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Hello and welcome to this step-by-step 
tutorial to the mandatory smart meter 1.6.3.
 

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This is Tutorial number 10 on the 
gender in-depth risk assessment
 

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This is tutorial no.10 out of 10 step-by-step 
tutorials that we have produced to help you  

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implement the assess-and-address system, protect 
human rights, and promote gender equality. 
 

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This assessment is part of Core Requirement 1.6 
it is not part of the assess-and-address Core  

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Requirement 5.1, but gender equality 
is one of the human rights issues  

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that the farm or group must address. And as  we have mentioned throughout the tutorials,  

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gender equality is inter-connected with all of  the human rights issues in assess-and-address.
 

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You can see this tutorial 
highlighted on the screen.
 

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This is what we re going to 
be covering in the tutorial. 
 

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A quick introduction to the tool
 

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A clear statement of what 
is required in the standard
 

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How to download and save the tool
A quick overview of how to navigate the tool
 

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And then a more in-depth look at how 
to prepare for the risk assessment
 

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And how to complete it
And we finish up with a few next steps
 

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This tutorial guides you through how to 
use the gender in-depth risk assessment. 
 

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The tutorial is designed to support 
members of the Gender Committee,  

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or person responsible for gender, as 
you are responsible for conducting  

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this in-depth gender assessment, 
in coordination with management.  
 

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If you are watching the tutorial, that means you 
have already done your basic farm risk assessment.  

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The basic assessment had a set of questions about issues relating to gender equality.  

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So does the in-depth assessment but 
it goes into much more detail. 
 

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The in-depth assessment helps you to find the information you need and to consider  

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the root causes of unequal opportunities 
between women and men, and girls and boys,  

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or situations that need to be addressed. 
 

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After using the tool, you will have an overview 
of the most important gender issues at your farm  

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or in your group, which you will then 
address in a step-by-step approach.  

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The tool guides you to identify the issues you will address as a priority - because they are  

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most relevant, as well as being feasible 
and practical for you to implement. 
 

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Above all, the assessment is a learning 
tool it helps you prepare to assess risks,  

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to build relationships with people who can help, and it guides you through various issues and why  

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they are relevant to gender equality. Each time you use the tool, you will learn a bit more about  

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gender inequality and how to address it. 
To do the in-depth risk assessment,  

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we'll be using the tool that is in Annex S3 and in a minute I ll be showing you how to find that.
 

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For me, the most useful aspect of 
this tool is that each question has an  

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explanation telling you why this issue 
is important and a set of recommended  

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practical actions you can take to improve 
the situation of female farmers or workers.
 

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Before we get started, let s make absolutely clear what you have to do, and what is optional.
 
 

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If you look in the left-hand corner, 
you ll see a blue and red box with a  

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tick in it wherever that appears on a slide 
that means we are talking about a required  

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action. I will point out the sign for optional 
actions when it appears in the tutorial.
 

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First of all, this tutorial is about a mandatory smart meter which means it is required.
 

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To check this, look at 1.6.3 in the Standard you will see it is required for all groups,  

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large farms and individually certified farms. You must complete the risk assessment, add the  

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mitigation actions to the management plan, and implement and monitor those mitigation actions
 

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You do this for the first time, in 
Year 1 of certification and thereafter,  

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you repeat it at least once every three years. If you haven t already found the tool, you can do  

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so by going to the Rainforest Alliance website: www dot rainforest hyphen alliance dot org. You  

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can see the link on the slide highlighted in red. Go to the resource library with certification  

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documents and search for Annex 
S3: Farm Risk Assessment Tool. 
 

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Download this tool and when you do, you will see a folder with four different Excel files inside it  

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you need the one selected in the picture 
on screen: Annex S3: Part 1.6.3. 
 

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A couple more useful housekeeping tips.
When you open the Excel file you downloaded,  

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go immediately to File in the navigation bar at the top left. Click Save As in the drop down.
 

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You can then choose where to save your file so you can keep it safe and find it again  

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easily, and you can also rename your file 
 

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Look at the yellow example on screen you can see here how I have changed the name of my file  

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I ve added Coop1 as the name of the 
farm and Jun012021 as the date.
 

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I find it easier to keep track 
of all my files when I do this.
 

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Now you have the tool downloaded and saved, we are ready to open it up and take a look.
 

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When you open the file, you should 
see a document looking like this.  

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This is the Cover page it has some 
basic information about the tool.
 

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At the bottom of the Excel, you will 
see the tabs highlighted here on screen.  

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If you click on each of the tabs, that will 
move you around the tool, from page to page.
 

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Here we've highlighted the five 
main tabs that you will be using.
 

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Start with the Guidance take some 
time to read it after this tutorial  

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as it explains all about the risk 
assessment and how to use it.
 

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Next, you ll see the tabs 
1 and 2 that are optional  

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the information collection plan and data profile. These tabs help you prepare to do the assessment.
 

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And last, tab 3, which is the risk 
assessment you need to complete.  

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Notice there are two tabs called Risk Assessment you'll be selecting the one that is relevant to  

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your certificate holder type for a group, or 
for a large or individually certified farm.
 

