Section 2. What Social And Environmental
Issues Exist: Strengthening Design And
Implementation of REDD+
2.5.1 Gender Analysis Tools
USAID LEAF
Regional Climate Change Curriculum Development
Module: Social and Environmental Soundness (SES)
Name
Affiliation
Kasetsart University,
Thailand
Penporn Janekarnkij; Co-Lead Kasetsart University,
Thailand
Surin Onprom; Co-Lead
Name
Affiliation
Tran Thi Thu Ha
Vietnam Forestry University
Nguyen Dinh Hai
Vietnam Forestry University
Rejani Kunjappan; Co-Lead
RECOFTC
Thailand
Vo Mai Anh
Vietnam Forestry University
Claudia Radel; Co-Lead
Utah State University
Tran Tuan Viet
Vietnam Forestry University
Sarah Hines; Co-Lead
US Forest Service
Cao Tien Trung
Vinh University, Vietnam
Sidthinat Prabudhanitisarn
Chiang Mai University,
Thailand
Nguyen T. Trang Thanh
Vinh University, Vietnam
Sharifah Zarina Syed Zakaria
University Kebangsaan Malaysia
Nguyen Thu Ha
USAID Vietnam Forests &
Deltas
Mohd Rusli Yacob
University Putra Malaysia
Maeve Nightingale
IUCN MFF
Kaisone Phengspha
National University of Laos
Guada Lagrada
PACT MPE
Phansamai Phengspha
National University of Laos
Le Van Trung
DARD Lam Dong
Kethsa Nanthavongduangsy
National University of Laos
Nguyen Thi Kim Oanh
AIT Thailand
Freddie Alei
University of Papua New Guinea
David Ganz
USAID LEAF Bangkok
Chay Kongkruy
Royal University of Agriculture,
Cambodia
Kalpana Giri
USAID LEAF Bangkok
Soreivathanak Reasey Hoy
Royal University of Phnom Penh,
Cambodia
Chi Pham
Project Coordinator
USAID LEAF Bangkok
I.
INTRODUCTION AND BACKGROUND
1.1.
1.2.
1.3.
1.4.
Introduction to Climate Change
The Climate Change Mitigation & Adaptation Context
Introduction to Social and Environmental Soundness (SES)
Guiding Frameworks – Sustainable Development & Ethics
II. WHAT SOCIAL AND ENVIRONMENTAL ISSUES EXIST: STRENGHENING
DESIGN AND IMPLEMENTATION OF REDD
2.1. Environmental Co-benefits: Introduction to Biodiversity and Ecosystem Services
2.1.1. Carbon/REDD+ Project Accounting, Carbon Monitoring & MRV
2.2. Governance
2.2.1. Regulatory Framework, Forest Tenure, and Carbon Rights
2.3. Stakeholder Participation
2.3.1. FPIC
2.4. Social Co-benefits
2.5. Gender Equity and Women’s Empowerment
2.5.1. Gender Analysis Tools
2.6.
2.7.
2.8.
2.9.
2.5.2. Women’s Empowerment in Agriculture Index
Indigenous Peoples and their Empowerment
Local Livelihoods: An Introduction
2.7.1 Livelihoods impact Case Study: April Salumei, PNG
REDD+ Benefits Sharing
Economic and Financial Viability and Sustainability
III. STATE OF THE ART IN ACTION: BRINGING THE PIECES TOGETHER
3.1. Safeguard Mechanisms in REDD+ Programs
3.2. Streamlining of Safeguards and Standards
3.3. Developing National Level Safeguards
At the end of this section, learners will be able to:

Understand the importance of gender equality and
women’s empowerment in climate change context

Explain the concept of gender mainstreaming

Explain the purpose and domains of gender analysis in
development projects

Apply a gender analysis tool (the Harvard Framework) to
integrate gender related considerations into climate
change mitigation and REDD+ projects

Content presentation

Brainstorming

Group exercise

Case study assignment
Read:
1.
Gurung, J. et al. 2011. Getting REDD+ Right for Women: An
analysis of the barriers and opportunities for women's
participation in the REDD+ sector in Asia. USAID, WOCAN, USFS.
(Read the executive summary).
2.
UN-REDD program. 2013. Guidance Note on Gender Sensitive
REDD+. UNDP, FAO, UNEP.

Why are women in Thailand still considered the HIND legs
of elephant? (despite having good education and access to
labor market)

Why are women considered misfit for forestry education?

