1. TRAINING Workshop ‘Integrating Gender in Climate Change Adaptation’, 1-3 July Ha Noi Session 2.4 Gender mainstreaming in CCA programmes and projects: from planning towards M&E CCWG

2. STEP-BY-STEP FOR GENDER SENSITIVE PROGRAMMING 1.PLANNING/POLICY/PROGRAMME DESIGN a)Situational and Gender Analysis- The starting point! b)Includes Results and Resources Framework. c)Participation of women/men in the planning process d)Defines the gender related problem(s) to be solved/what outcome do you want to see e)Defines gender objectives, outcomes, outputs & activities, budgets f)Establishes gender baselines 2.IMPLEMENTATION 3.M&E PROCESS 4.REPORTING & Policy Dialogue (Adapted from: Cecilia Aipira, 2014)

3. 1.PLANNING STAGE

4. Project Planning/Designing The foundations of entire programme/project are established in the planning This is why it is important that gender perspectives be included during this phase Bring the programme objectives in line with the gender realities

5. Process for Gender Analysis Gender analysis is a method of seeing how the programme/project affects men and women in different ways in order to make the programme more effective and achieve better results. It involves: – Collection of primary or secondary data on gender and the thematic area – Data can be quantitative or qualitative – Classify/disaggregate the information according to sex, age, ethnicity, etc – Where patterns of gender difference & inequality are revealed in sex disaggregated data, gender analysis is the process of examining why the disparities exist and how they might be addressed – Define gender related needs-which particular needs do women and men have in your thematic area. – Identifying options for redressing the imbalances and incorporating them in programme outputs & outputs – Women’s and men’s participation (separate and/or mixed).

6. Focus Areas for Gender Analysis o Who does what? o Who has what? o Who has what needs? o Who decides? o Who wins and who loses? Be aware of intersectionalities (age, ethnicity, socio-economic status, education, etc)!!

7. Gender Analytical Framework Category of InquiryIssues to consider Roles and Responsibilities (who does what?) What do men/women do? Where (locations/patterns)? e.g. urban vs rural When (daily/ seasonal patterns)? productive roles (paid work, self- employment, and subsistence production) reproductive roles (domestic work, childcare and care of the sick and elderly) community participation/self-help(voluntary work for the benefit of the community as a whole) community politics (representation/decision-making on behalf of the community as a whole) Assets (who has what?) What livelihood assets/opportunities do women have access to? What constraints do they face? Human assets (e.g. heath services, education, knowledge & skills) Natural Assets (e.g. land, labour) Social assets (e.g. social networks) Physical assets (transport, communications) Financial assets (capital/income credit) Power and Decision making (who decides what?) What decision making do men &/or women participate in? What decision making do men/women control (able to make decisions)? What constraints do they face household level (e.g. decisions over household expenditure) community level (e.g. decisions on the management of resources and services) local government level national government level Needs, priorities and perspectives (who needs what) What are women’s & men’s needs and priorities? What perspectives do they have on appropriate & sustainable ways to addressing their needs “practical” gender needs (needs arising in the context of the existing gender roles/assets) “strategic” gender needs (i.e. requiring changes to existing gender roles/assets to create greater equality of influence, opportunity and benefit e.g. increasing women’s access to decision-making) Perspectives on improved services & delivery systems such as prioritized services; choice of technology; location, type and cost of services; systems of operation, management and maintenance etc.

8. Gender in Results and Resources Framework (RRF) Key document for mainstreaming gender. It’s a summary form of agreed key aspects of the project It’s an instrument of accountability It provides basis for budgeting, and review processes If the RRF says nothing on gender- then the project is gender blind Your RRF should be clear who the project is targeting through: – Use of sex disaggregated data – Which activities and outputs are targeting women, men or both – What results you want to see

9. 2.IMPLEMENTATION

10. Programme/Project Implementation Focus on integration of a gender perspective into the project activities Engage in continuous contact and consultations with women, men, local women organisations for increased exchange of information Arrange information meetings for the project beneficiaries at a time and place enabling as many as possible to attend Partner with other stakeholders to deliver gender responsive results (e.g. local CBOs).

11. 3.MONITORING & EVALUATION

12. Monitoring & Evaluation Monitoring is a continuous process of data collection on the specified targets and parameters to show whether the project is going in the right direction or not. A gender sensitive evaluation process assesses the intended gender related results have been achieved. Evaluation also measures how the programme activities have affected women and men.

