Training Manual On Gender Inclusive Planning

Gender Inclusive Planning: Training Manual for Facilitators
National Institution for Transforming India
Gender
Inclusive
Planning
Training Manual for Facilitators
Gender Inclusive Planning

NITI Aayog, Government of India 2015

Disclaimer:
This manual draws upon several resources and experiences of many trainers. A
number of exercises and activities included in the manual have been used widely in
different contexts. While an effort has been made to acknowledge sources of such
materials, it has been difficult to trace the original source of all such materials used
here. No copyright is being claimed for such material. The intention is to encourage
planners and practitioners to use the resource widely to improve the effectiveness of
interventions.
Photo Credits: NITI Aayog, Government of India
Developed under Government of India-UNDP "Strengthening Capacities for
Decentralised Planning (SCDP)" Project.
Designed by: The Banyan Tree

Printed by: Nikhil Offset, nikhil223@yahoo.com
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Alok Kumar
ADDITIONAL SECRETARY
Tele : 011-23096564
E-mail :as-niti@nic.in
Government of India
NATIONAL INSTITUTION FOR TRANSFORMING INDIA
NITI Aayog, Parliament Street
New Delhi-110001
FOREWORD

Over the last two decades, womens representation and participation in
Panchayati Raj Institutions have played an increasingly important role in local
development. With their voices getting stronger, issues of gender inequality have come
to the fore. The Government of India has taken important initiatives to adopt gender
responsive budgeting in the work of Ministries and Departments. There is a great
need for capacity development of functionaries involved in development planning and
implementation to fulfil the policy objectives.

The Government of India-UNDP Strengthening Capacities for Decentralised
Planning (SCDP) project has taken forward a series of training programmes in the
States of Chhattisgarh, Madhya Pradesh and Odisha for government officials and
resource persons on gender inclusive planning. The training manual used for the
training programmes can be an important resource for all such efforts at capacity
development on gender and development. Its strength comes from the experiential
wealth of a year-long engagement with resource persons and government officials
involved in planning and development at State, district and sub-district levels.

The manual is targeted at non-specialist practitioners of decentralised planning,
implementation and monitoring at sub-national levels, and uses a simple selection of
tools and methodology available to make the practice non-threatening and interesting.
It fairly succeeds in its intention of being easily translated, adapted and used by
trainers and practitioners at different levels. Since more than 200 local practitioners
have worked on and used this resource over the year, its career as an oft-used how-to
guide seems bright.

We are glad to bring out this training manual for use by different stakeholders for
addressing concerns of gender equality and equity in development programmes. We do
hope that it will contribute to the efforts being made towards womens empowerment
and social inclusion in the country.
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Government of India
New Delhi-110001
ME SSAG E

Indias development effort will become more robust and purposeful by

harnessing womens creativity, entrepreneurship, knowledge and leadership.
We can move closer to fulfilling the dream of national wellbeing through
ensuring womens healthy longevity, full access to education and elimination
of gender based discrimination and violence. Therefore, it is imperative that
gender equality is integrated into the objective, strategy and management of
every single project, programme or mission. This will involve, among other
things, stamping out all gender prejudices and maximising individual and
institutional participation of women.

The new initiatives of the government can take great strides in this
direction. For instance, while a campaign like Beti Bachao, Beti Padhao
and allied schemes boost foundational aspects of girls survival, protection,
education and participation, broader initiatives of Skill India and Make in
India can expand the horizons of womens entrepreneurship and productivity.
Gender-sensitive planners, administrators and technical personnel will play
a pivotal role in making this happen.

Thus, it is very strategic to build capacities for addressing gender issues
in development. The Training Manual on Gender Inclusive Planning is a
much needed resource, which can enrich such initiatives and encourage new
efforts across States as well as different Ministries and Departments.

NITI Aayog hopes that the State governments will take leadership
in multiplying such capacity development initiatives and there will be a
welcome growth of necessary technical expertise.
AMITABH KANT
Chief Executive Officer
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Tel.-23096574
Fax.-23096575
E-mail-ceo-niti@gov.com
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Government of India
New Delhi-110001
MESSAGE

Women in India have proved their mettle in all professional fields and
public walks of life. Systematically consulting them and integrating their
priorities in different development programmes can vastly advance
the progress towards gender equality in the country. All government
schemes and programmes have wide scope for this, which need be fully
utilised while planning and implementing them. However, persisting
gender biases and lack of capacities to identify and address gender
issues are posing barriers on the way.

Thus, there is a pervasive need for sensitising functionaries involved
in programme implementation and instilling relevant knowledge and
skills for gender-inclusive planning and programming. A large number
of trained facilitators are needed who can make a qualitative dent
on the processes on the ground. The training manual developed on
the subject by the GoI-UNDP project on Strengthening Capacities for
Decentralised Planning (SCDP) is a useful resource in this regard. The
Master Facilitators developed in the States in course of the initiative will
play important role to highlight and deal with gender issues in district
planning and implementation of various sectoral schemes.

It is a pleasure to offer this manual for the use of development
administrators, trainers and women leaders engaged in womens
empowerment. It can be directly used or adapted to the needs of any specific
sector or schematic context. We hope it would contribute to strengthening a
gender-aware development administration in the country.
Message

India has unparalleled experience in bringing women to the forefront of
grassroots democracy. A key challenge for the country is to ensure the voices of
these women are integrated into policy and planning at all levels.

This training manual on gender inclusive planning is an attempt to help
bridge the gap between womens experiences and policy. It was developed as
part of a long-standing partnership between NITI Aayog and the United Nations
Development Programme that piloted several initiatives on gender sub-planning
in the country.

The facilitators and trainers supported under this initiative will help improve
local and district planning by addressing gender issues and increasing womens
participation. They constitute an important resource for the continuous capacity
development at State and sub-State levels.

We congratulate the efforts of NITI Aayog, Government of India, to develop
States capacity on gender inclusive planning and implementation. It demonstrates
the urgent need for gender inclusion in development policy and practice. UNDP is
privileged to collaborate with NITI Aayog in this important endeavour.
ACKNOWLEDGEMENTS
The Training Manual on Gender Inclusive Planning has been developed with guidance
and support of NITI Aayog, Government of India and United Nations Development Programme
(UNDP) under the GoI-UNDP Strengthening Capacities for Decentralised Planning (SCDP)
project.
The manual evolved through a series of training programmes at State and district levels
and was finalised under the leadership of Shri Alok Kumar, Additional Secretary, NITI Aayog and
National Project Director (NPD) of the SCDP project. It also bears the marks of encouragement
and suggestions provided at the outset by Shri B. D. Virdi, former Adviser, MLP and previous
NPD of SCDP.
Shri Debasish Das, Member-Secretary, State Planning Commission, Chhattisgarh,
Shri Mangesh Tyagi, Principal Adviser, State Planning Commission, Government of Madhya
Pradesh and Shri G. Bhaskar Reddy, Special Secretary, Planning and Coordination Department,
Government of Odisha ensured continuous and undisturbed participation of government
officials and resource persons of important line departments from State and district levels. They
provided useful practical inputs on session designs. Shri G. Bhaskar Reddy, Special Secretary,
Government of Odisha integrated the training intervention with the planning process in pilot
Gram Panchayats. Shri Pradip Kumar Biswal, Additional Secretary, Government of Odisha took
made special efforts to ensure follow-up action on the ground.
Ms. Sumeeta Banerji, Assistant Country Director and Head Democratic Governance,
UNDP provided overall guidance and crucial thematic inputs to the capacity building initiative.
Ms. Meenakshi Kathel, Human Development Specialist, UNDP extended cooperation and
support. Shri Sundar Narayan Mishra, Project Manager, SCDP edited the document and oversaw
the training process; Shri Jaimon C Uthup, Project Associate, conducted content review and Ms.
Ananya Sharma, Project Assistant, supported with the procurement and printing processes. Ms.
Phalguni Sahu, Shri Rishi Raj Sharma and Shri Nirmalendu Jyotishi, the SCDP State Technical
Officers respectively from Odisha, Madhya Pradesh and Chhattisgarh provided necessary
assistance at the State level.
Dr. Martha Farrell and other team members of PRIA, New Delhi conducted the training
programme and prepared the training manual. The passing away of Dr. Farrell in a terror attack
in Kabul, Afghanistan in May 2015 was a shocking bolt in the middle of the initiative.
Last, but not the least, one of the most important roles was played by the trainee master
facilitators. They willingly spared time and shared their ideas and experiences, which made the
whole initiative including preparation of the manual possible.
Contents
Foreword
Messages
Acknowledgement
Chapter 1:
Overview
Chapter 2:
Purpose and Use of the Manual
19
Chapter 3:
Training Methodology
23
Chapter 4:
Tips for Facilitators
37
Chapter 5:
Training Modules
45
Part-I Introductory
46
Part-II Understanding Gender
50
Part-III Including Gender in Decentralised Planning
64
Part-IV Becoming a Facilitator
90
References 93
Annexure 95
Abbreviations
168
CHAPTER
Overview
1 9
CHAPTER
Overview
Over the years, it has been found that women enjoy fewer rights as compared
to men. They do not enjoy decision making powers, have very little control over
resources, and their domestic chores and looking after children and family do not
fall under the domain of productive work (Alkazi, Farrell, & Jain, 2004). To a great
extent, India is still a traditional, patriarchal society where men have greater power
and control and women are subject to control from birth to death. Women are
discriminated against in many ways for social, cultural and economic reasons, and
disregarded as a social group. They are either included with men or are largely
ignored. Some cultural beliefs hold women to be secondary to men, which
permeate, consciously and subconsciously, the minds of children within a family
through the process of socialisation. This becomes the starting point of gender
discrimination.
To counteract the negative impacts that women face as a marginalised group,
efforts to mainstream gender internationally were first seen around the Convention
on the Elimination of All Forms of Discrimination Against Women (CEDAW), 1979,
and the Nairobi Forward Looking Strategies (1985). However, it was only in 1995,
in the Beijing Declaration and the Platform of Action that gender mainstreaming
was established as an internationally agreed upon strategy for governments and
development organisations to promote gender equality.
10
The Government of India has pursued policies and legal reforms to address gender
inequalities in India. Substantial legislative advances have been made in addressing
gender inequalities, especially in the areas of political participation, education
and legal rights, beginning with the provision of equal rights for women in the
Constitution of India. Post-independence, the Sarada Act laid the foundation for
the rights of women. The passing of the Hindu Code Bill, 1955 improved the status
of women. In 1954, the first post-war all-India organisation of women was created
the National Federation of Indian Women (NFIW). In 1993, the 73rd Constitutional
Amendment Act created space for womens political participation and decision
making at the grassroots level by providing for at least one-third reservation of seats
for women all over the country. Even with 33 percent reservation in panchayats,
womens representation in panchayat meetings is negligible. Their place is often
taken by a male member of the family. If a woman builds courage and puts forward
her point of view, it is largely ignored.
Overview
There has been a significant increase in the number of working women in the
last decade. But it is also true that their progress is slower compared to their
male counterparts. As per Census 2011, the female work participation rate at 25.5
percent (30 percent in rural and 15.4 in urban areas) is far less than the male work
participation rate (53.3 percent). Of the total female workers, 59.6 percent were
main workers and 40.4 percent were marginal workers. Even with the increase of
women in the workforce, the workplace still reflects male standards of work ethics.
The same can be said of various policies and planning at all levels. Problems
and issues relating to gender inequality affect and influence all sectors. Women
as a group face gender based violence, denial of basic rights and other forms
of discrimination within the family, community and society at large. Gender
inequality leads to exploitation at several levels. Women continue to earn less than
their male counterparts for the same occupation and level of qualification; they
suffer low status in the workplace and are more vulnerable to sexual harassment;
and they lack economic independence that compels them to bear the burden of
all reproductive tasks in the household and makes them vulnerable to domestic
violence.
It has to be acknowledged that men and women experience life differently and
their needs and priorities differ. Gender equity and justice need to be accentuated
when efforts are made to form a just and equitable governance process at all levels.
Far from being only womens issues, gender issues are crucial social issues, which
everyone has a responsibility to address. Therefore, the importance of gender
mainstreaming in planning and development for systemic and sustainable change
cannot be overemphasised.
Far from
being only
womens
issues, gender
issues are
crucial social
issues, which
everyone
has a
responsibility
to address.
11
Gender concerns in planning in India

Unless a nation considers the special needs of women as central to development
goals, there cannot be overall improvement in addressing issues of poverty and
equitable development. It must be ensured that all development processes
critically examine the reality and do not further gender stereotypes and confine
women to their biological and reproductive roles. Further, caution must be so
exercised that development processes do not reinforce a patriarchal culture, which
disguises oppression and paints an incorrect image of womens emancipation and
freedom in a seemingly gender neutral world.
Womens
needs cannot
be seen in
isolation to the
needs of men.
The objective
is rather to
adequately and
organically
consider the
priorities
of men and
women so as
to neutralise
the inequalities
existing
between them.
12
A gender mainstreaming approach to development takes into consideration

womens representation at all levels of decision-making in development
programmes, and ensures that their needs and concerns are articulated and
addressed at the stages of conceptualising, planning, implementation, monitoring
and evaluation. Womens needs cannot be seen in isolation to the needs of men.
The objective is rather to adequately and organically consider the priorities of men
and women so as to neutralise the inequalities existing between them.
The Indian government, conscious of the need to mainstream a gender perspective
into planning processes, introduced this concept for the first time in the Seventh
Five Year Plan (1985-90). Gender inclusive planning was seen in the shape of the
Women Component Plan (WCP), which was expanded under the Ninth Five Year
Plan (1997-2002). However, the WCP mostly pertained to plan allocations and
funds-flow earmarked for women by women-related government ministries and
departments. The WCP has been followed by a more strategic approach known as
gender budgeting. Gender budgeting, or the more popular Gender Responsive
Budgeting (GRB), refers to the process of conceiving, planning, approving,
executing, monitoring, analysing and auditing budgets in a gender sensitive
manner and also implies analysing impact of actual expenditure and revenue on
girls and women as compared to boys and men. It is internationally recognised
as an important tool in the ongoing struggle to make budgets and policies more
gender responsive and mainstream gender into the development process as a
whole.
The Tenth Five Year Plan (2002-07) sought to reinforce the gender differential
impact of resource allocation and to translate gender commitments into budgetary
commitments. The Eleventh Plan continued the focus and called for adequate
provisions to be made in policies and schemes across Ministries and Departments
to address gender concerns. The Twelfth Plan takes the perspective forward by
emphasising mainstreaming of gender issues and concerns in planning and
Overview
programme implementation and execution of appropriate capacity development

interventions.
Engendering Decentralised planning

While decentralised planning has been stressed from the beginning of the
planning process in India and several measures have been taken, it could never get
widely practiced. A historic change came In 1992-93 through the 73rd and 74th
Constitution Amendment Acts mandating the establishment of panchayats at
the district, intermediate and village levels and the District Planning Committees
(DPCs) at the district level to prepare integrated district plans. It clearly envisaged
a reversal of the earlier approach to planning. Since then, particularly over the last
decade, various attempts have been made to strengthen the decentralised district
planning processes. As a result, several States now prepare decentralised district
plans (i.e. Kerala, Madhya Pradesh, Odisha, Bihar, Chhattisgarh, etc.).
The decentralised district planning process presents both opportunities and
challenges to address issues of social exclusion of women and engender the
planning process. District planning is essentially about coordinated planning and
implementation of different flagship schemes and other development programmes
involving a number of line departments. Gender sensitive and inclusive district
planning couldfacilitate recognition of gender biases and stereotypes and their
elimination through develop programmes in different sectors. Secondly, there is
substantial representation of women in Panchayati Raj Institutions (PRIs). Despite
13
the phenomenon of male family members taking over their roles, women PRI
representatives are increasingly emerging from the shadows of male dominance
and influence. They could be powerful players in a gender inclusive planning
process.
However, lack of capacity is a big hurdle on the way. Apart from knowledge
and information about the planning process, skills to handle different planning
tools and exercises are also necessary. Further, preparation and implementation
of gender-sensitive plans requires ownership and support from various line
departments. Even though specific government departments responsible
for womens development make budgetary allocation for schemes targeted
to women, it is essential that all key departments (health, education, rural
development, agriculture, water and sanitation, etc.) need to conduct their own
engendered planning and budgeting processes and participate in the preparation
and implementation of the engendered district plan.
14
Therefore, there is a critical need for building capacity of government officials

and elected representatives involved in the decentralised planning process on
integrating gender issues and concerns in district planning. The present manual
is intended to be used as a resource for such capacity development. While it is
developed for a targeted training programme for State level facilitators and
trainers in the States of Chhattisgarh, Madhya Pradesh and Odisha, it has wider
applicability across States and also at different levels. It can be customised and
flexibly used for relevant clientele by different stakeholders.
Overview
Key Gender Concepts and Terms

Given below are a list of key gender concepts and some terminologies used. All
of these terminologies need not be covered as part of this training but they are
important to know in order to develop a holistic understanding of gender, as well
as be familiar with what these terms mean in the context of our work and lives.
Even when going through the training programme one may want to refer to these
terms and concepts for greater clarity, as well as to relate theoretical aspects with
practical experiences and knowledge.
Sl.
Concept/ Term
Definition
1.
Feminists
Feminists are individuals who support the equality of women with men; A
member of a feminist political movement; One who believes in the social,
political, and economic equality of the sexes; one who supports feminism.
2.
Feminism
Feminism is a body of theory and social movement that questions gender

inequality and seeks to redress it at the personal, relational and societal
levels. It is a major movement that challenged the existing practices of
inequality of treatment between women and men. It laid emphasis on the
importance of the experience of women based on the belief that women
and men are social equals.
3.
Gender - Blind
Gender-blind describes research, analysis, policies, advocacy

materials, project and programme design and implementation that do not
explicitly recognise existing gender differences that
concern both productive and reproductive roles of men and
women. Gender-blind policies do not distinguish between the
sexes. Assumptions incorporate biases in favour of existing gender
relations and so tend to exclude women and leave women worse off.
4.
Gender - Neutral
Gender - neutral policies remain neutral about addressing gender issues.

