1. Section 2. What Social And Environmental Issues Exist: Strengthening Design And Implementation of REDD+
2.5.1 Gender Analysis Tools
USAID LEAF
Regional Climate Change Curriculum Development
Module: Social and Environmental Soundness (SES)

2. Social and Environmental Soundness (SES) Module Development Team
Acknowledgements
Name
Affiliation
Surin Onprom; Co-Lead
Kasetsart University,
Thailand
Tran Thi Thu Ha
Vietnam Forestry University
Penporn Janekarnkij; Co-Lead
Nguyen Dinh Hai
Rejani Kunjappan; Co-Lead
RECOFTC
Vo Mai Anh
Claudia Radel; Co-Lead
Utah State University
Tran Tuan Viet
Sarah Hines; Co-Lead
US Forest Service
Cao Tien Trung
Vinh University, Vietnam
Sidthinat Prabudhanitisarn
Chiang Mai University,
Nguyen T. Trang Thanh
Sharifah Zarina Syed Zakaria
University Kebangsaan Malaysia
Nguyen Thu Ha
USAID Vietnam Forests & Deltas
Mohd Rusli Yacob
University Putra Malaysia
Maeve Nightingale
IUCN MFF
Kaisone Phengspha
National University of Laos
Guada Lagrada
PACT MPE
Phansamai Phengspha
Le Van Trung
DARD Lam Dong
Kethsa Nanthavongduangsy
Nguyen Thi Kim Oanh
AIT Thailand
Freddie Alei
University of Papua New Guinea
David Ganz
USAID LEAF Bangkok
Chay Kongkruy
Royal University of Agriculture,
Cambodia
Kalpana Giri
Soreivathanak Reasey Hoy
Royal University of Phnom Penh,
Chi Pham
Project Coordinator
Social and Environmental Soundness (SES) Module Development Team
Various individuals have participated in the development of the RECCCD SES Module.

3. Social and Environmental Soundness (SES) Module
INTRODUCTION AND BACKGROUND
1.1. Introduction to Climate Change
1.2. The Climate Change Mitigation & Adaptation Context
1.3. Introduction to Social and Environmental Soundness (SES)
1.4. Guiding Frameworks – Sustainable Development & Ethics
WHAT SOCIAL AND ENVIRONMENTAL ISSUES EXIST: STRENGHENING DESIGN AND IMPLEMENTATION OF REDD
2.1. Environmental Co-benefits: Introduction to Biodiversity and Ecosystem Services Carbon/REDD+ Project Accounting, Carbon Monitoring & MRV
2.2. Governance
Regulatory Framework, Forest Tenure, and Carbon Rights
Stakeholder Participation
FPIC
Social Co-benefits
Gender Equity and Women’s Empowerment
Gender Analysis Tools
Women’s Empowerment in Agriculture Index
Indigenous Peoples and their Empowerment
Local Livelihoods: An Introduction
Livelihoods impact Case Study: April Salumei, PNG
REDD+ Benefits Sharing
Economic and Financial Viability and Sustainability
STATE OF THE ART IN ACTION: BRINGING THE PIECES TOGETHER
3.1. Safeguard Mechanisms in REDD+ Programs
3.2. Streamlining of Safeguards and Standards
3.3. Developing National Level Safeguards
Social and Environmental Soundness (SES) Module
The full module outline is on the slide, including subsections. Below are the number of possible teaching sessions associated with each section or topic (with subsections sessions included with the main section sessions). The estimation of possible teaching sessions is based on an assumption of 50 minutes or an hour per teaching session. Course material can be adapted to longer and shorter formats.
Social & Environmental Soundness Module Outline
1.0. Introduction and Background: What is Social and Environmental Soundness (SES) and its Larger Climate Change Context?
1.1. Introduction to Climate Change (1 session)
1.2. The Climate Change Mitigation & Adaptation Context – An Introduction to REDD+ (3 sessions)
1.3. Introduction to Social and Environmental Soundness (SES) (4 sessions)
1.4. Guiding Frameworks—Sustainable Development & Ethics (1 session)
2.0. What Social And Environmental Issues Exist: Strengthening Design And Implementation of REDD+
2.1. Environmental Co-benefits: Introduction to Biodiversity and Ecosystem Services (5 sessions)
2.2. Governance (5 sessions)
2.3. Stakeholder Participation (4 sessions)
2.4. Social Co-benefits (1 session)
2.5. Gender Equity and Women’s Empowerment (4 sessions)
2.6. Indigenous Peoples and their Empowerment (1 sessions)
2.7. Local Livelihoods: An Introduction (2 sessions)
2.8. REDD+ Benefits Sharing (2 sessions)
2.9. Economic and Financial Viability and Sustainability (3 sessions)
3.0. State of the Art in Action: Bringing the Pieces Together
3.1. Safeguard Mechanisms in REDD+ Programs (1 session)
3.2. Streamlining of Safeguards and Standards (1 session)
3.3. Developing National Level Safeguards (1 sessions)

