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Gender Checklist: Agriculture : Gender analysis framework for agriculture
Project cycle analysis and design issues
This analysis will indicate if and where the objectives and methods proposed for the project should be modified to improve the chances that the project will succeed and to minimize the likelihood that women will be disadvantaged as a result of it.
Some questions that may need to be considered in this analysis are:
Production
- Will the project activities divert women’s productive efforts from food production?
- Will a change in crop varieties affect women’s traditional markets?
- Will new technologies displace women’s traditional income-earning labor?
- Will project activities or outcomes increase women’s workload?
- What compensatory benefits will the project introduce to offset changes affecting women’s role and equity in production, such as those referred to above?
Training
- What training could be included in the project to offset changes in production affecting women’s role, or to increase women’s equity in and benefits from the productive system as well as their productive skills?
- Is the project likely to precipitate changes in lifestyle in the client population, such as increased incomes following a shift from subsistence to cash production?
- What training might help women benefit from the changes?
- Is there potential for supplementary intersectoral programs involving health, social development, and education agencies?
- Should women be trained separately from men to ensure that they receive and benefit from training?
- Can training be scheduled for times that suit and fit women’s other responsibilities?
- What training can be provided to women to address their strategic gender needs and increase their influence and control over decision making (e.g., training in the maintenance and repair of agriculture equipment)?
- Would local demonstration farms help women and men understand and obtain access to project
- Will the project need a communication strategy and innovative teaching methods for illiterate women and men?
- Can the project include training in small-business management, accounting and entrepreneurial skills, and marketing, in support of rural women’s income-generating activities?
Information
- Will the information and extension services reach women?
- Is a separate communication strategy needed to ensure that project messages reach women (e.g., a woman-to-woman information service or the use of local women’s groups)?
- Are project messages both culturally appropri-ate and designed to promote gender equity?
Participation
- Were women consulted and did they take part in setting the project objectives? Are project
- Were women involved in the planning and design of projects?
- If women are not involved in local decision making, could they be involved through advocacy measures within the project, such as a community development component? Is there scope for NGO involvement if such a component is feasible?
- Can women’s NGOs be contracted to mobilize women to participate in the project?
- If mobility problems hamper women’s participation, could the project be organized to overcome these problems?
- Does the project require motivational components to encourage women to participate?
Access
- Can project terms and conditions overcome the legal impediments that keep women from owning or accessing land, taking out loans, joining cooperatives, selling products, or receiving payments?
- If women’s rights to property are currently unequal, can the project increase women’s equity? (For example, if new land arrangements are proposed, can the project require that the title be held jointly by the man and the woman in a household and exclusively by women in female-headed households?)
- Can broad targets be set for the supply of measurable material inputs and services to women who are directly or indirectly engaged in the project activities?
Institution Building
Could technical assistance be included in the program or project to:
- Provide training in gender awareness or assistance in the development of gender planning and policy formulation, to enable the executing agency to promote women’s participation in the project and to monitor the project’s benefits to women?
- Provide a GAD specialist during project implementation to increase the effectiveness of the project?
- Provide training in participatory modes of development (e.g., ways to ensure community participation in the setting of objectives and activities)?
- Develop a gender database, if the present database is inadequate for gender planning?
Project Framework
- Do the planning assumptions (at each level of the planning framework or logical framework, for example) adequately reflect the constraints on women’s participation in the program?
- Do project performance indicators identify the need for data to be collected, disaggregated by gender? Will changes in the gender division of labor be monitored? Will data on women’s access to and control over resources be collected during the project?
- Can the project meet both practical gender needs (supporting and improving the efficiency of women’s and men’s productive roles) and strategic gender needs (improving gender equity through women’s participation in the project)?
- Do the goals, purposes, or objectives of the program explicitly refer to women or reflect women’s needs and priorities?
- Do the project inputs identify opportunities for female participation in program management, in the delivery and community management of goods and services, in any planned institutional changes, in training opportunities, and in the monitoring of resources and benefits? Will the project resources be relevant and accessible to poor women in terms of personnel, location, and timing?
- Does the project include measurable indices for the attainment of its GAD objec-tives, to facilitate monitoring and post-evaluation?
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