Questionnaire

Document of
The International Fund for Agricultural Development

For Official Use Only
IFADS GENDER STRENGTHENING PROGRAMME

IN EASTERN AND SOUTHERN AFRICA
ANALYSIS OF QUESTIONNAIRES
COMPLETED BY
PROJECT IMPLEMENTATION STAFF
CONFIDENTIAL
REPORT No. 1090
December 2000
This document has a restricted distribution and may be used by recipients only in the performance of
their official duties. Its contents may not otherwise be disclosed without the authorisation of the
International Fund for Agricultural Development (IFAD).

COMPLETED BY
TABLE OF CONTENTS
Page
ABBREVIATIONS AND ACRONYMS

SUMMARY
iii
iv
I.
INTRODUCTION
A. IFADS GENDER STRENGTHENING PROGRAMME IN EASTERN AND SOUTHERN AFRICA
B. QUESTIONNAIRE SURVEY
C. STRUCTURE OF REPORT
1
1
3
3
II.
PROJECT PROFILES
A. COUNTRY AND YEARS OF OPERATION
B. PROJECT COMPONENTS
4
4
4
III.
APPROACHES TO ADDRESSING GENDER ISSUES IN PROJECTS

A. THE THEORY
B. THE PRACTICE
6
6
7
IV.
BENEFICIARY PARTICIPATION AND NEEDS

A. PARTICIPATION IN DECISION-MAKING
B. PARTICIPATION IN PROJECT ACTIVITIES
C. GROUPS
D. PROJECTS UNDERSTANDING OF BENEFICIARY NEEDS
11
11
11
12
13
V.
INTEGRATING GENDER INTO PROJECT MANAGEMENT

A. MANAGEMENT PRACTICES
B. GENDER FOCAL POINTS AND GENDER TRAINING
C. INFLUENCE OF GENDER FOCAL POINT AND GENDER TRAINING ON PROJECT
MANAGEMENT
D. GOOD PRACTICE
16
16
18
VI.
IMPLICATIONS OF FINDINGS FOR IFADS GENDER STRENGTHENING

PROGRAMME
A. LESSONS LEARNED
B. THE NEXT STEP
LIST OF APPENDICES
1.
2.
3.
List of Respondents
Questionnaire in English
Questionnaire in French
19
20
21
21
22
List of Diagrams
1.
Overview of IFADs Gender Strengthening Programme in Eastern and Southern Africa
List of Tables
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
Projects by Country and Years of Operation

Main Project Components
Beneficiary Participation at Various Stages in Project Cycle
Beneficiary Participation in Project Activities
Group Combinations
Group Origins
Group Activities
Beneficiary Perspectives: Women
Beneficiary Perspectives: Men
Womens Specific Needs from Projects
Analysis of Relationship Problems Identified by Women
Innovative Methods by Source
Characteristics of Projects with Gender Focal Points and Gender Training
Influence of Gender Focal Point and Gender Training on Project Design and
Modification
Influence of Gender Focal Point and Gender Training on Beneficiary Participation
Influence of Gender Focal Point and Gender Training on Data Collection Methods
List of Boxes
1.
2.
3.
4.
5.
Project Components and Methods for Addressing Gender Issues

Examples of Project Components Addressing Gender Issues
Positive Impacts of Projects
Projects Understanding of Womens Preferences for Being Contacted, by Country
Examples of Project Modifications and Fund Reallocations
ii
ABBREVIATIONS AND ACRONYMS
FAO
FAL
GFP
IGA
PRA
UNOPS
Food and Agriculture Organization

Functional Adult Literacy
Gender Focal Point
Income-Generating Activity
Participatory Rural Appraisal
United Nations Office for Project Services
iii
IFADs Gender Strengthening Programme in Eastern and Southern Africa

Analysis of Questionnaires Completed by Project Implementation Staff
__________________________________________________________________________________
SUMMARY
1.
The questionnaire survey of all ongoing IFAD-supported projects in Eastern and Southern
Africa is one component within IFADs Gender Strengthening Programme in the region. The purpose
of the survey was to capture the broadest range of experiences in addressing gender issues at the
project level. Responses were received from 29 projects covering 13 countries. Whilst agricultural
projects were dominant amongst the sample, other types of projects were also represented (namely,
support for fishing, district development, small-scale enterprises, health and sanitation, and orphans).
2.
There is wide recognition amongst project staff of the need to address gender issues at all
stages in the project cycle since this has implications for effective project implementation. Over half
of the respondents report that the principal reason for strengthening gender aspects in project
management is to make projects more effective. The rest of the respondents see gender strengthening
activities contributing to the process of social change and the empowerment of women. However,
three major constraints are faced by projects in achieving their gender objectives: socio-cultural
attitudes and practices; general poverty at the household level, often coupled with low levels of
literacy and poor health; and limitations within the projects management and organisation.
3.
Beneficiary participation varies considerably throughout the life of a project. Although all
projects claim that the participation of women is important for the success of the project, the degree to
which they participate varies considerably between different stages in the project cycle. Indeed, it is
only at the implementation stage that women enjoy a significant level of participation. More typically,
men dominate decision-making, particularly at the identification and evaluation stages.
4.
Based on practical experience at project level, the most successful components in addressing
gender issues are: capacity-building among beneficiaries, the provision of credit, infrastructure
development, extension and research, technology development and dissemination, and micro
enterprises. The most effective methods and techniques are: PRAs and beneficiary participation,
awareness creation and sensitisation about gender issues, and stakeholder training, ensuring
appropriate representation of women and men in groups and on committees, targeting project
activities on women, and staff capacity-building.
5.
Six projects have gender focal points or gender specialists and almost two-thirds of the
projects have staff who have received gender training. There are marked positive associations
between the gender training of staff, and the presence of a gender focal point or gender specialist, on
management practices and beneficiary participation. Projects with gender-trained staff are more likely
to conduct a baseline study with gender analysis, collect sex-disaggregated data, and use genderspecific indicators. Projects with gender focal points are more likely to use innovative methods for
addressing gender issues, modify the project and reallocate funds, and achieve higher rates of
participation by women in decision-making and training.
6.
The questionnaire survey confirms the relevance of IFADs Gender Strengthening
Programme for ongoing projects and programmes in Eastern and Southern Africa. Not only is there an
interest in addressing gender issues amongst project staff but there is the understanding that, through
gender strengthening, opportunities exist to improve the effectiveness of project design and
implementation.
iv

________________________________________________________________________________
I.
A.
INTRODUCTION
IFADS GENDER STRENGTHENING PROGRAMME IN EASTERN AND SOUTHERN AFRICA
1.
The overall goal of the Gender Strengthening Programme is to strengthen the gender focus
of IFAD-supported projects in Eastern and Southern Africa. This is to be achieved through a threeyear programme of action research and skills-development which will not only strengthen the
capacity of ongoing projects to address gender issues but also draw lessons for the design and
implementation of future projects.
2.
The interest of IFADs Eastern and Southern Africa Division in gender strengthening is not
as an end in itself but as a means to improve the outcome of IFAD-supported projects and thereby
tackle rural poverty effectively. It is recognised that an understanding of the differing livelihoods,
needs, opportunities and priorities of poor women and men is essential for successful project design
and implementation. OECDs definition is particularly useful for clarifying this perspective. Gender
equality is broadly defined as equal enjoyment by women and men of socially valued goods,
opportunities, resources and rewards. Gender equality does not mean that men and women become
the same but that their opportunities and life chances are equal. The emphasis on gender equality
and womens empowerment does not presume a particular model of gender equality for all societies
and cultures but reflects a concern that women and men have equal opportunities to make choices
about what gender equality means and work in partnership to achieve it.
3.
This is to be achieved in the Gender Strengthening Programme by enabling IFAD-supported
projects to mainstream gender in all stages of the project cycle. There are five core activities in the
programme (Diagram 1):
field diagnostic studies to be carried out in four to six countries;

questionnaire survey of all ongoing IFAD-supported projects in the region;
preparatory meetings for project co-ordinators from selected countries (working in country
pairs);
action planning workshops for project staff from country pairs; and
pilot activities to be implemented and evaluated at field level.
4.
For several of the activities, the programme is working in selected country pairs in which the
field diagnostic study is conducted in one country and the workshop is held in the other. This
approach has two benefits: it enables an in-depth analysis of gender issues and their implications for
project design and management to be conducted at country level, as well as presenting opportunities
for sharing experiences between project staff.
5.
To date (October 2000), diagnostic studies have been conducted in Uganda and Zambia; the
preparatory meeting for project co-ordinators from Uganda and Tanzania was held in Dar es Salaam
in September 2000; and the workshop for staff from those countries will take place in November
2000. The current document reports on the results of the questionnaire survey of ongoing IFADsupported projects in the region1.
The analysis of questionnaires was conducted by Ms. Clare Bishop-Sambrook, Agricultural Economist and
Gender Specialist (IFAD Consultant).