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We re going to spend a few minutes 
talking about some recommended steps you  

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can take to get ready for the risk assessment.
If you look at the left-hand side of the slide,  

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you'll see a green box with a cross inside it this 
indicates that this guidance about preparation  

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is optional. You ll see this sign everywhere 
that an action is optional or recommended.
 

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To prepare, we recommend that as a 
committee, or gender representative,  

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you review what issues you need to 
investigate in the risk assessment,  

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plan how you will collect the information to 
answer the questions, identify who can help you,  

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and agree who on the committee will 
be responsible for different tasks.
 

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We ve added some optional tools to help 
you get ready the information collection  

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plan and the data profile - which I ll 
explain how to use in this section.
 

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We'll talk through how to 
prepare now in a bit more depth.
 

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As part of preparation, we suggest you review 
the issues and questions in the risk assessment.  

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This means you will have a good understanding of what sort of information you need to find  

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and who you need to ask for help.
We ve listed here the issues or topics  

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that are covered in the risk assessment.
They include fundamental questions,  

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like women s access to healthcare, education and child-care, or participation in training  

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these are essential to make possible some of the slower, complex development issues you  

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can see on the screen, like ensuring women and men have equal opportunities to jobs and land.  

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For example, if girls and boys can both 
attend and complete secondary school,  

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they will both have the education 
to apply for a training job.  

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If girls don t go to school, then it limits their ability to apply for this type of skilled role.  
 

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This understanding of gradual development is a key principle of the tool  

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we recognise that farms and groups may be starting from very different situations.  

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That's why the tool starts with the 
foundational issues, covered in Part A,  

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and then moves onto more complex 
development, covered in Part B.
 

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Now that you have reviewed the 
assessment questions, it can help  

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to plan how you will collect the information. On the slide, we've highlighted three ways that  

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you can find the information you need.
1. Reviewing the reports and documents  

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and data that you and management already have as part of your certification program  

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like inspection reports, maps, registers etc
2. Talking to people at the farm and in the wider  

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community who can help explain the situation
3. And visiting the site you are  

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assessing to observe for yourself.
Where possible, it is good practice to  

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collect all three types of information 
to help you verify your findings   
 

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For example, let s imagine you ask management for the records on training attendance which show the  

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number of men and women who have attended training 
sessions run by the group or farm. To go a bit  

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deeper, you arrange to talk to a local trainer who provides training for farms in the area, and  

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he gives you more information about how sessions are organised, and who normally comes and what the  

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challenges might be for women. You arrange to join the trainer to observe the training session for  

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yourself and you notice, for example, that there are no women attending. When you explore the site,  

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you realise the session is held far away from where most women are working. When you ask the  

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women about the training, they say it is too far and they will lose pay. You point  

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this out to the trainer, and he admits he didn't think about this when he arranged the location.
 

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In this example, you have investigated an 
issue by collecting information about it  

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in three ways and that has helped you to verify it as well as to gain a deeper understanding.
 

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If you open the tab called Information 
Collection Plan, you ll see a table  

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divided into three sections these match the three types of information we've just talked about.
 

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You'll see a section for documents, a section 
about the people who can help, and a section  

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about the site visits you can plan. 
The Information Collection Plan is  

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one of the optional tools to help 
prepare for the risk assessment.
 

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Here's a look at the Information 
Collection Plan in more detail.
 

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We're looking at the first section 
the documents you can review.
 

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As part of the certification process, management 
and the Assess-and-address or the Grievance  

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committees, are collecting information and reports about the situation on the farm and  

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you may find answers to the questions in 
the risk assessment in this information.
 

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We ve put a list of the typical 
reports that a certificate holder has  

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you can use this as a checklist to 
make sure you aren t missing anything.
 

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There's also a column where you can make notes about the documents if you need to.
 

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Later on, when we talk about how you 
measure progress with indicators,  

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you ll see how helpful it can be to have 
collected all the existing material available.
 

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In the example we just used, we imagined 
that you had spoken to the local trainer  

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to gain a better understanding of the situation regarding women attending training sessions.
 

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That's an example of thinking about who has the 
experience and knowledge to help you answer the  

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questions in the risk assessment and when the time comes, to help implement mitigation actions  

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to increase the number of women who 
know about training and can join.
 

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So here we just want to remind you, 
before you start the assessment,  

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to think about who can help you they might be part 
of your farm or group (in management, on another  

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committee, an internal inspector, or a trainer) or they could be external (a community leader,  

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local authorities, specialists from 
NGOs or government departments). 
 

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For example, you could ask the grievance 
and Assess-and-address committees  

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to explain what types of human rights 
abuses are most likely to affect  

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female workers and farmers, and to provide you with the data they have collected.  

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These committee members are key potential partners 
for you not just in answering the questions,  

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but also in helping you implement 
and monitor the mitigation actions.
 

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This shows you the second part of 
the information collection plan  

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this is where you record
who you plan to ask to help  

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you find the information you need, and when and how you will organise your discussions.
 

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As you can see from the examples, it s useful to consider how to make people feel comfortable,  

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and how to get the information you need.
For example, you speak one-to-one with a teacher  

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because you need to ask some in-depth 
questions and it is a bit sensitive.
 

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But you decide to talk to a group of female farm workers together because you know they  

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will feel more relaxed, and more ready to 
share their opinions in this setting. 
 

