HGDG-2019 3rd Edition PDF

1
HARMONIZED GENDER AND

DEVELOPMENT GUIDELINES
for Project Development, Implementation,
Management, Monitoring and Evaluation
Third Edition
Second Printing
National Economic and Development Authority

Philippine Commission on Women
Official Development Assistance Gender and Development Network
June 2019
A project of the National Economic and Development Authority, the Philippine
Commission on Women, and the Official Development Assistance Gender and
Development Network
Consultant Jeanne Frances I. Illo

Technical Assistant Frances Chariza I. de los Trino
CONTENTS
List of Boxes and Checklists iv
Preface v
Message vi
Acknowledgment viii
BACKGROUND 1
Objectives and Contents 1
Context of the Guidelines 2
Features 4
Part I. PROGRAM AND PROJECT DEVELOPMENT: GENERAL 7

Project Identification 7
GAD Requirements 7
Guide to Accomplishing the Project Identification Checklist 9
Project Design and Formulation 12
GAD Requirements 12
Guide to Accomplishing the Project Design Checklist 16
Investment Program Formulation 20
Evaluation of Proposed Projects 20
Part II. INTRODUCTION TO PROGRAM AND PROJECT DEVELOPMENT:

SPECIFIC SECTORS 23
Sector-Specific Checklists (separate pullouts)
• Tourism • Justice
• Agriculture and Agrarian Reform • Information and Communication Technologies
• Natural Resource Management • Microfinance
• Infrastructure • Labor and Employment
• Private Sector Development • Child Labor
• Education • Migration
• Fisheries • Funding Facilities
• Health • Development Planning
• Housing and Settlement • Energy
• Women in Areas Under Armed Conflict • Disaster Risk Reduction and Management
Part III. INTRODUCTION TO PROGRAM AND PROJECT IMPLEMENTATION, 24

MANAGEMENT, AND MONITORING AND EVALUATION
Project Implementation and Management and Project Monitoring and Evaluation
Checklists (separate pullout)
Appendix A: KEY GAD CONCEPTS 25
Appendix B: ADMINISTRATION OF THE GAD CHECKLISTS 27
Appendix C: SAMPLE SECTOR-SPECIFIC GAD MONITORING INDICATORS 30
REFERENCES AND MATERIALS REVIEWED 38
iii
LIST OF BOXES AND CHECKLISTS
1 PPGD strategies, goals, and vision 3
2 Levels of gender equality and women’s empowerment 5
3 Guide questions for participation in project identification 8

4 Gender analysis guide questions at the project identification stage 9
5 GAD checklist for project identification 11
5a Suggested key questions in engendering the logical framework analysis 15
6 GAD checklist for designing projects 18
7 Summary checklist for the assessment of proposed projects 21

7a Combined generic checklists for the project identification and design stages
8 GAD checklist for designing and evaluating agricultural and agrarian reform projects
9 GAD checklist for designing and evaluating natural resource management projects
10 GAD checklist for designing and evaluating infrastructure projects
11 GAD checklist for designing and evaluating private sector development projects
12 GAD checklist for designing and evaluating education projects
13 GAD checklist for designing and evaluating health projects
14 GAD checklist for designing and evaluating housing and settlement projects
15 GAD checklist for designing and evaluating projects in areas under armed conflict
16-17 GAD checklists for project implementation and management, and project monitoring
and evaluation (separate pullouts)
18 GAD checklist for designing and evaluating justice-related projects
19 GAD checklist for designing and evaluating ICT projects
20 GAD checklist for designing and evaluating microfinance projects
21 GAD checklist for designing and evaluating decent work, and labor and employment
projects
22 GAD checklist for designing and evaluating child labor projects
23 GAD checklist for designing and evaluating migration projects
24 GAD checklist for designing and evaluating tourism projects
25 GAD checklist for designing and evaluating energy projects
26 GAD checklist for designing and evaluating disaster risk reduction and management
projects
27 GAD checklist for development planning
F1-F2 GAD checklists for designing and evaluating funding facilities
B1-B4 GAD checklists for the fisheries sector
iv
PREFACE
The first edition of the Harmonized Gender and Development Guidelines (HGDG) for
Project Development, Implementation, Monitoring and Evaluation, published in 2004, was
prepared by the National Economic and Development Authority (NEDA) in partnership with the
Philippine Commission on Women (PCW), and the Official Development Assistance - Gender
and Development (ODA-GAD) Network. This initial edition was funded by the United Nations
Development Programme and the Asian Development Bank.
Since then, various government agencies, local government units (LGUs), non-government
organizations, academe, bilateral and multilateral donor agencies, and other development
partners utilized the HGDG to ensure that gender perspectives are integrated in the different
stages of program and project development. Furthermore, with the passage of Republic Act No.
7192, gender mainstreaming was strengthened, mandating all government instrumentalities to
allocate five to thirty percent of overseas development assistance to gender-responsive programs
and projects. This was later on reinforced by RA 9710 or the Magna Carta of Women, which
required government agencies and LGUs to undergo capacity building on HGDG.
The first report on gender responsiveness of ODA programs and projects was formulated
in 2007. By 2009, an assessment of the gender-responsiveness of ODA Programs and projects has
been included in the l 7th ODA Portfolio Review, which was submitted by NEDA to Congress.
In 2014, NEDA conducted monitoring visits using the HGDG - Project Implementation and
Management, Monitoring and Evaluation checklists to validate the gender responsiveness of
selected ODA programs and projects.
In 2016, given its continuous efforts and initiatives on gender mainstreaming to achieve
gender equality and women empowerment, a milestone policy has been issued by the Investment
Coordination Committee (ICC) of the NEDA Board. This involved integrating the HGDG in the
ICC process by requiring the submission of the relevant HGDG checklist as an additional ICC
Project Evaluation Form to be included in the Project Evaluation Report. Adopting this policy
is consistent with NEDA’s mandate of monitoring the amount of ODA allocated for gender-
responsive programs and projects as stipulated in RA 7192 and 9710.
We have made numerous progress since we first published HGDG in 2004, yet integrating
gender perspectives in development programs and projects, remains a huge task. This is why we
encourage all government agencies, development partners, and stakeholders to institutionalize
the use of the Guidelines not only in the design, implementation, monitoring and evaluation
of programs and projects funded by the ODA; but also in developing programs, projects, and
activities within their organization, thereby contributing to the overall achievement of gender
equality and women’s empowerment in the country.
ERNESTO M. PERNIA RHODORA M. BUCOY

Secretary of Socioeconomic Planning Chairperson
Philippine Commission on Women
v
MESSAGE
. . . the full and complete development of a country, the welfare of the world, and the cause
of peace require the maximum participation of women on equal terms with men in all fields.
The Convention on the Elimination of All Forms of Discrimination against Women

(CEDAW), often described as the international bill of rights for women, was ratified by 177
countries including the Philippines. By accepting the Convention, states commit themselves to
undertaking a series of measures to end discrimination against women in all forms, including
the incorporation of the principle of equality of men and women in their legal system, abolition
of all discriminatory laws, and adoption of appropriate ones prohibiting discrimination against
women. As in other human rights instruments, the CEDAW defines gender equality as a human
rights concern.
Furthermore, the Philippines signed the Millennium Declaration, which includes the
promotion of gender equality as its third goal. The target of eliminating gender disparity in
primary and secondary education, preferably by 2005, and all levels of education not later than
2015, is projected to be reached or even surpassed by the Philippines. Gender equality is integral
to the achievement of the Millennium Development Goals (MDGs). Without progress toward
gender equality and women’s empowerment, none of the MDGs and their targets will be achieved.
Being a signatory to CEDAW, the Philippines has made the Convention a part of the law of
the land. It is also one of few countries with gender equality provisions in its Constitution. Section
14 of Article II states that “it recognizes the role of women in nation-building, and shall ensure the
fundamental equality before the law of women and men.” Other noteworthy laws and policies
promoting gender equality are the Women in Development and Nation-Building Act (Republic
Act 7192), the Philippine Plan for Gender-Responsive Development, the Anti-Sexual Harassment
Act (RA 7877), the Anti-Trafficking in Persons Act (RA 9208), the Anti-Violence against Women
and their Children Act (RA 9262), and laws on Rape (RA 8353 and RA 8505).
For women’s rights advocates in government and non-government organizations as well

as national and local government leaders who adhere to these commitments, the gender and
development (GAD) approach is a necessity. It has been proven that any effort toward sustainable
development requires the participation of women at all levels of policymaking and policy
implementation.
The Philippines has been taking concrete steps toward integrating GAD concerns in the
development process. The Harmonized Gender and Development Guidelines is a vital contribution to
the process of gender mainstreaming. This document is a product of a multisectoral process on the
required processes and mechanisms for the Philippine Plan for Gender-Responsive Development
as part of our efforts to implement RA 7192 and its Implementing Rules and Regulations; guide
the integration of the GAD perspective in development planning processes and various stages of
the project cycle; and address the issues of inadequate sex-disaggregated data and statistics for
development planning and programming.
vi
We, the international development partners in the Philippines, are happy to collaborate with
the National Economic and Development Authority (NEDA) and the Philippine Commission on
Women (PCW) in producing these guidelines. Working together, and with the assistance of a
gender expert, we worked out a set of guidelines that harmonizes all our existing guidelines
(donors and government). We hope this will redound to a shared understanding of terms and
concepts which will translate to doable and concrete steps at each stage of the project cycle to
ensure that gender equality gaps are addressed.
Applicable to both spatial and socioeconomic gender-responsive planning, programming,