4. Learning Objectives
At the end of this section, learners will be able to:
Understand the importance of gender equality and women’s empowerment in climate change context
Explain the concept of gender mainstreaming
Explain the purpose and domains of gender analysis in development projects
Apply a gender analysis tool (the Harvard Framework) to integrate gender related considerations into climate change mitigation and REDD+ projects

5. Methodology Content presentation Brainstorming Group exercise
Case study assignment

6. Pre-Class Preparation
Read:
Gurung, J. et al Getting REDD+ Right for Women: An analysis of the barriers and opportunities for women's participation in the REDD+ sector in Asia. USAID, WOCAN, USFS. (Read the executive summary).
UN-REDD program Guidance Note on Gender Sensitive REDD+. UNDP, FAO, UNEP.
It also is recommended that instructors review some of the materials listed in the references prior to teaching this sub-section.

7. Brainstorming
Why are women in Thailand still considered the HIND legs of elephant? (despite having good education and access to labor market)
Why are women considered misfit for forestry education?
Why can women in Saudi Arabia not drive a car?
Why does the scoping team of a donor agency not consult with the women’s ministry while discussing climate change mitigation and REDD+?
Use some teaser questions relevant to the context/region. Ask students to brainstorm and provide their ideas. Link their ideas to gender roles and status etc. and tie these to the concepts of condition (material conditions, good living conditions, etc.) and position (overall status of women in relation to men). This discussion will get students thinking about gender. Follow up with the next slide, if you are not using the SES module section 2.5.

8. What Is Gender? Gender: The experience of being female or male
Differs from culture to culture
Gender is established through a socialization process:
The process whereby women and men learn the “proper” ways a woman or a man should think, feel, and behave
Maintains a patterned consistency so that one can predict, within limits, how people (men/women) behave, think and feel.
DEFINES WHAT IS CONSIDERED “NORMAL”!
Defined behavior/thinking for women and men = Gender roles
Defined tasks, responsibilities for women and men = Gender division of labor
Defined access to and control of property/opportunities = Gendered access & control
Note to instructors: Use this slide and the next slide if you are not using the SES module section 2.5. Otherwise, you might choose to skip these two slides or use them as review.
Key Message: Gender is about moral values, associated in terms of roles, relationships & resources.
Culture/society presents those values as “righteous” and “moral.”
Different roles ALONE do not mean inequality, it’s the status that matters e.g. “Women are the hind legs of the elephant” (Thai society).

9. WHOM Does Gender Affect?
Individuals: Women, men, girls, boys, since these all perform the patterned behaviors, roles and relations.
E.g. Culture mandates behavior, roles and relations. Many of these cultural values may be discriminatory to either of the sexes. It is through culture that individuals are socialized.
As a result of socialization, people acquire norms, values and cultural practices, and unwittingly integrate this into their cognitive, affective and behavioral systems.
They carry assumptions and think those assumptions are NATURAL & NORMAL.
Organizations: Individual persons inevitably bring this culture to all of their social interactions, including their organizations.
Organization’s culture becomes gender biased.
Organization does not address gender issues because everything seems NORMAL & NATURAL.
This slide continues from the previous slide, the review of gender.

10. Small Groups Discussion
Do you think gender equality is important in the climate change context? Give justifications or visual demonstrations for your answer.
You have 15 minutes to discuss in small groups and 5 minutes to present a summary to the full class.
Small groups could range in size from 3 to 5 students.

