Gender Sensitivity and

Development
CD10
MODULE 3. Gender Analysis
Lesson 1. Gender Analysis Tools

EnP. Rosalina Lodripas - Tarrayo, MRD

Instructor I

College of Arts and Sciences

Bachelor of Science in Community Development

2020

CD 10- Gender Sensitivity and Development

 Gender Sensitivity and Development

Gender Analysis
Module II

{Place photo/graphic appropriate for the course/lesson/module}

EnP. Rosalina Lodripas - Tarrayo, MRD

Instructor I

College of Arts and Sciences

Bachelor of Science in Community Development

2020
 Gender Sensitivity and Development

VISION
A provide of relevant and quality education to a
society where citizens are competent, skilled,
dignified and community- oriented.

MISSION
An academic institution providing technological,
professional, research and extension programs to
form principled men and women of competencies
and skills responsive to local and global
development needs.

QUALITY POLICY
Northwest Samar State University commits to
provide quality outcomes-based education,
research, extension and production through
continual improvement of all its programs, thereby
producing world class professionals.

CORE VALUES
Resilience. Integrity. Service. Excellence.

INSTITUTIONAL GRADUATE OUTCOMES

Creative and critical thinkers
Life-long learners
Effective communicators
Morally and socially upright individuals
 Gender Sensitivity and Development

Rationale

Every individual has different views, opinions, perspective and belief on gender. These
hinders the acceptance of person’s identity and preferences which later become a source of
discrimination and harassment in our society. Most of the time, people tend to see the person
sex as to girl or a boy/man or a woman but not the capability of a person to do things with
themselves.
In the Philippine society, it is our tradition to be more protective with the family to the
point that family members, children, boy or girl, men or women are mold within the role
expected by our society as a person.
Communities now a days still bounded with this traditional way of defining the role of
girl and boy or male and female. But because of the increasing poverty situation, modern
countries tend to change this perception into a more practical way of rearing children. Families
in the modern country sees women and men as partner in their undertakings to uplift their living
condition and achieved the quality of life.
The course will give you a glimpsed of how countries in the world embraced gender
and implement gender sensitive programs/projects. The different views on gender and
development will be discussed with examples and case studies to fully understand the context
of the course.
Series of activities will help students explain the content of the modules. There are 4
modules consists of 2-3 lessons each. Each module is appropriated to 4 weeks. The first module
is all about the gender and gender concept which help the students on basic concept of sex and
gender, how gender being constructed by society, and the different gender roles, norms and
barriers of gender in development. Second module will be focused on the main course topic
toward gender sensitivity and development. The module is divided into three lessons that will
guide students towards the theories of gender the context of gender sensitivity and development
aspect. Third module discuss the tools used in analyzing gender issues in the community and
the framework for gender sensitivity. And lastly, at the end of the discussions of all the
modules, students are required to submit a gender and development plan of one community.
Therefore, each student is advised to identify a particular community to serves as there area for
their gender and development plan.

If there are questions and clarifications to this course and its requirements, you can ask
your professor/ instructor in community development or you can send a message or a comment
on the chat box in an on line flatform posted by your professor.
 Gender Sensitivity and Development

Course Code: CD 10

Course Title: Gender Sensitivity and Development

Course Description: Concepts, approaches, and strategies for mainstreaming

Gender in Community Development.

Course Outcomes:

At the end of the course, your students must be able to:

1. Define gender and the different gender concepts
2. Analyze the different roles/tasks of people, individuals, groups,
families, and communities with different culture, class and traditions
through a comprehensive study related to gender and development
issues and problems.
3. Assess different gender issues/ biases in the locality.
4. Create a gender -responsive program / projects plan

Course Content:

As explained above, Community Development 10, Gender Sensitivity and

Development introduces students on the cconcepts, approaches, and strategies for
mainstreaming gender in community development work.
The table below shows the outline of the topics to be discussed in the lecture per week
vis-à-vis the course outcomes. It is designed based on the course syllabus approved by the
college Dean in the College of Arts and Sciences.

Course Learning Date of

Week Topics Assessment
Outcomes Submission
1 Define gender and the Module 1 – Gender, Gender
different gender concepts. Concepts and Definition
End of week 1
Lesson 1: Basic Concepts: Sex and Activity 1. – 2nd week of
Gender, Masculinity and femininity, Agree or August 2020
patriarchy disagree

On line quiz
2 Lesson 2: Gender Socialization Rubrics for 3rd week of
Process Activity 2: August 2020
Map me Out!

