Feminist International Assistance
Gender Equality Toolkit for Projects
i
Foreword
On June 9, 2017, Canada launched the Feminist International Assistance Policy
anchoring its commitment to put gender equality and the empowerment of women and
girls at the heart of its international development, humanitarian, and peace and security
efforts.
Evidence clearly demonstrates that this is the most effective way to reduce poverty and
create a world that is more inclusive, more peaceful and more prosperous. By eliminating
barriers to equality and helping create better opportunities, women and girls can be
powerful agents of change and improve their own lives and those of their families,
communities and countries. This requires engaging men and boys in transforming the
rigid roles and norms that lead to inequalities. Gender equality benefits everyone.
This means Canada prioritizes the investments, partnerships and advocacy efforts that
have the greatest potential to close gender gaps, eliminate barriers to gender equality and
help achieve the Sustainable
Development Goals.
As such, partners seeking international assistance from Global Affairs Canada (GAC) are
expected to ensure active and meaningful participation and decision-making by women
and girls in all initiatives—from project design to implementation and through
monitoring and evaluation. It is important that women and girls know about their rights,
and that they have advocates working on their behalf, to promote and defend those rights.
To do so, it is necessary to work closely with stakeholders that advance women’s rights—
including local women’s organizations.
This toolkit provides guidance for designing and implementing feminist international
assistance programing. Stronger projects are those that are rights-based and that focus on
addressing the root causes of gender inequalities within historical, social, cultural,
economic and political barriers.
2
Table of contents
Acronyms .................................................................................................................................... 4
Introduction ................................................................................................................................ 5
Quick reference to tools ............................................................................................................. 6
Tool 1: Policy framework for gender equality and key gender equality concepts ...................... 9
Tool 2: Engaging partners on gender equality .......................................................................... 15
Tool 3: Gender equality expertise and project team responsibilities ....................................... 18
Tool 4: Gender-based analysis + (GBA+) ................................................................................... 20
Tool 5: Gender equality outcomes ............................................................................................ 27
Tool 6: Gender-sensitive and sex-age disaggregated indicators, baseline data and
targets....................................................................................................................................... 30
Tool 7: Gender equality risks .................................................................................................... 34
Tool 8: Budget to achieve gender equality outcomes .............................................................. 35
Tool 9: Gender equality coding for initiatives ........................................................................... 36
Tool 10: Project implementation plan and gender equality strategy........................................ 38
Tool 11: Annual work planning and project steering committee .............................................. 41
Tool 12: Monitoring performance on gender equality.............................................................. 42
Tool 13: Reporting on gender equality outcomes .................................................................... 43
Tool 14: Evaluating project performance on gender equality ................................................... 45
Tool 15: Gender Equality Resources ......................................................................................... 50
3
Acronyms
CEDAW
Women
Convention on the Elimination of all forms of Discrimination Against
GAC
Global Affairs Canada
GBA+
gender-based analysis plus
GBV
gender-based violence
GE
gender equality
GES
gender equality strategy
LM
logic model
PIP
project implementation plan
PFA
platform for action
PMF
performance measurement framework
PSC
project steering committee
RBM
results based management
SGBV
sexual and gender-based violence
SRHR
sexual and reproductive health and rights
TORs
terms of reference
VAWG
violence against women and girls
4
Introduction
Canada’s Feminist International Assistance Policy puts gender equality and the
empowerment of women and girls at the heart of international development,
humanitarian, and peace and security efforts.
This toolkit provides guidance on how to plan for, implement, monitor and report on
gender equality outcomes within the feminist approach. Aligned with the project cycle
and anchored in results-based management, the toolkit is designed to be used by GAC’s
project officers and implementing organizations.
This toolkit focuses on improving the achievement of gender equality outcomes.
5
Quick reference to tools
This toolkit provides support on gender equality within the context of GAC’s resultsbased management (RBM) templates project documents and processes for projects as
outlined below1.
RBM Project
document
Project
proposal
Managing for gender equality outcomes




Logic model
(LM)



Performance
measurement
framework
(PMF)



Tool(s)
The project design team includes gender equality
All tools
expertise
A context-specific gender-based analysis is
conducted to inform the design of the project,
including an assessment of the capacity of partner
institutions to achieve gender equality outcomes.
Project commitments to gender equality outcomes
are reflected throughout the project proposal.
Women and girls, including women’s organizations
that advance women’s rights and gender equality
civil society advocates, are consulted and involved
in the development of the project proposal.
Gender equality outcomes, based on findings from
5
the gender-based analysis, are presented in the logic
model at the intermediate outcome level, supported
by immediate outcomes and outputs.
For gender equality specific projects (for which
gender equality is the principal objective of the
initiative) gender equality outcomes are presented at
all levels of the LM.
Gender equality outcomes contribute to one or more
of the three overarching gender equality objectives
in GAC’s feminist international assistance policy.
All results have sex-age disaggregated and gender6
sensitive indicators
Baseline data and targets are sex-age disaggregated.
Targets are set high enough to reduce gender
inequalities within the scope and influence of the
1
The aim of Results-based Management (RBM) is to help better manage throughout the
project life cycle: from initiation (analysis, project planning and design), to
implementation (Results-based Monitoring, adjustments and reporting), to closure (final
evaluations and reports and integrating lessons learned into future programming). By
managing better, you can maximize the achievement of results, that is, the positive
changes you set out to achieve or contribute to with your programs or projects.
6
RBM Project
document
Risk register
Managing for gender equality outcomes



Project
implementation
plan (PIP)







Budget

Annual Work
plans


Narrative
Reports




project
Internal/external risks to the achievement of gender
equality outcomes are identified.
Gender equality issues that may pose a risk to the
achievement of the project’s outcomes are identified.
Mitigation strategies are proposed for gender equalityrelated risks.
A Gender Equality Strategy (GES) is drafted,
completed and/or validated and informed by baseline
studies that require sex-age disaggregated data and
analysis.
Women and girls are consulted and involved in the
elaboration of the PIP and GES.
Gender inequalities and activities/specific measures to
address them are identified throughout the project.
Gender equality training for project technical staff and
partners is planned.
The LM and PMF are updated based on the genderbased analysis and GES.
Local/Canadian/international gender equality expertise
is identified.
Roles and responsibilities related to the achievement of
gender equality outcomes are outlined for all project
team members and partners.
Adequate financial resources are allocated for gender
equality expertise, activities and related
equipment/materials, training, monitoring and
reporting.
The GES is reviewed annually and updated as needed
based on monitoring reports.
The Annual work plan has gender equality activities
and budget allocations across the project based on the
GES.
Report on progress toward the achievement of gender
equality outcomes in the LM and PMF and
contributions to the three overarching gender equality
objectives in GAC’s Feminist International Assistance
Policy.
Review and update the LM and PMF.
Identify challenges/barriers to the achievement of the
project’s gender equality outcomes and identify
strategies to overcome them.
Identify new or emerging opportunities to support
gender equality outcomes.
Tool(s)
7
10
8
11
12 & 13
7
RBM Project
document
Managing for gender equality outcomes

Financial
Reports

Project
Steering
Committee
(PSC)

Monitoring &
Evaluation




Tool(s)
Present good practices, evidence-based success stories,
lesson learned and case studies on gender equality.
Report on expenditures to support gender equality
8
outcomes, with an explanation of variance from the
estimated budget allocation for that year.
Include gender equality advisors, gender equality11
focused stakeholders and advocates at Project Steering
Committee (PSC) meetings.
Provide adequate time for a discussion on gender
equality as a substantive standing agenda item at PSC
meetings.
Include progress on gender equality outcomes in project 12 & 14
monitoring noting challenges, opportunities and project
design and resources, budget allocations and
management accountability for GE results.
Actively involve project beneficiaries, particularly
women and girls as well as gender equality project
stakeholders, in participatory monitoring and
evaluation.
Specify gender equality as a substantive area in
monitoring and evaluation TORs and allocate
significant points in selection grids for relevant GE
expertise, adequate budget and level of effort for GE.
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Tool 1: Policy framework for gender equality and key gender
equality concepts
Canada’s policy framework and international commitments to gender equality and the
empowerment of women and girls include:
 Canada’s Feminist International Assistance Policy (FIAP)
 Canada’s Gender Equality Policy
 Canada’s Gender-Based Analysis Plus
 Convention on the Elimination of All Forms of Discrimination against Women
(CEDAW)
o Substantive Equality: https://www.youtube.com/watch?v=rI8lNB-XMIk
o Non-Discrimination: https://www.youtube.com/watch?v=OBdDB5PKrmk
o State Obligation: https://www.youtube.com/watch?v=umETapJ4b8o
 Beijing Platform for Action
 International Conference on Population and Development
 United Nations Security Council Resolution 1325 on Women, Peace and Security
 Declaration on the Elimination of Violence Against Women
 Agenda 2030 for Sustainable Development
These commitments form the basis for GAC’s work in gender equality and the
empowerment of women and girls in partner countries around the world. Canada has a
long-standing international reputation as a leader on gender equality, the empowerment of
women and girls and the protection of their rights. Canada ratified the UN Convention on
the Elimination of All Forms of Discrimination against Women in 1981. In 1995,
following the adoption of the Beijing Platform for Action, the Government of Canada
committed to conducting Gender-Based Analysis (now called Gender-Based Analysis+)
on all future legislation, policies and programs. GAC’s approach to gender equality
supported by its long-standing Policy on Gender Equality for international development
is consistent with a GBA+ approach and goes beyond analysis to requiring the
achievement of gender equality results. Canada takes a leadership role in international
efforts to implement the Women Peace and Security (WPS) agenda. Canadian
international development and humanitarian assistance works to implement the UNSCR
1325 on WPS by advancing gender equality and the empowerment of women and girls in
fragile and conflict-affected states. Canada played an important role in advocating for
gender equality and the empowerment of women and girls as a stand-alone goal in the
2030 Agenda for Sustainable Development and continues to work with like-minded
partners to effectively achieve the gender equality goal and targets.
The Convention on the Elimination of all Forms of Discrimination against Women
(CEDAW) serves as the strongest legal guidance on gender equality and the
requirements to ensure non-discrimination. CEDAW lays the framework for substantive
equality, going beyond formal equality in the law, and focusing on a real and lived
equality. Subsequently, it is the first and only human rights convention that obliges State
Parties to modify and abolish social attitudes and cultural patterns and practices that are
based on the idea of inferiority or superiority of either sex. It explicitly prescribes State
Parties’ obligations to eliminate discrimination against women not only by State agents,
9
but also by private individuals, organizations and enterprises. It integrates women’s civil
rights and political rights and economic, social and cultural rights under the normative
framework of non-discrimination and equality. The Convention also covers the guarantee
to respect, protect and fulfill women’s human rights in the private sphere of the family.
The Convention also allows the application of temporary special measures for the
correction of practices of discrimination.
The Beijing Declaration and Platform for Action (PFA) of 1995 is a visionary agenda
for the empowerment of women. It still remains today the most comprehensive global
policy framework and blueprint for action, and is a current source of guidance and
inspiration to realize gender equality and the human rights of women and girls,
everywhere. The Platform for Action covers 12 critical areas of concern that are just as
relevant today: poverty; education and training; health; violence; armed conflict;
economy; power and decision-making; institutional mechanisms; human rights; media;
environment; and the girl child. For each critical area of concern, strategic objectives are
identified, as well as a detailed catalogue of related actions to be taken by governments
and other stakeholders, at national, regional and international level. It aims at removing
all the obstacles to women's active participation in all spheres of public and private life
toward a full and equal share in economic, social, cultural and political decision-making.
The International Conference on Population and Development (ICPD) of 1994 sets
out an ambitious agenda to deliver inclusive, equitable and sustainable global
development. This agenda has guided policy and helped secure advances in gender
equality and empowerment for women, global health and life expectancy, and education
for girls. The Program of Action was remarkable in its recognition that reproductive
health and rights, as well as women's empowerment and gender equality, are cornerstones
of population and development programs. The Program of Action asserted that everyone
counts, that the true focus of development policy must be the improvement of individual
lives and the measure of progress is the extent to which we address inequalities.
United Nations Security Resolution (UNSCR) 1325 (2000) and seven subsequent
resolutions define the international Women Peace and Security (WPS) agenda. The
agenda calls for the international community, including the UN system, regional and subregional organizations and member states, to enhance the protection of women and girls
in conflict situations and other emergencies and promote the meaningful participation of
women in decision-making for conflict prevention, resolution, mediation, peacekeeping
and peacebuilding. The agenda also calls for the full respect of the human rights of
women and girls and the prevention of sexual violence in conflict, as well as for gender
equality, and the integration of a gender perspective in all peace and security activities
and interventions.
The 2030 Agenda for Sustainable Development was adopted by 193 UN member states
in September 2015. The 2030 Agenda is a global framework of action for people, planet,
prosperity, peace, and partnership. This universal Agenda aims to eradicate poverty and
to leave no one behind. Goal 5 is to achieve gender equality and empower all women and
girls and GE targets are embedded across other goals. Advancing progress on gender
10
equality and the empowerment of women and girls is core to the achievement of the 2030
Agenda, as it exerts a powerful multiplier effect on progress in all other development
areas. António Guterres, UN secretary-General: “In a male-dominated world, the
empowerment of women must be a key priority. We are all better off when we open
doors of opportunity for women and girls: in classrooms and boardrooms, peace talks and
in military ranks in all aspects of productive life.”
Canada’s feminist approach and policy on gender equality for international
assistance
Canada’s feminist international assistance policy brings greater rigour, activism and
accountability to the implementation of GAC’s approach to gender equality guided by its
long-standing Policy on Gender Equality for international development.
Through a feminist approach to international assistance, gender equality and the
empowerment of women and girls are objectives in their own right for transforming
social norms and power relations. A feminist approach also recognizes that advancing
gender equality and the empowerment of women and girls is the most effective way to
reduce poverty and build a more inclusive, peaceful and prosperous world. It is
recognized that committing to a feminist approach to international assistance represents a
significant shift in what we do and how we do it.
The feminist international assistance policy states that to achieve the goals of gender
equality and the empowerment of women and girls, Canada will focus its efforts on six
action areas.
1. Core Action Area:
Gender Equality and the
Empowerment of
Women and Girls
2. Human Dignity (health
and nutrition, education,
humanitarian action)
3. Growth that Works for
Everyone
4. Environment and
Climate Action
5. Inclusive Governance
6. Peace and Security
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The feminist policy elevates gender equality and the empowerment of women and girls to
an overarching priority and includes clear and ambitious gender equality programming
targets. By 2021/22, no less than 95 percent of Canada’s bilateral international
development assistance initiatives will target or integrate gender equality and the
empowerment of women and girls, of which 15 percent will be specifically targeted
gender equality.
Canada’s feminist approach to international assistance is:
Human rights-based and inclusive – All people must enjoy the same fundamental
human rights, regardless of sex, race, ethnicity, national or ethnic origin, colour, religion,
language, sexual orientation, gender identity, age, ability, or any other aspect of identity.
Strategic and focused – Assistance will be directed toward those initiatives that best
support the empowerment of women and girls and have the greatest potential to reduce
gender inequalities.
Transformative and activist – Unequal power relations, systemic discrimination, and
harmful norms and practices will be challenged as a broad range of stakeholders—
including men and boys—are engaged and a range of key actions are implemented.
Evidence-based and accountable – Our assistance will be informed by gender-based
analysis and will rely on clear accountabilities for planning, achieving, tracking and
reporting on gender equality results.
Canada will advocate for and support initiatives through three objectives:

