Identification of development cooperation actions from a gender perspective

1. Identification of Development Cooperation Actions
from a Gender Perspective
Author: Ana Lydia Fernández-Layos
Translation : Meera Chand
PAZ Y DESARROLLO
January 2008
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Photo by Manuel Nacimento

Index:
1. INTRODUCTION OF GENDER ANALYSIS IN DEVELOPMENT
COOPERATION
2. DESIGN AND PLANNING OF ACTIONS IN DEVELOPMENT
COOPERATION FROM A GENDER PERSPECTIVE
o GEOGRAPHICAL AND DEMOGRAPHICAL ANALYSIS
o HOME LIFE & STRUCTURE
o SEXUAL DIVISION AT WORK
o SOCIO-POLITICAL POSITION AND ANALYSIS OF PARTICIPATION
o TYPES OF SOCIAL ORGANISATIONS IN THE AREA
o ANALYSIS OF THE ACCESS AND CONTROL OF RESOURCES AND
BENEFITS
o FACTORS OF INFLUENCE IN GENDER RELATIONSHIPS
o ANALYSIS OF POTENTIAL PARTICIPANTS IN THE PROJECT
o ANALYSIS OF CAPABILITIES AND VULNERABILITIES
o IDENTIFICATION OF NEEDS, INTERESTS AND THE PRIORITIES OF
MEN AND WOMEN (PRACTICAL & STRATEGICAL)
o IDENTIFICATION OF RESOURCES
o CHART OF PRINCIPAL REPRESENTATIVES
o CAPACITY ANALYSIS OF THE PARTICIPATING ORGANISATIONS
SOURCES
ANNEXES:
1. RESISTENCE STRATEGIES IN THE INTEGRATION FROM A GENDER
PERSPECTIVE
2. GENDER ANALYSIS – OBTAINMENT OF DATA
3. MONITORING TOOL FOR THE INTEGRATION OF THE GENDER FOCUS
IN THE PROJECT CYCLE
4. BASIC RECOMMENDATIONS TO CONSIDER IN THE
IMPLEMENTATION OF PROJECTS
5. QUESTIONNAIRE TO MONITOR THE INTEGRATION FROM A GENDER
PERSPECTIVE OF THE ACTIONS OF DEVELOPMENT COOPERATION
6. GLOSSARY
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1. INTRODUCTION OF GENDER ANALYSIS IN DEVELOPMENT
COOPERATION
Despite the advances that have taken place in the last few years in gender equality,
today´s situation (2008) is that women and female children in certain parts of the world,
are still subject to serious discrimination in their basic human rights and fundamental
freedom in areas such as politics, economics, society, culture and status.
The inequality between men and women, girls and boys is largely based in the
differences of access and control of resources and services, education, health, work,
participation and autonomy. Also, women still face more obstacles, which are deeply-
rooted in the patriarcal culture, preventing them from fully accessing their rights as
citizens. These obstacles may take on the form of being formal or informal. Formal
obstacles are defined as laws, mechanisms and institutional discrimination. Informal
obstacles are more likely to be related to self-esteem, motivation and fear.
The direct experience and statistics from NGOs in the field, indicates that women and
girls are more likely to be affected by poverty, and that this so-called phenomenon of
feminization of poverty has increased in the last few decades. The situation is critical,
millions of women and girls have their human rights violated every second, every day,
and whilst this happens the actions of development cooperation may have a positive or
negative impact, they could contribute to the discrimination that already exists, or fight
for the gender perspective to be integrated in their lives.
The incorporation of gender analysis in all stages of the project cycle: design, planning,
implementation, monitoring and evaluation is essential in order to guarantee that the
actions undertaken will not contribute to the types of discrimination that prevent women
and girls from exercising their rights. To promote gender equality through the actions
of development cooperation, it is essential that we create necessary, specific and
adequate conditions, for both men and women, that do not differentiate between the
sexes in order to ensure that impact of these conditions does not carry on or increase the
present gap between men and women.
Integrating the persective of gender, in the real analysis and in the design and planning
of actions in development cooperation. Will allow us to:
• Know and understand the different conditions in which men and women live.
• Show evidence of and analyse the causes, the factors and discriminatory
behaviours that prevent, promote, provoke and make it more difficult to
exercise equal rights.
• Identify the possible and necessary actions to put an end to discrimination, in
which the majority of people that suffer are women and girls.
The focus of gender in development, aims to: ensure the equal distribution of
possibilities, resources and benefits between all people, fair distribution and visibility
which assist in eliminating discriminatory behaviours that affect millions of women and
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girls, trapping them in a cycle of exclusion, inequality and poverty, from which they
cannot escape...
A good gender analysis will show us in great detail the inequalities and differences
between men and women in areas such as:
o Legislation
o Rights
o Moral principles
o Life opportunities and conditions
o Access and control of resources and services
o Roles and responsibility
o Autonomy, personal and collective decision making
o Participation and negotiation in family and community environments
o Interests and needs
o Status that they hold in their family and community
Men and women experience poverty in different ways, because of the differences in
their roles and responsibilities. Therefore their priorities and needs, may not necesarily
be the same. When gender equality is addressed through our actions of development
cooperation, we will:
o Identify the reasons for the differences and inequalities in gender
o Analyze gender relations, discriminatory behaviours and the factors that limit
the equality of opportunities of women and men
o Identify the problems and specific needs of men and women
o Make our actions respond to the needs of men as well as women in the
beneficiary group. The problems and priorities defined not only from the male
perspective but also from the female perspective.
o Analyze the factors that obstruct and facilitate full involvement of women in
the promotion of gender equality and incorporating actions to deal with the
identified obstacles
o Formulate definite objectives to improve the conditions and position of the
subordinate sex and gender relations
o Define methods of intervention to promote gender equality: positive action to
promote empowerment and increase the capabilities of women, action to
promote and raise awareness amongst the men of gender discrimination
o Define indicators and methods of monitoring and evalution to measure the
impact of the actions on gender
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3. In the second section, we present the principal tools that exist and are used to
identify the actions of development cooperation where the gender perspective in
included.
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• KEY QUESTIONS:
Stage Gender Considerations
Preliminary
Design/Idea
Does the project idea respond to the needs and initiatives of men and
women?
How can easier access and control of the information and resources of the
project be provided?
How can we guarantee that the men and women will benefit equally from the
actions of the project?
How can we ensure that the project doesn´t only add to the existing workload
of the women? In what way can we also assist in relieving her in order to
make time for the project?
How can we encourage/boost the participation of the community, especially
that of the women, in decision-making, the implementation of the project and
the control of the benefits generated?

