1. Gendered Outcome Mapping Sana SHAMS \ Mudasir MUSTAFA PAN LOCALIZATION PROJECT (www.PANL10n.net)www.PANL10n.net CENTER FOR RESEARCH IN URDU LANGUGE PROCESSING NATIONAL UNIVERSITY OF COMPUTER AND EMERGING SCIENCES

2. Outcome Mapping BUILDING LEARNING AND REFLECTION INTO DEVELOPMENT PROGRAMMES

3. Introduction to OM Participatory method for planning, monitoring and evaluation Focused on specific type of results: Outcomes as changes in behavior ◦ of those with whom the program or project is working directly Focuses on outcomes instead of impact

4. Outcomes & Impact OUTCOMES are defined as changes in behavior relationships, activities or actions that contribute to development process Could be logically linked to program activities IMPACT means providing evidence that a certain program bring about Could isolate key factors that caused results and attribute them to particular cause

5. Introduction to OM KEY CONCEPTS: ◦ Theory of change ◦ Sphere of influence ◦ Outcomes (behavior changes)

6. Introduction to OM: Theory of change Many M&E methods visualize change as linear, based on a cause-effect relationship X Y Linear, Orderly & Predictable: FOCUSED on END RESULT

7. Introduction to OM: Theory of change OM believes “(behavior) Change” is: ◦ Complex (multiple actors and factors) ◦ Continuous (not limited to the life of the project) ◦ Non-linear (unexpected results occur) ◦ Incremental, cumulative ◦ Beyond the control of the project (but subject to its influence) ◦ Cyclic, two-way (program also changes)

8. Introduction to OM: Sphere of Influence Focuses M&E on factors and actors within program’s direct sphere of influence Program time limit of the project The rest of the world = partners

9. Introduction to OM: Outcomes in OM changes in behavior (relationships, interactions and or actions) of the actors the program tries to influence Program actors control change Development programs only facilitate the process for a certain time

10. Stages of Outcome Mapping

11. articulate goals and define activities assess program performance and partners’ outcomes design use-oriented plan

12. But where did we address gender?

13. Gender Considerations in Projects “…It has often been assumed that women benefit automatically from development efforts and that progress towards equality of opportunity and treatment between men and women takes place naturally.” [Source: Guidelines for the Integration of Gender Issues into the Design, Monitoring and Evaluation of ILO Programmes and Projects, Evaluation Unit (PROG/EVAL)]

14. What is Gender? “Gender is a socio-economic variable for analyzing roles, responsibilities, constraints, opportunities, and needs of men and women in a given context.” Refers to social and cultural constructs that society assigns to behaviors, characteristics and values Concept used to understand social and personal relations between man and women defines concepts of femininity and masculinity

15. Gender Considerations in Projects Gender is EVERYWHERE: no project without gender issues If you don’t ask for gender, you don’t get gender Need for pro-activity to ensure participation of both men and women Gender-goals have to appear in objectives All projects need to be reviewed for gender issues by doing a gender analysis at project development time

16. Gender Considerations in Projects A Gendered approach will: Concretely identify target beneficiaries of both gender Develop specific goals and strategies so that both women and men can influence, participate in, and benefit from development processes Disaggregate data by sex Understand gender disparities of access to and control over resources

17. Gender Considerations in Projects GENDER ANALYSIS “Gender Analysis involves a systematic assessment of the different impacts of the project activities on women and men. Used from an ICT context, gender analysis asserts that power relations in class, race ethnicity, location, etc. producing complex and hidden inequalities that affect social change”

18. Gender Consideration is ICT projects ICTs are not gender neutral Technology empowers, but also affects and alters gender relations Substantial gender differences in access to, impact of ICTs Few women users in developing countries Most women users in developing countries part of small, educated urban elite

19. Gender Consideration is ICT projects Lack of infrastructure is a gender issue ◦ Poorer infrastructure in rural and outlying areas ◦ More women live in rural areas than men Women have lesser access than men to those facilities that do exist Women have less time to visit public access facilities Facilities may not be located where women are comfortable frequenting Hours may not be conducive to women’s use

20. Gender Consideration is ICT projects Gender bias towards women and ICTs Fewer women in science and technology Attitudes that IT is not for women Other cultural aspects limit women’s access

21. Gender Issues in Technology projects [Source: Checklist for the Planning, Design and Implementation of an ICT Project Incorporating Gender Issues, The World Bank Group] Are the information needs of both men and women considered in designing programs? ◦ Are data on students and users disaggregated by sex (to show possible gender differences in users) ? Is the content of programs relevant to both men and women? Are there constraints to women participating in the courses ? ◦ E.g. if courses are delivered at times that are convenient to women workers?

22. Does the project incorporate flexibility in scheduling and location to accommodate both men and women? Are there any social or cultural problems with mixed-sex instruction? Are there differences between men and women in subject and technical skill levels that require remediation or accommodation? Gender Issues in Technology projects [Source: Checklist for the Planning, Design and Implementation of an ICT Project Incorporating Gender Issues, The World Bank Group]

23. Are there differences in foreign language abilities by sex among the targeted recipients? ◦ E.g. if courses are in English, are women less likely to have a mastery of English? Does the course content recognize gender issues in the substantive material for the course ?