________________________________________________________________________________
Diagram 1: Overview of IFADs Gender Strengthening Programme

in Eastern and Southern Africa
Field diagnostic studies at

country level
Questionnaire survey at
regional level
Preparatory meetings
for country pairs
Action planning workshops

for country pairs
Pilot activities at field

level in ongoing projects
Stocktaking meetings
for country pairs
Capacity-building
of staff
Lessons for design

and implementation
of future projects
Improved performance of
IFAD-supported projects
and programmes through
gender strengthening
Contribute to IFADs
mandate to alleviate rural
poverty through
sustainable agricultural
and ruraldevelopment

________________________________________________________________________________
B.
QUESTIONNAIRE SURVEY
6.
The purpose of conducting a questionnaire survey of all ongoing projects in the region is to
capture the broadest range of experiences in addressing gender issues at the project level. The
questionnaire was distributed to 43 projects in early 2000. Responses were received from 29
projects, covering 13 countries, by July 2000; this represents a response rate of 67%. The list of
respondents is presented at Appendix 1. The questionnaires, in both English and French versions, are
presented in Appendices 2 and 3 respectively.
7.
Among the non-responses, there are at least two projects which are closing during the year
and a third will close in 2001. Two others noted they were unable to complete the questionnaire
because they had not yet addressed gender issues within their project design.
C.
STRUCTURE OF REPORT
8.
A brief overview of the projects is provided in chapter II. Approaches to addressing gender
issues are reviewed in chapter III, firstly from a theoretical perspective and secondly by examining
events in practice. Chapter IV reviews the opportunities for beneficiary participation in project
activities, the role of groups, and beneficiary needs. The manner in which gender has been integrated
in project management is examined in chapter V. The report concludes by reflecting on the findings
and identifying lessons to be learned from the survey for the Gender Strengthening Programme
(chapter VI).

________________________________________________________________________________
II.
PROJECT PROFILES
9.
This chapter sets the study in context by presenting a brief overview of the projects, in terms
of their location, years of operation and main components. This information is used during
subsequent analysis.
A.
COUNTRY AND YEARS OF OPERATION
10.
The responses provide good coverage of countries in Eastern and Southern Africa (Table 1).
Nearly half of the projects have been operating for less than three years. The average length of
operation is 3.7 years. This may reflect a relatively young project profile because some of the older
projects, which are closing in the near future, failed to return the questionnaire.
Table 1: Projects by Country and Years of Operation
Country
Angola
Burundi
Ethiopia
Kenya
Lesotho
Madagascar
Mozambique
Namibia
Rwanda
Tanzania
Uganda
Zambia
Zimbabwe
Total
B.
Under 1
2
1
1
Years of operation
2-3
4-5
6 and over
1
1
1
2
1
1
1
7
2
7
1
1
1
1
1
1
1
1
1
10
1
1
1
1
1
PROJECT COMPONENTS
11.
Whilst agricultural projects are dominant amongst the sample (accounting for 72% of the
total), other types of projects are also represented, namely support for fishing, district development,
small-scale enterprises, health and sanitation, and orphans (Table 2).
12.
All projects have an institutional strengthening component and many also develop the
capacity of beneficiaries through group promotion and training. Other components, common across
the different types of projects, are the provision of credit (often coupled with support for microenterprises/income-generating activities), and infrastructure development (such as roads, water,
sanitation, and health centres).
13. Amongst the agricultural projects, crop-input supply, and extension and research are important
components (appearing in 81% and 52% of these projects respectively). Over one-third of
agricultural projects have either an irrigation, livestock or conservation/natural resources component.
Four projects work at a policy level to create an environment supportive for their sector interests
(such as fisheries, small-scale enterprises and care of orphans).

________________________________________________________________________________
Table 2: Main Project Components

Components
Institutional strengthening
Capacity-building
Credit
Micro enterprise/Incomegenerating activities
Infrastructure
Input supply livestock
Input supply fishing
Irrigation
Conservation/natural
resources
Extension and research
Technology development
Marketing
Policy environment
Number of projects
Project type
Agriculture
Fisheries
21
17
12
6
Total
Small-scale
enterprise
2
2
2
2
Health and
sanitation
1
1
1
-
Orphans
No (%)
2
2
2
1
District
development
2
2
2
1
1
1
1
-
29 (100)
25 (86)
20 (69)
10 (34)
9
8
1
8
8
2
2
2
2
-
1
-
14
8
3
8
10
11
4
2
21
1
1
1
1
2
1
2
2
2
1
1
13 (45)
5 (17)
3 (10)
4 (14)
29 (100)
(48)
(28)
(10)
(28)
(34)

________________________________________________________________________________
III.
APPROACHES TO ADDRESSING GENDER ISSUES IN PROJECTS
14.
This chapter reviews approaches to addressing gender issues, as noted by the respondents,
firstly, from a theoretical perspective and secondly, in practice. Project components and techniques,
which have proved particularly useful in addressing gender issues, are discussed.
A.
THE THEORY
Goal of strengthening gender aspects in project implementation

15.
From the respondents perspective there are two principal reasons for strengthening gender
aspects in project implementation. Over half of the respondents (56%) report that the main reason is
to make projects more effective. By developing a better understanding of gender issues, such as
identifying social barriers which hamper development initiatives, it would be possible to ensure
more effective and balanced participation by both women and men. In turn, this would contribute to
successful project outcomes in which all share in the benefits.
16.
The balance (44%) see gender strengthening activities contributing to the process of social
change and the empowerment of women. In particular, it is considered important for women to have
the opportunity to participate in decision-making, as well as project activities, and to have access and
control over resources and benefits.
(NB this question only appeared on the questionnaire in English; hence this discussion is based on
18 projects).
Gender strategy
17.
Almost all respondents think it is necessary to have a specific gender strategy as part of
project implementation. The two exceptions are from Burundi and Angola.
Role of women-specific activities
18.
Over 70% of the sample do not consider projects with only women-specific activities to be
gender sensitive. Indeed, within this group, the majority (60%) does not think that women-specific
components or activities are a valid way of strengthening the gender aspects of a project. They feel
that an integrated approach should be used to addressing gender issues because:
the interests of both women and men should be mainstreamed in the development
process because a balanced and holistic approach reflects the complementary
relationship between women and men (particularly with respect to activities in the
family);
all members of society need to be informed about gender issues in order to change
perceptions and attitudes whilst avoiding dissent and creating jealousies;
gender issues and inequalities are not only experienced by women but vary between
social systems and structures;
adopting women-specific activities may create conflicts in households; and
adopting women-specific activities may marginalise men from activities which are
outside their traditional gender roles (for example, looking after orphans).

________________________________________________________________________________
19.
The picture is reversed amongst the others. The majority of this group not only think that
women-specific interventions should be used to strengthen the gender aspects of a project but also,
by doing so, a project should be considered gender sensitive. Support for the use of women-specific
interventions is particularly strong among those who view gender strengthening activities as part of
the process of social change and empowerment of women.
20.
The rationale for targeting specific activities at women include recognition of the following:
the central role of women in contributing to all aspects of rural livelihoods;

differing needs between women and men, reflecting their different roles and
responsibilities, thereby requiring different interventions; and
to redress the imbalance caused by the tendency for men to dominate in the absence of
separate activities, relegating women to peripheral positions.
21.
However, it is recognised that men should be sensitised about the need for these activities in
order to ensure their support. Moreover, women-specific activities should be viewed in the context
of the whole project and not be isolated.
B.
THE PRACTICE
Project aims with regard to gender issues

22.
Over half of the projects aim to address gender issues through encouraging womens
participation in project activities. Some also note the need to encourage specific vulnerable groups,
such as female-headed households, widows, and youth.
23.
One third of the projects aim is to address gender issues through integrating gender in all
project activities; the others focus on encouraging participation by all.
Barriers to addressing gender issues
24.
The constraints faced by projects in achieving their gender objectives can be grouped into
three main themes:
socio-cultural attitudes and practices resulting in: specified gender roles and the gender
division of labour, a male-dominated environment, and the low position of women in
society and the home. As a consequence, there are inequalities between women and men
with respect to workloads, access to productive resources, and distribution of benefits;
all of which hinders womens participation in development activities. Moreover, women
are often reticent to participate in project implementation and decision-making, and
women without family support are less able to make effective use of the services on
offer.
general poverty at the household level, often coupled with low levels of literacy and
poor health. One project in Zimbabwe, where 25% of the working population is infected
with HIV/AIDS, stresses that the illness cannot be ignored by any project today.
limitations within the projects management and organisation: an absence of a gender

strategy; confusion regarding the concept of gender (some seeing it as equating solely
with women whilst others see it as a cover for feminist activities); a lack of staff trained
in gender; and the dominance of men amongst project staff and stakeholder institutions.

________________________________________________________________________________
Project successes in addressing gender issues
25.
Respondents identify the following components as being most successful in addressing
gender issues (see Box 1 for their relative importance and Box 2 for examples):
Capacity-building among beneficiaries, both through working with groups and training;
provision of credit;
infrastructure development, particularly water supplies;
extension and research;
technology development and dissemination, such as fuel-efficient stoves, processing
technologies for traditional food crops, animal drawn technologies and treadle pumps;
support for micro enterprises, provision of agricultural inputs (seeds and small livestock)
and natural resource management.
Box 1: Project Components and Methods for Addressing Gender Issues
Project components (cited by % projects)
beneficiary capacity-building (65%)

credit (50%)
infrastructure development (20%)
extension and research (20%)
technology development and dissemination
(20%)
micro enterprises (20%)
agricultural inputs (15%)
natural resource management (10%)
Methods and techniques (cited by % projects)
PRAs + beneficiary participation (53%)

gender awareness creation and sensitisation (46%)
stakeholder training (46%)
gender representation in groups + committees (36%)
targeting project activities on women (25%)
staff capacity-building (21%)
gender-specific indicators for project monitoring (11%)
recruitment of female staff (7%)
institutional collaboration (7%)
Sample size = 20 and 21 respectively
Box 2: Examples of Project Components Addressing Gender Issues
Madagascar: Through project activities supporting groups, providing rural finance and disseminating agricultural
information, women now participate in economic activities, such as the highly profitable production of vanilla (a crop
which was traditionally the sole preserve of men) and economic decision-making. As a consequence, the quality of
womens lives has been improved through earning income and sociological emancipation.
Mozambique: The water component of the project closely involved women throughout the construction process,
including training women in the maintenance of hand pumps and ensuring their participation on water committees
responsible for collecting and managing water user fees. Project benefits for women were identified in terms of saving
womens time through having easy access to water supplies and their participation in the management of water.
Tanzania: In the rehabilitation of rural roads component of the project, womens groups made culverts for roads. Not
only did this enable women to earn income but also to work on roads, an activity which was traditionally in the male
domain.
Tanzania: As a result of identifying womens problems, needs and priorities, the project disseminated animal drawn
technologies and provided credit for their acquisition. This enabled women to own oxen (which was previously
uncommon) and to reduce their workloads by changing labour patterns in the household. Men now play an active role in
weeding with animal drawn technology and also assist in collecting firewood using animal traction; before the use of
draught animals, women traditionally performed both tasks.

