report- mainstreaming gender in the bntf project cycle
TRANSCRIPT
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MAINSTREAMING GENDER
IN THE
BASIC NEEDS TRUST FUND PROJECT CYCLE
_______________________________________
October 28-29, 2013
Conference Centre, Caribbean Development Bank
Wildey, St. Michael,
Barbados
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Mainstreaming Gender in the
Basic Needs Trust Fund Project Cycle
REPORT ON TRAINING WORKSHOP
October 27-28, 2013
Caribbean Development Bank
Basic Needs Trust Fund (BNTF)
Wildey, St Michael
Barbados
GRAMONDE
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Mainstreaming Gender in the
Basic Needs Trust Fund Project Cycle
Workshop Participants
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CONTENTS
Executive Summary ............................................................................................................................................... iv
INTRODUCTION ...................................................................................................................................................... 1
UNIT 1: INTRODUCTION TO GENDER ANALYSIS IN PROJECT CYCLE MANAGEMENT .................................................. 2
Session I: Introduction to the Course .................................................................................................................. 2
Session II: Concepts in Gender Analysis .............................................................................................................. 6
Session III: Socioeconomic Trends..................................................................................................................... 15
UNIT 2: APPLYING GENDER PRINCIPLES AND TECHNIQUES IN PROJECT CYCLE MANAGEMENT .............................. 20
Session I: Components of the PCM Framework ................................................................................................. 20
Session II: Provisions and Gaps Related to Gender in PCM ................................................................................ 23
Session III: Use of Gender Mainstreaming Tools in PCM .................................................................................... 28
Session IV: Overview of CDB’s Gender Policy and Operational Strategy ............................................................. 39
Session V: Constructing a Model for Gender Analysis in PCM ............................................................................ 40
UNIT 3: GOING FORWARD WITH GENDER IN PCM STRATEGY ................................................................................ 43
Session I: Strategic Directions ........................................................................................................................... 43
Session II: Evaluation of the Course .................................................................................................................. 45
ANNEX A .............................................................................................................................................................. 47
ANNEX B .............................................................................................................................................................. 48
ANNEX C............................................................................................................................................................... 49
ANNEX D .............................................................................................................................................................. 50
ANNEX E ............................................................................................................................................................... 54
ANNEX F ............................................................................................................................................................... 55
ANNEX G .............................................................................................................................................................. 56
ANNEX H .............................................................................................................................................................. 57
ANNEX I................................................................................................................................................................ 59
ANNEX J ............................................................................................................................................................... 63
ANNEX K............................................................................................................................................................... 67
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EXECUTIVE SUMMARY
The Basic Needs Trust Fund Programme (BNTF) of the Caribbean Development Bank (CDB) contributes to the
reduction of poverty in targeted communities through the provision of infrastructure and livelihood enhancement
services. The Programme supports socially inclusive development including the promotion of institutional
development and empowerment of the poor and vulnerable including.
A key goal is to assist Member Countries in the fulfillment of international commitments to promote gender equality
towards improving the effectiveness of development interventions to reduce poverty through more explicit
recognition of the role of gender in programme/project development and management. The promotion of gender
inclusive-approaches is in line with global consensus that social and economic benefits are optimised when there is
full utilisation of the potential of women and men in the development process.
In keeping with CDB’s focus on addressing gender equality in its operations, BNTF coordinated a regional training
initiative to build capacity in mainstreaming gender in the planning, implementation, monitoring and evaluation of
sub-projects towards realising gender equitable results. The rationale for the workshop was the gender equality
patterns in key, regional, socio-economic indicators: Education, Health; Employment; Wages; Access to Housing; and
Access to Water.
Project Managers and Chairpersons of Oversight Entities were exposed to gender theory and tools for analysis. The
three key elements of the workshop were:
Gender Analytical Framework - the facilitator shared a template of a generic Gender Analytical
Framework which underscored the need to identify the different Roles and Responsibilities; Ownership of
Assets; Power and Decision-making; and Access and Control over Resources between women and men in
communities.
Project Cycle Management – consisting of identification; formulation; implementation and monitoring;
and evaluation phases; and
Gender Indicators - the facilitator referred to the universal indicators associated with the Millennium
Development Goal Number 3; to the difference between quantitative and qualitative indicators; and to
the notional gender indicators for the BNTF 7 Programme
The highpoint of the 2-day initiative was the working group exercise which allowed participants to superimpose the
Gender Analytical framework unto the Project Cycle Management processes through the use of the Logical
Framework analytical tool. Participants conducted a gender analysis of a case study by defining gender issues at each
stage of the project cycle, then developed a Logical Framework matrix using gender indicators at each level of the
matrix.
The facilitator ended the workshop with an overview of key international indices which were useful in comparing
elements of gender equality among countries.
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INTRODUCTION
During the past five years, the Caribbean Development Bank (CDB) has broadened its focus on addressing gender equality in its operations. The Bank’s goal is to assist Member Countries in the fulfillment of international commitments to promote gender equality towards improving the effectiveness of development interventions to reduce poverty through more explicit recognition of the role of gender in programme/project development and management. The promotion of gender inclusive-approaches is in line with a global consensus that social and economic benefits are optimised when there is full utilisation of the potential of women and men in the development process.
The framework of governments’ commitments to gender equality is found in several regional and international instruments. The main instruments which guide regional governments are:
a) Millennium Development Goals (MDGs)
b) Convention on the Elimination of All Forms of Discrimination Against Women (CEDAW)
c) CARICOM Plan of Action
d) Beijing Plan of Action
e) Commonwealth Plan of Action; and
f) Belem do Para Inter American Convention on the Prevention, Punishment and Eradication of Violence Against Women.
On October 28 – 29, 2013 as part of the regional programming of the Basic Needs Trust Fund (BNTF), a training
activity was held at the Bank’s headquarters in Barbados. The objectives were to build capacity in mainstreaming
gender in the planning, implementation, monitoring and evaluation of projects towards realising gender equitable
results. Project Managers and chairpersons of Oversight Entities (OEs) -previously referred to as Project Steering
Committees- participated in the training, in which gender theory and practical tools were introduced and applied to
case studies based on actual project situations. The course prepared participants to filter their analyses and plans
through a gender lens. The course was designed to promote an understanding of how gender permeates everyday
situations confronted in the home, in the work environment and in the wider society; the Course Outline is at (Annex
A).
To determine the training levels and interests of the participants, a Training Needs Assessment using ‘Survey
Monkey’ was conducted as part of the design of the course. This informed the scope and emphasis of the training.
(Gender Training Needs Assessment Questionnaire at Annex B.)
The workshop reviewed the range of processes necessary to integrate gender in the Project Cycle Management
(PCM), encompassing contextual analyses, and the use of planning concepts and instruments integrating gender
analysis with project management approaches. Case studies, drawn from the BNTF sub-project portfolio, were used
to explore actual situations, and to allow participants to examine existing gaps and possible enhancements to bring
about more gender equitable planning.
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The course was organised into three (3) units, delivered over a two-day period. Each unit was divided into sessions,
and each session consists of a set of exercises. The exercises involve team work and discussion groups, lecturettes,
audio visuals and case analyses. Hand-outs and power point presentations complement the workshop activities. In
addition to a formal written evaluation at the end of the training, there are opportunities for participants to review
daily their accomplishments and concerns.
UNIT 1: INTRODUCTION TO GENDER ANALYSIS I N PROJECT CYCLE MANAGEMENT
Details of Unit 1
SESSION I: INTRODUCTION TO THE COURSE
Goals and Objectives of the Course
“To enhance the gender analytical capacity within the BNTF Programme for
identification, analysis, monitoring, evaluation and reporting on gender as a
cross-cutting consideration within the portfolio of sectoral initiatives. 1”
1 Expression of Interest (EOI) Terms of Reference, July 12, 2013
Session I
Introduction to the Course
Goals and Objectives of the Course
Participants’ Learning Goals/Feedback from Training Need
Workshop Procedure
Getting To Know You
Session II
Concepts in Gender Analysis
Definition of Gender and Gender Mainstreaming
Historical Overview of Gender Planning
Frameworks for Gender Analysis
Session III
Socioeconomic Trends
Gender Patterns in Key Socioeconomic Indicators in the Caribbean
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The ultimate goal was to strengthen the capacities of participants to develop the necessary practical skills to enable
them to mainstream gender in their work. This involved:
Identifying and developing gender equality indicators;
Incorporating gender in results monitoring framework analysis;
Conducting monitoring and evaluation analyses of the gender impact of interventions in poor
and vulnerable communities; and
Enhancing gender reporting.
By the end of the course, participants will have:
acquired a theoretical understanding of gender in the project cycle, and the practical tools to
apply the theory to real project situations
produced gender analyses of case studies
reflected on experiences in the field
developed a gendered approach to Log Frame Analysis, with an understanding of the ways in
which gender indicators are constructed and applied.
Participants’ Learning Goals
The following list of the participants’ expectations was compiled from the Training Needs Assessment survey:
Tool to be used in gathering sex disaggregated data
A greater understanding of the concepts. A quick checklist. A framework for project intervention
A better understanding of the application of gender concepts in a more practical way (making
gender real in BNTF)
To have a clearly defined understanding of gender definitions and how to analyse gender issues
pertaining to small economies
More information, updates on monitoring, updates on progress
Practical knowledge of gender analysis/management tools and data collection techniques
Knowledge and application
Very clear and focused policy guidelines on gender for Sub-Projects in very small populations
A better understanding of the need for gender training in BNTF programme and methodologies
(strategies) to overcome inured societal norms and stereotyping
Relevant and important information
To know how to develop gender equality indicators and be able to evaluate the impact of
interventions.
information that employees can use throughout the project cycle of intervention
Better understanding of and clearly defined tools to guide the analysis of sub-projects and inform
the designs
To get a better understanding of gender as it relates to participatory project design
Practical tools
List of participants at Annex C.
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Workshop Procedures
Procedures for conducting the workshop and participant behaviour were set at the beginning of the workshop, and participants were asked to agree these procedures.
The facilitator explained:
Duration of sessions
Timing and duration of breaks
Bathroom locations
Restricted use of cell phones
Full participation, and prior approval for absence
Methods of participation (for example speaking one at a time)
Communication protocols (how to address facilitator and participants)
Group reports prepared electronically. Each group has access to a lap top
Time limits on each activity.
Getting to Know You
UNIT 1 - ACTIVITY 1: Meet and Greet
METHOD: Each participant walks to greet another participant; or sits side by side with another. They exchange names, countries, and one personal detail about themselves. At the end of 8 minutes one introduces the other.
TIME: 8 minutes
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UNIT 1 - ACTIVITY 2: Appreciation
METHOD: Write the name of each participant on a piece of colored paper and place the names in a bag. Have the participants each pick out a name. Explain that at the end of each workshop session, up to 4 people will have the opportunity to appreciate the person whose name they picked, after observing their interactions in the workshop.
TIME: 10 minutes to pick names; 5 minutes for each presentation
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SESSION II: CONCEPTS IN GENDER ANALYSIS
Participants brainstormed
on what they understood
to be the meaning of
Gender. The facilitator
scribed the words on flip
chart and synthesized the
points, noting recurring
themes.