11. Why Focus on Gender?
Gender inequality is more pervasive than other forms of inequality.
Gender inequality cuts across all other forms of inequality so that it is a feature of rich as well as poor groups, racially dominant as well as sub-ordinate groups, privileged as well as ‘untouchable’ castes.
Gender inequality structures the relations of production and reproduction in different societies.
Gender differences can lead to inequalities in the receipt of co-benefits from REDD+ activities.

12. How to Focus on Gender: Gender Mainstreaming?
Means making women’s as well as men’s concerns, needs and experiences an integral part of policies, programs and projects so that women and men can benefit equally.
In practice, means systematically identifying gaps in gender equality and consequently addressing them.
Source of gaps: rights, control, ownership, power, opportunities, etc.
Reference: ICRAF and WOCAN Proceedings of the “Workshop on Integrating Gender into the R&D Cycle and the Organization”.

13. Objectives of Gender Mainstreaming
Promote gender equality
Equality Sameness
Equality: The state or condition that affords women and men equal enjoyment of human rights, socially-valued goods, opportunities and resources.
And Women’s Empowerment is necessary because….. women (in many regions/context) are:
Not just different, but UNEQUAL,
Not just UNEQUAL,
But SUBORDINATE.
Reference: Interagency Gender Working Group (IGWG) training materials, USAID.

14. Gender Mainstreaming Process
Gender Analysis
Program Cycle Analysis
Implementation
M&E
Gaps in the status and participation of women and men could hinder overall project outcomes
Project outcomes that may close the gaps in the status and participation of women and men
Possible differential effects the project might have on men and women
Gender mainstreaming strategies
Gender mainstreaming entry points
Specific measures to avoid/ mitigate potential gender constraints that may be caused by the project
Gender scanning checklist (qualitative)
Gender disaggregated data (quantitative)
Key Message: This chart shows the various issues or concerns to consider as a part of gender mainstreaming, across project activities. Gender Analysis is a key aspect of Gender Mainstreaming.
M&E = Monitoring and Evaluation

15. Group Activity
Read the example gender analysis report and discuss in groups:
What is gender analysis? What contents/elements do you expect to get from gender analysis?
When and in what topic is gender analysis needed? Why?
What are the risks that might affect the quality of gender analysis?
See the SES Module Section Handout “Gender Analysis Report.” This handout should be shared with students for this activity. Students should be asked to read this report before class, if the activity will be completed in class. Otherwise, students can be asked to read the report and meet in groups after class, as homework. In that case, each group should prepare brief written answers to the questions to submit to the instructor.

16. What Is Gender Analysis?
Gender analysis is a subset of socio-economic analysis to identify, understand, and explain:
gaps between men and women in households, communities, and countries
the relevance of gender norms and power relations in a specific context
These gaps can lead to men and women getting different co-benefits from REDD+ activities.
Reference: USAID ADS Chapter 205: Integrating Gender Equality and Female Empowerment in USAID’s Program Cycle.

17. Leadership /decision making
Analysis Dimensions
GENDER ANALYSIS
Division of labor
Access
Social status
Leadership /decision making
Program impacts
Areas of Gender Analysis
Differences in the status of women and men and their differential access to assets, resources, opportunities and services;
The influence of gender roles and norms on the division of time between paid employment, unpaid work (including subsistence production and care for family members), and volunteer activities;
The influence of gender roles and norms on leadership roles and decision-making; constraints, opportunities, and entry points for narrowing gender gaps and empowering females; and
Potential differential impacts of development policies and programs on males and females, including unintended or negative consequences.
Reference: USAID. USAID Gender Term Definitions.