2. DESIGN AND PLANNING OF ACTIONS IN DEVELOPMENT
COOPERATION FROM A GENDER PERSPECTIVE
To identify an action from a gender perspective, we have to have new insight/point of
view at the time of carrying out the diagnosis and compiling all the quantative and
qualitative information available, regarding the specific situation of men and women,
gender relations, the inequalities that exist, the causes and effects of these inequalities
and putting into place initiatives to overcome them. It is essential that we have all the
relevant information organised by sex and with this, the factors that cause, defend or
permit discrimination and gender inequality to take place are addressed. This factors
have been identified as; rules, laws, institutional frameworks, values and social
practices.
Next, we present the distinct components necessary to carry out a good analysis of
gender in the early stage of designing and planning an action of development
cooperation:
o GEOGRAPHICAL AND DEMOGRAPHICAL ANALYSIS
It is essential that we have all that data organised and sex-disaggregated. for all the
demographical and social variables: socio-economic sector, ethnicity, religion,
age…
o HOME LIFE AND STRUCTURE.
It is essential that we analyse even the smallest possibilities and organise by gender the
information related to families, taking into consideration that even within a family
we cannot assume that everyone has the same ideas, beliefs or opinions. In many
cases, we use the family unit is used as a point of reference, without taking into
consideration for example that in most cases, the men provide the primary source
of income, and that all the people in the family unit may not have the same needs,
interests and benefit equally from the resources generated by the projects. The
reality is usually a lot more diverse, the family structures vary a lot between
different places (in some monogamy exists, in other polygamy, the extended
family, single parents etc. We should take into account all the roles assumed and
assigned to the members of the family, their individual access and control over
resources, their capability to do business, autonomy etc.. distinctions such as age
or sex may impact greatly in their quality of life. Because of this, if we define our
target group without taking into account that everyone does not contribute equally
to the development or improvement of the lives of their family members, we will
continue to perpetuate the inequalities and discrimination that already exists.
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SEXUAL DIVISION OF WORK
In all societies and cultures, men and women have different responsibilities and
obligations, as a result the daily life between the sexes is often very different.
The idea that a sexual division of work exists is very rigid in the separation of
work between the sexes. Men are assigned work and tasks more related to the
productive industry and women to so-called reproductive work or tasks, although
in many cases hold a triple role, combining productive, reproductive and
communal work.
Generally, in all societies, men hold the most visible and recognised roles, related
to productively-rewarding work and they participate more in decision-making,
and although women may take on the same amount or even more work their roles
are usually more invisible and less-rewarding: in reproductive work and the
practical tasks of the productive and communal work. Although, the contribution
of women in development is great, society doesnt not recognise their work to the
same extent as that of men.
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THE EFFECTS OF SEXUAL DIVISION OF WORK ARE THE FOLLOWING:
• Inequality in rights and obligations
• Different ways/methods of using their time
• Distinct political, social and economic opportunities
• Excessive workload, which has a social cost for the women
• Inequality in the access to resources, in the benefits and the exercise of
• PRODUCTIVE WORK: goods and services destined for consumation
and/or sales comparable to the value in money or kind.
• REPRODUCTIVE WORK: those activities that supply and generate goods
and services for the wellbeing of the family and community: looking after
children/dependents, domestic work, ensuring biological reproduction of children,
social care, maintainence of the workforce socially and in the future (through the
reproduction of children, ensuring that the workforce will be maintained and
continued)
• COMMUNAL WORK: all the activities that involve the administration of
services and the unity of the community.

When the activities carried out by men and women - boys and girls, in the home and
the community are distributed, the evidence is clear to see:
o It is possible to understand gender relations in the daily routine: the conflicts,
the exchange of ideas, the mutual support, the efforts of one another,
independency, reciprocity and also allows us to identify the dynamics of
business or negotiation, agreements and the ability to adjust/adapt the daily
workload of women and men in case of emergencies or changes (crisis,
migration...)
o The visibility of so-called “domestic or care” work, normally held by women, is
considered of secondary importance, and is not measured fairly in relacion to the
social benefits that it offers
o The detection of different consequences of the sexual division of work for men
and women: discriminatory behaviours, problems and their different needs.
o Planning the impact that a project will have on the workload of women and men
that are going to participate and make time to be available for the project. To
participate, learn and act on the new ideas and activities as the project requires.
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A PROFILE OF ACTIVITIES identifies the productive, reproductive and communal
activities of a person, the social value and remuneration, indicating the time, frequency
and place of work:
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• How do we fulfill a Profile of Activities?
Analyse the roles and activities in the productive, reproductive and communal environments:
 Who does what?
 What do the men and women do? How long have they been doing it? How often? Where?
 What are their main responsibilities? How do they organise their daily routine? How do they
prioritse their time?
 What are the characteristics of the activities assigned to men/women?
 Whick works are valued and/or offer remuneration?
 What implications does the project have in this area/s of work
 Of the activities related to the objective of the project, which will be fulfilled by men and which
by women?
 Through the project can we identify any initiatives to promote more equality in the distribution
of the workload, change of roles, promotion of the joint responsibility in certain environments?
 What implications could these changes have on the sexual division of work, in gender
relations and on the position and status of women?
Model 1:
ACTIVITIES % WOMEN
Valued (V)( / Not
valued (NV)
Paid (P)/ Unpaid
(UP)
% MEN
Valued (V)( / Not
valued (NV)
Paid (P)/ Unpaid
(UP)
FIELDS OF
INTERACTION
(reproductive,
productive, communal,
polítical, cultural...)
Selecting the
seeds to
cultivate
40%
V /UP
60%
V/P
Productive
Model 2:
ACTIVITIES Who does the work? Seasonal
Period
/Daily
Schedule
Place

DAILY ROUTINE DIAGRAM (Based on 24 hours) indicates the activities
characteristically carried out by men and/or women at each time of the day. It is
possible to carry out comparisions between the timetable of different people, men and
women, rural and urban areas, people of different ages... This tool is useful in
determining the weight of the responsibilties between men and women and in
establishing a time for future activities which is convenient for them according to their
daily routine. It also allows access to information which verifies whether or not there is
a sexual division of work in the area of intervention (in which the project and studies
are based)
The use of this tool is very helpful in:
o Identifying the availability and flexibility of time/s that the men and women
have in relation to estimating the level of participation we can expect in the
activities derived from the specific project.
o Understanding the interdependence and reciprocity of men´s work and women
´s work, the differences and the possible conflicts
o Planning the impact of the actions of development on the workload of the
target group and the balance of relacionships and responsibilities in the
community.
o Increase visibility of the sexual division of work and workloads of men and
women, and encourage through awareness the value of all types of actvities,
the redistribution of tasks and joint responsibility between men and women.
It is important that we identify the elements of inequality in the workload, the social
value and remuneration of the activities that are mainly carried out by women but that
affect the men, paying attention to whether the project can guide/redistribute specific
activities to the men and women, which will also mean that the opportunties and
restrictions that may be generated by the activities are also shared.
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• How do we fulfill a Daily Routine Diagram (based on 24 hours)?
Example:
HOURS MEN WOMEN
3.00 h Sleep Sleep
4.00 h Sleep Wake up and prepare
breakfast
5.00 h Wake up, get dressed &
have breakfast
Get dressed & have
breakfast
6.00 h Work in the fields Clean the house, look after
the children &elderly
dependents
7.00 h Work in the fields
8.00 h
9.00 h

SOCIO-POLITICAL POSITION AND ANALYSIS OF PARTICIPATION
o THE IMPORTANCE OF DECISION MAKING BOTH IN THE PUBLIC
AND PRIVATE ENVIRONMENT: FAMILY, LOCAL ORGANISATIONS,
SOCIAL AND POLITICAL
The analysis of the participation of men and women in different areas and in
decision-making, allows us to measure whether their interests are represented in the
community, whether their needs are addressed and to what extent they contribute or
lead in different areas and processes such as personal development, family or society.
It is important that we also take into account what we consider to be full participation
and what is the level of participation of men and women in different areas: in many
cases women are passive recipients in terms of assistence, materials or services but
they cannot/do not make decisions regarding how, why or when these supplies are
provided. They participate in activities when others request it of them, they are
consulted regarding problems and needs but not in the analysis of the cause or
solution of these problems. It is essential to promote and improve this. Both men
and women can organise themselves in order to attend to their own needs, plan
solutions for their problems and take responsibility in all of the stages of those
processes in which they are involved in.
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• SOME QUESTIONS FOR THE ANALYSIS OF PARTICIPATION:
• To what extent (presence,
conduct, function and capacity) do the men and women participate in decision-making within
different parts of an organisation and politics?
• Who makes the decisions at
home? Regarding what issues? Who decides how the incoming money is spent or how the
food is bought and shared out? When they should go to the doctor? What level of mobility
they have? Which method of transport does each member of the family use?
• What are the limitations that
obstruct the participation and the decision making? And what are the possibilities of change
for each?
• In the course of time, has there
been an increase in the participation and decision-making of the women? If the answer is yes,
Has this had a positive effect on their self-esteem and do they have more respect for
themselves and also from other members of their community? Can the women express their