Sex and Gender
'Gender' refers to the
socially constructed roles
of and relations between
men and women, while
'Sex' refers to biological
characteristics which
define humans as female
or male. These biological
characteristics are not
mutually exclusive
however, as there are
individuals who possess
both.2
2 http://www.eldis.org/go/topics/resource-guides/gender/key-issues/trade-and-gender/what-is-gender#.UjHbp8bYst4
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Gender Mainstreaming
In 1997, the United Nations Economic and Social Council of the General Assembly (ECOSOC), adopted ‘gender mainstreaming’ as the methodology by which the entire United Nations system would work towards the advancement of women and gender equality goals:
“Mainstreaming a gender perspective is the process of assessing the implications for women and men of any planned action, including legislation, policies or programmes, in all areas and at all levels. It is a strategy for making women’s as well as men’s concerns and experiences an integral dimension of the design, implementation, monitoring and evaluation of policies and programmes in all political, economic and societal spheres so that women and men benefit equally and inequality is not perpetuated. The ultimate goal of mainstreaming is to achieve gender equality”.3
Historical Overview of Gender Planning
Although there is now widespread awareness of the impact of gender differences on social and economic development outcomes, the causes for these differences, and the actions to be taken, remain the subject of speculation and debate. Over the years, the policy shifts that influenced the approaches to eradicating gender inequalities were often associated with economic strategies. In the 1950s and 1960s, much attention was focused on women’s reproductive roles as mothers and homemakers. Driving these ideas were Western stereotypes of the nuclear family, and notions that women were economically dependent, usually on male breadwinners. In her analysis of these approaches, Moser has identified four policy approaches, beginning with the ‘welfare model’ of the colonial era in the 1950s, to ‘equity planning’, ‘anti-poverty, efficiency’, and finally the ‘empowerment’ approach, which became popular in the mid-1970s.4
International commitments dating back to 1975 have enshrined gender equality as a necessary condition for development. Starting with the First World Conference on Women held in Mexico in 1975, there has been a progression of decrees and conventions calling on governments and international organizations to come up with strategies to enable gender equality to be achieved. Today, while discrimination continues to restrain the achievements of women, there is also growing concern about the unhinging of males from the social mainstream, manifested in lower educational attainment and higher crime levels. The unfolding realities pinpoint the need for even more attention to be given to gender analysis, and the characteristics that shape behaviors and outcomes of males and females in the society. Certainly, it forces necessary attention to the education system, the content of the curriculum, and the effect of role models perpetrated through various media which shape the attitudes and expectations of young males.
Most analyses point to higher unemployment levels among women and especially youth. As well, despite equal pay legislation that exists in most countries, there are persistent wage disparities that disfavor women. Higher education among women does not extend the range of job possibilities they can access, nor does it reflect in their level of earnings. In these challenging economic times, males are more likely to engage in risky and sometimes illegal income activities, which render them more prone to violent crime and sometimes death.
As planners and policymakers come to grips with these phenomena, they discover vulnerabilities on both sides of the gender divide. The complex inter-relationships of poverty, social and economic deprivation, educational status,
3 The Report of the Economic and Social Council for 1997. United Nations, 1997.
4 Moser, Caroline (1993). Gender Planning and Development: Theory, Practice and Training. New York and London: Routledge
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class divisions and spiritual desolation exert a definitive influence on social and economic outcomes for women and men. The manner in which gender is interwoven into these experiences is the raison d’être of the gender analysis.
Gender and Gender Analysis
Gender is a sociological construct concerned with the socially determined roles and behaviours of males and females. This meaning of the term is distinct from the biological concept which refers to differences between the sexes that are evident in male and female physical attributes.
Gender analysis focuses on qualitative and quantitative factors differentiating males and females with respect to their social, economic and political influence in the society.
Women in Development (WID)
In the 1970s and 1980s, debates in the international policy arena grappled with the conceptual distinction between targeted efforts that singled out women as a group seeking to integrate them in the development process; and broad interventions that aspired to transform gender relations, altering the distribution of resources and power and removing obstacles facing women in social and economic spheres. The conceptual distinction between the targeted approach and the transformative approach is captured in the terms, Women in Development (WID) and Gender and Development (GAD) respectively.
Gender and Development (GAD)
Gender and Development went further than Women in Development. Using a more sophisticated analysis of societies, it came closer to recognizing and addressing power imbalances that maintained women in subordinate positions. It went beyond an analysis of gender roles to explore and challenge the systems, policies and practices that promoted and supported gender inequality.
Practical and Strategic Gender Issues
In gender analysis, a distinction is made between practical gender issues and strategic gender issues. Practical issues are normally the ones that apply to the population as a whole. To the extent that there are gender implications, they affect males and females. An example of a practical gender issue is access to clean water. Strategic issues refer to structural impediments that restrict potential, such as access to credit, or policies that disfavour one or another gender.
Gender Analytical Frameworks5
The facilitator presented an overview of various gender analytical frameworks as follows:
5 Source: Adapted from Dunn, L. and Mondesire, A. (2009) Special Topic Monograph Gender Analysis of Census Data.
Georgetown: CARICOM
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Table 1.1 Selected Gender Analytical Frameworks
MODEL FEATURES OF THE MODEL LEVEL OF INTERVENTION
Gender Roles Framework /Harvard Analytical Framework
(Harvard Institute for International Development)
Integrating women in development
Household level analysis
Gender role differentiation
Access to and control over resources
Sex disaggregation of data
Project level
Development Planning Unit (DPU) Framework
(University College of London)
Household and community-based analysis
Triple roles: productive, reproductive and community
Strategic and practical needs
Access to and control over resources
Project and sector level
Social Relations Framework
(University of Sussex)
Gender relations constructed around institutions of household, community, state, market and development institutions
Intersectionality across race, class, ethnicity, and gender
Equalization of economic, social, and political power between genders
Institutional level
Gender and Macroeconomics Framework-Neoclassical Economics
(Various academic contributors)
Households and markets are units of analysis
Gender-differentiated roles
Access to and control over resources
Reproductive work a hindrance to women’s choices
Macroeconomic and sector levels – integrationist
Gender and Macroeconomics Framework-Critical Economics
(Various academic contributors)
Households, communities markets, states, development institutions
Macroeconomic policy analysis accounts for reproductive, unpaid labour
Macroeconomic and sector level – transformational
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Table 1.2 Gender Analytical Frameworks – Expanded List
FRAMEWORK FEATURES
Harvard Gender Roles Framework
An efficiency approach which makes the economic case for allocating resources to women as well as men. Focus only on roles, not relations between sexes
The framework identifies Activity profile of women and men; Access and control profile; and Influencing factors
People Oriented Planning (POP
The Harvard Gender Roles Framework used by the United Nations High Commissioner for Refugees (UNHCR) consists of a 3-step framework:
1. Refugee population profile and context analysis
2. Activity analysis
3. Use & control of resources analysis
Gender Planning Emphasis on practical and strategic needs; equality, equity and women’s empowerment
Examines women’s triple role; identify practical and strategic gender needs.
Examines categories of WID/GAD policy approaches
Gender Analysis Matrix Emphasis on transformation of relations, initiating a process of analysis by community members themselves
Analysis of development at 4 levels of society:
• Women
• Men
• Household
• Community
Analysing 4 types of impact (labour, time, resources, socio-cultural factors)
The Women’s Empowerment Framework
Critically assesses how development interventions support women’s empowerment; levels of women’s equality and empowerment:
Control
Participation
Conscientization
Access
Welfare
Socio-economic and gender analysis (SEAGA) approach
Socio-economic and gender analysis at the macro, intermediate and field levels. Identify linkages between them, to support participatory planning
Stakeholder analysis, examining resources and constraints, institutional analysis, and gender sensitive Participatory Rural Appraisal (PRA) tools at the field level.
Social Relations Approach
Concept of social relations and people’s relationships to institutions
Analysing inequalities in distribution of resources, responsibilities, and power
Institutional analysis
Human Capabilities Approach
List 10 central human capabilities to be pursued for every person, based on the principle of each person as important.
Facilitate dignified humans who shape their own lives. Capabilities of what people are able to do or be which are conceived as human rights
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Table 1.3 Generic Analytical Framework
CATEGORY OF INQUIRY ISSUES TO CONSIDER
Roles and responsibilities
-What do men/women do?
-Where (location/patterns of mobility)
-When (daily and seasonal patterns)?
The unequal division of care responsibilities and its impact on the distribution of resources.
Productive roles (paid work, self-employment, and subsistence production)
Reproductive roles (domestic work, childcare and care of the sick and elderly)
Community participation/self-help (voluntary work for the benefit of the community as a whole)
Community politics (representation/decision-making on behalf of the community as a whole)
Assets (Ownership of resource/service)
-What livelihood assets/ opportunities do men women have access to?
-What constraints do they face?
Human assets (e.g. health services, education, knowledge and skills)
Natural assets (e.g. land, labour)
Social assets (e.g. social networks)
Physical assets (transport, communications)
Financial assets (capital/income, credit)
Power and decision-making
-What decision-making do men and/or women participate in?
-What decision-making do men/women usually control (able to make decisions)?
-What constraints do they face?
“Practical” gender needs (needs arising in the context of the existing gender roles/assets)
“Strategic” gender needs (i.e. requiring changes to existing gender roles/assets to create greater equality of influence, opportunity and benefit, for example, increasing women’s access to decision-making)
Perspectives on improved services and delivery systems such as prioritised services; choice of technology; location, type and cost of services; systems of operation, management and maintenance etc.
Access to and control over resources/service
-Decision-making affecting the resource or service
Gender differences may also apply in the access to/distribution of resources such as time, space, information and money, political and economic power, qualifications, transport, use of public services etc.
Source: Adapted from DFID 2002 http://www2.dfid.gov.uk/pubs/files/gendermanual.pdf
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A Working Approach to Gender Analytical Frameworks
From among the gender analytical frameworks presented, the workshop utilised a simplified matrix consisting of:
Activities Analysis
Access to and Control over Resources
Influencing Factors
Activities Analysis
Activities carried out by men and women conform to gender roles and socialization patterns. The facilitator invites
participants to reflect on the different roles determined by gender, and the activities associated with these roles.
The following worksheets assist participants with the reflection. The discussion leads to the identification of ‘paid’
and ‘unpaid work’, ‘productive’ and ‘reproductive responsibilities’, and the income implications.
UNIT 1 - ACTIVITY 3: Patterns of Activity for Males and Females
Comment on whether it is unusual or usual
to see a male or female engaged in leisure
activity.
Is leisure time evenly distributed among
members of a household?
How is gender linked to the division of
tasks in a household, and what are the
time and income implications?
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UNIT 1 - ACTIVITY - 4: Daily Log of Tasks Performed by Men and Women
Task: Participants are asked to a few moments to reflect on they spend their time outside of paid employment. Then write on the sheet the activities you carried after waking up and before heading out to work.
The following worksheets assist participants with the reflection.
TIME TASKS DONE BY WOMEN TASKS DONE BY MEN
04:00 am
05:00 am
06:00 am
07:00 am
08:00 am
09:00 am
10:00 am
11:00 am
12:00 pm
01:00 pm
02:00 pm
03:00 pm
04:00 pm
05:00 pm
06:00 pm
07:00 pm
08:00 pm
09:00 pm
10:00 pm
11:00 pm
12:00 am
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Access to and Control over Resources
The allocation of resources between women and men (the 'gendered' allocation of resources) is better understood by differentiating access to resources and control over them. Resources can include technology such as farm implements, infrastructure such as electricity, land, housing, credit, and transportation. To realize a sustainable livelihood, women and men need to have both access to and control over key resources, and to be able to accumulate assets to diversify their income options.