Most policies are written in gender neutral language but their effects are
frequently different for men and women and perpetuate discrimination of
women.
5.
Gender Aware
These policies might not address gender issues but are well
informed of the gender issues.
6.
Gender Sensitive
Gender sensitive policies recognise that within a society, actors are women
and men, that they are constrained in different and often unequal ways,
and that they may consequently have differing and sometimes conflicting
needs, interests and priorities.
7.
Gender
Retributive
Policies
These are interventions that are designed with the intention of

transforming existing distributions to create a more balanced
relationship between men and women; they may target both women and
men or one of the two according to the situation. They touch on strategic
needs as well as on practical/basic needs, but do so in ways that have the
potential to change, which help build up the supportive conditions for
women to empower themselves.
8.
Gender-Specific
Policies
These policies use the knowledge of gender differences in a given context

to respond to the practical gender needs of a specific
gender working with the existing division of resources and
responsibilities.
15
Sl.
9.
16
Concept/ Term
Gender Aware
Polices
Definition
Such policies recognise that within a society, actors are women and men,
that they are constrained in different and often unequal ways, and that
they may consequently have differing and sometimes conflicting needs,
interests and priorities.
10. Glass Ceiling
Invisible artificial barriers, created by attitudinal and organizational

prejudices that block women from senior executive management
positions.
The phrase glass ceiling is used to describe the invisible barriers arising
from a complex set of structures in male- dominated organizations
that prevent women from obtaining top positions in management and
administration. This phenomenon prevails almost everywhere despite
womens increased level of qualifications and work performance. It has
been demonstrated by research and statistics, and is, at least partly, a result
of persistent discrimination against women at work.
11. Glass Elevator/

Escalator
Rapid promotion of men over women, especially in management, in

women dominated fields like nursing
12. Glass Cliff
Someone has been promoted where the risk of failure is very high
13. Celluloid Ceiling
Refers to the small number of women in top positions in Hollywood
14. Bamboo Ceiling
Exclusion of Asian-Americans from executive and managerial roles

on the basis of subjective factors, such as lack of leadership potential;
inferior communication ability, despite Asian Americans having superior
objective credentials.
15. Gender
Budgeting
Gender budgeting is the application of gender mainstreaming in the

budgetary process. It means incorporating a gender perspective at
all levels of the budgetary process and restructuring revenues and
expenditures in order to promote gender equality.
16. Gender Equality
Gender equality, or equality between men and women, entails the

concept that all human beings, both men and women, are free to develop
their personal abilities and make choices without the limitations set by
stereotypes, rigid gender roles and prejudices. Gender equality means
that the different behaviour, aspirations and needs of women and men are
considered, valued and favoured equally. It does not mean that women
and men have to become the same, but that their rights, responsibilities
and opportunities will not depend on whether they are born male or
female.
17. Gender Equity
Gender equity means fairness of treatment for women and men, according
to their respective needs. This may include equal treatment or treatment
that is different but which is considered equivalent in terms of rights,
benefits, obligations and opportunities.
Equity is a means; equality is the goal.
For example, access to education, depending on whether the child is a
boy or a girl. In some developing countries, although primary education is
compulsory and free, girls are not sent to school because in certain hours
of the day they have household responsibilities. Therefore, flexibility of
hours in school would ensure fairness of treatment.
18. Harassment
Refers to any kind of emotional and physical abuse, persecution or

victimization. Harassment and pressure consist of various forms of
offensive behaviour. Harassment is characterized by persistently negative
attacks of a physical or psychological nature on an individual or group of
employees, which are typically unpredictable, irrational and unfair.
Overview
Sl.
Concept/ Term
Definition
19. Sexual
Harassment
Unwelcome sexual advances, requests for sexual favors, and other verbal
or physical conduct of a sexual nature that tends to create ahostile or
offensive work environment.
20. Sex
Discrimination
Differential treatment of men and women in employment, education and

access to resources and benefits, etc. on the basis of their sex.
Discrimination may be direct or indirect.
Direct sex discrimination exists when unequal treatment between women
and men stems directly from laws, rules or practices making an explicit
difference between women and men (e.g., laws which do not allow women
to sign contracts).
Indirect sex discrimination is when rules and practices that appear genderneutral in practice lead to disadvantages primarily suffered by persons of
one sex.
Requirements which are irrelevant for a job and which typically only men
can meet, such as certain height and weight levels, constitute indirect
discrimination. The intention to discriminate is not required.
21.
SexDisaggregated
Data
Collection and use of quantitative and qualitative data by sex (i.e., not
gender) is critical as a basis for gender-sensitive research, analysis, strategic
planning, implementation, monitoring and evaluation of programmes and
projects.
The use of these data reveals and clarifies gender-related issues in areas
such as access to and control over resources, division of labour, violence,
mobility and decision-making.
22. Gender
Discrimination
Gender discrimination refers to the practice of granting or denying rights

or privileges to an individual based on their gender.
Although gender discrimination is sometimes mistaken to be a form of
discrimination that is experienced only by women, it is a problem that has
affected men also significantly. For example, men were denied jobs that
were traditionally considered to be those that were traditionally performed
by women, such as nursing, child care, primary school teachers etc.
23. Womens
Empowerment
The process by which women become aware of sex-based unequal power

relationships and acquire a greater voice in which to speak out against the
inequality found in the home, workplace and community.
It involves women taking control over their lives: setting own agendas,
gaining skills, solving problems and developing self- reliance.
Making men aware of the significance of gender equality.
24. Affirmative
Action
Affirmative (positive) action means special temporary measures to redress

the effects of past discrimination in order to establish de facto equal
opportunity and treatment between women and men. Affirmative action
in favour of women should not be considered as discriminatory against
men in a transitional period. Once the consequences of past discrimination
have been rectified, the measures should be removed to prevent
discrimination against men.
Reservation of women in politics can be considered as an example of
Affirmative Action.
17
Sl.
Concept/ Term
25. Practical Gender

Needs
Definition
Practical needs rise out of the gender division of labour and womens
subordinate position in society. They do not challenge the existing power
relations between women and men. They are merely a response to an
immediate perceived necessity, identified within a specific context.
For women and men in the lower socio-economic strata, these needs
are often linked to survival strategies. Addressing them alone only
perpetuates the factors that keep women in a disadvantaged position in
their societies.
26. Strategic Gender

Needs
These needs are required to overcome the subordinate position of women

to men in society, and relate to the empowerment of women. They vary
according to the particular social, economic and political context in which
they are formulated.
Usually they concern equality issues such as enabling women to have
equal access to job opportunities and training, equal pay for work of
equal value, rights to land and other capital assets, prevention of sexual
harassment at work and domestic violence, and freedom of choice over
childbearing. Addressing them entails a slow transformation towards
gender equality.
27. Gender Analysis
Gender analysis is a systematic tool to examine social and economic

differences between women and men. It looks at their specific activities,
conditions, needs, access to and control over resources, as well as their
access to development benefits and decision-making. It studies these
linkages and other factors in the larger social, economic, political and
environmental context.
28. Gender Division

Of Labour
The division of labour between women and men depends on the socioeconomic and cultural context, and can be analysed by differentiating
between productive and reproductive tasks as well as community-based
activities : who does what, when, how, for how long, etc.
29. Gender Gap
The gender gap is the difference in any area between women and men in
terms of their levels of participation, access to resources, rights, power and
influence, remuneration and benefits. Of particular relevance related to
womens work is the gender pay gap.
30. Gender Planning
Gender planning consists of developing and implementing specific

measures and organisational arrangements (for example, capacity to carry
out gender analysis, collect sex-disaggregated data) for the promotion of
gender equality, and ensuring that adequate resources are available (for
example, through gender budgeting, see above no. 14).
Gender planning is an active approach to planning which takes gender as
a key variable or criteria and which seeks to integrate an explicit gender
dimension into policies or action.
18
CHAPTER
Purpose and Use

of the Manual
2 19
CHAPTER
Purpose and Use

of the Manual
This manual is primarily intended to be used for developing capacities of

government functionaries and elected representatives in order to engender
planning and programme implementation processes at district and sub-district
levels. The process of engendering involves understanding gender concepts and
analytical tools, identification of issues of gender discrimination and inequality,
conceptualisation and planning of different programme components to address
them and finding/creating budget allocations across different schemes and
programmes to effectively implement planned activities suitably addressing
gender concerns and issues of womens empowerment.
Objectives
To revisit principles and applications of decentralised planning and analyse

gender issues and concerns involved;
To facilitate understanding of the dynamics of gender mainstreaming in

decentralised planning processes at local levels;
To develop knowledge and skills for using gender analysis and planning tools;
To transfer practical skills for facilitating learning of district and sub district
officials in gender mainstreaming in decentralised planning.
Using the Manual

This gender manual is designed to help non-gender specialists, with a focus on
those involved in district planning (district level government officials, elected
representatives and potential resource persons active at district / State levels), to
recognise and address gender issues in their work. The intention is to demystify
gender, make the concept and practice of gender mainstreaming accessible to a
wide spectrum of stakeholders without assuming any significant familiarity about
gender planning constructs on their part.
20
It provides descriptive information about different tools and concepts that

planners, technical specialists and others need to know in order to incorporate and
mainstream gender components in programmes. It is envisaged that such efforts at
gender mainstreaming will achieve gender equality in development projects and
Purpose and Use of the Manual
programmes. The manual is also designed to initiate dialogue and help develop
a gender sensitive ad inclusive approach in the district and sub-district planning
processes. The approach of this manual is intended to build on existing levels of ... the manual
learning and preparedness of the participants rather than be prescriptive.
aims to
Lastly, the manual aims to deepen self-awareness and reflection on gender deepen selfperspectives in daily personal and professional lives of the participants. Any awareness
individual or institution striving to recognise and address gender issues in their and reflection
work will find this a useful guide and ready reference to design and conduct on gender
perspectives
gender trainings.
This manual is based on a series of five-day training programmes conducted in in daily
States. For this purpose a session design was used (given at Annex-1). The design personal and
professional
has broadly three parts:
lives...
a. gender awareness and sensitisation: It deals with differentiation between
sex and gender; understanding of gender roles in the social system; gender
biases and stereotypes; gender in development interventions and gender
mainstreaming;
b.
Understanding decentralised planning; concepts and tools for genderinclusive planning; gender analysis of development policy/interventions;
gender sensitive monitoring and evaluation;
21
c.
Participatory training/learning methodology; processes/tools for facilitation

and knowledge transfer; tools/tips for conducting a training programme
The sessions can be modified according to specific requirements and timing can
be changed to suit convenience. The session details can also be reshuffled as per
requirement and need not follow the sequence suggested. The manual contains
notes to facilitator/trainer, hand-outs and references so that the user can readily
use them.
22
CHAPTER
Training
Methodology
3 23
CHAPTER
Training
Methodology
This manual uses participatory training approach. Participatory training

methodologyis a powerful tool for change. It is one of the most effective ways
of learning and transmission of knowledge for bringing about transformation in
society.
For the training to be effective, it must be designed and delivered in an engaging,
interactive, inspiring and motivating way. As the name suggests, participatory
training involves people actively participating in the training process. Participants
discuss and question ideas. A facilitator asks questions to drive the discussion
forward. Everyone has experiences to share and there may be several answers to
each issue raised. Hence, in participatory training processes:
A variety of different learning approaches are used in order to keep the

interest alive among the participants.
Lectures are kept to a minimum and highly participatory methods, such as

role playing, simulation and case discussion, are used.
The rich expertise and experiences of participants are utilised. Active learning
in a training programme comes from ones peers.
Participants get the chance to review what they have already learnt and
apply it to more challenging tasks. Key concepts get reintroduced as the
programme becomes more advanced.
The design continually refers back and incorporates concepts and skills
learned earlier.
Opportunities are set up for participants to utilise the course content to

address and help solve actual problems that they are currently experiencing.
Application is a major focus during training.
Training usually ends with considering and identifying the next steps participants
will take and the obstacles they will face as they work on new ideas and skills.
Major Assumptions
24
People cannot be developed, they can develop themselves.
Adults learn in different ways from children therefore, the training

methodology used for adults will consider their prior learning and experiences
as the basis for all discussions.
Individuals working at field level with communities are themselves a rich

source of information and knowledge about their own world.
The collective is a powerful tool for learning and change. Group participation
and involvement of representatives at different levels in a hierarchy moves
the training from being passive to active.
Training and knowledge can never be neutral because it is a political process

that brings about change in the attitude and thinking of individuals. This
changed thinking puts pressure on the structure and systems that perpetuate
injustice and disempowerment of the people concerned.
25
Participatory training in the

Context of gender
In countries across the world and in India, we have seen that girls and women
are undervalued in society as compared to boys and men. As a result of this bias
towards women that may begin even before birth (sex selection of foetuses),
their access to health, education and other basic needs, and their access to and
control over their future wealth is limited. Since boys are preferred over girls, it
is these boys who grow up into men who have power, access and control over
essential services such as education and health. The rise of the need for specific
skills, experts and high-level academic research has created a general conviction
that girls and women do not possess useful knowledge, and therefore have no
rights to question.The experience and popular knowledge of girls and women is
systematically devalued and disregarded.
Therefore, girls and women suffer from low self-esteem and lack self confidence in
themselves and those around them. They mistrust their own capacities to change
their situation. Their aspirations are bound by low self-concept and feelings of
dependency and vulnerability. A sense of subjugation is ingrained to such an extent
that the victims of this unjust system themselves often end up perpetuating the
same system, as is the case with mothers of girls who are engaged in child labour.
Participatory training is an educational intervention in this direction. It gives
inspiration to do something about this helplessness, submissiveness and feeling
of inferiority that has made ordinary women accept control and injustice. It serves
the interests of the poor and the oppressed and those who are discriminated
against, unorganised and powerless. It seeks to prove that girls and women are
capable of bringing about change:
26
It is aimed at creating an experience of personal and collective change, thus

strengthening an individuals understanding that change is possible, within
ones self and at the level of the group.
It encourages participants at the training to question what they have always

accepted in the context of gender, to critically examine their own experiences
and to derive insights through analysis. This process enables them to discover
and exert their latent powers for constructive action.
It recognises and validates authentic and accurate knowledge of girls and

women, boys and men; which is based on real experiences, and synthesises
it with fresh insights and restructured concepts based on the analysis of
experience. The new body of knowledge thus created leads to a powerful
sense of ownership and a willingness to transform ones own reality.
Designing a participatory training programme

on gender inclusive district planning
1.
2.
3.
Understand the strategic role of training: It is very important to be clear about

the strategic role of training so that learned competencies can be utilised
by the participants in order to effectively contribute to their organisations/
communitys progress with a gender perspective. Some of the components
to be kept in mind while underlining the role of training are:
Purpose of the training programme
Clear understanding of training outcomes
Various skills and attitudes to be inculcated in the trainees
Trainers team
Venue and duration of the training programme
Methodology of the training
Monitoring and evaluation processes
Selection of participants: Participants should be selected carefully on the basis

of relevant background and present/future roles. Some of the questions to
be answered while selecting participants are as follows:
Have the learners voluntarily applied for the programme? Or have they
been sent?
Are there an adequate number of female participants?
Do they see the programme as suitable for themselves? Does it relate to

their work/roles?
If learners have been chosen by their organisation, on what basis have

they been chosen?
If learners are coming from a community, who selected them for the
programme? On what basis?
Do the learners have a suitable background?
Is the timing right? Will the learners have other preoccupations?
Effective designing: One can learn effective designing only through constant
practice. A trainer has to constantly see what works better and what does not,
how timing keeps up with the learners pace and so forth. Some guidelines
to be kept in mind:
27
a.
Assessing learning needs: Learning needs are those set of things which a person
or a group of persons needs to learn in order to perform her role effectively.
Thus, a learning needs assessment must establish:
What is required from the individual in the committee/community to
promote gender inclusive planning?
What are the existing competencies, skills, knowledge already available
with the individual?
To be able to evolve a holistic framework of learning needs, it is necessary to look

at:
Participants: Who are the participants/what is their background/what

is their field of work/what is their aspiration/what do they want to learn?
Community: Which community does the participant belong to or
which community is the participant going to work with? What are the
participants common problems? Causes of main problems; physical or
social? What are participant attitudes, traditions and concerns? What
are their resources: human, physical, economic, from within or outside
the area? What role is the participant going to play in the family or
community? How does the family/community view the participant?
What expectations do they have from the participant?
Committee: History and background of the committee. What is its
work, strategy and focus? What is the structure like? What changes
does it want to bring about? What does the committee expect from
training? Is training really needed in implementing desired changes or
can change be brought about through detailed operational planning
and plan implementation?
28
b.
Defining learning objectives: Learning objectives are those concrete and

relevant changes or outcomes that are expected to be achieved in the
participants by the end of the training programme. It is necessary to define
objectives before we design the training because they will direct the entire
designing and influence our selection of content areas and methods. The
objectives will become indicators of learning achievement and the progress
and pace can be monitored with its help. They also help in measuring
accountability during evaluation. Thus, it is very important that objectives
are shared with the participants (both male and female) at the beginning of
the training programme.
c.
Deciding on content areas: Content areas can only be defined once the trainer
is clear about the participants present level of understanding, present
knowledge and competencies on gender inclusive planning. The extent

of the topic or ideas to be covered and the depth and detail can be
determined by the current level and understanding of the participants.
For example, a citizens training programme on gender inclusive district
planning would have different content areas for women in rural areas
as compared to women from highly educated double income groups.
d.
Sequencing content areas: Sequencing is one of the most important steps

in training. It is not enough to decide on content areas and slot them
from one session after the other. It has to be linked logically: which idea
logically leads to the next and sets the stage for what follows. It is also
important to keep in mind that too many sessions of the same type can
easily lead to boredom or stress. Training sessions which deal with skill
development need practice sessions, which is an effective way to avoid
monotony and maximise retention.
Some basic guidelines in sequencing are:
Introduction of the programmes and learners has to be first

Monitoring and review should be on-going
Mid-term review is useful
A brief evaluation can come at the end
Planning for follow up to come towards the end
Action plan should come after all other content areas
e.
Selecting training methods: Once the contents are selected and sequenced,
then selecting the appropriate method becomes a significant task. The
choice of method would largely depend upon the background of the
participants, whether they are literate or not, their learning needs and
selected content areas.
Participatory Training Methods

The various methods under participatory training methodologies can be classified
under three domains of learning:
Cognitive Domain (Knowledge)

This domain focuses on intellectual skills. The methods that fall under this
framework are used for increasing knowledge by providing information.
Information can be provided either purely verbally or accompanied by visual
aids. The main purpose of these methods is to get a clear understanding of
the subject. The methods that falls under this category are:
29
33 Lecture
Used for:
Conveying new information and concepts to the participants.
When the experiences of the participants need to be situated and

related within a theoretical framework.
Stimulating and motivating participants for further enquiry.
Presenting a specialised body of external information through expert

resource persons.
Giving an effective lecture
Prepare for the lecture, become very familiar with the subject matter.
Identify and prepare supporting aids to illustrate the points made; such as handouts, background material, some pictures and posters you might want to use,
etc.
Keep chalk and blackboard or flipchart and marker pen ready for noting key
points.
Provide examples to link the subject matter to the lives of the participants.
Sequence the contents logically, sequentially and systematically building upon

previous content areas.
Ask questions to check whether the participants are understanding the lecture.
Provoke the participants to ask questions.
Be sensitive to background of the participants and their context.
Maintain eye contact with the participants to assess whether they are following
or not, whether they are interested or bored.
Maintain time stipulations and do not get carried away, but at the same time do
not sacrifice essential material for the sake of time.
Arrange the seating so that all the participants can see the aids equally well and
hear the lecture. A circular seating arrangement, or if there are too many people,
a double circle is useful.
Be aware of your own body movements and facial expressions.
Speak clearly, loudly and use simple language.
Avoid being prescriptive, try to be provocative.
If there is more than one trainer, then the others can supplement as well as
monitor the process of learning.
30
Affective Domain (Attitude)

The affective domain is critical for learning. This is the domain that deals
with attitudes, motivation, willingness to participate, valuing what is being
learned, and ultimately incorporating the values of a discipline into a way of

life. Stages in this domain are as follows:
Receiving (willing to listen)
Responding (willing to participate)
Valuing (willing to be involved)
Organising (willing to be an advocate)
Characterisation (willing to change ones behaviour, lifestyle, or way of

life)
There are a number of methods by which learners are engaged in learning at

the emotional level and most important of these are based on experiences
(past and present).
33 Small Group Discussion