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So, look at the issues and questions in the 
risk assessment, and think about who can help  

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you find the information - use this plan to 
make a list of everyone you want to meet.
 

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Last, but not least, in this part 
of the information collection plan,  

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you can record the site visits you undertake 
and any notes about what you observe.
 

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If you can, it s important to go and visit 
sites to see the situation for yourself.  

00:14:09.920 --> 00:14:14.240
Just walking around a farm can give you a 
good sense of what sort of jobs women and men  

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are doing, or visiting a school means you can 
see whether older girls are going to school.
 

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It s a good way to verify the information you have read or been told. And you can combine site  

00:14:24.880 --> 00:14:29.840
visits with interviews and conversations with the 
people who can help explain the situation.
 

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The gender committee members, 
or the gender representative,  

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are responsible for doing the assessment. 
But as we are pointing out in this section  

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on preparation, there are a variety of tasks 
involved in making the assessment a success.
 

00:14:48.960 --> 00:14:53.680
We recommend making a list of the work you need to do and assigning responsibility to  

00:14:53.680 --> 00:14:59.840
different committee members for each task, so you get the job done as a team. For example,  

00:14:59.840 --> 00:15:03.040
different members could be responsible 
for finding specific documents,  

00:15:03.600 --> 00:15:10.320
arranging meetings or doing site visits. 
If you are working on your own, then we recommend  

00:15:10.320 --> 00:15:15.280
asking management and members of the grievance 
and Assess-and-address committees to help you.  

00:15:16.240 --> 00:15:21.040
The more closely you cooperate with these two committees, the more effective you will all be.  

00:15:22.000 --> 00:15:27.600
And don t forget, you can also ask other people 
to help, if they have the skills and experience,  

00:15:27.600 --> 00:15:32.160
such as local experts or community 
leaders, teachers, and women s groups.
 

00:15:34.240 --> 00:15:38.480
Go back to the navigation tabs on your 
Excel and click on the Data Profile.
 

00:15:39.200 --> 00:15:44.080
This is another of the optional tools we provide to help you prepare for the risk assessment.
 

00:15:45.200 --> 00:15:47.520
As part of the requirements for certification,  

00:15:48.160 --> 00:15:51.600
management and other committees 
must collect data separately  

00:15:51.600 --> 00:15:56.880
about men and women for example, the number of 
men and women who attend training sessions.
 

00:15:58.480 --> 00:16:03.600
We re prepared a checklist of all the data 
currently collected separately about men and women  

00:16:03.600 --> 00:16:07.840
so that you can request it, and 
then enter it into this tool. 
 

00:16:08.400 --> 00:16:12.720
The tool is set up so that if you enter 
the data correctly, it will automatically  

00:16:12.720 --> 00:16:17.520
calculate the percentage for you. You can 
see an example we have entered on screen  

00:16:18.320 --> 00:16:24.400
it will disappear when you enter your own data.
You ll find this data profile useful when you  

00:16:24.400 --> 00:16:29.600
choose your priority indicators and need to collect data to measure your progress over time.  

00:16:30.480 --> 00:16:35.840
Collecting and analysing this data is also linked to a question in Part B of the risk assessment.
 

00:16:38.000 --> 00:16:41.360
This picture just gives you an 
example of using the data profile  

00:16:41.360 --> 00:16:45.280
you can see here we ve entered the numbers 
of men and women attending training,  

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and the tool has automatically 
calculated the percentage.
 

00:16:49.520 --> 00:16:54.320
And here s another example of using the 
data profile in this case, you ve asked the  

00:16:54.320 --> 00:16:59.520
Assess-and-address committee to provide you with 
the total number of potential child labor cases,  

00:16:59.520 --> 00:17:05.840
separately by gender. Again, the tool 
automatically calculates the percentage.
 

00:17:09.040 --> 00:17:14.400
Now the part you've been waiting for! Completing the in-depth risk assessment which is mandatory.
 

00:17:15.360 --> 00:17:19.520
Please look at the navigation bar and 
select the risk assessment which is for  

00:17:19.520 --> 00:17:24.560
your certificate holder type group, or for 
large and individually certified farms.
 

00:17:25.280 --> 00:17:28.720
We re going to go through each step in 
the tool, so you know how to use it. 
 

00:17:30.480 --> 00:17:34.960
Before we get started, scroll up and 
down the risk assessment and you ll  

00:17:34.960 --> 00:17:42.560
notice there are two parts Part A and Part B. Part A is where you start these questions get  

00:17:42.560 --> 00:17:47.680
to the foundations of gender equality and it will be difficult to advance further without addressing  

00:17:47.680 --> 00:17:53.920
these issues first. We ask that you complete all the questions - and when there are at least 6  

00:17:53.920 --> 00:18:00.240
questions that you have mitigated e.g. there is no risk, or mitigation is ongoing and you are  

00:18:00.240 --> 00:18:07.360
monitoring progress , then move onto to Part B. The questions in Part B ask about women s access  

00:18:07.360 --> 00:18:14.160
to opportunities and responsibilities that build on the outcomes of tackling the issues in Part A.  