Gender is a determinative factor in both access to and control over resources. One of the implications of access to resources is the utilisation of time for productive activities, and the efficiency that can be realized with adequate access to technology and infrastructure. From a gender standpoint, the balancing of time between productive and reproductive activities is a limiting factor that curtails income opportunities for women.
Access: Access can be considered as an opportunity to make use of a resource. For example, an opportunity to use land for planting with certain conditions attached does not equate to the control conferred by ownership of the land.
Control: Decisions on the access to and use of resources have ramifications for men and women, and reflect the distribution of power in all spheres of the society. Power imbalances associated with gender can occur in the domestic and work environments and in the community. These imbalances define how decisions are made, and their impact on how resources are controlled.
Access to markets enables men and women to secure income from production and consumption. For example, agricultural markets include product, input, labor, finance, land, and water markets.6 Participation in these markets depends on access to and control of capital, hired labour, mobility, and socio cultural factors.
Influencing Factors
Influencing factors can operate at three levels7:
At the macro level, gender issues can be factored into the policy process, usually at national level. Considerations include the economic, social and political and natural environments;
At the intermediate level or meso level, the focus is on institutions, structures and services which operationalise the links between macro and field levels. These are mediated by culture, religion and legislation;
At the field level or micro level, the focus is on individuals, households and communities. Factors such as social class, educational status, civil status, type of family structure); and specific demographic factors (age, ethnicity, physical ability, mortality, migration patterns) are taken into consideration.
6 FAO http://www.fao.org/docrep/014/ba0004e/ba0004e00.pdf
7 FAO http://www.fao.org/docrep/014/ba0004e/ba0004e00.pdf
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SESSION III: SOCIOECONOMIC TRENDS
The facilitator introduced the session by observing that gender patterns can be discerned in most key socioeconomic indicators. The facilitator then presented data on gender trends in education, health, housing, wage inequality and unemployment in the region:
Education
Source: UWI Statistical Review Academic Year 2009/2010
http://www.mona.uwi.edu/opair/statistics/2009-2010/UWI+Statistical+Review+2009-10.pdf
Health
At the end of 2011, an estimated 230,000 people were living with HIV in the Caribbean. The Caribbean is the second most affected region in the world. Half of adults living with the virus are women.8
8 Source: http://www.avert.org/caribbean-hiv-aids-statistics.htm
2000/1
2001/2
2002/3
2003/4
2004/5
2005/6
2006/7
2007/8
2008/9
2009/10
0%20%
40%60%
80%
Figure 1.1: UWI Enrollment by Gender, 2000-2010
Female
Male
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Unemployment
Sources: Caricom Secretariat 20089; STATIN 201110, Government of Barbados 201111
Wage Inequality
Globally, women earn 77 cents for every dollar earned by a man.12 Globally, more women than men work in lower status jobs (two thirds of minimum wage jobs are held by women).13
Figure 1.3 Wage Inequality
9 Women and Men in the Caribbean Community, Facts and Figures, 1998 – 2005, Chapter 4: Work and Economy; Caribbean
Community Secretariat Statistics Sub-Program, May 2008. Available from: http://www.gov.ai/statistics/images/Cha_Work.pdf
10Government of Jamaica. Statistical Institute of Jamaica (STATIN). Available from:
http://statinja.gov.jm/UnemploymentRatesByAgeGroup.aspx
11 Barbados Statistical Service. Government of Barbados. Available from :
http://www.barstats.gov.bb/files/documents/LFS_Bulletin_2Q2011.pdf
12 World Women Global Council Pay Equity and Discrimination. Available from:
http://www.worldwomenglobalcouncil.org/2012/08/pay-equity-discrimination/
13United Nations. 2005. THE MILLENNIUM DEVELOPMENT GOALS REPORT, 2005. New York: United Nations.
http://www.unfpa.org/swp/2005/presskit/factsheets/facts_gender.htm
010
203040
Figure 1.2: Unemployment by Gender, Selected Countries2002-2011
Female
Male
17
Access to Housing
Figure 1.4: Percentage Access to Housing Owned by Head of Household
Selected Countries (2001)
Source: Dunn, L. and Mondesire, A. (2009) Gender Analysis of Census Data. Georgetown: CARICOM
Access to Water
Figure 1.5: Source of Water Supply Public Piped
by Sex of Household Head and Country (2001)
Source: Dunn, L. and Mondesire, A. (2009) Gender Analysis of Census Data. Georgetown: CARICOM
0
10
20
30
40
50
60
70
80
Anguilla Barbados Bermuda Dominica Jamaica St Kitts
Nevis
Trinidad &
Tobago
Male Female
0
10
20
30
40
50
60
70
80
Anguilla Antigua &
Barbuda
Barbados Belize British Virgin
Islands
Dominica Grenada Jamaica Saint Lucia St Kitts &
Nevis
St Vincent
Grenadines
Trinidad &
Tobago
Turks Caicos
Islands
Male Female
18
Comments on Socioeconomic Trends
The data presented generated discussion and observation about trends. Some emerging issues identified were:
19
UNIT 1 – ACTIVITY 5: Observations on Gender Inequality in Social and Work Environments. The results of the
brainstorm were collected and scribed on a flip chart as follows14:
14 ♀ is the symbol for women; and ♂ is the symbol for men. +ve means positive; -ve means negative
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UNIT 2: APPLYING GENDER PRINCIPLES AND TECHNIQUES IN PROJECT CYCLE
MANAGEMENT
Session I
The Project Cycle
Components of the Project Cycle Management (PCM) Framework
Session II
Project Case Analyses: Small Group Discussions and Reports
Provisions and Gaps Relating to Gender in PCM
Session III
Use of Gender Mainstreaming Tools in PCM
Gender Analysis of Log Frame Matrix
Gender-sensitive indicators
Collecting sex-disaggregated data
Gender inclusion in Log Frame Matrix
Session IV
Overview of CDB’s Gender Policy and Operational Strategy
Presentation by Denise Noel DeBique
Session V
Constructing a Model for Gender Analysis in PCM
Decision-making processes
The Role of PM and Chairpersons of Steering Committees
The Role of Stakeholders/Project Participants
Identification Formulation, Implementation, Monitoring & Evaluation
Gender in Results-Based Management (RBM)
Collecting Sex-Disaggregated Data
Details of Unit 2
SESSION I: COMPONENTS OF THE PCM FRAMEWORK
The Project Cycle
Four fundamental phases in Project Cycle Management were presented:
Identification
Formulation
Implementation and monitoring
Evaluation
The project cycle may also include financing before the implementation stage.
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Table 2.1 Main Phases of the Project Cycle
PHASE COMPONENT
Identification Ideas for projects and other development actions are identified and screened for further study. This involves consultation with the intended beneficiaries of each action, an analysis of the problems they face, and the identification of options to address these problems. A decision can then be made on the relevance of each project idea (both to the intended beneficiaries and to the programming framework), and on which ideas should be further studied during the Formulation phase.
Formulation Project ideas are developed into operational project plans. Beneficiaries and other stakeholders participate in the detailed specification of the project idea that is then assessed for its feasibility (whether it is likely to succeed) and sustainability (whether it is likely to generate long-term benefits for the beneficiaries). On the basis of this assessment, a decision is made on whether to draw up a formal project proposal and seek funding for the project.
Implementation Project is mobilized and executed. This may require the tendering and award of contracts for technical assistance or works and supplies. During implementation, and in consultation with beneficiaries and stakeholders, project management assesses actual progress against planned progress to determine whether the project is on track towards achieving its objectives. If necessary the project is re-oriented to bring it back on track, or to modify some of its objectives in the light of any significant changes that may have occurred since its formulation.
Evaluation Assessment to identify what has been achieved, and lessons learned. Evaluation findings are used to improve the design of future projects or programmes.
Although in the generic cycle the evaluation phase comes after implementation, it is common practice also to conduct a mid-term evaluation during implementation, to identify lessons that can be applied during the remaining life of the project.
Source: Adapted from Project Cycle Management Training Handbook, European Commission. http://www.cfcu.gov.tr/SPOs/TOOLs/PCM_Training_Handbook.pdf
22
Identification stage
Problem analysis
Analysis of objectives and of strategies
Disaggregated data
Qualitative studies
Formulation stage
Objectives reflect a gender perspective
Measurable results based on gender-disaggregated data
Resource allocations sustained by a gender budget analysis
Management strategy and responsibilities enhance gender equality
Implementation stage
Opportunities extended to males and females
Project spending accounts for participation by males and females
Project beneficiaries reflect a gender balance
Management roles evenly distributed between male and female
Gender training provided for staff and selected stakeholders
Participatory processes ensure diversity in access to information and knowledge
Monitoring and Evaluation stage
Data collection gender-sensitive
Disaggregation of results by gender
Quantitative and qualitative data collected
Focus groups composed of male and female project beneficiaries
Identify gender sensitive indicators for each stage
Gender specific performance, results, outcomes and impact of the project
23
SESSION II: PROVISIONS AND GAPS RELATED TO GENDER IN PCM
Figure 2.1 Merging the Gender Analytical Framework (GAF) with the Project Cycle
Management (PCM) Framework
At each phase of the project cycle, one has to apply the gender analytical framework
Iden
tfic
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Activities Analysis
Access and control
Influencing factorsFo
rmu
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Activities analysis
Access and control
Influencing factors
Imp
lem
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Activities Analysis
Access and control
Influencing factors
Mo
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& e
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Activities Analysis
Access and control
Influencing factors
24
The workshop divided into four groups, to examine the cases (Annex D). Two of the groups dealt with the
St. Vincent and Grenadines case, and two groups dealt with the Belize case.
UNIT 2 - ACTIVITY 1: Group Case Analysis
Objective: To apply the fundamentals of gender analysis to the
Project Cycle, using a BNTF project.
Task: Conduct a gender analysis of the case, with reference to what
you suppose are the “Activities”, “Access to and Control over
Resources”, and the “Influencing Factors”.
Method: Working group session to examine the case and report on
gender inclusion.
Time: 1 hour 30 min
25
Unit 2 - Activity 1: Worksheet for Conducting a Gender Analysis
ACTIVITIES MALE FEMALE
ACCESS TO RESOURCES
CONTROL OVER RESOURCES
INFLUENCING FACTORS
26
UNIT 2 – ACTIVITY 2:
TASK: To add to the gender analysis of the case study, review the questions in the
column on the right below, noting the key elements of the gender analytical frameworks
discussed.
Unit 2 Activity 2: Worksheet in Project Cycle Management
PHASES IN PCM KEY QUESTIONS FOR GENDER MAINSTREAMING
Contextual analysis What are the major economic opportunities for males and for females?
What are the gender differences in access to and use of services such as health and education?
Project Identification Is the project concept relevant for the practical and strategic gender needs and priorities of both men and women?
Is the project concept in line with Bank’s Policy and Commitments on gender equality?
Project Formulation Is the gender explicitly addressed in the TOR of the feasibility study?
Has the Log frame been engendered, including gender specific accountability provisions and gender equality indicators?
Project Implementation Are working relations established with relevant stakeholders for gender inclusion?
Are equal opportunities applied in the mobilization and management of human resources?
