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Workshop on Gender Equitable Development 26-27 June 2012 Da Nang, Vietnam. Case-based Gender Monitoring Tool Developed by Dr. Kyoko Kusakabe Asian Institute of Technology. Presented by: Jagriti Shankar Gender-KM Officer APMAS-GSM Project Asian Institute of Technology.

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case based gender monitoring tool developed by dr kyoko kusakabe asian institute of technology

Workshop on Gender Equitable Development

26-27 June 2012

Da Nang, Vietnam

Case-based Gender Monitoring ToolDeveloped by Dr. Kyoko KusakabeAsian Institute of Technology

Presented by:

Jagriti Shankar

Gender-KM Officer

APMAS-GSM Project

Asian Institute of Technology

challenges in institutionalizing gender in m e
Challenges in institutionalizing gender in M&E
  • Gender often not full integrated in project design
    • Gender objectives
    • Gender indicators
  • Gender relations difficult to measure
  • Missing Gender baseline data
  • Field staff not equipped in data collection with women
  • Gender analysis capacity at the field level
  • Gender issues outside the project framework
principles of case based gender p rocess m onitoring i
Principles of Case-based Gender Process Monitoring- I
  • Supplement to regular project M&E system
  • Story-based (easy, flexible and wide coverage)
  • Focus on particular Gender issue of your area (participation, use or control of resources, VAW etc.)
  • Empowerment is a process and it should be monitored
principles of case based gender p rocess m onitoring ii
Principles of Case-based Gender Process Monitoring-II
  • Captures the change as and when it occurs
  • Build capacity for gender analysis on field level
  • Participatory discussions and reflection
steps to do case based gender process monitoring
Steps to do case-based gender process monitoring
  • Selection of key domains of change
    • Select issues related to gender
      • Women’s participation
      • Women’s confidence level;
      • Decision making patterns in the household;
      • Decision making patterns in the community;
      • Gender division of labor;
      • Violence against women;
      • Women’s access to knowledge
      • Women’s network and mutual help.
slide6

Meeting at the commune level to discuss and decide the key domain(s) of change

  • Collection of stories
    • Stories collected by field level staff/ focal points
    • “happy” story and “sad” story
slide7

Sharing of stories

    • Stories brought together at the district level for sharing and discussion
    • Discuss
      • What is “happy” (“sad”) about this story?
      • Why do we feel that this is “happy” (“sad”)?
      • Why did it happen like this?
      • Have you seen similar stories in your area?
      • What are the desired changes?
      • How can we bring about that change?
      • What is the role of the project to bring about change?
slide8

Reporting the stories and discussions

    • Summary of each story (one line)
    • Meeting minutes
    • Issues of concern for the project
    • Signs of achievement of the project
    • Recommendations for change
advantage of case based gender process monitoring
Advantage of case-based gender process monitoring
  • Open ended
  • Information collection and capacity building
  • Easy to collect (stories)  not too technical/ conceptual
  • On-going
exercise
Exercise
  • Divide into groups, each group will work on one case study
  • Read the case study and discuss with in group:
    • Is this a happy or sad story?
    • Why you think this is happy or sad story?
    • Why did it happen like this?
    • If it is happy story then:
        • What is the role of the project to bring about change?
    • If it is sad story then:
        • What are the desired changes?
        • How can we bring about that change?
        • What is the role of the project to bring about change?
key domains of change participation
Key domains of change: participation
  • Mrs. Socheat, 38 years old of Tacheik village is one of the participant of FFS. She is illiterate, and was sitting in the back of the room in each session. She never talked a word and never took notes. However, on field day, she was one of the most active in the group and went down to the rice field to look for insects. The next week, the trainer asked Mrs. Socheat to sit in the front line. The trainer asked Mrs. Socheat about pests, and Mrs. Socheat was able to answer the question. Since that day, Mrs. Socheat always sat on the front line, and asked questions, even though she was not able to take any note.
key domains of change decision making
Key domains of change – decision making

Mrs. Sokha, 35 years old, lives in Chambak Kui village. She borrowed money from the village credit. In her application, she wrote that she is going to buy three piglets and feed with $100, and also submitted a business plan for this. However, when she came back home, her husband asked that he urgently needed some money for fuel for water pump to irrigate the field. She also had to pay for her children’s school fees and batteries. In the end, she was left with only $50, and bought three small piglets. Since she did not have enough money left to buy feeds, piglets became weak and two of them died. She has only one pig left with which she has to repay back her credit. She is asking for extension of interest payment.

key domains of change self confidence
Key domains of change: self-confidence
  • Ms. Lim attended a training on pickle making. She used to do pickling at home for home consumption, and in the training she learned how to improve quality and to market. She needed to make some new investment to improve the place where she produce pickles. She was convinced that it would be good to start the business, but she was afraid to discuss this new investment with her husband, and she was afraid that she will not be able to sell. So, up until now, she has not yet started her business.
key domains of change gender division of labor
Key domains of change: Gender division of labor
  • Ms. Vathana has been selected as a village health volunteer. She has attended several training in the village and also in the district center. Ms. Vathana lives with her husband and three children. The youngest is 3 years old. She sometimes brings the smallest child to training sessions, and had to miss some sessions when her child has a problem. At first, her husband was not happy that she is absent from home frequently. He asked her what is the merit to their family when she do these activities. But seeing people coming to Ms. Vathana for advice and help, he stopped complaining, and now is taking up household work to allow Ms. Vathana to concentrate on her volunteer work.