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GENDER IN VALUE CHAINSManual for Gender Mainstreaming

Roxana Dulón G.

November, 2009

GENDER IN VALUE CHAINS 2

TABLE OF CONTENTS

GENERAL CONSIDERATIONS...............................................................................4BACKGROUND.......................................................................................................4OBJECTIVE.............................................................................................................4TARGET AUDIENCE...............................................................................................5RISKS AND LIMITATIONS......................................................................................5STRUCTURE OF THE MANUAL.............................................................................5BASIC CONCEPTS..................................................................................................6

PART IGENDER IN VALUE CHAINS..................................................................................9

PHASE 1: DIAGNOSIS WITH A GENDER APPROACH.....................................................10

PHASE 2: PROPOSALS WITH A GENDER APPROACH..................................................14

PHASE 3: IMPLEMENTATION WITH A GENDER APPROACH........................................19

A) Design with a Gender Approach..............................................................................19

B) Execution with a Gender Approach.........................................................................21

B.1) Organisation, Realisation and Evaluation of Events....................................21

B.2) Design, Distribution and Evaluation of Publications.....................................25

B.3) Provision of Services........................................................................................26

B.4) Organisational Strengthening..........................................................................27

PHASE 4: FOLLOW-UP...........................................................................................................29

PHASE 5: EVALUATION..........................................................................................................31

GENDER IN INSTITUTIONS THAT IMPLEMENT LED PROGRAMMES.............33LEVEL 1: GENDER IN STRATEGIC INSTITUTIONAL FRAMEWORKS AND INSTITUTIONAL PHILOSOPHY.............................................................................................34

LEVEL 2: GENDER IN OBJECTIVES, INDICATORS AND POLICIES.............................36

LEVEL 3: GENDER IN STRATEGIC OPERATIONALISATION.........................................38

LEVEL 4: GENDER IN PERSONNEL TRAINING PROGRAMMES...................................40

A) Retrieval of gender knowledge, attitudes and practices.......................................40

B) Design and Execution of a Gender Training Programme.....................................41

PART IIGENDER TOOLS AND GUIDES............................................................................43

TOOL 1 TECHNICAL ITINERARY..........................................................................................44


TOOL 2 AGRICULTURAL/ CULTURAL CALENDAR..........................................................47

TOOL 3 IDENTIFICATION OF REPRODUCTIVE ROLES..................................................49

TOOL 4 ACCESS TO AND CONTROL OF NATURAL RESOURCES, PRODUCTIVE RESOURCES AND SERVICES..............................................................................................51

TOOL 5 IDENTIFICATION OF THE ACCESS TO INFORMATION...................................54

TOOL 6 IDENTIFICATION OF HOW GENDER IS CONCEIVED.......................................56

TOOL 7 IDENTIFICATION OF DECISION-MAKING PROCESSES..................................58

TOOL 8 REGISTER OF PARTICIPANTS IN VARIOUS EVENTS.....................................60

TOOL 9 LINKING INSTITUTIONAL ROLES TO GENDER POLICIES AND OBJECTIVES.............................................................................................................................61

GUIDE Nº 1 REVIEW OF OPERATIONAL WORKING PLANS..........................................62

GUIDE Nº 2 DESIGN OF EVENTS.........................................................................................65

GUIDE Nº 3 CONSIDERING THE GENDER APPROACH DURING THE REALISATION OF EVENTS...............................................................................................................................66

GUIDE Nº 4 EVALUATION OF EVENTS...............................................................................67

GUIDE Nº 5 PREPARING AND REVIEWING PUBLICATIONS.........................................68

GUIDE Nº 6 REVIEW OF REPORTS.....................................................................................69

GUIDE Nº 7 INTERVIEW REGARDING GENDER KNOWLEDGE, EXPERTISE AND PRACTICES...............................................................................................................................72


GENDER IN VALUE CHAINSManual for Gender Mainstreaming

GENERAL CONSIDERATIONS

BACKGROUND

This project is an initiative of CEPAC and CORDAID.

CEPAC is a private, non-profit development organisation that has worked in different municipalities of the Bolivian departments of Santa Cruz, Potosí and Chuquisaca since 1990. It concentrates its work on three large subject areas: Local Economic Development, Human Development and Institutional Development.

The main objective of the Local Economic Development (LED) programme is to achieve sustainable growth in employment and family incomes in the Ichilo province. It relies on the support of CORDAID, the Dutch cooperation development agency.

Guided by a desire to improve how the gender approach is considered when conceiving LED programmes, CEPAC and CORDAID decided to encourage various types of projects in this field. They not only aimed at concrete results for this programme and the institution at large, but also at developing a methodology that allows other organisations to move forward with mainstreaming the gender approach in productive programmes that follow the logic of production chains.

This manual is one of the results of the conceptual, methodological and instrumental process that was developed with CEPAC and validated through two workshops carried out with the CORDAID counterparts that work in Peru and Bolivia. At the same time, the methodology applied, the tools used, the guides drafted and the suggestions received during the workshops have all been systematised. In this manner, the manual is of practical use and can be employed when incorporating or mainstreaming the gender approach.

OBJECTIVE

To contribute to the incorporation of gender mainstreaming in various types of programmes in Local Economic Development, by answering two fundamental questions:

How do we incorporate gender mainstreaming in Local Economic Development programmes?

How do we incorporate gender mainstreaming within organisations that carry out Local Economic Development programmes?


TARGET AUDIENCE

This manual is intended for technical and management personnel who work in the design, implementation, follow-up and/or evaluation of rural programmes in local economic development, access to markets and/or business development.

RISKS AND LIMITATIONS

This manual attempts to be a straightforward guide and was written for different audiences. It therefore runs the risk that for some experts on gender mainstreaming and conceptual frameworks for local economic development it may seem too simple. Others who do not have much experience or knowledge in these areas may not get the answers to all the questions and doubts they have concerning the gender approach.

Likewise, this manual should not be considered a document aimed at raising awareness and formulating concepts, neither a document aimed at taking an institutional stance in regard to gender. It is a methodological and instrumental text that serves as a practical guide for the personnel of institutions or organisations that want or need to consider the issue of gender in their work, but who wonder how to do it, where to do it, when to do it, and who should do it. This manual answers these and other questions posed by institutions and people who have already made the decision and have the intention to incorporate gender mainstreaming. The participants during the validation workshops mentioned some limitations when applying this manual. These include the political decision-making processes of institutions, the clarity of approach that one should have from the beginning, and the series of changes that must be realised at an institutional level.

Finally this manual, like any other, should be considered a working guide only and not a recipe that should be followed to the word.

STRUCTURE OF THE MANUAL

This manual is divided into two sections. The first part consists of the manual itself and includes gender mainstreaming, firstly in programmes for local economic development that emphasise the primary links of production chains, and then in institutions that support and promote local economic development programmes.

The second part is exclusively dedicated to tools and guides that have been suggested in the different phases of mainstreaming treated in the first part. These include tools that can be systematised by using charts, matrixes and tables, and that allow for both a quantitative and a qualitative analysis of the information. The guides mostly include qualitative instruments that facilitate a reflection and the analysis of the subject.


The entire manual was developed on the basis of questions. It defines concepts and calls attention to specific subjects at those places where they are treated in the document. This facilitates the immediate understanding of each concept.

Because some people prefer using tools and guides more directly, these can be found in the second part of the manual, including a brief explanation on how to use them. In addition, some examples are included to show how these tools can be applied in practice.

Another way to read the manual is to go directly to that phase of the project or chain in which one wants to incorporate gender mainstreaming. This can be the diagnostic, implementation, follow-up or evaluation phase. In the same manner, one can directly review the level one wants to work at with this approach. These levels range from the strategic framework, policies, training and education of personnel, or actual operations.

BASIC CONCEPTS

We shall begin by laying down some basic conceptual definitions.

What is gender?

Gender is a concept that:

Allows one to understand men and women, not as elements that are independent of society, but rather form an integral part of it.

Separates biological issues from cultural ones, while it characterises the discrimination of women as a problem rooted in power.

Deals with the unequal power relationships that exist between men and women, both at a personal level and at the level of society as a whole.

The KEY TERMS of this concept refer to:

Social building

Social relationships

Power relationships

What is a gender approach?

When one follows a gender approach or perspective, one takes an integral look at the conditions in which the lives of women and men unfold within society. It gives visibility to those factors that, under given circumstances, place women at a disadvantage relative to men. It also attempts to analyse gender relationships that are potential pillars for development proposals. When following a gender approach, one is able to question and clarify various development paradigms that, upon their conception, do not take into consideration the existence of power relationships between men and women that stand in the way of development that is just, equitable and sustainable.


What is Local Economic Development?

Local Economic Development is a process through which strategies are conceived based on the vocation and potentials of a specific area or territory. It follows a market perspective that leads to the establishment of alliances amongst private and public stakeholders that can manage and finance joint investments. These, in turn, generate the conditions that attract more economic activities aimed at building a more competitive territory where private initiative is able to create employment and generate income.

The activities carried out in the context of the LED approach that CEPAC works with follow two dimensions: territorial and business/ entrepreneurial – with a focus on value chains. In terms of territory, its activities are aimed at: i) defining the profile that differentiates the territory, and specialising in those production chains where the territory enjoys an obvious competitive advantage; ii) consolidating a decentralised institutional sector by strengthening the public-private coordinating entities as Local Economic Development agents; and iii) defining strategies that take into account value and competitiveness, and that aim at using endogenous resources in order to link them up with exogenous markets.

In terms of the business component, it takes into account the need for business organisations to adapt themselves to market tendencies and be able to produce goods that enjoy high added values. This also includes strengthening business development services (financial, technical assistance, marketing, etc.) and joint public-private investments.

What does value chain mean?

A production chain is a concept that integrates all of the logistic steps within a process of production (starting with primary production and moving on to final consumption), as well as the provision of services to the different links of the chain. A value chain is a vertical alliance or strategic network amongst a number of independent enterprises that are related to each other within a production chain. A value chain requires the following: safety in the relationships amongst its members based on their shared objectives and strategies; high levels of trust amongst the stakeholders – they engage in competition for prices and competitive advantages with stakeholders outside the value chain; a strategic relationship amongst the various links of the chain that are willing to cooperate in order to identify strategic objectives; and sharing the risks and benefits, while investing the necessary time, energy and means in this relationship.

What are the benefits of value chains?

The benefits of working under a value chain logic are manifold: decrease transaction and production costs, develop safer and longer-lasting relationships amongst stakeholders, follow a general framework that makes communication easier, increase the efficiency (competitive advantage) in order to improve the ability to respond to new market demands, react better to changes in consumers’ demands, and improve end-product quality.


A value chain requires that mechanisms be in place that allow individual companies to achieve goals that they would otherwise not be able to do working alone. It implies a market and client demand-driven approach that focuses on meeting the requirements of the consumer and on exercising joint control over the critical factors behind quality and consistency.

Who are the actors involved in value chains?