enhance the protection and promotion of the
human rights of women and girls;

increase the participation of women and girls
in equal decision-making, particularly
when it comes
to sustainable development and peace; and

give women and girls more equitable
access to and control over the resources
they need to secure ongoing economic and
social equality.
Decisionmaking
Rights
Access and
control
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Outlined below, are the guiding principles of GAC’s long standing Policy on Gender
Equality for international development. These principles remain relevant and complement
the feminist approach.
Guiding principles of GAC’s approach to advancing gender equality
1) Gender equality is an overarching approach and as such must be considered as an
integral part of all Global Affairs Canada’s development policies, programs and projects.
Addressing gender equality requires that women’s views, interests and needs shape the
development agenda as much as men's, and that the development agenda supports
progress toward more equal relations between women and men.
2) Achieving gender equality requires the recognition that every policy, program and
project affects women and men, girls and boys differently. Women and men have
different perspectives, needs, interests, roles and resources-and those differences are
reinforced by class, caste, ethnicity, ability or age. Policies, programs and projects are
required to address the differences in experiences and situations between and among
women and men.
3) Achieving gender equality does not mean that women become the same as men. Equality
means that one's rights or opportunities do not depend on being male or female.
4) Women's empowerment is central to achieving gender equality. Through empowerment,
women become aware of unequal power relations, gain autonomy over their lives, and
acquire a greater voice to overcome inequality in their home, workplace and community.
5) Promoting the equal participation of women as agents of change in economic, social and
political processes is essential to achieving gender equality. Equal participation goes
beyond numbers. It involves women's equal right to articulate their needs and interests,
as well as their vision of society, and to shape the decisions that affect their lives,
whatever cultural context they live in. Partnership with women's organizations and other
groups working for gender equality is necessary to assist this process.
6) Gender equality can only be achieved through partnership between women and men.
When choices for both women and men are enlarged, all society benefits. Gender
equality is an issue that concerns both women and men, and achieving it will involve
working with men to bring about changes in attitudes, behaviour, roles and
responsibilities at home, in the workplace, in the community, and in national, donor and
international institutions.
7) Achieving gender equality will require specific measures designed to eliminate gender
inequalities. Given ingrained disparities, equal treatment of women and men is
insufficient as a strategy for gender equality. Specific measures must be developed to
address the policies, laws, procedures, norms, beliefs, practices and attitudes that
maintain gender inequality. These gender equity measures, developed with stakeholders,
will support women's capacity to make choices about their own lives.
8) GAC’s development policies, programs, and projects are required to contribute to the
gender equality policy objectives. 95% of Canada's international assistance is required to
incorporate gender equality outcomes.
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Policy-related definitions
Practical gender needs can be defined as immediate necessities such as water, shelter, food, income
and health care. Projects that address practical needs generally include responses to inadequate living
conditions but generally do not challenge gender division of labour or women’s subordinate position
in most societies.
Strategic gender interests, on the other hand, refer to the relative status/position of women and men
within society. Strategic interests may vary in each context and are related to roles and expectations,
and gender-based divisions of labour, resources and power. Strategic interests include
women’s right to live free from violence, slavery, and discrimination; to be educated; to own
property; to vote; to participate equally in decision-making, including control over their bodies; and
to earn a fair and equal wage.
To ensure sustainable benefits, both practical needs and strategic interests must be taken into account
in the design of policies, programs and projects.
The empowerment of women and girls is central to achieving gender equality. It is about
women/girls— taking control over their lives: setting their own agendas, gaining skills, building selfconfidence, solving problems, and developing self-reliance. It is not only a collective, social and
political process, but an individual one as well — and it is not only a process but an outcome too.
Outsiders cannot empower women: only women can empower themselves to make choices or to
speak out on their own behalf. Through empowerment, women become aware of unequal power
relations, gain control over their lives, and acquire a greater voice to overcome inequality in their
home, workplace and community. Projects can support processes that increase women's selfconfidence, develop their self-reliance, and help them set their own agendas.
Sexual and Gender-based violence (SGBV) is violence that is directed against a person on the
basis of gender or sex, taking many forms (physical, verbal, sexual, psychological, socio-economic)
affecting every society and every social class and occurring in private and public life. Whether the
context is rape used as a tool of war, sexual slavery, intimate partner violence, or female genital
mutilation, in all cases, gender-based violence violates and impairs or nullifies human rights and is a
disempowering force, which erodes a person’s self-dignity, capabilities and ability to participate in
social, economic and political life. Sexual and gender-based violence is an obstacle to the
achievement of the objectives of gender equality, development and peace. SGBV is rooted in gender
inequalities and other systems of oppression. 2
Sexual harassment is any unwanted or unwelcome sexual behaviour, which makes a person feel
offended, humiliated or intimidated. It can take the form of an insult, inappropriate remark, joke,
insinuation and comments on a person’s dress, physique, age, family situation; a condescending or
paternalistic attitude with sexual implications undermining dignity; any unwelcome invitation or
request, implicit or explicit, whether or not accompanied by threats; any lascivious look or gesture
associated with unwanted advances; and any unnecessary physical contact such as touching,
caressing, pinching or assault. Sexual harassment can occur in the private or public sphere. Platform
for Action, Para.178, recognizes sexual harassment as a form of discrimination against women.3
2
3
adapted from UN Women definition
adapted from ILO definition of sexual harassment
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Tool 2: Engaging partners on gender equality
It is important to be prepared to discuss the rationale and approaches to address gender
inequalities in projects with colleagues, partners and stakeholders; to discuss how
projects can advance gender equality and the empowerment of women and girls; and to
share best practices, strategies and lessons learned. International assistance is successful
when partnerships are developed and nurtured. Constructive dialogue will help to build
more effective, feminist, and evidence-based projects. Information provided from GAC’s
Questions About Culture, Gender Equality and Development Cooperation publication
below will assist staff and partners who may face concerns about culture in relation to
gender equality.
Actions to promote gender equality with project staff, partners and stakeholders
1. Prepare – Review sector-specific information in advance and ask a GE specialist/advisor for
support, gender-based analysis and advice. Draw on national and institutional commitments
to women’s rights and gender equality. Start the discussion from an informed position on the
gender equality issues that are relevant to the sector or initiative. Use their own policies to
make the case for addressing gender inequalities. Identify relevant government initiatives.
Find out the priorities and position of women’s organizations. All partner countries have
endorsed the Beijing Platform for Action and most have ratified the Convention on the
Elimination of All Forms of Discrimination Against Women (CEDAW). Many have also
formulated strategies to guide implementation of these commitments. These are important
tools for dialogue on gender equality as they ground the discussion in commitments already
made by partners and donors. UN organizations, other donors, banks, NGOs and most
international development organizations have gender equality policies.
2. Create awareness – It is more effective to address gender equality issues as part of the
main discussion about the sector or initiative in question. If gender equality is just an extra
agenda item ("finally, let us discuss the gender aspects…") there is an implicit invitation to
disregard it. Use clear language and make the issues concrete. Raise the issues in a way that
makes sense to partners. For example, if you want to ensure that the benefits of an
agricultural diversification initiative reach both women and men, then begin the discussion
by saying that. If needed, suggest GE and RBM training/workshop and on-going training.
3. Share – Use lessons learned on GE issues and approaches relevant to the sector/ geographic
area. Provide relevant tools.
4. Monitor – Ask for sex- age disaggregated data; set targets for women and men of different
age groups that aim for reduction in gender inequalities. Ensure that indicators also measure
qualitative changes on gender equality.
5. Be consistent on responsibilities and accountability – Consistent messages from
managers/project leadership on roles, responsibilities and accountability for delivering GE
results and being gender-sensitive in all implementation approaches.
6. Advocate – Work with others to build support for addressing gender inequalities. Identify
internal allies, individuals or units in partner organizations who are engaged in advancing
gender equality. Gain their views on issues and possibilities.
15
Advocating for gender equality
People are sometimes ambivalent about gender equality or opposed to the changes it entails and
thus avoid taking real action. Here are suggestions to respond constructively.
Ways that action is avoided
Constructive responses
Present sound empirical evidence (statistics,
oral histories, research) that documents
gender disparities and discriminatory
practices.
Stating that gender equality is not
a concern for the country (or
region, or community), or that a
particular program does not
discriminate against women.
Denial
‘Equal opportunity already exists
for everyone. Why do we need to
focus on gender?’
‘Gender equality is a cultural
issue and we need to respect the
local culture. Promoting for
gender equality is an imposition
of Western values.’
Discuss in advance with like-minded and
have them raise GE.
Use lessons learned from sector or similar
initiatives to build a case;
Suggest gender-based analysis to find out.
Partner countries have commitments in
constitutions, CEDAW, PFA, laws, policies.
Need to support freedom and dignity of
women as defined by women themselves,
especially women’s civil society.
Ask if it is ‘cultural’, is it unquestioned?
Societies and culture are not static or
homogeneous.
Make the point that development is about
promoting social and economic
improvement; GE is a human rights and
development issue.
Speaking on
behalf of
"women"
Generalizing one or two
experiences into a broad statement
about all women, or presuming
that own experience justifies a
statement about "what women
want" or need (generally ignoring
the fact that women are not a
homogeneous group).
Find analyses; sex disaggregated data and
research that provide a more reliable
perspective. Ensure the project collects sexage disaggregated data and sets targets for
women and men that aim for substantial
reductions in gender inequalities.
Demonstrate the need for an understanding
of the specific situation and promote the use
of gender-sensitive participatory methods,
dialogue with women’s organizations that
advance women’s rights.
Make the case for the differential impact on
women and men in the sector/subsector and
demonstrate the gaps between women and
men (i.e. in decision-making, access and
control, realization of rights).
16
Advocating for gender equality
People are sometimes ambivalent about gender equality or opposed to the changes it entails and
thus avoid taking real action. Here are suggestions to respond constructively.
Ways that action is avoided
Constructive responses
Token action
Lip service
Study
Roles
Appointing a
token
woman
Acknowledging that something
needs to be done, but selecting an
action that can only have limited
impact (a small add-on activity)
or focusing on women’s
participation in a project activity
(rather than the project’s impact
on gender equality).
Acknowledging the issues at the
level of rhetoric but failing to take
meaningful action.
‘We need more research.’
Delaying decisions until after the
in-depth study (often in the hope
that the need to address the issue
will disappear with the delay).
Referring all matters concerning
women or equality to the person
(consultant, specialist,
organization) responsible for GE
or "women’s development”.
Referring everything concerning
GE to the Women’s Ministry/
office.
Resolving the need to act by
appointing a woman to a
committee or a decision-making
process.
Shift attention to the results of the initiative.
Ask questions about how the project will
change the way in which the partner serves