TYPES OF SOCIAL ORGANISATIONS IN THE AREA
It is necessary that we identify whether or not different types of social
organisations exist in the area. And if they are present, what is their; mission,
structure, operation, procedures, decision-making process, influence in the
communities dynamics, the proportion of men and women they have working
there, the proportion of these male and female employees that are involved in the
decision-making process etc.... and with the chart of representatives, we will
analyse the role they will play in relation to the identified actions.
Example:
Name of the
organisation,
committee,
group
Mission,
features
Nº of
female
members
Nº of
male
members
Decision
making bodies
M F
ANALYSIS OF THE ACCESS AND CONTROL OF RESOURCES AND BENEFITS
This analysis will help us to know and understand the dynamics of power between
families and communities. Restricted access and control over resources and
benefits, limits the opportunities for participation and decision-making for groups
that have been identified as vulnerable or excluded, which in turn limits their
autonomy and their chances of improving the situation in which they currently
live in.
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TYPES OF RESOURCES AND BENEFITS
(Measurable – qualitative and quantitative)
• Social: self-help networks, information channels, public services…
• Personal: self-esteem, confidence, social dignity, ability to carry out actions,
express their own interests in both public and private environments, credibility,
leadership...
• Economic: work, land, credit, money in cash, equipment, food, transport, child-
care facilities, domestic tasks, social security, health insurance, housing, health
and sanitary services and care...
• Politics: positions of leadership and mobilization of people in positions of
responsibility, opportunities for communication, access to information, negotiation,
search for consensus...
• Time: availability – hours of day or times of year, spare time, flexible hours...
• Mobility: physical limitations/movements imposed by rules and customs
• Information/Education: formal or informal education, opportunities to exchange
opinions and information

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• How to make a PROFILE OF ACCESS AND CONTROL OF RESOURCES
AND BENEFITS?
Develop in the tables (shown below as an example) a list which specifically shows the
proportion of men and women that have access and control (the power to decide when and how
to use) of different resources and benefits.
RESOURCES ACCESS CONTROL OBSERVATIONS
WOME
N
MEN WOMEN MEN
Economic
Land,
Equipment...
Socio-Polítical
........
BENEFITS ACCESS CONTROL OBSERVATIONS
WOMEN MEN WOMEN WOMEN MEN
Economic
(goods,
needs
essentials...)
...........
Once this data has been collected, define the opportunities that the project will provide for the
transformation of the patterns of access and control of resources and benefits towards a greater
gender equality.
• SOME QUESTIONS FOR THE ANALYSIS OF THE ACCESS AND CONTROL
OF RESOURCES AND BENEFITS:
 Who will use the resources and benefits?
 Who has the ownership?
 Who has the control or makes the decisions regarding its use and enjoyment?
It is important that we take into account all these questions in all areas: public as well as private,
in the home as well as in the community.

FACTORS OF INFLUENCE IN GENDER RELATIONS
Gender relations have varied throughout history and in their meaning. Many
factors exist that influence in large or small ways, how long it takes to proclaim
and exercise the rights of women and men, the roles and responsibilities assigned
to each sex, social values, opportunties and autonomy which they can enjoy etc...
Some of these factors may have a greater influence over the status and position of
men and women in a determined context, regarding the action of development
cooperation that we want to promote. Therefore, it is very important to analyse
them in detail and consider them at the time of defining the act, whether they
encourage equality or inequality of gender, as no act can be neutral. Carrying out
this analysis, will help us to identify the patterns of inequality in the area in which
we are going to work.
These factors can have positive or negative results in the promotion of gender
inequality, aids and barriers. As a result, we should not forget to recognise the
good practices that have been carried out and put into effect in the area. On the
other hand, we need to pay careful attention to the glass ceiling, the less visible or
invisible barriers that obstruct gender equality.
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TYPES OF INFLUENTIAL FACTORS:
The influential factors in gender relations, that every country and every area of work should be
considerate of, can be categorized in the following way:
• Socio-Cultural values and stereotypes assigned to
each gender...
• Political & Legislative regimen, representation,
influential circles, allies, conflicts...role of the State
• Economic & Financial percentage of poverty,
inflation, income share, job market, privatization of services...
• Environmental contamination, preservation,
resources…
• Tecnological degree of technological development vs.
traditional methods...
• Demographic structured by age and sex, land shared
by the population, growth, mortality...
• Institutional: bureaucracy, corruption

ANALYSIS OF POTENTIAL PARTICIPANTS IN THE PROJECT
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• How to make an ANALYSIS OF INFLUENTIAL FACTORS?
Analyse in agreement with the following models, the different types of influential factors regarding
gender relations (reflecting them all, socio-cultural, political, economical...)
Model 1: Allows us to analyse the influential factors in different areas – reproductive, productive
and communal.
IN
REPRODUCTIVE
WORK
IN
PRODUCTIVE
WORK
IN COMMUNALWORK
SOCIOCULTURA
L FACTORS
THAT ARE
AIDS
The men begin to take
responsibility for some
tasks related to the care of
their children, which will
promote the autonomy of
the women.
The women carry out
activities for which
they recieve
remuneration, this
increases their
capacity to negotiate in
their family
Participate in groups organised
by women, community
organisations to increase their
abilities, empower them and
allow them to exercise the right
to make decisions.
SOCIOCULTURA
L FACTORS
THAT ARE
BARRIERS
The lack of awareness by
women regarding their
rights. Not claiming
responsibility and not
making changes in their
life and in that of their
family.
The overload of work.
This prevents the
women from taking up
opportunities of work
becuase of the lack of
time they have. This
work is then given to
men.
Lack of education and illiteracy
amongst the women provokes
insecurity and they feel
incapable of having the power to
partipate or make decisions
Model 2: Allows us to analyse, how these factors influence. Whether they are aids or
barriers in the development of men and/or women, the relationships and equality between the
sexes.
Sociocultural
Factors
Situation How does it aid? How does it establish
barriers?
Size of families Extended families Sharing of work
Workload of women, limited
resources, less possibilities, lack of
education, poor diet (malnutrition)
Domestic Violence
Many cases linked
to alcoholism and
unemployment
Affects the physical and mental
health of women and girls, as well
as their self-esteem.

