BANGLADESH: THE CHANDPUR IRRIGATION PROJECT

1. BANGLADESH: THE CHANDPUR IRRIGATION PROJECT

2. Effects on production and employment patterns in project area • How project affects gender division of labor by class? • How project affects men’s and women’s access/control over resources? • Unforeseen and unplanned consequences? • How could unforeseen consequences been accounted for in the project design?

3. Activities analysis • By gender and class • Access and control • Benefits

4. Project outcomes • Could you predict? • Why or why not?

5. Suggestions for project redesign • actual content of project, e.g., irrigation canals, technical assistance, new crops • methods and processes used for introducing new technologies • more careful understanding of local economic and social structure • relate to secondary and tertiary project outcomes

6. INDIA: ACCESS TO SCHOOLING IN AMBAKACH

7. Questions • What factors influence children’s attendance in school. Any gender differences? • How are these related to the work their parents do? • How do the nonformal and incentives programs increase access to education? • differences for boys and girls? • why? • What suggestions to improve incentives program?

8. Evaluating the impact of the two programs • What are the differences of the programs? • What are the sex ratios of attendees?

9. Nonformal programs--Hema • Addresses misfit between formal education and poor rural children • Time (7-9 PM) • Student fairs

10. Incentive program--Ninama • Provided textbooks, uniforms, supplies--intended to lower direct costs • Grain--intended to lower opportunity cost of education • Differential grain allotments, since parents needed higher incentives for girls • Recognition of girls’ greater contribution to household survival

11. Program evaluation--1 • Total enrollments in Standards 1-4 increased 33% in 1983-84 over 1982-83. Number of girls doubled • Total enrollment in 1984-85 increased 3%, with the jump mainly in Standard 1-2. Standard 4 increased only by 6%; Standard 3 decreased by 42% • In 1983-84 girls accounted for 31% of total in Standard 1 and 53% by 1984-85 • Increases in Standard 2 reflect almost entirely increase in boys enrollment

12. Program evaluation--2 • Girls enrollments in Standards 3 and 4 as a percentage of the whole fell • Average monthly attendance for both boys and girls increased • Retention rates for boys exceed those for girls; retention rates for nonrepeaters higher than for repeaters. Girls tend to be repeaters, and this compounds their ability to stay in school • Allocations of uniforms and textbooks and supplies are biases towards boys

13. INDIA: THE MAHARASHTRA EMPLOYMENT GUARANTEE SCHEME

14. Questions • Assess the importance of gender roles as they might affect employment of the guarantee scheme? • Any relationships between the work done through Employment Guarantee Scheme (EGS) and people’s productivity? Explain. • What suggestions for the Minister of Planning about how to improve/change the EGS?

15. How can a poverty alleviation program be better designed? • Assets need to improve people’s lives and work conditions by gender • How was the EGS supposed to work? • Effectiveness of the EGS as it actually worked

16. Wage Scale • how varies by type of task assigned/performed • gender differences

17. Location of work • Women’s double roles may limit travel • Failure of the project to provide work within 5 km

18. Work of Children • Education, normal work roles • Affect on school enrollment

19. Labor Availability • Men continue to work on family land • Women seen as redundant labor & can seek work • Does EGS take advantage of this fully? How could it? • What about seasonality? How could the program take this into account?

20. Exploitation • What elements of EGS design and implementation lend themselves to exploitation of the workers? • Gender differences?

21. Asset creation and beneficiaries • EGS more helpful to people or contractors? • How could project be better designed? • What are the gender implications of the choices among the assets to be produced?

22. INDONESIA: THE P2WIK-UNDP BATIK PROJECT

23. PHILIPPINES: THE ASLONG IRRIGATION PROJECT

25. THAILAND: THE SARABURI DAIRY FARMING PROJECT

26. Questions on gender division of labor • How does gender division of labor affect potential success? • Effects on access and control over resources • What actors would you consider in assessing the financial viability of the dairy farming project? • Are dairy cattle profitable to the women? What are constraints?

27. Macro- and micro-contexts • What factors made the greatest differences in getting the project started? • What would have happended if some of these had not been present? • Which were necessary for project success and which were of less consequence? • Why?

28. What is necessary for dairying to succeed? • High producer cows (imported) • Capital to purchase cows and support systems • Demand for product • Method for marketing product • Inputs (e.g., land, labor, capital, feed, vet. services, insurance, technical, assistance)

29. Financial Approach • Costs • Returns • comparisons with other income sources

30. Costs • Purchase price/cow Bt 677 • Feed/cow/month 550 • insurance/cow/month 67 • transport costs/cow/month 200 • _______________________________ • Total monthly costs/cow Bt 1,494

31. Returns • one cow gives 11 to 22 kg of milk/day • price paid/kg of good milk is Bt 6.5 • 11 kg = Bt 71.5/cow/day x 30 day • Equals Bt 2,134/cow/month

32. Returns • Subtract costs from returns to determine profits • Multiply by number of cows • Add profits division through feed mill

33. Compare income • Average net cash income/agricultural household in 1986 was Bt 36,567 • Dairy income seems good