Those key actors who are able to meet requirements regarding quality, volumes, timely delivery and information flows participate in a value chain. It is not necessary to include all the actors that participate in a production chain. Rather, one should concentrate on analysing the resulting costs and benefits of incorporating new actors in a value chain. That is to say, major transaction costs should be avoided.

Why is it important to cross-cut the gender approach through value chains?

First and foremost, because one should consider universal values and the validity of human rights: the principle of the equality of human beings regardless of gender, race or religion.

Secondly, if one fails to take into account that men and women are in the same situation and condition to benefit from the targeted local economic development, one runs the risk that these inequalities shall remain or, even worse, that the gaps that foster inequality shall grow. This would especially affect women, and might carry along an undesirable, high impact effect that one is partly responsible for.

Throughout this manual, other concepts are defined related to the gender approach. The annex contains a glossary of these terms and concepts.


PART I

GENDER IN VALUE CHAINS

In order to apply a gender approach to different kinds of programmes or value chains, you can study and apply five phases that are similarly related to the cycle of preparation and implementation of projects. Although these phases follow a specific order, it is often necessary to work by following the logic of successive approximation. This means that as you advance to the next phase, the previous one must be evaluated, thus generating the necessary feedback between phases for enriching the process as a whole.

There are five phases:

DRAFTING THE PROPOSAL

FOLLOW-UP

EVALUATION

IMPLEMEN-TATION

DIAGNOSIS


PHASE 1: DIAGNOSIS WITH A GENDER APPROACHWhat is a diagnosis?

A diagnosis is a process through which one retrieves information about the reality of a specific area or territory, including its population.

The scope of a diagnosis can be as broad or specific as the subject matter, the geographical area and the population one wishes to learn more about. For example, a diagnosis of a production chain is broader than a diagnosis of the production of a specific sector, and a municipal diagnosis is broader than a diagnosis carried out in a community setting.

The scope and level of detail of a diagnosis also depends on the available time and resources (technical, logistic, financial and human).

What is a diagnosis with a gender approach?

A diagnosis with a gender approach is a process through which various aspects and variables related to the issue of gender have been taken into account.

The scope of a diagnosis with a gender approach varies depending on how broadly and deeply one wishes to delve into the issue.

Regardless of how broad or deep a diagnosis is, an important recommendation to bear in mind when carrying out diagnoses with a gender approach is to pay attention to both the public and private sectors, and to the various roles fulfilled by men and women: reproductive, productive and in the community.

CONCEPTSRoles: Tasks and responsibilities, rights and duties that are handed over to and internalised in a different way by men and women.Reproductive Roles: These are related to the duties concerning maternity, raising children, and managing the household. These roles are not usually made visible or valued in economic development proposals.Productive Roles: These are related to productive and economic activities that, in the case of women, are usually linked to secondary income generation endeavours.Community Management Roles: These activities refer to efforts carried out jointly by men and women, which in the case of women, are often geared to demanding basic services, housing or health care services.

What is a diagnosis with a gender approach good for?

To get to know and better understand the situation and condition of the men and women of the target population in various fields, or in those areas that are the most interesting.

To get to know the problems that men and women face, as well as the solutions they propose.

To identify and quantify the gender gaps that affect men and women.

To be able to later measure and evaluate the progress made.

CONCEPTSSituation: The material condition in which men and women find themselves, which reflects the degree of their development in terms of education, health, employment, housing, etc.Condition: The space that women occupy relative to men within a society’s economic, political, and cultural power structures.Gender Gaps: Quantified or qualified differences that exist between men and women. For example, the illiteracy gap in Bolivia is 19% against women.


How does one carry out a diagnosis with a gender approach?

There are three alternatives:

1. (Easy) Gather gender-specific information from secondary sources. Especially useful are the official statistics for each country, which include practically all the indicators in the fields of health care, education, employment, poverty, housing, etc. split up by gender.

2. (More complicated) Use model gender tools to generate primary information. A series of tools have been designed and validated in different contexts and for various types of projects. They can be collected and then adapted to this diagnostic process. Given the subject matter of this manual, we mention the tools that are most closely related to economic-productive diagnoses. These include:

Technical itineraries (Tool 1) Agricultural/ cultural calendar (Tool 2) Reproductive roles (Tool 3) Access to and control of natural

resources, means of production and services (Tool 4)

Identification of the access to information (Tool 5)

Identification of how gender is conceived (Tool 6)

Decision-making processes (Tool 7)

All these tools shall be further treated and explained in Part II of this manual.

CONCEPTSAccess: The possibility of using specific resources: natural, economic, productive, political, social, and related to time and space. Access is also related to services in the fields of health care, education, information, and the like.

Control: The capacity to decide on the destiny and use given to a resource or service in an independent manner. For example: Men and women both have access to land, although it is usually the men who control this land.

3. (The most complicated) To cross-cut a gender approach in those tools that one has decided to use in the diagnostic process being carried out.

This strategy allows one to enrich any diagnosis with the gender approach by using the tools that have already been designed for the diagnosis and, if deemed necessary, by complementing this with the use of other tools.

We recommend seeking the support of one or more persons who have the necessary skills to carry out this task. This allows cross-cutting a gender approach through other methodologies or tools used for diagnostic purposes. Some of the tools that are used for carrying out production chain, value chain, and other types of diagnoses that allow cross-cutting the gender approach include:

Market quick scans Identification and differentiation of actors who participate in the chain Analysis of support systems Analysis of the business development system Time line and identification of critical points Analysis of the history and the setting of the chain


Who are the people responsible for carrying out a diagnosis with a gender approach?

There are two groups of people generally involved in carrying out a diagnosis: there are people in charge of designing, organising and systematising the results, and people in charge of generating the information itself.

The following responsibilities and considerations must be taken into account when carrying out a diagnosis with a gender approach:

Group responsible for designing, organising and systematising

Design and organisation

Incorporate a person in the group who knows about and has experience with the subject of gender, either at specific moments or during the entire process.

Make sure that the tools to be used include gender tools directly, or gender variables that are incorporated in other tools.

Make sure that the men and women of the target population are sufficiently and equally informed about the diagnosis carried out.

Make sure that the people who shall apply the diagnostic tools are sufficiently trained in the use of all the tools, including gender tools.

Systematisation of the information

Carry out a differentiated gender analysis. Present information and conclusions regarding the

understanding of gender, the situation and condition of men and women, and the existing gender inequality gaps.

Make sure that the men and women of the target population are equally represented during the events that validate information.

Make sure that both men and women are able to understand the methodologies used for distributing the diagnosis.

Group responsible for generating information

Have a thorough knowledge of the tools it shall apply. Consider both men and women as part of the target population. Treat men and women with respect.

When is a diagnosis with a gender approach carried out?

A diagnosis should be carried out prior to launching any intervention in the form of a project, programme or chain. The same is true for diagnoses with a gender approach.

On the other hand, it is also common practice to propose the realisation of short and specific diagnoses while an intervention is in progress, with the aim of gaining a deeper understanding of specific issues. Gender tends to be a subject about which information is lacking. It is therefore possible to fill in this gap by conducting a diagnosis of gender, even while an intervention is being executed.


What are the most common problems encountered when carrying out a diagnosis?

A gender approach has not been included during the design phase, or the team does not include people who are trained in the issue of gender.

The subject is neglected when the information is being processed and analysed (only general figures are presented).

When one distinguishes information according to gender, the size of the databases increases.

When the analysis is carried out, reproductive and housekeeping issues are excluded (that is, nothing is known about how domestic labours are organised and how heavy the workload of housekeeping actually is).

It is understood that gender has already been included (that is, one assumes that when speaking of the family or of men, these nouns include women).

A real understanding is lacking concerning the gender variables present in the cultural environment where the diagnosis is carried out.

Information is not interpreted in an adequate manner, especially because there is no clear understanding of how the target population considers gender within its own cultural setting.


PHASE 2: PROPOSALS WITH A GENDER APPROACHWhat is a development proposal?

A proposal is an orderly and systematic design of an intervention to be carried out. It reflects the problematic issues identified through the diagnosis, as well as the limiting and potential factors.

What is a proposal with a gender approach?

A proposal with a gender approach is one that takes into consideration the issue of gender in the area or context where the intervention shall take place.

What are the basic contents of a proposal?

Diagnosis (treated in Phase 1)

Objectives of the intervention at different levels

Baseline

Indicators or goals for success

Intervention methodologies and strategies

Budget

Objectives with a gender approach

The objectives give an indication of what one intends to accomplish through the execution of a specific project or programme, or in a chain.

When formulating objectives, one might specifically refer to issues of gender. One can also choose to formulate them in global terms that include gender related aspects:

Example of an objective formulated specifically to include the issue of gender:

Women engaged in productive and micro-entrepreneurial activities have gained access to technical assistance services developed for the coffee chain.

Example of an objective that includes a gender approach:

The target population is able to access financial services, with a special emphasis on female micro-entrepreneurs and producers.


Baseline with a gender approach

A baseline provides the information at start-up related to the variables that are considered in the proposal.

A baseline differs from a diagnosis in its level of specificity. A baseline is directly related to an intervention proposal, more than to the context in which the intervention shall take place.

A baseline with a gender approach provides specific information regarding the roles men and women fulfil, the manner in which decision-making is distributed between them, the demands that men have, and the demands that women have.

The same tools that were recommended for the diagnostic phase can be used for the baseline.

Example:

Information gathered through a diagnosis might indicate that in a given zone men are mostly the ones who take care of raising larger animals (cattle, for example), while women mainly take care of raising the smaller ones (chicken, guinea pigs, pigs and sheep).

In a project whose objective it is to improve the production of bovine cattle, a baseline would provide much more precise information. For example, it would mention that:

- men are in charge of building the corrals and of producing fodder.

- women are the ones in charge of feeding and milking the cows, and of assisting during calving.

Indicators with a gender approach

Indicators allow one to define the degree to which the objectives are met; in other words, they indicate how much an objective is met.

An indicator that has been correctly formulated provides information concerning quantities, qualities, time and place.

Even though the objectives might not specify gender aspects, the indicators must be differentiated by gender. Let us examine the following examples:

Objective General indicators Indicators split up by genderAchieve a sustainable growth in employment

200 new jobs have been created that are linked to the chain of provision of touristic services.

200 new jobs have been created that are linked to the provision of touristic services: 80 for men and 120 for women.


Indicators with a gender approach

(continued)

Objective General indicators Indicators split up by gender

Achieve a sustainable growth in income

The average monthly income of the jobs created is at least twice the national minimum salary.

The average monthly income realised for female jobs is at least three times higher than the national minimum salary.

The average monthly income realised for male jobs is at least twice as high as the national minimum salary1.

Strengthen small producers’ associations

Five organisations of small fish farmers have worked in participatory fashion towards formulating articles of association, regulations and strategic plans.

Five organisations of families of small fish farmers have formulated articles of association and regulations that allow, foster and regulate the participation of male and female producers as members and as leaders of the organisations.