Monitoring and Evaluation Is the gender perspective appropriately addressed in the TORs of the M&E, and is gender expertise adequately represented within the evaluation team?
To what extend did men and women, boys and girls of different target groups equally benefit from the results achieved?
27
UNIT 2 - Activity 3: Recap of Day 1
Task: Participants were asked to recall one word from the previous day’s deliberations.
The responses were transcribed unto a flip chart (see below)
28
SESSION III: USE OF GENDER MAINSTREAMING TOOLS IN PCM
Gender Sensitive Indicators
An indicator is: "A quantitative or qualitative factor or variable that provides a simple and reliable means to measure
achievement, to reflect changes connected to an intervention, or to help assess the performance of a development
actor." 15
Characteristics of Indicators16
SMART: Specific, Measurable, Attainable, Relevant and Time-bound
SPICY: Subjective, Participatory, Interpreted, Cross-checked, Empowering and Diverse
Quantitative Indicators
Quantitative indicators are numerical accounts that describe the changes that occur as a result of a particular
intervention. They may be number counts or percentages. For gender analysis, quantitative indicators express the
increases or decreases that have occurred over time, in relation to a baseline. Examples of quantitative indicators
are:
Female board membership increase by 30% by the end of 2011
Male participation in parent/teacher meetings increase by 50% by 2012
Crime rate of young males reduced by 40% by end of 2015
Qualitative Indicators
Qualitative indicators describe the observations over time based on judgment and perception that can be seen and
compared to a baseline. A community organizer, for example, might notice that fewer men are participating in a
Village Council and that more women are attending council meetings. The analyst or community organiser will
review the different roles and responsibilities of women in relation to the roles of men, and how informed they are
about pertinent issues. A qualitative indicator could therefore be:
Confidence levels of women in local government improved
Motivation of young males to complete secondary school comparable to that of young females
Cases of gender-based violence prosecuted in over 90 percent of trials.
See Figure 2.2 Examples of Quantitative and Qualitative Indicators over leaf.
15 OECD/DAC Glossary of Key Terms in Evaluation, May 2002
16 http://www.proventionconsortium.org/?pageid=80
29
Figure 2.2: Examples of Quantitative and Qualitative indicators
Quantitative Indicators
• % of males and females accessing community facilities
• Number of men and women working in the project
• Ratio of men and women in decision-making positions at the local level
• Number of men and women participating in meetings
Qualitative Indicators
• Level of satisfaction of beneficiaries with income generated
• Male/female leadership exercised at community level
• Levels of skill attained
• Degree to which gender equality is integrated into policies, strategies, project design
30
Important Indicators for Gender Analysis
In 2000, the United Nations launched the Millennium Development Goals (MDGs) to which governments the world
over are now committed. Within the framework of the MDGs, gender equality indicators are covered under Goal 3,
which refers to targets for political participation, education and employment. Intended to benchmark progress on
four critical indicators (see below), the MDGs can help foster the practice of accountability that is desirable in gender
mainstreaming.
Figure 2.3 Target and Indicators for MDG Goal No. 3
“Gender-sensitive indicators are indicators disaggregated by sex, age and socioeconomic background. They are designed to demonstrate changes in relations between women and men in a given society over a period of time. The indicators can be used to evaluate the outcomes of gender-focused and mainstream interventions and policies, assess challenges to success, and adjust programmes and activities to better achieve gender equality goals and reduce adverse impacts on women and men”.17
Each indicator has a baseline from which change is measured. The units of measure must be the same in the baseline and in the target: for example if ‘percentages’ are used for the baseline, the same should be used to measure the change achieved.
The BNTF 7 Programme has identified some notional gender indicators18. (An expanded list of the notional indicators follows overleaf).
17 FAO p 42, http://www.fao.org/wairdocs/tac/x5747e/x5747e04.htm
18 Staff Report on Basic Needs Trust Fund - Seventh Programme, Caribbean Development Bank, p.17
MILLENNIUM DEVELOPMENT GOAL 3
Promote gender equality and empower women
Target
Eliminate gender disparity in primary and secondary education preferably by 2005 and to all levels of education no later than 2015
Indicators
ratio of girls to boys in primary, secondary and tertiary education
ratio of literate females to males of 15-24 year olds
share of women in wage employment in the nonagricultural sector
proportion of seats held by women in national parliament.
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BNTF Framework of Notional Gender Indicators
ALL SECTORS
i. Inclusion of female beneficiaries in the planning process/decision-making
ii. Targeted advertisement for employment opportunities in both technical and administrative/ managerial roles
iii. Equitable pay rates
BASIC COMMUNITY ACCESS AND DRAINAGE
i. Reduced travel time, disaggregated by sex
ii. Reduced transportation costs, by sex of head of household
iii. Increased number of users (motor vehicle owners and pedestrians) by sex, age
iv. Increased level of productive activities/earnings by sex
v. Increased user satisfaction (reduced dust / mud / risk, increased mobility) by sex
vi. Increased advocacy to lobby for:
fare structures that enable widespread public usage
schedules and routes of public transport services that facilitate the needs of the vulnerable
greater opportunities for ownership of vehicles by women with credit institutions.
EDUCATION AND HRD
i. Increased enrolment/attendance, disaggregated by sex
ii. Minimum (min.) of 40% of either sex participating in non-segregated training
iii. Min. 40% of either sex participating in decision-making on schools’ boards/PTAs
iv. Min. 40% of either sex as beneficiaries of maintenance training
v. Number of new micro businesses/increased level of productive activities, by sex
vi. Increased certification of beneficiaries, by sex/age
vii. Percentage (%) of trainees accessing sustainable employment, by sex
viii. Provision of support services for primary caregivers, by sex
ix. Increase participation in non-traditional skills training programmes among male and females
trainees.
WATER AND SANITATION
i. Reduced time for fetching water, by sex
ii. Increased water connections, by sex of head of household
iii. Min. of 40% of either sex participating in decision-making on the water boards/ maintenance committees
iv. Min. of 40% of either sex participating as beneficiaries in maintenance training
v. % reduction public health risks, by sex
vi. % increase in productive activities, by sex
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Collecting Sex-disaggregated Data
Definition of Sex-disaggregated Data
• Sex disaggregated data are quantitative statistical information on differences and inequalities
between women and men. They are used to monitor indicators.
• Sex disaggregated data show quantitative differences between women and men in indicators
such as morbidity and mortality; differences between girls and boys in school attendance,
retention and achievement; differences between men and women in access to and repayment of
credit; or differences between men and women in voter registration, participation in elections
and election to office.
Sources of Sex-disaggregated Data
CARICOM Division of Statistics
CEDAW National Reports
ILO
MDG reports
National Statistical Offices
UNDP
UN ECLAC
UNICEF
UWI
Gender Inclusion in the Log Frame Matrix
The Logical Framework Approach (LFA) is a comprehensive methodology to plan, manage, monitor and evaluate a project. The main instrument in the logical framework approach is the Log Frame matrix. The components of the matrix include:
• Objective
• Purpose
• Expected results
• Activities
• Means to achieve results
• Assumptions
• Objectively verifiable indicators
• Sources of verification.
The LFA template which follows was used as the worksheet for the group activity on log frame.
33
UNIT 2 ACTIVITY 4: WORKSHEET for LOG FRAME ANALYSIS
Narrative Summary
Objectively Verifiable
Indicators - OVIs
Means of Verification
-MOVs External Factors (Assumptions)
Development Objective
Immediate Objective
Outputs (Results)
1.
2.
3.
Activities
1.
2.
3
.
Inputs
1.1
1.2
1.3
1.4
2.1
2.2
2.3
3.1
3.2
Source: http://lgausa.com/logframdoc.htm
The definitions of the sub-headings and explanation of the ‘logic flow’ follow overleaf:
34
Log Frame Column and Row Headings - Definition of terms
Column Headings
Narrative Summary: This term used to describe the text that "narrates" the objectives. It could have been given the title "Hierarchy of Objectives", but this might be misleading because the bottom cell in the column is a summary of the activities.
Objectively Verifiable Indicators (OVIs): These are the measures, direct or indirect that will verify to what extent the objectives have been fulfilled. The term "objectively" implies that if these should be specified in a way that is independent of possible bias of the observer.
Means of Verification (MOVs): These statements specify source of the information for the measurements or verification specified in the indicators column. For example, will statistics from an external source be used for the verification or will project resources be used to gather the statistics.
External Factors (Assumptions): These are important events, conditions, or decisions which are necessarily outside the control of the project, but which must remain favorable for the project objective to be attained. The implication here is the design team have an obligation to consider what might derail their efforts and to plan responsibly to reduce that risk of "derailment".
Row Headings
Development Objective: The higher level objective that the project is expected to contribute to. The addition of the word "contribute' implies that this project alone is not expected to achieve the development objective. Other projects’ immediate objectives are expected to also contribute.
Immediate Objective: The effect which is expected to be achieved as the result of the project delivering the planned outputs. There is a tendency for this to be expressed in terms of the "change in behavior" of a group, or institution and the project outputs are expected to facilitate this change.
Outputs: These are the "deliverables" the tangible results that the project management team should be able to guarantee delivering. The objective statements should specify the group or organization that will benefit. Outputs are delivered, usually on a certain date or dates.
Activities: These are the activities that have to be undertaken by the project to produce the outputs. The activities take time to perform.
Inputs: These are the resources that the project "consumes" in the course of undertaking the activities. Typically they will be human resources, money, materials, equipment, and time.
The Logic
Vertical Logic: The vertical logic is the reasoning which "connects" the three levels of objectives in the matrix; the outputs, the purpose, and the goal. For example achievement of all the output level objectives should lead to achieving the purpose. Each of these links between the objectives is connected by a hypothesis. For example, at the bottom level is the implementation hypotheses (the implication is that "we believe that in the environment of this project the planned outputs will produce the planned result). At this level, the hypotheses are usually supported by research or experience. The explanation of the hypotheses at the other levels is similar.
Horizontal Logic: The horizontal logic has similar features to the vertical logic. In this case, the links between the levels of objectives are the items in the External Factors column. For example, if the project is successful in implementing all of the planned activities, we ask ourselves, what circumstances or decisions (outside the project's control) could prevent the delivery of the project outputs.
(Source: http://lgausa.com/logframdoc.htm)
35
Engendering the Log frame19
A Gender Mainstreamed Log frame includes a gender dimension in every stage of the process. Gender-specific dimensions of the Log Frame respond to questions of:
• How is this intervention addressing the needs of men and women and children?
• What are the expected differential impacts of the intervention on women and men?
• Do the planned activities take account of the roles and responsibilities of women and men, in
order to ensure maximum participation and cooperation?
• Have gender considerations and the effect of gender socialization on culture and social values
been factored into the assumptions and risks?
The Log frame helps stakeholders to analyse the problems of both genders and to identify the desired solutions that
may ensure equal rights and benefits for men and women. The gender specific results of this analysis should be
reflected in the Identification stage of the project. The engendered Log frame is the basic source of information for
drawing up the Action Plan. A sample matrix Accounting for Gender in the Log Frame is presented in Annex E.
Gender in Results-Based Management (RBM)
Results-Based Management (RBM) measures results associated with changes foreseen as a result of specific
programme interventions.
19 Some points taken from UNICEF, http://www.unicef.org/lac/Setting_up_-_Book_2.pdf
UNIT 2 – Activity 4: Working with the Log Frame
Objective: To complete a Log frame matrix
Method: Based on the information in the case analyzed, decide
on an intervention for the community. Prepare the key
components of the log frame including a gender-inclusive
development objective.
