Handout 18 gender checklist for development and

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Handout 18: Gender checklist for development and humanitarian projects Gender analysis Were women/women’s/gender organisations involved in consultati on with local partners within the development problem identification process, and have their expert views on poverty and the intended development project been obtained? Did the needs analysis include learning the needs and interests of women and girls, and those of men and boys in the relevant intervention sector? Were different roles and responsibilities identified for women and girls vs. men and boys, pertaining to gender division of labour in the relevant sector, access to and control of resources such as land, time, household income, micro-loans identified (e.g., finding that women play an important role in the care of specific crops and thus should be involved in project training on new technologies)? Were any specific needs of a gender nature identified that must be taken into account (e.g., finding that due to cultural traditions, female interpreters are needed when working with women, or separate training sessions in the sector for women and for men)? Was the local women’s (of various ethnicities, a ge, education and other categories) own definition of empowerment determined? (e.g., finding that the women view their empowerment primarily through an economic perspective, as economic independence further improves their positions in the family and society). Were expected changes to the women‘s position suggested (both on the economic/ political position levels and on the level of position within the family/society) as a result of the project and expected impact on gender relations? Findings for projects in conflict/post-conflicts areas Was the impact of the conflict on men and women, girls and boys examined? Were the possibilities of involving men and women, girls and boys in solving the conflict and in post- conflict reconstruction identified? Findings for humanitarian projects Did the rapid needs assessment reveal any impact of the disaster on women and men, girls and boys? Was it ascertained whether or not men and women alike have access to aid and resources, whether or not women are involved in decision-making within the framework of the organisation of assistance, and whether or not the possibilities of involving them in the restoration have been identified? Was the rapid needs assessment performed in cooperation with local women‘s gender organisati ons and activists? Project design Are the gender differences identified and the method of taking them into account discussed throughout the project proposal (i.e., project justification, targets, target group, activities, quantitative and qualitative indicators) rather than in a separate project sustainability column (e.g., the target group being divided by sex, with practical needs of women and men being listed separately, and with project activities based on both men‘s and women‘s knowledge and skills)?
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