GENDER TOOLS
Contents
I On the project level
1. Gender mainstreaming in general
2. Gender analysis
3. Gender planning
4. Gender monitoring and evaluation
II On the organisational level
5. Gender approaches
6. Gender assessments
7. Gender training
8. Gender budgeting
III Between partner organisations
9. Organisational scan
10. Input and outreach targets
11. Gender checklists
12. How do other organisations do it?
This overview is a selection of existing gender tools. Some of the most
recent as well as more ‘classic’ tools are included.
In order to obtain a successful process of gender mainstreaming, the use
of tools only is not sufficient, some preconditions need to be fulfilled. The most
important are: sufficient technical capacity, a gender friendly organisational
culture, accountability and political will.
I want to thank Gudule Boland, Ireen Dubel, Jeannette Kloosterman, Roel
Snelder and Tessa Roorda for their contributions.
Annette Evertzen
GADE
December 2009
Update February 2011.
1. Gender mainstreaming in general
What can you find here?
This section provides a general overview of tools
for mainstreaming gender into the project cycle.
The tools show key questions and points for
identification, planning, execution, monitoring and evaluation of projects.
When to use it?
The tools cover different steps of the project
cycle. Some tools also include information about organisational change.
Derbyshire, Helen
Gender manual. A practical guide for development policy makers and
practitioners.
http://www.dfid.gov.uk/Documents/publications/dfid-gender-manual-2008.pdf
This manual is
divided into three main sections.
Section 1: Background ideas and concepts.
Section 2: Mainstreaming gender in the policy / programme cycle.
Section 3: Tools and guidelines on the processes of gender mainstreaming.
This section gives information about statistics and analysis; voice and accountability; policy action and resources; and, organisational and individual change.
FAO - Food and Agriculture Organisation of the
United Nations
Project cycle management. Technical guide.
www.fao.org/sd/seaga/downloads/EN/projecten.pdf
This guide gives an overview from project cycle to evaluation, and
contains several practical case studies.
FAO - Food and Agriculture Organisation of the
United Nations
Intermediate-level
handbook.
http://www.fao.org/sd/seaga/downloads/En/Intermediateen.pdf
The purpose of the Intermediate Handbook
is to support participatory development for those who play an intermediary role
between government policy makers, and individuals and households at the
community level.
The tools in this handbook are designed to build
capacity to:
•
include socio-economic and gender considerations in
planning, implementation and monitoring and evaluation in intermediaries,
•
promote internal participatory processes within
intermediaries, including within organisational processes, and
•
build more participatory methods for working with
development partners and stakeholder groups.
Global
Training package for the promotion of gender
equality in NGO development cooperation.
Global
http://global.finland.fi/gender/ngo/english/
This training package provides NGOs engaged in development cooperation
with basic information about gender perspective and practical advice on how
gender equality can be promoted through NGO projects. With the help of
concepts, examples and exercises dealing with gender equality and project cooperation,
NGOs are offered basic training that will improve the abilities of their own
projects to reduce gender inequalities. The reduction of inequalities through
projects also improves the quality and impact of development cooperation.
SDC - Swiss Agency for Development and Cooperation
Gender Tool Kit - instruments for gender mainstreaming. The premise upon which the guidelines are based is
experiential learning. SDC.
http://www.sdc.admin.ch/en/Home/Themes/Gender/General_and_thematic_tools/Gender_Tool_Kit
This website contains text and tools (key questions) with regard to
definitions; strategies; gender analysis; analytical framework; gender in household
and community analysis; gender in country, policy and sector analysis; gender
in country programmes; gender in programmes and projects; gender in project
cycle management and logical frameworks; gender and monitoring; gender and
evaluation, etc.
UNDP - United Nations Development Programme
Gender mainstreaming in practice. A handbook. UNDP RBEC, 2007.
http://europeandcis.undp.org/home/show/6D8DE77F-F203-1EE9-B2E5652990E8B4B9
This handbook starts with ten steps to integrating gender into the
policy-making process, followed by a guide to gender analysis.
The following part - the Gender Briefs - is designed to highlight
the main issues and links between gender and a specific policy area: poverty;
labour; macroeconomics and trade; private sector development; education;
health; energy and environment; governance and participation; human rights and
justice; science, research and information and communication technologies;
crisis prevention and recovery; HIV and Aids.
Each sub-issue discussed in the Gender Briefs is divided into sections
that provide different types of information. The sections are as follows: What
is the Issue? What is the goal? Why bother? Possible interventions and entry
points; Measuring progress; References.
What can you find here?
