FINAL-GIM-Tool-Jan-19

The Gender
impact assessment
and monitoring tool
Publication Data
Copyright WECF 2018
This manual was developed by WECF and its partners of the WOMEN2030
programme with the assistance of very knowledgeable students and
volunteers. All figures and tables were developed by WECF, unless otherwise
mentioned. Photos are by Annabelle Avril and by WECF. Copying parts
of this publication is allowed on condition that the source is mentioned.
This publication has been produced with the assistance of the European
Union. The contents of this publication are the sole responsibility of
the Women2030 Project Partners and can in no way be taken to reflect
the views of the European Union.
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Design: Anja Wesner, München
implemented by
The gender
impact assessment
and monitoring tool
Women2030 is a programme implemented by a coalition
of five global women’s rights and gender equality net-
works working as part of the Women’s Major Group to
implement the Sustainable Development Goals (SDGs) in
a gender-equitable and climate-just way.
They are part of a five year partnership agreement with
the European Commission, called “Women CSOs
implementing SDGs Agenda2030” (short: Women2030).
The five groups are WECF International, Women Environ-
mental Programme, Global Forest Coalition, Gender and
Water Alliance, and Asia Pacific Forum on Women, Law
and Development. Together they represent over
200 organisations in 52 countries, as well as a network
of over 900 member oganisations in over 100 countries
Content
I Abbreviations 6
II Introduction 7
A. Target Audience 7
B. Aim and Use 8
III Gender Assessment 9
A. Definition 9
B. The case for a gender assessment 11
IV Thematic Areas
(in connection with the SDGs) 12
A. Division of labor between men and women

1. SDG reference 12
2. Background 12
3. Questions and data to collect 13
4. Method 13
B. Access to power and control over resources

1. SDG reference 14
2. Background 14
4. Method 15
C. Gender based violence

1. SDG reference 16
2. Background 16
4. Method 17
D. Recognition of differentiated needs/women’s health

1. SDG reference 18
2. Background 18
4. Method 19
E. Decision-making ability
1. SDG reference 20
2. Background 20
4. Method 21
4
Content
F. Status of men and women before the law

1. SDG reference 22
2. Background 22
4. Method 23
G. Most marginalized groups

1. SDG reference 24
2. Background 24
4. Method 25
V Step-by-Step Gender Assessment 26
A. Collect secondary data

1. Desk research 26
2. Data sources 26
B. Collect primary data

1. Focus group exercises 27
2. Questionnaires 32
C. Organize the data (Matrices) 33

1. Gender Planning Framework 34
2. Gender Analysis Matrix 34
3. Social Relations Framework 35
D. Lessons Drawing 36
VI Gender-Sensitive Monitoring 37
A. Introduction
1. Target audience 37
2. Use and benefits 37
3. How to use the MAT 38
B. Methodology
1. Monitoring progress through SDGs framework 38
2. Organising primary data collection 38
3. Organising secondary data collection 39
VII Annexes 40
Footnotes 40
5
Abbreviations
I Abbreviations
APWLD: Asia Pacific Forum on Women, Law and Development

CEDAW: Convention on the Elimination of All Forms of Discrimination
Against Women
COPD: Chronic obstructive pulmonary disease
CSO: Civil society organisations
DHS: Demographic and health survey
ECLAC: Economic Commission for Latin America and the Caribbean
EWA: Empower Women-Benefit for All
FAO: Food and Agriculture Organisation (of the United Nations)
GBV: Gender based violence
GDI: Gender Development Index
GEM: Global Entrepreneurship Monitor
GID-DB: Gender institutions and development database
GIM: Gender impact assessment
HLPF: High Level Political Forum
IFAD: International Fund for Agricultural Development
LGBT(QQIA+): Lesbian, gay, bisexual, transgender (queer, questioning, intersex,
asexual, other)
MAT: Monitoring and accountability tool
NEET: Not in education, employment or training
OECD: Organisation for Economic Cooperation and Development
SDG: Sustainable Development Goals
SIGI: Social Institutions and Gender Index
STD: Sexually transmitted disease
UNDP: United Nations Development Program
UNECE: United Nations Economic Commission for Europe
UNESCO: United Nations Scientific and Cultural Organisation
WB: World Bank
6
Introduction
II Introduction
This gender impact assessment and monitoring tool (GIM tool) has been developed in the
framework of the Women2030 project, with the explicit objective of helping women and
gender civil society organisations to implement the UN 2030 Agenda for Sustainable
Development, with a particular focus on Sustainable Development Goal (SDG) 5. The 2030
Agenda was built on the foundation of and expands upon the Millennium Development Goals
by promoting sustainable development, human rights and gender equality in the economic,
social and environmental realms.
The aim of the tool (first part) is to provide Women2030 partners with a common understan-
ding of how to assess gender issues within local, regional and national contexts, in order to
create a sound basis of comparable data for the project Women2030 and laying the ground-
work for gender just implementation of the SDGs. Furthermore, monitoring is an ongoing
systematic process of assessing and measuring achievements towards the agreed-upon
aspects of the SDGs in regard to gender equity. To this end, Women2030 with this tool
(second part) adopts a gender-responsive monitoring approach, which allows all partners to
measure gender-sensitive indicators of each SDG, and assess changes and progress over
time.
A. Target Audience
This GIM tool (the tool) is a set of practical instruments and has been drafted with the inten-
tion to be used by grassroots civil society organisations (CSOs; primarily the Women2030
partners), by policy-makers as well as by international donors and researchers. It intends to
be of use primarily for practitioners but can be useful for a wider audience.
We hope that Women2030 partners will find it useful and rely on it for their programmatic as
well as reporting and monitoring work. To the most possible extent, the tool has been concei-
ved to adapt to different contexts and local realities.
Since this tool is primarily targeted at grassroots organisations, their feedback will be welco-
med and always encouraged. Comments addressed to the editorial team will serve to assess
the relevance of the tool and hopefully improve it with lessons learned in the field.
7
Introduction
B. Aim and Use
The first part of the tool intends to provide partners with a practical and ready-to-use
methodology to conduct a gender assessment. It should allow practitioners to visualise and
report on the gender situation of a given context, in order to identify areas of concern, entry
points and priorities for action. It aims at informing programmatic decisions and simplifying
decision-making by helping partners assess complex gender dynamics, in the context of the
implementation of Agenda 2030.
The main goal of this tool is to help CSOs establish a baseline for their work and a methodo-
logy to monitor the impact of their activities through increasing their capacity to design and
implement projects and programmes that are in line with the Agenda2030, and in particular
with Sustainable Development Goal (SDG) 5 on gender equality. These are understood as
projects and programmes which i) do not exclude or harm women and other marginalised
groups, ii) take into consideration gender dynamics and both women’s and men’s needs, and
iii) in the long run, generate transformational change by shifting discriminatory gender norms.
Additionally, the tool might be of use for partner CSOs in their reporting work, be it for donors
or UN processes. Additional primary data gathered on gender related indicators and additio-
nal secondary data collected thanks to this tool can complement the official SDG monitoring
reports and serve as a baseline for shadow reports to be submitted to CEDAW (Convention
on the Elimination of All Forms of Discrimination Against Women) Committee, or to the High
Level Political Forum (HLPF), for instance.
Lastly, this tool could allow CSOs to collect information and data that can be used in their
advocacy and fundraising activities. For example, data obtained through the gender assess-
ment and the monitoring might be showcased as part of an awareness campaign, or best
practices and successful initiative with measurable results can be presented
to donors to leverage funding and action. Furthermore, this en-
courages knowledge exchange and peer-learning for CSOs.
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ing in Uganda | © WEC F
8
Gender Assessment
III Gender Assessment
A. Definition
There are various frameworks, approaches and concepts available for conducting gender
assessments. This tool is addressed towards the practitioner and therefore does not aim
at providing a profound background. However, an overview can be found within the Annex 6:
Gender analysis frameworks: different approaches, key concepts, strengths and weaknes-
ses.
What the gender assessment is:
A study of gender inequalities, relationships and dynamics: The gender assessment

paints a picture of the gender situation in a given context, through the analysis of both
the legal/institutional framework and social realities. In doing so, the assessment should
highlight the distribution of power, resources, and opportunities between women and men,
as well as provide a glimpse into the gendered division of labour and social roles.
A bottom-up process: Ideally, the assessment should be conducted through a bottom-up

process employing participatory methodologies: using knowledge from the field, involving
local women and men from the respective community, including key persons from academia,
government, politics, business and other relevant stakeholders, thus promoting ownership
and participation.
A look at both the symptoms and their causes: A gender assessment is primarily con-
cerned with the current state of gender disparities but must also document the underlying
causes and the effects of these disparities. The assessment should highlight the potential
for transformational change and some opportunities to be seized to enhance women’s em-
powerment.
An assessment of gender issues and not solely women’s: Another important point is
that a gender assessment should be focused on analysing gender issues, not solely on
women’s issues. It is important to consider men (as well as individuals of various sexual and
gender identities) and analyse how they situate themselves in a given context, all through
a gender lens.
An intersectional analysis: When conducting a gender assessment, practitioners should

also take into account how different factors of differentiation (e.g. ethnicity, race, age, social
class, economic status, sexual orientation) and cultural barriers (such as attitudes, customs
and practices) intersect and interact, while recognising that individuals who find themselves
at the intersection of several discriminations might be particularly marginalized and suscep-
tible to experiencing poverty and exclusion. In feminist theory, intersectionality refers to
the fact that gender as a social variable, interacts with other social variables such as class,
race, age, ethnicity, religion, language, disability, sexual orientation, etc. Individuals all find
themselves at the crossroads of several social variables and can therefore find themselves
at the intersection of several discriminations. Adopting an intersectional approach when con-
ducting a gender assessment is crucial because it allows for the realisation that “women’s
issues” are not monolithic but plural. A white, upper-class urban woman does not face the
9
Gender Assessment
same realities as an impoverished indigenous rural woman, who finds herself at the bottom
of multiple social hierarchies.
A research using mixed methods: A gender assessment should be a combination of

both quantitative methods (e.g. surveys, questionnaires) and qualitative methods (e.g. focus
group discussions, semi-structured interviews, participant observation, case studies).
While quantitative methods are necessary to assess the prevalence of a phenomenon and
establish causal relationships, qualitative methods are important to collect data that can-
not be quantified and gain a complex understanding of the given context. Data should be
disaggregated by gender to systematically highlight the differences between women and
men, but also, if possible, by other variables such as age, ethnic origin and class.
What the gender assessment is not:
A fully comprehensive study: We recognise that CSOs often have limited capacities that
might prevent them from carrying out a fully comprehensive study that would require a lot of
time, money and energy. Therefore, the gender assessment is not intended to be a thorough,
all-encompassing study, but rather seeks to provide an overview of the gender situation in a
given context; an overview that will serve as the basis for the elaboration of gender program-
mes and projects.
A cure for all problems: Conducting a gender assessment before designing projects or
programmes on gender equality is necessary, but not sufficient. The gender assessment
itself will not automatically guarantee the success of a project. First, the assessment must
be well prepared, with expert advice; to this end, practitioners should be provided with
skills-training if possible. As Naila Kabeer, a well-known social economist and gender expert,
puts it: “Each method is only as good as its practitioner.” Second, the assessment must be
conducted seriously, with adequate time and financial and human resources dedicated to it.
Third, it is important to realise that conducting a gender assessment is only the first step of
a long-term process; projects should also be monitored and evaluated in a gender-sensitive
manner (see in part D).
A one-size-fits-all methodology: The gender assessment tool presented here is not a

one-size-fits-all methodology; it will not fit perfectly every context. It is our intention that it
should be flexible enough to be used in various situations, though it may need to be adapted.
Before conducting a gender assessment, practitioners should take the time to reflect on
the relevance of each exercise/method for their particular context, and if necessary, make
changes to their methodology accordingly.
An analysis based on politically neutral language: When conducting a gender assess-

