Gendered Outcome Mapping

1. Gendered Outcome Mapping Sana SHAMS \ Mudasir MUSTAFA PAN LOCALIZATION PROJECT (www.PANL10n.net) CENTER FOR RESEARCH IN URDU LANGUGE PROCESSING NATIONAL UNIVERSITY OF COMPUTER AND EMERGING SCIENCES

2. Outcome Mapping BUILDING LEARNING AND REFLECTION INTO DEVELOPMENT PROGRAMMES

3. Participatory method for planning, monitoring and evaluation • Focused on specific type of results: Outcomes as changes in behavior • of those with whom the program or project is working directly • Focuses on outcomes instead of impact Introduction to OM

4. OUTCOMES are defined as changes in behavior relationships, activities or actions that contribute to development process • Could be logically linked to program activities • IMPACT means providing evidence that a certain program bring about • Could isolate key factors that caused results and attribute them to particular cause Outcomes & Impact

5. KEY CONCEPTS: • Theory of change • Sphere of influence • Outcomes (behavior changes) Introduction to OM

6. Many M&E methods visualize change as linear, based on a cause-effect relationship XY Linear, Orderly & Predictable: FOCUSED on END RESULT Introduction to OM: Theory of change

7. OM believes “(behavior) Change” is: • Complex (multiple actors and factors) • Continuous (not limited to the life of the project) • Non-linear (unexpected results occur) • Incremental, cumulative • Beyond the control of the project (but subject to its influence) • Cyclic , two-way (program also changes) Introduction to OM: Theory of change

8. Focuses M&E on factors and actors within program’s direct sphere of influence time limit of the project Program The rest of the world = partners Introduction to OM: Sphere of Influence

9. changes in behavior (relationships, interactions and or actions) of the actors the program tries to influence • Program actors control change • Development programs only facilitate the process for a certain time Introduction to OM: Outcomes in OM

10. Stages of Outcome Mapping

11. articulate goals and define activities design use-oriented plan assess program performance and partners’ outcomes Stages of Outcome Mapping

12. But where did we address gender?

13. “…It has often been assumed that women benefit automatically from development efforts and that progress towards equality of opportunity and treatment between men and women takes place naturally.” [Source: Guidelines for the Integration of Gender Issues into the Design, Monitoring and Evaluation of ILO Programmes and Projects, Evaluation Unit (PROG/EVAL)] Gender Considerations in Projects

14. “Gender is a socio-economic variable for analyzing roles, responsibilities, constraints, opportunities, and needs of men and women in a given context.” • Refers to social and cultural constructs that society assigns to behaviors , characteristics and values • Concept used to understand social and personal relations between man and women • defines concepts of femininity and masculinity What is Gender?

15. Gender is EVERYWHERE: no project without gender issues • If you don’t ask for gender, you don’t get gender • Need for pro-activity to ensure participation of both men and women • Gender-goals have to appear in objectives • All projects need to be reviewed for gender issues by doing a gender analysis at project development time Gender Considerations in Projects

16. A Gendered approach will: • Concretely identify target beneficiaries of both gender • Develop specific goals and strategies so that both women and men can influence, participate in, and benefit from development processes • Disaggregate data by sex • Understand gender disparities of access to and control over resources Gender Considerations in Projects

17. GENDER ANALYSIS “Gender Analysis involves a systematic assessment of the different impacts of the project activities on women and men. Used from an ICT context, gender analysis asserts that power relations in class, race ethnicity, location, etc. producing complex and hidden inequalities that affect social change” Gender Considerations in Projects

18. ICTs are not gender neutral • Technology empowers, but also affects and alters gender relations • Substantial gender differences in access to, impact of ICTs • Few women users in developing countries • Most women users in developing countries part of small, educated urban elite Gender Consideration is ICT projects

19. Lack of infrastructure is a gender issue • Poorer infrastructure in rural and outlying areas • More women live in rural areas than men • Women have lesser access than men to those facilities that do exist • Women have less time to visit public access facilities • Facilities may not be located where women are comfortable frequenting • Hours may not be conducive to women’s use Gender Consideration is ICT projects

20. Gender bias towards women and ICTs • Fewer women in science and technology • Attitudes that IT is not for women • Other cultural aspects limit women’s access Gender Consideration is ICT projects

21. Are the information needs of both men and women considered in designing programs? • Are data on students and users disaggregated by sex (to show possible gender differences in users)? • Is the content of programs relevant to both men and women? • Are there constraints to women participating in the courses ? • E.g. if courses are delivered at times that are convenient to women workers? Gender Issues in Technology projects [Source: Checklist for the Planning, Design and Implementation of an ICT Project Incorporating Gender Issues, The World Bank Group]

22. Does the project incorporate flexibility in scheduling and location to accommodate both men and women? • Are there any social or cultural problems with mixed-sex instruction? • Are there differences between men and women in subject and technical skill levels that require remediation or accommodation? Gender Issues in Technology projects[Source: Checklist for the Planning, Design and Implementation of an ICT Project Incorporating Gender Issues, The World Bank Group]

