Document of The International Fund for Agricultural Development For Official Use Only IFAD’S GENDER STRENGTHENING PROGRAMME IN EASTERN AND SOUTHERN AFRICA ANALYSIS OF QUESTIONNAIRES COMPLETED BY PROJECT IMPLEMENTATION STAFF CONFIDENTIAL REPORT No. 1090 December 2000 This document has a restricted distribution and may be used by recipients only in the performance of their official duties. Its contents may not otherwise be disclosed without the authorisation of the International Fund for Agricultural Development (IFAD).
Transcript
Document of
The International Fund for Agricultural Development
For Official Use Only
IFAD’S GENDER STRENGTHENING PROGRAMMEIN EASTERN AND SOUTHERN AFRICA
ANALYSIS OF QUESTIONNAIRESCOMPLETED BY
PROJECT IMPLEMENTATION STAFF
CONFIDENTIALREPORT No. 1090
December 2000
This document has a restricted distribution and may be used by recipients only in the performance oftheir official duties. Its contents may not otherwise be disclosed without the authorisation of theInternational Fund for Agricultural Development (IFAD).
i
IFAD’S GENDER STRENGTHENING PROGRAMMEIN EASTERN AND SOUTHERN AFRICA
ANALYSIS OF QUESTIONNAIRESCOMPLETED BY
PROJECT IMPLEMENTATION STAFF
TABLE OF CONTENTS
Page
ABBREVIATIONS AND ACRONYMS iiiSUMMARY iv
I. INTRODUCTION 1A. IFAD’ S GENDER STRENGTHENING PROGRAMME IN EASTERN AND SOUTHERN AFRICA 1B. QUESTIONNAIRE SURVEY 3C. STRUCTURE OF REPORT 3
II. PROJECT PROFILES 4A. COUNTRY AND YEARS OF OPERATION 4B. PROJECT COMPONENTS 4
III. APPROACHES TO ADDRESSING GENDER ISSUES IN PROJECTS 6A. THE THEORY 6B. THE PRACTICE 7
IV. BENEFICIARY PARTICIPATION AND NEEDS 11A. PARTICIPATION IN DECISION-MAKING 11B. PARTICIPATION IN PROJECT ACTIVITIES 11C. GROUPS 12D. PROJECTS’ UNDERSTANDING OF BENEFICIARY NEEDS 13
V. INTEGRATING GENDER INTO PROJECT MANAGEMENT 16A. M ANAGEMENT PRACTICES 16B. GENDER FOCAL POINTS AND GENDER TRAINING 18C. INFLUENCE OF GENDER FOCAL POINT AND GENDER TRAINING ON PROJECT
MANAGEMENT 19D. GOOD PRACTICE 20
VI. IMPLICATIONS OF FINDINGS FOR IFAD’S GENDER STRENGTHENINGPROGRAMME 21A. L ESSONS LEARNED 21B. THE NEXT STEP 22
LIST OF APPENDICES
1. List of Respondents2. Questionnaire in English3. Questionnaire in French
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List of Diagrams
1. Overview of IFAD’s Gender Strengthening Programme in Eastern and Southern Africa
List of Tables
1. Projects by Country and Years of Operation2. Main Project Components3. Beneficiary Participation at Various Stages in Project Cycle4. Beneficiary Participation in Project Activities5. Group Combinations6. Group Origins7. Group Activities8. Beneficiary Perspectives: Women9. Beneficiary Perspectives: Men
10. Women’s Specific Needs from Projects11. Analysis of Relationship Problems Identified by Women12. Innovative Methods by Source13. Characteristics of Projects with Gender Focal Points and Gender Training14. Influence of Gender Focal Point and Gender Training on Project Design and
Modification15. Influence of Gender Focal Point and Gender Training on Beneficiary Participation16. Influence of Gender Focal Point and Gender Training on Data Collection Methods
List of Boxes
1. Project Components and Methods for Addressing Gender Issues2. Examples of Project Components Addressing Gender Issues3. Positive Impacts of Projects4. Projects’ Understanding of Women’s Preferences for Being Contacted, by Country5. Examples of Project Modifications and Fund Reallocations
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ABBREVIATIONS AND ACRONYMS
FAO Food and Agriculture OrganizationFAL Functional Adult LiteracyGFP Gender Focal PointIGA Income-Generating ActivityPRA Participatory Rural AppraisalUNOPS United Nations Office for Project Services
IFAD’s Gender Strengthening Programme in Eastern and Southern AfricaAnalysis of Questionnaires Completed by Project Implementation Staff
1. The questionnaire survey of all ongoing IFAD-supported projects in Eastern and SouthernAfrica is one component within IFAD’s Gender Strengthening Programme in the region. The purposeof the survey was to capture the broadest range of experiences in addressing gender issues at theproject level. Responses were received from 29 projects covering 13 countries. Whilst agriculturalprojects were dominant amongst the sample, other types of projects were also represented (namely,support for fishing, district development, small-scale enterprises, health and sanitation, and orphans).
2. There is wide recognition amongst project staff of the need to address gender issues at allstages in the project cycle since this has implications for effective project implementation. Over halfof the respondents report that the principal reason for strengthening gender aspects in projectmanagement is to make projects more effective. The rest of the respondents see gender strengtheningactivities contributing to the process of social change and the empowerment of women. However,three major constraints are faced by projects in achieving their gender objectives: socio-culturalattitudes and practices; general poverty at the household level, often coupled with low levels ofliteracy and poor health; and limitations within the project’s management and organisation.
3. Beneficiary participation varies considerably throughout the life of a project. Although allprojects claim that the participation of women is important for the success of the project, the degree towhich they participate varies considerably between different stages in the project cycle. Indeed, it isonly at the implementation stage that women enjoy a significant level of participation. More typically,men dominate decision-making, particularly at the identification and evaluation stages.
4. Based on practical experience at project level, the most successful components in addressinggender issues are: capacity-building among beneficiaries, the provision of credit, infrastructuredevelopment, extension and research, technology development and dissemination, and microenterprises. The most effective methods and techniques are: PRAs and beneficiary participation,awareness creation and sensitisation about gender issues, and stakeholder training, ensuringappropriate representation of women and men in groups and on committees, targeting projectactivities on women, and staff capacity-building.
5. Six projects have gender focal points or gender specialists and almost two-thirds of theprojects have staff who have received gender training. There are marked positive associationsbetween the gender training of staff, and the presence of a gender focal point or gender specialist, onmanagement practices and beneficiary participation. Projects with gender-trained staff are more likelyto conduct a baseline study with gender analysis, collect sex-disaggregated data, and use gender-specific indicators. Projects with gender focal points are more likely to use innovative methods foraddressing gender issues, modify the project and reallocate funds, and achieve higher rates ofparticipation by women in decision-making and training.
6. The questionnaire survey confirms the relevance of IFAD’s Gender StrengtheningProgramme for ongoing projects and programmes in Eastern and Southern Africa. Not only is there aninterest in addressing gender issues amongst project staff but there is the understanding that, throughgender strengthening, opportunities exist to improve the effectiveness of project design andimplementation.
IFAD’s Gender Strengthening Programme in Eastern and Southern AfricaAnalysis of Questionnaires Completed by Project Implementation Staff
A. IFAD’ S GENDER STRENGTHENING PROGRAMME IN EASTERN AND SOUTHERN AFRICA
1. The overall goal of the Gender Strengthening Programme is to strengthen the gender focusof IFAD-supported projects in Eastern and Southern Africa. This is to be achieved through a three-year programme of action research and skills-development which will not only strengthen thecapacity of ongoing projects to address gender issues but also draw lessons for the design andimplementation of future projects.
2. The interest of IFAD’s Eastern and Southern Africa Division in gender strengthening is notas an end in itself but as a means to improve the outcome of IFAD-supported projects and therebytackle rural poverty effectively. It is recognised that an understanding of the differing livelihoods,needs, opportunities and priorities of poor women and men is essential for successful project designand implementation. OECD’s definition is particularly useful for clarifying this perspective. Genderequality is broadly defined as “equal enjoyment by women and men of socially valued goods,opportunities, resources and rewards. Gender equality does not mean that men and women becomethe same but that their opportunities and life chances are equal. The emphasis on gender equalityand women’s empowerment does not presume a particular model of gender equality for all societiesand cultures but reflects a concern that women and men have equal opportunities to make choicesabout what gender equality means and work in partnership to achieve it”.
3. This is to be achieved in the Gender Strengthening Programme by enabling IFAD-supportedprojects to mainstream gender in all stages of the project cycle. There are five core activities in theprogramme (Diagram 1):
• field diagnostic studies to be carried out in four to six countries;• questionnaire survey of all ongoing IFAD-supported projects in the region;• preparatory meetings for project co-ordinators from selected countries (working in country
pairs);• action planning workshops for project staff from country pairs; and• pilot activities to be implemented and evaluated at field level.