ment, practitioners often touch upon very sensitive themes (e.g. the relationship between
wife and husband). The language used for the assessment might be politically charged (e.g.
gender norms). Practitioners might have to face resistance or distrust from respondents.
Therefore, one of the main challenges of conducting the assessment is showing cultural
sensitivity, in all situations.
10
Gender Assessment
B. The case for a gender assessment
The case for systematically conducting gender assessments has been repeatedly made
by practitioners and researchers who pointed out the risks of developing “gender-blind”
projects (that were common before gender mainstreaming became widely recognised as
a necessity). Evaluations of such projects have shown that failing to take gender equality
issues into account can often result in, inter alia, poor targeting of beneficiaries, a waste of
resources and time, general objectives not being met or even significant collateral damage.
In 1997, the World Bank conducted a desk review of a set of development projects that it
had implemented in the mid-1990s. The results of the study showed that projects taking
gender issues into account were more likely to achieve their objectives than projects that
did not. Another analysis conducted by the World Bank in 2001, revealed that projects
tended to have better impacts on the ground, when gender-needs were taken into account
and when the gender situation had been assessed, at the country and project levels. Thus,
the evidence produced by the World Bank to date clearly shows that conducting detailed
gender assessments results in strengthening development effectiveness (World Bank,
2001; World Bank, 2002).
Gender assessment is a tool which proves to be all the more necessary in the context of
implementing the 2030 Agenda. For local CSOs, results from the gender assessment will
provide a starting point for planning relevant, targeted and resource-efficient actions aimed
at realising the SDGs and in particular SDG5.
11
Thematic Areas
IV Thematic Areas (in connection with the SDGs)
A. Division of labor between men and women
1. SDG reference
SDG TARGET 5.4 “Recognize and value unpaid care and domestic work through the provision
of public services, infrastructure and social protection policies and the promotion of shared
responsibility within the household and the family as nationally appropriate.”
SDG TARGET 5.5 “Ensure women’s full and effective participation and equal opportunities
for leadership at all levels of decision-making in political, economic and public life.”
SDG TARGET 8.5 “By 2030, achieve full and productive employment and decent work for all
women and men, including for young people and persons with disabilities, and equal pay for
work of equal value.”
SDG TARGET 8.6 “By 2020, substantially reduce the proportion of youth not in employment,
education or training.”
SDG TARGET 8.8 “Protect labour rights and promote safe and secure working environments
for all workers, including migrant workers, in particular women migrants, and those in precari-
ous employment.”
2. Background
The gender assessment should first seek to analyse the division of labour between women
and men. This division is traditionally unequal: men’s work is most likely to happen outside of
the household and to generate monetary income, while women are typically considered res-
ponsible for unpaid care work (e.g. caring for children, the elderly and the sick, cleaning, cook-
ing, collecting water, etc.). In the formal and informal job markets, women’s work is most likely
to be undervalued (as shown by the persistence of the gender wage gap) and unprotected
12
Thematic Areas
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© Annabelle Avril | W
(as shown by women’s overrepresentation in informal work).
This unequal division of work has very negative effects on
women’s opportunities: due to the large burden of unpaid
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care work that falls upon them, they are left with less time
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to devote to remunerated activities. Therefore, they are more
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3. Questions and data to collect
⚫ What kind of work do women and men/girls and boys take on?
⚫ Who takes most of the responsibility for unpaid care work (e.g. cooking, cleaning, ta-
king care of children and/or the elderly, running errands, etc.)? How much time do women
devote to these tasks, and in what ways does it affect their lives (e.g. women are more
likely to die from chronic obstructive pulmonary disease (COPD) because of the time they
spend indoors, inhaling smoke)?
⚫ Are women and girls responsible for fetching water or collecting wood for the family?
If yes, do they have to walk to do so, and for how long?
⚫ Are women considered to be responsible for certain tasks (e.g. caring for children, for the
elderly and the sick) by the community? By the state?
⚫ What impact does the burden of unpaid care work have on girls’ access to education?
⚫ What are the attitudes of the population/community (women and men) regarding
women’s and men’s responsibility as caretakers? Regarding their ability to lead fulfilling
professional lives?
⚫ Do individuals’ attitudes on these matters contradict or confirm the existing situation?
⚫ What are the beliefs, the social norms underlying these attitudes? What are the mecha-
nisms enforcing these norms (e.g. sense of approval)? What are the sanctions in case of
non-compliance (e.g. shaming, rejection)?
⚫ What are the impacts of the existing division of labour on women’s and men’s self-
esteem and self-efficacy?
⚫ Is there a gender wage gap?
⚫ Is there some form of gender segregation in the labour market? Are women over-repre-
sented in certain kinds of occupations and certain sectors, and if yes, to which extent?
Are they over-represented in low-paying jobs?
⚫ Are women over-represented among the unemployed/in the informal sector/ among the
population that is not in education, employment or training (NEET)?
⚫ What is the share of women that do not have an income of their own?
⚫ Do women and men (and girls and boys) perceive this division of labour as natural/fair?
Do they question it?
4. Method
See the questionnaire (Annex 3), as well as the following exercises:

Activity profile
Daily schedule of women and men (see exercise 3.1 of ToT Gender in Sustainable
Development1 and section III B 1)
24 hours day (see below section III B 1)
Seasonal calendar (see exercise 3.2 of ToT, p. 36 and section III B 1)
Likes and dislikes of being a woman (see below section III B 1)
13
Thematic Areas
B. Access to power and control over resources
1. SDG reference
SDG TARGET 5.A “Undertake reforms to give women equal rights to economic resources,
as well as access to ownership and control over land and other forms of property, financial
services, inheritance and natural resources, in accordance with national laws.”
SDG TARGET 1.4 “By 2030, ensure that all men and women, in particular the poor and the
vulnerable, have equal rights to economic resources, as well as access to basic services,
ownership and control over land and other forms of property, inheritance, natural resour-
ces, appropriate new technology and financial services, including microfinance.”
SDG TARGET 2.3 “By 2030, double the agricultural productivity and incomes of small-
scale food producers, in particular women, indigenous peoples, family farmers, pasto-
ralists and fishers, including through secure and equal access to land, other productive
resources and inputs, knowledge, financial services, markets and opportunities for
value addition and non-farm employment.”
2. Background
The gender assessment should analyse women’s and men’s ability to access, have power
and control over resources including tangible (land, water, livestock money), intangible
(family network, collective solidarity, information, political clout) and human (labour, skills,
knowledge) resources. The distinction between accessing resources and exercising po-
wer and control over them is important: although having access to resources is a neces-
sary condition for women’s empowerment, it is not a sufficient condition. Empowerment
occurs when women have control over these resources and when they are effectively and
equally involved in decision-making.
14
Thematic Areas
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Due to gender inequalities, available resources are not divided
n in Kyrgyzstan | © Anna
equally between women and men (or between girls and boys).
Women tend to have less access to and control over resour-
ces such as income, land titles, non-land assets, information,
education, technologies, transport, public services, etc.
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⚫ What are the main barriers to women’s access to and control

over resources?
⚫ Are females over-represented among illiterates? Is there a gender
gap in school enrolment rates, to the detriment of girls? If yes, is it
more significant in secondary or vocational schools? In universities, are
women and men concentrated in different fields?
⚫ What is the average level of income for women as compared to for men?
⚫ Regarding access to financial resources: are women and men as likely to own a bank
account or to obtain a loan?
⚫ Regarding access to land: are women and men as likely to own and/or manage land?
⚫ Regarding access to communication technologies: are women and men as likely to own a
mobile phone or to have access to the Internet?
⚫ Regarding access to public services and public space: do women and men use public
transportation in the same ways? Do women face specific discriminations (e.g. harass-
ment) in public spaces?
⚫ Regarding health: do women and men have the same access to health services?
⚫ What are the values, customs and social norms underlying this gendered division of
resources? What role do they play in hindering women’s access to resources? (e.g. custo-
mary norms preventing women from inheriting land and livestock, a bride’s family having
to pay a dowry to the husband’s family, men being considered responsible for providing
the income of the family, etc.)
⚫ Are these discriminatory social norms preventing the implementation of laws that
guarantee equal access to resources for women and men?
⚫ In what ways can this unequal division of resources between women and men translate
into a lack of agency for women, and make them more exposed to exploitation and
violence?
(for instance, lack of economic independence can be one of the reasons women may be
inclined to stay in abusive relationships)
⚫ What does this unequal division of resources tell us about existing power relations?
⚫ Are women overrepresented among the poor, i.e. is there a phenomenon known as the
“feminization of poverty”?
⚫ Is this unequal division of resources perceived by members of the community as natural
or fair? Is it questioned by some, and if yes, who are they?
4. Method
See the questionnaire (see Annex 3), as well as the following exercises:
⚫ Resource mapping (see exercise 5.1 of ToT, p. 45 and III B 1)

Ideal women and ideal men (see exercise 2.4 of ToT, p. 27)
15
Thematic Areas
C. Gender based Violence
1. SDG reference
SDG TARGET 5.2 “Eliminate all forms of violence against all women and girls in the public
and private spheres, including trafficking and sexual and other types of exploitation.”
SDG target 5.3 “Eliminate all harmful practices, such as child, early and forced marriage
and female genital mutilation.”
2. Background
Gender-based violence (GBV) is a persistent problem in most societies and should therefore
be explored by any gender assessment. However, it might not be a target of the planned
intervention at all and thus may be left out of any initial research. If taken into considerati-
on practitioners should look into the prevalence of GBV, the existing institutional and legal
framework, the impact of GBV on women’s empowerment and men’s and women’s attitudes
regarding GBV.
Discriminatory social norms explain why the prevalence of GBV can remain high despite
the existence of strong laws on these issues. Due to the persistence of these norms, which
promote the “victim-blaming” mentality, reporting and conviction rates for cases of GBV
remain very low. This fuels distrust in authorities and nurtures a culture of impunity.
16
Thematic Areas
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⚫ How does GBV manifest itself in the community?

(i.e. prevalence of rape, sexual assault, femicide, female
genital mutilation, but also psychological abuse, social
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media threats or harassment, forced marriage and econo-
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mic violence)
⚫ Does the law recognise and adequately punish the different
forms of GBV mentioned above?
⚫ Are there specific provisions explicitly describing and condem-
ning these forms of violence?
⚫ What type of statutory provisions cover the offences rape or se-
xual / domestic abuse? / what statutory provisions exist to criminalize
rape and sexual / domestic abuse?? Can these sentences be short-term?
Does the law recognise the existence of aggravating circumstances, in cases
of violence and/or abuse? Is marital rape recognised?
⚫ Are there provisions establishing services intended to protect women from GBV?
(e.g. toll-free hotline service for female victims of violence or abuse) Can female abuse
victims benefit from specific state-funded services such as shelters?
⚫ Are provisions on GBV purely repressive or does the legal framework also provide for
preventive measures?
⚫ Are implementation measures and/or compliance mechanisms put in place to ensure
that the laws are applied?
⚫ Are there specific bodies overseeing the implementation of laws on GBV? Are these
institutions adequately funded?
⚫ Do police and justice personnel receive gender-sensitive training to reinforce their
capacity to help women targets of violence or abuse?
⚫ What are the many ways in which GBV can restrict women’s access to opportunities?
(e.g. girls being prevented from going to school because their parents worry about
their safety on the road or facing sexual harassment at school, women having difficulty
to earn an income because of the harassment they face on their way to work, etc.)
⚫ What are women’s and men’s attitudes regarding GBV? For instance, what is the proporti-
on of women and men who think that a husband can be justified in hitting his wife etc.?
⚫ What are the values, customs and social norms underlying women and men’s attitudes
towards GBV? (e.g. belief that women cannot take the same pleasure in sex than men
and therefore must be “forced into it”, promotion of masculinity as violent, etc.)
4. Method
Wheel of discrimination (see below section III B 1)