and monitoring and evaluation, these guidelines will enhance the effectiveness of existing
development guidelines at the national, regional, and local levels.
We are very pleased with the potential that this document has to guide project managers
and implementors. We look forward to these guidelines being consistently applied by NEDA, line
agencies, local government units, donor agencies, and civil society organizations in the design,
implementation, and monitoring and evaluation of their projects.
As with the original version of the guidelines, we hope that the third edition of the
Harmonized Gender and Development Guidelines will help fast-track our collective efforts at making
gender mainstreaming show concrete results in the quality of lives of women and men, girl and
boy children.
ODA-GAD Network
vii
ACKNOWLEDGMENT
This revised set of guidelines was developed and produced by the National Economic and
Development Authority (NEDA), in collaboration with the Philippine Commission on Women and
the Official Development Assistance–Gender and Development Network. We would like to make
special mention of the Network members involved in the development of the guidelines, particularly
the Asian Development Bank, Agencia Española de Cooperacion Internacional para el Desarrollo,
Australian Agency for International Development, Canadian International Development Agency,
European Commission, International Labor Organization, Japan International Cooperation
Agency, United Nations Children’s Fund, United Nations Development Programme, United
Nations Population Fund, United States Agency for International Development, the World Bank,
World Health Organization, and Voluntary Service Overseas Philippines.
We are grateful as well to Ms. Jeanne Frances I. Illo, Consultant on guidelines preparation
and revision, and Director MaryAnne E.R. Darauay of the NEDA Social Development Staff, as
well as her team, who served as overall implementor and coordinator for this endeavor.
viii
BACKGROUND
In 1993 the National Economic and Development Authority (NEDA) and the National
Commission on the Role of Filipino Women, now known as the Philippine Commission on
Women (PCW), in conjunction with various Philippine government agencies, produced the
Guidelines for Developing and Implementing Gender-Responsive Programs and Projects. The
document sought to assist line or implementing agencies in (1) complying with Republic Act No.
7192, known as the Women in Development and Nation-Building Act and its Implementing Rules
and Regulations; (2) integrating a gender and development (GAD) perspective in development
planning processes and various stages of the project cycle; and (3) addressing the issues of
inadequate sex-disaggregated data and statistics for development planning and programming.
Since the mid-1990s, most official development assistance (ODA) donors have also crafted
their own GAD guidelines to assist their officers, contractors, and local partners in incorporating
GAD concerns in the design and implementation of their programs and projects. By early 2003,
or ten years after the Philippine government issued its GAD guidelines, government agencies had
been contending with often overlapping GAD checklists.
In mid-2003, NEDA and the Official Development Assistance - Gender and Development
Network (ODA-GAD Network) agreed to harmonize GAD requirements after reviewing the
existing checklists for project development, implementation, and monitoring and evaluation
(M&E). This initiative aimed to produce a common set of guidelines for Philippine government
agencies and donors while allowing variations in priorities among them.1
The new GAD guidelines reflect the evolution of assistance framework from Women
in Development to GAD and the current focus on women’s rights. The current version of the
guidelines also incorporates the suggestions of many groups in the Philippine government that
have tried the original set of guidelines.2
OBJECTIVES AND CONTENTS
The harmonized GAD guidelines seek to promote the goals of gender equality and women’s
empowerment. Specifically, these aim to:
1. provide NEDA, ODA donors, Philippine government agencies, and development
practitioners with a common set of analytical concepts and tools for integrating gender
concerns into development programs and projects; and
2. help achieve gender equality in, and empower women through, projects and programs.
1
The World Bank, in coordination with NEDA, compiled sets of guidelines and disseminated them during the April 1,
2003 Network meeting. A consultant was hired to simplify and harmonize the existing guidelines of NEDA, PCW,
and ODA donors. The United Nations Development Programme provided the initial funds, while NEDA led and
managed the initiative.
2
The revision of the guidelines was supported by a technical assistance grant from the Asian Development Bank to
NEDA.
Revised Harmonized GAD Guidelines 1

CONTEXTS OF THE GUIDELINES
RA 7192 provides the legal mandate for

involving women in development (see sidebar). An Excerpts from the Implementing Rules
and Regulations of RA 7192
additional mandate comes from the Philippine Plan for (Rule 1, Section 2)
Gender- Responsive Development (PPGD), which envisions
a society that promotes gender equality and women’s “The State recognizes the role of women
empowerment and upholds human rights, among in nation building and shall ensure the
other development goals. It also commits the Philippine fundamental equality before the law of
women and men. The State shall provide
government to addressing issues of poverty, violence women rights and opportunities equal
against women and other abuses of women’s human to that of men.
rights, and the continuing invisibility of women in public
affairs (see Box 1). “To attain the foregoing policy:
a. A substantial portion of official
development assistance funds
Another document, the Framework Plan for received from foreign governments
Women focuses on women’s economic empowerment, and multilateral agencies and
the protection and fulfillment of women’s human rights, organizations shall be set aside and
and the promotion of gender-responsive governance. utilized by the agencies concerned
to support programs and activities
The Philippine government has adopted gender for women . . .
mainstreaming as its principal strategy for pursuing
b. All government departments
these goals. shall ensure that women benefit
equally and participate directly
Development assistance from individual donors in the development programs
in the Philippines is governed by the PPGD and donor and projects of said department,
specifically those funded by official
policies and strategies. The latter are shaped by national foreign development assistance . . .
priorities of donor countries or policies of governing
c. All government departments and
boards of multilateral aid agencies, as well as by agencies shall review and revise
international agreements. These agreements include the all their regulations . . . to remove
Beijing Platform for Action, the final document of the gender bias therein.”
United Nations (UN) Fourth Conference on Women in
1995; the UN Convention on the Elimination of All Forms
of Discrimination Against Women, which provides a framework within which a range of issues
may be addressed based on a core understanding of non-discrimination and equality; and donor
commitments to Organisation for Economic Co-operation and Development (OECD) policies
contained in the 1998 Development Assistance Committee (DAC) Guidelines on Gender Equality
and Women’s Empowerment in Development Co-operation. The goals of gender equality and
women’s empowerment articulated in the OECD DAC gender guidelines are echoed in most of
the GAD policy statements and guidelines of major bilateral and multilateral ODA partners of
the Philippines. The core requirements of the harmonized GAD guidelines apply to development
programs and projects, although their application may slightly vary according to the funding
focus and priorities of the donors.

Box 1. PPGD strategies, goals, and vision
Strategies Goals Vision
Enhancement of sustainable access of women to
capital, market, information, technology, and technical Gender equality
assistance
Enhancement of employment and livelihood skills of
women, particularly in high-value-adding industries Increased economic
and agricultural activities empowerment of Women’s empowerment
Establishment of an enabling environment that will women
ensure the effective implementation of policies for the
protection of woman workers Sustainable development
Increase in women’s awareness of their economic rights Peace and social justice
and opportunities
Strengthening of women’s representation in economic Actualization of human
decision-making bodies potentials beyond basic needs
Enhancement of women’s access to/utilization of basic
social services
Promotion of a gender-responsive delivery of justice to Protection and Democratic participation
violence against women survivors fulfillment of
Formulation and implementation of legislative women’s human
rights Self-determination at all
measures that will eliminate gender bias
levels
Promotion and advancement of women and girl-
children’s human rights
GAD mainstreaming in the bureaucracy
Enhancement of women’s leadership roles and Respect for human rights
participation in decision making Gender-responsive
Strengthening of women’s role in promoting gender- governance
responsive governance
Strengthening of government partnership with media
in covering various women’s issues
Sources: Philippine Plan for Gender-Responsive Development and Framework Plan for Women.
The GAD guidelines of bilateral and multilateral donors are generally based on a strategy that
treats gender, GAD, or gender equality as a crosscutting theme—one that needs to be integrated
or incorporated in various aspects of the agency’s operations, policies, programs, and projects.
The Philippine government and its many donors also promote equality between women and men
through a gender mainstreaming strategy which includes funding initiatives that address women’s
human rights and gender issues or interventions that enable organizations and institutions to
pursue GAD mainstreaming. The Harmonized Gender and Development Guidelines presents
the convergence of GAD frameworks of the Philippines and ODA donors.

FEATURES
The guidelines consist of three parts. Part I focuses on a core set of requirements that applies
to project development in general, regardless of sector or project type. Part II deals with GAD
guidelines for the development of certain types of projects, or projects in particular sectors.
Part III presents GAD checklists for the implementation and management, and monitoring and
evaluation of development projects.
Focus
The guidelines focus on (1) the process, (2) strategies, and (3) the development and
management results of integrating gender equality and women’s empowerment concerns, (see
Box 2) in various stages of the project cycle, including (a) project identification and design and
assessment of projects for funding; (b) project implementation; and (c) monitoring and evaluation.
To aid users of the guidelines, a Glossary of Terms is found in Appendix A.
Gender equality and women’s empowerment are conceived to occur progressively at

different levels. Thus, gender equality and women’s empowerment outputs and outcomes may
be viewed and measured in terms of the following indicators:
Improved physical welfare of women and girls; lower incidence of malnutrition,

morbidity, and mortality among girls and boys; lower maternal morbidity and mortality;
improved functional literacy of various groups of women, particularly among the older
age groups in rural areas and among indigenous peoples groups; improved school
participation of girls and boys at various levels;
Equal access of women and men to development opportunities (including employment
generated by the project), resources, and benefits, which implies the removal of
constraints, barriers, and various forms of gender-based discrimination with respect to
women’s access;
Greater understanding of women’s human rights among women and men; commitment
of the State to recognizing, protecting, and fulfilling human rights, particularly of
women and girls; or changes in attitudes and beliefs concerning gender relations, as
indicated by a reduction in the incidence of violence against women and a more equal
gender division of labor;
Equal participation of women in bodies or organizations created by development
programs or projects; and higher representation of women in various decision-making
bodies and leadership positions; and
Equal control of women and men over resources and processes, and outcomes of
development.

Principles
This set of GAD guidelines subscribes to the idea that development involves the expansion
of freedoms and strengthening of capabilities. In this connection, it recognizes that
equality between women and men is a key women’s human right;
participation in development is crucial to the empowerment of women and men;
gender equality means promoting the equal participation of women as agents of
economic, social, and political change; and
achieving equality between women and men may involve the introduction of specific
measures designed to eliminate prevailing gender inequalities and inequities.
Users
The GAD guidelines are designed for the use of those involved in developing, implementing,
managing, and monitoring and evaluating development programs and projects in the Philippines.
These are supposed to help NEDA evaluate or assess projects for funding. The guidelines are also
expected to assist government agencies and local government units (LGUs) not just in designing
but also in implementing, managing, and monitoring and evaluating development interventions.
The guidelines are also useful to ODA donors and their consultants for developing, managing,
and monitoring and evaluating projects. A guide to the administration of the checklists is found
in Appendix B of this volume.
Box 2. Levels of Gender Equality and Women’s Empowerment
WELFARE: Addressing the material and physical well-being of women and men, girls and boys. Empowerment
here refers to improvement in the physical condition of women and girls.
ACCESS: Ensuring that resources, services, and facilities are made available to women and men. Access is
related to the concept of entitlements that are conferred by the state, market, kinship, and other systems.
Because women’s entitlements are generally more limited, empowerment here means greater access of women
to resources, services, and facilities, and making available to women appropriate and effective means to secure
resources, services, and facilities.
CONSCIENTIZATION: Challenging the existing gender division of labor or questioning the beliefs that women’s
lower socioeconomic position and the traditional gender division of labor are part of the natural order, or is “God-
given;” and acknowledging the equality between women and men. Empowerment means sensitizing women and
men to sexist beliefs and recognizing that women’s subordination is not part of the natural order of things, but is
imposed by a system of discrimination that is socially constructed, one that can be altered.
PARTICIPATION: Addressing the most visible and obvious phenomenon of inequality between women and men
— small proportions of women are found in the legislative assembly or in the management of public organizations
and the private sector. When development is confined to the levels of welfare and access, women are treated as
passive beneficiaries. Empowering women means making them equal with men, who are agents actively involved
in the development process.
CONTROL: Confronting the unequal power relations between women and men. Women’s increased participation
at the decision-making level will lead to their increased development and empowerment when this participation
is used to achieve increased control over the factors of production, ensuring women’s equal access to resources
and the distribution of benefits. Equality of control means a balance of power between women and men, so that
neither is in a position of dominance.
Source: Sara Longwe, Women’s Empowerment and Gender Equality Framework (UNICEF 1994 cited in FPW, pp. 6-7)

Applications
The guidelines apply to all types of programs and projects, supporting:

identification and design of projects and programs;
implementation and management; and
monitoring and evaluation.
The harmonized GAD guidelines are compatible with the GAD checklists of ODA donors
and the GAD strategies of Philippine government agencies. These are formulated as minimum
requirements for development projects, including those supported by ODA funds. ODA donors
and government agencies may want to introduce additional requirements to fit their priorities
and policies.
In accordance with Section 5 of the Implementing Rules and Regulations for RA 7192,
government agencies and LGUs are encouraged to prepare and use more detailed checklists
to address relevant issues or factors in their regions and sectors. These expanded checklists,
however, should observe the core requirements contained in the harmonized GAD guidelines.

