Consent Form

Introduction

My name is ………………………………………………………………., and I am on behalf

of the World Vision Uganda to conduct focus group discussions as part of a
Gender Assessment in Abarerila sub-county, Soroti District, Uganda. The
information you provide will be used and treated with utmost confidentiality and
used purely for study purposes to generate information on the gender and
vulnerability dynamics that will provide foundational data to determine areas
and methods for intervention on the current needs and priorities of women, men,
girls and boys, persons with disabilities and other vulnerable groups. Your
participation is voluntary and highly valued. You may choose not to participate in
the study. Also, you are free to refuse to answer questions you consider not
appropriate or that make you feel uncomfortable. Feel free to ask us any
questions about the study during the discussion.

Purpose: Gather information about the opinions, beliefs, practices and attitudes of a group of people
(women, men, including those with disabilities) to identify gender and disability based disadvantages
and the social and cultural attitudes, practices and power relations that underpin them. This will also
provide in-depth information on the barriers to inclusion that restrict access to opportunities and
resources in daily lives and ultimately impede wellbeing. Guided questions in this Focus Group
Discussion (FGD) relate to knowledge, attitudes, cultural beliefs and perceptions and the priorities
and needs of men and women.

Tool Notes: This tool will be used during small group discussions of 10-12. Separate FGDs made up of
people (men only, women only, girls only, boys only, women with disabilities only, men with
disabilities, boy with disabilities only and girls with disabilities only) from similar backgrounds or
experiences will be conducted. The groups should also be separated by sex and age. The FGD will be
led by a facilitator trained by WV and will be responsible for the introduction of topics for discussion,
ensure that all members feel safe and comfortable with each other and participate evenly in the
discussions. Female facilitators will be deployed to female groups and men to male groups. The
facilitator should also assure participants that all information shared will remain confidential.

Do you have any questions on the survey, before we proceed? 1=Yes, 2=No
Do you agree to participate in this study? 1=Yes, 2=No
If yes, please confirm that you are above 18 years’ age. 1=Yes, 2=No
Thank you. Please sign the consent form

01. Date of FGD interview: Day: _Month: _Year: _________

02. Enumerator Names and role: ________________________________________

03. District: ____________________ Sub-County / Division: ________________

Parish / Ward: ___________________Village (LC1): _______________

Zone: ______________________ Block: ___________________________

04. Number of Respondent’s: __________________________________________

05. FGD No. of participants: ___________________________________

06. Short description of location e.g.: the nearest trading Centre and
distance: ____________________________________________________________________

NOTE: By signing below, I confirm that I have read and understood the
information provided, and I voluntarily agree to participate in the focus group
discussions.

S/ Participant’s Name Participant Date of

No. Signature Consent

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Researcher Name: ___________________________

Researcher Signature: ___________________________

Date: ___________________________
 Focus Group Discussion Guide
Instruction for the facilitators: These questions are guides for the discussion.
In general, please try to follow the question flow outlined below. Participants
may take the conversation in a different direction. This is fine, but please ensure
that by the end of the session you have covered all of the listed domains.
Introductory text for group: Thank you all for coming today and agreeing to
speak with us. Everything we discuss today will be confidential, so we ask you
not to discuss what we talk about with anyone outside of this space/room. You
have kindly agreed for us to make an audio recording of our discussion and to
protect your privacy, we ask you not to mention your name or anyone else’s
name during the session. Instead, please use the number that we just assigned
to identify yourself when you want to speak

Facilitator: Thank you all. Let's move on to our discussion questions.

Discussion Questions

Roles and Responsibilities

1. What are the traditional roles played by women, men, boys and girls in your
community? (Interviewer list for each group on flip charts- Probe for
productive role i.e., where you earn; reproductive role e.g., within the
household; and community roles e.g., outside the household like leadership
roles).

Activities Women & girls Time Men & boys Time

Age (List & Tick) <18 18-35 36+ <18 18-35 36+ e.g. 8-10am(2hrs)

Productive
Activities
Clearing land for
farming
Planting
Weeding crops
Harvesting crops
Watering cattle
Selling cattle
Shop/stall keeping
Paid/salaried job etc.
Other

Reproductive
activities
Mopping the house
Washing utensils
Collecting/fetching
water
Fetching firewood
Caring for a child
Caring for the sick
etc.
Other

a. Looking at the list of activities presented above, why do you think

women,men,boys and girls are assigned these specific roles?
b. What are the positive and negative effects of the difference in
productive and reproductive roles played by men and women?
c. Do men, women, boys, girls including persons with disability (PWD) and
other vulnerable groups participate equally in these productive,
reproductive and community roles list above in this community?
i. If yes, what changes in gender roles have occurred over time,
and what factors have influenced these changes?
ii. If no, please explain.

Roles, responsibilities and time used/ Division of labor

12-hour time schedule for daily activities for men/boys including those women/girls

Daily activity profile: What does a typical day look like for a woman and a man, girl/boy with in

Living with disabilities.

Daily Activities performed by a Activities performed by a girl

activity women/girls including those men/boy child including those with
clock with disabilities disabilities

Dry Season Rainy Season Dry season Rainy Season

04 am

05 am

06 am

07 am

08 am

09 am
10 am

11 am

12 noon

1pm

2pm

3pm

4pm

5pm

6pm

7pm

8pm

9pm

10pm

PRODUCTIVE ROLES OF MEN, WOMEN, BOYS AND GIRL INCLUDING THOSE WITH DISA

THIS COMMUNITY

Productive roles Productive Productive Productive When /how

performed by roles performed roles performed roles performed long
women and those by men and by girls and by boys and
with disabilities those with those with those with
disabilities disabilities disabilities
 C. Community Activities/Roles
i). What community activities do women/men, girls/boys including those with
disabilities engage in?

