to promote a ‘responsible attitude’ among families (BID 2003). Such comments besides being highly paternalistic, assume that the behaviour of families is at present a problem. That is the assumption is that families do not know how to behave properly in terms of reducing health risks nor do they understand the value of education. It could be contended that on the contrary education and health are highly prized but barely reachable goals for families living in extreme poverty. The focus suggests the problem is the ‘bad’ behaviour of individuals or families, ignoring the structural inequalities that determine that behaviour and shifting blame from wider society to the individual or in effect – blaming the victim. A study undertaken in July of 2001 (Bradshaw 2002 b) showed that the great majority of women interviewed already shared the government’s view of the importance of education for both boys and girls. However, the reasons for valuing education are not as straightforward as may be assumed and not necessarily those of the government. The recent national development plan (Gobierno de Nicaragua 2003: 15) clearly states that the government is investing in human capital to “increase the productivity of the workers and their work”. In comparison, only a small proportion of women in the study gave future employment benefits as the main value pertaining to education. In fact education was valued not for what it could bring, but rather what it was thought to stop, most specifically ‘delinquency’ in young men (52% of the women interviewed responded in this form). In terms of young women education was also seen as important in order that they could ‘look after themselves’ in later life and not be ‘taken in’ or ‘fooled’ by others, most notably men. These notions have both economic and social elements as the following quotes demonstrate: “Women should learn to wash, to cook and to read so that they don’t get fooled” or more explicitly “When you know how to read and write you learn how to work and they can’t fool you”. It would seem that education is highly valued by the poor, but that the benefits are conceptualised in social rather than economic terms. In fact in economic terms education may be seen to bring costs rather than benefits. In the short run the costs include books, uniforms and the opportunity cost of lost income for those children involved in income generating activities. In the short run investment in human capital may be associated with reductions in well-being. Analysis of the factors that influence perceptions of declines and improvements in well being based on the data collected via the civil society Social Audit initiative (see Linneker 2002) suggests that if a poor household has a child in school, irrespective of household type, they were more likely to feel worse off and experience declines in well-being than households without a child in school. What the RPS actually proposes is using ‘well being’ incentives to ensure human capital forming behaviour. To benefit financially families have to commit to sending their children to school and to health centres to receive basic health care services such as vaccinations. They also have to commit to improving their nutritional state and attendance at a series of educational sessions about health (6 per year) that provide training on reproductive and sexual health, nutrition, in ‘environmental health’ and family hygiene, and in child care and breast feeding. If they do not fulfil these obligations then their benefits are temporarily withdrawn or may be cancelled. In return a family may receive one or more of the incentives offered, that include a school pack (worth $20 per 6

child) for all eligible children in the first to the fourth grade, and a grant ($90 per family). In terms of health the benefits are a food grant ($207 per family) and an additional grant worth $130 per family for things such as vaccinations and vitamin supplements. It is interesting to note that recent research (Linneker 2002) highlights that whom women and men receive resources from, informal or formal agencies and private and public sources, is important in terms of perceptions of well being deriving from these resources. Importantly this research also suggests that the presence of central government working in a community may, perversely, be more closely related to feelings of a decline rather than increase in women’s well being. Mothers have been targeted by the Government as the receivers of the resources, “motivated by the evidence that resources controlled by women translate into greater improvements in the well being of children and the family” (BID 2003: 2 author’s translation). In order to receive the resources children are obliged to attend school and health clinics and their mothers are obliged to ensure that they do so. Not only that but women are also obliged to undergo ‘schooling’ themselves. This not only places an added burden on women, but also reinforces stereotypical ideas of women’s roles and responsibilities. In addition the fact that women have to attend courses or risk the loss of resources assumes that women are available or that their work responsibilities allow this. Better stated, the underlying assumption is that women are not involved in income generating activities. While it is notoriously difficult to obtain reliable data concerning women’s employment national level studies in Nicaragua suggest many women work. Recent research (Bradshaw 2002b) also highlights the importance of women’s work to household survival, and in those households with only one worker, in 32% of cases this worker is a woman. Despite this the notion of women’s primary role as being mothers rather than ‘workers’ is reinforced within the RPS documentation as it suggests the RPS seeks to promote the ‘development’ of women to support actions that consolidate the family unit and that women beneficiaries will directly benefit through widening their knowledge and abilities in order that they can participate actively in improving the health and nutrition of their families and the basic education of their children. The RPS is a good example of how policies that include or target women can be as, if not more, damaging than those that exclude or ignore women. For some women the burden of the RPS will be even greater since women are to be the community promoters of the programme. Those who act as promoters will be beneficiaries that ‘voluntarily’ wish to collaborate in the programme. This being said the documentation also notes they will be ‘designated’ by the other beneficiaries within the programme. This suggests either that promoters may have little choice over the matter, being designated by others and not feeling able to decline, or that there will be little choice as the usual leaders step forward to assume the role. As there is no mention of what the advantages of such a position are, it is not easy to predict which would be the case. In either scenario, however, an outcome may be conflict within a community and ill feeling between women. Phase I implementation of the Social Protection Network The beneficiaries of the first phase of the RPS were determined on the basis of the government’s poverty map. However, it was decided that a finer selection instrument 7

child) for all eligible children <strong>in</strong> <strong>the</strong> first to <strong>the</strong> fourth grade, and a grant ($90 per family).<br />

In terms <strong>of</strong> health <strong>the</strong> benefits are a food grant ($207 per family) and an additional grant<br />

worth $130 per family for th<strong>in</strong>gs such as vacc<strong>in</strong>ations and vitam<strong>in</strong> supplements.<br />

