GAD Training Manual Final PDF

Harmonized Gender and
Development Guidelines
for Project Development,
Implementation, and
Monitoring and Evaluation
TRAINING MANUAL
National Economic and Development Authority
National Economic and Development Authority

Pasig City
November 2007
Consultant: Jeanne Frances I. Illo
This training manual was prepared and printed under a technical assistance grant from the Asian
Development Bank (ADB). However, the content is that of the National Economic and Development
Authority and does not necessarily reflect the views of the ADB, or the governments it represents.
PREFACE
In 2005, the National Economic and Development Authority (NEDA) realized that to promote the use of
the Harmonized Gender and Development Guidelines by Philippine government agencies, non-government
organizations (NGOs), and our academic partners, a purposeful capacity development campaign was
needed. The World Bank was a major ally in this endeavor, having funded a training session for officials
and technical staff of the NEDA central office and a number of NEDA regional officials and personnel.
The World Bank also supported several learning sessions for the members of the Official Development
Assistance Gender and Development (ODA-GAD) Network.
In 2006, the Asian Development Bank (ADB) stepped in and supported the training of trainers (TOT)
from national government agencies, NEDA central and regional offices, regional line agencies, NGOs and
representatives from the academe. In all, five trainings were conducted, including one in January 2007 that
was designed exclusively for the National Commission on the Role of Filipino Women (NCRFW). The
expectation was that the TOT participants from national government agencies will roll out the training
in their own agency. In the case of the regional participants, they were expected to roll out the training
to local government units and other agencies in the region. With this training manual, NEDA hopes to
assist groups that intend to run application, mentoring, or orientation sessions on the harmonized GAD
guidelines.
The training manual is based not only on the training of trainers, but also on the innovations that TOT
participants have introduced on the TOT design. These innovations have enhanced the relevance and
usefulness of the training on the harmonized GAD guidelines. The training manual, therefore, captures
the best of the experiences of designing and running a training workshop, from the TOT program in 2006
and early 2007, to the most recent in Region VI in October 2007.
Many individuals have contributed to the conceptualization and implementation of the TOT and the followup training workshops. Four people, however, play pivotal roles in getting the ADB technical assistance
project off and running. Allan O. Millar and Rhoda A. Tiongson, both formerly of NEDA, shepherded
the project from the beginning until their departure in April 2007. Allie N. Cortez, who inherited the
project, coordinated the re-echo trainings by two national agencies (Department of Environment and
Natural Resources and Department of Health), and several NEDA regional offices and regional training
teams. The fourth person embodies the knowledge of and passion for the harmonized GAD guidelines:
Jeanne Frances I. Illo. She is not only the ADB technical assistance consultant, but is also a member of
the ODA-GAD Network and, more importantly, a friend and ally of NEDA in the campaign to get more
and more people and agencies apply the guidelines in their development work. To these individuals and the
growing group of advocates and trainers who have contributed directly or indirectly to the preparation of
this training manual, thank you.
ERLINDA M. CAPONES
Director, Social Development Staff
NEDA
CONTENTS
PREFACE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iii
List of Boxes and Handouts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
List of Notes to the Training Team . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vi

BACKGROUND . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Preparatory gender sensitivity training session . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
The workshop on the harmonized GAD guidelines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1
1
2
INTRODUCTORY MODULE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Welcome remarks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Activity 1: Introductions and setting of ground rules . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Activity 2: Expectations check . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Activity 3: Presentation of the training or session design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Activity 4: Introduction to the harmonized GAD guidelines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5
5
6
7
8
8
MODULE ONE: GAD Guidelines for Project Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Session 1: Presentation of the GAD checklists . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Session 2: Application of the checklists (practice session A) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
11
11
12
25
MODULE TWO: GAD Guidelines for Project Management and Implementation . . . . . . . . . . . . . . . .

Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Session 1: Presentation of the GAD checklist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Session 2: Application of the checklist (practice session B) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
29
29
29
32
MODULE THREE: GAD Guidelines for Project Monitoring and Evaluation . . . . . . . . . . . . . . . . . .

Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Session 1: Presentation of the GAD checklist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Session 2: Application of the checklist (practice session C) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
35
35
35
38
MODULE FOUR: RE-ENTRY PLANNING . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Objectives and outputs
..............................................................
Activity 1: Presentation of agency or office plans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Activity 2: Consolidation of plans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
43
43
43
44
PARTIAL LIST OF TRAINING RESOURCE MATERIALS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
iv
LIST OF BOXES AND HANDOUTS

Boxes
1 Basic GAD orientation program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2 Content and process flow . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3 Learning model . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4 Design of the introductory session . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5 Sample questions that can be raised during the session . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
6 Design of module 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
7 Important elements of a gender-responsive project design . . . . . . . . . . . . . . . . . . . . . . . . . . . .
8 Design of module 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
9 Sample gender issues in organizations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
10 Design of module 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
11 Key elements of a gender-responsive M&E . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1
2
3
5
9
11
14
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Handouts
1 Introduction to the harmonized GAD guidelines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2 Combined generic checklists for project identification and design . . . . . . . . . . . . . . . . . . . . . .
3 Logical framework analysis or project planning matrix . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4 Suggested key questions in engendering the logical framework analysis . . . . . . . . . . . . . . . . . .
5 Basic gender analysis concepts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
6 The Bulolakaw case . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
7 Practice session A workshop instructions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
8 Practice session B: Fish-bowl or role-play instructions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
9 Practice session C: Enhancing M&E indicators . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
9
15
17
18
20
22
26
32
39
List of Notes to the Training Team and Materials in the CD-ROM

Notes
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
Focus of the welcome address . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Mandates for the harmonized GAD guidelines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Rights and rules . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
How to process expectations . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Objectives and contents of the harmonized GAD guidelines . . . . . . . . . . . . . . . . . . . . . . . . . . .
Project cycle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Discussion on the basic concepts and tools of gender analysis . . . . . . . . . . . . . . . . . . . . . . . . . .
How to run a gender analysis session through buzz groups . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Sample results of the gender analysis of the Bulolakaw case . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Preparing for practice session A . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Managing the workshop group . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Commenting on workshop group outputs . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . .
Scheduling of GAD mainstreaming inputs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Handling practice session B . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Sample summary of discussion of observations of the skits . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Drawing out issues and principles of gender-sensitive monitoring of
project management and implementation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Alternatives for handling the GAD checklist for M&E . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Tips on GAD indicators . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
What practice session C is all about . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Tips on how to assess M&E workshop outputs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Sample outputs of practice session C, with comments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Preparing for the training or practice session . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Tips for running practice sessions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .
CD-ROM materials
Power point presentations
Presentation 1 (Workshop design)
Presentation 2 (Background of the harmonized GAD guidelines)
Presentation 3a (Project design checklists)
Presentation 3b (Concepts and tools of gender analysis)
Presentation 4 (Key concepts in gender mainstreaming)
Presentation 5 (Project management, implementation and M&E)
Presentation 6 (Monitoring indicators)
Cases for practice session A
Multi-component agrarian reform project
Health sector reform
Sewerage
Rural micro-enterprise promotion
Practice session instructions
vi
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7
8
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22
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BACKGROUND
In the Philippines, projects are considered to have quality at entry for gender and development (GAD)
when they conform to the standards of sensitivity to the gender dimension of the development problem
they seek to address. In 2004, the National Economic and Development Authority (NEDA), the National
Commission on the Role of Filipino Women (NCRFW), and the Official Development Assistance Gender
and Development (ODA-GAD) Network together developed the Harmonized Gender and Development
Guidelines for Project Development, Implementation, Monitoring and Evaluation. Launched by the President in 2005,
the guidelines provide Philippine government agencies and ODA donors a common set of analytical
concepts and tools to ensure that gender concerns are fully mainstreamed in the project cycle.
In 2006 and 2007, the NEDA Social Development Staff implemented the component on Improving Project
Quality at Entry (Gender) as part of the technical assistance of the Asian Development Bank (ADB) to the
Government of the Philippines for Harmonization and Managing for Results. To realize the overall goal of
improving the gender-responsiveness of project proposals at the national and sub-national levels, NEDA
organized a series of training of trainers and users of the guidelines in government agencies and other
selected stakeholders. This training manual is based on the experiences from these training sessions.
PREPARATORY GENDER SENSITIVITY TRAINING SESSION
In many agencies or organizations, the training or mentoring session on the harmonized GAD guidelines
has to be preceded by a GAD orientation-cum-gender sensitivity training (GST) session. This is because
most planning, monitoring and evaluation (M&E), and other technical staff who need to be oriented on
the guidelines have little or no background on the basic GAD concepts. Since the guidelines require gender
analysis of the development problem and the project design, participants in the sessions on the guidelines
should have an operational knowledge of the concepts and tools of gender analysis.
Depending on the objectives of the GAD orientation or GST, it can be designed to run for an hour, half
a day, a day, or several days. For the purposes of the training or mentoring session on the harmonized
guidelines, however, a one-day program can be effective (see box 1). The training team is advised to check
on GST materials from the NCRFW (see list of materials at the end of this manual).
Box 1. Basic GAD orientation program
Session 1: GAD efforts at the agency (120 minutes)

Lecture-discussion on the concepts and principles of gender mainstreaming
Review of GAD efforts and results
Session 2: Basic gender concepts (120 minutes)

Inputs and exercises on sex and gender, and other basic GAD concepts
Inputs on characteristics of gender and manifestations of gender bias
Session 3: Gender issues in the sector (240 minutes)

Presentation of statistics and research results on the GAD situation in the sector
Short exercises to identify gender issues in the sector
Harmonized GAD Guidelines Training Manual 1
THE WORKSHOP ON THE HARMONIZED GAD GUIDELINES

Objectives and Expected Results
A training session on the guidelines can be designed to produce two sets of capacities:
Capacity to apply the guidelines in target agencies, which will help improve project quality and
mainstream GAD concerns in development programs and projects; and
Capacity to train other users through a formal training or mentoring activity.
Modules, Methodology, and Materials
Modules
A full training program can run for two to three days. It can cover five modules, as follows:
Introductory session, which includes welcome remarks, introductions of the training team and
participants, presentation of the training objectives, and introduction to the GAD guidelines.
Module 1, covering the GAD guidelines for project development and design
Module 2, focusing on the GAD guidelines for project management and implementation
Module 3, pertaining to the GAD guidelines for project monitoring and evaluation
Module 4, focusing on planning re-entry activities, including organizing practice sessions
The training program, however, need not cover all five modules. The coverage can be more limited.
For practice sessions that will be held in the agency, the most relevant modules are the introductory
session and Modules 1 to 3.
When working with project proposals, the training team can focus on the introductory session and
Module 1.
When working with ongoing projects and ascertaining the gender responsiveness of their project
management, implementation, and monitoring and evaluation, the team can focus on the introductory
session, and Modules 2 and 3.
Regardless of the objective of the training program, it will have to include an introduction of the participants
to the guidelines, a discussion of GAD concepts and gender analysis questions that will help the participants
apply the checklist, and a practice session. This flow is captured in box 2, below.
Box 2. Content and process flow

Introduction to
the sections of the
harmonized GAD
guidelines
GAD concepts and

questions relevant to
the checklist
Application of the guidelines to

Project planning and design
Project management
Project monitoring and evaluation
Methodology
The workshop is guided by an experiential learning model, such as that suggested by the results of
the Training Needs Assessment (TNA) that NEDA conducted with agencies and potential workshop
participants in 2006. The model values the participants knowledge and skills and seeks to enhance these
by providing theoretical inputs and offering as much hands-on practice as possible (see box 3). Designed
as a training of mentors or trainers in development agencies, the workshop assumes that the participants
have attended or participated in gender sensitivity sessions and are aware of the basic principles of GAD
mainstreaming. Should this assumption not hold true, the workshop design should be revised to include a
preparatory module that will equip the participants with basic gender concepts and issues in development
and organizations.
Box 3. Learning model
Experiences
and stock
knowledge
Theoretical
inputs
Project
case materials
and application
instructions
Practice
Enhanced knowledge and skills in the GAD guidelines