Part I. PROGRAM AND PROJECT DEVELOPMENT: GENERAL
The GAD guidelines for the identification and design of development projects and programs
require project proponents and evaluators to consider ten core elements of a gender-responsive
project or program:
1. participation of women and men in the identification of the development problem;

2. collection and use of sex-disaggregated data in the analysis of the development problem;
3. conduct of gender analysis to identify the gender issues that the proposed project should
address;
4. goals, objectives, outcomes, and outputs that include GAD statements that will address the
gender issues in (Element 3);
5. activities that respond to the identified gender issues, including constraints to women’s
participation;
6. conduct of gender analysis of the planned project to anticipate gender-related issues arising
from the implementation of the designed project;
7. monitoring indicators and targets which include the reduction of gender gaps or improvement
of women’s participation;
8. project monitoring and evaluation system that includes a sex-disaggregated database;
9. resources and budgets for the activities in (Element 5); and
10. planned coordination with the Philippine Commission on Women (PCW) or the agency’s GAD
plans.
The first three requirements are related to the project identification stage, while the other
seven are pertinent to the project design phase.
PROJECT IDENTIFICATION
The initial phase of the project cycle involves generating information that reflects a high
priority in the use of the country’s resources to achieve an important development objective. It is
the process of searching for viable development initiatives aimed at responding to specific issues
and problems.
GAD Requirements
The GAD focus areas at this stage of the project or program cycle are:
Participation of women and men. Since development programs and projects address the
needs of specific constituencies, the proposed female and male beneficiaries must be
involved at the earliest stage of the project. This will help ensure that their concerns and
interests are taken into account in all phases of the project cycle. Major participation
concerns are summarized in Box 3.

Box 3. Guide questions for participation in project identification
Has the project consulted men and women on the problem or issue?
Has the project conducted consultations at the central agency, regional, or community
levels?
Have records of the consultations with different parties at various levels been kept?
Are these records sex-disaggregated?
Collection of sex-disaggregated data and gender-related information, and gender analysis of the
development problem and the target population or organization. Documenting the involvement
of men and women in project preparatory activities (identification and design) requires
classifying participation data by sex of the participants. Sex-disaggregated data and
gender-related information are also necessary inputs to a comprehensive analysis of the
situation that includes the gender dimension of the development problem or situation
and the existing gender issues. This applies to macro and micro projects or programs.
The success of the development intervention and the achievement of its goals and
objectives are likely to be constrained by a variety of factors, many of which can be
avoided or addressed early on before they adversely affect project success. A gender
analysis of the development problem can identify gender issues arising from:
• practical gender needs, or those related to welfare and access concerns (see Appendix
A for a discussion of key gender analysis concepts);
• strategic gender needs, or those that correspond with the upper three levels of
empowerment and gender equality; and/or
• gender gaps or inequalities and inequities in gender relations, gender division of
labor, access and control of resources, and involvement in leadership and decision
making. Gender gaps originate and are maintained in a society by systems of gender
discrimination through cultural norms and traditions, institutions or rules, laws,
and religious beliefs.
General gender analysis questions are provided in Box 4. These can be restated to fit
the project situation. However, the basic question that all development programs and
projects should respond to is: What are the gender issues that the project needs to address
in view of its goals and objectives? In addition, they should ask: Which women’s human
rights are promoted by the programs and projects?

Box 4. Gender analysis guide questions at the project identification stage
Analysis of gender roles, perspectives, and needs

What is the division of labor between women and men?
What are the practical gender needs of women and men that the project can address?
What are the strategic gender needs of women that the project can address?
What are the gender gaps or inequalities arising from the existing gender division of
labor?
Analysis of access to and control of resources and benefits

What resources are available to women and men?
What resources do women and have control over?
Who has access to and control over the benefits derived from the resources?
What are the gender gaps or inequalities arising from the existing resource access and
control profile? What contributes to the perpetuation of these gaps? Or, what are the
key constraints to women’s access to resources and benefits?
Analysis of constraints and opportunities

What are the constraints related to women’s participation in the project? To attaining
the project’s gender equality objectives?
What are the opportunities related to the achievement of the project’s gender equality
objectives?
It must be noted that the same questions may be posed for sector or macro situation
analysis using aggregate statistics (labor force, employment, credit distribution,
education and training, health and nutrition, and the like).
Identification of gender issues and women’s special needs that must be addressed. Gender analysis
helps proponents identify gender issues and women’s special needs that programs
or projects should address. The problem of providing pregnant mothers with proper
nutrition is part of women’s special needs, but this problem is compounded by a gender
issue: Women usually have a small share of the available food within the household.
A related issue pertains to the control women actually have over the domestic budget,
which includes food. These issues have to be reflected on in the summary GAD checklist
for project identification (see Box 5).
Guide to Accomplishing the Project Identification Checklist
The GAD checklist for project identification contains 3 of the 10 requirements for a gender-
responsive project design (see Box 5). Project proponents and evaluators of the project proposal
must ascertain whether or not each of the requirements has been met and to what degree these
have been complied with. There are three possible responses to the question “Has the required
activity been done?” These are no, partly, and fully.

Guide for accomplishing Box 5
1. Put a check in the appropriate column (2a to 2c) under “Response” to signify the degree in
which a project proponent has complied with the GAD element: under column 2a if nothing
has been done; under column 2b if an element, item, or question has been partly complied
with; and under column 2c if an element, item, or question has been fully complied with.
2. A partial and a full yes may be distinguished as follows.
a. For Element 1.0, a “partly yes” to Item 1.1 means meeting only with male officials and only
a woman or a few women, who also happen to be officials in the proponent or partner
agency or organization; or with male and female officials and some male beneficiaries. In
contrast, full compliance involves meeting with female and male officials and consulting
with other stakeholders, including women and men that could be affected positively or
negatively by the proposed project. A “partly yes” to Item 1.2, on the other hand, means
inputs or suggestions may have been sought from woman and man beneficiaries but are
not considered at all in designing project activities and facilities.
b. For Element 2.0, “partly yes” means some information has been classified by sex but may
not help identify key gender issues that a planned project must address. In contrast, a
full “yes” implies that qualitative and quantitative data are cited in the analysis of the
development issue or project.
c. For Element 3.0, a “partly yes” to Item 3.1 means a superficial or partial analysis has been
done by focusing on only one or two of the concerns (gender roles, needs, perspectives, or
access to and control of resources) while a “partly yes” to Item 3.2 means that an analysis
of either constraints or opportunities, instead of both, or an analysis of constraints and
opportunities only by women or by men, has been done.
3. Enter the appropriate score for an element or item under column 3.
a. To ascertain the score for a GAD element, a three-point rating scale is provided: “0”
when the proponent has not accomplished any of the activities or questions listed under
an element or requirement; a score that is less than the stated maximum when compliance
is only partial; and “2” (for the element or requirement), or the maximum score for an
item or question, when the proponent has done all the required activities.
b. The scores for “partly yes” differ by element. For instance, the score for “partly yes” for
sex-disaggregated data in project identification and planning (Element 2.0) is “1.” For
elements that have two or more items or questions (such as Elements 1.0 and 3.0), the
rating for a “partial yes” is the sum of the scores of the items or questions that falls short
of the maximum “2.0.”
c. Because Elements 1.0 and 3.0 have been broken down into two items each, the maximum
point (full “yes”) for each item is pegged at “1.0” and that for “partly yes” is “0.5.” The
score for the element will be a positive number that is lower than “2.0,” the maximum
score for the element.
4. For an element (column 1) that has more than one item or question, add the score for the items
and enter the sum in the thickly bordered cell for the element.
5. Add the scores in the thickly bordered cells under column 3 to come up with the GAD score
for the project identification stage.
6. Under the last column, indicate the key gender issues identified (for proponents) or comments
on the proponent’s compliance with the requirement (for evaluators).

Box 5. GAD checklist for project identification
Response Score for
(column 2) Gender issues
Element and item/question an item/
identified
(column 1) No Partly Yes element*
(column 4)
(2a) (2b) (2c) (column 3)
1.0 Involvement of women and men
(max score: 2; 1 for each item)
1.1 Participation of women and men

in beneficiary groups in problem
identification
(possible scores: 0, 0.5, 1.0)
1.2 Participation of women and men

in beneficiary groups in project
design (possible scores: 0, 0.5, 1.0)
2.0 Collection of sex-disaggregated

data and gender-related
information
3.0 Conduct of gender analysis and
identification of gender issues
(max score: 2; 1 for each item)
3.1 Analysis of gender gaps and
inequalities related to gender
roles, perspectives and needs, or
access to and control of resources
3.2 Analysis of constraints and

opportunities related to women
and men’s participation in the
project
TOTAL GAD SCORE—PROJECT
IDENTIFICATION STAGE
* For elements with multiple questions, the possible responses and their corresponding scores are as follows: no, with a score of “0”;
yes, with a score of “2”; and partly yes. The score for “partly yes” to an item or question varies per element, while the total score
for “partly yes” to an element may be any positive score lower than “2.”

PROJECT DESIGN AND FORMULATION
A gender-responsive design addresses gender equality issues that have been identified in a
gender analysis of the development problem and issues related to project management, processes,
outputs, and outcomes.
GAD Requirements
At the design phase, the GAD areas of concern are as follows:
Articulation of a woman’s human right or a gender equality goal, purpose, or objective. A gender
equality objective may be incorporated as part of project objectives or organizational
goals to ensure that the project will address gender issues and the constraints that have
been identified in the situation analysis (“Issues” column in Box 5). Following the PPGD,
the GAD objective may be gender equality in the control of resources, as it enables
women to gain increased access to resources and, consequently, improved welfare for
themselves and their children. Welfare and access goals are important, but it is crucial to
recognize that equality of participation and control is the necessary condition if progress
toward gender equality in welfare and access provisions is to be achieved.
The following questions may be asked:

Do the project purposes incorporate gender equality and women’s empowerment?
Do the project objectives include gender equality and women’s empowerment?
Are the GAD goals of the project attainable within the project time frame and
budget?
Inclusion of gender equality and women’s rights outputs and outcomes. The outputs and
outcomes may be institutional or organizational changes, particularly in programs or
projects that seek to mainstream GAD. Outputs may also relate to improvements in
the situation or status of women and men. The PPGD gender equality and women’s
empowerment framework is a good guide for formulating outputs and outcomes (Box 2).
For instance, the output may be improved access of women to resources distributed by
the project while the outcome may be more women-led enterprises that are sustainable,
highly valued, and within nontraditional areas for women.
Support for gender-responsive activities or interventions. Gender-responsive projects and
programs address relevant gender issues and achieve their gender equality goals,
objectives, or purposes by:
supporting activities or interventions that directly reduce gender gaps and

inequalities;
building capabilities, particularly for vulnerable or marginalized women, and fully
utilizing the skills and knowledge of both women and men;

including strategies that address constraints to women’s participation or the
attainment of the project’s gender equality goals, purposes, and objectives;
ensuring that activities and strategies do not create a negative impact on women’s
status and welfare; and
creating a project management environment that is committed and competent to
pursue gender equality in the project.
Review of the final project design using a gender analysis. After the project design has been
completed, a gender analysis must be conducted to ensure that the activities and
strategies are congruent with the gender equality goals and the results that the project is
supposed to attain, and that the project will not create gender inequalities or adversely
affect women and girls. Some questions to be addressed are:
Will the activities or interventions reduce gender gaps and inequalities?