This is one of the most commonly used methods. Discussions in small groups
help participants to discuss about their own past experiences in a very
deliberate manner. This method is commonly used for sharing information
and experiences.
Some special forms of small group discussions:
Buzz Groups: This is an effective way of motivating the group after a long spell of
passive participation such as listening to lectures or watching a film show. This
type of small group discussion involves participants engaging in short (between 1
Steps to conduct an effective small group discussion
Instruct the group clearly about the task, specify time and the form of
presentation.
Divide the large group into small groups.
Different groups may be given different tasks; in this case the, groups should be
divided first.
Let the groups discuss (through sharing and analysis) the matter under
consideration for the stipulated time.
Let all the groups reassemble into a large group.
Let one or two individuals from each group present their discussion to the larger
group.
Add any relevant points that you feel have been left out and use the group
presentations to arrive at a common understanding and explain it by supporting
it with theoretical concepts and theories.
31
and 3 minutes) meaningful discussions to exchange viewpoints, usually to answer

a particular question. Participants just turn around and group with any two other
participants sitting next to them. Each member is given a chance to speak and
question. The groups then present new ideas that have come up as a result of
their buzz session. The trainer thus gets a clearer idea of how much they have
understood.
Fish Bowl: The participants are asked to divide themselves into two groups.
One group is taken outside and given a brief of the activity they are required to
perform and a small group is given the task to observe from outside. Those who
are observing are later given the opportunity to form the fish bowl group while the
Conducting a successful fish bowl exercise
Ask the participants to volunteer their membership into two groups, one for the
fish and the other for the bowl. The fish group is the group who performs the
task and the bowl group is the observer group.
Without the observer group and the task group being given an opportunity
to talk to each other, the observer group is taken out of the room and given
guidelines on what they are to observe and how they are to observe. The task
group meanwhile are also given their brief and told to prepare for it.
The observer group is called back into the room and asked to sit in a circle around
the task group to observe them performing their task.
After the time is up, the observer group is asked to present the points they
observed about the task group.
Once this stage is over, the groups might be inter-changed with the previous
task group now taking on the role of the observer group and vice-versa.
first group reverses its role and observes. It is useful because it allows an issue to be
examined in a group. It increases participant awareness on the groups functioning.
It also increases the awareness of a participants own participation in the group.
32
Debate: This is an effective way of making an individual think. Choose the topic
with great care, keeping in mind that it must allow two opposing points of view to
be articulated. Debates provide an opportunity to view a subject from all angles,
to think logically and to present viewpoints with clarity and lucidity. Remember
dealing with impromptu questions from the floor of the house is an important part
of debating. The instructor must remain neutral, so as not to demoralise either of
the groups.
Conducting a successful debate
Divide the large group into two different groups.
Explain to the group that they will be given one statement and each group has
to debate against each other either for or against the statement.
Allow the groups to discuss points and speakers among themselves.
Allow rebuttal.
Debrief the exercise summing up all the points that were discussed and present
them in a structured form.
Matchstick Groups: This is an unusual way to limit dominating speakers and

drawing out shy speakers. Each person is given the same number of matchsticks
(say 5). When someone speaks, s/he throws a matchstick in the centre. When one
persons matchsticks are finished, s/he may not speak until all the matchsticks have
been thrown.This is useful because it encourages participation of all.
Teaching/learning Groups: These give participants an opportunity to enjoy the
role of being a trainer within the group. Analysing the subject matter, finding an
inherent logic, giving relevant examples and presenting it with clarity, all help the
participants to gain confidence and a greater insight into the area of inquiry. For
example, it can be used to reiterate important issues and also to assess how much
the participants have learnt. You could ask a volunteer to take over the facilitation
of one round of a learning game being played by the group, e.g., agree-disagree
game.
33 Case Study

In this method, others experiences are provided to the group in the form of a
case study. These experiences are reflected upon and analysed by the participants to then extract or arrive upon new principles. The participants own
experiences, values and feelings form the basis for analysing others experiences.
Its uses
Can be used to convey complex theoretical concepts in a simple way.
Allows the group to reflect on its appropriateness in their milieu/life.
Allows discussions/sharing on potentially threatening situations, which

the participants will not be willing to share if asked directly.
Sharpens participants analytical and diagnostic skills.
Exposes participants to situations they might not ordinarily experience

in their own lives.
33
Using a case study effectively
Presentation of case study by the trainer.
Groups are divided into smaller groups and given the task (question).
Individuals are allowed to reflect.
Groups are allowed to discuss.
Debrief and consolidation of the analysis by the trainer.
Exposes participants to similar experiences elsewhere to enable them to feel a

sense of solidarity and validation.
Helps in creating new knowledge through collective reflection, analysis and

synthesis.
33 Role Play

34
One of the most common training methods in use is called role play. Role play is
used in a variety of ways:
A small group enacts a situation where other participants observe the role
play: A discussion follows that enactment. This use of role play is similar to
a demonstration where learning occurs through observation. Such role play
can be enacted by the trainers themselves or a few outsiders or a handful
of learners, with or without trainers. Role plays are useful when a particular
situation is needed to be analysed; for example, a role play on a family
thatworks in the National Hydro Power projects, sends their son to school but
expects their daughter to work with her parents on the dam construction site
as well as take care of her siblings and also cook food and bring for her parents
to eat during the day. Participants should be allowed to make additions like
the girls age, whether she is a paid worker or is she there only to help her
parents.
Role play is also used to stimulate discussion on complex issues: This method
of learning is essentially a group discussion where role play merely acts as a
stimulant or catalyst for the discussion that follows. This can also be used as a
task for the task group in fish bowl and the observer group is asked to observe
how the gender differentials are played out in a family.
Role play is also used to practice some skills: For example, gender trainers can be
trained to practice how to motivate women to assert themselves in community
situations by enacting different roles. The prime method of learning here is
by practicing and receiving feedback from learners and trainers after that
practice.
Role play is a re-enactment of past experiences: In this sense all participants

are involved in enacting an issue or a situation with which they are familiar.
For example, a group of 25 illiterate women participants can be divided into

five sub-groups to prepare and re-enact the experience of being a wife in
the family. Since all the participants share this experience and all of them are
involved in the re-enactment, learning occurs here through the twin steps of
preparation and re-enactment.
33 Simulation

Simulation is a method done by assigning very definite roles to each participant and
having them act out a situation according to the roles they have been given. It is
carried on long enough to generate responses and reactions based on real feelings
and participants need to genuinely get into their role. Learning takes place without
any serious risk because the situation is after all make believe.
Conducting a successful simulation exercise

i.
Pre-Simulation
Decide upon the objectives and design, or select the appropriate simulation.
Plan the debriefing in detail. Delineate the roles carefully and prepare role
briefs and a list of rules/instructions. Decide who will assume which roles. Try
to include all participants as simulations should not have observers.
Define the situations and events in which the characters will interact. There
may be more than one situation/event.
Decide upon where to have the simulation. The site/s chosen should parallel
the real life sites of the situations chosen.
Keep necessary props ready which may be used for the different roles.
ii.
Conducting a Simulation
Assign roles; give each person the appropriate role brief. This role brief should
include what type of person s/he is supposed to be playing, including some
details of personal history.
Ask the participants to study their roles and try to become the role. Do not let
different players study each others briefs.
Have some appropriate means (like name tags) of identifying the different
roles.
Brief the participants about the situation and let them start acting according
to their interpretation of the roles.
Stop the simulation when appropriate, or the essential part is over, or if it is

getting out of hand.
iii.
After the Simulation
Give the participants time to emerge out of their roles or give them a tea break.
Ask the participants to share their feelings; keep your questions directed,
35
not vague. For example, questions like what happened to you during the
simulation, how did you feel, etc, can be asked.
Note their responses (on a chart).
Try to draw parallels with real life while analysing the patterns in the data.
Collate these feelings, give necessary inputs and draw up a summary.
Some other useful training activities can also be used such as providing reading material,
demonstrations, field visits, slide shows/films, pictures, posters, games and ice breakers.
Putting the whole into a time frame:

Once the objectives have been formulated on the basis of learning needs, content areas
have been derived from objectives, the learning units sequenced with proper linkages,
and appropriate learning training methods selected for each content area, the training
design can be finalised and the entire process placed in a time frame. A realistic calculation
needs to be made of how long each topic would take to cover. Some considerations to
be kept in mind while assessing time needed are:
The depth of the topic to be covered. The newer the group is to a particular concept,
the longer the time that will be taken.
What are the special learning styles of this group? A literate group will take less time
to understand the concepts being discussed.
What is the choice of method? Simulation will take longer to complete as compared
to a quiz.
What are the limitations of the programme? The training programme should be
limited to the stipulated number of days.
Adequate time has to be kept asidefor breaks, both short and long. It is important
to structure time separately for participants to:
36
Go through given reading material and discuss it with others to gain clarity
Be adequately briefed about norms or procedures before exercises, games,

field trips, practice sessions, and seek individual clarifications (if needed), or
counselling from trainers.
Increase energy levels though short games, exercises, and dances and so forth.
Be relaxed with each other and overcome shyness in the group through
cultural programmes, especially at the beginning when participants are
unsure and tense.
Know the community which needs to be sensitised.
Customise tools according to customs and cultural milieu
CHAPTER
Tips for
Workshop
Facilitators
4 37
CHAPTER
Tips for Workshop

Facilitators
Training has always been viewed as a learning process. But training is more than
just building the skills and knowledge of individuals. It is also about changing
peoples views, attitudes and behaviour through the various activities and sessions.
Therefore, the selection of trainers is crucial to the success of a training programme
on gender inclusive district planning.
i) Selecting the trainer

One cannot begin a training programme without a trainer. In a participatory
training programme, the trainer adopts the position of the facilitator, or change
agent, rather than a position of dominance and key knowledge holder. The
trainers role is to initiate a participatory process and take steps to ensure that the
objectives of the programme are met.
A trainer has to shoulder a variety of roles and responsibilities. It is difficult to
function as a lone trainer. Having a team of trainers to take on various responsibilities ensures better logistics and reduces strain on the individual trainer.
The composition of a training team should ideally be made up of two or more
trainers, which should be a combination of a male and female trainer; out of which
one is the lead trainer. There also may or may not be a resource person who is a
subject matter expert from outside as part of the team.
An ideal trainer team is one in which all the members are totally committed to
the learning process, have rich diversity of experiences and abilities, and are able
to share and laugh together with deep mutual respect. In reality, however, this is
often not the case, and many of us simply have no choice in the matter. The cotrainers may be colleagues or resource people.
ii) Roles and responsibilities of trainersteam
38
The difference between roles and responsibilities of a trainer can be understood

on the basis of What the trainer has to get done on the whole which defines her/
his responsibilities while the answer to the question How the trainer is expected
to behave defines the roles s/he has to assume.
Tips for Workshop Facilitators
If there is a training team, each member of the team should have a well-defined
role and s/he is expected to perform the role and the responsibility that is assigned
to the team. In a traditional training mode, the major competence that the trainer
needs is thorough knowledge of the subject matter. In participatory training, on
the other hand, the trainer has a number of roles and responsibilities to fulfil.
In order to organise their responsibilities, an effective trainer must be competent
in:
a) Identifying learning needs
The trainer must possess knowledge about the potential participants, their job
descriptions, and the community to which they belong and about the theoretical
framework of participatory training.
b) Preparing the training design
In order to prepare the training design, the trainer needs to have knowledge
about the subject matter, content areas and the various methods, materials and
resources, which will help her/him in preparing the design. Awareness of gender
39
and its various dimensions, the ideological framework of participatory training,

the participants possible physical, psychological and emotional needs, the limits
and potentials of each method is also of utmost importance. The ability to identify
the appropriate method and arrange an effective sequence, besides the skill to
devise innovative and suitable learning/training methods contributes to effective
design.
c) Preparing oneself
Knowledge about the various content areas and about self-development are
essential for the trainers own preparation. Besides this, the trainer must also
be aware of her/his own attitudes, beliefs, value systems, and behaviour, own
limitations and shortcomings as well as her/his own potentials and abilities and of
course the need to change her/his self. It is essential that the trainer be skilled in
directing her/his own learning process.
d) Making arrangements
Many a time, the trainer is faced with the responsibility of making most
arrangements for her/his trainings. Trainer needs to have a thorough knowledge
of all the available resources and facilities and their approximate costs in order
to make effective arrangements. The trainer needs to be aware of the potential
participants needs, peculiarities of the particular venue/training and the limits
and potentials of the available resources. The skills essential for making good
arrangements are the ability to anticipate requirements, to take decisions and
coordinate.
e) Conducting the training
In order to conduct the training effectively, the trainer needs a working knowledge
of adult learning theory, group dynamics, and human psychology besides the
content of the training. While conducting the training, the trainer needs to be
constantly aware of what is going on in the participant group, vis--vis individual
anxieties, needs and expectations, group dynamics and, of course, the learning
process. S/he must necessarily be aware of her/his own behaviour and attitudes
too. Skills of a good trainer include the ability to listen, observe, communicate,
empathise, support and encourage, diagnose, analyse, critique, challenge and also
be a role model for the participants.
40
f) Evaluating the training and follow up

The trainer must know about the methods or techniques of evaluation and follow
up, and of the possible roles and responsibilities of the participants emerging
needs and concerns. S/he must be aware of the limits and potentials of training and
follow up, the type of follow-up, what the participant might need after returning
to a real life situation, and of her/his own anxiety, feelings of possessiveness and
reluctance to be objective. Skills in gathering and analysing information, using
this to adjust the course of the training, in maintaining contact and providing
continued support and, of course, in writing reports are essential.
g) Knowledge of group processes
Participatory training approaches while instrumental in bringing about change at
an individual level, also emphasise the importance of collectives of individuals in
understanding and transforming social reality. Practice suggests that the process
of collective discovery and decision making enables individuals to accept change
more readily.
A group has the following characteristics:
An objective or goal, or a common and shared purpose
A framework or boundary in terms of time and space
41
Guidelines for Effective Listening
Concentrate on hearing.
We must listen with an open mind; we often stop listening when we hear some
key words or red flags which touch our personal biases or preferences.
Pay attention and try to understand what is being said beyond the words, try to
understand the feelings, the emotions and what is being implied, be alert to the
various non-verbal messages.
Do not predict what the speaker is trying to say, do not jump to conclusions.
Do not pretend to have understood when you have not, clarify your doubts,
request the speaker to re-explain, ask relevant questions.
Do not become defensive and do not argue or interrupt, especially when you
feel that the speaker is challenging some of your favourite ideas.
To ensure that we are listening attentively we should from time to time restate,
repeat and summarise what we think is being said.
Source: A manual for participatory training methodology in development, PRIA (2011), New Delhi
A definable membership which is relatively stable.
Interaction and interdependence between members.
A group consciousness or a conscious identification with each other.
The ability to act together as one unit or organism.
In the context of conducting gender training, the trainersteam should be sensitive

about the background and context of the participants.
h) Communication skills
Communication is an important group process. Communication within a group
deals with the verbal and the non-verbal, the explicit and the implied messages
that are conveyed and exchanged relating to information and ideas, values and
feelings. We communicate non-verbally through a fascinating variety of ways to
convey a range of meanings, such as:
42
Using bodies through gestures, posture, nodding, facial expressions, eye

movements.
Using voices to laugh, yawn, groan, scream, whisper and so forth.
Using skin to touch, to pat, to push.
Using distance - sitting close, standing very far apart, sitting on a higher seat,
standing behind a table and so on to indicate intimacy or distance.
Using clothes, hairstyles, perfume, jewellery, accessories and so forth to make

a certain statement about ourselves like shock, disapproval, hurt, great joy,
togetherness and so on.
Using silence - very effective sometimes, to convey a range of emotions.
i) Listening
An important element while discussing how we communicate is the element of
listening. Listening involves much more than passive hearing. Most of us are so
busy thinking of and putting across our own ideas and points of view that we
seldom listen carefully to what others are saying. Listening is based on hearing and
understanding what others say to us, which is only possible when we pay attention
to what is being said. We must remember that listening is the true indicator of
respect.
iii) Characteristics of a good trainer
Trusts other people and their abilities.
Respects other peoples ideas and experiences.
Is willing to listen.
Is confident and humble.
Is interested in people, friendly and sensitive to their needs and feelings.
Is exible and dynamic.
Is open to feedback and willing to adjust or change accordingly.
Is aware of her or his own strengths and weaknesses and willing to learn.
Has a good sense of humour.
Gets things done.
Is organised mentally and physically.
Understands and believes in participatory processes.
Works well with a team or group.
Speaks clearly and uses simple words and short sentences.
Summarises ideas or reports at the end of the session or the day.
Makes necessary changes to the process as required.
43
iv) Major responsibilities of a trainer

1.
Identifying learning needs
2.
Preparing the training design
3.
Preparing her/himself
4.
Making arrangements
Conducting the training
Evaluating the training and following up
A key component of designing and conducting a training programme is what we

might technically call the non-training aspect. This component includes the three
main responsibilities of a trainer apart from the actual conducting of sessions.
These are:
44
1.
Management or administrative aspects
2.
Report writing
3.
Follow up
CHAPTER
Training
Modules
5 45
CHAPTER
Training
Modules
PART I: INTRODUCTORY
SESSION 1: KNOWING EACH OTHER
46
SESSION 2: OBJECTIVES AND EXPECTATIONS

SESSION 3: UNDERSTANDING THE CONCEPT OF DECENTRALISED
DISTRICT PLANNING
Training Modules
Session 1: Knowing Each Other

Objective
Time
To welcome the participants 45 min

To introduce the participants
and facilitators
To set ground rules
Method
Materials
Small group discussion Writing pads, pens,

flip charts, markers,
whiteboard, post-its
Procedure:
1.
Facilitators introduce themselves and explain that this session will help the
participants to know more about each other. Explain to them the importance
of listening to each other, respecting each others opinions and sharing
experiences with each other. Explain the task they are to accomplish.
2.
Divide the participants in pairs.
3.
Each pair will talk with each other and take the following information from
each other - name, hobbies, educational and professional background and
their dream of a happy life.
4.
Each pair of participants gets 15 minutes to interact with each other. After
which, they introduce each other in the plenary.
5.
At the end of the introduction, the facilitator explains to the participants that
for smooth functioning, ground rules are important. Ask the participants to
come up with ground rules for this workshop and write it on a chart paper.
Once this exercise is done, the chart paper has to be stuck in a place which is
visible to all participants.
Debrief note for the facilitator:
Encourage participants to share informal things about themselves that help

to break the ice, for example, sharing their hobbies, interests etc. This is an
important stage for the training programme. It is at this stage that participants
begin to build relationships with each other and with the trainers.
Encourage the participants to come up with ground rules. This motivates

them to follow the same. Some of the ground rules can be:
33 Mobile phones to be kept on silent/switched off before entering the

workshop.
33 Participants to arrive on time for each session.

33 No chatting in-between sessions.
Decide the ground rules.
47
Session 2: Sharing Objectives and Collecting

Expectations
Procedure:
Objective
Time
To understand the
45 min
purpose of the training
To share own expectations
from the training
To understand what other
participants expectations
Method
Lecture
Materials
Notepad, pen, markers, flip charts
PPT on Training Objectives and
Design
Hand-out 1: Workshop design with
objectives
1.
The facilitator shares the objectives of the training through a presentation,

which is clearly stated. Share with them the hand-out on objectives and
design of the training(Hand-out 1). Answer if there is any question from the
participants.
2.
After sharing of objectives, distribute two cards (of different colours) to the
participants. Ask them to write down one expectation from the workshop
on one coloured card and one fear/apprehension on the other. Stick all the
expectations cards on one flip chart and those on fears or apprehensions on
another.
3.
Explain why some of the expectations (if any) would not be covered in this
training and what other learnings would they take away from it.

