Transcript Gender-sensitive Monitoring and Evaluation
Gender-sensitive Monitoring and Evaluation
For Training Course on “Gender Equitable development Projects” APMASS & WAP, AIT: Vietnam
Karabi Baruah-Ph.D
Gender, HIV & Development Specialist
27 th June 2012 Danang, Vietnam
Session Objectives
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Identify critical considerations of a gender-sensitive monitoring and evaluation framework.
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Identify the necessary components of a gender-sensitive evaluation.
A quick check…
True or false?
1.Men and women have different development priorities, needs and constraints and are affected differently by development programs 2. Conventional M&E systems often capture gender differences in access and impact 3. Efficiency/ equity enhanced when gender differences are taken into account.
4. Most people assumed in “gender neutrality” of M&E methods & processes 3
Why a gendered M&E process?
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Do you believe that ….
Having a gender-neutral M&E (with no reference to any sex), including the use of gender-neutral language, is the correct way of conducting M&E?
Gender-neutral M&E, in most societies ends up reflecting men’s priorities 5
For Monitoring and Evaluation to be Gender-sensitive…
• Requires gender issues to be monitored at each stage of the project cycle • Assess differences between women and men in terms of project performance and results • Reflect the needs and experience of women and men 6
Overall a Gender sensitive M&E Improves development outcomes by ensuring target populations are better served by projects
Gender Sensitive M&E Measures…
• • • • Not just the what, when and where, but • Change in the division of labor • Access to and control over resources Practical and strategic Participation (within projects, and in household/community) Change in decision-making Changes in gender gap gender needs/interests 7 7
Adapt monitoring program to:
• Acknowledge differing, ▫ ▫ ▫ Roles (currently accomplished, division of labor) Responsibilities (who makes decisions on specific tasks, i.e. water fetching, market access) Capacities (able to do; based on knowledge, assets, etc.) ▫ Constraints (time, social skills, double burden, etc.) 8
Shift from WID to GAD affects GDD
• Women and development approach (WID), focus on women as a homogenous group • Gender and development approach (GAD) focus on gender relation (women in relation to men), gender equality. • Gender Disaggregated Data GDD should reflect this by shifting from women only activities, to activities where women and men are involved, and measuring relational aspects (division of labor, change in intra household decision-making level) 9
Example- A gender sensitive M&E ensures the capture of women’s contribution to agricultural* production
Because….
• • • Women’s Role in staple and secondary crops (underestimated in the first case, undervalued in the second case) Greater role in subsistence agriculture is explained by lack of access to agricultural service and inputs, less assets (not a simple division of labor) Women may be involved in low yield complex production systems that ensure stability and resilience, so a yield-based assessment would underestimate women’s contribution.
Invisibility of women’s work in survey and other data collection tools
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Tend to be more true of a quantitative approach Surveys are often based on the assumption that the heads of household are men
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Data tend to focus on (underestimating unpaid work, the informal sector or home based work) visible, formal or paid work or task Often assume static gender roles* Survey design tend to be done by men their experience and interests and it reflects
Are women economically active?
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What in your experience/ perception are the issues & challenges in Gender sensitive M&E?
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Lack of gender data can lead to incorrect conclusions
Lack of knowledge may • lead to overlooking or underestimating gaps in access to and control over resources and benefits • underestimate women in unpaid work and also in remunerated work roles in and contributions of Lack of understanding on work task, phases and specialization • May lead to findings wrong associations or incomplete (income with men, etc)
Lack of gender data leads to poor management
• • • • Users of resources are misunderstood or misidentified, leading to poor project design , offering wrong solutions and potentially affecting project outcomes Lead to wrong intervention , and a waste of expertise with women and fisheries) (as Lack of knowledge of participation barriers undermines participatory approaches M&E does not provide proper feedback 17
Gendered baseline data
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Monitoring Gender Sensitive Participation in Project Cycle
Project management: Women < —> Men Identifi cation Design Implemen tation Evaluation Women < —> Men Project target groups * Monitor and evaluate ‘within’ processes at each stage, including evaluation (hence gender M&E)
Key issues to consider at different stages in a gender sensitive M/E system…
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Stage-I: Identification
Key issues to consider
Are the project’s goals and objectives gender-sensitive: do they adequately reflect women’s and men’s needs?
What is the level of input from men and women stakeholders, local women’s NGOs, community based organizations, etc., in setting goals and objectives?
Is baseline information, against which results can be measured, being collected through gender analysis and/or social assessment (covering social-cultural, political and economic aspects)?
Does the client (country, state, district) have the policy and institutional framework to promote gender equality in development activities?
Stage-II: Design
Key issues to consider
• Do the activities planned reflect the project’s gender sensitive goals and objectives?
• Is there a credible implementation plan that links courses of action and intermediate targets to expected final outcomes which benefit both men and women?
• Are gender-sensitive target and M&E indicators identified in consultation with female & male stakeholders? • Have the male & female beneficiaries identified performance indicators they would like to monitor?
• Does the project design take into account how the information will be used and by whom, and are these needs being assessed in light of budgetary and time constraints?
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Stage-III: Implementation
Key Issues to consider
• Are gender-sensitive and sex-disaggregated data being collected to keep track of inputs and outputs, and to measure outcomes? From what sources?