Ideal women and ideal men (see exercise 2.4 of ToT, p. 27)
17
Thematic Areas
D. Recognition of differentiated needs/women’s health
1. SDG reference
SDG TARGET 5.6 “Ensure universal access to sexual and reproductive health and reproduc-
tive rights as agreed in accordance with the Programme of Action of the International
Conference on Population and Development and the Beijing Platform for Action and the
outcome documents of their review conferences.”
SDG TARGET 3.1 “By 2030, reduce the global maternal mortality ratio to less than 70 per
100,000 live births.”
SDG TARGET 3.7 “By 2030, ensure universal access to sexual and reproductive health-care
services, including for family planning, information and education, and the integration of
reproductive health into national strategies and programmes.”
SDG TARGET 6.2 “By 2030, achieve access to adequate and equitable sanitation and hygie-
ne for all and end open defecation, paying special attention to the needs of women and girls
and those in vulnerable situations.“
SDG TARGET 13.B “Promote mechanisms for raising capacity for effective climate chan-
ge-related planning and management in least developed countries and small island develo-
ping States, including focusing on women, youth and local and marginalized communities.“
18
Thematic Areas
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2. Background
The gender assessment should look at whether the speci-

fic needs of women are under-
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stood and catered for. Women’s differentiated needs relate
Kyrg
to their biological condition,
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i.e. menstrual hygiene, sex and pregnancy-related needs.
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Women and girls might not always have access to services
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that address these needs, which can ultimately restrict their
opportunities. Furthermore, there might be discriminatory values,
customs and norms attached
to women biologically.
⚫ Does the community recognise and take into account women’s specific needs, i.e.
menstruation and pregnancy related-needs?
⚫ Are these needs fully taken into account in the policymaking process?
⚫ Do women and girls have access to services put in place specifically to address these
needs? (e.g. adapted medical services during pregnancy, paid maternity leave, day-care
services, facilities for public breastfeeding, access to affordable menstrual hygiene
products, etc.)
⚫ Is gender-sensitive sexual education provided to girls as well as to boys? Do young girls
learn about menstruation, pregnancy, sexually transmitted diseases (STDs), etc.?
⚫ Can women easily access contraception? What about men?
⚫ If needed, can they get an abortion legally and in safe conditions?
⚫ Are women’s and girls’ opportunities limited due to the necessity to fulfil these needs?
(e.g. menstruation preventing girls from doing certain activities due to a lack of menst-
rual hygiene products)
⚫ In the case where women are suffering from a lack of services designed to address
their biological needs: what are the impacts on their health? Does the current state of
maternal services have negative consequences on maternal health? Are early pregnan-
cies common because of limited sexual and reproductive education? Are women over-
represented in the number of individuals living with STDs? Are “back-alley abortions”
a common procedure?
⚫ How are these biological needs viewed socially? Can they be considered shameful?
(e.g. menstruation seen as “impure”)
⚫ What is the role of religion and tradition in the way they are approached? (e.g. religious
beliefs regarding menstruations)
4. Method
House of my dreams (see exercise 4.4 of ToT, p. 43 and III B 1)

19
Thematic Areas
E. Decision-making ability
1. SDG reference
SDG Target 5.4. “Recognize and value unpaid care and domestic work through the provision
of public services, infrastructure and social protection policies and the promotion of shared
responsibility within the household and the family as nationally appropriate.”
SDG Target 5.5. “Ensure women’s full and effective participation and equal opportunities for
leadership at all levels of decision-making in political, economic and public life.”
SDG TARGET 16.7 “Ensure responsive, inclusive, participatory and representative decisi-
on-making at all levels.”
2. Background
The gender assessment should provide an analysis of women’s and men’s decision-making
abilities in the household and in the public sphere. This should help practitioners to under-
stand whether women and men have the same ability to make choices, but also whether they
tend to take different kinds of decisions, in particular regarding the use of resources. For
example, women are more likely to invest a larger share of their income for the benefit the
household. Studies have shown that increasing the share of household income controlled
by women changes the household’s spending patterns in ways that benefit the children.
20
Thematic Areas
F
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Women in Geor
⚫ How do women’s and men’s (and girls’ and boys’) deci-

sion-making abilities manifest within the household?
⚫ Do opposite-sex spouses or partners both typically
have the same voice in decision-making?
⚫ Who is more likely, between women and men, to take the
different kind of decisions in the domestic sphere? /e.g.
who takes decisions regarding the use of resources and
the division of income? Regarding the education of children?
Who has a say in deciding whether to take a family trip, or
whether to relocate?)
⚫ What are the social norms underlying these behaviours? Why are
men/women more likely to be in charge of making certain decisions?
Why are women sometimes excluded from decision-making?
⚫ What are women’s and men’s attitudes regarding these power relations within the
household, i.e. what do they think of the way in which decision-making power is granted?
Do they perceive this situation as natural or fair?
⚫ How do women’s and men’s (and girls’ and boys’) decision-making abilities manifest
themselves within the public sphere? Are there differences in the ways in which women
and men participate in public decision-making?
⚫ How are women represented in formal institutions? What is the proportion of seats held
by women in the national parliament? What is the share of women among mayors and/
or local councilors? What is the share of female candidates in the elections? To what
extent are women represented in the government, in the judicial and in the police sys-
tem?
Do women occupy important positions within the institutions they are a part of?
Do female politicians frequently face sexism?
⚫ Can women fully exercise the rights they are granted by law? Are they as likely as men
to possess the documentation required to vote (e.g. ID card, birth certificate)? Do they
tend to participate less often in elections?
⚫ What are women’s and men’s attitudes regarding their decision-making abilities in the
public sphere? Do they view this situation as fair?
⚫ Is the situation currently evolving? Are women increasingly represented in the public
sphere? Are there social movements asking for better representation, or questioning
the existing power relations?
4. Method
⚫ Stakeholder analysis (see exercise 5.5 of ToT, p. 49 and III B 1)

⚫ Organisations/group profiles (see below section III B 1)
21
Thematic Areas
F. Status of men and women before the law
1. SDG reference
SDG target 5.A „Undertake reforms to give women equal rights to economic resources,
as well as access to ownership and control over land and other forms of property, financial
services, inheritance and natural resources, in accordance with national laws.”
SDG target 5.C “Adopt and strengthen sound policies and enforceable legislation for the
promotion of gender equality and the empowerment of all women and girls at all levels.”
SDG TARGET 10.4 “Adopt policies, especially fiscal, wage and social protection policies,
and progressively achieve greater equality.”
SDG TARGET 16.7 “Ensure responsive, inclusive, participatory and representative decisi-
on-making at all levels.”
SDG TARGET 16.B “Promote and enforce non-discriminatory laws and policies for sustainable
development.”
2. Background
An important part of the gender assessment should focus on the status of women and men
before the law, in order to assess the legal framework and its implementation. This provides
a good overview of the framework within a given country.
Practitioners should look into international commitments, the constitution, the civil code,
labour laws and into any other relevant legislative text, searching for discriminatory provi-
sions or on the contrary for provisions that guarantee equality between women and men.
22
Thematic Areas
CF
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, Marrakech
Doing so, they should also pay attention to the “grey areas”
and existing legislative loopholes (e.g. no laws explicitly
guaranteeing “equal pay for equal work”).
t COP 22
an a
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⚫ Is equality between the sexes enshrined in the constitu-
tion?
⚫ Are there provisions in the law referring to the “head of the
family”, and if yes, can women and men both be “head of the
family”?
⚫ Do inheritance laws guarantee equality between men and women?
⚫ Can women and men own land, or other assets, under the same condi-
tions?
⚫ Does the status of women before the law depend on their marital status (e.g. inheritan-
ce laws favouring legal unions over informal ones)?
⚫ Are women considered by the law as under the tutelage of their husband,
a close family member or a “guardian”?
⚫ Can women move freely? Can they apply for their own passport?
⚫ Can women open a bank account, access financial services, without the permission of
their husband or that of a guardian?
⚫ Do husbands legally have control over their wives’ income and/or resources?
⚫ Can women have any job, or does the law forbid them from accessing certain positions?
⚫ Does the law guarantee paid maternity leave, in compliance with ILO standards? What
about paternity leave?
⚫ Is the principle of “equal pay for equal work” recognised in the law? Are there any specific
laws targeting the gender pay gap?
⚫ Are implementation measures and compliance mechanisms put in place to ensure that
the laws that guarantee equality between women and men are applied? Are these mea-
sures binding? Are they supported by an adequate financial and administrative commit-
ment?
⚫ Are there specific bodies overseeing the implementation of laws regarding the status
of women and men? Are these institutions adequately funded?
⚫ If the legislative framework includes provisions that discriminate on the basis of sex:
how is this situation perceived by women and men? Do they view the law as fair?
⚫ Are there social movements pushing for a legislative reform? What progress has been
made?
4. Method
For this section, legal research is required. A source that can be very useful to assess the
legislative framework is the annual World Bank’s Women, Business and the Law report, that
provides a gender-sensitive assessment of the law of all countries, in the form of detailed
checklists. The website of the Women, Business and the Law initiative also includes a list of
local legislative experts for each country examined.
In addition, although information regarding the implementation of laws might be more

difficult to collect, CEDAW shadow reports would be useful in this matter.
23
Thematic Areas
G. Most marginalized groups
1. SDG reference
SDG Target 5.1 “End all forms of discrimination against all women and girls everywhere.”
SDG target 10.2 “By 2030, empower and promote the social, economic and political inclus
on of all, irrespective of age, sex, disability, race, ethnicity, origin, religion or economic
or other status.”
SDG TARGET 1.4 “By 2030, ensure that all men and women, in particular the poor and the
vulnerable, have equal rights to economic resources, as well as access to basic services,
ownership and control over land and other forms of property, inheritance, natural resources,
appropriate new technology and financial services, including microfinance.”
2. Background
The gender assessment should be conducted with an intersectional approach in mind. In

order to fully capture power relations and their dynamics within a given context, practitioners
should study how different discriminations can interact and intersect (e.g. discriminations on
the basis of gender, race, class, ethnicity, age, language, disability, etc.). The objective being
to identify which individuals find themselves at the intersection of several discriminations,
and are therefore the most exposed to poverty, violence or health damages. For example, an
indigenous woman could face a compounded form of discrimination, based on her gender and
her ethnicity, which is likely to hurt her opportunities and hinder her empowerment in many
ways.
24
Thematic Areas
CF
WE
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tan
Woman in Tajikis
⚫ Who are the most marginalized groups in society

(e.g. women, rural and indigenous populations, disabled
people, migrants, members of the LGBT community,
the elderly, etc.)?
⚫ Who are the most marginalized individuals within those
groups?
⚫ What are the beliefs, attitudes and traditions underlying the
compounded forms of discrimination that these individuals
face? How deeply ingrained are these discriminatory social
norms?
⚫ How do these multiple marginalizations manifest in the daily lives of
the people concerned?
⚫ What is the impact of these discriminations on their access to and control
over resources? Are they more likely to be exposed to poverty? What are the conse-
quences on their physical integrity and well-being?
⚫ To which extent are these groups heard politically? Are these marginalizations recogni-
sed at the political level? Are there efforts to include representatives of these marginali-
zed groups in decision-making?
⚫ Are there social movements claiming the rights of these groups? Has there been any
progress registered recently?
4. Method
⚫ Wheel of discrimination (see below section III B 1)

⚫ Stakeholder analysis (see exercise 5.5 of ToT, p. 49 and III B 1)
25
Step-by-Step Gender Assessment
V Step-by-Step Gender Assessment
This section is a step-by-step guide to carry out a gender assessment. It intends to provide
some recommendations, tips and tools on how i) to collect secondary data, ii) to collect
primary data, iii) to organise information, iv) to draw lessons from the results.
A. Collect secondary data
1. Desk research
The first step of the gender assessment should be collecting secondary data, through
desk research. Desktop research (also known as secondary research) involves collec-
ting, reviewing and analysing already existing data, research and documents that are
relevant to the topic of the study conducted. It consists of gathering, organising and
understanding data previously collected by other researchers. This method is very useful
for gathering background information, and for reviewing the present state of knowledge
on the topic. When implementing a gender assessment, conducting desk research will
provide a basic understanding of the situation on gender equality in a respective country
and context, while laying the basis for further research.
Desk research can be carried out in several ways in the context of a gender assessment:
Literature review: Undertaking a literature review (i.e. reviewing the existing literature
on the subject at hand) is crucial, and an effective way to avoid a duplication of efforts.
The literature review should be based on diverse and trustworthy sources.
Review of available statistics: When conducting the assessment, practitioners need to

rely on existing data. It is key to check that these statistics derive from a reliable source
and ideally are disaggregated by sex. Close attention should be paid to the validity of the
studies quoted (e.g. sample size, error margin, etc.).
Policy analysis: The desk research part of the study should also include an analysis of the
existing legislative framework. The questions provided in II) F) “Status of women and men
before the law” can serve as a basis for this analysis.
2. Data sources
Apart from the national statistic offices which offer generally valuable data on the situati-
on within a country, one finds reliable sources for data here:
⚫ Organisation for Economic Co-operation and Development (OECD), Social Institutions

and Gender Index (SIGI) http://www.genderindex.org/
⚫ Organisation for Economic Co-operation and Development (OECD), Gender, Institu-
tions and Development Database http://stats.oecd.org/Index.aspx?DatasetCode=-
GID2
⚫ World Bank (WB) Database on gender http://data.worldbank.org/topic/gender
⚫ Demographic and Health Survey (DHS) Stat Compiler http://www.statcompiler.com/fr/
26
⚫ World Value Survey (WVS) http://www.worldvaluessurvey.org/wvs.jsp