4. For several of the activities, the programme is working in selected country pairs in which thefield diagnostic study is conducted in one country and the workshop is held in the other. Thisapproach has two benefits: it enables an in-depth analysis of gender issues and their implications forproject design and management to be conducted at country level, as well as presenting opportunitiesfor sharing experiences between project staff.
5. To date (October 2000), diagnostic studies have been conducted in Uganda and Zambia; thepreparatory meeting for project co-ordinators from Uganda and Tanzania was held in Dar es Salaamin September 2000; and the workshop for staff from those countries will take place in November2000. The current document reports on the results of the questionnaire survey of ongoing IFAD-supported projects in the region1.
1 The analysis of questionnaires was conducted by Ms. Clare Bishop-Sambrook, Agricultural Economist andGender Specialist (IFAD Consultant).
IFAD’s Gender Strengthening Programme in Eastern and Southern AfricaAnalysis of Questionnaires Completed by Project Implementation Staff
6. The purpose of conducting a questionnaire survey of all ongoing projects in the region is tocapture the broadest range of experiences in addressing gender issues at the project level. Thequestionnaire was distributed to 43 projects in early 2000. Responses were received from 29projects, covering 13 countries, by July 2000; this represents a response rate of 67%. The list ofrespondents is presented at Appendix 1. The questionnaires, in both English and French versions, arepresented in Appendices 2 and 3 respectively.
7. Among the non-responses, there are at least two projects which are closing during the yearand a third will close in 2001. Two others noted they were unable to complete the questionnairebecause they had not yet addressed gender issues within their project design.
C. STRUCTURE OF REPORT
8. A brief overview of the projects is provided in chapter II. Approaches to addressing genderissues are reviewed in chapter III, firstly from a theoretical perspective and secondly by examiningevents in practice. Chapter IV reviews the opportunities for beneficiary participation in projectactivities, the role of groups, and beneficiary needs. The manner in which gender has been integratedin project management is examined in chapter V. The report concludes by reflecting on the findingsand identifying lessons to be learned from the survey for the Gender Strengthening Programme(chapter VI).
IFAD’s Gender Strengthening Programme in Eastern and Southern AfricaAnalysis of Questionnaires Completed by Project Implementation Staff
9. This chapter sets the study in context by presenting a brief overview of the projects, in termsof their location, years of operation and main components. This information is used duringsubsequent analysis.
A. COUNTRY AND YEARS OF OPERATION
10. The responses provide good coverage of countries in Eastern and Southern Africa (Table 1).Nearly half of the projects have been operating for less than three years. The average length ofoperation is 3.7 years. This may reflect a relatively young project profile because some of the olderprojects, which are closing in the near future, failed to return the questionnaire.
Table 1: Projects by Country and Years of Operation
Years of operationCountryUnder 1 2 - 3 4 - 5 6 and over
11. Whilst agricultural projects are dominant amongst the sample (accounting for 72% of thetotal), other types of projects are also represented, namely support for fishing, district development,small-scale enterprises, health and sanitation, and orphans (Table 2).
12. All projects have an institutional strengthening component and many also develop thecapacity of beneficiaries through group promotion and training. Other components, common acrossthe different types of projects, are the provision of credit (often coupled with support for micro-enterprises/income-generating activities), and infrastructure development (such as roads, water,sanitation, and health centres).
13. Amongst the agricultural projects, crop-input supply, and extension and research are importantcomponents (appearing in 81% and 52% of these projects respectively). Over one-third ofagricultural projects have either an irrigation, livestock or conservation/natural resources component.Four projects work at a policy level to create an environment supportive for their sector interests(such as fisheries, small-scale enterprises and care of orphans).
IFAD’s Gender Strengthening Programme in Eastern and Southern AfricaAnalysis of Questionnaires Completed by Project Implementation Staff
III. APPROACHES TO ADDRESSING GENDER ISSUES IN PROJECTS
14. This chapter reviews approaches to addressing gender issues, as noted by the respondents,firstly, from a theoretical perspective and secondly, in practice. Project components and techniques,which have proved particularly useful in addressing gender issues, are discussed.
A. THE THEORY
Goal of strengthening gender aspects in project implementation
15. From the respondents’ perspective there are two principal reasons for strengthening genderaspects in project implementation. Over half of the respondents (56%) report that the main reason isto make projects more effective. By developing a better understanding of gender issues, such asidentifying social barriers which hamper development initiatives, it would be possible to ensuremore effective and balanced participation by both women and men. In turn, this would contribute tosuccessful project outcomes in which all share in the benefits.
16. The balance (44%) see gender strengthening activities contributing to the process of socialchange and the empowerment of women. In particular, it is considered important for women to havethe opportunity to participate in decision-making, as well as project activities, and to have access andcontrol over resources and benefits.
(NB this question only appeared on the questionnaire in English; hence this discussion is based on18 projects).
Gender strategy
17. Almost all respondents think it is necessary to have a specific gender strategy as part ofproject implementation. The two exceptions are from Burundi and Angola.
Role of women-specific activities
18. Over 70% of the sample do not consider projects with only women-specific activities to begender sensitive. Indeed, within this group, the majority (60%) does not think that women-specificcomponents or activities are a valid way of strengthening the gender aspects of a project. They feelthat an integrated approach should be used to addressing gender issues because:
• the interests of both women and men should be mainstreamed in the developmentprocess because a balanced and holistic approach reflects the complementaryrelationship between women and men (particularly with respect to activities in thefamily);
• all members of society need to be informed about gender issues in order to changeperceptions and attitudes whilst avoiding dissent and creating jealousies;
• gender issues and inequalities are not only experienced by women but vary betweensocial systems and structures;
• adopting women-specific activities may create conflicts in households; and• adopting women-specific activities may marginalise men from activities which are
outside their traditional gender roles (for example, looking after orphans).
IFAD’s Gender Strengthening Programme in Eastern and Southern AfricaAnalysis of Questionnaires Completed by Project Implementation Staff
19. The picture is reversed amongst the others. The majority of this group not only think thatwomen-specific interventions should be used to strengthen the gender aspects of a project but also,by doing so, a project should be considered gender sensitive. Support for the use of women-specificinterventions is particularly strong among those who view gender strengthening activities as part ofthe process of social change and empowerment of women.
20. The rationale for targeting specific activities at women include recognition of the following:
• the central role of women in contributing to all aspects of rural livelihoods;• differing needs between women and men, reflecting their different roles and
responsibilities, thereby requiring different interventions; and• to redress the imbalance caused by the tendency for men to dominate in the absence of
separate activities, relegating women to peripheral positions.
21. However, it is recognised that men should be sensitised about the need for these activities inorder to ensure their support. Moreover, women-specific activities should be viewed in the contextof the whole project and not be isolated.
B. THE PRACTICE
Project aims with regard to gender issues
22. Over half of the projects aim to address gender issues through encouraging women’sparticipation in project activities. Some also note the need to encourage specific vulnerable groups,such as female-headed households, widows, and youth.
23. One third of the projects aim is to address gender issues through integrating gender in allproject activities; the others focus on encouraging participation by all.
Barriers to addressing gender issues
24. The constraints faced by projects in achieving their gender objectives can be grouped intothree main themes:
• socio-cultural attitudes and practices resulting in: specified gender roles and the genderdivision of labour, a male-dominated environment, and the low position of women insociety and the home. As a consequence, there are inequalities between women and menwith respect to workloads, access to productive resources, and distribution of benefits;all of which hinders women’s participation in development activities. Moreover, womenare often reticent to participate in project implementation and decision-making, andwomen without family support are less able to make effective use of the services onoffer.
• general poverty at the household level, often coupled with low levels of literacy andpoor health. One project in Zimbabwe, where 25% of the working population is infectedwith HIV/AIDS, stresses that the illness cannot be ignored by any project today.
• limitations within the project’s management and organisation: an absence of a genderstrategy; confusion regarding the concept of gender (some seeing it as equating solelywith women whilst others see it as a cover for feminist activities); a lack of staff trainedin gender; and the dominance of men amongst project staff and stakeholder institutions.
IFAD’s Gender Strengthening Programme in Eastern and Southern AfricaAnalysis of Questionnaires Completed by Project Implementation Staff
25. Respondents identify the following components as being most successful in addressinggender issues (see Box 1 for their relative importance and Box 2 for examples):
• Capacity-building among beneficiaries, both through working with groups and training;• provision of credit;• infrastructure development, particularly water supplies;• extension and research;• technology development and dissemination, such as fuel-efficient stoves, processing
technologies for traditional food crops, animal drawn technologies and treadle pumps;• support for micro enterprises, provision of agricultural inputs (seeds and small livestock)
and natural resource management.