Describe the characteristics of each category of groups: interests, potential,
limitations, needs and specific demands.
o Who are they? The number of women and men, girls and boys?
o What are the obstacles that prevent the full participation of the women? To
what extent do these obstacles incluide the capability of organisations to
represent the interests of the women in the implementation of the project?
GROUPS INTEREST
S
POTENTIA
L
LIMITS NEEDS ANALYSI
S OF
GENDER
PROJECT
DEMANDS
Eg. Women
processors of
fish
Generation
of income
Exploitation
of resources,
unknown
potential
Limited
capital,
limited
access to
fish and
loss due to
insect
plagues
Capital, group
empowerment,
management
skills,
improvement of
education,
transport of
products,
processing
technology
Difficult to
access
credit,
subsidies
and
training
Credit, vehicles
of transport,
training,
management
and
empowerment,
oven to smoke
fish
ANALYSIS OF CAPABILITIES AND VULNERABILITIES
This analysis is based on the main idea that the strengths or abilities and the weaknesses
or vulnerabilities of a group will determine how they respond to a crisis that they may
face:
o Abilities: existing strengths in the individuals or in the social groups. This is
related to the physical and material resources, social resources and the beliefs
and atttudes of the people. These are developed with time and determine the
ability of the people to prevent or stop a crisis and overcome it.
o Vulnerabilities: The factors that in general reduce the ability of the people to
control unplanned or unforeseen events or disasters
The gender analysis in this category is fundamental as the roles of the women may
differ greatly depending on the different types of organisation. The decision making
process in the social groups may exclude the women or the women may develop
systems to exchange work for goods. The foundation may be divided by gender, race,
ethnicity or social class, these could affect the social structure of the group causing an
increase in its vulnerability.
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MATRIZ OF THE ANALYSIS OF CAPABILITIES WOMEN MEN
PHYSICAL OR MATERIAL: characteristics of the land, the
climate, the environment, health, skills, housing, technology,
water and food provisions, access to capital...
SOCIAL OR ORGANISATIONAL: social structure of a
population or group, familiar, social or political organisations,
distribution systems for goods and services*.
MOTIVATION AND ATTITUDES: this includes cultural or
psychological factors that may be based on religion, in critical life
situations of the people and their expectations. Their
vulnerabilities may increase or worsen if the do not receive
appropriate help, and are only asked do what they are capable
of.
MATRIZ OF THE ANALYSIS OF VULNERABILITIES WOMEN MEN
PHYSICAL OR MATERIAL: characteristics of the land, the
climate, the environment, health, skills, housing, technology,
water and food provisions, access to capital...
SOCIAL OR ORGANISATIONAL: social structure of a
population or group, familiar, social or political organisations,
distribution systems for goods and services*.
MOTIVATION AND ATTITUDES: this includes cultural or
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psychological factors that may be based on religion, in critical life
situations of the people and their expectations. Their
vulnerabilities may increase or worsen if the do not receive
appropriate help, and are only asked do what they are capable of.
IDENTIFICATION OF NEEDS, INTERESTS AND THE PRIORITIES OF MEN
AND WOMEN (PRACTICAL & STRATEGICAL)
To guarantee the promotion of gender equality through our actions, it is essential to
take into account the specific needs and interests of men and women, as in many
cases these are different, how they see and deal with different situations, using their
knowledge and exercising their rights, conditions of life, level of autonomy,
capability to negotiate, access and control of resources, exclusion, vulnerability,
possibilities of change in the sexual division of work and existing discrimination of
gender.
In many occasions, the actions of development cooperation have contributed to
perpetuate the existing inequalities, because they have been created according to
what the representatives of the community or main spokesperson believed the needs
and interests to be. However, these were nearly always male points of view and they
had not taken into account the views and voices of the most excluded and
discriminated-against group – women. In many cases, this has been addressed and
now representatives of the community include male and female voices. However,
social, cultural and personal obstacles have to be overcome in order for the women to
publically express their real needs, interests and participate actively in decision-
making. At the time of carrying out the identification of a project, it is essential that
suitable conditions are created to ensure that the interests and needs of all the
members of the community are reflected. This can only be done through extensive
consultation and the creation of social groups/forums where women can express
themselves freely. (In some cases, women still are unable to express themselves
freely if men are present). We must also be aware of areas of interest for the women
where they are excluded from the decision making, such as domestic violence or the
corresponsibilty of domestic tasks in the home. There are also issues which the
women do not feel capable of addressing because they consider them to be masculine
issues or subjects e.g. agricultural production, management of finances etc…
The methodology choosen should promote the elimination of limitations that can
exist in the identification of the needs and interests, practical and strategical for men
and women, in an equal way.
PROJECT
ACTIVITIES
PRACTICAL NEEDS STRATEGICAL
INTERESTS
MEN WOMEN MEN WOMEN
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“The analysis of gender should identify if the action or process of development
creates a space or conditions for the women in which they feel capable of discussing
and sharing communal problems and needs. It should also analyse if the initiative
encourages and promotes the monitoring process that has been generated in the said
space.”
1
.
IDENTIFICATION OF RESOURCES
RESOURCES
NECESSARY
RESOURCES
AVAILABLE
RESOURCES NOT
AVAILABLE
M F M F M F
PERSONAL
FINANCIAL
1
Rowlands, Questioning empowerment: working with women in Honduras, Oxfam, and Oxford 1997.
Página 19 de 41
PRACTICAL NEEDS OF GENDER
• Relative to the material condition of life of a
population/group of people
• That they are the result of a lack of materials and
dissatisfaction of basic needs related to survival
• Typically associated with short term actions and
those that are easier to identify
• Including: water provisions, health, incoming
funds to provide for the maintainence of the home, housing, basic services and
food for the family...
STRATEGICAL NEEDS OF GENDER
• Formed on the basis of an analysis of subordination of the women in society
• When the responsibility is accepted for making the changes, this is when the
transformation of the sexual division of work will take place.
• Relative to the social position that the men and women have within the structure
of power in the social group

EQUIPMENT
INFRASTRUCTU
RE
TIME
SKILLS
KNOWLEDGE
INFORMATIÓN
*Taking into account to also analyse the forecast of tangible(money) and intangible(cost
of labour) social costs
Página 20 de 41

CHART OF PRINCIPAL REPRESENTATIVES – Analysis of involvement
Model 1:
POSSIBLE
INVOLVEMENT
ROLES &
INTERESTS
OBSERVATIONS RELATED TO
GENDER
Eg. Local Government
Identifiers and
executors of the project
-Development plans tend to prioritze the
needs and projects of men
-The lack of gender orientated actions that
are firmly established in and strengthen
institutions.
-Mainly men that participate in the decision
making processes
Men, women and
communities
Target groups -Male migration, which leaves the women
as head of the home
-Operational participation in the community
committees but not in the decision making
processes
Model 2:
The representatives that are also known as the decision-makers, they have the power to
promote and/or carry out the solutions to problems that have arisen from the project. In
this space/context, we can get to the top level of the decision making powers, which
includes those involved in politics ensuring that the decisions and actions made are
concrete.
The representatives called promoters are those that are involved but do not have the
power to promote and/or carry out solutions that are suggested, although they have
direct or indirect influence in ensuring that the actions are carried out. They may be
allies of the project and its objectives or they may only be involved in the project and
although cannot be labelled as allies, neither can they be labelled as opponents.
Página 21 de 41

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FOR NEUTRAL AGAINST
DECISION
MAKERS
PROMOTERS

CAPACITY ANALYSIS OF THE PARTICIPATING ORGANISATIONS
o Identify the capacity of the technical staff to adopt a gender perspective, their
awareness and experiences.
o Find out whether the beneficiary groups (men and women) accept institutions.
To guarantee the integration of a gender perspective in everything that is done, its
essential that there is political will in our organisation and in all the project´s
participating organisations and technical staff are well-informed and aware.
Therefore, it is important that we know and understand well, the limits, possible
obstacles and opportunities that exist in the participating organisations. As a result,
in the early stage of identification we should analyse the perceptions and attitudes of
the male and female staff in the institution and the degree of institutionalized gender
in all areas of work, including organisational culture (statutes, field of work of the
institution, history and culture of the organisation, flexibility, agenda for change,
structure of responsibilities, recognition and value of professional aptitudes)
Página 23 de 41
SOME QUESTIONS FOR THE ANALYSIS:
• Is there a political institution that exists and participates in the development of
projects?
• Is there a political institution that already focuses on the equal integration of
women in the process of development?
• Is the information systematized by the institution sex-disaggregated? Does the
institution collect information about situations and themes that are especially
important to women and gender relations
• Is the project/work team made up of men and women? What are their positions
and roles?
• Does a political institution exist that is involved in positive actions?