its public – is there an opportunity in the
project to improve services to women or
impacts on gender equality?
Build gender equality into the results and
monitoring framework. Strengthen
accountability, budgeting, implementation
and reporting structures to ensure the
achievement of gender equality outcomes.
Ensure the project hires adequate GE
expertise.
While a study may be necessary, there are
other actions that can be taken in parallel
with the study. Gender sensitization training
may be necessary.
Propose action research, or preliminary
action based on what is already known, or a
pilot project to explore the issues.
Make a concrete case about the relevance of
gender equality issues to the mainstream of
the agency’s work or to this specific project.
Promote GE training for staff and partners
(integrate GE into TORs, planned meetings,
missions, training) to provide the necessary
tools for integration of GE.
Promote and ensure adequate resources for
gender-based analysis and monitoring role
of Women’s Ministry/office. Strengthen
understanding and application of genderbased analysis.
If you encounter a "token woman" in a
meeting, join with her in identifying and
pursuing gender issues and encourage others
to participate. Or if you are the token
woman, look for allies. Emphasize the need
for gender mainstreaming and that everyone
has a role in it.
17
Tool 3: Gender equality expertise and project team responsibilities
Gender equality expertise is crucial for the successful achievement of gender equality
outcomes. Partners may have in-house gender equality expertise or hire international,
Canadian and/or local gender equality advisors with relevant sectoral expertise.
Alternatively, partners may seek collaboration with local, Canadian or international
organizations that focus or possess expertise on gender equality, the rights and
empowerment of women and girls. To be effective, gender equality advisors need to be
integral proactive members of the project team, who are involved early in the planning
stage and consistently throughout the initiative.
Sample generic TORs for Canadian and/or locally engaged gender equality advisors are
provided below.
Project gender equality advisors are responsible for the following:
 Act as the principal resource on gender equality issues, practices and policies relevant to the
project and in the project context.
 Take the lead in conducting gender-based analysis, and contribute to the other technical
analyses (economic, policy, capacity, social) required for project design.
 Assess the institutional gender equality capacity of partners and key stakeholders.
 Identify key stakeholders to represent women’s rights and gender equality issues.
 Integrate the key findings of the gender-based analysis in the outcomes of the project.
 Provide input and advice on expected results at intermediate and immediate levels in the
logic model.
 Draft the project gender equality strategy.
 Identify supporting outputs and activities to achieve gender equality outcomes.
 Identify assumptions, risks and mitigating strategies.
 Provide input into defining, collecting, and analyzing sex-age disaggregated baseline data;
define gender-sensitive and sex-age disaggregated indicators and targets for the draft
performance measurement framework (PMF).
 Provide gender-based analysis and technical advice for project proposal and associated
project implementation plan (PIP).
 Provide inputs into all aspects of the project work plan and budget.
 Coordinate implementation of the gender equality strategy and related project activities.
 Strengthen project team, implementing organizations’ and partners’ gender equality
knowledge, skills and capacity with training and tools.
 Assist in monitoring results against the PMF and gender equality strategy.
 Provide inputs to project reports.
While the gender equality advisor takes the lead, the project director and all project team
members and consultants are responsible for ensuring that gender equality issues and
considerations are addressed within their mandate. That includes ensuring women and
18
girls are involved in all aspects of all projects supported by GAC, including in decisionmaking and leadership positions. As such, gender equality roles and responsibilities need
to be stated in each team member’s Terms of Reference (TORs).
Project team members’ gender equality roles and responsibilities
Project director
 Provide leadership to project staff on gender equality in all aspects of the project, and
provide consistent messaging on accountabilities for achieving gender equality outcomes.
 Emphasize the responsibility for gender equality in job descriptions of staff and technical
advisors; in consultants’ ToRs; and in employment agreements and consultant contracts.
 Apply the findings of the gender-based analysis as central to the project rationale, the
scoping mission and project strategies in the project design.
 Focus on gender equality outcomes and the gender equality strategy in project
implementation documents and in monitoring.
 Promote the collection and use of sex-age disaggregated and gender-sensitive data and
ensure that participation of women and men in projects is monitored.
 Allocate sufficient financial and staff /consultant resources to support implementation of the
project gender equality strategy.
 Hire gender equality expertise over the life of the project and pay them within the same
scope as other technical advisors.
 Encourage participation of project staff and project partners in gender equality training.
 Take advantage of opportunities to engage in policy dialogue on gender equality with
partners and other donors; raise gender equality from the earliest stages of joint programing
initiatives.
 Encourage the involvement of GE and women’s organizations that advance women’s rights.
Project officer
 Ensure that gender equality expertise is central throughout the project (i.e. from planning to
evaluation phase).
 Ensure that gender equality outcomes are formulated that respond to gender issues in the
specific context of the project.
 Promote significant participation of women and girls, especially in decision-making,
throughout the life cycle of the project.
 Manage for gender equality outcomes and report on progress.
 Involve the project gender equality advisor(s) in project meetings, discussions,
communications, decision-making, monitoring, and reporting.
 Collaborate with women’s organizations that advance women’s rights.
Other technical advisors involved in the project (e.g. on health, education, governance,
agriculture, economic, environment, climate change, security, peace, etc.)
 Be familiar with the organization’s, the partner country’s, and GAC’s gender equality
approaches and requirements as well as the project’s gender equality strategy.
 Develop awareness of gender equality issues, resources and opportunities within their areas
of specialty.
 Regularly seek advice from and involve the project gender equality advisor(s) in meetings,
discussions, communications, decision-making, monitoring, and reporting.
19
Tool 4: Gender-based analysis + (GBA+)
Gender equality is enshrined in the Charter of Rights and Freedoms, which is part of the
Constitution of Canada. Gender equality means that diverse groups of women, men and
gender-diverse people are able to participate fully in all spheres of Canadian life,
contributing to an inclusive and democratic society.
The Government recently renewed its commitment to GBA+ and is working to strengthen
its implementation across all federal departments.
To learn more about the Government’s renewed commitment, including its response to
the 2015 Report of the Auditor General of Canada “Implementing Gender-based Analysis”
Canada’s feminist approach requires that our international assistance be informed by a
gender-based analysis that includes evidence of meaningful consultations with women
and girls before a project begins. Canada’s approach also recognizes that inequalities
exist along intersectional lines.
Gender-based analysis + is a process “for examining the potential impacts of policies,
programs or initiatives on diverse groups of women and men, girls and boys.” 4 Genderbased analysis identifies the varied roles played by women and men, girls and boys in the
household, community, workplace, political processes, and economy. These different
roles usually result in women having less access than men to resources and decisionmaking processes, and less control over them.
Gender-based analysis is required for all GAC projects, programs and policies to ensure
that planning is based on evidence and analysis rather than assumptions. It is an integral
part of the project’s overall design process.
A gender-based analysis is conducted to provide information and analysis about the
women, men, girls and boys within households, communities, businesses, institutions,
etc. that will be involved in or affected by the initiative; how activities, needs and
priorities differ by sex; and, the implications for the proposed initiative. It identifies key
gender dimensions of human rights, decisions-making, and access and control over
resources within the initiative. It reviews national and local commitments to gender
equality as well as the efforts by governments and civil society to advance gender
equality, and how the initiative can complement and support these efforts. Gender-based
analysis informs other project analyses, including economic, social, political,
environmental and institutional capacity assessments. A gender-based analysis provides
key planning information for an initiative to define results and activities related to gender
equality.
4
Status of Women Canada, GBA+.
20
Gender-based analysis informs the development of the project’s expected outcomes in the
logic model; gender-sensitive and sex-age disaggregated baseline data, indicators and
targets in the performance measurement framework; and gender equality strategy.
Gender-based analysis is expected to be used throughout the project cycle.
Gender-based analysis is an indispensable tool for both understanding the local context,
and promoting gender equality within projects. Gender equality is not exclusively about
women’s issues; men’s engagement and support for women`s empowerment is critical
for successful gender equality initiatives. There is a risk that projects that may focus on
women and girls may not contribute to gender equality. If gender-based analysis is not
conducted, the project could end up reinforcing gender inequalities. Gender-based
barriers to equality can negatively affect the overall functioning of institutions or sectors,
and limit the achievement and sustainability of project results.
Key elements of a gender-based analysis are identified in the following table. Many
guides are available to assist in identifying the issues to be considered in different sectors
or types of initiative. Gender-based analysis requires skilled professionals and local
expertise. Consultation with local partners, beneficiaries, government women’s
machineries, and non-governmental organizations promoting gender equality and
women’s rights is essential. Appropriate and adequate resources must be allocated to
conduct the gender-based analysis and address its findings. However, if there are
information gaps at the design stage, it is important to identify a plan (with a budget and
appropriate expertise) that outlines how these gaps will be rectified as the initiative goes
forward.
21
Criteria for a gender-based analysis:
1. Be relevant to the focus of the initiative: The gender-based analysis focuses on the
development challenge or problem the initiative is intended to address. In other words,
general information/data/analysis that does not relate to the specific sector or theme of the
project is kept to a minimum. Initiatives that focus on building institutional capacity in
programing, service delivery, policy-making, and/or public financial management, are
expected to assess the institutional capacity of the partners to advance gender equality.
2. Be linked to and shape the expected outcomes: The gender-based analysis investigates
how gender inequalities and differences are relevant to and affect the achievement of
proposed project outcomes. It also looks at how expected outcomes and related issues will
affect diverse women and men differently. The findings of the gender-based analysis inform
the initiative outcomes. Consistent with interpretations by the Auditor General, the genderbased analysis provides evidence that it has influenced and shaped the design of the
initiative. For GAC, this includes explicit considerations in the initiative activities, expected
outcomes and indicators, baseline data and targets (i.e., logic model and the performance
measurement framework), and choice of partners.
3. Aim to understand power, gender, and diversity dynamics: The gender-based analysis
looks at the rights, roles, responsibilities and opportunities among and between diverse
women and men. It outlines power relationships and identifies disparities along gender lines.
It also assesses how these gender disparities are influenced and differ by other intersecting
identity factors such as age group, class, sexual orientation, religion, ability and ethnicity.
4. Include disaggregated data: The gender-based analysis includes sex-disaggregated data
(baseline and targets), which are further disaggregated by intersecting identity factors such
as age group, class, ability, sexual orientation, religion, ethnicity or other relevant social
categories (as GAC systems allow).
5.
Consider institutional capacity: It includes an analysis of the capacity of the institutions
responsible for project implementation (or that will influence the achievement of the
initiative’s results) to work with a gender equality perspective and achieve gender equality
results.
6. Include citations and references: The gender-based analysis includes information sources
(including whether/how and which stakeholders were consulted).
22
Gender equality issues and gaps
The gender-based analysis examines:
Relevant issues identified in CEDAW report and shadow report.


