This module tells us about the gender analysis

1. TOPIC TWO
GENDER ANALYSIS FRAMEWORK/TOOLS
Gender Analysis: refers to the process of gathering
information to understand
• The relationships between men and women,
•Their access and control of resources,
•Their activities, and the constraints they face relative to each
other
•Moreover, it provides information that recognizes gender

2. Types of gender analysis
A. Quantitative gender analysis:
- is the collection and analysis of sex-disaggregated data
- It shows us if there is difference in a given situation for
women and men, girls and boys,
- but it does not tell us why the difference exists between
men & women
- It is measures of quantity (total numbers, proportions,
percentages etc)

3. B. Qualitative gender analysis:
- is the tracing of historical, political, economic, social and
cultural forces in order to clarify how and why the
differences between men & women have come about
- is based on people’s judgments, perceptions and opinions
about a subject
- is obtained through attitude surveys, focus group
discussion, participatory rural appraisals etc

4. Importance of gender analysis
• To identify gender specific constraints and opportunities
• To identify possible strategic measures to overcome the
constraints,
• To recognize different impact of research activities to
achieve positive change
• To concerned with the underlying causes of inequalities
• Helps to apply understanding of causes of inequalities for
policy development and service delivery

5. Gender Analysis Tools/Frameworks
1. Harvard Analytical Framework
• Three main components can generally be identified in this.
• Tool 1. activity profile which deals with the identification
of the productive and reproductive activities of men and
women.
• It examines not only the gender based division of labor but
also the percentage of time allocated for each activity,
whether the activity is carried out seasonally or daily and
specification of the place where the activity is performed
• (e.g. at home, in the family, or elsewhere) which shows
freedom of mobility.

6. Tool 2. access and control profile.
• It indicates the gender based access to resources,
control over the use of resources and the benefits of
the use of resources.
• Access simply refers to the use of resources.
• But, this has nothing to do with control over it as,
for instance, women in most developing countries
have access to resources but do not have power to
make ultimate decisions about their use.

7. • Tool 3. Influencing factors which enable the
assessment of factors that determine different
opportunities and constraints for men and women,
and shape gender relations.
They include
general economic conditions,
institutional structures,
demographic and socio cultural factors,
community norms,
legal parameters,
education and training and political events.

8. Tool 4: The Project Cycle Analysis:
 Which examine it from a gender perspective using gender
disaggregated data, and charting the differential effects of
social change on women and men.
Strengths of HF
• Practical and hands on
• Collects and organizes information about gender division of
labour - it makes women’s work visible
• Distinguishes between access to and control over resources
• Useful for projects at micro level
• Can be easily adapted to a range of settings

9. Limitations
• Needs another tool
• Focus on projects not programs
• Focus on efficiency not effectiveness - does not provide
guidance on how to change gender inequalities
• Can be carried out in a non-participatory way
• Tends to over simplify
• Ignores other inequalities such as race, class and ethnicity
• Ignores connections and cooperative relations

10. 2. The Moser Framework (gender planning)
 The Moser Framework is based on three major
concepts:
– women’s triple roles (productive, reproductive and
community),
– practical and strategic gender needs, and
– Categories of WID and GAD policy approaches.
 There are six tools in the framework that can be used for
planning at all levels from project to regional planning.
 It can also be used for gender training.

11. • Tool 1: Gender Roles Identification/Triple Role
• Recognition of a triple role for women.
• Reproductive Work: Involves the care and maintenance
of the household and its members,
• Productive Work: This involves the production of
goods and services for consumption or trade. (Note: both
women and men can be involved in productive
activities, but their functions and responsibilities often
differ.
• Community Work: These activities include the
collective organization of social events and services –
ceremonies and celebrations, activities to improve the
community, participation in groups and organizations,
local political activities, etc.