o SOURCES:
o Bolaños, Fernando Marcos Conceptuales sobre Genero y Desarrollo, Escuela
para el Desarrollo.
o Comisión de las Comunidades Europeas, Mujeres y Desarrollo, Cooperación
con los países de América latina, Asia y el mediterráneo, gestión del ciclo del
proyecto, 1993.
o Comisión Europea, Toolkit on mainstreaming gender equality en EC
development Cooperation.
o Cuestiones Esenciales sobre Género -02. LE MONDE SELOM LES
FEMMES, traducción de ACSUR Las Segovias, 2007, páginas 17-20.
o Fernández-Layos, Ana Lydia, Genero en la cooperación al desarrollo, una
mirada a la desigualdad, ACSUR Las Segovias, 2003, páginas 89-119.
o López Irene, Guía práctica para la integración de la equidad entre mujeres y
hombres en los proyectos de la cooperación española
o López Irene y Beatriz Sierra, Integrando el análisis de género en el desarrollo,
Manual para técnicos de cooperación. IUDC-UCM, 2000.
o WIDE Boletín 1996:8, Algunos pasos hacia delante.
Página 24 de 41

ANNEXES:
1. RESISTENCE STRATEGIES IN THE INTEGRATION FROM
A GENDER PERSPECTIVE
2. GENDER ANALYSIS – OBTAINMENT OF DATA
3. MONITORING TOOL FOR THE INTEGRATION OF THE
GENDER FOCUS IN THE PROJECT CYCLE
4. BASIC RECOMMENDATIONS TO CONSIDER IN THE
IMPLEMENTATION OF PROJECTS
5. QUESTIONNAIRE TO MONITOR THE INTEGRATION
FROM A GENDER PERSPECTIVE OF THE ACTIONS OF
DEVELOPMENT COOPERATION
6. GLOSSARY
7. RECOMMENDED BIBLIOGRAPHY
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Annex 1.
• STRATEGIES OF RESISTENCE IN THE INTEGRATION OF A GENDER PERSPECTIVE
Many people are ambivalent when faced with gender equality and the changes that it may implicate (including staff working within the field of development).
These people may prevent results and change. As a result, it is important to recognise the different forms of resistence that exist, and when faced with an issue
ensure that it is dealt with in a constructive manner.
Strategies of Resistence Constructive Reactions
Refusal Hold the view that gender equality is not a concern or issue in
the country, region or community in which the project is based,
or that none of the programmes discriminate against women.
Present tests that are based on solid material (statistics, testiments,
concret investigations) that show that differences are present between
the gender and that discriminatory practices exist.
Pretend to talk in
the name of the
"women"
One or two cases are too few to generalize, and make such a
great declaration such as “this is what happens to all women..”
We cannot at any stage assume or generalize the needs and
interests of the women.
Find results of investigations that offer a point of view more reliable.
Demonstrate the importance of understanding a situation well in order
to be best equipped to deal with the issues that are raised. Use other
organisations to gain broader views.
Adopt a token
symbol
Recognise that it is necessary to take measures but choose
initiatives whose effects are restricted (a small project may
compliment or add something to the project) or centred in
participation with the women in the activities of the project (a
space where the effects of the project with the respect to
equality can be seen).
Concentrate on the results of the project. Ask about the project – how
would the project be modified to respond to the needs of the population
as they arise? Are the majority of their services aimed at women or the
equality of gender?
Saying things
just for sake of
doing lip service
Recognise the problem at a rhetorical level without taking any
measures to try and resolve it
Integrate gender equality through the results and the monitoring
system
Recommend a
study
Although a study will provide us with more information, the
problems will nevertheless by present after the study has taken
place. It is just an attempt to delay the work
If it is necessary to carry out further investigations, ensure that the
most problematic or important actions are included, and that it is
undertaken as a pilot study and that if the results are solid and prove
very useful then further studies can be carried out using this one as a
basis.
Division
Refers to all the issues related with women and equality, to
people who are offically involved the subject of “women and
development”
Check properly that the issues concerned of gender equality are
directly part of their or their organisation´s work, and that they can
assist.
Symbolic
acceptance of a
women
Resolve the question symbolically by inviting a women to
partipate in a committee or in a decision making process.
If a women is placed in this role, she must be trained and supported
so that she feels motivated by the experience and that others are
motivated by her experience. She should be looking for the
opportunity and ideally not be resisting the opportunity.
Fuente: WIDE Boletín 1996:8, Algunos pasos hacia delante.

Annex 2. GENDER ANALYSIS:
Obtain disaggregated data. Organised by sex, class, religion, age...:
o REPRODUCTIVE FIELD:
o Control of the fertility of the women by the men
o Marriages (age of marriage, form of dowry, poligamy, forced marriages)
o Índex of fertility/sterilisation
o Prevention of sexually transmitted diseases
o Demographic transition: economic problems linked to the maintanence of
many descendents, different family models, female ambition, change in female
status, reduce the number of pregnancies
o HEALTH
o Life Expectancy
o Access to care, food and sanitary services
o Health and nutrition in different stages of the circle of life
o Child care and mortality
o REPRODUCTIVE HEALTH RIGHTS
o Maternal mortality
o Access to medical assistence during the pregnancy & birth
o Access to family planning/methods/cost of anti-contraceptives
o Prevention of genital mutilations
o Prevention of HIV/AIDS
o FAMILY STRUCTURE
o Poligamy
o Celibacy
o Divorces
o Proportion of women who are heads of their family
o Cohabitation between generations
o MOBILITY
o Female Migration, effects of male migration
o Proportion of female refugess in relation to male
o INVISIBLE WORK
o Unpaid work
o Share of workload and organisation of time
o ACCESS TO EMPLOYMENT
o Sexual division of work
o Income tax
o Percentage of women in different sector – agricultural, industrial, services…
types of employment
Página 27 de 41

o Opportunities linked to formation, glass ceiling, feminisation/ masculinisation
of work
o REMUNERATION
o Salaries, level of income
o Management of family finances: expenses, resources, structures of consume
o Poverty, feminisation of poverty
o Access to credit and its uses
o ACCESS TO PUBLIC LIFE
o Access to management roles
o Access as a citizen: right to vote, human rights..
o Political representation for women
o Collective organisations, property, participation in the community and civil
society
Annex 3.
MONITORING TOOL FOR THE INTEGRATION OF A GENDER
PERSPECTIVE IN THE PROJECT CYCLE2
To answer the questions raised and to continue to base and include all the
documentation written into the project – project proposal, contract of subvention, work
plans, reports, studies and diagnosis.. and add all additional documents as annexes; the
profile of gender in the area of work, matriz of the project etc….
1. CODE AND NAME OF THE PROJECT
2. OBJECTIVES AND SPECIFIC AREAS OF CONSIDERATION
3. MAP OF THE PRINCIPAL REPRESENTATIVES (Local groups, Associations,
Cooperatives, Local Authorities, Ministries, Social Organisations...)
4. DIAGNOSIS
4.1. Definition of group objective/aim:
What groups have articipated in the diagnosis? (social condition, age, ethnicity, sex,
social position – priest, mayor, NGO etc..)
How do you define the group objective of the project?
Is there a difference between specific groups of the population and those of men and
women?
Do the women form part of the beneficiary group? Directly? Indirectly? What
proportion?
Are all women acknowledged in the beneficiary groups? Including, those who live in
the countryside without land and those from “rootless”
Within the group are the women defined by age, status, marital status, ethnicity?
4.2. Methodology
What mechanisms have beeb used in the consultation? And specifically for women?
2
1. Basado en modelo utilizado por delegaciones en terreno de ACSUR Las Segovias.
Página 28 de 41