Both men and women of the fish farmer families linked to the organisations have participated in the design and approval of the articles of association and the regulations of the associations. (Minimum expected level of female participation: XX% of the total amount of participants).

At least XX proposals brought forth by female fish farmers are included in the strategic plans of the associations.

Include the participation of small producers in trade fairs

The leaders of four organisations of small organic producers participate in the national biocommerce trade fair.

XX male leaders and YY female leaders of organisations of small organic producers participate in the national biocommerce trade fair. (Minimum expected level of female participation: XX% of the total amount of participants).

100% of the men and women who shall participate in the trade fair have been trained in the subjects of commercialisation, trade fairs and business trade rounds.

1 In the indicators that we present here as examples for jobs and income, we wish to underline the importance of achieving more ambitious goals that benefit women, in order to contribute to closing the existing gender gaps.


Methodologies and strategies with a gender approach

It is very important to define methodologies and intervention strategies that specifically treat the subject of gender.

Examples: Whether positive affirmative actions

(scholarships for education or subsidies for some investments) shall be applied as incentive mechanisms.

Whether the democratisation of housekeeping roles (educational processes at schools) shall be included in one way or another.

Whether support shall be given to some housekeeping tasks (taking care of children or preparing food).

Whether specific funds shall be set up to support groups of men or women.

Whether work shall be carried out with mixed groups or with separate female and male groups that enable the participation of women.

CONCEPTSPositive affirmative actions: Actions carried out that aim at providing important opportunities to a given population group, especially women, so that it can gain access to specific benefits or exercise its rights.

Democratisation of housekeeping roles: This refers to achieving a better distribution of housekeeping tasks amongst those who share a household, which entails that women are not the only ones that carry out and are responsible for these tasks.

Budgets with a gender approach

In terms of the budget and depending on the intervention strategies that have been established, one might: a) allocate budget items that specifically deal with groups of men and groups of women, or b) include all costs in a general budget.

The advantage of setting up differentiated budgets rests on the fact that this simplifies the analysis. It allows, for example, distinguishing how much is invested or spent on women vis-à-vis men. The difficulty lies in the way in which this proportion is established and in the ensuing administrative complications.

Examples: The budget allocated to financing various training courses might be divided

according to the composition of the target group: men, women or mixed groups.

The amount of available credit might include indicators regarding the percentages destined to family credits and to individual male and female credits. For example, the Banco de Desarrollo Productivo included a goal that 30% of the resources it lends shall be destined to women.


Who are the persons responsible for preparing a proposal?

Various persons become involved during the preparation of a proposal, depending on how extensive it is. We recommend that at least one of the persons of the team has experience in and knowledge of the subject of gender, in order to ensure the proper treatment of a gender approach.

It often occurs that a team of consultants prepares the proposal. If this is the case, we recommend including the result of “prepare a proposal that includes in a strategic manner the subject of gender” in the terms of reference. We also recommend that when evaluating the incoming proposals, a value represented by a percentage be assigned if the team includes a person who has experience in and knowledge of the subject of gender.

Example of criteria when hiring consultancy bodies:

In the proposals, values shall be assigned to:

Training, advisory and/or technical assistance activities that deal with gender-related issues.

Job practices: time allocated to working in projects that have a gender approach.

Job interviews: attitudes related to the gender approach and examples of how the issue might be treated when executing the job applied for.

How the approach is treated in reports, systematisations, evaluations and publications.

What are the most common problems encountered during proposals?

The subject of gender has not been included when designing the proposal.

The team does not include people who have skills related to gender issues.

Indicators that are gender-specific have not been defined.

It is considered that the subject of gender has been properly introduced only because it has been treated in one or two chapters.

It is thought that by using “he/she” and the like, a gender approach has been warranted.


PHASE 3: IMPLEMENTATION WITH A GENDER APPROACH

A) Design with a Gender ApproachWhat is the implementation of a proposal?

When the execution of a proposal has been approved and it has the available budget, it enters into the implementation phase. That is, the proposed actions begin to be executed with the aim of achieving the objectives that have been established.

What aspects should be considered when implementing a proposal?

The following aspects must usually be taken into consideration in order to begin implementing a proposal:

Organisation and preparation of the executing team (the amount of people, their profession or job, where they work, etc.).

Definition of the focuses of the intervention (gender, environment, sustainability, interculturality, and others).

Information provided to the target population regarding the initiation of the proposal.

Preparation of the operational working plans (these usually cover a period of one year).

What gender-related aspects should be considered in an implementation proposal?

We recommend considering the following factors in the implementation plans, in order to take the gender approach into account from the very beginning:

We suggest two possibilities when forming the team:- either to include a person whose chief task shall be to incorporate a gender

approach throughout the execution of the proposal, - or to include this task as part of one or more functions/ jobs.

In either case, a number of tasks should be included that aim at guaranteeing the inclusion of a gender approach within the programme. This should become part of the functions and responsibilities of the entity in charge of coordinating, managing and heading the programme to be implemented.

During the preparation of the executing team, the phase when it receives information and even training and education concerning the basic elements of the proposal that shall be executed, the gender issue and its objectives and methodology (all part of the proposal) should be treated specifically.

Consider including gender courses as part of the training and education courses and events that the executing team might need.

Consider using gender-differentiated aims and objectives when preparing the annual operational plans.

When designing the activities, take into account those extra activities that are required in order to achieve the gender objectives.


What gender-related aspects should be considered in an implementation proposal? (continued)

Insure that both men and women participate during the information events aimed at the target population.

When designing the budget, examine whether enough resources are being allocated to finance positive affirmative actions, working with differentiated teams, and the costs of supporting certain housekeeping tasks.

When designing the baseline, take into consideration information divided by gender, in order to include this differentiation when following-up the execution and when monitoring the indicators.

Who are the persons responsible for preparing a proposal?

The people responsible for designing the implementation plan are those who make up the executing team, headed by a person who acts as Director, Head or Coordinator.

Depending on each institution’s specific organisational structure, the people who are in charge of approving the proposed plan can be the Head Planner, the Area/ Zone Manager, or the General Director. This appraisal should also take into account the gender approach.

In order to make this task easier, we recommend making use of the Guide for reviewing Operational Working Plans (Guide Nº 1) to those who are responsible for approving a Working Plan. This guide facilitates the revision of the plans in view of the gender approach, and allows the entities that are involved in this evaluation to enunciate observations and recommendations that they consider relevant.

What are the most common problems encountered when preparing implementation plans?

During the design phase, the subject of gender is not included, is forgotten or is not treated sufficiently.

Not enough time is dedicated to designing intervention strategies.

Indicators that are gender-specific have not been defined.

It is thought that in order to increase the participation of women, it is not necessary to engage in special actions.

It is thought that the gender approach has already been included, or even that it is no longer necessary to do so, by the mere indication that work shall be carried out at a family level.

It is thought that only because the target population consists of women, one is automatically working with a gender approach.

A gender approach is not taken into account when plans are evaluated and


approved.


B) Execution with a Gender ApproachWhat activities are usually included during the execution of a plan?

The activities that should be carried out during the execution of a plan are varied and diverse, and they depend on the objectives set forth for each plan or programme.

These activities usually include various types of events for purposes of training, the distribution of information, organisation, negotiation, and decision-making. They also include the provision of financial and non-financial services, organisational strengthening, the publication of materials and the realisation of studies.

What gender-related activities should be included during the execution of the plan?

Keeping in mind that the objective is to cross-cut the gender approach through a chain where an implementation takes place, this entails seeing to it that all the activities of the plan should be carried out by following a gender approach.

This manual pays attention to the following types of activities, given their importance and the fact that practically every plan carries them out, independently of the type of programme or chain involved:

- various kinds of events are organised, - publications are issued, - various kinds of services are provided, and - support is given to organisational strengthening.

B.1) Organisation, Realisation and Evaluation of EventsWhat aspects should be taken into account when events are carried out?

It is important to take care of:

The summons The design The realisation The evaluation of the event

Taking into account the gender approach, what aspects should be treated with care when summoning to an event?

The person who prepares the summons to participate should ensure that it:

Clearly specifies the objective of the invitation, as well as the time and place where the event shall be realised.

Mentions and explicitly encourages the participation of the target population group (adult men and women, young and adult women, at least two adult persons per family, etc.).

Provides information concerning specific support and possibilities that shall be offered during the event (transportation, the care of children, food, and others).


Taking into account the gender approach, what aspects should be treated with care when summoning to an event? (continued)

The person in charge of reviewing a summons should analyse the following aspects, especially when it concerns important events where, for example, decisions are taken:

Whether all the people who should be invited to participate in the event have been invited in an explicit manner.

Whether the facilities that are offered to encourage the participation of women are sufficient, or whether they actually go too far2.

Whether the place and the schedule encourage the attendance of the men and women who have been invited.

Whether a public invitation (by radio, for example) or, on the other hand, a personal summons is called for to ensure participation.

Example of a summons to participate in a training course

Please note that this invitation specifically mentions that both men and women may sign up. One of the pictures shows a woman working with wood.It also announces that the boarding facilities include separate dormitories for men and women.

It is possible that before authorising the summons, it will be

2 With a view to guarantee the participation of women, practices in the sphere of assistentialism are carried out, such as giving away food and actually paying them to participate.


necessary to check the design of the event (see the next point).Taking into account the gender approach, what aspects should be considered when designing an event?

The person who is in charge of designing an event, and who wishes to take into account the gender approach when doing so, may follow the Guide for the Design of Events (Guide Nº 2). By posing questions, this guide allows one to consider gender aspects related to, for example, the additional activities that must be taken into account, the necessary coherence between the subject matter and the population invited to participate, and the analysis of whether the schedule and the place facilitate the participation of women and whether the methodology is easy to grasp.

The person who is in charge of checking and authorising the realisation of a course can make use of this same Guide when analysing the coherence in design and the proper inclusion of a gender approach. In the final part of the Guide for the Design of Events, there is room available for making suggestions or, as the case may be, for authorising an event without changing its design.

Although this guide was prepared with a gender approach, those who follow it shall notice that it also helps in improving the overall design of an event.

Taking into account the gender approach, what aspects should be considered when carrying out an event?

The person who facilitates an event shall be observant and ask himself/herself whether the event is running as expected. This person must analyse the participation and degree of attention paid in order to make the necessary arrangements to improve the event.

When there is a break during an event, we recommend filling out the Guide for Considering the Gender Approach during the Realisation of Events (Guide Nº 3).

If there are more people facilitating an event, it is important that they discuss these issues as well as the adjustments proposed if called for.

A log should be kept of the persons who participate, specifying their gender and providing other relevant and important information. One way of keeping a record of the participants and of summarising their data appears in Tool 8.

Taking into account the gender approach, what aspects should be considered when evaluating an event?

As with all evaluation processes, the idea is to assess whether the objectives proposed have been met. This includes the objectives related to gender, attendance and participation.

