1. UNDERSTANDING GENDER ANALYSIS BY PIUS ADEJOH 1

2. Overview 2 1. What and Why of Gender Analysis 2. Gender Analysis Frameworks and Tools

3. Learning Objectives 3  At the end of this session, it is expected that participants :  Will develop a basic understanding of gender analysis and its benefits  Will become familiar with gender analytical tools, approaches and data

4. Some basics about Gender 4  Gender is a social construction depending upon time and culture  A difference exists between women and men in the area of division of labour, and access and control over resources  There is a global gender inequality in favour of men  Men’s work = paid = considered more important Women’s work = unpaid= considered less important  Due to gender discrimination women do not get their fair share of opportunities and benefits

5. What is Gender Analysis 5  Gender analysis is a systematic tool to examine social and economic differences between women and men  It is a is a tool to better understand the different social, economic, cultural and political realities of women and men, girls and boys.

6. Meaning of Gender Analysis (contd…) 6  Methodology for collecting and processing information about gender  Identify roles, needs, opportunities of women AND men  Requires information -- quantitative and qualitative

7. Meaning of Gender Analysis(Contd …) 7  Explores women’s and men’s different realities and expectations  Considers effects of interventions  Ensures benefits and resources are effectively and equitably targeted

8. GENDER NEUTRAL POLICIES? 8 May affect women and men differently because of differences between them May reinforce existing inequalities

9. WOMEN ≠ HOMOGENOUS 9  Gender roles and behaviours vary across:  Cultures  Class  Ethnicity  Income  Education  Age  Gender attributes change over time

10. Goals of Gender Analysis 10  Better understand our community (women, men, girls and boys)  Get better results from development programs

11. What Gender Analysis Will Provide? 11  Analysis of the Division of Labour and Access and Control of Resources  Understanding of gender relations and their Implications for development policy and implementation  Specific gender disaggregated statistics  A Review of Women’s Priorities, Women’s Practical Needs and Strategic Interest and ways to address them  A Review of Social, Economic, Political Power Dynamics Absence of GA propose high risk of program failure, less success or reinforce inequity

12. When to conduct a Gender Analysis 12 Gender Analysis should/can be undertaken at any/all stages of a program/project cycle, including:  Identification of the project;  Planning or design of the activity;  Implementation; and  Monitoring and evaluation of program  Most effective when initiated during design phase

13. Who should do gender analysis 13  Government  Policy makers  Donors  Program Managers  Development Staff  Field workers, etc. GA should be participatory involving key stakeholders from the field where the intervention is to take place Gender Analysis can be conducted through a variety of Tools and Frameworks

14. HOW TO DO GENDER ANALYSIS 14 Gender Analysis Frameworks  Gender roles framework (Harvard)  Triple roles framework (Carolyn Moser)  Web of institutionalisation framework (Caren Levy)  Gender analysis matrix (GAM)  Equality and empowerment framework (Sara Longwe)  Capacities and vulnerabilities framework (CVA)  People oriented planning framework (POP)  Social relations framework (SRF)

15. GENDER ANALYSIS QUESTIONS 15  Who does what within and outside of the household? Are the roles, responsibilities and priorities of men and women, both within and outside the household, different?  Who owns/controls/accesses what? Are there differences among women and men?  What are the institutional, economic and social factors? Will failure to consider these differences negatively impact programs/policies in terms of causing undesirable outcomes for men and/or women? If so, how, and what response is appropriate?

16. GENDER ANALYSIS QUESTIONS 16 What capabilities, opportunities and decision making powers do men and women have? Did you review sex-disaggregated data? Were women and men consulted? Have the different needs, interests and responsibilities been considered? What groups are most likely to be affected and how?

17. Steps in Gender Analysis 17  Assess current situation/policies and needs Collect and analyze sex disaggregated data Establish a baseline

18. Assess current situation (continued ) 18  Draft program/policy Expected impact on women and men Can negative impacts be overcome?  Implement  Monitor and evaluate Identify benefits/negative impacts Solicit feedback and be responsive

19. How To Do Gender Analysis 19  Collect Relevant Data:  Sex–disaggregated information for analysis (Who does what?  Gender roles, responsibilities, priorities of men and women both within and outside the household?  Who has what?  Who controls what?)  Identify Relevant Gender Issues (women’s and men’s practical needs and strategic interests)  Understand the institutional, economic, social, and political contexts (What are the differences, constraints, influences, power dynamics between women and men?)  Understand the priorities and needs of both men and women affected by the project (what do they need/want?)