00:18:14.160 --> 00:18:19.600
We ask that you complete all the questions and when there are at least 3 questions in Part B  

00:18:19.600 --> 00:18:24.400
that you have mitigated, then continue 
regular monitoring and mitigating risks  

00:18:24.400 --> 00:18:30.000
where necessary remember you are free to develop alternative mitigation measures  

00:18:30.000 --> 00:18:34.400
or to improve existing measures if they 
are not appropriate to your situation. 
 

00:18:36.560 --> 00:18:41.840
The mitigation actions in Part A and Part B are challenging and it can take time to see results,  

00:18:42.720 --> 00:18:46.960
so we don t expect certificate holders to 
complete the risk assessment in two cycles  

00:18:47.760 --> 00:18:52.480
it s more important to focus on practical 
outcomes and really addressing the issues  

00:18:52.480 --> 00:18:55.840
that have been identified, than 
rushing to complete the assessment. 
 

00:18:58.240 --> 00:19:01.920
We ve already talked about the types 
of issues covered in the assessment. 
 

00:19:01.920 --> 00:19:05.600
This gives you an overview of how 
the issues are organised into the two  

00:19:05.600 --> 00:19:11.840
parts of the assessment, Part A and Part B. As you can see, the foundational issues like  

00:19:11.840 --> 00:19:18.000
access to education or the grievance mechanism 
are in Part A, whereas development issues like  

00:19:18.000 --> 00:19:24.240
income diversification are in Part B.
This two-part process makes each  

00:19:24.240 --> 00:19:30.240
assessment shorter and more manageable.
And progress is step-by-step you start  

00:19:30.240 --> 00:19:35.360
by building strong foundations to equip 
women with the skills, means and capacity  

00:19:35.920 --> 00:19:41.280
to take advantage of the rights, opportunities 
and responsibilities measured in Part B.
 

00:19:44.480 --> 00:19:50.240
Before we look at the Excel in detail, this 
is a brief overview of the required parts  

00:19:50.240 --> 00:19:53.520
of the tool the risk assessment 
- and how they all fit together.
 

00:19:54.400 --> 00:19:59.600
The yellow box represents the 
certificate holder category (e.g. group,  

00:19:59.600 --> 00:20:05.840
large farm, individually certified farm) that 
determines what questions you answer in the tool.
 

00:20:06.400 --> 00:20:12.080
The three green boxes are the parts of the tool 
you must complete you answer the questions,  

00:20:12.080 --> 00:20:16.800
and select the appropriate explanations 
for your answer, and the tool recommends  

00:20:16.800 --> 00:20:21.760
the corresponding mitigation actions which 
you must enter in the management plan. 
 

00:20:23.520 --> 00:20:30.160
The blue box is the indicator this is a 
number or percentage that you count over time  

00:20:30.160 --> 00:20:33.840
to measure whether your 
mitigation actions are working
 

00:20:34.560 --> 00:20:38.880
The last box represents the optional 
elements in the risk assessment  

00:20:38.880 --> 00:20:43.920
which help you to get ready for the actual risk 
assessment and which you can use if you wish to.
 

00:20:47.040 --> 00:20:49.920
Now we'll explain the structure 
of the risk assessment.
 

00:20:50.880 --> 00:20:55.920
If you look at the Excel you ll see Part A in the top left-hand corner. This is where you start.
 

00:20:57.200 --> 00:21:02.080
The first two columns are just for reference 
they provide a number for each question  

00:21:02.080 --> 00:21:04.960
and an issue (those are the issues 
that we have already talked about).
 

00:21:05.760 --> 00:21:11.840
Most important is the third column the Question. You'll notice that the question is highlighted  

00:21:11.840 --> 00:21:17.360
and underneath there is a brief explanation which 
helps you understand why this issue is relevant.  

00:21:18.400 --> 00:21:21.440
We've added this because this is a learning tool  

00:21:21.440 --> 00:21:25.200
we want you to understand how these 
issues relate to gender equality.
 

00:21:28.000 --> 00:21:31.120
The first task you have is to answer the question.  

00:21:31.680 --> 00:21:35.440
You do that by using the drop-down 
option in the Answer column,  

00:21:35.440 --> 00:21:41.920
selecting Yes, No or Monitoring Progress.
A yes answer means, yes there is a risk yes  

00:21:41.920 --> 00:21:45.120
there are obstacles preventing girls 
from completing secondary school.
 

00:21:45.920 --> 00:21:49.600
A no answer means no, there is 
no risk there are no obstacles.
 

00:21:50.480 --> 00:21:54.160
Monitoring progress means exactly 
that you are implementing mitigation  

00:21:54.160 --> 00:21:59.600
actions and monitoring their progress.
You could watch the preparation section  

00:21:59.600 --> 00:22:04.240
of this tutorial again, and look at the 
optional Information Data Collection plan  

00:22:04.240 --> 00:22:11.840
and the data profile to work out how to find the information to answer these questions.
 
 

00:22:13.200 --> 00:22:19.280
This is the second part to each question there 
are always a set of potential explanations  

00:22:19.280 --> 00:22:24.320
that can help you to be more precise about the actual obstacle or root cause of the problem.  

