DPWH GAD Toolkit:

Making Road Infrastructure

Projects Gender Responsive
PLANNING PHASE

PRESENTED BY:
Reggie Marie S. Gabales, EnP.
OIC-Section Chief, Social Safeguards and GAD Section
ESSD, Planning Service
Five Reasons for Making Road Infrastructure Projects
FOR MAKING ROAD
Gender Responsive (World
INFRASTRUCTURE Bank, 2011)
GENDER
RESPONSIVE

TRAVEL NATIONAL AND HUMAN NEEDS WOMEN EMPLOYMENT

NEEDS INTERNATIONAL ROLES OPPORTUNITY
POLICIES
 Department Order No. 48 s. 2011:
Guidelines for Mainstreaming Gender Equality
Actions in Road Infrastructure Projects
 FOUR STAGES OF
INFRASTRUCTURE PROJECTS

PLANNING DESIGN CONSTRUCTION MAINTENANCE

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 ROAD INFRASTRUCTURE PROJECT
DEVELOPMENT CYCLE VIZ GENDER TOOLS

Planning Design
TOOLKIT TOOLKIT
1-5 6

Maintenance Construction
TOOLKIT TOOLKIT
8-9 7
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GAD Integration
PLANNING STAGE
• PREPARE GENDER CONSCIOUS FS TOR

• CONDUCT OF STAKEHOLDERS
ANALYSIS

• CONDUCT OF GENDER ANALYSIS

• CONDUCT GENDER-AWARE COST

BENEFIT ANALYSIS

• REVIEW FS FOR GENDER SENSITIVE

LANGUAGES

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 TOOL 1. PREPARE GENDER
CONSCIOUS FS AND TOR
• GENDER CONSCIOUS IN FS PROJECT TITLE
• GENDER EQUALITY SHOULD BE INFERRED IN THE CONCEPT,
INTRODUCTION/BACKGROUND, PURPOSE, OBJECTIVES AND
PROJECT STRATEGY
• PROVISIONS IN PRE-DESIGN TO CONSIDER GENDER ANALYSIS
AND RECOMMENDATIONS TO MAKE THE PROJECT GENDER
RESPONSIVE
• PROVISIONS IN MANPOWER STAFF/HUMAN RESOURCES
REQUIREMENTS AND SCHEDULES
• AT LEAST 1 KEY STAFF SHOULD BE A GENDER SPECIALIST

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 TOOL 2. CONDUCT OF
STAKEHOLDERS ANALYSIS
Stakeholders Analysis
is a vital tool for identifying
those people, groups and
organizations that have
significant and legitimate
interests in transport and road
issues

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 TOOL 2. CONDUCT OF
STAKEHOLDERS ANALYSIS
Stakeholders:
1. Public Sector
2. Private Sector
3. Community Sectors
4. Academe Sectors

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 TOOL 2. CONDUCT OF
STAKEHOLDERS ANALYSIS
Stakeholders:

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 STRATEGIES IN
ROLE, SUPPORT
MAINSTREAMING
GROUP/SECTOR AND/OR
GENDER
INFLUENCE
EQUALITY
Public and Private Preference to use Provide a more
Commuters the route reliable road for
frequently over commutation
other courses to equipped with
get to their proper safety
respective specific features such as
destinations. lighting facilities,
traffic signage,
pedestrian lanes,
and sidewalk.

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 ROLE, SUPPORT STRATEGIES IN
GROUP/
AND/OR MAINSTREAMING
SECTOR
INFLUENCE GENDER EQUALITY
School Teacher Educate students on the Provide pedestrian and children
proper and safe usage lanes with corresponding
of road infrastructures. signage for safe crossing.

Influence and Provide sidewalk along the

encourage children to main road to serve as walkways
regularly attend classes. for commuting students going
and leaving the school.
Become a role model by
abiding by the rules and Provide speed regulators such
regulations. as rumble strips to avoid
accidents.

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TOOL 3. CONDUCT OF GENDER
ANALYSIS

Gender Analysis
Serves to know gender relations
between women and men on
the basis of their interests in
using road infrastructure and
transport services

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 TOOL 3. CONDUCT OF GENDER
ANALYSIS
1. Use of sex dis-aggregated data

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 TOOL 3. CONDUCT OF GENDER
ANALYSIS
2. Analysis of sex-disaggregated data for road infrastructure
projects.
• There are more females than males enrolled in
primary education.
• In 2003, male and female children of primary
school age (83%) utilize road networks to and
from schools.