–– Does the project challenge existing gender division of labor, responsibilities,
and relations?
–– Will the project provide opportunities for new gender roles for women and
men?
–– Will the project enable women to have equal access to resources and benefits?
Will the project build capabilities, particularly among women, and fully utilize the
skills and knowledge of both women and men?
Does the project include strategies that will reduce or remove constraints to women’s
participation or the attainment of the project’s gender equality goals, purposes, and
objectives? Specifically, will the project encourage and enable women to participate
in the project despite their traditionally more domestic location and subordinate
position?
Has the project considered its long-term impact on women’s increased ability to
take charge of their own lives, including their capacity to take collective action to
solve problems?
How will the project avoid negative impacts on women’s status and welfare?
Inclusion of monitoring targets and indicators. The inclusion of GAD activities, outputs, and
outcomes calls for the commitment of project resources to eradicate gender discrimination
or improve women’s situation and status. To ensure this, projects need to set targets and
monitor project progress and accomplishments. This means:
setting realistic time-bound quantitative and qualitative targets that signify concrete
results of the project’s commitment to gender equality and GAD goals;
choosing gender equality and women’s empowerment indicators that will measure
the GAD results at output and outcome levels; and
requiring the collection of sex-disaggregated data and gender-related
information to support the project’s GAD monitoring.

Commitment of resources to activities and interventions that will enable the project to promote
gender equality and women’s empowerment. The effectiveness of project activities is often
hampered by the amount of resources (financial and human) that a project is willing to
commit to achieve GAD goals. The inclusion of gender equality goals, results, and targets
generally requires making sufficient resources available to attain gender equality and
women’s empowerment through project intervention.
Congruence of the GAD agenda of the project with that of the Philippine government. Many
government departments, bureaus, and offices have GAD strategies and action plans that,
with PCW, promote the government’s GAD agenda. Several agencies have developed
their GAD strategies or action plans. Because programs and projects are finite, the
sustainability of GAD-related initiatives partly depends on how well the change agenda
has been harmonized with PCW programs and incorporated in the GAD strategy of
the implementing government agency or unit. In situations where a proposed project
or program is lodged in an agency that has no GAD structure, mechanism, or strategy,
the project may consider its initiatives as opportunities for promoting GAD within the
agency or unit. Specifically, the following questions may be asked:
Has the project design considered the GAD initiatives and structures of the partner
Philippine government agency? Or, has the project involved GAD focal points in
the design of its gender equality strategies? Or, does the project have a strategy or
plan for coordinating with PCW? Or, will the project build on the agency/PCW/
government’s commitment to the empowerment of women?
Does the project have an exit plan that will ensure the sustainability of GAD efforts
and benefits?
Are other groups involved in addressing gender issues in the sector? Will it build
on the initiatives or actions of other organizations in the area?
The project logical framework analysis (LFA or logframe) or a similar tool must reflect GAD
concerns. Thus, project design must be assessed in line with the various elements of the logical
framework analysis: project goals or objectives, outcomes and outputs (particularly in terms of
results), and monitoring targets and indicators. To ensure that all this happens, Box 5a provides
examples of key questions to be asked in preparing a logical framework analysis.

Box 5a. Suggested key questions for engendering the logical framework analysis*
Important
Objectively verifiable
Narrative summary Means of verification assumptions
indicators
or risk factors
Overall Objective or What measures can verify ■■ Are the data for What are the
Long-term Goal achievement of the gender- verifying the goal important external
■■ Are women or girls specified conscious goal within a given classified by sex factors necessary
as among the clients, targets, time frame and specific location? and analyzed in in sustaining the
or beneficiaries who will terms of gender? gender-conscious
gain in terms of improved ■■ What gender goal?
status or material condition analysis tools will
(life outcome) or enhanced be used?
participation in the long-term
benefits of the project?
OR
■■ Do gender relations in
any way influence the
project goal, including the
distribution of benefits?
Project Purpose (or Specific ■■ What measures can verify ■■ Are the data for What are the
Objectives or Outcomes) the achievement of gender- verifying the important external
■■ Does the project have gender- responsive objectives or project purpose sex- factors necessary
responsive objectives? of objectives in connection disaggregated and in sustaining the
■■ Does the project enable with women and men, analyzed in terms gender-responsive
women and men, girls and girls and boys? of gender? objective(s)?
boys, to utilize their enhanced OR ■■ What gender
capacities or the resources ■■ How will utilization of analysis tools will
they received from the the goods and services by be used?
project? women and men, girls and
boys, affect their activities,
practices, and behavior?
Outputs What measures can verify that ■■ Are the data for What are the
■■ Is the distribution of goods project deliverables (enhanced verifying project important external
and services equally or capacities, health services, outputs classified factors necessary in
equitably accessible to women etc.) are accessible to women by sex and analyzed achieving project
and men, girls and boys? and men, girls and boys, and in terms of gender? outputs, particularly
■■ Do the project deliverables different types of women/girls? ■■ What gender in connection
address gender issues that analysis tools will with marginalized
are directly relevant to the be used? women?
project?
Activities Inputs: ■■ Are the data for What are the
■■ Are gender issues clarified ■■ What resources do project verifying project important external
in the implementation of the beneficiaries contribute to activities sex- factors necessary
project? the project? disaggregated and in achieving the
■■ Are project activities designed ■■ Is the contribution of analyzed in terms activities and
to enable women and men, women as well as men of gender? especially ensuring
girls and boys, to participate accounted for? ■■ What gender the continued
in the activities or share in the analysis tools will involvement of
■■ Are external resources
benefits? be used? man and woman
accounting for women’s
participants in the
■■ Do the project activities build access to and control over
project?
the capacity of the staff to resources?
conduct gender analysis and ■■ Has the project allocated
monitor or review project a budget for building
progress vis-à-vis gender capacity of the project staff
concerns or issues? to implement the project in
a gender-responsive way?
* The questions are enhanced versions of the questions used by the International Service for National Agriculture Resource (ISNAR),
2000, after the questions have been aligned with the NEDA logical framework analysis methodology.

A Guide to Accomplishing the Project Design Checklist
Box 6 includes the other seven core requirements for a gender-responsive project; sector-
specific guide questions are provided in Part II of these harmonized guidelines. The instructions
below serve as a guide for project designers and evaluators.
Guide for Project Designers and Evaluators
1. Put a check in the appropriate column (2a to 2c) under “Response” to signify the degree to
which a project proponent has complied with the GAD element: under column 2a if nothing
has been done; under column 2b if an element, item, or question has been partly complied
with; and under column 2c if an element, item, or question has been fully complied with.
2. A partial and a full yes may be distinguished as follows.
a. For Element 4.0, “partly yes” means having a gender equality statement incorporated in
any of the following levels: goal, purpose, or output. A full “yes” requires the integration
of gender equality in at least two of the three levels.
b. For Element 5.0, “partly yes” means having gender equality strategies or activities, but no
stated gender issues that will match the activities, while a full “yes” requires an identified
gender issue and activities that seek to address this issue.
c. For Element 6.0, a “partly yes” to Item 6.1 means women or girls comprise less than a third
of the project’s indirect or direct beneficiaries; to Item 6.2, it means the project focuses
on affecting socioeconomic status with no consideration to women’s empowerment; and
to Item 6.3 means mitigating strategies deal only with minimizing negative impact on
welfare, with no regard for status. A full “yes” to an item under Element 6.0 means women
or girls constitute at least a third of the project beneficiaries (Item 6.1), the project will
impact on both material condition and status (Item 6.2), and the project seeks to minimize
negative impact on women’s status as well as welfare (Item 6.3).
d. For Element 7.0, “partly yes” means the project monitoring plan includes indicators that
are sex-disaggregated, with no qualitative indicator of empowerment or status change.
e. For Element 8.0, “partly yes” means the project requires the collection of some sex-
disaggregated data or information, but not all the information that will track the gender-
differentiated effects of the project. A full “yes” means all sex-disaggregated data and
qualitative information will be collected to help monitor the GAD outcomes and outputs.
f. For Element 9.0, “partly yes” means there is a budget for GAD-related activities but not
sufficient to ensure that the project will address relevant gender issues (Item 9.1), or to
build GAD capacities among project staff or the project agency, or to tap external GAD
expertise (Item 9.2).
g. For Element 10.0, a “partly yes” to Item 10.1 means there is a mention of the agency’s GAD
plan but no direct connection is made to incorporate the project’s GAD efforts into the
plan; to Item 10.2 means there is a mention of other GAD initiatives in the project coverage
but no indication of how the project will build on these initiatives; and to Item 10.3 means
the project has a sustainability plan for its GAD efforts but no mention is made of how
these may be institutionalized within the implementing agency or its partners.

3. After ascertaining whether a GAD requirement has been done or not, enter the appropriate
score for an element or item under column 3.
a. To ascertain the score for a GAD element, a three-point rating scale is provided: “0”
when the proponent has not accomplished any of the activities or questions listed
under an element or requirement; a score that is less than the stated maximum
when the proponent has achieved partial compliance; and “2” (for the element or
requirement), or the maximum score for an item or question, when the proponent
has done all the required activities.
b. The scores for “partly yes” differ by element. For instance, the score for “partly yes”
for Elements 4.0, 5.0, 7.0, and 8.0 is “1.” For elements that have two or more items or
questions (such as Element 6.0), the rating for a “partial yes” is the sum of the scores
of the items or questions which falls short of the maximum “2.0.”
c. For Element 9.0, which has two items (9.1 and 9.2), the maximum score for each item
is pegged at “1.0” and for “partly yes” is “0.5.” Hence, if a project scores a full “1.0” in
one question but “0” in the other, or if a project scores “partly yes” (or “0.5”) in each
of the two items, the total rating for Element 9.0 would be “partly yes” with a score of
“1.0.” If a project scores “partly yes” (“0.5”) in one item but no (“0”) in the other, the
total rating for the element will be “0.5.”
d. For Elements 6.0 and 10.0, which have three items each, the maximum score for each
item is pegged at “0.67” and for “partly yes” is “0.33.” The rating for the element will
be “partly yes” if the total score of the three items is positive but less than “2.0,” the
maximum for the element.
4. For an element (column 1) that has more than one item or question, add the score for the
items and enter the sum in the thickly bordered cell for the element.
5. Add the scores in the thickly bordered cells under column 3 to come up with the GAD
score for the project design stage.
6. Under the last column, indicate the key gender issues identified (for proponents) or
comments on the proponent’s compliance with the requirement (for evaluators).

Box 6. GAD checklist for designing projects
Response Score Results or
Element and guide questions (column 2) for item/ comments
(column 1) No Partly Yes element* (column 4)
(2a) (2b) (2c) (column 3)
4.0 Gender equality goals, outcomes, and outputs
Does the project have clearly stated gender
equality goals, objectives, outcomes, or
outputs?
5.0 Matching of strategies with gender issues
Do the strategies and activities match the gender
issues and gender equality goals identified?
6.0 Gender analysis of likely impacts of the project
(max score: 2; for each item or question, 0.67)
6.1 Are women and girl children among the direct
or indirect beneficiaries?
6.2 Has the project considered its long-term
impact on women’s socioeconomic status and
empowerment?
6.3 Has the project included strategies for avoiding
or minimizing negative impact on women’s
status and welfare?
(possible scores: 0, 0.33 0.67)
7.0 Monitoring targets and indicators
Does the project include gender equality
targets and indicators to measure gender
equality outputs and outcomes?
8.0 Sex-disaggregated database requirement
Does the project monitoring and evaluation
(M&E) system require the collection of sex-
disaggregated data?
9.0 Resources (max score: 2; for each item or
question, 1)
9.1 Is the project’s budget allotment sufficient for
gender equality promotion or integration? OR,
will the project tap counterpart funds from
LGUs/partners for its GAD efforts?