Box 1: Project Components and Methods for Addressing Gender Issues
Project components (cited by % projects) Methods and techniques (cited by % projects)
• beneficiary capacity-building (65%)• credit (50%)• infrastructure development (20%)• extension and research (20%)• technology development and dissemination
• PRAs + beneficiary participation (53%)• gender awareness creation and sensitisation (46%)• stakeholder training (46%)• gender representation in groups + committees (36%)• targeting project activities on women (25%)• staff capacity-building (21%)• gender-specific indicators for project monitoring (11%)• recruitment of female staff (7%)• institutional collaboration (7%)
Sample size = 20 and 21 respectively
Box 2: Examples of Project Components Addressing Gender Issues
Madagascar: Through project activities supporting groups, providing rural finance and disseminating agriculturalinformation, women now participate in economic activities, such as the highly profitable production of vanilla (a cropwhich was traditionally the sole preserve of men) and economic decision-making. As a consequence, the quality ofwomen’s lives has been improved through earning income and sociological emancipation.
Mozambique: The water component of the project closely involved women throughout the construction process,including training women in the maintenance of hand pumps and ensuring their participation on water committeesresponsible for collecting and managing water user fees. Project benefits for women were identified in terms of savingwomen’s time through having easy access to water supplies and their participation in the management of water.
Tanzania: In the rehabilitation of rural roads component of the project, women’s groups made culverts for roads. Notonly did this enable women to earn income but also to work on roads, an activity which was traditionally in the maledomain.
Tanzania: As a result of identifying women’s problems, needs and priorities, the project disseminated animal drawntechnologies and provided credit for their acquisition. This enabled women to own oxen (which was previouslyuncommon) and to reduce their workloads by changing labour patterns in the household. Men now play an active role inweeding with animal drawn technology and also assist in collecting firewood using animal traction; before the use ofdraught animals, women traditionally performed both tasks.
IFAD’s Gender Strengthening Programme in Eastern and Southern AfricaAnalysis of Questionnaires Completed by Project Implementation Staff
Methods and techniques for addressing gender issues
26. Projects use a wide range of methods and techniques to address gender issues. The mostpopular are (see Box 1 for their relative importance):
• Participatory Rural Appraisals (PRAs) and beneficiary participation;• awareness creation and sensitisation about gender issues;• stakeholder training, often including adult literacy;• ensuring appropriate representation of women and men in groups and on committees:
this ranges from encouraging a few men to join predominantly women’s groups, toencouraging women to participate on management committees;
• targeting project activities on women: the purpose of targeting is usually to ensure thatwomen account for a certain proportion of the beneficiaries in credit allocations(typically 30 – 40%) whilst, in an irrigation project in Tanzania, targeting is used toensure that at least 30% of the irrigation area developed is allocated to women;
• staff capacity-building;• use of gender-specific indicators for project monitoring;• recruitment of female staff: two projects suggest that by recruiting female staff they
would increase the chance that women’s interests are taken into consideration; and• institutional collaboration.
Project impacts
27. Respondents describe the impacts of their projects not only in terms of improving standardsof living but also in terms of strengthening the development process through the acquisition of skillsamong the beneficiaries (Box 3). In particular, women’s contribution is enhanced through increasingtheir self-esteem and confidence which, in turn, enables them to play a greater role in the communityand to participate more fully at meetings and in decision-making activities.
Box 3: Positive Impacts of Projects
Main impacts on women Main impacts on men
• increased income and improved standard ofliving
• new skills• increased participation in decision-making• increased self-esteem and contribution to
community• improved health and nutrition
(each item mentioned by between 25 – 36% of the 22 projectsresponding to question)
• increased income• improved farming• new skills• improved relationships between men and women
(each item mentioned by between 25 – 50% of the 16 projectsresponding to question)
Other benefits for women, each mentioned by less than 20% of projects, include access to finance, improved water supplies, theability to own small livestock, and improved literacy.
28. Seven respondents identify negative impacts of their projects on participants, citing thebreak-up of marriages and households, loss of men’s pride and their loss of control over resources,and the social disquiet caused by the empowerment of women. Whilst one project notes the potentialadverse impact of additional activities on women’s workloads if projects are not properly designed,another records this has happened. In the latter case, although women have benefited from theproject through owning small livestock, they also suffer from the additional responsibilities due totheir multiple roles.
IFAD’s Gender Strengthening Programme in Eastern and Southern AfricaAnalysis of Questionnaires Completed by Project Implementation Staff
29. Respondents are divided as to whether they consider their projects have the same impact onwomen and men. Those who feel the impacts are similar argue that both women and men participatein project activities and benefit accordingly, or that family members benefit indirectly (through animprovement in household income or health services, for example).
30. The reasons why other projects feel the impacts differ between women and men vary. Somenote that their projects target women and consequently women are the greatest beneficiaries.However, the main reason cited is that traditional and cultural norms influence the distribution ofbenefits. Due to their position as household heads and key decision-makers, men often reap theeconomic benefits accruing from projects. Women tend to benefit more from improved socialamenities, such as water supplies and health facilities.
IFAD’s Gender Strengthening Programme in Eastern and Southern AfricaAnalysis of Questionnaires Completed by Project Implementation Staff
31. This chapter discusses the nature of beneficiary participation in projects (paying particularattention to differences in participation between women and men), examines the composition andactivities of groups, and reviews beneficiary needs, as understood by project staff.
A. PARTICIPATION IN DECISION-MAKING
32. Beneficiary participation varies considerably throughout the life of a project (Table 3).Participation in decision-making is highest during implementation (in which all projects have someform of beneficiary participation) and lowest during the supervision stage (in which 46% of projectshave no beneficiary participation).
Table 3: Beneficiary Participation at Various Stages in Project Cycle
Stage in project cycle (% projects)Beneficiary participationIdentification implementation Supervision evaluation
Men only 21 14 23 15Men majority 37 36 15 31Women and men equal 21 29 8 15Women majority 0 21 8 0Women only 0 0 0 0None 21 0 46 39Total 100 100 100 100Sample size ranged from 13 to 14
33. All projects claim that the participation of women is important for the success of the project.However, the degree to which they participate differs at different stages in the project cycle. Indeed,it is only at the implementation stage that women enjoy a significant level of participation, albeit inonly half of the projects. More typically, men dominate decision-making, particularly at theidentification and evaluation stages.
B. PARTICIPATION IN PROJECT ACTIVITIES
34. There are distinct differences between project activities in which women and men participate(Table 4). Women are much more likely to contribute their labour to unpaid activities whereas mendominate paid activities. For example, women account for at least half of the participants in 80% ofprojects using unpaid labour but enjoy a similar level of participation in only 30% of projects usingpaid labour. Due to the small sample size it is not possible to determine whether there is anyrelationship between levels of women’s participation in unpaid and paid activities.
Table 4: Beneficiary Participation in Project Activities
35. It is only with respect to training that women attain significantly higher participation ratesthan men (Table 4). Indeed, women account for at least half of the trainees in all but one project witha training component. Only nine projects have commented on financial contributions to projectactivities and, in two-thirds of these projects, men are the major contributors.
C. GROUPS
36. All projects except one work with beneficiary groups. All of these projects work with mixedgroups; many also work with women’s groups (69% of sample) and, to a lesser extent, with men’sgroups as well (27%) (Table 5). Women represent the majority of members in 63% of the mixedgroups. However, although in the minority, men are often office holders (as noted in two projects inZimbabwe and one in Uganda (but the latter also notes that a woman usually holds the post oftreasurer)). In other projects in Uganda, a few men are able to belong to predominately women’sgroups but have restricted membership (e.g. are not allowed to hold offices).
Table 5: Group Composition
Group composition % projects
Women’s groups 69Men’s groups 27Mixed groups 100
Sample size=26NB %s total exceeds 100 because many projects workwith more than one type of group
37. Three-quarters of the projects work with groups already in existence and have strengthenedthem during the project (Table 6). One quarter work solely with new groups whilst only one projectworks with an existing group but has not strengthened it during project implementation. Projectsonly working with existing groups tend to be older (average years of operation is 4.6 years) thanprojects which have either created new groups and strengthened existing groups (average of 4.4years), or created new groups (3.2 years).
Table 6: Group Origins
Group origins % projects
Existed before, not strengthened by project 4Project only strengthening existing groups 31Project strengthening existing groups and creating new ones 42Project only creating new groups 23
Sample size = 26
38. The most popular activities for both women’s and men’s groups are income-generatingactivities (IGAs) and agriculture (Table 7). IGAs for women include making baskets, dresses,culverts and bricks, and running village shops. IGAs for men include brick making, mechanics andcarpentry. In addition to addressing issues of food security, farming groups also engage in vegetableor vanilla production, dairy production, poultry production, livestock rearing, bee keeping, and fishfarming.
IFAD’s Gender Strengthening Programme in Eastern and Southern AfricaAnalysis of Questionnaires Completed by Project Implementation Staff
Other includes nutrition, purchasing groceries and household items, drama and burial groups; fishermen’sinterest group
39. Several groups are used as a forum for women and men to discuss their problems in order topromote greater understanding between them. For example, in Burundi, mixed groups are seen as ameans of helping society understand the benefits of women participating in productive work, ratherthan solely housework, whilst women’s groups provide an opportunity for women to be exposed tothe outside world and understand how they can move away from poverty through social andeconomic development.