Time: 1 hour
36
Most organisations account for visible outputs and short-term results of development programs—the number of
male and female participants in projects, the services accessed, number of jobs created, number of persons trained.
These basic output indicators may overlook fundamental root causes that metrics alone cannot explain.
• RBM can provide entry points for analysing what might account for changes in behaviour and attitudes,
but is limited in reaching the core, which often begins in the household.
• A judicious choice of indicators, especially qualitative indicators, is therefore critical to the RBM indicator
system.
• In addition to the value of gender-related indicators for monitoring and evaluation the evidence they
provide is of importance in advocacy.
The participants discussed the possible challenges in using the log frame analysis and challenges in engendering the
log frame. The two most easily identified challenges were written up on flip chart as follows:
Limitations of the Log Frame
37
GROUP PRESENTATIONS - LOG FRAME ANALYSIS
Consolidated Report for Groups 1 & 2
CASE: LONDON VILLAGE, ST. VINCENT
NARRATIVE SUMMARY OBJECTIVELY VERIFIABLE INDICATORS – (OVIs)
MEANS OF VERIFICATION OF INDICATORS
EXTERNAL FACTORS (ASSUMPTIONS)
Development Objective
Contribute to enhanced quality of life for men and women in Sandy Bay by 2015
Increase level of productive activities by 15% by sex by 2016
Increase user satisfaction of male and female 85% by 2016.
Increase advocacy of male and female by 10% by 2016
CPA
CSO
Stable economy
The La Soufriere volcano remains dormant
Immediate Objective:
Male and female residents access safe all-weather personal and commercial community services
Reduced travel time by sex
Reduced transportation cost by sex
Increased number of users by sex
Reduced number of flooding incidents.
Office of Disaster Risk Management
Survey reports
Climate change does not cause any significant change in weather pattern.
Reduced incidence of flooding in Sandy Bay
No major shift in economic activities
Outputs (Results)
1. Construction of 2 km of 3.5m wide concrete road as per the design standard of the MoW utilising CBC
2 km of road built to design standards by Q3, 2014
Progress reports Resources are available; timely delivery of contractual responsibilities
2. Construction of 4km of concrete drain as per the design standard of MoW utilising CBC.
4km of drain built to design standard by Q3, 2014
Progress reports
3. Training of males and females in maintenance, agricultural practices, organisational strengthening
X male and X female persons trained by Q4, 2014
Training reports Households interpersonal relationships remain stable
Activities Inputs
1. Design road & drains
Contractors and consultants are available
Funds are approved and available
Counterpart funds are available
2. Procurement
3. Construct roads & drains
4. Design training programme
5. Implement training programme
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Consolidated Report: Groups 3 and 4
CASE: BELLA VISTA, BELIZE
NARRATIVE SUMMARY OBJECTIVELY VERIFIABLE
INDICATORS (OVIs)
MEANS OF VERIFICATION –
(MOVs)
EXTERNAL FACTORS
(ASSUMPTIONS)
Development Objective
To contribute to the development of healthy lifestyles for men, women and children in B.V.
80% reduction in the incidence of water borne diseases
Health Statistics
CARICOM Statistical Division
PAHO
Availability of Health Statistics
Immediate Objectives
1. To upgrade and expand the existing water system to improve access to 100% of households disaggregated by sex
2. To enhance the efficiency in the management of the water system
1. 70% of households have access to 24 hour supply of water
2. Establishment of the reconstituted Water Board with minimum of 40% of each sex
1. List of Water connections from the Water Board
2. Letters of Appointment and or Gazetted Notice
1. Households want access to water supply and are willing to pay for connections
2. Availability of men and women to serve on the Board
Outputs (Results)
1. Constructed water system
2. Quality potable water 3. Reconstituted Water
Board 4. Males and females
trained in maintenance and leadership skills
Number of quarterly meetings and annual audits
X male and X female persons trained by Q4, 2014
Minutes of meetings
Auditor’s reports
Training records
Activities Inputs
1. Development of project proposal
2. Secure financing 3. Training 4. Obtain inputs
1.1 Technical Expertise 1.2 Materials 1.3 Equipment
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SESSION IV: OVERVIEW OF CDB’S GENDER POLICY AND OPERATIONAL STRATEGY
The presentation by CDB Gender Advisor, Denise Noel DeBique, highlighted the components of the Draft Gender
Equality Action Plan for the period 2013 to 2015. The intention was for all policies to be gender-sensitive, and for
gender-responsive budgets to be formulated. A Gender report would be included in the portfolio review. Baseline
data would be collected as a basis for monitoring progress, supported by the Management Information System (MIS)
and the Project Portfolio Monitoring System (PPMS). An extract of the CDB’s Gender Policy was circulated to
participants. (Annex F).
40
SESSION V: CONSTRUCTING A MODEL FOR GENDER ANALYSIS IN PCM
Participants brainstormed on topics to examine how gender could be considered in the PCM. It was noted that in
several countries gender was not considered or discussed in meetings of the Oversight Entity.
A number of issues in the wider BNTF project approval process were raised. It was noted that in the BNTF project
cycle the greatest emphasis was placed on the identification and formulation phase. The workshop briefly discussed
the new BNTF 7 Cycle Chart (at Annex G).
Reflections
Gender Analysis in PCM: Some areas to consider
• Decision-making processes
• The Role of PM and Chairpersons of Oversight Entity
• The Role of Stakeholders/Project Participants
• Identification, Formulation, Implementation, Monitoring & Evaluation
• Gender in Results-Based Management (RBM)
• At each stage of the cycle, who is involved in the consultation?
• What is the process of decision-making?
• Are decision-makers gender-aware?
• Is gender considered at meetings of the Oversight Entity?
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Indices
The earlier discussions underscored that an indicator was the manifestation of a change that is measured over time,
and expressed in quantitative or qualitative terms. The facilitator then introduced indices as another measurement.
Index
An index is constructed from a composite set of indicators. Indices recognize the interdependence of outcomes by
combining and sometimes weighting a group of indicators. Indices are derived from quantitative indicators, usually
output indicators. Some examples of key Gender Indices:
Gender Empowerment Measure (GEM): The GEM “is a composite indicator that captures gender
inequality in three key areas: the extent of women's political participation and decision-making,
economic participation and decision making-power and the power exerted by women over
economic resources” (UNDP 2009)
Gender Parity Index (GPI): The Gender Parity Index (GPI) compares the female/male of access to
education for each school level. A GPI score of 1 denotes equality in male/female enrolment rates;
less than 1 indicates proportionately fewer females than males in the formal education system;
more than 1 indicates proportionately more females than males attending school
Gender Inequality Index (GII)20: The Gender Inequality Index (GII) measures male/female patterns
in labour market participation, secondary and tertiary education attained, political participation,
and health. Its range of zero to 1 captures the extent of inequality in each indicator, with zero
reflecting equality in male/female levels, while a score of 1 indicates inequality in male/female
levels.
Global Gender Gap Index (GGGI)21: “The Index is designed to measure gender-based gaps in access
to resources and opportunities in four key areas:
o Economic participation and opportunity – salaries, participation and highly-skilled
employment
o Education – access to basic and higher levels of education
o Political empowerment – representation in decision-making structures
o Health and survival – life expectancy and sex ratio”
20 De Lannoy, A., Pendlebury, S., Rudolph, N. & Hall, K. (2010) Education - Gender Parity Index, [Online]. Available from:
http://www.childrencount.ci.org.za/uploads/factsheet_45.pdf
UNDP. (2012) UNDP Human development reports, GII, 2012, [Online]. Available from: http://hdr.undp.org/en/statistics/gii/
21World Economic Forum 2012, http://www.gaportal.org/global-indicators/global-gender-gap-index
42
Table 2.1 Gender Empowerment Measure (GEM) – Selected Countries
Table 2.2 Gender Inequality Index (GII) – Selected Countries
43
UNIT 3: GOING FORWARD WITH GENDER IN PCM STRATEGY
Session I
Strategic Directions
What needs to change?
How can changes be effected?
Session II
Evaluation of the Course
Socio-metric and Written Evaluation
Details of Unit 3
SESSION I: STRATEGIC DIRECTIONS
What Needs to Change?
44
Participants buzzed in groups to answer the question: To achieve BNTF’s gender planning capacity goals, what needs to change? The results of the discussion were scribed on flip charts
How Can Changes be Effected?
45
SESSION II: EVALUATION OF THE COURSE
Socio-metric Evaluation
For the socio metric evaluation three cards were placed on a wall: one for “agree”, one for “disagree”, and one for
“not sure”. The facilitator read statements and asked participants to gather around the statement that best reflected
their feelings after having participated in the two-day course. The statements were:
I will use the tools from the course to add a gender-sensitive approach to my work in BNTF.
The course has changed my understanding of the importance of gender in the Project cycle.
I still have some reservations about including gender in the project cycle.
Generally, most participants indicated agreement with the three statements.
Participants also completed written evaluation forms (Annex H). The summary of the analysis is attached as
Annex I.
Participants reported that the workshop was well organised and met their expectations for being relevant, comprehensive and useful. However, most participants felt that the handouts could have been better organised, and that more time was necessary for some areas, especially on results-based management and on strategies for working with stakeholders. Discussions in groups and in plenary sessions were also useful activities and provided opportunities for learning and the sharing of experiences. The facilitator’s knowledge and supportive role were rated as excellent.
Participants identified the log frame and gender analysis concepts to be the most important, while case studies were the most useful exercise. Some participants felt that most of the concepts and exercises were relevant and important and one participant noted that there was ‘no least’ important aspect of the workshop.
In terms of knowledge and skills gained as a result of the workshop, participants felt that they had achieved a good grasp of the topics. However, more time was needed for results-based management as the ratings for this topic were fair, with one participant reporting a poor grasp of the concept.
Participants recommended further training in RBM, especially for policy makers, and suggested that training manuals/guidelines would be useful tools to ensure a better understanding and application of the concepts.
In concluding, the facilitator shared a ‘List of Readings’ and a ‘Glossary of Gender-Related Terms’ attached at Annexes J and K respectfully.
46
ANNEXES
47
ANNEX A
Course Outline
DAY 1
Unit 1: Introduction to Gender Analysis in Project Cycle Management (PCM)
8:30- 9:30 Session I: Introduction to the Course Welcome and Introductions
Goals and Objectives of the Course
Agenda Review
Workshop Procedures
Participants’ Learning Goals
9:30-10:30 Session II: Concepts in Gender Analysis Definition of Gender
Definition of Gender Mainstreaming
Brief Historical Overview of Gender Planning
Frameworks for Gender Analysis
10:30-11:00 BREAK
11:00-11:30 Session III: Socioeconomic Trends Gender Patterns in Key Socioeconomic Indicators in the Caribbean
UNIT 2: Applying Gender Principles and Techniques in Project Cycle Management
11:30-12:30 Session I: The Project Cycle Components of the PCM Framework
12:30- 1:30 LUNCH
1:30- 4:00 Session II: Project Case Analyses Provisions and Gaps Relating to Gender in PCM
DAY 2
8:30- 9:00 Recap of Day 1 Recall of key words and concepts
9:00-10:00 Session III: Approaches to Gender Analysis in PCM
Use of Gender Mainstreaming Tools in PCM
Gender Analysis of Log Frame Matrix
10:00-10:30 Session IV: Overview of CDB’s Gender Policy and Operational Strategy
Presentation by Denise Noel DeBique, CDB Gender Advisor
10:30-11:00 BREAK
11:00-12:30 Session V: Constructing a Model for Gender Analysis in PCM
Decision-making processes
The Role of PM and Chairpersons of Steering Committees
The Role of Stakeholders/Project Participants
Identification Formulation, Implementation, Monitoring & Evaluation
Gender in Results-Based Management (RBM)
Collecting Sex-Disaggregated Data
12:30- 1:30 LUNCH
UNIT 3: Developing A Framework (Handbook) for Gender Analysis in PCM
1:30- 3:30 Session I: Emerging Strategies and Methods for Gender in PCM
Opportunities and Constraints
Strategies for Working with Stakeholders
3:30- 3:45 BREAK
3:45- 4:30 Session II: Evaluation
48
ANNEX B
BNTF Gender Training Needs Assessment Please take a few moments to respond to the questions below. Your responses will help the Trainer to tailor the course to the participants’
needs. Thank you.
