Purpose
This checklist is intended to assist projects in gender mainstreaming by providing a list of key considerations for mainstreaming gender within any project. It may be used as a framework to both design and evaluate projects in terms of the extent to which they include gender in their design, planning, implementation and monitoring and evaluation.
Keyword Search Tags
Project Phase:
Initiation Phase, Planning Phase, Implementation Phase, Exit & Evaluation Phase
Approaches for Working With Communities:
Community Development Approach, Community Engagement Approach, Societal Outreach and Campaigns Approach
Project Support:
Participatory Learning and Action Tools, Needs Assessment, Gender Analysis
| Project Initiation/Problem Analysis | Yes | Somewhat | No | |
| 1 | Have the key characteristics and possible differences among the target groups been clearly identified by sex, age, type of work, income, ethnic origin, etc.? | |||
| 2 | Has a gender analysis been conducted to identify and understand? | |||
| a) The needs of male and female beneficiaries | ||||
| b) The problems that both men and women face related to their animals’ husbandry and management/use (not just men or women only) | ||||
| c) Gender roles in the community or home related equine care and use between men and women, boys, and girls (e.g. decision-making in relation to equine care, use and management, accessing of service providers, perception of service providers about women and men), etc.) | ||||
| d) The gender relations (norms, customs, traditions, beliefs) in the community or home related to the division of labour and benefits amongst men and women, boys, and girls as they relate to their animals. | ||||
| 3 | Have the views of both men and women community stakeholders been sought in a consultative process? | |||
| 4 | Is the outcome of gender analysis used to inform the design of project plans? | |||
| Project Planning/Strategy | ||||
| 5 | Are there strategies in place to ensure that men and women can participate equally in the project activities? For example, if household chores and family care responsibilities are roles expected of women and girls, they tend to have less time to participate in project activities. Are these kinds of concerns considered when organizing activities? | |||
| 6 | Are there clear strategies in place to ensure that women and men will equally benefit from project activities? | |||
| 7 | Have any existing gender inequalities been identified amongst community stakeholders that could potentially affect their ability to meet their animals welfare needs/adopt desired behaviours? | |||
| a) If yes, are any gender transformative strategies built into the project to address this? | ||||
| 8 | Is the promotion of gender equality included explicitly as one of the project strategies? e.g. ensuring gender equality in representation in messaging, community leadership roles, how men and women are treated and their views valued by the project. | |||
| 9 | In strengthening the capacity of the target groups, is there a consideration to avoid increasing the workload of the members of the household who have a greater labour burden? e.g. women, girls | |||
| Project Planning/Outputs & Outcomes | ||||
| 10 | Do the outputs (and corresponding indicators) reflect priority concerns and respond to the needs of both men and women related to their animals’ welfare/their ability to meet their animals’ welfare needs? | |||
| 11 | Do the outcomes and outputs identify the intended target stakeholders by gender or other marginalized or vulnerable group requiring special consideration (e.g. migratory workers, religion, caste, race etc.)? | |||
| 12 | Do the outputs specify the ratio or number of target stakeholders by gender or other relevant marginalized social status? | |||
| Project Implementation/Activities | ||||
| 13 | In training/education activities, are the numbers of boys, girls, women, and men who will be trained/educated clearly stated? | |||
| 14 | Is there proportionate budget allocation as well as staff/trainer time investment to ensure all genders interests, needs and roles are given adequate attention to facilitate their empowerment to improve animal welfare? | |||
| 15 | If there is a high chance that women will participate less and/or potentially not benefit equally as men, have quota been set for men’s and women’s participation under the outputs and activities? | |||
| 16 | Are communication channels identified that will effectively reach specific target groups, in particular women and girls, and any other marginalized groups? | |||
| 17 | If women and girls, or men and boys, cannot or will not speak freely in mixed groups, are separate events planned for women/girls only and men/boys only, or with facilitators of the same sex to promote equal participation? | |||
| 18 | During project implementation, do staff take opportunities to raise awareness on gender equality and demonstrate that the participation of women alongside men is beneficial to everyone? | |||
| 19 | Does the programme have support from, or cooperate with, gender experts or organizations with gender expertise, if it needs assistance in this respect? | |||
| Project Monitoring and Evaluation | ||||
| 20 | Does the project collect any information or data that can be disaggregated by gender or other marginalized group to identify potential inequalities, constraints, and opportunities these groups face? | |||
| 21 | Are methods and tools provided to project staff to enable them to effectively measure and evaluate the nature and extent of impact and benefits for male and female project stakeholders and/or other marginalized groups? | |||
| 22 | Does the project collect feedback from male and female stakeholders (or other marginalized groups)? Are the timings for feedback and monitoring meetings convenient for the gender roles of male and female stakeholders? Are there female facilitators/evaluators/translators etc. to create a safe space and culturally/religious norms of the area? |
Adapted from [87]