1.
48
Keep all the cards, colour pens and hand-outs ready before the session starts.
Make sure that there are enough copies for all.
2. While sharing of expectations and apprehensions, clarify what can be covered
and what cannot be covered.
3. Participants may come up with a variety of apprehensions like:

This would be just another women oriented workshop,

The examples used in workshop would not be applicable to our context,

I would not get an opportunity to speak,

Time would not be managed and too much would be taught,

Due to too much use of English language, I would feel excluded from the
discussions etc.
Many of these apprehensions can be cleared by making some norms of the
workshop like time management, listening to others, using the accepted language
for conversation etc.
Training Modules
Session 3: Understanding the concept of

Decentralised Planning
Objective
Time
Method
To generate conceptual 75 min Lecture,

understanding of
plenary discussion
decentralised planning;
To have basic clarity
about different
institutions involved in
decentralised planning.
Materials Required
PowerPoint presentation on
District Planning (based on
the Manual on Integrated
District Planning issued
by the erstwhile Planning
Commission)
Hand-out 2:
Concept note on decentralised
planning
Hand-out 3:
Process and Steps of
Procedure:
1.
During the session, the facilitator will broadly cover processes involved in
conducting decentralised planning.
2.
A brain storming session in large group and consolidation of key points of

the decentralised planning process. Distribute Hand-out 2 and 3.

1.
Explain the historical evolution of decentralised planning in India
2.
Share with participants how panchayats emerged as constitutional entities
3.
Talk about process and steps involved in integrated district planning
4.
Mention about Schedule 11 and 12 of the Constitution and their significance.
5.
Explain the institutional set-up for district planning from local up to the
district level.
49
PART II: UNDERSTANDING GENDER

SESSION 4: DIFFERENTIATING SEX FROM GENDER
SESSION 5: CHECKING CONCEPTIONS OF GENDER
50
SESSION 6: UNDERSTANDING GENDER ROLES
Training Modules
Session 4: Differentiating Sex from Gender

Session 4.1: Word Relay on Sex and Gender
This session will form the foundation in the sense that it is critical to comprehending
gender issues. Having a clear conceptual clarity on gender and sex will make
understanding of other related concepts easier.
Objective
To help participants to
understand the difference
between gender and sex.
To help participants understand
the need to talk about gender.
Time
Method
1 hr 15 min Brain
storming
Materials Required
Flip chart and markers
Large signs with Men
and Women written
on them or depicted
pictorially
Procedure:
1.
Ask participants to go to the end of the room and form two lines at random
in equal numbers. First group will be called MEN and the second group will
be called WOMEN.
2.
One after another in quick succession like in a relay each member comes up
on the board and writes one trait, role, and characteristic or adjective that
describes the word that has been assigned to their group. The team with the
most number of words in 10 minutes wins.
3.
After the game, let the participants get back to their own seats and analyse
their answers.
4.
Interchange the labels 'Men' and 'Women' and check with the participants
which are applicable to this list with the new label and which are not. Ask
questions:
What traits of men and applicable to women?
What traits of women are applicable to men? Which are not?
5.
Go over the list on the board and check those which are applicable to both.
Those that are left out are the ones related to biology
6.
Ask participants - What conclusions can you make?
7.
Process the activity explain to the participants that the main difference
between the sexes is based on biology which cannot change. However, all
other changes are based on gender which vary and change over time and
from situations and contexts.
51
Session 4.2: Making Sex and Gender Statements
Objective
To understand how
we attribute distinct
characteristics to
men and women
based on social
expectations rather
than individual
needs or interests.
Time
1 hour
Method
Individual
questionnaire and
question-answer
session in the larger
group
Materials Required
Hand-out 4 Statements on Sex
and Gender
Hand-out 5 Note on Sex and
Gender
Plenary discussion
Procedure:
1.
Ask the participants if they know the difference between sex and gender.
2.
Discuss the difference between sex and gender with the group.
3.
Explain the session.
4.
Give each of them a sheet of Sex and Gender Statements (Hand-out 4)

and ask them to read each statement and mark S for sex in front of a sex
statement and G for gender in front of a gender statement.
5.
Discuss the correct answers focusing on the following points.
6.
Did any statement surprise you?
Do the statements indicate that gender is inborn or learnt?
Once all the statements have been discussed, bring everyone back to the
large group and ask them how they felt about the exercise and what they
learnt from the same.
Answer sheet for the facilitator for sex and gender statements
52
1.
Women give birth to babies, men do not. (S)
2.
Men naturally learn to drive a vehicle faster than women. (G)
3.
Men are better at handling money and investments than women. (G)
4.
Men need more calorie intake than women. (S)
Explanation- Biologically, a male would need more calories than a female

due to the greater body mass index than the women. It is not related with the
active life. That means if a man of greater body mass index sleeps all the day,
he would need more calories compared to a women who also sleeps all the day
due to the difference in the body mass index. But, nutrition and calories (energy)
are different. A man might need more calories, but the nutritional demand for
women is higher in her adult life due to the menstruation cycle and reproduction
(pregnancy) function.
Training Modules
5.
Women can breastfeed babies; men can bottle-feed babies. (S)
Explanation-By virtue of their biology only women can breastfeed.
6.
Women are less corrupt by nature than men. (G)
7.
Women menstruate when they are not pregnant. (S)
Explanation- Menstruation is a biological function that only women experience.
8.
Women are more emotional than men. (G)
Explanation- Boys are taught that showing emotions is not manly and it is
something that only women do. Dont cry like a girl is often repeated to young
men when they get emotional. Since, it is considered that girls and women are
weaker, softer and therefore, it is acceptable that they express their emotions. Yet
it is also true that men do cry, they feel pain and joy and all other emotions but
have been taught that this kind of behaviour is only appropriate for women and
therefore are taught to be non-emotional.
9.
Women cook better than men. (G)
Explanation- In homes women cook every day and are therefore good at it.
However, some of the best chefs in the world and the best cooks in restaurants
are men.
10. Mens voice break at puberty; womens do not. (S)

Explanation- Male hormones are responsible for men having a deeper voice than
women, which deepens during the onset of puberty.
11. Men are responsible for the sex of the foetus. (S)

Explanation- The XX chromosome in women and the YY chromosome in male

are responsible for the sex of the foetus. When the X chromosome from a woman
meets the X chromosome of the male, a male child is conceived. When the X
chromosome of the woman meets the Y chromosome of the male, a female child
is conceived. Therefore, while only a male has a Y chromosome, it is this that
produces a male child. However, as this is an act of nature, a male cannot be held
responsible for the same.
12. Woman must not lift heavy weights during pregnancy. (G)

Explanation-This advice is given due to the fact that such an act might increase
the risk of miscarriage or in later life a prolapsed uterus.
13. Men have greater sexual desire than women. (G)

Explanation- Expression of sexuality is also a learned behaviour; women are

taught to control and not display their sexuality, as it is not considered appropriate
53
for a woman to do so. However, men are taught that it is appropriate to display
their sexuality and sexual urges. With no such restrictions or barriers, men are
rather open and spontaneous about their sexual urges and desires. Ironically,
though the myth exists that men have greater sexual desire, historically it is
womens sexuality that has been the target of control by society and specifically
men. It would appear that men have been afraid of the open expression of female
sexuality and had been always conscious/fearful of whether he would be able to
satisfy the sexual needs of a healthy and willing female.
14. Men are able to move around alone as opposed to women. (G)

Explanation- Safety and security issues related to women travelling alone due
to fear of sexual violence makes it difficult for her to move around alone. The
reputation of a woman moving around alone is always suspect and she is more
vulnerable to assault and exploitation. Since, these issues do not affect men, they
are able to move around freely.
15. Women are naturally better caregivers to babies as compared to men. (G)

Explanation- Both men and women can be good caregivers but as this task is
related to the sex of a woman it is presumed that men are not good at this. It
is not important to have breasts or a uterus to be a good caregiver to young
children.
16. It is natural for women to live longer than men. (S)

54
Explanation- It is a biological fact that given the same kind of life conditions,
women would live longer than men. In fact, even in the adverse life conditions
women live longer than men. In natural circumstances more women would be
born, i.e., chances of the conception of a female child are higher than a male
child, as the female embryo would survive better during the pregnancy phase.
Female embryos having XX chromosomes are more stable in the mothers body,
while chances of miscarriage are higher for male foetus XY chromosome. After
birth, in the first year of life, if given same care, females have high chances of
survival than males. At later stages in life, females have less chances of having
various heart diseases than male. One more interesting fact is that females are
able to bear 10 Dolors of pain (Dolor is the measurement unit for pain) while a
male would die before experiencing such pain. During child birth, women face 10
dolor of pain and survive it.
17. Womens hair grows longer than mens. (G)

Explanation If men did not cut their hair they would probably grow as long as
a womans. Society does not prescribe the length or thickness of an individuals
hair.
Training Modules
18. Men tend to bald faster than women. (S)

Explanation- This is universally true for men and is based on sex and not social
dictates.
19. Men have facial hair. (G)

Explanation- The sex of a man determines the facial hair. Women do not grow
facial hair of moustaches or beards as men do.
20. Women need to go to the beauty parlour. (G)

Explanation- They go to a parlour because they want to and not because they
need to. Men also go to parlours.
Debrief notes for the facilitator:

While debriefing this exercise the points to note are:
a.
Does such a phenomenon exist universally, across the world e.g. do all
women menstruate; can all men have beards. If the phenomenon is universal
and constant it may be considered as to be determined by the Sex of an
individual.
b.
Can this phenomenon change and/or is the same universally- Is it possible

for women to be truck drivers? Is it possible for men to cook? Do women
in some cultures drive trucks and conversely is it possible that men in all
cultures cook. If these questions elicit yes as an answer then it is a gender
based statement.
55
Session 5: Checking Conceptions of Gender

It is important to assess existing conceptions of gender of the group and their
attitude towards roles and responsibilities of men and women. It is also very
important to help participants understand how they have experienced genderbased discrimination in their life.
Session 5.1: A reflection on Life and Work
Objective
Time
To help participants express 1 hour

their conceptions of the
roles of men and women in
the world of work.
Method
Materials Required
drawing game
Pen, Paper and pencils for each

participant
Written instructions on a PPT
Procedure:
1.
Inform participants that this activity is a drawing game.
2.
Show the written instructions on a PPT. You may also read out the same.
3.
The instructions must refer to the person to be drawn only as the farmer.
Never should the farmer be referred to as he or she or by any other word that
might imply the sex of the farmer.
4.
Invite participants to tape their drawings on the walls, view others drawings
and interact with one another.
5.
Have the group select one or more winning illustrations and present the
winner or winners with a token prize. Count and announce the number of
drawings of female versus male farmers.
Note for facilitator:

Calculate the percentage of drawings of female farmers as opposed to male ones and
share this information with the group. (Typically there will be many more depictions
of farmers as men than as women.) Conclude by saying that the drawings represent
the participants subconscious views about farm work and farmers.
Drawings should be kept on the wall until the end of the Workshop.
Instructions for farmer drawing activity

Think of a farming community you know, maybe your own village, or any other rural area
you know well.
56
Now imagine a farmer working in a farm or field. Draw that farmer with the background
scenery as you like. Try to be as realistic as you can in illustrating clothing, turban, farming
implements, activities, etc.
Training Modules
Session 5.2: Storytelling - How qualities, behavior and roles

are gendered?
Objective
Time
To understand
1 hour 30
minutes
stereotyping of qualities,
behavior and roles of men
and women;
To understand how gender
biases are rooted in us
Method
Storytelling and group
reflection
(Both the stories can
be worked on in two
parallel groups or
sequentially in the
large group)
Materials Required
PPTs on two stories:
I cannot
operate on this
child
A and B story
Procedure:
1.
2.
After having the participants draw farmers, tell the group that you have two
riddles for them to solve.
Read the story called I cannot operate on this child aloud. Ask the group to
explain how it is possible for the injured boy to be the surgeons son, when
the story says that the boys father is killed in the auto accident.
I cannot operate on this child
Deepak and his son Arjun live in one of the big cities of India. One Sunday, they
take the car to go to the market. On the way, they have a serious accident and
Deepak is instantly killed. His son, injured and unconscious, is rushed to the nearest
hospital. When the surgeon on duty comes into the operating room to treat Arjun,
it is immediately clear that something is terribly wrong. The surgeon becomes very
upset, and rushes from the room saying, I cannot operate on this child. He is my
son. How is this possible?
Notes for the facilitator:

a.
Be careful not to deviate from the text or refer to the surgeon in any way that
reveals (her) gender.
b.
Once the group solves the riddle, i.e., figures out that the surgeon a woman
- is the boys mother, lead a discussion about the assumptions people make
concerning the professional roles of men and women.
c.
Ask them if the story would still have been a riddle if the unknown parent
had been described as a nurse.
d.
Encourage them to consider the effect of such subtle and pervasive

stereotyped assumptions on the ways people act towards one another.
57
3.
Now read the story called A & B aloud. Ask the group to answer the question
given below the story.
Who is male and who is female?
A & B live together. A is a nightclub dancer & B is a teacher. Both have respect
for each others choice of career. One day A & B went to the market together. A
bought vegetables for the house, some clothes for both of them, and B bought
some magazines and a packet of condoms. On their way back home, they
saw a group of people having a fight. A immediately wanted to join the fight
while B wanted to go home. A joined the fight in spite of Bs repeated requests.
B was very upset with As behaviour and fought with A all the way home.
Who is male and who is female?
58
a.
Participants will give many reasons for citing whether A or B are male or
female or either one of the sexes.
b.
Ask them to reflect if all of these attributes are based on our social norms and
expectations of how men and women are expected to behave. None of these
traits are based on biological functions such as giving birth, determining the
sex of the unborn child etc. Therefore, it is possible for A or B to be either
male or female.
Training Modules
Session 6: Understanding Gender Roles

Individuals in a society are socialised through different means (family upbringing,
education, etc.) into taking and playing different social role, all of which has gender
orientation built into them. It is necessary to realise the gender content of a role
one is playing and how it is being affected by or contributing to prevalent gender
biases.
Session 6.1: Analysing playthings, symbols, rituals, customs,
proverbs and local sayings
Objective
To understand
the process of
how individuals
are socialised into
being men and
women.
Time
Method
2 hours Collage/Posters/Charts
Toys and Games

Rituals and Practices
Professions and work
Materials Required
Flip charts, chart papers,
markers, magazines
Hand-out 6: Notes on
socialisation and patriarchy
Instructions on Power Point
Procedure:
1.
Divide the participants into 3 groups if the group size is within 24 or in six
groups if the group members number 25-30 and give one task to two groups.
2.
Explain the group work to the group
Make a list of the differences between the toys and games that girls and
boys play.
Make a list of rituals and culture that are different for women and men,
boys and girls
Make a list of symbols that depict men and women, boys and girls
3.
Provide 30 minutes each for the group work. Ask them to divide their chart
into two halves. One half for men and the other for women. Explain that the
main task of the group is to highlight the differences rather than listing out
everything. Mention here that the things that are common to both need not
be mentioned in the list. Mention that things which were traditionally male
dominated and have now been adopted by both also should be mentioned.
4.
Once the task is complete, ask the groups to make their presentation one by
one, if there were two groups of same task let the groups who had done the
same task present first and then move on to the next task. Each group gets
10 minutes to present and 10 minutes for open discussion. Reduce the time
if there are 6 groups.
59
5.
Ask them if they see any linkages between the toys and games children play
at childhood with the professions that men and women take up later in their
life. Discuss whether games and professions have any link with the roles
that are given to men and women by the society. Discuss how differences in
rituals and cultures lead to difference in the socialisation of men and women.
6.
Examine how the rituals, values, discussed above influence child labour. Do
they determine the type of work that girls and boys perform in a community,
and whether these jobs are segregated by sex? Are there aspects of the
culture that participants would like to change? Are there other people in
their society that feel this way? How can these changes be brought about?
Session 6.2: Mime Game
Objective
To create an awareness among
the participants of the gender
roles and stereotyping that exists
in our work how we work, what
work we do, the conditions of our
work and why we work.
Time
Method
1 hour
Game
(It will vary with

the number of
participants
there are)
Group
discussions
and
reflections
Materials Required
A bowl or a basket
with small pieces
of folded paper
with names of
occupations written
on them
Procedure:
60
1.
Explain to the participants they will all be playing a guessing game today
through a mime. Explain to them that they will be miming something and
the others will now have to guess what occupation each persons act depicts.
2.
Explain that a mime is an act that does not require any spoken words to be
said. They have to merely act and express with their bodies and hands. Allow
them to use the available props such as dupattas/shawls, tables, chair etc.
3.
Explain the basic rules: that they are not allowed to speak or spell out the
words.
4.
Ask the participants to list out some occupations such as policeman, doctor,
shoe shiner etc. and list them out for all to see.
5.
Make little chits with these occupations in them and drop them into the bowl.
6.
Now break up the participants into two groups.
7.
Invite group 1 to send their first actor to pick out a chit. They will now have to
face their team and act out what is written in it. The persons own team should
now try and guess what s/he is acting out. Each person should be given 1 3
minutes to act out her/his mime. And the objective is for the participants to
guess the occupation that is being acted out as quickly as possible.
8.
The team with the maximum number of correct guesses wins.
Training Modules
Note for facilitator
This is a fun activity and must be conducted in that spirit.
Encourage team members to shout out possible answers and ideas.
Encourage discussions after every correct guess. Ask whether the person
doing the mime had a man or woman in mind when acting out the occupation.
Do they think that work is usually done by a man or a woman? Why do they
associate this type of work with a person of this sex? After he or she answers,
facilitators can ask the rest of the group whether they agree or disagree and
why. If members of the group disagree about who performs this occupation,
this could lead to an interesting conversation on the different opinions and
stereotypes people have on what kind of work men and women usually do.
Facilitators can ask them whether it is the norm for to perform this job in their
society. They can also discuss whether this is often the norm in other cultures,
and how this may differ in other societies1.
Debrief note on socialisation for facilitator:

Gender by itself is a very neutral term. It refers to both women and men. Gender
inequality merely means that there is inequality between the sexes leading to a
gender inequality. Male and female biological species make up all of nature and
life on earth. But as human beings we have also constructed social 'norms' of
attitudes and behaviour for ourselves, which are based on our sexual biology
and not the potential or capability of each human being.
This is called socialisation. Socialisation is the term used for the process by which
individuals learn and perform socially accepted behaviour in order to survive and
work together. This begins at birth and continues through life. Different sets of
social expectations are expressed and appropriate methods of expressing them
are learnt depending on the sex of the individual. For example, in India, there is a
strong expectation for women to be married by a certain age and produce children
and for men to be bread-winners and providers for the family. So, we can say that
women in traditional society are measured by their child-bearing capacity and
men by their capacity to protect and take care of the well-being of their families.
This process begins at birth. The colour of clothes we make for the new-born child
(pink for girls or blue for boys), the kind of toys (guns for boys as opposed to dolls
for girls), games and languages we allow or disallow and the rules of how late
children can stay out, are all obvious examples of the socialisation process.
In most modern societies, genuine equality between boys and girls is still a
1
Adapted from Gender equality and child labour A participatory tool for facilitators. ILO, 2004
61
major challenge even though girls access to education and career options are
increasing. Women today are still expected to perform their traditional roles of
mother, wife and housewife while also managing a fast-paced professional career.
Men, on the other hand, continue to maintain their traditional roles and are rarely
found to adopt the roles required by contemporary society. Various researches
have shown that different cultures define appropriate behaviour patterns for each
sex differently and the internalisation of gender roles of a child occurs principally
during the so-called primary socialisation in the family and in school.
As explained before, the biological organ, or the genitals of a child, becomes the
basis of its socialisation process, deciding the childs behaviour, the treatment she/
he gets from society, and the patterns of a childs nurturing. The rearing skills used
by parents and caregivers help make the child conscious about her/his gender
identity. No one definition can bring home the profound impact that socialisation
has upon our lives. It is necessary to realise the role of culture in shaping our
notions of appropriate behaviour about being female or male with feminine and/
or masculine qualities. It is the culture of the society of which we are members that
define our behavioural patterns and the accepted patterns are an accumulation of
norms passed down over the generations.
Culture is composed of various components such as race, social class, ethnicity
or common interests; all heterogeneous in nature. These institutions control and
shape the various institutions of society such as religion, education or family.
Research has shown that gender roles are more flexible in middle class families than
in working class and lower class families. This is particular in the case among middle
class homes with working mothers. Boys and girls in these families are offered and
adopt less stereotypical gender role choices in behaviour expectations and career
development. This confirms the general trend that the mothers employment and
social mobility are important factors in determining and forming gender attitudes.
SESSION 6.3: IMPOSSIBLE DREAM
Objective
To understand
gender as the basis
for division of roles
and responsibilities
62
Time
40 minutes
Method
Screen of movie
Group reflection
and discussion
Materials Required
CD of the movie Impossible
Dream
Projector and screen
Procedure:
1.
Introduce the video, The Impossible Dream. This video promotes awareness
of the various stereotypical roles women and men play in society.
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2.
Show the movie.
3.
Hold discussions on the following questions:
What responsibilities does the woman have at home?
What are the responsibilities of the man?
Compare the womans job with that of the man in terms of physical
requirements, attractiveness of the job, access to machines, relationship
with superiors and pay.
Describe the womans day. Evaluate it.
Describe the mans day. Evaluate it.
Why do you think the woman had a dream?
What did she dream would happen? Why?
In the home, what are the tasks of the woman and what are the mans?
Who does more work? Who helps whom and why?
Could this dream come true? Explain your answer.
How do children learn to behave in the family?
Compare the way members of the family spend their leisure time.
How do media portray the roles of men and women?