Have their hours, obligations (domestic, communal...) access, needs, restrictions been
taken into consideration at thetime of the diagnosis?
Have the women partipated actively in the discussions?
The base of information obtained is organised by:
- disaggregated by sex
- division of work
- quantity of work done by the women
- access to resources, income, land, work, services, organised information
- control of resources, income, land, work, services, organised information
- specific descriptions regarding the needs, problems and interests of the
women?
4.3. Identification of the problem
In the definition of the project, is the objective of the project the same for men and
women, or are there difference objectives for each sex?
Is any consideration given to the positions of the women in the community and their
involvement in the project – access and control of resources, workload…?
4.4. Definition of the strategy
Is the plan of participation suitable in terms of local obstacles seasons, finances,
workload…)? Do you forecast that women have the capability and possibility to
participate in an equal way to the men?
GENERAL OBJECTIVE
o Do you foresee that the project will contribute to better the equality between
men and women? How?
o Do the social, legislative and political environments allow the men and women
to partipate in order to achieve the objectives? Do the political and
institutional groups provide a support for the activities of the sector?
SPECIFIC OBJECTIVES
o The analysis of the problems in the situation specific to the women are they
related to the specific objectives of the project?
o Do the specific objectives refer to the practical needs and the strategical
interests of the women?
o Do other activities exist, either locally or nationally, that could compliment or
put in risk our project? Have links been made?
RESULTS
o The project forecast that its results will contribute to the better access and
control
3
of the women:
o The productive and economic resources (land, technlogy, credit, subsidy)
o Basic services such as health and education
o Social participation and decision making (cooperatives, maangement boards)
o Income generating activities
o Personal security (domestic and street violence, self-esteem, reproductive health,
justice)?
3
Página 29 de 41

o Has it been foreseen to contribute and/or strengthen groups, cooperatives and
women’s organisations?
o Does the political position of women and men plant a threat to the results of
the project, specifically to gender?
o Do sufficient motivation, aptitudes and capacities of organisation exist in the
core of the target group to stimulate activities that are sensitive of the
participation in gender?
 ACTIVITIES
o What activities of capacitation-formation in the project aim to assist the men
and/or women in the following;
o Leadership and organisation
o Technical abilities (agriculture, health, education, handicrafts…)
o Various abilities (reproductive health, nutrition, stitching…)
o Formal education
o Awarenes of human rights
o Gender
o Financial-business control
o Others (specify)
o Have the activities planned for the women taken into account the different
roles that take on, or that they like to take on?
o Has positive action such as child-care centres, canteens, schools nen taken into
consideration? This would allow the women to dedicate more time to other
activities?
o Through the actions directed at the women, do they find themselves
participating and promoting educational activites and working with local
organisations?
o Does the project involve the community and the men, so that responsibility
and workload of the women is reduced to allow them to participate in the
project´s activities?
o How to promote the project, so that women want to get involved in all stages
of the project?
o
 BUDGET
o Is part of the budget assigned to women and/or the promotion of gender
equality?
o What percentage represents this amount, in relation to the total?
 INDICATORS
o Does a quantative and qualitative system exist that logically shows collects the
activities, results and specific objectives planned for women and to promote
gender equality?
o Has a participative monitoring and evaluating system been established?
o Have sex-disaggregated indicators been developed that show the progress
being made against gender discrimination and the promotion of equality?
 MONITORING AND EVALUATION SYSTEM
Página 30 de 41

o Which are considered to have had a positive effect on the project, regarding
the situation of the women and the promotion of gender equality?
o increase in self-esteem
o better economical situation
o better formation
o use of family planning tools/advice
o others (specify)
o Which are considered to have had a negative effect on the project, regarding
the situation of the women and the promotion of gender equality?
o increase in domestic violence
o reduction of access to finances and goods
o increase in workload
o deterioration of health
o reduction of free time
o others (specify)
 VALUATION OF THE PARTICIPATION OF THE WOMEN
IN THE MANAGEMENT OF THE PROJECT CYCLE
o Has there been participation from the women, and to what extent?
Identification, management, Implementation, monitoring, evaluation?
 GENERAL VALUATION OF THE INSERTION OF THE
GENDER FOCUS IN THE PROJECT?
o What is the final conclusion in terms of regression or progression regarding
the women and gender equality?
o Has the project helped to increase the autonomy, independency and the
dignidad of the women?
o Has the project helped to increase the women´s decision making abilities, both
in the private and public sphere?
o Has the project helped to achieve a fairer relationship and balance of power
between the men and women?
o How would you value the overall incorporation of the gender perspective in
the project? (0-not at all integrated, 10 totally integrated)? Explain.
OBSERVATIONS:
______________________________________________________________________
______
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Annex 4.
• BASIC RECOMMENDATIONS THAT SHOULD BE CONSIDERED
DURING THE EXECUTION OF THE PROJECTS4
• All reports should have their data disaggregated for sex, Such as qualitative
information about gender relations, and the real and potential impact of the
project in this field
• The team executing the project should be measured in terms of what they have
offer the project in terms of staff and resources, that men and women form
part of the working team and that both hold positions of responsibility.
• That equal conditions for men and women are formed so that both sexes can
be active participants of the implementation of the project ensuring that, no
members of the workforce are relegated or are passive recipients in helping
and supporting
• Throughout the process of execution, conditions should be created to ensure
that appropriate and continual consultation is carried out with the female
beneficiaries as well as with the organisations and women´s networks that
already exist.
• Provide incentives to the organisations and the female beneficiaries throughout
the execution of the project, assisting them in creating a space where they can
meet and discuss issues, express their opinions and specific needs, and
supporting them in becoming involved and representing in committees that
have been created for the project.
• Analyse if there are additional tasks that the women should take responsibility
for as a consequence of the project and its objectives. This could in turn
result in an increase in their workload and less balance between them and the
men. Although for their part, the women must continue to implement co-
responsibility in all areas between themselves and men.
• Ensure that the women have control over the resources facilitated by the
project and that they are involved in all the activities developed for equal
status and opportunities as the men
• Provide incentives to the women to assist and participate in the training, taking
into consideration in the planning stage, their needs (social and family
situation) and organising solutions to meet their needs, e.g space or service to
look after the children
• In the selection criteria for the beneficiary population that we are attending
too, ensure there are general rules and regulations and that as a priority, all
those women defined as being vulnerable are given priority.
• Find, where possible and within the resources available to the project,
solucions to specific needs (health, sanitation, nutrition, housing etc) and
especially those that directly concern women, (pregnant women, breast-
feeding women, head of the family) consulting them to ensure that their
interests are also being considered and included.
4
Basado en documento elaborado en ACSUR Las Segovias.
Página 32 de 41