18. Domains of Analysis
Laws, Policies, Regulations, and Institutional Practices (implicit and explicit gender biases)
Cultural Norms and Beliefs (effects on potential participation of males and females in the project activities)
Gender Roles, Responsibilities, and Time Used (paid work, unpaid work, and community service)
Domains of Analysis:
Laws, Policies, Regulations, and Institutional Practices that influence the context in which men and women act and make decisions.
Laws include formal statutory laws and informal and customary legal systems.
Policies and regulations include formal and informal rules and procedures adopted by public institutions for making decisions and taking public action.
Institutional practices can be formal or informal and include behaviors or norms related to human resources (hiring and firing), professional conduct (workplace harassment), and the like.
 The gender analysis should identify their elements of explicit gender biases (e.g., explicit provisions that treat males and females differently) or implicit gender biases (e.g., the different impacts of laws, policies, regulations and practices on men and women because of different social arrangements and economic behavior).
2. Cultural Norms and Beliefs (often expressed as gender stereotypes)
Cultural norms and beliefs about what are appropriate qualities, life goals, and aspirations for males and females which affect potential participation of males and females in project activities.
3. Gender Roles, Responsibilities, and Time Used:
Division of labor between productive (market) economic activity and reproductive (non-market) activity. This is the central social structure that characterizes male and female activity.
Studied spheres: roles, responsibilities, and time used during paid work, unpaid work (including in the home), and community service
accurate portrait of how people lead their lives and to anticipate potential constraints to participation in development projects.
Reference: SAID ADS Chapter 205: Integrating Gender Equality and Female Empowerment in USAID’s Program Cycle.
Graphics source: Vietnam Forest and Deltas program, Training on Gender integration in Climate change adaption and mitigation.

19. Domains of Analysis, cont.
Access to and Control over Assets and Resources (assets, social benefits, public services and technology/information)
Patterns of Power and Decision-making (decision making and control over material, human, intellectual, and financial resources)
Key Message:
Domains of Analysis, continued
4. Access to and Control over Assets and Resources:
Productive resources: assets (land, housing), income, social benefits (social insurance, pensions), public services (health, water).
Technology and information necessary to be a fully active and productive participant in society
5. Patterns of Power and Decision-making:
Ability to decide, influence, and exercise control over material, human, intellectual, and financial resources, in the family, community and country.
Level of representative in senior level decision-making positions and exercise voice in decisions made by public, private, and civil society organizations.
Reference: USAID ADS Chapter 205: Integrating Gender Equality and Female Empowerment in USAID’s Program Cycle.
Graphics source: Vietnam Forest and Deltas program, Training on Gender integration in Climate change adaption and mitigation.

20. Descriptive Statistics of Gender Analysis
Disaggregated by:
Gender
Age
Social economic status
Ethnicity
Disability status
Location
and other socially relevant category as appropriate
Key Message: Descriptive statistics are key to gender analysis, and include data on the status of males and females, ideally disaggregated by age, income, ethnicity, race, disability status, location, lesbian, gay, bisexual and transgender (LGBT) or other socially relevant category as appropriate. Often, however, it is difficult even to get existing data that is disaggregated by gender. As a result, data collection is often an essential step of gender analysis.
These statistics should be collected and reported separately in two different categories (male or female) or fashioned into ratios or absolute or relative gaps to show the status of females relative to males. Indicators pertaining to either males or females should also be included, for instance, those measuring progress toward women’s participation and leadership.
Reference: USAID ADS Chapter 205: Integrating Gender Equality and Female Empowerment in USAID’s Program Cycle.

21. Gender Analysis Frameworks
Harvard Analytical Framework (economic efficiency)
DPU (Development Planning Unit) Frameworks
Moser (triple roles) Framework
Levy (web of institutionalization) Framework
Gender Analysis Matrix (GAM)
Equality and Empowerment Framework (Longwe)
Capacities and Vulnerabilities Framework (CVA)
People Oriented Framework (POP)
Social Relations Framework (SRF)
Women’s Empowerment in Agriculture Index, or WEAI (SES module section 2.5.2)
Gender Analysis Frameworks
“There are many gender analytical frameworks or approaches used globally [and some examples are listed on this slide]. Five of the commonly applied frameworks that originate within liberal, feminist and political economy approaches encompass a range from focusing on economic efficiency (Harvard Analytical Framework, Overhalt et al. 1985), unequal gender relations (Social Relations Approach, Kabeer 1994), explicitly political issues of empowerment (Women’s Empowerment Approach developed by Zambian expert Longwe, ILO 1998), links with development planning (Moser Gender Planning Framework, Moser 1993) to community-based understandings of gender differences (Gender Analysis Matrix, Parker 1993). There are other frameworks not primarily focused on gender, such as the Capabilities and Vulnerabilities Framework or the Sustainable Livelihoods Framework, which if used in the ‘right way” can provide valuable insights into gender relations and disparities, as well.
These frameworks by themselves cannot be considered as simple, ready-made formulae to conduct gender analysis. It is important to understand the conceptual and theoretical underpinnings of these frameworks (Warren 2007), their strengths and weaknesses, and which contexts are appropriate for their use. Many organizations and researchers make up their own frameworks for gender analysis, based on their strategic priorities or research agendas, resulting in a diversity of approaches. A useful step-by-step introduction that applies to a broad range of projects is offered by Hunt (2004).”
In this SES module sub-section, we will explore the Harvard Analytical Framework as an example. SES module sub-section explores another example: The Women’s Empowerment in Agriculture Index.
Refer to SES Module Sub-Section Handout “Gender Analysis Frameworks (USAID)” for an overview of several different frameworks commonly employed by USAID.
Reference: CGIAR,