We propose following the Guide for the Evaluation of Events (Guide Nº 4) when carrying out this evaluation. This guide should be filled out by the facilitator(s) and should be annexed to the periodical reports that are presented to the relevant Heads, Coordinators or Directors. In turn, they should verify that the reports have been duly presented to them.


What are the most common problems encountered when realising events?

It is considered that the summons is not very important.

The distribution and organisation of the time available to women is not taken into account, especially in terms of their housekeeping duties.

Methodologies are all the same, even when one is working with different groups of men, women, or mixed ones.

Not enough attention is paid to the problems that arise: these range from jokes to harassment that women may suffer when they participate in mixed events.

Sexist and insensitive working methodologies are applied.

The evaluation of events is not properly executed, and the recommendations for future ones are not properly followed-up and incorporated.

CONCEPTSSexism: The belief in the superiority of the male sex. Its most common manifestations are:

Androcentrism: A trend that considers the world from a male point of view, thus granting males a condition as parameters or as models of humanity.

Overgeneralisation: When one studies one sex and draws conclusions that are then applied to both sexes.

Gender insensitivity: When the gender variable is ignored.

Double standard: When, depending on the sex, the same conduct is granted a different value.

Sexual dichotomy: A diametrically opposed treatment based on gender.


B.2) Design, Distribution and Evaluation of PublicationsTaking into account the gender approach, what aspects must be considered when designing and preparing a publication?

From a gender mainstreaming perspective, it is important to pay attention to the inclusive use of language and graphics as well as to the messages transmitted, by analysing whether these reinforce or question traditional gender roles assigned to men and women.

The Guide for Preparing and Reviewing Publications (Guide Nº 5) offers a list of questions to facilitate the consideration of gender mainstreaming when one prepares and reviews all these materials.

This guide can be used by those who produce and by those who approve the material.

Taking into account the gender approach, what aspects must one consider when distributing publications?

It is important to consider the means by which the publications will be distributed to the target population.

It is especially useful at this stage to analyse the information treated in Tool 5 in regard to the access men and women have to different media.


Taking into account the gender approach, what aspects must be considered when evaluating publications?

This basically concerns whether the publication met its objectives.

Example: If one wants to promote new environmentally-friendly coffee production technology or wants to encourage women’s participation in coffee-tasting, and promotional material has been designed for this purpose, it is important to analyse whether the population that received the material in question was truly incited to take due action.

It is also important to evaluate whether the messages were understood in the intended way or not.

Example: Promotional material designed to increase the participation of women in micro-entrepreneurs’ associations had the following slogan: “We give more space to women”. This was misunderstood as the need to increase the size of kitchens so that women could work more comfortably.

What are the most common problems encountered in regard to publications?

Not setting clear objectives of what one wants to accomplish through the publication.

Not paying attention to the explicit or implicit gender messages in language or graphics.

Not using pilots first to test how the material shall be understood.

Not evaluating the achieved results.

B.3) Provision of ServicesWhat areas are services usually offered in?

Typically the services provided concern two areas: Financial Services and Non-financial Services. Non-financial services are classified further into Technical Assistance and Business Development services.

Taking into account the gender approach, what aspects should one consider when designing proposals for the provision of services?

Special attention must be paid to the target population’s (specifically the female population’s) access to and control of the services in question.

The following must be analysed:

Whether both men and women enjoy equal access in regard to necessary costs and requirements.

If the methodology used for the provision of services is aware of and sensitive to differences in gender.

If the evaluation and control mechanisms take into account and include men and women.

The information retrieved when applying Diagnostic Tools 4 and 5, referring to a population’s access to and control of natural resources, productive resources, services and information, proves to be especially helpful when designing service provision proposals.

What should The most important thing is to verify that the services offered are accessible and


one pay attention to when evaluating the provision of services?

useful to the target population, considering men and women separately.

Example: The financial services commonly offered include lines of credit to support different links of a production chain. The requirements to take out a loan, such as a guarantee through a property title deed or the presentation of an identity card, often make this inaccessible to women, as property titles usually do not carry their names and oftentimes they do not have identity cards.

It is also recommended to verify the level of control that men and women have achieved over the services offered.

Example: Continuing with the issue of financial services, when women are not sufficiently informed about the loans that their husbands have taken out, they cannot control the way in which these are used.

What are the most common problems encountered in terms of the provision of services?

Not identifying the target population in a differential way in regard to gender.

Not knowing how to enable access to both men and women.

Not paying attention to the control that men and women have (or should have) over the services offered.

Not evaluating the achieved results amongst the population, differentiated by gender.

B.4) Organisational StrengtheningTaking into account the gender approach, what aspects should one pay attention to when strengthening organisations?

Within organisations, above all in rural organisations, one generally assumes that the entire family is affiliated. However, more often than not, only the men are members. Through the organisation, they are better informed and have more opportunity and ability to carry out negotiations. These include terms of sale, processing possibilities, project requests, etc.

As a result, it is very important to pay close attention to the articles of association and regulations, as well as the composition of the governing bodies.

ARTICLES OF ASSOCIATION BEFORE GENDER REVISION

ARTICLES OF ASSOCIATION AFTER GENDER REVISION

- The members are the “heads of family”.

- The member has voice and vote.- The wife only attends meetings to

fulfil an obligation of assistance, but she does not have the right to vote or make decisions.

- Only the member has the right to access economic and social benefits, and the participation of the rest of the family is not necessary.

- All family members who actively participate in the activity are recognised as members. This means that one family can have two or more members.

- All members have the right to voice and vote.

- All members have the right to access the economic and social benefits offered by the organisation.

The challenge is to make organisations more inclusive and that they explicitly ensure the participation of women as members who hold that title and have a right to voice


and vote.

As title-holding members, women must have the opportunity to be elected to the governing bodies. One way to guarantee their participation in decision-making is to include quotas for female and male participation in the articles of association.

The political representation of women at various decision-making levels of the electoral process has varied much throughout Bolivian history. However, two new laws currently in effect have led to transcendental changes in this area: the Law of Reform to the Electoral System of 1984, which requires 30% participation of female candidates among the candidate lists from 1997 onward, and Law 2771 concerning citizens’ and indigenous groups that establishes the principles of equality and alternation among candidates in municipal and national elections from 2004 onward.

Taking into account the gender approach, what aspects should one pay attention to when strengthening organisations?

It is also important to identify the challenges and limitations that women face when participating in the public arena. These problems and limitations often occur because women have more domestic responsibilities and society has the conception that they must spend more time at home than in public.

Taking into account the gender approach, what aspects should be considered when evaluating the activities in organisational strengthening?

Whether the participation gap between men and women at all organisational levels has been overcome.

Whether the regulations allow, encourage or require female participation.

Whether men and women both truly form an integral part of the organisation.

Whether the benefits enjoyed by participating in the organisation reach men and women equally.

What are the most common problems encountered in organisational strengthening?

Wrongly believing that one family member represents the interests of his entire family.

Not paying attention to gender issues when forming or creating an organisation.

Wrongly assuming that the organisation is a forum for male action.


PHASE 4: FOLLOW-UPWhat does follow-up imply?

The follow-up of programme execution or development of a chain is a key process to truly realise the proposed objectives and the implementation plans.

Follow-up processes are realised during the implementation of a project, programme or chain development. One analyses and reflects on the applied methodologies, the efficiency of the execution of actions, the integration of the team, the relationship with the target population, etc.

The follow-up process allows adjustments to be made in the intervention plans when deemed necessary.

What is follow-up that takes into account a gender approach?

It is the same as any other follow-up, but emphasis is placed on objectives and methodologies linked to gender and working with men and women.

Is follow-up important?

Very important. Until this stage, all possible progress made in terms of gender mainstreaming appears only in writing, and as we know anything can be said on paper. In addition, it is very likely that everything done up to now has relied on the support of gender mainstreaming experts. Now it becomes the responsibility of the executing team.

It is during the follow-up process when the executing team’s attitudes and knowledge to put the gender approach into practice will be identified. This is also the moment to identify which aspects facilitate or hinder working with a gender approach.

During follow-up, the personnel executing the proposal and the stakeholders linked to a chain realise how important gender mainstreaming is for the programme and the institution in general, by actually seeing whether it’s included or not in the follow-up process.

How does one follow-up taking into account the gender approach?

As with all follow-up activities, one should first analyse the initial proposal, objectives and goals, and later examine how these have been executed in reality.

When following-up, one should:

Review reports, above all technical ones, which reflect how the project has progressed.

Interview personnel in charge of project execution. Interview a sample of the target population, always including within the group men

and women to understand the vision of both in regard to the execution of the programme.

Always try to retrieve quantitative and qualitative information differentiated by gender.

Process all information and definitely write a report with the necessary recommendations to improve the execution of the programme.


Who are the people responsible for following-up taking into account the gender approach?

Follow-up is a process that should be carried out jointly by various positions.

The Heads, Coordinators or Directors of the programmes can and should carry out a frequent follow-up to the activities realised by their team.

The planning and evaluation teams should include follow-up as one of their most important functions.

If gender mainstreaming is a new challenge to the programme, the possibility of incorporating a specialised expert to carry out the follow-up or be part of the follow-up team should be considered. Nevertheless, the full responsibility for this issue should not be delegated, since a member of the institution or programme should always be involved during follow-up.

When should follow-up of gender mainstreaming take place?

Normally, programme follow-up occurs every four to six months. The follow-up of gender mainstreaming should also be realised at the same time and periods as the general follow-up of the programmes. The reason is not to increase the workload when analysing gender mainstreaming.

What are the most common problems encountered when following-up?

Forgetting about the gender issue.

Treating gender mainstreaming aspects in an isolated and discontinuous manner.

Not placing the follow-up of gender mainstreaming in the proper context of a programme’s execution.

Not writing reports, or producing reports that do not adequately reach the members of the executing teams and the relevant headquarters.

Not connecting with other phases of the project’s execution process and, as a result, not providing feedback to the process.


PHASE 5: EVALUATIONWhat does evaluation imply?

Evaluation entails comparing what has been achieved with what has been proposed and, within the framework of this comparison, giving recommendations to make the necessary adjustments to the Annual Operational Plan or phase.

Evaluations can either be internal or external, depending on who carries them out. According to the timeframe, they can be biannual, annual, at a halfway point, or at the end of the project. According to their objective, they can be process- or impact-based.

What is an evaluation with a gender approach?

It is the same as any other evaluation, except that it places emphasis on gender mainstreaming and includes gender issues and work with men and women.

How does one carry out an evaluation with a gender approach?

One should start with the initial proposal. Then, one should also examine the context in which the proposal develops to analyse how the situation and condition of women has improved, if gender gaps have become smaller, to what extent empowerment processes have occurred, if processes ensuring equal opportunities have been generated, etc.

Review technical reports, databases and information systems. Interview personnel in charge of the project or chain. Interview the target population, always including men and women within the sample

to gather the vision of both in regard to the execution of the programme. Interview authorities in the area as well as personnel from other institutions. Always try to retrieve quantitative and qualitative information differentiated by

gender. Process all information and issue a report that includes conclusions regarding the

level of achievement of the objectives, and recommendations that must be taken into account during the next phase of the programme.