00:22:25.040 --> 00:22:30.160
It's a key part of this learning tool.
If you answer yes, there are obstacles,  

00:22:30.800 --> 00:22:35.120
you then select all of the explanations 
that best describe those obstacles,  

00:22:35.120 --> 00:22:40.880
using the drop down to answer yes or no.
Answering these supplementary questions  

00:22:40.880 --> 00:22:46.960
helps you to understand the reason there are 
obstacles, and that equips you better to assess  

00:22:46.960 --> 00:22:53.920
which mitigation actions are most appropriate. If your explanation is not included in the list - so  

00:22:53.920 --> 00:22:58.960
if you answer other - you might decide you need to adjust the mitigation actions to fit your context.  

00:22:59.840 --> 00:23:03.920
If you do this, make sure you enter 
the information so there is a record  

00:23:03.920 --> 00:23:09.600
that means recording your specific explanation, 
as well as the alternative mitigation measure.
 

00:23:13.280 --> 00:23:17.360
If this is the first time you are 
using the tool, you might answer  

00:23:17.360 --> 00:23:23.280
monitoring progress , if you are already 
implementing mitigation actions. Perhaps you  

00:23:23.280 --> 00:23:27.120
are working on this issue because it is part of another program at your group or farm. 
 

00:23:28.560 --> 00:23:33.680
Make sure you answer the supplementary questions 
to help identify why this issue is happening.  

00:23:34.240 --> 00:23:37.680
That will help you understand whether 
your mitigation actions are adequate  

00:23:37.680 --> 00:23:41.600
or whether they need adjusting.
If it is the second time you are doing  

00:23:41.600 --> 00:23:47.120
the risk assessment, then you can either keep the 
explanations you already selected, or adjust them  

00:23:47.120 --> 00:23:52.160
if they have changed. If they ve changed, 
that will affect your mitigation actions.
 

00:23:55.200 --> 00:23:59.200
If you answer no, there are no 
obstacles, you don t need to select  

00:23:59.200 --> 00:24:06.640
any explanations as they are not necessary.
The next part of the tool is about the  

00:24:06.640 --> 00:24:11.200
solution to the risk identified the 
mitigation action and the indicator.
 

00:24:12.080 --> 00:24:17.200
If you answer yes, there is an obstacle, the 
tool provides corresponding mitigation actions.  

00:24:17.760 --> 00:24:22.160
These are practical steps that will help you to address the risk identified in the question  

00:24:22.800 --> 00:24:27.760
and in this case to remove the obstacles that 
prevent girls from finishing secondary school.
 

00:24:29.280 --> 00:24:35.360
For example, in this case, the first action is 
to raise awareness with parents and children  

00:24:35.360 --> 00:24:40.800
about the importance of education for girls and protection against early marriage and pregnancy.  

00:24:41.680 --> 00:24:46.000
That's the type of action that you can 
ask people in the community to help with,  

00:24:46.000 --> 00:24:48.480
and you could collaborate with 
colleagues in Assess-and-address,  

00:24:49.120 --> 00:24:52.160
to include this in work they are 
already doing with households.
 

00:24:53.680 --> 00:24:58.320
If you feel that the mitigation actions in the tool are not exactly relevant to your situation,  

00:24:58.880 --> 00:25:03.760
you can adjust or develop your own but make 
sure they are recorded in the management plan  

00:25:03.760 --> 00:25:07.760
and that you monitor implementation. 
And remember, you should be able to  

00:25:07.760 --> 00:25:12.320
explain to an auditor why you adjusted the 
mitigation action, or developed a new one.
 

00:25:13.440 --> 00:25:18.000
You are only required to implement the 
mitigation actions for your priority indicators  

00:25:18.640 --> 00:25:21.920
although if you have the time and 
will, you are welcome to tackle more.
 

00:25:24.880 --> 00:25:28.160
Scroll right across the document 
and you ll see this section  

00:25:28.160 --> 00:25:33.200
of the risk assessment which is optional.
It allows you to record notes about  

00:25:33.200 --> 00:25:37.840
the root cause of an issue and your 
information source. It also provides  

00:25:37.840 --> 00:25:43.920
advice about how to find out the information.
For example, if we take the question about girls  

00:25:43.920 --> 00:25:49.440
school attendance, and the various explanations 
for girls dropping out, you might identify the  

00:25:49.440 --> 00:25:54.320
root cause as the school being too far away along a route that is not considered safe.  

00:25:55.200 --> 00:26:00.560
You enter this explanation in the optional column 
called Root cause that you can see on the screen.
 

00:26:01.680 --> 00:26:06.640
It is useful to keep a record of how you came 
to this conclusion what document you read,  

00:26:06.640 --> 00:26:12.720
site you visited or to whom you spoke. So you can use this optional section to record that  

00:26:12.720 --> 00:26:18.960
you identified this root cause by looking at the map of the farm, talking to parents and teachers,  

00:26:18.960 --> 00:26:24.320
and visiting the school. You record this 
in the optional column titled information  

00:26:24.320 --> 00:26:29.120
source that you can see on the screen.
Going through this process helps you to  

00:26:29.120 --> 00:26:32.800
answer the question and to identify 
the right mitigation measures.
 

