Gender and community participation logical framework (for WSD only)
Overall Objective
To promote gender
equity in The Gambia, in
keeping with GOTG and
DFID policy
Purpose
1.To ensure that WSD
activities in Region 5
significantly reduce
gender disparities in
enrolment, attendance,
completion and
outcomes
2. To involve male and
female members of
communities in planning
and managing their
children’s schools
Indicators
Means of Verification
Assumptions
Gender gap in enrolment to
be halved in BESPOR pilot
UB schools.
WSD monitoring tools
Education stakeholders in
Region 5 are committed to
improving gender equity in
educational system.
Interviews with male and
female members of pilot
school communities
Education and community
stakeholders are committed to
genuine involvement of women
in making decisions about
school development.
Other indicators to be
developed when more
baseline information
available.
Women and men in pilot
communities have chance
to express their views on
how schools should
develop, and are satisfied
that these are taken into
account
Output 1
A model for girl-friendly
UB schools is
successfully piloted in
Region 5
Output 2
All BESPOR pilot LB
schools are ‘girl-friendly’
Output 3
Priority interventions for
increasing proportion of
female teachers in rural
areas identified and
piloted
Gender gaps in enrolment,
attendance, completion and
performance are
significantly reduced in pilot
GF-UB schools in Region 5
in Yrs 2 & 3.
Rates of teenage
pregnancy reduced in pilot
schools.
Quarterly/Annual
Progress Reports
Pupil Assessment reports
Teaching & Learning
Conditions survey
Longitudinal case-studies
EFA Assessment Reports
for Region 5 (BESPOR
monitoring tools)
Successful integration of GFUB model into school dev.
Planning process
Model approved for
replication in other regions
DOSE memos, minutes
of meetings
Girls feel comfortable in
BESPOR pilot schools and
any girl-adverse gender
gaps in enrolment,
attendance, completion and
performance are
significantly narrowed
BESPOR monitoring tools
(see above), and
interviews with female
pupils
GOTG will continue to fund
demand-side interventions e.g.
advocacy & campaigning
against girls’ early marriage
Study carried out and
recommendations made
Report of study available
Recommendations
implemented for BESPOR
pilot schools in Region 5
Observation, regional
education authority
meeting minutes & other
documents, interviews
with female teachers in
Region 5
Priority interventions are
identified that are a. likely to be
effective in increasing numbers
of female teachers in rural
areas and b. feasible in cost
terms
Support from stakeholders
Sufficient funding available to
implement
Output 4
Ways to address gender
imbalance against boys
in specific communities
identified
Output 5
Investigate gendered
attitudes to, and
experience of, corporal
punishment in schools
Study carried out and
recommendations made &
disseminated
Study carried out and
recommendations made
Report of study available;
seminar and other
dissemination activities
take place
Report of study available;
seminar and other
dissemination activities
take place
DOSE is interested in targeting
this problem
Resources are made available
outside BESPOR to implement
interventions recommended by
study
DOSE is interested in targeting
this problem
Stakeholder sensitivities (e.g.
teachers) can be managed
Children are willing to talk about
their experiences
Output 6(community
participation)
School development
planning mechanisms
that are genderequitable and genuinely
participatory
Roughly equal numbers of
men and women take an
active part in SDC meetings
OR SDCs have formal
mechanisms in place to
consult women, e.g.
through Mothers’ Clubs.
Poor people & people from
marginalised groups take
an active part.
Observation of SDC
meetings, minutes of
SDC and Mothers’ Club
meetings, interviews with
female teachers, SDC
and Mothers’ Club
members, and community
members in general
Cultural constraints may make
it hard for women to take part in
SDC meetings on equal footing
with men
Local power-holders may
dominate SDCs