1. Have you participated in a gender training course before? If your answer is “No”, proceed to Question 4.
Yes No
2. If you answered yes, what topics did the course cover?
3. If you answered yes, how long did the course last?
4. On a scale of 1 to 5, where 1 is very low and 5 is very high, how would you rate your understanding of gender as a planning concept?
Very low Low Medium High Very high
5. In your work in the BNTF, what is of most concern to you in relation to gender?
6. What do you hope to achieve in the two-day BNTF gender training program?
7. Please use the space below to add any other comments you might have.
Source: Alicia Mondesire (2013)
49
ANNEX C
LIST OF PARTICIPANTS
COUNTRY PARTICIPANT DESIGNATION ORGANISATION EMAIL ADDRESS
Belize Esther Ramirez Member of the PSC [email protected]
Belize Nellie Trench Finance Unit Coordinator BSIF [email protected]
Dominica Matthew Carrette Project Manager BNTF Office [email protected] or
Dominica Esther Thomas Permanent Secretary Ministry of Social Services
Grenada Isaac Bhagwan Project Manager (Ag) BNTF Office [email protected]
Grenada Kim Frederick Chairperson Oversight Entity [email protected]
Guyana Bernard Lord Chairman - Oversight Entity
Ministry of Finance [email protected]
Guyana Michael Singh Project Manager (Ag) BNTF Office [email protected]
Jamaica Winsome Hudson-Reid
CBC & Training coordinator
JSIF [email protected]
Montserrat Angela Greenaway Cabinet Secretary Cabinet Secretariat [email protected]
Montserrat Mervin Browne Project Manager BNTF Office [email protected]
St. Kitts Sharon Rattan Chairperson - Oversight Entity
Ministry of Social and Community Development, Culture and Gender
Nevis Earl Pemberton Project Coordinator BNTF Office - Nevis [email protected]
St. Lucia Joachim Henry Project Manager St. Lucia Social Development Fund
St. Lucia Clive Hippolyte Deputy Project Manager St. Lucia Social Development Fund
St. Vincent and the Grenadines
Kenneth Douglas Project Manager BNTF Office [email protected]
St. Vincent and the Grenadines
Raymond Ryan PSC Chair Ministry of Agriculture Rural Transformation Forestry and Fisheries
50
ANNEX D
CASE STUDY 1.
LONDON VILLAGE, SANDY BAY, SAINT VINCENT AND THE GRENADINES
The community members of Sandy Bay prioritized the London Road as one of the major infrastructural issues they
would like addressed. They complained that when it rains, they have grave difficulty accessing their homes. Some
homes become flooded by the uncontrolled rain water run-off from the road, and even thought their farms are in
close proximity to the main road, all produce have to be headed to the waiting trucks. It becomes virtually impossible
to negotiate the mainly unpaved road which turns into a quagmire when it is wet.
Following an exploratory site visit, mobilization for a community meeting in Sandy Bay to discuss the application
began on March 3rd 2010. The CLO, along with the Rural Development Specialist and the Research Officer from the
Ministry of Rural Transformation, embarked on a transect walk through the Sandy Bay community, visiting several
homes in the process, talking to persons on the street and inviting them to the meeting scheduled for March 24th.
Persons who had prior pledged to attend the meeting were called and reminded of the time and venue. The meeting
was also publicized on the local community radio station “Garifuna Radio”. Although the attendance at the actual
meeting was a disappointed 24 persons (9M, 15F) and bore no resemblance to the enthusiasm for the project
encountered on the transect walk, the strong impression emanating from the meeting that the poor response was
that this resulted more from indifference conditioned by the experience of numerous broken promises.
Nevertheless, attendees were from a fairly wide range of backgrounds were quite enthusiastic and vocal.
London is an outskirt of the rural community Sandy Bay Village. Located 30 miles away from capital Kingstown, its
population is about 264 (127 M 137 F) and comprise a mix of yellow Caribs, Garifuna and Negroes. One of six
‘suburbs’ of Sandy Bay, London is the newest settled and is rapidly developing. Close by are the new Sandy Bay
Secondary and Sandy Bay Primary Schools, a recently constructed hard court and an upgraded playing field.
The Sandy Bay is in Charlotte Parish and part of the North Windward political constituency. The combined population
of Sandy Bay is 1174 (625 M, 549 F). It is home to the indigenous people of St Vincent and the Grenadines – the
Caribs and Garifuna. Although there are still a fair number of indigenous “yellow” Caribs in Sandy Bay, the population
is mixed, reflecting the integration of the Black Caribs (Garifuna, as they preferred to be called), the admixture of
Caribs and runaway Negro slaves who were accepted into the Carib community during the 17th and 18th centuries,
and negroes. Unemployment in the North Windward area has been always been exceptionally high. Even so, the
2007/2008 Country Poverty Assessment reported an increase since 1980. The current rate of 29% is the highest
across constituencies in St. Vincent and the Grenadines. Given that, this census division is the smallest in terms of
population density this level of unemployment is disproportionate and extremely debilitating. The same CPA
reported that the 16.5% unemployment in Sandy Bay gave that community the distinction of being the community
with the highest incidence of unemployment and poverty in St. Vincent and the Grenadines.
The people of North Windward have traditionally suffered from social isolation derived from the kind of social stigma
that bedevils indigenous peoples everywhere. Banished after the Carib Wars in 1798 to this ‘unproductive quarter’
of the island north of the Dry River, people in the communities have suffered social and physical isolation since, and
have remained at some social distance from the rest of the Vincentian society. Access to the ‘Carib Country’ is over
rugged difficult terrain and permitted precious little development of the region or integration of its people with the
mainstream of Vincentians. Until the upgrade of the Windward Highway in 2008, much of the access into the Carib
Country was over treacherous unpaved roads alternating between precipitous descents from sharp-edged ridges
51
radiating from the base of the La Soufriere volcano, and along surf-drenched passages where the roadway hugs the
windswept Atlantic shoreline.
The Rabacca Dry River, which ‘flows’ from the La Soufriere volcano, is an ephemeral river nearly half-mile wide and
contains water only during times of heavy rain. From time to time, however, flash floods have periodically occurred
in the dry season; isolating all vehicular communication to communities to its north. This has further contributed to
the physical isolation of these communities. The location of the communities literally at the base of the Soufriere
volcano is an ever-present threat and danger to the communities. The volcano last erupted in 1979 displacing the
entire population for more than 9 months.
The constraint of such physical access has been a very important impediment which contributed further to the
‘remoteness’ and development prospects of these communities, and has been only addressed recently with the
construction of the Rabacca Bridge in 2008. Apart from preventing easy commute to other areas and services (school,
work, and health care), the difficult access stifled opportunities to develop alternative livelihoods, and as one
community member noted, “Sick people use to die because they were unable to access hospital.”
The high unemployment in the area could be tied to the demise of the Orange Hill Estate which traditionally provided
the main source of employment for workers north of Rabacca. In the 1980s, the estate was cut up and distributed
to former estate workers under a well-intentioned Land Reform Strategy. This effectively removed the only source
of income for many and had a very devastating effect on the community. Traditional fishing and small scale farming
(arrowroot for export and vegetable production) now constitute the main sources of livelihood for the people of
Sandy Bay.
While a few of the houses in Sandy Bay are recent, large, well-built and attractive concrete or wooden structures,
the majority are older, small size multi-family structures. A substantial number are little more than shacks, hovelled
together a miscellany of building material. With limited land space, the houses cluster on the steep slopes or built
dangerously close to the sea, increasing the event present natural disaster risk from storm surges and frequent
Atlantic.
52
CASE STUDY 2.
BELLA VISTA, TOLEDO DISTRICT BELIZE
The community of Bella Vista is a relatively new village founded in the 1990s, located in the Toledo District,
approximately 45 miles from Punta Gorda Town. Bella Vista has a population of approximately 5,000 in 1,218
households but is rapidly expanding. The village is made up of Belizeans from the southern part of the country who
came in search of work and naturalized Central American Immigrants who left their home countries as a result of
civil strife or in search of a better life in Belize. The majority is Hispanic decent and secondly the Mayas who all work
together in the different banana plantations, orange groves, shrimp farms, construction works and milpas where
they grow their staple foods.
The existing water system is ten years old, built in 1999 and catered for 300 people initially. Since then the
community has grown rapidly and the present system is no longer efficient and is in dire need of expansion and
rehabilitation in order to meet the needs of the entire community. Because of the limited funding sources SIF will
concentrate on upgrading of the existing old areas and expansion to new areas of Bella Vista which are not connected
to the present system. Presently the community is experiencing the following problems:
Not everyone is getting a proper supply of water, only 30% of the community have access to potable water from the system but the pressure is low.
Only those families in the lower central area of the village have 24 hours access to water.
Houses in the areas which are not connected to the present water system used wells and catchment tanks as their mean of supply.
The use of wells is not healthy because of nearby latrines.
Households are not paying their monthly bill due to inconsistent unavailability of water.
Houses that enjoy a constant supply of water frequently abuse it.
Lot of leakages in the present distribution lines
Electricity bills are high and the water board presently have $300.00 in their account and are struggling to meet their electricity bill.
With the proposed upgrade of the existing old area and expansion to the new areas of Bella Vista including the
Catacamas area, most of these problems will be solved. The replacement of 3” pipes to 6” pipes will provide
sufficient pressure to all the residents who will be connected and provide for the second phase and future expansion;
the installation of meters will regularize the use of water and will assist in the control and monitoring of water usage.
It is expected that with the use of water meters, there will be less pumping hours and a reduction in electricity
consumption. At a recent community meeting the majority of the participants are in full support for the installation
of meters as a non-optional part of the project and agreed to participate fully for the upgrading and expansion of
their water system.
The project intends to upgrade the existing system in the old Bella Vista area with the installation of water meters
for monitoring and control and therefore better management. It also includes the installation of 6 inch, 4 inch and 3
inch pipes along with control valves, fittings, inspection boxes and washouts running through the village at certain
points for expansion of distribution lines to have volume of water to boost up the existing pipelines in the village
and to new areas including the Catacamas area. A new well with pump house and fence outside the village perimeter
and at a high point will be installed for the provision of adequate quantity and quality of water since the present
53
well sometimes runs low in capacity. Proper training will be given to water board members and operators to
strengthen the organization. Training in basic accounting will be provided by the Ministry of Local Government and
Rural Development. The community will contribute by carrying out the trenching and backfilling and searching for
leaks at a subsidized rate per foot for pipe installation.