⚫ United Nations Development Program (UNDP) Gender Development Index (GDI)
http://hdr.undp.org/en/content/gender-development-index-gdi
⚫ Global Entrepreneurship Monitor (GEM) Report on Women’s Entrepreneurship
http://gemconsortium.org/report/49281
⚫ Economic Commission for Latin America and the Caribbean (ECLAC) Gender statistics
http://www.cepal.org/en/topics/gender-statistics
⚫ United Nations Economic Commission for Europe (UNECE) Gender Statistics Data-
base http://www.unece.org/fileadmin/DAM/stats/gender/database.htm
⚫ United Nations Educational, Scientific and Cultural Organization (UNESCO) Institute
for Statistics http://uis.unesco.org/
⚫ United Nations Educational, Scientific and Cultural Organization (UNESCO) Women
in Science Data http://uis.unesco.org/apps/visualisations/women-in-science/
⚫ United Nations (UN) Women and Gender Equality Research guide
http://libraryresources.unog.ch/c.php?g=462669&p=3162803
⚫ Woman Stats Project http://www.womanstats.org/
B. Collect primary data
CSOs can collect primary data mainly in two ways: i) working with a focus group to collect
participants’ experiences through specific exercises, and/or ii) using a questionnaire to ob-
tain detailed information on a sample group.
1. Focus group exercises
Focus groups should contain between 8 and 12 people and they should be made up of a vari-
ety of stakeholders based on relevant experiences and backgrounds of people and on their
position within a given community. It is important that people are willing to speak up and to
share information and experiences. Focus groups can comprise of only women groups and
only men groups, depending on regional characteristics, but mixed groups are also possible.
This section includes examples of exercises that can be carried out in a participatory manner
with focus groups (e.g. problem ranking), or by researchers themselves (e.g. organisation
profiles). In any case, these exercises and tools will allow practitioners to collect first-hand
data, which will prove very useful for conducting the gender assessment.
Many of these exercises are typically carried out during gender trainings (e.g. “house of my
dreams”); however, they provide an opportunity for facilitators to collect information on
and learn more about the gender situation in a community, directly from its members; hence
their inclusion in this section .
Depending on their capacities and time, CSOs will find these techniques more or less challen-
ging to use and/or time demanding. Below is a portfolio of exercises that might prove useful
to collect primary data. This, however, is not a prescriptive list that CSOs should strictly
follow. Practitioners should feel free to select only a few exercises or to adapt them to their
needs and capacities.
Women2030 colleagues can also refer to the Women 2030 Training Master Manual.
27
House of my dreams
Purpose:
This exercise can be useful for practitioners to learn about gender needs in a specific commu-
nity. It offers them a glimpse of what might constitute a “desirable environment” for women
and men and by way of comparison, gives them information regarding the current situation of
family members and the nature of gender relations within the private sphere.
Method:
For this exercise, female and male participants are placed in different groups. Facilitators ask
participants in both groups to think about what the “house of their dream” would look like,
and to compare this idea with the actual state of their household. Participants should then
write down what they expect from the “house of their dream”, i.e. make a list of the needs
and wishes they think this comfortable home should fulfil. They can also draw or build a small
paper model of their “dream house”. Participants should explain their choices to the facilitator
and the group at the end.
More information on this exercise can be found in the WECF Tool “Gender in Sustainable
Development: Collection of Exercises for Training of Trainers (ToT)”, 2017, p. 43
(http://www.wecf.eu/english/publications/2017/ToT-gender-exercises-2nd-edt.php)
Likes and dislikes (pros and cons) of being a woman
Purpose:
Conducting this exercise within a focus group will provide insights into women’s “likes and
dislikes” of being women. The exercise can also be done with men. Encouraging participants
to discuss the “pros and cons” of being a woman or a man will allow practitioners to gain a
basic understanding of gender relations and to assess the prevalence of gender discrimina-
tion in a particular context.
Method:
Female and male participants should be assembled in separate groups. The facilitator asks
them to list what they consider to be the “pros and cons” of being a woman or a man, i.e. ever-
ything that they enjoy and dislike about it. When making the list, participants should rank their
likes and dislikes in order of priority. They should discuss their choices among themselves and
with the facilitators.
More information on this exercise can be found in the IFAD “Manual for gender-focused field
diagnostic studies”, p. 22
(https://www.ifad.org/documents/10180/03eb5f8f-0066-475a-aa77-6e13f814b7c4)
Daily schedule
Purpose:
This exercise will allow practitioners to gain practical knowledge of the division of labour and
gender roles in the examined community, through studying the different workloads of women
and men. Analysing these “daily schedules” will shed light on who does what kind of work, for
how long, and who has more free time.
28
Method:
Female and male participants should be assembled in separate groups. Participants are asked
to describe a typical day in their current life by writing a detailed schedule, that includes all
of their daily activities, such as work, household chores, child care tasks, leisure time, etc.
Participants should mention how long these activities usually take them, and whether they
are performing several tasks at the same time, i.e. multitasking. When analysing these sche-
dules, facilitators should take the current season into account. If necessary, they can ask
participants to write down their typical day schedule during another season (see “Seasonal
calendar” tool).
A 24-hour day in a high-density low-income neighbourhood
Purpose:
This exercise will allow practitioners to gain an understanding of the different gender-based
responsibilities and types of work performed by women, men, girls and boys. It will highlight
differences in respective workloads, sleeping times, etc.
Method:
Participants, in small (preferably same-sex) groups, are invited to write down a schedule for
a regular day in the life of a typical household from a low-income community in their city. The
schedule should include the activities of all members of the household, i.e. adults and chil-
dren. Once this 24-hour schedule is defined, participants should classify the tasks referred
to as: productive tasks (P), reproductive tasks (R) and community-sustaining activities (CA).
They should also measure the total number of hours carried out by all members for all activity
types.
More information on this exercise can be found in the UN-Habitat report “Gender in local
governments: A Sourcebook for Trainers”, p. 51
(http://www.un.org/womenwatch/directory/pdf/Source_BK_9-May.pdf)
Seasonal calendar
Purpose:
This tool can be useful to analyse the ways in which seasonal variations have an impact on
the gender division of labour and gender relations throughout the year. It is particularly
relevant for agricultural communities whose patterns of life change a lot depending on the
season. The seasonal calendar should allow practitioners to identify what work constraints
women and men face throughout the year, depending on the season.
Method:
This exercise should be based on the local definition of seasons (e.g. depending on the com-
munity examined, local seasons might be more or less based on patterns of rainfall). During
the exercise, practitioners should: i) identify annual rainfall patterns, ii) record the principal
tasks associated with rainfed farming, irrigated farming, livestock and non-farm activities,
29
iii) place all these activities on a yearly calendar, iv) indicate the intensity of the workload
required for each member of the community/family; v) note the relative contribution of women
and men for each task.
diagnostic studies”, p. 7 (https://www.ifad.org/documents/10180/03eb5f8f-0066-475a-
aa77-6e13f814b7c4) and in the WECF Tool “Gender in Sustainable Development: Collection
of Exercises for Training of Trainers (ToT)”, 2017, p. 36
Resource mapping
Purpose:
This tool will allow practitioners to better understand women’s and men’s access to and con-
trol over resources in a local context. The resource map can provide crucial information on
the abundance, allocation, management and use of resources existing within the community.
Method:
Female and male participants are assembled in separate groups. For this exercise, partici-
pants are asked to draw a map of their village/neighbourhood, which includes the existing
resources in the area. Maps can (and should) include: infrastructure facilities, water sites
and sources, agricultural lands, forests, grazing areas, shops, markets, health clinics, schools
and child care provisions, churches, as well as any other places identified as relevant. Once
their map is completed, participants should describe it and explain why they chose certain
institutions, resources etc. The expectation is that women and men will choose to highlight
different resources.
More information on this exercise can be found in the FAO “Participatory Rural Appraisal
toolbox”, Section 6.2.1 (http://www.fao.org/docrep/003/x5996e/x5996e06.htm) and in
the WECF Tool “Gender in Sustainable Development: Collection of Exercises for Training of
Trainers (ToT)”, 2017, p. 46 (http://www.wecf.eu/english/publications/2017/ToT-gender-
exercises-2nd-edt.php)
Stakeholder analysis
Purpose:
This exercise will allow facilitators to identify the different groups, organisations, institu-
tions, and relevant/key persons active within the community, to assess how they relate to
each other (in terms of service provision, information flow, cooperation, etc.). The stakehol-
der analysis will highlight differences in public participation, prestige and decision-making,
based on gender and social status.
Method:
Female and male participants should be separated, if possible. In this exercise, participants
are asked to draw a Venn diagram: a large circle in the middle represents the community
(or the individual), while stakeholders are represented by other circles of different sizes.
The more important the stakeholder, the bigger the circle should be. The degree of contact
and/or cooperation between the community (or the individual) and the various stakeholders
30
is represented by the distance between circles: for example, if the individual is in constant
contact with an institution or a group, the circle that represents it should be placed inside its
own circle. Circles overlapping indicate a close cooperation, circles that are close to each but
not touching indicate loose contacts. If certain institutions or groups exclude one gender
(e.g. men’s clubs), they should be marked with a special symbol. This should also be done for
institutions or groups that exclude poor people.
Figure 5: Stakeholder Analysis Model (Circle of influence)
Large distance:
no or little touching circles:
cooperation some cooperation
Close to each other:

only loose overlapping:
contacts exist close cooperation
Organisation / Group profiles
Purpose:
This exercise is a continuation of the stakeholder analysis exercise. It is useful to identify
the different organisations and groups active in the community and to assess their degree
of importance, taking into account their origin, their current status and their socio-economic
and gender composition.
Method:
This exercise consists in preparing a list of the main organisations and groups active in
the community: the list should include the date of formation, origins, purpose, activities,
operational status, socio-economic and gender composition of the organisations and groups
examined. These organisations and groups can also be ranked by order of importance.
diagnostic studies”, p. 5
https://www.ifad.org/documents/10180/03eb5f8f-0066-475a-aa77-6e13f814b7c4
31
Wheel of discrimination: Unfolding personal stories and experiences

of gender discrimination
Purpose:
This exercise is intended to encourage participants to share their personal experiences of
gender discrimination and discuss the feelings they associate with such experiences. Prac-
titioners can learn a lot from listening to these testimonies.
Method:
Participants do the exercise individually. Facilitators ask them to write down an experience
when they felt discriminated against, because of their gender. Participants should describe
precisely the experience, explaining i) what was the act of discrimination, ii) who or what
was responsible, iii) how they felt and iv) how they reacted. The answers to these questions
should be presented under the form of a “wheel of discrimination” (see source).
More information on this exercise can be found in CARE “Gender, Equity, and Diversity Training
Materials: Module 4, Gender training”, p.200
http://www.care.org/sites/default/files/documents/Gender%20Equity%20and%20Diversi-
ty%20Module%204.pdf
2. Questionnaires
An example of a questionnaire can be found in the Annex section (Annex 3). CSOs can either
use it as it is, or they can draw on this model to design their own questionnaire. If they do
choose to use it as such, the questionnaire should be at least slightly edited –if feasible- in
order to better fit the local context. The model provided in Annex it is not perfect and practi-
tioners should feel free to adapt this questionnaire to their needs.
Recommendations on how to design a questionnaire are provided below. To a large extent,
these recommendations also apply to CSOs that wish to adapt an existing questionnaire .
⚫ Define a clear research question: What questions should the study answer? What infor-
mation is needed?
→ Practitioners should define the research question taking into account criteria of feasibili-
ty, time and cost.
⚫ Define the target: Which part(s) of the population do you want to study?
→ When defining their target, practitioners should ensure that they ask those who have
the necessary knowledge to answer their questions. They should also make sure to
include as many women as men in their sample, since the main goal of the questionnaire
is to collect sex-disaggregated data.
⚫ Choose a method to collect the data: What research method(s) would be the most adap-
ted?
→ For example, the questionnaire can be self-administered, or it can be part of a structured
interview as well as it can be the basis for a focus group discussion.
⚫ Decide which questions to ask: Which pieces of information do you need?

→ To the extent possible, the questionnaire should be comprehensive, and cover all themes
that are central to the study. Practitioners should alternate between open-ended ques-
tions and close-ended questions. They should only ask for one piece of information at a
time and use precise questions. When designing the questions, it might also be useful to
32
think ahead about the quantification of qualitative data, and to see which variables would
be easier to quantify.
⚫ Improve the wording of the questionnaire: How clear and unbiased are the questions?
→ When working on the wording of questions, practitioners should try to compensate
for potential biases, as far as possible. Complex wording should be avoided, as well as
questions that are too long: sentences should be kept short and simple. Leading ques-
tions such as “Do you agree that X is bad?” or “Don’t you think that X is good?” should
be avoided. The language used in the questions should not be political: practitioners
should rely on neutral terms, to the extent possible.
⚫ Organise the questions in a meaningful order: Does the script seem logical?
→ The order of the questions matters. It should be logical, in order to facilitate the analysis
of the data later on.
⚫ Pre-test the questionnaire: Is it possible to answer all questions in the allotted time?
→ Questionnaires should be kept short. It is crucial to make sure that participants will not
see time as a constraint, when answering the questionnaire.
⚫ Conduct a final check: Are there any typos/mistakes left?