The experiential learning model requires a methodology that puts together lecture-discussions, different
structured learning exercises, and group critiquing. Specifically, the training or practice session will make
use of the following strategies:
Lecture-discussion
Small discussion groups: dyads, buzz groups, working groups
Fish-bowl exercise or role playing
Report back in plenary sessions
Peer critiquing
Materials
A workshop on the harmonized GAD guidelines can utilize three types of materials, as follows:
The Harmonized Gender and Development Guidelines is the main reference material for the training.
A copy of the revised guidelines is available from the guidelines section of the NEDA website,
www.neda.gov.ph/references.asp. The revised version consists of several files, namely: the main text,
including Box 7, which is the summary checklist, and the guide to the administration of the checklist
in Appendix B; separate files for the sector-specific guidelines; and a separate file for the checklists
for project management, and monitoring and evaluation. Members of the training team can take
turns presenting the relevant parts of the guidelines in Modules 1 to 3, using the presentations that
are found in the CD-ROM that comes with this manual. These can also be downloaded from the
NEDA website.
The application sessions serve as the centerpiece of the workshop. The training team should prepare
the application exercise cases or documents and the instructions that will guide the participants in
applying the checklists and analyzing the results. Sample sets of instructions are provided in Modules
1 to 3 of the manual, and in the CD-ROM accompanying this manual.
For sessions focusing on proposed projects, the application exercise can use either live project
proposals or abbreviated version of proposals. The assessment of the actual proposal will produce the
GAD rating for the proposed project and identify areas that can be improved, while the abbreviated
version (a project case), being much shorter, will be useful as practice material. The choice of
project document will depend on what the training team aims to accomplish during the training or
mentoring session.
INTRODUCTORY MODULE
The training will start with the welcome remarks of the sponsoring organization. As evident in the session
design in box 4, it will be followed by a two-part introductory session that will (1) allow participants to know
each other, agree on some ground rules as well as share their expectations; and (2) provide an overview of
the training and an introduction to the harmonized guidelines.
Box 4. Design of the introductory session
Welcome (maximum of 30 minutes)
Heads of agencies that are sponsoring the workshop to give welcome remarks
The head of the lead agency or her/his representative to provide a background of the workshop.
A member of the training team to present a brief background of the development and application of the
Harmonized Gender and Development Guidelines
Activity 1: Introductions by the participants and setting of ground rules (maximum of 30 minutes)
Participants to form dyads or bigger groups and each participant to give her/his name, office, functions,
and responsibilities that are relevant to the promotion or application of the guidelines
Each group to also discuss the ground rules that they wish to be observed during the workshop
Activity 2: Expectations check (maximum of 30 minutes)
Participants to form groups and discuss their expectations from the workshop with respect to content,
process, and result
Facilitator to organize or classify the responses
Activity 3: Presentation of the training design (maximum of 10 minutes)
A member of the training team to present the training or practice session design
Activity 4: Introduction to the Harmonized Gender and Development Guidelines (maximum of 20 minutes)
A member of the training team to go through the objectives and contents, context, features, and applications
of the guidelines
Total time: 120 minutes
WELCOME REMARKS
The welcome session can involve one or two officials from the agency or agencies sponsoring or
convening the training or mentoring activity (see Note to the Training Team, or simple, note, #1). In
their welcome remarks, they should locate the activity in the ongoing drive of the Philippine government
and the donor community to improve the quality of projects and programs at entry, and connect it to
the harmonization objective of the 2005 Paris Declaration, and to the promotion of gender equality and
womens empowerment. One of the speakers can also mention the series of training of trainers on the
guidelines that NEDA organized from October 2006 to January 2007, and the roll out of the training at
the agency and regional levels.
Note to the Training Team No. 1: Focus of the welcome address

The welcome address or addresses can cover the following points:
The desire of the agencies involved in the activity to enhance the quality of proposed projects by
ensuring that these address the gender issues or dimension of the development problems they seek to
solve;
The Philippine government commitment to gender equality and womens empowerment, as articulated
in the Framework Plan for Women, and the agencies gender and development (GAD) plans;
A timeline of the development and dissemination of the Harmonized Gender and Development
Guidelines; and
The training or mentoring activity as part of a Philippine government initiative, with support from the
Asian Development Bank, to disseminate and promote the application of the guidelines.
An agency official or a training team member will present the timeline of the development of the guidelines
and the various efforts to promote its use by the Philippine government and the donor community (see note
#2). The training team can refer to the handout for the timeline of the development of the guidelines.
Note to the Training Team No. 2: Mandates for the harmonized GAD guidelines
1. Philippine laws or policies. The guidelines respond to Republic Act (RA) No. 7192, or the Women in Development
and Nation Building Act of 1989, which requires that a substantial portion of official development
assistance funds received from foreign governments and multilateral agencies and organizations shall be
set aside and utilized by the agencies concerned to support programs and activities for women. The
guidelines also support the implementation of the Philippine Plan for Gender-Responsive Development
(PPGD) and the Framework Plan for Women (FPW).
2. Donor GAD policies. The guidelines are harmonized with the GAD policies of various multilateral and
bilateral ODA donors.
3. Endorsement by the Philippine Development Forum. In line with the harmonization focus of the Paris Declaration
of 2005, the Philippine Development Forum, a periodic gathering of officials of the Philippine government
and ODA donors, has endorsed the use of the harmonized GAD guidelines by donors and the Philippine
government.
ACTIVITY 1: INTRODUCTIONS AND SETTING OF GROUND RULES

Purpose
For participants to introduce themselves and discuss rules that they want respected or upheld
during the training or mentoring activity
Timing
Maximum of 30 minutes (depending on the number of participants and how well they already
know each other)
Process
Divide the participants into dyads (groups of two); instruct each person in the dyad to introduce
herself/himself to the other (at least, name and nickname, office or agency, functions or areas
of responsibility, and how the activity will affect the way s/he will discharge her/his duties
in the future, and GAD training activities attended) and to describe what rules s/he wants to
be observed during the training or mentoring activity; the dyad members will then take turns
introducing each other to the bigger group.
After the round of introductions, the facilitator will ask each dyad/group what rules they want
to be respected. The facilitator writes these on the board, and classifies and summarizes the
responses. The usual rules are: (1) start and finish on time, (2) listen actively and do not engage
in side conversations, and (3) switch off cell phones or at least keep the phones on silent mode.
Note #3 helps the training team situate the ground rules in terms of rights of participants and
trainers.
Note to the Training Team No. 3: Rights and rules
The training workshop on the harmonized GAD guidelines can only be effective if the participants respect
each others rights. Some of these key rights include:
Equality: Everyone participates on an equal basis.
Participation: Everyone participates as fully as possible; participants and trainers may revise any part of the
program if it does not meet the participants needs.
Expression of views: Participants can say what they think and have their opinions respected by others.
Leisure: Participants are entitled to breaks and free time in the evening.
ACTIVITY 2: EXPECTATIONS CHECK

Purpose
For participants to share their expectations of the training or mentoring activity
Timing
Maximum of 30 minutes
Materials
Meta cards, whiteboard, pen markers
Process
Get the participants to discuss their expectations of the activity in small groups.
1. Divide the participants into groups of four or per table (if seated in several tables).
2. Ask each group to discuss what it wants to gain from the training.
3. Give each group felt-tipped pens and meta cards (half of letter-sized heavy paper) on which
to write their answers. Remind the participants to write no more than 3 to 6 words per card,
and to use big, bold letters.
4. After 10 minutes of group work, ask one group to present its expectations. Then ask other
groups whether they have the same or similar expectations from the workshop. Cards
with similar expectations should be pinned together, while a different expectation should
be pinned on a different column. The number of columns usually signify the number of
expectations of the participants. See note #4 for tips on processing expectations.
Note to the Training Team No. 4: How to process expectations

While a group is sharing its expectations, the facilitator can collect and post the cards on the board. After all
the groups have reported, the facilitator summarizes the key responses, pointing out:
1. Commonly expressed expected gains, which can be clustered into expected individual and collective gains
(intellectual, social, and physical).
2. Rights come with responsibilities and obligations. By taking responsibility, participants are able to exercise
their rights to participate fully.
ACTIVITY 3: PRESENTATION OF THE TRAINING OR SESSION DESIGN

Purpose
For participants to validate the design of the training or practice session
Timing
10 minutes
Materials
Presentation material either in electronic file (Word or PowerPoint), acetate, or Manila paper;
computer and LCD projector, overhead projector (OHP), or board on which to pin the Manila
papers
Process
A member of the training team will present the design that the team has prepared. The
presentation will cover the following: (1) objectives of the workshop or practice session, (2)
modules or main sessions and activities, and (3) planned flow of the training program. The
training team can refer to the background section of this manual for guidance. The team can also
use presentation 1 in the CD-ROM that comes with this manual.
ACTIVITY 4: INTRODUCTION TO THE HARMONIZED GAD GUIDELINES

Purpose
For participants to appreciate the objectives of the guidelines, its context in Philippine
government policy and ODA community commitments, and its various applications
Timing
20 minutes
Materials
Presentation material either in electronic file (Word or PowerPoint), acetate, or Manila paper;
computer and LCD projector, overhead projector, or board on which to pin the Manila
papers
Process
A member of the training team will introduce the guidelines. The presentation will cover the
following information: (1) objectives (see note #5); (2) contents, contexts and features, and the
gender equality and womens empowerment framework; and (3) applications. The presentation
can be patterned after presentation 2 in the CD-ROM that comes with this manual.
The presenter can entertain questions during or at the end of the presentation. Box 5, below,
offers some frequently asked questions raised in previous sessions. Mastering the Harmonized
Gender and Development Guidelines can help the training team answer the questions that
participants might ask during the training or mentoring session.
Note to the Training Team No. 5: Objectives and contents of the harmonized GAD guidelines
The objectives of the harmonized guidelines are: (1) to provide ODA donors, NEDA and other Philippine
government agencies, and development practitioners with a common set of analytical concepts and tools to
integrate gender concerns into development programs and projects; and (2) to help achieve gender equality in
and empower women through projects and programs.
The guidelines consist of three sets of checklists. The first set pertains to project or program development,
from problem identification through design. This set includes generic checklists, such as the summary checklist
(or box 7), in Part 1; and 11 sector-specific checklists, which constitute Part 2. The second and third sets are
found in Part 3. The second (box 16) is a GAD checklist for project management, while the third (box 17) is
relevant to monitoring and evaluation. Each checklist comes with a set of instructions on how to accomplish it.
The guidelines are useful to project or program planners and designers as well as to agencies that evaluate
project proposals, as in the case of NEDA and ODA donors.
Box 5. Sample questions that can be raised during the session

Question: How does the harmonized GAD guidelines relate to guidelines for project development and/or project
monitoring and evaluation currently used by agencies?
Possible answer: The development of the various checklists in the harmonized guidelines took into account
existing checklists or guidelines used by the Philippine government and major donor agencies. NEDA project
development manuals refer manual users to the harmonized GAD guidelines.
Question: Why should the agency use the guidelines?
Possible answer: The guidelines can help improve the quality of projects at entry. Moreover, most ODA donors and the
Philippine President endorsed the guidelines during its launching in early 2005. In this connection, the NEDA Director
General has issued several memoranda to government agencies to facilitate its application by these agencies.
Question: Why are the guidelines called gender and development guidelines when the focus is womens
empowerment?
Possible answer: The guidelines promote gender equality AND womens empowerment, which is consistent with
the Philippine GAD policy and the gender policies of many donor agencies operating in the Philippines.
Question: Can agencies revise the checklist to fit their needs better?
Possible answer: The checklists contain a specific number of elements, each of which has assigned scores. For
instance, there are ten elements in the project design checklists (box 7 and the sector-specific checklists). These
cannot be changed. What can be revisedeither expanded or rephrasedare the questions that need to be
answered under each element.
Question: The gender analysis at the project identification and project design phases seeks to identify gender issues
that a project needs to address. What are the usual gender issues that emerge from a gender analysis of projects?
Possible answer: While there are generic or general types of gender issues (such as womens multiple burden,
invisibility of their contribution, subordinated status to men), the analysis should deal with specific gender
issues that are relevant to the proposed project. The sector-specific checklists provide examples of gender issues
that have been found to be pertinent to the sector.
Handout No. 1
Introduction to the Harmonized GAD Guidelines