Different practical gender needs and strategic gender interests of women and men in the project
area (or institution).
Relations between women and men pertaining to their access to, and control over, resources,

benefits and decision-making processes.

Gender roles, workload, and division of labour in income-producing and household activities.
The rights and opportunities among and between diverse women and men.

Power relationships and disparities along gender lines, and how these gender disparities are

influenced and differ by other intersecting identity factors such as age, class, income, language,
geography, sexual orientation, religion, ability and ethnicity.

Sex-age disaggregated data (baseline and targets), which are further disaggregated by
intersecting identity factors such as ethnicity, ability, level of poverty, language, religion or
other relevant categories
The potential differential impact of project interventions on women and men, girls and boys.


Factors that could promote gender equality: e.g. capacities/knowledge/resources of local
stakeholders; and enabling environment (political, administrative, institutional, and economic).
Threats or risks to the project, e.g. barriers to participation by women/girls; social and cultural

constraints; disabling environment.

Mitigation measures to limit risks or constraints.
Opportunities to support women’s and girls’ empowerment processes.

Identification of champions and role models for gender equality.

List of potential organizations promoting gender equality and women’s voice and rights.
Shape the expected outcomes
The gender-based analysis identifies gender inequalities that form the basis for the proposed project
outcomes that are supported in the outputs, activities, indicators, baseline data and targets (i.e.,
logic model and the performance measurement framework), budget allocations and choice of
partners.
Capacity of implementing partners (See also section below on gender equality capacity
assessment.)

Institutional gender equality/empowerment of women and girls policy statement.

Capacity of the organization to work with a gender perspective and achieve gender equality
outcomes.

Gender equality expertise available in the organization.

Relative position of women and men in decision-making and leadership positions in the
organization.
Policy and awareness programs on zero tolerance for harassment and sexual and gender-based

violence (SGBV).
23
Entry points for gender equality integration
Measures or activities to reduce the identified gaps and to promote gender equality.


Training and capacity needs of partners and key stakeholders.

Proposed gender equality outcomes for the Logic Model and indicators, targets and baseline
for the PMF; strategy to collect and compile data needed for monitoring and reporting on
results.
Gender-based analysis: Questions to consider
Who is the target (both direct and indirect) of the proposed project? Who will benefit?
Who will lose?
 Have women and men, girls and boys, been equitably consulted on the 'problem'
the intervention is proposing to solve? How have they been involved in
development of the 'solution'?
 Does the intervention challenge the existing gender division of labour, tasks,
responsibilities and opportunities?
 What is the best way to build on (and strengthen) the partner government's
commitment to the advancement of women?
 What is the relationship regarding gender equality between the intervention and
other actions and organizations — national, regional or international?
 Where do opportunities for change or entry points for gender equality exist? And
how can they best be used?
 What specific ways can be proposed for encouraging and enabling women to
participate in the project, despite the challenges?
 What is the long-term impact in regard to women's and girls’ increased ability to
take charge of their own lives, and to take collective action to solve problems?
 What are the expected risks (including backlash) and what are the strategies to
minimize these risks?
24
Gender equality capacity assessment
As part of a gender-based analysis, the capacity of partners (e.g. governmental
departments, civil society organizations, international agencies, and businesses) to
achieve gender equality outcomes needs to be assessed.
Gender equality capacity assessment analyzes the institutional policies, strategies and mechanisms
of implementing partners (governmental departments, civil society organizations, international
agencies) to achieve gender equality results.
Key points in assessing gender equality capacity
Supportive institutional policy framework
Institutional policy statement on gender equality/empowerment of women and girls. Gender

equality promoted as a development goal in and of itself, and as integral to achievement of other
development goals.

Gender equality perspectives in core policy/planning documents that guide institution’s work
(e.g. institutional results framework).

Policies on building an equitable and diverse workforce and on zero tolerance for harassment
and SGBV
Institutional enabling environment
Senior management is committed to gender equality
There are sufficient resources and knowledgeable personnel, along with an enabling corporate

environment to promote gender equality; staff (or other) resources dedicated to increasing
effectiveness on gender equality; Qualified gender equality specialists and locally-based gender
equality advisors are employed on a regular basis
Comprehensive and systematic approach to promote gender equality outcomes throughout the

institution (e.g. guidance notes and tools).
Institutional capacity to do gender-based analysis of its programs and policies.

Capacity development to build staff knowledge and skills to promote gender equality.

There are accountability frameworks, which ensure that the gender equality policy is

implemented.

Existence of “champions” or advocates for gender equality.
Partnerships with other organizations (government or civil society) with gender equality-related
knowledge and experience; partners and implementers are selected on the basis of their commitment
and capacity to promote gender equality.

Gender balance/employment equity
Relative position of women and men in the organization (by level of authority and decision
making, skill, access to training and promotion, pay scale and benefits).

Means are identified to ensure there is equitable participation of women and men as decision
makers.
Capacity of organization to monitor equitable employment practices and address gender-based

25
discrimination and violence.
Awareness program on zero tolerance for harassment and SGBV

Gender equality results
Data systems generate sex-age disaggregated data required for program planning and

monitoring.

Institutional systems in place to monitor and report on gender equality results
Institutional weaknesses or cultural biases that could constrain the achievement of gender

equality results are recognized in policy, program, or project design, and strategies are developed
to address them.
26
Tool 5: Gender equality outcomes
The key to addressing gender equality in projects is a combination of gender equality
outcomes and applying RBM principles to implementation, and measuring and reporting
on progress. Gender equality outcomes focus on promoting gender equality and the
empowerment of women and girls.
Gender equality outcomes are measurable changes that explicitly aim to reduce gender
inequality, or improve equality between women and men, boys and girls. Gender equality
outcomes contribute to one or more of GAC’s gender equality objectives:
 enhance the protection and promotion of the human rights of women and girls;
 increase the participation of women and girls in equal decision-making,
particularly when it comes
to sustainable development and peace; and
 give women and girls more equitable access to and control over the resources
they need to secure ongoing economic and social equality.
Gender equality outcomes can be stated using terms such as “gender responsive”, “gender
sensitive”, “exempt of gender stereotyping”, “gender balanced”, “gender equitable”.
When using gender equality terms in the result statement, it is important to describe in the
theory of change how this approach will help achieve the expected results. Terms also
need to be defined in footnotes in the logic model. Some examples of gender equality
terms can be found in the GAC RBM How-to Guide.
Formulating gender equality outcomes requires technical knowledge of how the result
will advance gender equality.
Within the logic model, each level of outcome is very distinct, with clear definitions of
the type of change that is expected at that level. These definitions are defined below.
Ultimate outcome: The highest-level change to which an organization, policy, program,
or project contributes through the achievement of one or more intermediate outcomes.
The ultimate outcome usually represents the raison d'être of an organization, policy,
program, or project, and it takes the form of a sustainable change of state among
beneficiaries.
Intermediate outcome: A change that is expected to logically occur once one or more
immediate outcomes have been achieved. In terms of time frame and level, these are
medium-term outcomes that are usually achieved by the end of a project/program, and are
usually changes in behaviour, practice, access5 or performance among intermediaries
and/or beneficiaries.
5
Changes in access can fall at either the immediate or intermediate outcome level, depending on the
context of the project and its theory of change.
27
Immediate outcome: A change that is expected to occur once one or more outputs have
been provided or delivered by the implementer. In terms of time frame and level, these
are short-term outcomes, and are usually changes in capacity, such as an increase in
knowledge, awareness, skills or abilities, or access to... among intermediaries and/or
beneficiaries.
Examples of gender equality outcomes
Ultimate outcome (change in state, conditions or well-being for ultimate beneficiaries)




Improved health in rural communities, particularly for women and girls.
Enhanced food security, particularly for women/girls.
Reduced rural poverty, especially for women.
Improved women’s economic empowerment in rural areas.
Intermediate outcome (change in behaviour, practice, access6 or performance)













Improved equal participation of women with men in decision-making.
Strengthened participation of civil society, especially of women and gender equality advocacy
organizations, in national consultations.
Improved services and mechanisms that respond to gender-specific constraints on rights (e.g.
violence against women/girls, trafficking of women and girls, sexual violence in conflict
zones).
Improved gender responsive planning and budgeting.
Improved gender balanced participation in business associations.
Enhanced gender sensitive curriculum in technical vocational institutions.
Increased service delivery programs that address gender inequalities.
Improved quality, coverage and gender-responsiveness* of Primary Health Care services and
SRHR services, for women, adolescent girls, and children.
Increased protection for girls from early marriage.
Reduced gender-based violence in school.
Increased women’s political participation.
Increased access by women’s rights organizations to information and policy fora on
government policy and decision-making on environment and natural resources in country X.
Increased women’s and girls’ participation in climate change response initiatives Improved
quality and accessibility of sexual and reproductive health services for women and girls.
6
Changes in access can fall at either the immediate or intermediate outcome level, depending on the
context of the project and its theory of change. If it is reasonable that a change in access can result
directly from the delivery of one or more outputs, then “access” can be at the immediate
outcome level. If, on the other hand, a change in capacity (or another change appropriate at the
immediate outcome level) is needed in order for a change in access to take place, then “access”
would be at the intermediate outcome level.
28
Immediate outcome (change in access, capacity, awareness, knowledge, skills)












