“Gender Analysis and Application of the Enhanced Gender Mainstreaming

Evaluation Framework (GMEF) and Harmonized GAD Guidelines (HGDG) for

State Universities and Colleges “
November 11, 2015, Manila Grand Opera Hotel
To develop a basic understanding of gender analysis
and its benefits;

To become familiar with gender analysis tools,

approaches and data
Gender Analysis Defined

Tools, Data and Materials for

Gender Analysis

Gender Analysis Tools

 Basic Literacy Rate (NSO 2011)

97 %

98.5 %

•What factors contribute to the low literacy rate of males?

•What factors contribute to the high literacy rate of females?
 85% of public school
teachers are women

20% of the management

positions are occupied by women
Only 49% of “employable”
women are in the labor force
Analysis that identifies and considers
the differentials
… status, needs & capabilities,
… roles and responsibilities of
women and men in society, as well
as their
… access to and control of
resources, benefits and
opportunities.

It involves the collection, utilization

of sex disaggregated data and
information.
Process of asking or investigating key
questions at the beginning of a
planning process that will help in:

 identifying gaps or differences

between women and men, girls and
boys;

 Understanding why these gaps exist

and persist;

 Determining whether the gaps are

potential impediment to achieving
results; and

 Choosing what actions to take to

reduce the gap or address the issue.
It explores the highlight and
relationships of women and men
in society, by asking :
- Who DOES what, Who Has what
- What is the available
- Why is it chosen?
- HOW decisions are made
- Where is it held
- When is it scheduled
To understand social processes and respond
with informed and equitable options.

To identify gender issue/s and design

strategies relevant to proposed/existing PPAs.

To ensure that concerns particular to women

are included in the development agenda
To anticipate impacts of policies/programs/
services on both women and men (gender
impact assessment)
 What
Questions do
we Ask?
Why do we Ask
these Questions?

12
Steps in gender-
based analysis
 Surface the
differential situation
of men and women
 Identify the
differential roles and
responsibilities of
men and women
Analyze the differential access
to resources of men and
women
 Analyze the differential
impact of programs or
project interventions to men
and women
1. Surface the differential situation of men and women (in
terms of their access to ALS)
(Is there sex disaggregated data on the access of women and men to the
Program?)
• If men’s access rate is low, • What is the gender dimension of
accessing the Program?
why? What are the reasons?
– Source of information? • What prevent/hinder them from
– Educational levels? accessing the Program?
– Economic capabilities? –Father’s/Husband’s /family’s
– Family Size? decision
– Gender Roles and –Economic capabilities?
expectations?
–Educational level of parents?
• What would make them access
the Program? –Social support ?
2. Identify the differential roles and responsibilities of men
and women

• What are the gender roles assigned to males?

 Productive, what else?
• What are the gender roles assigned to females?
 Reproductive, what else?
• How are these roles affecting access to the
Program?
3. Analyze the differential access to resources of men
and women
• Who has more access to the information
regarding the ALS? men or women? Why?
• To whom are the IECs on the Program
directed? To both males and females? Where
are the IECs conducted?
• Who has more time to attend ALS sessions;
men or women? Why?
4. Analyze the differential impact of programs or project
interventions to men and women
• How would the completion of
ALS program benefit the man?
• What will be the impact of
accessing the program?
• Will it contribute to improving
the poverty situation of the
family? Will it result in more
children attending and
completing school?
• Will it contribute to shared
decision-making in the
household?
• How would ALS program benefit
the woman?
• What will be the impact of
accessing the program to the
woman?
• Will it contribute to improving the
poverty situation of the family? Will it
result in more children attending and
completing school?
• Will it address the strategic gender
needs and roles of women
beneficiaries?
– Narrative administrative reports
– Case studies
– Observation data
– Tabulated data from official statistical
databases (based on surveys, censuses)

– Numerical information from administrative

reports

– Numerical/statistical data from research

studies
• What factors contribute to the
literacy rate of males? Of females?

• Are there enough schools? What

about in remote barangays?

• What factors contribute to the

high/low literacy rate in the area?
• Where are the women and men in the Non-STEAM
programs? STEAM Programs?
• Why is there a high percentage of students taking the
Non-STEAM program?
• What is the importance of student information sheet?
• Why is the gender data limited only to lesbian, gay,
bisexual and transgender?
 Regional Distribution of SUC Faculty by Program Level, AY 2013-14

• What is the percentage of women and men

1:39 Faculty/ faculties?
• How many of the male and female faculties
Student Ratio are full time, temporary, regular and job
order?
• What are the effects of the ratio to the
teaching capacity of the faculty? learning of
the students?
BSU has a human resource complement of 385 full-time
permanent and temporary faculty, 420 part-time faculty, 92
regular academic support personnel and 127 employees-by-job-
order.
• What are the training opportunities available to female and male faculties?
• What are the factors contributed to high number of part time faculties compare to
full time?
• Why is there a need to hire job orders?
• How many females and males enrolled
in the each collegiate courses?
Trends of SUCs Performance in PRC Licensure Examinations by Region, 2011, 2012
and 2013

• What is the percentage of

male and female takers and
passers?
• What are the factors
contributed to the low
passing rate of takers on
landscape architecture?
• Are there employment
opportunities available in
the area for the passers?
Household and Community Level
Gender Gaps
Gender Analysis Matrix (GAM)
24 hour activity profile

Project or Program
Harmonized GAD Guidelines
(HGDG)

Organization or Institution
Gender-responsive LGUs (GeRL)
PCW’s Gender Mainstreaming Evaluation
Framework (GMEF)

32
The identification of the activities, and time
spent is crucial because it defines men’s and
women’s socio-economic opportunities,
constraints and incentives.

If little or no information is readily available

on the gender division of labour within the
target population, it is often useful to draw up
an activity profile for men and women.
 Productive
- Production of goods and
services
- Usually with a cash value
 Reproductive
- Care and maintenance of
the household/family
- Includes value formation
and the transmission of
traditions
- Crucial to human survival
yet often devalued
 Community work
- Organization of social
events
- Participation in organization
- Involves considerable
volunteer time
- Venue for decision-making
 Leisure
- Time for oneself
- Recreation
- Recharges physically,
mentally, spiritually
Activities Who Time Spent/
what day
 Interventions and strategies address gender
issues and accomplish the objectives of gender
equality and equity
Gender equality
GAD interventions and objectives
Gender issues
strategies
Both women and men participate in
programs/projects/activities and share in the
benefits
Gender-related effects and outcomes are
anticipated and monitored to address
potential inequities
 Thank
you!
Office of the President
PHILIPPINE COMMISSION ON WOMEN (PCW)
1145 J. P. Laurel St., San Miguel, Manila 1005
Telephone Numbers: +632.736-5249, 736-7712
Fax Number: +632.7364449
Email Addresses: edo@pcw.gov.ph, exec.dir@pcw.gov.ph , tsd@pcw.gov.ph
Website: www.pcw.gov.ph