40. A few men’s groups and mixed groups are involved in co-ordinating project activities andmanaging communal resources. These projects usually have a significant infrastructure component,such as irrigation or roads, which require operation and maintenance.
41. Communal resources include rangelands in Namibia, drylands in Zimbabwe, and fisheries inMozambique. Interestingly, women’s groups do not participate in these management activities eventhough they are present in over half of these projects. Even within mixed groups, women may playdifferent roles; in Mozambique, for example, men are members of the community committees whilstwomen raise awareness about the importance of fisheries management through songs and plays.
D. PROJECTS’ UNDERSTANDING OF BENEFICIARY NEEDS
Integrating women in project activities
42. Project staff were asked about beneficiaries’ perspectives on the best way to integratewomen in project activities. Over 70% think women would prefer to be contacted separately ratherthan together with men (Table 8). In contrast, a similar proportion think men would recommend thesame activities for women and men, rather than having specific activities for women (Table 9). Fiveprojects note that both approaches are valid depending on the nature of the activities.
Table 8: Beneficiary Perspectives: Women
Project understanding of beneficiary perspective % projects
Women preferring to be contacted separately 71Women preferring to be contacted together with men 50Sample size = 24; the % total exceeds 100 because 5 projects cited both options
Table 9: Beneficiary Perspectives: Men
Project understanding of beneficiary perspective % projects
Men thinking there should be specific activities for women 38Men thinking there should be the same activities for women and men 71
Sample size = 21; the % total exceeds 100 because 5 projects cited both options
IFAD’s Gender Strengthening Programme in Eastern and Southern AfricaAnalysis of Questionnaires Completed by Project Implementation Staff
43. Interestingly, there is little consistence within countries regarding the best approach tofollow (Box 4). This suggests it is not possible to draw conclusions from general understandings butthat location-specific studies are a prerequisite to project interventions. Indeed, one project notes thatthis topic has never been discussed with their beneficiaries.
Box 4: Project Understanding of Women’s Preferences for Being Contacted, by Country
Women preferring to becontacted separately
Women preferring to be contactedtogether with men
• Angola (1)• Kenya (1)• Madagascar (3)• Mozambique (1)• Rwanda (2)• Tanzania (4)• Uganda (3)• Zambia (1)• Zimbabwe (1)
44. Over three-quarters of the projects stated that women have specific needs which they hopethe project would address. Most of those claiming that women do not seek special attention havebeen operating for about one year.
45. Women’s priority areas include access to credit (cited by over half of the projects), training(including adult literacy, cited by 43% projects), improved access to water supplies and healthservices, and technologies to reduce their workloads (Table 10).
Table 10: Women’s Specific Needs from Projects
Women’s needs % projectsAccess to credit 52Training (including adult literacy) 43Improved infrastructure (water and health) 29Labour saving technologies 29Food security and agricultural production 24Access to inputs and assets 24Other needs, each mentioned by fewer than 4 projects, include: increased awareness,IGAs, increased incomes, increased participation, market facilitation and childcarefacilitiesSample size = 21
Relationships between women and men
46. Furthermore, 17 projects observe that women highlight problems concerning relationshipsbetween women and men; in particular:
• their heavy workloads (cited by 47% of the 17 projects);• the unequal distribution of household income (cited by 47% projects);• their limited contribution to decision-making (41% projects); and• their limited control over assets (35% projects).
IFAD’s Gender Strengthening Programme in Eastern and Southern AfricaAnalysis of Questionnaires Completed by Project Implementation Staff
47. The principal causes, coping strategies adopted and possible solutions to these problems arepresented in Table 11. Other problems from the woman’s perspective are the laziness andirresponsibility of men towards caring for their families, and women’s ignorance, lack of legalknowledge and inability to express themselves.
Table 11: Analysis of Relationship Problems Identified by Women
Problemsidentified bywomen
Causes of problem Coping strategies Possible solutions
Heavyworkloads
• socio-cultural practices• gender division of labour• men spend less hours in
productive work
• women overworked• children (especially
girls) help in varioustasks
• labour saving technologies• services (water, health) near homes• sensitisation of both women and men• men to assist with some household
tasksLimited controlover assets
• socio-cultural tradition• women do not benefit from
inheritance• men make decisions regarding
acquisition and use of resources• women lack collateral to acquire
assets• services biased towards men
• women form self helpgroups
• women buy or hireown plots of land
• women maximise useof limited landavailable byintercropping
• gender sensitisation• legislation for joint ownership• services and credit available to
women and men
Limitedcontribution todecision-making
• norms, culture• men suspicious and jealous of
women• men refuse to let women attend
meetings• low status of women in society• women’s inferiority complex
• gender training• leadership training for women and
men• encourage women into positions of
responsibility• hold meetings at times convenient
for women• encourage women to participate in
various stages in project cycleUnequaldistribution ofhouseholdincome
• socio-cultural norms• husbands traditionally control
income• sale of crops and assets are
prerogative of men• embezzlement of household
income by men
• women engage in off-farm work and off-season activities toearn income
• formation ofwomen’s groups
• women hide coins outof sight of men
• promote IGAs for women• facilitate economic empowerment of
women
48. Only six projects note men’s concerns about their relationships with women. One project inZimbabwe notes that men see women as being generally weak and, as a consequence, miss out onthe development process. In contrast, two projects from Madagascar comment that men are having toadjust their roles as a result of changes in the household (women going out to work and theemancipation of women). Three projects note that low incomes make it difficult for men to care fortheir families. Possible solutions include training and mobilisation for women, reallocation of tasksin the household, and skills development for new income-generating activities for men.
49. When relationship problems are cited, the majority thinks that the communities expect theproject to address these issues. Indeed, many have done so, principally through gender awarenessseminars and training.
Other gender needs
50. Projects recognise there are a wide range of other gender-related needs which are beyond thescope of their projects including: land tenure, social infrastructure (for example, health, water andchildcare facilities), education of the girl child, HIV/AIDS, orphans, retrenchment and nutrition.
IFAD’s Gender Strengthening Programme in Eastern and Southern AfricaAnalysis of Questionnaires Completed by Project Implementation Staff
51. This chapter reviews management practices, identifies the key characteristics of projectswith gender focal points and gender training, and examines the influence of gender focal points andgender training on management practices.
A. MANAGEMENT PRACTICES
Innovative Methods
52. Over 75% of the projects have used innovative methods to address gender issues. Most havebeen initiated by the Project Implementation Unit, either working alone (accounting for 35% projectswith innovative methods), or together with the beneficiaries (20%) or supervision missions (15%), orboth (15%). Occasionally, innovations have been initiated solely by project beneficiaries orsupervision missions.
53. A wide variety of innovative methods have been applied, the most popular of which arePRAs and other measures to facilitate beneficiary participation (Table 12). Participative approaches,supported by all three sources, have been encouraged – especially by beneficiaries. Out of the sixprojects in which beneficiaries have contributed to the introduction of innovative methods, fivepromoted participatory methods. Innovative methods addressing aspects of management (such asstaff training and capacity-building, institutional linkages, and the use of gender-specific indicatorsfor monitoring) have been introduced by Project Implementation Units, often in association withsupervision missions.
Table 12: Innovative Methods by Source
Number of observations by source of innovationInnovative method Total no.of projects
citingmethod
ProjectImplementation
Unit
Beneficiaries Supervisionmission
PRAs and beneficiary participation 8 6 5 4Gender representation in groups + committees 4 2 2 3Awareness and sensitisation 3 3 1 1Stakeholder training 2 2 2 1Targeting project activities 2 1 2 -
Staff training and capacity-building 2 2 - -Institutional linkages 2 2 - 1Gender-specific indicators 1 1 - 1Number of projects 20 17 6 7
54. Whilst over half of the projects have modified their activities in order to better address theneeds of women, only one-quarter of the projects have made any major changes in their genderstrategy. Major changes, always initiated by supervision missions often together with the ProjectImplementation Unit, usually result in the reallocation of funds (Box 5).
IFAD’s Gender Strengthening Programme in Eastern and Southern AfricaAnalysis of Questionnaires Completed by Project Implementation Staff
Box 5: Examples of Project Modifications and Fund Reallocations
Madagascar: At the instigation of the co-ordination unit, with the support of the co-operating institution, ateam was recruited and trained specifically to develop IGAs, particularly for women. As a result, the numberof women’s groups benefiting from the IGA fund increased from 3 in 1996 to 43 in 1999.
Namibia: The Community Development Fund was redesigned following a UNOPS supervision mission toprovide grants to farmers to establish herds of small stock. The target group is households without cattle orsmall stock, in particular, female-headed households. Women participants say they have benefited by beingable to purchase goats and thereby enabling them to gain social status in their community.