00:26:35.840 --> 00:26:40.080
The final step in the assessment, after you have answered all the questions in Part A  

00:26:40.080 --> 00:26:44.000
(or Part B if you ve reached that 
point), is choosing your indicators  

00:26:44.720 --> 00:26:48.080
you are required by the standard to select at least  

00:26:48.080 --> 00:26:54.400
three of these indicators as your priorities. 
Use the drop-down to select your indicators.
 

00:26:55.760 --> 00:27:00.480
You should select the indicators that you 
think are most important for your farm or group  

00:27:00.480 --> 00:27:06.000
and which could have the biggest impact in improving the situation. It s also advisable  

00:27:06.000 --> 00:27:10.640
to consider what you can achieve consider 
the skills and resources you have available.
 

00:27:12.240 --> 00:27:14.720
When you choose an indicator there are three  

00:27:14.720 --> 00:27:20.400
practical steps you ll need to take next: 
1. First, you enter the mitigation actions linked  

00:27:20.400 --> 00:27:25.600
to that indicator in the management plan
2. Second, you implement those mitigation  

00:27:25.600 --> 00:27:28.000
actions 
3. Third, you collect the data that measures your progress.   

00:27:28.000 --> 00:27:32.880
We will talk about this in more depth in a minute.
 

00:27:33.520 --> 00:27:39.600
But notice the red circle in the indicator 
box each indicator has some guidance about  

00:27:39.600 --> 00:27:45.040
where to find the data. Here the Data Source 
recommended is the school or local authority
 

00:27:46.320 --> 00:27:50.000
We are going to talk in more detail now 
about how to collect the indicator data.
 

00:27:52.720 --> 00:27:58.560
The term indicator data can sound a bit technical but in reality, it is very simple it is about  

00:27:58.560 --> 00:28:04.960
counting something to demonstrate your progress over time. Most of the time we are counting people  

00:28:04.960 --> 00:28:08.960
men and women but we could also be counting the number of training sessions held.
 

00:28:09.920 --> 00:28:13.760
Look at the examples here these are 
all indicators from the assessment. 
 

00:28:14.960 --> 00:28:20.400
If you take the first example, to collect that 
information you have counted the number of all  

00:28:20.400 --> 00:28:27.200
female farm workers and of those, you have counted 
how many cannot read or write. If you compare this  

00:28:27.200 --> 00:28:31.520
each year, you will be able to tell whether 
your efforts to improve literacy are working.
 

00:28:34.480 --> 00:28:38.640
Collecting the indicator data doesn't have 
to require doing something additional.  

00:28:39.280 --> 00:28:44.000
Often it is just about finding the 
data and recording it correctly.
 

00:28:44.000 --> 00:28:49.120
Start with the information collection plan and 
check whether any of the documents could be useful  

00:28:49.680 --> 00:28:54.720
for example, the training records or monitoring 
data may have the attendance rates you need.
 

00:28:56.640 --> 00:28:59.920
Review the information you 
entered in the Data Profile  

00:28:59.920 --> 00:29:04.400
as you can see from this example, if you 
entered the training records correctly  

00:29:04.400 --> 00:29:07.040
it will provide you with the number 
and percentages that you need.
 

00:29:09.600 --> 00:29:12.880
In some cases, you will need 
to collect the data yourself  

00:29:12.880 --> 00:29:18.480
and we recommend a couple of ways of doing that. You can create a questionnaire with all the  

00:29:18.480 --> 00:29:23.760
questions you need to ask, or you can hold a meeting, or what we call a focus group and ask  

00:29:23.760 --> 00:29:29.520
similar questions to a small group of people.
You can produce the data you need by counting  

00:29:29.520 --> 00:29:33.600
the total number of people that you 
ask a question, and their responses.
 

00:29:34.800 --> 00:29:40.240
We will explain these two methods 
in a bit more depth now.
 

00:29:40.240 --> 00:29:43.520
So what is the difference between 
a survey and a focus group?
 

00:29:44.640 --> 00:29:49.200
When you organise a survey, you agree on a 
set of questions that you re going to ask  

00:29:49.200 --> 00:29:56.560
a defined group of people (e.g. all farm 
workers), at a regular time (e.g. once a year).
 

00:29:58.080 --> 00:30:02.640
Usually, you repeat the same questions 
each time you conduct the survey  

00:30:02.640 --> 00:30:05.440
so you can compare how the 
answers change over time. 
 

00:30:06.800 --> 00:30:13.760
A survey is anonymous you don t record the name of the person who answers the questions, but you can  

00:30:13.760 --> 00:30:22.080
ask optional questions about their characteristics 
e.g. are you male/female, or how old are you.
 

00:30:22.080 --> 00:30:28.000
The questions you ask are short and simple 
(8-10 questions) with clear answer options
 

00:30:28.960 --> 00:30:35.840
A survey can be done on paper or online/by SMS you must be able to collect the results
 

00:30:36.720 --> 00:30:41.840
And you always record the total number of people 
who complete the survey so you can calculate the  

00:30:41.840 --> 00:30:49.120
results e.g. if you have 100 people responding 
and 46 said that they had not attended a training  

00:30:49.120 --> 00:30:56.000
session on gender equality, you can say that 46% of respondents had not attended training. 
 

