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0.33, 0.67)
1.3 Are both women and men seen as
stakeholders, partners, or agents of change? / 0.67
0.22)
6.3 Constraints (max score: 0.67; for each item, 0.50
0.33)
6.3.1 Has the project addressed any time and
distance constraint so that girls and boys / 0.17
Prepared:
OSCAR C. LINGA,DD,PhD
EPS-I GAD Coordinator
Noted:
MELBA M. MARQUEZ
Head Teacher III
Puerto Galera District
VILLAFLOR ELEMENTARY SCHOOL
INTERPRETATION OF SCORES
In HGDG Handbook In JC No. 2012-01
0% or no
amount of the
GAD is invisible GAD is invisible in program
in the project Below the project budget for
0 – 3.9
(Proposal to be 4.0 (Proposal to be the year may
returned). returned). be attributed
to the GAD
budget
Proposed project
has promising
GAD prospects
(proposal earns a
“conditional
pass,” pending
identification of 25% of the
Proposed project
gender issues budget for
has promising
4.0 – and strategies the year of
4.0 – 7.9 GAD prospects (
7.9 and activities to the program
“conditional
address these, may be
pass”)
and inclusion of attributed to
the collection of GAD Budget
sex-
disaggregated
data in the
monitoring and
evaluation plan).
50% of the
Proposed project budget for
is Gender- the year of
8.0 – 8.0 – Proposed project
14.9
sensitive 14.9
the program
is Gender-
(proposal passes may be
sensitive
the GAD test). attributed to
GAD Budget
15.0 – 15.0- 75% of the
20.0 Proposed project 19.9 Proposed project budget for
Puerto Galera District
VILLAFLOR ELEMENTARY SCHOOL
Box 12 lists the ten elements or requirements for a gender-responsive education project.
Each requirement is generally accompanied by a set of guide questions. The scoring system
is the same as that in boxes 5 and 6, while the interpretation of the total score is the same as
that in box 7. The guide for accomplishing the checklist and the interpretation of the total GAD
rating are reproduced below for easy reference.