LT 1. Analysing Gender in value chain

GENDER IN VALUE CHAIN
(ABVM- M2061)
ANALYZING GENDER IN VALUE CHAIN
(ABVM 2061)
ECTS=3
Compiled By:
Mulu Berhanu (MA.)
Eshetu Tefera (MSc.)
JULY 2012
Revised by:
Biruk Fikadu (MSc.)
Eshetu Tefera (MSc.)
Yemisrach Getachew (MSc.)
April 2014
Gender in value chain Analyzing Gender in Value Chain
Table of content
1. CONCEPTS OF GENDER...........................................................................................................................4
Gender and Sex.......................................................................................................................................4
Gender stereotypes.................................................................................................................................5
Gender Discrimination.............................................................................................................................6
Gender Violence......................................................................................................................................6
Gender Division of Labor.........................................................................................................................6
Patriarchy................................................................................................................................................7
The Concern of Gender in Intra household’s Resources Distribution......................................................7
Women’s empowerment.........................................................................................................................7
Gender equality and equity......................................................................................................................8
Gender and value chains.........................................................................................................................9
2. POLICY APPROACHES TO GENDER DEVELOPMENT...............................................................................12
Women in Development (WID) and Gender in Development (GAD).....................................................12
The current Gender Policy and Legislation of Ethiopia..........................................................................14
3. TOOLS AND APPROACHES IN GENDER ANALYSIS..................................................................................15
Importance of gender analysis..............................................................................................................16
Gender Analysis Tools/Frameworks......................................................................................................17
4. MAINSTREAMING GENDER IN VALUE CHAIN........................................................................................26
Concepts of Gender mainstreaming......................................................................................................26
Frame work for Mainstreaming Gender in Value Chain........................................................................26
Steps of mainstreaming gender in value chain development................................................................27
Guidelines for integrating a gender perspective in value chain development.......................................30
REFERENCES..............................................................................................................................................35
ANNEX.......................................................................................................................................................36
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Analyzing Gender in Value Chain
Introduction
To understand the purpose of this learning task, one should understand first why gender is to
be integrated into value chain analysis and development. Women and men are likely to be
involved at different stages of the chain. However, along with the burden of unpaid work at
home, high levels of illiteracy and lack of bargaining power create significant economic
disadvantages for women compared to their male counterparts. As a result they do not reach
their potential as workers, entrepreneurs or consumers. As a result those areas where women
are involved are often less visible, but may constitute critical links at which change and/or
upgrading should occur in order to bring about development of the chain.
Addressing those stages in the chain is therefore indispensable in developing the chain. As
there commodities which are entirely managed by women (e.g back yard honey production);
entirely by men (e.g. traditional honey production) and by both men and women (e.g. coffee
production). Next to this, mainstreaming gender in the value chain leads to positive effects on
poverty reduction, as women tend to spend more of their income on health, education services
and have good saving culture. Generally speaking, mainstreaming gender in every
intervention area leads to the inclusive and sustainable development of societies. Last, but not
least, value chain development can have reverse effects on power relations and income
distribution within the value chain between men and women if gender is not taken
appropriately into account. Relations of inequality and exclusion do not contribute to
sustainable value chains.
This learning task therefore, is aimed to help learners to undertake gender sensitive value
chain analysis and development.
Learning objective:
At the end of this learning task, learners will be able to:
 Understand the concept of gender

 Undertake gender analysis in value chain
 Mainstream gender in value chain development
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1. CONCEPTS OF GENDER
Introduction
Gender identifies the social relations between men and women. It refers to the relationship
between men and women, boys and girls, and how this is socially constructed while sex
identifies the biological differences between men and women.
This section gives learners about the very concepts of gender, Social construction of gender,
Gender and culture, Gender stereotypes, Gender discrimination, Gender Violence, Gender
division of Labor, resource allocation and distribution, concepts of gender mainstreaming and
issues related to gender sensitiveness and responsiveness.
Learning Objectives
At the end of this unit learners will be able to:
 Explain the concepts of ‘gender’
 Discuss the difference between gender and sex
 Explain other concepts related to gender
 Describe the concepts of gender mainstreaming
Gender and Sex

Dear Learners, can you define the term Gender?
………………………………………………………………………………………………
Is there any difference between Gender and Sex?
………………………………………………………………………………………………
Gender refers to the socially and culturally constructed differences between men and women;
as distinct from sex which refers to their biological differences. The social constructs vary
across cultures and time.
Sex refers to the biological and physiological characteristics that define men and women. It
describes the biological differences between men and women, which are universal and
determined at birth. These attributes are universal and cannot be changed. When we consider
how females and males differ, the first thing that usually comes to mind is “SEX”, which is a
biological characteristic that distinguish males and females.
Sex marks distinction between women and men as a result of their biological, physical and
genetic differences and it is determined by genetic and anatomical characteristics.
Gender, in contrast, is a social characteristic. It refers to the socially determined ideas and
practices of what it is to be female or male refers to the roles and responsibilities of men and
women.
It includes expectations about characteristics, attitudes and behaviors of both women and men
(femininity and masculinity). Gender refers to the array of socially constructed roles and
relationships, personality traits, attitudes, behaviors, values, relative power and influence that
society ascribes to the two sexes on a differential basis. Gender is an acquired identity that is
learned, changes over time, and varies widely within and across cultures. It is relational and
refers not simply to women or men but to the relationship between them”.
The English-language distinction between sex and gender was first developed in the 1950s by
British and American psychiatrists. Since then, the term gender has been increasingly used to
distinguish between sex and gender construct.
Gender roles are set by convention and other social, economic, political and cultural forces. It
can change over time and vary within and between cultures.
Gender stereotypes
Stereotypes are structured sets of beliefs about the personal attributes, behaviors, roles of a
specific social group. Gender stereotypes are biased and often exaggerated images of women
and men which are used repeatedly in everyday life.
Examples: Some common female stereotypes are that women are dependent, weak, passive,
gentle and less important. Some common male stereotypes are that men are independent,
strong, competent, and more important and decision-makers. These characteristics are not
exclusive to men or women – both women and men can and do possess these characteristics.
However, they are often ‘applied’ to one or the other in a negative way that results in them
being disadvantaged in some way – for example; it is sometimes said that “women are not
strong enough to be leaders, or that men do not possess nurturing skills to take care of
children”.
Learning Activity 1
1. Write the difference between Gender and Sex?
…………………………………………………………………………………………………
2. Give your own examples about gender stereotypes that you are familiar with
………………………………………………………………………………………………
Gender Discrimination
Gender Discrimination is systematic or unfavorable treatment of individuals on the basis of

their gender which denies their rights, opportunities or access to resources. Across the world,
women are treated unequally and less value is placed on their lives because of their gender.
Women’s differential access to power and control of resources is central to this discrimination
in all institutional spheres, i.e. the household, community, market and state.
Within the household, women and girls can face discrimination in the sharing out of
household resources including food, sometimes leading to higher malnutrition and mortality
indicators for women. At its most extreme, gender discrimination can lead to son preference,
expressed in sex selective abortion or female feticide. In the labor market, unequal pay,
occupational exclusion or segregation into low skill and low paid work limit women’s
earnings in comparison to those of men of similar education levels. Women’s lack of
representation and voice in decision making bodies in the community and the state
perpetuates discrimination, in terms of access to public services, such as schooling and
healthcare or discriminatory laws.
Gender Violence
Any act or threat by men or male-dominated institutions that inflicts physical, sexual, or
psychological harm on a woman or girl because of their gender violence occurs in both the
‘public’ and ‘private’ spheres.
It happens in virtually all societies, across all social classes, with women particularly at risk
from men they know. Official figures are scarce, and under reporting is rife, especially when
the violence involves another family member. Violence against women, and particularly
systematic rape, has frequently been used as a weapon of war against particular ethnic groups
or entire populations.
Development policy must understand both the obstacles gender violence places in the way of
effective development, and the debilitating impact it has on women’s lives. Policy concerns
should not only focus on programs specifically targeted at violence against women, but on
violence as an aspect of other programs, such as microenterprise schemes. Development
interventions themselves could make women more vulnerable to violence if men feel
threatened by attempts to enhance women’s status.
Gender Division of Labor
Gender division of labor is socially determined ideas and practices which define what roles
and activities are deemed appropriate for women and men.
Whilst the gender division of labor tends to be seen as natural and immutable, in fact, these
ideas and practices are socially constructed. This results in context-specific patterns of who
does what by gender and how this is valued. Accordingly, there are triple roles of gender.
These are productive, reproductive and community roles.
Women are generally expected to fulfill the reproductive roles like bearing and raising
children, caring for other family members, and household management tasks. Men tend to be
more associated with productive roles such as paid work (e.g. farming and manufacturing).
Historically, women’s productive roles have been ignored or under-valued, particularly in the
informal sector and subsistence agriculture. Community roles include participation in
community affairs and leadership position.
Patriarchy
Patriarchy is systemic societal structures that institutionalize male physical, social and
economic power over women. Some feminists use the concept of patriarchy to explain the
systematic subordination of women by both overarching and localized structures. These
structures work to the benefit of men by constraining women’s life choices and chances.
The Concern of Gender in Intra household’s Resources Distribution
Intra-household resource distribution is the dynamics of how different resources that are
generated within, or which come into the household’s are controlled and accessed by its
different members.
 Access to resource is the opportunity to make use of a resource.
 Control over resource is the power to decide how resources are used, and who has access
to it.
Learning Activity 2
1. What does gender division of labor implies? How did you express gender division of labor
in relation to your specific area?
…………………………………………………………………………………………………
2. How are resources allocated in your specific area? Who are usually resource owners (male
or female?) Do you think that there is a fair distribution of resources at the household’s level?
…………………………………………………………………………………………………
Women’s empowerment
Central to the concept of women’s empowerment is an understanding of power itself.