Tanzania: In the third year of the project, the importance of addressing gender issues was recognised,particularly taking into account the central role played by women in agriculture. A communicationscomponent was established to incorporate gender issues in all components of the project. This wascomplemented by the introduction of gender-sensitive monitoring indicators. The indicators now capture thegender contribution to the project in both cash and kind, and such information can assist in making decisionsabout how to improve the living conditions of women in the project.
Uganda: Both the beneficiaries and the implementation unit recognised that high levels of illiteracy,especially amongst women, was hindering the effectiveness of providing credit and nutrition training.Hence, Functional Adult Literacy (FAL) was included in the Community Development Support Servicesand, as a result, women’s self-esteem and self-confidence has increased. They have contested for politicalposts and now play a greater role in community development and self-help projects.
Monitoring and Evaluation Systems
55. All but two projects have operational management and performance-monitoring systems.The exceptions have been running for four to five years and indeed one claims not to collect any dataabout the project.
56. All projects (excluding three which have only started recently) have operational evaluationsystems. For the majority (86%) these systems are within the project and one-third also haveevaluation systems within the relevant Ministry. One project in Namibia is evaluated solely throughUNOPS supervision missions. A project in Uganda is evaluated by World Bank missions, togetherwith an internal system and a relevant Ministry. Beneficiary participation is relatively low,especially for women, at the supervision and evaluation stages of the project cycle (see Table 3,page 11).
57. Half of the projects had conducted a baseline or diagnostic study, including a genderanalysis, prior to starting project activities. A further quarter had done such a study but did not takeaccount of the different situations of women and men. Projects with baseline studies tend to beyoung (average length is just over three years). In contrast, among the six projects without baselinestudies, four have been operational for at least five years; moreover, four have neither gendertraining nor a gender focal point.
58. Three-quarters of the projects collect data disaggregated by sex. Interestingly, a greaterproportion (84%) say they are able to distinguish between the project impacts on women and men,even though some do not collect disagreggated data.
IFAD’s Gender Strengthening Programme in Eastern and Southern AfricaAnalysis of Questionnaires Completed by Project Implementation Staff
59. Less than half of the projects use gender-specific indicators. Examples of indicators include:
• participation in, and contribution to, project activities (such as group formation, natureof group activities, and community works);
• use of project-supported services and facilities (e.g. training, credit, health clinics);• membership of groups and committees (e.g. farmers’ groups, water and sanitation
maintenance committees);• women’s empowerment (e.g. ownership of assets; contribution to household
expenditure; level of awareness regarding social, political, economic and legal issues;and decision-making).
B. GENDER FOCAL POINTS AND GENDER TRAINING
Gender Focal Point
60. Six projects have gender focal points or gender specialists (subsequently referred to asgender focal points, GFPs). However, among those projects without GFPs, 75% think they shouldhave one. Of the five projects which consider they do not need GFPs, four projects have beenoperational for five or more years and only two have staff who have received gender training.
Gender Training
61. Almost two-thirds of the projects have staff who have received gender training. All projectswith GFPs have received training. A cross section of project staff have attended gender training,including:
• national and provincial facilitators (cited in 1 project);• district planners and facilitators (3 projects);• programme co-ordinators and administrators (4 projects);• specialist staff: social and community development (5 projects); agriculture, livestock
and environment (2); extension (2); monitoring and evaluation (2); savings andcredit (2); home economics (1); health (1); family development (1); research anddevelopment (1); and gender target officer (1).
62. The courses lasted from three days to three months. One quarter attended training for lessthan one week; one quarter for one week; one quarter for two to three weeks; and the final quarterfor at least four weeks. There is no marked correlation between the type of personnel attending acourse and its duration.
63. Courses addressed issues of gender and development, gender equality and women’sempowerment, gender analysis, and mainstreaming gender in development and project management.One focused specifically on women in irrigated agriculture. One participant had attended a two-weekSocio-economic and Gender Analysis (SEAGA) training organised by FAO. A gender and targetingofficer from Tanzania had attended two courses, totalling five months, studying gender policyplanning and mainstreaming gender into human resources.
64. Some projects note that their staff have attended courses which did not focus solely ongender but addressed gender within a broader context, such as international development,programme and project management, and agricultural extension.
IFAD’s Gender Strengthening Programme in Eastern and Southern AfricaAnalysis of Questionnaires Completed by Project Implementation Staff
Characteristics of Projects with Gender Focal Points and Gender Training
65. Projects from many different countries have participated in gender training (Table 13). It isnoticeable that projects with a gender focal point tend to be younger than the others, reflecting a newapproach in IFAD project design. There is a high proportion of non-agricultural projects (such asfisheries, small-scale enterprises, health and sanitation, and orphans) among those without gendertraining.
Table 13: Characteristics of Projects with Gender Focal Points and Gender Training
Characteristics Gender focal point Gender training No gender trainingCountry • Namibia (1)
• Rwanda (1)• Tanzania (2)• Zimbabwe (2)
• Burundi (1)• Kenya (2)• Madagascar (3)• Namibia (1)• Rwanda (2)• Tanzania (3)• Uganda (2)• Zambia (1)• Zimbabwe (2)
C. INFLUENCE OF GENDER FOCAL POINT AND GENDER TRAINING ON PROJECTMANAGEMENT
66. This section examines the influence of a gender focal point and gender training on selectedmanagement practices. From the questionnaire, it is possible to identify several ways in whichmanagement can demonstrate an ability to address gender issues in a project.
67. The impact of the gender focal point is most marked with respect to beneficiary participationin projects and project design. Among projects with gender focal points, all have introducedinnovative methods to address gender issues, three-quarters have modified their project in order tobetter address the needs of women (and in all cases this resulted in a reallocation of funds), and allindicate an ability to identify the impacts of their project on women and men (Table 14).
Table 14: Influence of Gender Focal Point and Gender Training on Project Design and Modification
Percentage of group doing each activityProject design and modificationGender focal
pointGendertraining
No gendertraining
Use innovative methods 100 88 44Project modification 75 73 29Fund reallocation (among those who have modifiedprojects)
100 64 0
Identify gender impacts of project 100 89 78NB all projects with GFPs have received gender training and are included in the gender training group as well
IFAD’s Gender Strengthening Programme in Eastern and Southern AfricaAnalysis of Questionnaires Completed by Project Implementation Staff
68. Women’s participation in decision-making and training is higher in projects with genderfocal points than other projects (Table 15). Moreover, 80% of projects with GFPs have created newgroups, in comparison to 69% of projects with gender training and 66% of projects with no gendertraining.
Table 15: Influence of Gender Focal Point and Gender Training on Beneficiary Participation
Percentage of group doing each activityBeneficiary participationGender focal
pointGendertraining
No gendertraining
Women’s participation in decision-making(equal or greater than men’s)
66 50 25
Women’s participation in training(equal or greater than men’s)
100 86 100
Creating new groups 80 69 60NB all projects with GFPs have received gender training and are included in the gender training group as well
69. The impact of gender training is most beneficial in the areas of data collection (Table 16).Projects with gender training are more likely than others to have conducted a baseline survey withgender analysis, collect sex-disaggregated data, and use gender-specific indicators.
Table 16: Influence of Gender Focal Point and Gender Training on Data Collection Methods
Percentage of group doing each activityData collection methodsGender focal
pointGendertraining
No gendertraining
Baseline study with gender analysis 40 57 33Baseline study without gender analysis 40 29 22Collect sex-disaggregated data 80 88 56Use gender-specific indicators 40 50 25NB all projects with GFPs have received gender training and are included in the gender training group as well
70. In addition to influencing management practices, there is an association between genderfocal points and gender training and attitudes towards gender components in projects. Projects withGFPs or gender training are more likely to support the use of women-specific components tostrengthen projects (60% and 53% respectively) than those with no gender training (33%).Moreover, over half of those with GFPs or gender training consider the main goal of genderstrengthening to be part of the process of social change and the empowerment of women.
D. GOOD PRACTICE
71. Projects identified the following priorities for ensuring sound project implementation, takingfull account of the gender perspective:
• creating an awareness and understanding about the importance of addressing genderissues among all those involved in project design and implementation (namely projectstaff, associated ministries, local government, trainers and facilitators, as well asmembers of the community);
• integrating and mainstreaming gender in all stages of the project cycle;• providing opportunities for women and men to participate in all aspects of projects;• developing skills among the beneficiaries to ensure sustainability of project activities;
and• developing project management techniques to better capture the gender perspective, in
particular research methods and gender sensitive indicators for monitoring andevaluation.
IFAD’s Gender Strengthening Programme in Eastern and Southern AfricaAnalysis of Questionnaires Completed by Project Implementation Staff
VI. IMPLICATIONS OF FINDINGS FOR IFAD’S GENDER STRENGTHENINGPROGRAMME
72. The questionnaire survey confirms the relevance of IFAD’s Gender StrengtheningProgramme for ongoing projects and programmes in Eastern and Southern Africa. Not only is therean interest in addressing gender issues amongst project staff but there is the understanding that,through gender strengthening, opportunities exist to improve the effectiveness of project design andimplementation.