________________________________________________________________________________
Methods and techniques for addressing gender issues
26.
Projects use a wide range of methods and techniques to address gender issues. The most
popular are (see Box 1 for their relative importance):
Participatory Rural Appraisals (PRAs) and beneficiary participation;

awareness creation and sensitisation about gender issues;
stakeholder training, often including adult literacy;
ensuring appropriate representation of women and men in groups and on committees:
this ranges from encouraging a few men to join predominantly womens groups, to
encouraging women to participate on management committees;
targeting project activities on women: the purpose of targeting is usually to ensure that
women account for a certain proportion of the beneficiaries in credit allocations
(typically 30 40%) whilst, in an irrigation project in Tanzania, targeting is used to
ensure that at least 30% of the irrigation area developed is allocated to women;
staff capacity-building;
use of gender-specific indicators for project monitoring;
recruitment of female staff: two projects suggest that by recruiting female staff they
would increase the chance that womens interests are taken into consideration; and
institutional collaboration.
Project impacts
27.
Respondents describe the impacts of their projects not only in terms of improving standards
of living but also in terms of strengthening the development process through the acquisition of skills
among the beneficiaries (Box 3). In particular, womens contribution is enhanced through increasing
their self-esteem and confidence which, in turn, enables them to play a greater role in the community
and to participate more fully at meetings and in decision-making activities.
Box 3: Positive Impacts of Projects

Main impacts on women
Main impacts on men
increased income and improved standard of

living
new skills
increased participation in decision-making
increased self-esteem and contribution to
community
improved health and nutrition
increased income
improved farming
new skills
improved relationships between men and women
(each item mentioned by between 25 36% of the 22 projects (each item mentioned by between 25 50% of the 16 projects
responding to question)
responding to question)
Other benefits for women, each mentioned by less than 20% of projects, include access to finance, improved water supplies, the
ability to own small livestock, and improved literacy.
28.
Seven respondents identify negative impacts of their projects on participants, citing the
break-up of marriages and households, loss of mens pride and their loss of control over resources,
and the social disquiet caused by the empowerment of women. Whilst one project notes the potential
adverse impact of additional activities on womens workloads if projects are not properly designed,
another records this has happened. In the latter case, although women have benefited from the
project through owning small livestock, they also suffer from the additional responsibilities due to
their multiple roles.

________________________________________________________________________________
29.
Respondents are divided as to whether they consider their projects have the same impact on
women and men. Those who feel the impacts are similar argue that both women and men participate
in project activities and benefit accordingly, or that family members benefit indirectly (through an
improvement in household income or health services, for example).
30.
The reasons why other projects feel the impacts differ between women and men vary. Some
note that their projects target women and consequently women are the greatest beneficiaries.
However, the main reason cited is that traditional and cultural norms influence the distribution of
benefits. Due to their position as household heads and key decision-makers, men often reap the
economic benefits accruing from projects. Women tend to benefit more from improved social
amenities, such as water supplies and health facilities.
10

________________________________________________________________________________
IV.
BENEFICIARY PARTICIPATION AND NEEDS
31.
This chapter discusses the nature of beneficiary participation in projects (paying particular
attention to differences in participation between women and men), examines the composition and
activities of groups, and reviews beneficiary needs, as understood by project staff.
A.
PARTICIPATION IN DECISION-MAKING
32.
Beneficiary participation varies considerably throughout the life of a project (Table 3).
Participation in decision-making is highest during implementation (in which all projects have some
form of beneficiary participation) and lowest during the supervision stage (in which 46% of projects
have no beneficiary participation).
Table 3: Beneficiary Participation at Various Stages in Project Cycle
Beneficiary participation
Identification
Men only
21
Men majority
37
Women and men equal
21
Women majority
0
Women only
0
None
21
Total
100
Sample size ranged from 13 to 14
Stage in project cycle (% projects)

implementation
Supervision
14
23
36
15
29
8
21
8
0
0
0
46
100
100
evaluation
15
31
15
0
0
39
100
33.
All projects claim that the participation of women is important for the success of the project.
However, the degree to which they participate differs at different stages in the project cycle. Indeed,
it is only at the implementation stage that women enjoy a significant level of participation, albeit in
only half of the projects. More typically, men dominate decision-making, particularly at the
identification and evaluation stages.
B.
PARTICIPATION IN PROJECT ACTIVITIES
34.
There are distinct differences between project activities in which women and men participate
(Table 4). Women are much more likely to contribute their labour to unpaid activities whereas men
dominate paid activities. For example, women account for at least half of the participants in 80% of
projects using unpaid labour but enjoy a similar level of participation in only 30% of projects using
paid labour. Due to the small sample size it is not possible to determine whether there is any
relationship between levels of womens participation in unpaid and paid activities.
Table 4: Beneficiary Participation in Project Activities
Men only
Men majority
Women and men equal
Women majority
Women only
Total
Unpaid
labour
0
20
40
40
0
100
Project activities (% projects)

paid labour
financial
30
40
30
0
0
100
Sample size varied from 9 to 12
11
11
56
22
11
0
100
training
0
8
59
33
0
100

________________________________________________________________________________
35.
It is only with respect to training that women attain significantly higher participation rates
than men (Table 4). Indeed, women account for at least half of the trainees in all but one project with
a training component. Only nine projects have commented on financial contributions to project
activities and, in two-thirds of these projects, men are the major contributors.
C.
GROUPS
36.
All projects except one work with beneficiary groups. All of these projects work with mixed
groups; many also work with womens groups (69% of sample) and, to a lesser extent, with mens
groups as well (27%) (Table 5). Women represent the majority of members in 63% of the mixed
groups. However, although in the minority, men are often office holders (as noted in two projects in
Zimbabwe and one in Uganda (but the latter also notes that a woman usually holds the post of
treasurer)). In other projects in Uganda, a few men are able to belong to predominately womens
groups but have restricted membership (e.g. are not allowed to hold offices).
Table 5: Group Composition
Group composition
Womens groups
Mens groups
Mixed groups
% projects
69
27
100
Sample size=26
NB %s total exceeds 100 because many projects work
with more than one type of group
37.
Three-quarters of the projects work with groups already in existence and have strengthened
them during the project (Table 6). One quarter work solely with new groups whilst only one project
works with an existing group but has not strengthened it during project implementation. Projects
only working with existing groups tend to be older (average years of operation is 4.6 years) than
projects which have either created new groups and strengthened existing groups (average of 4.4
years), or created new groups (3.2 years).
Table 6: Group Origins
Group origins
% projects
Existed before, not strengthened by project

Project only strengthening existing groups
Project strengthening existing groups and creating new ones
Project only creating new groups
4
31
42
23
Sample size = 26
38.
The most popular activities for both womens and mens groups are income-generating
activities (IGAs) and agriculture (Table 7). IGAs for women include making baskets, dresses,
culverts and bricks, and running village shops. IGAs for men include brick making, mechanics and
carpentry. In addition to addressing issues of food security, farming groups also engage in vegetable
or vanilla production, dairy production, poultry production, livestock rearing, bee keeping, and fish
farming.
12

________________________________________________________________________________
Table 7: Group Activities
Group activities
Income-generating activities
Agriculture
Savings and credit
Discussion forum
Extension, dissemination
Resource management
Project management
Other
Total number of responses
Womens groups
No (%)
12 (37)
8 (24)
5 (15)
3 (9)
1 (3)
0 (0)
0 (0)
4 (12)
33 (100)
Mens groups
No (%)
4 (26)
3 (20)
2 (13)
1 (7)
1 (7)
2 (13)
1 (7)
1 (7)
15 (100)
Mixed groups
No (%)
9 (16)
13 (21)
9 (16)
6 (10)
4 (7)
5 (9)
9 (16)
3 (5)
58 (100)
Other includes nutrition, purchasing groceries and household items, drama and burial groups; fishermens
interest group
39.
Several groups are used as a forum for women and men to discuss their problems in order to
promote greater understanding between them. For example, in Burundi, mixed groups are seen as a
means of helping society understand the benefits of women participating in productive work, rather
than solely housework, whilst womens groups provide an opportunity for women to be exposed to
the outside world and understand how they can move away from poverty through social and
economic development.
40.
A few mens groups and mixed groups are involved in co-ordinating project activities and
managing communal resources. These projects usually have a significant infrastructure component,
such as irrigation or roads, which require operation and maintenance.
41.
Communal resources include rangelands in Namibia, drylands in Zimbabwe, and fisheries in
Mozambique. Interestingly, womens groups do not participate in these management activities even
though they are present in over half of these projects. Even within mixed groups, women may play
different roles; in Mozambique, for example, men are members of the community committees whilst
women raise awareness about the importance of fisheries management through songs and plays.
D.
PROJECTS UNDERSTANDING OF BENEFICIARY NEEDS
Integrating women in project activities

