Candida March, Ines Smyth, and Maitrayee Mukhopadhyay, 1999, A Guide to Gender-Analysis Frameworks, London: Oxfam Publishing.

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1 GENDER ANALYSIS FRAMEWORKS There are many mdels and framewrks. N single framewrk prvides an apprpriate way t address all develpment issues Each mdel reflects a set f assumptins abut what gender means and hw it is relevant t develpment bjectives Each mdel was develped at a particular pint in time and nt all have been mdified t reflect changes in perspectives n gender in develpment Other reference surces: Candida March, Ines Smyth, and Maitrayee Mukhpadhyay, 1999, A Guide t Gender-Analysis Framewrks, Lndn: Oxfam Publishing. Overhlt, C., M. Andersn, K. Clud, and J. Austin 1985 Gender Rles in Develpment Prjects: Cases fr Planners. West Hartfrd, CT: Kumarian Press. Ra, Aruna, Mary B. Andersn, and Catherine Overhlt 1991 Gender Analysis in Develpment Planning: A Case Bk. West Hartfrd, CT: Kumarian Press. See als Candida March, Ines Smyth, and Maitrayee Mukhpadhyay, 1999, A Guide t Gender-Analysis Framewrks, Lndn: Oxfam Publishing. Mser, Carline O.N Gender Planning and Develpment: Thery, Practice, and Training. Lndn: Rutledge. Parker, Rani, 1993 "Anther Pint f View: A Manual n Gender Analysis Training fr Grassrts Wrkers." New Yrk: UNIFEM. Parker, Rani, "Anther Pint f View: A Manual n Gender Analysis Training fr Grassrts Wrkers" UNIFEM

wh has access t benefits (example: educatin, health services, plitical pwer etc.)? wh has cntrl ver resurces and benefits? 3.

2 HARVARD FRAMEWORK 1. The sci-ecnmic activity prfile wh des what, when, where and fr hw lng? 2. The access and cntrl prfile wh has access t resurces (example: land, equipment, capital etc.)? wh has access t benefits (example: educatin, health services, plitical pwer etc.)? wh has cntrl ver resurces and benefits? 3. A list f factrs which determine the gender differences identified Charts the factrs (plitical, ecnmic, cultural etc.) which affect the gender differentiatins identified in the prfiles Past and present influences Opprtunities and cnstraints

3 MOSER FRAMEWORK Tw main tls used: 1. Gender rles identificatin - wmen s triple rle: prductive, reprductive, cmmunity. Prductive wrk: Prductin f gds and services fr cnsumptin and trade (farming, fishing, emplyment, selfemplyment) Often carried ut alngside the reprductive wrk. Wmen s prductive wrk is ften less visible and less valued than men s. Reprductive wrk: Care and maintenance f the husehld and its members (bearing and caring fr children, fd preparatin, water and fuel cllectin, shpping, husekeping, family health care). Seldm cnsidered real wrk. Usually unpaid. Almst always the respnsibility f girls and wmen. Cmmunity wrk: Cllective rganisatin f scial events and services (ceremnies, celebratins, cmmunity imprvement activities, participatin in grups and rganisatins, lcal plitical activities etc.). Invlves vlunteer time. Nrmally unpaid. Men undertake cmmunity wrk, t but ften at plitical level, giving prestige. 2. Gender needs assessment: Practical gender needs, strategic gender interests. Practical gender needs: A respnse t shrt-term, immediately perceived needs arising frm cncrete cnditins. Mainly arising frm and reinfrcing particular wmen s reprductive and prductive rle. D nt challenge the subrdinate psitin f wmen (Example. Clean water, health care, husing, fd prvisin). Wmen s needs differ frm men s needs because f their different tasks and respnsibilities. Strategic gender interests: Respnse t lng-term needs arising frm wmen s subrdinate psitin. Challenge the nature f the gendered relatinship between wmen and men. Wmen invlved as agents f change. Lead t a transfrmatin f gender divisin f labur fr all wmen (Example: access t resurces (land, credit, etc.), measures against male vilence, cntrl ver wn bdy). Wmen s needs differ frm men s needs because f their different psitins in sciety. Analysis invlves cnsidering: Rles emphasised (intended and in practice) Gender needs r interests met (intended and in practice)