Written quiz
3 Analyze the different Activity 3. Life 4th Week of
roles/tasks of people, Lesson 3: Gender Roles, Norms of and Work! August 2020
individuals, groups, society and barriers in development.
families, and communities
 Gender Sensitivity and Development

with different culture, class Rubrics for a

and traditions through a reflection
comprehensive study paper on the
related to gender and Add: Video link to the impossible video and
development issues and Dream results of
problems activity 3.

Reflection
paper and case
analysis
4 to 5 Assess different gender Module 2 – Gender Sensitivity and On line quiz 2nd week of
issues/ biases in the Development September
locality. 2020
Lesson 1: Defining gender, Gender
Sensitivity, and Gender and
development
6 to 8 Lesson 2: The WID, WAD, and GAD On line 3rd week of
Recitation September
2020
th
Lesson 3: Gender, Theories and Case Study 4 week of
Inequality analysis and September
Preparation of 2020
reflection
paper
Rubrics for 1st week of
capsule October 2020
proposal on
gender
inequality
issue in the
community
9 Paper and 1st week of
pencil test (if October 2020
permitted for a
face to face for
the mid-
examination)
and/ or online
examination
10 to 11 Assess different gender Module 3. Gender Analysis Rubrics for 3rd week of
issues/ biases in the Gender Gap October 2020
locality.
Lesson 1: Gender Analysis Analysis
Tools Narrative
12 Lesson 2: Gender Analysis Report
Framework
13 Create a gender - Module 4. Packaging/writing a 4th week of
responsive program / Gender and Development Plan On line quiz October
projects plan.
Lesson 1: Gender and Development
Planning
14 to 17 Lesson 2: Parts of Gender and Rubrics for the 3rd week of
Development Plan final write up November
of Gender and 2020
 Gender Sensitivity and Development

Development
Plan
18 Paper and 1st week of
pencil test (if December
permitted for a 2020
face to face for
the final
examination)
and/ or online
examination

Course Requirements:

In general, the requirements of CD 10 are as follows:

 A research paper focused on gender issues and problems in community
 Propose Gender and Development Plan in one community

Grading Criteria:
Requirement/Assessment Task Percentage
Major Course Output 50%
Major Exams 30%
Class Standing 20%
TOTAL 100%

Course Materials:
 Rubrics
 Course policies

References:
3G-elearning, 2018. “Gender and Society””. New York
Ateneo human Rights Center. Training Manual on Gender Sensitivity and CEDAW.
Retrieved July 20, 2020
(http://www.endvawnow.org/en/articles/1357-references.html)
Coltrane, Scott and Michelle Adams. 2008. Gender and Families. Lanham, MD: Rowman &
Little Field. Retrieved July 20, 2020
(https://www.tandfonline.com/doi/pdf/10.1080/14616660310001599471)
Diamond, Milton. 2002. Sex and Gender are Different: Sexual Identity and Gender Identity
are Different. Retrieved July 20, 2020
(https://journals.sagepub.com/doi/10.1177/1359104502007003002)
National Commission on the Role of Filipino Women, 2004. Philippine Response to Un-
CEDAW. Retrieved July 20, 2020.
(https://www.coa.gov.ph/gad/resources/downloads/CEDAW/Responses_to_Pre_Sessi
on_Questions.pdf)

UNICEF, 2007. “Early Gender Socialization” , Retrieved July 20, 2020 from
(https://www.unicef.org/earlychildhood/index_40749.html)
 Module III
Module Title: Gender Analysis

Module Description:

Module 3, discusses the gender analysis and the framework for gender analysis. The
module is comprising of 2 main important lessons for the students to have deeper understanding
on the different gender issues and concerns in the community and to help them visualized how
to include gender concerns in project activities and ensure that women can fully participate; and what
are the different measures to consider in doing monitoring as to the project impact, including positive
and negative effects on both genders.

There are series of activities and exercises provided in each lesson to helped students
in deepening the knowledge and understanding on gender and help them recognized how to
become gender sensitive individual / gender sensitive development worker.

Purpose of the Module:

This module will let the students learn the importance of gender analysis tools and
gender framework.

Module Guide:

In using this module, student should get a copy from the online platform, careful
reading and understanding is needed. There are case studies, videos and a link for additional
reading materials given, for them to fully understand the content. At the end of every lessons
there are exercises provided to sharpen their understanding and a reflection about the topic and
make them prepare for the next topic.
There are quizzes design both in online platform and for a face to face learning. Process
were as follows:

For those students who have good internet connection:

There are two main medium that can be used by the instructor for effective instruction
both synchronous and asynchronous platform. Lessons, activities, and exercises are available
in the online platform through Moodle or Google classroom if permitted by the school. Every
week, the instructor will upload the lessons and assessment of every lesson and submit the
assessment result on the due date. Failure to submit the assessment result on the deadline will
be subjected to a grade of zero and mark absent by the instructor. Then, after a week, the
instructor will schedule for a synchronous class for a graded recitation which will be conducted
twice every week for about 2 hours a week to accommodate the students.