The executive levels are in charge of reviewing both internal and external evaluation reports.

Especially when reviewing the executing team’s annual internal reports, use the Guide for the Review of Reports (Guide Nº 6) to verify if they include gender mainstreaming and information differentiated by gender. If necessary, additional information must be requested. In this way, the executing teams grow accustomed to giving proper consideration to the subject of gender in their reports.


Who are the people responsible for carrying out an evaluation with a gender approach?

If the evaluation is realised internally by the institution, it normally involves personnel who work in the planning, follow-up and evaluation Departments or Units.

In order to realise an evaluation that includes a gender approach, it is important that the team includes someone with relevant experience and knowledge.

When the evaluation is realised by external groups, there is often a person specifically responsible for this topic.


Are evaluations important?

Very important. Without evaluations, one cannot possibly know whether progress is being made towards realising the objectives, nor can one provide feedback to the process or make the necessary adjustments.

Evaluation is a moment for having an internal analysis, and for analysing the surroundings and the context. It requires contact with the men and women of the target population, as well as a revision of methodologies and intervention objectives.

After evaluation, objectives and intervention methods can be reconfirmed or changes can be recommended. These range from small to very significant ones.

During the evaluations, especially impact and external evaluations, the personnel executing a proposal realise how important the subject of gender actually is, since practically all these evaluations include an assessment of gender issues.

When should evaluations be carried out?

We recommend carrying out internal evaluations at least once a year.

External evaluations are usually done less frequently: every two or three years.

What are the most common problems encountered when carrying out an evaluation?

A diagnosis that shows the initial situation has not been included.

Sometimes, importance is only given to a gender approach when carrying out the impact or external evaluations, when it is too late.

There is no information differentiated by gender, which limits the possibility for analysis.

The members of the team lack a clear and well-defined focus on gender:“Why did you train the women only in those activities traditionally done by them?Well, because …because that is how the project was planned.Because the women asked for that; because it’s like that”.

Recommendations for gender mainstreaming are too general or follow different approaches:

“The project did not consider the gender approach and rather reinforced the traditional distribution of tasks based on gender”.

And after the evaluation, what next?

It depends on the type of evaluation.

If the evaluation is annual and the programme execution is triennial, the recommendations for gender mainstreaming should be included in the next working plan (thus, return to Phase 3: Implementation with a Gender Approach).

If the evaluation is at the end of a programme, the recommendations for gender mainstreaming should be included during a new diagnostic process or in another proposal for a new intervention phase (Phase 1 or Phase 2, as the case may be).


GENDER IN INSTITUTIONS THAT IMPLEMENT LED PROGRAMMES

It is not the same to incorporate a gender approach in a Local Economic Development programme as to consider mainstreaming this approach throughout an institution or organisation that carries out one or more LED programmes.

In order to properly incorporate the discussion of gender in an institutional environment, other elements must be considered. These include the institutional philosophy and the strategic framework, which encompass the vision and mission, the strategic roles and the overall action policies. This all forms a guiding conceptual or ideological framework that drives all the programmes carried out by the institution.

An institution that is clear about the challenges it faces and the position it takes in the political, economic and gender arenas, facilitates the way in which its personnel define their own objectives and intervention methodologies. This is because they can rely on the philosophy and strategic framework of the institution as a reference, guideline and mandate.

This part of the manual proposes a guide to introduce the gender approach in institutions, which is based on the consideration of four levels that can be developed simultaneously:

Level 1: Incorporating the gender approach within the institutional philosophy and strategic institutional framework.

Level 2: Adjusting strategic objectives and indicators, as well as policies.

Level 3: Strategically operationalising the gender approach.

Level 4: Training personnel in gender and development issues.

a) Retrieving knowledge, attitudes and practices related to gender.

b) Designing and executing a gender training programme.


LEVEL 1: GENDER IN STRATEGIC INSTITUTIONAL FRAMEWORKS AND INSTITUTIONAL PHILOSOPHYWhat are Strategic Institutional Framework and Institutional Philosophy?

They are the fundamental conception of an institution, its orientation and political stance. The institutional philosophy defines the raison d’etre of an institution and its vision of development.

Is it important to incorporate a gender approach in the institutional philosophy and Strategic Institutional Framework?

Very important, because incorporating gender mainstreaming in the institutional orientation and political stance and focusing it within a human development framework requires and implies an understanding of the relationships between men and women.

Incorporating a gender approach at this level means that the institution should review and adjust its articles of association, vision and mission, and should also train its personnel so they will be committed to the decisions made in this respect.

What are the most common adjustments made to the Strategic Institutional Framework?

In terms of the fundamental aspects, it is necessary to review texts that follow a gender approach and, very importantly, to identify contradictions or gaps which once corrected, allow for strengthening equitable gender relationships.

One usually adds words and phrases that explicitly consider the gender approach within the institutional mission, vision and articles of association.

In some cases, the vision and mission are described in far-reaching terms and allow and promote the issue of gender, like the following example shows.

EXAMPLE: CEPAC’s STRATEGIC INSTITUTIONAL FRAMEWORK

VISION

A mutually supportive, just and equitable society, where organised men and women exercise full citizenship and, from a local basis, construct sustainable social economic development.

MISSION

We are an institution with strong values and technical capacity, ready to live new paradigms. We offer efficient, innovative and leadership services in sustainable social economic development, improving the quality and competitiveness of social, economic and state organisations.

Source: Incorporating a Gender Approach (GA) in CEPAC’s LED Programme, 2007

These adjustments should be made explicit and must be written in the documents.


What are the most common problems encountered when taking into account the gender approach within the institutional philosophy and Strategic Institutional Framework?

Believing that the mere action of including gender in writing within the institutional articles of association and core documents is enough.

Not carrying out an analysis of how coherent the gender approach is with the other approaches followed by an institution, or not relating them with each other.

Example: an institution that has defined both gender and interculturality as its core focuses for action should at least identify the facilities and challenges that working with these two focuses actually entails.

Compatibilities and paradoxes that exist between the focuses of gender and interculturality

Gender Interculturality

Gender

The gender approach relates to imported concepts imposed by Western culture, European countries or “gringos”.

Gender does not correspond or relate to our culture.

Gender inequity is interpreted as “cultural characteristics” or “customs” that are related to a different “world view”.

Interculturality

The concept of gender is originally formulated based on anthropological investigations of “culturally” well-defined societies where there are practically no external relationships.

To work by following a gender approach means understanding that different cultures build different relationships between men and women.


LEVEL 2: GENDER IN OBJECTIVES, INDICATORS AND POLICIESWhat are policies and strategic objectives and indicators?

The strategic objectives are those that are defined at a macro level in the different areas or fields where an institutional intervenes. There can be strategic objectives for the areas of Economic Development or Human Development, for example.

The strategic indicators are those that establish the levels of achievement that are most important to an institution.

The policies define the framework for action by providing the general rules that determine what can and cannot be done.

What are the most common adjustments made in policies and strategic objectives and indicators?

1. In the case of the strategic objectives, the changes are similar to those recommended for the institutional philosophy: revision of texts, making explicit those aspects that might be understood implicitly and, if need be, formulating texts in broader fashion.

EXAMPLE: ADJUSTMENTS PROPOSED IN CEPAC’s STRATEGIC OBJECTIVES

INITIAL TEXTMODIFIED TEXT ON THE

BASIS OF A GENDER APPROACH

GENERAL STRATEGIC OBJECTIVE

To foster the sustained growth of employment and income.

To foster the sustained growth of employment and income, closing gender gaps that affect men and women in the productive economic sector.

STRATEGIC OBJECTIVE FOR THE TERRITORIAL COMPONENT

To promote Local Economic Development and the way it is articulated regionally, through production chains and alliances amongst public and private stakeholders.

To promote Local Economic Development and the way it is articulated regionally, through production chains and alliances amongst stakeholders, by promoting as much as possible the integral roles both men and women fulfil.

STRATEGIC OBJECTIVE FOR THE BUSINESS COMPONENT

To strengthen business development and the competitiveness of MicroSMEs, giving new values to national production.

To strengthen business development and the competitiveness of MicroSMEs, giving new values to national production and encouraging the equal participation of men and women.

Source: Incorporating a GA in CEPAC’s LED Programme, 2007


What are the most common adjustments made in policies and strategic objectives and indicators?

(continued)

In terms of indicators: when these are already defined they must usually be split up by gender. But if one has not yet defined impact indicators, one must define them in function of the strategic objectives and/or gender policies, if these exist.

EXAMPLE: GENDER IMPACT INDICATORS IN CEPAC

1. The gap in participation between men and women in key events for decision-making at the level of the chain and of the business has become smaller.

2. The gap in participation between young men and young women in technical training and educational processes has become smaller.

3. Men and women in the target population recognise and value the economic role fulfilled by women throughout the chain.

4. Men and women have similar levels of information about different aspects of the Local Economic Development proposals.

5. Women’s participation as partners and leaders of farming and livestock associations and SMEs has increased.

6. The gap in income and employment that affects women has become smaller.

Source: Incorporating a GA in CEPAC’s LED Programme, 2007

Very few institutions have explicit gender-related policies. That is why one of the most important changes usually concerns the definition of gender policies that allow for clear guidelines.

EXAMPLE: GENDER POLICIES IN CEPAC

General Policy:Incorporate gender mainstreaming throughout institutional operations.

Specific Policies:1. Retrieve information differentiated and analysed by gender.2. Bring to the open the conditions and positions men and women have

within the production chains.3. Qualify the productive economic role fulfilled by men and women.4. Promote the public and leadership roles fulfilled by men and women.5. Create an environment of equal opportunities for men and women to

access the benefits accrued through the work carried out by the institution.

6. Apply positive affirmative action to help overcome limitations that stand in the way of the active participation of women in production chains.

7. Work with different types of farmers’ organisations in the agrosilvopastoral sector only if they include 30% female participation, or are willing to reach this level in the short term.

8. Promote the treatment of the issue of gender in various public-private and communal institutions.

Source: Incorporating the GA in CEPAC’s LED Programme, 2009


LEVEL 3: GENDER IN STRATEGIC OPERATIONALISATIONWhat does operationalising the gender approach strategy defined in the Strategic Institutional Framework imply?

Up until the previous phase, the gender approach has been introduced at a declaratory level within the Strategic Institutional Framework. Now, it is important to go from the declaratory level to a more operational one, although not all the way to a project or programme level. That is why we call this level strategic operationalisation.

Operationalisation provides general guidelines that tend to make the actions at the programme level more concrete.

Why is it important to operationalise the gender approach?

So that it does not remain at a level of discourse only.

So that the personnel in operations have clear guidelines for action.

How can one operationalise the gender approach defined in the Strategic Institutional Framework?

1. By defining the strategic institutional roles and the manner in which they articulate to the gender policies and objectives duly adjusted to the gender approach.

The strategic roles are those key (or most important) tasks or functions that the institution is committed to fulfilling, regardless of the specific type of programme being implemented.