Women’s empowerment does not imply women taking over control previously held by men,
but rather the need to transform the nature of power relations. Power may be understood as
‘power within,’ or self confidence, ‘power with’, or the capacity to organize with others
towards a common purpose and the ‘power to’ effect change and take decisions, rather than
‘power over’ others.
Empowerment is sometimes described as being about the ability to make choices, but it must
also involve being able to shape what choices are on offer. What is seen as empowering in
one context may not be in another.
Empowerment is essentially a bottom-up process rather than something that can be
formulated as a top-down strategy. This means that development agencies cannot claim to
'empower women', nor can empowerment be defined in terms of specific activities or end
results. This is because it involves a process whereby women, individually and collectively,
freely analyze, develop and voice their needs and interests, without them being pre-defined, or
imposed from above. Planners working towards an empowerment approach must therefore
develop ways of enabling women themselves to critically assess their own situation and shape
a transformation in society. The ultimate goal of women’s empowerment is for women
themselves to be the active agents of change in transforming gender relations.
Whilst empowerment cannot be ‘done to’ women, appropriate external support can be
important to foster and support the process of empowerment. A facilitative rather than
directive role is needed, such as funding women’s organizations that work locally to address
the causes of gender subordination and promoting dialogue between such organizations and
those in positions of power.
Gender equality and equity
The term ‘gender equity’ is often used interchangeably with ‘gender equality’. Here, a
distinction is drawn between these two concepts, reflecting divergent understandings of
gender differences and of the appropriate strategies to address these. Gender equality denotes
women having the same opportunities in life as men, including the ability to participate in the
public sphere. For example equal access to education, credit, etc.
Gender equity denotes the equivalence in life outcomes for women and men, recognizing their
different needs and interests, and requiring a redistribution of power and resources. The goal
of gender equity, sometimes called substantive equality, moves beyond equality of

opportunity by requiring transformative change.
It recognizes that women and men have different needs, preferences, and interests and that
equality of outcomes may necessitate different treatment of men and women. For example the
maternity leave duration for women (3 months) is greater than that of paternity leave which is
few days.
Gender and value chains
Dear learners,
Why gender is important in value chain?
___________________________________________________________________________
Value chains exist and operate within a given social context which affects the distribution of
resources, benefits and opportunities.
Gender is an important aspect of value chain since gender relations both affect and are
affected by the ways in which value chains function. Value chains offer tremendous
opportunities to women through better market linkages and employment opportunities. At the
same time, the way these value chains operate can affect women negatively. For example
transnational corporations can take advantage of existing gender inequalities in bargaining
power to cut production costs by employing large numbers of women at low levels of value
chains and for minimum or lower than minimum wage. Enterprise interventions can also
affect gender relations both positively and negatively and therefore any analysis of value
chains including their impacts must include gender analysis. Gender Analysis in value chains
is a methodology that describes existing gender relations in a particular environment, ranging
from within households or firms to a larger scale of community.
There are certain barriers that influence people’s participation and benefits from value chains.
Some of these include access to technologies and capital can influence the extent to which
people and especially women, however often have lower access to capital and technologies
can participate at different levels of the value chains that have most economic returns and that
have the most returns to added value. These would include formal parts of the value chains
that render women more likely to participate at production or within the informal parts of the
chain. Women in most of Africa and south Asia have lower access to technologies and to
credit. Access to financial services is especially critical for women in terms of enhancing their
ability to participate in value chains beyond producer roles including ability to add value to
agricultural produce.
Women, due to lack of collateral have a lower access to financial services than men do. For
example in Africa, less than 5% of the land is owned by women despite land being the most
important and common form of collateral for formal credit. Analysis of this differential
access; the extent to which it constrains women from participating in value chains and
strategies that can be used to increase women access to financial services including group
savings and loan schemes, collective or group guarantee schemes, policy interventions that
increase women’s ownership of land and other assets can be identified.
In general gender analysis within the value chains should be concerned with intra-household
conflicts over labor and income by linking broader cultural and societal processes. Thus,
understanding women position in a value chain, how changes in a value chain might affect
gender inequality, and the main constraints for women in terms of gaining from value chain
participation, requires one to place gender in the context of intra-household bargaining and of
broader social processes dimensions.
Learning Activity one
Value chains have opportunities to women; at the same time can affect women negatively.
What does it mean? Discuss in pair
Discuss the barriers that influence people’s participation and benefits from value chains?
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Learning Activity 2
1. What are the major importances of empowering women in any development activities?
………………………………………………………………………………………………
2. What is the conceptual difference between gender equality and equity?
Summary
In the introductory part of this section, we have seen the basic concepts of Gender and other
main issues related to gender. There are two basic differences between women and men; these
are Sex and Gender. Sex refers to the biological characteristics those categories someone as
either female or male; whereas gender refers to the socially determined ideas and practices of
what it is to be female or male. Gender is socially constructed. Social construction of gender
refers to how society values and allocates duties, roles and responsibilities to women, men,
girls and boys.
Culture that shape social construction determines what the society wants and expects from
women, men, girls and boys and defines the status and power relations between women, men,
girls and boys.
Social construction determined by culture defines what roles and activities are deemed
appropriate for women and men. Because of the unbalanced power relations, women across
the world are treated unequally and less value is placed on their lives. Some evidence that
revealed by gender analysis indicate that bias against female members of households in the
allocation of resources such as income, food, nutrition, health care and education.
Self Test Exercises
1. Define the following terms:
A) Gender Violence
B) Patriarchy
C) Gender stereotypes
D) Gender Discrimination
2. What does social construction of gender implies for?
3. What are some of the key activities that are expected from a gender sensitive, responsive
and transformative person/organization?
4. Now a day’s many national and international organizations are targeted to mainstream
gender in their development works. Discuss the major advantages of mainstreaming gender in
any development activities
5. What are the major concerns of gender equality in any development activities?
2. POLICY APPROACHES TO GENDER DEVELOPMENT
Women in Development (WID) and Gender in Development (GAD)

Formal policy approaches aiming to incorporate women into development activities began in
the early 1970s, and over the past 30 years evolved on the basis of experience, review, and
reformulation of strategies and objectives through several stages from welfare-oriented,
equity, antipoverty, and mainstreaming approaches. There are two main (basic) types of
policy approaches these are Women in Development (WID) approach, and Gender and
Development (GAD) approach.
Women in Development (WID) and Gender in Development (GAD) are sometimes used
interchangeably, but there are some basic differences. The WID approach was developed in
the 1970s with the objective of designing actions and policies to integrate women fully into
development. The GAD approach was developed in the 1980s with the objective of removing
disparities in social, economic and political equality between women and men as a pre-
condition for achieving people-centered development. Both approaches are still in use and are
applicable in different ways.
The women in development (WID) movement aimed for more efficient, effective
development through incorporating women-specific projects in to existing development
processes. The strategies that were developed included adding women’s projects or project
components, increasing women’s income and productivity, and improving women’s ability to
look after the household. However, the WID approach did not address gender discrimination,
the root cause preventing women’s full participation in their societies.
In the 1980s, the Gender and Development (GAD) movement appeared. Although projects
involving women followed the WID model, as most do today, a revolutionary new way of
thinking was emerging. With WID, the dominant rationale for women’s development
programs was increased efficiency; it was thought that development projects would become
more efficient by decreasing women’s reproductive workload (lightening household
responsibilities through better access to water and fuel) or increasing their productive
efficiency (income generation, mainly in traditional women’s activities, access to training,
credit). Under this rationale, women’s development meant, in effect, that women were mainly
instruments to achieve a development goal. With GAD, the rationale for conducting women’s
development programs began to shift from efficiency to equity and empowerment.
The new focus on gender grew out of observations that women’s development projects had
not been successful in improving women’s conditions. Women developing this new approach
were concerned that the problems of women were perceived in terms of sex- the fact of their
being female- rather than in terms of gender- the social roles and relationships of men and
women and the forces that both perpetuate and change these relations. They pointed out that
women have been systematically subordinated and assigned secondary or inferior roles to
men and their needs have been considered in isolation from the larger context. They sought to
make women an integral part of every development strategy.
GAD includes three main concepts:
Both men and women create and maintain society and shape the division of labor. However,
they benefit and suffer unequally. Therefore, greater focus must be placed on women because
they have been more disadvantaged.
Women and men are socialized differently and often function in different spheres of the
community, although there is interdependence. As the result, they have different priorities and
perspectives. Because of gender roles, men can constrain or expand women’s positions.
Development affects men and women differently, and women and men will have a different
impact on projects. Bothe must be involved in identifying problems and solutions if the
interests and well-being of the community as a whole are to be furthered.
Both the WID and GAD approaches can contribute to women’s advancement and increase gender
equity. Women-specific projects enable women to address their practical needs and gain experience
for future projects in which they will be mainstreamed. Integrating gender into programs, the GAD
approach, enables women to address their strategic interests and women and men to work together
towards mutual goals and grater equality. Both deserve consideration by development planners.
WID and GAD

Women in Development Gender and Development (GAD)
(WID)
The Seeks to integrate women in Seeks to empower women and transform
approach to the development process unequal relations between women and men
The problem Women Relations between men and women
The Focus The exclusion of women Unequal relations of power that prevents
from the development equitable development and women’s full
process participation
The Goal More efficient, effective - Equitable, sustainable development
development Women and men sharing decision-making
and power
The - Implement women’s - Identify and address short-term needs
strategies projects, women’s determined by women and men to improve
components, integrated their condition
projects Identify and address women’s and men’s
- Increase women’s longer-term interests
productivity and income
- Improve women’s ability
to manage their households
The current Gender Policy and Legislation of Ethiopia
After the fall of the military regime in Ethiopia, government policies began to consider the
need to address gender inequality in the socio-economic, socio-cultural and political arena.
Gender issues have received considerable attention due to their perceived crucial role in
poverty reduction, ensuring good governance and democracy. As a signatory of global
Conventions, the Ethiopian Government has made steady progress in meeting requirements to
ensure equity in the Ethiopian legal system. All Federal and state legislative, executive and
judicial organs at all levels shall have the responsibility and duty to respect and enforce the
provisions of fundamental right and freedoms.
The fundamental rights and freedoms specified in this chapter shall be interpreted in a manner
conforming to the principles of the Universal Declaration of Human Rights and international
covenants on Human Rights and international instruments adopted by Ethiopia. As well, to
systematically and gradually alleviate traditional attitudes and discrimination against women
and ensure gender equity, based on article 35(a) of the constitution ratified in 1995, Ethiopia
strives to implement the established laws, policies, development strategies and packages. As a
result, all major policy documents clearly articulate the gender question. For instance, the
constitution of the Federal Democratic Republic Ethiopia (FDRE, 1995, Article 35), states
affirmative action measures should be taken to ensure women participate and compete equally
with men in political, social and economic life.
The 1993 National Policy on Ethiopian Women (NPWE) was enacted to address poverty,
gender inequality, capacity building and to improve the socio-economic and political status of
women. A Women’s Affairs Office set up in the Prime Minister’s Office evolved into the
Women’s Affairs Department and Women’s Affairs Bureaus were established in the Regions.
3. TOOLS AND APPROACHES IN GENDER ANALYSIS
Introduction
Gender Analysis is a tool to better understand the realities of the women and men, girls and
boys whose lives are impacted by planned development. Principally it is about understanding
culture, expressed in the construction of gender identities and inequalities, and what that
means in practical terms is also political.
It aims to uncover the dynamics of gender differences across a variety of issues. These
include gender issues with respect to social relations (how ‘male’ and ‘female’ are defined in
the given context; their normative roles, duties, responsibilities); activities (gender division of
labour in productive and reproductive work within the household and the community;
reproductive, productive, community managing and community politics roles); access and
control over resources, services, institutions of decision-making and networks of power and
authority; and needs, the distinct needs of men and women, both practical (i.e. given current
roles, without challenging society) and strategic (i.e. needs which, if met, would change their
position in society). Hence, this section gives learners about the very concepts of gender
analysis, gender analysis tools and frameworks.
Learning objective
At the end of the chapter students will be able to:

 Explain the concept of gender analysis and its purpose
 Identify some gender analysis tools that commonly used and how to apply them in
their work
 Review a sector value chain and pinpoint the gender insensitive elements.
Emphasis of Gender analysis

Dear learners,
What do you think that gender analysis identify about gender issues?
…………………………………………………………………………………………………
Gender analysis recognizes that:
 Women's and men's lives and therefore experiences, needs, issues and priorities are
different,
 Women's lives are not all the same; the interests that women have in common may be
determined as much by their social position or their ethnic identity as by the fact they
are women,
 Women's life experiences, needs, issues and priorities are different for different ethnic
groups,
 The life experiences, needs, issues, and priorities vary for different groups of women
(dependent on age, ethnicity, disability, income levels, employment status, marital
status, sexual orientation and whether they have dependants),
 Different strategies may be necessary to achieve equitable outcomes for women and
men and different groups of women.
Importance of gender analysis

Dear learners,
From what you have understood from the previous section, what are the importances of
gender analysis?
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Gender analysis helps to identify the needs and experiences of the genders. For use in
mainstreaming, information from a gender analysis will be useful in order to understand the
following:
Needs: to identify different needs of men and women that will help achieve organizational
objective efficiently and effectively as a result of equal participation of men and women.
Constraints to participation: to highlight the different responsibilities of men and women

that might constrain their participation in projects, programs, leadership position in
organization etc.
Ability to participate: to understand different stakeholders’ capacity to participate in any

given intervention, e.g. given differential levels of education or autonomy.
Different benefits from participation: to determine the different ways in which men and
women do, or do not benefit from particular interventions.
Both qualitative and quantitative gender analytical research can also be used to raise
awareness of gender issues; to inform policy makers; to provide material for gender training;
and to monitor the differential impact of policy, project and budget commitments on women
and men.
Learning Activity One:
On an informal occasion, you meet a friend who wants to consider gender in his research
project. He knows you are studying gender analysis and he asks you:
What do you mean by gender analysis?

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Why is it important to me in my work?
…………………………………………………………………………………………………
Gender Analysis Tools/Frameworks

Dear learners,
What do you know about the gender analysis tools/Frameworks?
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1. Harvard Analytical Framework
The Harvard Analytical Framework sets out firstly, to make an economic case for allocating
resources to women as well as men, and secondly, to assist expert to design more efficient
projects. It is most useful for projects that are agricultural or rural based and/or that are
adopting a sustainable livelihoods approach to poverty reduction.
It is also useful to explore the twin facts of productive and socially reproductive work,
especially with groups that have limited experience of analyzing differences between men and
women. The framework is designed as a grid (or matrix) for collecting data at the micro level.
It has four interrelated components:
Harvard Tool 1: The Activity Profile
This tool assists in identifying the productive and socially reproductive activities of women
and men, girls and boys. Other data disaggregated by gender, age or other factors can also is
included. It can record details of time spent on tasks and their location.
Activities Women Men/
/girls boys
Productive Activities
1. Agriculture: Land preparation, Cultivation,
Harvesting, Post harvest management
2. Income Generating: non-farm, off farm (e.g.
petty trade ) etc.
3. Other:
Reproductive Activities
Fetching water, Collecting firewood, Food preparation, Childcare,
Health related, Cleaning and repair, Market related and Others
N.B. To identify which activities done by who use signs (e.g. X,  )
Learning Activity Two:
Use the Harvard activity profile and identify productive and reproductive activities which are
undertaken by men and women, boys and girls of your area?
…………………………………………………………………………………………………..
Tool 2: Access and Control Profile - Resources and Benefits
With this tool the resources women and men use to carry out the tasks identified in the activity
profile can be listed.
It identifies whether women or men have access to resources, who controls their use and who in
the household or community controls the benefits from them (benefits can include outside
income, basic needs, training). Men and women do not have the same access or control over
productive resources or benefits accruing from them. This gender-based inequality can have
implications for the design and implementation of development interventions. In doing gender
analysis, development intervention (e.g. value chain development) therefore need to obtain
information about the gender-based patterns of access to and control over resources and benefits
in the given community. The resources and benefits profile is a tool to help identify these gender-
based patterns.
Access (A): This is defined as the opportunity to make use of a resource.

Control(C): This is the power to decide how resources are used, and who has access to it.
Dear learners, examples of gender based Access and Control of resources and benefits are shown
in the following access and control profile. Gender based Access and control shown in the table is
just hypothetical examples. Neither the lists of resources and benefits are exhaustive nor it is the
practice of gender based access and control in all societies.
Access Control
Women Men Women Men
Resources
camel
cattle
Land A A C
Cash A C
Extension service , etc. A C
Other
Benefits:
Outside income, Asset ownership, Basic needs (food, clothing,
shelter etc, Education, Political power/prestige and others
NB: the list of resources and benefits given in the above table are not exhaustive.
Matrix: decision making

Decision Activity How men participate How women participate
Learning Activity Three (Group exercise):

Form a group of 4/5 preferably has at least one student from a farmer family and use access
and control profile to identify:
Who has what? Who control what? Who gets what type of benefit?
Make analysis of data you have got in tool 1 & 2, and state the implication for value chain
intervention.
Example: after doing the activity the above access, control and benefit profile you may
identify that women do not have access to extension training. Therefore, from the two tools
(1&2), as your analysis you may conclude that though Women dominate most agricultural
activities, do not have equal access to extension training: the planning value chain
intervention for this problem can be setting objective to Increase women farmer’s access to,
and attendance at, extension services to a rate that is more compatible with the proportion of
women farmers
Tool 3: Influencing Factors: These are a list of factors which determine the gender
differences identified in the Activities and Access and Control profiles. Identifying changes
over time, can give an indication for future shifts.
Influencing Factors Constraints Opportunities
-Community norms and social hierarchy
E.g. Do the norms of the society allow women work outside their
home? Yes
-institutional structure
-Demographic factors
-awareness of gender issues in the sector
e.g. Do the actors and supporters in coffee/dairy value chain have basic No
understanding on gender issues
-representation of women in decision making
-institutional planning capacity and systems to mainstream gender
-management support
-Economic factors
-Training
Others
Learning Activity four: Group Discussion in class
Identify factors which determine the gender differences identified you identified in the above
two activities (Activities and Access and Control profiles)
Tool 4: The Project Cycle Analysis: This is a list of questions which the user can apply to a
project proposal or area of intervention to examine it from a gender perspective using gender
disaggregated data, and charting the differential effects of social change on women and men.
Comments on the Harvard Analytical Framework: Uses and potential limitations

This framework is useful for collecting and organizing information that can be used at any
stage of the project cycle. It provides clear information on the gender division of labour and
makes women’s work visible. It makes a distinction between access to and control over
resources. It can be useful as a gender neutral “entry point’’ for introducing discussions on
gender issues with counterparts, especially where there may be resistance.
Potential limitations: The Harvard Analytical Framework has a perspective which is

efficiency rather than equity oriented, focusing on allocating new resources in order to make a
programme more efficient rather than addressing unequal gender relations. It tends to focus
on material resources rather than on social relationships. The analysis can be carried out in a
non- participative way without the involvement of women and men from a community
2. The Moser Framework (gender planning)
Dear learners, what are the potential limits of Harvard frame work that you think can be
addressed by the Moser frame work?
--------------------------------------------------------------------------------------------------------------------------
It was developed in response to the Women in Development approach and aimed to move
away from treating women’s issues as separate issues. The Moser Framework is based on
three major concepts:
– women’s triple roles (productive, reproductive and community),

– practical and strategic gender needs, and
– Categories of WID and GAD policy approaches.
There are six tools in the framework that can be used for planning at all levels from project to
regional planning. It can also be used for gender training.
Tool 1: Gender roles identification/triple role

• This tool includes making visible the gender division of labour.
• It can be carried out by mapping all the activities of men and women (include girls and
boys) in the household over a twenty-four hour period.
Productive work: This is work that produces goods and services for consumption by the
household or for income and is performed by both men and women. Women’s productive
work is often carried out alongside their domestic and childcare responsibilities (reproductive
work) and tends to be less visible and less valued than men’s productive work.
Reproductive work: This work involves the bearing and rearing of children and all the tasks
associated with domestic work and the maintenance of all household members. These tasks
include cooking, washing clothes, cleaning, collecting water and fuel, caring for the sick and
elderly. Women and girls are mainly responsible for this work which is usually unpaid.
Community roles: Women’s community activities include provisioning and maintenance of

resources which are used by everyone, such as water, healthcare, education. These activities
are undertaken as an extension of their reproductive role and are normally unpaid and carried
out in their free time. In contrast it is mainly men who are involved in politics at the
community level. This work may be paid or unpaid but can increase men’s status in the
community.
Tool 2: Gender Needs Assessment

Women have particular needs because of their triple role as well as their subordinate position
to men in society. Practical and strategic gender interests/needs should not be seen as entirely
distinct and separate, but rather as a continuum. Practical gender needs arise from a person’s
condition while strategic gender interests arise from a person’s position in social relations.
Practical gender needs: Women and men can easily identify these needs as they often relate
to living conditions. Women may identify safe water, food, health care, cash income, as
immediate interests/needs that they must meet. Meeting women’s practical gender needs is
essential in order to improve living conditions, but in itself it will not change the prevailing
disadvantaged (subordinate) position of women. It may in fact reinforce the gender division of
labour.
Strategic gender interests/needs: Strategic gender interests/needs are those that women
themselves identify as due to their subordinate position to men in their society. They relate
to issues of power and control, and to exploitation under the sexual division of labour.
Strategic interests/needs may include changes in the gender division of labour (women to take
on work not traditionally seen as women’s work, men take more responsibility for child care
and domestic work), legal rights, an end to domestic violence, equal wages and women's
control over their own bodies. They are not as easily identified by women themselves as their
practical needs; therefore, they may need specific opportunities to do so.
By consulting women on their practical gender needs entry points to address gender
inequalities in the longer term (strategic gender interests/needs) can be created.
Tool 3: Disaggregating control of resources and decision-making within a household

This tool is used to find out who has control over resources within the household, who makes
decisions about the use of these resources, and how they are made.
Tool 4: Balancing of roles

This relates to how women manage the balance between their productive, reproductive and
community tasks. It asks whether a planned intervention will increase a women’s workload in
one role with consequences for the other roles.
Tool 5: WID/GAD policy matrix

The WID/GAD policy matrix provides a framework for identifying/evaluating the approaches
that have been (or can) be used to address the triple role, and the practical and strategic gender
needs of women in programs and projects.
• Five different approaches can be identified.
– Welfare; Equity; Anti- Poverty; Efficiency and Empowerment
Tool 6: Involving women, gender-aware organisations and planners in planning.

