Gender-sensitive Monitoring and
Evaluation
For Training Course on “Gender Equitable
development Projects”
APMASS & WAP, AIT: Vietnam
Karabi Baruah-Ph.D
Gender, HIV & Development Specialist
27th June 2012 Danang, Vietnam
Session Objectives
• Identify critical considerations of a
gender-sensitive monitoring and
evaluation framework.
• Identify the necessary components of
a gender-sensitive evaluation.
3
A quick check…
True or false?
1.Men and women have different development
priorities, needs and constraints and are affected
differently by development programs
2. Conventional M&E systems often capture
gender differences in access and impact
3. Efficiency/ equity enhanced when gender
differences are taken into account.
4. Most people assumed in “gender neutrality” of
M&E methods & processes
4
Why a gendered M&E process?
5
?Do you believe that ….
 Having a gender-neutral M&E (with no
reference to any sex), including the use
of gender-neutral language, is the correct
way of conducting M&E?
 Gender-neutral M&E, in most societies
ends up reflecting men’s priorities
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For Monitoring and Evaluation to be
Gender-sensitive…
• Requires gender issues to be monitored at each stage of
the project cycle
• Assess differences between women and men in terms of
project performance and results
• Reflect the needs and experience of women and men
Overall a Gender sensitive M&E Improves
development outcomes by ensuring target
populations are better served by projects
7
Gender Sensitive M&E Measures…
Not just the what, when and where, but
• Change in the division of labor
• Access to and control over resources
• Practical and strategic gender needs/interests
• Participation (within projects, and in
household/community)
• Change in decision-making
• Changes in gender gap
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8
Adapt monitoring program to:
• Acknowledge differing,
▫ Roles (currently accomplished, division of labor)
▫ Responsibilities (who makes decisions on specific
tasks, i.e. water fetching, market access)
▫ Capacities (able to do; based on knowledge, assets,
etc.)
▫ Constraints (time, social skills, double burden,
etc.)
9
Shift from WID to GAD affects GDD
• Women and development approach (WID), focus on
women as a homogenous group
• Gender and development approach (GAD) focus on
gender relation (women in relation to men), gender
equality.
• Gender Disaggregated Data GDD should reflect this
by shifting from women only activities, to activities
where women and men are involved, and measuring
relational aspects (division of labor, change in intrahousehold decision-making level)
Example- A gender sensitive M&E
ensures the capture of women’s
contribution to agricultural*
production
Because….
• Women’s Role in staple and secondary crops
(underestimated in the first case, undervalued in
the second case)
• Greater role in subsistence agriculture is
explained by lack of access to agricultural service
and inputs, less assets (not a simple division of
labor)
• Women may be involved in low yield complex
production systems that ensure stability and
resilience, so a yield-based assessment would
underestimate women’s contribution.
12
Invisibility of women’s work
in survey and other data
collection tools
Tend to be more true of a quantitative
approach
Surveys are often based on the assumption that the heads of
household are men.
Data tend to focus on visible, formal or paid work or task
(underestimating unpaid work, the informal sector or homebased work)
Often assume static gender roles*
Survey design tend to be done by men and it reflects
their experience and interests
13
Are women economically active?
14
What in your experience/
perception are the issues &
challenges in Gender sensitive
M&E?
15
Lack of gender data can lead to
incorrect conclusions
Lack of knowledge may
• lead to overlooking or underestimating gaps in
access to and control over resources and benefits
• underestimate roles in and contributions of
women in unpaid work and also in remunerated
work
Lack of understanding on work task, phases and
specialization
• May lead to wrong associations or incomplete
findings (income with men, etc)
17
Lack of gender data leads to poor
management
• Users of resources are misunderstood or misidentified,
leading to poor project design, offering wrong solutions
and potentially affecting project outcomes
• Lead to wrong intervention, and a waste of expertise (as
with women and fisheries)
• Lack of knowledge of participation barriers undermines
participatory approaches
• M&E does not provide proper feedback
19
Gendered baseline data
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Monitoring Gender Sensitive
Participation in Project Cycle
Project management:
Women <—> Men
Identification
Design
Implementation
Evaluation
Women <—> Men
Project target groups
* Monitor and evaluate ‘within’ processes at each stage, including evaluation (hence gender
M&E)
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Key issues to consider at
different stages in a gender
sensitive M/E system…
Stage-I: Identification
Key issues to consider
Are the project’s goals and objectives gender-sensitive: do
they adequately reflect women’s and men’s needs?
What is the level of input from men and women
stakeholders, local women’s NGOs, community based
organizations, etc., in setting goals and objectives?
Is baseline information, against which results can be
measured, being collected through gender analysis and/or
social assessment (covering social-cultural, political and
economic aspects)?
Does the client (country, state, district) have the policy and
institutional framework to promote gender equality in
development activities?
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Stage-II: Design
Key issues to consider
•Do the activities planned reflect the project’s gendersensitive goals and objectives?
•Is there a credible implementation plan that links courses of
action and intermediate targets to expected final outcomes
which benefit both men and women?
•Are gender-sensitive target and M&E indicators identified in
consultation with female & male stakeholders?
•Have the male & female beneficiaries identified performance
indicators they would like to monitor?
•Does the project design take into account how the
information will be used and by whom, and are these needs
being assessed in light of budgetary and time constraints?
Stage-III: Implementation
Key Issues to consider
•Are gender-sensitive and sex-disaggregated data being collected to keep track
of inputs and outputs, and to measure outcomes? From what sources?
•Is the same information as the baseline data being collected for the indicators
at one or several times during the life of the project in order to measure and
evaluate impact?