20. Gender Analysis Frameworks 20  Gender roles framework (Harvard)  Triple roles framework (Carolyn Moser)  Web of institutionalisation framework (Caren Levy)  Gender analysis matrix (GAM)  Equality and empowerment framework (Sara Longwe)  Capacities and vulnerabilities framework (CVA)  People oriented planning framework (POP)  Social relations framework (SRF)

21. Harvard Analytical Framework  also called the Gender Roles Framework  It was one of the earliest of such frameworks  The framework emphasizes that; both men and women are involved in development as actors and beneficiaries.  As such there is economic sense in allocating resources to both.

22. Harvard Analytical Framework (contd…)  It holds that doing this would make development more efficient – a position named the “efficiency approach“  The Framework is based on the premise that development affects women and men differently and affects them whether or not development had the women and men in mind when planning.  To map the work of men and women in the community and highlight the key differences

23. Four Components of the Harvard Framework 23  Activity Profile  Access and Control Profile  Analysis of Influencing Factors  Project cycle analysis

24. ActivitiesWomen/MenTime Productive/Livelihoo d activities Agriculture Agriculture Income generation Income generation Employment Employment Others OthersMMMSeasonalSeasonal Reproductive activities Water Water Fuel Fuel Food Food Childcare Childcare Health Health Cleaning and repair Cleaning and repair Market Market Other OtherWWW W W W/MW Everyday – 2 hrs Everyday – 4 hrs Tool 1: Activity profile 24

25. Four Components (Contd….)  The activity profile, focuses on activities undertaken in communities as either productive or reproductive and then outlines who do them, when and where. It also looks at how and why the activities are done.  This process helps to understand the gender division of labour and how it evolves.

26. ActivitiesWomen/MenTime Productive/Livelihoo d activities Agriculture Agriculture Income generation Income generation Employment Employment Others OthersMMMSeasonalSeasonal Reproductive activities Water Water Fuel Fuel Food Food Childcare Childcare Health Health Cleaning and repair Cleaning and repair Market Market Other OtherWWW W W W/MW Everyday – 2 hrs Everyday – 4 hrs Tool 1: Activity profile 26

27. Harvard framework - 2 27  The access and control profile identifies the resources used to carry out the work identified in the activity profile, and access to and control over their use, by gender It analyses resources available in the project and what benefit accrues from their being used it analyses who (male or female has access to these resources (ex. land, equipment, capital etc.)? who has access to benefits (ex. education, health services, political power etc.)? who has control over resources and benefits?  In gender analysis, it is often found out that whereas women have wide access to resources and benefits, control largely rests with men and this tilts gender power relations

28. Harvard framework - 2 28 Tool 2: The access and control profile – analyses resources available in the project and what benefit accrues from their being used it analyses who (male or female has access to these resources (ex. land, equipment, capital etc.)? who has access to benefits (ex. education, health services, political power etc.)? who has control over resources and benefits?  In gender analysis, it is often found out that whereas women have wide access to resources and benefits, control largely rests with men and this tilts gender power relations.

29. Tool 2: Access and control profile 29 AccessControl Assets, Resources Land Equipment Cash Education Training Other W/M M MMMMMMMMMM Benefits Income Education Health Water User Group Political power Other M W/M W M MMMMMMMMMM

30. Tool 3: Influencing factors 30 3. These are factors that influence the pattern in the two profiles above (Components 1 & 2)  This component allows us to identify factors that determine the gender differences – Political, economic, cultural etc. Community norms, social hierachies Training and education Attitude of community towards external development workers Past and present influences Opportunities and constraints Understanding influencing factors helps to identify entry points for appropriate interventions and options for change

31. Tool 4: Project-cycle Analysis 31  This is the last component in the Harvard framework.  It takes the project in its entirety and applies the three foregoing components, i.e. Activity profile, Access and Control profile and the influencing factors to determine how gender interacts with each project stage enumerated below

32. PROJECT-CYCLE ANALYSIS: Component/Tool 4 (contd….) 32  Identification (Needs assessment and Objective formulation).  Design (Anticipating implications to men and women and consideration access and control issues).  Implementation (Ensuring gender balance in participation).  Evaluation (Assessing differential impact on women and men).