Finally ask the participants if this an impossible dream? Or could it be a reality?
Note the responses supporting status quo and those favouring change. Also note
that objective of this session is to bring up different needs (both practical and
strategic) of women, which would be later analysed in greater details.
63
PART iII: INCLUDING GENDER IN

DECENTRALISED PLANNING
SESSION 7: GENDER ISSUES IN SITUATION ANALYSIS
SESSION 8: IDENTIFYING AND PRIORITISING NEEDS
64
SESSION 9: Planning for Gender Equity

SESSION 10: Preparing a Gender Inclusive Plan
SESSION 11: Gender-Sensitive Monitoring and Evaluation
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SESSION 7: GENDER ISSUES IN SITUATION ANALYSIS

Session 7.1: Workload Analysis (Gender based division of
labour)
Objective
To understand
the difference
in roles and
responsibilities of
women and men
and the double
load that women
bear in their lives
Time
Method
1 hour Group exercise
Materials Required
Chart Paper, Sketches / Markers
PPT with Charts on Workload analysis
& Access and Control over Resources
Hand-outs:
Hand-out 7: Workload analysis
template
Hand-out 8: Womens and Mens
Access to and Control of Resources
Hand-out 9: Summary Sheet
Hand-out 10: Note on Gender
Mainstreaming
Hand-out 11: Gender Analysis Tools
and Frameworks
Hand-out 12: Tabular Explanation of
Frameworks used in Gender Planning
Procedure:
1.
Explain that the objective of the exercise to work out the number of hours
both men and women spend on different tasks/activities during the day.
2.
Divide the participants into small groups of six members. Women and men
may be mixed or separated in these groups.
3.
Each group will complete the following two exercises:
A. Workload Analysis
33 Work out how a typical woman and a typical man spend a typical day in
the communities of the trainees.
33 Fill up the workload table and summary sheet as given in the Hand-out
7 and 8.
33 This will show a comparative picture of work done on varieties of areas

and hours spent during them both by a typical man and a typical
woman. This part will highlight the key responsibilities of women and
men in the communities of the participants.
65
B. Access to /Control over Resources
33 Discuss in the group and fill up the resource analysis template given in
hand-out 9.
33 Based on the above data, fill up the summary sheet to indicate the level
of (not at all, moderate or full) access to / control over resources the
typical man and woman has.
4.
On the basis of the data generated in the two exercises, the groups will reflect
on and record their observations on:
33 Who has greater access to and control of the key resources of the
communities? This part will highlight the decision-making power of
women and men over key resources, and the opportunities that woman
and men have in regard to the use of these resources.
33 A listing of gender issues arising from the above differences of women

and men (in the areas of responsibilities, access to and control of
resources, and access to leadership structures.)
33 A preliminary analysis of the roots of these differences between women

and men, and the resulting discrimination of women linking to the
discussions of previous sessions.

(it is to be kept in mind that a typical woman and a typical man represent the
majority of women and men in the community concerned. A typical day is
the ordinary day of a woman and a man)
5.
The outputs of the small groups will be presented to the plenary.
6.
Facilitator will synthesise the key points of the small groups.
Notes for the facilitator
66
1.
Based on the data on the typical activities of women and men for a day, their
access to and control of resources, list down the issues and concerns on the
relations between women and men.
2.
Issues can be identified by answering the following questions:
What are the areas where women and men differ significantly?
In what areas do men appear to have more advantage(s) than women?

In what areas do women have more advantage(s) than men?
Comparing the data on men and womens typical activities, access to

and control of the different resources, do you see any inequality? If yes,
where?
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3.
If gender discrimination against women exists, what do you think are the
roots of the situation?
4.
Give input on the manifestations of gender bias against women related to:
Traditional division of labour;
Access to and control of resources;
Constraints to and opportunities for gender equity and equality.
Caution:
It is possible for the male participants to still be defensive, and even for some
female participants to justify the situation, and to say that gender inequality is
inevitable in a society. This has been experienced in a lot of introductory training
sessions on gender relations. If this will be the case, simply let them articulate and
explain their views. It will be counter-productive at this point to attack this kind of
perspective. Since you have respectfully listened to their views, then request them
in return to listen to your views as well. Then tell them to let the session and whole
seminar be a meaningful discourse on the different analyses and perspectives
to gender relations, and hopefully, for all the participants and trainers to find a
common ground on the issue of gender relations at the end of the module.
Session 7.2: Situation Analysis (based on case studies)
Objective
Time
To analyse a development 1 hour

situation from a gender
perspective;
To consider ways to
change the situation
where gender issues have
not been addressed.
Method
Case study /
analysis
Materials Required
Flipchart, pens, markers

PPTs containing case
studies
Hand-outs on case studies:
13 A Nutrition Co-operative
14 The Fish-smoking Project
15 Bumpy Roads
Procedure:
1.
Give participants the case study and allow them to read it on their own, or
read it aloud to the group. (15 minutes)
2.
Divide the participants into small groups to discuss the case study and answer
the questions. One person should be chosen to report back from each group.
(15-25 minutes)
3.
Ask the small groups to report back, writing their answers on newsprint. Take
oneidea from each group at a time. Add any remaining answers yourself after
all groups have finished. (30 minutes)
67
4.
In the large group, lead a discussion on:

a.
How easy or difficult was the activity?
b.
Has anyone known of similar situations?
c.
Did you have sufficient information to answer the questions?
d.
Key learning points from this activity. (30 minutes)
General Notes for Facilitator on Using the Case Study Approach
Make sure that the case study is comprehensible to the participants. All
facilitators should have read the case study and answered the questions
as part of the preparation for the training. The required timings need to be
calculated.
Be aware of differences and difficulties in reading ability and language

comprehension, particularly where people are reading in a language that is
not their first. It may be better to read the case study aloud, if it is not too
long. It is important that some people in a small group do not start answering
the questions while others are still reading the case study.
The timings on this activity are approximate, and will vary according to the
length and complexity of the case study, and the depth and range of the
questions.
You may need to adapt or re-write case studies to make them culturally
relevant.
Where possible, use case studies that match the experience of the group.
People should be able to recognise the situations described in the case study.
If you decide to write your own case study, make sure that it illustrates a
real issue, which you have heard people describe and which will generate
discussion.
Include clues to the key issues, but don't spell out all the answers.
If you write case studies, as with any exercise, be very clear in your objectives,
test out the exercise on colleagues or co-fieldworkers first, and re-write.
Facilitators Notes - The Nutrition Cooperative
68
This case study is about the efforts and challenges of a low income womens
group ensuring adequate nutrition for their children, and families. The lack
of gender mainstreaming in the processes of ensuring nutrition have been
highlighted. In this case study, women identified milk as a short term immediate
solution to resolving issues of nutrition and then came together to collectively
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address their problems. The free milk while helpful was not the solution to nutrition
and they had to look beyond for means of better nutrition for their children. The
women were able to contact the nutrition group to understand the concept of
balanced diet and the means to achieve the same were also suggested in the form
of kitchen gardens. Recipes were also provided that helped in giving families and
children a balanced diet.
However, in this entire process, the inclusion of men in the process was completely
ignored, as were the roles that women traditionally played. It was understood
that women played the traditional roles of cooking, fetching water, managing a
household budget (on resources provided for by the men) and being responsible
for the health of the children. Men on the other hand were the ones who took major
decisions on the crops to be grown but as it was not considered the role of men to
know about nutrition they did not grow groundnuts or other items which could
have supplemented dietary requirements.
The gender bias in the households and the lack of resources available to women
was overlooked by the nutrition group while demonstrating lessons on balanced
diets and setting up of vegetable gardens. Further, the time of the women spent in
reproductive roles was completely overlooked and therefore it was never considered
that women might not have the time to fetch water for setting up their gardens, nor
that men could have supported this process by fetching the water from the stream.
Perhaps the location of the kitchen gardens could have been near the stream, where
the men had set up their fish ponds to support the kitchen gardens.
There was no collaboration between the womens group and the mens cooperative,
even though some men in the cooperative had their wives in the nutrition group.
While the men had a formal set up in the cooperative with better access to resources
such as loans, women remained in an informal group, and their project was not seen
as a potential source of income or growth. There was no attempt for women to join
the cooperative as this was a business and in the realm of men who are seen in the
traditional role of being bread winners, while womens income was seen to be as
secondary to the family.
All decision-making and control of resources was in the hands of men. They were
neither involved in supporting or taking responsibility for household chores or
being concerned about the childrens health or nutrition. The assumption was that
women needed to take care of deteriorating health without an additional resource.
In the cooperative project also, the access to livestock and cooperatives was with
men and their wives were only given a part of money to run the household. In
69
addition to access and control, the case also highlights that men were putting
the onus of deteriorating childrens health on their wives and doubted their
learning in the nutrition group classes.
Practically, women were given access to some resources:
Milk which met some biological needs/
Information about nutrition and kitchen gardens.
Money from the cooperatives earned by their husbands.
Strategically, none of these ensured negotiation power that comes with

womens empowerment.
Did not change the status quo of gendered relations within a

household.
Men still took decisions, had access to resources, including the

cooperative and controlled the resources, not giving adequate
money for nutrition but spending the additional on beer. They
did not play reproductive roles to support the family.
Gendered attitudes put the blame on women for poor health of

the family.
Facilitators Notes - The Fish-smoking Project

This case study is based on an actual project. The project was designed
following a Harvard analysis of the division of labour, but unfortunately, the
whole question of relationships and obligations between men and women
was overlooked, as was the possibility of differences among groups of
women. There is no indication of how far the women and men concerned
participated in the design of the project, which actually had the effect of
undermining long standing and mutually beneficial productive relationships
between women and men.
Women had greater access to technological resources, but, there is little if
any evidence of increased control over their lives.
70
Other frameworks would have included analysis of community relations, and

assessed the effect of the intervention on womens empowerment. The social
relations framework would have examined the sexual division labour in the
context of the market for fish, which would have indicated the threat from
industrial fishing.
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Facilitators Notes - Bumpy Roads

The key social factors affecting this case study are that ownership of property
is thoroughly gendered, and that men can control the labour of the women
in their families. It is important also to be aware of class as well as gender
differences.
The following three points should emerge in discussing the gender analysis.
The early impact assessment failed to grasp the underlying situation because
there was not analysis of differences within the family, and there was an
assumption that improvements in the situation of the agriculture industry
mean improvements for all. The increased ownership of commodities said to
indicate increased well being referred in fact only to items that are typically
owned by men. The fact that in many societies family income is not
regarded as a joint and shared resource is often overlooked by western
analysts.
It is clear from the story that coffee production had increased as a result of the
roads, and that this had resulted in increased workload for those working in the
coffee plantations. As this work was undertaken by women, it is not surprising
that child nutrition had declined, and food preparation is exclusively a female
responsibility. It is likely that all children will be under greater pressure to
work in the fields rather than go to school, but teenage girls are the most
likely to succumb to that pressure.
The central paradox exposed by this case is that the wives of plantation owners
experienced themselves as worse off, while landless women felt better off. The
key here is ownership of property, in this case income.
The wives could be compelled to work longer hours in the plantations, with
all the added income accruing to their husbands. This meant that they had
less time to work on their own crops, and hence their income and well-being
declined. For poor and extremely poor women who had no land on which to
grow personal crops, any increase in family income is an improvement. Richer
women had to work harder with no additional reward, and at theexpense of
their own income, poorer women had more work, and the reward was more
likely to come to them.
71
SESSION 8: IDENTIFYING AND PRIORITISING NEEDS

This session will introduce the concept of gender needs and illustrate a process
of identifying them. The situation analysis will have brought in all the data
necessary for the purpose. It will then go on to analyse a few relevant government
schemes in order to find out what type of gender needs are addressed through
the implementation of these schemes. The analysis and ensuing reflection will
indicate a way forward in terms of bridging critical gaps.
Session 8.1: Identifying Practical and Strategic Needs
Objective
Time
To find out the gender

40 minutes
needs of women.
To identify how those
gender needs are linked.
To reflect on how
different needs are
sought to be met through
development initiatives.
Method
Materials Required
Balloon Exercise
Marker, sheets
of paper and
flipcharts
PPT of a story Fox
and the Crane
Hand-out 16:
Practical and
Strategic Needs
Procedure:
72
1.
Divide participants into small groups of six, if possible according to common

experience, or work in the same or similar area.
2.
Give each group a set of marker pens and flipchart.
3.
Ask each group to begin by drawing a picture of a woman from their area of
work, in the middle of the paper.
4.
Close to this picture they should draw a balloon in which they should note
down one major problem affecting women in their area.
5.
Ask them to reflect on one or more problems resulting from the first problem.
6.
For each linked problem they should draw a new balloon and link it to the
first.
7.
They should continue drawing and linking other balloons representing a

chain of linked problems, as far as they can go.
8.
When a whole chain of balloons has been created ask each group to identify
with an arrow the point in the chain where the interventions of different
government schemes begin and to highlight the consequences (how many
other parts of the chain are impacted by this intervention).
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9.
Each group puts up their flipchart and has a 'gallery walk' looking at each
other's balloon diagrams.
Points of Discussion:
33 What have you learned from this exercise?

33 What problems are being addressed by the interventions do these
represent practical or strategic needs or both?
33 What needs are being left out are these practical or strategic needs?
33 (Optional) what interventions could be made to address more of women's
strategic gender needs? What difference does the way in which practical
needs are met, make to meeting strategic gender needs?
The Story of the Fox and the Crane
(equal treatment does not mean the same treatment)
Facilitators notes: The illustration of the Fox and the

Crane can be shown to the participants. Read the story
out loud. Share that if the practical needs of women
are met in development programmes, but not their
strategic needs, then society as well as women miss
out on the benefits. Therefore, in a winwin situation
both practical and strategic needs of women will
have to be considered, especially if we are looking at
sustainability as an issue.
The Fox invited the Crane to dinner. He served the food
on a large flat dish. The Crane with her long, narrow beak could not eat.
The crane invited the Fox to dinner. She served the food in a deep vase, and so the
Fox with his short, wide face could not eat.
Both friends had a equal opportunity for nourishment, but each time one of them
could not take advantage of this opportunity.
The development challenge in every case is to
identify barriers to the opportunities that exist,
and custom design the adjusted interventions the
will lead to equality of outcome.
73
Session 8.2: Gender Needs as Addressed in Development schemes
Objective
Time
To find out what

needs development
schemes respond to
and whether they are
practical or strategic
gender needs.
60
min
Domain &
Methodology
Affective: Small
group discussion
Materials Required
Flipcharts, markers and pens
Hand-outs :
Various schemes in the State

concerned
Summary sheets of three
schemes (MGNREGS, MDM &
SDM)
(The above hand-outs will be
prepared by the facilitator before the
training)
Procedure:
1.
Give an introduction to different schemes and how gender issues are reflected
in them in terms of their objectives, outputs and implementation strategy.
2.
Divide the participants into three groups (this may vary depending on the
number of participants). Distribute the scheme-specific hand-outs which
contains summary details of the scheme objectives, outputs, an overview of
budget allocations and implementation strategy.
3.
Distribute chart papers and colour pens, etc. to each team.
4.
The following instructions should be given to the participants.
Read the scheme hand-outs carefully.
Analyse the following aspects:
Women of which age and socio-economic groups are the focus of

the scheme?
What needs of these women groups the scheme seeks to meet?
Whether the needs are strategic or practical gender needs?
Are the schemes adequately addressing the needs of women or
are there gaps?
How is the budget allocation helping in meeting of the needs?
74
Based on the analysis, suggest:
how the gaps can be addressed through the planning and

implementation process;
What kinds of local action can be critical for the success of the
scheme?
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5.
The teams will note the observations / suggestions on the chart for
presentation.
6.
The teams will be given 30 minutes to analyse the schemes and prepare the
charts.
7.
Each team to be given 10 minutes to present their observations.
Debrief notes for the facilitator

Pre-session
The scheme hand-outs will be selected based on whatever schemes are wellimplemented in participants operating areas.
The hand-outs will be written simply with necessary data on scheme

objectives, outputs, implementation guidelines and budget allocation/
expenditure.
The hand-outs need to be ready before the session starts.
The facilitator should have a good understanding of the schemes beforehand

and should have access to necessary data to meet participants expected
queries and to support reflection on moot questions.
During the session
It might be difficult for some of the team members to understand the

schemes. Hence the facilitator can go around to different teams and help
them understand the schemes.
Discussions will be facilitated after each presentation. The participants will be

encouraged to ask questions and give their inputs at any/every stage.
75
SESSION 9: Planning for Gender Equity