This
chapter contains frameworks to analyse gender roles and relations with respect to
the target group. The Harvard framework is a real ‘classic’ and many frameworks
thereafter are adaptations, extensions and improvements of this framework.
A gender analysis at project level
gives insight in how tasks and responsibilities are divided between household
members: who does what and when is it done? It gives information on the ways in
which women’s access to and control over resources such as land, income,
inheritance and political influence is less than men’s. In some tools a simple
context analysis has been included.
The tool provides project staff with
information about gender roles and power relations and the possible impact of
project interventions on the gender relations. It helps to design just those
interventions where most impact can be expected
If the tools are mixed with a
participatory process, it can be an important step to create more gender
awareness amongst the participants.
When to use it?
A gender analysis should be done
before the start of a project. The analysis can be repeated later on to capture
change.
For online
descriptions of different tools and comparisons,
see:
DFID http://www.siyanda.org/docs_gem/index_implementation/pf_coretext.htm
General toolkits
Aguilar, L.; Briceño-Ilsie, G.;
Valenciano, I.
Seek... and ye shall find. Participatory appraisals with a gender equity
perspective.
http://generoyambiente.com/arcangel2/documentos/419.pdf
This guide contains: principal
approaches in participatory appraisals; theoretical foundations of the
appraisal process; steps or stages; and, work tools.
The techniques and tools include: ice breakers
and energizers; techniques for understanding the general situation of a
community; techniques for identifying the perceptions and assessments of women
and men (socialisation); techniques for identifying division of labour;
techniques for analysing access, use and control of benefits and resources;
techniques for prioritising community problems; and, conventional techniques
for information gathering.
March, C.; Smyth,
A guide to gender analysis frameworks.
This book contains step-by-step
instructions for using different gender-analysis frameworks. Each framework is
accompanied by a commentary that looks at the advantages as well as the
potential pitfalls and offers ideas for further reading. The frameworks are
also placed within the wider context of gender and development work and a
definition of key concepts is provided.
Miller, C.; Razavi, S.
Gender analysis. Alternative paradigms. 1998.
http://nird.ap.nic.in/clic/rrdl89.html
This study provides a comparative
analysis of a number of conceptual frameworks used for analysing gender issues
within the development context. It
highlights the strengths and weaknesses that each framework entails, using four
criteria: the understanding of gender, its approach to development, the extent
to which the frameworks can offer insights into different institutions, and the
level of development intervention at which the frameworks are pitched. Miller
also discusses work of feminist economists who are applying gender analysis to
the macro-economic level.
UNDP - United Nations Development Programme /
Gender and Development Programme
Gender analysis. UNDP Learning and
Information Pack - Gender Mainstreaming.
http://www.gdrc.org/gender/mainstreaming/2-GenderAnalysis.doc
The Information Pack of UNDP
contains a copious and interactive document with regard to gender
analysis. The Information pack comprises
three sections:
Section 1 consists of four sets of
slides with a brief commentary on each. The slides set out key points for the
reader: what is gender analysis, how can gender analysis and policy be linked,
what are the key concepts and tools in social and gender analysis, men and
masculinity in gender analysis.
Section 2 includes resources such as
reading materials, handouts and worksheets to amplify the issues raised in the
slides. All the well-known frameworks
are described and discussed. To link gender analysis with policy and programmes
some other tools are included: Decision-making, SWOT Analysis, and Force Field
Analysis
Section 3 includes references to
internet and other resources on related issues.
Full size slides, which can be used
for presentations, are in the back of the manual.
Agriculture and
subsectors
Asian Development Bank
Gender analysis framework for agriculture.
http://www.adb.org/Documents/Manuals/Gender_checklists/Agriculture/agri0400.asp
Contains checklists for
many aspects of agriculture and for subsectors (irrigation; fisheries; forestry and watershed management; integrated
rural development; micro-finance; gender issues in industrial crops and
agro-industry; livestock).
FAO - Food and Agriculture Organisation of the
United Nations
Socioeconomic and gender analysis (SEAGA). A toolbox. Field handbook. Rome: FAO, 2001.
http://www.fao.org/sd/seaga/index_en.htm
The purpose of this Handbook is to support participatory development
planning at community level, to:
•
Identify key development patterns,
•
Understand the livelihood strategies of different people, and
•
Build consensus about development priorities and action plans.
The toolkits
consist of a number of rapid rural and participatory rural appraisal tools, and
include also a series of SEAGA questions to facilitate and deepen analysis.
Gender in value chain
analysis
Gender in Value Chains.