Strengthened capacity of government department to develop gender-responsive economic
development policies.
Increased awareness among decision-makers on gender equality issues.
Increased awareness of gender-responsive policies and budgets in the regions.
Increased ability of government to conduct gender-based analysis.
Increased awareness of the need for women’s equal participation in training and consultations.
Improved knowledge and skills in gender-based analysis of planning and budgeting processes.
Increased awareness among community members, particularly women, husbands, fathers and
caregivers, on the importance of timely and case-appropriate pre-, peri-, and post-natal care,
and on gender-based constraints and rights to women’s health.
Increased access by rural women to literacy and numeracy training programs.
Increased ability of women to participate in autonomous income-generating activities Increased
capacity of men to share decision-making with women
Increased capacity of agricultural cooperatives, and producers’ organizations to participate in
the development of value chain and in mechanisms to integrate gender equality.
Strengthened networks and support institutions to address critical legal, financial and market
barriers faced by women's small enterprises
Improved access to agricultural resources by women farmers
29
Tool 6: Gender-sensitive and sex-age disaggregated indicators,
baseline data and targets
In order to effectively track and report on the achievement of gender equality outcomes,
they must be measured by appropriate gender-sensitive and/or sex-age disaggregated
indicators to be included in the performance measurement framework (PMF). A longterm perspective may be required, social change takes time.
Gender sensitive indicators
A Gender-sensitive indicator is a neutral quantitative or qualitative unit to measure gender
equality-related changes in a project outcome over time.
When developing gender-sensitive indicators:





Develop project-level indicators in an equitable participatory approach where
women and men diverse stakeholders actively take part in the planning of
performance measurement frameworks, in their implementation, and in the
discussion of their findings.
Focus on the needs and priorities of female and male children and youth as well as
adult and elderly women and men across diverse groups.
Ensure sex-age disaggregation of all indicators (not only for gender equality
outcomes but for all outcomes in the project) that involve people (e.g. farmers,
youth, household members, survey respondents, managers, trainees, participants,
employers, employees, health care practitioners, teachers, students, vulnerable
people, poor, ethnic minorities, migrant workers, vulnerable, food insecure, etc.),
groups of people or entities when sex-segregated (e.g. women’s and men’s
cooperatives, girls’ and boys’ clubs), and businesses and organizations (e.g. male
and female-led businesses). When this information is disaggregated by female and
male, it will provide evidence on gender gaps and progress toward gender equality
for the overall project.
In technical areas, ensure that indicators measure changes related to women, men,
girls and boys (e.g. instead of an indicator such as “# tons of crop harvested in X
region”; it is recommended to involve people such as: “# tons harvested by
number of female farmers and # tons harvested by number of male farmers in X
region”)
To obtain a comprehensive assessment of the different situations of all female and
male members of the selected population, encourage the collection of intrahousehold data (i.e. women, men, girls and boys or by sex and age group); or if
household must be used, disaggregate by joint household (two adults as co-heads),
single male-headed; single female-headed. It is important to avoid the assumption
30




that if it is a joint household that the male is the ‘head’. The issue of household
head is a changing concept as women or men leave as migrant workers; or in the
case of a man with many wives, may not be in the household but may still be
identified as the ‘head’.
Choose valid indicators that can measure progress on gender equality, based on
project definitions of ‘gender-responsive’, ‘gender-sensitive’, ‘gender-equitable’,
etc.
Reflect on the qualitative dimensions of female and male participation, e.g. the
number of person-hours spent in training, active contribution or leadership versus
passive listening, capacity to participate, and how the training has empowered the
participants to do their work more effectively.
Conduct surveys with female and male participants to assess the quality of their
participation in consultations, decision-making, making recommendations.
Collect data for indicators in a gender-sensitive manner, for example: collect data
from men and women separately; ensure that household questionnaires are filled
out by women and men; deliver gender-sensitive training for those conducting
surveys; select women surveyors to speak to women and men speak to men;
include questions on attitudes to gender equality in all questionnaires, surveys and
focus group discussions.
Sex-age disaggregated baseline data and targets
Baseline data provide specific data for an indicator at the start of a project or program, and is
the reference point so that realistic targets can be set. Gender-sensitive and sex-age
disaggregated baseline data related to all indicators, not only those indicators that are
directly linked to gender equality outcomes, need to be collected as early as possible in the
project. Targets need to be set high enough to contribute to gender equality for each
indicator in the performance measurement framework (PMF).
When collecting baseline data:



Encourage sex-age disaggregated data collection (women/men, girls/boys within
the household, community, organization, department, sector, region, etc.).
Disaggregate baseline data not only by sex, but also by other variables such as age
group, ethnicity, socio-economic status, geographic area, business sector,
profession, and any other categories relevant to the project.
Collect baseline data that are relevant to the scope of the project. For example, if
the initiative is focused on delivering agriculture extension services in two rural
areas in one province, it is not relevant to use national data (e.g. 11% of women
farmers receive agriculture extension services in the country). The baseline
would need to collect information on women and men farmers in the two rural
31
areas which will often vary from the national aggregated statistics (e.g. 15%
women in rural region A and 20% in rural region B).
When developing targets:


Set sex-age disaggregated targets for each indicator and include other
disaggregated factors, as required. For example, respondents to a satisfaction
survey can be disaggregated by sex and age group and this will provide the
necessary feedback related to the needs and interests of women, men, girls and
boys, adolescent girls, adolescent boys, elderly women and elderly men. The
various sex/age group targets would be based on a survey conducted at the
beginning of the project. Targets would be set to incrementally increase the level
of satisfaction by sex/age group. Other diversity factors could also be included in
the disaggregation.
Set targets based on the relevant baseline data. Describe how the target represents
an improvement for the empowerment of women and girls and/or gender equality.
Examples of gender-sensitive indicators, baseline data and targets
Indicators
Baseline data
Targets
Women’s and girls’ economic empowerment
Level of satisfaction of women
40% out of 150 women
and of men with business services. with high level of
satisfaction
60% out of 150 men with
high level of satisfaction
%/# decision-makers (F/M) out of
total number using gender-based
analysis in economic development
policies in department A.
0% of women decisionmakers in Dept. A
0% of men decisionmakers in Dept. A
%/# farmers (F/M) with new skills 5 % of women farmers
in agriculture marketing.
with new skills in region
X
30% male farmers with
new skills in region X
%/# farmers (F/M) satisfied with 5% of female farmers
access to financial services.
satisfied with access to
financial services in
region X
25% of male farmers
80% out of 150 women with high level
of satisfaction
80% out of 150 men with high level of
satisfaction
100% of women in Dept. A
100% of men in Dept. A
80% of female farmers
80% of male farmers
Total target 500 farmers (60% women
farmers)
75% of female farmers with high level
of satisfaction
75% of male farmers with high level of
satisfaction
Total target 500 farmers (60% women
32
Examples of gender-sensitive indicators, baseline data and targets
Indicators
Baseline data
satisfied with access to
financial services in
region X
Targets
farmers)
%/# cooperative members (F/M)
satisfied with decision-making
processes of cooperative.
10% women cooperative
members satisfied
50% men cooperative
members satisfied
0 policies out of 10
TVET institutions
80% of 150 women members satisfied
with decision-making processes
80% of 150 men members satisfied
with decision-making processes
100%: new policies that address
gender stereotyping in all 10 TVET
institutions
% time spent on household tasks
by women, men, girls and boys.
60% women’s time
5% men’s time
30% girls’ time
5% boys’ time
30% of women’s time
30% of men’s time
10% of girls’ time
10 % of boys’ time
% out of total number of
institutions with implemented
policies on sexual/gender-based
violence and harassment.
8 of 8 institutions with implemented
1 of 8 institutions with
implemented policies on policies on SGBV and harassment
SGBV and harassment
%/ # of technical and vocational
policies that address gender
stereotyping.
Women’s and girls’ political empowerment
% participants (F/M/age group) in No consultations held
consultations.
50% women / 50% men among 250
participants
Women’s and girls’ social empowerment
% out of total SRHR initiatives
(disaggregated by type) that
address harmful traditional
practices against women and girls.
20% of 30 nutrition
programs
20% of 100 clinic
programs
30% of 150 midwife
programs
80% of 30 nutrition programs
80% of 150 clinic programs
90% of 150 midwife programs
33
Tool 7: Gender equality risks
The risk management process is intended to incorporate risks related to the achievement
and sustainability of gender equality outcomes along with associated mitigation
strategies. Project evaluations have demonstrated that there are both internal and external
factors related to gender equality performance that merit attention in assessing the risks to
be monitored or managed by implementing organizations.
Gender equality risks
Identify medium to high, internal/external, development, operational, financial,
reputation risks to the achievement of gender equality outcomes.
 Propose appropriate mitigation strategies and monitor closely.
Example:
Risk: Negative attitudes toward women’s participation in public life reduce the ability of
women to influence project decisions. Risk response: Identify specific strategies for
encouraging women to participate in culturally sensitive ways.

Risk: Challenge of finding local staff with GE expertise, particularly if remote areas; hiring
of staff with limited gender expertise may result in poor implementation of GE strategy.
Risk Response: GE training for project staff.
Risk: Not enough funds allocated to GE specific interventions to ensure implementation of
the integration of GE. Risk Response: Revise budget to ensure sufficient funds allocated to
GE specific interventions.
Risk: The commitment to GE of a project’s institutional beneficiary (e.g. Ministry) relying
on the leadership of one or few people who may move on (e.g. Minister being appointed to
another Ministry or change in government). Risk Response: Build capacity on GE within the
administration/ government department and with civil society.
34
Tool 8: Budget to achieve gender equality outcomes
Projects must allocate sufficient funds for the successful implementation, monitoring and
reporting of gender equality outcomes. The financial allocation for gender equalityrelated activities must be included in the project proposal, annual work plans and budgets,
tracked and reported throughout project implementation. Some GAC Programs as well as
some individual projects have established minimum budgetary allocations for gender
equality. Gender equality budgetary commitments are often stated in contracts with
implementing partners.
The proposed tracking/reporting of gender equality-related expenditures includes
remuneration to project staff and consultants, and the actual costs of activities outlined in
the project work plan. It is important not to double-count fees or salary of project staff or
consultants. Where gender equality content is integrated into a more general activity
(such as a research report, training workshop, or study tour), an accurate estimate is
needed of what proportion of the resources were allocated to the gender equality part of
that activity.
Sample of gender equality-related project expenditures
Remuneration



Salary/fees to Canadian/local gender equality advisors/consultants.
Reimbursed expenses of gender equality advisors (e.g. travel per diems).
Pro-rated remuneration and expenses of other project managers or staff for
documented time spent on gender equality (e.g. preparing/conducting gender equality
sessions as part of other technical areas).
Gender
equality
training

Costs of gender equality training or capacity development for gender equality
advisors/consultants and other project staff.
Gender
equality-related
management
costs

Costs of preparing the project gender-based analysis, gender equality strategy,
baseline surveys, indicators, reporting, monitoring, etc. These could include travel,
translation, communication and research costs.
Gender
equality
activities

Costs of gender equality training, gender fund, study tour, research on gender equality
(excluding salary/fees of advisors/staff covered elsewhere).
Pro-rated costs (according to proportion of time spent on gender equality) of
identifiable gender equality activities when part of other project activities. These
could include extra expenses related to integrating gender equality in the activity (e.g.
outreach for women to attend training); gender equality advisor’s participation in
planning and executing non-gender equality-specific activities (excluding salary/fees
covered elsewhere).