WHY THE HARMONIZED GUIDELINES
Proliferation of GAD guidelines
- Different frameworks: women in development (WID), gender equity, gender equality, womens empowerment
- Different donor requirements
Evolving policy environment for ODA
- Philippine legislation related to GAD (RA7192, other Philippine laws on ODA)
- Agreements and declarations of the Development Assistance Committee of the Organization for Economic
Cooperation and Development (DAC/OECD)
- Philippine Development Forums interest in ODA reporting vis--vis RA 7192
- Policies of individual donors
Need for simplification and coherence
- OECD Paris Declaration of 2005, which enjoins donors to harmonize their processes and procedures with
partner (recipient countries)
- Joint efforts of NEDA, ODA GAD Network and NCRFW, which predate the Paris Declaration
STEPS TAKEN
1. Development of the guidelines (September 2003-February 2004)
Sponsors: initiated by the Canadian International Development Agency (CIDA) and the United Nations
Development Fund for Women (UNIFEM) in the ODA GAD Network; funding by the United Nations
Development Programme (UNDP)
Oversight by NEDA and the ODA GAD Network
Hiring of a consultant who reviewed the GAD guidelines and checklists used by donors and those used
by the Philippine government, adopted the Philippine GAD framework as basis for harmonizing the
guidelines, crafted the generic guidelines and a set of sector-specific guidelines (based on NEDA and the
Networks selected sectors), and incorporated comments into the final version of the document
2. Validation of the guidelines
Circulation of drafts of the guidelines among the NEDA regional offices (NROs) and ODA donors
(November-December 2003)
Validation workshop involving ODA donors, NEDA, NCRFW, and key line agencies (February 2004)
Continuing validation during workshops on the guidelines (November 2004, June 2005, October 2005)
3. Revision of the guidelines (October 2006 to November 2007)
Discussions in various training workshops of possible revisions to make the guidelines more user-friendly
(June 2005 to January 2007)
Incorporation of suggested revisions (December 2006 to May 2007)
Testing of revised checklists (January 2007 to October 2007)
4. Dissemination (beginning in January 2005)
Printing of the first 2000 copies, with funding from ADB
Uploading of the guidelines in the NEDA website; also uploaded in the NCRFW and donor websites
(CIDA through the Philippines-Canada Cooperation Office [PCCO])
Orientation sessions by a few NROs and donors
Printing of additional copies for use in workshops by the World Bank and other donors
Printing of 2000 copies of the revised guidelines, again funded by ADB
5. Capacity development (June 2005 to October 2007)
Orientation sessions: NEDA, ODA GAD Network, NRO, CIDA, various groups
Application workshops: NEDA; donors for their technical staff (International Labor Organization [ILO]
and United Nations Childrens Fund) and partners (ILO, World Bank)
Training of trainers: NEDA, NCRFW, other Philippine agencies
6. Utilization
Preparation of project designs by proponent agencies
Preparation of project documents by donors
Assessment of proposals by NEDA technical staff
Assessment of proposals by donors
Monitoring by donors of the management and implementation of projects
Evaluation of project results
7. Monitoring and evaluation
Implementing agencies
NEDA
Donors
Philippine Development Forum
MODULE ONE: GAD GUIDELINES FOR

PROJECT DEVELOPMENT
The first module of the workshop proper focuses on Parts I and II of the Harmonized Gender and
Development Guidelines. It has two major segments: the discussion of the relevant checklists, and the
application of the checklists to project cases or documents. This set-up is reflected in the module design
(see box 6).
Box 6. Design of module 1
Session 1: Presentation of the GAD checklists (150 minutes)
Activity 1: Discussion in plenary of the ten elements of a gender-responsive project or program design
and how these are reflected in generic GAD checklists of the harmonized GAD guidelines (30
minutes)
Activity 2: Identification of gender issues (maximum of 90 minutes)
Discussion of the concepts, uses and tools of gender analysis
Buzz groups to identify gender issues using a short case
Processing of group outputs in plenary
Activity 3: Presentation of a sample sector-specific checklist (maximum of 30 minutes)
Session 2: Application of the project development checklists on cases or project documents
(210 minutes)
Activity 1: Workshop in small groups to work on project cases or documents (150 minutes)
Activity 2: Processing of workshop outputs in plenary (60 minutes)
Total time: Minimum of 360 minutes
OBJECTIVES
Module 1 is designed to introduce the participants to the GAD checklists and enable them to apply relevant
checklists for problem identification and project planning and design. Specifically, the module aims to
develop among the participants the following:
1. Knowledge in the requirements of a gender-responsive project design and the various GAD checklists
that are applicable at the project development stage;
2. Appreciation of the importance of gender analysis and skills in identifying gender issues and designing
strategies to address these issues; and
3. Skills in the application of the checklists to project cases or documents.
SESSION 1: PRESENTATION OF THE GAD CHECKLISTS

Purpose
This is intended to introduce the participants to the ten requirements of a gender-responsive

project or program design, and to the generic and sector-specific project development GAD
checklists.
Timing
Total of 150 minutes: (1) 30 minutes lecture-discussion on the generic checklists, (2) 90 minutes
in gender analysis and identification of gender issues, and (3) 30 minutes discussion of the
general content of sector-specific checklists and a more detailed presentation of a sample
sector-specific checklist
ACTIVITY 1: PRESENTATION OF THE GENERIC GAD CHECKLISTS

Purpose
This activity aims to acquaint the participants with the general GAD checklists for problem
identification and project design, and the summary generic GAD checklist for project
development.
Timing
30 minutes
Materials
Presentation material in electronic file (Word or PowerPoint), computer and LCD projector;
or acetate and overhead projector; or Manila paper and board on which to pin the Manila
papers; and handouts.
Process
A member of the training team will introduce the guidelines for project development. The
presentation will cover the following information: (1) the NEDA project development cycle, (2)
the ten elements or requirements of a gender-responsive project or program (see box 7, below),
(3) general gender analysis questions that will be elaborated in Activity 2 of Session 1, (4) generic
GAD checklists for project identification and project design (handout 2) as well as the summary
checklist for project proposal evaluation, (5) instructions for accomplishing the checklists, and
(6) guide for interpreting the GAD score. The resource person can use presentation 3a in the CD-ROM
that comes with this manual.
In discussing the ten elements in box 7, the resource person will stress that compliance with
all these will mean that the project is gender-responsive. The degree of responsiveness of a
proposed project will be determined using the relevant GAD checklist.
The resource person can entertain questions during or at the end of the presentation. Once
again, mastering the harmonized GAD guidelines can help the training team answer the
questions that participants might ask during the session.
When participants are not from NEDA, the training team may need to provide two inputs
before discussing the guidelines. One input relates to the NEDA project cycle (see note #6);
the other, to the logical framework analysis, also known as LFA or logframe (see handout 3). In
discussing the latter, the training team should discuss the gender analysis questions that need
to be asked at various points of the logframe (see handout 4).
In connection with the project development cycle, the training team should be ready to link
the project cycle with the GAD requirements (see note #6) and provide examples of how the
requirements can be met, citing concrete efforts of projects.
Note to the Training Team No. 6: Project cycle

The Training of Trainers participants who have rolled out the training workshop on the harmonized GAD
guidelines in 2007 have found it necessary to insert a 30-minute session on the project development cycle. This
means expanding the discussion of the second frame of presentation 3a in the CD-ROM that comes with this
manual. The cycle can be portrayed as having four phases, as follows:
Design and
formulation
Project
Identification
Investment program
formulation
Evaluation of the
proposed project
Project identification includes generating information that reflects a high-priority in the use of the
countrys resources to achieve an important development objective. It is a process of searching for
viable development initiatives aimed at responding to specific issues and problems. At this phase, it is
important to make sure that gender issues are identified and strategy options considered.
Project design and formulation involves planning and fleshing out the development initiatives that
have been identified. A gender-responsive design addresses gender issues that have emerged from a gender analysis of
the development problem and an analysis of the planned project management, processes, outputs, and outcomes.
Investment plan formulation involves, among others, an analysis of investment gaps and size of
programs and projects to address investment gaps and to achieve a given set of goals, and identify
program subsector activities (PSAs). It is critical at this stage that gender-responsive priority capital forming and
technical assistance projects be included as provided by RA 7192. It is likewise crucial that assessment of the project
using gender-responsiveness ratings be included in criteria for prioritizing projects.
Evaluation of a proposed project involves an analysis of its technical, financial, economic, social and
operational viability. It likewise considers the potential impacts of the proposed project on the target
area or beneficiaries. There are two minimum GAD requirements for all projects: relevant gender issues have been
identified, and the issues have been addressed in the project design.
Box 7. Important elements of a gender-responsive project design

1. Participation of women and men in the identification of the development problem
2. Collection and use of sex-disaggregated data in the analysis of the development problem
3. Conduct of gender analysis to identify the gender issues that the proposed project must
address
4. Goals, objectives, outcomes, and outputs include GAD statements that will address the
gender issues in element #3
5. Activities that respond to the identified gender issues, including constraints to womens
participation
6. Conduct of gender analysis of the planned project to anticipate gender-related issues arising
from the implementation of the designed project
7. Monitoring indicators and targets which include reduction of gender gaps or improvement
of womens participation
8. Project M&E system that includes a sex-disaggregated database
9. Resources and budgets for the activities in element #5
10. Planned coordination with NCRFW or the agencys GAD plans
Note: The first three requirements are related to the project identification stage, while the other seven
are pertinent to the project design phase.
The discussion of the project development cycle can be followed immediately by a brief
presentation of the project logical model. The four by four planning model of NEDA
can be used as the basis for the presentation (see handout 3). As with the discussion of the
project cycle, the resource person must link the logical framework discussion with the gender
analysis questions that need to be asked to ensure that the framework considers gender-related
constraints, issues, and possible effects of the proposed project. Handout 4 suggests key
questions that can be asked as the logframe is being prepared.
Handout No. 2
Combined generic checklists for project identification and design

Element and item/question
(col. 1)
Done?
(col. 2)
No
(2a)
Partly
(2b)
1.0 Involvement of women and men (max score: 2;

for each item, 1)
1.1 Participation of women and men in beneficiary
groups in identification of the problem (possible
scores: 0, 0.5, 1.0)
1.2 Participation of women and men in beneficiary
groups in project design (possible scores: 0, 0.5, 1.0)
2.0 Collection of sex-disaggregated data and genderrelated information (possible scores: 0, 1.0, 2.0)
3.0 Conduct of gender analysis and identification of
gender issues (max score: 2; for each item, 1)
3.1 Analysis of gender gaps and inequalities related to
gender roles, perspectives and needs, or access to
and control of resources (possible scores: 0, 0.5, 1.0)
3.2 Analysis of constraints and opportunities related
to women and mens participation in the project
(possible scores: 0, 0.5, 1.0)
4.0 Gender equality goals, outcomes, and outputs
Does the project have clearly-stated gender equality
goals, objectives, outcomes or outputs?
5.0 Matching of strategies with gender issues
Do the strategies and activities match the gender
issues and gender equality goals identified?
6.0 Gender analysis of likely impacts of the project
(max score: 2; for each item or question, 0.67)
6.1 Are women and girl children among the direct or
indirect beneficiaries? (possible scores: 0, 0.33, 0.67)
6.2 Has the project considered its long-term impact on
womens socioeconomic status and empowerment?
6.3 Has the project included strategies for avoiding or
minimizing negative impact on womens status and
welfare? (possible scores: 0, 0.33, 0.67)
Yes
(2c)
Score for
an item/
element*
(col. 3)
Gender
issues
identified
(col. 4)
Element and item/question