Agri-ProFocus Learning Group
http://genderinvaluechains.ning.com.
This website contains a lot of
information about gender in value chain analysis, including:
•
Guideline Action-Learning Plans Gender in Value Chains
•
A
collection of tools: http://feeds.delicious.com/v2/rss/tag/apf_gender
•
•
A short
introduction in the gender value chain analysis: http://genderinvaluechains.pbworks.com
3 GENDER
PLANNING
What can you find here?
This chapter
gives tools for gender sensitive planning. It shows how to organise
participative planning that takes into account men and women’s specific wishes,
needs and interests. Some tools are specifically meant to integrate gender
issues in the logical framework.
When to use it?
In
planning processes at the local level, with the participation of the target
group.
Aguilar, L.
A good start makes a better ending. Writing proposals with a gender
perspective.
http://generoyambiente.com/arcangel2/documentos/418.pdf
This manual contains: why projects
need to have a gender equity perspective; basic considerations for
mainstreaming a gender equity perspective in the project proposal; and,
recommendations for incorporating a gender equity perspective during project
preparation.
Alfaro Quesada, C.
If we organize it, we can do it. Project planning with a gender
perspective.
http://generoyambiente.com/arcangel2/documentos/420.pdf
Seven steps for project identification
and formulation are dealt with in this guide: understanding planning;
definition of the primary purpose; identification of strengths and weaknesses,
opportunities and threats (SWOTS); identification of priority problem(s);
expectations to accomplish;
identification of possible solutions; preparation of a tentative plan
Engendered logframes
FAO Food and
Agriculture Organisation / ISNAR - International
Service for National Agricultural Research
Training manual on gender analysis for monitoring
and evaluation . The ‘Engendered Logframe’ approach.
FAO
/ ISNAR, 2001.
http://www.fao.org/WAICENT/FAOINFO/SUSTDEV/dim_pe1/pe1_040702_en.htm
This training manual to integrate gender issues in the logical framework
includes learning objectives for each day’s activities; descriptions of the
training approach, methods, and techniques; master copies of handouts,
worksheets, overhead transparencies, and additional reading materials that can
easily be copied and distributed to others who might be interested. There are
also evaluation sheets and a recommended bibliography for use by the trainers.
Material has been gathered from many sources; these are acknowledged wherever
possible.
Odame, H.H.
Engendering the Logical Framework. ISNAR, 2001.
http://ec.europa.eu/europeaid/evaluation/methodology/examples/lib_too_dpm_two_en.pdf
This paper describes the potential of the logframe for R&D
monitoring and evaluation, taking into account gender roles and relations. The
conventional use of the logframe warrants critique because it has often been
“gender blind” with insufficient attention paid to the nature of the process
behind its preparation and use.
SDC - Swiss Agency for
Development and Cooperation
Gender Tool Kit - instruments for gender mainstreaming.
http://www.sdc.admin.ch/en/Home/Themes/Gender/General_and_thematic_tools/Gender_Tool_Kit
→ gender in PCM
and logical frameworks.
This website contains text and tools with respect to gender in project
cycle management and logical frameworks.
4 Gender monitoring and evaluation
What can you find here?
Tools to integrate
a gender approach into existing monitoring and evaluation mechanisms of
projects, can be find in this chapter.
The main
issues are the use of sex-disaggregated data, the use of gender indicators, and
methods to involve men and women of the target group in the monitoring and
evaluation of their projects. The tools learn to distinguish between
sex-disaggregated statistics, which gives the straightforward numbers of males
and females in a given population, and gender data, which can reveal the
relationships between women and men that underlie the numbers. Gender-sensitive
indicators provide evidence of (changes in) the situation and position of
women, relative to the status of men.
When to use it?
To monitor and evaluate projects at
the local level, some tools include evaluations at the institutional and
government level.
Gender-sensitive
monitoring and evaluation
Brambila,
Paola.
Gender and monitoring. A review of practical experiences.
Paper prepared for the Swiss Agency for Development and Co-operation (SDC).
http://www.bridge.ids.ac.uk/reports/re63.pdf
This report aims to provide a practical tool that can
be used to integrate a gender approach into existing monitoring and evaluation
mechanisms. This paper first defines M&E, goes on to look at how indicators
can be made gender-sensitive, who should be involved in this process, and at
which point in the project cycle. Case studies follow the implementation of
such approaches at field level (projects and programmes), institutional and
government level. The paper concludes with some recommendations and
suggestions.
Rodríguez, G.