Why can women in Saudi Arabia not drive a car?

Why does the scoping team of a donor agency not consult
with the women’s ministry while discussing climate change
mitigation and REDD+?
Gender: The experience of being
female or male
•
Differs from culture to culture
Gender is established through a
socialization process:
•
The process whereby women and men
learn the “proper” ways a woman or a
man should think, feel, and behave
•
Maintains a patterned consistency so
that one can predict, within limits, how
people (men/women) behave, think
and feel.
•
DEFINES WHAT IS CONSIDERED
“NORMAL”!
Defined behavior/thinking for
women and men = Gender roles
Defined tasks, responsibilities for
women and men = Gender division
of labor
Defined access to and control of
property/opportunities = Gendered
access & control


Individuals: Women, men, girls, boys, since these all perform the patterned
behaviors, roles and relations.

E.g. Culture mandates behavior, roles and relations. Many of these cultural
values may be discriminatory to either of the sexes. It is through culture that
individuals are socialized.

As a result of socialization, people acquire norms, values and cultural practices,
and unwittingly integrate this into their cognitive, affective and behavioral
systems.

They carry assumptions and think those assumptions are NATURAL & NORMAL.
Organizations: Individual persons inevitably bring this culture to all of their social
interactions, including their organizations.

Organization’s culture becomes gender biased.

Organization does not address gender issues because everything seems
NORMAL & NATURAL.

Do you think gender equality is important in the climate
change context?
Give justifications or visual demonstrations for your
answer.

You have 15 minutes to discuss in small groups and 5
minutes to present a summary to the full class.

Gender inequality is more pervasive than other forms of
inequality.

Gender inequality cuts across all other forms of inequality so
that it is a feature of rich as well as poor groups, racially
dominant as well as sub-ordinate groups, privileged as well as
‘untouchable’ castes.

Gender inequality structures the relations of production and
reproduction in different societies.

Gender differences can lead to inequalities in the receipt of
co-benefits from REDD+ activities.
Gender Mainstreaming:

Means making women’s as well as men’s concerns, needs
and experiences an integral part of policies, programs and
projects so that women and men can benefit equally.

In practice, means systematically identifying gaps in
gender equality and consequently addressing them.

Source of gaps: rights, control, ownership, power,
opportunities, etc.
•
Promote gender equality
Equality
Sameness
•
Equality: The state or condition that affords women and men equal
enjoyment of human rights, socially-valued goods, opportunities and
resources.
•
And Women’s Empowerment is necessary because…..
women (in many regions/context) are:
•
Not just different, but UNEQUAL,
•
Not just UNEQUAL,
•
But SUBORDINATE.
Gender Analysis
Program Cycle
Analysis
Implementation
Gaps in the status and
participation of women and
men could hinder overall
project outcomes
Gender mainstreaming strategies
Project outcomes that may
close the gaps in the status
and participation of women
and men
Gender mainstreaming entry
points
Possible differential effects
the project might have on
men and women
Specific measures to avoid/
mitigate potential gender
constraints that may be caused by
the project
M&E
Gender
disaggregated
data
(quantitative)
Gender scanning
checklist
(qualitative)
Read the example gender analysis report and discuss in
groups:

What is gender analysis? What contents/elements do you
expect to get from gender analysis?

When and in what topic is gender analysis needed? Why?

What are the risks that might affect the quality of gender
analysis?
Gender analysis is a subset of socio-economic analysis to
identify, understand, and explain:

gaps between men and women in households,
communities, and countries

the relevance of gender norms and power relations in a
specific context
These gaps can lead to men and women getting different
co-benefits from REDD+ activities.
Social status
Leadership
/decision
making
Access
Division of
labor
GENDER
ANALYSIS
Program
impacts
Laws, Policies, Regulations, and Institutional Practices
(implicit and explicit gender biases)
Cultural Norms and Beliefs (effects on potential
participation of males and females in the project
activities)
Gender Roles, Responsibilities, and Time Used (paid
work, unpaid work, and community service)
Access to and Control over Assets and Resources
(assets, social benefits, public services and
technology/information)
Patterns of Power and Decision-making (decision
making and control over material, human, intellectual,
and financial resources)
Disaggregated by:

Gender

Age

Social economic status

Ethnicity

Disability status

Location

and other socially relevant category as appropriate

Harvard Analytical Framework (economic efficiency)

DPU (Development Planning Unit) Frameworks

Moser (triple roles) Framework

Levy (web of institutionalization) Framework

Gender Analysis Matrix (GAM)

Equality and Empowerment Framework (Longwe)

Capacities and Vulnerabilities Framework (CVA)

People Oriented Framework (POP)

Social Relations Framework (SRF)

Women’s Empowerment in Agriculture Index, or WEAI (SES module
section 2.5.2)

Identifies all relevant productive, reproductive, and
community tasks

Addresses the question: who does what?