00:30:58.480 --> 00:31:04.960
In contrast, a focus group is a meeting of 
a small group of people (about 6-10) who  

00:31:04.960 --> 00:31:11.360
share similarities (e.g. all farm workers, all 
female workers, all in the same age group). 
 

00:31:12.320 --> 00:31:16.480
You (the moderator) ask them 
a set of simple questions  

00:31:16.480 --> 00:31:20.240
(8-10), in a meeting lasting about 45 minutes. 
 

00:31:21.840 --> 00:31:27.440
Typically, you hold a focus group when you want to 
research people s opinions so you can understand  

00:31:27.440 --> 00:31:34.560
an issue more deeply you are less concerned 
with overall trends and numbers. E.g. you want  

00:31:34.560 --> 00:31:39.200
to find out whether women are comfortable using 
the grievance mechanism and if not, why not.
 

00:31:40.640 --> 00:31:45.840
Record what they say in an open discussion. There are no right or wrong answers!
 

00:31:46.480 --> 00:31:52.720
Repeat the meeting regularly (e.g. once a year). 
Repeat the same questions each time you organise  

00:31:52.720 --> 00:31:56.720
the focus group so you can compare 
how the answers change over time. 
 

00:31:58.000 --> 00:32:02.000
Try to have at least 3 different focus 
groups to compare answers across groups.
 

00:32:03.120 --> 00:32:06.480
It is anonymous don t record the 
name of the person who speaks,  

00:32:07.120 --> 00:32:13.840
but you can ask the group optional questions about 
their characteristics e.g. male/female, age.
 

00:32:14.720 --> 00:32:17.280
Record the total number of 
people in the focus group
 

00:32:17.920 --> 00:32:23.680
Categorize their answers so you summarise their opinions e.g. you group together all  

00:32:23.680 --> 00:32:26.800
the people who give the same reason 
for not attending a training session.  

00:32:27.760 --> 00:32:33.680
That means you can count the answers e.g. if there are 10 female farmers at the meeting,  

00:32:33.680 --> 00:32:37.040
let s imagine 5 said they had 
not attended a training session  

00:32:37.040 --> 00:32:41.840
and 5 said they had, you could say that 
50% had not attended a training session.
 

00:32:44.960 --> 00:32:48.560
Here s a practical example of what 
a survey document might look like.
 

00:32:49.520 --> 00:32:52.720
You can see at the top it clearly 
says that it is anonymous,  

00:32:52.720 --> 00:32:57.040
but asks for some information about 
personal characteristics, including gender.
 

00:32:57.840 --> 00:33:00.800
There are clear instructions 
about how to answer the questions  

00:33:01.360 --> 00:33:05.760
the red circle is where we have circled the answer. And there are clear answer options  

00:33:06.320 --> 00:33:10.320
numbers, or the whole range of 
agreement, neutrality and disagreement.
 

00:33:11.520 --> 00:33:14.560
You count up the answers and that 
gives you the data you need.
 

00:33:15.680 --> 00:33:20.640
The people who answer a survey will change 
each year and there may be more or less,  

00:33:20.640 --> 00:33:24.560
but if you ask the same questions, 
and track the number and percentage,  

00:33:24.560 --> 00:33:28.080
you can still identify whether your 
efforts are improving the situation.
 

00:33:29.840 --> 00:33:33.920
In this example, the survey allows 
us to identify an improvement  

00:33:35.040 --> 00:33:41.440
in Year 0, about 60% of both men and women who 
answered the survey said they had not attended  

00:33:41.440 --> 00:33:47.520
a gender equality training session. But, 
in Year 1, that figure has dropped to 46%  

00:33:47.520 --> 00:33:53.360
of women and 50% of men. That suggests the 
farm s mitigation measures are improving. 
 

00:33:54.880 --> 00:33:58.880
Note how because the survey asks 
you to record your age and gender  

00:33:58.880 --> 00:34:05.840
it is possible to use the survey to understand 
differences based on these characteristics.
 

00:34:07.280 --> 00:34:10.240
Here s an example of a record 
of a focus group meeting.
 

00:34:11.120 --> 00:34:16.240
You can see, it is a small group, and everyone 
is a male farm worker in the same age group.
 

00:34:17.280 --> 00:34:21.440
A survey can tell you that a certain 
proportion of women or men have or have  

00:34:21.440 --> 00:34:28.160
not attended a gender equality training session. 
But the focus group indicates why when you keep a  

00:34:28.160 --> 00:34:33.120
record of the main comments made by the men at 
this meeting, you understand that management  

00:34:33.120 --> 00:34:38.400
is not communicating about gender equality and 
is probably not aware of why it is important. 
 

00:34:39.600 --> 00:34:46.240
In our example, let s imagine you hold two 
focus groups, one with all male farm workers  

00:34:46.240 --> 00:34:52.320
and one with all female farm workers. In both 
sessions, you hear similar comments explaining  

00:34:52.320 --> 00:34:57.360
that workers are unaware of gender equality 
training sessions, nor why they are important.  

00:34:58.480 --> 00:35:03.520
This confirms that awareness raising with 
management, as well as with all workers  

00:35:03.520 --> 00:35:08.880
is the right mitigation measure to improve 
attendance at gender equality training sessions.
 