Taking the pulse of gender. Gender sensitive systems for monitoring and
evaluation.
http://generoyambiente.com/arcangel2/documentos/421.pdf
The
module contains theoretical
elements on the subject
as well as
contributions to implement
gender sensitive monitoring and evaluation systems. The steps to
be followed towards system
implementation include tools with regard to: decision making; participants’ selection; variables and
indicators; scales of performance; data collection tools; data processing and
report preparation.
United Nations Development
Program (UNDP) / United Nations Development Fund for Women (UNIFEM)
A user’s guide to measuring gender-sensitive basic service delivery. UNDP / UNIFEM,
2009.
http://www.undp.org/oslocentre/docs08/users_guide_measuring_gender.pdf
This guide is intended to contribute to the development and more
effective use of gender-sensitive indicators so that services are delivered
more efficiently and effectively to women. It should be seen as a generic and
basic tool to map and anlyse governance of basic service delivery from a gender
perspective. It includes indicators and measurement tools developed by
multilateral and bilateral agencies as well as by national counterparts. The
guide also presents examples of newly developed and innovative measurement
initiatives in women's access to public services.
World Bank
Toolkit. Integrating a gender dimension into
monitoring & evaluation of rural development projects. World Bank,
2005
http://siteresources.worldbank.org/INTGENDER/Resources/RuralM_EToolkit2005.pdf
This toolkit from the World bank contains two parts:
Part I: General guidelines for integrating gender in M&E.
Part II: Thematic briefs on rural sub-sectors, containing result
frameworks and checklists of gender-related issues and activities during the
project cycle.
Gender-sensitive
indicators
Beck, Tony.
Using gender-sensitive indicators. A reference manual for governments
and other stakeholders.
Contains: Developing a national-level database of
gender-sensitive indicators; gathering and using gender-sensitive indicators;
the state of the art; good practice case studies in the development of
gender-sensitive indicators.
Moser, A.
Gender and indicators. Overview
report.
http://www.bridge.ids.ac.uk/reports/IndicatorsORfinal.pdf
What does a world without gender inequality
look like? Realising this vision requires inspiring and mobilising social
change. But what would indicate we are on the right track - and how will we
know when we get there? Gender-sensitive indicators and other measurements of
change are critical - for building the case for taking gender (in)equality
seriously, for enabling better planning and actions, and for holding
institutions accountable for their commitments on gender.
Escalante, Ana Cecilia; Rocío Peinador,
María del.
Eyes that see…hearts that feel. Gender indicators.
http://generoyambiente.com/arcangel2/documentos/423.pdf
The book describes the process
followed to construct gender equity indicators and defines important concepts.
"Key situations" or "triggers" are transformed into
suggestions and actions that rural development initiatives can
incorporate in their activities to promote gender equity. A set of gender
indicators is given according to the following dimensions: work, resources,
education/training, health, social relations, personal growth and quality of
life, and organisation/ project. The last chapter contains methodology and
steps for applying this proposal
and the construction of a definitive system of gender equity indicators for rural
development initiatives.
FAO - Food
and Agriculture Organisation of the United Nations
Gender sensitive indicators: A key
tool for gender mainstreaming.
http://www.fao.org/sd/2001/PE0602a_en.htm
This article gives an introduction
to recent work of FAO on the use of gender-sensitive indicators for gender
mainstreaming. Such indicators provide an effective mechanism to ensure that
programmes and projects give due consideration to the different roles and
responsibilities of different members of the society. These differences are
often overlooked, yet crucial to the success of any development effort. A more
comprehensive paper on indicators is being prepared for publication soon.
II ON THE ORGANISATIONAL LEVEL
5 GENDER APPROACHES
What can you find here?
Five women in development (WID) approaches can be identified - welfare,
equity, anti-poverty, efficiency and empowerment. The first four were influenced
by dominant development paradigms, mainly espoused by donors such as the World
Bank and USAID, whereas the last, empowerment, arose from women in the
developing world. The most recent approach is the gender mainstreaming
approach. This approach emerged from criticisms of WID approaches (women’s
status did not improve and gendered power relations were not addressed) and the
adoption of gender and development.
When to use it?
The analysis
of approaches can be used to analyse the vision of an organisation with respect
to gender and development. It also shows if visions and projects /
programmes are consistent.
Royal Tropical Institute
Facilitators guide for gender training. KIT / Kǿnsnet, 2009/
http://www.konsnet.dk/Default.aspx?ID=18648
Contains a tool and a presentation with respect to the different
approaches which are part of a gender training.
Williams, S.; Seed, J.; Mwau, A.
The Oxfam gender training manual.
This gender training manual contains
on p.
