Gender Responsive Monitoring & Evaluation

1. Gender Responsive Monitoring & Evaluation

2. Introduction • How do we ensure our project is on track to reaching its objectives? • How do we ensure our project/programme has reached its objectives? We use M&E in everyday life Monitoring • Looking • Listening • Gathering information to understand the situation – what is happening? Is it efficient? Evaluating • Investigating • Recommendations /actions to fix the problem • Judgement/advice on the situation

3. Process of tracking and measuring what is happening • Involves collection and analysis of information during project • Uses targets and indicators to ensure resources and capacity are being used efficiently • Enables team to know if project is going as planned • The examination of a situation prior to intervention • What is the situation? • Why is it that way? • Explores opportunities and risks that might affect the project • A system to determine worth or significance of the project • Uses criteria such as relevance, efficiency, impact or sustainability • Picks up on lessons learnt and applies this to future or similar projects • Highlights priority needs and best programme response/strategy • Provides a baseline reference for future monitoring and evaluation • Is a tool for accountability according to programme goals/objectives • Improves implementation • Feeds into evaluation • Provides information in advocacy in changing policies and programmes • Improve project relevance, processes or method • Provides evidence of accountability for programme results • Outlines lessons learnt or recommendations

4. The Programme Cycle

5. The Programme Cycle & M & E 2. Implementation Phase Monitoring 3. Evaluation Phase Final evaluation Overall Impact Implementation Phase Formative Evaluation/ Review Implementation Phase Formative Evaluation/ Review Implementation Phase Monitoring

6. Your intended results Your planned work activities outcomes impact inputs outputs Programme Logic Model Resources— human, financial, material, technological etc. Intended or achieved short-term and medium-term effects generated by the outputs The longer-term result of a programme Products (goods, services, etc.) that result from the completion of an activity Processes that turn inputs into outputs e.g. skill building, training, etc.

7. Indicators Factors or variables that help us measure achievementor reflect changesin a project. They are compared over time in order to assess change. Indicators specify the type of data needed to determine if objectives will be met Indicators are essential to M&E because they are what you are measuring or monitoring They should be considered & developed in the Project Design Phase as part of the M&E design !! Examples of basic indicators are: • Average household income • Percentage of people living below the poverty line • Number of women’s support groups

8. Indicators These basic, number-based indicators can be developed using the SMART guidelines • Specific • Measurable • Achievable • Realistic • Time-bound A BASELINE needs to be established!!

9. Indicators & the Logic Model Impact Impact Measure the quality and quantity of long-term results generated by programme outputs. Eg Reduction in morbidity and mortality Measure the intermediate results generated by programme outputs. Eg Number of people whose behaviour changes Outcome Outcome Output Measure the quantity, quality and timeliness of the products — goods or services — that are the result of activity Eg Number of people who learn the facts Output Activity Measure the progress of activities in a programme/project and the way these are carried out Eg Number of people who read the literature Activity Input Input Measure the quantity, quality of resources provided for an activity/project/programme Eg Amount of literature distributed

10. Different kinds of Information – Quantitative and Qualitative Data Quantitative • Counting how much? Counting how many? • Absolute numbers (100) One hundred people passed their exams • Percent (50%) Fifty percent of people own a bicycle • Ratio (1:3) One person in three attends university • Cost ($1000) One thousand dollars to publish publications

11. Different kinds of Information – Quantitative and Qualitative Data Qualitative • Tells you how people feel, react, behave or how things are done • Sometimes asking open ending questions “why/how do you feel?” • Observing people, surroundings • Interpreting people’s behaviour and surroundings • Cannot always be quantified or measured

12. Data Collection Methods • Stakeholder Analysis • Survey and Questionnaire • Documentation Review • Direct Observation • Case Study • Interview • Cost Benefit Analysis

13. Gender Matters • Human rights – Bound by UN mandate on this • Gender – UN MDG no. 3: Promote gender equality and empower women • Gender – Cambodian MDG no. 3 which includes the following targets: - Eliminating gender disparity in wage employment - Eliminating gender disparity in public institutions - Reduce significantly all forms of violence against women

14. Gender Responsive M &E • Recognises that men and women experience interventions differently • Recognises the need for implementing organisations and evaluators to have a gender balance • Shows how much the project addresses the needs of women and men • Uses gender sensitive indicators and data categorised by sex, age ethnicity etc. • Looks at the project’s impact on men and women separately • Makes it possible learn lessons in a gender context for future projects • Adopts a “gender lens” throughout the programme process

15. Key Activities in Gender Responsive M&E • Conduct gender analysis as part of the assessment – Case Study • Identify gender-related goals and priorities – even in programmes without explicit gender focus (i.e. infrastructure, agriculture etc.) • Assess institutional capacity for integrating gender into development activities. • Ensure all staff are gender aware - provide training if needed (past/current training, mandate ) • Assess impact of gender integration in the overall project context - gender impact statement • Ensure a gender balance and approach in all interaction with project beneficiaries e.g. interviewers, facilitators, liaison staff – skewed data • Use and collect sex disaggregated data during entire programme phase • Ensure baseline studies are gender-sensitive- and include sex disaggregated data

17. Gender Responsive M & E in the Programme Cycle

18. Gender Responsive Indicators • Require the collection of data to be disaggregated by sex, as well as by age and socio-economic and ethnic groups • Should be considered in allprojects and interventions – even those that do not explicitly focus on gender issues • Take into account a long-term perspective (i.e. social change takes time) • Should require the use of participatory approaches – ensure women and men (including beneficiaries) have true participation in the planning of targets, implementation, and evaluation of findings. • Should call for a combination of qualitative and quantitative data

19. Gender Responsive Indicators • Some gender responsive indicators aim to measure more complex things, such as changes in perceptions, attitudes and thoughts • As discussed, such indicators are more likely to require the collection and analysis of QUALITATIVE data • Many gender responsive M&E plans implement indicators that measure EMPOWERMENT and PARTICIPATION (note participation may not necessarily mean numbers involved, but sharing, discussing and influencing) • These indicators are NOT likely to be developed using the SMART guidelines.

20. Gender Responsive Indicators They are more likely to follow the SPICED guidelines: • Subjective • Participatory • Interpreted and Communicable • Cross-checked and Comparable • Empowering • Diverse and Disaggregated

21. Gender Responsive Indicators – Examples from a water supply and sanitation project • EMPOWERMENT of women in households and in the community related to the status of women • The degree of SATISFACTION of women and their households with their new roles and with new services provided. • Facilities (micro-watersheds, water systems, latrines) completed after 2 year period • • Continuing levels of community and women's PARTICIPATION in local organizationsover project duration • PARTICIPATION of women on water management and village development committees. • Percentage of beneficiaries who use and maintain the constructed latrines, by sex over project monitoring period • Numbers of technical personnel, managers, co-ordinators educators, promoters and consultants by sex Impact Outcome Output Activity Input

22. More information? laura.portaro@unifem-eseasia.org References: UNICEF M&E Training Modules http://www.ceecis.org/remf/Service3/unicef_eng/index.html Making the MDGs Work for All: Gender-Responsive Rights-Based Approaches to the MDGs http://cedaw-seasia.org Liverpool School of tropical Medicine - Gender analysis case study http://www.liv.ac.uk/lstm/groups/gender_health/casestudy1.htm IDSS Professional Development Programme Development of Practical M&E systems Course Guide 2007