In the future, the second phase will include the construction of a new tank and fence at a new site at the highest
point in the village. Also consideration will be given to the additional 470 residents of Bella Vista village. The
estimates will reflect the financing needed with an additional percentage for village growth.
A Project Monitoring Committee will be established to monitor all works being done during the implementation of
the project. They will be responsible to provide monthly progress report on works accomplished and problems
faced.
This project will also sensitize the community about the benefits of meters and training will be provided for members
of the water board in collaboration with the Ministry of Rural Development, the Village Council and the Bella Vista
Water Board.
54
ANNEX E
ACCOUNTING FOR GENDER IN THE LOG FRAME22
Narrative Summary Objectively Verifiable Indicators (OVIs)
Means of Verification (MOVs)
External Factors (Assumptions)
Development Objective
Do gender relations in any way affect the project outcome?
What measures can verify the achievement of the gender-responsive goal?
Are data for verifying the goal sex-disaggregated and analyzed by gender? What gender analytical tools will be used? Gender Impact Assessment?
What are the important external factors necessary for sustaining the gender –responsive goal?
Immediate Objective
Does the project have gender-responsive objectives?
What measures can verify the achievement of the gender-responsive objectives?
Are the data for verifying the project purpose sex-disaggregated and analyzed in terms of gender? What gender analysis tools will be used (e.g., in Rapid Appraisal
exercises)?
What are the important external factors necessary for sustaining the gender-responsive objectives?
Outputs (Results)
1.
2.
3.
Is the distribution of benefits taking gender relations into account?
What measures can verify whether project benefits accrue to women as well as men?
Are the data for verifying the project outputs sex-disaggregated and can be analyzed in terms of gender? What gender analytical tools will be used?
What are the important external factors necessary for achieving the project benefits?
Activities
1.
2.
3.
4.
Are gender issues clarified in the implementation of project activities? (e.g. work plans)
Inputs
What goods and s do project
Beneficiaries contribute? Are contributions from
men and women accounted for? Are women and men’s access to and control over these inputs accounted for?
Are the data for verifying project activities sex-disaggregated analyzed in terms of gender? What gender analysis tools will be used (e.g. in monitoring the activities?)
What are the important external factors necessary for achieving the activities and ensuring the continued engagement of men and women participants in the project?
22 Adapted from World Bank Site Resources, http://www4.worldbank.org/afr/ssatp/resources/html/gender-rg/Source%20%20documents/Tool%20Kits%20&%20Guides/Monitoring%20and%20Evaluation/TLM&E2%20Engendering%20the%20Logframe.pdf
55
ANNEX F
CDB GENDER EQUALITY POLICY
RATIONALE
The Bank’s mission is to promote sustainable economic growth and the systematic reduction of poverty through social and economic development. Increasingly, evidence shows that gender inequality contributes to losses in economic
efficiency and effectiveness and affects both women and men adversely, whereas measures which support increased
GE lead to economic growth and poverty reduction. CDB also recognises that GE is inextricably linked with the three
strategic levers of the Bank’s PRS and that issues of gender inequality must be urgently addressed in order to enhance
the capability and reduce the vulnerability of the poor as well as assist in the achievement of good governance within
its borrowing member countries (BMCs). CDB also recognizes that the impact of globalization and increased regional
and international linkages have reinforced economic imbalances in some sectors and among some groups. Therefore,
the Bank is committed to focusing resources on analyzing and addressing gender inequalities in the Region to assist
women and men of all ages and in all sectors to achieve their full potential.
GOAL
To be a leading catalyst promoting GE in the Region by working with borrowing members and other development
partners in a responsive and collaborative manner to analyze the economic and social causes of gender inequality in
order to reduce poverty and vulnerability and to assist all women and men to achieve their full potential.
OBJECTIVES
To reduce economic and social vulnerability by empowering women and men to build and protect their assets,
including livelihoods and savings, as a means of building sustainable, equitable communities.
To strengthen the capacity of all women and men, girls and boys, to acquire education, skills, and self-confidence
in order to access economic opportunities, increase livelihood options and improve their quality of life in the
changing global economy.
To support governance processes in which women and men have equal access to power and authority in society, and effectively influence policies and advocate for their rights.
CORE COMMITMENTS
To analyze and address the GE dimensions of economic and social issues in all CDB policies, loans, projects and
in the Bank’s external and internal operations.
To acknowledge that every policy, loan and project affects men and women differently.
To implement specific measures to eliminate gender inequalities and disparities.
To promote GE and empowerment through partnership between women and men.
To communicate the Bank’s commitment in the Region and advocate for GE in the BMCs.
To promote GE as a means to support sustainable development, and reduce poverty and vulnerability.
To work in partnership with stakeholders and development agencies.
To implement an institutional strategy that sensitizes all CDB staff to GE dimensions in all aspects of internal
work relationships and promotes the progressive incorporation of more balanced gender perspectives into
management policies, operating style and staff.
56
ANNEX G
57
ANNEX H
EVALUATION – FEEDBACK FORM
Workshop on Mainstreaming Gender in the Basic Needs Trust Fund
October 28 – 29, 2013
Barbados
Please rate each of the following aspects of the workshop. Tick the box that indicates how much you agree with
each statement.
0 = not at all 1 = somewhat 2 = met expectations 3 = exceeded expectations
The workshop content was relevant
The workshop content was comprehensive
The workshop content was easy to understand
Group activities discussions were useful learning experiences
Plenary discussions were useful for exchanging and sharing of information
The handouts were clear and well-organized
The facilitator was knowledgeable
The facilitator was supportive
Please complete the statements:
The most important concept(s)/exercise(s) was/were _____________________________________________
The least important aspect(s) of the workshop was/were __________________________________________
58
How would you rate your knowledge and skills after the workshop in the following areas? Please tick the most appropriate box.
Gender definitions Poor Fair Good Excellent
Gender mainstreaming definitions Poor Fair Good Excellent
Gender analysis framework Poor Fair Good Excellent
Gender in Project Cycle Management Poor Fair Good Excellent
Gender in Results-based Management Poor Fair Good Excellent
Strategies for working with stakeholders Poor Fair Good Excellent
Suggestions for future workshops/training
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________
59
ANNEX I
SYNTHESIS OF PARTICIPANTS’ RESPONSES ON COURSE EVALUATION
Rating of some aspects of the workshop
Not at
all Somewhat
Met expectations
Exceeded expectations
No response
The workshop was relevant 2 13 5
The workshop content was comprehensive 1 3 11 5
The workshop content was easy to understand 2 12 6
Group activities discussion were useful learning experiences
11 9
Plenary discussions were useful for exchanging and sharing information
10 10
The handouts were clear and well organised 5 11 3 1
The facilitator was knowledgeable 6 14
The facilitator was supportive 6 14
The most important concept/exercises was/were:
1. Log frame
2. Gender balance; gender aware; the difference between ‘gender specific’, ‘gender sensitive’, and ‘gender
based’; quantitative and qualitative; achieving GE through GE processes
3. Clearer definition of gender as it relates to PCM objectives. How gender can be mainstreamed into each stage
of the project life cycle. How to address gender sensitive issues without alienating the male sector of the
community or without appreciation of community (familial or societal relations)
4. Log frame of Sandy Bay
5. Gender analysis
6. Log frame since it gave a practical opportunity to understand and apply the gender concepts learnt during this
workshop
7. Gender analysis; and gender analysis of the log frame matrix
8. Concepts in gender analysis; gender mainstreaming; constructing a model in GA – identification, formulation.
9. Constructing a model framework analysis
10. Gaining a better understanding of gender as it relates to the project cycle management
11. Developing the framework for gender analysis in PCM using specific case studies
12. Clarifying the concepts surrounding gender and gender definitions. Expansion of the four models
13. Gender analysis
14. Log frame matrix
60
15. Project cycle management
16. Analysis of project (discussion) of (in our case) Sandy Bay, St. Vincent and then insert in framework.
17. Actually doing the case study, much was achieved
18. Completing the log frame exercise which highlighted gender mainstreaming at different stages of the project
cycle
19. Use of gender analysis in RBM
20. Always think gender when conceptualising
21. Case study gender analysis using Harvard gender roles/access to resources/ownership /control
22. The application of the gender analysis framework. It was a learning experience grappling with its application
23. The difference between gender equity and gender equality exercise
24. Gender analysis and log frame.
The least important aspects of the workshop was/were:
1. Definition of gender
2. I found all aspects of the workshop to be valuable because they allowed the GE issue to be examined and
defined from a number of perspectives
3. All aspects were relevant and important
4. All aspects were important
5. Longer sessions on key areas
6. Socio-economic trends
7. Concepts in gender analysis
8. Overview of CDB’s gender policy because this narrowed the gender focus back to a concentration on females.
9. Honestly, cannot find a ‘least important’. It was all very relevant.
10. There was no least; all topics were relevant. However, more time could have been spent on result based
monitoring to help in concretising the logical framework
11. Decision-making processes/role of PM and chairpersons
12. Results based management – enough time was not available to delve into this area.
61
Participants rating of their knowledge and skills after the workshop:
Poor Fair Good Excellent No response
Gender definitions 2 0 7 1
Gender mainstreaming definitions 3 0 7
Gender analysis framework 8 9 3
Gender in project cycle management 3 4 3
Gender in results based management 1 9 1
Strategies for working with stakeholders 11 6 3
Suggestions for future workshops/training:
1. The value that I derived from this experience was the result of:
(a) the exchange of experiences and ideas in plenary by ‘project managers’, i.e. people with practical
understanding of how gender can be effectively incorporated into development initiatives;
(b) a non-coercive presentation of gender as a cross-cutting theme;
(c) very clear and relevant description of definitions and gender relevant situations;
(d) practical group exercises, e.g. the LFA/case studies exercise
2. Case studies relating to skills and empowerment strategies
3. A little more time required to further expand and define the last three areas highlighted above – gender in
PCM; gender in RBM; strategies for working with stakeholders
4. Provide information to policy makers
5. Training in log frame for GA
6. Training for OE and key line ministries
7. Your indication that there is so much more relevant information but had to brush pass or left for another
workshop. All training that is useful for Project Managers should be ... possible with other workshops or training
manuals
8. Maybe examples of how gender is used in a real life project to include the result of the actual project. This
would assist participants to better apply the tools
9. More case studies to help participants better understand the integration of gender analysis in the PCM and its
implication for community participation beneficiaries
10. Gender analysis in project cycle management
11. Understanding gender for policy makers
12. If possible have testimonials from persons (be they professionals or not) on how they deal with gender issues
in practical situations
13. A little introduction of ‘gender definitions’ in depth would have been helpful for the groups. It is a ‘subject’
that not all are familiar with
14. The workshop before this one should have been a part with the same attendees
15. Training in results based management
62
16. Coaching sessions for PMC on GA and roll out of handbook/guidelines
17. Combine training for CEOs and PMs
18. More explanations on the tools
19. Elaboration of gender entry points in the project cycle
20. The workshop was well organised and well-paced. Interactive exercises were perfect. More time to focus on
Results Based Management – 3 days instead (smiley face)
63
ANNEX J
READINGS
Regional and Global Reports
Global Gender Gap Report 2012
Publisher: WORLD ECONOMIC FORUM
The Global Gender Gap Report 2012 emphasizes persisting gender gap divides across and within regions. Based on the seven years of data available for the 111 countries that have been part of the report since its inception, it finds that the majority of countries covered have made slow progress on closing gender gaps. The 2012 findings show that Iceland tops the overall rankings in The Global Gender Gap Index for the fourth consecutive year. Finland ranks in second position, overtaking Norway (third). Sweden remains in fourth position. Northern European countries dominate the top 10 with Ireland in the fifth position, Denmark (seventh) and Switzerland (10th). New Zealand (sixth), Philippines (eighth) and Nicaragua (ninth) complete the top 10.