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 TOOL 3. CONDUCT OF GENDER
ANALYSIS
3. Conduct a focus group discussion (FGD) with women and
men

Steps:
1. Present the proposed road infrastructure and
the purpose of the FGD

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TOOL 3. CONDUCT OF GENDER
ANALYSIS
Steps:
2. Identify gender issues

Key questions:
What are the problems encountered by:
a. women and girls?
b. men and boys?
c. lesbians and gay men?

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TOOL 3. CONDUCT OF GENDER
ANALYSIS
Steps:
3. Define core problems

Key questions:
a. What are the causes of these problems?
b. What do these problems persist?

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TOOL 3. CONDUCT OF GENDER
ANALYSIS
Steps:
4. Providing solutions

Key questions:
a. What actions are currently being done by the
government and CSO/NGO partners in solving
or finding solutions to the current problems?

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TOOL 3. CONDUCT OF GENDER
ANALYSIS
Steps:
4. Providing solutions

Key questions:
b. How can the proposed road infrastructure
project help solve existing problems in the
community affecting women and men, girls
and boys, gays and lesbians?

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TOOL 3. CONDUCT OF GENDER
ANALYSIS
Steps:
4. Providing solutions

Key questions:
b. How can the proposed road infrastructure
project help solve existing problems in the
community affecting women and men, girls
and boys, gays and lesbians?

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TOOL 3. CONDUCT OF GENDER
ANALYSIS
Steps:
4. Providing solutions

Key questions:
c. How will the project impact on the lives of
women and girls? Men and boys?

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TOOL 3. CONDUCT OF GENDER
ANALYSIS
Steps:
5. Write a report on the results of the FGD

A. Introduction
B. What is gender analysis
a. Definition
b. Use
c. Why gender analysis is important at
the FS stage

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TOOL 3. CONDUCT OF GENDER
ANALYSIS
Steps:
5. Write a report on the results of the FGD

C. FGD participants
a. Participants profile: no. of women and men
b. Occupations and average family income
c. FGD facilitators

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TOOL 3. CONDUCT OF GENDER
ANALYSIS
Steps:
5. Write a report on the results of the FGD

D. FGD process
a. Tools used in the FGD
b. Questions asked in the FGD
E. FGD outputs
F. Recommendation

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TOOL 3. CONDUCT OF GENDER
ANALYSIS
Time Use Tool
Time of the day Women Men
AM
4:00 – 5:00
5:00 – 6:00
6:00 – 7:00
7:00 – 8:00
8:00 – 9:00
9:00 – 10:00

*4AM – 8PM

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 TOOL 4: GENDER-AWARE COST
BENEFIT ANALYSIS

This tool is designed to augment current cost

benefit analyses with gender-aware data and
information and aims to highlight the benefits
that women and men can expert from the road
project

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 TOOL 4: GENDER-AWARE COST
BENEFIT ANALYSIS
Matrix 1. Income classification of the community
Details Information
If community is barangay, what is the
income bracket/classification of the
municipality/city that it belongs to?
Is the barangay/municipality classified as
rural or urban; agricultural or industrial?
What is the road utilization pattern?
What is the transport utilization pattern?

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TOOL 4: GENDER-AWARE COST
BENEFIT ANALYSIS
Matrix 2. Common income earning activities in the community
Details Women Men
Regular/major sources of cash income
of:
Seasonal sources of income of:
Earning per year, combined
regular/major and seasonal income
Location of economic activities (e.g.,
field, factory, office, market home?
How much is spent on transport cost?
Percentage of transport cost viz earning
per year?

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TOOL 4: GENDER-AWARE COST
BENEFIT ANALYSIS
Matrix 3. Agricultural crops of women and men

Details Women Men

What are the major crops harvested in
the area? Who cultivates the crops –
women, men, jointly?
What proportion is sold, consumed?
Who sells the crops - women, men,
jointly?
How much is spent on transport cost -
from the farm to home and farm to
market?

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 TOOL 4: GENDER-AWARE COST
BENEFIT ANALYSIS
Matrix 4. Agricultural animals/livestock of women and men

Details Women Men

What animals are raised in the community? Who
raises the animals – women, men, jointly?
What animals are sold, consumed? Who sells the
animals - women, men, jointly?
If community is a fishing village, what do men
harvest/gather from the sea? What do women
harvest/gather from the sea? What proportion is
sold, consumed? Who sells the sea
productswomen, men, jointly?

