GPSE Conceptual framework and Operational Checklist_20151124050031

GPSE Conceptual framework & Operational Checklist

Table of Contents
1. Background ……………………………................……………………..1
2.Why GPSE Framework and Operational Checklist (guideline) ............1
3 . What is GPSE Framework and Operational Checklist …......……… 2
4. How to use GPSE Framework and Checklist ...................................... 3
5 . GPSE mainstreaming guiding principles ….........................…………4
6. GPSE mainstreaming Conceptual Framework………..................…5-7
6.1. What is GPSE mainstreaming….....................................................…5
6.2FiveprongedapproachforGPSEmainstreaming……….......…………5
6.3 What does GPSE analysis includes .....................................................6
6.4 What are the Gender and DAG specific interventions?......................6
6.5 Institutional change tools for GSPE mainstreaming ….......…………7
7. GPSE operational checklist and its use ....................................……8-20
7.1 Checklist1 for project proposal, advisory services and consultancies
….............................................................................................….....8
7.2 Checklist 2 for GPSE approach integration is MSFP/SSU/IA
actions .......................................................................................….11
7.3 Checklist 3 for GPSE integration in description of duties and
recruitment …................................................................................15
7.4 Checklist 4 for GPSE integration in research design and studies..16
7.5 Checklist 5 for GSPE integration in budget planning & expenditure
tracking….......................................................................................20
8. GPSE clauses in TORs and contracts of external partners/ consul-
tants/advisors. ..................................................................................21
9. GPSE clauses in invitation letters for MSFP/SSU supported events/
meetings…….................................................................................…22

Why and How to use this GPSE Conceptual Framework and
Operational Checklist ?
1. Background :
This conceptual guiding framework and operational tool
is informed by forestry sector Gender and Social Inclusion
(GSI) strategy with a vision for 20 years prepared by the Minis-
try of Forest and Soil Conservation, program executing donor
SDC’s, vision for gender equality & social inclusion and its key
GPSE responsive policy approaches i.e. DAG/pro-poor target-
ting, connected local development (CLD), workforce diversity
(WfD), harmonized social mobilization (HSM), outcome mon-
itoring (OMS) and fund flow analysis (FFA) a financial tool to
guide, prepare and monitor gender responsive, pro-poor and
inclusive budgeting and expenditure tracking. These approach-
es and tools developed and adapted by SDC which are already
in practice will be further reinforced and closely monitored
in combination with GPSE conceptual and operational frame-
work to ensure its operationalization at the center up to the field
level through multiple implementing partners of MSFP and by
SSU itself in its planning cycle, operational and institutional
rules and procedures to the extent possible. This framework is
also informed by a national level key study on Gender and So-
cial Inclusion assessment in the forestry sector commissioned
by DFID/World Bank and ADB. It will be a living document
which will be updated as needed to achieve GPSE outcome of
MSFP once full-fledged implementation starts.
2. Why GPSE Framework and Operational Checklist?
Objective: This document intends to provide both conceptual
clarity as well as serve as an operational tool to guide and sup-
prot MSFP managers/officers and program people including Ser-
1

vice Support Unit/Implementing Agencies (Gos & NGOs) and
Service Providers who will be engaged in translating/operation-
alizing MSFPs’ GPSE policy approach in a day to day basic in
program implementation and institutionalization of the
approaches at the organizational level.
3. What is GPSE conceptual framework and operational
checklist ?
• It is an institutional strategic tool aimed at giving
equal opportunities and rights to women and men, to /all
poor and discriminated group and their organizations as
fund receivers, as beneficiaries, as participants and de-
cision-makers by addressing gender/caste and ethnicity
and income based inequalities systematically in policies,
program, projects and budgets at all stages of the pro-
gram planning cycle.
• It is a capacity building tool: This conceptual and op-
erational tool intends to serve as a capacity building tool
for mangers, officers in SSU/IA/Partner organization
who are not expert in GPSE related issues but needs to
have some basic conceptual understanding as well hands
on tool to apply and translate these policy approach &
concepts in day to day program/project planning and im-
plementation framework. They will be technically sup-
ported by GPSE outcome manager as and when needed.
• Tool for process monitoring: GPSE mainstreaming tool
will also contribute to close monitoring of process while
operationalising key approaches of SDC, DFID, GoF
and GoN through MSFP in institutional procedures, as
process monitoring is key for successful mainstreaming
of key policy & concept which are related with success-
ful management of change which is expected to bring
2