For those students who have no internet connection at all:

Printed modules will be sent to the students through the academic links in every area.
or pick up by the students or their parents. Each printed module has complete lessons, activities,

CD 10- Gender Sensitivity and Development

 exercises and assessment same as those documents uploaded in Moodle / google classroom.
Each student has given a time to read specific lesson as schedule then, after an assessment they
need to answer the assessment attach to the module and submit the assessment result on the
due date. Failure to submit the assessment result on time will be subject to a zero rating and
mark as absent by the instructor. A graded recitation will be administered every week through
call in the number they registered.

Module Outcomes:

At the end of the module the students will be able:

1. Demonstrate the tools use in gender analysis.

2. Formulate a capsule proposal using gender analysis framework.

Module Requirements:

At the end of this module, the students should be able to submit a sample gender
analysis template ready for the conduct of gender analysis in your own community.

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 Learning Plan

Lesson No: 1

Lesson Title: Gender Analysis Tools

Let’s Hit These:

At the end of this lesson, students should be able to:
 Discuss the meaning of gender analysis.
 Identify the tools use in conducting gender analysis
 Understand the different principles and elements in planning and
outlining gender analysis.
 Formulate a plan of action or an outline for the conduct of Gender
analysis on specific areas/ programs/ projects.

Let’s Read

I. Introduction to Gender Analysis Tools

WHAT is gender analysis?
Gender Analysis refers to the variety of available methods for collecting and processing
information about gender, or about activities and power dynamics of males and females. Gender
Analysis examines not only roles and activities, but also the relationships between males and
females. Gender Analysis is concerned with equity of access to resources and power between
males and females.
If one takes the first definition provided above as a starting point, then analyzing the gendered
aspect of an intervention would involve focusing on the differences between men and women
within that intervention. For example, are there equal numbers of men and women involved in the
intervention and, if not, why not.
If one takes the second definition as a starting point, then analyzing the gendered aspect of
an intervention would involve examining the judgements, stereotypes and norms related to
masculinity and femininity that occur in the intervention’s context and, from there, exploring the
effect these stereotypes and norms had on the intended intervention outcomes.
The difference between these two definitions is a crucial one when it comes to evaluating change.
The first definition is looking for change in ‘differences and inequalities between women and men’
while the second one is looking for change in the ‘process of judgement and value’ that rewards
certain forms of masculinity and femininity while punishing others.
This is an important difference. Gender analysis that is based on the seemingly binary categories
of women/men looks for changes in the numbers, and ways, that men and women are engaged in
an intervention.
Gender analysis that is based on processes of judgment, norms and stereotypes looks for
whether, and how, changes have occurred during the intervention in judgements, stereotypes and
norms related to masculinity and femininity, and the effects of those changes.

WHY conduct Gender Analysis?

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 Gender Analysis helps define positive and negative effects of development projects on men and
women. It allows us to design and implement projects that bring positive results for both men and
women. Gender Analysis supports design of projects that empower women, who are usually in an
unequal position. In the process, this intentional empowerment transforms gender relations.
Gender Analysis helps identify:
o Disadvantaged members in a given population
o The nature of their disadvantage
o Structural causes of their disadvantage
o Factors that maintain the disadvantage
o Resources, institutional changes and strategies needed to solve problems and minimize
disadvantages

WHEN is the best time to conduct Gender Analysis?

Gender Analysis should be conducted throughout the project cycle. Specific stages for analysis include:

 Information gathering: To collect accurate information on women and men to

inform project design, to address needs of the most disadvantaged, and to
have appropriate baseline data for measuring project impact.
 Design: To include gender concerns in project activities and ensure that
women can fully participate.
 Monitoring and Evaluation: To measure project impact, including positive and
negative effects on both genders.

HOW is Gender Analysis conducted?

The overall goal of Gender Analysis is to find ways to consult with both women and men so
that needs, opinions and goals of both genders are integrated effectively in a project. A
variety of valuable tools can be used to help answer the following questions:

WHO Questions
 Who is the project targeting?
 Who does what sort of work or has a specific role?
 Who benefits? „ Who participates?
 Who makes decisions?
 Who bears the burden?
 Who uses the resources?
 Who controls the resources?