Annex 5.
• QUESTIONNAIRE OF VERIFICATION, INTEGRATING THE GENDER
OF FOCUS IN THE ACTIONS OF DEVELOPMENT COOPERATION
1. DIAGNOSIS & IDENTIFICATION YES NO
Does the identification of needs and interests of the target population take into
account the different and specific problems regarding women (W) and men
(M) in the community?
Has first-hand information been collected about the problems and needs
expressed by the actual women?
Have the women of the afected community and target population been
consulted in the most appropriate methods to resolve the problems identified?
Has the identification process been carried out from the gender perspective,
analysing the influential factors of gender relations and the discrimination
against women?
Have the obstacles and restrictions that may hinder the participation of the
women and the benefits that they receive from the organisation been
considered and analysed?
Have the people responisable for the identification of the actions of the
problems recieved specific training regarding the gender perspective?
2. PLANNING OF THE PROJECT
YES NO
Questions about the target beneficiaries
Does the beneficiary group/project objective consist of both M & W, each with
specific problems?
Does the project consider the needs of the women as a whole?
Does the project sustain a clear diagnosis of the roles and modes of
participation of the men and women in relation to the problem identified?
Is the strategy of invention that has been chosen, feasible for all the women of
the target group, taking into consideration their workload and family situation?
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Does the plan of the project consider and respect the use of the women´s
skills?
Is the strategy only concerned with satisfying the practical needs of the
women, or also with encouraging their participation and strengthening their
power so that they are better equipped to overcome problematic situations?
Is there sufficient motivation, attitude and capacity in the organisation of the
target group and the local community to stimulate the activities of the project
sensitive to gender and participate in them?
Have the socio-cultural characteristics of the community been considered
throughout the project and action proposals?
Questions about the objectives of the project
Do the objectives of the project indicate clearly what the benefits will be for the
men and women?
Do any of the project´s objectives consider changes in the sexual division of
the work – the sharing of tasks, opportunities and responsibilities of M & W in
the community, that promote better status for the women?
To what practical needs and strategies do the M & W of the project respond
to?
Does the project take into consideration in any of its objectives information
about habits or bad practices of the women, and reinforce good health
practices?
Questions about the administration of the project YES NO
Does the local partnership have a clear policy about how to mange the
integration and participation of the women in the development process?
Does the need exist within the local partnership to form a concious gender
perspective?
Has the team executing the project foreseen the human resources that will be
needed to monitor and evaluation from the gender perspective?
Questions about the activities and methodology of actions
What are the specific methods planned to stimulate and train the women with
the aim of particpating in the project?
Does the use of human resources for promotion and organisation anticipate
mechanisms that assure the participation of women?
Has the project considered involving the men as part of the community in the
education and implementation of the project?
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Has the time and budget needed for the gender analysis been anticipated
and/or planned?
Is the duration of the project planned, taking into consideration the problems
and needs of gender?
Does the process of monitoring and evaluation selected for this project,
identify the impact of the gender perspective on the project?
3. IMPLEMENTATION OF THE PROJECT
YES NO
In the execution process of the project are existing organisation and women´s
networks consulted with?
Are there women in the team that are responsible for the execution of the
project?
Have the women beneficiaries participated in the execution of the project?
What additional tasks with the women have to take on as a consequence of
the changes that the project is producing?
Are there mehtods to monitor the advances acheived?
4. EVALUATION OF THE PROJECT
YES NO
Have the staff responsible for the evaluation of the project received specific
training related to gender perspective?
Do the technical reports on monitioring and evaluation include quantative and
qualitative compoments of gender?
Have the women benefitted equally from the project and its actions as the
men?
What are the different impacts that the project has had on men and women?
Has the project rectified an inequality in the sharing of benefits as anticipated?
Have the women benefitted from the training and information?
Do the programmes consider the specific problems of the women?
Does the project grant control to the women?
Have changes been made regarding the habits and/or bad practices of the
women?
Have the men participated in any of the project´s activities that were related to
family or community issues?
Have the women participated in decisions regarding the type, place and action
that is to be carried out?
Do the women have individual or group influence over the management and
maintanence of any of the services that are being carried out?
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What are the long term effects of empowering them to take charge of their own
lives, understand situations and difficulties that they may be faced with and set
up collective groups to resolve problem?
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Annex 6.
o GLOSSARY5
:
• Positive Action: Strategies designed to establish equality of opportunities that
allow for change and compensation apart from the value of the differences, a
group labelled as being in poor socio-economic situations as result of social
systems and practices.
• Gender Analysis: Specific study of the differences between men and women
in the following areas; their conditions, needs, index of their access and
participation to resources and development, asset control, power to make
decisions etc based on the roles that they have traditionally done by their sex.
• Androcentrism: An ideological focus on males and men, and issues affecting
them, possibly to the detriment of non-males. The practice, conscious or
otherwise, of placing male human beings or the masculine point of view at the
center of one's view of the world and its culture and history, excluding the
contribution of women to society.
• Invisible Barriers: Attitudes as a result of the expectations, rules and
traditional values that restrict the ´growing´ of women in processes such as
decision-making, which in turn prevents them from particpating fully in
society.
• Women´s Status: Taking into consideration; their situation, poverty, lack of
education and training, excessive workload, lack of access to technology. In
short, addressing their practical needs in order to improve their status.
• Discrimination: Unfair treatment of a person or class of persons in
comparison to others, for example, because of their religious beliefs, or
because they belong to a sexual minority.
• Positive Discrimination: the provision of special opportunities in
employment, training, etc. for a disadvantaged group, such as women, ethnic
minorities, etc.
• Empowerment: Empowerment is about people taking control over their lives.
It is about people pursuing their own goals, living according to their own
values, developing self-reliance, and being able to make choices; both
individually and collectively - the decisions that affect their lives. Believing in
themselves and their capabilities, reducing their feeling or inferiority.
Empowerment is a process, which can be long and complex. For women and
men to be empowered conditions have to be created to enable them to acquire
the necessary resources, knowledge, political voice and organizational
capacity.
• Equality: Means fairness of treatment for women and men, according to their
respective needs. This may include equal treatment or treatment that is
different but which is considered equivalent in terms of rights, benefits,
5
Ver Palabras y Conceptos Clave, Mujeres en red: http://www.nodo50.0rg/mujeresred/vocabulario.html;
Guía Metodológica para integrar la perspectiva de género en proyectos y programas de desarrollo, Emakunde 1998;
La igualdad de oportunidades y la participación social de las jóvenes, Consejo de la Juventud de España, 2001
Perspectiva de Género en las ONGD vascas, 2000.
Teoría y Análisis de Género: Guía metodológica para trabajar en grupos, Asociación Mujeres Jóvenes. 2001.
Página 37 de 41

obligations and opportunities. In the development context, a gender equality
goal often requires built-in measures to compensate for the historical and
social disadvantages of women
6
.
• Stereotyping: Ideas, usually imposed by society of what is expected of men
and women in the social structure, belong to a particular group based upon
sex, race, age, ethnicity, health etc). A sexual stereotype is a concept or
image regarding the characteristics that we attribute to the other sex.
• Gender Impact Assessment: Estimation of the different effects (positive,
negative or neutral) of any policy or activity implemented to specific items in
terms of gender equality. Evaluation of various issues to analyse whether
women are affected in different ways to men, with the objective of educating
and changing them to reduce discrimination and establish equality between
men and women.
• Feminism: An attitude favoring the movement to eliminate political, social,
and professional discrimination against women. Focusing on the equality of
rights and opportunities between the sexes. Representing a different way of
understanding the world, relationships of power, social structures and the
relationship between the sexes. Social movement that demands the rights of
women, to achieve a new social organisation and a relationship system that is
base don the development of attitudes such as respect, equality, co-
responsibility and solidarity between its members.
• Feminization of poverty: Achange in the levels of poverty, biased against
women or female headed households. More specifically, it is an increase in
the difference in the levels of poverty among women and men The number of
women that suffer from poverty is higher than that of men.
• Gender: Fairness of treatment for women and men, according to their
respective needs. This may include equal treatment or treatment that is
different but which is considered equivalent in terms of rights, benefits,
obligations and opportunities. Gender is not time or culture related, it varies
constantly dependent on the ideology constructed, the customs and
economical situation of each different society. The characteristics that shape
gender are not innate but are learnt.
• Legal Equality: Equality in the eyes of the law. Equal rights and
opportunities for men and women by means of legislation.
• Gender Equality: Women and men have equal opportunities, or life chances,
to access and control socially valued goods and resources. This does not mean
that the goal is that women and men become the same, but it does mean that
we will work towards women's and men's equal life chances. Situation in
which all human beings are free to develop their personal abilities and make
decisions, without being limited by the label of traditional roles.
• Actual or Real Equality: Real and effective parity between men and women.
It is not sufficient to only change legislation regardng equality, changes need
to be made at all levels including changing of customs and structures which
encourage inequality. .
• Equal opportunities between men and women: The right to equivalent
opportunities for men and women in employment and society. Although they
6
Ver CCIC-Match. Dos mitades forman una unidad. El Equilibro de género en los procesos de desarrollo. Traducido
por UICN. San José, Costa Rica. 1994. En Olmeda, Amparo e Isabel Frutos, 2001.
Página 38 de 41