about by implementing these key working approaches.
Integrating gender equality, social inclusion and pro-
poor indicators, outputs and outcomes, into organiza-
tional programming and operational procedure is a result
based indicator of successful mainstreaming and institu-
tionalization of GPSE approach
• Roll-out in IA/Service providers: Once SSU starts
practicing this we can learn by doing and we can refine
and finetune this tool for further roll-out and use by im-
plementing agencies, service providers and other part-
ners as needed.
4. How to use?
All managers, officers and the entire SSU/MSFP team manda-
torily need to refer to and check their work against this frame-
work and operational checklist whenever they are reviewing
proposal for project funding, commissioning key research and
studies, executing human resoruce development (HRD) plan
and recruitment, budgeting (fund allocation & expenditure
tracking) and during procurement of other consultancy services
and goods. Similarly, this tool needs to be applied and check-
list needs to be filled-up in their respective area of work by
concerned manager/officer (with the techncial suport of GPSE
manager if needed), to establish a system of self-assessement
(scoring) for GSPE mainstreaming in operational procedures
and it’s institutionalization as an inovative practice in SSU/
MSFP. This self assesment and scoring will be reviewed jointly
by the team leader and GSPE manager/ to ensure GPSE related
policies, approach, concept and thematic breifs are referred to
and mainstreamed during the entire program/project cycle, re-
search & study, information & communication, human resource
development, and budgeting.
3

5. GPSE mainstreaming guiding principles
Key principles to be applied in SSU and by all Implementing
Agencies/Service Providers/Partners of MSFP
√ Promote gender equality, pro-poor development and
social inclusion which will benefit the entire MSFP to
achieve its purpose, goal and outcome
√ GPSE needs to be addressed at all stages of the pro-
gramming and planning cycle
√ In case of profound imbalances, gender-specific and
DAG specific measures are needed to address inequal-
ities and advance the status of women and disadvan-
taged groups in society
√ Both practical and strategic gender and DAG specific
needs ought to be addressed. Practical needs relate to
inadequacies in living and working conditions of the
target groups (DAG). Strategic needs relate to the in-
equalities and discrimination between men and women,
between various caste & ethnic groups, between rich
and poor and between geographically remote and ac-
cessible areas.
√ Achieving gender equality is not a ‘women’s concern’
or only responsibility of GPSE outcome manager and
GPSE/GESI foacl persons in case of implementing
agencies but it is a development goal at the purpose lev-
el of MSFP which is the responsibility of all managers,
team members and head of the program/projects.
6. GPSE mainstreaming Conceptual Framework
6.1 What is GPSE mainstreaming?
GPSE mainstreaming is an organizational strategy to
bring a Gender, Poverty and Social Equity perspective to all as-
4

pects of an institutions policy, program and project implementa-
tion processes.
6.2 Five –pronged Approach for GPSE mainstreaming:
A five-pronged approach is needed to bring gender, pov-
erty and social exclusion issues into the mainstream in all pol-
icies, programs, projects and activities of the MSFP in general
and SSU in particular:
1. Carrying out a gender equality, poverty and social in-
clusion analysis
2. Carrying out gender-specific/DAG specific strategies
or interventions
3. Starting a process of institutional change in proce-
dures and processes Giving women and discriminated
groups a voice
4. Carrying out budgeting, expenditure tracking and
auditing which is gender responsive pro-poor and so-
cially inclusive.
In the following section what needs to be done to prac-
tice this GPSE five pronged approach has been elabo-
rated further.
6.3 What does GPSE analysis includes?
√ collecting data which are disaggregated by sex, caste,
ethnicity and well-being.
√ identifying the gender based division of labour, and
access to and control over resources and benefits
√ understanding women’s and discriminated group’s
needs, constraints and opportunities
√ identifying constraints and opportunities to work for
GPSE in the larger working environment and its con-
text
5