(col. 1)
Done?
(col. 2)
No
(2a)
Partly
(2b)
Yes
(2c)
Score for
an item/
element*
(col. 3)
Gender
issues
identified
(col. 4)
7.0 Monitoring targets and indicators (possible

scores: 0, 1.0, 2.0)
Does the project include gender equality targets and
indicators to measure gender equality outputs and
outcomes?
8.0 Sex-disaggregated database requirement (possible
scores: 0, 1.0, 2.0)
Does the project M&E system require the collection
of sex-disaggregated data?
9.0 Resources (max score: 2; for each question, 1)
9.1 Is the projects budget allotment sufficient for
gender equality promotion or integration? OR, will
the project tap counterpart funds from LGUs/
partners for its GAD efforts? (possible scores: 0, 0.5,
1.0)
9.2 Does the project have the expertise in promoting
gender equality and womens empowerment? OR,
does the project commit itself to investing project
staff time in building capacities within the project
to integrate GAD or promote gender equality?
10.0 Relationship with the agencys GAD efforts (max
score: 2; for each question or item, 0.67)
10.1 Will the project build on or strengthen the agency/
NCRFW/governments commitment to the empowerment of women? (possible scores: 0, 0.33, 0.67)
IF THE AGENCY HAS NO GAD PLAN: Will the
project help in the formulation of the implementing
agencys GAD plan?
10.2 Will the project build on the initiatives or actions of
other organizations in the area? (possible scores: 0,
0.33, 0.67)
10.3 Does the project have an exit plan that will ensure the
sustainability of GAD efforts and benefits? (possible
scores: 0, 0.33, 0.67)
TOTAL GAD SCORE FOR THE PROJECT DEVELOPMENT STAGE
NOTE TO THE TRAINING TEAM: Handout 2 puts together boxes 5 and 6 in the harmonized GAD guidelines.
This combined checklist is an expanded version of the summary checklist for the evaluation or assessment of a
proposed project (box 7 in the harmonized GAD guidelines).
Handout No. 3
Logical framework analysis or project planning matrix

Narrative summary
(NS)
GOAL
Developmental benefits
of the project for target
groups
What do they gain?
PURPOSE
Changes in conditions
achieved when target
groups adopt or use
project outputs
Objectively verifiable
indicators (OVI)
Means of
verification (MOV)
Important
assumptions
Qualified/quantified
parameters detailing
the extent to which a
project objective has
been achieved within a
given time frame and
specified location
How to acquire
evidence; where
to find proof that
will provide the
data or information
required for each
indicator
Major conditions that are

outside the direct control
of the project, but are so
important that they have to
be met or have to hold true
if the project is to achieve its
objectives.
How the target groups

utilization of the
goods and services will
affect their activities,
practices or behavior
What do they do
dierently utilizing the
project outputs?
OUTPUTS
Describes the goods
and services that the
project will produce
(deliverables)
Which goods and

services a project
intends to make
available
What does the project

provide?
ACTIVITIES
INPUTS
Measures or tasks carried

out by the project to
produce the outputs
(actions)
Resources needed to implement the activities

Together with the activities, inputs are necessary for
coming up with the Plan of Operations, that is the
Work Financial Plan (or WFP)
Preconditionsnecessary to
start the implementation of
project activities
What does the project do?

Source: PowerPoint presentation during the Echo Training on the Harmonized Gender and Development
Guidelines for Region VI, held in Iloilo City on 24-26 October 2007.
Handout No. 4
Suggested key questions in engendering the logical framework analysis*

Narrative summary
Overall Objective or Long-term Goal

Are women or girls specified
as among the clients, targets or
beneficiaries who will gain in terms
of improved status or material
condition (life outcome) or enhanced
participation in the long-term
benefits of the project?
OR
Do gender relations in any way
influence the project goal, including
the distribution of benefits?
Project Purpose (or Specific
Objectives or Outcomes)
Does the project have genderresponsive objectives?
Does the project enable women and
men, girls and boys, to utilize their
enhanced capacities or the resources
they received from the project?
Outputs
Is the distribution of goods and
services equally or equitably
accessible to women and men, girls
and boys?
Do the project deliverables address
gender issues that are directly
relevant to the project?
Activities
Are gender issues clarified in the
implementation of the project?
Are project activities designed to
enable women and men, girls and
boys to participate in the activities or
share in the benefits?
Do the project activities build the
capacity of the staff to conduct
gender analysis and monitor or
review project progress vis--vis
gender concerns or issues?
Objectively verifiable
indicators
Means of
verification
Important
assumptions
or risk factors
What measures can verify the

Are the data for
achievement of the genderverifying the goal
conscious goal within a given
classified by sex and
time frame and specific location?
analyzed in terms of
gender?
What gender analysis
tools will be used?
What are the

important external
factors necessary in
sustaining the
gender-conscious
goal?
What measures can verify the

achievement of the genderresponsive objectives or of
objectives in connection with
women and men, girls and
boys?
OR
How will the utilization of
the goods and services by
women and men, girls and
boys, affect their activities,
practices, and behavior?
Are the data for

verifying the project
purpose sexdisaggregated and
gender?
tools will be used?
What are the

important external
factors necessary
for sustaining the
gender-responsive
objective(s)?
What measures can verify that

project deliverables (enhanced
capacities, health services, etc.)
are accessible to women as well
as men, girls as well as boys, and
different types of women/girls?
Are the data for

verifying project
outputs classified by
sex and analyzed in
terms of gender?
tools will be used?
What are the

important external
factors necessary in
achieving project
outputs, particularly
in connection with
marginalized women?
Are the data for

verifying project
activities sexdisaggregated and
gender?
tools will be used?
What are the

important external
factors necessary
in achieving the
activities and
especially ensuring
the continued
involvement of
man and woman
participants in the
project?
Inputs:
What resources do project
beneficiaries contribute to the
project?
Is the contribution of women
as well as men accounted for?
Do external resources account
for womens access to and
control over resources?
Has the project allocated
a budget for building the
capacity of the project staff
to implement the project in a
gender-responsive way?
*The questions are enhanced versions of the questions used by the International Service for National Agricultural Research (ISNAR); the questions have been
aligned with the NEDA logical framework analysis methodology.
Source: Harmonized Gender and Development Guidelines for Project Development, Implementation, Monitoring and Evaluation. Second edition. Manila: National
Economic and Development Authority, National Commission on the Role of Filipino Women, and the ODA GAD Network. 2007.

ACTIVITY 2: IDENTIFICATION OF GENDER ISSUES AND MATCHING ISSUES WITH STRATEGIES
Purpose
This activity aims to develop basic skills in gender analysis leading to the identification of
gender issues and strategies to address these issues.
Timing
90 minutes
Materials
Presentation material in electronic file, computer and LCD projector; or acetate and overhead
projector; or Manila paper and board on which to pin the Manila papers; and handouts,
including the hard copy of PowerPoint presentation 3b in the CD-ROM..
Process
This activity consists of three sub-activities.

1. A training team member will provide inputs on basic gender analysis concepts, and the
gender equality and womens empowerment framework (GEWEF). However, this can be
preceded by a buzz group (see note #7). Discussions can focus on gender analysis, gender
vs. sex, gender roles and needs, access to resources, control over resources, and constraints
and opportunities offered by culture, faith, economics, politics, geographic location, and the
like (see handout 5). The resource person can use PowerPoint presentation 3b in the CD-ROM.
2. A facilitator will divide the participants into groups of four, according to their seating
arrangement. Each group will be a buzz group that will analyze a case (the Bulolakaw
case, see handout 6, or a similar case), following a set of questions. Note #8 provides tips
for running the buzz group.
3. After 30 minutes, the facilitator will instruct the groups to share the result of their analysis.
Note #9 offers one possible way of processing the buzz group results.
Note to the Training Team No. 7: Discussion on the basic concepts and tools of gender analysis
Prior to the lecture or presentation, the assigned resource person can evoke the participants notions of gender
analysis and use their responses as a springboard for the discussion of the conceptual building blocks of
gender analysis. The facilitator can do the following:
1. Ask the participants to form buzz groups, or small groups of 3 to 4 people seated close to each other.
2. Instruct each group to answer two questions: What do you understand by the term gender analysis? What
key words do you associate with it?
3. Instruct the group to write down the key words in meta cards, one idea per card.
4. Call on the groups to post their meta cards on the board, and briefly explain their meta card entries. To save
on time during the plenary presentations, advise the groups not to repeat what other groups have already
presented.
5. In preparation for the lecture-discussion, cluster the responses into various categories, such as gender roles
or gender division of labor, gender relations, access to resources, control over resources, and gender-based
constraints and opportunities.
Handout No. 5
Basic gender analysis concepts
Access and control: Being able to avail oneself of, or to utilize, a particular resource (access); the power or authority
to decide on the acquisition, use, allocation and disposal, or a resource or benefit (control)
Benefits: Income, food, social status, and other results of human activities and development effort.
Gender: A shortcut of the phrase, social relations of gender, which seeks to make evident and to explain
the global asymmetry that appears in male-female relations in terms of power sharing, decision making,
division of labor, and return to labor both within the household and in society. It directs our attention to all
the attributes acquired in the process of socialization: notions of self, group definitions, sense of appropriate
roles, values and behaviors, and expected interactions in relationships between women and men. In the
Philippines, as in most societies, women as a group have less access to resources, opportunities and decisionmaking. These asymmetries and inequalities limit their ability to develop and exercise their full capabilities for
their own benefit and for the benefit of society as a whole.
Gender analysis: An examination of a problem or situation in order to identify gender issues within the
problem/context of a project, and the obstacles to the attainment of gender equality or similar goals. Gender
issues may be addressed in all aspects of the program, project, or organization. This commitment is reflected
in the incorporation of GAD goals as well as in the choice of intervention strategy.
Gender discrimination: Differential treatment given to individuals on the basis of their gender. This generally
involves systemic and structural bias against women in the distribution of income, access to resources, and
participation in decision making.
Gender issue: Arises when gender inequality is recognized as undesirable or unjust.
Gender needs and interests: May be classified into practical and strategic, in the context of womens
empowerment.
Practical gender needs: Those that do not challenge the unequal structure of gender relations, division
of labor or traditional balance of power, but relate to the sphere in which women have primary
responsibilities. These differ from womens special needs but may sometimes arise from them.
Some examples are need for income to send children to school, weeding tools for agricultural work,
and potable water.
Strategic gender interests. Those that arise out of an understanding (consciousness) and analysis of
womens subordinate situation in society. These are the actions and strategies required to bring
about structural changes and empowerment. Examples include political and legislative reform to
grant constitutional equality to women, state accession to the Convention on the Elimination of All
Forms of Discrimination against Women (CEDAW), a political voice, and action on violence against
women.
Gender roles: Those roles a society or culture defines or constructs as female or male. An example is childrearing,
which is classified as a female gender role. It is not a female sex role, as childrearing can be done by men as
well as by women. Gender roles may be generally classified into:
Production, which consists of activities that result in the generation or production of marketable
goods or services. These include, among others, producing crops, fisheries, animal raising, and wage
employment.
Reproduction, which covers activities carried out to reproduce labor, and to care for and maintain the
household. Examples include childcare, food preparation, and other activities that generate goods
and services for immediate household consumption.
Community management, which pertains to roles or activities that produce results for the communitys
collective consumption, use, or benefit. Examples are mobilizing resources to secure basic services
for the community, taking on leadership roles, and participating in projects and organizations.
Leisure, which refers to activities that do not pertain to productive or reproductive work but are
instead related to rest and recreation.
Resources: Anything that people need to carry out their activities. More specifically, it may be understood as
anything that produces a stream of income and other benefits.
Sex roles: Occupation or biological function for which a necessary qualification is to belong to one particular
sex category. An example is pregnancy as a female sex role, as only members of the female sex may bear
children.
Levels of gender equality and womens empowerment
WELFARE: Addressing the material and physical well-being of women and men, girls and boys.
Empowerment here refers to improvement in the physical condition of women and girls.
ACCESS: Ensuring that resources, services, and facilities are made available to women and men. Access
is related to the concept of entitlements that are conferred by the state, market, kinship, and other
systems. Because womens entitlements are generally more limited, empowerment here means greater
access of women to resources, services, and facilities, and making available to women appropriate
and effective means to secure resources, services, and facilities.
CONSCIENTIZATION: Challenging the existing gender division of labor or questioning the beliefs
that womens lower socioeconomic position and the traditional gender division of labor are part
of the natural order, or is God-given; and acknowledging the equality between women and men.
Empowerment means sensitizing women and men to sexist beliefs and recognizing that womens
subordination is not part of the natural order of things, but is imposed by a system of discrimination
that is socially constructed, one that can be altered.
PARTICIPATION: Addressing the most visible and obvious phenomenon of inequality between women
and mensmall proportions of women are found in the legislative assembly or in the management
of public organizations and the private sector. When development is confined to the levels of welfare
and access, women are treated as passive beneficiaries. Empowering women means making them
equal with men, who are agents actively involved in the development process.
CONTROL: Confronting the unequal power relations between women ad men. Womens increased
participation at the decision-making level will lead to their increased development and empowerment
when this participation is used to achieve increased control over the factors of production, ensuring
womens equal access to resources and the distribution of benefits. Equality of control means a
balance of power between women and men, so that neither is in a position of dominance.
Source: Appendix A, Harmonized Gender and Development Guidelines for Project Development, Implementation, Monitoring and Evaluation.
Second edition. Manila: National Economic and Development Authority, National Commission on the Role of Filipino Women,
and the ODA GAD Network. 2007.
Note to the Training Team No. 8: How to run a gender analysis session through buzz groups
Organize the participants into buzz groups, and provide the participants with a copy of the case (see handout
6) and the buzz group instructions, as follows:
1. Discuss the one-page case with the people seated around your table. Specifically,
a. What do you think were the assumptions of the project regarding the lives of women and men in the
village? What gender issues do these assumptions reflect?
b. Because of these assumptions, what strategies did the project use?
c. What gender issues were created by the way the project was designed or implemented?
d. What could the project have done to address the gender issues you have identified?
2. Organize your analysis according to the level of gender equality and womens empowerment:
Level
Gender issues
Project strategies
Gender issues arising from