24. Gendered Outcome Mapping A Gendered Approach to Planning, Monitoring and Evaluation of Development Programme

25. Stages of OM g

26. Introduction to OM g Project Planning ◦ Intentional Design  Vision  Mission  Boundary Partners  Outcome Challenge  Progress Markers  Strategy Maps  Organizational Practices

27. Introduction to OM g Project Planning ◦ Monitoring and Evaluation Planning  Monitoring Plan  Evaluation Plan (Evaluation Methodology & Details) Project Monitoring  Outcome Journal  Strategy Journal  Performance Journal Project Evaluation  Evaluation Report

29. Key Points idealistic about the future observable not about the project about the project is feasible identifies activities and relationships Step 1: Vision Step 2: Mission

30. Facilitation Question Vision: “Imagine that in 3-5 years the program has been extremely successful. What changes will you have helped bring about? What are your partners doing differently? What have they achieved? In essence, what would total success look like?” Mission: “How can the program best support or contribute to the achievement of the vision? What areas do you need to work in? What do you need to do? ” OM g check: Avoid using gender neutral terms like community, marginalized, people, etc. rather include gender specific terminology

31. Step 3: Boundary Partners Those individuals, groups, and organizations with whom the program interacts directly to effect change anticipates opportunities for influence engages in mutual learning

32. Step 3: Boundary Partners Actors within program’s direct sphere of influence Program time limit of the project The rest of the world = partners

33. boundary partners may have boundary partners programprogram’s bpbp’s bp

34. PAN L10n project: boundary partners IDRC ◦ Regional Secretariat  Country Partner 1  Country Partner (ENRD, Nepal) ◦ Farmers ◦ Students ◦ Youth ◦ Housewives ◦ Teachers  Country Partner … OM g check: specify the gender of each BP from Male\Female or Both Gender

35. Step 4: Outcome Challenge Is about one boundary partner describes the ideal behavioral changes, relationships, actions and interactions in this partner and how these changes will contribute to the vision.

36. Outcome Challenge Om g Check: A unique challenge statement can be developed for each of the three gender groups, relating to differences in their initial capacity levels and the pace of behavior change anticipated

37. Step 5: Progress Markers A graduated set of statements describing a progression of changed behaviors in the boundary partner Describe changes in actions, activities and relationships leading to the ideal outcome Articulate the complexity of the change process Can be monitored & observed Permit on-going assessment of partner’s progress (including unintended results)

38. Progress Markers OM g Check: If the boundary partner is for both genders and there is significant difference across gender in the way the program will be executed and/or progress is anticipated, PM may also be separately identified for both male and females

39. CausalPersuasiveSupportive I aimed at individual boundary partner what will be done to produce and “immediate output”? what will be done to build capacity ? how will sustained support, guidance or mentoring be provided? E aimed at boundary partner’s environment what will be done to alter the physical or policy environment? how will the media or publications be used? what networks or relationships will be established or utilized? Step 6: Strategy Map

40. causalpersuasivesupportive I aimed at individual boundary partner E aimed at boundary partner’s environment

41. Strategy Maps OM g Check: Different strategies may be developed for both men and women to include more participation in the program

42. Step 7: Organizational Practices What you do as an organization to ◦ Foster creativity ◦ Seek best ways to assist your partner ◦ Maintain your niche

43. Monitoring and Evaluation Planning Monitoring Plan Evaluation Plan ◦ Evaluation Methodology ◦ Evaluation Details

44. Monitoring Plan Choose the Monitoring Priorities: OC, Strategies, Org. Practices What will monitoring information be used for ? Who will use it ? When is it needed ? How and when will data be collected? Who will collect it? Who will analyze, collate, package data? Where and when will it be discussed and used?

45. Evaluation Plan Evaluation Plan provides a short description of the main elements of the evaluation to be conducted by the program It outlines: ◦ Evaluation issues (IDENTIFY GENDER SPECIFIC ISSUES) ◦ Way finding be used ◦ Questions ◦ Information sources ◦ Evaluation methods ◦ Evaluation teams ◦ Dates for evaluations ◦ Approximate cost

46. Step 9: Outcome Journal Uses progress markers to chart boundary partner`s progress Sets starting point or benchmark Captures details on changes in the boundary partner, contributing factors & actors, and sources of evidence

47. Set Values for Low, Medium & High Can capture either quantity or quality of change: ◦ Quantity (number of boundary partners) ◦ Quality (depth of change)

48. Step 10: Strategy Journal Captures data on the strategies being employed to encourage change in the boundary partner Helps the program gauge its contributions to the achievement of outcomes and modify its actions accordingly Feeds into work planning & (modifications) or new activities

49. Step 11: Performance Journal Records data on how the program is operating as an organization to fulfill its mission Includes information on the program’s practices Feeds into work planning

50. Guiding Principles for Evaluation Balancing learning & accountability Action oriented Each study is unique Process not only product Build capacity at all levels through participation

51. Evaluation Developing an evaluation report

52. Thank you SHAMS, Sana & MUSTAFA, Mudasir for queries and feedback sana.gul@nu.edu.pk PAN Localization project CRULP, Pakistan