The aim of this tool is to ensure that practical and strategic gender needs are identified by
women ensuring that “real needs’’ as opposed to "perceived needs" are incorporated into the
planning process.
Usefulness of Moser Framework

The concept of practical and strategic gender needs is a very useful tool for evaluating the
impact of a development intervention on gender relations. The triple role concept is useful in
revealing the wide range of work that women engage in. It alerts planners to the
interrelationship between productive, reproductive and community roles.
Potential Limitations
The framework looks at the separate activities of women and men rather than how these
activities interrelate. Not everyone accepts the concept of the triple role, particularly in
relation to community roles. Other forms of inequality such as race and class are not
addressed. It is argued by some that a strict division between practical and strategic gender
needs is unhelpful as there is often a continuum from practical to strategic. Moser does not
consider the strategic gender needs of men. There are arguments for and against their
inclusion.
Learning Activity five:
From a group of 4/5 in the class and discuss the importance of practical and strategic gender
need assessment in value chain intervention/development.
3. The Gender Analysis Matrix (GAM) Framework

The framework aims to find out the different impacts of development interventions on women
and men by providing a community-based technique for the identification and analysis of
gender differences. Secondly, it assists the community to identify and challenge their
assumptions about gender roles in a constructive manner. It may be used for different
purposes, for example, transformatory gender training, or as a participatory planning tool.
The analysis is conducted at four levels of society, women, men, household and community.
The GAM examines impact on four areas: labour, time, resources and socio-cultural factors
This frame work should be used before and after implementation of project. Before the
implementation it is used to identify the feasibility from the labour, time, resources and socio-
cultural factors points of view by considering its impact on women, men, household and
community. Then the framework should also be applied after project to evaluate the impact.
See annex 2 ( Example on GAM framework).
4. Women’s Equality and Empowerment (Longwe) Framework
It aims to help planners question what women’s equality and empowerment means in practice,
and to critically assess the extent to which development interventions are supporting this
empowerment. Longwe defines women’s empowerment as enabling women to take an equal
place with men, and to participate equally in the development process, in order to achieve
control over factors of production on an equal basis with men.
Longwe’s framework is based on the idea of five different levels of equality (welfare, access,
participation, and control) and the extent to which these are present in any area of social or
economic life determines the level of women’s empowerment.
Tool 1: Levels of Equality

• Control
• Participation
• Conscientisation
• Access
• Welfare
The level of equality and decision making power increases as one goes from welfare to
control. These levels of equality are hierarchical, suggesting that a development intervention
that focuses on the higher levels are more likely to increase women’s empowerment, than one
focusing on the lower levels.
• Welfare: This is defined as the level of women’s material welfare (income, food
supply, health care) relative to men
• Access: This is understood in the framework as women’s equality of access with men
to the factors of production such as land, credit, labour, training, marketing facilities, and
all public services and benefits. Equality of access is linked to equality of opportunity,
which usually needs reform of the law to remove all forms of discrimination against
women.
• Conscientisation: This concept relates to being aware of the difference between sex
and gender, and to recognize that gender roles are cultural and can change. The sexual
division of labour should be fair to both women and men and both should agree with it.
Neither women nor men should dominate the other, economically or politically. The basis
of gender awareness is a belief in sexual equality.
• Participation: This is defined as women’s equal participation with men at all levels of
decision making, policy development, planning and administration. It relates particularly
to development projects where participation at all stages of the project cycle is essential.
• Control: Women’s conscientisation and mobilization can contribute to achieving
control over the decision- making process, in order to achieve a balance of control
between women and men over resources and benefits.
Tool 2: Level of recognition of “women’s issues’’

Three levels of recognition of women’s issues in project design these are:
• Negative level: There is no reference to women’s issues in the project objectives. It is
likely that the project will have a negative impact on women.
• Neutral Level: Women’s issues are included but there is doubt as to whether the
outcomes will be positive for women.
• Positive Level: Project objects are positively concerned with women’s issues and with
improving women’s position relative to men.
Usefulness
The framework can be used for planning, monitoring, and evaluation. It can be useful in
questioning whether or not development interventions have transformational potential or not,
and to translate a commitment to women’s empowerment into policy and plans.
Limitations
The framework is not complete, as it does not take into account a number of aspects. It does
not track how situations change over time. The relationship between men and women is
examined only from an equality perspective, failing to take account of the complex system of
rights, claims, and responsibilities that exist between them. But not taking into account other
forms of inequality, women may be seen as a homogenous group.
See Annex 3 (Diagram on level of Equality and empowerment)
Continuous Assessment Methods
The continuous assessment methods that are used to evaluate the learners in this learning unit
are: Quiz, Test, Assignments, Group Discussion/work, Written Exams and Case Work.
Summary
Gender analysis is a tool that help to understand the realities of women and men in given
situation. Specifically, gender analysis tools recognize that; women and men have different
needs, different women (e.g. marital status, disability, disability, ethnicity, income levels)
experiences different gender related needs and issues. And it suggests different strategies
necessary to achieve equitable outcomes for women and men and different groups of women.
For the use in gender mainstreaming, information from a gender analysis is useful in order to
understand needs, constraints to participation, ability to participate, and different benefits
from participation. In summary, we cannot design good policies (that effectively meet both
women and men’s needs) and plan effective interventions to address gender disparities unless
we understand why the differences exist.
Self Test Exercise
Read the following case study (both part one and two) and answer the questions (or perform
the requirements) accordingly.
4. MAINSTREAMING GENDER IN VALUE CHAIN
Concepts of Gender mainstreaming

Dear Learners, write your own view about the meaning of gender mainstreaming?
…………………………………………………………………………………………………
Is there any condition that you observed in your organization to mainstream the issue of
gender in developmental activities?
…………………………………………………………………………………………………
As defined by the United Nations, gender mainstreaming is:
“The process of assessing the implications for women and men of any planned action,
including legislation, policies or programs, in all areas and at all levels. It is a strategy for
making women’s as well as men’s concerns and experiences an integral dimension of the
design, implementation, monitoring and evaluation of policies and programs in all political,
economic and societal spheres so that women and men benefit equally and inequality is not
perpetuated.”
Mainstreaming is not about adding on a ‘women’s component’, or even a ‘gender equality

component’, to an existing activity. Mainstreaming Gender in the value chain leads to positive
effect on poverty reduction, as women tent to spend more of their income on health, education
services and better in saving culture. Generally speaking, mainstreaming gender in every
intervention (e.g. Value chain development) leads to the inclusive and sustainable
development of society.
Frame work for Mainstreaming Gender in Value Chain

Dear learners,
What do you think about the framework for mainstreaming gender in value chain?
The following topics describe the framework and methodology for mainstreaming gender in
Value chain. These are:
i. Gender Empowerment grid

The gender empowerment grid helps the learner to identify areas of analysis and
corresponding gender equality objectives and strategies. The issues to be covered include:
A. Gender roles/equal opportunities/women’s empowerment
B. Gendered differentiation in access to resources/rights
C. Gendered differentiation in control over benefits/leadership

D. Gendered differentiation in influence on enabling factors/mainstreaming
ii. Value Chain Development grid
The value chain development grid helps learners to identify areas of facilitation services in
value chain developments. For understanding of the learners this section covers six areas of
value chain development facilitation services. These are:
A. Effective Public Policy Management (EPPM)
B. Market Intelligence (MI)
C. Multi-Stakeholder Processes (MSP)
D. Value Chain Financing (VCF)
E. Group Strengthening (GS)
F. Strengthening Value Chain Service Providers (SSP)
iii. Macro-meso-micro grid

The focus of this grid to enable learners identify gender equality issues that to be identified at
different levels. These are:
• Macro level: cultural, policy and regulatory environment
• Meso level: delivering pro-poor development services
• Micro level: outreach and impacts at household level
Learning Activity two

List the three grids and corresponding components of gender mainstreaming framework of
value chain development.
---------------------------------------------------------------------------------------------------------------
Steps of mainstreaming gender in value chain development
Dear learners,
What do you think about the steps to be followed for mainstreaming gender in value chain
development?
By using the above Grids as framework, this topic covers the three Gender Mainstreaming
steps of value chain developments. These are gender sensitive analysis and strategic
planning; implementation and gender sensitive monitoring and evaluation.
Step one: Gender Sensitive Analysis

Gender-based analysis focuses on understanding the difference in gender (men and women’s)
roles, activities, needs and interests in a given context.
Gender sensitive value chain mapping

This part introduces a gender perspective value chain analysis in a systematic way. The
analysis look at gender roles, gender deferential access to resources and control over benefits
and women’s capacity to influence institutional factors in order to reach greater equality at the
macro, meso and micro levels.
Value chain analysis starts with drawing a preliminary map of the chain, while at the same
time integrating gender issues. The map is elaborated in a participative way, with the
stakeholders involved and evidence shared from the analysis of existing research using:
 Main functions and activities in the chain

