Guide for Accomplishing the Checklist

Box 12 lists the ten elements or requirements for a gender-responsive education

project. Each requirement is generally accompanied by a set of guide questions. The
scoring system is the same as that in boxes 5 and 6, while the interpretation of the total
score is the same as that in box 7. Below is the guide for accomplishing the checklist
and the interpretation of the total GAD rating:

1. Put a check (√) in the appropriate column (2a to 2c) under “Response” to signify
the degree to which a project proponent has complied with the GAD element;
under col. 2a if nothing has been done; under col. 2b if an element, item, or
question has been partly answered; and under col.2c if an element, item, or
question has been fully complied with.

2. A partial and a full yes may be distinguished as follows.

a. For Element 1.0, a “partly yes” to Question 1.1 (or Q1.1) means meeting with
male officials and only a woman or a few women who also happen to be officials
in the proponent or partner agency or organization; or with male and female
officials and some male beneficiaries. In contrast, full compliance involves
meeting with female and men officials and consulting other stakeholders,
including women and men that may be affected positively or negatively by the
proposed project. A “partly yes” to Q1.2 means inputs or suggestions may have
been sought from woman and man beneficiaries but are not considered at all in
designing project activities, choosing and locating facilities, and selecting types
of capacity development activities. A “partly yes” to Q1.3 means only certain
groups of women and men are viewed as stakeholders and agents of change.

b. For Element 2.0, “partly yes” means some information has been classified by
sex but may not be key to helping identify key gender issues that a planned
project must address. In contrast, a full “yes” implies that qualitative and
quantitative data are cited in the analysis of the development issue or project.

c. For Element 3.0, a “partly yes” means a superficial or partial analysis has been
done by focusing on only one or two of the concerns (gender roles, needs,
perspectives, or access to and control of resources).
d. For Element 4.0, “partly yes” means women are identified in the project
objectives but only in connection with traditional roles or economic activities
(Q4.1); or the project token gender equality outputs or outcomes (Q4.2). A full
“yes” to Q4.1 signifies that women’s nontraditional roles are also recognized,
while a full “yes” to Q4.2 denotes that gender equality outcomes and outputs
are consistently pursued in the logframe.

e. For Element 5.0, “partly yes” means having gender equality strategies or
activities but no stated gender issues to match the activities, while a full “yes”
means there is an identified gender issue and there are activities seeking to
address these issues.

f. For Element 6.0, a “partly yes” response to any of the items and questions
associated with superficial or partial effort to address a specific issue or
question. In contrast, a full “yes” involves a coherent, if not a comprehensive,
response to the question.

g. For Element 7.0, “partly yes” means the project monitoring plan includes
indicators that are sex-disaggregated nut not qualitative indicator of
empowerment or status change.

h. For Element 8.0, “partly yes” means the project requires the collection of some
sex-disaggregated data or information but not all the information that will track
the gender-differentiated effects of the project. A full “yes” means all sex-
disaggregated data and qualitative information will be collected to help monitor
GAD outcomes and outputs.

i. For Element 9.0, “partly yes” means there is a budget for GAD-related activities
but this is insufficient to ensure that the project will address relevant gender
issues (Q9.1), or build GAD capacities among project staff or the project agency
or tap external GAD expertise (Q9.2).

j. For Element 10.0, a “partly yes” response to Q10.1 means there is a mention of
the agency’s GAD plan but no direct connection is made to incorporate the
project’s GAD efforts into the plan; to Q10.2 means there is a mention of other
GAD initiatives in the project coverage but no indication of how the project will
build on these initiatives; and to Q10.3 means the project has a sustainability
plan for its GAD efforts but makes no mention of how these may be
institutionalized within the implementing agency or its partners.
3. After ascertaining whether GAD requirement has been done or not, enter the
appropriate score for an element or item under column 3.

a. To ascertain the score for a GAD element, a three-point rating scale is provided:
“0” when the proponent has not accomplished any of the activities or questions
listed under an element or requirement: a score that is less than the stated
maximum when compliance is only partial; and “2” (for the element or
requirement), or the maximum score for an item or question, when the
proponent has done all the required activities.

b. The scores for “partly yes” differ by element. For instance, the score for “partly
yes” for Elements 2.0, 3.0, 5.0, 7.0, and 8.0 is “1). For elements with two or
more items or questions (such as Element 1.0), the rating for a “partial yes” is
the sum of the scores of the items or questions that falls short of the maximum
“2”.

c. For Element 9.0, which has two items (9.1 and 9.2), the maximum score for
each item is pegged at “1.0” and “partly yes” is “0.5.” Hence, if a project scores
a full “1.0” in one question but “0” in the other, or if a project scores “partly
yes” (or “0.5”) in each of the two items, the total rating for Element 9.0 will be
“partly yes” with a score of “1.0.” If a project score “partly yes” in one item but
“no” in the other, then the total rating for the element will be “0.5.”

d. For Elements 6.0 and 10.0, which has three items each, the maximum score
for each item is pegged at “0.67” and “partly yes” is “0.33”

4. For an element (col.1) with more than one item or question, add the score for the
items and enter the sum in the thickly bordered cell for the element.

5. Add the scores in the thickly bordered cells under column 3 to come up with the
GAD score for the project identification and design stages.