•Are there specific and adequately detailed references to gender in
progress/supervision reports?
•Are the data fed back to project personnel and beneficiaries on a timely basis
to allow for project adjustments?
•Are local women’s organizations, NGOs, research institutes, etc., involved in
monitoring the progress of the project’s gender integration?
•Do the tools and methods reflect gender outcomes and impacts?
•Are there male and female data collectors, and have they received gender
Stage-IV: Evaluation
Key issues to consider
How has integrating the gender perspective
changed project implementation and results?
How have men and women benefitted from or
been harmed by the project?
Derive and share lessons that can feed into
the overall Rural Development goals and
objectives
A FRAMEWORK for Monitoring and Evaluation
Input
People
money
equipment
policies
etc.
Process
Implementation
Training
Logistics
Management
etc.
Output
Results:
Activities or
Services
done
Outcome
Behaviour
Practices
Knowledge
(target
population)
Source: Adapted from www.who.int/hiv/strategic/me/en/me_of_aids_overview.ppt
Impact
Livelihoods
Empowerment
Health
DATA COLLECTION for Monitoring and Evaluation
Low
Common
Gender integration
Some
Some
Input
Process
Output
Low
Outcome
Household
Surveys
Programme Monitoring
Qualitative
methods
Source: Adapted from www.who.int/hiv/strategic/me/en/me_of_aids_overview.ppt
Impact
Sustainable
Livelihood
Framework
Gender
analysis
Checklist for Assessing gender sensitivity data
collection
Situations /Issues to Avoid
• Sex disaggregated data is
available but not used
• Information is not collected
from the right people
• Household surveys are not the
appropriate data collection
method
• Inadequate analysis of gender
differences in control of
resources within the
household
Actions to ensure methods
adequately address gender issues
•Assess the availability of genderresponsive data before considering
the need to collect new data.
•Include additional questions on
gender-specific topics
•Use special methods to analyze
gender differences in household
decision-making and control of
resources.
•Use special methods to study
domestic and public violence
•Budget time and resources for
follow-up field visits to interpret
and further explore statistical
findings.
“Engendering” the Project Logical Framework
Engendering the Logical Framework (LF)
• Engendering the logical framework is
particularly about identifying and accounting for
the gender issues implicit in the planning,
monitoring and evaluation of projects, i.e.
ensuring it is conscious of social equity issues
such as gender relations (FAO)
• You can use the following 4 slides as a tool to
ensure the LF is engendered
Goal checklist
Narrative
summary
Objectively
Means of
verified indicators verification
Do gender
What measures
Are data for
relations affect the can verify
verifying the goal
project goal?
achievement of the sex-disaggregated
gender-sensitive and analysed in
goal?
terms of gender?
Important
assumptions
What are the
important external
factors necessary
for sustaining the
gender sensitive
goal?
What gender
analysis tools will
be used (e.g., in
impact
assessment)?
Source: FAO/WFP, SEAGA for Emergency and Rehabilitation Programmes: Socio-Economic and Gender Analysis, 2008.
Purpose objectives checklist
Narrative
summary
Does the project
have gender
responsive
objective(s)?
Objectively
verified indicators
Means of
verification
Important
assumptions
What
measures Is data for verifying What are the
can
verify the project purpose important external
achievement of the sex-disaggregated factors necessary
gender responsive and analysed in
for sustaining the
objective(s)?
terms of gender? gender-responsive
objective(s)?
What gender
analysis tools will
be used (e.g., in
Rapid Rural
Appraisal)?
Source: FAO/WFP, SEAGA for Emergency and Rehabilitation Programmes: Socio-Economic and Gender Analysis, 2008.
Outputs checklist
Narrative
summary
Objectively
Means of
verified
verification
indicators
Is the distribution What measures Is data for
of benefits taking can verify project verifying project
gender roles and benefits accrue to outputs sexrelations into
women and men, disaggregated
account?
and different types and analysed in
of women
terms of gender?
engaged in or
affected by the
What gender
project?
analysis tools will
be used (e.g.,
participatory field
evaluations)?
Important
assumptions
What are the
important external
factors necessary
for achieving
project benefits
(specifically for
women)?
Source: FAO/WFP, SEAGA for Emergency and Rehabilitation Programmes: Socio-Economic and Gender Analysis, 2008.
Activities checklist
Narrative summary Objectively
Means of
verified indicators verification
Are gender issues
clarified in the
implementation of
the project, e.g.
workplan?
Which goods and
services are
provided by the
beneficiaries to the
project?
Important
assumptions
Is data for verifying
project activities
sex-disaggregated
and analyzed in
terms of gender?
What are the
important external
factors necessary
for achieving the
activities and
especially ensuring
Are contributions
What gender
the continued
from women and
analysis tools will be involvement of men
men accounted for? used (e.g.
and women
monitoring the
participants in the
Are external inputs activities)?
project?
accounting for
women’s access to
and control over
these inputs?
Source: FAO/WFP, SEAGA for Emergency and Rehabilitation Programmes: Socio-Economic and Gender Analysis, 2008.
Engendering the LF is NOT just about
adding gender components
• It can be in ensuring GDD for all indicators
• It can be about including women or men in
activities where they are usually not engaged but
where their participation is important, i.e
including women in agricultural training,
including men in nutrition training, or reducing
gaps in participation or benefits.
• It can also be about within-project processes, like
project staff trained, number of women managers
or women enumerators.
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???
• How do the issues raised in the presentations
relate to your work
• Did any ideas emerge on how the issue or
concern might be addressed at your work
• (eg WAP= annual workplan or IFAD- LF?)
• After the next session on GDD you will get a
chance to practice engendering a LF