Roles fulfilled by CEPAC in Local Economic Development Programmes: Territorial Component

Territorial component (a broader vision of the production chain)

- Analysis of chains and design of value strategies- Selection, prioritisation and mapping of chains and

participants- Identification of markets and critical market factors- Critical internal factors and critical routes- Definition of value chain strategies- Technological innovation throughout the chain- Participatory investigation- Market investigation- Technological communication- Associativism- Organisational strengthening (articles of association,

regulations, legal status, planning, projects, business plans) of first-tier and second-tier organisations, micro-enterprises

- Stakeholders’ alliances (production, buying and stocking, processing, marketing, BDS and other service providers)

- Human Resources Training & Education- Support to technical training (curricular design, equipping,

infrastructure, accreditation)- Direct and contracted technical training- Training to various interest groups


How can one operationalise the gender approach defined in the Strategic Institutional Framework? (continued)

Roles fulfilled by CEPAC in Local Economic Development Programmes: Business Component

Business Component (level of efficiency of the participants in the chain)

Diagnosis of companies and businesses Investigation of markets, providers, clientsPlans for making companies and businesses more suitableSpecialised services provided to micro-enterprisesFormation of entrepreneurs’ networksPromotion of the Business Development Services market

Source: Incorporating the GA in CEPAC’s LED Programme, 2007

The links that exist between gender roles and policies, on the one hand, and fulfilling roles aimed at realising gender objectives, on the other, can be analysed using the Tool for Linking Institutional Roles to Gender Policies and Objectives (Tool 9). This tool is based on the following questions: When fulfilling this role, which gender policies should I apply? When fulfilling this role, which objective am I helping to realise?

How can one operationalise the gender approach defined in the Strategic Institutional Framework? (continued)

2. By defining gender-related indicators or results in order to measure processes and not so much impact.

Impact indicators should be defined as part of the Strategic Institutional Framework. However, the fact that they appear at this level means that they can only be evaluated after actions have been carried out for a medium amount of time or longer.

Process indicators allow one to measure advances achieved while engaging in an intervention. They are achieved in the short term, and in this sense provide an orientation concerning more operational actions.

They can be defined for each policy or for each strategic objective.

EXAMPLE OF PROCESS INDICATORS

1. The roles that men and women fulfil throughout the chain are understood.

2. The conditions and positions of men and women within the chain are understood.

3. Men’s and women’s market needs and requirements are understood.4. The weaknesses of and threats for male and female leaders are

understood.5. The strengths of and opportunities for male and female leaders are

understood.6. The time availability and schedule preferences of men and women for

attending different events are known.7. The factors that hinder the participation of men and women in

production organisations are understood.8. Men as well as women understand the financial situation of their

businesses.


9. Organisational and business discriminatory practices are understood.10. Inclusive articles of association, regulations and strategic plans exist.11. Women’s attendance to business development training events has

increased.

LEVEL 4: GENDER IN PERSONNEL TRAINING PROGRAMMES

A) Retrieval of gender knowledge, attitudes and practicesWhat is the retrieval of knowledge, attitudes and practices?

It is a diagnosis that allows for the retrieval of ideas, beliefs, attitudes, practices and values that personnel at various levels and in different areas of an institution have concerning the issue of gender.

It is not about retrieving what the institution has written or defined, rather what its personnel think or do in regard to the issue of gender.

Is it important to retrieve the institutional vision on gender?

Very important, because it allows one to see whether there are myths or misconceptions regarding gender within an institution, whether gender is considered in a positive light or as an imposition, whether personnel have experience, training and/or education in the area, whether they have had negative results, whether they are scared to follow a gender approach, etc.

How can one retrieve the institutional vision on gender?

By interviewing a representative sample of the staff of the institution in question, taking into account the management, administrative and executive levels.

We recommend applying the three Guides for Interviewing regarding Gender Knowledge, Attitudes and Practices (Guide Nº 7) to the three levels mentioned.

Systematise the results of the interviews carried out in a report that might include the following headings:

How the institution understands gender Gender stereotypes that have been identified Gender gaps that have been perceived What ideas people have about how to incorporate a gender approach in their work Experiences people have had when incorporating a gender approach Main challenges people have encountered when working with a gender approach Criteria for success in the incorporation of a gender approach

Make a presentation of the results thus obtained to the institution’s staff to validate them and to foster reflection, as well as to identify critical points for increasing awareness and future training needs.


Who should carry out this task?

An external person should preferably realise this task, because he/she will be able to retrieve the institutional vision with more liberty, and to question the institution in general concerning this issue.

What are the most common problems encountered when retrieving the institutional vision of gender?

The people interviewed may not be totally sincere in their responses, and may instead give answers that they believe the interviewer wants to hear.

At no time when conducting interviews should the person in charge give a value to any of the answers provided. His/her role is to listen and retrieve the most he/she can about the personnel’s experiences and attitudes, without making value judgements. Even if he/she has them and wants to say something at that moment, he/she should wait until the presentation of the results when he/she can reflect together with the entire staff.

B) Design and Execution of a Gender Training ProgrammeWhat is a gender training programme?

It is a programme with the objective of training personnel in subjects related to gender mainstreaming. In so doing, one must first identify the content of the training, the skills and abilities that the participants must gain, the moments when the training shall take place, and the required costs.

When designing the programme, it is very important to consider the knowledge, attitudes and practices that personnel have. This retrieval has been proposed in Section A of Level 4.

Why is it important to develop a gender training programme?

Because it homogenises the levels of knowledge among personnel.

Because it permits eliminating erroneous concepts and perceiving reality from a different and new perspective.

Because it leads to an understanding of the different working approaches that one can develop within the same subject matter, while it facilitates the development of a conceptual framework surrounding the issue.

Because it develops specialised skills among the personnel that allow them to be prepared and flexible when dealing with the demands men and women have.

What subjects should be considered in the training programme?

Conceptual framework. Gender as a critical instrument when analysing reality. The human rights of women – leadership and political participation. Tools for the construction of leadership. Methodological approaches that are gender-sensitive applied when working with

women and with mixed groups.


And others identified during the process.


How can one develop a training programme?

It can be designed to be carried out in-person, virtually, or a mixture of both.

Normally it is carried out over a period of time that ranges anywhere from 3 to 6 months.

It can be accompanied by practical work that is related to the projects or programmes being executed.

Higher management levels should encourage, and at times even request, the responsible participation of the staff.

The material used during all training events, including reports thereof, should be kept for the further consultation of all personnel, whether they participated in them or not.

What are the most common problems encountered when realising a training programme?

Participation of the staff is not continuous.

Content and materials are not well suited to the reality of the work carried out by the people being trained.

Personnel have little time available to dedicate to in-person training and to the tasks that training entails.


PART II

GENDER TOOLS AND GUIDES


TOOL 1TECHNICAL ITINERARY

What is a technical itinerary?

A technical itinerary is the compilation of the various tasks realised by men and women (including children) when carrying out specific productive or economic work. It shows, in due order, the different tasks realised throughout the year. For every task, information might include its duration, the surface area covered, the machinery, labour, products and raw materials that were used, and the products that were harvested, if any. It also includes the corresponding quantities.

What is the purpose of a technical itinerary?

To understand the production system and to learn about the specific contribution of women and men to this system.

To understand which tasks are considered a female or male speciality, and which are shared tasks carried out together or indistinctly by either gender.

To know what is the motive power most used by men, and the one most used by women.

When one compares technical itineraries filled out for different sectors or crops, one can conclude which sectors or tasks demand more participation of women or men, which areas apply more technology than others, etc.

How do you prepare a technical itinerary?

1) Activities: Make a list of the various activities that families carry out as part of the production process. These activities can be proposed to the group or filled out by the group as a whole.

2) Workforce: The workforce is divided into two columns, feminine and masculine, and these columns are further split into two columns, family and external.

IMPORTANT POINTS:

A technical itinerary should be applied to selected families and should also include the participation of couples or groups of men and groups of women (in this case, we suggest working together with both groups later).


Technical Itinerary for Agricultural ProductionCrop Average Surface Area Average Yield

Activities Unit of Measure-

mentQuantity

WorkforceFeminine Masculine

Family External Family ExternalPREPARATION SOWING FARM LABOUR HARVEST SELECTIONSTORAGE PROCESSING

TOTAL


Example of a Technical Itinerary filled out for the production of ½ hectare rice, in the Masacurí Zone

Technical Itinerary for Agricultural Production, Masacurí ZoneCrop Rice Average Surface Area 1/2 HectareAverage Yield Workforce

ActivitiesUnit of

Measure-ment

Quantity

Feminine Masculine

Family External Family External PREPARATION Slashing Day 8 4 4Burning Day 2 0,5 0,5 1Cleaning Day 2 2 Turning over Plough/Day 4 Ploughing Day 4 2 2Food Day 2 2 SOWING Seed Selection Day 0,5 0,25 0,25 Sowing Day 2 1 1Seeds Arroba (nn kgs) 2,5 Food Day 1 1 Food ingredients Meal 3 FARM LABOUR Weeding Day 6 3 3 Phytosanitary applications Day 3 1 2Insecticides Litre 1 1 Food Day 1 1 Food ingredients Meal 6 HARVEST Preparation (machetes, bags) Day 1 1 Harvest Day 12 2 5 5Drying and airing Day 1 1 Storage Day 1 0,5 0,5 Bags Unit 10 Food Day 2 2 Food ingredients Meal 11 TOTAL DAYS 48,50 11,25 0 21,25 16,00

Source: Masacurí Zone production – gender participative diagnosis

This technical itinerary shows that:- Rice is produced by following a traditional system.- The labour force basically consists of family labour (families work 67% of the necessary days). It is

necessary to hire additional labour, especially when slashing and harvesting.- All hired labour is masculine.- Women contribute mainly during the harvest.


TOOL 2AGRICULTURAL/ CULTURAL CALENDAR

What is an Agricultural/ Cultural Calendar?

An agricultural/ cultural calendar is a tool that shows how time is used within a community in terms of complexity and intensity, as well as the overlaps that occur amongst the different productive and cultural activities. It reflects the agricultural/ cultural activities in which men, and those in which women, participate.

What is the purpose of an Agricultural/ Cultural Calendar?

To understand the agricultural/ cultural system of a community, and examine how much men, and how much women, contribute.

To understand which annual activities women participate exclusively in, which ones men participate exclusively in, and which ones men and women participate jointly in.

How does one prepare an Agricultural/ Cultural Calendar?

1) Activities: Make a list of the various agricultural and cultural activities.

2) Months: Place the twelve months of the year in the calendar.

The boxes can be filled in with:

M: If the task is carried out by men.

W: If the task is carried out by women.

Ch: If the task is carried out by children.