22. Harvard Analytical Framework: Activities, Resources and Influencing Factors
Key Message: Now, we will go into the details of the Harvard Gender analysis framework. This tool is one of the most commonly used tools, mostly in natural resource management sectors, including agriculture and forestry.

23. Harvard Analytical Framework Overview
Key Message: The next slides will go into three of the four components of the Framework: an activity profile, an access and control profile, and an analysis of factors and trends (influencing factors).
Students can also be given the SES Module Section Handout ”Harvard Analytical Framework” with very basic descriptions of the components and sample tables for the two types of profiles.
Reference: Ochola, W., Sangiinga, P., and Bekalo, I., eds Managing Natural Resources for Development in Africa: A Resource Book. University of Nairobi Press.
Graphic source:

24. Activity Profile
Identifies all relevant productive, reproductive, and community tasks
Addresses the question: who does what?
Detail needed depends upon nature of project. Those areas of activity in which the project will be directly involved require the greatest details.
Gender and age details are particularly important.
Time/seasonal allocations for activities are helpful.
Activity locus is helpful: where is the activity carried out?
Key Message: This tool identifies all relevant productive and reproductive tasks and addresses the question: who does what? How much detail you need depends upon the nature of your project. Those areas of activity in which the project will be directly involved require the greatest details. For REDD+ projects, what type of parameters/activities are important?
Gender and age details for each activity (who does it) are particularly important. Time/seasonal allocations for each activity are also helpful. The activity locus, or where the activity is carried out is also helpful, as this indicates the mobility associated with engaging in that activity, e.g. is the activity located within or beyond the community?
Reference: ICRAF and WOCAN Proceedings of the “Workshop on Integrating Gender into the R&D Cycle and the Organization”.

25. Types of Activities Production
This includes the production of goods and services for income or subsistence. It is the work done which is mainly recognized and valued as work by individuals and societies, and which is most commonly included in national economic statistics. Both women and men perform productive work, but not all of this is valued in the same way.
Reproduction
This encompasses the care and maintenance of the household and its members, such as cooking, washing, cleaning, nursing, bearing children and looking after them, building and maintaining shelter. This work is necessary, yet it is rarely considered of the same value as productive work. It is normally unpaid and is not counted in conventional economic statistics. It is mostly done by women.
Community
This includes all the community activities that household members engage in. These could include communal labor, attending religious ceremonies, marriages, political meetings, training workshops and so forth.
Key Message: There are three key realms of activity that must be considered under the Framework: Production, Reproduction, and Community Work. If the second two realms of activities are not explicitly addressed, many of women’s labor activities can be rendered “invisible.”

26. Access & Control Profile
Lists resources used to carry out activities in Activity Profile.
Indicates where women or men have access to resources, who controls their use, and who controls the benefits of a household’s/ community’s resource use.
Access: ability to use a resource
Control: deciding authority over a resource
The person/institution who controls a resource is the one ultimately able to make decisions about its use, including whether it can be sold.
Key Message: The Access & Control Profile enables users to list what resources people use to carry out the tasks identified in the Activity Profile. It indicates where women or men have access to resources, who controls their use, and who controls the benefits of a household/community’s use of resources. Access means that your are able to use a resource; control means you have deciding authority over a resource.
Examples:
A daughter can drive a car that her family owns; but her mother decides when to sell the car.
Women may have some access to REDD+ consultations through women’s unions, but little influence or control over which issues are discussed and whether the final decisions incorporate their concerns.
Reference: ICRAF and WOCAN Proceedings of the “Workshop on Integrating Gender into the R&D Cycle and the Organization”.