Session 9.1: Working on Equity- Equality
Objective
To understand the concept

of gender equity and
equality in development;
To understand the
importance of/rationale for
gender mainstreaming in
development planning
Time
Method
Materials Required
15 minutes Simulation
Chart paper, Currency
exercise and Small notes, and
group discussion PPT on Equity and
Equality
Procedure:
76
1.
Distribute randomly one currency note each to one third of participants.
2.
Now ask that whether in this community people have equal resources or not.
Naturally, the response would be no since one third of members are having
currency notes while rest of them have none.
3.
Then explain that within a certain project, resources would be distributed

equally to each member, irrespective of their educational background, caste,
class or sex.
4.
Then distribute one currency note each to all participants this time. Now ask
whether all participants have equal resources or not. Still there would be a
gap in the resources.
5.
Explain that when equality approach is applied with already unequal people,
it still results in inequality.
6.
Now take back only one currency note from each participant. Now again
announce that in certain project resources would be distributed equitably.
7.
Go around the participants checking whether each of them already has one
currency note. If they have, then do not give them another currency note. If
they dont then give them one currency note each.
8.
Now ask whether all participants have equal resources or not. Now all
participants in the group would have one currency note each.
9.
Now, explain that:

a.
A community is not a homogeneous unit. People would be in relatively

advantageous or disadvantageous positions depending on the caste,
class and sex they belong to.
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b.
Therefore, it is important to remember that an equality approach to

development can have different implications for men and women.
Whereas, an equity approach would take into considerations the
already unequal positions of men and women and design development
intervention accordingly, so that it can benefit both men and women
equally.
Interaction through Power point presentation and equity/equality game:

Presentation will highlight:
Why it is important to integrate gender in all development decisions and

intervention;
Mainstreaming gender in development does not mean women only (or

men only) projects, but projects which are specifically designed as strategic
interventions to address gender inequalities;
Why we need equity approach to development and give importance to

practical as well as strategic gender needs.
To secure a fair
selection you all get the
same exercise:
you must climb the
tree!
Notes for the Facilitator:
Gender Equality and Equity

Gender equality, equality between men and women, entails the concept that all
human beings, both men and women, are free to develop their personal abilities
and make choices without the limitations set by stereotypes, rigid gender roles
and prejudices. Gender equality means that the different behaviour, aspirations
and needs of women and men are considered, valued and favoured equally. It does
not mean that women and men have to become the same, but that their rights,
77
responsibilities and opportunities will not depend on whether they are born male
or female.
Gender Equity is the process of allocating resources, programmes, and decisionmaking fairly to both men and women without any discrimination on the basis of
sex and addressing any imbalances in the benefits available to males and females.
This requires ensuring that everyone has access to a full range of opportunities to
achieve the social, psychological and physical benefits that come from participating
and leading in sport and physical activity. It does not necessarily mean making
the same programmes and facilities available to both males and females. Gender
equity requires that girls and women be provided with a full range of activity and
programme choices that meet their needs, interests and experiences.
Equality means equal opportunities without any discrimination. This is only fair
if done with people having equal power relations. Equity, however refers to
processes that integrate positive discrimination with an aim to achieve equality as
an end (also known as positive discrimination and affirmative action).
Session 9.2: Understanding Different Development Approaches
Objective
To discuss and
explore different
approaches
to gender and
development
Time
Method
1 hour
Group activity
Materials Required
For individual exercise:
Grid for statements on A4 sheet;
Diamond on A4 paper, and Flipchart and
Pens etc.
For group activity (5 sets):
Set of 15 cards, Diamond on Chart papers
Flipchart and Pens.
Hand-outs:
17 Grid of Statements for Diamond
Activity
18 Statements about Gender and
Development for Diamond Activity
19 Diamond Ranking Template
Procedure:
78
1.
Introduce this activity and explain the instructions on the slide.
2.
Make clear that top of the diamond is agree most strongly and the bottom
of the diamond is disagree most. This does not represent total agreement or
disagreement with the statements.
3.
Ask each participant to sort 15 cards with statements A to O (refer to the grid)
and put their answers on the diamond given to them.
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4.
Now, ask the participants to form small groups of three or four for discussion.
5.
Distribute the statements and the chart paper (with a diamond drawn on it)
to each of the group.
6.
Each group has to try to reach agreement and write the group answer on a
group diamond.
7.
Reconvene the whole group for discussion. Write up answers on flipchart for
all in the end of the exercise.
Notes for the facilitator (Post Session)

Raise the following questions:
a.
How did you feel doing the exercise: was it easy?
b.
Were there wide variations?
c.
Look at similarities and differences in agree and disagree and discuss the
reasons.
Points for discussion:

a.
The statements are examples of real statements.
b.
They have been chosen to reflect particular policy approaches
c.
They are overgeneralisations.
Debrief Notes for the Facilitator:

Engendered approaches to Development: Historical perspective
In 1948 was established the first official worldwide recognition of womens equality
and non-discrimination on the basis on sex. There has been paradigm shift in the
approaches from late 1960s, where the focus was on womens reproductive roles,
as women were seen as wives and mothers and their main issues were supposed
to be obtaining access to food, contraceptives, nutrition and health care to the
gendered approach of improving the development model by removing disparities
in social, economic, and political balances between women and men as a precondition for achieving people-centred development.
a.
Women in Development (WID)
It was leading feminist and Danish economist, Ester Boserup, who in 1970, first
challenged these theories of development, which assumed that the trickledown effect to disadvantaged men in Third World countries would have a
further trickle-down effect to women. She also highlighted that women
and their needs had been totally bypassed in the process of development
(Kabeer, 1996).
79
Boserups work laid the foundations of, and contributed towards, providing a
holistic and comprehensive understanding of womens roles and participation
in economic processes; it also played a key role in sensitising governments,
international institutions and development agencies to understand the
specific needs of women when viewing socio-economic development
policies and programmes from a womans perspective (ibid).
MacDonald, Connelly, Parpart & Barriteau (2000, p. 3) in explaining the

historical context of engendering development, have posited thatBoserup discovered that most of these projects ignored women and that
many technologically sophisticated projects undermined womens economic
opportunities and autonomy; Training in new technologies was usually offered
to men, which meant that most modern projects improved male opportunities
and technological knowledge but reduced womens access to both technology
and employment.
It was Boserup who laid the foundations for the WID (Women in Development)
model of empowerment and argued that development could not be achieved
unless women are included or added on in the processes of development.
WID focused exclusively on productive aspects of womens work, ignoring
or minimizing the reproductive aspects of womens lives (Ndimande, 2001,
p. 133).
b.
Women and Development (WAD)
The model of WAD (Women and Development), propounded largely by

feminist economist Lourdes Beneria, rejected the view of women being
added on to achieve development and argued that the very presence of
women implied that they were a part of all processes of economic and social
development.
Proponents of WAD stressed the importance of recognising the contribution
80
of womens unpaid domestic work and reproductive services to economic

growth and development processes (Ndimande, 2001), even though they
might not have directly been involved in these processes. They claimed
that inaccurate interpretations of womens roles and contributions to the
economy had led to a neglect of their needs and their inclusion in the
conceptualisation and planning of development activities (Kabeer, 1996). It
further stipulated that unless the issues of inequality arising from patriarchal
attitudes and reflected in institutions and systems of private and public
spheres are addressed, the benefits of development can never be equitably
distributed amongst men and women.
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c.
Gender and Development (GAD)
The third approach called Gender and Development (GAD) is more holistic.
The underlying premise is that womens needs cannot be seen in isolation
of the needs of men, the other half of society. GAD also focuses on the social
constructs and relations between women and men in the work place and other
settings (Ndimande, 2001, p. 134). GAD advocates that if development is
to be sustainable, a holistic approach is needed to view issues of gender as
opposed to only focusing on womens issues (Drolet, 2010).
According to Farrell, Saxena, Thekkudan & Pathak (2008, p.7), The objective
behind such a strategy is that the priorities of men and women get adequate
consideration and existing inequalities between them are not perpetuated.
d.
Mainstreaming Gender Equality (MGE) approach
Mainstreaming Gender Equality approach also commonly referred to, as

gender mainstreaming is the most recent development approach aimed at
women. Gender mainstreaming ensures that all gender issues are addressed
and integrated in all levels of society, politics, and programmes .
It originated in 1995 at the 4th UN conference on women in Beijing, China.

At the forum, 189 state representatives agreed that the inclusion of both
women and men in every development project was the only way to succeed
and progress in a nation economic growth and development. Mainstreaming
gender equality is a commitment to ensure that womens as well as mens
concerns and experiences are integral to the design, implementation,
monitoring and evaluation of all legislation, policies and programmes so
that women and men benefit equally and inequality is not perpetuated. The
ultimate goal is to achieve gender equality.
It is integral to all development decisions and interventions; it concerns

the staffing, procedures and culture of development organisations as well
as their programmes; and it forms part of the responsibility of all staff. This
manual will cover gender mainstreaming approach in next sections to enable
trainees to integrate and mainstream gender in their everyday work life and
programmes.
81
Session 9.3: Understanding Gender Budgeting
Objective
Time
Method
To understand key budget

2 hours Group
activity
concepts
To identify gender issues in
budgeting by comparing
similarities and differences
between household and local
government budgeting
Materials Required
Flip charts and markers for groups
Hand-outs:
Hand-out 20: Note on

Gender Budgeting
Hand-out 21: Matrix for
gender budgeting exercise
Procedure:
1.
Divide the participants into three groups, each representing a household: a)

a woman street vendor in a city; b) a prosperous village farmer; c) a middlelevel government official in a district headquarters.
2.
Ask each group to prepare a monthly budget and expenditure statement for
their household using guiding questions presented on the PPT.
82
Guiding Questions: Mention the items that are:
Category 1: Always paid for / bought in your household.
Category 2: Sometimes paid for / bought in your household.
Category 3: Hardly ever paid for / bought in your household.
3.
After the exercise is over, ask each group to present the budget and
expenditure statement and explain to other groups.
4.
Lead a reflection process on the following points:
How much household expenditure is for women or on their individual

requirements?
What is the pattern emerging across the groups and what does it reveal?
Does the spending pattern reflect any difference between a household

where the key decision maker is a woman and another with a man
making all financial decisions?
What are the implications?
5.
Ask the participants if they can make a similar analysis of annual budget
and expenditure of their own departments. Summary annual budget and
expenditure statements of 2-3 relevant departments may be prepared and
circulated to aid this discussion.
6.
Summarise the learning from the session and ask the participants to
supplement with their own points/comments.
Training Modules
Notes for the facilitator
Household Emerging Issues

Reflect whether weaker voices have equal say in the budget decisions as the
stronger ones. Give examples of women, youth, elderly and women councilors
who may lack lobbying skills. It is likely that stronger voices will benefit more
from the budget. It is possible that luxury of the stronger voices will be catered for
and basic needs of the weaker voices remain unattended to, because of limited
resources. Also mention that everybody does not have information on how much
is available and peoples priorities tend to be left out.
Similarities and differences between Household and Government Budgeting

Make the participants aware of the similarities and differences between household
budgeting and the government budgeting:
Any family knows exactly what their budget is. They know their incomes, what
they can or cannot afford to spend and what they can do if any emergency
strikes. Governments do not know their actual revenue; they often project
their incomes and options for expenditure. Governments can borrow to
mitigate their budget deficits, even if the coffers are near empty. Moreover,
the governments can also raise taxes. A familys options are very limited in a
similar situation; it can only use personal assets and efforts.
However, differences apart, there are striking similarities. Powerful male

politicians wield enormous influences over setting budget priorities and
allocations. Lobbies that work are often male dominated. Gender biases
that operate in family financial matters also affect governments budget in a
similar manner. Learning from the analysis of our own family budgets, we can
understand key issues in government budgets.
Importance of Gender Budgeting
The budget is the single most important policy tool of government as it

affects the successful implementation of all other policies.
Gender responsive budgets are not separate budgets for women or men.
A gender responsive budget ensures that the needs and interests of

individuals from different social groups (sex, age, race, ethnicity, and location)
are addressed in expenditure and revenue policies.
Gender budgeting uses various tools, approaches and strategies to monitor

outcomes, outputs, activities and inputs of budgets with a gender perspective.
Gender budgeting is an essential tool for gender mainstreaming.
83
It is critical for participants to understand that if they do not examine

the participation of women, especially the poor and the marginalised
in this process, the budget will fail to recognise their very basic needs
and requirements. Instead, the budget will reflect expenditures that are
based on items that do not consider gender equality or steps towards the
empowerment of women.
Note down the significant parameters left out by the groups and discuss
them at the end of the presentation to reiterate how engendered planning
should be done.
Note: It is critical for participants to understand that if they do not examine the status of participation
of women, especially the poor and the marginalised in this process, the budget will fail to recognise and
incorporate their very basic needs and requirements. Instead, the budget will reflect expenditures that are
basedon items that do not favour gender equality or steps towards the empowerment of women.
Key Indicators in Gender Budgets*

In course of the above discussion, the following aspects are important to discuss:
Share of total expenditure targeted to programmes / schemes focused on

gender equality;
Share of expenditure on income transfers devoted to womens priorities;
Share of expenditure targeted to public service delivery as per womens priority

needs;
Gender balance in public sector employment;
Gender breakdown of public investmentfor job creation and entrepreneurship

development;
gender balance in capacity development programmes (separately focusing

on allocation/expenditure on trainings/education programmes especially for
women;
Gender balance in business support provided by ministries of trade and industry;
Gender balance of government committees, etc.
* It would be useful to generate information on these indicators in the budget

and expenditure statements mentioned above in order to facilitate reflection and
analysis.
84
Training Modules
SESSION 10: PREPARING A GENDER INCLUSIVE PLAN

This session utilizes learning generated so far for preparing an implementable
gender inclusive plan. The planning unit can be decided by the trainers/facilitators
according to requirements at hand. For the present purpose, a Gram Panchayat has
been taken as the planning unit and all essential activities are built around it.
Session 10.1: Working through Situation Analysis
Objective
Time
Method
To understand the process of 2 hours Group

activity
situation analysis or stocktaking;
To identify gender issues in
budgeting by comparing
similarities and differences
between household and
local government budgeting.
Materials Required
Flip charts, markers and pens
PPT on Situation Analysis
Hand-outs:
Hand-out 22: Check list

for gender based situation
analysis
Procedure:
1.
Explain to the participants the objectives of the session.
2.
Explain that several tools for gender analysis, which have already been
covered, will be recapitulated and practiced in the context of decentralised
planning.
3.
Make a presentation on situation analysis process, and clarify any doubts

expressed by the participants.
4.
Circulate the checklist for gender-based situation analysis and give a briefing
on critical perspectives and key questions to be addressed.
5.
Divide the participants into groups of 3-4 groups ask them to design a
situation analysis plan for a Gram Panchayat in their district/area.
6.
After the group work is over, groups make their presentations in the plenary,
which is followed by mutual feedback and discussion.
7.
Summarise the common areas of strengths and areas to be improved for all
the groups
Session 10.2: Finding Solutions to Problems

Prioritising problems from among many to intervene is a difficult task. Besides,
the multiplicity of problems, other challenges stem from the fact that there can
be many causes of a problem and causes can be interlinked and overlapping.
85
There are several ways of analysing problems and finding solutions to them. The
causes, consequences and solutions2 analysis is a useful way of finding actionable
solutions as it produces a comprehensive and interlinked picture of problems and
interventions to address them.
Objectives
To analyse gender
related problems and
their solutions in order
to prepare action plan
to address them
Time
Method
2 hours Group
activity
Materials Required
Flip charts, markers and pens
PPT on Situation Analysis
Hand-outs
Hand-out 23: Charts for causes,

consequences and solutions analysis
Procedure:
86
1.
Introduce the activity called causes, consequences and solutions to the

participants. Mention that only by understanding the causes of a problem and
charting out its consequences can we begin to think of solutions.
2.
Explain that this exercise starts with identified problems based on the situation
analysis. From all the problems, participants identify the most important ones.
3.
Divide the participants into three groups. The groups will find the causes,
consequences and solutions for the following problems:
a.
High maternal mortality
b.
Declining girl child ratio
c.
Girl child marriage
According to the situation analysis the problem can be more accurately

stated by giving statistical data.
4.
Each group draws three columns on a chart for the problem, one each for causes,
consequences and solutions.
5.
Each group brainstorms on the causes of the problems, lists them down on a
chart paper, evaluates and finalises them. Then, it puts the causes in the causes
column.
6.
Each group repeats the same process for the consequences and solutions.
7.
The relationship between the causes and consequences may not always be clear,
direct and unambiguous. Often, there may also be overlaps. Hence, the causes,
consequences and solutions may not be linked horizontally on a one-to-one
basis.
2
Adapted from VeneKlasen, L. and Miller, V. (2002) A New Weave of Power, People & Politics: The Action Guide for
Advocacy and Citizen Participation, World Neighbors, Oklahoma City, OK: Ch.9.
Training Modules
8.
9.
In order to fine-tune the analysis and bring out more detailed causal
relationships the following questions need to be deliberated by the group in
course of the exercise:
i.
Are the causes listed the principal causes of the problem?
ii.
Are there any cultural issues or social attitudes that are causing the
problem?
iii.
Are there any power dynamics or social structural issues which are
leading to the problem?
iv.
Do the proposed solutions tackle the causes or arrest the consequences

adequately? How do they address social, cultural and attitudinal issues?
The groups can be given the hand-out charts for reference, but should rework
and revise based on their local-specific situation.
10. Each group makes a presentation in the plenary, gets and incorporates
feedback.
11. Each group then goes back and does the following:
a.
Takes up the solutions and breaks them into activities and tasks.
b.
Makes each of the activities/tasks SMART (Specific, Measurable,

Achievable, Realistic and Time-bound) by putting indicators to them.
c.
Identifies agency (individuals and institutions) for each activity/task.
d.
Finds out how each of the solutions can possibly be funded.
e.
Puts all the above information into a plan.
12. In the plenary, the groups make their presentations, take feedback and
modify the plans as appropriate.
Notes for the Facilitator
1.
It is important to explain before beginning, how causes differ from the

consequences: a consequence emerges from a problem as a result of it, while
a cause helps create the problem in the first place.
2.
During discussion, always look for the main causes. For instance,sometimes
groups focus on low or lack of funding as a cause; but, in fact,it is not the
primary cause.
87
SESSION 11: GENDER SENSITIVE MONITORING AND

EVALUATION
Objectives
Time
Method
Materials Required
Participants will understand the 60 min Lecture, Small

group discussion;
basic concepts of monitoring
Plenary discussion
and evaluation from an
engendered perspective
PowerPoint
Presentation, and
Participants will develop

gender sensitive M&E
indicators for various schemes
like (education, livelihood,
health, housing, water and
sanitation)
Flipcharts, chart
papers, markers,
Post Its
60 min
Group discussion
and presentations
Hand-out:
Hand-out 24: Gender
sensitive monitoring
and evaluation
Procedure:
1.
Based on the plan presented, facilitate a brainstorming plenary session on

the need for developing monitoring indicators for the plan prepared by the
teams.
2.
Give all participants hand-out 23 (How to Integrate Gender into Monitoring

and Evaluation).
3.
Discuss with them issues emerging from their reading and try to address the
importance of gender based monitoring and evaluation.
4.
Draw linkages between gender budgeting, gender based planning and how
the last and natural link in this sequence is the gender based monitoring and
evaluation process.
5.
Now divide the participants into three groups. Give each group one of the
schemes and ask them to develop monitoring and evaluation indicators.
After each group has finished its task, one member will present the findings
to the rest of the participants.
Debrief notes for the facilitator
88
The facilitator will note down all the relevant points on the flipcharts to
understand participants perspective on monitoring and evaluation.
The facilitator must lead a reflection process on the following questions before
starting the group work and encourage the participants to consider/address them
while developing the monitoring and evaluation indicators.
Training Modules
General questions
Does this project involve most stakeholders in monitoring and evaluating?