42.
Project staff were asked about beneficiaries perspectives on the best way to integrate
women in project activities. Over 70% think women would prefer to be contacted separately rather
than together with men (Table 8). In contrast, a similar proportion think men would recommend the
same activities for women and men, rather than having specific activities for women (Table 9). Five
projects note that both approaches are valid depending on the nature of the activities.
Table 8: Beneficiary Perspectives: Women
Project understanding of beneficiary perspective
Women preferring to be contacted separately
Women preferring to be contacted together with men
% projects
71
50
Sample size = 24; the % total exceeds 100 because 5 projects cited both options
Table 9: Beneficiary Perspectives: Men

Project understanding of beneficiary perspective
Men thinking there should be specific activities for women
Men thinking there should be the same activities for women and men
Sample size = 21; the % total exceeds 100 because 5 projects cited both options
13
% projects
38
71

________________________________________________________________________________
43.
Interestingly, there is little consistence within countries regarding the best approach to
follow (Box 4). This suggests it is not possible to draw conclusions from general understandings but
that location-specific studies are a prerequisite to project interventions. Indeed, one project notes that
this topic has never been discussed with their beneficiaries.
Box 4: Project Understanding of Womens Preferences for Being Contacted, by Country
Women preferring to be
contacted separately
Angola (1)
Kenya (1)
Madagascar (3)
Mozambique (1)
Rwanda (2)
Tanzania (4)
Uganda (3)
Zambia (1)
Zimbabwe (1)
Women preferring to be contacted

together with men
Burundi (1)
Lesotho (1)
Madagascar (1)
Namibia (1)
Rwanda (3)
Tanzania (1)
Uganda (2)
Zimbabwe (2)
NB 5 projects cited both options
Womens specific needs from project

44.
Over three-quarters of the projects stated that women have specific needs which they hope
the project would address. Most of those claiming that women do not seek special attention have
been operating for about one year.
45.
Womens priority areas include access to credit (cited by over half of the projects), training
(including adult literacy, cited by 43% projects), improved access to water supplies and health
services, and technologies to reduce their workloads (Table 10).
Table 10: Womens Specific Needs from Projects
Womens needs
Access to credit
Training (including adult literacy)
Improved infrastructure (water and health)
Labour saving technologies
Food security and agricultural production
Access to inputs and assets
% projects
52
43
29
29
24
24
Other needs, each mentioned by fewer than 4 projects, include: increased awareness,
IGAs, increased incomes, increased participation, market facilitation and childcare
facilities
Sample size = 21
Relationships between women and men

46.
Furthermore, 17 projects observe that women highlight problems concerning relationships
between women and men; in particular:
their heavy workloads (cited by 47% of the 17 projects);

the unequal distribution of household income (cited by 47% projects);
their limited contribution to decision-making (41% projects); and
their limited control over assets (35% projects).
14

________________________________________________________________________________
47.
The principal causes, coping strategies adopted and possible solutions to these problems are
presented in Table 11. Other problems from the womans perspective are the laziness and
irresponsibility of men towards caring for their families, and womens ignorance, lack of legal
knowledge and inability to express themselves.
Table 11: Analysis of Relationship Problems Identified by Women
Problems
identified by
women
Causes of problem
Coping strategies
Possible solutions
Heavy
workloads
socio-cultural practices
gender division of labour
men spend less hours in
productive work
women overworked
children (especially
girls) help in various
tasks
Limited control
over assets
socio-cultural tradition
women do not benefit from
inheritance
men make decisions regarding
acquisition and use of resources
women lack collateral to acquire
assets
services biased towards men
norms, culture
men suspicious and jealous of
women
men refuse to let women attend
meetings
low status of women in society
womens inferiority complex
women form self help

groups
women buy or hire
own plots of land
women maximise use
of limited land
available by
intercropping
socio-cultural norms
husbands traditionally control
income
sale of crops and assets are
prerogative of men
embezzlement of household
income by men
Limited
contribution to
decision-making
Unequal
distribution of
household
income
women engage in offfarm work and offseason activities to

earn income
formation of
womens groups
women hide coins out
of sight of men
labour saving technologies

services (water, health) near homes
sensitisation of both women and men
men to assist with some household
tasks
gender sensitisation
legislation for joint ownership
services and credit available to
women and men
gender training
leadership training for women and
men
encourage women into positions of
responsibility
hold meetings at times convenient
for women
encourage women to participate in
various stages in project cycle
promote IGAs for women
facilitate economic empowerment of
women
48.
Only six projects note mens concerns about their relationships with women. One project in
Zimbabwe notes that men see women as being generally weak and, as a consequence, miss out on
the development process. In contrast, two projects from Madagascar comment that men are having to
adjust their roles as a result of changes in the household (women going out to work and the
emancipation of women). Three projects note that low incomes make it difficult for men to care for
their families. Possible solutions include training and mobilisation for women, reallocation of tasks
in the household, and skills development for new income-generating activities for men.
49.
When relationship problems are cited, the majority thinks that the communities expect the
project to address these issues. Indeed, many have done so, principally through gender awareness
seminars and training.
Other gender needs
50.
Projects recognise there are a wide range of other gender-related needs which are beyond the
scope of their projects including: land tenure, social infrastructure (for example, health, water and
childcare facilities), education of the girl child, HIV/AIDS, orphans, retrenchment and nutrition.
15

________________________________________________________________________________
V.
INTEGRATING GENDER INTO PROJECT MANAGEMENT
51.
This chapter reviews management practices, identifies the key characteristics of projects
with gender focal points and gender training, and examines the influence of gender focal points and
gender training on management practices.
A.
MANAGEMENT PRACTICES
Innovative Methods
52.
Over 75% of the projects have used innovative methods to address gender issues. Most have
been initiated by the Project Implementation Unit, either working alone (accounting for 35% projects
with innovative methods), or together with the beneficiaries (20%) or supervision missions (15%), or
both (15%). Occasionally, innovations have been initiated solely by project beneficiaries or
supervision missions.
53.
A wide variety of innovative methods have been applied, the most popular of which are
PRAs and other measures to facilitate beneficiary participation (Table 12). Participative approaches,
supported by all three sources, have been encouraged especially by beneficiaries. Out of the six
projects in which beneficiaries have contributed to the introduction of innovative methods, five
promoted participatory methods. Innovative methods addressing aspects of management (such as
staff training and capacity-building, institutional linkages, and the use of gender-specific indicators
for monitoring) have been introduced by Project Implementation Units, often in association with
supervision missions.
Table 12: Innovative Methods by Source
Innovative method
PRAs and beneficiary participation

Gender representation in groups + committees
Awareness and sensitisation
Stakeholder training
Targeting project activities
Staff training and capacity-building
Institutional linkages
Gender-specific indicators
Number of projects
Total no.
of projects
citing
method
8
4
3
2
2
2
2
1
20
Number of observations by source of innovation

Project
Beneficiaries Supervision
Implementation
mission
Unit
6
5
4
2
2
3
3
1
1
2
2
1
1
2
2
2
1
1
1
17
6
7
54.
Whilst over half of the projects have modified their activities in order to better address the
needs of women, only one-quarter of the projects have made any major changes in their gender
strategy. Major changes, always initiated by supervision missions often together with the Project
Implementation Unit, usually result in the reallocation of funds (Box 5).
16

________________________________________________________________________________
Box 5: Examples of Project Modifications and Fund Reallocations
Madagascar: At the instigation of the co-ordination unit, with the support of the co-operating institution, a
team was recruited and trained specifically to develop IGAs, particularly for women. As a result, the number
of womens groups benefiting from the IGA fund increased from 3 in 1996 to 43 in 1999.
Namibia: The Community Development Fund was redesigned following a UNOPS supervision mission to
provide grants to farmers to establish herds of small stock. The target group is households without cattle or
small stock, in particular, female-headed households. Women participants say they have benefited by being
able to purchase goats and thereby enabling them to gain social status in their community.
Tanzania: In the third year of the project, the importance of addressing gender issues was recognised,
particularly taking into account the central role played by women in agriculture. A communications
component was established to incorporate gender issues in all components of the project. This was
complemented by the introduction of gender-sensitive monitoring indicators. The indicators now capture the
gender contribution to the project in both cash and kind, and such information can assist in making decisions
about how to improve the living conditions of women in the project.
Uganda: Both the beneficiaries and the implementation unit recognised that high levels of illiteracy,
especially amongst women, was hindering the effectiveness of providing credit and nutrition training.
Hence, Functional Adult Literacy (FAL) was included in the Community Development Support Services
and, as a result, womens self-esteem and self-confidence has increased. They have contested for political
posts and now play a greater role in community development and self-help projects.
Monitoring and Evaluation Systems

55.
All but two projects have operational management and performance-monitoring systems.
The exceptions have been running for four to five years and indeed one claims not to collect any data
about the project.
56.
All projects (excluding three which have only started recently) have operational evaluation
systems. For the majority (86%) these systems are within the project and one-third also have
evaluation systems within the relevant Ministry. One project in Namibia is evaluated solely through
UNOPS supervision missions. A project in Uganda is evaluated by World Bank missions, together
with an internal system and a relevant Ministry. Beneficiary participation is relatively low,
especially for women, at the supervision and evaluation stages of the project cycle (see Table 3,
page 11).
57.
Half of the projects had conducted a baseline or diagnostic study, including a gender
analysis, prior to starting project activities. A further quarter had done such a study but did not take
account of the different situations of women and men. Projects with baseline studies tend to be
young (average length is just over three years). In contrast, among the six projects without baseline
studies, four have been operational for at least five years; moreover, four have neither gender
training nor a gender focal point.
58.
Three-quarters of the projects collect data disaggregated by sex. Interestingly, a greater
proportion (84%) say they are able to distinguish between the project impacts on women and men,
even though some do not collect disagreggated data.
17