√ reviewing the capacities of organizations i.e. SSU and
its various implementing agencies (IA) to promote
gender equality, pro-poor planning and programming
and DAG targeting.
6.4 What are Gender and DAG specific interventions?
Specific measures or activities are needed whenever
women, certain caste or ethnic groups are in a particularly dis-
advantageous position.
Gender and DAG specific action can include one or a
combination of the following:
√ Women-specific activities
√ Men-specific activities
√ Positive or affirmative action
Pay specific attention to:
√ Sectors, enterprises and occupations where many
women and DAG are found
√ Sectors, enterprises and occupations where women
and DAG are virtually absent
√ Issues which especially concern women daily wage
workers at the community level and women em-
ployees at the organizational level
6.5 Institutional change Tools for mainstreaming GPSE
within organizations include:
√ Adopting explicit policy, programming, budget and
accountability procedures
(Planning& monitoring cycle)
√ Training staff and making them accountable (Ca-
pacity building)
6

√ Setting of targets for staff recruitment and promo-
tion (workforce diversity)
Giving women and DAG a voice include:
√ Increasing the participation of women and DAG in
programs as beneficiaries, fund receivers
√ Increasing the representation of women and dis-
criminated groups in decision-making
√ Maintain the male/female ratio of representation
range minimum between 60:40 in all activities
Carrying out budgeting process, expenditure tracking and
auditing which is DAG and gender responsive.
√ FFA/gender responsive budgeting
√ Gender auditing at the organizational level
√ Gender & public audit at the community level
7. GPSE operational checklist and its use
This process needs to be led by the team leader jointly
with GPSE outcome manager and ensured by all managers,
officers and team members of MSFP/ SSU.
In the preceding section five detail checklists has been
developed. Checklist 1 guides us in the area of assessing proj-
ect proposal, advisory services and consultancies inputs. Check-
list 2 guides us to assess how do we implement GPSE approach/
policy in MSFP r policy development and program & project
cycle management. Checklist 3 guide us how to use GPSE per-
spective in descriptions of duties and in recruitment procedures.
Checklist 4 guides us to ensure gender equality, social inclusion
and pro-poor approach included in studies and research design.
Checklist 5 guides us to utilize gender equality, pro-poor target-
ing and social inclusion mainstreaming in our budget & expen-
diture tracking.
7

7.1 Checklist for MSFP/SSU action in assessing project
proposal, advisory services and consultancies inputs (to
be led and ensured by team leader, & all managers/
officers)
If most of the answers to the following questions are
‘yes’, it means the proposal for programs/projects, technical
advisory services and consultancies inputs are responsive to the
needs and concerns of people of both sexes, poor and discrim-
inated people. If more than half of the answers are ‘no’ serious
attention is needed to make sure that the action will address the
needs and concerns of women, disadvantaged and discriminated
groups and authencity and validity of such action will be ques-
tioned and need serious reconsideration for approval in case of
new proposal and consultancies, further budget release in case
of approved proposal and ongoing advisory services and sup-
port.
What to check? Yes No comment
General
Does the document show that the SSU/
IA/consultancy firms/independent ex-
pert has incorporated a gender, pro-
poor and social inclusion perspective in
its analysis of economic, social, political
and environmental factors related to the
forestry and climate change within the
context of Multi-stakeholder forestry
program,?
8

Does it show that the SSU/IA/consul-
tancy/firms takes the gender, poverty
and social inclusion context into con-
sideration in terms of content and insti-
tutional processes in analyses, research,
and advocacy related to the MSFP goal,
purpose and four outcome?
Does it refer to existing gender; pro-poor
and social inclusion related national /in-
ternational/forestry and climate change
sectoral agreements, commitments, and
strategies on gender equality, poverty
reduction and social inclusion?
Planning Procedures
Has a stakeholder analysis been under-
taken and is there explicit reference to
a balanced participation and the specific
needs of women and men and disadvan-
taged/discriminated groups in prepara-
tory activities?
Did the forestry and women, NRM and
women and other organizations working
for and promoting rights of women, Dal-
its, Janajatis and discriminated groups
like landless people participated in the
design of the project key activities ?
Problem Identification
Does the proposal use data disaggregat-
ed by sex/caste/ethnicity and wellbeing?
Does the proposal consider the factors
contributing to women’s/men’s and oth-
er discriminated groups situations ?
9