35
Tool 9: Gender equality coding for initiatives
GAC’s Feminist International Assistance Policy (FIAP) commits that by 2021-22, no less
than 95 percent of Canada’s bilateral international development assistance initiatives will
target or integrate gender equality and the empowerment of women and girls. This
includes 15 percent of investments specifically targeting gender equality and the
empowerment of women and girls, with the remaining 80 percent integrating these goals
across all international assistance efforts.
This tool provides further information on GAC’s Gender Equality (GE) coding
framework and the internal GE assessment form.
GAC’s Gender Equality coding framework assigns a GE code in relation to a project’s
intended contribution to advancing gender equality and the empowerment of women and
girls.
GAC’s GE codes cover a spectrum from GE-0 to GE-3 (see table below). GAC GE
coding requirements and definitions are based on results-based management (RBM) logic
and practice, including the theory of change. Gender Equality results or outcomes are
measurable changes that explicitly address a reduction in gender inequality, or an
improvement in gender equality between women and men, boys and girls.
Each proposed project is assessed using GAC’s Gender Equality Assessment Form as an
initial step in the due diligence process. A GE code is assigned using the table below.
Gender
Equality
Code
GE - 2
GE - 1
GE - 0
☐ Targeted: Gender equality is the principal objective of the initiative: The initiative was designed
specifically to address gender inequalities and would not otherwise be undertaken. All outcomes
in the logic model are gender equality outcomes.
☐ Fully integrated: There is at least one intermediate gender equality outcome which will
achieve observable changes in behaviour, practice, or performance that will contribute to
gender equality.
☐ Partially integrated: There is at least one gender equality outcome at the immediate
outcome level which will achieve a change in skills, awareness, or knowledge that
contributes to gender equality.
INTEGRATED
GE - 3
Explanation of GE Coding
☐ None: There are no gender equality outcomes.
The types of change associated with each gender equality code are aligned to the levels of
change in GAC’s Results Based Management logic model.
36
A gender equality specific and targeted project (GE 3) means that all the outcomes at all
levels are exclusively focussed on addressing gender inequalities to advance women’s
and girls’ equal participation with men in decision-making; to support the full realization
of women’s and girls’ human rights; and/or to reduce gender inequalities in access to and
control over resources and benefits of development.
A gender equality fully integrated project (GE 2) means that the project has identified at
least one intermediate outcome that aims to achieve long term transformational change
for gender equality that will be sustained after the project ends.
A gender equality partially integrated project (GE 1) means that the project has identified
at least one immediate outcome that aims for short term changes in gender equality
related to knowledge, awareness or skills. These changes are not expected to be
sustainable over the long term.
Since initiatives are assessed at the proposal stage, a project can be strengthened after
approval when developing the Project Implementation Plan (PIP). The GE Assessment
Form often includes suggested follow-up actions to strengthen GE in the project. In many
cases, however, an initiative designed to integrate gender equality cannot be strengthened
to become one that specifically targets gender inequalities without a redesign of the
initiative.
International Reporting on Gender Equality
The OECD-DAC analyzes its member’s (bilateral development assistance agencies) level
of investments that promote gender equality. The OECD-DAC relies on reporting from
members that use a gender equality coding or marker system. GAC’s GE codes are
rolled up for annual international reporting to OECD-DAC as part of the GAC’s
accountability process.
37
Tool 10: Project implementation plan and gender equality strategy
The gender equality strategy (GES) outlines the project’s overall approach to achieve gender
equality outcomes and provides overall guidance on the approach to be used in the activity
matrix, work breakdown structure, monitoring and reporting, and management. If not completed
at the project design phase, the project team needs to develop a gender equality strategy for the
project at the inception phase as part of the process of preparing the project implementation plan
(PIP).
The project GES is informed by the project’s gender-based analysis and consultations with
partners and stakeholders, especially women and girls, on how to achieve gender equality
outcomes. The GES is a separate section or an appendix to the PIP but it is expected that all the
sections of the PIP, including the rationale, overall project description, LM, theory of change,
PMF, work breakdown structure, activity matrix, budget, monitoring, and reporting expand on the
information presented in the GES. The annual work plan is also expected to further expand upon
the implementation of the GES.
During project implementation, best practices include: significant involvement of gender equality
expertise as part of implementation team; collaboration and support from women's organizations,
key female and male decision makers, leaders and allies; flexibility and openness to respond to
new and innovative methods, and to opportunities for supporting gender equality that present
themselves during implementation, and promotion of the equitable participation of women with
men, especially in decision-making, throughout implementation.
The gender equality strategy is not meant to be a static document. During implementation,
projects need to re-evaluate the context for promoting gender equality and engage in dialogue
with partners and stakeholders, especially women and girls, in order to identify challenges and
emerging opportunities as well as lessons learned. In this respect, the project local gender equality
expert is a key resource. As the project builds gender equality capacity both internally and among
stakeholders, new possibilities may emerge and projects are expected to be flexible enough to
take advantage of them.
Ideally, the project’s gender equality strategy includes the elements presented below.
38
Outline for Project Gender Equality Strategy
Overview of gender-based analysis: A summary of the gender-based analysis and
validation of gender inequalities.
Gender equality outcomes: Description of how gender equality outcomes at the ultimate,
intermediate and immediate outcome levels in the LM will address the identified gender
inequalities. This information would be integrated into the theory of change section of the
proposal or PIP.
Expected outcomes: A plan of the specific approaches and key interventions that will be
taken to achieve each immediate outcome and would inform the outputs, activity matrix and
work breakdown structure sections of the PIP.
Specific approaches and key interventions such as:
 involvement of women and girls and women’s organizations that advance women’s
rights.
 Special measures (e.g. incentives for women and for employer/organization,
skills/knowledge upgrading and leadership training programs, gender-sensitization
of employers/decision-makers, mentoring) to achieve targets for participation by
women (or girls)
 criteria that will be used in the selection process for civil society partners or
consultants to ensure that they have commitment and experience on gender equality
 development of tools and methodologies to guide staff, partners and stakeholders for
the achievement of gender equality outcomes,
 gender equality issues (such as zero tolerance of harassment and sexual and genderbased violence awareness-raising) to be included in information or advocacy
activities.
Capacity building: Plan for training and capacity building on gender equality and the
empowerment of women and girls for project staff, partners and implementers. This would
be itemized in the budget and activity matrix of the PIP.
Monitoring and reporting: An outline of how the project will use sex-age disaggregated
baseline data for indicators to set relevant targets; and how the project will collect data on
gender-sensitive indicators in the PMF to monitor progress toward results.
Resources and budget: A statement of the measures or means for implementing the gender
equality strategy, including identification of responsibility at the management level; inputs
of technical expertise in gender equality; training for project staff and partners; financial
resources to adequately cover gender equality expertise, training and project activities that
support gender equality. This would be included in the PIP budget and the staffing/technical
assistance plan of the PIP.
39
Contribution to GAC’s Feminist International Assistance Policy: Describe how the project
will contribute to the three gender equality objectives which underpin GAC’s Feminist
International Assistance Policy:



to enhance the protection and promotion of the human rights of women and girls;
to increase the participation of women and girls in equal decision-making,
particularly when it comes to sustainable development and peace; and
to give women and girls more equitable access to and control over the resources
they need to secure ongoing economic and social equality.
40
Tool 11: Annual work planning and project steering committee
Annual work planning
The project work plan sets out specific interventions and budget to implement the gender
equality strategy and reflects the integration of gender equality in order to achieve the
expected gender equality outcomes.
Annual work planning




Involve the project GE advisor in drafting annual work plans so that activities are in
line with the Project Implementation Plan (PIP) and project gender equality strategy.
Review the barriers and risks related to gender equality and revise activities so that
progress can be made within a changing environment.
Allocate sufficient resources (human and financial) for activities to implement the
project gender equality strategy and to achieve the expected gender equality outputs
and outcomes.
Prioritize activities related to gender equality so that they are carried out and not
delayed.
Project steering committee (PSC) meetings are opportunities to assess and discuss the
progress made by a project on gender equality outcomes, to determine whether it is in
accordance with the approved work plan and to take any decisions needed to improve
performance. PSC meetings present opportunities to raise awareness on gender equality
among steering committee members.
Project steering committee (PSC)



Invite representatives/experts on gender equality to meetings.
Report on progress toward gender equality within the project as a standing agenda
item for all PSC meetings.
Ensure Project Progress Reports tabled at the PSC assess the implementation of the
project gender equality strategy and achievement of gender equality outcomes.
41
Tool 12: Monitoring performance on gender equality
Gender-sensitive monitoring helps project staff, other stakeholders, and beneficiaries to
understand how the project is progressing on the achievement of GE outcomes and
identifies areas for improvements.
Monitoring progress on gender equality outcomes