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 TOOL 4: GENDER-AWARE COST
BENEFIT ANALYSIS
Matrix 4. Agricultural animals/livestock of women and men

Details Women Men

If the community is forestry-based, what forest
products are gathered by women? By the men?
What proportion is sold, consumed? Who sells the
forest products - women, men, jointly?
How much is spent on transport cost - from the
source to home and source to market?

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 TOOL 4. GENDER-AWARE COST
BENEFIT ANALYSIS
Do the analysis
1. How do women and men currently use roads
differently in the community? (Source: Matrix 1)
2. How much is spent on transport cost - to and from
work, farm, sea, or forest? What is the percentage of
transport cost viz earning per year? (Source: Matrix 2)
3. How much is spent by women and by men on
transport cost of agricultural crops - from the farm to
home and farm to market? (Source: Matrix 3)

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 TOOL 4: GENDER-AWARE COST
BENEFIT ANALYSIS
Do the analysis
4. How much is spent by women and by men on
transport cost of livestock and animals - from the
farm to home and farm to market? (Source: Matrix 4)
5. How much is spent by women and by men on
transport cost of sea products - from the farm to
home and farm to market? (Source: Matrix 4)
6. How much is spent by women and by men on
transport cost of forest products - from the farm to
home and farm to market? (Source: Matrix 4)
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 TOOL 5. REVIEWING THE
FEASIBILITY STUDY: CHECKING
FOR GENDER SENSITIVE
LANGUAGE AND CONSISTENT
IN CONTENT AND SUBSTANCE

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 GENDER-SENSITIVE LANGUAGES
MAN PERSON; INDIVIDUAL; HUMAN BEING
MANKIND HUMANITY; HUMAN BEINGS; PEOPLE; MEN AND WOMEN
CHAIRMAN CHAIRPERSON; CHAIR; PRESIDENT (IN CERTAIN CASES)
SPOKESMAN SPOKESPERSON; REPRESENTATIVE
BUSINESSMAN BUSINESS MANAGER; BUSINESS AGENT; BUSINESS ENTREPRENEUR
THE AVERAGE MAN THE AVERAGE PERSON/INDIVIDUAL; PEOPLE IN GENERAL
MANPOWER WORKFORCE; HUMAN POWER; LABOUR FORCE; WORKERS
TO MAN (VERB) A TO STAFF A PROJECT; TO HIRE PERSONNEL FOR THE PROJECT; TO
PROJECT RUN/OPERATE A PROJECT
MAN-MADE OF HUMAN ORIGIN; HUMAN-INDUCED; ARTIFICIAL; SYNTHETIC
CAMERAMAN CAMERA OPERATOR
POLICEMAN POLICE OFFICER
FOUNDING FATHERS FOUNDERS
MANHOOD ADULTHOOD
GENTLEMAN’S HONOURABLE AGREEMENT; UNWRITTEN AGREEMENT
AGREEMENT
LANDLORD; LANDLADY OWNER; PROPRIETOR
BROTHERHOOD SOLIDARITY; HUMAN FELLOWSHIP; HUMAN KINSHIP
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HARMONIZED GAD GUIDELINES
 HOMEWORK (Project-Based)
1. Conduct Stakeholders Analysis (Tool No. 2)
-Specify issues to be addressed.
-Long listing.
-Stakeholder mapping.

STRATEGIES IN
ROLE, SUPPORT AND/OR MAINSTREAMING
GROUP/ SECTOR CAPACITY/ INTEREST
INFLUENCE GENDER EQUALITY

Who is the What roles do they play and
stakeholder? what contributions do they
make in the community and in
road and transportation?
Do they have the capacity to
mainstream gender equality
in road and transportation?
*Yes/No
Do they have the interest?
*Yes/No
Define strategies to generate
interest and build capacities
in mainstreaming gender
equality in road and
transportation
HOMEWORK (Project-Based)
2. Review the gender insensitive languages present in the documents
related to FS.
GENDER INSENSITIVE
TYPE OF RECOMMENDED GENDER
LANGUAGE IN THE
DOCUMENT SENSITIVE LANGUAGE
REPORT
 THANK YOU
DPWH GFPS-Technical Working Group
304-3423 (3GAD)
dpwh.ssrow@gmail.com