PROGRAMMING TOOL - Project approach

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1 - Project approach Commissioning a gender analysis: elements to consider TOOL 1.1 A gender analysis helps to understand and identify current gender inequalities in a given situation or sector and to propose measures which may be included in the project/programme design to address the situation. What is a gender analysis? A gender analysis is a study which provides information on the different roles of women and men at different levels, their respective access to and control over the material and non-material benefits of development, their priorities, needs and responsibilities. It must be based on an examination of sex-disaggregated data and qualitative information about the situation of men and women, recognizing the diversity, such as age, ethnicity and socioeconomic conditions. A gender analysis detects differences at all level, at micro (grass roots), meso (institutions and service delivery systems, markets) and macro level (national policies). What is the purpose of this tool? This tool helps to define Terms of Reference to commission a gender analysis. When should this tool be used? At project programming stage. Preliminary information on gender issues provided at the project identification stage of the project cycle may indicate a need for a full gender analysis to be conducted at the formulation stage. External consultants are usually contracted to conduct such analyses. Who should use this tool? Staff from donor agencies and governmental institutions, responsible for programming, design and planning of programmes and projects. Gender mainstreaming The process of promoting a gender equality perspective in all policies, programmes and projects, at all levels and at all stages. The ultimate goal of this mainstreaming process is to achieve gender equality. It requires a gender analysis to know opportunities and obstacles for men and women in all their di-versity in order to promote gender equality at micro, meso and macro level. Sex-disaggregated data Break down of data and sta-tistical information by sex to enable comparative analysis (also called: gender disaggre-gated data). Important for tracking results, benefits, impact for both women and men (accountability, trans-parency). 1

2 Why is it important? A a gender analysis is important because it identifies key gender issues that should be addressed. It is the first step and starting point of the process of gender mainstreaming. There is no ready-made model for gender mainstreaming; each specific social context has different obstacles and offers different opportunities for promoting gender equality. The recommendations of a gender analysis indicate whether specific actions are needed targeted to specific groups of women and/or men, additional to mainstreaming activities. When it is focused on institutions, a gender analysis determines how the nature of their service delivery affects women and men, or how institutions themselves are also gendered in terms of recruitment practices, division of labor and decision-making. Such gender analysis is usually called a gender audit. A gender analysis shows the linkages between inequalities at different societal levels; for example, how discrimination of women in the legal system of inheritance (if girls inherit less than boys their parents) puts women at a disadvantage in terms of economic opportunities throughout their lives. 2

3 Some key elements of a gender analysis at different levels Macro level Is the national government committed to international agreements on gender equality and women s rights, such as the ratification of CEDAW, the Beijing Platform for Action, the Cairo Programme of Action on Population and Development, etc.? Is a national or sectoral policy in place to promote gender equality at different levels of society, including resources to address gender issues? How do current policies, laws and regulations (voting rights, rights to inheritance and credit opportunities, rights to divorce and child custody) impact differently on women and men? In national-level institutions (parliament, government ministries, universities, busi-nesses), how are decisions made? How are women represented in the system? How are decisions taken? Meso level Do service delivery structures (e.g. civil service structures at this level health, edu-cation, labour, transport etc. the police, the judiciary, etc.) reflect gender balance in their membership and management? Do women and men have equal access to em-ployment and services? Is equal treatment in terms of pay and benefit guaran-teed for men and women? Do private-sector businesses and institutions (including companies, banks, media, etc.) reflect gender balance in their membership and management? Do men and women have equal access to employment and services? Is there occupational segregation of the labour market by gender, either horizontal or vertical? Micro level What is the division of labour amongst women, men, young and old? Who normally does what? Have there been changes due to war, migration for labour, pandemics? Are there gender inequalities in access to resources, and who has control over dif-ferent resources, including new resources and benefits from institutions, or devel-opment projects? Resources include non-material resources such as time, knowledge and in-formation, and rights. What factors influence access to and control over resources (e.g. age, sex, social po-sition, wealth, rural/urban location, education level, network, patronage)? At community level, how are decisions taken about the use of resources and the plan-ning of activities? At the household level, who takes the decisions about resources and time-use? 3