may be involved in different areas (economical, political, social work,
decision making) and activities (education, training and employment), they
are always based on equality.
• Invisibleness: What cannot be seen or should not be seen. The androcentric
view of the world, in different cultural, social and historical moments, where
women´s presence was not permitted.
• Gender Mainstreaming: Political focus thats objective is the integration of
women “in all the respective situations, priorities and needs of women and
men in all policies and with a view to promoting equality between women and
men and mobilising all general policies and measures specifically for the
purpose of achieving equality by actively and openly taking into account, at
the planning stage, their effects on the respective situations of women and
men in implementation, monitoring and evaluation.” The main objective is to
better the social and economical position of women.
• Practical Needs of Gender: Relative to the conditions of the material life of a
population. The lack or shortage of materials or the dissatifaction of the basic
needs associated with survival. Short term actions and easily identifiable
needs, such as the provision of water, health, steady income to maintain
home, family and basic services, food for family etc.
• Necessary Strategies of Gender: This is based on an analysis of the
subordination of women in society. When this is challenged, this is when the
transformation of the sexual division work will take place. Relative to the
men and women´s place in society. Seek to establish gender equality between
men and women. Including: co-reponsibility of domestic and care work, the
elimination of institutional discrimination, abolishment of the sexual division
of work, control of resources, autonomy…
• Patriarchy: Is the structuring of society on the basis of family units, where
fathers have primary responsibility for the welfare of, hence authority over,
their families. The concept of patriarchy is often used, by extension to refer
to the expectation that men take primary responsibility for the welfare of the
community as a whole.The feminine form of patriarchy is matriarchy. Order
of power, mode of masculine domination, the supremacy of all masculine
over feminine. The men, as directors and owners of the world7
.
• Gender Focus: Take into consideration and pay attention to the differences
between men and women in any activity or environment. Contribute to make
the relationships of power and subordination visible. Understand the causes
that find and produce differences, recognise that relationships of inequality
exist, as do oppression and injustice in generic organisations in society
8
.
Institutional agreement to modify the condition and position of women and
achieve a sex-gender system that is more equal, fair and solid.
• Position of Women: Socio-economical characteristics that set the material
level of life, determining the discrimination of women, in relation to men.
• Gender relations: Ways in which culture defines the rights, responsibilities
and identities of women in relation to men.
• Gender roles: Behaviours, attitudes and social values established for each of
the sexes.
7
Lagarde, M. La regulación social del género: el género como filtro de poder. CNP. México, 1994.
8
Lagarde, M. 1995.
Página 39 de 41

• Sexism: Mixture of all and everyone of the methods employed in the heart of
patriarachy. Masculinity maintaining the power and exploiting, making
inferior and subordinating the other sex, the feminine. Sexism takes place in
all environments and human relations. The repression of the female sexuality
and the equal division of work for both sexes are two of the most important
manifestations of sexism.
9
• Sex: In the human species, different biology (anatomy and physiology)
between men and women, are universal and coincide in all time and culture.
• Gender System: Together the socio-economical and political structure that
maintain and perpetuate the traditional roles attributed to men and women.
• Gender mainstreaming: Integrate the perspective of gender together with
policies. Integrate systematically the systems, priorities and respective needs
of men and women. With the view to promote equality between the sexes and
bring about change with the specific aim of achieving equality.
Annex 7.
o RECOMMENDED BIBLIOGRAPHY:
 ACSUR Las Segovias, Género en la Cooperación al Desarrollo: una mirada a la
desigualdad. Giulia Tamayo, Ana Delso, Irene López. Natalia Navarro, Ana Lydia Fdez-
Layos.
 Aguilar, Lorena, Gustavo Briceño, Ilsie Valenciano. Quien Busca... Encuentra:
Elaborando Diagnósticos Participativos Con Enfoque De Género. Unión Mundial Para la
Naturaleza. Fundación Arias para la paz y el progreso humano, Costa Rica, Febrero 1999.
 Aguilar, Lorena. Unión Mundial para la Naturaleza. Lo que comienza bien termina
mejor: elaboración de propuestas con enfoque de género. Fundación Arias para la Paz y el
Progreso Humano. San José. CR. 1998.
 Álvarez Álvarez, Paloma. 2001. Generando Igualdad. Guía para la incorporación
del enfoque de género en actuaciones y programas. Ayuntamiento de Vitoria.
Diputación Foral de Álava.
 Barrig M. Y A. Wehkamp, 1994. Sin Morir en el intento. Experiencias de
Planificación de género en el Desarrollo. Novib / Entre Mujeres, Lima.
 Carballo, Marta. Género y Desarrollo, el camino hacia la equidad, 2006.
 Cruz, C. 1998.Guía metodológica para integrar la perspectiva de género en
proyectos y programas de desarrollo. Emakunde-Instituto Vasco de la Mujer.
 CCIC-Match. Dos Mitades Forman Una Unidad. El Equilibro De Género En Los
Procesos De Desarrollo. Traducido por UICN. San José, Costa Rica. 1994. En
Olmeda, Amparo e Isabel Frutos, 2001.
 Comisión Europea; Guía para la evaluación del impacto en función del género,
1998.
9
Sau, Victoria. Diccionario Ideológico Feminista. Icaria. 1990.
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 Emakunde, 1998. Guía Metodológica para integrar la perspectiva de género en
proyectos y programas de desarrollo, Emakunde y Secretaría General de Acción
Exterior (dirección de cooperación al Desarrollo), Gobierno Vasco, Vitoria.
 Kabeer, Naila. “Género, Desarrollo Y Capacitación: Aumentar La Concienciación
En El Proceso De Planificación”. (www.developmentinpractice.org).
 Likadi. 2004. Indicadores de Género. Guía Práctica. Instituto Andaluz de la Mujer.
 Moser, C., 1995. Planificación de Género y Desarrollo. Teoría Práctica y
Capacitación. Entre Mujeres y Ediciones Flora Tristán, Perú.
 Olmeda Valle, Amparo e Isabel Frutos Frutos, Teoría y Análisis de Género. Guía
Metodológica para trabajar con grupos. Asociación Mujeres Jóvenes, Madrid, 2001.
 Rodríguez G., Narda Meléndez, Emma Velásquez y María Cecilia Fuentes, Módulo
4:Tomándole el pulso al género, sistemas de monitoreo y evaluación sensibles a
género. Unión Mundial para la Naturaleza. Fundación Arias Para la Paz y el
Progreso Humano, Costa Rica 1999.
 Ruiz Bravo, Planificación De Género Y Desarrollo: Teoría, Práctica y Capacitación.
1994.
 Ruiz Bravo López, Patricia y Maruja Barrig. Lineamientos Metodológicos para la
incorporación del enfoque de género en el seguimiento y evaluación de proyectos.
 Sierra Leguina, Beatriz, “Criterios para la Evaluación con perspectiva de género,
Revista española de Desarrollo y Cooperación” nº 6, Año 2000, pp. 95-112.
 Sojo, Diana, Beatriz Sierra e Irene López, Salud y Género, Guía Práctica Para
Profesionales de Cooperación. Médicos del Mundo, 2002.
Página 41 de 41

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