 Broad geographical spread
 Main operational categories or stakeholders involved
 Size of each element in terms of number of people involved disaggregated by sex
(where are women and men located in the chain?)
 Idea of the relative share of value contributed and taken by actors at that stage
 Idea of where the powerful actors are
This process should help identify relevant actors, partners and clients involved in the value
chain development process. But most of all, this exercise is useful to raise awareness amongst
the different stakeholders that they act in a complex system with mutual influences that can be
positive or negative. The preliminary mapping should shed light on the following aspects:
 For each level (macro, meso, micro), what are the institutions, organisations
and individuals involved?
 What is their level of awareness of gender equality issues?
 Which ones are advocates of gender equality issues?
 What are the interactions between them and with other organisations working
in the sector?
 What actors have the potential to work towards the achievement of gender
equality goals/impacts in the value chain?
 What financial and technical partners have a strong commitment to and
dedicate resources to gender equality issues?
Once the map is drawn by considering the above aspects, an in-depth gender sensitive value
chain analysis at each level (macro, meso, and micro) is followed.
Analyzing the chain with a gender perspective

Analyzing the chain with a gender perspective consists of facilitating the collection of sex-
disaggregated quantitative and qualitative data at the macro, meso and micro levels using both
a gender and a value chain development perspective.
The purpose is to identify and facilitate discussions on gaps, discriminations and key gender
issues, keeping in mind the multiple dimensions on which gender inequalities and
opportunities operate: economic, psychological, social, political and at different levels:
individual, household, community, market, institutional national, international and so on.
Proposed points of attention in this part should be used as a checklist to go through in order to
understand a specific context.
It involves the use of disaggregated, quantitative and qualitative data by gender and
knowledge of gender theories. Gender analysis helps to identify gender-based differences in
access to resources and control over benefits and to predict how different members of
households, groups and societies participate in and be affected by planned development
interventions. It helps in asking the right questions to point out the differences between men
and women, but also seeks to investigate the root causes that perpetuate gender inequality and
discrimination and to draw relevant. The gender empowerment grid can be used at the macro-
meso-micro grid to perform an in depth-analysis:
Table 1: Gender Empowerment and Macro-meso-micro grid

Gender roles Gender access to Gender control over Gendered influence
resources benefits on enabling
resources
Macro level
Meso level
Micro level
Step two: Gender Sensitive Strategic Planning
After a gender sensitive analysis, strategic planning is performed in a participative way. This
consists of formulating gender equality goals and the intervention logic with expected results
at outcome and impact levels.
Table 2: Gender Empowerment and Value Chain Development grid

Gender equality Gender equality Gender sensitive capacity
issues objectives development services
Effective Public
Policy Management
Market Intelligence
Multi-Stakeholder
Processes
Value Chain
Financing
Group Strengthening
Strengthening Value
Chain Service
Providers
* Explanation for the strategic planning see Annex 4
Gender Empowerment and Value Chain Development grid can be applied both with a
systemic and macro perspective (value chain analysis as a whole) and with a more focused
perspective at the meso (organisational level) and micro (household level).
Step Three: Implementation, Monitoring and Evaluation

These steps are integral part of the project, program and policy cycles. This process also
implies the full and equitable participation of both women and men not only in the design, but
also in implementation and monitoring.
Guidelines for integrating a gender perspective in value chain development
Mainstreaming gender in value chain development requires paying constant attention to the
gender perspective at every step, from production to the sharing of benefits, and not only in
relation to products and services in which women are dominant. It is not unusual for women
to play a key role in the production or processing of a product, but for their contribution to
remain unacknowledged because their work is unpaid. In some social contexts, men market
the products and are often seen as the key players, even when their involvement in production
is limited. Men are often the main recipients of capacity building initiatives and financial
support, while the main producers – the women – have limited access to such resources.
Integrating a gender approach into value chain development should contribute to identifying
the proper support to offer to the different people involved in the process. Here are some
considerations for integrating the gender perspective into value chain development.
1. Carry out gender analysis

The gender analysis must support the decision-making processes in terms of which
stakeholders to work with, what kind of support is needed and by whom, and where to invest
to ensure equitable access to and share of benefits. Towards this, gender analysis examines
the position of men and women in each value chain; the nature of the work and working
conditions of women and men; who dominates which chain and why; what technologies are
used and in which steps of the chain; who owns and uses the technologies; the level of
benefits received by men and women as compared to the final price paid by the final
consumer; and what needs to be improved for the equitable sharing of benefits.
2. Select products and services in which women are involved

Taking into account the feminisation of the rural economy in some mountain areas, it is
important to select products about which women have knowledge and skills or products that
women would like to be more involved with in order to address poverty. This choice affects
the level of benefits that both women and men can access.
3. Integrate gender while mapping all steps of the value chain

Due to traditional gender roles, men and women usually perform different activities in the
value chain. In general, women are involved in the collection and production of the primary
products, often in their own locality with no or limited monetary gain. Men are usually more
involved in activities that are linked with monetary transactions such as the processing and
trading of products in distant locations.
Value chain mapping helps to determine the involvement of men and women in different
steps of the value chain. It also provides information on women’s and men’s involvement and
contribution at each level. This information is useful in developing programmes targeting and
working with women and men to upgrade people’s capacities by adding value to the product.
4. Ensure appropriate representation of women and men in formal and informal

institutions of value chain development
The appropriate representation of both women and men in the decision-making bodies of
institutions working in the value chain is very important. These bodies are a forum for both
men and women to put forward their concerns and to make their voices heard which helps to
make the value chain more inclusive and beneficial to all involved. For this purpose it is also
important to develop mechanisms to ensure the meaningful participation of women in
negotiation and decision-making processes.
5. Offer capacity building programmes that address the needs and interests of both
women and men
Despite the large number of women employed by enterprises, women normally occupy a
subordinate position within the value chain pyramid in most enterprises. Exposing women to
market information about the goods they produce, developing their skills, and providing
access to equipment and technology for production and processing are key factors, which not
only enable women, but also empower them to produce quality products and obtain a fair
price for their products.
6. Promote technologies for value addition that are appropriate for women
The introduction of women friendly technologies can play a key role in maximising the
benefits to women, without increasing their drudgery. As more women are involved in the
lower levels of the value chain, it is important to introduce technologies that could contribute
to improving production, reducing drudgery, and increasing benefits for women.
7. Support alliances of women producers

In many cases, a large number of women are involved in the production of a product, but they
sell it separately, which results in low prices because of the low volume of supply. Through
the promotion of alliances, such as cooperatives, women producers can gather their products
in one place, which gives them collective bargaining power and enables them to obtain better
and fair prices.
8. Build the capacity of support organizations to address gender issues in value chain
development
Numerous social and cultural factors affect women’s capacity to be involved in economic
activities and to obtain proper benefits for the work they perform. These factors also greatly
affect productivity and the quality of products. Therefore, it is important to acknowledge and
contribute to addressing gender issues in order to successfully support producers. The ability
of service providers to address gender issues helps them to effectively integrate the gender
perspective into value chain development.
Practical example on how gender is mainstreamed in hone value chain in Ethiopia by

Oxfam GB
Key barriers for women engagement in Beekeeping were identified as:
 Traditionally women have not been seen as beekeepers, forming only 1% of
cooperative members.
 Some of the limitations for women are
 Hives kept on trees where women do not climb
 ‘Bees are stingy’ – men justify why they do Beekeeping (BK)
 Lack skill & know-how & technology & market
 The setting of traditional hive is not convenient for women to engage (95% of hives
are traditional)
 Participation of women reduces as moving up in the value chain
The logic model they used to address gender in Honey value chain include:
Why:
 Strong potential for poverty reduction (income & employment generation) mainly
women & landless youth)
 BK can be done in spare time & at homestead where women can manage/engage
 BK doesn’t need land, labour and investment on inputs as compared to other
agriculture activities
 Product has high market demand (national & international)
How:
 Improved technology allows women to participate in production, quality improvement
as well as marketing.
 Local (village) level capacity building & integration of functional adult literacy (FAL)
 Organization of women producers into Self Help Groups (SHGs)
What:
 Productivity & quality can be improved easily at scale
 Unleash the comparative advantages of BK for women farmers benefit
Achievements and impact

Village level training & demo centre allowed more women beekeepers to access new
skills/knowledge
Cooperatives have amended their bylaws to allow more than one person in a
household, women have started taking leadership membership positions
More than 440 women beekeepers organized into and joined Cooperatives
Productivity of honey increased from 5-10 to 20-30kg per hive per year, quality
improved and producers’ incomes is rising up to 200%.
Women’s participation in coops increased from 1% to 17%, and – up to 45% in some
cases where Oxfam intervened
Challenging the existing attitudes and stereotypes about women
Change of roles (women have started to engage in harvesting and marketing of honey)
Learning Activity three

Discuss with one of your friend in the class what you have understood from the brief given on
steps of mainstreaming gender in value chain development.
To enable the learners to mainstream gender in any value chain development, detail
discussions on the gender mainstreaming steps are made under the following topics.
Continuous Assessment Methods
The continuous assessment methods that are used to evaluate the learners in this learning unit
are: Quiz, Test, Assignments, Group Discussion/work, Written Exams and Case Work.
Poof of ability (Will be changed in to 40%)
Name student: …
Date of assessment: …
Assessor: …
Assessor: …
Assessment AE: …
Products Criteria Products Criteria Score Score