Detail needed depends upon nature of project. Those areas
of activity in which the project will be directly involved
require the greatest details.

Gender and age details are particularly important.

Time/seasonal allocations for activities are helpful.

Activity locus is helpful: where is the activity carried out?
Production
This includes the production of goods and services for income or
subsistence. It is the work done which is mainly recognized 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 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.
Community
This includes all the community activities that household
members engage in. These could include communal labor,
attending religious ceremonies, marriages, political meetings,
training workshops and so forth.

Lists resources used to carry out activities in Activity Profile.

Indicates where women or men have access to resources,
who controls their use, and who controls the benefits of a
household’s/ community’s resource use.


Access: ability to use a resource

Control: deciding authority over a resource
The person/institution who controls a resource is the one
ultimately able to make decisions about its use, including
whether it can be sold.
Forestry
Resources
Access
W
• Forest land rights
• Markets for NTFPs
• Labor for NTFP
collection
• Cash from NTFP
sales
• Trainings on
forest
management and
marketing
Control
M
W
Benefits
M
Control
depends on
what type of
land it is:
private, local
community, or
local
government,
etc.
• Outside income
• Asset ownership
• Basic needs (food, clothing,
shelter, etc.)
• Exposure to new ideas and
knowledge
• Increased decision making
capability
• Political power/ prestige
• Other
Examples:

Community norms & social hierarchies, such as family/community
forms, cultural practices, and religious beliefs

Demographic conditions

Institutional structures, including the nature of government
bureaucracies, and arrangements for the generation and dissemination
of knowledge, skills, and technology

General economic conditions, such as poverty levels, inflation rates,
income distribution, international terms of trade, and infrastructure

Internal and external political events

Legal parameters

Training and education

Attitude of community to development/assistance workers
INFLUENCING FACTORS
CONSTRAINTS
OPPORTUNITIES
• community norms and
social hierarchy
• demographic factors
• institutional structures
• economic factors
• political factors
• legal parameters
• training
• attitude of community to
• development workers
• Resistance to new
ideas and social
change
• Low capacity of
community members
to implement new
knowledge
• National policy for
gender equality
• Innovative training
programs
• Funds for programs etc.
ADVANTAGES:

Provides clear information on the gender division of labor and makes
women’s work visible

Makes a distinction between access to and control over resources

More useful for projects than for programs, as it depends on micro-level
analysis

Can be adapted and used, for example, with the Moser Framework for
deeper practical and strategic gender needs assessment
POTENTIAL LIMITATIONS:

Efficiency rather than equity oriented

Can be carried out in a non-participative way without the involvement of
women and men from a community
30
Examples of Participatory Rural Appraisal (PRA) tools:

Season calendar

Village mapping

Time trend/ history chart

Venn diagram

Problem trees

Resource map
Other important qualitative research tool:

Semi Structured Interview: Household Case Study
Typology
Female headed
monoparental
household
Poor farmer
households
Small farmer
households
Medium
producers
Farmer households
where women possess
own Málaga crop
Socio-economic How are
characteristics of women
the household
involved?
Access to and
control over
resources by
women
Impact on the
lives of men
and women
To show how
groups of
individuals in the
community relate
to each other
To explore
the division
of labor
between
men and
women
To identify the
differences in the
use and control of
resources between
men and women
To break down
and understand
the resources
available in the
community

Frameworks, matrices and tools are merely a means to an end.

They need to be used with flexibility and creativity, adapted to
the needs of local socio-cultural and linguistic contexts, and the
overall research questions and the project implementation
goals.

Translation and use of local language need to be conducted
carefully.

