1. BANGLADESH: THE CHANDPUR IRRIGATION PROJECT

2. Effects on production and employment patterns in project area How project affects gender division of labor by class? How project affects men’s and women’s access/control over resources? Unforeseen and unplanned consequences? How could unforeseen consequences been accounted for in the project design?

3. Activities analysis By gender and class Access and control Benefits

4. Project outcomes Could you predict? Why or why not?

5. Suggestions for project redesign actual content of project, e.g., irrigation canals, technical assistance, new crops methods and processes used for introducing new technologies more careful understanding of local economic and social structure relate to secondary and tertiary project outcomes

6. INDIA: ACCESS TO SCHOOLING IN AMBAKACH

7. Questions What factors influence children’s attendance in school. Any gender differences? How are these related to the work their parents do? How do the nonformal and incentives programs increase access to education? –differences for boys and girls? –why? What suggestions to improve incentives program?

8. Evaluating the impact of the two programs What are the differences of the programs? What are the sex ratios of attendees?

9. Nonformal programs--Hema Addresses misfit between formal education and poor rural children Time (7-9 PM) Student fairs

10. Incentive program--Ninama Provided textbooks, uniforms, supplies-- intended to lower direct costs Grain--intended to lower opportunity cost of education Differential grain allotments, since parents needed higher incentives for girls Recognition of girls’ greater contribution to household survival

11. Program evaluation--1 Total enrollments in Standards 1-4 increased 33% in 1983-84 over 1982-83. Number of girls doubled Total enrollment in 1984-85 increased 3%, with the jump mainly in Standard 1-2. Standard 4 increased only by 6%; Standard 3 decreased by 42% In 1983-84 girls accounted for 31% of total in Standard 1 and 53% by 1984-85 Increases in Standard 2 reflect almost entirely increase in boys enrollment

12. Program evaluation--2 Girls enrollments in Standards 3 and 4 as a percentage of the whole fell Average monthly attendance for both boys and girls increased Retention rates for boys exceed those for girls; retention rates for nonrepeaters higher than for repeaters. Girls tend to be repeaters, and this compounds their ability to stay in school Allocations of uniforms and textbooks and supplies are biases towards boys

13. INDIA: THE MAHARASHTRA EMPLOYMENT GUARANTEE SCHEME

14. Questions Assess the importance of gender roles as they might affect employment of the guarantee scheme? Any relationships between the work done through Employment Guarantee Scheme (EGS) and people’s productivity? Explain. What suggestions for the Minister of Planning about how to improve/change the EGS?

15. How can a poverty alleviation program be better designed? Assets need to improve people’s lives and work conditions by gender How was the EGS supposed to work? Effectiveness of the EGS as it actually worked

16. Wage Scale how varies by type of task assigned/performed gender differences

17. Location of work Women’s double roles may limit travel Failure of the project to provide work within 5 km

18. Work of Children Education, normal work roles Affect on school enrollment

19. Labor Availability Men continue to work on family land Women seen as redundant labor & can seek work Does EGS take advantage of this fully? How could it? What about seasonality? How could the program take this into account?

20. Exploitation What elements of EGS design and implementation lend themselves to exploitation of the workers? Gender differences?

21. Asset creation and beneficiaries EGS more helpful to people or contractors? How could project be better designed? What are the gender implications of the choices among the assets to be produced?

22. INDONESIA: THE P2WIK-UNDP BATIK PROJECT

23. PHILIPPINES: THE ASLONG IRRIGATION PROJECT

25. THAILAND: THE SARABURI DAIRY FARMING PROJECT

26. Questions on gender division of labor How does gender division of labor affect potential success? Effects on access and control over resources What actors would you consider in assessing the financial viability of the dairy farming project? Are dairy cattle profitable to the women? What are constraints?

27. Macro- and micro-contexts What factors made the greatest differences in getting the project started? What would have happended if some of these had not been present? Which were necessary for project success and which were of less consequence? Why?

28. What is necessary for dairying to succeed? High producer cows (imported) Capital to purchase cows and support systems Demand for product Method for marketing product Inputs (e.g., land, labor, capital, feed, vet. services, insurance, technical, assistance)

29. Financial Approach Costs Returns comparisons with other income sources

30. Costs Purchase price/cowBt 677 Feed/cow/month 550 insurance/cow/month 67 transport costs/cow/month 200 _______________________________ Total monthly costs/cow Bt 1,494

31. Returns one cow gives 11 to 22 kg of milk/day price paid/kg of good milk is Bt 6.5 11 kg = Bt 71.5/cow/day x 30 day Equals Bt 2,134/cow/month

32. Returns Subtract costs from returns to determine profits Multiply by number of cows Add profits division through feed mill

33. Compare income Average net cash income/agricultural household in 1986 was Bt 36,567 Dairy income seems good