Response Score Results or
Element and guide questions (column 2) for item/ comments
(column 1) No Partly Yes element* (column 4)
(2a) (2b) (2c) (column 3)
9.2 Does the project have the expertise in
promoting gender equality and women’s
empowerment? OR, does the project
commit itself to investing project staff time
in building capacities within the project to
integrate GAD or promote gender equality?
10.0 Relationship with the agency’s GAD efforts
(max score: 2; for each item or question, 0.67)
10.1 Will the project build on or strengthen the
agency/PCW/government’s commitment to
the empowerment of women?
IF THE AGENCY HAS NO GAD PLAN: Will

the project help in the formulation of the
implementing agency’s GAD plan?
10.2 Will the project build on the initiatives or
actions of other organizations in the area?
10.3 Does the project have an exit plan that will
ensure the sustainability of GAD efforts and
benefits?
TOTAL GAD SCORE—PROJECT DESIGN STAGE
* The possible responses and their corresponding scores are as follows: no (“0”), yes (“2”), and partly yes. For
elements with multiple items or questions, the score for “partly yes” to an item or question varies per element with
the total score for “partly yes” to an element will be a positive number that is lower than “2.0.”

INVESTMENT PROGRAM FORMULATION
At NEDA, the formulation of an investment plan serves as an intermediate stage between
program or project development and project evaluation. Generally, this involves the following
activities:
Analyzing investment gaps and preferred sector/regional areas of public investment
Determining the nature and size of several programs and projects to address investment
gaps and achieve a given set of goals, and identify program subsector activities
Scheduling of investment program/project implementation, taking into account available
resources
Planning and financing of the investment plan by devising strategies to generate
resources both from domestic and foreign sources
Several GAD-related issues need to be considered when formulating the investment plan.
In selecting and screening programs and projects, the following should be done:
Inclusion of gender-responsive priority capital forming and technical assistance projects
as provided for by RA 7192
Use of gender-responsive prioritization criteria, such as:
promotion of gender equality and women’s empowerment in the areas of access to
and control of resources and benefits among women and men;
strengthening of women and men’s participation in their own organizations and in
development activities; and
utilization of structures and mechanisms for integrating GAD concerns.
In connection with financing programs and projects, at least the following should be considered:
(a) conferring priority to gender-responsive projects, as provided for by the Implementing Rules
and Regulations of RA 7192; and (b) monitoring the utilization and mobilization of domestic and
foreign resources for gender-responsive projects and programs.
EVALUATION OF PROPOSED PROJECTS

The assessment of a proposed project involves an analysis of its technical, financial,
economic, social, and operational viability. It likewise includes the determination of its potential
impact on the target area or beneficiaries. In evaluating proposed projects and in ensuring that
they are gender-responsive, there are two minimum requirements:
Relevant gender issues have been identified.

The identified gender issues have been addressed in the project design.

The core GAD requirements or elements for the identification, design, and evaluation of a
proposed project are summarized in Box 7. The scores are carried over from boxes 5 and 6, or the
relevant checklist from Part II of these harmonized guidelines. A proposed project is expected to
get at least a “1” for each element, but preferably at least a “2” each for gender analysis (Elements
3.0 and 6.0) and collection of sex-disaggregated data (Elements 2.0, 7.0, and 8.0). The last column
indicates the results that are expected to be achieved once the requirement is met. The evaluator
may also use this column for his or her comments on the quality of the project’s compliance with
a particular core element or requirement.
Box 7. Summary checklist for the assessment of proposed projects
Scores carried over
Element or requirement Partly Result

No Yes
yes
From Box 5 or sector-specific checklist
1. Involvement of women and men in project (Inputs to project

conceptualization and design (max score: 2) design)
2. Collection of sex-disaggregated data and (Data available
gender-related information at the planning for identifying
stage (max score: 2) gender issues)
3. Conduct of gender analysis and (Gender issues

identification of gender issues at the project identified before
identification stage (max score: 2) project design)

Scores carried over
Element or requirement Partly Result
No Yes
yes
From Box 6 or sector-specific checklist
4. Presence of gender equality goals, (Articulation of project
outcomes, and outputs (max score: 2) goals or objectives,
5. Presence of activities and interventions activities, analysis of
that match the gender issues identified likely gender impact of
to produce gender equality outputs and the project, monitoring
outcomes (max score: 2) targets and indicators, and
sex-disaggregated data
6. Gender analysis of the likely impact of the requirement)
designed project (max score: 2)
7. Presence of monitoring targets and
indicators (max score: 2)
8. Provision for the collection of sex-
disaggregated data in the M& E plan
(max score: 2)
9. Commitment of resources to address (Budget allocation to
gender issues (max score: 2) promote gender equality
and women’s
empowerment)
10. Inclusion of plans to coordinate/relate with (Indication of coherence
the agency’s GAD efforts (max score: 2) of the project’s GAD plan
with the agency’s)
TOTAL GAD SCORE—PROJECT
IDENTIFICATION AND DESIGN STAGES
* As evident from the scores in Boxes 5 and 6 and the sector-specific checklists, the summary score for “partly yes” to an element or
requirement may be any positive number lower than “2.0.”
Interpretation of the GAD Score
0-3.9 GAD is invisible in the project (proposal to be returned).

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

Part II. INTRODUCTION TO PROGRAM AND
PROJECT DEVELOPMENT: SPECIFIC SECTORS
To further guide designers and evaluators of development programs and projects, this
section offers GAD checklist for various sectors: agriculture and agrarian reform, natural
resources management, infrastructure, private sector development, education, health, housing
and settlement, women in areas of armed conflict, justice, information and communication
technology, microfinance, labor and employment, child labor, migration , fisheries, and checklist
for funding facilities. Added to these are four new checklists for tourism, energy, disaster risk
reduction and management and development planning. The sector and subsector checklists are
found in separate pullouts.
As with the general checklist, the guidelines for a sector or subsector aim to ensure that the
project:
is consistent with the sector thrusts and its implementation is within the mandate of
the proponent or implementing agency, the objectives and thrusts of the PPGD, and the
priorities of the PPGD medium-term plans;
includes gender analysis to identify the gender issues it needs to consider, and to
ascertain its likely gender impact;
specifies relevant gender equality and women’s empowerment objectives, outcomes,
and outputs;
includes activities or strategies intended to address the identified gender issues or needs,
or enable the project to achieve gender equality results;
commits human and financial resources (such as hiring a GAD specialist, providing
project personnel and partners with GAD training during project implementation, and
developing a gender database) to achieve its gender equality and women’s empowerment
goals;
has a gender-sensitive monitoring and evaluation system that specifies gender equality
indicators and targets, and the collection of sex-disaggregated and gender information;
and
coordinates its efforts with those of PCW, the local implementing agency, and other
groups working to address the gender issues in the sector.
It must be noted that in identifying and addressing gender issues, project designers and
evaluators must be sensitive to the different socioeconomic variations among women. Some
women may experience different forms of exclusion because of their resource position, ethnicity,
or disability. Gender-related norms and attitudes also differ among the Philippine ethnolinguistic
groups and indigenous peoples. The differences among women, as between women and men,
should be considered in program or project design, implementation, and monitoring and
evaluation.

Part III. INTRODUCTION TO PROGRAM AND
PROJECT IMPLEMENTATION, MANAGEMENT,
MONITORING AND EVALUATION
At the implementation stage of a project, the executing agency or the project management
office holds the key to the achievement of GAD or gender equality results, since it interprets and
implements the project’s gender equality strategies and plans. However, programs and projects
have a finite life. The sustainability of changes that they introduce or foster generally depends on
how well the change agenda has been incorporated in the mainstream concerns of the government
agency, office, or unit, and on the capacities developed within the agency to manage the change.
In connection with project management, two sets of concerns must be addressed. The first
pertains to GAD mainstreaming, such as (1) support of project leadership; (2) staff commitment
and technical competence in implementing the project’s GAD strategy and willingness to tap
external GAD expertise in developing internal GAD capacity; and (3) enforcement of procedures
and processes that promote gender equality and women’s empowerment.
The second set of concerns seeks to ensure post-project sustainability of GAD initiatives
and results by (1) involving regular agency personnel in the implementation of gender equality
activities; (2) developing the capacity of agency officials and personnel for undertaking GAD
initiatives; and (3) incorporating the project’s GAD strategies in the agency’s GAD plans.
Apart from checking on project management, the progress and performance of projects are
periodically assessed as part of project monitoring. Meanwhile, project evaluation generally takes
place at the end of the project, although a midterm evaluation is generally conducted in projects
that run for three years or more. Monitoring and evaluation aim to ascertain the project’s success
in achieving its targets and goals, assess practices and processes, and cull important lessons from
the experiences and problems encountered by the project. A menu of sample GAD monitoring
indicators is provided in Appendix C. Like the sector-specific GAD checklists, checklists for
project implementation and management, and project monitoring and evaluation are found in
separate pullouts.

Appendix A: Key GAD Concepts
Access and control: Being able to avail oneself of, or to utilize, a particular resource (access); the
power or authority to decide on the acquisition, use, allocation, and disposal of a resource or
benefit (control).
Benefits: Income, food, social status, and other results of human activities and development efforts.
Gender: A shortcut of the phrase, “social relations of gender,” which seeks to make evident and to
explain the global asymmetry that appears in male–female relations in terms of power sharing,
decision making, division of labor, and return to labor both within the household and in society.
It directs our attention to all the attributes acquired in the process of socialization: notions of self;
group definitions; sense of appropriate roles, values, and behaviors; and expected interactions
in relationships between women and men. In the Philippines, as in most societies, women as a
group have less access to resources, opportunities, and decision making. These asymmetries and
inequalities limit their ability to develop and exercise their full capabilities for their own benefit
and for that of society as a whole.
Gender analysis: An examination of a problem or situation in order to identify gender issues within
the problem/context of a project, and the obstacles to the attainment of gender equality or similar
goals. Gender issues may be addressed in all aspects of the program, project, or organization. This
commitment is reflected in the incorporation of GAD goals as well as in the choice of intervention
strategy.
Gender discrimination: Differential treatment given to individuals on the basis of their gender.
This generally involves systemic and structural bias against women in the distribution of income,
access to resources, and participation in decision making.
Gender issue: Arises when gender inequality is recognized as undesirable or unjust.
Gender needs and interests: May be classified into practical and strategic, in the context of women’s
empowerment.
○○ Practical gender needs: Those that do not challenge the unequal structure of gender
relations, division of labor, or traditional balance of power, but relate to the sphere
in which women have primary responsibilities. These differ from “women’s special
needs,” but may sometimes arise from them. Some examples are need for income to
send children to school, weeding tools for agricultural work, and potable water.