Efficiency of the framework and tools depend vitally on
research skills such as listening, building rapport, discussing and
learning from the respondents.
Task: Apply the Harvard Framework for gender analysis in
a forestry/REDD+ project context.
Purpose: Illuminate various activities done by women and
men, not captured by the “cash economy”.
Task: Plan for gender mainstreaming in a REDD+ project
by preparing a 1-page action plan.
How: Use the Oddar Meanchy project in Cambodia as
a Case Study (read the gender analysis findings for the
project).
Purpose: Practice preparing an action plan for gender
mainstreaming based on the findings from a gender
analysis.

Gender is important in a climate change context, just as it is in all
aspects of social life.

Gender mainstreaming integrates consideration of gender into all
aspects of policies, programs, or projects, including under REDD+, to
promote gender equality.

Gender analysis is used to identify and understand gaps between
men and women. These gaps can lead to men and women getting
different co-benefits from REDD+ activities.

Various gender analysis frameworks exist, one of which is the
Harvard Analytical Framework.

A number of tools exist that can be employed to collect data as an
input into gender analysis frameworks.
1.
Behrman, J. et al, eds. 2012. A Toolkit on Collecting Gender & Assets Data in
Qualitative & Quantitative Program Evaluations. Gender, Agriculture, & Assets
Project (GAAP), IFPRI and ILRI.
http://gaap.ifpri.info/files/2010/12/GAAP_Toolkit_Feb_14.pdf
2.
Bradley, Amanda et al. 2013. Gender and REDD+: An Assessment in the Oddar
Meanchey Community Forestry REDD+ Site, Cambodia. WOCAN, PACT.
3.
CGIAR. 2013. Gender Strategy for the CGIAR Research Program on Forests, Trees
and Agroforestry (CRP-FTA). CIFOR, CGIAR.
4.
FAO. Gender-Sensitive Indicators for Natural Resources Management. Gender and
Population Division, Sustainable Development Department, Food and Agriculture
Organization of the United Nations.
5.
Giri, K. 2012. LEAF Gender Mainstreaming Strategy and Checklist. USAID LEAF.
(provides rationale and practical steps for integrating gender considerations in a
climate change mitigation project).
6.
Govinda, R. 2012. Mapping 'Gender Evaluation' in South Asia. Indian Journal of
Gender Studies. 19: 187.
7.
Gurung, J. et al. 2011. Getting REDD+ Right for Women: An analysis of the barriers
and opportunities for women's participation in the REDD+ sector in Asia. USAID,
WOCAN, USFS.
8.
ICRAF and WOCAN. 2012. Proceedings of the “Workshop on Integrating Gender
into the R&D Cycle and the Organization”.
9.
Murthy, R. K. 2012. Reflections on a Decade of Evaluation of Micro-finance and
Livelihood Projects from a Gender and Equity Lens. Indian Journal of Gender
Studies. 19: 279.
10.
Ochola, W., Sangiinga, P., and Bekalo, I., eds. 2010. Managing Natural Resources
for Development in Africa: A Resource Book. University of Nairobi Press.
http://www.idrc.ca/EN/Resources/Publications/openebooks/506-9/index.html
11.
Slocum, R., Wichhart, L., Rocheleau, D., and Thomas-Slayter, B. eds. 1995. Power,
process and participation: tools for change. Intermediate Technology Publications.
12.
Sudarshan, R. and D. Sharma. 2012. Gendering Evaluations: Reflections on the Role
of the Evaluator in Enabling a Participatory Process. Indian Journal of Gender
Studies. 19: 303.
13.
UN-REDD program. 2013. Guidance Note on Gender Sensitive REDD+. UNDP, FAO,
UNEP.
14.
UN-REDD program. 2013. Lessons Learned (Asia-Pacific) Gender Equality &
Women’s Empowerment: Women in REDD+. UNDP, FAO, UNEP.
15.
UN-REDD program, USAID, WOCAN. 2013. Scoping Study of Good Practices for
Strengthening Women’s Inclusion in Forest and Other Natural Resource
Management Sectors.
16.
UN-REDD program, USAID, WOCAN. 2013. Women’s Inclusion in REDD+ in
Cambodia: Lessons from Good Practices in Forest, Agriculture and Other Natural
Resources Management Sectors.
17.
USAID. USAID Gender Term Definitions.
http://agrilinks.org/sites/default/files/resource/files/USAID_Gender_TermDefinitio
ns.pdf
18.
USAID. 2013. ADS Chapter 205: Integrating Gender Equality and Female
Empowerment in USAID’s Program Cycle.
http://www.usaid.gov/sites/default/files/documents/1870/205.pdf