6 GENDER ASSESSMENTS
What can you find here?
Gender
assessments are meant to analyse strong and weak point of organisations with
respect to gender mainstreaming.
Especially
two methods are in use in the
The tool
analyses different aspect of organisations to reveal strong and weak points
with respect to gender mainstreaming and prioritising actions to improve. Part
of the analysis are: vision and mission; activities; structures and processes;
capacity and capacity; decision making; organisational culture; accountability;
HRM, etc.
When to use it?
It can be used by organisation to assess the state of art and develop a
strategy for further actions to undertake in order to improve what they are
doing.
Evertzen,
A.
Organisation
and project assessment. GADE, 1998.
http://www.gade-gender.nl/Engels/gade-gender-assessments.htm
In
this participative assessment strengths and weaknesses are analysed to improve
working with a gender approach. The aim of the assessment is to reinforce the
strengths with regard to gender and to transform the weaknesses into positive
activities thus creating a concrete and realistic strategy that can contribute
to more equal gender relations. The instrument contains tables that are
completed by the organisation's staff during a workshop (2 days), or by means
of an (e-mail) inquiry. The analysis contains 3 sections: organisation
analysis; and at the project level: participation analysis, and impact
analysis.
Gender Self-Assessment tool.
CD-Rom For information: gade-gender@planet.nl
The Gender Self-Assessment (GSA) methodology is a comprehensive tool,
consisting of a set of methods to be used in workshop sessions with groups of
participants, preferably teams that work together. After introducing the
assessment and an explanation about the organisation of an assessment, the
following issues are dealt with: the policy, strategy and assignments
concerning mainstreaming for gender equity and women's empowerment; gender
capacity, competence and capacity building; knowledge/ information management;
systems and instruments (analysis, planning monitoring/ reporting, evaluation,
quality control, personnel management, financial management, etc); partner
organisations and client appreciation; organisational culture; perceptions of
achievement. The CD-Rom also contains adaptations of the assessment that are
used in different countries, and a tool (by E. van den Berg) especially for
partner organisations.
ILO - International Labour Office
A manual for gender audit facilitators. The
ILO participative gender audit mehodology.
http://www.ilo.org/dyn/gender/docs/RES/536/F932374742/web%20gender%20manual.pdf
The Manual is a step-by-step guide to the participatory gender audit
process.
Part One gives an overview of the four pillars on which the
participatory methodology is based. It outlines 12 key focus areas for
collecting the information that will be needed throughout the audit and for
guiding the formulation of the recommendations.
Part Two provides all the practical information (what, how, when and
with whom) related to the audit process.
Part Three comprises a set of participatory workshop exercises with
detailed instructions on the objectives, the materials needed and the outcome
expected. It also includes suggestions on how to adapt the exercises according
to the needs and structure of the audited unit.
Part Four covers the last two segments in the audit process: “At the end
of the audit” and “After the audit” and describes what needs to be addressed,
including report writing.
Merill-Sands, D., and Scherr, S. (2001). Center self-assessment for a
woman-friendly workplace.
http://www.genderdiversity.cgiar.org/publications/genderdiversity_WP29.pdf
This self-assessment survey is designed to assist the CGIAR Centers to establish
an initial benchmark and to monitor progress by creating the conditions that
support a woman-friendly work environment. It seeks to qualitatively assess the
organisational climate for gender equity.
This paper first presents the analytical framework underpinning the
design of the survey: the critical aspects of a woman-friendly workplace. The
following sections present the gender equity indicators used in the survey and
two distinct methods for using the survey for self-assessment.
Mukhopadhyay, M. ,
Steehouwer, G. , Wong, F.
Politics of the Possible. Gender mainstreaming
and organisational change. Experiences from the field.
http://www.kit.nl/net/KIT_Publicaties_output/ShowFile2.aspx?e=916
The nine-box tool can be find in the annex, on page 132-138.
SDC - Swiss Agency for Development and Cooperation
Gender Tool Kit - instruments for gender mainstreaming
http://www.sdc.admin.ch/en/Home/Themes/Gender/General_and_thematic_tools/Gender_Tool_Kit → gender in organisations
This website contains a checklist with respect to gender in organisations.
7 GENDER TRAINING
What can you find here?
Capacity
building for staff of development organisations. The training is meant to raise
awareness of the why and how of gender mainstreaming and women’s empowerment;
participants also learn how to use tools.
When to use it?
For people without gender knowledge.
Follow-ups for people with gender knowledge to deepen their understanding and
to keep gender on the agenda.
Mukhopadhyay, M.; Wong, F.