4 Bangladesh: Gender Mainstreaming Processes in Community-based Flood Risk Management In Bangladesh, extreme events such as floods are recurrent. The vulnerability of the population depends on their level of capacity to cope with the event and the intensity of the hazard. Flood preparedness is fundamental to reduce the risk of damage to the community, and depends on: 1) the ability of relevant national, local and community institutions to orchestrate communication; and 2) determining and prioritizing the content of communications on the basis of user needs and priorities. Men and women have different capacities and vulnerabilities in regards to information dissemination due to their different roles and conditions. For example, men are often better connected to early warning systems due to their movement in public spaces and access to radio, TV and informal community networks. Women have limited access to information and knowledge related to disaster risks as they are active at home. In early 2004, the Centre for Environmental and Geographic Information Services (CE- GIS), together with other national agencies, took the initiative to implement a project on flood vulnerability, risk reduction and better preparedness through a community-based information system in a flood-prone zone. It included an analysis of the impact of gender mainstreaming on the flood risk programme in relation to reduced vulnerability and risk. The objective was to identify best practices regarding flood preparedness, information dissemination, especially to women at home, and vulnerability and risk reduction. Research was carried out, including a gender analysis that studied the community-wide patterns such as gender-roles, access to and control of means of communication and other resources and impacts of the disaster that differed by gender, before, during and after the event. The Harvard analytical framework was used to make women s roles visible in risk management. As a result, both men and women benefitted greatly from new mechanisms such as the flag network, microphones in mosques and drum beating. Some women in the community said that they are now trying to understand the flag network and the importance of flood warning information. Timely messages which address the concerns of women in the village could enable them to prepare for floods, for example by storing dry food, moving small animals and raising the plinth level of the house. Source: United Nations Department of Economic and Social Affairs Gender, water and sanitation. Case studies on best practices, p Moving beyond assumptions about gender: school feeding in Senegal The risk of basing policies such as school feeding on simplistic binary assumptions about gender is borne out in the example of government-supported school feeding programmes in Senegal, which are run in partnership with the WFP. The programmes initially aimed to address the gender gap in education by offering the incentive of free food for Senegalese girls (and their parents) if they attended school. The scheme was so successful that the number of girls in school increased exponentially, but it had the inverse effect of reducing the number of boys attending school, their parents making the choice to keep them at home where they could assist with farm labour. Introducing school canteens for both girls and boys has since led to more gender parity in Senegalese schools, but a lesson has been learned about the unexpected outcomes of any project and the gendered assumptions that often underpin policy planning. Source: Based on reflections of WFP Senegal staff, 2014,in BRIDGE Gender and Food Security 4

5 Sources of data for a gender analysis A wide range of sources should be consulted, including reports and studies from partner governments, NGOs, other donors and academic sources. Additional data can be obtained by studies and surveys, or by using rapid appraisal and focus group techniques. General TOR for a gender analysis Here are some tips for drafting the Terms of Reference for commissioning a gender analysis. The exact content of the TOR depends on the sector and scope of the project. 1. Background to the assignment Give a clear description of why a gender analysis is required. Make reference to previous studies or project evaluations that highlighted gender inequalities in the sector, or other inputs that brought forth gender-related questions requiring answers. Refer to national policies, reports on the implementation of these policies, gender issues, sector-relevant supporting data, monitoring reports, evaluations, etc. Indicate clearly what kind of inputs are required for the design (or redesign) of the project/programme, or what inputs from the consultant s report are required in terms of policy and guidelines. 2. Study objectives This section will be very specific. Active verbs should be used to describe objectives. What exactly will be studied under the gender analysis should be clearly stated, including target groups and scope. 3. Methodology The TOR should broadly specify what research methods are to be used by the consultant. For example: Gather the relevant quantitative data disaggregated by sex. Use participatory methods to obtain qualitative information. The TOR should also specify whether the consultant will be working with other gender experts, (such as national gender experts, or gender focal persons) or with sector specialists. 5

6 4. Expertise required For gender-sensitive participatory approaches, being able to communicate in the local language is important. Other relevant qualification and experience required often include: a post-graduate degree in social sciences or another relevant field training in the field of gender and development a good indication of whether or not the consultant has the relevant expertise; normally 5 10 years experience of conducting gender studies; publications or field reports on gender issues that credit the consultant; ability to work in a team this is essential for gender analysis work, as the consultant will have to liaise with many different groups at different levels. including perhaps policy-makers, managers, field workers, technical experts etc.; the ability to communicate non-verbally and to decipher hidden meanings in responses is important. Good observation techniques are advantageous. 5. Reporting requirements The consultant may also complement electronic reports with visual images from the results of participatory rural appraisal exercises, or photographs that visually illustrate gender equality issues. 6. Workplan and timetable Depending on whether the consultant is working in a team or not, it is both time- and cost-effective to allocate time prior to arrival at the project location to review all gender-relevant project documents and research policies. Example of Terms of Reference for a Gender Analysis Terms of Reference to Conduct a Gender Equality and Child Protection Analysis for the Project Tulinde Tusome: Creating Safe and Protective Spaces for Improved Learning in Kwale and Kilifi Counties, Kenya. Organization: Plan International, Kenya 6

7 Case studies Asian Development Bank Gender Equality Results. Bangladesh: Case Studies. Asian Development Bank Gender Equality Results. Nepal: Case Studies. Status of Women Canada, n.d.. Vibrant Communities Gender and Poverty Project. Gender Analysis Case Studies. Further references An ample collection of resources, guidelines and briefs on gender in development cooperation can be found in the Knowledge Bank. The Knowledge Bank consists of an annotated bibliography containing over 700 recent titles on a variety of topics related to gender mainstreaming. Building Block 6: Useful Gender Analsis Frameworks OXFAM - Oxford Committee for Famine Relief Quick Guide to Gender Analysis. SDC - Swiss agency for Development and Cooperation Gender Analysis (Gender in Practice, Sheet 3). SDC - Swiss agency for Development and Cooperation Gender Analytical Framework. (Gender in Practice, Sheet 4). Candida March, Ines Smyth and Maitrayee Mukhopadhyay A Guide to Gender-Analysis Frameworks. GB Oxfam publication, converted to digital file in