project design or implementation
Control
Participation
Conscientization
Access
Welfare
As the facilitator, process the group results and proceed with the lecture, summarizing the buzz group
results in terms of (1) links between notions or assumptions and project action; (2) consequences of not
conducting a gender analysis before designing the project, and (3) gender issues and gaps and how these
are created (see note #4 for a sample result of the analysis of the Bulolakaw case).
Handout No.6
The Bulolakaw case

Adapted from Rivas, Rene M., Cecile C. Uy, and Salve B. Borlagdan, Women and men in an upland project: The Bulolakaw case, in Gender
Analysis and Planning: The 1990 IPC-CIDA Workshops, edited by Jeanne Frances I. Illo Quezon City: Institute of Philippine Culture, Ateneo de Manila
University. 1990.
Bulolakaw lies within a 3,968-hectare timberland area with elevations ranging from 600 to 800 meters.
Although the village is located on public land (that is, not alienable and disposable), about 69 percent of
the area is occupied by farming households whose claims to land rest on their payment of land taxes. Its
residents are migrants from the lowlands of the Province of Cebu.
The upland farms have been cleared and are being cultivated by whole households. The women have
always been active in farming activities, but the farms have been associated with the male whose names
appear in the tax payment papers. Many of the couples are not married and, under Philippine law, the
women have very little claim to property acquired during cohabitation.
In mid-1980s, the government launched an integrated social forestry project in the village. In this
connection, government workers organized a farmers association, distributed certificates of stewardship
contracts (CSC), and trained farmers on different upland development technologies. In all these, including
the delivery of farm security, the workers involved men. Hence, men accounted for more than 9 of 10
association members, CSC holders, and trainees.
The village, however, has other pressing concerns, such as potable drinking water, livelihood, and medical
services. To address these, the government workers organized the women into an association and linked them
with relevant government agencies.
Note to the Training Team No. 9: Sample results of the gender analysis of the Bulolakaw case
Level
Control
Participation
onscientization
Gender issues
Project strategies
Women have little claim to

property
o Women do not have control
over the land because they are
not the owners (that is, the tax
payment paper is in the male
partners name)
o Men are the only recognized
owners of the land
Women are expected to involve
themselves in social projects,
while men join farmers
associations
Distribution of
Certificate of
Stewardship Contracts
(CSC) to farmers
association members
who are mostly men
Invisibility of womens
contribution to production
because of the persistent notion
of farmers as male, or of
farming as largely a male concern
although women are also active in
land clearing and cultivation
Women are associated with
managing community response
to basic needs; men are not
expected to worry over social
concerns
Access
Welfare
Organizing the
(male) farmers
into a farmers
association, and
the women into the
water association
Linking participation
in social forestry
training with
membership in the
farmers group
Linking access to
technology and
other resources
with membership in
farmers association
Unequal control over property

with men assumed as having
dominant claim
Relatively more training
opportunities for men than for
women
Women are assumed to be
responsible for addressing
welfare issues (water, health,
livelihood) in the community
Inequitable distribution of
responsibilities between women
and men, as women are involved
in both production (farming) and
household management
Sources: Various Training of Trainers sessions on the harmonized GAD guidelines, 2006-2007
Gender issues
resulting or arising
from the strategy
The projects CSC
distribution scheme
reinforces gender
inequality in land
distribution
Organizing strategy
reinforces gender
role stereotypes that
are not borne out by
actual division of labor
Limited opportunities
for women to
participate in social
forestry project
activitiesreinforces
unequal access to
farming technologies,
trainings and other
project benefits
Gender tracking of
delivery of training
inputs

ACTIVITY 3: PRESENTATION OF SECTOR-SPECIFIC CHECKLISTS
Purpose
This activity aims to familiarize the participants with Part II of the harmonized GAD
guidelines.
Timing
30 minutes
Materials
Presentation material in electronic file, computer and LCD projector; or acetate and overhead
projector; or Manila paper and board on which to pin the Manila papers
Process
This activity is a continuation of Activity 1, Session 1. For Activity 3, the resource person will
undertake the following:
1. Resume the presentation of the harmonized GAD guidelines, but this time focusing on
Part II, or the sector-specific checklists. As in Activity 1, the resource person can use PowerPoint
presentation 3b in the CD-ROM.
2. Present the main sections of a sector-specific checklist: (a) the gender issues in the sector,
(b) sample gender equality results or outcomes, (c) gender analysis questions, (d) guide for
accomplishing the checklist, (e) the checklist itself, and (f) interpretation of the total GAD
score.
3. Go through a selected sector-specific checklist, pointing out the sections or areas that the
checklist has in common with the generic and other sector checklists, and where it departs
from them.
4. Entertain questions during or after the presentation. Because a practice or application
session will immediately follow the presentation, the discussions must focus on clarifying
points and preparing the participants for the practice session.
SESSION 2: APPLICATION OF THE CHECKLISTS (PRACTICE SESSION A)

ACTIVITY 1: WORKSHOPS OR SMALL GROUP DISCUSSIONS
Purpose
This activity aims to develop the capacity of participants for applying the appropriate GAD
checklist to a project case or document
Timing
150 minutes
Materials
Hard copy of case material or project document (see sample cases in the CD-ROM); workshop
instructions (see handout 7); checklist templates; Manila paper, felt-tipped pens, and board
on which to pin the Manila papers; or computer and LCD projector; or acetate, pens, and
overhead projector
Process
A member of the training team will explain the objective and mechanics of the practice
session, carefully going through the workshop instructions and guide questions, and informing
the participants how long they have for the workshop. The participants will then break into
groups, and proceed to their assigned venue with their facilitator. Each participant will be
given a copy of the instructions and the material (case or project document) that will be used.
The team must maximize the learning opportunities for the participants by carefully matching
participants and case assignment (see note #10).
Note to the Training Team No. 10: Preparing for practice session A
The practice session can be made most useful and relevant to the participants by putting them in a
group that will discuss case materials or project documents in a sector or area that fits their expertise
or usual work assignment. This will require having a profile of the participants prior to the training,
and preparing the group assignments before the practice session begins.
During the pre-session meetings, the training team members must agree on who will facilitate what
group, read the relevant project case or document, and try to answer the guide questions. This will
help them understand the case and the practice session better.
In the workshop group, the team member-facilitator will urge their group to read the case
carefully, keep their discussions to the facts or information in the case, and cover all the
questions and points in the workshop instructions. Note #11 provides a set of reminders to
the practice session facilitators.
Handout No. 7
Practice session A workshop instructions
Focus of the small group sessions: assessment of the gender sensitivity/responsiveness of a project and
enhancement of the project design to make the project more gender-responsive or produce better gender
equality results
1. Allot a maximum of 45 minutes for reading or reviewing the project document.
2. Use the assigned harmonized GAD checklist. Go through each element, item and question of the
checklist. Rate the project document. Although the checklist is intended to be used while a project
is being identified and designed, it can also be applied, as will be done during the workshop, as an
assessment guide. The object of this exercise is to determine whether or not the projectas can be
discerned from the documenthas gone through the required activities (involving women and men
in the design, generating and using sex-disaggregated data, conducting gender analysis, etc.).
3. Analyze the project case or document further by discussing the following questions:
a. What salient gender gaps or issues should the project consider? Have these been identified in
the discussion of the development problem or issue? Have the gender issues been discussed
elsewhere in the case or document?
b. What are the strategies (or ways) of addressing the issues that have been identified in the project
case or document?
c. What gender issues do you anticipate as a result of the way the project has been designed?
Why?
4. How would you improve or enhance the project design to help the project produce better gender
equality or womens empowerment results? Do this by addressing each of the elements in the
checklist where your group has found the project design wanting. Particularly, identify
a. what additional activities should be undertaken
b. what additional information are needed to better define the gender dimension of the development
problem or issue, or to better identify the gender issues that the project should address
c. what changes need to be introduced in the project strategies or interventions to better respond
to the gender issues, especially the issues arising from the project design
d. what changes need to be introduced in the project monitoring plan (including monitoring
indicators)
e. what additional resources may be needed and why
Note to the Training Team No. 11: Managing the workshop group
1. If the group is using a training case, emphasize that the case has been prepared principally as a training
material, and, hence, is not the complete document. Discussions will have to be limited to the information
provided by the case.
2. Allow the participants 45 minutes to read the case.
3. Instruct the group to choose a member who will present the group output during the plenary session.
Inform the group that its presentation to the plenary must not exceed 10 minutes.
4. Ask the group to apply the assigned checklist to the case, going through each element, item and question
of the GAD checklist. Explain that the harmonized GAD guidelines can be used while a project is being
identified and designed, or as an assessment guide. In some instances, the full checklist cannot be applied
to a project case.
5. Instruct the group to rate the project case or document, using the guide for accomplishing the checklist;
compute the total GAD score for the proposed project; and interpret this score.
6. Lead the group through the workshop instructions (handout 7) and encourage the group to discuss all the
questions, which will guide the participants to an analysis of the case.
Normally, a facilitator is not a member of the group, and should, therefore, not be involved in the analysis of
the case. However, in the practice session, particularly when it is for the facilitators own agency, the facilitator
is expected to also act as a mentor, explaining elements and questions of the checklist when necessary, and
commenting on the groups application of the checklist to the case material or project document.
SESSION 3: APPLICATION OF THE CHECKLISTS (PRACTICE SESSION A)