The index continues to track the strong correlation between a country’s gender gap and its national competitiveness. Because women account for one-half of a country’s potential talent base, a nation’s competitiveness in the long term depends significantly on whether and how it educates and utilizes its women.
http://www.weforum.org/issues/global-gender-gap
Closing the Gender Gap: Act Now
Publisher: OECD
Gender gaps are pervasive in all walks of economic life and imply large losses in terms of foregone productivity and living standards to the individuals concerned and the economy. This new OECD report focuses on how best to close these gender gaps under four broad headings: 1) Gender equality, social norms and public policies; and gender equality in 2) education; 3) employment and 4) entrepreneurship. Key policy messages are:
Greater gender equality in educational attainment has a strong positive effect on economic growth;
Stereotyping needs to be addressed in educational choices at school from a young age. For example, adapt teaching strategies and material to increase engagement of boys in reading and of girls in maths and science; encourage more girls to follow science, engineering and maths courses in higher education and seek employment in these fields;
Good and affordable childcare is a key factor for better gender equality in employment. But change also has to happen at home as the bulk of housework and caring is left to women in many countries. Policy can support such change, for example, through parental leave policies that explicitly include fathers.
Support policies for women-owned enterprises need to target all existing firms, not just start-ups and small enterprises. Equal access to finance for male and female entrepreneurs needs to be assured.
http://www.oecd.org/gender/closingthegap.htm
World Development Report on Gender Equality and Development
Author: WORLD BANK
Publisher: World Bank
64
Date: 2012
Eliminating barriers that prevent women from working in certain occupations or sectors would have positive effects, reducing the productivity gap between male and female workers by one-third to one-half and increasing output per worker by 3 to 25 percent across a range of countries.
http://web.worldbank.org/WBSITE/EXTERNAL/NEWS/0,,contentMDK:23003001~pagePK:64257043~piPK:437376~theSitePK:4607,00.html
Gender Equality as Smart Economics: A World Bank Group Gender Action Plan (Fiscal years 2007–10)
Author: WORLD BANK
Publisher: World Bank
Date: September, 2006
Gender equality matters in its own right but is also smart economics: Countries that create better opportunities and conditions for women and girls can raise productivity, improve outcomes for children, make institutions more representative, and advance development prospects for all, says a new World Bank flagship report.
http://siteresources.worldbank.org/INTGENDER/Resources/GAPNov2.pdf
Progress Report on Gender Equality, Poverty Eradication and the Millennium Development Goals in the Caribbean.
Publisher: ECLAC Port of Spain
Authors: CHARLES-GUMBS, I AND STUART, S. (2011) Port of Spain: ECLAC.
http://www.eclac.cl/publicaciones/xml/6/45466/LCARL.356.pdf
The report highlights several areas which should be addressed in order to realize gender equality and sustainable
poverty alleviation. These areas include but are not limited to: the education of teenage mothers with the necessary
support, in the mainstream secondary programmes of the region; affirmative action to facilitate women’s access to
political decision-making; passage and enforcement of legislation to realize gender equity and equality; Focusing on
decent work through macro-economic and social policy development; Strengthening of states’ capacity to
mainstream gender; social programmes to support women’s work in the domestic sphere; collection of sex
disaggregated data; improved food security; strengthened and re-engineered social protection and safety net
systems, and the facilitation of community empowerment to harness the collective energies of the population, in
order to realize gender equality and poverty alleviation.
CONCEPTUAL WRITINGS
Gender Frameworks for Program Design
Author: ACDI/VOCA
In many proposals the idea of including “gender issues” is often an afterthought. In many cases, having a “gender
focus” means only that there is a paragraph in the document that states that “women will be targeted for
interventions when at all possible and will be involved in the decision-making process.” However, gender is not just
about “women,” rather how men and women interact in the context of a development setting. Therefore,
frameworks have been developed that help to design programs that appropriately target groups within a
65
community. The frameworks presented could be used for gender analysis during the development of a program
proposal.
http://www.acdivocacoopex.org/acdivoca/CoopLib.nsf/dfafe3e324466c3785256d96004f15a8/b300d247b0fec15e
85256d96004f71ae/$FILE/Gender%20Frameworks%20for%20Program%20Design.pdf
Gender, Behavioral Finance and the Investment Decision
As per classical economic theory, humans are completely rational decision makers who carefully evaluate all facts
and evidences before taking decisions that aim at maximizing outcomes. However it has been found that in real life
humans are not totally rational, rather they are influenced by various behavioural factors while making decisions.
Behavioural Finance has thus emerged as an emerging field that studies the influence of psychology on financial
decisions. However, it still remains to be investigated whether the impact of behavioural factors is homogenous on
all individuals or whether the demographic and psychographic characteristics of the individuals in any way influence
the behavioural investment decision. This research takes up one demographic variable, gender, and attempts to
investigate the extent to which gender differences influence behavioural investment decisions.
66
Gender Roles
Publisher: Princeton University Press
A gender role is a theoretical construct in the social sciences and humanities that refers to a set of social and
behavioral norms that, within a specific culture, are widely considered to be socially appropriate for individuals of a
specific sex. Socially accepted gender roles differ widely between different cultures. Proponents of gender role
theory assert that observed gender differences in behavior and personality characteristics are, at least in
part, socially constructed, and therefore, the product of socialization experiences; this contrasts with other models
of gender that assert that gender differences are "essential" to biological sex. Gender differences exist in almost all
societies. With differences in the norms adopted, this suggests that gender differences are, at least partly, influenced
by culture.
http://www.princeton.edu/~achaney/tmve/wiki100k/docs/Gender_role.html
NEWS ARTICLES
Marginal man Trinidad and Tobago review Author: STABROEK NEWS Tunapuna, 2010. Lloyd Best Institute of the West Indies
This commentary outlines the visible marginalization of men both in the Caribbean and in America and implies that this growing trend stems from the inability of men to adapt rapidly enough to the changing social and economic patterns which have occurred as a result of both the feminist movement and globalization.
http://minisis.eclacpos.org/scripts/minisa.dll/144/BIB_PROFILE/WEBOPAC_DET_AACR2_BIB/BIBLIO_CATEG+05.07.04+AND+BIBLIO_EDITION+05?SESSIONSEARCH
As Men Lose Economic Ground: Clues in the Family
Author: BINYAMIN APPELBAUM
http://www.nytimes.com/2013/03/21/business/economy/as-men-lose-economic-ground-clues-in-the-family.html?hp&_r=0
Anthropologist Says Societal Neglect of Jamaican Males Breeds Rapists
Author: PETRE WILLIAMS-RAYNOR. Jamaica Gleaner Sunday, November 25, 2012
http://www.jamaicaobserver.com/news/Anthropologist-says-societal-neglect-of-J-can-males-breeds-rapists_13017136#ixzz2DGLqrriH
http://www.jamaicaobserver.com/news/Anthropologist-says-societal-neglect-of-J-can-males-breeds-rapists_13017136
67
ANNEX K
GLOSSARY OF GENDER-RELATED TERMS
Empowerment The process of gaining control over the self, over ideology and the resources which determine power. (Srilata Batliwala – “Empowerment of Women in South Asia, Concepts and Practices)
Engender Be the cause of (a situation or condition). Example: some people believe that poverty engenders crime. (Oxford Advanced Learner’s Dictionary: Fourth Edition, Indian Edition)
GAD Gender and Development. GAD looks at the larger inequities of unequal relations between the rich and the poor, the advantaged and the disadvantaged and within that, the additional inequities that women face.
GDI Gender-related development index – from UNDP Human Development Report
GEM Gender Empowerment Measure
Gender Refers to the comparative or differential roles, responsibilities and opportunities for women and men in a given society.
Gender Balance Participation of an equal number of women and men within an activity or organisation. Examples are representation in committees or indecision making structures.
Gender Blind Interventions which appear neutral as they are couched in abstract, generic categories but are implicitly male biased.
Gender Disaggregation of Data The collection of data on men and women separately in relation to all aspects of their functioning – ethnicity, class, caste, age, location.
Gender Equality Refers to norms, values, attitudes and perceptions required to attain equal status between women and men without neutralizing the biological differences between women and men.
Gender Equity Fairness in women’s and men’s access to socio-economic resources. Example: access to education, depending on whether the child is a boy or a girl.
A condition in which women and men participate as equals and have equal access to socio-economic resources.
Gender Mainstreaming (UNDP) Taking account of gender equality concerns in all policy, programme, administrative and financial activities, and in organisational procedures, thereby contributing to a profound organisational transformation. Specifically. Bringing the outcome of socio-economic and policy analysis into all decision-making processes of the organisation, and tracking the outcome. This includes both the core policy decisions of the organisation, and the small every-day decisions of implementation.
Gender Neutral Interventions targeted at the actors – be they women or men, which are appropriate to the realization of predetermined-goals, which leave the existing division of resources and responsibilities intact.
Gender Relations Ways in which a culture or society prescribes rights, roles, responsibilities, and identities of women and men in relation to one another.
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Gender Sensitive Recognition of the differences and inequities between women’s and men’s needs, roles, responsibilities and identities.
Gender Specific Targeted only at the needs and interests of either women or men, as in separate categories.
Indicator Signal that reveals progress (or lack thereof) towards objectives; means of measuring what actually happens against what has been planned in terms of quantity, quality and timeliness. Example: women’s annual income from small-scale and micro enterprises assisted by a project over a five-year period, to show if there has been an increase in the women’s level of income as planned. (Results-oriented Monitoring and Evaluation Handbook – UNDP)
Production This includes the production of goods and services for income or subsistence. It is this work which is mainly recognised and valued as work by individuals and societies, and which is most commonly included in national economic statistics. Both women and men perform productive work, but not all of this is valued or rewarded in the same way.
Reproduction This encompasses the care and maintenance of the household and its members, such as cooking, washing, cleaning, nursing, bearing children and looking after them, building and maintaining shelter. This work is necessary, yet it is rarely considered of the same value as productive work. It is normally unpaid and is not counted in conventional economic statistics. It is mostly done by women.
Sex The biological differences between men and women, which are universal, obvious and generally permanent. Sex describes the biological, physical and genetic composition with which we are born.
Triple Roles Triple role refers to the reproductive, productive and community managing role. The way these forms are valued affects the way women and men set priorities in planning programs or projects. The taking or not taking into consideration of these forms can make or break women’s chances of taking advantage of development opportunities. (Moser, 2003)
WAD Women and Development. WAD recognizes that women have always been economic actors and emphasizes structural change of the global political economy. It does not address the linkage between patriarchy and economic exploitation.
WID Women in Development. A WID approach seeks to integrate women into the development process by targeting them as passive beneficiaries of programming.