Include the assessment of the implementation of the project gender equality strategy
and achievement of gender equality outcomes in the monitor’s ToRs.
Ensure project monitoring includes tracking gender equality performance, challenges,
and recommendations for improvement.
Ensure the monitor has sufficient expertise to assess gender equality outcomes or that
a gender equality advisor participates in project monitoring missions.
Encourage reporting that uses and analyzes sex-age disaggregated data and gendersensitive information.
Share monitoring reports and recommendations back to project staff and beneficiaries
on a timely basis to allow for project adjustments.
Promote the active participation of women and girls and gender equality project
stakeholders in participatory monitoring and evaluation.
Ensure that the monitor’s recommendations for improving gender equality are applied
to project work plans.
Commission, as needed, a gender equality review or gender audit to assess progress
on achieving GE results and to make recommendations to revise the gender equality
strategy and adjust the logic model and performance measurement framework.
Carry out capacity-building activities for staff on managing/monitoring gender
equality outcomes.
42
Tool 13: Reporting on gender equality outcomes
Project reports are required to present data on progress on gender equality within each
project outcome. It is expected that the project’s gender equality advisor(s) be involved in
drafting project reports, particularly the sections on progress toward each expected result
and the section on the implementation of the GES.
Reporting on gender equality by outcome
1.
2.
3.
4.
5.
Starting at the Ultimate Outcome level, it is expected that reporting will cover progress
on each result and how outputs contribute to immediate outcomes.
Report on progress for each outcome, including description of outputs that support
gender equality, presentation of sex-age disaggregated data on participation, decisionmaking, etc.
Identify and analyze gaps between expected sex-age targets and achieved GE
outcomes.
Demonstrate the results of gender equality capacity-building activities.
Identify any unanticipated results related to gender equality.
The table below provides examples of how to report on gender equality results at each
outcome level.
How to report on gender equality results
A. Immediate Outcome: Increased capacity of the national, state and district level health
system to deliver accessible, quality gender-sensitive health services.
This result requires both quantitative and qualitative data that measures the system’s capacity
to deliver gender sensitive health services, particularly indicators that measure: system
capacity to collect and analyze gender-sensitive data; staff capacity to develop, design and
deliver programing and services that are gender-sensitive, including addressing women’s and
girls’ barriers to access, use, and decision-making on health care; system capacity to and
practice in ongoing engagement of women’s groups in the design of policy, programs and
services; etc. Sex-age disaggregated data can be used to track the use of health services, and
sex-age disaggregated client surveys can measure perceptions of and satisfaction with the
health services provided. This data helps to verify that the system is delivering services.
43
How to report on gender equality results
B. Intermediate Outcome: Increased access to basic education for children, particularly girls,
in focus areas. (Similar wording may include “especially”, “with a focus on”, etc.).This result
statement requires sex-age disaggregated data, as well as comparison to baseline data over
time to measure girls’ and boys’ access to school. Qualitative or quantitative indicators are
needed to measure the impact of special interventions to make schools girl-friendly (e.g. % of
schools with girls-only toilets, % of teachers using gender-sensitive pedagogy, # of courses
revised for gender-sensitivity, total # of schools that include mothers and fathers in parentteacher interviews, total # of schools that have no school fees, total # of schools with feeding
programs, level of satisfaction by girls/by boys of school programs, % of girls out of school
compared to boys, % of parents (F/M) who support sending girls to school, % of girls under
15 who are pregnant). This data is needed to assess the different reasons girls are able to
attend and stay in school.
C. Ultimate Outcome: More predictable and equitable access to the justice system for people,
especially women (Indicator: # gender-based violence incidents reported). This result has been
included to illustrate how to treat potentially counter-intuitive gender equality indicators,
where an understanding of context is important. In contexts where gender-based violence is
not discussed but is known to occur, reporting rates of gender-based violence is expected to
increase if the project is in its first phase and includes awareness-raising activities. On the
other hand, one might expect a downward trend in the actual data collected on indicators if the
project is in its later phases, if social awareness is high and levels of social programing
designed to address gender-based violence is in evidence. A more accurate indicator is the
measurement of attitudes of women and men on violence against women and girls (e.g. % of
respondents (F/M, age group) who disagree that men can beat women for burning the food,
going out without permission, spending money without permission.)
In addition, a section reporting on the implementation of the GES to cover the elements
outlined below.
How to Report on the Gender Equality Strategy
1.
2.
3.
4.
5.
6.
7.
8.
Provide any additional analysis of how activities are promoting gender equality or the
empowerment of women and girls.
Discuss challenges encountered in implementing the approaches as presented in the GES.
Identify emerging opportunities/entry points for integrating gender equality in the project (e.g.
new local partners).
Update the context for integrating gender equality in the project (e.g. changes in policy, laws,
local environment).
Identify needs in building gender equality capacity.
Summarize how the project results are contributing to the three gender equality objectives that
underpin all action areas within GAC’s Feminist International Assistance Policy.
Present best practices/lessons learned on gender equality and additional evidence-based
success stories that are not covered in the section on reporting on outcomes.
Share links to case studies with photos and videos.
44
Tool 14: Evaluating project performance on gender equality
Gender equality performance is expected to be assessed in all project evaluations. This
involves:
1) Creating the right conditions to assess gender equality, such as: evaluation
questions, allocating sufficient resources, finding appropriate evaluators and
defining relevant methodologies.
2) Measuring success in achieving outcomes relative to the three overarching gender
equality objectives in GAC’s Feminist International Assistance Policy.
3) Identifying lessons learned related to gender equality in the project.
If the project or program has a good gender-based analysis, gender equality outcomes,
clear gender equality indicators and sex-age disaggregated baseline and targets, there is a
much greater probability that the evaluation will examine gender equality elements in a
meaningful way. The following table outlines how to plan, design and manage
evaluations to assess gender equality outcomes.
How to plan, design and manage evaluations to assess gender equality outcomes
Preparing terms of reference
Gender equality (GE) is often treated superficially in evaluation reports. Sometimes terms
of reference (TORs) set out too many competing issues to assess and provide limited
direction to evaluators on gender–related questions. Important tips to keep in mind are:

Integrate GE throughout the TORs (i.e. rationale, scope and focus, stakeholder
involvement, accountabilities, responsibilities, deliverables).

Clarify in the TORs what GAC wants to learn about GE through this evaluation.

Describe stakeholders by sex, age group, ethnicity, geographic area, institution,
sector, socio-economic group, etc.

Focus and prioritize evaluation issues based on the input of female and male diverse
stakeholders.

Include questions for assessing gender equality outcomes.
Designate responsibility for the assessment of gender equality outcomes.

Resourcing and expertise
The assessment of GE outcomes brings an extra dimension to traditional methods and
requires more time and resources. Where evaluation teams include gender equality
expertise, evaluation reports are more likely to include sex-age disaggregated data and a
performance assessment of GE results. Involving gender equality expertise can enhance
gender-equitable, participatory processes.
Allocate appropriate time and financial resources to assess GE results.


Ensure that the planned level of effort is realistic, given participatory methods and the
need for in-depth contact with stakeholders.
Ensure that the evaluation team leader has the capacity to integrate gender equality

45
How to plan, design and manage evaluations to assess gender equality outcomes
concerns into evaluation findings, conclusions and recommendations.

Make it a requirement for evaluation team members to have sufficient gender equality
expertise.
Encourage a gender-balanced evaluation team, including local expertise.


If interpreters are required, ensure that interpreters are not required to provide
technical inputs.
Methodology
The more participatory the evaluation process, the greater the potential for evaluation
findings to include sex-age disaggregated data and address GE results. GE results are
validated when evaluation methodologies integrate stakeholder participation throughout
the evaluation process. Tips related to methodology include:
The evaluation work plan outlines a clear and specific approach to explore gender

equality issues.

The evaluation process is participatory and provides for the equal participation of
female and male stakeholders (with attention to diverse factors, such as sex, age,
group ethnicity, socio-economic group, etc.).
Reporting and sharing results
Effective evaluations enable GAC to assess its performance in achieving GE while
providing partners with lessons on gender equality to improve future performance.
Evaluation learning is more readily taken up when information is action–oriented and
geared to specific audiences. Tips include:
A strategy is drafted that defines who will use the information on GE results and how

best to present, package and disseminate it for each audience.
Sufficient resources are committed to implementing this strategy.


Analysis of evaluation findings and conclusions use sex-age disaggregated data and
demonstrate how the project has contributed to progress on GE.

Factors contributing to the achievement of GE results are identified.

Recommendations related to GE are geared for decision-making.

Lessons related to GE are strategic and applicable to other development initiatives.

Evaluation reports present explicit conclusions and recommendations for improving
gender equality in projects.
46
Sample evaluation questions for assessing gender equality outcomes
Achievement of results

To what extent has the project: 1) advanced women’s equal participation with men as
decision-makers, 2) promoted the rights of women and girls, and 3) increased women’s
access to and control over development resources and benefits?
How has the project implemented the guiding principles of GAC’s approach to gender

equality to achieve GE results?
How do the results achieved for women and girls compare to those achieved for men and

boys?

What are the unanticipated effects of the project on women, men, girls and boys?
How have GE results contributed to the overall results of the project?


To what extent has the project improved the capacity of stakeholders to promote GE?
Cost-effectiveness of results

Is the relationship between costs and GE results reasonable?
Do more cost-effective models exist to achieve the same results?

Relevance of results

To what extent do the GE results contribute to poverty reduction?
To what extent are the GE results consistent with the positions/commitments of the

partner country with regard to CEDAW, National Action Plan on GE, etc.?
To what extent do GE results align with GE priorities of key partners/stakeholders in

recipient countries (e.g. regional/local organizations/women’s rights organizations)?

To what extent does the project support the efforts of partners and other bodies
promoting GE in this country?

To what extent are female and male stakeholders satisfied with the GE results?
Sustainability of results

To what extent are the GE results likely to endure after GAC’s involvement in the
project ends?

What factors in the project’s context present the greatest risks to sustainability?
What can be done to minimize risk?






Collaboration
To what extent did the project promote the equitable participation of female and male
stakeholders in decision-making?
To what extent did the project contribute to the building of capacities to support GE in
recipient countries?
Did women and girls face any particular constraints or obstacles in their participation?
If so, how successful was the project in addressing these constraints?
To what extent did the project involve women’s organizations and organizations
advocating for gender equality in its strategy to achieve GE results?
47
Sample evaluation questions for assessing gender equality outcomes
Design

Was a detailed gender-based analysis conducted during project design?

Was project reach clearly identified and disaggregated by sex, age group, ethnicity,
socio-economic group, etc.?

To what extent were women, girls, men and boys consulted with regard to their needs,
priorities and the project’s development problem?

To what extent were the needs and priorities of women, girls, boys and men reflected in
the project solution and overall design?
Did the project planning include a realistic strategy for achieving GE results

Appropriateness of resource utilization
Were efforts made to ensure equal representation by women and men at all levels of

project management and technical assistance delivery?
How did the participation of women in project management affect GE results?


How did the absence/inclusion of gender expertise in project management affect GE
results?
Informed and timely action

Did monitoring adequately measure progress in achieving GE results?
Were risks associated with GE and gender–based constraints adequately monitored?


Was there adequate understanding and acceptance of the need to promote GE among
stakeholders?
What more could the project have done to increase stakeholder commitment to gender

equality?
Example: Project evaluation of district-wide assistance program (DWAP)
The terms of reference: The evaluation questions included extensive and detailed points
relating to gender equality including gender equality outcomes, participation issues,
constraints/obstacles faced by women and girls, review of the strategy for gender equality
outcomes and the understanding of the need to promote gender equality among stakeholders.
The findings were to be sex-age disaggregated and the ToR also explicitly requested
conclusions, recommendations and lessons learned regarding gender equality.
Resource and expertise: GAC’s working group overseeing the evaluation included the
local gender equality advisor. The ToR set out an explicit requirement for an expert on
gender equality with a strong background in participatory assessment techniques and
participatory gender-based analysis. As mandated by the ToR, a gender equality consultant
was part of the evaluation team with a role in the evaluation mission and writing the case
studies.
Methodology: The work plan outlined a clear and specific approach to explore gender
48
equality issues. The methodology included mixed methods, both quantitative and
qualitative. Separate focus groups were to be held with women and men. The evaluation
explicitly included a discussion of gender equality issues. The evaluation matrix included
detailed questions on the achievement of gender equality outcomes, the sustainability of
these results, constraints to the participation of women and girls, adequate monitoring of
gender equality outcomes, etc.
Reporting and sharing results: The report noted that the methodology proposed in the
work plan had been implemented and an additional element had been added: focus groups
with gender equality experts. There was a specific and detailed section on gender equality
as well as attention to these issues throughout the report. Gender equality issues were also
highlighted in the Executive Summary. There were clear and evidence-based findings and
conclusions on gender equality. Five out of the 22 recommendations were related to gender
equality and there were specific lessons learned. Findings and recommendations from the
DWAP evaluation served in follow-up programing.
49
Tool 15: Gender Equality Resources
This section provides a list of some of the resources that are available to assist implementers in
their proposal process.
GAC Resources
1.
Feminist International Assistance Policy
2.
Policy on Gender Equality
3.
Questions About Culture, Gender Equality and Development Cooperation publication
4.
Women’s Economic Empowerment: Guidance Note, 2013.
5.
Promoting Gender Equality in the Extractives Sector: A toolkit (EDRMS: EN 6887830; FR
6887831)
6.
Gender Equality and Humanitarian Assistance: A Guide to the Issues, 2003.
7.
Gender Equality and Peacebuilding: An Operational Framework.
8.
Education—Gender Equality Tip Sheets, 2010.
9.
Gender Equality Tip Sheet: Decentralization
10. Educating Girls: A Handbook, 2003.
11. Global Affairs Canada (GAC) Lexicon on Gender Equality Concepts (draft) EDRMS:
7527868
Government of Canada Resources