ACTIVITY 2: REPORTING AND PROCESSING OF WORKSHOP RESULTS
Purpose
This activity aims to help participants earn from what other groups have accomplished and to
draw lessons from the way groups have used the checklist
Timing
60 minutes
Materials
Board on which to pin the Manila papers, computer and LCD projector, and/or overhead
projector
Process
The participants will go back to the main training venue. A member of the training team will
moderate the plenary session, instructing the groups to keep their report to 10 minutes. After
each presentation, the moderator shall invite questions and comments from the other groups
as well as the training team. The moderator will close the discussion of a case by summarizing
the major points that were raised during the discussion of the case. Note #12 offers some tips
for processing the workshop outputs.
Before ending Module 1, the training team will remind the participants about what materials
to read for the next module.
Note to the Training Team No. 12: Commenting on workshop group outputs
1. Following a mentoring mode, the training team can pay attention to the following:
a. Correctness of the use of the checklist by a group
b. Completeness and correctness of the groups analysis of the gender issues relevant to the proposed
project
c. Adeptness of the group in analyzing the planned strategies vis--vis the identified issues and in
identifying gender issues arising from the way the proposed project has been designed
d. Exclusion of key activities in the groups assessment of what else the proponent has to do to enhance
the responsiveness of the project to gender issues
2. Point out that voting on what the score should be for an item, question or element does not make the score
right. Emphasize the basis for scoring particularly for a partly yes and a full yes. Refer the participants
to the guide for accomplishing a checklist.
3. If necessary, add gender issues to those identified by the group. Explain how important the issues are to
the attainment by the proposed project of its stated purposes or objectives, and outcome and output-level
results. Show this by laying out the logic model of the proposed project, and how a correct identification
of gender issues affects the selection of strategies that can lead to the achievement of promised results.
MODULE TWO: GAD GUIDELINES FOR PROJECT

MANAGEMENT AND IMPLEMENTATION
The second module of the workshop proper focuses on the first section of Part III of the Harmonized
Gender and Development Guidelines. As in Module One, this module has two major segments: the
discussion of the relevant checklist, and application of the checklist to project cases or documents (see
box 8).
Session 1: Presentation of the GAD checklist (60 minutes)
Activity 1: Discussion of key concepts and principles of GAD mainstreaming (30 minutes)
Activity 2
Presentation of the GAD checklist for project management and implementation (30 minutes)
Session 2: Application of the project management checklist (120 minutes)

Activity 1: Preparation for and staging of 10-15 minute skits (90 minutes)
Activity 2: Processing of observations in plenary (30 minutes)
Total time: Minimum of 180 minute
OBJECTIVES
Module 2 seeks to introduce the participants and enable them to apply the GAD checklist for project
management and implementation. Specifically, the module aims to develop among the participants the
following:
1. Knowledge in the requirements of a gender-responsive project management and implementation;
2. Appreciation of the link between GAD mainstreaming and gender-responsive project management
and implementation; and
3. Skills in the application of the checklist to a project case.
SESSION 1: PRESENTATION OF THE GAD CHECKLIST
Purpose
This is intended to introduce the participants to the GAD checklist for project management
and implementation, and the main concepts of GAD mainstreaming.
Timing
Total of 60 minutes: (1) 30 minutes lecture-discussion on GAD mainstreaming, and (2) 30

minutes presentation of the GAD checklist for project management and implementation
ACTIVITY 1: INTRODUCTION TO GAD MAINSTREAMING

Purpose
This activity aims to acquaint the participants with the key concepts and principles of GAD
mainstreaming.
Timing
30 minutes
Materials
Process
A member of the training team will discuss the concept, entry points and stages of GAD
mainstreaming, gender issues in organization (see box 9), and possible gains from a genderresponsive organization. The resource person can use presentation 4 in the CD-ROM that comes with this
manual. The training team can refer to NCRFW materials on gender mainstreaming (see patrial
list at the end of the manual) to prepare for this activity.
Box 9. Sample gender issues in organizations
Low participation of women in decision-making positions
Gender tracking in work assignments
Multiple work burden of women often not considered in organizations
Violence against women in the form of sexual harassment and other gender-based abuses
Alternatively, the input can be preceded by asking the participants what they know about GAD
mainstreaming, and then refer to these points as the resource person goes about the presentation.
The resource person can entertain questions during or at the end of the presentation.
Note that the GAD mainstreaming input may also be given at the beginning of the workshop
(as shown in box 1; see also note #13). When this happens, the input on GAD mainstreaming
in Session 2 must be directly linked to the GAD checklist for project management.
Note to the Training Team No. 13: Scheduling of GAD mainstreaming inputs
The discussion of GAD mainstreaming may be part of Session 2, or it may also occur at the introductory
session, as observed during the re-echo sessions at the Department of Health and the Department of
Environment and Natural Resources. The latter seems to work when the training or practice sessions are
conducted exclusively for one agency or department, and participants can appreciate the fact that applying
the harmonized GAD guidelines can help mainstream GAD in the programs, projects and activities of their
agency.

ACTIVITY 2: INTRODUCTION TO THE GAD CHECKLIST
Purpose
This activity aims to acquaint the participants with the key concerns and elements of the GAD
checklist for project management and implementation.
Timing
30 minutes
Materials
Process
A member of the training team will introduce the guideline for project management and
implementation. The presentation will cover the two sets of concerns highlighted in the
guidelines: (1) GAD concerns, including support of leadership, commitment to promote
GAD and technical competence in GAD by the project management office (PMO) or the
implementing group, willingness to tap external GAD expertise to develop capacity within the
PMO, and enforcement of procedures and processes that promote womens participation in
project activities; and (2) issues of agency participation. The discussion of the guidelines will end
with the presentation of the relevant GAD checklist, which is box 16 in the revised harmonized
GAD guidelines. The resource person can use the first part of PowerPoint presentation 5 in the CD-ROM
that comes with this manual. The second part of presentation 5 is on the checklist for monitoring and evaluation
(M&E).
The resource person will stress that the maximum GAD score for project management is 8.
Combined with the GAD score for monitoring the evaluation, the maximum GAD score for
project implementation, and monitoring and evaluation will be 20.
The resource person can choose to entertain questions during or at the end of the presentation.
Once again, mastering the Harmonized Gender and Development Guidelines can help the
training team answer the questions that participants might ask during the training or mentoring
session.
SESSION 2: APPLICATION OF THE CHECKLIST (PRACTICE SESSION B)

ACTIVITY 1: PLAYING OUT THE MONITORING OF PROJECT MANAGEMENT AND IMPLEMENTATION
Purpose
This activity aims to develop the capacity of participants for applying the GAD checklist for
project management and implementation
Timing
90 minutes
Materials
Hard copy of the outputs of practice session A, and colored papers, pens, tapes
Process
This activity consists of two parts: (1) the preparation by the groups of a 10-15 minute skit
portraying a monitoring visit by a representative of the projects donor agency, and (2) the
staging of the skit.
A member of the training team will explain the objective and mechanics of the practice session
(see handout 8), carefully go through the workshop instructions and guide questions, and
inform the participants of the time allotted for the preparation and the actual presentation.
The participants will then break into groups and will reconvene after the allotted time to take
turns performing.
The training team will instruct the participants that while one group is presenting, the other
groups must observe and glean important lessons from the way the monitoring is staged. Note
#14 provides tips on how to handle practice session B.
Handout No. 8
Practice session B: Fish-bowl or role-play instructions

1. Use the same grouping and project case assignments as in practice session A.
2. Each group will ascertain the gender-sensitivity and responsiveness of the implementation and monitoring
of the project through a simulation (role-playing) exercise. The group will interview key project/subproject
players and examine available project documents.
3. The group will divide the roles among its members, identifying who will assume the role of project managers
or implementers and who the monitors.
4. The group will use the checklist in box 16 in the revised harmonized GAD guidelines to determine how
gender-sensitive or responsive project implementation has been so far.
Note to the Training Team No. 14: Handling practice session B

1. Preparatory activities. Give the groups 30 minutes to prepare for their 15-minute presentation or skit. The
scenario which all groups will act out will be a monitoring visit of a donor to a project to assess the gender
responsiveness of the management and implementation of the project.
2. Fish-bowl exercise or presentation of the skits. After 30 minutes, reconvene the participants for the group performances.
The team can allocate 60 minutes for the plenary session, or a maximum of 15 minutes for each group.
3. Structuring observations. While a group is performing, the other groups will take note of effective ways of using
the GAD checklist for monitoring and assessing the gender responsiveness of project management, as well as
specific questions that can be raised to pursue gender issues during monitoring of projects.
SESSION 2: APPLICATION OF THE CHECKLIST (PRACTICE SESSION B)

ACTIVITY 2: PROCESSING OF THE ROLE-PLAY EXPERIENCES
Purpose
This activity aims to develop the participants skill in drawing out principles and lessons from
different types of training exercises, particularly role playing.
Timing
30 minutes
Materials
Computer and LCD projector; or acetate and overhead projector; whiteboard and markets, or
Manila paper and easel board
Process
A training team member will facilitate the discussion of the participants observations of the
skits. The facilitator will summarize the points (see note #15) and together with other members
of the training team, extract principles of good GAD monitoring of project management and
implementation (see note #16).
Note to the Training Team No. 15: Sample summary of discussions of observations
Discussions were dominated by the people/groups who were empowered or in power; real-life portrayal,
including the womens group representatives serving coffee (GAD project goals not carried through at the
level of practice)
Realistic or relevant questions or issues: Are they related to the project or to expectations from the project at
the time of the monitoring visit?
-- Not asked: impact of the livelihood projects on the status of women, womens autonomy or independence
on the control of income. Possible comment from the team: Since the skits cover the first year of implementation
of projects discussed in practice session A, the monitor cannot possibly inquire about project impact.
Note No. 15 (cont.)

Questions that were asked by the monitors concerned:
- gender awareness/sensitivity of agency staff, but not GAD programs

- allocation of budget on GAD advocacy, with the project management staff stressing that the project
has set aside more than the 5% minimum specified as GAD budget (Possible comment from the team: The
law that covers the foreign-assisted project is not the GAD budget but RA7192, which requires a
higher proportion [20%])
- processes and tools that help the project identify address gender concerns (e.g., criteria for selection
of projects and beneficiaries)
Manner of asking questions: leading questions?
Sources of information: mention of reports and documentary reviews; meetings with the PMO, with
other groups (including beneficiaries?); field visits (When should beneficiaries be invited? Together with
the agencies? Only during field visits?)
Note to the Training Team No. 16: Drawing out issues and principles of gender-sensitive monitoring
of project management and implementation
General issues:
Participation of intended beneficiaries, particularly women and disadvantaged groups, not just the
implementing agency or local government unit (LGU), to enable the monitors to validate project
reports. Monitors must have access to project documents and reports that support claims of people
interviewed.
Challenges of making meetings as inclusive as possible: Venue of meetings and distance of participants
residence and the meeting place; language used during meetings (local language to make beneficiaries
comfortable and really participate) and possible need for translators or interpreters
Focus on constraints to implementation and on how the project implementers/partners/beneficiaries
have addressed or are addressing the constraints.
Importance of managing time during meetings to make sure that all themes, components, or areas are
covered.
Gender-related project management and implementation issues
When GAD budget is mentioned, it is important to probe how this is actually spent by the project, and
verify the claims against financial reports and with beneficiaries or participants of GAD activities.
When asking about sex-disaggregated project data, monitors should also probe whether there are
information on the nature of participation of women and men and on gender-differentiated results.
To ascertain sustainability of GAD efforts, monitors should ask about policies or ordinances supporting
GAD advocacy in the project, agency, or LGU.
To administer the checklist, the monitor must be comfortable asking GAD questions.
When asking for GAD in project processes and procedures, monitors should ask about beneficiary
qualification and recruitment procedures.
For the first visit, use box 16 in the revised GAD guidelines to monitor the projects enabling environment;
in subsequent visits, the focus can be both the enabling environment and GAD results (box 17).
MODULE THREE: GAD GUIDELINES FOR