Are there provisions for women and men (disadvantaged target groups) to
participate systematically in the monitoring?
To what extent may disadvantaged groups be organised and empowered

to take corrective action in response to the discovery of weakness or failure
during project implementation?
Are mechanisms in place to ensure that intended project beneficiaries have

the ability to change the direction of the project?
Are mechanisms in place to ensure that any negative impacts of the project
can be averted?
Questions related to indicators
Will it be possible to assess whether women or men have been disadvantaged

socially or economically? For example, will data be collected on changes to
the gender division of labor and on access to, and control of, resources (by
socio-economic group?)
Will it be possible to assess if womens or mens workload increased as a

result of programme inputs, and if women or men have control over income
generated from their labour?
Will womens (and mens) participation in the project be monitored, for

example, to the extent to which women compared to men receive access to
project resources? Resources include decision making and training.
Will it be possible to assess if womens status (or mens) improved because of

programme inputs?
Discuss the changes if any that need to be made to their list of indicators in order
to make them more gender-sensitive.
89
PART Iv: BECOMING A FACILITATOR

SESSION 12: FACILITATING PARTICIPATORY TRAINING
SESSION 13: RECAPITULATION, REVIEW AND CONCLUSION
90
Training Modules
SESSION 12: FACILITATING PARTICIPATORY

TRAINING
This session can be broken up into several sessions according to themes, learners
requirements as well as other factors including the availability of time.
Objectives
To understand
the concept and
effectiveness
of participatory
training;
To develop
ability to
facilitate
different types
of participatory
training
sessions/
modules in
the context of
decentralised
planning.
Time
Content
4 hours
(Depending on
requirement,
the session
timing can be
modified)
1. Participatory training
and experiential
learning
2. Adult learning and
learning environment
3. Process of designing
a learning-training
event
4. Basket of training
methods and basis
for selecting methods
a. Interactive
lecture
b. Case study
c. Role play
d. Learning games
e. Simulation
exercises
5. Debriefing and
experiential learning
cycle
Materials
Required
Method
1. Lecture,
2. Group activity,
3. Small group
discussion,
4. demonstration
and practice
sessions
1. Flip chart,
markers, pens,
etc.
2. PowerPoint
presentations
3. Lecture notes
4. Hand-outs
on different
aspects of
training
methodology
(Materials can
be prepared in
a need-based
manner using the
details provided
in chapter 4 on
Participatory
training
methodology)
Procedure:
1.
The facilitator will make the participants understand how to facilitate

participatory trainings.
2.
The facilitator will capitalise on the existing experiences of the participants

and build on this.
3.
Participants will work through group practice sessions to imbibe various

participatory methodologies in the context of decentralised planning.
4.
Participants will facilitate different sessions under the guidance of the

facilitator (s).
5.
The facilitator will also probe the participants to consider individual

perspectives and perceptions at every stage of training.
91
SESSION 13: RECAPITULATION, REVIEW AND

CONCLUSION
Objective
Time
Method
Materials Required
To recapitulate the whole

2 hours Group discussion Flipcharts, Chart papers,
and presentations markers, post its
training session and sum up
the learning;
To facilitate preparation of an
action/follow-up plan;
To facilitate the valedictory.
Procedure:
92
1.
Prepare a broad perspective on the action/follow-up plans that is possible

after the training programme based on the sponsors requirements/
expectations and the level of preparedness of the participants.
2.
Accordingly, provide inputs and set the parameters/directions of the action

plan and ask the facilitators to prepare the plan in the large or break away
groups as would be appropriate in the post-learning scenario.
3.
Facilitate summary presentation by participants in multiple groups on the

sessions conducted, takeaways in terms of knowledge, skills, attitude, etc.
4.
Take care that all participants actively contribute to and participate in the
process.
5.
Encourage critical comments and feedback by the participants.
6.
Ensure that the session is interesting and all learning and initiatives are
encouraged.
7.
Ensure that the sponsors pass on clear message regarding the follow-up and
expected post-training results.
8.
Make the valedictory memorable by allowing for appropriate emotional

exchange.
References
References
Alkazi, F., M. Farrell, and P. Jain (2004) Gender on the agenda: A training manual.
New Delhi: PRIA.
Barriteau, E., M. Connelly and J. Parpart (2000) Theoretical perspectives on gender
and development. Ottawa: International Development Research Centre (IDRC).
CARE (2014) Gender equity and diversity training materials, accessed at http://
www.care.org/sites/default/files/documents/Gender%20Equity%20and%20
Diversity%20Module%204.pdf on 18th November 2015.
Derbyshire, H. (2002) Gender Manual: A Practical Guide for Development Policy
Makers and Practitioners. London: DFID.
Drolet, J. (2010). Feminist Perspectives in Development: Implications for Women
and Microcredit. Journal of Women and Social Work. 25 (3), 212-223.
Farrell, M., T. Saxena, J. Thekkudan, and P. Pathak (2008) Engendering workplaces:
Framework for a Gender Policy. New Delhi: PRIA.
Gopal, N. J., A. Prakash, and P. Sharma (2006) Local Governance in India:
Decentralisation and beyond. New Delhi: Oxford University Press.
Kabeer, N. (1994) Reversed Realities: Gender Hierarchies in Development Thought.
New Delhi: Kali for Women.
Kabeer, N. (1999) Resources, Agency, Achievements: Reflections on the
Measurement of Women's Empowerment. Development and change 30 (3): 435464.
Mason, A. D., M. E. King (2001) Engendering development through gender equality
in rights, resources, and voice. A World Bank policy research report. Washington
DC: World Bank.
Ministry of Panchayati Raj (2006) Report of the Expert Group on Grassroots level
planning. Government of India, New Delhi
Ministry of Womens Affairs (2007) Gender awareness and development manual:
Resource material for gender trainers. Kabul: UNDP Afghanistan.
Ndimande, P.S.M. (2001) Gender inequality still a critical issue in the Development
of rural kwazulu-natal, African Sociological Review 5 (2):133-143.
Oommen, M.A. (2004) Basic Services, Functional Assignments and Own Revenue
of Panchayats: Some Issues in Fiscal Decentralisation for the Consideration of the
Twelfth Finance Commission, Occasional Paper 33. Institute of Social Sciences,
New Delhi.
Oxfam (1994) The Oxfam Gender Training Manual. Oxford: Oxfam GB.
Planning Commission (2006) Guidelines on District Planning, Government of
India, New Delhi.
Planning Commission (2008) Manual for Integrated District Planning, Government
of India, New Delhi.
93
94
PRIA (2001) Status of Women Leadership in Panchayats. New Delhi: PRIA.

PRIA (2008) Engendering workplaces: Framework for a gender policy. New Delhi:
PRIA.
PRIA (2008) Methods of participatory training, New Delhi: PRIA.
PRIA (2009) Status of functioning of DPCs in India. New Delhi: PRIA,
PRIA (2011) A manual for participatory training methodology in development. New
Delhi: PRIA.
Rake, K. (2002) 'Gender Budgets: The experience of the UK's Women's Budget
Group', A paper prepared for the conference 'Gender Balance Equal Finance',
Basel, Switzerland, March
UNDP (2005) Gender Responsive Budgeting: A manual for trainers. Bratislava:
UNDP Regional Centre for Europe and the CIS.
UNNATI (2009) Gender awareness and sensitivity applications: Training resource
pack. Ahmedabad: UNNATI Organisation for Development Education.
VeneKlasen, L. and V. Miller (2002) A New Weave of Power, People & Politics:
The Action Guide for Advocacy and Citizen Participation. Oklahoma City: World
Neighbors.
World Bank (2008) Gender in agriculture sourcebook. Agriculture and Rural
Development. Washington DC: World Bank.
Annexure
LIST OF HAND-OUTS
Hand-out 1:
Workshop Design An Example
Hand-out 2:
The Concept of Decentralised Planning
Hand-out 3:
Processes and steps of Decentralised Planning
Hand-out 4:
Statements on Sex and Gender
Hand-out 5:
Note on Sex and Gender
Hand-out 6:
Note on Socialisation and Patriarchy
Hand-out 7: Workload Analysis Template

Hand-out 8: Womens and Mens Access to and Control of Resources
Hand-out 9: Summary Sheet
Hand-out 10:
Gender Mainstreaming
Hand-out 11:
Gender Analysis Tools and Frameworks
Hand-out 12:
Tabular Explanation of Frameworks used in Gender Planning
Hand-out 13:
Case Study 1
Hand-out 14:
Case Study 2
Hand-out 15:
Case Study 3
Hand-out 16:
Practical and Strategic Needs
Hand-out 17:
Grid of Statements for Diamond Activity
Hand-out 18:
Statements about Gender and Development for Diamond Activity
Hand-out 19:
Diamond Ranking Template
Hand-out 20: Note on Gender Budgeting

Hand-out 21:
Matrices for Gender Budgeting Exercise
Hand-out 22:
Gender Checklist for Situation Analysis
Hand-out 23:
Charts for Causes, Consequences and Solutions Analysis
Hand-out 24:
Gender Sensitive Monitoring and Evaluation
95
Workshop Design
Hand-Out 1 An Example
Objectives
To refresh principles and application of local level decentralised planning
To acquire understanding of the dynamics of gender mainstreaming in local

level decentralised planning
To acquire practical skills in facilitating the learning of district and sub district
officials in mainstreaming gender in decentralised planning
Duration: 5 days
DAY 1
S
No.
1
Session
Introduction
Objective
To welcome the participants
Time
Method
45 min
Small group
Discussion
Writing pads,
pens, flip
charts, markers,
whiteboard,
post its
15 min
Lecture
Notepad, Pen
Lecture
PPT on
NITI AAYOG
guidelines
Participants and facilitators

introduction
Sharing ground rules
2
Objectives
sharing
Participants to understand the

objectives of the workshop
Materials
Required
Participants expectations of the

workshop
Tea Break 15 min
3
Understanding
Decentralised
Planning
Refresher on the objectives

and process in conducting
75 min
Brain stormingand
Plenary discussion
Overview of NITI AAYOG

guidelines
Lunch Break 45 min
4
96
Understanding
Decentralised
Planning
(contd.)
Overview of state government

guidelines
90 min
To understand current reality

and challenges faced in the field
Plenary discussion
Small group
discussion
Plenary sharing
PPT on State
government
guidelines
and planning
structure
PPT on TNA
findings
Tea Break 15 min
Annexure
5
Understanding
difference
between sex
and gender
To help participants understand

the need to talk about gender
150
min
Individual
questionnaire
Plenary discussion
Case study (Frog
story/nightclub
story)
Short video
Reading material
on Sex and Gender
Hand-outs Sex
and Gender
statements
Case studies on
PPT
Video- Gender
Bender
Hand-out
DAY 2
S
No.
Session
Recapitulation
Understanding
and reflecting
on gender
roles,
patriarchy and
socialisation in
decentralised
planning
Objective
Time
Method
Materials
Required
15 min
To understand the process of how
individuals are socialised into being
men and women.
15 min
Collage/Posters/
Charts
Toys & Games
Rituals & Practices
Professions &
Careers
Plenary sharing
Flip charts, chart

papers, markers,
magazines
Instructions on
PPT
Movie:
Impossible
Dream
Short video
Tea Break 15 min
3
Gender
Mainstreaming
Workload analysis
75 min
Group work
Hand-outs
on workload
analysis activity
Lecture/exercise
PPT on Practical
and strategic
needs
To analyse the workload of

women in communities
To understand access and
control over resources
Lunch 45 min
Gender
Mainstreaming
(Contd.)
Understanding Practical and

strategic needs of women
15 min
Gender
Mainstreaming
(Contd.)
Case studies on practical and

strategic needs
60 min
Fox and the crane

illustration
Case studies debrief
Tea break 15 min
Case Studies
Womens nutrition
group and the cooperative, Bumpy
road, Fish smoking
project
Hand-out of
case studies
97
Analysing
relevance of
State Women
Policy in
decentralised
planning
To understand and analyse gender

stereotyping in policy
90 min
Hand-out-State
Women Policies,
flipchart/chart
paper, coloured
pens
DAY 3
S
No.
Session
Recapitulation
Review of
schemes
(Practical
and strategic
needs)
Building
gender
equity in
development
schemes
Objective
Time
Method
Materials
Required
15 min
Review of existing schemes from
gender lens and analysing practical
and strategic needs
60 min
Small group
discussion
Hand-outs on
various schemes
in different
states
To understand the importance of/

rationale for gender mainstreaming
in development programme
15 min
Game
(Equity-Equality
game)
Cards for equity/

equality game,
chart paper,
currency notes
and PPT on
equity and
equality
Tea break 15 min

4
Gender
checklist
To understand how to incorporate

gender checklist in planning
Gender
mainstreaming
in planning
Prioritising gender needs in

Decentralised planning
15 min Lecture
PPT and Handout of Gender

Checklist
75 min
Game
(Diamond Activity)
Grid for
statements
on A4 sheet,
Diamond on
A4 paper and
flipchart and
pens
Develop gender based checklist for

various schemes
60 min
Group work
Hand-out of
schemes for
discussion
Presentation in plenary and

discussion (2 groups)
30 min
Plenary discussion
Flipcharts and
markers
Lunch 45 min
6
Gender
checklist for
development
schemes
Tea break 15 min
98
Presentation in plenary and

discussion (1 group)
30 min
Plenary discussion
Flipcharts and
markers
Movie on gender
45 min
Short video
Movie Bandh
File
Annexure
DAY 4
S
No.
Session
Recapitulation
Gender
Budgeting:
Incorporation
of gender
perspectives
into planning
Objective
Time
Method
Materials
Required
15 min
To understand key concepts of
gender budgeting
60 min
Lecture
PPT: Gender
Budgeting
Hand-out:
Gender
Budgeting
Tea break 15 min

3
Gender
Budgeting
(contd.)
To develop an annual budget for a

functional middle school
90 min
Small group
activity
Flipcharts, Chart
papers, markers,
post its
Lunch 45 min
4
Gender
Budgeting
(contd.)
Group presentations
45 min
Plenary discussion
Gender
Sensitive
Monitoring
and Evaluation
Brainstorming on monitoring and

evaluation of the plan in activities
(with reference to budget prepared for
middle school)
45 min
Small group
discussion
Tea break 15 min

6
Gender
Sensitive
Monitoring
and Evaluation
(contd.)
Participants will understand the

basic concepts of monitoring and
evaluation from am engendered
perspective
30 min
Lecture
PPT and Handout : Gender

sensitive
monitoring and
evaluation
Develop Gender sensitive M&E

indicators for various schemes
(education, livelihood, health,
housing, water and sanitation)
60 min
Group discussion
and presentations
Flipcharts, Chart
papers, markers,
post its
Time
Method
DAY 5
S
No.
Session
Recapitulation
Objective
Materials
Required
15 min
99

2
Facilitating
participatory
Training
Understand concept of participatory

training
15 min
Group activity
Understand effectiveness of various

Participatory training methodology
in the context of Decentralised
planning
Tea break 15 min

Recapitulation
and review
Plan of action
105
min
Review of programme and closing
30 min
Lunch 45 min
100
PPT:
Participatory
training
methodologies
Hand-out:
Participatory
training
methodologies
Factors to be kept in mind while

training district level trainers for
Decentralised planning
3
Lecture
The Concept of
Hand-Out 2 Decentralised Planning

Planning involves gathering of relevant data, analysing it to set priorities, matching
the set priorities to available budgets, defining processes of implementation and
the setting and monitoring of targets. Decentralised District Planning comprises
what different planning units within a district can achieve by envisioning
collectively, operating their budgets, exercising their skills and leveraging
their initiative. Typically, in a good decentralised district planning exercise,
each planning unit, namely, Panchayats at the district, intermediate and village
levels, municipalities, line departments and parastatals would prepare a plan for
execution of each of their functions and responsibilities after consultations with
people. While collaborating and coordinating with each other, they would not in
the normal course trespass into each others area of responsibility, unless there
are definite gains to be had, and with mutual consent. The final plan would result
from a buckling together of these unit plans through a consultative process of
consolidation (Planning Commission, 2008).
Constitutional provisions
Article 243(G) of the Constitution (73rd Amendment Act) states that subject to the
provisions of the Constitution, the legislature of the state may, by law, endow the
panchayats with such powers and authority as may be necessary to enable them
to function as institutions of self-government with respect to the following.
1.
The preparation of plans for economic development and social justice.
2.
The implementation of schemes for economic development and social justice

as may be entrusted to them including those in relation to matters listed in
the 11th Schedule.
Article 243 ZD states that there shall be constituted in every state at the district
level a DPC to consolidate the plans prepared by panchayats and municipalities
in the district and to prepare a draft development plan for the district as a whole.
Article 243G enjoins that panchayats, at all the three levels should prepare
plans for economic development and social justice. Since in the Constitution
the panchayats specific responsibilities have not been clearly spelt out, it has
to be contextually inferred from the different provisions of Part IX of the Indian
Constitution, and from the provisions relating to the directive principles of state
policy and fundamental rights of citizens. For instance, the objectives of the PRIs
101
development plans should be to promote the national goal of ensuring and

enhancing the basic capabilities of all citizens and thereby widening their social
opportunities. The public interventions required are to be addressed at the level
of individual villages and households. An examination of the 11th Schedule shows
that 16 subjects/functions out of the 29 listed relate to social sectors, covering
education, health, women and child development, social security and social welfare.
At least 10 functions relate to the livelihood of rural people such as agriculture,
animal husbandry, fisheries, rural industries and so on, where public intervention
at the micro level will enhance production and employment opportunities.
Article 243 ZD implies initiation of a time-bound planning process and the
adoption of a planning methodology that would give adequate scope for the plan
proposals to emerge with peoples participation at the Gram sabha level, which
will then become integrated horizontally and vertically into comprehensive
area plans and then finally nested into the state plan and the state budget
(Oommen: 2004).
Village level planning process

The most critical level is the village or Gram panchayat (GP) as it is closer to the
people and is enjoined to interact with the Gram sabha (Article 243A). The delivery
of several basic services and planning for economic development and social
justice (Article 243G and 243W) can work effectively and equitably only at the
village level. Furthermore, in almost all states only the GPs are endowed with
revenue-raising powers.
Operationally, at the village (gram panchayat) level an integrated development
plan would be prepared with the involvement of resident communities. It
would incorporate strategies and actions for the provision of basic services (e.g.,
water supply, sanitation, health, education, housing etc.) and interventions for
development for its residents incorporating special considerations of the poor and
marginalised groups. The planning process would entail the following.
102
Identifying and prioritising needs;
Assessing local potential;
Considering local alternatives and identifying appropriate strategies and

actions;
Allocating available resources;
Exploring possibilities for augmenting them from internal as well as external

sources through taxes, user charges and contributions, and borrowings;
Annexure
Translating plans into programmes/projects such as, Anti Poverty Programme,