A. LESSONS LEARNED
73. The main lessons learned may be summarised as follows:
(a) There is wide recognition amongst project staff of the need to address gender issuesat all stages in the project cycle, since this has implications for effective projectimplementation. Over half of the respondents report that the principal reason forstrengthening gender aspects in project management is to make projects moreeffective. The balance see gender strengthening activities contributing to the processof social change and the empowerment of women.
(b) However, there are barriers faced by projects in achieving their gender objectives, inparticular: socio-cultural attitudes and practices resulting in specified gender roles, amale-dominated environment and the low position of women in society and thehome; general poverty at the household level, often coupled with low levels ofliteracy and poor health; and limitations within the project’s management andorganisation to effectively address gender issues. The latter includes an absence of agender strategy, confusion regarding the concept of gender, a lack of staff trained ingender, and the dominance of men amongst the project staff and stakeholderinstitutions.
(c) Beneficiary participation varies considerably throughout the life of a project.Although all projects claim that the participation of women is important for thesuccess of the project, the degree to which they participate varies considerablybetween different stages in the project cycle. Indeed, it is only at the implementationstage that women enjoy a significant level of participation. More typically, mendominate decision-making, particularly at the identification and evaluation stages.
(d) Based on practical experience at project level, the most successful components inaddressing gender issues are: capacity-building among beneficiaries, the provision ofcredit, infrastructure development, extension and research, technology developmentand dissemination, and micro enterprises.
(e) The most effective methods and techniques are: PRAs and beneficiary participation,awareness creation and sensitisation about gender issues, and stakeholder training,ensuring appropriate representation of women and men in groups and oncommittees, targeting project activities on women, and staff capacity-building.
IFAD’s Gender Strengthening Programme in Eastern and Southern AfricaAnalysis of Questionnaires Completed by Project Implementation Staff
(f) There are marked positive associations between the gender training of staff, and thepresence of a gender focal point or gender specialist, on management practices andbeneficiary participation. Projects with gender-trained staff are more likely toconduct a baseline study with gender analysis, collect sex-disaggregated data, anduse gender-specific indicators. Projects with gender focal points are more likely touse innovative methods for addressing gender issues, modify the project andreallocate funds, and achieve higher rates of participation by women in decision-making and training.
(g) Projects identified the following priorities for ensuring sound projectimplementation, taking full account of the gender perspective: creating an awarenessand understanding about the importance of addressing gender issues among all thoseinvolved in project design and implementation; integrating and mainstreaminggender in all stages of the project cycle; providing opportunities for women and mento participate in all aspects of projects; developing skills among the beneficiaries toensure sustainability of project activities; and developing project managementtechniques to better capture the gender perspective.
B. THE NEXT STEP
74. Respondents were asked specifically to identify concepts and techniques which they wouldwish to discuss at preparatory meetings and workshops associated with the Gender StrengtheningProgramme. The following concepts were identified by about half of the respondents for furtherdiscussion:
• definitions and concepts of gender;• the context of gender, in terms of the traditional, social and cultural factors which
influence gender roles and relations in the community;• barriers to addressing gender issues;• gender roles in development in general and agriculture in particular; and• the implications of gender issues for projects.
75. Aspects of projects requiring techniques to help strengthen the gender dimension included:
• integrating communities in discussions about gender and enabling women to expresstheir own ideas;
• identifying and analysing gender needs;• improving project design to incorporate gender; and• mainstreaming gender in project management, in particular participatory planning,
impact assessment, and monitoring and evaluation.
76. In addition to attending meetings and workshops, it was suggested that exchangingexperiences between project staff regarding effective project design and implementation methodscould facilitate the process of gender strengthening.
IFAD’S GENDER STRENGTHENING PROGRAMMEIN EASTERN AND SOUTHERN AFRICA
ANALYSIS OF QUESTIONNAIRESCOMPLETED BY
PROJECT IMPLEMENTATION STAFF
APPENDIX 1: LIST OF RESPONDENTS
IFAD’s Gender Strengthening Programme in Eastern and Southern AfricaAnalysis of Questionnaires Completed by Project Implementation Staff
Questionnaire for project implementation staff Gender Strengthening Programme of IFAD’sEastern and Southern Africa Division
1. The East and Southern Africa Division has approved a 3-year Gender StrengtheningProgramme which will work cross-cutting selected projects in the region. The programme will includeactivities like field diagnostic studies, preparatory meetings with project managers, gender workshopsfor projects staff members, and pilot activities. The purpose of the programme is to improve andstrengthen both existing and future projects.
2. The activity cycle at country and project level will be carried out within country pairs (i.e.two countries at a time). The field diagnostic study will be carried out in one country, and thepreparatory meeting and workshop will be held in the other. Selected countries and projects in theregion will be included in the programme, a total of 8-10 countries are expected to be involved withinthe 3-year period. This questionnaire is distributed to all ongoing IFAD-supported projects in theregion, however, because many ongoing projects have valuable experiences with regard to genderissues which we would like to build upon in future projects.
3. This questionnaire forms part of a study, which, together with interviews and field visits, willshape the content of the planned workshops. The purpose of the questionnaire is to obtain quantitativeand qualitative information on gender related issues in project activities. Through the outcomes of thisquestionnaire we hope to be able to identify both the progress and the successful experiences theprojects have had, as well as the priority needs and concerns with regard to gender issues.
4. Hence, we ask all Project Co-ordinators and staff responsible for Gender and Development, intight collaboration with other members of the project implementation units, to reply accurately to theattached questionnaire. Project Directors, Co-ordinators and gender staff have an overallunderstanding of gender issues within the context of the project. Thus, we are seeking your advice andexperience regarding gender issues in your projects. The quality and contents of the meetings and theworkshops are largely depending on your input.
5. The questionnaire is organised around the four following topics, all related to gender:- A. Project gender strategy- B. Project implementation staff and gender awareness- C. Beneficiaries and gender awareness- D. Monitoring and evaluation
6. The analysed results of the questionnaire will be reviewed during the preparatory meetings aswell as during the workshops.
7. Project Implementation Units are requested to reply to all questions and to return thequestionnaire to IFAD, by fax or e-mail, by and not after the 30th of June 2000. Please send the questionnaire to:
IFAD, Africa II DivisionMs. Vibecke KubberudVia del Serafico 10700142 Rome e-mail: [email protected] Fax: +39-06-5043463
Please do not hesitate to contact us should you have any questions or inquiries
IFAD’s Gender Strengthening Programme in Eastern and Southern AfricaAnalysis of Questionnaires Completed by Project Implementation Staff
Questionnaire for project IMPLEMENTATION staffFor the Gender Strengthening Programme of IFAD’s East and Southern Africa Division
1. Name and title of replying officer
2. Project name
3. Country
4. District
5. Please indicate the main objective and the components/sub-components in your project:…………………………………………………………………………………………………………………………………………………………………………………………………………………………
A. PROJECT GENDER STRATEGY
6. How would you define gender?…………………………………………………………………………………………………………………………………………………………………………………………………………………………
7. Do you think that a specific gender strategy is necessaryto implement the overall project? YES NO2
8. Is the fact that the project supports women-specificactivities enough to consider it gender sensitive? YES NO
9. Should gender aspects be strengthened through womenspecific component/sub-components/activities? YES NOPlease explain.…………………………………………………………………………………………………………………………………………………………………………………………………………………………
10. In your opinion, what is the goal of strengthening gender aspects in project implementation?…………………………………………………………………………………………………………………………………………………………………………………………………………………………
11. What are the project’s major aim regarding gender issues?…………………………………………………………………………………………………………………………………………………………………………………………………………………………
12. What are the main means used by the Project management Units for achieving the objectivesregarding gender issues?…………………………………………………………………………………………………………………………………………………………………………………………………………………………
13. What are the major constraints faced in achieving the objectives regarding gender issues?…………………………………………………………………………………………………………………………………………………………………………………………………………………………