________________________________________________________________________________
59.
Less than half of the projects use gender-specific indicators. Examples of indicators include:
participation in, and contribution to, project activities (such as group formation, nature
of group activities, and community works);
use of project-supported services and facilities (e.g. training, credit, health clinics);
membership of groups and committees (e.g. farmers groups, water and sanitation
maintenance committees);
womens empowerment (e.g. ownership of assets; contribution to household
expenditure; level of awareness regarding social, political, economic and legal issues;
and decision-making).
B.
GENDER FOCAL POINTS AND GENDER TRAINING
Gender Focal Point

60.
Six projects have gender focal points or gender specialists (subsequently referred to as
gender focal points, GFPs). However, among those projects without GFPs, 75% think they should
have one. Of the five projects which consider they do not need GFPs, four projects have been
operational for five or more years and only two have staff who have received gender training.
Gender Training
61.
Almost two-thirds of the projects have staff who have received gender training. All projects
with GFPs have received training. A cross section of project staff have attended gender training,
including:
national and provincial facilitators (cited in 1 project);

district planners and facilitators (3 projects);
programme co-ordinators and administrators (4 projects);
specialist staff: social and community development (5 projects); agriculture, livestock
and environment (2); extension (2); monitoring and evaluation (2); savings and
credit (2); home economics (1); health (1); family development (1); research and
development (1); and gender target officer (1).
62.
The courses lasted from three days to three months. One quarter attended training for less
than one week; one quarter for one week; one quarter for two to three weeks; and the final quarter
for at least four weeks. There is no marked correlation between the type of personnel attending a
course and its duration.
63.
Courses addressed issues of gender and development, gender equality and womens
empowerment, gender analysis, and mainstreaming gender in development and project management.
One focused specifically on women in irrigated agriculture. One participant had attended a two-week
Socio-economic and Gender Analysis (SEAGA) training organised by FAO. A gender and targeting
officer from Tanzania had attended two courses, totalling five months, studying gender policy
planning and mainstreaming gender into human resources.
64.
Some projects note that their staff have attended courses which did not focus solely on
gender but addressed gender within a broader context, such as international development,
programme and project management, and agricultural extension.
18

________________________________________________________________________________
Characteristics of Projects with Gender Focal Points and Gender Training
65.
Projects from many different countries have participated in gender training (Table 13). It is
noticeable that projects with a gender focal point tend to be younger than the others, reflecting a new
approach in IFAD project design. There is a high proportion of non-agricultural projects (such as
fisheries, small-scale enterprises, health and sanitation, and orphans) among those without gender
training.
Table 13: Characteristics of Projects with Gender Focal Points and Gender Training
Characteristics
Country
Main project theme
Gender focal point

Namibia (1)
Rwanda (1)
Tanzania (2)
Zimbabwe (2)
agriculture (1)
agric + irrigation (2)
agric + livestock (3)
Years of operation
(average)
C.
3 years
Gender training
Burundi (1)
Kenya (2)
Madagascar (3)
Namibia (1)
Rwanda (2)
Tanzania (3)
Uganda (2)
Zambia (1)
Zimbabwe (2)
agriculture (3)
agric + livestock (5)
agric + irrigation +
livestock (2)
district development (2)
4.2 years
No gender training
Angola (2)
Ethiopia (1)
Lesotho (1)
Mozambique (1)
Rwanda (2)
Tanzania (1)
Uganda (2)
agriculture (3)
fisheries (2)
small-scale enterprises (2)
health + sanitation (1)
orphans (1)
3.8 years
INFLUENCE OF GENDER FOCAL POINT AND GENDER TRAINING ON PROJECT

MANAGEMENT
66.
This section examines the influence of a gender focal point and gender training on selected
management practices. From the questionnaire, it is possible to identify several ways in which
management can demonstrate an ability to address gender issues in a project.
67.
The impact of the gender focal point is most marked with respect to beneficiary participation
in projects and project design. Among projects with gender focal points, all have introduced
innovative methods to address gender issues, three-quarters have modified their project in order to
better address the needs of women (and in all cases this resulted in a reallocation of funds), and all
indicate an ability to identify the impacts of their project on women and men (Table 14).
Table 14: Influence of Gender Focal Point and Gender Training on Project Design and Modification
Project design and modification
Use innovative methods

Project modification
Fund reallocation (among those who have modified
projects)
Identify gender impacts of project
Percentage of group doing each activity

Gender focal
Gender
No gender
point
training
training
100
88
44
75
73
29
100
64
0
100
89
NB all projects with GFPs have received gender training and are included in the gender training group as well
19
78

________________________________________________________________________________
68.
Womens participation in decision-making and training is higher in projects with gender
focal points than other projects (Table 15). Moreover, 80% of projects with GFPs have created new
groups, in comparison to 69% of projects with gender training and 66% of projects with no gender
training.
Table 15: Influence of Gender Focal Point and Gender Training on Beneficiary Participation
Womens participation in decision-making

(equal or greater than mens)
Womens participation in training
(equal or greater than mens)
Creating new groups

Gender focal
Gender
No gender
point
training
training
66
50
25
100
86
100
80
69
60
69.
The impact of gender training is most beneficial in the areas of data collection (Table 16).
Projects with gender training are more likely than others to have conducted a baseline survey with
gender analysis, collect sex-disaggregated data, and use gender-specific indicators.
Table 16: Influence of Gender Focal Point and Gender Training on Data Collection Methods
Data collection methods

Gender focal
Gender
No gender
point
training
training
40
57
33
40
29
22
80
88
56
40
50
25
Baseline study with gender analysis

Baseline study without gender analysis
Collect sex-disaggregated data
Use gender-specific indicators
70.
In addition to influencing management practices, there is an association between gender
focal points and gender training and attitudes towards gender components in projects. Projects with
GFPs or gender training are more likely to support the use of women-specific components to
strengthen projects (60% and 53% respectively) than those with no gender training (33%).
Moreover, over half of those with GFPs or gender training consider the main goal of gender
strengthening to be part of the process of social change and the empowerment of women.
D.
GOOD PRACTICE
71.
Projects identified the following priorities for ensuring sound project implementation, taking
full account of the gender perspective:
creating an awareness and understanding about the importance of addressing gender

issues among all those involved in project design and implementation (namely project
staff, associated ministries, local government, trainers and facilitators, as well as
members of the community);
integrating and mainstreaming gender in all stages of the project cycle;
providing opportunities for women and men to participate in all aspects of projects;
developing skills among the beneficiaries to ensure sustainability of project activities;
and
developing project management techniques to better capture the gender perspective, in
particular research methods and gender sensitive indicators for monitoring and
evaluation.
20

________________________________________________________________________________
VI.
IMPLICATIONS OF FINDINGS FOR IFADS GENDER STRENGTHENING

PROGRAMME
72.
The questionnaire survey confirms the relevance of IFADs Gender Strengthening
Programme for ongoing projects and programmes in Eastern and Southern Africa. Not only is there
an interest in addressing gender issues amongst project staff but there is the understanding that,
through gender strengthening, opportunities exist to improve the effectiveness of project design and
implementation.
A.
73.
LESSONS LEARNED
The main lessons learned may be summarised as follows:

(a)
There is wide recognition amongst project staff of the need to address gender issues
at all stages in the project cycle, since this has implications for effective project
implementation. Over half of the respondents report that the principal reason for
strengthening gender aspects in project management is to make projects more
effective. The balance see gender strengthening activities contributing to the process
of social change and the empowerment of women.
(b)
However, there are barriers faced by projects in achieving their gender objectives, in
particular: socio-cultural attitudes and practices resulting in specified gender roles, a
male-dominated environment and the low position of women in society and the
home; general poverty at the household level, often coupled with low levels of
literacy and poor health; and limitations within the projects management and
organisation to effectively address gender issues. The latter includes an absence of a
gender strategy, confusion regarding the concept of gender, a lack of staff trained in
gender, and the dominance of men amongst the project staff and stakeholder
institutions.
(c)
Beneficiary participation varies considerably throughout the life of a project.

Although all projects claim that the participation of women is important for the
success of the project, the degree to which they participate varies considerably
between different stages in the project cycle. Indeed, it is only at the implementation
stage that women enjoy a significant level of participation. More typically, men
dominate decision-making, particularly at the identification and evaluation stages.
(d)
Based on practical experience at project level, the most successful components in

addressing gender issues are: capacity-building among beneficiaries, the provision of
credit, infrastructure development, extension and research, technology development
and dissemination, and micro enterprises.
(e)
The most effective methods and techniques are: PRAs and beneficiary participation,
awareness creation and sensitisation about gender issues, and stakeholder training,
ensuring appropriate representation of women and men in groups and on
committees, targeting project activities on women, and staff capacity-building.
21

________________________________________________________________________________
(f)
There are marked positive associations between the gender training of staff, and the
presence of a gender focal point or gender specialist, on management practices and
beneficiary participation. Projects with gender-trained staff are more likely to
conduct a baseline study with gender analysis, collect sex-disaggregated data, and
use gender-specific indicators. Projects with gender focal points are more likely to
use innovative methods for addressing gender issues, modify the project and
reallocate funds, and achieve higher rates of participation by women in decisionmaking and training.
(g)
Projects identified the following priorities for ensuring sound project

implementation, taking full account of the gender perspective: creating an awareness
and understanding about the importance of addressing gender issues among all those
involved in project design and implementation; integrating and mainstreaming
gender in all stages of the project cycle; providing opportunities for women and men
to participate in all aspects of projects; developing skills among the beneficiaries to
ensure sustainability of project activities; and developing project management
techniques to better capture the gender perspective.
B.
THE NEXT STEP
74.
Respondents were asked specifically to identify concepts and techniques which they would
wish to discuss at preparatory meetings and workshops associated with the Gender Strengthening
Programme. The following concepts were identified by about half of the respondents for further
discussion:
75.
definitions and concepts of gender;

the context of gender, in terms of the traditional, social and cultural factors which
influence gender roles and relations in the community;
barriers to addressing gender issues;
gender roles in development in general and agriculture in particular; and
the implications of gender issues for projects.
Aspects of projects requiring techniques to help strengthen the gender dimension included:
integrating communities in discussions about gender and enabling women to express

their own ideas;
identifying and analysing gender needs;
improving project design to incorporate gender; and
mainstreaming gender in project management, in particular participatory planning,
impact assessment, and monitoring and evaluation.
76.
In addition to attending meetings and workshops, it was suggested that exchanging
experiences between project staff regarding effective project design and implementation methods
could facilitate the process of gender strengthening.
22

