1. 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
Note: Acknowledge in generously using slides from Dr. Philippe Doney, Gender and Development Studies, AIT

2. 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
If yes “Why” and if not “why not”

6. 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
Changes in gender gap: a decrease is positive even if a gap still exists (or the decrease can be positive even if overall performance is reduced, i.e. a lower house income may hide a lower income gap, or an increase in women’s income) 7

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.)
-Yet we should not assume rigidity. Lack of assets can be changed, and roles are never fully divided
Thus interventions can affect any of those four points

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 intra- household decision-making level)
-When WID measured changed within a group (women),
-GAD calls for measuring change in relation to men -

10. Example- A gender sensitive M&E ensures the capture of women’s contribution to agricultural* production
*As per FAO basic text agriculture includes crops and livestock production, fisheries and forestry

11. 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.
*As per FAO basic text agriculture includes crops and livestock production, fisheries and forestry
Too often women are only considered as beneficiaries of development-led

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 home- based work)
*In many countries more women have increasingly engaged in fisheries activities while men are leaving fisheries, hence the need to reflect this new reality
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. Components of a gender-sensitive M&E system…

16. 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

18. Components of a gender-sensitive M&E system…

19. Gendered baseline data
Note: (based on Philippe’s PPT)
Gendered baseline data enables comparison of pre- and post- project data to assess changes
By conducting a gendered M&E, it is possible to set up a second baseline, by monitoring change over time during project implementation (based for instance on yearly survey), or by accessing perception of effectiveness or satisfaction at any point.
Moreover, if data was gender-disaggregated from the start, it would still be possible to create new indicators that would rely on GD

20. Monitoring Gender Sensitive Participation in Project Cycle
Project management:
Women <—> Men
Identifi-cation
Design
Implemen-
tation
Evaluation
Effective gender-sensitive monitoring and evaluation in development projects calls for 􀂄undertaking key activities,
and􀂄taking into account key issues at different stages of the project cycle
1. Identification and preparation
2.Design and appraisa
3..Implementation
4..Completion
5.Evaluation11
Steps
Women <—> Men
Project target groups
* Monitor and evaluate ‘within’ processes at each stage, including evaluation (hence gender M&E)

21. Key issues to consider at different stages in a gender sensitive M/E system…

22. 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?
Source: Integrating Gender into Project Monitoring & Evaluation; Lucía Fort=
The World Bank

23. Stage-II: Design Key issues to consider
Do the activities planned reflect the project’s gender-sensitive 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?
Source: Integrating Gender into Project Monitoring & Evaluation; Lucía Fort=
The World Bank

24. 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 sensitivity training?
Are standard data collection and analysis methods complemented with qualitative methods such are PRA, focus groups, etc?
Is gender analysis being integrated into these?
Source: Integrating Gender into Project Monitoring & Evaluation; Lucía Fort=
The World Bank

25. 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
Source: Integrating Gender into Project Monitoring & Evaluation; Lucía Fort=
The World Bank

26. A FRAMEWORK for Monitoring and Evaluation
Input Process Output Outcome Impact
People
money
equipment
policies
etc.
Results:
Activities or
Services
done
Livelihoods
Empowerment
Health
Implemen-
tation
Training
Logistics
Management
etc.
Behaviour
Practices
Knowledge
(target
population)
Source: Adapted from

27. DATA COLLECTION for Monitoring and Evaluation
Gender integration
Low Common Some Some Low
Input Process Output Outcome Impact
Sustainable
Livelihood
Framework
Gender
analysis
Household
Surveys
Qualitative
methods
Programme Monitoring
Source: Adapted from

28. Checklist for Assessing gender sensitivity data collection
Actions to ensure methods adequately address gender issues
Situations /Issues to Avoid
Assess the availability of gender- responsive 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.
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
Source: Integrating Gender into Project Monitoring & Evaluation; Lucía Fort=
The World Bank

29. “Engendering” the Project Logical Framework
Source: Integrating Gender into Project Monitoring & Evaluation; Lucía Fort=
The World Bank

30. 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
LOGFRAME helps define the basic assumptions on which the project design and implementation systems are based

31. Goal checklist Narrative summary Objectively verified indicators
Means of verification
Important assumptions
Do gender relations affect the project goal?
What measures can verify achievement of the gender-sensitive goal?
Are data for verifying the goal sex-disaggregated and analysed in terms of gender?
What gender analysis tools will be used (e.g., in impact assessment)?
What are the important external factors necessary for sustaining the gender sensitive goal?
Source: FAO/WFP, SEAGA for Emergency and Rehabilitation Programmes: Socio-Economic and Gender Analysis, 2008.

32. Purpose objectives checklist
Narrative summary
Objectively verified indicators
Means of verification
Important assumptions
Does the project have gender responsive objective(s)?
What measures can verify achievement of the gender responsive objective(s)?
Is data for verifying the project purpose sex-disaggregated and analysed in terms of gender?
What gender analysis tools will be used (e.g., in Rapid Rural Appraisal)?
What are the important external factors necessary for sustaining the gender-responsive objective(s)?
Source: FAO/WFP, SEAGA for Emergency and Rehabilitation Programmes: Socio-Economic and Gender Analysis, 2008.

33. Objectively verified indicators Important assumptions
Outputs checklist
Narrative summary
Objectively verified indicators
Means of verification
Important assumptions
Is the distribution of benefits taking gender roles and relations into account?
What measures can verify project benefits accrue to women and men, and different types of women engaged in or affected by the project?
Is data for verifying project outputs sex-disaggregated and analysed in terms of gender?
What gender analysis tools will be used (e.g., participatory field evaluations)?
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.

34. Activities checklist Narrative summary Objectively verified indicators
Means of verification
Important assumptions
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?
Are contributions from women and men accounted for?
Are external inputs accounting for women’s access to and control over these inputs?
Is data for verifying project activities sex-disaggregated and analyzed in terms of gender?
What gender analysis tools will be used (e.g. monitoring the activities)?
What are the important external factors necessary for achieving the activities and especially ensuring the continued involvement of men and women participants in the project?
Source: FAO/WFP, SEAGA for Emergency and Rehabilitation Programmes: Socio-Economic and Gender Analysis, 2008.

35. 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.

36. ??? 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