○○ Strategic gender interests: Those that arise from an understanding (consciousness)
and analysis of women’s subordinate situation in society. These are the actions and
strategies required to bring about structural changes and empowerment. Examples
include political and legislative reform to grant constitutional equality to women, state
accession to the Convention on the Elimination of All Forms of Discrimination Against
Women (CEDAW), a political voice, and action on violence against women.
Gender roles: Those roles a society or culture defines or constructs as female or male. An example
is childrearing, which is classified as a female gender role. It is not a female sex role, as child-
rearing can be done by men as well as by women. Gender roles may be generally classified into:
○○ Production, which consists of activities that result in the generation or production of

marketable goods or services. These include crop production, fisheries, animal raising,
and wage employment.
○○ Reproduction, which covers activities carried out to reproduce labor and to care for and
maintain the household. Examples are childcare, food preparation, and other activities
that generate goods and services for immediate household consumption.
○○ Community management, which pertains to roles or activities that produce results for the
community’s collective consumption, use, or benefit. Examples are mobilizing resources
to secure basic services for the community, taking on leadership roles, and participating
in projects and organizations.
○○ Leisure, which refers to activities that do not pertain to productive or reproductive work,
but are instead related to rest and recreation.
Resources: Anything that people need to carry out their activities. More specifically, it may be
understood as anything that produces a stream of income and other benefits.
Sex roles: Occupation or biological function for which a necessary qualification is to belong to one
particular sex category. An example is pregnancy as a female sex role, since only members of the
female sex may bear children.

Appendix B: Administration of the GAD Checklists
This appendix has three parts. The first is intended to help project proponents comply with
the GAD checklist for project design. It may also be a useful reference for evaluators of project
proposals. The second and third parts are meant to assist project monitors and evaluators in their
assessment of the gender responsiveness of the project at the implementation and monitoring and
evaluation phases, respectively.
Part I: PROJECT DESIGN CHECKLIST
Element or requirement Methods and sources of information

1. Involvement of women and men in Conduct stakeholder consultations, with woman and man
project conceptualization and design stakeholders.
2. Collection of sex-disaggregated data Analyze secondary sources that report sex-disaggregated data;
and gender-related information at the review relevant gender-related studies done in the sector or
planning stage area.
IF NO SECONDARY SOURCES ARE AVAILABLE: collect
primary data related to gender roles and access to and control
of resources using small- sample surveys or participatory rural
appraisal (PRA) methods.
3. Conduct of gender analysis and Analyze gender gaps using the gender equality and women’s
identification of gender issues at the empowerment framework; activity, resource access, and
project identification stage constraints and opportunities profiles; socioeconomic and
gender analysis.
4. Presence of gender equality goals, Formulate a logical framework analysis (LFA or logframe)
outcomes, and outputs statements based on PPGD goals and strategies (Box 1, page
3), levels of gender equality and women’s empowerment (Box
2, page 5), and the examples in the sector checklists. Box 5a
provides guide questions for integrating GAD in the logframe.
5. Presence of activities and interventions Consider gender issues identified in requirement (3) when
that match the gender issues identified formulating activities and interventions; assess whether the
to produce gender equality outputs and activities will produce the expected gender equality outputs
outcomes and outcomes, with the help of requirement (6)
6. Conduct of gender analysis of the likely Use gender analysis methods in requirement (3) and assess the
impact of the designed project designed project in terms of whether it will create instead of
reduce or eliminate gender gaps, or create rather than mitigate
constraints to the participation of women and men in project
activities and benefits
7. Presence of monitoring targets and Set monitoring targets in terms of the gender objectives of
indicators reducing gender gaps or creating increased opportunities for
women to participate in the project
8. Provision for the collection of sex- Include sex-disaggregated monitoring indicators and require
disaggregated data in the M& E plan the collection and establishment of sex-disaggregated database
as part of the M&E plan
9. Commitment of resources to Include budget allocation for GAD activities or inputs that will
addressing gender issues facilitate integration of GAD in the project
10. Inclusion of plans to coordinate/ Review the GAD efforts of the implementing agency;
relate with the agency’s GAD efforts coordinate with GAD focal points in the formulation of the
project’s GAD strategy

Part II: PROJECT MANAGEMENT AND IMPLEMENTATION
AND MANAGEMENT CHECKLIST
Element or requirement Methods and sources of information

1.0 Supportive project management
1.1 Supportive project leadership (project • Interview project leaders and managers
steering/advisory committee or • Analyze project policy documents and minutes of committee
management) meetings
• Interview GAD focal persons and GAD consultants
1.2 Availability of adequate gender expertise • Review job descriptions, terms of references (TORs), and
throughout the project curriculum vitae of project managers, staff, and consultants
2.0 Technically competent staff or consultants
2.1 Technical preparation of project staff • Review curriculum vitae of project managers, staff, and
members for promoting gender consultants, and the list of project consultants
equality or integrating GAD; or • Hold a focus group discussion (FGD) to gauge project staff’s
assignment of an individual or group self- assessment of their preparedness for GAD work
responsible for promoting gender • Interview project managers, GAD focal persons, and
equality in the project; or hiring of local consultants
GAD experts
• Review reports prepared by the staff
2.2 Presence of women and men in the • Review TORs and staff complement of the project
project implementation team • Discuss gender balance in project team during the FGD in
item 2.1
2.3 Requirement that its M&E teams • Review TORs and curriculum vitae of members of M&E
(personnel or consultants) have teams
technical competence in GAD • Interview project staff and a sample group of beneficiary
evaluation population regarding GAD coverage by M&E teams or
consultants
3.0 Committed Philippine government agency
3.1 Involvement of regular agency personnel • Review several documentation of GAD training sponsored
in implementing project GAD initiatives by the project
or in project-sponsored GAD training • Interview agency personnel involved in the project
3.2 Agency’s integration of the project • Review documentation/reports on the GAD strategy and efforts
GAD efforts in its GAD action plans of the project, and compare these with the agency’s GAD plans
4.0 GAD implementation processes and procedures
4.1 Incorporation of a discussion of GAD • Review a sample of project documents, reports, and
concerns in project documents; publications for GAD contents or messages
requirement for subproject proposals • Review project criteria and instructions for subprojects
regarding GAD objectives and gender
analysis
4.2 Presence of an operational GAD • Check GAD strategy of the project against accomplishment
strategy; effectiveness in integrating reports
GAD • Interview GAD focal persons/consultants and other staff
4.3 Budget for activities that will build • Review the project budget allocations for GAD
capacities for doing GAD tasks • Check actual expenditures on GAD capacity building and
(gender analysis, monitoring, etc.) activities
4.4 Involvement of women and men in • Visit a sample of project sites; hold FGDs or interviews with
various phases of the subprojects key woman and man informants regarding how the project had
involved women and men

Part III. PROJECT MONITORING AND EVALUATION CHECKLIST
Element and guide question Methods and sources of information
1.0 Project monitoring system including indicators that

measure gender differences in outputs, results, and
outcomes
1.1 Requirement for gender-sensitive outputs and • Check the logical framework analysis, or
outcomes logframe
1.2 Use of GAD or gender equality indicators in • Check the project M&E plan against the actual
monitoring activities, inputs, outputs, and results monitoring indicators being used
2.0 Project database including sex-disaggregated and
gender-related information
2.1 Support for studies to assess gender issues and • Review the list of studies supported by the
impact; collection of sex-disaggregated data on the project and completed research reports
project’s impact on women and men in connection • Review documentation of project database
with welfare, access to resources and benefits, and reports generated by the database
awareness or consciousness raising, participation, • Interview project managers and staff re
and control usefulness of GAD studies and database
2.2 Collection of sex-disaggregated data on the • Review the list of studies supported by the
distribution of project resources to women and project and completed research reports
men, and on the participation of women and men in • Review reports submitted by subprojects and
project activities and in decision making; check whether these contain or refer to sex-
Requirement for subprojects to include sex- disaggregated data and gender information
disaggregated data in their reports • Interview M&E staff regarding problems met
in the collection and use of sex-disaggregated
data
2.3 Inclusion of project and subproject reports • Review project and subproject reports for
containing sex-disaggregated data, gender GAD contents
equality or GAD concerns, initiatives, and results
2.4 Whether or not sex-disaggregated data are being • Check project GAD database against the data
“rolled up” from the field to the national level being reported and used at the national level
3.0 Gender equality and women’s empowerment targets • Ask a sample of woman beneficiaries re their
being met assessment of changes in their welfare and
3.1 Improvement in women’s welfare and status been status
improved as a result of the project • Review reports or interview project staff
3.2 Enhancement of the implementing agency’s • Ask relevant agency officials and GAD focal
capacity to implement gender-sensitive projects persons regarding project effect on their
capacity to implement gender-sensitive
projects
• Review evidence of enhanced capacity
4.0 Project addressing gender issues that arise during • Interview project managers and staff,
or from its implementation including GAD focal persons and consultants
5.0 Participatory monitoring and evaluation processes
5.1 Involvement/consultation with woman and man • Review documentation of M&E visits for
implementers as well as beneficiaries during project people met and consulted
monitoring and evaluation • Review M&E reports
5.2 Involvement/consultation with women and men in • Hold an FGD with a sample of women and
assessing the gender impact of the project men beneficiaries

Appendix C: Sample Sector-specific GAD Monitoring Indicators
NOTE: The sample indicators below refer to development indicators that correspond to the gender equality results
identified in the corresponding section of Part II of the original harmonized guidelines. Project management
indicators are found in Boxes 16 and 17. For the other sector checklists, see relevant pullouts of the revised
harmonized guidelines.
AGRICULTURAL AND RURAL DEVELOPMENT

■■ Adoption rates of technology by women/men
–– Proportion of woman farmers who are adopting new technologies or crops
■■ Organizational membership, by sex of members
–– Proportion of women to total members of farmers’ organizations
–– Percentage change in membership of rural women’s organizations
■■ Organizational leadership, by sex of leaders or officials
–– Proportion of women to total leaders of farmers’ organizations
■■ Participation in training and project activities, by type of training or activity and by sex
–– Proportion of women to total training participants, by type of training or activity
–– Proportion of women to total participants in non-home management agricultural
training
–– Proportion of men to total participants in home management training
■■ Access of women/men to project resources (animals, seeds or planting materials, credit)
–– Proportion of women to total recipients of inputs
–– Percentage change in the number of woman recipients of inputs
–– Proportion of inputs going to woman beneficiaries
–– Percentage change in the amount of inputs going to woman beneficiaries
–– Proportion of women to total recipients of land titles
–– Percentage change in the number of woman recipients of land titles
–– Proportion of women to total workers employed by the project
–– Rural employment rate, by sex of workers
■■ Productivity of female/male farmers, by crop or agricultural activity
–– Average crop yield, by sex of farmer-operator
–– Average agricultural production, by sex of operator
■■ Control over agricultural decision-making
–– Inputs of women/men to agricultural decision-making that are incorporated in the
final decisions
–– Percentage change in number of women assuming leadership positions in rural
organizations
–– Presence/absence of GAD agenda in the project
–– Presence/absence of GAD agenda in organizations created by the project