COMPLETED BY
APPENDIX 1: LIST OF RESPONDENTS

_________________________________________________________________________________
APPENDIX 1: LIST OF RESPONDENTS
Country
Project
Angola
Northern Fishing Communities Development Programme
Angola
Projet de Developpement de Cultures Alimentaires dans la region Nord
Burundi
Projet de Gestion des Ressources Rurales Ruyigi
Burundi
Programme de Relance et de Developpement du Monde Rural
Ethiopia
IFAD Special Country Programme Phase II
Kenya
Eastern Province Horticulture and Traditional Food Crops Project
Kenya
Western Kenya District Based Agricultural Development Project
Lesotho
Rural Finance and Enterprise Support Project
Madagascar
Projet dappui au Developpement du Moyen-Ouest
Madagascar
Projet de Mise en Vlaeur du Haut Bassin du Mandrare
Madagascar
Projet dAmelioration et de Developpement Agricole dans le Nord Est
Mozambique
Nampula Artisanal Fisheries Project
Namibia
Northern Regions Livestock Development Project
Rwanda
Programme de Rehabilitation des Repatries du Rwanda
Rwanda
Programme Socio-Sanitaire
Rwanda
Projet de Gestion des Espaces Ruraux du Buberuka
Rwanda
Projet pour la Promotion des Petites et Micro-Entreprises Rurales
Tanzania
Mara Farmers Initiative Project
Tanzania
Participatory Irrigation Development Programme
Tanzania
Kagera Agricultural and Environmental Management Project
Tanzania
Southern Highlands Extension and Rural Financial Services Project
Uganda
District Development Support Programme (Hoima)
Uganda
Uganda Womens Effort to Save Orphans
Uganda
Hoima District Integrated Community Development Project
Uganda
Vegetable Oil Development Project
Zambia
Smallholder Irrigation and Water Use Programme
Zimbabwe
Southern Eastern Dry Areas Project
Zimbabwe
Smallholder Irrigation Support Programme
Zimbabwe
Smallholder Dry Areas Resource Management Project

COMPLETED BY
APPENDIX 2: QUESTIONNAIRE IN ENGLISH

_________________________________________________________________________________
APPENDIX 2: QUESTIONNAIRE IN ENGLISH
Questionnaire for project implementation staff Gender Strengthening Programme of IFADs
Eastern and Southern Africa Division
1.
The East and Southern Africa Division has approved a 3-year Gender Strengthening
Programme which will work cross-cutting selected projects in the region. The programme will include
activities like field diagnostic studies, preparatory meetings with project managers, gender workshops
for projects staff members, and pilot activities. The purpose of the programme is to improve and
strengthen both existing and future projects.
2.
The activity cycle at country and project level will be carried out within country pairs (i.e.
two countries at a time). The field diagnostic study will be carried out in one country, and the
preparatory meeting and workshop will be held in the other. Selected countries and projects in the
region will be included in the programme, a total of 8-10 countries are expected to be involved within
the 3-year period. This questionnaire is distributed to all ongoing IFAD-supported projects in the
region, however, because many ongoing projects have valuable experiences with regard to gender
issues which we would like to build upon in future projects.
3.
This questionnaire forms part of a study, which, together with interviews and field visits, will
shape the content of the planned workshops. The purpose of the questionnaire is to obtain quantitative
and qualitative information on gender related issues in project activities. Through the outcomes of this
questionnaire we hope to be able to identify both the progress and the successful experiences the
projects have had, as well as the priority needs and concerns with regard to gender issues.
4.
Hence, we ask all Project Co-ordinators and staff responsible for Gender and Development, in
tight collaboration with other members of the project implementation units, to reply accurately to the
attached questionnaire. Project Directors, Co-ordinators and gender staff have an overall
understanding of gender issues within the context of the project. Thus, we are seeking your advice and
experience regarding gender issues in your projects. The quality and contents of the meetings and the
workshops are largely depending on your input.
5.
The questionnaire is organised around the four following topics, all related to gender:
A. Project gender strategy
B. Project implementation staff and gender awareness
C. Beneficiaries and gender awareness
D. Monitoring and evaluation
6.
The analysed results of the questionnaire will be reviewed during the preparatory meetings as
well as during the workshops.
7.
Project Implementation Units are requested to reply to all questions and to return the
questionnaire to IFAD, by fax or e-mail, by and not after the 30th of June 2000.
Please send the questionnaire to:
IFAD, Africa II Division
Ms. Vibecke Kubberud
Via del Serafico 107
00142 Rome
ITALY
e-mail: v.kubberud@ifad.org
Fax: +39-06-5043463
Please do not hesitate to contact us should you have any questions or inquiries

_________________________________________________________________________________
Questionnaire for project IMPLEMENTATION staff
For the Gender Strengthening Programme of IFADs East and Southern Africa Division
1.
Name and title of replying officer
2.
Project name
3.
Country
4.
District
5.
Please indicate the main objective and the components/sub-components in your project:
A. PROJECT GENDER STRATEGY

6.
How would you define gender?
7.
Do you think that a specific gender strategy is necessary
to implement the overall project?
YES
NO2
8.
Is the fact that the project supports women-specific
activities enough to consider it gender sensitive?
YES
NO
9.
Should gender aspects be strengthened through women
specific component/sub-components/activities?
YES
NO
Please explain.
10.
In your opinion, what is the goal of strengthening gender aspects in project implementation?
11.
What are the projects major aim regarding gender issues?
12. What are the main means used by the Project management Units for achieving the objectives
regarding gender issues?
13.
What are the major constraints faced in achieving the objectives regarding gender issues?
Please circle the right answer.

_________________________________________________________________________________
14.
Are there other needs regarding women or gender that
are not being addressed by the project?
YES
NO
Please specify.
15.
What can be done in the future to address those constraints or non-addressed needs?
16.
Within what areas do you consider this project or the components/sub-components to have
been particularly successful in addressing gender issues?
Please specify and explain.
17.
Have you applied any innovative methods or activities
with regard to gender in the project?
18.
YES
NO
If so, who initiated it?
q
q
q
q
Beneficiaries
Project Implementation Unit
Supervision mission
Others, please specify
19.
Please explain about the innovative methods or activities, and state the reasons for why you
would consider them successful or not.
20. Has any activity/component/sub-component had particular

impact on the mainstreaming of gender or the participation of
women in the project?
YES
NO
21.
If so, please specify which components and explain how they had particular impact.
22.
Have any of the project objectives or activities been
modified in order to better address the needs of women?
YES
NO
23.
If so, did it lead to the reallocation of funds?
YES
NO
Please explain.
24.
Have there been any major changes in the projects
gender strategy or in the components dealing with women?
YES
NO

_________________________________________________________________________________
25.
If so,
a) who initiated them?

Supervision mission
Project Implementation Unit
Beneficiaries
Other, please specify
q
q
q
q
b) Please explain what kind of changes has been made.
c) What have the results been?
B. PROJECT IMPLEMENTATION UNITS - GENDER AWARENESS

26.
Is participation of women in your project important
for project success?
27.
YES
NO
If so, in which component and/or in what ways?
Component/Sub-component
Forms of participation (please describe)

Male
Female
28. Does the project have a gender specialist or a gender

focal point?
YES
NO
29.
YES
NO
YES
NO
If not, does it need one?
30. Have any project staff been trained in gender issues

and approaches?
31.
If so, please specify who received training and what kind of training this has been.
Title of Officer(s) receiving gender training

1.
Type of training
2.
3
Duration

_________________________________________________________________________________
C. BENEFICIARIES AND GENDER AWARENESS
32.
Are the beneficiaries organised in groups?
33.
If so, are they mainly:
q
q
q
YES
NO
Womens groups3
Mens groups
Mixed groups
If you have ticked off Mixed groups, please indicate what kind of composition these groups have.
34.
Did these groups exist before, or were they created by the project?
q
q
q
35.
Created by project
Existed before
Existed before, but were strengthened/developed by the project
What is the purpose of such groups?
Womens groups:
Mens groups:
Mixed groups:
36.
Do the women express specific needs and request specific
attention from the project?
YES
NO
37.
If so, what are the specific needs?
38.
39.
Do women prefer to be contacted separately, or as part of a group including the men?

Separately
Together with men
q
q
Do men think that women should be targeted through specific activities or not?
Specific activities only for women
Same activities for both men and women
q
q
40.
Please indicate in the following table which project phases and activities beneficiaries have
participated4.
Please, tick off the right answer.

Please, evaluate the level of participation sharing an amount of 10 points between men and women (e.g. if both
men and women participated equally in project identification write 5 in Male cell and 5 in Female cell; if Men
were the only ones involved write 10 for M and 0 for W; if no one has been consulted write 0 for both M and
F).

