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).

Pangi, Ipil, Zamboanga Sibugay, 7001

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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.

Pangi, Ipil, Zamboanga Sibugay, 7001

(062) 333-5492
[email protected]
depedzamboangasibugay.ph
facebook.com/sdozsibugay (DepEd Tayo Zamboanga Sibugay Division)
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
evaluators).

Pangi, Ipil, Zamboanga Sibugay, 7001

(062) 333-5492
[email protected]
depedzamboangasibugay.ph
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 GAD Checklist
(for Designing and Evaluation Education Projects)

Response (col. 2) Score for

the Result or
Dimension and Question Partl
No. Yes item/ Comment
(col. 1) y Yes
(2a) (2c) element (col. 4)
(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 Yes,
the intervention must solve and in the / 0.67 consultation
development of the solution? (possible was made.
scores: 0, 0.33, 0.67)
1.2 Have women’s inputs been considered We exercised
in the design of the project? (possible equality in
/ 0.67
scores: 0, 0.33, 0.67) the decision
making.
1.3 Are both women and men seen as
stakeholders, partners, or agents of / 0.67 Definitely yes.
change? (possible scores: 0, 0.33, 0.67)
2.0 Collection of sex-disaggregated data and
gender-related information prior to Partly yes
project design (possible scores: 0, 1.0, 2.0) because we
were not able
Has the project tapped sex-disaggregated to fully
data and gender-related information from / 1.0 disaggregate
secondary and primary sources at the all the
project identification stage? OR, does the gender-
project include sex-disaggregated and related
gender information in the analysis of the information.
development issue or problem?
3.0 Conduct of gender analysis and / 1.0 Partly yes
identification of gender issues (see box 3) because we

Pangi, Ipil, Zamboanga Sibugay, 7001

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[email protected]
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 (possible scores: 0, 1.0, 2.0)
were not able
Has a gender analysis been done to identify to consider all
gender issues prior to project design? OR, gender issues
does the discussion of development issues due to time
in the project document include gender constraint.
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 Absolutely. It
refer to women and men as students, entails
/ 1.0
parents, teachers, or administrators? inclusivity in
(possible scores: 0, 0.5, 1.0) both sexes.
4.2 Does the project have gender equality Yes there are
outputs or outcomes? (see text for expected
examples) (possible scores: 0, 0.5, 1.0) / 1.0 gender
equality
outputs.
5.0 Matching of strategies with gender issues Partly yes.
(possible scores: 0, 1.0, 2.0) The given
Do the strategies match the gender issues activities
and gender equality goals identified? That were not fully
is, will the activities or interventions reduce checked in
/ 1.0
gender gaps and inequalities? terms of
gender issues
and gender
equality
goals.
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 Partly yes
community reliant on the work nevertheless
of girls or boys for income? IF we will make
SO: Will flexible education / 0.11 education
schedules help females or more
males fit in their other tasks? accessible
(possible scores: 0, 0.11, 0.22) and flexible.

Pangi, Ipil, Zamboanga Sibugay, 7001

(062) 333-5492
[email protected]
depedzamboangasibugay.ph
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 6.1.2 Does the project offer
opportunities (through Yes. It offers
curricula, instructional more
materials, role models) for opportunities
/ 0.22
expanding roles of women and to men and
men, girls and boys, at home women in the
and in the community? workplace.
(possible scores: 0, 0.11, 0.22)
6.1.3 Has an assessment been made Yes
of the education and training assessment
needs of both females and has been
males? (possible scores: 0, 0.11, made to
0.22) / 0.22 ensure
balance of
work labor
and other
things.
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 Yes, it clearly
scholarships that may be provides
provided are equally accessible opportunities
to women and men, girls and / 0.22 for equally
boys? To different categories of accessibility in
females and males (rural/urban, both men and
ethnic groups)? (possible women.
scores: 0, 0.11, 0.22)
6.2.2 Is information about
Yes,
educational opportunities
information is
readily available to females and / 0.22
readily
males? (possible scores: 0, 0.11,
available.
0.22)
6.2.3 Have all methods of educaiton Partly yes
delivery been considered? because it has
(possible scores: 0, 0.11, 0.22) / 0.11 not been
thoroughly
checked.
6.3 Constraints (max score: 0.67; for each
item, 0.33)

Pangi, Ipil, Zamboanga Sibugay, 7001

(062) 333-5492
[email protected]
depedzamboangasibugay.ph
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 6.3.1 Has the project addressed any
time and distance constraint so
Yes it was
that girls and boys could attend / 0.33
addressed.
class? (possible scores: 0, 0.17,
0.33)
6.3.2 Has the project considered the Yes the
financial costs of participation project
that may restrict attendance of considered
/ 0.33
females or males? (possible the financial
scores: 0, 0.17, 0.33) cost for
efficiency.
7.0 Monitoring targets and indicators
(possible scores: 0, 1.0, 2.0)

Does the project include gender equality

/ 1.0 Partly yes.
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 Partly yes
scores: 0, 1.0, 2.0) because we
Does the proposed project monitoring were not able
framework or plan include the collection of / 1.0 to collect or
sex-disaggregated data? gather 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
/ 0.5 Partly yes.
promotion or integration? (possible
scores: 0, 0.5, 1.0)
9.2 Does the project have the expertise to / 1.0 Yes definitely.
integrate GAD or promote gender Teachers are
equality and women’s empowerment? resourceful

Pangi, Ipil, Zamboanga Sibugay, 7001

(062) 333-5492
[email protected]
depedzamboangasibugay.ph
facebook.com/sdozsibugay (DepEd Tayo Zamboanga Sibugay Division)
 OR, is the project committed to and mindful
investing project staff time in building as well to
capacity for integrating GAD or integrate GAD
promoting gender equality? (possible in the
scores: 0, 05, 1.0) curriculum.
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 Yes it can
the agency/PCW/government’s strengthen
commitment to the advancement of / 0.67 any gender
women? (possible scores: 0, 0.33, 0.67) related
agencies.
10.2 Does the project have an exit plan that Partly yes
will ensure the sustainability of GAD however it
/ 0.33
efforts and benefits? (possible scores: needs to be
0, 0.33, 0.67) polished.
10.3 Will the project build on the initiatives Yes the
or actions of other organizations in the project build
area? (possible scores: 0, 0.33, 0.67) / 0.67 on the
initiatives or
actions.
Project
TOTAL GAD SCORE – PROJECT IDENTIFICATION AND DESIGN STAGES
Proposal is
(Add the score for each of the 10 elements, or the figures in the 13.94
gender
thickly bordered cells)
sensitive

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)

Pangi, Ipil, Zamboanga Sibugay, 7001

(062) 333-5492
[email protected]
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 15.0 – 20.0 Proposed project is gender-responsive (proponent
to be commended)

Evaluated by:

ELVEN JOHN T. APOLINARIO GERRY C. FAUSTINO

Program Owner Program Owner

LIEZEL D. DEGAMO
Program Owner

Reviewed by:

GAYO T. SENTURIAS
PSDS/DIC
Recommending approval:

MA. COLLEN L. EMORICHA, EdD, CESO VI

Assistant Schools Division Superintendent

Approved by:

VIRGILIO P. BATAN, JR., CESO V

Schools Division Superintendent

Pangi, Ipil, Zamboanga Sibugay, 7001

(062) 333-5492
[email protected]
depedzamboangasibugay.ph
facebook.com/sdozsibugay (DepEd Tayo Zamboanga Sibugay Division)