Does the document take into account
the different experiences of women and
men, and if yes, in what ways?
Does the document use gender-sensitive
language?
Objectives
Do the project objectives state gender
equality, pro-poor and social inclusion
goals?
Are indicators at the objective level dis-
aggregated by sex, well-being, caste and
ethnicity ?
Are outputs and targets disaggregat-
ed by sex, wellbeing and social groups
when appropriate?
Do outputs and targets include organi-
zations/institutions that work on gender
equality, poverty and social inclusion
issues?
Implementation, Monitoring, Evalua-
tion
Do project inputs reflect gender and so-
cial responsibilities and related exper-
tise?
Have financial and/or technical resourc-
es been allocated to promote gender
equality and social inclusion ?
Does the project evaluation require as-
sessments of the differential impact of
project activities on women/men, and
other discriminated social groups?
10

Have women and men and discrimi-
nated groups been equally consulted in
assessing the usefulness of the project
activity?
7.2 Checklist 2: How do we implement GPSE approach/
policy in MSFP/SSU/IA action?
This summary checklist enables us in SSU team to assess
to what extent gender and DAG concerns are integrated into the
design of MSFP/SSU/IA action. If most of the answers to the
following questions are ‘yes’, it means the design of programs/
projects/meetings and technical advisory services are responsive
to the needs and concerns of people of both sexes, poor and dis-
criminated people. If more than half of the answers are ‘no’seri-
ous attention is needed to make sure that the action will address
the needs and concerns of women, disadvantaged and discrim-
inated groups and authencity and validity of such action will
be questioned and need serious reconsideration for approval in
case of new proposal and consultancies, further budget release
in case of approved proposal and ongoing advisory services and
support.
In your/our policy, program, project cycle do we do the
following?
What to do? Yes No Comments
1. Ensure that equal chances and op-
portunities are given to women, dis-
advantaged group and discriminated
people.
2. Include gender-specific measures to
redress inequalities between men and
women, if these exist.
11

3. Take gender equality, social inclu-
sion concerns into account at the
earliest stages of the programming
cycle and at the highest levels of pol-
icy, program and budget formulation.
4. Address both the practical and stra-
tegic needs of both women and men
and socially discriminated people.
- practical needs for food, cloth-
ing, energy, healthcare, money
and income to sustain basic live-
lihood and survival
- strategic needs to overcome the
subordinate position of women
and to enable all to have control
over their own life, receive re-
spect and participate in an equal
and meaningful way in their
workplace, family and commu-
nity.
5. Ensure the equal representation
and active participation of men and
women, and discriminated people
at all levels and especially in deci-
sion making throughout the program
planning cycle.
6. Carry out a gender & social anal-
ysis and disaggregate all crucial data
by sex, ethnicity, caste and well-be-
ing before starting any intervention
and during monitoring and evalua-
tion.
7. Target sectors where many women
are found working.
12

8. Target the poorest and most disad-
vantaged households.
9. Target invisible /informal workers,
many of whom are (young) women.
10. Provide alternative livelihood
strategies to families prone to or al-
ready resorting to labour exploitation
through their economic and social
empowerment.
11. Involve both sexes in any program
or project and pay attention to the
sharing of family responsibilities
and other workload as well as de-
cision making processes in work
places, families and communities.
How to do it Yes No Comment
12. Promote gender and diversity re-
lated policy awareness among all
partners and stakeholders.
13. Assess and strengthen the capaci-
ty of the IA/ partner organizations to
address the needs of men and women
and to promote gender equality.
14. Mobilize women’s, as well as men’s
groups and organizations and use
their expertise and networks.
15. Avoid linguistic and visual biases
and gender stereotyping in all aspects
of the program.
16. Assign responsibility to promote
gender equality and diversity to all
involved in the program.
13

17. If imbalances between men’s and
women’s position and social groups
exist, plan, budget and utilize spe-
cific gender and diversity expertise
throughout the program planning
cycle.
18. Analyse the different impact on
women and men at the monitoring
and evaluation stages and develop
appropriate follow-up action.
Inputs by SSU/MSFP/IA with-in orga-
nization
Yes No Not sure
1. Create understanding & encourage
commitment among all staff & part-
ners that promoting gender equality &
Inclusion is everybody’s responsibility.
2. Make sure that all managers enact
their responsibilities:
− To provide active leadership in
GPSE promotion
− To take note of early warning signs
of gender and social inequalities
− To ensure specific gender guid-
ance and expertise is provided as
necessary.
3. Verify to what extent gender & social
expertise is required in personnel
inputs and if so, explicitly state gender
& social expertise in personnel job
descriptions.
14