Gender training. The making and remaking of gender knowledge. A global
sourcebook. Royal Tropical Institute, Oxfam GB, 2007.
http://www.kit.nl/net/KIT_Publicaties_output/ShowFile2.aspx?e=1031
This book explores the explicit and, more often, implicit assumptions in
gender training about the nature of knowledge, imparting knowledge and knowing.
Individual chapters focus on case studies from
The book also includes an annotated bibliography of almost 150 resources
on gender training (with author, organisation and geographical indexes) and a
list of web resources.
Royal Tropical Institute
Facilitators guide for gender training. KIT / Kǿnsnet, 2009.
http://www.konsnet.dk/Default.aspx?ID=18173
The guide is divided into four modules, each of which includes a number
of sessions, as well as a description of suggested exercises including ice
breaker and energizer activities. The modules are: introduction to gender and
development; gender analysis and planning; gender mainstreaming and
organisational change; and, advocacy and change. The manual contains PPT-presentations,
handouts, resources and instructions.
Williams, S.; Seed, J.; Mwau, A.
The Oxfam gender training manual.
This extensive manual was one of the
first gender training manuals and is still in use. It includes brief
explanations of key concepts, tools for gender analysis, analytical frameworks
and directions on how to set up a gender training workshop.
The manual contents: key concepts;
facilitators' guidelines; training techniques; sharing work experience;
consensus on development; gender awareness and self-awareness; building gender
awareness; self-awareness for men and women; gender roles and needs; women in
the world; gender and development; gender-sensitive appraisal and planning;
analytical frameworks; case studies. It also contains tools with respect to
specific themes: gender and global issues; gender and conflict; gender and
environment; gender and economic crisis; gender and culture; working with women
and men.
8 GENDER BUDGETING
What can you find
here?
Gender budgeting provides in a gender analysis of budgets. The tool can
increase the transparency of budgets, it can make visible what resources and
services are allocated to what projects, and who (women or men) benefits. It is
meant for governments, but can – if adapted - also be used by NGO’s.
How to use it?
To analyse the budget and to monitor
performance delivery.
Tools for the governmental budgets
can be found at:
http://www.gender-budgets.org/
III BETWEEN PARTNER ORGANISATIONS
To stimulate gender mainstreaming in
partner organisations and their projects the following tools can be used:
•
Dialogue
with partners (see the resource below from SDC)
•
Signing
a charter (see the resource below from SDC)
•
Capacity
building (see chapter 7 and the resource below from SDC)
•
Organisational scans (see chapter 9)
•
Gender
assessments (see chapter 6)
•
Input
and outreach tools (see chapter 10, and annex A about sex-disaggregated data)
•
Evaluation and impact studies
SDC - Swiss Agency for Development and Cooperation
Gender Tool Kit - instruments for gender mainstreaming
http://www.sdc.admin.ch/en/Home/Themes/Gender/General_and_thematic_tools/Gender_Tool_Kit
This website contains the chapter gender and partners with strategies
and key questions.
9 ORGANIsATIONAL
SCAN
What can you find here?
An organisational scan is an instrument to standardize the elements on
which a decision on acceptance of and support to a partner’s proposal is based.
The scan contains specific questions and indicators on gender and is a tool to
promote gender mainstreaming across sectors and programmes.
How to use it?
These scans are carried out at the stage where (potential) partner
organisations submit a programme proposal for funding.
ICCO: O-scan.
For ICCO, the gender questions are integrated into their O-scan, and
they concern
whether the partner organisation has a gender policy and whether the
partner systematically monitors impact on gender. In addition, gender issues
are also part of questions related to the planning, monitoring and evaluation
system, the human resource policy, the work place policy, and the context
analysis.
Hivos: Gender performance measurement.
The gender questions are brought together in the Gender performance
measurement (GPM). This consists of ten essential indicators, of which five
relate to the organisational and five to the programmatic level. Four of the
ten questions are considered key questions, and these concern the ones related
to the organisational objectives, the presence of internal gender expertise,
the programme objectives and the use of gender disaggregated data in the
partner’s annual report.
Oxfam Novib: Gender traffic light.
The Gender traffic light compasses questions on both the
programmatic and organisational level.
Eerdewijk, A. van
Energies and (dis)connections. The practice of gender mainstreaming in
Dutch development cooperation. In: Papers expert meeting taking stock, p.
31-62. DPRN, 2009. http://www.iiav.nl/epublications//2009/Taking_stock.pdf
The organisational scans of ICCO, Hivos and Oxfam Novib are discussed in
this paper. The tools themselves can be found on p. 60-61.