→ The questionnaire should be proofread several times by different parties.
C. Organize the data (Matrices)
Below are some examples of matrices representing different frameworks traditionally used
for gender assessments. More info on these theoretical frameworks can be found in Annex
6. These matrices can be very useful for gathering, organising and analysing primary and se-
condary data. Practitioners can use the tables provided to classify the information collected
in previous steps. For the Women2030 programme a sample questionnaire (see Annex 3)
and a sample table for collecting the data (see Annex 4) have been developed and are recom-
mended to be used.
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33
1. Gender Planning Framework
The Gender Planning Framework, developed by Caroline Moser, distinguishes the three roles
performed by women and men: productive roles, reproductive roles, and community ma-
nagement roles (i.e. work that is related to the collective consumption and maintenance of
community resources).
Gender Roles and Needs Women Men
Productive
Who does what? Who decides? Who benefits?
Reproductive
Community management
Practical needs
Which are?
Strategic needs
Which are?
2. Gender Analysis Matrix
The Gender Analysis Matrix, developed by A. Rani Parker, provides a framework for an analysis
at four levels of society, i.e. women’s level, men’s level, household level and community level.
Factors of analysis include labour, time, resources and culture.
Factors of Analysis
Actors Labour: Time: Resources: Culture:

who does how much time is who has access how does culture define
what? used to do what? to/control over or influence the access
what? to/control over?
Women
Men
Household
Community
34
3. Social Relations Framework
The Social Relations Framework, developed by Naila Kabeer, recognises several dimensions
of social relations: rules (official and unofficial, including traditions, etc.), individuals (their
status), resources, activities, power (whose interests are best served?) and redistribution
(who benefits from this and how does the activity impact whom?). It also recognises several
types of institutions: the state (in its legal, military and administrative aspects), the market,
the community and the household (see table below). This Framework also seeks to identify
immediate, underlying and structural causes of gender issues and their long-term, intermedi-
ate and immediate effects.
Institutions Gender
Gender Issues constraints/ Gender
Household Community Market State bottlenecks priorities
People
Who is in?
Who is out?
Who is top in the hierarchy?
Activities
Who does what?
Who gets what?
Who can claim what?
Resources (who can

access what? What is used
and what is produced?):
- Tangible resources:
land, forest, water,
- Intangible resources:
network, political cloud,
information
- Human resource: labour,
knowledge, skills, etc.
Rules, rights, obligations

and authority
Which rules?
How is it done?
By whom is it done?
Power
Who decides?
Whose interests are served?
(Re)distribution
of benefits and risks
(who benefits from this and
who is impacted from?)
35
D. Lessons Drawing
Once practitioners have collected all the information they deem necessary for the gender
assessment and organised it in a structured manner, they should then be able to draw les-
sons from results obtained. The final conclusions reached by the gender assessment should
answer all of the following questions:
i) What are the hindering and enabling factors for women’s empowerment, i.e. what still
needs to be done to achieve SDG5?
Results from the assessment should highlight constraints and opportunities for women’s
empowerment. Constraints might include: a lack of political will, a lack of resources availa-
ble for advancing gender equality, the very idea of equality between women and men being
perceived as controversial, etc. On the contrary, a wave of legal reforms, a strong civil society
movement in favour of equality or a loosening of religious restrictions would constitute great
opportunities for women’s empowerment.
Identifying enabling and hindering factors for women’s empowerment should allow practitio-
ners to formulate action-oriented recommendations, on how to overcome these constraints
and harness these opportunities (while making the most of the financial and time resources
available).
ii) What are the main priorities to address in order to advance women’s empowerment
(and achieve SDG5)?
Practitioners should identify the priorities to address in order to advance women’s empo-
werment. Here priority areas are understood as i) areas in which women’s and girls’ needs
are the most pressing ii) areas in which the elimination of discrimination is likely to have a
“trickle-down” effect.
Identifying priorities is a way for practitioners to target efforts deployed, avoid unnecessary
expenditures and reflect on how to best use the resources and capacity that are theirs.
The priorities defined following the gender assessment should of course be realistic and in
accordance with existing means.
iii) Who are the gatekeepers/ cultural leaders whose positive engagement for women’s
empowerment would have a ripple effect on the community?
It is crucial to identify the actors that have a strong influence on the community and play an
important role in maintaining social norms (gatekeepers), simply because working with these
actors is likely to have very positive repercussions on the community as a whole. Engaging
gatekeepers (e.g. religious leaders, political figures, individuals with a “prestigious” status
within the community) is key to generating transformative and sustainable change.
iv) Is there a strong political will in favour of change?

The gender assessment should finally provide insights into the existing political climate: has
the government made strides in promoting gender equality? In view of recent developments,
what are the opportunities for the women’s rights movement to gain political leverage in the
future?
This is crucial for action and should allow practitioners to i) capitalize on what has already
been done politically ii) leverage the momentum in favour of equality, if there is one iii) iden-
tify the best ways to engage with institutional actors and anticipate potential risks (e.g. the
risk of seeing a sexist candidate elected in lieu of one who supports equality).
36
Gender-Sensitive Monitoring
VI Gender-Sensitive Monitoring
A. Introduction
Monitoring is an ongoing systematic process which, in the Women2030 programme, we

want to apply to processes aiming at gender equality in the targeted countries. The “Wo-
men2030 Monitoring & Accountability Tool (MAT)” is an online crowd sourced database and
a smartphone application designed to monitor data on the status of women and govern-
ment’s actions to implement their commitments to the Sustainable Development Goals
and Global Climate Policy. This database will contain datasets across 5 different regions
and serve as a central information platform with reliable evidence to support feminist and
women’s rights advocacy against a chosen set of Sustainable Developments Goals and Tar-
gets. This database is women’s take on data innovation and will be utilised as an advocacy
tool to hold governments accountable to their SDGs and climate action promises. The MAT
database allows for a bottom up approach in establishing empirical information through the
data collected by Women2030 partners.
Objectives: support CSOs to monitor progress made in terms of gender equality, in light of
the SDG framework:
⚫ to collectively gather reliable evidence to support feminist and women’s rights ad-
vocacy against a chosen set of indicators by the Women2030 project partners
⚫ to increase Women2030 project partners’ understanding of the current trends hinde-
ring/advancing women’s empowerment, through the collection of evidence
⚫ to ensure efficiency of programmes: identify what has worked and what has not
⚫ to promote accountability and transparency by reporting on implementation and efforts
made
This monitoring tool is not a project monitoring of the project 2030!
1. Target audience
The target audience is the same as for the gender assessment: on one hand the partner
CSOs who are filling in the data into the MAT and get their data visualised and through them,
practitioners and the general public, and on the other hand state actors, policy-makers and
researchers.
2. Use and benefits
The MAT will serve to:

⚫ Complement the official SDG monitoring reports with additional primary data gathered
on gender related indicators and additional secondary data
⚫ Facilitate reporting to donors and in the UN framework (through HLPF for instance)
⚫ Document successful initiatives/ promote best practices
⚫ Leverage action and resources through showcasing measurable results/progresses
(arguments for fundraising)
⚫ Encourage knowledge exchange and peer-learning for the CSOs
37
Gender-Sensitive Monitoring
3. How to use the MAT
The MAT was developed by APWLD for the Women2030 network. The MAT allows mem-
bers of the network to enter data into the monitoring database. The MAT will process and
summarise the data and make them visible for the wider public on the MAT itself and on a
website.
The MAT has two interfaces:

(1) A secured backend website (login required) for Women2030 partners to access an
admin panel to enter data against selected indicators
(2) A public smartphone MAT for the audience to search, view and download the public data
shared by the Women2030 partners
As of 30 June 2017, a demo version for the backend is available for Women2030 partners
for testing and providing feedback: http://woman2030.apwld1.org/
APWLD has prepared and shared a basic user guide with examples for testing the tool for
the Women2030 partners. This is available upon request.
B. Methodology
1. Monitoring progress through SDGs framework
Each Women2030 partner has been asked to come up with the indicators they want to
monitor, all indicators have been put or will be put as templates into the MAT.
Primary data: Primary data are collected for this monitoring purpose through the questi-
onnaire/interviews with communities in the target countries.
WECF has provided a list of indicators and the related questionnaire to get primary data
which are useful to measure progress for gender SDGs (see Annex 3 questionnaire) and
refer to the thematic areas described in the gender assessment section.
Secondary data are data which are not collected by the partners but by others that are
useful to monitor progress (refer to the gender assessment section). Data are already
collected or produced for other purposes and can be used for our monitoring.
2. Organising primary data collection
Gender □ Male
□ Female
Age ______ years old
Lives in □ Urban area

□ Peri-Urban area
□ Rural area
Marital □ Single
Status □ Married □ Officially registered married by the state
□ Separated/Divorced □ Officially registered divorced by the state
38
□ Widow/Widower
Highest level □ Primary school □ Secondary school

of education □ Vocational education □ Higher education
Gender □ Male
□ Female Gender-Sensitive Monitoring

□ Peri-Urban area
□ Rural area
□ Single
Marital □ Married □ Officially registered married by the state
Status □ Separated/Divorced □ Officially registered divorced by the state
□ Widow/Widower

completed □ University
Employment/ □ Employed// □ Unemployed/unpaid work

paid work paid work
The questions are given in the Annex. The results will be collected in an excel file, see Annex.
The data will be assessed and summarised by WECF or the partners and then entered into
the MAT.
How to enter the data into the MAT, See attached “Women2030_MAT_userguide_Jun2017.
pptx”
3. Organising secondary data collection
Secondary data are gathered by a desk research. The data will be entered into the MAT.
Qualitative data and documents can be also uploaded. In the MAT there is the section library
where these documents can be collected. They have to be tagged with relevant tags in
order to easily search for them.
The MAT has the option to set the data as public or private, which allows entering data
that are not supposed to be published. The data in the MAT forms a database which allows
searching data by goal, target, indicator and country and export the search results in Excel
CSV format.
Manuals on monitoring and evaluation, for further reading:
1. IFRC (2011) Project/programme monitoring and evaluation (M&E) guide:

http://www.ifrc.org/Global/Publications/monitoring/IFRC-ME-Guide-8-2011.pdf
2. UNDP (2009) Handbook on Planning, Monitoring and Evaluating for Development Results
http://web.undp.org/evaluation/handbook/documents/english/pme-handbook.pdf
3. USAID (2014) Toolkit for monitoring and evaluating gender-based violence interventions
along the relief to development continuum
https://www.usaid.gov/sites/default/files/documents/2151/Toolkit%20Master%20
%28FINAL%20MAY%209%29.pdf
4. UNICEF, Ministry of Planning and Investment of Vietnam (2012) Gender audit manual
https://www.unicef.org/vietnam/GENDER_TA.pdf
5. DFID (2008) The Gender Manual: A pratical guide (see page 26)
http://webarchive.nationalarchives.gov.uk/+/http:/www.dfid.gov.uk/Documents/publica-
tions/dfid-gender-manual-2008.pdf
39
Footnotes
Footnotes
1
WECF, 2017, Gender in Sustainable Development: Collection of Exercises for Training
of Trainers (ToT), p. 34 (available here: http://www.wecf.eu/english/publications/2017/ToT-gender-exercises-
2nd-edt.php).
2
The ILO Maternity Protection Convention, 2000 (No. 183) provides for 14 weeks of
maternity benefit to women to whom the instrument applies. See http://www.ilo.org/dyn/normlex/
en/f?p=NORMLEXPUB:12100:0::NO::P12100_ILO_CODE:C183.
3
The World Bank’s Women, Business and the Law reports can be found here:
http://wbl.worldbank.org/.
4
see (FAOa, 1997) for more examples of participatory rural appraisal tools, useful in
a gender assessment.
5
Taken from WECF Tool “Gender in Sustainable Development: Collection of Exercises
for Training of Trainers (ToT)”, 2017, p. 50.
6
See questionnaire template in Annex 3.
7
Common biases include: the “shame” bias, the
acquiescent bias, the social desirability bias,
the conformism bias, the anchoring or central tendency effect … etc.
Wo
me
n wea
ving in Ug
anda | © | WECF
40
Annexes
VII Annexes
Annex 1: Glossary
Annex 2: Reference list
Annex 3: Questionnaire
Annex 4: Template for collection of data
Annex 1: Glossary of Gender and Sustainable Development Terms