The next session will introduce the Harvard Analytical Framework, one of the most
commonly used Gender Analysis frameworks.

Key Components of Gender Analysis

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 Definitions of 4 Key Components in Gender Analysis

1. Gender roles arise from socially perceived differences between men and women that define
how men and women “should” think, act and feel. Gender roles are constantly changing, and
can vary between and within cultures.
2. Gender divisions of labor relate to the different work that men and women do as a
consequence of their socialization, and to acceptable patterns of work within a given context.
3. Access is influenced by acceptable gender roles and established gender divisions of labor.
4. Power relations have to do with the capacity of individuals and groups to initiate action and
determine outcomes that change existing social, political and economic systems and norms.
Understanding power relations is essential to equalizing gender relations.
5. Gender needs arise from the four components cited above. Because men and women have
different gender roles, do different types of work, have different degrees of access to services
and resources, and experience unequal relations, needs of men and women are different.
Practical Gender Needs and Strategic Gender Needs are distinguished and compared, to
identify and address overall gender needs and options for meeting those needs.

Gender Analysis Principles and Elements

Gender analysis is the starting point for gender mainstreaming. Before cooperation processes
begin, any decisions are made and plans are outlined, the gender equality situation in a given
context must be analyzed and expected results identified.

Norms for gender. A gender analysis includes information on women, men, girls and boys in
terms of their division of labour, roles and responsibilities, access to, and control over,
resources, and their relative condition and position in society. It also involves looking at other
norms for how gender may be expressed, including norms relating to sexuality and identity.

Other social variables. A gender analysis should include social variables such as ethnicity,
culture, age and social class. It may also include sexual orientation.

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 Quantitative and qualitative data. A gender analysis should include both quantitative
(statistics) and qualitative data (analytical and relative). Vulnerability and empowerment. A
gender analysis highlights specifi c vulnerabilities of women and men, girls and boys. It always
has an empowerment perspective, highlighting the agency and potential for change in each
group.

Scope and methods vary. The scope of a gender analysis can vary and be done in different ways
depending on the context.

PRINCIPLES WHEN PLANNING AND OUTLINING A GENDER ANALYSIS

The responsibility of the Sida officer is to make sure a gender analysis is being done, and to
make use of trained gender experts. However, when planning for a gender analysis, and when
preparing a Terms of Reference for it, the following principles will serve useful.

Be as specific as possible
Covering everything may be difficult, and even impossible given time and financial limitations.
The more concise and focused the answers are, the more useful they will be.

Examine what has been done before

In most countries, there is a wide variety of analyses by independent researchers, other donors
and multilaterals, governments and NGOs. These should be referenced, used and considered.

Base on relevance and usefulness

The analysis and its report must be used if it is to have meaning and usefulness. The Terms of
Reference for the analysis must specify the purpose of the analysis and how its results will be
used.

Go through questions asked and method applied in data collection

The way the questions are formulated will define what answers are given. For instance, asking
“What do people work with?” will give a different answer than “What do women work with?
What do men work with? Do the girls work? The boys? What do they do respectively?”.
Obviously, the methods chosen will also give different information. For instance, a desk review
will give one sort of data, different from data derived from interviews and participation.

Ask for an inception report

The analysis is dependent on who makes it and what assumptions s/he makes. Does the
consultant have gender expertise? Gender experts may use different approaches. Let the
consultant present an inception report in order to have an idea of how the consultant
understands the Terms of Reference.

Include women and men’s, girls and boys’ perspectives and the relation between them
Also include the perspectives of a diverse selection of women and men, girls and boys. A
common misunderstanding is that only the perspectives of women and girls need to be
described. When differences between women and men, girls and boys, are visible, gender
analysis becomes an informative tool. It is important to include a diverse group of women and
men, girls and boys based on factors such as ethnicity, class, functionality sexual orientation
etc. because there will be a great variety of perspectives within the gender groups.

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 Ask for sex-disaggregated data
Statistics can be sex-disaggregated (i.e. % of women participating in labor market, % of men
participating in labour market), while the term “gender” is used in the analysis (i.e. “the
difference in labour market participation indicates a clear gender discrepancy, which is partly
explained by a discriminatory law, etc.”).

Use a gendered, not gender-neutral language

Even though it may feel tiresome at times using the terms “women” and “men”, “girls” and
“boys” as much as possible, it is a method in itself to make different groups visible. It is well
known through research that by using a gender- neutral language and refer to “people” or
“target group”, women, girls and boys are made invisible.

Understand the questions yourself

Avoid wording such as “gender should be considered” – no one, not even you, will know what
is required or prescribed by this recommendation. Be specific.