4 SOCIAL RELATIONS FRAMEWORK (SRF)(KABEER) Develped in UK at IDS. Framewrk aims t analyse existing gender inequalities in the distributin f resurces, respnsibilities, and pwer, t analyse relatinships between peple, their relatinship t resurces and activities, and hw they are rewrked thrugh institutins, t emphasise human well-being as the final gal f develpment. Five essential cncepts: 1. Develpment as increasing human well-being: Develpment as increasing human well-being nt just ecnmic grwth. Cre elements: Survival, Security, Autnmy 2. Scial relatins are understd as the way in which different grups f peple are psitined in relatin t material and intangible resurces. Scial relatins: determine peple s rles, respnsibilities, claims, rights and cntrl include gender, class, ethnicity, race etc. change vertime, influenced by changes at macr-level 3. Institutinal analysis: Five aspects f an institutin: Rules: Hw are things dne? Activities: What is dne? Resurces: What is used, what is prduced? Peple: Wh is in, wh is ut, wh des what? Pwer: Wh decides, whse interests are served? 4. Institutinal gender plicies: Three categries f gender plicies: Gender- blind Gender-aware Gender-neutral Gender-specific Gender-redistributive

5 5. Underlying and structural causes: Examines: Immediate, underlying and structural factrs respnsible fr prblems Effects n thse invlved

6 GENDER ANALYSIS MATRIX (PARKER) The Gender Analysis Matrix is an analytical tl that uses participatry methdlgy t facilitate the definitin and analysis f gender issues by the cmmunities that are affected by them. The Gender Analysis Matrix is based n the fllwing principles: All requisite knwledge fr gender analysis exists amng the peple whse lives are the subject f the analysis Gender analysis des nt require the technical expertise f thse utside the cmmunity being analysed, except as facilitatrs Gender analysis cannt be transfrmative unless the analysis is dne by the peple being analysed. Examples f categries: Labur: This refers t changes in tasks, level f skill required (skilled versus unskilled, frmal educatin, training) and labur capacity (hw many peple and hw much they can d; d peple need t be hired r can members f the husehld d it?) Time: This refers t changes in the amunt f time (3 hurs, 4 days, and s n) it takes t carry ut tasks. Resurces : This refers t the changes in access t capital (incme, land, credit) as a cnsequence f the prject, and the extent f cntrl ver changes in resurces (mre r less) fr each level f analysis. Culture: Cultural factrs refer t changes in scial aspects f the participants lives (changes in gender rles r status) as a result f the prject. Each prject bjective is analyzed at fur levels f sciety: wmen, men, husehld and cmmunity by varius grups f stakehlders. They carry ut the analysis by discussing each prject bjective in terms f hw it impacts n men s and wmen s labr practices, time, resurces, and ther sci-cultural factrs, such as changes in scial rles and status.

7 WOMENS EMPOWERMENT FRAMEWORK (LONGWE) The Wmen s Empwerment Framewrk was develped by Sara Hlupekile Lngwe, a gender expert frm Lusaka, Zambia. The mdel is explicitly plitical, arguing that wmen s pverty is the cnsequence f ppressin and explitatin (rather than lack f prductivity), and that t reduce pverty wmen must be empwered. The framewrk cncerns enabling wmen t achieve equal cntrl ver factrs f prductin and participate equally in the develpment prcess. The framewrk puts frward five levels f equality that can be achieved (listed frm highest t lwest): Cntrl equal cntrl ver in decisin-making ver factrs f prductin. Participatin equal participatin in decisin-making prcesses related t plicymaking, planning and administratin. Cnscientisatin attaining equal understanding f gender rles and a gender divisin f labr that is fair and agreeable. Access equal access t the factrs f prductin by remving discriminatry prvisins in the laws. Welfare having equal access t material welfare (fd, incme, medical care). The framewrk is intended t assist planners t identify what wmen s equality and empwerment wuld mean in practice, and t determine t what extent a develpment interventin supprts greater empwerment. The tl examines elements f a prject s design r a sectral prgram t determine t see if it affects the five different levels f equality either negatively, neutrally, r psitively: Negative level: There is n reference t wmen s issues in the prject bjectives. It is likely that the prject will have a negative impact n wmen. Neutral Level: Wmen s issues are included but there is dubt as t whether the utcmes will be psitive fr wmen. Psitive Level: Prject bjects are psitively cncerned with wmen s issues and with imprving wmen s psitin relative t men.

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