2 Please circle the right answer.
IFAD’s Gender Strengthening Programme in Eastern and Southern AfricaAnalysis of Questionnaires Completed by Project Implementation Staff
14. Are there other needs regarding women or gender thatare not being addressed by the project? YES NOPlease specify.…………………………………………………………………………………………………………………………………………………………………………………………………………………………
15. What can be done in the future to address those constraints or non-addressed needs?…………………………………………………………………………………………………………………………………………………………………………………………………………………………
16. Within what areas do you consider this project or the components/sub-components to havebeen particularly successful in addressing gender issues?Please specify and explain.…………………………………………………………………………………………………………………………………………………………………………………………………………………………
17. Have you applied any innovative methods or activitieswith regard to gender in the project? YES NO
19. Please explain about the innovative methods or activities, and state the reasons for why youwould consider them successful or not.…………………………………………………………………………………………………………………………………………………………………………………………………………………………
20. Has any activity/component/sub-component had particularimpact on the mainstreaming of gender or the participation ofwomen in the project? YES NO
21. If so, please specify which components and explain how they had particular impact.…………………………………………………………………………………………………………………………………………………………………………………………………………………………
22. Have any of the project objectives or activities beenmodified in order to better address the needs of women? YES NO
23. If so, did it lead to the reallocation of funds? YES NOPlease explain.…………………………………………………………………………………………………………………………………………………………………………………………………………………………
24. Have there been any major changes in the project’sgender strategy or in the components dealing with women? YES NO
IFAD’s Gender Strengthening Programme in Eastern and Southern AfricaAnalysis of Questionnaires Completed by Project Implementation Staff
36. Do the women express specific needs and request specificattention from the project? YES NO
37. If so, what are the specific needs?…………………………………………………………………………………………………………………………………………………………………………………………………………………………
38. Do women prefer to be contacted separately, or as part of a group including the men?q Separatelyq Together with men
39. Do men think that women should be targeted through specific activities or not?q Specific activities only for women q Same activities for both men and women
40. Please indicate in the following table which project phases and activities beneficiaries haveparticipated4.
3 Please, tick off the right answer.4 Please, evaluate the level of participation sharing an amount of 10 points between men and women (e.g. if bothmen and women participated equally in project identification write 5 in Male cell and 5 in Female cell; if Menwere the only ones involved write 10 for M and 0 for W; if no one has been consulted write 0 for both M andF).
IFAD’s Gender Strengthening Programme in Eastern and Southern AfricaAnalysis of Questionnaires Completed by Project Implementation Staff
Identification Formulation Appraisal Implementation Supervision EvaluationM F M F M F M F M F M F
Decision-making
Unpaid labour
Paid labour
Financialcontribution
Training
Other(Specify)
41. Do rural women and men ever highlight problems concerning relationsbetween men and women?
Men: YES NOWomen: YES NO
42. If so, please specify:
Problems identifiedby women
Causes of problems Coping Mechanisms Possible solutionssuggested by women
Problems identified bymen
Causes of problems Coping Mechanisms Possible solutionssuggested by men
43. Do men and women villagers expect the project to address these problems?Men: YES NOWomen: YES NO
44. If so, what do they expect?…………………………………………………………………………………………………………………………………………………………………………………………………………………………
45. What, if anything, has the project done to meet these expectations?…………………………………………………………………………………………………………………………………………………………………………………………………………………………
IFAD’s Gender Strengthening Programme in Eastern and Southern AfricaAnalysis of Questionnaires Completed by Project Implementation Staff
57. After having replied to this questionnaire, could you please indicate three points that youconsider fundamental for the good implementation of your project, taking the gender perspective intoaccount.
58. If your country/project will be selected for a more active involvement in the GenderStrengthening Programme, what would be the matters and concepts that you would think should bediscussed more deeply during the preparatory meetings as well as the methodology and the techniquesyou think would be useful for project staff to be trained in at the capacity-building workshops?
Thank you very much for the time you have dedicated to answering this questionnaire. Allinformation will be used to ensure that the meetings respond to your concerns and priorities, with theoverall goal of helping us all improve the effectiveness of our work.
IFAD’S GENDER STRENGTHENING PROGRAMMEIN EASTERN AND SOUTHERN AFRICA
ANALYSIS OF QUESTIONNAIRESCOMPLETED BY
PROJECT IMPLEMENTATION STAFF
APPENDIX 3: QUESTIONNAIRE IN FRENCH
IFAD’s Gender Strengthening Programme in Eastern and Southern AfricaAnalysis of Questionnaires Completed by Project Implementation Staff
Questionnaire destine aux agents charges de la mise en oeuvre des projetsProgramme pour une meilleure prise en compte des spécificités hommes/femmes dans les
actions de développement rural en Afrique australe et orientale
1. La division Afrique II a récemment approuvé un Programme de 3 ans destiné àaméliorer la perception et la prise en compte des spécificités homes/femmes dans les actionsde développement en milieu rural. Ce programme s’appuiera sur un échantillon de projet encours dans la région. Il comprendra des activités telles que des études-diagnostic sur le terrain,des séances préparatoires avec les Coordinateurs des projets, des ateliers et les agents duprojet sur le thème de spécificité hommes/femmes et le développement rural ainsi que desactivités pilotes. L'objectif de ce programme est d'améliorer et de renforcer les achèvementsinhérents à la spécificité hommes/femmes dans les projets actuels aussi bien que futurs.
2. Les projets de deux pays participeront à chaque étape du Programme. Une ‘étude-diagnostic’ de terrain sera entreprise dans un de ces deux pays alors que la séance quepréparatoire et l’atelier seront tenus dans l'autre. Environ 8 à 10 pays seront impliquéspendant une première période de 3 ans, mais le programme sera étendu aux autres pays lorsd’une deuxième phase. Cependant, il a été décidé de soumettre le présent questionnaire à tousles projets en cours financés par le FIDA dans la région Afrique australe et orientale, car bonnombre d'entre eux disposent d’expériences intéressantes en matière de différenciation parsexe des diagnostics et interventions, desquelles pourraient s’inspirer les futurs projets.
3. Ce questionnaire, ainsi qu'une série d'entretiens et de visites de terrain, sont leséléments principaux de l'étude diagnostic sur laquelle se baseront les ateliers. L'objectif duquestionnaire et de collecter des informations quantitatives et qualitatives sur la manière dontles projets ont traité la question des spécificités hommes/femmes. Les progrès réalisés et lessuccès enregistrés dans ce domaine, ainsi que les problèmes et besoins prioritaires, serontidentifiés sur la base des données collectées avec ce questionnaire
4. Par conséquent, nous demandons aux Coordinateurs de projet et au personnelresponsable du volet de développement comportant un intérêt pour l’élément féminin, enétroite collaboration avec tous les agents impliqués dans la mise en oeuvre des composantes,de répondre précisément au questionnaire ci-joint. En tant que Directeurs, Coordinateurs etAgents vous avez une perception globale des spécificités hommes/femmes dans le cadre devos projets. Ainsi, vos constatations et expériences sur la question nous sont indispensables.La qualité et le contenu même des séances et des ateliers dépendront largement de votrecontribution. Remplir ce questionnaire ne vous prendra que quelques moments.
IFAD’s Gender Strengthening Programme in Eastern and Southern AfricaAnalysis of Questionnaires Completed by Project Implementation Staff
5. Le questionnaire est organisé autour des quatre thèmes suivants, tous liés au genre:
- A. Stratégie du Projet en matière de genre- B. Agents d'exécution et cognition de la problématique du genre- C. Bénéficiaires et conscience de la problématique du genre- D. Suivi et Évaluation
6. L'analyse des résultats recueillis grâce au questionnaire sera revue au cours desréunions préparatoires ainsi que lors des ateliers.
7. Chaque unité de gestion/coordination des projets est priée de bien vouloir répondre àtoutes les questions et de renvoyer le questionnaire au FIDA, par fax ou e-mail, avant ladate du 30 Juin 2000.
6. Quelle votre perception d'une approche "par genre" (prenant en compte les différences et lesrelations entre hommes et femmes) en matière de développement rural et de lutte contre la pauvreté?…………………………………………………………………………………………………………………………………………………………………………………………………………………………
7. Pensez-vous qu'une stratégie spécifique est nécessairepour mettre en oeuvre l'ensemble du projet? OUI NON5
8. Pensez-vous que le fait d'appuyer des activitésspécifiques aux femmes suffise pour considérer que leprojet renforce leur capacité? OUI NON
9. Selon vous, faudrait-il renforcer la prise en comptedu genre au moyen de composantes/volets/activités ciblantuniquement des femmes? OUI NONVeuillez SVP expliquer votre réponse:…………………………………………………………………………………………………………………………………………………………………………………………………………………………
10. A votre avis, dans quels domaines considérez-vous que ce projet, ou une de ces composantes,a particulièrement bien tenu compte des différences (et rapports) économiques entre hommes etfemmes?…………………………………………………………………………………………………………………………………………………………………………………………………………………………
11. Quel est le principal objectif du projet en ce qui concerne les spécificités hommes/femmes?…………………………………………………………………………………………………………………………………………………………………………………………………………………………