Calendar Chart of Agricultural and Cultural Activities

1) Activities 2) MonthsI II III IV V VI VII VIII IX X XI XII

Agriculture (By crops)

Livestock (Main ones)

Stays (Travelling periods)

Exchanges (Forms)

Migrations

Fairs and festivals

Musical instruments

Handicrafts (Textiles, tools and others)

Housing (Construction, fixing)

Example of an Agricultural Calendar

Seasonal calendar with a gender approach focused on agricultural activities (Coffee production)

Activities

Months

I II III IV V VI VII VIII IX X XI XIIThinning out shade trees MPruning M

Manual weed control M Ch M

Harvesting M W ChPre-processing M W

Source: CEPAC


TOOL 3IDENTIFICATION OF REPRODUCTIVE ROLES

What are Reproductive Roles?

Reproductive roles are related to tasks that have to do with maternity, the raising of children and domestic work in general. They include roles that are seldom made visible or given a value to in economic development proposals.

What is the purpose of the Reproductive Roles tool?

To understand and have a clear view of the housekeeping tasks of families within a community, and to examine how men and how women contribute in their homes.

To understand how the workforce is distributed among the various housekeeping activities.

To understand the roles that men and that women fulfil related to these activities.

When various reproductive roles prepared by different families are compared, one can conclude which domestic activities require more participation of women, which require more of men, and also which activities require more time and effort than others.

How does one prepare a Reproductive Roles Chart?

1) Activities: Make a list of the various activities that are part of the housekeeping processes families are engaged in.

IMPORTANT POINTS:

This tool can be applied to either groups of men or groups of women, or to mixed groups, as the case may be.

To facilitate a general analysis, it is recommended to fill out the chart with various groups first. The answers can then be consolidated in a new chart by placing an “X” in the relevant box every time a specific group marked that box.

The intention of the chart is to describe what men and what women specifically do when carrying out each activity.


Reproductive Roles Chart Who executes:

Activities: Only men

Men, with the help of the

women

Both the

same

Women, with the help of the men

Only women

Collecting firewood/ dungPreparing food Food for aynis-minkásOrganising/ cleaning house Taking care of children Helping with children’s homework Carrying water Doing the laundry Making and fixing clothes

Example of a Reproductive Roles Chart that summarises information collected from 11 working groups

Reproductive Roles Chart Who executes:

Activities: Only men

Men, with the help of the women

Both the same

Women, with the help of the

menOnly

womenCollecting firewood/ dung x x x x x x x x x x x

Preparing food xx x x x xx x x x

Food for aynis-minkásx x x x xx x x x x

Organising/ cleaning house x x x xx x x x x

x

Taking care of children x x xx x x x x

x x xHelping with children’s homework x x x x x x x x x xCarrying water x x x x x x x x xDoing the laundry x x x x x x x x x xMaking and fixing clothes x x x x x x x x x x

Source: Men and women in rural area sectors and activities. NOGUB COSUDE

This chart shows that:

- Except for the support fathers give children with their homework, women are largely responsible for the rest of the housekeeping activities.

- Please note that most of the activities included are done at a daily basis and even a number of times each day.


TOOL 4ACCESS TO AND CONTROL OF NATURAL RESOURCES, PRODUCTIVE RESOURCES AND SERVICES

What are access to and control of resources and services?

Access: The possibility of using specific resources, whether they are natural, economic, productive, political, social, or related to time and space, as well as the access related to health care services, education, information, etc.

Control: The capacity to decide on the destiny and use given to resources or services in an independent manner.

Natural Resources and Productive Resources: These resources mostly include land, water, seeds, supplies, livestock, forests, workforce, technical means, etc.

Services: These include health services, education, sanitation, technical assistance, credit, etc. and can be classified as either financial or non-financial.

What is the purpose of the tool for identifying the access to and control of resources and services?

To identify how men and women are able to access and control the available resources and services.

To understand when men and women have access to, and when they have control of, a given resource and/or service.

How does one identify the access to and control of resources and services?

1) Identify the resources or services: Make a general list of the various natural resources, productive resources and services that the community has or provides.

2) Analyse the opportunities to access them: Create a column entitled “Access to” and divide it into two columns: one for men and one for women.

3) Analyse the degree of control over them: Create a column entitled “Control of” and divide it into two columns: one for men and one for women.


CHART OF ACCESS TO AND CONTROL OF NATURAL AND PRODUCTIVE RESOURCES

1) RESOURCES 2) ACCESS TO 3) CONTROL OFMen Women Men Women

Land (Tenure)IrrigationFieldsLivestock for motive powerLivestock for raising purposesFodder, grazing landSeeds SuppliesTools Labour force

CHART OF ACCESS TO AND CONTROL OF SERVICES

1) RESOURCES 2) ACCESS TO 3) CONTROL OFMen Women Men Women

Formal education

Non-formal educationHealthTechnical Assistance

CreditDrinking waterSanitationCommunication means


Example of a Chart representing the Access to and Control of Natural and Productive Resources

Chart of Access to and Control of Natural and Productive ResourcesRESOURCES Access to Control of Men Women Men WomenLand (Tenure) x x xIrrigation x xFields x x xLivestock for motive power x xLivestock for raising purposes x x xFodder, grazing land x x x xSeeds x x x xSupplies x x x xTools x xLabour force x x x

Example of a Chart representing the Access to and Control of Services

Chart of Access to and Control of ServicesRESOURCES Access to Control of Men Women Men WomenFormal education x x x xNon-formal education x x x xHealth x xTechnical Assistance x xCredit x xDrinking water x x xSanitation x x xCommunication means x x

Source: Prepared by the author

These charts show that:

- Men are usually the ones who enjoy access to the majority of the resources and services available within a given community.

- Women have less access to the natural and productive resources than men do. Moreover, it is absolutely obvious that women have much less control of the productive resources and of services.


TOOL 5IDENTIFICATION OF THE ACCESS TO INFORMATION What is the purpose of identifying the access to information?

To understand the degree of access to information based on gender.

To understand the level of information that men and women have concerning current issues or more everyday and familiar topics.

To identify the means and media through which men and women receive information.

How does one identify the access to information?

1) Topics: Identify the different subject areas there is information about in the community.

2) Access: Analyse who enjoys access to the areas of information identified.

3) Media: Make a list of different means and media that provide information to the community, and analyse which ones are used the most.

CHART OF THE ACCESS TO INFORMATION

1) Subjects2)

Access3) Through which means do you become informed?

Information concerning School Small

Courses Radio Community gatherings

Mothers’ clubs

Others(describe)

Education

Health

Production

Organisation


Example of a Chart showing the Access to Information, filled out by a group of womenCHART OF THE ACCESS TO INFORMATION

1) Subjects2)

Access3) Through which means do you become informed?

Information concerning School Small

Courses Radio Community gatherings

Mothers’ clubs

Others(describe)

EducationSchool performance of the student body

YES X

Presence of a new teacher YES X School

boardHealthDengue health campaign YES X X X

Family planning methods YES X Polyclinic

Production

Credit optionsYES X

Through the

husbandsNew production technologies NO

OrganisationDistribution of food rations X X

Requirements to become a member of the producers’ association

NO

This chart shows that:

- Women have access to information concerning most of the subjects identified; however, they have the least access to aspects related to production and organisation.

- One of the means most used by women is the mothers’ club.

- The community gatherings are not a good source of information for women.


TOOL 6IDENTIFICATION OF HOW GENDER IS CONCEIVED

What is the communal conception of gender?

The communal conception of gender is a concept that includes the beliefs, stereotypes and social mandates that refer to what it means to be a man or a woman within a specific geographic and cultural context. It also refers to the relationships established between men and women.

What is the purpose of identifying the communal conception of gender?

To know how societies understand the concept of gender.

To understand how men and women are viewed and identified within a given society.

To understand which roles are socially assigned to men and women.

How can one identify the communal conception of gender?

In two ways: through symbolism or by assigning roles.

1. Symbolism

Ask what is feminine and what is masculine, and why this is so, in terms of:NatureSpace and territoryThe mythical and ritual domain

2. Identify the distribution and division of roles

Ask which are the typically female and typically male roles or functions/ tasks.

IMPORTANT POINTS:

This tool applies to mixed groups.

We recommend studying information on beforehand concerning the basic elements of a community’s world view by reviewing existing literature.


Example of the identification of the community concept of gender: Symbolic domain

Chart identifying what the community concept of gender is

MEN… WOMEN…

Participate in productive groups, organisations and associations

Learn useful things

Produce

Participate in productive economic projects (citrus plant nurseries)

Speak loudly

Are courageous

Build houses

Use the extra money for…

Participate in "witch" or "gossip" groups

Learn useless things

Administer

Participate in food security projects (vegetable gardens)

Speak softly (if they do so) and are silent

Are shy

Clean the homes

Use the extra money for household needs

Spend more time with the family

Have to do magic for the children to grow up

Are better micro-entrepreneurs

Have to face more challenges

Suffer more

Are intuitive and have a sixth sense

Source: CEPAC, 2007


TOOL 7IDENTIFICATION OF DECISION-MAKING PROCESSES

What is the identification of decision-making processes?

This is a tool that serves to identify the participation of men and women in different processes of decision-making.

What is the purpose of the tool for identifying decision-making processes?

To know whether it is men or women who make the decisions concerning production and family finances and economy.

To understand how women and men participate within the communal organisation, in what fields they usually make decisions, who elects authorities, and why there are no female authorities.

To understand who makes decisions in the reproductive and housekeeping domains.

To understand who makes the internal decisions and who makes the external ones.

How does one use the tool for identifying decision-making processes?

1) Activities: Make a list of the different internal and external decisions that one must make within a family.

2) Who makes the decisions: There are intermediate options between “Only men” and “Only women”, as the chart on the next page illustrates.

IMPORTANT POINTS:

This tool can be applied to groups of men and groups of women, in order to analyse the different points of view that both groups have.

We recommend joining the two groups to facilitate joint analysis and reflection.


Identification of decision-making processesINTERNAL – FAMILY LEVEL

INTERNAL DECISION-MAKING

Only men


women

Both the

same


menOnly

womenWho manages the money Who decides what to spend on What to sow; working outsideEducation of the children What to sell and when to do it Participation in courses and workshopsWork outside the community Look for (natural) medical helpWho decides to save moneyWho keeps the money Who is responsible for managing credit

Example of identifying the decision-making processes EXTERNALLY, filled out by 26 mixed groups.

Identification of the EXTERNAL decision-making processesEXTERNAL

DECISION-MAKINGOnly men


womenBoth the

same


menOnly

womenElection of union authorities

x x x x x x x x x x x x

x x x x x x x x x x x x x x

Relationship with institutions

x x x x x x x x x x x x x x x x x x x x x

Relationship with the economic branches of the union

x x x x x x x x x x x x x x x x x

x x x x x x x x x x x x x

Receiving credit x x x x x x x xx x x x x x x x x x x x x x x

Community works to be realised x x x x x x x x

x x x x x x x x x x x x x x x x x

City and general elections x x x x x x x x x x x x x

x x x x x x x x x x x

Sporting activities x x x x x x x x

x x x x x x x x x x x xElection of the school superintendent

x x x x x x x x x x x x x x x x x x x x x x

Source: Men and women in rural area sectors and activities. NOGUB COSUDE

This chart allows one to:

- Note a clear tendency that men are the ones who take most of the decisions outside the family, although in various cases this occurs after due consultation with women.