7.3 Checklist 3: Do we use GPSE in descriptions of duties
and in recruitment procedures?
This checklist can be used to assess to what extent gen-
der equality and social inclusion issues have been included in
the content of vacancy announcements and job descriptions, and
the recruitment procedures. If most of the answers to the fol-
lowing questions are ‘yes’, it means the description of duties is
adequate and the procedures are gender-responsive. If more than
half of the answers are ‘no’ serious attention is needed to inte-
grate gender and diversity concerns into recruitment procedures.
What to check ? Yes No Comments
1. Does the job description show that the can-
didate(s) need to incorporate a gender and
social perspective in the analysis of eco-
nomic, social, political and environmental
factors related to the world of work?
2. Does the job description show that the can-
didates(s) need to take the gender, caste,
ethnicity and poverty context into consid-
eration and identify gender inequalities
and social exclusion if any in analyses, re-
search, and advocacy related to the MSFP
four strategic outcome?
3. Does the call for applications encourage
under-represented groups to apply?
4. Does the vacancy announcement or job
description specify that gender equality
and social inclusion issues should be ad-
dressed and reported upon?
6. Does the written test include a measure-
ment of the gender and social inclusion
awareness or expertise of the candidates?
15

7. Is an official with gender and social in-
clusion expertise present in the selection &
recruitment panel?
7.4 Checklist 4: Is gender equality, social inclusion and
pro-poor approach included in your research design?
This checklist enables you to quickly assess to what ex-
tent the Terms of Reference (TOR) and other research designs
such as questionnaires for studies include the relevant guidance
for carrying out a gender and social analysis. In other words, will
the research identify possible differences and relations between
men and women, and specify inequalities by caste, ethnicity and
income? If most of the answers to the following questions are
‘yes’, it means the research takes into account gender equality
social inclusion and poverty concerns in its design and analysis.
If more than half of the answers are ‘no’serious re-work is need-
ed to integrate a gender dimension into the research design and
analysis.
What to check in design of a research TOR Yes No Comments
1. Include a clear gender dimension in
the research background, i.e., specify
available information such as statistics
by sex, wellbeing and social groups,
preliminary data on gender roles and
relations, and existing inequalities with
specific situations, constraints and op-
portunities of men and women. If this
information is not available, ensure that
the TOR includes collection of such
data.
16

2. Are there any early warning signs of
social discrimination, exploitation and
gender inequalities in the research? If
more than 3 early warning signs are
found, include a clear gender and diver-
sity focus in the research design. (See
‘Early warning signs’ section below.)
3. Provide gender-responsive guidelines in
conducting the research. For example,
if women cannot speak freely in mixed
groups, arrange for female research-
ers when carrying out women-only
interviews or focus groups. Similarly,
arrange for male researchers or inter-
viewers to work with men in certain cir-
cumstances such as male outmigration.
Selecting the research team Yes No Comments
4. Assess whether the research team/or-
ganization has adequate understanding
of gender equality, poverty and social
inclusion issues and skills to identify
inequalities and opportunities for gen-
der equality, social inclusion and pro-
poor targeting and promotion in their
research.
5. It is best if the research team includes
both women and men. Check if this
is the case and determine how women
and men in the research team will be in-
volved in the research (e.g., as research
designers, field researchers, interview-
ers).
17

6. Check whether gender and social inclu-
sion experts are involved in the research
design process. This is obligatory if se-
rious gender inequalities are known to
exist.
Early warning signs of labour exploitation
of disadvantaged and discriminated peo-
ple and gender inequalities
Yes No Comments
1. The workplace/community is very
poor and most workers/families have
more than three children.
2. Among the very poor families, there
are families headed by a single parent
often a mother, or headed by child.
3. The entire community is engaged in
only one or a few types of low-pay-
ing work, which typically involves all
family members (cases such as mining,
forest dependent, construction work,
fishing) or most in the community will
work as manual labour for cash.
4. There is a history of out-migration of
economically productive members
from rural to urban areas or other
countries to seek jobs
5. The workplace/community observes
customs or traditions that strictly di-
vide the gender roles (e.g., there are
things that men or women can and can
not do): There is clear sex segregation
in jobs and in social activities.
18

6. Older daughters are usually found
staying at home to look after house-
hold duties and younger siblings or
other elderly/ill members who need
care.
7. Family responsibilities are unequally
divided (with usually women shoul-
dering more household responsibilities
and men making major decisions in
the family and/or in public life).
8. There are few women in formal or in-
formal decision-making structures and
processes (e.g., council or committee
in the village or higher level).
7.5 Checklist 5: Do you use gender equality, pro-poor
targeting and social inclusion mainstreaming in your
budget ?
This checklist enables you to quickly assess to what ex-
tent the budget covers sufficient resources for the gender, pro-
poor and social groups specific inputs envisaged during the
design of the activity. If most of the answers to the following
questions are ‘yes’, it means the budget reflects the gender, pov-
erty and inclusion specific inputs adequately. If more than half
of the answers are ‘no’serious work is needed to integrate a gen-
der equality, poverty and social inclusion dimension into budget
planning, allocation, expenditure tracking and auditing.
19

What to check in resource allocation Yes No Comments
1. Does the budget explicitly allocate re-
sources to gender equality promotion,
pro-poor and social inclusion related
work? (e.g. gender and social inclusion
training; ad-hoc or continuous support
of gender and social expertise)
2. If gender and inclusion -specific inputs
have been envisaged in the planning
document, are these reflected ade-
quately in the budget?
3. Is there a mechanism in place to report
and monitor the resources allocated
and spent on gender equality, pro-poor
targeting and social inclusion goals?
How to ensure GPSE compliance in TORs and contracts of
external partners /consultants
One way of ensuring compliance to MSFP GPSE pol-
icy approach is inserting GPSE specific (eg, WfD, FFA, GSI)
clauses while developing the TOR for external consultants and
partners and built in the formal contract paper to make it binding
as guiding principle. Some examples have been provided below
to assist the managers/officers to build in such GPSE clauses in
the contract and TOR.
8. GPSE clauses in TORs and in contracts of external
partners/consultants and technical advisors
What to check for Research and Project Proposal Docu-
ments (example)
“The consultant will be responsible for ensuring that gen-
der issues are mainstreamed into all work, through the collection
and reporting on sex and social groups disaggregated data and
20

gender & social analysis, consultations with relevant gender and
social experts and their representative organizations, explicit
discussion of the gender dimensions of the technical work, and
incorporation GPSE planning into the strategies, objectives, in-
dicators, activities and budgets of the research or project”.
What to check for Project related workshops (example)
“The consultant will ensure that gender, poverty and so-
cial inclusion issues are mainstreamed in workshop activities,
including commissioning of research, carrying out consulta-
tions, issuing of invitations to participants and resource persons,
preparing workshop agendas, giving presentations or preparing
guidelines for presentations by invited speakers, and in monitor-
ing, evaluation, and reporting assignments”.
9. GPSE clauses in invitation letters for MSFP/SSU
supported events
What to check ? Standard clause in invitation letters for of-
ficial SSU/MSFP meetings
Experience has shown that in the forestry sector it is the
tendency to send mostly men to general donor supported events
and women only to gender-specific various events supported by
various programs and project. To rectify this trend it is therefore
planned to encourage the participation of more women in com-
mon MSFP/SSU/IA events and the participation of more men in
gender-specific events with the target of having 40% of either
sex in both general and gender-specific MSFP supported
events.
The standard clause can read (example):
“In conformity with the WFD policy of SDC/DFID,
Gender policy of DFID/Gov of Finland and DAG targeting
policy of SDC, the participation of women and other socially
21

discriminated groups is encouraged in SSU/MSFP official meet-
ings and minimum 40% female representation in all MSFP/SSU
supported events”.
“The MSFP/SSU is committed to gender equality in all
programmes and activities and encourages participating organi-
zations to ensure that at least 40% percent of their representa-
tives to the event/meeting/workshop are women (for common
events) or men (for gender specific events) respectively.”
22

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