13. M&E measures: - what are the direct benefits from the interventions; how the project improves women’s and men’s wellbeing; – how it have empowered women; – to what extent it challenged traditional power relations, introduced practices that promote equity, and reduce gender inequalities; – to what extent have women’s and men’s practical and strategic needs been addressed; – how addressing gender issues has contributed to dealing with the development issue at stake.

14. Indicators Indicators or other tools for M&E should provide disaggregated data by sex because information is not neutral and is likely to differ between women or men. Data will often need also to be disaggregated along other lines such as age, urban/rural, ethnic group, disability.. Need for quantitative and qualitative data.

15. What are indicators? An indicator is a  Pointer  Measurement  Number, figure (proportion, rate)  Fact  An opinion, feeling or perception or a perception that points at a specific condition or situation, and measures changes in that condition or situation over time”. Tony Beck and Morton Stelcner, A Guide to Gender-Sensitive Indicators Royal Tropical Institute, Gender Aware Monitoring and Evaluation

16. Gender-related indicators Practical needs (Condition) Strategic needs (Position) Providing food Access to clean water and safe sanitation Access to energy for women/men Training women/men in new agriculture technologies Access to flood shelters Training women in hand sewing Increasing women’s access to financial services Registering land or property titles in name of women & men or women Access to and control over forest resources Technical training for women in the maintenance of appropriate technologies

17. Quantitative Indicators Refer to numbers and % of women & men (boys/girls); draw on sex disaggregated data records. Measures the quantity of change. Examples: % of female extension workers in Viet Nam % of women and men who receive training in loan application Increase in the number of women employed in the formal sector Increase in number of female climate change officers Quantitative indicators are usually available from secondary sources (e.g. statistical bureaus) Quantitative data has to be analysed to understand the implications of the statistics and the impacts. (e.g. is it an equal increase or are some regions falling behind? What is the quality of women’s participation? Etc) Quantitative data only tells half the story

18. Qualitative Indicators Refer to perceptions and experiences. Its measures the quality of change Its not enough to know the number of women participating in an activity; the quality of their participation is important Examples: Women’s perceptions of their own participation in decision-making processes Women’s access to and control over resources Women’s empowerment (confidence, self-esteem) It is only possible to set targets for qualitative change if baseline data is available. It usually requires baseline surveys through questionnaire survey, focus groups, case studies (or desk review- if related to policies, regulatory frameworks, programmes) etc.

19. Qualitative Indicators-Ctn’d They are more complex to measure For example, there is no standard method to measure change. E.g. women’s empowerment. In order to measure qualitative aspects, it is important to clearly define with the target groups the change you/the communities want to see and how you will measure it. E.g. Gender-responsive policies and strategies to adapt to climate change are implemented. In this case you would need to define what a ‘gender responsive’ strategy should look like. E.g. Failures in the recognition of women’s rights to influence CC adaptation priorities are identified and addressed in the CC adaptation strategies Capacity of Ministry of Women’s Affairs to support the promotion of gender equality in CC adaptation is strengthened Women/women’s groups have been consulted in the formulation of CC adaptation policies and strategies and their inputs in the strategies

20. Baselines for Indicators To be able to get control and stay in control you need a baseline in your project to measure your progress against. The baseline is a frozen picture of your project at a the start or certain point in time. An example of a quantitative indicator with a baseline: Women form at least 33% of community based CCA committee members by the end of Year 3 Baseline- 10% women representation at start of project An example of qualitative with baseline: Women participating in community based CCA committees report active involvement in management and decision making by the end of Year 2 (from a baseline were no active involvement was measured at the start of the project)

21. Indicators should be Limited in number Developed collaboratively with stakeholders drawing on their collective knowledge Initially developed at the design stage, confirmed at the inception stage, and continuously monitored.

22. 4.REPORTING RESULTS

23. Reporting Results and Policy Dialogue In order to document the project/programme process, and to inform/inspire policy makers and other stakeholders to mainstream gender, the dissemination of programme results and findings should: – highlight the differential impact of the programme on women and men, and – the benefits of mainstreaming gender for the success and sustainability of the outcomes of the programme.

24. Thank You