PROJECT MONITORING AND EVALUATION
The third module of the workshop proper focuses on the second section of Part III of the Harmonized
Gender and Development Guidelines that deals with project monitoring and evaluation (M&E). As in
Modules One and Two, this module has two major segments: the discussion of the relevant checklist, and
application of the checklist to project cases or documents (see box 10).
Session 1: Presentation of the GAD checklist (45 minutes)
Activity 1: Presentation of the GAD checklist for project M&E (15 minutes)
Activity 2: Discussion of M&E indicators (30 minutes)
Session 2: Application of the project M&E checklist (165 minutes)
Activity 1: Practice session on the GAD checklist for M&E (105 minutes)
Activity 2: Processing of workshop outputs in plenary (60 minutes)
Total time: Minimum of 210 minutes
OBJECTIVES
Module 3 seeks to introduce the participants and enable them to apply the GAD checklist for project
M&E. Specifically, the module aims to develop among the participants the following:
1. Knowledge in M&E indicators and the requirements of a gender-responsive project monitoring and
evaluation; and
2. Skills in the application of the checklist to a project case.
Purpose
This is intended to introduce the participants to the GAD checklist for project M&E and the
requirements for the construction of good M&E indicators.
Timing
Total of 45 minutes: (1) 15 minutes for presentation of the GAD checklist for project M&E,
and (2) 30 minutes for input on M&E indicators
ACTIVITY 1: INTRODUCTION TO THE GAD CHECKLIST FOR PROJECT M&E

Purpose
This activity aims to acquaint the participants with the key concerns and elements of the GAD
checklist for project M&E.
Timing
15 minutes
Materials
Process
A training team member will introduce the guideline for project M&E. The presentation will
cover (1) the principal elements of gender-responsive M&E (see box 11, below), (2) the checklist
itself, and (3) the system for scoring project M&E and the combined project implementation
and M&E. The resource person can use the second part of presentation 5 in the CD-ROM that comes with
this manual. See note #17 for options for handling the M&E GAD checklist. The presenter can
entertain questions during or at the end of the presentation.
The resource person will stress that the maximum GAD score for project M&E is 12.
Combined with the GAD score for project management, the maximum GAD score for project
implementation and M&E will be 20.
Box 11. Key elements of a gender responsive M&E
1. M&E system includes indicators that measure gender differences in outputs and outcomes.
2. The project database has sex-disaggregated data and gender-related information.
3. The project uses the sex-disaggregated and gender data in its reports and programming.
4. GAD targets are being met.
5. The project is addressing gender issues arising from the way it is being implemented.
6. The project is employing participatory M&E processes.
Note to the Training Team No. 17: Alternatives for handling the GAD checklist for project M&E
The team can introduce the participants to the GAD checklist for M&E either of two ways. It can choose to
treat the project M&E checklist as a topic separate from project implementation, as is being done in Module
2. Alternatively, the team can decide to merge the presentation of the checklists for project management
and implementation, and M&E. If the second option is taken, then the time allotted for Session 1, Activity
1 of Module 2 will have to be longer by 15 minutes, and the points for discussion of the checklist should be
considered in said activity. This means that the new Module 3, Session 1 will focus only on M&E indicators.

ACTIVITY 2: INTRODUCTION TO M&E INDICATORS
Purpose
This activity aims to acquaint the participants with the key concepts and principles of M&E
indicators.
Timing
30 minutes
Materials
papers; and handouts (including handouts 3 and 4, in Module 1)
Process
A resource person, who may or may not be a member of the training team, will discuss different
types of indicators, the characteristics of a good indicator, construction of indicators, and a
checklist for assessing indicators. The resource person can use presentation 6 in the CD-ROM that comes
with this manual. See note #18 for some tips regarding GAD indicators.
Some training teams have found it necessary to introduce the session on M&E indicators
with a short discussion of the logical framework analysis or project planning matrix. This was
done, for instance, by the DENR and Region VI training teams. Handouts 3 and 4 in Module
1 will be useful resources for this mini-lecture on logical framework analysis and how to make
it more gender-sensitive.
The logframe, however, may be presented in Module 1, as a way of anchoring the discussion
of the GAD checklists for project development. It this has been done, the resource person can
integrate a brief review of the logframe in her or his presentation of M&E indicators.
Note to the Training Team No. 18: Tips on GAD indicators

Handout No. 4 in Module 1 raises questions about the gender sensitivity of objectively verifiable indicators
(OVIs). In addition,
Introduce gender equality or womens empowerment in the objective and narrative statement, by relating
the statement to the gender issues that should be addressed by the project.
Construct performance standards that capture gender-differentiated results that are empirically
observable and objectively verifiable.
SESSION 2: APPLICATION OF THE GAD CHECKLIST (PRACTICE SESSION C)

ACTIVITY 1: PRESENTATION OF THE GAD CHECKLIST FOR PROJECT M&E
Purpose
This activity aims to develop the capacity of participants for applying an important element of
the GAD checklist for project M&E.
Timing
105 minutes
Materials
Hard copy of the outputs of practice session A, Manila paper, pens, tapes
Process
This activity consists mainly of small group discussions, with the participants grouped as in the
first two practice sessions. Each participant will be given a copy of the workshop instructions
(see handout 9).
A member of the training team will explain the objective and mechanics of the practice
session (see note #19), carefully go through the workshop instructions and guide questions,
and inform the participants how long they have for the exercise. The groups will write their
outputs on Manila papers, which they will post on the wall to form a gallery of workshop
outputs.
Note to the Training Team No. 19: What practice session C is all about
The third practice or application session aims to provide the participants a chance to apply an important
element of the GAD checklist for project monitoring and evaluation: selection and formulation of gendersensitive project indicators. The participants will use the same project document and will be divided as in
practice session A.
Although the training team members will sit with their respective groups, the participants will choose from
among themselves a discussion leader and a reporter. They must be urged to select members who have not
served in either capacity in practice session A.
Handout No. 9
Practice session C: Enhancing M&E indicators

When case materials based on proposed projects are used, the questions in box 17 in the revised harmonized
GAD guidelines may not be totally applicable. Thus, the groups can use instead the following guide for the
practice session on selection of relevant or appropriate GAD indicators.
1. For the project you discussed in practice session A, formulate one gender-sensitive outcome statement that
is related to the gender issue you identified in Practice Session A. Such an outcome statement may indicate
a change in the situation of women, or narrowing of gaps in the material condition of women and men,
in their access to resources that will be distributed by the project, etc. Refer to the relevant section of the
harmonized GAD guidelines for sample GAD results.
2. Choose at least two indicators (one quantitative and another qualitative) for this outcome. Also indicate the
target you wish to see at the end of the project, and how you plan to measure or verify each indicator.
3. For the outcome, choose two output-level results, or a change that would be discernible immediately or
within a year after an activity.
4. Choose at least two indicators (one quantitative and another qualitative). Also indicate your targets and how
you plan to measure or verify each indicator.
You may wish to use the following template.
Narrative statement
Indicators
Targets
Method of measurement
or verification
Outcome:
Output 1:
Output 2:
SESSION 2: APPLICATION OF THE GAD CHECKLIST (PRACTICE SESSION C)

ACTIVITY 2: PROCESSING OF THE WORKSHOP OUTPUTS
Purpose
This activity aims to develop the capacity of participants for fine-tuning their outputs..
Timing
60 minutes
Materials
Manila paper, pens, and tapes
Process
The training team and the participants will visit each workshop output displayed in the gallery.
Team members can volunteer or be assigned to comment on the output of a group other than
their own. Note #20 provides tips for assessing workshop outputs. Meanwhile, note #21 offers
two examples of how workshop outputs have been processed, with comments of the resource
person and training team in bold letters.
The training team can close Module 2 by offering a summary of the issues noted in the
workshop outputs, by going over the main elements in the GAD checklist that relate to M&E
indicators as well as the guide questions found in handout 4.
Note to the Training Team No. 20: Tips on how to assess M&E workshop outputs
One basis for a critique of the workshop outputs is the workshop guide; another is the guide questions in
handout 4 in Module 1. A third guide is the GAD checklist for project M&E. One can ask for instance,
Does the indicator measure possible differences in access by or benefits accruing to women and men, girls
and boys? That is, does the indicator require the collection of sex-disaggregated data? Can the data be
collected at a reasonable cost? See comments in the first example in note #21.
Is the narrative statement and the corresponding indicator truly an outcome or an output indicator for the
project that was analyzed? If not properly classified, this should be pointed out. See second example of
workshop output in note #21.
Note to the Training Team No. 21: Sample outputs of practice session C, with comments
Sample 1: Workshop output from the Manila Third Water Sewerage group
Indicators
OUTCOME
Households
practicing proper
disposal of waste
water
OUTPUT
Legislative
policies/support
passed/enacted
Targets
MOV
No. of men and women

practicing proper disposal
of waste water
(Comments: How will
this be surveyed? Is
it really measurable?
Sometimes, you can
only see female-headed
households and maleheaded households,
not the actual men and
women practicing waste
water disposal)
At the end of 3 yrs, 80% of

households practicing proper
disposal of waste water
(Comments: The target
should reflect the cumulative
improvement in the
households practicing proper
waste water disposal. For
example, 40% after Year 1,
60% after Year 2, and 80%
after Year 3)
Survey
No. of legislative policies/

support passed/enacted
At the end of the year, 1

comprehensive ordinance/
legislative policy passed
Barangay
Development
Plan
(Comment: Target for

budget support not evident)
(Comment: Is
the plan a good
basis or should
it be barangay
resolutions
or municipal
ordinances
passed
themselves?)
Barangay health
unit reports
Budget support (quality)

(Comments:
There are
already laws;
replace this
with municipal
ordinances
or barangay
resolutions)
Sample 2: Workshop output from the Rural Micro Enterprise Promotion Program (RUMEPP) group
Indicators/Targets
MOV
OUTCOME
Improved quality of life of
women in Barangay Liloan,
Southern Leyte by end of 2010
Increased average income of 50 women

engaged in handicraft in Barangay Liloan,
Southern Leyte by 50% at the end of 2010
Project M&E report

Community
Tax Certificate
(Comment: How
many people really
get Community Tax
Certificate?)
OUPUT 1
Improved access to credit
facilities of Department of
Trade and Industry (DTI)
partner micro-finance
institutions (MFIs)
50 women engaged in handicrafts in

Barangay Liloan, Southern Leyte have
accessed credit assistance from MFI in the
average amount of P20,000 per woman
(Comment: Per year?)
Financial records of
funding agency
Project reports
Hygiene of immediate environment

of 50 Barangay Liloan women engaged
in handicrafts and their families have
improved (clean surroundings, clean
and sanitary facilities, personal hygiene)
(Comment: This is an outcome
indicator)
Physical appearance
of the women and
family members, and
of their dwellings
OUTPUT 2
Enhanced self-esteem
(Comment: an element of
improved quality of life,
which is an outcome?)
Sources: Various Training of
Trainers sessions on the harmonized GAD guidelines, 2006-2007
MODULE FOUR: RE-ENTRY PLANNING