Status of Women Canada (SWC): Canada’s Gender-Based Analysis Plus
Canada’s report on the Convention on the Elimination of All Forms of Discrimination
Against Women: Reports
Justice Canada: Gender Identity and Expression
Statistics Canada: Women in Canada
Treasury Board Secretariat: Gender-based analysis
Health Canada: Gender-based analysis
International Resources

UN Women EMPOWER website with over 25,000 learning and resource materials
covering all sectors: https://www.empowerwomen.org/en
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Women’s Empowerment Principles http://www.weprinciples.org/
The Women's Empowerment Principles are a set of Principles for business offering
guidance on how to empower women in the workplace, marketplace and community.
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Subtitled Equality Means Business, the Principles emphasize the business case for
corporate action to promote gender equality and women's empowerment and are
informed by real-life business practices and input gathered from across the globe. The
Women's Empowerment Principles seek to point the way to best practice by elaborating
the gender dimension of corporate responsibility, the UN Global Compact, and business'
role in sustainable development. As well as being a useful guide for business, the
Principles seek to inform other stakeholders, including governments, in their engagement
with business.
The Principles
- Establish high-level corporate leadership for gender equality
- Treat all women and men fairly at work - respect and support human rights and
nondiscrimination
- Ensure the health, safety and well-being of all women and men workers
- Promote education, training and professional development for women
- Implement enterprise development, supply chain and marketing practices that
empower women
- Promote equality through community initiatives and advocacy
- Measure and publicly report on progress to achieve gender equality
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Cutting Edge Packs on Gender Equality includes guides and toolkits on gender
equality within various sectors and topics. Available in English, French and Spanish.
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Gender and Food Security
Gender and Social Movements
Gender and Climate Change
Gender and Governance
Gender and Care
Gender and Indicators
Gender and Sexuality
Gender and Trade
Gender and Migration
Gender and ICTs
Gender and Citizenship
Gender and Armed Conflict
Gender and Budgets
Gender and HIV & AIDS
Gender and Cultural Change
Gender and Participation
Economic Growth/Agriculture

Gender Dimensions of Investment Climate Reform – A guide for policymakers and
practioners, IFC

OECD DAC Gender Equality and Development
The OECD Gender Data Portal includes selected indicators shedding light on gender
inequalities in education, employment, entrepreneurship, health and development,
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showing how far we are from achieving gender equality and where actions is most
needed. http://www.oecd.org/gender/

International Center for Research on Women (ICRW)
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Because I am a Girl reports covering gender-based analysis and best practice in various
sectors and topics such as engaging men and boys; emergencies, empowerment, climate
change, education.

FAO : Gender and land rights; gender and climate change; men and women in
agriculture: closing the gap
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FAO: SEAGA Socio-Economic and Gender Analysis for Emergency and Rehabilitation
Programs
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Education and work; Global Gender Gap Report, World Economic Forum

UN Foundation: A Roadmap for Promoting Women’s Economic Empowerment

ILO - Men and Masculinities: Promoting Gender Equality in the World of Work
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Making the strongest links: A practical guide to mainstreaming gender-based analysis in
value chain development (ILO, 2007)

IMF - Women, Work, and the Economy: Macroeconomic Gains from Gender Equity

UN Women: Gender Equality Evaluation Portal

Levelling the Field: Improving Opportunities for Women Farmers in Africa (World
Bank, 2014)

Women's Empowerment in Agriculture Index, International Food Policy Research
Institute (IFPRI, 2012)

Rethinking Gender in Peacebuilding (International Alert, 2014)

Violence against women: a ‘global health problem of epidemic proportions’ (WHO,
2013)

World Bank report on Voice and Agency: Empowering Women and Girls for Shared
Prosperity (2014) identify promising programs and interventions to address constraints
facing women and girls worldwide—from gender-based violence to discriminatory laws.

Gender Impacts of PPP http://ppp.worldbank.org/public-private-partnership/pppsector/gender-impacts-ppps/impacts-ppps-gender-inclusion Provides access to key
general and PPP-related guidance materials, links to laws and policies, publications,
relevant case studies and project documents that could be useful for the development of a
more gender-responsive PPP enabling environment and PPP contracts. Some of the
projects discussed here are not traditional PPPs and might not fall within the definition of
PPPs used by this site and the PPP Knowledge Lab, however they illustrate well how
PPPs could be made more gender-responsive.
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Applying a Gender Lens throughout the Project Cycle
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Gender-Responsive PPP Legal Framework
Sector-Specific Materials
 Agriculture
 Education
 Energy
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Health
Information and Communication Technology (ICT)
Transport
Water and Sanitation

Measuring women’s empowerment: indicators in many sectors, including climate change,
energy, finance, law, transport, urban development, water and sanitation.
https://www.oecd.org/derec/adb/tool-kit-gender-equality-results-indicators.pdf

World Bank Violence Against Women and Girls (VAWG) Resource Guide :
http://www.vawgresourceguide.org/resources
- Introduction
- Citizen Security, Law, and Justice
- Disaster Risk Management
- Education
- Finance & Enterprise Development
- Health
- Social Protection
- Transport

USAID has developed toolkits relating to GBV for various
sectors: https://www.usaid.gov/gbv/gbv-toolkits
- Energy and Infrastructure
- Economic Growth
- Education
- Rule of Law
- Health
- Monitoring and Evaluation

UN Women: Estimating the cost of Domestic Violence

IFC, World Bank Group publication “Investing in Women: New Evidence for the
Business Case” and case studies at ifc.org/GenderSmartBiz.

Measuring Unpaid Work: Invisible No More? Report and Country Case Studies on Time
Use and Unpaid Work

International Association of Women Judges : http://www.iawj.org/resources.html

World Economic Forum Global Gender Gap Report: http://reports.weforum.org/globalgender-gap-report-2016/infographics/
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
Asia Development Bank GE and Food Security
https://www.adb.org/news/infographics/gender-equality-and-food-security-womensempowerment-tool-against-hunger

The Global Gender and Climate Alliance works to ensure that climate change policies,
decision-making, and initiatives at the global, regional and national levels are gender
responsive which is critical to solving the climate crisis. http://gender-climate.org/

Gender and Climate Change COP21
http://unfccc.int/gender_and_climate_change/items/7516.php

“Ensuring gender equity in climate change financing”. This publication was launched at
COP-17 in Durban. It examines the links between gender equality and climate change
and suggests how climate financing can be structured to promote gender equality and
women’s empowerment.

The Least Developed Countries Fund and Special Climate Change Fund, Gender and
Climate Funds” brief aims to detail the recent progress of the Global Environment
Facility to mainstream gender in LDCF and SCCF programing and implementation. It
also identifies next steps towards ensuring gender equality and women’s empowerment
principles are further incorporated into the design and implementation of LDCF and
SCCF projects.
“Gender and Climate Investment Funds” brief explores the gender dimensions of climate
finance mechanisms, focusing on Climate Investment Funds. All funds under the CIF
have strong linkages to poor women’s and men’s livelihoods. Gendered patterns of
energy use have significant, but often overlooked, implications for program design and
implementation.
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Roots for the future: The Landscape and way forward on gender and climate change:
http://wedo.org/wp-content/uploads/2015/12/Roots-for-the-future-final-1.pdf

Gender and Climate Change: evidence and experience : A set of briefs on gender and
climate change that highlights how CIFOR and partner organizations are addressing
current and emerging policy issues, with insights and recommendations based on
experience.
http://www.cifor.org/gender/gender-and-climate-change/
https://ccafs.cgiar.org/themes/gender-and-equity/publications

Tackling Childcare: The Business Case for Employer-Supported Childcare report, IFC
The report discusses how companies can analyze their workforce to identify the type of
childcare support they can offer to their employees—from on-site childcare to
subsidies—that best suits their needs. The report draws on 10 case studies of companies
around the world offering various childcare options, highlighting how investments in
employer-supported childcare can strengthen the bottom line.
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http://www.ifc.org/wps/wcm/connect/topics_ext_content/ifc_external_corporate_site/gen
der+at+ifc/priorities/employment/tackling_childcare_the_business_case_for_employer_s
upported_childcare

Womenwatch :
http://www.un.org/womenwatch/feature/climate_change/downloads/Women_and_Climat
e_Change_Factsheet.pdf
On-Line Gender Equality Training

Canada’s Gender-Based Analysis (GBA+) on-line training website: www.swccfc.gc.ca/gba-course

USAID – MEDA and ACDI/VOCA - Integrating Gender and Including Women in Value
Chain
Development:
https://www.microlinks.org/library/integrating-gender-andincluding-women-value-chain-development-training-materials

International Women's Health and Human Rights:
http://www.internationalwomenshealth.org/about.html

FAO Gender and food nutrition security; land rights: http://www.fao.org/gender/genderhome/gender-links/en/

UN Women (online training Campus available in English, Spanish and French
https://trainingcentre.unwomen.org/?lang=en

UNCTAD Virtual Institute online course on Trade and Gender
http://vi.unctad.org/resources-mainmenu-64/distance-learning-mainmenu-115/703-tagreg

Human Rights Education Associates, on-Line course on Gender Mainstreaming (Gender
Equality- Courses) http://www.hrea.org/learn/gender/
(Engaging Men and Boys in Gender Equality Programing, Gender and Human Rights
(Foundation Course),Gender Mainstreaming (Gender Equality-Advanced Course)
Gender-based Violence, Gender and Humanitarian Action, Gender and Transitional
Justice, Human Rights, Sexual Orientation and Gender Identity, Monitoring Women’s
Rights, Women, Peace and Security)
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
UNESCO Gender Equality eLearning Program (2013)
http://www.unesco.org/new/en/unesco/themes/gender-equality/tools/

Different Needs – Equal Opportunities: Increasing Effectiveness Of Humanitarian Action
For Women, Girls, Boys And Men” Developed by the Inter-Agency Standing Committee
http://www.interaction.org/iasc-gender-elearning
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
OEA- CIM Enfoque de Derechos y de Igualdad de Género en Políticas, Programas y
Proyectos http://www.educoas.org/default2.aspx?q=enfoque-de-derechos-y-de-igualdadde-genero-en-politicas-programas-y-proyectos

OEA- CIM Planificación Estratégica con Enfoque de Género
http://www.educoas.org/default2.aspx?q=content/planificaci%C3%B3nestrat%C3%A9gica-con-enfoque-de-g%C3%A9nero
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ECLAC-Economic Commission for Latin Amer ica and the Caribbean
http://www.cepal.org/en/node/36277
Estadísticas e Indicadores de Género: introducción - VII versión
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Onu Mujeres-Centro de Capacitacion https://trainingcentre.unwomen.org/?lang=es
Videos

Women’s Empowerment Principles: http://weprinciples.org/
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Women, Peace and Security
https://www.youtube.com/watch?v=a2Br8DCRxME
https://actionplans.inclusivesecurity.org/national-action-plan-101/
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