Score
The student has:
Mapped gender identification of actors and activities (Report and 20

sensitive value chain Presentation)
Analyzed value chain application of checklist for a gender perspective 30

in gender sensitive way chain analysis (rubrics, Report and Presentation)
Develop gender application of gender sensitive objectives in value 30

sensitive strategic chain development (Rubrics, Report and
planning Presentation)
Develop gender application of Gender sensitive value chain 20

sensitive indicators for development impact assessment (Rubrics, Report
monitoring and and Presentation)
evaluation
Final result 100%
NB. Learners will use gender analysis tools in all stages (Mapping, Analysis, and strategic
planning Monitoring and evaluation)
Summary
The focus of this section is mainstream gender in value chain. Gender mainstreaming is a
globally accepted strategy for promoting gender equality. The issues of mainstreaming is not
about adding on a ‘women’s component’, or even a ‘gender equality component’, to an
existing activity. Rather it is about bringing the perceptions, experience, knowledge and
interests of women as well as men to bear on policy-making, planning and decision making.
When it comes to value chain, mainstreaming Gender in chain leads to positive effect on
poverty reduction. This is mainly because; women tend to spend more of their income on
health and education services.
Gender is an important aspect of mapping, analysis and development of value chain. This is
because value chains exist and operate within a given social context which affects the
distribution of resources, benefits and opportunities of women and men. Beside gender
relations both affect and are affected by the ways in which value chains function.
Self test exercise
On an informal occasion, you meet an expert responsible for value chain development in one
of the agro-based firm. He knows you have recently taken lessons on mainstreaming gender in
value chain and asks you the following:
What do you mean by gender mainstreaming in value chain?
__________________________________________________________________________
Why is it important in value chain development?
__________________________________________________________________________
What are the frameworks for mainstream gender in value chain development?
__________________________________________________________________________
What are the steps to be followed so as to develop gender sensitive value chain?
__________________________________________________________________________
NB. This is an informal occasion so you need to be brief and convincing.
REFERENCES
Bhasin, Kamla (2000), Understanding Gender, Kali for Women, New Delhi, India
Canadian Council for International Cooperation (1991), Two Halves Make a Whole:
Balancing Gender Relations in Development, Ottawa, Canada.
Corporate Network Agriculture SNV (2011), Mainstreaming gender in value chain

development: Practical guides and tools. [One line], Available at:
http://www.snvworld.org/sites/www.snvworld.org/files/publications/
gender_mainstreaming_in_vcd.pdf. Accessed 17/07/2012 at 10:30 am
Farnworth et al, 2011, Gender-Aware Value Chain Development: Enabling rural women’s
economic empowerment. [Online] ,Available at:
http://www.un.org/womenwatch/daw/csw/csw56/egm/Farnworth-EP-1-EGM-RW-Sep-
2011.pdf.
Accessed 18/07/2012 at 3:00 pm
Jemimah Njuki, etal, 2012, REVIEW OF GENDER AND VALUE CHAIN ANALYSIS:
DEVELOPMENT AND EVALUATIONTOOLKITS. [Online], Available at :
http://pdfonlinesearch.com/checkout.html?filename=REVIEW%20OF%20GENDER
%20AND%20VALUE%20CHAIN%20ANALYSIS%2C%20DEVELOPMENT%20AND
%20EVALUATIONTOOLKITS. Accessed 18/07/2012 at 4:00 pm
March et.al (1999), A Guide to Gender Analysis Frameworks, an Oxfam Publication

Moser, C., 1993, Gender Planning and Development: Theory, Practice and Training,
Routledge, London
Rubin, Manfre, and Barrett, 2008, integrating gender in agricultural: greater access to trade
expansion project under the women in development IQC value chains. [Online] Available at:
http://microlinks.kdid.org/events/breakfast-seminars/integrating-gender-agricultural-value-
chains-experiences-Kenya-and-Tanzani
Accessed 19/07/2012 at 2:30 pm
ANNEX
Anne 1. Glossary of Gender Terms
Sex Identifies the biological differences between men and women, such as women
can give birth, and men provide sperm. Sex roles are universal.
Gender Identifies the social relations between men and women. It refers to the
relationship between men and women, boys and girls, and how this is socially
constructed. Gender roles are dynamic and change over time.
Gender The process of ensuring that women and men have equal access to and control
Mainstreaming over resources, development benefits and decision-making, at all stages of
development process, projects, programs or policy.
Gender-blind A failure to recognize that gender is an essential determinant of social outcomes
impacting on projects and policies. A gender-blind approach assumes gender is
not an influencing factor in projects, programs or policy.
Gender An understanding that there are socially determined differences between
Awareness women and men based on learned behavior, which affects access to and control
resources. This awareness needs to be applied through gender analysis into
projects, programs and policies.
Gender Encompasses the ability to acknowledge and highlight existing gender
Sensitivity differences, issues and inequalities and incorporate these into strategies and
actions.
Gender Equality The result of the absence of discrimination on the basis of a person’s sex in
opportunities and the equal allocation of resources or benefits or in access to
services.
Gender Equity Entails the provision of fairness and justice in the distribution of benefits and
responsibilities between women and men. The concept recognizes that women
and men have different needs and power and that these differences should be
identified and addressed in a manner that rectifies the imbalances between the
sexes.
Gender Analysis The methodology for collecting and processing information about gender. It
provides disaggregated data by sex, and an understanding of the social
construction of gender roles, how labor is divided and valued. Gender Analysis
is the process of analyzing information in order to ensure development benefits
and resources are effectively and equitably targeted to both women and men,
and to successfully anticipate and avoid any negative impacts development
interventions may have on women or on gender relations. Gender analysis is
conducted through a variety of tools and frameworks, including those listed
below.
Sex- For a gender analysis, all data should be separated by sex in order to allow
disaggregated differential impacts on men and women to be measured.
data
Gender Planning Refers to the process of planning developmental programs and projects that are
gender sensitive and which take into account the impact of differing gender
roles and gender needs of women and men in the target community or sector. It
involves the selection of appropriate approaches to address not only women and
men’s practical needs, but also identifies entry points for challenging unequal
relations (i.e., strategic needs) and for enhancing the gender-responsiveness of
policy dialogue.
Gender Roles Learned behaviors in a given society/community, or other special group, that
condition which activities, tasks and responsibilities are perceived as male and
female. Gender roles are affected by age, class, race, ethnicity, religion and by
the geographical, economic and political environment. Changes in gender roles
often occur in response to changing economic, natural or political
circumstances, including development efforts.
Both men and women play multiple roles in society. The gender roles of women
can be identified as reproductive, productive and community managing roles,
while men’s are categorized as either productive or community politics. Men
are able to focus on a particular productive role and play their multiple roles
sequentially. Women, in contrast to men, must play their roles simultaneously
and balance competing claims on time for each of them.
Gender Needs Leading on from the fact that women and men have differing roles based on
their gender, they will also have differing gender needs. These needs can be
classified as either strategic or practical needs.
Access and Productive, reproductive and community roles require the use of resources. In
Control general, women and men have different levels of both access (the opportunity to
make use of something) to the resources needed for their work, and control (the
ability to define its use and impose that definition on others) over those
resources.
Resources Resources can be economic: such as land or equipment; political: such as
representation, leadership and legal structures; social: such as child care, family
planning, education; and also time—a critical but often scarce resource.
WID and GAD: Women in Development (WID) and Gender in Development (GAD) are
What Are the sometimes used interchangeably, but there are some basic differences. The WID
Differences? approach was developed in the 1970s with the objective of designing actions
and policies to integrate women fully into development. The GAD approach
was developed in the 1980s with the objective of removing disparities in social,
economic and political equality between women and men as a pre-condition for
achieving people-centered development. Both approaches are still in use and are
applicable in different ways.
Annex 2. Example on GAM framework
Example:
In the following hypothetical project is given to identify its feasibility from the labour, time,
resources and socio-cultural factors points of view by considering its impact on women, men,
household and community.
Objective of the project: Development of portable water so as women involve in income

generating activities
Current problem
- Because of their reproductive role burden women are not joining farmers cooperative
- Only few women involve in income generating activities
-women including pregnant and sick have to go long distance to fetch water twice each day
- Women with little children carrying when they go for water
-men never fetch water and rate water problem as fifth priority whereas women rate as their
first priority
-traditionally wells are constructed by men not women
Preconditions for the objective to be achieved
-contribution in cash, kind or labour
-Committee that include both men and women will be created
Planned activity: A well will be constructed only 300 meters away from people’s home, and
equipped with motor pump that will be ejected water into a large
Use GAM and identify the impact of water project on women, men, household and
community at four level identified matrixes (labour, time, resources and culture).
Labour Time Resources Culture
Women +do need to carry +save time -must pay for -responsibility of
big cans of water water paying for water
Have more time
+no fear about with children +can have home - women will
personal security garden or other work outside
_more time for small projects home

farmers
cooperative + will make cash
meeting
Men -a lot of work, -takes a lot more +portable water is Do not have to
difficult work time to build ,dig available worry as much
and etc about the family
+learn new skill +improved when away
for work outside +can stay home nutrition
the community with family while
working
Household +Women feel +women can give +Easy access to +new activity for
more secure when more time to child portable water children –they can
fetching water- care help their mother
can leave child at +Improved
home nutrition and -conflict because
better health women are work
+new activity for outside of home
entire family +more income
Community +Establish -less free time for +more portable +clean

committee for leisure -many water exist for all environment
portable water more community
meeting to attend Prestige for the
+Learn about the community
services provided
by the
government
NB: (+) sign indicates positive impact of the project ( -)indicates negative impact of the
project. You can also use (?) Sign if it is difficult to predict impact of a project
Note: The above analysis indicates that construction of well established frame and has
positive impact to both men and women, thus the planned action should be implemented.
Learning Activity six:
Brainstorm problem that you think to be addressed by your university. Then
-list the problems in detail
-indentify the gender role (who has what? Who do what? Who decide what?)
-indentify who are involved in the identification of the problem
-indentify what will be expected from the beneficiaries
-identify planned activities to undertake
-identify the expected benefit of the action
Use GAM and identify the potential impact at all four level identified matrix
Annex 3. Diagram on level of Equality and empowerment
Annex 4. Explanation for the strategic planning
Strategic planning: gender sensitive objectives in value chain development
Following the gender-based participative analysis of value chains at macro, meso and micro
levels, windows of opportunity to empower women in value chains must be identified. In this
part, options for gender equality objectives, gender performances to improve and possible
gender sensitive capacity development services linked to value chain development products to
deliver are presented.
Changes at the micro level in favor of greater gender equality in turn have an impact on the
meso and macro levels, as individuals influence organisations and the delivery of gender
sensitive services and the overall institutional and regulatory environment. Changes at the
macro level will have an impact on institutions and organisations to make them more
responsive, inclusive, equitable and accountable at all levels.
The challenge here is to conciliate economic and gender objectives, which can sometimes be
in contradiction (profit and economic growth/equitable distribution of benefits and social
cohesion).
The envisioned impact of mainstreaming gender in value chain development is women’s
empowerment. This empowerment is related to:
Equitable access to social, economic, material, human resources and opportunities within
the household and throughout different segments of the value chain through:
 Improved competitiveness;
 Better products and improved market outcomes; and
 Fair access to capital and financial services.
Equitable control over benefits at household level and within value chains through raised
productivity and wages or increased income, employment and production and women’s
ability to benefit from and decide.
Agency: Equitable and participative management of the value chain through improved voice
and participation of actors and sharing of power.
While one is envisaging women’s empowerment in value chains following issues should be
considered:
 Is it about improving employment opportunities and working conditions of
men and women?
 Is it about improving women’s market access?
 Is it about increasing incomes of low-paid women at different stages in the
chain?
 Is it about strengthening women’s voice and bargaining power within
enterprises and households?
 Are there issues affecting particular stakeholders in the chain, such as gender
equality issues and discrimination? Is there a specific production process or
marketing chain where women are particularly present?
 Who are the main intended beneficiaries or stakeholders? Small or micro
entrepreneurs: male/female farmers, employees from factories?
 How can interventions improve the situation/position of women and how can
they be supported to make a more effective economic contribution?
The analysis of the value chain permits us to determine what combination of value chain
development facilitation services is most appropriate to offer in the given context of the value
chain situation. Based on the analysis done, gender-related performances will be identified for
each value chain development key challenge, keeping in mind the points of attention. The
non-exhaustive checklist below those learners should go through in order to understand a
specific context and, according to results or the analysis, select the appropriate options.
Hereby the exercise through the checklists in the analysis part is translated to value chain
development services.
Gender Sensitive Value Chain Development Services
Under each of the following value chain development service, gender specific objectives are
formulated in tables. They sum up the gender-based analysis of value chains in relation to
each value chain development facilitation service, as well as the strategic planning process
that lead to the formulation of gender sensitive performances to improve (outcomes) at meso
and macro levels.
Effective Public Policy Management (EPPM): Possible formulation of gender equality