Community Community Community activities Community activities

activities activities performed performed by girls performed by boys
performed by the by the men including including those with including those with
women including those with disabilities disabilities
those with disabilities
disabilities

Decision making

d. Do women, men, boys, girls including persons with disabilities and

other vulnerable groups equally make decision in these productive,
reproductive and community roles listed?
i. If no, please explain.
ii. If yes, please explain.
e. What factors determine /influence the decision-making at the
household level and community level? (Probe to establish if disability
influences in any way and how?)

Well being

f. Do any members of your community including yourself experience;

 Discrimination and stigma based on the social norms or the
gender norms?
ii. If yes, please explain why (facilitator to dig deep into this based
on gender, ethnicity, disability, health status etc.).
iii. What do you think we can do to reduce or manage
discrimination, stigma and violence in our community?

 Violence based on the cultural/social norms or the gender norms?

iv. If yes, please explain why (facilitator to dig deep into this based
on gender, ethnicity, disability, health status etc.).
 v. What do you think we can do to reduce or manage
discrimination, stigma and violence in our community?

g. Religion: In your experience does religion plays any role in the set
gender roles and responsibilities you shared earlier on the list? Kindly
share some of the positive and negative ways religion has affected
gender equality

Access to, utilization and control of resources in the community

2. Do women, men, boys and girls including persons with disability (PWD) other
vulnerable groups (these include the older persons, child headed households,
PLHIV etc)) have access to: (Facilitator to list on flip chart cross tab-tables)
if yes answer, please explain how; if no, why not?
a. Land
b. Education
c. Employment
d. Income generating activities (IGAs)
e. Financial services/loans
f. Health
Note to facilitators probe further for each of the above i.e.:
 i. On Land
 Do men, women, boys, girls, PWD and other vulnerable
groups have access to land?
 Who owns the land?
 What is the land used for?
 Who controls land usage (e.g. decision making on what to
use the land for?
 What factors limit/facilitate access and control over resources for men
and women, men with disabilities/women with disabilities in this
community? ow.

ACCESS CONTROL
WOMEN MEN WOMEN MEN
Limiting factors

Facilitating factors

ACCESS CONTROL
WOMEN (PLWDs) MEN (PLWDs) WOMEN (PLWDs) MEN (PLWDs)
Limiting factor

Facilitating factors
  What you propose can be done to improve
access/ownership to land?
ii. On Education
 Do boys and girls including PWD and other vulnerable
groups in your community have access to education
(formal and informal)? If yes/no please explain
(facilitator to list by category and probe). If no, what
do you propose can be done to improve access to
education?
 Do men and women including PWD and other vulnerable
groups in your community have access to adult literacy
education? If yes/no please explain (facilitator to list by
category and probe). If no, what do you propose can be
done to improve access to education?
iii. On Employment
 What kind of employment opportunities are available for
men, women, boys, girls, PWD and other vulnerable
groups in your community?
 What are the factors that influence the access of these
employment opportunities in this community? explain.

WOMEN MEN

 What do you propose can be done to improve access to

employment?
iv. On Income Generating Activties(IGA)
 What IGAs do men, women, boys, girls, PWD and other
vulnerable groups in this community engaged in?
(Facilitator-List for each group).
 What factors influence the different roles in IGAs
performed by men, women, boys, girls, men with
disabilities, women with disabilities, girls and boys with
disabilities in your communities?
 What do you propose can be done to improve access and
participation in IGAs?
 what specific skills/knowledge do women/men/men with
disabilities/women with disabilities have in this
community? (Probe to establish the reasons for the
difference in terms economic engagement)
v. On Financial Services
 What are some of the examples of financial services available for men
and women including PWDs in this community? services?
 What the institutions in this community that provide the
financial services?
vi. On health
 What are the `health services available for men and
women in this community?
 what
 Do men and women have equal and equitable access to
these services

Well-being and Systems

3. Do women, men, boys, girls, PWD and other vulnerable groups in your
Communities experience SGBV, VAWG and VAC?
a. If yes, please share the types of violence you have observed
(facilitator makes list by each specific group).
b. What are the causes of these types of violence?
c. Who are the perpetrators of these types of violence?
d. How are perpetrators handled in your community?
e. Are there other ways to manage perpetrators?
f. Are there adequate support services available for survivors of gender-
based violence? If not, what improvements are needed or what do you
recommend?
4. In addition, to the recommendations you have been giving us above, what
other interventions would you propose to promote gender quality and
economic empowerment in your community?

Systems
1. What is the perception of the community towards; Women, Men, Boys,
Girls & People/Children with disabilities
2. Are there existing norms and beliefs attached to women, girls, boys, men
and people living with disabilities regarding; Access and control over
resources like; education, land, health care, information, etc.
3. Are there known policies in place aimed at advancing women
empowerment and disability inclusion?
4. What can be done to advance women/girls empowerment and disability
inclusion?

Risk assessment and Protection

 5. Are their specific protection needs of women, men, boys, and girls in this
community? What are the risks for each group? What is the location of the
risk?
6. Who is mostly affected by the indicated common risks above in this
community? What are the most significant safety and security concerns in
this community?
What strategies are employed in the community to reduce or to
address different protection risks you face

End of Discussion

Facilitator: Thank you all for sharing your valuable insights and experiences
today. Your contributions will greatly inform our research and help shape
interventions for gender equality and social inclusion within the community. If
anyone has any additional thoughts or recommendations, please feel free to
share them with us.

Prepared by: Approved by:

Names: Names:

Title: Title:

Signature: Signature:

Date: Date: