This document provides guidance on mainstreaming gender equality throughout an environmental management project cycle. It discusses integrating gender considerations during problem identification, project design, implementation, monitoring, and evaluation. Specific questions are provided to ensure gender is considered at each stage. The document also includes two case studies from Ghana showing how projects have empowered women by reducing their fuelwood burden and engaging them in alternative livelihoods to address environmental degradation from charcoal production.

1. Ghana Environmental Management Project (GEMP)
How to Mainstream
Gender Equality in
Projects
Energy Resource Management
MODULE 3
Energy Resource ManagementEnergy Resource Management
ProjectsProjects

2. Contents
Introduction to the Module....................................................................................................................2
Gender and Energy Resource Management...........................................................................................4
1. Problem Identification ................................................................................................................4
Gender Issues..................................................................................................................................4
2. Project Design .............................................................................................................................6
Project Logic Model: Gender and energy resource management .........................................7
3. Project Implementation ..............................................................................................................8
Case Study 1: Women’s Charcoal Project in Jelinkon, Sawla -Tuna- Kalba District ................... 9
Case Study 2: Dimajan community adopts the use of appropriate environmental management
technologies..................................................................................................................................10
4. Project Monitoring....................................................................................................................12
Indicators......................................................................................................................................13
5. Project Evaluation.....................................................................................................................13
Monitoring and Evaluation Tools..................................................................................................13
IntroductiontotheModule
These modules are for government staff of the ministries and departments related to
Environmental Protection, Environment, Science and Technology, Food and Agriculture,
Gender, Children and Social Protection; District staff, planners and Gender Desk Officers;
NGOs, CBOs, women's groups andcommunityleaders.
ThemodulescovereachofthesixthemesoftheGhanaEnvironmentalManagementProject:
Module1: Landuse andsoilmanagement
Module2: Wildlifeandbiodiversityconservation
Module3: Energyresourcemanagement
Module4: Waterresourcemanagement
Module5: Managementofvegetativecover
Module6: Alternativeandsustainablelivelihoods.
1

3. Despite many agencies' commitment to gender equality, gender mainstreaming in project cycle
management has been limited. Some pay attention to gender during Problem Identification, and
at certain points of the Design and Monitoring phases. To truly mainstream gender in
sustainable land management projects, each phase of the project cycle needs to be linked with
appropriategenderanalysistoolsandkeygenderquestions.
Eachmodulecontainsadviceonhow tomainstreamgenderthroughtheprojectcycle:
1. ProblemIdentification
2. ProjectDesign
3. ProjectImplementation
4. ProjectMonitoring
5. ProjectEvaluation
You can use these materials to assist you to go through the planning cycle with staff, district
stakeholders and communities to ensure that the gender issues of inequity are really being
addressed by interventions for gender and sustainable land management. Each section contains
key questions and examples to assist you to design, implement and monitor gender-sensitive
projectswithstakeholdersandcommunities.
2

4. Genderand EnergyResourceManagement
Problem identification involves understanding the problems, needs and opportunities related to
gender and sustainable land management. It should take into consideration environmental
policy, current technologies, ways of working with communities, and considerations for
transformingexistinggenderrelationsofpowerandcontrol.
When you are identifying a problem related to gender and sustainable land management, answer
thefollowingquestionstoensurethatgenderequalityismainstreamed.
1. Has relevant gender information, especially socio‐economic information, been identified
andcollectedso thatitcanbeincludedindiscussions aboutprojectdesign?
2. Is background data disaggregated by sex? (In many cases, disaggregation by other social
identities such as age and ethnic origin is also required, given that communities are rarely
homogeneousunits.)
3. Have gender specialists (in the CBO or NGO, for example) and representatives of
women's organizationswithinthecommunitybeenconsulted?
4. Have both men and women been involved in problem identification (even if the ultimate
problemrecognizedaffectsonesexmorethantheother)?
Here is a list of some of the issues of gender inequity (gender issues) related to energy resource
management:
1. Harvestingoffuelwood isphysicallydemandingon womenandgirlsandaffectstheirhealth
2. The scarcity of fuel wood affects women and girls by making them trek long distances to harvest
wood
3. Women and girls are exposed to danger such as reptiles, rape, bushfire and injuries in search for
firewood
4. Fuel wood harvesting adds to the burden of women and girls who are responsible for other
householdchores,andfamilyandsocialactivities
5. The girls have to help their mothers to fetch fuel wood instead of going to school and this affects
theirattendanceinschool
6. Womendo nothaveaccesstolandforthedevelopmentofwoodlots
7. Women do not have access to and cannot afford technologies for alternative and improved energy
sources toreducetheirburden
8. Other sources of energy such as Liquefied Petroleum Gas (LPG) and electricity are not readily
availabletoenablewomenandgirlstoreducetheirworkload
9. Women are reluctant to use alternative sources of fuel for cooking because they believe that men
willsaythatthefood does nottastegood
10. Womencannotafforddonkeys, bullocksor bicyclestoassist theminfetchingfirewood
11. Socio-cultural issues limiting women's ability to initiate, and share responsibility and ownership
withmenoftenpreventsthemfromseekingalternativesfor energy resourcemanagement.
1. ProblemIdentification
GenderIssues
3

5. The following is a short description of the major gender issues of inequity related to gender and energy
resourcemanagement:
The main energy source for cooking is fuel wood, others are charcoal and kerosene with few people using
liquefied petroleum gas (LPG).The most widely used and cheapest source is the fuel wood because most
of them do not have the financial means and cannot afford the alternative energy sources. Alternative
energy sources such as solar energy, LPG and biogas are still far from meeting the large demands of rural
energy,becauseoftheimmaturityofthetechnologyanditshighcost.
The influence of culture also impacts on wood utilization, as opposed to other sources of energy. It is a
cultural belief among the indigenes that food cooked using wood tastes better than when cooked using
LPG or other sources of energy other than wood fuel. The people consider fuel wood harvesting to be
their traditional right inherited from their ancestors. It is therefore difficult to introduce alternative
energy sources, such as kerosene and LPG. Besides, there is a problem of high initial cost and its
availabilityis notconsistentandthereforecannotbeguaranteed.
Hitherto, wood was normally harvested from the surrounding woodland and then stored at home until it
was ready for use. With increases in population and dwindling natural resources with high consumption
of fuel wood, majority of women and children have to travel long distances of about 3 to 4 km to gather
fuel wood. Harvesting of fuel wood is physically demanding and time-consuming work, especially for
women and girls, who are also responsible for other household duties. Promoting woodlot plantations
with fast growing tree species will provide good quality fuel wood, reduce trekking distance and in the
longtermreducelanddegradation.
Increasing access to alternative energy sources; construction of infrastructure for the transportation of
fuel wood; improvement of charcoal production techniques and marketing; and the dissemination of
improvedcookingstoves cansavewomen's timeandreducedrudgery.
An excerpt from: Gender Equality Strategy and Action Plan to Combat Drought and Desertification in
the three Northern Regions of Ghana (GESAP), developed in 2011 by the Environmental Protection
Agency,inconjunctionwiththeGhanaEnvironmentalManagementProject.
4

6. 2. ProjectDesign
Within the framework given by your agency or organization, or sometimes by your funder's
request, you will need to identify objectives and the activities that will enable you to achieve
expected results. The Project Design stage is the most important when it comes to integrating the
gender dimension into the project. You can apply all the information obtained from your gender
analysis in order to plan based on real information concerning the lives of the male and female
beneficiaries.
When you are choosing expected results and activities for your project, answer the following
questionstoensurethatgenderequalityis mainstreamed.
1. Whatis thecurrentsituationofmenandwomenintheareaofyourplannedintervention?
2. Willtheproposedprojectcontributetoexistinginequalitiesamongmenandwomen?
3. Does the proposed project break down or challenge existing inequalities among men and
women?
4. Will the proposed project change the perceptions or stereotypes about men and women
andtheirrolesinanyway?
5. Whatoptionsshouldbeconsideredtostrengthenagenderperspective?
6. Will the proposed project contribute to women's empowerment? If not, is there place for
an allied intervention that will contribute to empowerment, so as not to reinforce the
disparitybetweenmenandwomen?
Once you have decided on all the expected results and activities for your project, you can
summarizetheminaLogicModel:
· The Ultimate Outcome is the overall goal of the project, which contributes to national-
levelaimsandpolicies.
· The Intermediate Outcomes are the expected results related to changes in your
organizationorgroup,anditssystems orprocesses.
· The Immediate Outcomes are the expected results related to changes in individuals, their
knowledgeandawareness,skillsorabilities,oraccess.
· Outputs(orcompletedactivities)leadtooutcomes.
Therefore it is important that you implement your activities as planned, based on gender
analysis. If youdo,youwillcertainlyachieveyourexpectedresults.
The expected results and activities listed in the logic model below are examples for you.
Depending on the funds you have, you may want to implement only a few of the activities
representedinthisLogicModel.
5

7. Project Logic Model: Gender and energy resource management
Theme ENERGY RESOURCE MANAGEMENT
Ultimate
Outcome
Strengthened mainstreaming of gender considerations in issues relating to
community-based activities necessary for the reduction and reversing of land
degradation and desertification. Gender Equality Strategy and Action Plan
↑ ↑ ↑ ↑
Intermediate
Outcomes
improved use and management of energy sources
by households in various communities
Increased women’s access
to and ownership of land
(for woodlot development)
↑ ↑ ↑ ↑
Immediate
Outcomes
Reduced burden on
women and girls as
they have increased
access to fuelwood and
alternative energy
sources
Enhanced capacity of
women, girls, men and
boys in the management
of energy resources and
household chores
Strengthened capacity of
traditional authorities to
reform land tenure system
to improve women’s access
to and ownership of land
↑ ↑ ↑ ↑ ↑ ↑ ↑
Type of
Activities to be
implemented
in order to
achieve results
Training of groups
on nursing and
planting of trees
(growing trees)
Woodlots
plantations for
women developed
Linking groups to
NGOs and financial
Institutions for
assistance to
procure donkey
and donkey carts
Women’s groups
supported to
acquire donkeys
and donkey carts
Alternative energy
sources promoted
and made
accessible to
women
Local women
trained to produce
biogas
Introducing
women to energy
conserving stoves
eg: Obaapa coal
pots, wood stove
etc.
Reviving existing
groups for men,
women and youth
Lobbying District
Assembly through
Gender Desk Officers
to train the local
artisans (men and
women) on energy
saving stoves
Men and boys
educated to share in
fetching fuel wood
and other household
chores
Women and girls
educated on
sustainable and
efficient management
and use of fuel wood
Women’s capacity
built to engage in IGAs
to purchase fuel wood
Women engaged in
decision-making and
management of
energy resources
Educate men, women,
boys and girls on
improved charcoal
processing and
Sensitizing community
leadership (Chiefs,
Magazias, Tindanas etc)
on the need to release
land to men and women
for the establishment of
woodlots
Reforms advocated for
in land tenure systems
to include women’s
ownership of land for
woodlot development
·
·
·
·
·
·
·
·
·
·
·
·
·
·
·
·
6

8. sharing men and
women groups to
GRATIS Foundation
to train them on
improved energy
saving stoves
Local artisans
supported to
produce energy
efficient and
labour-saving
devices for women
Organizing user
education on
alternative sources
of energy eg;
biogas, solar etc.
Local farmers
trained to produce
compost for use in
agricultural
activities
Educate men and
boys to help fetch fuel
wood and other
household chores
Linking experience forestation·
·
·
·
·
3. ProjectImplementation
Implementation is the major phase in the project cycle, when plans are transformed into reality.
Implementation involves using your resources to implement activities in order toachieve the
expectedresults.
When you are implementing the activities for your project, answer the following questions to
ensurethatgenderequalityis mainstreamed.
1. Arewomenandmenbenefitingfromtheproject? Inthesamewayordifferentways?
2. Aresomewomenormennegativelyimpactedbytheproject?
3. Have gender relations (power and control) of women and men changed as a result of the
project?Havegendergapsbeenreduced?
4. Arenewgenderissues ofinequityemergingwithintheproject?
5. Are there new external factors affecting gender relations besides the project? Are they
positiveornegative?
6. Are women and men both supportive of the project, or do they wish to change it? Who?
Why?How?
What follows are some case studies about project activities. Ideally, it would be great if your
staff and stakeholders, including community members, could visit the communities described in
the stories. However, these case studies are the next best thing to visiting. Each case study
shows how womenandmenare:
7

9. · participatingintheproject
· sharingprojectresources
· sharingprojectbenefits
· changingtheirlivestogether
· experiencingempowerment.
After each story, there are a number of questions to answer. Read (or translate) the story to your
staff, stakeholders or community members. Lead the discussion based on the questions listed
after the story. This will assist your staff and stakeholders to visualize the types of changes that
they should expect, and allow them to discuss the implications for their own work and lives.
They may want to implement a similar project. Similarly, their discussion of the story may
inspirethemwithnewideasfortheirown projects.
Your staff and stakeholders should understand that exciting things related to gender and
sustainable land management are happening in northern Ghana. They too can be part of it! They
cantransformgenderrelationsthroughsustainablelandmanagementprojects!
Human activities like farming, mining, bush burning, felling of trees, hunting and charcoal
burning have great impact on the environment. Studies have shown that forest degradation has
led to serious destruction of our environment, which affects the climatic situation in the country.
Charcoal production has become a major livelihood of the most women in Jelinkon. Jelinkon is a
community under Sawla Area Council in Sawla-Tuna-Kalba District. Most of the community's
livelihood is dependent on subsistence farming, and the people predominantly rely on rain for
their farming activities. During the dry season, most of the farmers, both women and men, are
idle, so life during this time is not easy for them. In any case, they must survive. So, in order to
earn some money, many of the women end up in the forest searching for wood logs for charcoal
production. For instance, seventy-five percent (75%) of women were engaged in some form of
charcoal business, whereas fifty percent (50%)of men were involved. Women collect the wood
for charcoal production, so their role is essential to providing the raw material. In addition to the
business of charcoal, women need to use it every day for cooking. Charcoal activities end up
destroying the trees and soilin the forest. Yet, women and men are ignorant about the dangers of
charcoalproductionanditsaffectontheenvironment.
A local NGO called PAPADEV carried out sensitization on environmental degradation for the
whole community. People, especially women, changed their attitude towards the environment
and protecting the environment from human activities. Community members developed their
own rules to govern the activities of charcoal production, indiscriminate felling of trees and bush
fires. All these activities have decreased because defaulters are now punished. Men and women
came together to regulate degradation from charcoal production. As a result, all the women who
depended on charcoal production had to seek alternatives for business opportunities and for
cookingfuel.
Women who were identified as the most active in charcoal production were sensitized and
formed into groups. The women came out with their own ideas for income generating activities
Case Study 1: Women's Charcoal Project in Jelinkon, Sawla-Tuna-Kalba District
8

10. to be able to support their families, like shea butter processing, gari processing and plantation
farming. They have seen the need for more shea nuts to support their processing activities, and
theywereencouragedtoplantmoresheatreesandstopfellingandburningeconomictrees.
Now community members do not produce charcoal on a commercial basis and this has increased
the green vegetation in Jelinkon. The community participated in decision-making and accepted
the new ideas – this makes this case special. The women who were involved now know that
unregulated charcoal production endangers their futures. The involvement of women in self-
initiated activities and the benefit they derive from them will encourage others to take part in
similaractivities,allowingtheenvironmenttoregenerate.
The District Gender Desk Officer continuesmonitoring the activities of the women and
reviewing community bylaws. The community's and women's activities that are meant to save
theenvironmentshouldbepartofyearlyannualbudgetsandactionplans.
Case study by SherikaBashiru, GenderDesk Officer,Sawla-Tuna-Kalba District
Questions forDiscussion:
1. Within the cycle of charcoal production, what are women's and men's traditional roles?
Do women have particular roles, such as indigenous knowledge or special skills related to
charcoalproduction?
2. How does the story show that gender roles have changed? How have the roles and tasks
changed? Has thewaythecommunityvaluesthoserolesandtaskschanged?
3. Do you think that the plan to stop charcoal production was potentially more beneficial to
womenormoreharmfultotheminthelongrun? Why?
4. What environmental-friendly activities promoted women's involvement in sustainable
andalternativelivelihoods? Whatbecamethereplacementforcharcoalproduction?
5. Whatnewskillsdidwomenlearn?
6. Whatnewchannelsforcommunityinvolvementopenedupforwomen?
7. How do you think women and men worked together to make the shift from charcoal
productiontonewdryseason activities?
For years, the 300-strong community residents of Dimajan in the Sissala East District of Upper
West Region have been subsistence farmers. They predominantly grow millet, maize and yam
and are also passionate small ruminant rearers. Moreover, the Chief of the village has 50 heads
ofcattle.
The people of Dimajan, just like those of the outlying communities and their ancestors before
them, have been using wood, charcoal and cow dung for fuel. In 2008, however, they realized
that they were losing the once lush wood lands and economic trees around them very quickly.The
fields around the community were being laid bare. The harvests per acre reduced from eight bags
of maize per acre to two maxi bags of 45 kilos each within five years. They were worried.
Somethinghadtobedone.
Case Study 2: Dimajan community adopts the use of appropriate environmental
managementtechnologies
9

11. The chief summoned his elders and community members to the village square to discuss the way
forward. Forty-five (45) women were among the one hundred-and-twenty (120) people in
attendance. A decision was arrived at; and the resolution? - A Community Environmental
Management Committee (CEMC) would have to be formed. The committee, comprising five
womenandsevenmen,madethefollowingdecisions:
a) Theywouldoverseeallenvironmentalmanagementaffairsinthevillage
b) Acommunityreservespanningforty(40)acreswouldbecreatedaroundthecommunity
c) Theywouldadoptcompostusetogrow theircrops
d) All households would build and use energy saving stoves as a means of cutting down the
amountofwood usedforfuel
e) Exotic,diseaseresistantsmallruminantswouldbeintroducedintothecommunity
f) Afirevolunteercorpswouldbetrainedanddeployedtocombatbush fires.
Later that year, the Environmental Protection Agency (EPA) came to the sceneand, after
discussions with members of the community; a six-point environmental management plan was
put into effect.The village chief and the landlord gave out the site for the community reserve.
The men and women created a fire belt around it and also constructed energy-efficient stoves.
The men dug the compost pits and the women filled them with farm residue, ash and dung. The men
also filled the pits and turned the compost pile until it was ready for use. The women carried the
compost to the farms and the men applied them to the crops.
By sharing roles and responsibilities, the women and men of Dimajan are now harvesting 10 maxi bags
of maize per acre, and have successfully checked the wanton spate of environmental degradation they
werewitnessingafewyearsback.
Reportby Kwaku Baawineand JeffreyMakin,REMC: UpperWest Region
10

12. Questions forDiscussion:
1. How did women and men work together to make their environmental management plan a
success?
2. Whatnewskillsdidwomenlearn?
3. Whatnewchannelsforcommunityinvolvementopenedupforwomen?
4. How doesthestory show thatgenderroleshavechanged?
4. ProjectMonitoring
The progress of a project has to be monitored to ensure that the expected results are happening.
Think about some of the changes you read about in the case studies and in your own projects.
Many of the changes are related to the environment and, at the same time, related to gender.
An important way of monitoring whether a project has mainstreamed gender and transformed
gender relations is to use gender-sensitive indicators. Gender-sensitive indicators will let you
know whether there are changes in gender relations – women's and men's dynamics of power and
control. Here are some features of gender relations that should change after implementing a
projectongenderandsustainablelanduse:
· participationinprojectsandcommittees
· awareness,knowledge,skills
· decision-makingpowers
· rolesandresponsibilitiesinthehousehold,communityandleadership
· how roles,tasks,resourcesarevalued
· accesstoandcontrolofprojectresourcesandbenefits
· accesstoandcontrolofhouseholdandcommunityresourcesandbenefits.
All this information should be sex-disaggregated, so that differences between men and women
can be highlighted and inequities addressed. Sex-disaggregated data presents information
separatelyforwomenandmen,andasrequired,boys andgirls.
When you are monitoring a project, answer the following questions to ensure that gender
equalityis mainstreamed.
1. Does themonitoringplaninviteinputandfeedbackfromwomenandmen?
2. Aregenerateddata,analysisandreportssex-disaggregated?
3. Aregenderindicatorseffectivelyusedandassessed?
4. Does monitoring consider both women's and men's roles (even if those roles are
different)?
5. Is progress towardobjectivesandexpectedresultsrelatedtomenorwomenontrack?
6. Have any gender issues of inequity arisen that were not identified at the project design
stage? If so, how cantheybeaddressed?
11

13. Indicators
5. ProjectEvaluation
MonitoringandEvaluationTools
Here are some examples of gender-sensitive indicators for gender and energy resource
management. You can use these and others that you develop to assess whether your
project is on track to changing gender relations, roles, responsibilities and how they are
valued.
At the end of your project, you will want to evaluate whether it has been successful – in
achieving its goals for sustainable land use, and toward gender equality. Evaluation
should be as systematic and objective as possible. Therefore, tools are developed to
collect gender-sensitive and sex-disaggregated data. These tools can be used at the end of
the project, but also at the beginning (baseline) and mid-point to assess progress over
time.
Here are some examples of gender-sensitive tools for gender and energy resource
management. If you use these tools at the beginning, middle and end of your project, you
will see changes in how men and women have access to and control over resources; and in
their roles and responsibilities. You may also discover some changes in gender relations
that you did not expect! You should determine whether these are positive and progressive
changes, or negative and counter-productive. When it comes time to designing a new
phase of your project or even a brand new project, take these lessons into account to
ensure that your project will implement all activities necessary to promote gender
equality.
Gender-sensitive indicators for Gender and Energy Resource Management
1. # of households (women, girls, men and boys)sensitized and trained on the
management of energy sources
2. # of artisans trained to produce energy efficient cook stoves
3. % of households using improved energy resources
4. # of women using energy saving stoves in cooking their meals on daily basis
5. # of acres of woodlots established
6. # of acres of woodlots established by women
7. time used in fetching firewood daily
8. # of men and boys helping to fetch firewood
9. # of women having access to donkeys and donkey carts
10. # of men and boys sensitized on sharing household chores
11. # of women, men, boys and girls involved household decision making
12. # of Traditional Authorities who have released lands to women
13. # of women who have access to land
14. % of women who own land
12

14. A. Household SurveyQuestion
1. On eachtable,indicatewho doeswhat.
2. If the Woman and the Man both do the same, indicate who does more with a + sign. Do
thesameforGirls andBoys.
3. Follow the household over a period of a year to determine how roles and
responsibilities are changing. Repeat the exercise several times, and compare the
results.
B. Focus Group Interview Questions with Women involved in the project
1. What do you think about the men and boys who participate in household chores?
2. What do think about women's engagement in income generating activities to support the
house?
3. How has the availability of fuel wood affected your daily lives?
4. How do you feel about the time you take in searching for firewood?
5. What part did you play during the establishment of the implementation of the project?
6. What do you think about the energy saving stoves?
7. Is the clay used for the stoves good? Do you ever have any problems with cracking? What
types of maintenance and repairs do you do? How often?
8. What do you think about the cooking time required with these stoves?
9. Is the woodlot helpful to you?
10. Do you now have time to engage in other income generating activities? What are they?
Household Tasks Woman Man Girls Boys
Sweeping
Laundry
Cooking
Washing Dishes
Fetching Water
Fetching Firewood
Bathing
Bed Making
Cleaning around compound
Brushing and scraping around compound
Construction of plate racks; clothing lines; compost
fence
Child care / babysitting
Ironing
Feeding of Baby
Cleaning latrine
13

15. C. FocusGroup InterviewQuestions with Meninvolvedintheproject
1. Whatdoyouthinkaboutthemenandboys participatinginthehouseholdchores?
2. What do think about women's engagement in income generating activities to support the
house?
3. How has the availability of fuel wood affected your daily lives? The lives of women and
girls?
4. What do you think about the time you take in searching for firewood?What do you think
about the time women and girls take in searching for firewood? Are there any
differences?
5. Whatpartdidyouplayduringtheestablishmentoftheimplementationoftheproject?
6. What do you think about the energy saving stoves? Do you observe how they are used?
Haveyoueverusedonetocook?
7. Is the clay used for the stoves good? Do you ever have any problems with cracking?
Whattypesofmaintenanceandrepairsdoyoudo? How often?
8. What do you think about the time used for cooking with these stoves? Are the stoves
moreorless convenientforyou? For womenandgirlswho usethem?
9. How is thewoodlothelpfultoyou? Whouses itmore–themenorwomeninyourfamily?
10.Do you now have time to engage in other income generating activities? What are they?
Haveyouengagedinabusiness partnershipwithyourwife?
D. Group Interviewwith CEMC Executives
1. Whatdoyouthinkaboutthenumberofwomenrepresentativesonthecommittee?
2. Can you tell us about the women's contributions to the committee? Are they similar to
men'scontributionsoraretheydifferent?
3. Whataretheroleandresponsibilitiesofmenandwomenindecisionmaking?
4. Canyoutellus someoftheactivitieswomenhavetakeninthecommunity?
5. What are some of the challenges, achievements and lessons learnt in the committee?
Focus onhow menandwomenwork together.
E. ObservationGuideatProjectSite(List ofwhat tolookfor)
1. Donkeyanddonkeycartsusedincollectingfuelwood.
2. Bothmenandboys participatinginfuelwood collection.
3. Whether equipment used by both men and women is gender friendly (easy to use, labour
andtimesaving)
4. Constructionofimprovedstoves
5. Woodlotestablishment.
This is the end of this module. Best wishes as you mainstream gender, empowering women
and meninsustainablelandmanagementprojects.
14