12. • Tool 2: Gender Needs Assessment
• Practical Gender Needs:
 It met, would assist women in their current activities
(often related to inadequacies in living conditions).
• Strategic Gender Needs:
 If met, would enable women to transform existing
imbalances of power between women and men.
 Women’s strategic gender needs are those which exist
because of women’s subordinate social status

13. Tool 3: Disaggregating control of resources and decision-
making within a household
 This tool is used to find out
 who has control over resources within the household,
 who makes decisions about the use of these resources,
 and how they are made.
Tool 4: Balancing of roles
 This relates to how women manage the balance between their
productive, reproductive and community tasks.
 It asks whether a planned intervention will increase a women’s
workload in one role with consequences for the other roles.

14. Tool 5: WID/GAD policy matrix
 The WID/GAD policy matrix provides a framework for
identifying/evaluating the approaches that have been (or can)
be used to address the triple role, and the practical and
strategic gender needs of women in programs and projects.
 Five different approaches can be identified.
– Welfare; Equity; Anti- Poverty; Efficiency and Empowerment
Tool 6: Involving women, gender-aware organizations and
planners in planning.
• The aim of this tool is to ensure that practical and strategic
gender needs are identified by women ensuring that “real
needs’’ as opposed to "perceived needs" are incorporated into
the planning process.

15. Usefulness of Moser Framework
 The concept of practical and strategic gender needs is a very
useful tool for evaluating the impact of a development
intervention on gender relations.
Potential Limitations
 The framework looks at the separate activities of women
and men rather than how these activities interrelate.
 Not everyone accepts the concept of the triple role,
particularly in relation to community roles.
 Other forms of inequality such as race and class are not
addressed.
 Moser does not consider the strategic gender needs of men.

16. 3. The Gender Analysis Matrix (GAM) Framework
 Was developed for practitioner working at grass roots
level and aims to assist in determining the different
impacts of development interventions on women and men.
 The analysis is conducted at four levels of society, women,
men, household and community.
 The GAM examines impact on four areas: labour, time,
resources and socio-cultural factors

17.  This frame work should be used before and after
implementation of project.
 Before the implementation it is used to identify the
feasibility from the labour, time, resources and socio-
cultural factors points of view by considering
 its impact on women, men, household and community.
 Then the framework should also be applied after project
to evaluate the impact.

18. 4. Women’s Equality and Empowerment (Longwe) Framework
 Longwe defines women’s empowerment as enabling
women to take an equal place with men, and to participate
equally in the development process, in order to achieve
control over factors of production on an equal basis with
men.
 Longwe’s framework is based on the idea of five different
levels of equality
 (welfare, access, Concretization, participation, and
control)

19. Tool 1: Levels of Equality
 Welfare: This is defined as the level of women’s material
welfare (income, food supply, health care) relative to men
 Access: This is understood in the framework as women’s
equality of access with men to the factors of production such as
land, credit, labour, training, marketing facilities, and all public
services and benefits.
 Concretization : This concept relates to being aware of the
difference between sex and gender, and to recognize that gender
roles are cultural and can change.
 The sexual division of labour should be fair to both women and
men and both should agree with it.
 Neither women nor men should dominate the other,
economically or politically.

20.  Participation as women’s equal participation in the
decision making process, policy making, planning, and
implementation.
 It is a particularly important aspect of development
projects, where participation means involvement in needs-
assessment, project formulation, implementation and
evaluation.
 Control refers to women’s control over the decision
making process through concretization and mobilization,
to achieve equality of control over the factors of
production and the distribution of benefits.

21. Tool 2: Level of recognition of “women’s issues’’
• Three levels of recognition of women’s issues in
project design these are:
• Negative level: There is no reference to women’s
issues in the project objectives. It is likely that the
project will have a negative impact on women.
• Neutral Level: Women’s issues are included but
there is doubt as to whether the outcomes will be
positive for women.
• Positive Level: Project objects are positively
concerned with women’s issues and with improving
women’s position relative to men.

22. Usefulness
 The framework can be used for planning, monitoring, and
evaluation.
 to translate a commitment to women’s empowerment into
policy and plans.
Limitations
 The framework is not complete, as it does not take into
account a number of aspects.
 It does not track how situations change over time.
 The relationship between men and women is examined only
from an equality perspective,
 failing to take account of the complex system of rights,
claims, and responsibilities that exist between them.

23. End of topic two
• Thank you for your attention