The fourth module of the workshop proper shifts the focus from building capacities to apply the Harmonized
Gender and Development Guidelines to preparing the way for the use of the guidelines by national and
local government agencies and offices, and other development stakeholders. Re-entry planning consists of
two activities: (1) preparation of agency- or office-level plan of activities to promote the guidelines, and (2)
consolidation of plans and identification of joint activities.
OBJECTIVES AND OUTPUTS
Module 4 seeks to enable the participants to visualize their strategy for promoting the use of the harmonized
GAD guidelines in their respective offices or agencies, and the technical assistance they will require to
make the strategy work. Specifically, the module aims to produce a plan of action that includes activities
to be undertaken to garner support for the strategy within the agency, and to mobilize the financial and
technical resources to build capacities within their agency for applying the guidelines in their programs and
projects.
ACTIVITY 1: PREPARATION OF AGENCY- OR OFFICE-LEVEL PLANS
Purpose
This is intended to encourage the participants to prepare their plan of action for rolling out the
training in their respective agencies, offices or regions.
Timing
30 minutes for group work; 30 minutes for presentation of plans by agency or office
Materials
Manila paper, tapes and easel board; or computers and LCD projector; or acetate and overhead
projector
Process
The activity consists of two segments. The first is group work. For this, the training team will
organize the participants according to agency (if the training involves more than one agency)
or office (if the training is for a particular agency). Each group will prepare a 12-month or 24month plan for (1) introducing their organization to the harmonized guidelines, (2) securing
buy-in from management and gathering support for the guidelines, (3) conducting a training
or practice session, and (4) ensuring that the guidelines will be used during the preparation of
project proposals, and monitoring and evaluation of projects. The team can use the following
template:
Planned activity
Tasks involved
Individuals, offices
or groups involved
Target date of
completion
Resources
required
The training team can encourage the participants to think in terms of phases and of the
results they wish to see at the end of each phase. For instance, the buy-in from management or
key decision-making groups is a result that they may want to see at the end of the first phase.
This will facilitate commitment and release of funds and resources, which will enable the TOT
participants to organize and conduct training and practice sessions; and the adoption of the
harmonized GAD guidelines by the agency.
The second segment will be the plenary session during which all or a sample of the agencies or
offices represented in the workshop will present their plans of action. After the presentations,
the training team shall endeavor to establish the modalities of the plans of action in preparation
for the next activity.
ACTIVITY 2: CONSOLIDATION OF PLANS
Purpose
This activity aims to establish a timeline for activities leading to commitment of agencies
and offices to adopt the harmonized GAD guidelines, the conduct of capacity development
sessions, and actual application of the guidelines during proposal preparation and evaluation,
project implementation, and M&E.
Timing
30 minutes
Materials
Manila paper, tapes and easel board; or computers and LCD projector; or acetate and overhead
projector; or whiteboard and markers
Process
A member of the training team will facilitate this final plenary session. Using a rough division
of the next 12 or 24 months by month or quarter, the facilitator will ask the participants to
indicate when they plan to undertake certain key activities. This will help NEDA and the group
track the following: (1) when they will need NEDA or agency directives to be out; (2) how
demand for technical assistance can be distributed over the one-year or two-year period, and
(3) what NEDA and NCRFW can monitor over said period.
During the various TOT sessions, the participants listed preparatory or additional things that
they may need before they themselves can conduct training or practice sessions. Among these
are:
A follow-up letter from NEDA and/or NCRFW that will facilitate the use of the harmonized
GAD guidelines by agencies and regions; or within a region, a letter from the Regional
Development Council (RDC) to local government units endorsing the adoption of the
guidelines in the region;
Interface between agency GAD focal points and TOT participants;
Conduct of gender analysis to help the training team further develop its capacity to identify
gender issues in various sectors or project situations; and
Identification of a resource pool that can help training teams in various regions, agencies or
offices to conduct training or practice sessions on the harmonized GAD guidelines.
Note #22 is provided below to help the team prepare for training or practice sessions. Should
the agency choose to support practice sessions instead of training sessions, the training team
can use the Introductory Module and Module 1 in this manual. Meanwhile, note #23 offers
tips on how to conduct the practice sessions.
Note to the Training Team No. 22: Preparing for the training or practice sessions
1. Secure a memorandum directing agencies to apply the harmonized GAD guidelines in preparing genderresponsive projects.
2. Form a task force that will be responsible for the application of the harmonized GAD guidelines in the agency.
The members of this task force can be drawn from among program planners, implementers, the GAD focal
persons, and the agencys representative to the TOT on the harmonized GAD guidelines.
3. Secure management support, including funding (tapping GAD budget).
4. Design the practice session, specifying how many days it will run, and the modules, materials and methods
that will be used. You may use the present training manual as reference. Explore if the agency wants to use live
program or project documents. If so,
secure permission to use the documents and have enough copies reproduced;
revise, if needed, the practice session guide questions, particularly those for practice session A; and
decide on the coverage of the sessionseparate sessions for quality at entry (project design),
monitoring project management and implementation, and M&E.

5. Reproduce the training materials, including project documents that will be used for the practice session.
6. Request NEDA and NCRFW staff for technical assistance, if needed.
Note to the Training Team No. 23: Tips for running practice sessions
Identify a lead resource person or facilitator among the training team members, and assign tasks to the other
members.
Break the practice session participants into small groups, which can work on selected proposed projects;
and supply each group with a copy of the practice session instructions and expected output(s), which is an
enhanced project design (in the case of the quality at entry session).
Implement the design for the practice session.
PARTIAL LIST OF TRAINING RESOURCE MATERIALS

Asian and Pacific Development Centre (APDC). 2003 Report on the APDC Regional Training Course, Effective
Mainstreaming for Gender Equality: Concepts, Tools and Strategies. 6-24 October. Kuala Lumpur.
Francisco, Josefa S. 2002. Gender Gap Audit Toolkit for Social Investigation. Quezon City: Women and Gender Institute,
Miriam College.
Guzman-Ututalum, Cristy, and Luz Lopez-Rodriguez. 1998. Gender Resource Management through Participation Rural
Appraisan and Gender Analysis (PRAGEN). Iloilo City: Local Government Support Program, Region 6,
funded by the Canadian International Development Agency.
Illo, Jeanne Frances I. (editor). 1996. Gender in Projects and Organizations: A Casebook. Quezon City and Manila: Institute
of Philippine Culture, Ateneo de Manila University, and National Commission on the Role of Filipino
Women.
______.1991. Gender Analysis and Planning: The 1990 IPC-CIDA Workshops. Quezon City: Institute of Philippine
Culture, Ateneo de Manila University.
Kabeer, Naila. 1994. Reversed Realities: Gender Hierarchies in Development Thought. London and New York: Verso.
Kabeer, Naila, and Ramya Subrahmanian (editors). 1999. Institutions, Relations and Outcomes: A Framework and Case Studies
for Gender-Aware Planning. New Delhi: Kali for Women
Moser, Caroline O.N. 1993. Gender Planning and Development: Theory, Practice & Training. London and New York:
Routledge.
National Commission on the Role of Filipino Women (NCRFW). 2001. A Guidebook on Gender Mainstreaming:
How Far Have We Gone? Manila: NCRFW.
______ and Department of Health (DOH), and United Nations Population Fund (UNFPA). 2006. Gender-Responsive
and Rights-Based Integrated Reproductive Health Service Delivery: A Training Manual. Volume 1: Facilitators Guide.
Manila: NCRFW, DOH and UNFPA.
Overholt, Catherine, Mary B. Anderson, Kathleen Cloud, and James E. Austin (editors). 1985. Gender Roles in Development
Projects: A Case Book. West Hartford, Conn.: Kumarian.
Philippine Council for Agriculture, Forestry and Natural Resources Resarch and Development (PCARRD) and
Department of Science and Technology (DOST) 1998. A Sourcebook of Gender Cases in Agriculture, Forestry
and Fisheries. Los Baos: PCARRD.
Thomas-Slayter, Barbara, Andrea Lee Esser, and M. Dale Shields. 1993. Tools of Gender Analysis: A Guide to Field
Methods for Bringing Gender into Sustainable Resource Management. Published by the International
Development Program of Clark University for the ECOGEN Research Project.
Thomas-Slayter, Barbara, Rachel Polestico, Andrea Lee Esser, Octavia Taylor, and Elvina Mutua. 1995. A Manual
for Socio-Economic and Gender Analysis: Responding to the Development Challenge. Produced by
Clark University for the Ecology, Community Organization (ECOGEN) project of Clark University and
Virginia Polytechnic Institute and State University.
Torres, Amaryllis T., and Rosario S. del Rosario. 1994. Gender and Development: Making the Bureaucracy Gender-Responsive.
A Sourcebook for Advocates, Planners, and Implementers. N.Y., Manila and Quezon City: United Nations Fund
for Women, National Commission on the Role of Filipino Women, and HRSpecialists.
United Nations Childrens Fund (UNICEF). 1994. Gender Equality and Womens Empowerment. Training package
developed by Longwe, Clarke and Associates for UNICEF staff training purposes. New York: UNICEF
Gender Mainstreaming Resource Kit (GMRK)
NCRFW and Canadian International Development Agency (CIDA). 2003. Transforming Government to Think and Act
GAD. A Handbook on Gender and Development Training, Books 1 & 2. Manila: NCRFW and CIDA.
_____.2002. Guidebook in Using Statistics for Gender-Responsive Local Development Planning. Manila: NCRFW and CIDA.
_____.2002. Ways to Gender Responsive Organizations: Tools and Guides for Sowing Gender Responsiveness in Government
Organizations. Manila: NCRFW and CIDA.
National Economic and Development Authority (NEDA), NCRFW, and CIDA. 2002. Mainstreaming Gender in
Development Planning: Framework and Guidelines. Manila: NEDA, NCRFW, CIDA.

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What is the purpose of this training manual?

What is the purpose of this training manual?

What organizations supported the development of gender and development guidelines?

What organizations supported the development of gender and development guidelines?

Harmonized Gender and

National Economic and Development Authority

National Economic and Development Authority

List of Notes to the Training Team . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vi

MODULE ONE: GAD Guidelines for Project Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

MODULE TWO: GAD Guidelines for Project Management and Implementation . . . . . . . . . . . . . . . .

MODULE THREE: GAD Guidelines for Project Monitoring and Evaluation . . . . . . . . . . . . . . . . . .

MODULE FOUR: RE-ENTRY PLANNING . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

PARTIAL LIST OF TRAINING RESOURCE MATERIALS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46

LIST OF BOXES AND HANDOUTS

List of Notes to the Training Team and Materials in the CD-ROM

Focus of the welcome address . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Session 1: GAD efforts at the agency (120 minutes)

Session 2: Basic gender concepts (120 minutes)

Session 3: Gender issues in the sector (240 minutes)

Harmonized GAD Guidelines Training Manual 1

THE WORKSHOP ON THE HARMONIZED GAD GUIDELINES

Box 2. Content and process flow

GAD concepts and

Application of the guidelines to

Harmonized GAD Guidelines Training Manual 2

Enhanced knowledge and skills in the GAD guidelines

Harmonized GAD Guidelines Training Manual 3

Harmonized GAD Guidelines Training Manual 4

Total time: 120 minutes

Harmonized GAD Guidelines Training Manual 5

Note to the Training Team No. 1: Focus of the welcome address

ACTIVITY 1: INTRODUCTIONS AND SETTING OF GROUND RULES

ACTIVITY 2: EXPECTATIONS CHECK

For participants to share their expectations of the training or mentoring activity

Meta cards, whiteboard, pen markers

Note to the Training Team No. 4: How to process expectations

Harmonized GAD Guidelines Training Manual 7

ACTIVITY 3: PRESENTATION OF THE TRAINING OR SESSION DESIGN

For participants to validate the design of the training or practice session

ACTIVITY 4: INTRODUCTION TO THE HARMONIZED GAD GUIDELINES

Harmonized GAD Guidelines Training Manual 8

Box 5. Sample questions that can be raised during the session

Introduction to the Harmonized GAD Guidelines

Harmonized GAD Guidelines Training Manual 10

MODULE ONE: GAD GUIDELINES FOR

Total time: Minimum of 360 minutes

Harmonized GAD Guidelines Training Manual 11

SESSION 1: PRESENTATION OF THE GAD CHECKLISTS

This is intended to introduce the participants to the ten requirements of a gender-responsive

ACTIVITY 1: PRESENTATION OF THE GENERIC GAD CHECKLISTS

Harmonized GAD Guidelines Training Manual 12

Note to the Training Team No. 6: Project cycle

Harmonized GAD Guidelines Training Manual 13

Box 7. Important elements of a gender-responsive project design

Harmonized GAD Guidelines Training Manual 14

Combined generic checklists for project identification and design

1.0 Involvement of women and men (max score: 2;

Harmonized GAD Guidelines Training Manual 15

Element and item/question