Combine quantitative and qualitative data

Disaggregated statistics is a must in gender analysis; however, it is not enough. Gender
inequalities are also expressed in legal systems, norms and attitudes. Thus, a gender analysis
should include a combination of statistics, descriptions, facts and analysis. Likewise, it is
always interesting to combine information with a macro and a micro perspective

KEY ELEMENTS TO CONSIDER IN GENDER ANALYSIS

A gender analysis in the development context can make use of different tools and concepts to
better understand the gender equality situation in a given context. Below are some examples,
that can be combined and used in different ways.

Sex and gender

Sex and gender are concepts used to make a distinction between biologically given and socially
constructed differences. Although this distinction has been criticized (saying that also the body
is changing and depends on culture and norms) it is useful in practice.
Sex refers to biological differences between women and men regardless of age, ethnicity
or other variables. Sex disaggregated statistics are a key element in any gender analysis.
Gender refers to socially constructed differences between the sexes, norms and cultural
expectations on women/girls, men/boys; and how femininity and masculinity is defined.
Gender is used when analyzing the relationship between men and women, girls and boys, in
regard to their different access to power, life opportunities, vulnerabilities and different
strategies for change. Gender is also used when discussing differences between different groups
of women, men, boys and girls, e.g. with regards to age, ethnic background, social class,
sexuality etc. Gender norms are expressed in laws, customary practice etc., which makes
qualitative data central to any gender analysis.

Gender roles and responsibilities

Gender defines the roles and responsibilities that women and men, girls and boys have in a
given context and culture. It defines the role in the home/household, in the school, in the
workplace, in the community, in the political organization, in the government, etc. As gender
varies, such roles and responsibilities vary. In many contexts, women are expected to be the
prime caregiver and for the children. However, in some culture’s men take more and more
responsibility in the private arena, and women do likewise on the public. In agricultural work,

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 women may be responsible for the rice production, whereas men are responsible for fishing. A
gender analysis must highlight the differences in roles and responsibilities, to understand how
men and women, girls and boys interact, what they do, can do and are expected to do.

Productive and reproductive work

Women and men have several roles related to their work.
Productive work relates to any work that generates an income. Men’s productive work
commonly takes place outside the sphere of the household and more commonly generates
monetary income. Women’s productive work commonly occurs within the household sphere
and is generally less valued, and often not even taken into account.
Reproductive work relates to work in the household, raising children, cooking and
cleaning. It is commonly assumed to be the responsibility of women, yet men also often
perform reproductive work, for instance, taking care of machines or washing the car.
Reproductive work generally does not generate any income, yet has an impact on family (and
societal) economy. As it is associated with the women’s sphere, it is less valued than productive
work and often not considered. Girls often have to take on the reproductive tasks if the mothers
are to engage in productive work.
Community work relates to work and time devoted to political, religious or social work
in organizations, community work or other work that both women and men engage in.
Commonly, men’s engagement in community work is more valued than women’s engagement,
and therefore considered in planning.

Access to and control over resources

Resources are means and goods, including:
• Economic (household income)
• Productive (land, equipment, tools, work, credit)
• Political (capability for leadership, information and organization)
• Time Access to resources implies that women and men are able to use and benefit
from specific resources (material, financial, human, social, political etc.).

Control over resources implies that both men and women can obtain access to a
resource and also make decisions about the use of that resource. For example, control over land
means that women can access land (use it), own land (can be the legal title-holders) and make
decisions about whether to sell or rent the land.
Benefits refers to economic, social, political, and psychological benefits derived from
the utilization of resources, including the satisfaction of both practical needs (food, housing)
and strategic interests (education and training, political power).

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  Let’s Do It!
Name: _______________________________ Date: ____________________

Program: ____________________________ Year Level/Section__________________

1. Prepare a 24 -hour calendar of a 24-hour chart of the workloads for both men and women
as per observation at your own household (10 points)

2. Considering the triple roles matrix (triple work discussed in the previous lessons), prepare
a narrative report from your observation in the 24-hour calendar / 24-hour chart. (15 points)

3. Prepare an access and control profile chart to understand the differences between men and
women in access to and control over resources, assets, and benefits in your own community.
(10 points)

References/Sources:

3G-elearning, 2018. “Gender and Society””. New York

http://www.ekvilib.org/wp-content/uploads/2017/06/02_Gender_Analysis.pdf

UNICEF, 2007. “Early Gender Socialization” , Retrieved July 20, 2020 from
(https://www.unicef.org/earlychildhood/index_40749.html)

https://www.sida.se/contentassets/a3f08692e731475db106fdf84f2fb9bd/ge

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