27. Template-Access & Control Profile
Forestry
Resources
Access
Control
Benefits W M
Forest land rights
Markets for NTFPs
Labor for NTFP collection
Cash from NTFP sales
Trainings on forest management and marketing
Control depends on what type of land it is: private, local community, or local government, etc.
Outside income
Asset ownership
Basic needs (food, clothing, shelter, etc.)
Exposure to new ideas and knowledge
Increased decision making capability
Political power/ prestige
Other
Key Message: A template can be used to collect and organize data for the Access & Control Profile. This slide shows an example of a template, but various types of template can be used. All the resources associated with the activities from the Activity Profile are identified and listed. Note that “resources” here is used much more broadly that natural resources—here it includes items such as markets, labor, cash, training opportunities. Women’s and men’s access and control are both indicated for each resource. Benefits can also be listed as associated with each resource (some example benefits are listed here to illustrate that benefits should not be limited to just income or basic needs (subsistence).
Students can also be given the SES Module Section Handout ”Harvard Analytical Framework,” with very basic descriptions of the components and a slightly different sample table for the Access & Control Profile.

28. Influencing Factors Examples:
Community norms & social hierarchies, such as family/community forms, cultural practices, and religious beliefs
Demographic conditions
Institutional structures, including the nature of government bureaucracies, and arrangements for the generation and dissemination of knowledge, skills, and technology
General economic conditions, such as poverty levels, inflation rates, income distribution, international terms of trade, and infrastructure
Internal and external political events
Legal parameters
Training and education
Attitude of community to development/assistance workers
Key Message: The roots of gender inequity are governed by the influencing factors. Influencing factors can come in various forms and are often taken as “normal and natural” and the usual way of doing things, therefore, not subject to further scrutiny. Some of the influencing factors can also be positive. For a project cycle that wants to integrate gender equity consideration, it would be important to take into account what kinds of influencing factors exist and how these influencing factors generate risks and opportunities for men & women in the project cycle. To achieve change, projects need to take up some “redressing activities” in their project’s interventions to address existing discrimination.
Reference: ICRAF and WOCAN Proceedings of the “Workshop on Integrating Gender into the R&D Cycle and the Organization”.

29. Template-Influencing Factors
CONSTRAINTS
OPPORTUNITIES
community norms and social hierarchy
demographic factors
institutional structures
economic factors
political factors
legal parameters
training
attitude of community to
development workers
Resistance to new ideas and social change
Low capacity of community members to implement new knowledge
National policy for gender equality
Innovative training programs
Funds for programs etc.
Key Message: A template can be used to collect and organize data on Influencing Factors. This slide shows an example of a template, but various types of template can be used. Each influencing factor identified should be considered in terms of the constraints and/or opportunities it presents to the project.

30. Harvard Analytical Framework Summary
ADVANTAGES:
Provides clear information on the gender division of labor and makes women’s work visible
Makes a distinction between access to and control over resources
More useful for projects than for programs, as it depends on micro-level analysis
Can be adapted and used, for example, with the Moser Framework for deeper practical and strategic gender needs assessment
POTENTIAL LIMITATIONS:
Efficiency rather than equity oriented
Can be carried out in a non-participative way without the involvement of women and men from a community
This slide completes the series on the Harvard Analytical Framework.

31. Examples of Data Collection Tools
Key Message: Gender analysis frameworks, such as the Harvard Analytical Framework, require the collection of data. We will now consider some examples of useful data collection tools.
Graphic source:

32. PRA Tools & Interviews
Examples of Participatory Rural Appraisal (PRA) tools:
Season calendar
Village mapping
Time trend/ history chart
Venn diagram
Problem trees
Resource map
Other important qualitative research tool:
Semi Structured Interview: Household Case Study
Key Message: PRA stands for Participatory Rural Appraisal. This list includes examples of PRA data collection tools. The last item on the list, the “Semi Structured Interview: Household Case Study” is not a PRA tool, but it is a qualitative research method used by many social scientists to collect data for gender analysis. Men and women in the same household are interviewed (with an interview instrument that includes pre-set, open-ended questions, but which also allows researchers to ask follow up questions and pursue new interview questions as appropriate in the context of the emerging conversation between researcher and interviewee). These households then function as gender analysis case studies within the larger community.