6. Under the last column, indicate the key gender issues identified (for proponents)
or comments on the proponent’s compliance with the requirement (for
evaluatorss).
 GAD Checklist
(for Designing and Evaluating Education Projects)

Response (col. 2) Score for

the Result or
Dimension and Question Partl
No. Yes item/ Comment
(col. 1) y Yes element (col. 4)
(2a) (2c)
(2b) (col. 3)

Project identification and planning

1.0 Participation of women and men in project

identification (max score: 2; for each item
or question, 0.67)

1.1 Has the project consulted and involved

women in the problem or issue that
the intervention must solve and in the
development of the solution? (possible
scores: 0, 0.33, 0.67)

1.2 Have women’s inputs been considered

in the design of the project? (possible
scores: 0, 0.33, 0.67)

1.3 Are both women and men seen as

stakeholders, partners, or agents of
change? (possible scores: 0, 0.33, 0.67)

2.0 Collection of sex-disaggregated data and

gender-related information prior to
project design (possible scores: 0, 1.0, 2.0)

Has the project tapped sex-disaggregated

data and gender-related information from
secondary and primary sources at the
 project identification stage? OR, does the
project include sex-disaggregated and
gender information in the analysis of the
development issue or problem?

3.0 Conduct of gender analysis and

identification of gender issues (see box 3)
(possible scores: 0, 1.0, 2.0)

Has a gender analysis been done to identify

gender issues prior to project design? OR,
does the discussion of development issues
in the project document include gender
gaps that the project must address?

Project Design

4.0 Gender equality goals, outcomes, and

outputs (max score: 2; for each item, 1)

4.1 Do you project objectives explicitly

refer to women and men as students,
parents, teachers, or administrators?
(possible scores: 0, 0.5, 1.0)

4.2 Does the project have gender equality

outputs or outcomes? (see text for
examples) (possible scores: 0, 0.5, 1.0)

5.0 Matching of strategies with gender issues

(possible scores: 0, 1.0, 2.0)
Do the strategies match the gender issues
and gender equality goals identified? That
is, will the activities or interventions reduce
gender gaps and inequalities?

6.0 Gender analysis of the designed project

(max score: 2)
6.1 Gender division of labor (max score:
0.67; for each question: 0.22)

6.1.1 Are families in the target

community reliant on the work
of girls or boys for income? IF
SO: Will flexible education
schedules help females or
males fit in their other tasks?
(possible scores: 0, 0.11, 0.22)

6.1.2 Does the project offer

opportunities (through
curricula, instructional
materials, role models) for
expanding roles of women and
men, girls and boys, at home
and in the community?
(possible scores: 0, 0.11, 0.22)

6.1.3 Has an assessment been made

of the education and training
needs of both females and
males? (possible scores: 0, 0.11,
0.22)

6.2 Access to and control of resources (max

score: 0.67; for each question: 0.22

6.2.1 Does the project ensure that

opportunities for training and
scholarships that may be
provided are equally accessible
to women and men, girls and
boys? To different categories of
females and males (rural/urban,
ethnic groups)? (possible
scores: 0, 0.11, 0.22)

6.2.2 Is information about

 educational opportunities
readily available to females and
males? (possible scores: 0, 0.11,
0.22)

6.2.3 Have all methods of educaiton

delivery been considered?
(possible scores: 0, 0.11, 0.22)

6.3 Constraints (max score: 0.67; for each

item, 0.33)

6.3.1 Has the project addressed any

time and distance constraint so
that girls and boys could attend
class? (possible scores: 0, 0.17,
0.33)

6.3.2 Has the project considered the

financial costs of participation
that may restrict attendance of
females or males? (possible
scores: 0, 0.17, 0.33)

7.0 Monitoring targets and indicators

(possible scores: 0, 1.0, 2.0)

Does the project include gender equality

targets and indicators for welfare, access,
consciousness raising, participation, and
contol? Examples of gender differences
that may be monitored.

- Net enrolment or school participation rate

- Passing rate for female and male students (NEAT, NSAT,
HSRT)
- Participation in training and similar project activities, by type
of training or activity
- Employment generated by the project
8.0 Sex-disaggregated database (possible
scores: 0, 1.0, 2.0)
Does the proposed project monitoring
framework or plan include the collection of
sex-disaggregated data?

9.0 Resources (max score: 2; for each item, 1)

9.1 Is the budget allotted by the project

sufficient for gender equality
promotion or integration? (possible
scores: 0, 0.5, 1.0)

9.2 Does the project have the expertise to

integrate GAD or promote gender
equality and women’s empowerment?
OR, is the project committed to
investing project staff time in building
capacity for integrating GAD or
promoting gender equality? (possible
scores: 0, 05, 1.0)

10.0 Relationship with the agency’s GAD

efforts (max score: 2; for each item or
question, 0.67)

10.1 Will the project build on or strengthen

the agency/PCW/government’s
commitment to the advancement of
women? (possible scores: 0, 0.33, 0.67)

10.2 Does the project have an exit plan that

will ensure the sustainability of GAD
efforts and benefits? (possible scores:
0, 0.33, 0.67)

10.3 Will the project build on the initiatives

or actions of other organizations in the
area? (possible scores: 0, 0.33, 0.67)
 TOTAL GAD SCORE – PROJECT IDENTIFICATION AND DESIGN STAGES
(Add the score for each of the 10 elements, or the figures in the
thickly bordered cells)

Interpretation of the GAD score

0 – 3.9 GAD is invisible in the project (proposal is returned)

4.0 – 7.9 Proposed project has promising GAD prospects
(proposal earns a “conditional pass,” pending
identification of gender issues and strategies and
activities to address these, and inclusion of the
collection of sex-disaggregated data in the monitoring
and evaluation plan.
8.0 – 14.9 Proposed project is gender-sensitive (proposal passes
the GAD test)
15.0 – 20.0 Proposed project is gender-responsive (proponent to
be commended)

Evaluated by: Reviewed by:

_________________________ ______________________________________
Program Owner School Head/School GFPS Chairperson

Recommending approval:

_______________________________
District GAD Focal Person

Approved by:
_____________________________________
PSDS/DIC