It is <strong>in</strong>terest<strong>in</strong>g to note that recent research (L<strong>in</strong>neker 2002) highlights that whom<br />

women and men receive resources from, <strong>in</strong>formal or formal agencies and private and<br />

public sources, is important <strong>in</strong> terms <strong>of</strong> perceptions <strong>of</strong> well be<strong>in</strong>g deriv<strong>in</strong>g from <strong>the</strong>se<br />

resources. Importantly this research also suggests that <strong>the</strong> presence <strong>of</strong> central<br />

government work<strong>in</strong>g <strong>in</strong> a community may, perversely, be more closely related to feel<strong>in</strong>gs<br />

<strong>of</strong> a decl<strong>in</strong>e ra<strong>the</strong>r than <strong>in</strong>crease <strong>in</strong> women’s well be<strong>in</strong>g.<br />

Mo<strong>the</strong>rs have been targeted by <strong>the</strong> Government as <strong>the</strong> receivers <strong>of</strong> <strong>the</strong> resources,<br />

“motivated by <strong>the</strong> evidence that resources controlled by women translate <strong>in</strong>to greater<br />

improvements <strong>in</strong> <strong>the</strong> well be<strong>in</strong>g <strong>of</strong> children and <strong>the</strong> family” (BID 2003: 2 author’s<br />

translation). In order to receive <strong>the</strong> resources children are obliged to attend school and<br />

health cl<strong>in</strong>ics and <strong>the</strong>ir mo<strong>the</strong>rs are obliged to ensure that <strong>the</strong>y do so. Not only that but<br />

women are also obliged to undergo ‘school<strong>in</strong>g’ <strong>the</strong>mselves. This not only places an<br />

added burden on women, but also re<strong>in</strong>forces stereotypical ideas <strong>of</strong> women’s roles and<br />

responsibilities. In addition <strong>the</strong> fact that women have to attend courses or risk <strong>the</strong> loss<br />

<strong>of</strong> resources assumes that women are available or that <strong>the</strong>ir work responsibilities allow<br />

this. Better stated, <strong>the</strong> underly<strong>in</strong>g assumption is that women are not <strong>in</strong>volved <strong>in</strong> <strong>in</strong>come<br />

generat<strong>in</strong>g activities. While it is notoriously difficult to obta<strong>in</strong> reliable data concern<strong>in</strong>g<br />

women’s employment national level studies <strong>in</strong> Nicaragua suggest many women work.<br />

Recent research (Bradshaw 2002b) also highlights <strong>the</strong> importance <strong>of</strong> women’s work to<br />

household survival, and <strong>in</strong> those households with only one worker, <strong>in</strong> 32% <strong>of</strong> cases this<br />

worker is a woman.<br />

Despite this <strong>the</strong> notion <strong>of</strong> women’s primary role as be<strong>in</strong>g mo<strong>the</strong>rs ra<strong>the</strong>r than ‘workers’<br />

is re<strong>in</strong>forced with<strong>in</strong> <strong>the</strong> RPS documentation as it suggests <strong>the</strong> RPS seeks to promote <strong>the</strong><br />

‘development’ <strong>of</strong> women to support actions that consolidate <strong>the</strong> family unit and that<br />

women beneficiaries will directly benefit through widen<strong>in</strong>g <strong>the</strong>ir knowledge and abilities<br />

<strong>in</strong> order that <strong>the</strong>y can participate actively <strong>in</strong> improv<strong>in</strong>g <strong>the</strong> health and nutrition <strong>of</strong> <strong>the</strong>ir<br />

families and <strong>the</strong> basic education <strong>of</strong> <strong>the</strong>ir children. The RPS is a good example <strong>of</strong> how<br />

policies that <strong>in</strong>clude or target women can be as, if not more, damag<strong>in</strong>g than those that<br />

exclude or ignore women.<br />

For some women <strong>the</strong> burden <strong>of</strong> <strong>the</strong> RPS will be even greater s<strong>in</strong>ce women are to be <strong>the</strong><br />

community promoters <strong>of</strong> <strong>the</strong> programme. Those who act as promoters will be<br />

beneficiaries that ‘voluntarily’ wish to collaborate <strong>in</strong> <strong>the</strong> programme. This be<strong>in</strong>g said <strong>the</strong><br />

documentation also notes <strong>the</strong>y will be ‘designated’ by <strong>the</strong> o<strong>the</strong>r beneficiaries with<strong>in</strong> <strong>the</strong><br />

programme. This suggests ei<strong>the</strong>r that promoters may have little choice over <strong>the</strong> matter,<br />

be<strong>in</strong>g designated by o<strong>the</strong>rs and not feel<strong>in</strong>g able to decl<strong>in</strong>e, or that <strong>the</strong>re will be little<br />

choice as <strong>the</strong> usual leaders step forward to assume <strong>the</strong> role. As <strong>the</strong>re is no mention <strong>of</strong><br />

what <strong>the</strong> advantages <strong>of</strong> such a position are, it is not easy to predict which would be <strong>the</strong><br />

case. In ei<strong>the</strong>r scenario, however, an outcome may be conflict with<strong>in</strong> a community and<br />

ill feel<strong>in</strong>g between women.<br />

Phase I implementation <strong>of</strong> <strong>the</strong> <strong>Social</strong> <strong>Protection</strong> <strong>Network</strong><br />

The beneficiaries <strong>of</strong> <strong>the</strong> first phase <strong>of</strong> <strong>the</strong> RPS were determ<strong>in</strong>ed on <strong>the</strong> basis <strong>of</strong> <strong>the</strong><br />

government’s poverty map. However, it was decided that a f<strong>in</strong>er selection <strong>in</strong>strument<br />

7

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