10 Input
and outreach tools
What can you find here?
These
tools guarantee that a fixed part of the resources contribute to women’s
empowerment and gender equality. They visualize which part of the budget
contributes directly to women’s empowerment or gender equality, or the number
of women reached by the programmes.
Input targets can be formulated with respect to both the budget for the
stand alone gender programmes and for the mainstreaming process for which other
programmes have to spend a set percentage on gender.
Outreach targets define the percentage of women among the beneficiaries
of non-gender specific programmes.
How to use it?
To analyse the budget or the percentage
of women beneficiaries and to monitor
performance delivery.
Input targets
Hivos
Hivos developed a tool to screen whether 15% of their budget (minus
overhead) goes to their programme that support women’s organisations. Besides,
Hivos has decided that at least 15% of the resources of all non-gender
programmes has to be spend their resources on activities/programmes that
support women’s empowerment or contribute to gender equality. For more
information: i.dubel@hivos.nl
Oxfam Novib
In the case of Oxfam Novib, the gender budget is defined in the resources
(15% of the budget) which have to be spent on Aim 5: Rights and security for
women.
For more information: Jeanette.Kloosterman@oxfamnovib.nl
Outreach targets
Oxfam Novib
Oxfam Novib has not specified an input target for the non-gender
programmes. Yet, it has defined that 70% of all its beneficiaries should be
women
For more information: Jeanette.Kloosterman@oxfamnovib.nl
Eerdewijk, A. van
Energies and (dis)connections. The practice of gender mainstreaming in
Dutch development cooperation. In: Papers expert meeting taking stock, p.
31-62. DPRN, 2009. http://www.iiav.nl/epublications//2009/Taking_stock.pdf
The input and outreach targets of ICCO, Hivos and Oxfam Novib are discussed
in this paper.
11 GENDER
CHECKLISTS
What can you find here?
These
checklist with respect to specific sectors give a quick insight in the most
important gender issues with respect to the sector.
How to use it?
Questions can
be used for example to execute a gender analysis or a gender impact assessment.
Different
sectors
Gender Tipsheets OECD, 1998.
http://www.oecd.org/document/34/0,3343,en_2649_34541_1896290_1_1_1_1,00.html
These tipsheets provide essential information on how and why gender
equality is a crucial dimension in all development activities. They contain
suggestions on possible obstacles and the tips on how to overcome them are also
helpful.
The tipsheets enclose a whole range of sectors, including: gender
mainstreaming; gender budgeting; organisational change; country and sectoral
programming; participation; training; natural resource management; private
sector development; (post)conflict situations; education; health; social
insurance; housing; and, infrastructure.
Agriculture
and subsectors:
World Bank
Gender in agriculture. A World Bank learning module.
This
module has particular reference to the agriculture sector. It offers an
overview of the issue of gender in development work, particularly agriculture;
the approaches; the tools for implementing gender education and analysis across
a variety of sectors and geographic regions including slide presentations,
exercises for both trainers and audiences, sample terms of reference for
contractors, and instruments to aid with gender analysis; case studies; and
references
Microfinance:
Mayoux, L.
Sustainable micro-finance for women’s
empowerment. Strategy checklist.
http://www.genfinance.info/Documents/Gender%20Checklist.pdf
Natural resources management
IUCN - The World Conservation
Factsheets.
http://www.genderandenvironment.org/publications.php?t=5
Factsheets about all kind of subjects related to
gender and the environment: agriculture, forestry, biodiversity, bioenergy,
water, etc.
MFO’s also developed specific tailor-made tools and manuals to integrate
gender.
Examples from ICCO concern for instance gender and disaster management
and conflict analysis; the link between gender equality, human rights and
HIV/AIDS prevention; the connection between gender and value chain development;
or a model for intervention for addressing gender-based violence in conflict
areas.
12 How
do other organisations do IT?
Eerdewijk, A. van
Energies and (dis)connections. The practice of gender mainstreaming in
Dutch development cooperation. In: Papers expert meeting taking stock, p.
31-62. DPRN, 2009. http://www.iiav.nl/epublications//2009/Taking_stock.pdf
This paper investigates how gender mainstreaming is institutionalized
within Dutch development organisations. It attempts on the one hand, to map
actual practices of gender mainstreaming policies and, on the other hand,
conceptually reflect on how successful gender is being mainstreamed.
When determining this success, the paper looks at the following key
aspects of a definition of gender mainstreaming: the extent in which it touches
all areas and levels of policy formulation and implementation; the extent in
which gender concerns are an integral dimension and, whether the practice of
gender mainstreaming is about contributing to gender equality.