33. Actor Analysis Typology
Socio-economic characteristics of the household
How are women involved?
Access to and control over resources by women
Impact on the lives of men and women
Female headed monoparental household 
Poor farmer households
Small farmer households
Medium producers
Farmer households where women possess own Málaga crop
Key Message: An Actor Analysis is another type of data collection tool that can illuminate gender processes and differences. An actor analysis uses a structured inventory of different actors and their interests. To be useful as a data collection tool for gender analysis, the different actors could be different types of households which have different gender patterns.
Note the use of the term “female headed monoparental household”—this refers to households with a single adult head who is a woman. The typology column would include each different type of household in the community that might be expected to have differing characteristics. Note that in this example, the separate inclusion of “farmer households where women possess own Málaga crop” was deemed important by the researcher.

34. Social Network Mapping
To show how groups of individuals in the community relate to each other
Social Network Mapping
Key Message: Social network mapping is another potentially useful data collection tool. Note the mapping of the flows of resources (of various kinds), labor, and information.
Graphic source: Slocum, R., Wichhart, L., Rocheleau, D., and Thomas-Slayter, B. eds Power, process and participation: tools for change. Intermediate Technology Publications.

35. 24 Hour Clocks To explore the division of labor between men and women
Key Message: 24-hour clocks are another useful data collection tool. Information for the use of men’s and women’s time is plotted over a 24-hour period. Have students note the differences by season and by gender. Note periods of leisure as well as labor. This data can be produced through participant observation for sample households, or can be produced by groups of men and women in a more participatory approach.
Graphic source: Townsley Training of Rapid Appraisal Teams. Note for Trainers. FAO.

36. Resource Picture Cards
To identify the differences in the use and control of resources between men and women
Resource Picture Cards
Key Message: Resource picture cards can be used to collect data from interviewees or from focus groups. Either individually or collectively, people are asked to draw resource pictures like the ones here. Ask students to identify the difference in this example between the gender division of resource use and the gender division of resource control.
This tool can be practiced by the students in the class as an activity: Ask each student to draw a resource picture card for his/her household. Then, as a class, examine all the different cards to look for patterns of similarity and difference across the different cards.
Graphic source: unknown

37. Benefit Analysis Flow Chart
To break down and understand the resources available in the community
Key Message: A benefit analysis flow chart collects data on a single resource (here a banana palm) or a single resource area (e.g. a particular forest area accessed or controlled by a community). The chart maps the flows of different components or resources, looking at use, decision making of different kinds, and benefits. For a gender analysis, the flow information must be disaggregated for men and women.
Graphic source: unknown

38. Notes on Gender Analysis Frameworks
Frameworks, matrices and tools are merely a means to an end.
They need to be used with flexibility and creativity, adapted to the needs of local socio-cultural and linguistic contexts, and the overall research questions and the project implementation goals.
Translation and use of local language need to be conducted carefully.
Efficiency of the framework and tools depend vitally on research skills such as listening, building rapport, discussing and learning from the respondents.
Reference: CGIAR,

39. Class Exercise
Task: Apply the Harvard Framework for gender analysis in a forestry/REDD+ project context. Purpose: Illuminate various activities done by women and men, not captured by the “cash economy”.
REDD+ projects in practice can come in different forms, such as preparing a sustainable land-use plan, or undertaking silvicultural activities, or undertaking fire management work, etc. The instructor should choose a project type that is relevant for the region/type of audience depending on learners’ familiarity with the project type.
Purpose of using the framework in this class exercise: This framework outlines activities in three key realms: productive/reproductive/community work. This framework aims to highlight the role of women in reproductive/community work. The purpose is to show that women do work in various activities, but because the “economy” itself is so narrow (it measures only paid work) it thus renders women’s work as “invisible”.
Steps:
Brainstorm: List all the activities carried out in the REDD+ project type selected for the exercise.
Pick one activity.
Prepare an Activity Profile for that activity: outline all the productive/reproductive/community work affiliated with that activity. Key questions: who does what type of work? Men? Women? Both? Of what age? Of what region?
Prepare an Access and Control Profile: What types of resources are associated with that activity? Technical expertise, time, institutions (forestry dominated), private sectors (performance), capacity building, etc. Who has access and control to these resources? Key questions: Mostly men, women, or equal? Inside or outside community?
Prepare a list of the Influencing Factors: What are the influencing factors?: patriarchy, forest institutions, REDD+ drive, private sectors, development projects etc.
Students can be given the SES Module Section Handout ”Harvard Analytical Framework,” with very basic descriptions of the components and sample tables for the two types of profiles.