_________________________________________________________________________________
Identification
Formulation
Appraisal
Implementation
Supervision
Evaluation
Decisionmaking
Unpaid labour
Paid labour
Financial
contribution
Training
Other
(Specify)
41. Do rural women and men ever highlight problems concerning relations
between men and women?
Men:
YES
Women:
YES
42.
NO
NO
If so, please specify:
Problems identified
by women
Causes of problems
Coping Mechanisms
Possible solutions
suggested by women
Problems identified by
men
Causes of problems
Coping Mechanisms
Possible solutions
suggested by men
43.
Do men and women villagers expect the project to address these problems?
Men:
YES
Women:
YES
NO
NO
44.
If so, what do they expect?
45.
What, if anything, has the project done to meet these expectations?

_________________________________________________________________________________
D. MONITORING AND EVALUATION
46.
Does the project have an operational management
information and performance monitoring system?
YES
NO
47.
YES
NO
49.
Was a baseline and/or diagnostic study undertaken before the
start up of project activities?
YES
NO
50.
If so, did it take the different situations of men and women
into account?
YES
NO
51.
Does the project collect disaggregated data by sex?
YES
NO
52.
Is it possible to distinguish project impact on women and men? YES
NO
53.
If so, what have been the impacts on women and men?
48.
Does the project have an operational evaluation system?

If so, is it:
Within the project
Within a Ministry
Consulting Firm
University
Other, please specify
q
q
q
q
q
Impacts on Women
Positive
Negative
Positive
Impacts on Men
Negative
54.
Does the M&E system incorporate gender-specific indicators?
55.
If so, please attach any copies of useful M&E indicators you have used.
56.
YES
NO
Do you think the project has the same impact on women and men?
YES
NO
Please explain.

_________________________________________________________________________________
57.
After having replied to this questionnaire, could you please indicate three points that you
consider fundamental for the good implementation of your project, taking the gender perspective into
account.
A.
B.
C.
58.
If your country/project will be selected for a more active involvement in the Gender
Strengthening Programme, what would be the matters and concepts that you would think should be
discussed more deeply during the preparatory meetings as well as the methodology and the techniques
you think would be useful for project staff to be trained in at the capacity-building workshops?
Thank you very much for the time you have dedicated to answering this questionnaire. All
information will be used to ensure that the meetings respond to your concerns and priorities, with the
overall goal of helping us all improve the effectiveness of our work.

COMPLETED BY
APPENDIX 3: QUESTIONNAIRE IN FRENCH

_________________________________________________________________________________
APPENDIX 3: QUESTIONNAIRE IN FRENCH
Questionnaire destine aux agents charges de la mise en oeuvre des projets
Programme pour une meilleure prise en compte des spcificits hommes/femmes dans les
actions de dveloppement rural en Afrique australe et orientale
1.
La division Afrique II a rcemment approuv un Programme de 3 ans destin
amliorer la perception et la prise en compte des spcificits homes/femmes dans les actions
de dveloppement en milieu rural. Ce programme sappuiera sur un chantillon de projet en
cours dans la rgion. Il comprendra des activits telles que des tudes-diagnostic sur le terrain,
des sances prparatoires avec les Coordinateurs des projets, des ateliers et les agents du
projet sur le thme de spcificit hommes/femmes et le dveloppement rural ainsi que des
activits pilotes. L'objectif de ce programme est d'amliorer et de renforcer les achvements
inhrents la spcificit hommes/femmes dans les projets actuels aussi bien que futurs.
2.
Les projets de deux pays participeront chaque tape du Programme. Une tudediagnostic de terrain sera entreprise dans un de ces deux pays alors que la sance que
prparatoire et latelier seront tenus dans l'autre. Environ 8 10 pays seront impliqus
pendant une premire priode de 3 ans, mais le programme sera tendu aux autres pays lors
dune deuxime phase. Cependant, il a t dcid de soumettre le prsent questionnaire tous
les projets en cours financs par le FIDA dans la rgion Afrique australe et orientale, car bon
nombre d'entre eux disposent dexpriences intressantes en matire de diffrenciation par
sexe des diagnostics et interventions, desquelles pourraient sinspirer les futurs projets.
3.
Ce questionnaire, ainsi qu'une srie d'entretiens et de visites de terrain, sont les
lments principaux de l'tude diagnostic sur laquelle se baseront les ateliers. L'objectif du
questionnaire et de collecter des informations quantitatives et qualitatives sur la manire dont
les projets ont trait la question des spcificits hommes/femmes. Les progrs raliss et les
succs enregistrs dans ce domaine, ainsi que les problmes et besoins prioritaires, seront
identifis sur la base des donnes collectes avec ce questionnaire
4.
Par consquent, nous demandons aux Coordinateurs de projet et au personnel
responsable du volet de dveloppement comportant un intrt pour llment fminin, en
troite collaboration avec tous les agents impliqus dans la mise en oeuvre des composantes,
de rpondre prcisment au questionnaire ci-joint. En tant que Directeurs, Coordinateurs et
Agents vous avez une perception globale des spcificits hommes/femmes dans le cadre de
vos projets. Ainsi, vos constatations et expriences sur la question nous sont indispensables.
La qualit et le contenu mme des sances et des ateliers dpendront largement de votre
contribution. Remplir ce questionnaire ne vous prendra que quelques moments.

_________________________________________________________________________________
5.
Le questionnaire est organis autour des quatre thmes suivants, tous lis au genre:
-
A. Stratgie du Projet en matire de genre

B. Agents d'excution et cognition de la problmatique du genre
C. Bnficiaires et conscience de la problmatique du genre
D. Suivi et valuation
6.
L'analyse des rsultats recueillis grce au questionnaire sera revue au cours des
runions prparatoires ainsi que lors des ateliers.
7.
Chaque unit de gestion/coordination des projets est prie de bien vouloir rpondre
toutes les questions et de renvoyer le questionnaire au FIDA, par fax ou e-mail, avant la
date du 30 Juin 2000.
Merci de le faire parvenir :
IFAD, Division Afrique II

Mme. Vibecke Kubberud
Via del Serafico 107
00142 Rome
ITALIE
e-mail: v.kubberud@ifad.org
Fax: 00-39-06-5043463
N'hsitez pas nous contacter si vous dsirez avoir des informations supplmentaires.

_________________________________________________________________________________
Questionnaire destine aux agents charges de la mise en oeuvre des projets
Programme pour une meilleure prise en compte des spcificits hommes/femmes dans les
actions de dveloppement rural en Afrique australe et orientale
1. Nom et titre du rpondant

2. Nom du Projet
3. Pays
4. Prfecture(s)/Communes
5. Veuillez SVP indiquer les principaux objectifs de votre projet, ainsi que ses composantes et
volets:
_________________________________________________________________________________
A. STRATGIE DU PROJET EN MATIRE DE GENRE
6.
Quelle votre perception d'une approche "par genre" (prenant en compte les diffrences et les
relations entre hommes et femmes) en matire de dveloppement rural et de lutte contre la pauvret?
7. Pensez-vous qu'une stratgie spcifique est ncessaire

pour mettre en oeuvre l'ensemble du projet?
OUI
NON5
8. Pensez-vous que le fait d'appuyer des activits

spcifiques aux femmes suffise pour considrer que le
projet renforce leur capacit?
OUI
NON
9. Selon vous, faudrait-il renforcer la prise en compte

du genre au moyen de composantes/volets/activits ciblant
uniquement des femmes?
OUI
NON
Veuillez SVP expliquer votre rponse:
10.
A votre avis, dans quels domaines considrez-vous que ce projet, ou une de ces composantes,
a particulirement bien tenu compte des diffrences (et rapports) conomiques entre hommes et
femmes?
11.
Quel est le principal objectif du projet en ce qui concerne les spcificits hommes/femmes?
Veuillez SVP encadrer votre rponse.

_________________________________________________________________________________
12.
Quels sont les principaux moyens utiliss par l'unit de gestion/coordination du projet pour
atteindre ces objectifs relatifs au genre?
13.
Quelles sont les contraintes majeures rencontres dans la poursuite de ces objectifs?
14.
Existe-t-il d'autres besoins ayant trait aux femmes ou au genre qui ne sont pas pris en compte
par le projet?
15.
Qu'est-ce qui pourrait tre fait pour mieux tenir compte de ces contraintes et besoins non
satisfaits? Veuillez SVP prciser votre rponse:
16.
Dans quels domaines considrez-vous que ce projet ou certaines de ses composantes/volets
constituent un succs dans la perspective du genre?
Veuillez SVP spcifier et expliquer votre rponse:
17.
Avez-vous, dans le cadre de votre projet, utilis des mthodes
ou entrepris des activits innovatrices tenant compte des spcificits
hommes/femmes?
18.
OUI
NON
Si oui, qui en a eu l'initiative?

q
q
q
q
Bnficiaires
Unit de gestion/coordination du projet
Mission de Supervision
Autres, veuillez spcifier SVP:
19.
Veuillez dcrire ces mthodes et activits innovatrices, ainsi qu'expliquer en quoi vous les
considrez un succs ou un chec.
20.
Est-ce que chaque composante/volet/activit a un impact
particulier sur la considration faite du genre ou sur la participation
des femmes dans le projet?
OUI
NON
21.
Si oui, veuillez spcifier quelles sont ces composantes et expliquer la particularit de leur
impact.
22.
Est-ce-que certains objectifs ou activits du projet ont t
modifis de manire mieux tenir compte des besoins des femmes?
OUI
NON

_________________________________________________________________________________
23.
Si oui, est-ce-que cela a conduit une rallocation des fonds?
OUI
NON
24.
Des changements majeurs ont-ils rorient la stratgie du projet
en matire de genre ou les composantes concernant les femmes?
OUI
NON
25.
a) Si oui, qui en a eu l'initiative?

q Mission de Supervision
q Unit de gestion/coordination du projet
q Bnficiaires
q Autre, veuillez SVP spcifier votre rponse:
b) Veuillez SVP expliquer quel type de changements ont t entrepris:
c) Quels ont t les rsultats?
B. AGENTS D'EXCUTION ET CONSCIENCE DE LA PROBLMATIQUE DU GENRE