■■ Gender-role stereotyping
–– Proportion of women going into rural production activities or enterprises that have
been traditionally associated with men
INFRASTRUCTURE
■■ Access of women/men to infrastructure/facility
–– Rate of utilization of the infrastructure or facility, by sex of users
–– Proportion of women to total users of the facility
–– Proportion of female-headed households to total households using the facility
–– Percentage change in the number of women/female-headed households using the
facility
■■ Access to employment generated by the infrastructure project
–– Number of woman/man workers employed by the project during the project’s
construction phase
–– Number of woman/man workers employed by the project/organization for the
operation and maintenance (O&M) of the infrastructure/facility
–– Proportion of women to total workers employed during the construction phase, by
type of job
–– Proportion of women to total workers employed for O&M of the facility
■■ Effect on time use of the beneficiary population (women and men, girls and boys)
–– Travel time to/from market
–– Travel time to/from water source
–– Percent of time for productive activities
–– Percent of time for reproductive activities
–– Percent of time for leisure
■■ Participation in users’ organizations
–– Proportion of women to total members of the users’ organization
–– Percentage change in the number of woman members of the users’ organization
–– Proportion of women to total leaders of the users’ organization
■■ Participation in training and similar project activities
–– Proportion of women to total participants in the O&M training
–– Proportion of women to total participants in the leadership training
■■ Effect on females/males of involuntary resettlement resulting from the project
–– Number of women/men who lost their livelihood
–– Travel time of women/men to market
–– Travel time of women/men to workplace
–– Travel time of girls/boys to school
–– Travel time to nearest health facilities

■■ Participation in decision making
–– Inputs of women/men to decision making concerning the infrastructure project
or facility (design, location, use, management) that are incorporated in the final
decisions
–– Percentage change in the number of women assuming leadership positions in the
users’ organization
–– Presence/absence of GAD agenda in users’ organizations
PRIVATE SECTOR DEVELOPMENT

■■ Performance of women- and men-owned enterprises in areas of project intervention
–– Rate of adoption of project interventions among women- and men-owned enterprises
–– Percentage change in performance indicators (profits, market coverage, sales) of
women- and men-owned enterprises
■■ Ownership of enterprises/establishments
–– Proportion of women to total number of enterprise owners (or major stockholders),
by industry
–– Proportion of women to total number of managers, by industry
■■ Participation in training, trade missions
–– Proportion of women to total skills training participants, by type of training
–– Proportion of women to trade-mission members, by destination and by type of
mission
–– Number of business deals clinched by woman/man participants during trade
missions
■■ Access to loans (borrowers’ and loan profiles)
–– Proportion of women to total borrowers
–– Average loan of woman/man borrowers
–– Proportion of loans going to woman borrowers
■■ Access to non-loan project resources (market linkages, technical advice)
–– Proportion of women to total beneficiaries of a particular project resource
–– Percentage change in the number of women benefiting from the project resource
■■ Participation in industry or workers’ organizations
–– Proportion of women to total members of the industry organizations
–– Proportion of women to total leaders of the industry organizations
–– Proportion of women to total members of workers’ organizations in industries
covered by the project
–– Percentage change in the number of woman members of workers’ organizations
–– Proportion of women to total leaders of workers’ organizations

■■ Women-friendly workplaces
–– Proportion of occupational safety cases involving woman workers to total
–– Presence/absence of Committee on Decorum and Investigation or a similar
mechanism for handling sexual harassment cases
–– Presence/absence of reproductive health services, including family planning, onsite
–– Number of women/men availing themselves of health facilities onsite
■■ Satisfaction rating with project interventions
–– Proportion among woman/man beneficiaries who are satisfied with the project
intervention
–– Reasons for dissatisfaction among woman/man beneficiaries
■■ Employment generated by the project
–– Proportion of women to total workers employed as a result of the project
–– Percentage change in the number of women employed by the industry
–– Inputs of women/men to decision making concerning the industry that are
incorporated in the final decisions
–– Presence/absence of GAD agenda in industry/workers’ organization supported by
the project
SOCIAL SECTOR: EDUCATION

■■ School participation rate at the elementary and secondary levels for females/males in
rural/ urban areas
■■ Net enrolment rate at the elementary level for females/males in rural/urban areas
■■ School dropout rate per grade level in elementary schools for females/males in rural/
urban areas
■■ Tertiary-level enrolment
–– Proportion of women to total enrolment
–– Proportion of women to total graduates
–– Distribution of woman/man enrollees, by academic program or discipline
–– Distribution of woman/man graduates, by academic program or discipline

■■ Performance of female and male students
–– Passing rate in the National Elementary Achievement Test and National Secondary
Assessment Test for female and male students in rural/urban areas
–– Board and licensing examinations
–– Competency examinations (Technical Education and Skills Development Authority)
■■ Employment in the education sector
–– Proportion of women to total teachers at the elementary, secondary, and tertiary
levels
–– Proportion of women to total principals/supervisors/superintendents in public
schools
–– Proportion of women to total deans and school heads at the tertiary level
■■ Gender sensitivity of school curricula, programs, and services
–– Presence/absence of sexist language, messages, and graphics in textbooks
–– Presence/absence of guidance counselors trained in nonsexist career counseling
–– Presence/absence of mechanisms for addressing sexual harassment in campus
■■ Participation in project activities, including teacher/supervisors’ training
–– Proportion of women to total participants, by training program
–– Percentage change in the number of women employed by the sector
–– Inputs of women/men to decision making concerning the education sector that are
–– Proportion of women to total members of education boards
–– Proportion of women to total officers of parent-teachers’ associations
–– Proportion of women to total members of teachers’ organizations
–– Proportion of women to total officials of teachers’ organizations
–– Presence/absence of GAD agenda in parent-teachers’ associations
–– Presence/absence of GAD agenda in key teachers’ organizations
SOCIAL SECTOR: HEALTH

■■ Physical welfare
–– Infant mortality rate, by sex
–– Child mortality rate, by sex
–– Child morbidity rate, by sex
–– Adult morbidity rate, by sex

–– Life expectancy (in years), by sex
–– Major causes of morbidity, by sex
–– Major causes of deaths, by sex
–– Maternal mortality rate
–– Nutritional status, by age cohort and sex
–– Chronic energy deficiency, by sex
–– Proportion of women to total population screened for the disease
–– Rate of infection, by sex
–– Proportion of women to total treated for a disease
–– Cure rate, by sex
■■ Gender-sensitive content of health programs, as indicated by the presence of:
–– Reproductive health services, including adolescent reproductive health, family
planning and contraception, increased male participation, breast cancer, maternal
and child health, violence against women (VAW), and other elements of reproductive
health
–– Mechanisms for addressing the health aspects of violence against women
–– Health services for different age groups, particularly the elderly
■■ Gender-sensitive delivery of quality health services
–– Presence/absence of health personnel trained in the delivery of reproductive health
services and support for survivors of VAW
–– Availability of material support (such as drug supply, contraceptive supply, scanning
facilities for breast cancer) for reproductive health programs
–– Number of women and men recruited by the project to serve as health volunteers
–– Proportion of men to total health volunteers
–– Presence/absence of mechanisms for addressing VAW cases
■■ Utilization of or access to health project services in urban and rural areas
–– Rate of contraceptive use by women and men
–– Number of beneficiaries of the nutrition project or program, by sex; or proportion of
female to total beneficiaries of the nutrition project or program
–– Number of beneficiaries of the health project or program, by sex; or proportion of
female to total beneficiaries of the health project or program
■■ Participation in project activities, including training of health personnel and officials
–– Proportion of women to total participants, by training program
–– Percentage change in the number of women employed by the sector
–– Proportion of women to total employed by the project, by type of job

–– Inputs of women/men in decision-making concerning the health sector that are
–– Proportion of women to total members in health boards
–– Proportion of women to total members of health workers’ organizations
–– Proportion of women to total officials of health workers’ organizations
–– Presence/absence of GAD agenda in health workers’ organizations
SOCIAL SECTOR: HOUSING AND SETTLEMENT

(for the infrastructure component of the project, refer to the indicators for the INFRASTRUCTURE
sector)
■■ Access to and control over the housing units provided by the project
–– Proportion of women to total population invited by the project to orientation or
briefing sessions
–– Proportion of women to applicants for housing units in the housing and settlement
project
–– Proportion of women to applicants granted a housing unit in the project
–– Proportion of women holding the deed or title to the housing units
–– Satisfaction rate with the housing and/or settlement design and layout, by sex of
housing project beneficiaries
■■ Participation in project activities and organizations
–– Proportion of women to total members of homeowners’ or similar community-
based organizations formed by the project
–– Proportion of women to total officials of homeowners’ or similar community- based
organizations formed by the project
–– Proportion of women to total participants in training and similar project activities,
by type of training or activity
–– Proportion of women employed by the project, by type of job
–– Proportion of women to total beneficiaries who lost their livelihood as a result of the
project
–– Proportion of women to total beneficiaries who participated in the deliberation over
the layout and design of the housing or settlement
■■ Effect on time use of beneficiary population (women, men, girls, and boys)
–– Travel time to/from water source
–– Travel time to/from the market
–– Percent of time for productive activities
–– Percent of time for reproductive activities
–– Percent of time for leisure

–– Inputs of women/men to decision making concerning the housing and settlement
project that are incorporated in the final decisions
–– Proportion of women to total members of housing boards
–– Proportion of women to total members of housing industry organizations
–– Proportion of women to total officials of housing industry organizations
–– Presence/absence of GAD agenda in housing industry organizations
SOCIAL SECTOR: PROJECTS FOR AREAS UNDER ARMED CONFLICT, OR WOMEN

AND PEACE PROJECTS
(for indicators for infrastructure, housing and settlement, and health components, refer to the
relevant sector in this appendix)
■■ Availability of gender-responsive services or facilities in refugee camps
–– Presence/absence of security mechanisms to protect women and girls from sexual
and other forms of violation
–– Crimes committed in refugee camps, by victim/perpetrator of crimes
–– Presence/absence of services or facilities in support of women’s reproductive
responsibilities (such as child-minding services, and facilities for cooking and
laundry)
■■ Access to humanitarian and other forms of assistance
–– Proportion of women and girls to total recipients of humanitarian aid
–– Proportion of women to total recipients of livelihood and other economic aid
–– Proportion of women to total employed by the project
■■ Participation in project activities
–– Proportion of women to total members of community organizations formed by the
project
–– Proportion of women to total officials of community organizations formed by the
project
■■ Participation in peace negotiations and decision making
–– Proportion of women to total members of peace negotiation panels for the
government; for other groups
–– Inputs of women/men during peace negotiations that are incorporated in the final
decisions
–– Presence/absence of gender concerns in the peace agenda of negotiating panels

References and Materials Reviewed
Asian Development Bank (ADB). n.d. Gender Checklist: Agriculture. Manila: ADB.
______. n.d. Gender Checklist: Education. Manila: ADB.
______. n.d. Gender Checklist: Health. Manila: ADB.
______. n.d. Gender Checklist: Water Supply and Sanitation. Manila: ADB.
______. n.d. Gender Checklist for Urban Development and Housing. Manila: ADB.
Australian Agency for International Development (AusAID). 1997. Guide to Gender and Development.
Canberra: AusAID.
______. 1997. Gender and Development: Australia’s Aid Commitment. Canberra: AusAID.
______. 2000. “Gender Guidelines: Water Supply and Sanitation. Supplement to the Guide to
Gender and Development.” http://www.ausaid.gov.au.
Canadian International Development Agency (CIDA). 2001. How to Perform Evaluations: Gender
Equality. Hull: Performance Review Branch, CIDA.
______. 1999. CIDA’s Policy on Gender Equality. Hull: CIDA.
______. 1996. The Why and How of Gender-Sensitive Indicators: A Project Level Handbook. Hull: CIDA.
Commission of the European Communities. 2001. “Programme of Action for the Mainstreaming
of Gender Equality in Community Development Co-operation.” Communication from the
Commission to the Council and the European Parliament. Brussels. (May be accessed from
the Commission web site: http://www.europa.int).
______. n.d. “Gender Equality: Community Framework Strategy on Gender Equality (2001-
2005).” http://www.europa.eu.int/comm/employment_social/equ_opp/strategy_en.html.
Accessed 10 July 2003.
Del Prado-Liu, Jinky Leilani. 2005. Gender, Information Technology, and Health. Quezon City:
University of the Philippines Press.
Development Assistance Committee/Organization for Economic Cooperation and Development

(DAC/OECD). 1998. “DAC Guidelines for Gender Equality and Women’s Empowerment in
Development Cooperation.” http://www.oecd.org/dataoecd/36/44/1887530.pdf. Accessed 4
August 2003.
______. 2002. “Gender Equality in Sector Wide Approaches: A

Reference Guide.” http://www.oecd.org/ dataoecd/24/17/1956174.pdf. Accessed 8 September
2003.
Durano, Marina Fe B., and Josefa Francisco. n.d. “Trends in Audiovisual Services: Negotiating
the Issues of Redistribution, Cultural Diversity, and Gender Equality.” Finding the Missing
Women: Trade Issues from a Gender Perspective, ed. Jeanne Frances I. Illo and Rosalinda Pineda
Ofreneo. Quezon City: Free Trade Alliance.