5 Veuillez SVP encadrer votre réponse.
IFAD’s Gender Strengthening Programme in Eastern and Southern AfricaAnalysis of Questionnaires Completed by Project Implementation Staff
12. Quels sont les principaux moyens utilisés par l'unité de gestion/coordination du projet pouratteindre ces objectifs relatifs au genre?…………………………………………………………………………………………………………………………………………………………………………………………………………………………
13. Quelles sont les contraintes majeures rencontrées dans la poursuite de ces objectifs?…………………………………………………………………………………………………………………………………………………………………………………………………………………………
14. Existe-t-il d'autres besoins ayant trait aux femmes ou au genre qui ne sont pas pris en comptepar le projet?…………………………………………………………………………………………………………………………………………………………………………………………………………………………
15. Qu'est-ce qui pourrait être fait pour mieux tenir compte de ces contraintes et besoins nonsatisfaits? Veuillez SVP préciser votre réponse:…………………………………………………………………………………………………………………………………………………………………………………………………………………………
16. Dans quels domaines considérez-vous que ce projet ou certaines de ses composantes/voletsconstituent un succès dans la perspective du genre?Veuillez SVP spécifier et expliquer votre réponse:…………………………………………………………………………………………………………………………………………………………………………………………………………………………
17. Avez-vous, dans le cadre de votre projet, utilisé des méthodesou entrepris des activités innovatrices tenant compte des spécificités hommes/femmes? OUI NON
18. Si oui, qui en a eu l'initiative?
q Bénéficiairesq Unité de gestion/coordination du projetq Mission de Supervisionq Autres, veuillez spécifier SVP:
19. Veuillez décrire ces méthodes et activités innovatrices, ainsi qu'expliquer en quoi vous lesconsidérez un succès ou un échec.…………………………………………………………………………………………………………………………………………………………………………………………………………………………
20. Est-ce que chaque composante/volet/activité a un impactparticulier sur la considération faite du genre ou sur la participationdes femmes dans le projet? OUI NON
21. Si oui, veuillez spécifier quelles sont ces composantes et expliquer la particularité de leurimpact.…………………………………………………………………………………………………………………………………………………………………………………………………………………………
22. Est-ce-que certains objectifs ou activités du projet ont étémodifiés de manière à mieux tenir compte des besoins des femmes?
OUI NON
IFAD’s Gender Strengthening Programme in Eastern and Southern AfricaAnalysis of Questionnaires Completed by Project Implementation Staff
23. Si oui, est-ce-que cela a conduit à une réallocation des fonds? OUI NONVeuillez SVP expliquer votre réponse:…………………………………………………………………………………………………………………………………………………………………………………………………………………………
24. Des changements majeurs ont-ils réorienté la stratégie du projeten matière de genre ou les composantes concernant les femmes? OUI NON
25. a) Si oui, qui en a eu l'initiative?q Mission de Supervisionq Unité de gestion/coordination du projetq Bénéficiairesq Autre, veuillez SVP spécifier votre réponse:
b) Veuillez SVP expliquer quel type de changements ont été entrepris:…………………………………………………………………………………………………………………………………………………………………………………………………………………………
c) Quels ont été les résultats?…………………………………………………………………………………………………………………………………………………………………………………………………………………………
B. AGENTS D'EXÉCUTION ET CONSCIENCE DE LA PROBLÉMATIQUE DU GENRE
26. Considerez-vous que la participation des femmes dans votreprojet soit importante pour son succès? OUI NON
27. Si oui, dans quelle composante et dans quelle mesure?
Forme de participation (Veuillez décrire)Composante/VoletHommes Femmes
31. Si oui, veuillez préciser qui a suivi cette formation et de quel type de formation s'agissait-il?
Titre de l’agent ayant suivi la formation enGenre & Développement
Type de formation Durée
1.
2.
3.
C. BÉNÉFICIAIRES ET CONSCIENCE DES SPÉCIFICITÉS HOMMES/FEMMES
32. Les bénéficiaires sont-ils organisés en groupements? OUI NON
33. Si oui, sont-ils principalement des:q Groupements de femmes6
q Groupements d'hommesq Groupements mixtes
Si vous avez coché la case "Groupements mixtes", veuillez en préciser la composition:…………………………………………………………………………………………………………………………………………………………………………………………………………………………
34. Ces groupements existaient-ils avant le projet ou ont-il été créés par ce dernier?q Créés par le projetq Existaient avant le projetq Existaient avant le projet, mais ont été consolidés/renforcés par le projet.
35. Quelle est la raison d'être de tels groupements?Groupements de femmes:…………………………………………………………………………………………………………………………………………………………………………………………………………………………Groupements d'hommes:…………………………………………………………………………………………………………………………………………………………………………………………………………………………Groupements mixtes:…………………………………………………………………………………………………………………………………………………………………………………………………………………………
36. Les femmes ont-elles jamais exprimé des besoins spécifiqueset demander une attention particulière de la part du projet? OUI NON
37. Si oui, quels sont ces besoins spécifiques?…………………………………………………………………………………………………………………………………………………………………………………………………………………………
6 Veuillez SVP cocher la bonne réponse.
IFAD’s Gender Strengthening Programme in Eastern and Southern AfricaAnalysis of Questionnaires Completed by Project Implementation Staff
38. Les femmes préfèrent-elles être contactées séparément, ou avec les hommes?q Séparémentq Avec les hommes
39. Les hommes pensent-ils que les femmes devraient être ciblées à travers des activitésspécifiques?
q Activités spécifiques pour les femmes uniquementq Mêmes activités pour les femmes et les hommes, sans distinction
40. Veuillez indiquer dans le tableau suivant dans quelles phases et activités du projet lesbénéficiaires ont-ils été impliqués? 7
Identification Formulation Pré-évaluation
Mise enoeuvre
Supervision Évaluation
H F H F H F H F H F H FPrise dedécision
Main-d'oeuvrenon salariée
Main-d'oeuvresalariée
Contributionfinancière
Formation
Autre(Préciser)
41. Les populations rurales ont-elles déjà souligné des problèmes liés aux relations entre hommeset femmes?
Hommes: OUI NONFemmes: OUI NON
42. Si oui, veuillez préciser:
Problèmes identifiéspar les femmes
Causes des problèmes Mécanismesd'adaptation
Solutions possiblessuggérées par les
femmes
7 Veuillez SVP évaluer le niveau de participation en distribuant un total de 10 points entre hommes et femmes(ex. si les hommes et les femmes ont participé de manière égale à l'identification du projet inscrire le chiffre 5dans la case Hommes et 5 dans la case Femmes; si les hommes étaient les seuls impliqués inscrire 10 pour H et0 pour F; si personne n'a été consulté inscrire 0 dans les deux cases H et F).
IFAD’s Gender Strengthening Programme in Eastern and Southern AfricaAnalysis of Questionnaires Completed by Project Implementation Staff
43. Les villageois, hommes comme femmes, s'attendent-ils à ce que le projet réponde à cesproblèmes?
Hommes: OUI NONFemmes: OUI NON
44. Si oui, qu'espèrent-ils?…………………………………………………………………………………………………………………………………………………………………………………………………………………………
45. Le cas échéant, qu'a fait le projet pour répondre à ces attentes?…………………………………………………………………………………………………………………………………………………………………………………………………………………………
D. SUIVI ET EVALUATION
46. Le projet dispose-t-il d'un système opérationnel de gestionet de suivi des réalisations? OUI NON
47. Le projet dispose-t-il d'un système opérationnel d'évaluationde l'impact? OUI NON
48. Si oui, est-il du ressort de:q Unité de gestion/coordination du Projetq Ministère de tutelle ou autreq Bureau d'Études privéq Universitéq Autres, veuillez préciser SVP:
51. Le Projet collecte-t-il des données ventilées par sexe? OUI NON
52. Est-il possible de distinguer l'impact du projet surles femmes et sur les hommes? OUI NON
53. Si oui, quels ont été ces impacts?
Impact sur les femmes Impact sur les hommesPositif Négatif Positif Négatif
54. Le système de Suivi et Évaluation dispose-t-il d'indicateursspécifiques au genre? OUI NON
Si oui, veuillez SVP joindre une copie des indicateurs de S&E que vous avez utilisé.…………………………………………………………………………………………………………………………………………………………………………………………………………………………
55. Pensez-vous que le projet ait le même impact sur les femmesque sur les hommes? OUI NONVeuillez SVP expliquer votre réponse:…………………………………………………………………………………………………………………………………………………………………………………………………………………………
56. Après avoir rempli ce questionnaire, pourriez-vous SVP indiquer trois points que vousconsidérez fondamentaux pour la bonne exécution de votre projet, en tenant compte des spécificitéshommes/femmes?
57. Au cas où votre pays/projet serait sélectionné et amené à participer plusactivement/directement au Programme pour le renforcement de la prise en compte des spécificitéshommes/femmes, quels sont les sujets et concepts qu'il vous importerait de discuter plus enprofondeur lors des réunions préparatoires? De même, quelles sont les techniques et la méthodologieque vous considérez utiles pour les agents du projet et qui pourraient faire l'objet d'une formation lorsdes ateliers destinés à renforcer leurs capacités.…………………………………………………………………………………………………………………………………………………………………………………………………………………………
Merci beaucoup pour le temps que vous avez bien voulu consacrer pour remplir ce questionnaire.Toutes ces informations seront utilisées dans le but de garantir la qualité des ateliers, pour qu'ilsrépondent à vos intérêts et priorités, de même qu'elles nous aident tous à améliorer la qualité de notretravail.