26.
Considerez-vous que la participation des femmes dans votre
projet soit importante pour son succs?
27.
29.
NON
Si oui, dans quelle composante et dans quelle mesure?
Composante/Volet
28.
OUI
Forme de participation (Veuillez dcrire)

Hommes
Femmes
Le projet dispose-t-il d'un spcialiste du Genre ou d'une rfrant?
Si non, en a-t-il besoin?
30.
Certains agents du projet ont-ils t forms l'approche
Genre & Dveloppement?
OUI
NON
OUI
NON
OUI
NON

_________________________________________________________________________________
31.
Si oui, veuillez prciser qui a suivi cette formation et de quel type de formation s'agissait-il?
Titre de lagent ayant suivi la formation en

Genre & Dveloppement
1.
Type de formation
Dure
2.
3.
C. BNFICIAIRES ET CONSCIENCE DES SPCIFICITS HOMMES/FEMMES

32.
Les bnficiaires sont-ils organiss en groupements?
33.
Si oui, sont-ils principalement des:

q Groupements de femmes6
q Groupements d'hommes
q Groupements mixtes
OUI
NON
Si vous avez coch la case "Groupements mixtes", veuillez en prciser la composition:
34.
Ces groupements existaient-ils avant le projet ou ont-il t crs par ce dernier?

q Crs par le projet
q Existaient avant le projet
q Existaient avant le projet, mais ont t consolids/renforcs par le projet.
35.
Quelle est la raison d'tre de tels groupements?
Groupements de femmes:
Groupements d'hommes:
Groupements mixtes:
36.
Les femmes ont-elles jamais exprim des besoins spcifiques
et demander une attention particulire de la part du projet?
OUI
NON
37.
Si oui, quels sont ces besoins spcifiques?
Veuillez SVP cocher la bonne rponse.

_________________________________________________________________________________
38.
Les femmes prfrent-elles tre contactes sparment, ou avec les hommes?

q Sparment
q Avec les hommes
39.
Les hommes pensent-ils que les femmes devraient tre cibles travers des activits
spcifiques?
q Activits spcifiques pour les femmes uniquement
q Mmes activits pour les femmes et les hommes, sans distinction
40.
Veuillez indiquer dans le tableau suivant dans quelles phases et activits du projet les
bnficiaires ont-ils t impliqus? 7
Identification
Formulation
Prvaluation
Mise en
oeuvre
Supervision
valuation
Prise de
dcision
Main-d'oeuvre
non salarie
Main-d'oeuvre
salarie
Contribution
financire
Formation
Autre
(Prciser)
41.
Les populations rurales ont-elles dj soulign des problmes lis aux relations entre hommes
et femmes?
Hommes:
Femmes:
42.
OUI
OUI
NON
NON
Si oui, veuillez prciser:
Problmes identifis
par les femmes
Causes des problmes
Mcanismes
d'adaptation
Solutions possibles
suggres par les
femmes
Veuillez SVP valuer le niveau de participation en distribuant un total de 10 points entre hommes et femmes
(ex. si les hommes et les femmes ont particip de manire gale l'identification du projet inscrire le chiffre 5
dans la case Hommes et 5 dans la case Femmes; si les hommes taient les seuls impliqus inscrire 10 pour H et
0 pour F; si personne n'a t consult inscrire 0 dans les deux cases H et F).

_________________________________________________________________________________
Problmes identifis
par les hommes
Causes des
problmes
Mcanismes
d'adaptation
Solutions possibles
suggres par les
hommes
43.
Les villageois, hommes comme femmes, s'attendent-ils ce que le projet rponde ces
problmes?
Hommes:
Femmes:
OUI
OUI
NON
NON
44.
Si oui, qu'esprent-ils?
45.
Le cas chant, qu'a fait le projet pour rpondre ces attentes?
D.
SUIVI ET EVALUATION
46.
Le projet dispose-t-il d'un systme oprationnel de gestion
et de suivi des ralisations?
OUI
NON
47.
Le projet dispose-t-il d'un systme oprationnel d'valuation
de l'impact?
OUI
NON
48.
Si oui, est-il du ressort de:

q Unit de gestion/coordination du Projet
q Ministre de tutelle ou autre
q Bureau d'tudes priv
q Universit
q Autres, veuillez prciser SVP:
49.
Est-ce qu'une tude socio-conomique de base ou une enqute
diagnostic a t mene avant le dmarrage des activits du projet?
50.
OUI
NON
OUI
NON
Si oui, a-t-elle tenu compte des spcificits hommes/femmes?

_________________________________________________________________________________
51.
Le Projet collecte-t-il des donnes ventiles par sexe?
52.
Est-il possible de distinguer l'impact du projet sur
les femmes et sur les hommes?
53.
OUI
NON
OUI
NON
Si oui, quels ont t ces impacts?

Impact sur les femmes
Positif
Ngatif
Impact sur les hommes

Positif
Ngatif
54.
Le systme de Suivi et valuation dispose-t-il d'indicateurs
spcifiques au genre?
OUI
NON
Si oui, veuillez SVP joindre une copie des indicateurs de S&E que vous avez utilis.
55.
Pensez-vous que le projet ait le mme impact sur les femmes
que sur les hommes?
OUI
NON
56.
Aprs avoir rempli ce questionnaire, pourriez-vous SVP indiquer trois points que vous
considrez fondamentaux pour la bonne excution de votre projet, en tenant compte des spcificits
hommes/femmes?
A.
B.
C.
57.
Au cas o votre pays/projet serait slectionn et amen participer plus
activement/directement au Programme pour le renforcement de la prise en compte des spcificits
hommes/femmes, quels sont les sujets et concepts qu'il vous importerait de discuter plus en
profondeur lors des runions prparatoires? De mme, quelles sont les techniques et la mthodologie
que vous considrez utiles pour les agents du projet et qui pourraient faire l'objet d'une formation lors
des ateliers destins renforcer leurs capacits.
Merci beaucoup pour le temps que vous avez bien voulu consacrer pour remplir ce questionnaire.
Toutes ces informations seront utilises dans le but de garantir la qualit des ateliers, pour qu'ils
rpondent vos intrts et priorits, de mme qu'elles nous aident tous amliorer la qualit de notre
travail.

Questionnaire

Uploaded by

Document Information

Original Description:

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Questionnaire

Uploaded by

Copyright:

Available Formats

Document of

The International Fund for Agricultural Development

IFADS GENDER STRENGTHENING PROGRAMME

IFADS GENDER STRENGTHENING PROGRAMME

ABBREVIATIONS AND ACRONYMS

APPROACHES TO ADDRESSING GENDER ISSUES IN PROJECTS

BENEFICIARY PARTICIPATION AND NEEDS

INTEGRATING GENDER INTO PROJECT MANAGEMENT

IMPLICATIONS OF FINDINGS FOR IFADS GENDER STRENGTHENING

Overview of IFADs Gender Strengthening Programme in Eastern and Southern Africa

Projects by Country and Years of Operation

Project Components and Methods for Addressing Gender Issues

ABBREVIATIONS AND ACRONYMS

Food and Agriculture Organization

IFADs Gender Strengthening Programme in Eastern and Southern Africa

IFADs Gender Strengthening Programme in Eastern and Southern Africa

IFADS GENDER STRENGTHENING PROGRAMME IN EASTERN AND SOUTHERN AFRICA

field diagnostic studies to be carried out in four to six countries;

IFADs Gender Strengthening Programme in Eastern and Southern Africa

Diagram 1: Overview of IFADs Gender Strengthening Programme

Field diagnostic studies at

Action planning workshops

Pilot activities at field

Lessons for design

IFADs Gender Strengthening Programme in Eastern and Southern Africa

IFADs Gender Strengthening Programme in Eastern and Southern Africa

COUNTRY AND YEARS OF OPERATION

IFADs Gender Strengthening Programme in Eastern and Southern Africa

Table 2: Main Project Components

IFADs Gender Strengthening Programme in Eastern and Southern Africa

APPROACHES TO ADDRESSING GENDER ISSUES IN PROJECTS

Goal of strengthening gender aspects in project implementation

IFADs Gender Strengthening Programme in Eastern and Southern Africa

the central role of women in contributing to all aspects of rural livelihoods;

Project aims with regard to gender issues

limitations within the projects management and organisation: an absence of a gender

IFADs Gender Strengthening Programme in Eastern and Southern Africa

Project components (cited by % projects)

beneficiary capacity-building (65%)

Methods and techniques (cited by % projects)

PRAs + beneficiary participation (53%)

Sample size = 20 and 21 respectively

Box 2: Examples of Project Components Addressing Gender Issues

IFADs Gender Strengthening Programme in Eastern and Southern Africa

Participatory Rural Appraisals (PRAs) and beneficiary participation;

Box 3: Positive Impacts of Projects

Main impacts on men

increased income and improved standard of

IFADs Gender Strengthening Programme in Eastern and Southern Africa

IFADs Gender Strengthening Programme in Eastern and Southern Africa

BENEFICIARY PARTICIPATION AND NEEDS

Stage in project cycle (% projects)

PARTICIPATION IN PROJECT ACTIVITIES

Project activities (% projects)

Sample size varied from 9 to 12

IFADs Gender Strengthening Programme in Eastern and Southern Africa

Existed before, not strengthened by project

IFADs Gender Strengthening Programme in Eastern and Southern Africa

PROJECTS UNDERSTANDING OF BENEFICIARY NEEDS

Integrating women in project activities

Table 9: Beneficiary Perspectives: Men

IFADs Gender Strengthening Programme in Eastern and Southern Africa

Women preferring to be contacted