Affirmative action — refers to measures designed to eliminate unlawful discrimination and ensure equal
opportunity, by the redistribution of resources and power. They are also known as ‘positive discrimination’, as
the measures favour disadvantaged groups suffering from discrimination. ‘Quotas’ is an example of an affir-
mative action measure. CEDAW includes affirmative action in its definition of temporary special measures
(see below).
Care (unpaid) — refers to the informal care for dependent children, the elderly, ill or disabled persons. This
responsibility is most often taken up by female relatives, and over 75% of carers worldwide are women.
The care work creates a double burden on women and majorly impacts their health and well-being through-
out their life-cycle. E.g. if women take time off work to care for relatives, then this will have a major impact
on their future pensions.1
Discrimination (indirect and direct) — is, according to CEDAW, “any distinction, exclusion or restric-
tion made on the basis of sex [...]in the political, economic, social, cultural, civil or any other field.”2 Direct
discrimination refers to acts that specifically discriminate certain groups in society, e.g. if in a job adver-
tisement it would be specified that only men could apply. Indirect discrimination occurs when neutral
laws and rules fail to address the unequal starting point of individuals to whom the law applies. E.g. if a law
states that everyone has the equal right to access a building, but the building has not been facilitated with
a ramp and as such people in wheelchairs cannot access.3
Domestic work — is the “work done primarily to maintain households. Domestic includes the provision
of food and other necessities, cleaning, caring for children and the sick and elderly, etc. Domestic work is
mostly performed by women and is therefore poorly valued in social and economic terms.”4
Empowerment — implies an expansion in an individual’s “ability to make strategic life choices in a context
where this ability was previously denied to them.” CEDAW requires “that women be given an equal start and
that they be empowered by an enabling environment to achieve equality of results.”5
Equity (and sustainable development) — “means that there should be a minimum level of income and en-
vironmental quality below which nobody falls. The central ethical principle behind sustainable development
is equity and particularly intergenerational equity defined as a development that meets the needs of the
present without compromising the ability of future generations to meet their own needs.”6
1 Christodoulou, J. (edt. By Anna Zobnina 2009). 2005. Glossary of Gender-related Terms, p. 3, see http://www.peacewomen.
org/assets/file/AdvocacyEducationTools/genderglossary _migs_aug2005.pdf.
2 Convention on the Elimination of All Forms of Discrimination against Women (CEDAW). Adopted 18 December 1979, entered
into force 3 September 1981. UN Treaty Series vol. 1249, art. 1.
3 Christodoulou, p. 5.
4 Ibid., p. 6.
5 CEDAW Committee. 2004. General recommendation No. 25, on article 4, paragraph 1, of the Convention on the Elimination of
All Forms of Discrimination against Women, on temporary special measures, para 8.
6 Ibid., p. 7.
41
Annex 1 | Glossary
Equality (gender) — “refers to the equal rights, responsibilities and opportunities of women and men and
girls and boys. Equality does not mean that women and men will become the same, but that women’s and
men’s rights, responsibilities and opportunities will not depend on whether they are born male or female.
Gender equality implies that the interests, needs and priorities of both women and men are taken into
consideration, recognizing the diversity of different groups of women and men. Gender equality is not a
‘women’s issue’, but should concern and fully engage men as well as women.”7
Equality (transformative) — refers to the idea that due to the individual’s intersectionality - not every-
one has the same starting point for accessing his/her human rights. As such they might need some extra
“help” in actualising their rights; and policies, programmes and projects need to address and transform
these unequal starting positions.8
Gender mainstreaming — “mainstreaming a gender perspective is the process of assessing the implica-
tions for women and men of any planned action, including legislation, policies or programmes, in all areas
and at all levels. It is a strategy for making women’s as well as men’s concerns and experiences an integral
dimension of the design, implementation, monitoring and evaluation of policies and programmes in all polit-
ical, economic and societal spheres so that women and men benefit equally and inequality is not perpetu-
ated. The ultimate goal is to achieve gender equality”.9
Gender-responsive — “identifying, understanding, and implementing interventions to address gender
gaps and overcome historical gender biases in policies and interventions. Gender-responsiveness in appli-
cation contributes, pro-actively and intentionally, to the advancement of gender equality. More than ‘doing
no harm’, a gender-responsive policy, programme, plan or project aims to ‘do better’.”10
Gender-responsive budgeting (GRB) — “is government planning, programming and budgeting that contrib-
utes to the advancement of gender equality and the [fulfilment] of women’s rights. It entails identifying and
reflecting needed interventions to address gender gaps in sector and local government policies, plans and
budgets. GRB also aims to [analyse] the gender-differentiated impact of revenue-raising policies and the
allocation of domestic resources and Official Development Assistance. GRB initiatives seek to create en-
abling policy frameworks, build capacity and strengthen monitoring mechanisms to support accountability
to women.”11
Gender roles — “Gender determines what is expected, allowed and valued in a woman or a man in a given
context. In most societies there are differences and inequalities between women and men in the respon-
sibilities they are expected to take up, the activities that are considered normal or acceptable, access to
and control over resources, and participation in decision-making.”12
Gender-sensitivity — helps generating respect for individuals, regardless of their sex. “Gender sensitivity
is not about [putting] women against men. On the contrary, education that is gender sensitive benefits
members of both sexes. It helps them determine which assumptions in matters of gender are valid and
which are stereotyped generalizations. Gender awareness requires not only intellectual effort but also
sensitivity and open-mindedness. It opens up the widest possible range of life options for both women
and men”13 A gender-sensitive approach to create, develop, and strengthen “institutional systemic and
human-resource capacity-building can foster gender balance in decision-making on, delivery of and access
to means and tools of implementation for mitigation of adaptation actions”14
Intersectionality — is the understanding that there are multiple interconnected factors of discrimination
(racism, sexism, homophobia, transphobia, xenophobia, classism, speciesism) affecting individuals. These
factors make up individuals’ experience of the world and cannot be looked at separately from another.
Intersectionality as a tool is used for analysis, advocacy and policy development.15
7 Ibid., p. 12.
8 Aguilar et al., p. 28.
9 ECOSOC. 1997. Report of the Economic and Social Council for 1997. UN Doc A/52/3, Chapter IV, section I (A), see
http://www.un.org/womenwatch/daw/csw/GMS.PDF.
10 Aguilar et al., p. 28.
11 UN Women. Home page: Gender Responsive Budgeting, see http://www.gender-budgets.org/.
12 UNDP. 2015. Gender Responsive National Communications Toolkit.
13 UNESCO. 2004. Gender-sensitivity: a training manual for sensitizing education managers, curriculum and material
developers and media professionals to gender concerns, p. vii.
14 UNFCCC.
15 Christodoulou, pp. 19-20.
42
Annex 1 | Glossary
Life-cycle approach — refers to the idea that when analysing women’s rights, one must look at their lives
from a pre-birth-to-death perspective. That discrimination of women’s human rights at one point of their
life might affect their access to other rights later on in life. Taking a holistic life-cycle approach means
that you see women’s rights from an intersectional and pre-birth-to-death perspective.
Productive work — refers to the work that “produces goods and services for exchange in the market
place (for income).” Men predominate in productive work and historically (in most societies) changes in
economic structure and productive activities have led to changes in the sexual division of labour and gen-
der relations.”16
Reproductive work — “involves all the tasks associated with supporting and servicing the current and
future workforce – those who undertake or will undertake productive work. Socially reproductive activities
include childcare, food preparation, care for the sick, socialisation of the young, attention to ritual and
cultural activities through which the society’s work ethic is transmitted, and the community sharing and
support which is essential to the survival of economic stress [...] Women and girls are mainly responsible
for this work which is usually unpaid.”17
Stereotypes (gender) — “Stereotypes exist in all societies. How we perceive each other can be deter-
mined through oversimplified assumptions about people based on particular traits, such as [gender], race,
sex, age, etc. They are based on socially constructed norms, practices and beliefs. They are often cultural,
and religion-based and -fostered, and reflect underlying power relations.”18 Gender stereotypes impede
the achievement of gender equality and the empowerment of women as they limit women to stereotypi-
cal gender roles.
Temporary special measures (TSMs) — are measures aiming to achieve gender equality by positive dis-
crimination; and should be discontinued once the objective of gender equality has been achieved. Article
4 of CEDAW states that TSMs (aimed at accelerating the de facto equality between women and men)
implemented by States Parties shall not constitute discrimination.19
Marginalisation — “is the level of inability of a system – such as a community, household, ecosystem, or
country – to cope with the adverse effects of a shock, for instance, one caused by climate change. Margin-
alisation is affected by the system’s exposure to, sensitivity to, and ability to adapt to these effects. Over-
all, vulnerability is dynamic and changes with time; place; and social, economic, and political conditions.”20
Female Genital Mutilation—All procedures that involve partial or total removal of the external fe-
male genitalia (clitoridectomies, excisions, infibulations) or other injury to the female genital organs
(pricking, piercing, incising, scraping), for non-medical reasons. The procedure has no health benefits
for girls and women and can cause severe pain and bleeding and problems urinating, and later cysts,
infections, as well as complications in childbirth and increased risk of newborn deaths.21
Femicide—The killing of women and girls on account of their gender, perpetrated or tolerated by both pri-
vate and public actors. It covers, inter alia, the murder of a woman as a result of intimate partner violence,
the torture and misogynistic slaying of women, the killing of women and girls in the name of so-called
honour and other harmful-practice-related killings, the targeted killing of women and girls in the context of
armed conflict, and cases of femicide connected with gangs, organized crime, drug dealers and trafficking
in women and girls.22
Gender—the socially constructed characteristics of women and men – such as norms, roles and relation-
ships of and between groups of women and men that vary from society to society and can be changed
and do not necessarily fit into binary male or female sex categories. While most people are born either
male or female, they are taught appropriate norms and behaviours – including how they should interact
with others of the same or opposite sex within households, communities and work places. When individ-
uals or groups do not “fit” or stray from established gender norms they often face stigma, discriminatory
practices or social exclusion.23
16 Christodoulou, pp. 22-23.

17 Ibid., p. 25.
18 UN Women. 2011. Countering Gender Discrimination and Negative Gender Stereotypes: Effective Policy Responses.
19 CEDAW Committee, 2004. para 7.
20 Aguiliar et al., p, 133.
21 WHO. 2016. Female Genital Mutilation Factsheet.
22 EIGE. 2018. Gender Equality Glossary and Thesaurus
23 WHO. 2017. Gender.
43
Annex 1 | Glossary
Gender Identity— One’s innermost concept of self as male, female, a blend of both or neither – how in-
dividuals perceive themselves and what they call themselves. One’s gender identity can be the same or
different from their sex assigned at birth.24
Gender Norms—a set of “rules” or ideas us the way women and men “should” look and/or behave that are
not based in biology, but instead determined culture or society.25
Harassment—The act of systematic and/or continued unwanted and annoying actions of one party or a
group, including threats and demands, harassment can include “sexual harassment” or unwelcome sexual
advances, requests for sexual favours, and other verbal or physical harassment of a sexual nature. Harass-
ment does not have to be of a sexual nature, however, and can include remarks about the person’s sex. 26
Marital rape— any unwanted sexual acts by a spouse or ex-spouse that is committed without the other
person’s consent. Such illegal sexual activity are done using force, threat of force, intimidation, or when a
person is unable to consent. The sexual acts include intercourse, anal or oral sex, forced sexual behaviour
with other individuals, and other sexual activities that are considered by the victim as degrading, humiliat-
ing, painful, and unwanted. It is also known as spousal rape.27
Rape— Any non-consensual penetration, no matter how slight, of the vagina or anus with any body, part or
object, or oral penetration by a sex organ of another person where the penetration is of a sexual nature as
well as any other non-consensual acts of a sexual nature by the use of coercion, violence, threats, duress,
ruse, surprise or other means, regardless of the perpetrator’s relationship to the victim. Causing another
person to engage in non-consensual acts of a sexual nature with a third person is also considered as
rape.28
Sexual Assault— any type of sexual contact or behaviour that occurs without the explicit consent of the
recipient. Falling under the definition of sexual assault are sexual activities as forced sexual intercourse,
forcible sodomy, child molestation, incest, fondling, and attempted rape.29
Sexual Identity—An inherent or immutable enduring emotional, romantic or sexual attraction to other
people, or lack thereof.30
Unpaid Work—Work that produces goods and services, but which carries no direct remuneration or other
form of payment. In its narrow definition, it refers to housework and care work. Unpaid work is unevenly
distributed among women and men, with women having a higher participation rate in this unremunerated
work.31
Reference List
Aguilar, L., Granat, M., & Owren, C. 2015. Roots for the future: The landscape and way forward on gender
and climate change. Washington, DC: IUCN & GGCA
Christodoulou, J. (edt. By Anna Zobnina 2009). 2005. Glossary of Gender-related Terms, see:http://www.
peacewomen.org/assets/file/AdvocacyEducationTools/genderglossary_migs_aug2005.pdf
CEDAW Committee. 2004. General recommendation No. 25, on article 4, paragraph 1, of the Convention on
the Elimination of All Forms of Discrimination against Women, on temporary special measures
CEDAW Committee. 2010. Concluding observations of the Committee on the Elimination of Discrimination
against Women. 46th Session. UN Doc CEDAW/C/ALB/CO/3
Collins Dictionary of Law. 2006. Harassment. https://legal-dictionary.thefreedictionary.com/harassment
24 HRC. Sexual Orientation and Gender Identity Definitions.