• Is the same information as the baseline data being collected for the indicators at one or several times during the life of the project in order to measure and evaluate impact?
• Are there specific and adequately detailed references to gender in progress/supervision reports?
• Are the data fed back to project personnel and beneficiaries on a timely basis to allow for project adjustments?
• Are local women’s organizations, NGOs, research institutes, etc., involved in monitoring the progress of the project’s gender integration?
• Do the tools and methods reflect gender outcomes and impacts?
• Are there male and female data collectors, and have they received gender sensitivity training?
Stage-IV: Evaluation Key issues to consider
How has integrating the gender perspective changed project implementation and results?
How have men and women benefitted from or been harmed by the project?
Derive and share lessons that can feed into the overall Rural Development goals and objectives
A FRAMEWORK for Monitoring and Evaluation Input Process Output Outcome Impact
People money equipment policies etc.
Implemen tation Training Logistics Management etc.
Results: Activities or Services done Behaviour Practices Knowledge (target population)
Livelihoods Empowerment Health
Source: Adapted from www.who.int/hiv/strategic/me/en/me_of_aids_overview.ppt
DATA COLLECTION for Monitoring and Evaluation Low Common Gender integration Some Some Low Input Process Output Outcome Impact Programme Monitoring Household Surveys Qualitative methods
Source: Adapted from www.who.int/hiv/strategic/me/en/me_of_aids_overview.ppt
Sustainable Livelihood Framework Gender analysis
Checklist for Assessing gender sensitivity data collection Situations /Issues to Avoid Actions to ensure methods adequately address gender issues
• • • • Sex disaggregated data is available but not used Information is not collected from the right people Household surveys are not the appropriate data collection method Inadequate analysis of gender differences in control of resources within the household • Assess the availability of gender responsive data before considering the need to collect new data. •Include additional questions on gender-specific topics •Use special methods to analyze gender differences in household decision-making and control of resources.
•Use special methods to study domestic and public violence •Budget time and resources for follow-up field visits to interpret and further explore statistical findings.
“Engendering” the Project Logical Framework
Engendering the Logical Framework (LF)
• • Engendering the logical framework is particularly about identifying and accounting for the gender issues implicit in the planning, monitoring and evaluation of projects, i.e. ensuring it is conscious of social equity issues such as gender relations (FAO) You can use the following 4 slides as a tool to ensure the LF is engendered
Goal checklist
Narrative summary Objectively Means of verified indicators verification Important assumptions
Do gender relations affect the project goal?
What measures can verify Are data for verifying the goal What are the important external achievement of the sex-disaggregated factors necessary gender-sensitive goal?
and analysed in terms of gender?
for sustaining the gender sensitive goal?
What gender analysis tools will be used (e.g., in impact assessment)?
Source: FAO/WFP, SEAGA for Emergency and Rehabilitation Programmes: Socio-Economic and Gender Analysis, 2008.
Purpose objectives checklist
Narrative summary Objectively verified indicators Means of verification Important assumptions
Does the project have gender responsive objective(s)?
What can measures verify Is data for verifying the project purpose What are the important external achievement of the sex-disaggregated factors necessary gender responsive and analysed in objective(s)?
terms of gender?
for sustaining the gender-responsive objective(s)?
What gender analysis tools will be used (e.g., in Rapid Rural Appraisal)?
Source: FAO/WFP, SEAGA for Emergency and Rehabilitation Programmes: Socio-Economic and Gender Analysis, 2008.
Outputs checklist
Narrative summary Objectively verified indicators Means of verification Important assumptions
Is the distribution of benefits taking gender roles and relations into account?
What measures can verify project Is data for verifying project benefits accrue to outputs sex women and men, and different types and analysed in of women engaged in or disaggregated terms of gender?
affected by the project?
What gender analysis tools will be used (e.g., participatory field evaluations)?
What are the important external factors necessary for achieving project benefits (specifically for women)?
Source: FAO/WFP, SEAGA for Emergency and Rehabilitation Programmes: Socio-Economic and Gender Analysis, 2008.
Activities checklist
Narrative summary Objectively
Are gender issues clarified in the implementation of the project, e.g. workplan?
verified indicators Means of verification Important assumptions
Which goods and services are provided by the beneficiaries to the project?
Are contributions from women and men accounted for?
Is data for verifying project activities sex-disaggregated and analyzed in terms of gender?
What are the important external factors necessary for achieving the What gender monitoring the activities)?
activities and especially ensuring the continued analysis tools will be involvement of men used (e.g. and women participants in the project?
Are external inputs accounting for women’s access to and control over these inputs?
Source: FAO/WFP, SEAGA for Emergency and Rehabilitation Programmes: Socio-Economic and Gender Analysis, 2008.
Engendering the LF is NOT just about adding gender components
• • • It can be in ensuring GDD for all indicators It can be about including women or men in activities where they are usually not engaged but where their participation is important, i.e
including women in agricultural training, including men in nutrition training, or reducing gaps in participation or benefits.
It can also be about within-project processes, like project staff trained, number of women managers or women enumerators.
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• • • • How do the issues raised in the presentations relate to your work Did any ideas emerge on how the issue or concern might be addressed at your work (eg WAP= annual workplan or IFAD- LF?) After the next session on GDD you will get a chance to practice engendering a LF 36