Moser, C.; Moser, A.
Gender mainstreaming since
http://www.oxfam.org.uk/what_we_do/resources/downloads/FOG_MGD_3.pdf
This article assesses progress made by international development
institutions in gender mainstreaming since the Beijing Platform for Action in 1995.
It categorises progress into three stages: Adopting the terminology of gender
equality and mainstreaming; putting a gender mainstreaming policy into place;
implementing gender mainstreaming in practice. It is at the level of
implementation that significant challenges remain. Policy commitments to gender
mainstreaming frequently evaporate in planning and implementation processes -
due to lack of staff capacity, organisational culture and attitudes, and the
"simplification" of the gender issue. The impacts of gender
mainstreaming in terms of gender equality also remain largely unknown due to a
lack of effective monitoring and evaluation of gender mainstreaming outcomes.
The article concludes that there is a pressing need to link strategies
with concrete outcomes through the development of more robust and systematic
monitoring and evaluation of the effects of gender mainstreaming on people's
lives.
Mukhopadhyay, M. ,
Steehouwer, G. , Wong, F.
Politics of the Possible. Gender mainstreaming
and organisational change. Experiences from the field.
http://www.kit.nl/net/KIT_Publicaties_output/ShowFile2.aspx?e=916
What actually happens to organisations during gender and organisational
change endeavours?
Politics of the Possible takes an in-depth look at the experience of
seven Novib partner organisations in the Middle East and
Politics of the Possible shows how organisational change for gender
equality is an integral part of gender mainstreaming processes. As a decade of
evidence suggests, gender mainstreaming is vulnerable to becoming technocratic
and ineffective. These seven organisations, unable to separate entirely the
internal change process from their external work as NGOs, experienced a spill
over of gender justice concerns into their work in the field, with a variety of
programme results.
Annex A: sex-disaggregated data
When conducting a gender analysis,
by monitoring and evaluation or by reporting it is important to distinguish
between sex-disaggregated statistics or data (the straightforward numbers of males
and females in a given population), and gender statistics or data (the
underlying relationships between women and men).
A table to illustrate the
distinction between sex-disaggregated statistics and gender data
|
School with Total Enrolment of 100 Children |
||
|
Girls |
Boys |
Implications … |
|
Statistics disaggregated by sex |
|
|
|
40 |
60 |
There are more boys than girls in
the school |
|
Gender Data |
|
|
|
10 of 40 are from poor households
(25 %) |
35 of 60 are from poor households
(55%) |
Poor households make more effort
to educate their sons. |
|
Of the ten girls from poor households, 1 girl is from a Muslim
family |
Of the 35 boys from poor
households, 22 are from Muslim
families |
Must be correlated with proportion
of Muslim families in the population
at large. Indicates that Muslim
families place additional importance on boys’ rather than girls’ education. Special measures may need to be taken to
educate parents about the value of girls’ education and support girls’ access
to school. |
|
Girls are absent from school when
babies are born |
Boys are absent from school in the
dry season, to dig ditches |
The dry season happens at the same
time every year. Teachers can therefore
plan the curriculum around those absences.
Pregnancies and births are random, so girls are at a disadvantage,
even if the total days absent are equivalent. |
|
30% are malnourished |
20% are malnourished |
This tells us how girls are treated
at home relative to boys. Nutritional
level affect learning and retention.
Boys and girls may both be able to attend school, but they cannot
access the opportunity equally if girls are malnourished relative to boys. |
|
Domestic work 4 hrs before and
after school, including water, firewood, cooking, cleaning, sibling child
care, selected agricultural tasks |
Domestic work 30 minutes after
school, cattle |
This has implications for
homework. It has implications for
discussion of entitlements, in relation to leisure time as a resource. Men’s privilege is often embedded in their
position, invisible to the men who experience it. Making this privilege visible is a characteristic
outcome of gender specific data and its use in development decision-making. |
|
Parents not supportive of progress
of girls on to high school (e.g. 38%
of girl students’ parents interviewed responded positively) |
Parents are determined sons will
go to high school (e.g. 77% of boy students’ parents interviewed responded positively) |
Without family support, social
policy interventions or development project-specific inputs may not be
long-term or yield lasting change.
Work with parents is a possibility; so it work with village/community
leaders. Multiple strategies are
usually needed to make the necessary structural changes – building on the
concept of social relations, the network of community relationships. |
Source: UNDP. Developed by Trish Keays
and Sarah Murison at a workshop on Gender Mainstreaming in