In this section we highlight the importance of identifying and collecting gender-related data as part of initial needs assessments and baseline surveys. We provide specific tools for such work. By the end of this section, you should:
Have the tools and insights required to develop needs assessments, monitoring and evaluation processes, and tools that highlight gender issues.
Now we suggest that you work with a new INEE-IRC-Women's Commission tool entitled "Ensuring a Gender Perspective." Developed for gender mainstreaming in education in emergencies, this tool can help you collect information to ensure that program design and implementation is gender-responsive and in line with the INEE Minimum Standards .
Review the checklist entitled "Information required to meet the Minimum Standards and to provide gender-sensitive education in Emergencies" (Needs assessment and data collection) on page 2 of Ensuring a Gender Perspective. Consider how the priority data suggested relates to your context and whether there are any gaps. Now adapt this needs assessment checklist as required for (a) possible program expansion into new communities or (b) as an emergency preparedness tool in the case of a sudden onset emergency in your country.
This section provides more guidance to ensure that monitoring and evaluation tools and processes capture progress toward gender equality. By the end of this section, you should be able to:
Understand the importance of designing M&E plans and data collection tools and processes that highlight gender issues
Identify relevant indicators (qualitative and quantitative) for education projects – for both those with an explicit gender focus and those that are not gender explicit
Develop specific M&E plans and data collection tools for projects in your context
If your project has specific gender equality objectives, then you will need to have specific gender indicators to measure these. For example, you aim to increase gender equality in school participation, then you will need indicators related to girls' and boys' enrollment, attendance and achievement in school. At the same time, even if the project does not have gender-specific objectives targeted, gender-related indicators should also be used as an overall measure of program quality.
Review "Ensuring a Gender Perspective." This tool has a section that proposes relevant gender-related indicators according to the Minimum Standards categories. These indicators apply to the gender-specific key indicators and some non-gender-specific key indicators. Consider the proposed indicators in relation to your context and your program/projects. Which indicators (if any) would provide useful insights into the gender impacts of your work? Which might you consider integrating into current or future M&E plans? What sort of data collection methods would you suggest to gain the relevant data on these indicators?
If your program team does not already have a compilation of the various indicators against which you report on your program activities, then compile the indicators from each project document into one separate document. Review the indicator set and identify all of the gender-related indicators. Then consider these questions:
Which indicators target gender-related project outputs? Gender-related project effects?
Which indicators use gender as a measure of quality?
Which indicators have built-in gender implications?
How do these gender indicators relate to the priority gender issues you have identified?
Which additional program-level gender indicators (i.e., not necessarily tied to any specific proposal) should be tracked?
Which gender indicators could, realistically, be added to your M&E plan?
Return to any plans you may have developed for a safe learning environment campaign/project or any other strategic protection intervention you may have started to think about.
What indicators would you need to assess the apparent effectiveness of such a program?
What would be appropriate output and effect indicators according to the IRC Guide to Design, Monitoring and Evaluation?
What tools would you need to collect the appropriate data to do this assessment?
Click here to review the guide.
The next step would be to ensure that an M&E plan is developed as the project is further defined and the design finalized.
In summary, understanding and addressing the gender dynamics of education is critical to good program design and development to ensure that all girls, boys, women and men have access to and benefit equally from education. In contexts of crisis, post-crisis and state fragility there are particular challenges faced by girls and women in accessing quality education that is safe and protective. At the same time, education can be a positive, exciting and empowering experience for girls and women. Developing and implementing programming approaches oriented to "strategic protection" are important actions that education staff can take to promote gender equality. It is important to address the underlying causes of girls' and women's non-participation and to seek out and act on opportunities for significant transformation in attitudes and behaviors that can arise in periods of transition and especially post-conflict reconstruction. To do this, and to monitor and evaluate changes brought about through programs, accurate and relevant gender-related and sex-desegregated data are required.
Now it is time to show how well you understand the concepts presented in this module by responding to these 10 questions, one at a time, on a piece of paper. If you are having any trouble, review the indicated section and then answer the question. Good luck!
Have the learners work on their own – working in their own language if they choose. Then lead a discussion to compare the different responses.