25 NSVRC. 2012. It’s time to talk about gender norms.
26 Collins Dictionary of Law. 2006. Harassment
27 US Legal. 2016. Marital Rape Law and Legal Definition.
28 EIGE. 2018. Gender Equality Glossary and Thesaurus; US Department of Justice. 6 Jan. 2012. An Updated Definition of Rape.
29 US Department of Justice. 16 June 2017. Sexual Assault.
30 HRC. Sexual Orientation and Gender Identity Definitions
31 EIGE. 2018. Gender Equality Glossary and Thesaurus
44
Annex 1 | Glossary || Annex 2 | Reference List
Convention on the Elimination of All Forms of Discrimination against Women (CEDAW). Adopted 18 Decem-
ber 1979, entered into force 3 September 1981. UN Treaty Series vol. 1249
Constitution of the Republic of Albania. 1998. Approved by referendum on 22 November 1998 and amend-
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ECOSOC. 1997. Report of the Economic and Social Council for 1997. UN Doc A/52/3, see
http://www.un.org/womenwatch/daw/csw/GMS.PDF
EIGE. 2018. Gender Equality Glossary and Thesaurus, eige.europa.eu/rdc/thesaurus.
HRC. Sexual Orientation and Gender Identity Definitions. https://www.hrc.org/resources/sexual-
orientation-and-gender-identity-terminology-and-definitions
IPCC. 2012. Glossary of terms. In: Managing the Risks of Extreme Events and Disasters to Advance Cli-
mate Change Adaptation. A Special Report of Working Groups I and II of the Intergovernmental
Panel on Climate Change (IPCC). Cambridge University Press, Cambridge, UK, and New York, NY,
USA
King, R; Vullnetari, J. 2012. A Population On the Move: Migration and Gender Relations in Albania. Cambridge
Journal of Regions, Economy and Society 5. 207–220
NSVRC. 2012. It’s time to talk about gender norms. Sexual Assault Awareness Month.
https://www.nsvrc.org/sites/default/files/SAAM_2012_Gender-norms.pdf
UNDP. 2015. Gender Responsive National Communications Toolkit
UNESCO. 2004. Gender-sensitivity: a training manual for sensitizing education managers, curriculum and
material developers and media professionals to gender concerns
UNFCCC. Gender and Climate Change, see: http://unfccc.int/gender_and_ climate_change/items/7516.php
UN Women. Home page: Gender Responsive Budgeting, see http://www.gender-budgets.org/
UN Women. 2011. Countering Gender Discrimination and Negative Gender Stereotypes: Effective Policy
Responses
US Department of Justice. 6 Jan. 2012. An Updated Definition of Rape. www.justice.gov/archives/opa/
blog/updated-definition-rape
US Department of Justice. 16 June 2017. Sexual Harassment. https://www.justice.gov/ovw/sexual-
assault
US Legal. 2016. Marital Rape and Legal Definition. https://definitions.uslegal.com/m/marital-rape/
WHO. 2016. Female Genital Mutilation Factsheet. www.who.int/mediacentre/factsheets/fs241/en/.
WHO. 2017. Gender. http://www.who.int/gender-equity-rights/understanding/gender-definition/en/
Annex 2: Reference List
CARE. 2014. Gender, Equity, and Diversity Training Materials : Module 4, Gender training. See:
http://www.care.org/sites/default/files/documents/Gender%20Equity%20and%20
Diversity%20Module%204.pdf
Demographic and Health Survey (DHS). Stat Compiler: http://www.statcompiler.com/fr/
Economic Commission for Latin America and the Caribbean (ECLAC). Gender statistics. See:
http://www.cepal.org/en/topics/gender-statistics
Food and Agriculture Organization (FAO). Participatory Rural Appraisal toolbox. See:
http://www.fao.org/docrep/003/x5996e/x5996e06.htm
45
Annex 2 | Reference List
Global Entrepreneurship Monitor (GEM). 2015. Special Report on Women’s Entrepreneurship. See:
http://gemconsortium.org/report/49281
ILO. C183-Maternity Protection Convention. Established 30 May 2000, entered into force 7 Feb. 2002.
See: http://www.ilo.org/dyn/normlex/en/f?p=NORMLEXPUB:12100:0::NO::P12100_ILO_
CODE:C183
International Fund for Agricultural Development (IFAD). 2002. Manual for gender-focused field diagnostic
studies. See: https://www.ifad.org/documents/10180/03eb5f8f-0066-475a-aa77-
6e13f814b7c4
Organisation for Economic Co-operation and Development (OECD). Gender, Institutions and Development
Database 2009 (GID-DB). See: http://stats.oecd.org/Index.aspx?DatasetCode=GID2
Organisation for Economic Co-operation and Development (OECD). Social Institutions and Gender Index
(SIGI). See: http://www.genderindex.org/
United Nations (UN). Women and Gender Equality Research guide. See: http://libraryresources.unog.ch/
c.php?g=462669&p=3162803
United Nations Development Program (UNDP). Gender Development Index (GDI). See: http://hdr.undp.org/
en/content/gender-development-index-gdi
United Nations Economic Commission for Europe (UNECE. Updated 2016. Gender Statistics Database.
See: http://www.unece.org/fileadmin/DAM/stats/gender/database.htm
United Nations Educational, Scientific and Cultural Organization (UNESCO). Updated 2018. Institute for
Statistics. See: http://uis.unesco.org/
United Nations Educational, Scientific and Cultural Organization (UNESCO). Women in Science Data. See:
http://uis.unesco.org/apps/visualisations/women-in-science/
United Nations Human Settlements Programme. 2008. Gender in local governments: A Sourcebook for
Trainers. See: http://www.un.org/womenwatch/directory/pdf/Source_BK_9-May.pdf
Woman Stats project. See: http://www.womanstats.org/
Women Engage for a Common Future (WECF). 2017. Gender in Sustainable Development: Collection of
Exercises for Training of Trainers (ToT). See: http://www.wecf.eu/english/publications/2017/
ToT-gender-exercises-2nd-edt.php
World Bank (WB). Updated 2017. Gender Stats Database. See: http://data.worldbank.org/topic/gender
World Bank. 2018. The World Bank’s Women, Business and the Law reports. See http://wbl.worldbank.org/
Further Reading:
IFRC. 2011. Project/programme monitoring and evaluation (M&E) guide. See: http://www.ifrc.org/Global/
Publications/monitoring/IFRC-ME-Guide-8-2011.pdf
UNDP. 2009. Handbook on Planning, Monitoring and Evaluating for Development Results. See:
http://web.undp.org/evaluation/evaluations/handbook/english/documents/pme-handbook.pdf
USAID. 2014. Toolkit for monitoring and evaluating gender-based violence interventions along the relief to
development continuum. See : https://www.usaid.gov/sites/default/files/documents/2151/
Toolkit%20Master%20%28FINAL%20MAY%209%29.pdf
UNICEF, Ministry of Planning and Investment of Vietnam. 2012. Gender audit manual. See:
https://www.unicef.org/vietnam/GENDER_TA.pdf
DFID. 2008. The Gender Manual: A pratical guide. See: http://webarchive.nationalarchives.gov.uk/+/http:/
www.dfid.gov.uk/Documents/publications/dfid-gender-manual-2008.pdf
46
Annex 3 | Questionnaire
Annex 3: Questionnaire
Collecting community based data

to give a significant VOICE to local people in
the monitoring of the SDG
Women2030 Interviews consists of two parts:
(1) the basic questionnaire and (2) the focus group discussion
I Basic Questionnaire
Instructions to the interviewer

a) Interviewees should be at least 16 years old
b) Please try to interview a diverse group of people, women and men at all ages, from different sectors
and with different backgrounds (above 16 years old)
c) Interviews should take not more than 10 minutes per person
d) Interviews can be in the street or at home of the interviewee but the situation should not be too
familiar so that the interviewee is biased in his/her replies.
e) Interviews should be conducted without interruption.
f) Interviewer should ask for a direct and spontaneous answer.
g) The interviewer should not explain too much or start any discussions with the interviewee.
h) Ask one question at a time.
i) Attempt to remain as neutral as possible. That is, don‘t show strong emotional reactions to their
responses.
j) Encourage responses with e.g. occasional nods of the head
k) Don‘t lose control of the interview. This can occur when respondents stray to another topic, take so
long to answer a question that time begins to run out, or even begin asking questions to the interviewer
As a rule of thumb for the statistical analysis it is good to have at least 30 persons of each subgroup
to be analysed:
⚫ at least 30 women from rural, peri-urban and urban setting and
⚫ at least 30 men from from rural, peri-urban and urban setting
→ that leads to at least 180 people to be interviewed
47
Interview
Please explain firstly the purpose of the questionnaire to the interviewee:
We want to give a significant VOICE to local people: to find out what are perceptions of women and men
in their daily life, how they perceive their living conditions, comparing men and women, old and young
persons, rural and urban persons and how are these changing over time, during the next 5 years. The data
will be gathered anonymously, collected for each country and put on a website/mobile phone app. The
data will give additional data to the national data which are presented by the national statistical commit-
tees and the national government.
It is part of a world wide project in the framework of the Sustainable Development Goals (SDG), funded
by the EU. The aim of the SDGs is to improve the life of the population in a sustainable way. 17 goals have
been agreed on by all UN nations. For more information, please check out https://sustainabledevelopment.
un.org/sdgs and https://www.facebook.com/women2030/
Date of Interview: _________________________________________________

Name of the interviewer: _________________________________________________
Community/Village Name: _________________________________________________
Municipality Name: _________________________________________________
Optional: Name of Interviewee: _________________________________________________
(the interviewee does not want to share her/his name please write anonymous)
Gender □ Male
□ Female

□ Peri-Urban area
□ Rural area
Marital □ Single
Status □ Married □ Officially registered married by the state
□ Separated/Divorced □ Officially registered divorced by the state
□ Widow/Widower

completed □ University
Employment/ □ Employed// □ Unemployed/unpaid work

paid work paid work
1. Question about living conditions
Judge your living conditions in terms of economic situation ___ (1 = very good, 2 = good, 3 = bad, 4 = very
bad)
(SDG target 1.4: By 2030, ensure that all men and women, in particular the poor and the vulnerable, have equal rights to econo-
mic resources, as well as access to basic services, ownership and control over land and other forms of property, inheritance,
natural resources, appropriate new technology and financial services, including microfinance)
Indicator: Percentage of women/men indicating that their living conditions in terms of economic situation are bad or very bad
48
Judge your living conditions in terms of housing ___ (1 = very good, 2 = good, 3 = bad, 4 = very bad)
(SDG target 11.1: By 2030, ensure access for all to adequate, safe and affordable housing and basic services and upgrade
slums)
Indicator: Percentage of women/men indicating that their living conditions in terms of housing are bad or very bad
Judge your living conditions in terms of water ___ (1 = very good, 2 = good, 3 = bad, 4 = very bad)
(SDG target 6.1: By 2030, achieve universal and equitable access to safe and affordable drinking water for all)
Indicator: Percentage of women/men indicating that their living conditions in terms of water are bad or very bad
Judge your living conditions in terms of sanitation ___ (1 = very good, 2 = good, 3 = bad, 4 = very bad)
(SDG target 6.2: By 2030, achieve access to adequate and equitable sanitation and hygiene for all and end open defecation,
paying special attention to the needs of women and girls and those in vulnerable situations)
Indicator: Percentage of women/men indicating that their living conditions in terms of sanitation are bad or very bad
Judge your living conditions in terms of energy ___ (1 = very good, 2 = good, 3 = bad, 4 = very bad)
(SDG target 7.1: By 2030, ensure universal access to affordable, reliable and modern energy services)
Indicator: Percentage of women/men indicating that their living conditions in terms of energy are bad or very bad
Do you own land? yes □ no □ don´t know □