00:35:12.000 --> 00:35:17.360
Here s a final example of how you turn your 
survey or focus group into indicator data.
 

00:35:18.400 --> 00:35:24.160
In the first example, we know that 46 women 
out of 100 who answered the questionnaire had  

00:35:24.160 --> 00:35:31.600
not attended gender equality training that 
s 46%. And we know that 50% of men had also  

00:35:31.600 --> 00:35:37.440
not attended the training that s 50 men.
In the second example, we know that all  

00:35:37.440 --> 00:35:41.840
6 men in the focus group said they had 
not attended training on gender equality  

00:35:41.840 --> 00:35:46.720
so that is 100% of the men asked. And the 
same is true for the all-female focus group.
 

00:35:48.080 --> 00:35:52.720
If the training records back this up, then 
you know that your priority is training  

00:35:52.720 --> 00:35:56.240
and raising awareness for 
women and men, boys and girls,  

00:35:56.240 --> 00:36:00.720
about what gender equality means in 
practice and why it is important. 
 

00:36:03.920 --> 00:36:08.720
We ve talked a lot about finding information and 
answering the questions in the Excel assessment. 
 

00:36:09.600 --> 00:36:14.800
But don t forget, the entire purpose of this 
tool is to identify the right mitigation  

00:36:14.800 --> 00:36:20.800
actions and implement them effectively, 
so that you can help real women and men  

00:36:20.800 --> 00:36:27.280
workers, farmers, members - and their families. 
Tracking progress through indicator data can  

00:36:27.280 --> 00:36:31.200
flag if your actions are not working you 
might need to adjust what you are doing.
 

00:36:34.400 --> 00:36:39.840
Don t forget that part of the requirement 
for Mandatory Smart Meter 1.6.3.  

00:36:39.840 --> 00:36:42.960
is to enter the mitigation actions 
into the management plan. 
 

00:36:43.760 --> 00:36:49.680
We ve prepared an example from question A.2. 
as a guide. You can watch the tutorial No. 6,  

00:36:49.680 --> 00:36:54.400
on the management plan, for more information 
about how to find the plan template and use it.
 

00:36:55.520 --> 00:37:00.560
The boxes with labels in pink are information 
that you copy over from the risk assessment  

00:37:01.200 --> 00:37:04.480
you put your mitigation 
actions in the Actions box,  

00:37:04.480 --> 00:37:08.000
and the people the action is designed 
to help, in the Target Group box
 

00:37:09.920 --> 00:37:14.000
All the boxes in green require you, or 
the Committee, to agree on a plan   
 

00:37:15.360 --> 00:37:19.040
You need to set your own goal in 
relation to the mitigation action  

00:37:19.760 --> 00:37:25.520
what measurable goal can you realistically 
achieve in the time frame? In the example,  

00:37:25.520 --> 00:37:30.720
we ve set a goal of increasing the number 
of female workers who are literate from 31%  

00:37:30.720 --> 00:37:38.240
to 50% - so it s a gradual goal over time.
You set your own timeline how long is this  

00:37:38.240 --> 00:37:43.840
goal going to take you and how often will 
you repeat your actions. In the example,  

00:37:43.840 --> 00:37:50.320
we ve set a deadline of 6 months for each action 
like providing training and awareness-raising  

00:37:50.320 --> 00:37:54.800
and committed to repeat them at least once a 
year so we catch different workers each year.
 

00:37:56.240 --> 00:38:00.320
Who on your committee will be responsible for 
these mitigation actions and achieving the goal?  

00:38:00.880 --> 00:38:06.640
You ll agree this amongst yourselves.
And what is the status have you not started yet,  

00:38:06.640 --> 00:38:12.880
or are you in progress, or have you completed it?
If you use the management plan as an active  

00:38:12.880 --> 00:38:18.000
document, to discuss and agree your own 
goals and monitor progress, then you are  

00:38:18.000 --> 00:38:23.040
far more likely to be successful, and you can 
demonstrate your efforts clearly when asked.
 

00:38:25.360 --> 00:38:31.040
This risk assessment is designed to be gradual, 
so each time you repeat the assessment you must  

00:38:31.040 --> 00:38:36.320
do it at least every three years you will 
move slowly through Part A and Part B.
 

00:38:37.440 --> 00:38:40.720
As you work through the assessment 
and implement the mitigations,  

00:38:41.360 --> 00:38:46.640
and when you finish the risk assessment, always 
focus your energy on talking to your team,  

00:38:46.640 --> 00:38:52.000
to management, and to all workers or members, 
about what gender equality means in practice. 
 

00:38:53.040 --> 00:38:58.720
If you consistently invest in raising awareness 
among as many women, men, boys and girls,  

00:38:58.720 --> 00:39:03.360
as possible, all your other mitigation 
steps will be so much more effective.
 

00:39:05.680 --> 00:39:11.040
Congratulations! You have learnt how to 
conduct the gender in-depth risk assessment,  

00:39:11.040 --> 00:39:14.960
which is part of the mandatory Smart Meter 1.6.3.
 

00:39:15.680 --> 00:39:20.480
You have now completed all 10 step-by-step tutorials on assess-and-address. 
 

00:39:21.360 --> 00:39:27.863
Thank you and good luck!
END