objectives and performances of Effective Public Policy Management is mainly situated at
macro level. While developing effective public policy management the followings points of
attention of analysis should be considered:
 norms and values regarding women’s roles and responsibilities
 legislative and regulatory environment regarding women’s economic rights
and status
 level of gender mainstreaming into public institutions and policy development
 How are resources shared/ distributed according to laws?
 Who owns productive assets such as land, trees, equipment, etc?
 Are women in specific segments of this value chain/sector organized?
 Did they build strategic alliances with organisations involved in gender
equality issues and the promotion of women’s rights?
 Women organizations’ ability to promote their economic rights and to
influence institutional (laws and regulations) and overall environment (norms
and values) that determine sexual division of labour, access to resources and
control over benefits within the value chain and at household level?
 Women organizations’ ability to influence decisions in policy development,
planning and programming at all levels?
 Do women undertake advocacy/lobbying campaigns/actions?
Key Gender
Table equality issue
six: Formulation Gender
of gender equality equalityand
objectives objectives Example
performances of Effective Public of targeted
Policy performance
Management
Gender roles •Create a non discriminatory and equitable • Improved gender mainstreaming into economic
Gender stereotypes, cultural norms legislative and regulatory environment through development plans, policies and programs at all levels
and values impede women from systematic gender mainstreaming and the
performing certain tasks/having promotion of women’s economic and social • Improved institutional and organisational gender
access to or control over resources. rights in legislations and regulations, policy mainstreaming in public institutions
These factors determine women’s formulation, planning and programming that
status and economic rights and govern the value chain at all levels (labour • Improved integration of women’s economic and social
women’s access to and control over market, trade regulations, property legislation) rights in laws that regulate access to resources and women’s
resources • Ensure women’s access to productive status (mobility, violence against women, etc.)
resources and opportunities through more • Improved leadership to promote women’s rights and
equitable laws gender equality issues
• Foster institutional and organisational
strengthening of female economic groups and
their networking with strategic
partners/organisations work working for the
promotion of women’s economic and social
rights
Gendered access to resources Ensure women’s access to productive Improved gender sensitive regulations and laws that
Women don’t have access to or resources/assets and opportunities through regulate access to resources (inheritance, property, etc.)
face constraints in accessing more equitable/non discriminatory laws and
property, credit, etc., because of regulations and affirmative actions
discriminatory laws/practices.
Gendered control over benefits Ensure inclusion/representation/ participation •Improved representation and quality participation of
Insufficient representation and of female producer/ marketers/processors and female producer/marketers/processors in stakeholder
participation of women in decision- ensure that women’s voices can be heard in platform meetings at all levels
making at all levels (household and value chain stakeholder platforms/meetings • Improved gender sensitive business agreements in terms
community). of packaging and handling technologies, schedules and

working conditions
Insufficient access to spaces and • Improved bottom-up organisation and representation of
places of power (platforms, female producer/marketer/workers and
municipal councils, parliament, etc.) institutionalization of their participation
Gendered influence on enabling •Change mentalities in favor of women’s •Improved enabling environment free of gender stereotypes
factors: Cultural norms and gender leadership • Improved leadership to promote women’s rights and
stereotypes hinder women’s access • Develop women’s skills (leadership, gender equality issues
to decision-making places and spaces advocacy-lobbying) and increase their voice • Improved knowledge and awareness about women’s rights
Additional constraints to be in policymaking processes
addressed include: • Promote women’s economic rights
• Lack of leadership and • Foster institutional and organisational
representative/ legitimate development/strengthening
organisations of female producers
• Insufficient Unions/Federations and their strategic
networking/communication linkages/networking with
between organisations organisations/institutions working for the
working for the promotion of promotion of women’s rights
women’s rights and economic
groups
Market intelligence (MI): The importance of market intelligence is to meet quality

requirements and improve competitiveness. Possible formulation of gender equality objectives
and performances of market intelligence is mainly situated on macro level. While working
market intelligence, following points of attention in the analysis can considered:
 What is women’s access to market information?

 Do they face specific constraints?
Table seven: Formulation of gender equality objectives and performances of market intelligence
Gender equality issues Gender equality objectives Examples of targeted

performance
Gendered access to resources Ensure women’s access to productive resources/assets Improved gender sensitive
Women don’t have access to or face constraints in and opportunities through more equitable/non regulations and laws that
accessing property, credit, etc., because of discriminatory laws and regulations and regulate access to
discriminatory laws/practices. affirmative actions resources (inheritance,
property, etc.)
When particular resources such as trees or land turn
into profitable capital, tensions can arise around
ownership and access.
One of the biggest barriers for women in improving • Understand men’s and women’s access to information • Improved gender
quantity and quality of their production and access to on market needs and requirements sensitive or adapted
markets is lack of timely and appropriate information systems
information, market information in particular. • Understand constraints faced by women producers to (mechanisms and content)
This is due to a number of factors at individual level, access markets and find solutions tailored to their
such as their lower educational level, lower awareness needs • Improved access for
of the operating environment in general, daily women producers to
schedules, their relative isolation and restricted • Improve women’s access to market information
mobility outside the home because of norms of supply and market information through networks
“female respectability”, but also linked to
the overall environment such as gender-blind • Improved access to
information systems and insufficient opportunities to knowledge, successful
share information on good practices, successful experiences and good
experiences, etc., in information networks and practices for women in
meetings VC
Multi-Stakeholder Processes (MSP): Possible formulation of gender equality objectives and

performances of multi stakeholder processes is mainly situated on macro level. While analyzing
value chain from stakeholder points of view the following points of attention can be considered.
 Sexual division of labour within the value chain according to gender roles: Portion of
men and women working in a specific sector by activity (supply, production, processing,
transportation, trade)
 Are they part of the formal or the informal economy?
 Do women concentrate in production, processing, trading and marketing?
 Are women involved in stages where value added is generated?
 Analysis of power and governance within the chain
 How is power distributed within production and exchange relationships across the
value chain?
 Are benefits concentrated in one segment of the chain?
 Who decides and who controls benefits?
 What roles do women play in the management of the value chain?
Key
Table gender equality
eight: Gender equality
Formulation of gender equality objectives and performances Example
of multi stakeholder of targeted
processes
Gender roles Improve women’s access to Improved bottom up organisation and
There is a risk that women concentrate in labour intensive and resources and opportunities representation of female
low value added activities/low paying jobs. This is due to a throughout different segments producer/marketer/workers an
number of reasons: low educational level, lack of access to / of the value chain institutionalization of their
control over resources (land, capital); lack of information on participation in policy, strategy
market requirements, traditional gender roles, etc. and program formulation
Gendered control over benefits • Improved representation and quality
Mapping of the value chains reveal that women can be less Ensure participation of female
visible inclusion/representation/ producer/marketers/processors in stakeholder
(Ancillary activities, temporary work, home-working, unpaid participation of female platform meetings at all levels
family workers, etc.). And have little power/control over the producer/
chain management. marketers/processors and • Improved gender sensitive
ensure that women’s voices business agreements in terms of
Women who concentrate in certain activities/ segments of the can be heard in VC packaging and handling technologies,
value chain have insufficient access to multi-stakeholder stakeholder schedules and working conditions
meetings or processes. They are under-represented in economic platforms/meetings and taken
groups and face constraints in accessing “spaces and places” of into account • Improved bottom-up organisation
power at all levels (platforms, municipal councils, parliament, and representation of female
etc.). This is due to a number of reasons linked to gender roles producer/marketer/workers and
and stereotypes such as lower educational level, lack of institutionalization of their
confidence, limited voice in community and family, etc. participation in platforms/for a
Insufficient representation and participation of women in

decision-making at all levels household, community)
Insufficient access to spaces and places of power (platforms,
municipal councils, parliament,
Value Chain Financing (VCF): the possible formulation of gender equality objectives and
performances of value chain financing is mainly situated at the meso level. While working on
value chain analysis at this point, the following can be used as point of attention in the analysis
• Do women have access to responsive financial services?
Table nine: Formulation of gender equality objectives and performances of value chain financing
Gender equality issues Gender equality Examples of targeted

objective performance
Gendered access to resources •Understand women’s •Increased women out
particular constraints reach for a better
Women face constraints in accessing resources in general in accessing credit access to finance and
and credit in particular because of discriminatory laws the
and nonresponsive financial services. • Develop financial value of the money
products specifically disbursed
The requirements to take out loans such as a guarantee tailored to women’s
through a property title or the presentation of an identity specific needs • Improved gender-
card make it inaccessible to women (property titles do not sensitive financial
carry the names of women and they often do not have • Facilitate sustainable instruments offered by
identity cards). Because of their situation and condition, business financial institutions
women have specific needs in terms of cash flow, linkages between (based on women’s
repayment schedules, collaterals, etc. service collective assets)
providers and their
Gender sensitive financial services should be developed clients
to meet these particular needs, as well as other needs
more related to their reproductive role and social
vulnerability, such as obtaining loans to purchase
improved domestic technology to reduce the burden of
reproductive work, consumption, pensions, housing loans
and saving facilities.
Group Strengthening (GS): Possible formulation of gender equality objectives and

performances in group strengthening process is mainly situated at meso level. While working on
this process the following points of attention can be considered in the analysis:
 Analysis of women’s representation and positioning within different organisations