Electronic Governance for Efficiency and Effectivness (E3) Project. “Gender Equality Strategy.” A
paper submitted by E3 Project to the Canadian International Development Agency.
Gurumurthy, Anita. 2004. “Gender and ICTs: Overview Report.” BRIDGE Development – Gender.
www.bridge.ids.ac.uk. Accessed 2 November 2007.
Illo, Jeanne Frances I. 1997. Country Briefing Paper. Manila: Programs Department Ease and
Social Development Division, Asian Development Bank.
Illo, Jeanne Frances I., with Sylvia Bagadion-Engracia, Leland Joseph R. de la Cruz, Mary Racelis,
and Maria Concepcion L. Chan. 2002. Reforming Technical Cooperation: Philippines. Quezon
City: Institute of Philippine Culture, Ateneo de Manila University.
Institute of Philippine Culture and Canadian International Development Agency. 2003. “CIDA
Gender Equality Monitor.” A report published by the Institute of Philippine Culture, Ateneo
de Manila University, for CIDA, Manila.
International Labor Organization (ILO). 1995. “Guidelines for the Integration of Gender Issues
into the Design, Monitoring and Evaluation of ILO Programmes and Projects.” Evaluation
Unit, Bureau of Programming and Management. http://www.ilo.org/public/english/
bureau/program/eval/guides/gender. Accessed 10 July 2003.
International Service for National Agricultural Research Institute (ISNAR). 2000. http://www.
isnar.cgiar.org/ gender/hambly.html.
Japanese International Cooperation Agency (JICA). 1994. Manual on Integrating WID Considerations
into Development Programs. Tokyo: JICA.
Mayoux, Linda. 1999. “From Access to Empowerment: Gender Issues in Micro-finance.” Draft
position paper presented to CSD virtual conference, October. http://www.gdrc.org/icm/
wind/mayoux.html . Accessed 2 November 2007.
______. n.d. “Micro-finance and the Empowerment of Women: A Review of Key Issues.”
International Labor Organization. http://www.ilo.org/public/english/employment/finance/
download/wpap23.pdf. Accessed 2 November 2007.
National Commission on the Role of Filipino Women (PCW). 2006. “Project Implementation Plan
of the GREAT Women Project.” Manila.
______. 2004. Report on the State of the Filipino Women, 2001-2003. Manila: PCW.
______. n.d. Framework Plan for Women, 2002-2004. Manila: PCW.
______. n.d. Philippine Plan for Gender-Responsive Development, 1995-2025. Manila: PCW.
National Commission on the Role of Filipino Women and Canadian International Development
Agency (PCW and CIDA). 2002. Ways to Gender-Responsive Organizations: Tools and Guides for
Sowing Gender Responsiveness in Government Organizations. Manila: PCW and CIDA.
National Commission on the Role of Filipino Women and National Economic and Development
Authority (PCW and NEDA). 1993. Guidelines for Developing and Implementing Gender-
Responsive Projects and Programs. Manila: PCW and NEDA.

National Commission on the Role of Filipino Women, National Economic and Development
Authority, and Canadian International Development Agency (PCW, NEDA, and CIDA). 2002.
Mainstreaming Gender in Development Planning: Framework and Guidelines. Manila.
National Economic and Development Authority (NEDA). n.d. ODA Manual. Pasig: NEDA.
National Economic and Development Authority–Caraga Region. n.d. “Regional Project Monitoring
and Evaluation System (RPMES): A Gender-Responsive Operations Manual.”
Pineda Ofreneo, Rosalinda. 2005. “Problematizing Microfinance: Policy Directions towards

Empowering Women Living in Poverty.” Gender, Technology and Development. Asian Institute
of Technology.
Saloma-Akpedonu, Czarina. 2006. Possible World in Impossible Spaces. Quezon City: Ateneo de
Manila University Press.
United Kingdom Department for International Development. 1999. “Working with UNIFEM:
United Nations Development Fund for Women: Institutional Strategy.” http://www.dfid.
uk.gov.
United Nations Children’s Fund (UNICEF). n.d. “Manager’s Checklist for Strengthening Gender
Mainstreaming.” http://www.unicef.org. Accessed 23 May 2003.
______. 2002. “Draft Gender Mainstreaming Guide.” (Photocopy.)
United Nations Development Programme (UNDP). 2003. “Suggested Checklist of Actions for
Gender Mainstreaming.” http://www.undp.org.in/report/gstrat/strat-11.html. Accessed 23
May 2003.
______. n.d. “Complementary to the Guidance Note on Gender Mainstreaming” [UNDP 1997]
and the Terms of Reference for the UNDP Country Office Gender Focal Point Function.
“Guideline/Checklist for Mainstreaming Gender Equality Considerations into UNDP Country
Office Activities” http://www.undp.org/gender/policies/guidance.html#appendix1.
______. 2002. “Guide Matrix for Gender Assessment of Programmes and Rights-Based Gender
Assessment Guide.” UNDP Technical Working Group for Gender (TWGG). Draft as of 11
October. Manila.
United Nations Population Fund (UNFPA). 1998. Guidelines for UNFPA Support for
Mainstreaming Gender Issues in Population and Development Programmes. (Photocopy.)
United States Agency for International Development (USAID). “USAID Gender Plan of Action:
Bringing Beijing Home.” http://www.usaid.gov/wid. Accessed 10 July 2003.
______. 2003. “Gender and Development: Introduction to the ADS Requirement.” Powerpoint
presentation. USAID/Philippines. February.
United States Agency for International Development (USAID). n.d. “The Basic Elements of
Institutionalization.” (Photocopy of Part III of an undisclosed source.)
Women and Gender Institute (WAGI). 2002. “To Produce and To Care: How Do Women and Men
Fare in Securing Well-Being and Human Freedoms? A Gender Assessment of Development
Trends, Challenges, and Outcomes in the Philippines.” Prepared by WAGI, Miriam College,
for the United Nations Country Team, with technical assistance from UNIFEM.

World Bank, The. n.d. “Checklist of Interventions to Integrate Gender in the Project Cycle.” East
Asia and the Pacific Region. (Photocopy.)
______. 1999. “Sectors and Issues for Gender Analysis.” East Asia and the Pacific Region.
(Photocopy.)
______. 2003. “Gender and Development.” Operational Policies; Bank Policies, The World Bank
Operational Manual. http://www.wbln0011.worldbank.org. Last updated 19 March.
______. 2001. “Regional Approach: Summary of Regional Gender Strategy.” http://www.

wbln0023. worldbank.org. Last updated February.
World Health Organization (WHO). 2002. Integrating Gender Perspectives in the Work of WHO.
Geneva: WHO.


HGDG-2019 3rd Edition PDF

Uploaded by

Copyright:

Available Formats

HGDG-2019 3rd Edition PDF

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

HGDG-2019 3rd Edition PDF

Uploaded by

Copyright:

Available Formats

1

HARMONIZED GENDER AND

National Economic and Development Authority

Consultant Jeanne Frances I. Illo

Part I. PROGRAM AND PROJECT DEVELOPMENT: GENERAL 7

Part II. INTRODUCTION TO PROGRAM AND PROJECT DEVELOPMENT:

Part III. INTRODUCTION TO PROGRAM AND PROJECT IMPLEMENTATION, 24

Appendix A: KEY GAD CONCEPTS 25

Appendix B: ADMINISTRATION OF THE GAD CHECKLISTS 27

Appendix C: SAMPLE SECTOR-SPECIFIC GAD MONITORING INDICATORS 30

REFERENCES AND MATERIALS REVIEWED 38

3 Guide questions for participation in project identification 8

6 GAD checklist for designing projects 18

7 Summary checklist for the assessment of proposed projects 21

ERNESTO M. PERNIA RHODORA M. BUCOY

The Convention on the Elimination of All Forms of Discrimination against Women

For women’s rights advocates in government and non-government organizations as well

Applicable to both spatial and socioeconomic gender-responsive planning, programming,

OBJECTIVES AND CONTENTS

Revised Harmonized GAD Guidelines 1

RA 7192 provides the legal mandate for

Revised Harmonized GAD Guidelines 2

Revised Harmonized GAD Guidelines 3

Gender equality and women’s empowerment are conceived to occur progressively at

Improved physical welfare of women and girls; lower incidence of malnutrition,

Revised Harmonized GAD Guidelines 4

Box 2. Levels of Gender Equality and Women’s Empowerment

Revised Harmonized GAD Guidelines 5

The guidelines apply to all types of programs and projects, supporting:

Revised Harmonized GAD Guidelines 6

1. participation of women and men in the identification of the development problem;

Revised Harmonized GAD Guidelines 7

Revised Harmonized GAD Guidelines 8

Analysis of gender roles, perspectives, and needs

Analysis of access to and control of resources and benefits

Analysis of constraints and opportunities

Guide to Accomplishing the Project Identification Checklist

Revised Harmonized GAD Guidelines 9

Revised Harmonized GAD Guidelines 10

1.1 Participation of women and men

1.2 Participation of women and men

2.0 Collection of sex-disaggregated

3.2 Analysis of constraints and

Revised Harmonized GAD Guidelines 11

At the design phase, the GAD areas of concern are as follows:

The following questions may be asked:

supporting activities or interventions that directly reduce gender gaps and

Revised Harmonized GAD Guidelines 12

Will the activities or interventions reduce gender gaps and inequalities?

Revised Harmonized GAD Guidelines 13

Revised Harmonized GAD Guidelines 14

Revised Harmonized GAD Guidelines 15

Guide for Project Designers and Evaluators

Revised Harmonized GAD Guidelines 16

Revised Harmonized GAD Guidelines 17

Revised Harmonized GAD Guidelines 18

IF THE AGENCY HAS NO GAD PLAN: Will

Revised Harmonized GAD Guidelines 19