40. Assignment
Task: Plan for gender mainstreaming in a REDD+ project by preparing a 1-page action plan. How: Use the Oddar Meanchy project in Cambodia as a Case Study (read the gender analysis findings for the project). Purpose: Practice preparing an action plan for gender mainstreaming based on the findings from a gender analysis.
Students should be given the WOCAN and PACT report: Gender and REDD+: An Assessment in the Oddar Meanchey Community Forestry REDD+ Site, Cambodia (provided with the section materials as an activity reading). The instructor should direct the students to:
Read the gender analysis findings in the report.
Prepare a single page action plan for gender mainstreaming based on these findings.
This assignment is best completed as a take home assignment to be submitted at a later date.

41. TAKE HOME MESSAGE
Gender is important in a climate change context, just as it is in all aspects of social life.
Gender mainstreaming integrates consideration of gender into all aspects of policies, programs, or projects, including under REDD+, to promote gender equality.
Gender analysis is used to identify and understand gaps between men and women. These gaps can lead to men and women getting different co-benefits from REDD+ activities.
Various gender analysis frameworks exist, one of which is the Harvard Analytical Framework.
A number of tools exist that can be employed to collect data as an input into gender analysis frameworks.

42. References
Behrman, J. et al, eds A Toolkit on Collecting Gender & Assets Data in Qualitative & Quantitative Program Evaluations. Gender, Agriculture, & Assets Project (GAAP), IFPRI and ILRI.
Bradley, Amanda et al Gender and REDD+: An Assessment in the Oddar Meanchey Community Forestry REDD+ Site, Cambodia. WOCAN, PACT.
CGIAR Gender Strategy for the CGIAR Research Program on Forests, Trees and Agroforestry (CRP-FTA). CIFOR, CGIAR.
FAO. Gender-Sensitive Indicators for Natural Resources Management. Gender and Population Division, Sustainable Development Department, Food and Agriculture Organization of the United Nations.
Giri, K LEAF Gender Mainstreaming Strategy and Checklist. USAID LEAF. (provides rationale and practical steps for integrating gender considerations in a climate change mitigation project).
Govinda, R Mapping 'Gender Evaluation' in South Asia. Indian Journal of Gender Studies. 19: 187.

43. References
Gurung, J. et al Getting REDD+ Right for Women: An analysis of the barriers and opportunities for women's participation in the REDD+ sector in Asia. USAID, WOCAN, USFS.
ICRAF and WOCAN Proceedings of the “Workshop on Integrating Gender into the R&D Cycle and the Organization”.
Murthy, R. K Reflections on a Decade of Evaluation of Micro-finance and Livelihood Projects from a Gender and Equity Lens. Indian Journal of Gender Studies. 19: 279.
Ochola, W., Sangiinga, P., and Bekalo, I., eds Managing Natural Resources for Development in Africa: A Resource Book. University of Nairobi Press.
Slocum, R., Wichhart, L., Rocheleau, D., and Thomas-Slayter, B. eds Power, process and participation: tools for change. Intermediate Technology Publications.
Sudarshan, R. and D. Sharma Gendering Evaluations: Reflections on the Role of the Evaluator in Enabling a Participatory Process. Indian Journal of Gender Studies. 19: 303.

44. References
UN-REDD program Guidance Note on Gender Sensitive REDD+. UNDP, FAO, UNEP.
UN-REDD program Lessons Learned (Asia-Pacific) Gender Equality & Women’s Empowerment: Women in REDD+. UNDP, FAO, UNEP.
UN-REDD program, USAID, WOCAN Scoping Study of Good Practices for Strengthening Women’s Inclusion in Forest and Other Natural Resource Management Sectors.
UN-REDD program, USAID, WOCAN Women’s Inclusion in REDD+ in Cambodia: Lessons from Good Practices in Forest, Agriculture and Other Natural Resources Management Sectors.
USAID. USAID Gender Term Definitions ns.pdf
USAID ADS Chapter 205: Integrating Gender Equality and Female Empowerment in USAID’s Program Cycle.