23. Are there differences in foreign language abilities by sex among the targeted recipients? • E.g. if courses are in English, are women less likely to have a mastery of English? • Does the course content recognize gender issues in the substantive material for the course ? Gender Issues in Technology projects [Source: Checklist for the Planning, Design and Implementation of an ICT Project Incorporating Gender Issues, The World Bank Group]

24. Gendered Outcome Mapping A Gendered Approach to Planning, Monitoring and Evaluation of Development Programme

25. Stages of OMg

26. Project Planning • Intentional Design • Vision • Mission • Boundary Partners • Outcome Challenge • Progress Markers • Strategy Maps • Organizational Practices Introduction to OMg

27. Project Planning • Monitoring and Evaluation Planning • Monitoring Plan • Evaluation Plan (Evaluation Methodology & Details) • Project Monitoring • Outcome Journal • Strategy Journal • Performance Journal • Project Evaluation • Evaluation Report Introduction to OMg

29. Key Points Step 2: Mission Step 1: Vision • about the project • is feasible • identifies activities and relationships • idealistic • about the future • observable • not about the project

30. Vision: “Imagine that in 3-5 years the program has been extremely successful. What changes will you have helped bring about? What are your partners doing differently? What have they achieved? In essence, what would total success look like?” Mission: “How can the program best support or contribute to the achievement of the vision? What areas do you need to work in? What do you need to do? ” OMg check:Avoid using gender neutral terms like community, marginalized, people, etc. rather include gender specific terminology Facilitation Question

31. Those individuals, groups, and organizations with whom the program • interacts directly to effect change • anticipates opportunities for influence • engages in mutual learning Step 3: Boundary Partners

32. Actors within program’s direct sphere of influence time limit of the project Program The rest of the world = partners Step 3: Boundary Partners

33. boundary partners may have boundary partners program program’s bp bp’s bp

34. IDRC • Regional Secretariat • Country Partner 1 • Country Partner (ENRD, Nepal) • Farmers • Students • Youth • Housewives • Teachers • Country Partner … OMgcheck: specify the gender of each BP from Male\Female or Both Gender PAN L10n project: boundary partners

35. Is about one boundary partner • describes the ideal behavioral changes, relationships, actions and interactions in this partner • and how these changes will contribute to the vision. Step 4: Outcome Challenge

36. Omg Check: A unique challenge statement can be developed for each of the three gender groups, relating to differences in their initial capacity levels and the pace of behavior change anticipated Outcome Challenge

37. A graduated set of statements describing a progression of changed behaviors in the boundary partner • Describe changes in actions, activities and relationships leading to the ideal outcome • Articulate the complexity of the change process • Can be monitored & observed • Permit on-going assessment of partner’s progress (including unintended results) Step 5: Progress Markers

38. OMg Check: If the boundary partner is for both genders and there is significant difference across gender in the way the program will be executed and/or progress is anticipated , PM may also be separately identified for both male and females Progress Markers

39. Causal Persuasive Supportive I aimed atindividual boundary partner what will be done to produce and “immediate output”? what will be done to build capacity? how will sustained support, guidance or mentoring be provided? E aimed at boundary partner’s environment what will be done to alter the physical or policy environment? how will the media or publications be used? what networks or relationships will be established or utilized? Step 6: Strategy Map

41. OMg Check: Different strategies may be developed for both men and women to include more participation in the program Strategy Maps

42. What you do as an organization to • Foster creativity • Seek best ways to assist your partner • Maintain your niche Step 7: Organizational Practices

43. Monitoring Plan • Evaluation Plan • Evaluation Methodology • Evaluation Details Monitoring and Evaluation Planning

44. Choose the Monitoring Priorities: OC, Strategies, Org. Practices • What will monitoring information be used for ? • Who will use it ? When is it needed ? • How and when will data be collected? • Who will collect it? • Who will analyze, collate, package data? • Where andwhen will it be discussed and used? Monitoring Plan

45. Evaluation Plan provides a short description of the main elements of the evaluation to be conducted by the program • It outlines: • Evaluation issues (IDENTIFY GENDER SPECIFIC ISSUES) • Way finding be used • Questions • Information sources • Evaluation methods • Evaluation teams • Dates for evaluations • Approximate cost Evaluation Plan

46. Uses progress markers to chart boundary partner`s progress • Sets starting point or benchmark • Captures details on changes in the boundary partner, contributing factors & actors, and sources of evidence Step 9: Outcome Journal

47. Can capture either quantity or quality of change: • Quantity (number of boundary partners) • Quality (depth of change) Set Values for Low, Medium & High

48. Captures data on the strategies being employed to encourage change in the boundary partner • Helps the program gauge its contributions to the achievement of outcomes and modify its actions accordingly • Feeds into work planning & (modifications) or new activities Step 10: Strategy Journal

49. Records data on how the program is operating as an organization to fulfill its mission • Includes information on the program’s practices • Feeds into work planning Step 11: Performance Journal

50. Balancing learning & accountability • Action oriented • Each study is unique • Process not only product • Build capacity at all levels through participation Guiding Principles for Evaluation