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p. 13 of 17 BACK | NEXT Purpose of the checklist Why is gender important in agriculture projects? How to use the checklist Gender analysis framework for agriculture Gender analysis for subsectors Gender issues in irrigation Gender issues in fisheries Gender issues in forestry and watershed management Gender issues in coastal zone management Gender issues in integrated rural development Gender issues in microfinance Gender issues in industrial crops and agro-industry Gender issues in livestock

Gender Checklist: Agriculture : Gender analysis for subsectors

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Gender issues in coastal zone management

Key Issues

• What activities are carried out by women and girls and by men and boys in coastal forests?
• What activities are performed jointly by women and men?
• Do women and girls, men and boys go to the forests regularly or only occasionally?
• Who are the major and minor forest product collectors—women and girls, or men and boys?
• What are the traditional forest resource user rights for women and men?
• Do families sell forest products or do they use them for subsistence? If the products are sold, who does the selling-women and girls, men and boys, or both women and men?
• Will the project affect any of these activities and the level of women’s involvement in meeting family subsistence needs or their access to cash income?
• Will the project introduce activities that will affect women’s workload or diminish their incomeearning opportunities?
• Will the project affect the traditional user rights of women and their access to common property resources in the coastal area? If so, how? What are the implications?

Key Strategies

• Devise activities that will not have a negative impact on the workload, income-earning activities, and subsistence needs of women and men.
• Ensure that project activities will not change the gender division of labor in a way that will negatively affect women’s working condition, workload, and timing.
• Devise activities that will not diminish traditional forest resource user rights for women and men, or else develop alternative activities to compensate them for the benefits lost.
• Develop project components that will provide equal access and control to women and men in program resources, such as institutional setup, training, capital, and marketing.

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