(SDG target 1.4: By 2030, ensure that all men and women, in particular the poor and the vulnerable, have equal rights to econo-
mic resources, as well as access to basic services, ownership and control over land and other forms of property, inheritance,
natural resources, appropriate new technology and financial services, including microfinance)
Indicator: Percentage of women/men indicating that they own land
2. Question about hygiene and sanitation at home and at work/school

(SDG target 6.2: By 2030, achieve access to adequate and equitable sanitation and hygiene for all and end open defecation,
paying special attention to the needs of women and girls and those in vulnerable situations)
TO WOMEN: Do you have decent sanitation and hygiene conditions and were you able to wash and
change in privacy during your last menstrual period1 ?
Indicator: Percentage of women indicating that they have decent sanitation and hygiene conditions and able to wash and chan-
ge in privacy during the last menstrual period at home
Indicator: Percentage of women indicating that they have decent sanitation and hygiene conditions and able to wash and chan-
ge in privacy during the last menstrual period at work
At home yes □ no □ don´t know □

At work yes □ no □ don´t know □
Do you have a daughter or personally know a girl in your family or neighbourhood in age of puberty
(between 10 and 18 years old) who goes to school?
yes □ no □
If yes: does your daughter or this girl have decent sanitation and hygiene conditions at school and is
she able to wash and change in privacy in school during her last menstrual period?
Indicator: Percentage of women indicating that their daughters have decent sanitation and hygiene conditions and able to wash
and change in privacy during the last menstrual period at school
In school yes □ no □ don´t know □
TO MEN: Do you have decent sanitation and hygiene conditions?

Indicator: Percentage of men indicating that they have decent sanitation and hygiene conditions at home
Indicator: Percentage of men indicating that they have decent sanitation and hygiene conditions at work
At home yes □ no □ don´t know □

At school/at work yes □ no □ don´t know □
49
3. Question about decision making

(SDG target 5.5. Ensure women’s full and effective participation and equal opportunities for leadership at all levels of decision-
making in political, economic and public life)
Do WOMEN participate in community/neighbourhood meetings?

Indicator: Percentage of women/men indicating that women participate in community/neighbourhood meetings
totally agree □ agree □ disagree □ totally disagree □ don´t know □
Do WOMEN have an influence on political processes/decision making on LOCAL level?

Indicator: Percentage of women/men indicating that women have an influence on political processes/decision making on LOCAL
level
Do WOMEN have an influence on political processes/decision making on NATIONAL level?

Indicator: Percentage of women/men indicating that women have an influence on political processes/decision making on NATIONAL
level
4. Question about equality between men and women

(SDG target 5.1. End all forms of discrimination against all women and girls everywhere)
What, in your opinion, can help to improve equality between women and men in your community/
neighbourhood?
Rank according to priority from 1 to 8 (1 is the highest priority)
___ get official marriage/divorce papers for women
___ campaign to stop violence against women
___ safer public transportation
___ punish parents/religious organisations for underage marriage
___ pre-school for children from 3-5 years old
___ more paid work for women
___ equal pay for women doing the same work as men
___ others: ________________________________________________________________________________________________
5. Question about time spent for paid, unpaid work and leisure time
How much time do you spend for (in hours per day):
(SDG target 5.4: Recognize and value unpaid care and domestic work through the provision of public services, infrastructure
and social protection policies and the promotion of shared responsibility within the household and the family as nationally
appropriate)
Indicator: Time (Hours per day) women and men indicate to spend on unpaid work
in hours per day
Income generation (paid work, producing food or others for sale, agricultural activi-
ties, going to the market for sale)
Domestic work such as preparing meals, cleaning the house, maintenance of house &
garden, fetching water, fetching firewood, child care, voluntary work, public activities
Free time and relaxing like watching TV, playing games, reading, etc
Current season: Spring □ Summer □ Autumn □ Winter □
50
II Focus Group Discussion
Date of the FGD: _________________________________________________

Name of the interviewer: _________________________________________________
Community/Village Name: _________________________________________________
Municipality Name: _________________________________________________
Number of FEMALE Participants: _________________________________________________
Number of MALE Participants: _________________________________________________
1. Division of Labour between Women and Men
SDG 5 target 5.4. Recognise and value unpaid care and domestic work through the provision of public
services, infrastructure and social protection policies and the promotion of shared responsibility within the
household and the family as nationally appropriate.
Who does what kind of labour (unpaid and paid work, work within the household, work for wages outside
the household)? How much time do women and men spend on these different tasks? How is it done and
when? Why is it done? How do people perceive these differences? What are the differences between age
groups? Differences between urban and rural areas?
2. Access, Power and Control over Resources
SDG 1.4 By 2030, ensure that all men and women, in particular the poor and the vulnerable, have equal
rights to economic resources, as well as access to basic services, ownership and control over land and
other forms of property, inheritance, natural resources, appropriate new technology and financial services,
including microfinance.
Who has access, power and control over natural and productive resources (e.g. land), income, information,
time, technologies and services. How is the access, power and control (legally) granted? Why is this so?
Is it fair (e.g. it helps us to identify who has the better means to opportunities and where are the barriers;
will tell us a lot about existing power relations)? What are the differences between age groups? Differen-
ces between urban and rural areas?
3. Recognition of differentiated needs and interests of women and men regarding water and
sanitation
SDG 6.2 By 2030, achieve access to adequate and equitable sanitation and hygiene for all and end open
defecation, paying special attention to the needs of women and girls and those in vulnerable situations
Is there a broad understanding and awareness of different needs of women and men? (for example
menstrual hygiene) Do women and men have equal access to water and sanitation at work/at school?
Can women and girls manage their menstruation safely without problems (having access to MHM pro-
ducts, can go to school/work)? Did you use any materials such as sanitary pads, tampons or cloth?
Were they re-usable? Were you able to purchase them?
51
4. Decision Making Ability
SDG 5 target 5.5 Ensure women’s full and effective participation and equal opportunities for leadership
at all levels of decision-making in political, economic and public life
Who has the ability to make decisions in the household and in the public sphere (i.a. it helps us to under-
stand how benefits are shared)? How is the decision-making power granted? Why is this so? Is it fair?
In addition some desk research into various laws needs to be done
5. Domestic Violence
SDG 5 Have you experienced forms of domestic violence against yourself? Have your relatives or friends
experienced domestic violence? What type of violence? What about economic violence?
Differences between age groups
You might ask the question like this2 : Sometimes a husband is annoyed or angered by things that his wife
does. In your opinion, is a husband justified in hitting or beating his wife in the following situations :
If she goes out without telling him? If she neglects the children? If she argues with him? If she refuses to
have sex with him? If she burns the food?
6. Status of Men and Women before the Law
SDG 5 target 5.1. End all forms of discrimination against all women and girls everywhere
Description: Who has which rights by law? How are men and women differently treated by customary
and formal legal codes and the judicial system (e.g. inheritance, employment and legal representation)?
Why is this so? Is it fair? What measures are taken to ensure that these laws are adhered to?
In addition some desk research into various laws needs to be done
7. Most Vulnerable
SDG 1 and 5 What are the most vulnerable groups and who are the most vulnerable people within
those groups ? How is this reflected (financially, exposure to contamination)? Why is this so (single
headed household, rural, disability, migrant, widow, minority, sexual orientation, age, other reasons)
Footnotes
1
Taken from the UNICEF MICS6 survey
2
Taken from the UNICEF MICS6 survey
52
Annex 4 | Template
Annex 4: Explanations to fill in the excel sheets
Personal data
No keep for all questions the same no for the same person!
please put this no on the paper questionnaire as well and keep the papers!
man/woman man = 1, woman = 2

age in years
Living in urban = 1
peri urban = 2
rural = 3
marital status Single = 1
Married = 2
Officially registered married by the
yesstate
= 1, no = 0
Separated/Divorced yes = 1, no = 0
Officially registered divorced by the
yes state
= 1, no = 0
Widow/Widower yes = 1, no = 0
Education Primary school = 1
Secondary school = 2
Vocational education = 3
Higher education = 4
University = 5
employment employed = 1, unemployed = 2
Question 1 living condition 1 = very good, 2 = good, 3 = bad, 4 = very bad

own land yes = 1, no = 0
Question 2 A, B and C TO WOMEN Do you have decentyes sanitation

= 1, no and
= 0, don´t
hygiene
know
conditions
=9
Do your daughters have decent sanitation
yes = 1, noand
= 0,hygiene
don´t know
conditions
= 9 at school and are they able to wash an
TO MEN: Do you have decent sanitation
yes = 1, and
no =hygiene
0, don´tconditions?
know = 9
Do women participate in
1 = totally agree, 2 = agree, 3 = disagree, 4 =
Question 3 community/neighbourhood
totally disagree, 9 = I do not know
meetings?
Do women have an influence

on political processes/decision
making on LOCAL level?
Do women have an influence

on political processes/decision
making on NATIONAL level?
Question 4 put the ranking no, 1 is the highest priority
Question 5 put the hours per day
53
making the 2030 goals
a reality!
WECF e.V.
St.-Jakobs-Platz 10
D - 80331 München
Phone: +49-89-23239380
Fax: +49-89-232393811
WECF The Netherlands

Biltstraat 445
NL - 3572 AW Utrecht
Postal Address:
PO Box 13047
3507 LA Utrecht
Phone +31-30-2310300
Fax: +31-30-2340878
WECF France
Cité de la Solidarité Internationale
13 Avenue Emile Zola
F - 74100 Annemasse
Phone: +33-450-834810
www.wecf.org
www.women2030.org

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The Gender

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Design: Anja Wesner, München

III Gender Assessment 9

A. Division of labor between men and women

B. Access to power and control over resources

C. Gender based violence

D. Recognition of differentiated needs/women’s health

F. Status of men and women before the law

G. Most marginalized groups

V Step-by-Step Gender Assessment 26

A. Collect secondary data

B. Collect primary data

C. Organize the data (Matrices) 33

APWLD: Asia Pacific Forum on Women, Law and Development

WB: World Bank

B. Aim and Use

III Gender Assessment

What the gender assessment is:

A study of gender inequalities, relationships and dynamics: The gender assessment

A bottom-up process: Ideally, the assessment should be conducted through a bottom-up

An intersectional analysis: When conducting a gender assessment, practitioners should

A research using mixed methods: A gender assessment should be a combination of

What the gender assessment is not:

A one-size-fits-all methodology: The gender assessment tool presented here is not a

An analysis based on politically neutral language: When conducting a gender assess-

B. The case for a gender assessment

IV Thematic Areas (in connection with the SDGs)

A. Division of labor between men and women

See the questionnaire (Annex 3), as well as the following exercises:

B. Access to power and control over resources

⚫ What are the main barriers to women’s access to and control

⚫ Resource mapping (see exercise 5.1 of ToT, p. 45 and III B 1)

C. Gender based Violence

⚫ How does GBV manifest itself in the community?

See the questionnaire (Annex 3), as well as the following exercises:

Wheel of discrimination (see below section III B 1)

D. Recognition of differentiated needs/women’s health

The gender assessment should look at whether the speci-

3. Questions and data to collect

See the questionnaire (Annex 3), as well as the following exercises:

House of my dreams (see exercise 4.4 of ToT, p. 43 and III B 1)

⚫ How do women’s and men’s (and girls’ and boys’) deci-

See the questionnaire (Annex 3), as well as the following exercises:

⚫ Stakeholder analysis (see exercise 5.5 of ToT, p. 49 and III B 1)

F. Status of men and women before the law

In addition, although information regarding the implementation of laws might be more

G. Most marginalized groups

The gender assessment should be conducted with an intersectional approach in mind. In

⚫ Who are the most marginalized groups in society

See the questionnaire (Annex 3), as well as the following exercises:

⚫ Wheel of discrimination (see below section III B 1)

V Step-by-Step Gender Assessment

A. Collect secondary data

Review of available statistics: When conducting the assessment, practitioners need to

⚫ Organisation for Economic Co-operation and Development (OECD), Social Institutions

⚫ World Value Survey (WVS) http://www.worldvaluessurvey.org/wvs.jsp