- Observe that there are decisions taken equally by men and women, especially those related to credit.


- Note the most important absence of women in electing union authorities and organising sporting activities.

TOOL 8REGISTER OF PARTICIPANTS IN VARIOUS EVENTS

Name of the event

Place, date and schedule of the event

List of participantsName Community Gender Age Accompanied

by children(F) (M)

TOTAL

SummaryAmount Percentage

Total amount of participants 100%Total amount of men older than…yearsTotal amount of men younger than…yearsTotal amount of women older than…yearsTotal amount of women younger than…years


TOOL 9LINKING INSTITUTIONAL ROLES TO GENDER POLICIES AND OBJECTIVES

¿When fulfilling this role, which gender policies should I apply?

Gender PoliciesPolicy 1 Policy 2 Policy 3 Policy 4 Policy 5 Policy 6

Core institutional roles

12

3

4

…

N

¿When fulfilling this role, which objective am I helping to

realise?

Strategic Gender ObjectivesObjective 1 Objective 2 Objective 3

Core institutional roles

12

3

4

…

N


GUIDE Nº 1REVIEW OF OPERATIONAL WORKING PLANS

Name of the Programme or Chain

Main Objective(s)

Target Population

Define the main activities of the programme (it is advisable to define them while keeping in mind the strategic roles of an institution).

Analyse the gender approach of the activities, based on the following questions: Will there be an effect on the distribution of roles? Will there be an effect on the way decisions are taken? Will the training and education of male and female leaders be promoted? Is it expected that the level of participation in information processes will be equal

between men and women? Is it expected that the level of participation in training and education processes will

be equal between men and women? Is it expected that the level of participation in organisational processes will be equal

between men and women?


Identify the degree of gender-specific participation of the target population for every important component, objective and activity.

SUMMARY OF THE EXPECTED PARTICIPATION OF THE TARGET POPULATION: MEN AND WOMEN

Important Components/ Objectives/ Activities

Detail Men Women Families SMEs Total

TOTAL

Identify the degree of participation of men and women in the counterpart organisations one is planning to work with.

SUMMARY OF COUNTERPART ORGANISATIONS ONE IS PLANNING TO WORK WITHOrganisations Participation of men and women

Only men

More men than

women

Men and women equally

More women

than men

Only women

12345

On the basis of the information retrieved and the analysis made through the methods above, one can add any necessary comments, suggestions and recommendations or, as the case may be, approve the Plan without altering its original presentation.

In those cases where gender policies also exist at an institutional level, we suggest carrying out an ex-ante evaluation of the proposal (even though it is only qualitative in nature if no quantitative information is available) concerning the capacity to generate


development within the framework of the policies proposed. The following matrix can be used:

LINKING THE PROPOSAL TO INSTITUTIONAL GENDER POLICYThe project shall… Yes,

muchYes,

moderatelyYes, but very little

No No information available

(Examples of policies): Make the productive role and the economic contribution of men visibleMake the productive role and the economic contribution of women visiblePromote the public roles and the leadership of menPromote the public roles and the leadership of womenCreate opportunities for men and women to have access to the benefits of the projectQualify the productive economic participation of men relative to the roles they playQualify the productive economic participation of women relative to the roles they playOffer information that is gender-specificPromote the inclusion of gender issues in various institutions

RECOMMENDATIONS TO IMPROVE HOW THE GENDER APPROACH IS TAKEN INTO ACCOUNT

Name of the person who reviewed the Annual Operational Plan Position

Signature

Date


GUIDE Nº 2DESIGN OF EVENTS

Type of event:Training Name of the event:InformationOrganisation Place, date and schedule of the event:Other (please specify)

Objective(s) of the event:

Subject(s) that shall be treated during the event:

Considerations that must be taken into account:Adult men

Adult women

Young men

Young women

Taking into account the objective and topic of the event, it is important that this event includes the participation of:Amount of expected participants: The invitation to participate shall encourage the participation of:Is there any other activity that might be carried out to ensure the participation of: Is there any other kind of service that might ensure the participation of:The schedule when the event shall be carried out will facilitate the participation of:The location where the event shall take place will facilitate the participation of:The methodology of the event shall be understood by:

Name of the person responsible for organising the event:

Signature

Place and date:


GUIDE Nº 3CONSIDERING THE GENDER APPROACH DURING THE REALISATION OF EVENTS

Name of the event:

Place, date and schedule of the event:


Adult women

Young men

Young women

Total amount of participants expected:Amount of assistants:Is attention being paid by:Is there participation of: Is there something I can do to encourage the participation of:

Name of the person who facilitates the event:

Signature

Place and date:


GUIDE Nº 4EVALUATION OF EVENTS

Name of the event:

Place, date and schedule of the event:


Adult women

Young men

Young women

Total amount of participants expected:Amount of persons who participated during the entire event:The subject(s) treated was/were mainly interesting to:Some suggestions have been made by these participants: Evaluation of the participants (very good, good, fair, bad):It is necessary to carry out another event to treat the same subject matter with:

Positive aspects of the event: Negative aspects:

Suggestions for future events

Name of the person who evaluated the event:

Signature

Place and date:


GUIDE Nº 5PREPARING AND REVIEWING PUBLICATIONS

Kind of publication:Promotional Name of the publication:InformativeEducationalOther (please specify)

Objective(s) of the publication:

Subject(s) that shall be treated in the publication:

Target population of the material:

Will the target population be able to understand the language and figures/ charts used?

Is the language used inclusive; that is, is it not only masculine or feminine?

Do the figures, images and pictures depict women as well as men?

Does the text make the participation and roles fulfilled by men and women visible?

Suggestions to improve the publication:


GUIDE Nº 6REVIEW OF REPORTS3

Name of the Programme or Chain

Main Objective(s)

Target Population

Analyse the gender approach of the activities carried out, based on the following questions:

Was the distribution of roles affected? How? Was decision-making affected? How? Were male and female leaders trained and educated? Was the actual level of participation in information processes and events equal

between men and women? Was the actual level of participation in training and education processes and events

equal between men and women? Was the actual level of participation in organisational processes and events equal

between men and women?

3 This Guide for reviewing Reports is the same as the Guide for reviewing Operational Working Plans that was proposed earlier. However, in this case the activities have already been realised; therefore, the verbs appear in past tense.


Identify the degree of gender-specific participation of the target population for every important component, objective and activity.

SUMMARY OF THE ACTUAL PARTICIPATION OF MEN AND WOMENImportant Components/ Objectives/Activities

Detail Men Women Families SMEs Total

TOTAL

Identify the degree of participation of men and women in the counterpart organisations one actually worked with.

SUMMARY OF COUNTERPART ORGANISATIONS ONE ACTUALLY WORKED WITHOrganisations Participation of men and women

Only men

More men than

women

Men and women equally

More women

than men

Only women

12345

Based on the information that was retrieved and analysed through the methods above, one may request the report to be complemented if information is lacking. If one considers that there is enough input, one can make the necessary comments and proceed to approve the report.

In those cases where gender policies also exist at an institutional level, we suggest carrying out an ex-post evaluation of the proposal (even though it is only qualitative in nature if no quantitative information is available) concerning the capacity it actually had for


generating development within the framework of the policies proposed. The following matrix can be used:


LINKING THE PROPOSAL TO INSTITUTIONAL GENDER POLICYThe project actually did… Yes,

muchYes,

moderatelyYes, but very little

No No information available

(Examples of policies): Make the productive role and the economic contribution of men visibleMake the productive role and the economic contribution of women visiblePromote the public roles and the leadership of menPromote the public roles and the leadership of womenCreate opportunities for men and women to have access to the benefits of the projectQualify the productive economic participation of men relative to the roles they playQualify the productive economic participation of women relative to the roles they playOffer information through the report that is gender-specific Promote the inclusion of gender issues in various institutions

RECOMMENDATIONS TO IMPROVE HOW THE GENDER APPROACH IS TAKEN INTO ACCOUNT

Name of the person who reviewed the reportPosition

Signature

Date


GUIDE Nº 7INTERVIEW REGARDING GENDER KNOWLEDGE, EXPERTISE AND PRACTICES

INTERVIEW OF THE MANAGEMENT TEAM

Name

Position

- Description of the main tasks and duties

- Time working at the institution

- Academic education

- Courses taken and Degrees and Post-doctorates obtained relative to Gender

- Working experience through which you have had the chance of working by following a gender approach

- Could you define, in your own words, what you think that Gender means?

- At present, is gender considered within the institution? How and through which means?

- Do you think that there are positive discrimination policies at CEPAC? Which ones?

- Do you think it is important to work on the subject of gender? Why or why not?

- What do you think is the role that CEPAC should play regarding the issue of gender (in general terms and also specifically in the field of local economic development)?

- When carrying out your job, what have you done to promote the consideration of this subject? What can you do in the future?

- Could you name some problems or negative side-effects of working by following a gender approach?

- In your opinion, when can you consider a project successful in terms of gender? What are some criteria to measure success?

- Do you know of some positive/ negative experiences of projects that have included a gender approach?

- When carrying out your job, are you able to work on the issue of gender? How?

- Is it possible to do more? What?

- In your opinion, what is the most difficult aspect of working with gender? Please explain.

- What are the main gender-related problems you feel in terms of your job?


INTERVIEW OF THE ADMINISTRATIVE TEAMName

Position



- Academic education

- Courses taken and Degrees and Post-doctorates obtained relative to Gender









- When carrying out your job, are you able to work on the issue of gender? How?

- Is it possible to do more? What?


- Do you feel that the institution has the mandate of working with the subject of gender?

Composition Men WomenBoard of DirectorsManagement TeamAdministrative TeamOperational Team

- Staff assigned to work on the subject of gender, or gender-related tasks within the various positions

- What is the budget allocated to the subject of gender (in general or included in other items)?

- Do you have any other comments?


INTERVIEW OF THE TECHNICAL TEAMName

Position



- Academic education: Courses taken and Degrees/ Post-doctorates obtained relative to Gender









- In your opinion, when can you consider a project successful in terms of gender? What are some criteria to measure success?

- Do you know of some positive/ negative experiences of projects that have included a gender approach?

- When carrying out your job, are you able to work on the issue of gender? How? Is it possible to do more? If so, what?

- In your opinion, what is the most difficult aspect of working with gender? Please explain.


- Do you feel that the institution has the mandate of working with the subject of gender?

- Do you feel that there are projects that are more suitable for men? And for women?

- Do you feel that men and women have the same chances of enjoying the benefits that institutional work generates? Please explain.

- Do you feel that when carrying out your job, you give the men and women of the target population the same chances? Please explain.

- Do you think that the performance of the productive activities you are involved in differs between men and women? Please explain.

- Do you have any other comments?

Date post:	06-Jul-2020
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