(producers, processors, marketers, etc.): number of members of producer groups
disaggregated by sex and position held
 Will the activity be conducted with mixed groups or with specific female/male
groups?
 What is women’s roles and positioning within mixed organisations?
 What are the specific constraints encountered by female producers?
 Do female producers/processors/marketers have collective access to productive
assets? (land, water, technologies and equipments, inputs)
 Do they have access to information on production techniques/technologies to
improve productivity?
 Are technologies developed adapted to women’s physical strength?
 Power relations within groups/organisations:
 Are they inclusive?
 How are costs and benefits shared?
 Empowerment of groups and associations in terms of access to arenas where
decisions that affect their lives are made
 What are female leaders/groups capacities to influence decision making about
sector services and value chain development?
Gender equality
Table ten: issues
Formulation Gender in
of gender equality objectives and performances equality
groupobjective
strengthening Examples of targeted
performance
Gender roles •Understand women producer/ •Improved use of market
Exclusively feminine producer organisations are most likely be marketer/processor groups/small scale information on quantity and
concentrated in domestic/marginal value chain; they face specific enterprises’ particular constraints in quality of raw and processed
constraints in obtaining high added value for their activity (lack of obtaining high added value for their material and to productive
market information, exclusion from management of the chains and activity/ goods. resources for female producer
Decision-making, production more oriented towards self- groups
consumption and local markets). • Strengthen female producer groups
according to specific technical and •Improved efficient use of
Women who are members of mixed groups/cooperatives face managerial needs. appropriate technologies
specific constraints regarding their involvement and participation adapted to female producer
such as lack of time (household chores and childcare) lack of •Understand female members of groups
understanding/information about cooperatives governance groups/cooperatives constraints in
arrangements and management practices, norms and values around participating actively in • Improved use of
gender roles, etc. meetings/decisions complementary services &
technologies that reduce
• Make organisations more inclusive and women’s workload (multi-
make sure that they explicitly encourage functional platforms, daycare
the participation of women as members services, etc.)
who hold that title and have a right to
voice and vote.
Gendered access to resources •Facilitate sustainable business linkages •Improved gender sensitive
In most cases, women have access to resources but do not “own” between service providers and their business development services
them or decide on their use: there is a risk that they will invest a lot of clients offering specifically targeted to
time and energy in one activity but not benefit from income/ women’s needs and adapted to
advantages generated or that the resource are taken over by those their situation/condition
who control their use, usually men.
One of the biggest barriers for women in improving quantity/ quality

of their production is lack of information. • Understand women’s specific business
development needs and organisational
Women have special needs regarding BDS, mainly because of their and business discriminatory practices
situation/condition: lower educational level, lack of self confidence,
lower awareness on the operating environment of agriculture in
general, daily schedules, etc.
Gendered control over benefits Improved institutional &
Make organisations more inclusive and organisational gender policies
Insufficient representation and participation of female members in make sure that they explicitly encourage and practices into mixed
mixed producer groups/federations/ unions with a risk of not the participation of women as members producer
benefiting from services and advantages offered (e.g. training, who hold that title and have a right to groups/federations/unions
Access to market information, networking, involvement in voice and vote
consultations between stakeholders, etc.).
Strengthening Value Chain Service Providers (SSP)

The possible formulation of gender equality objectives and performances of strengthening value
chain service providers is mainly situated at the meso level. The following is point of attention in
the analysis in strengthening value chain service providers:
 Do women have access to responsive business development services?
Table eleven: Formulation of gender equality objectives and performances in strengthening value chain service
Gender equality issues Gender equality objective Examples of targeted performance

Gendered access to resources •Understand organisational and •Improved gender sensitive BDS
Women have specific needs regarding business business discriminatory practices offering specifically targeted to
development services because of their situation •Improve gender mainstreaming within BDS and women’s needs and adapted to
and condition. foster gender women’s realities and conditions
sensitive service delivery • Improved delivery of gender
BDS are not necessarily adapted nor have the sensitive and responsive BDS services
capacities to understand these needs
4. Monitoring and evaluation
In this topic, gender equality issues in monitoring and evaluation of the progressing towards the
achievement of gender equality goals of value chain development at impact and outcome levels
are presented. Beside important points like gender sensitive indicators and a gender sensitive
reporting strategy are included. Gender sensitive indicators here have the function of pointing out
how far and in what ways value chain development services have achieved outcomes related to
gender equality. Gender sensitive indicators measure gender-related changes in society over
time. It often requires the use of sex-disaggregated data to compare women’s situation as
compared to men’s.
In monitoring and evaluation the following can be points of attention:
 Impact on women’s workload

 Who does what and where after the intervention?
 Are the differences between men and women in the amount of time spent on tasks
related to production, processing and marketing of products?
 Individual access to resources (information, assets, financial and BDS)
 What are the different equipments/tools/inputs /skills needed by men and women
in the value chain to perform their tasks? Who decides on the use of these
resources?
 Decision-making power over benefits generated by value chain development: Do
women benefit from income generated by the activity? Are they empowered?
 Are women and men’s roles changing?
 Is women’s participation and voice at household and community levels
improving?
Table twelve: Gender sensitive value chain development impact assessment
Key gender equality issues Gender equality objectives Results/impact Indicators

Gender Roles within •Understand specific •Improved production (quantity and •Average quantity
the value chain constraints faced by quality) at individual level through produced by each female
female producers linked to training and equipment tailored to female producer involved in the
Women’s ability to participate in their gender roles and design producer needs value chain
development interventions is limited by capacity development
their caring roles, low educational services tailored to their •Improved employment opportunities and • Average income earned
attainment, insufficient technical skills needs conditions by each female producer
and burden of unpaid work in the
household. • Undertake awareness •Improved access to labour- and • Number of women
raising among specific timesaving technologies/ schemes employed in compliance
Women have very little spare time to target groups (leaders, with national or value
attend meetings or training. men, etc) to change • Improved perception of women’s chain standards
mentalities/perceptions positive and valuable roles and
They lack self-confidence and self- about women’s roles contribution at household and
esteem, are not used to taking up community level
“Non-traditional roles” because of
norms and stereotypes.
Conflict in the household may arise

because men do not accept women’s
Economic role.
Women of all ages face sexual

harassment.
Gendered access to and control over Improve women’s access to Improved access to resources and BDS % of women from the
resources and opportunities opportunities, resources and through group creation/strength community who are
responsive gender sensitive members of economic

Individual access to resources: services groups within the value
Are women empowered when investing chain
time and energy cultivating land or trees
which are not their property?
Do they individually have access to
responsive and inclusive financial
services and BDS?
It is difficult for women to do things

independently
Gendered control over benefits Improve women’s control •Improved negotiation and bargaining •Time dedicated to female
Control over benefits is crucial at over benefits and income power of women at household level producer’s economic
household level since women tend to generated by the activity at activity/productive role
reinvest gains in social expenditures household level • Improved control over benefits/incomes •Use of income for
(school, health, nutrition), having a (empowerment: ability generated at household household related
greater impact on improved livelihoods. to make choices) level expenditures
Gendered influence on enabling •Foster more equitable •Improved negotiation and bargaining •More equitable sharing
factors: gender distribution of power of women at household level of responsibilities/duties
•Women lack negotiation and responsibilities and at household level: men
bargaining skills to influence decision duties at household • Improved perception of life choices and help their wives in their
making and distribution of duties and level confidence productive activities and
responsibilities at household level. •Improve women’s voice household chores
•Cultural norms/values and practices and participation at • Improved perception of women’s •Number of women
don’t allow women to speak up household/community positive and valuable roles and participating in meetings
openly or take lea level contributions by men/ community at community level

LT 1. Analysing Gender in value chain

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GENDER IN VALUE CHAIN

ANALYZING GENDER IN VALUE CHAIN

Gender and Sex.......................................................................................................................................4

Gender Division of Labor.........................................................................................................................6

The Concern of Gender in Intra household’s Resources Distribution......................................................7

Gender equality and equity......................................................................................................................8

Gender and value chains.........................................................................................................................9

2. POLICY APPROACHES TO GENDER DEVELOPMENT...............................................................................12

Women in Development (WID) and Gender in Development (GAD).....................................................12

The current Gender Policy and Legislation of Ethiopia..........................................................................14

3. TOOLS AND APPROACHES IN GENDER ANALYSIS..................................................................................15

Importance of gender analysis..............................................................................................................16

Gender Analysis Tools/Frameworks......................................................................................................17

4. MAINSTREAMING GENDER IN VALUE CHAIN........................................................................................26

Concepts of Gender mainstreaming......................................................................................................26

Frame work for Mainstreaming Gender in Value Chain........................................................................26

Steps of mainstreaming gender in value chain development................................................................27

Guidelines for integrating a gender perspective in value chain development.......................................30

Analyzing Gender in Value Chain

At the end of this learning task, learners will be able to:

 Understand the concept of gender

Gender and Sex

Is there any difference between Gender and Sex?

1. Write the difference between Gender and Sex?

Gender Discrimination is systematic or unfavorable treatment of individuals on the basis of

Gender Division of Labor

The Concern of Gender in Intra household’s Resources Distribution

Central to the concept of women’s empowerment is an understanding of power itself.

Gender equality and equity

of gender equity, sometimes called substantive equality, moves beyond equality of

Gender and value chains

2. What is the conceptual difference between gender equality and equity?

Self Test Exercises

1. Define the following terms:

2. What does social construction of gender implies for?

2. POLICY APPROACHES TO GENDER DEVELOPMENT

Women in Development (WID) and Gender in Development (GAD)

GAD includes three main concepts:

WID and GAD

The problem Women Relations between men and women

The current Gender Policy and Legislation of Ethiopia

3. TOOLS AND APPROACHES IN GENDER ANALYSIS

At the end of the chapter students will be able to:

Emphasis of Gender analysis

Gender analysis recognizes that:

Importance of gender analysis

Constraints to participation: to highlight the different responsibilities of men and women

Ability to participate: to understand different stakeholders’ capacity to participate in any

Learning Activity One:

What do you mean by gender analysis?

Gender Analysis Tools/Frameworks

What do you know about the gender analysis tools/Frameworks?

1. Harvard Analytical Framework

Harvard Tool 1: The Activity Profile

Learning Activity Two:

Tool 2: Access and Control Profile - Resources and Benefits

Access (A): This is defined as the opportunity to make use of a resource.

Matrix: decision making

Learning Activity Three (Group exercise):

Comments on the Harvard Analytical Framework: Uses and potential limitations

Potential limitations: The Harvard Analytical Framework has a perspective which is

2. The Moser Framework (gender planning)

– women’s triple roles (productive, reproductive and community),

Tool 1: Gender roles identification/triple role