33. Moser Gender Analysis Framework  A planning methodology aimed at the emancipation of women from their subordination and their achievement of equality, equity and empowerment.  The salient features of the framework are its inclusion of the policy approaches to women’s development, recognition of the triple roles of women, the distinction of practical and strategic gender interests as well as emphasis of the empowerment agenda

34. Moser Gender Analysis Framework (contd….) 34 It recognizes that there may be institutional /political resistance to addressing and transforming gender relations. Its approach to planning challenges unequal gender relations and supports the empowerment of women. The concept of practical and strategic gender needs is a very useful tool for evaluating the impact of a development intervention on gender relations.

35. Moser Gender Analysis Framework (contd….) 35  The triple role concept is useful in revealing the wide range of work that women engage in.  Furthermore it alerts planners to the interrelationship between productive, reproductive and community roles.

36. Elements of the Framework  Incorporates three concepts:  women’s triple role  practical and strategic gender needs  policy approach categories.  Questions the assumption that planning is a technical task – gender planning is both technical and political; assumes conflict in planning process; involves transformative processes; and characterizes planning as debate.

37. What the Framework tells you  Division of labor within the household and community.  Needs relating to male-female subordination.  Gender differences in access to and control over resources and decision-making.  Degree to which policies, programs and projects address practical and strategic gender needs.

38. Moser Gender Analysis Framework (contd….)  Using the three categories of reproductive, productive and community-management activities, map the gender division of labor by asking “who does what?” for activities in each.  Using three categories helps highlight community management work that may often be ignored or overlooked in economic analysis.  Use a matrix similar to the Activity Profile in the Harvard analytical framework but ensure that the three categories of productive, reproductive and community work are included.

39. Gender Analysis Matrix 39  The tool uses participatory methodology to facilitate the definition and analysis of gender issues by the communities that are affected by them.  Using the Gender Analysis Matrix will provide a unique articulation of issues as well as develop gender analysis capacity from the grassroots level up.  All requisite knowledge for gender analysis exists among the people whose lives are the subject of the analysis  Gender analysis does not require the technical expertise of those outside the community being analyzed, except as facilitators  Gender analysis cannot be transformative unless the analysis is done by the people being analyzed.

40. Gender Analysis Matrix  Developed by Rani Parker (1993) Provides a community based technique for identification and analysis Initiates a process of analysis that identifies and challenges gender roles within the community in a constructive manner.

41. Aim of the GAM  To find out the different impacts of development interventions on women and men by providing a community-based technique for the identification and analysis of gender differences At the planning stage → determine potential gender effects At the design stage → gender considerations may change the design During monitoring stage → address broader program impacts

42. Gender Analysis Matrix (contd…  Secondly, it assists the community to identify and challenge their assumptions about gender roles in a constructive manner..  Can be transformative if done by community  No need for experts except as facilitators  People are the subject of analysis

43. Gender Analysis Matrix (contd… 43  The analysis is conducted at four levels of society, women, men, household and community. The GAM examines impact on four areas: labour, time, resources and socio-cultural factors.  It is simple, systematic and uses familiar concepts. It encourages “bottom-up analysis” through community participation.  It is transformatory and technical in its approach, combining awareness-raising about gender inequalities with development of practical skills. It includes men as a category and therefore can be used in interventions that target men.

44. Women Equality and Empowerment framework 44  Developed by Sara Longwe for UNICEF and is an amplification of the Caroline Moser’s Framework.  It encourages users of the framework to examine what is meant by empowerment.  The Longwe Framework shares some common ground with the Moser Framework’s concept of practical and strategic gender needs.  However, Longwe moves beyond the notion of separate needs to show in the framework that development intervention can contain both

45. 45  Ordinarily, gender-analysis frameworks do not tend to be used to plan interventions, which target men or boys.  However, a gender analysis should take place for all interventions, because they all have potential impact on gender relations and therefore on both sexes  Also understanding gender relations is critical to understanding possibilities and constraints for working with men only  There is an increasing awareness that gender identity cross- cuts other identity issues, including race and class, to affect men’s and women’s roles in the gender division of labour. Which gender frameworks is best addressing male gender identity and roles?

46. Contd…. 46  Most of the gender frameworks– look at the gender roles and relations of both women and men, and so could be used for projects, which target men  The Moser Framework looks at the strategic gender needs of women only, but its adapted includes men as well, and can also be used with projects, which address male gender.  Gender Analysis Matrix (GAM) includes men as one of its four categories of analysis and can therefore be used for projects, which target men

47. Chaz Bono “ Gender is between your ears and not between your legs

48. 48  THANK YOU