Gender Justice Programme; Special Component and Tribal Programmes and
Programmes for Social Security; and
Deciding on the implementation process.
Ideally speaking, the planning exercise ought to lead to a five-year plan for the
period corresponding with the national plan period, and annual plans that define
and prioritise areas and schemes from such a plan. The longer-term plans would
capture the overall picture of the panchayat and allow people to understand what
planning and governmental funding could hold out for them. Once a five-year plan
is prepared, the annual plan could be drawn out from it.
For proper planning at the village level, effective and functional Gram sabhas are
essential. Meetings at the Gram sabha level would be necessary, leading to the
emergence of a draft plan, with schemes and projects listed in priority. Gram sabha
meetings would have to be representative of all people living in a GP to discuss the
local development problems and local development programmes.
Role of Gram sabha

The anticipated tasks/functions of a Gram sabha vis--vis local development planning
include (a) preparing and proposing panchayat development plans; (b) making
recommendations and suggestions to GPs on development programmes both of
the preceding financial year and the current year; (c) seeking clarifications from the
elected members of the GP about plan, income and expenditure, (d) identifying
beneficiaries for the implementation of developmental schemes; and (e) rendering
assistance in the implementation of developmental schemes pertaining to the village.
However, reality is different. Gram sabha meetings are few. Attendance in such
meetings is low, especially of weaker and disadvantaged sections. Several states have
devised consultative mechanisms below the Gram sabha, such as ward sabhas and
mahila sabhas to ensure that every socio economic section is properly represented
in the Gram sabha.
The report of the Expert Group, appointed by the Ministry of Panchayati Raj (10th
May 2005) to recommend concrete steps for making planning at the grass roots level
a reality, has suggested that the following steps should be taken on a campaign
footing to ensure good participation in Gram sabhas and ward sabhas.
Dates for meetings to be determined in advance by the panchayats;
Notices to be printed and distributed and adequate awareness created through

the display of fixed notices in public places, particularly about the Gram and
ward sabhas responsibilities in plan formulation;
103
Special interest groups such as self-help groups (SHGs) etc., to be contacted for
attending the ward and Gram sabhas;
Information to be given through NGOs, libraries, schools, Anganwadis and

cooperatives functioning in the area about ward and Gram sabhas;
Campaigns through the National Service Scheme and Nehru Yuva Kendra
(NYK) volunteers, NCC cadets and college students could be undertaken;
House visits through squad work, particularly mobilised through the ward
members;
The GP nominating two facilitators one male and one female, identified
unanimously for each ward sabha. These facilitators could also be earmarked
for special training at the block/municipal levels;
Having a proper structure for the Gram and ward sabha with the scope to break
up into smaller groups for discussion;
It would be useful to meticulously keep records of the meetings, such

as attendance registers with details; photographs, etc., where feasible
(Ramchandran: 2006: 23).
Planning process at the block level

The Gram panchayat plans are aggregated and collated at the block panchayat and
then sent to the district panchayat. The sanctioned action plans and funds by district
panchayats are routed through block panchayats to Gram panchayats. Additionally,
block panchayats also undertake planning for services to be provided across GPs
such as connecting roads, minor irrigation projects, watershed development, high
schools, junior colleges etc. An important role of a panchayat at this level is to act as
a facilitator in the various steps of planning at the GP level. The panchayat members
at the block panchayat by negotiating priorities across village in the Gram panchayat
plans, in a representative manner, can contribute to transparency in the governance
process.
The tasks of the block panchayat as regards planning are:
104
Prepare five year and annual plans in accordance with activity mapping and
covering inter village-panchayat issues, through a participatory process
following the steps listed in the case of GPs (as appropriate);
Maintain multidisciplinary technical teams (which could include NGOs) for

assisting GPs in the planning and implementation. This would especially
synergise inter-tier coordination for watershed development and Rural
Business Hub initiatives. There is an urgent need to equip each intermediate
panchayat with a planning support unit;
Annexure
Maintain and manage multi-panchayat cadres, such as teachers, engineers,

watershed managers, social forestry supervisors, Anganwadi supervisors, and
intermediate level health supervisory workers;
Feedback from GPs regarding works outside their purview, such as intervillage road building and multi panchayat irrigation structures could be
included in Intermediate Panchayat Plans (Ministry of Panchayati Raj, 2006).
Planning process at the district level

The district panchayats role is one of preparing plans in accordance with activity
mapping and overall coordination in planning, providing capacity building and
technical support, to lower levels of panchayats. The district panchayat has the
responsibility to provide for equitable development of backward regions within
the district. This will be done through guidelines as well as differential allocation
of resources to low levels of panchayats under special component plans and
programmes in the earmarked fund. The district in preparing its plans, particularly
needs to take into account gender issues, tribal sub-plans and special component
plans for the development of Scheduled Castes (SCs).
It is also essential that the district panchayat plan looks into several issues that may
lie outside activity mapping, but are critical to the development of the district as a
whole. While all of them cannot obviously be tackled at the district level, the plan
could cover measures that would help to promote them. For instance, the District
Panchayat plan could address issues related to agricultural land, forest land, credit
and usury, livelihood, primary health care and nutritionetc (Ministry of Panchayati
Raj, 2006: 27).
Components of district planning

The important aspects of decentralised planning are (a) Strategies for rural development,
(b) Determination of spatial and temporal sequences of activities and their coordination, (c)
Infrastructure for essential services, and (d) Social institutional framework. These four elements are
correlated in such a way that failure on any of these four elements is likely to influence not only the
process of planning, but also the way benefits accrue to various sections of the population. Another
important aspect of rural development strategy and decentralised planning is to maintain proper
coordination, not only among different sets of functionaries, but also among different sectors of
the rural economy. For this, both forward and backward linkages are to be maintained among the
panchayat functionaries. District planning requires an integration of various components.
105
District Planning Committee (DPC)

The process of decentralised planning got a greater fillip with the passage of the
74th Constitutional Amendment Act. Article 243ZD of this Act envisaged the
constitution of a DPC at the district level in every state to consolidate the plans
for economic development and social justice prepared by the panchayats and
municipalities in the district and also prepare a draft development plan for the
district as a whole.
The Constitution enjoins upon the state governments to constitute DPCs to prepare
composite plans covering both urban and rural areas. There is, however, confusion
as to whether the DPC should be a separate and permanent office or it should
denote only a meeting, which is periodically called and which can be serviced
by a part-time secretariat. There is a feeling that the DPC should not emerge as
yet another layer of bureaucracy to vet peoples plans. Yet, the DPC without the
status of a permanent institution cannot function effectively as a constitutional
body. It requires an adequate secretariat to service it at the district level. The
State Legislatures have been vested with powers to make laws to determine the
composition of the DPCs and the manner in which the seats in the DPCs shall be
filled. However, it has been stipulated that not less than four-fifths of the total
members of such a committee shall be elected by, and from amongst, the elected
members of the panchayats and municipalities in the ratio of rural and urban
population of the district. The manner of selection of chairperson of the DPCs has
been left to the states.
Functions
Preparation of draft development plan
One of the major functions of the DPC is to prepare a draft development plan for the
district as a whole, after taking into account the plans prepared by the panchayats
and the municipalities in the district. While preparing the draft development plan
the DPC should keep in view matters of common interest between the panchayats
and the municipalities including spatial, sectoral, cross-sectoral and vertical
integration plans within the district.
Consolidation of panchayat plans
106
The DPC would consolidate the plans prepared by the panchayats in the district
and prepare a draft development plan for the district as a whole. The area plan
prepared by the panchayats and consolidated by the DPCs would be assimilated
and harmonised into the state plan. Each state, in turn, would devise its own
mechanisms and procedures for performing all these tasks. Consolidation,
Annexure
however, goes much beyond compilation and connotes a degree of value addition
through the integration of local plans.
Integration of resources
There are several schemes, both centrally sponsored and state sponsored, which
panchayats can utilise, integrate into local plans and to which they can contribute
additional resources. This would comprise of the following two aspects.
Integration with State Plans
There are several State Plans, which, if implemented, can be strengthened

by increased allocation from panchayat funds. In some cases a component
having a complementary nature could be added to the State Plan Scheme.
For instance, the panchayat taking up the wiring of BPL (Below Poverty Level)
houses could complement the drawing of electric wires to villages.
Integration of Centrally Sponsored Schemes with Local Plans
It is important that in the interest of efficient use of resources, there ought to

be only one development plan for the local government prepared through
a common planning process and not a set of separate plans prepared in
accordance with the guidelines of each programme. Thus once priorities
and works are identified and prioritised through a single planning process,
components pertaining to a particular sector could be taken up through
schemes, including Centrally Sponsored Schemes (CSSs) while still keeping
within the guidelines of those schemes.
Integration with local resources

Planning can provide for local investments to be catalysed through local resources
or initiatives. For example, panchayats could catalyse Village Knowledge Centres
and Rural Business Hubs. By this, we do not mean that panchayats ought to
run industry locally, but, that they catalogue local skills and natural resource
endowments and facilitates the development of business linkages.
Rural urban integration
In the light of increasing urbanisation, the DPC can contribute a great deal in the
integration of urban-rural plans. It can work out mechanisms of joint programmes
to be financed by the state government institutions and joint contributions by
urban and rural local bodies.
Capacity building for planning
The DPC has the important task of building capacity for decentralised planning
in the district. A major impediment to proper planning is the lack of personnel
107
providing planning support and the availability of good and comprehensible

information at the intermediate and GP levels. The DPC could play a coordinating role
in capacity building efforts at the district level. The contents of a capacity building
programme should include the background and ethos of participatory planning,
the operational processes involved, issues relating to gender and disadvantaged
sections of society, building of awareness regarding rights of women, children,
disabled, dalits and tribes, right to information and responsibilities of citizens. All
elected panchayat representatives and office bearers at each level of the panchayat,
all panchayat secretaries, other staff such as field staff of line departments and
accounts and auditing staff could also be trained. Training should promote greater
interaction and cross learning with other peoples organisations like cooperatives,
NGOs, SHGs and users associations (Ministry of Panchayati Raj, 2006).
108
PROCESS AND STEPS OF
Hand-Out 3 DECENTRALISED PLANNING

Process of Decentralised Planning
A district plan describes what a district will try to achieve over the medium term,
often five years and how it intends to achieve it. An essential step in this direction is
to ensure that each Panchayat at district, block and village level in rural setup and
Municipality in urban setup are treated as a separate planning unit and the district
plan is built up through integration and consolidation of the plans prepared by
these constituencies considering the development of the district as a whole.
There are Eight Steps in the process to carry out decentralised district planning.
These are as follows:
Steps of Decentralised Planning
Visioning
for District
Planning
Resources
for District
Planning
Planning
and Project
formulation
Step 1: Deciding
where to goBuilding a district
Vision
Step 2:
Ascertaining
the availability
of resources
Step 3:
Identifying
needs that have
to be addressed
to reach each
goal
Step 4:
Prioritising
the identified
needs
Consolidation and
Integration for
district planning
Step 6:
Consolidation
and integration
with other plans
prepared by other
bodies
Implementation,
Monitoring and
Evaluation of Plans
Step 7:
Implementation
according to the plan
Step 8: Checking
whether the goals set
have been reached
Step 5: Linking
available
resources to
the identified
needs
Source: Planning commission, 2008
Stock- taking
Stock-taking or data collection is the starting point for undertaking the decentralised
district planning exercise. It may be called the backbone of the whole planning
exercise. The data related to demographic indicators, education, health, basic
amenities, infrastructure, natural resources etc. should be meaningfully collected
and analysed to get the idea of where to start (baseline) and what to achieve over
the period of time. Mere collection of data on different indicators is not the only
109
purpose. The available data should also be meaningfully disaggregated upto the
lowest unit of planning. The available data should be compiled to prepare the
district stocktaking report. The district stock taking report should contain the
following information:
A brief introduction of the districts history, social structure, geography,

economy, demography and natural resources;
Details of available infrastructure and services for the public in the district.
Including administrative set up, particularly of the local government structure;
Data regarding key development areas, broken down to the lowest planning
unit level possible;
A brief assessment, highlighting any significant features of development

or lack of development, also focusing on progress and shortfalls, and gaps
in outcomes in implementing the previous plan, spillover works and funds
required for their completion;
A description of all financial resources available in the district for planning;

and
Brief of areas where there is potential for accelerated growth.
Visioning
Step 1: Deciding where to go?- Building a District Vision
A Vision will be the guiding instrument for the district and will help in deciding
where to go over a period of time. A district vision should be prepared in a
participatory manner, and reflect what the perspective for development over the
next 10-15 years will be. The basic requirement for the preparation of vision is that
it should not be conditioned by the schemes and programmes. The vision would
be primarily articulated in terms of goals and outcomes.
Objectives of Preparing District Vision
110
To generate a common development perspective of the district that reflects

the thinking of diverse stakeholders.
To work out an inspiring goal for aggregate overall development of the

district.
To envisage and incorporate role of women and disadvantaged groups in the

mainstream development.
To picture optimal utilisation of the available resources for achieving higher

levels of livelihoods especially for the underprivileged.
Annexure
To foresee needs and level of human and infrastructure development as it

emerges from collective wisdom for achieving goals.
To motivate people of the area and gear up all segments of population for
facing the challenges, difficulties and bottlenecks to realise there cherished
common goals.
To act as a goal post towards which the entire planning process should be
oriented.
To help people of the area in developing more realistic, objective oriented,

and executable five year and annual plans.
The stakeholders should set down goals for the district. To set these goals, the
most appropriate medium would be the District Vision Document. It could be
for 15 or 20 years. The district vision will provide a roadmap of socio-economic
development of the district. Different components of the District Vision could be:
33
All mothers are healthy.
33
All children are immunised and nourished.
33
All children are in school.
33
An employment for all & opportunities for Self-employment for the

enterprising youth.
33
Houses for all.
33
Broad and paved roads. Every village connected with all whether road.
33
Pure and safe drinking water for all.
33
Irrigation facilities for agriculture.
33
24 Hours electricity supply to every household.
Sustainable Development Goals (SDGs) could also be seen as a starting point to

achieve developmental goals set in a District Vision. And to achieve these Goals,
they should be converted into State Goals and State goals into district and subdistrict goals at local level.
Resources for District Plan

Step 2: Ascertaining the availability of resources
Identify the resources available at the district, block, panchayat and Municipality
level. These resources will be the most important factor in achieving the targets
set for the development of the district. The resources can be classified as follows:
111

Human resources
Natural resources
Physical assets
How many are

employed?
What is the nature of the

land in the district? How
much is under agriculture?
How much is irrigated?
How much is under forest?
Mining?
What is the available

infrastructure (Roads, bridges,
electricity, drinking water and
sanitation, irrigation, public
buildings etc.)? Additional
infrastructure required?
What is the state of

agriculture? Major crops?
Scope for Allied activities?
What are the private assets

available?
How many
are underemployed, or
unemployed?
What are their
existing skills,
which must be
protected and
strengthened?
What are the
new skills they
need to learn?
How many
need training
in any skills?
What is the extent of

availability of water? How
much is being used for
drinking water, agriculture,
industry and other
purposes?
How do we protect
and sustain the natural
resources?
A checklist can be developedTanks, handpumps, schools,

dispensaries, hospitals,
anganwadis, roads, veterinary
dispensaries, Ration Shops,
cottage- small-scale industry,
godowns, cold storages etc.
Prepare registers of assets
owned by Panchayats,
Municipalities and
departments.
Financial resources
What are the programmes
in operation in a district
and how much money is
available under each?
Central Plan funds,
State plan funds,
Central finance
Commission grants,
State finance
commission grants,
Own resources, through
taxes and user charges.
Funds for non-plan
expenditure, such
as salaries and
maintenance of assets.
Planning
Once the District Vision document is in place and resources are identified the
next step is to go for the preparation of Integrated District Plan. Before going into
the process of preparation of district plan the most important thing that need
to be kept in mind is that the plan should be need based and it must articulate
around the district vision or in other words, district vision must act as a goal post
towards which the entire planning process should be oriented. The plan could be a
5 year perspective plan broken into Annual Plans. The planning process should be
initiated at grass root level i.e. at village / Gram Panchayat called rural planning and
ward/ Municipality level called urban planning.
112
Annexure
Rural Planning
Urban Planning
Rural planning is divided into planning at three levels corresponding to

the 3-tiers of Panchayati Raj Institutions i.e. Gram Panchayat, Intermediate
Panchayat (Block) and District panchayat. The planning at the lowest tier
starts with identification of issues by Gram sabha/Ward Sabha (village
council) through the process of micro planning. The solution to these issues
will be given by the working groups (ideally panchayat level Standing
committees) constituted for the purpose. Once the solutions will be found
these working groups will prioritise the solutions and allocation of funds
will be made. The plan is again reconsidered by the Gram sabha for final
approval and vetting. The final plan is sent to the intermediate panchayat
at the block level. Similarly, intermediate panchayat will receive plans from
all the GPs in its jurisdiction and the process of integration of these plans
happens at the intermediate panchayat level. The intermediate panchayat
also prepare its plan by taking works to be undertaken at the block level
and any work which has to be undertaken in more than one GP. The plan
prepared by all the intermediate panchayats will then forward to District
panchayat for integration and district panchayat will integrate these
plans and also incorporate its own plan. The district panchayat will send
the consolidated plan to District Planning Committee (DPC) for further
consolidation with urban plans and preparation of Draft District Plan.
The process of urban planning is initiated

with the preparation of micro plans at the
Area/ ward sabha level. Once the micro
planning exercise is completed all the
ward plans will go to ward committee.
The ward committee prepares the ward
plan and it will again go to Area sabha for
re-examining and final approval. Once the
plan is finalised and vetted by the Area
Sabha it will go to Municipality. Similarly,
municipality will receive ward plans from
all the ward committees and consolidate
into the Municipal Plan. In urban settings,
there is no structure like 3-tier Panchayati
Raj system and all the Municipalities
prepare their plans. These plans will be
sent to District Planning Committee (DPC)
for further consolidation into Draft District
Plan.
Planning and Project formulation

Step 3: Identifying needs that have to be addressed to reach
each goal
Checklist of the felt needs to be prepared so that these can be addressed to achieve
the desired development goals for the district. For example, if we want to achieve
100 percent literacy in the district. Then we have to identify the needs like:
33
Number of elementary schools.
33
Number of adult education centers
33
All weather connectivity to schools
33
Number of teachers/vacancies etc.
33
Toilet and drinking water facilities at the schools
Similarly, needs to be identified for other developmental goals set for the district.
Step 4: Prioritising the identified needs
Following questions should answered:
33
What is most urgent?
33
What can be done immediately?
33
What will benefit most of the people?
33
What will help the marginalised (SCs & STs) and the poorest?
113
33
If there are two solutions to the same problem, which is the more cost
effective?
Step 5: Linking available resources to the identified needs

Once needs and resources are identified they will need to be matched at each
Panchayat and Municipality level so as to have maximum efficiency and utilisation.
In matching financial resources to prioritised activities:
33
First of all allocate funds given for specific purposes (tied funds) to the
appropriate activity.
33
Once tied funds are exhausted allocate untied funds wherever needs are still
unmet.
Consolidation and Integration

Step 6: Consolidation and integration with other plans
prepared by other local bodies
The District Planning Committee (DPC) will consolidate the plans prepared by
District Panchayat and Urban local bodies (Municipal Corporation, Municipality
and Nagar Parishad) into a Draft District Plan.
Consolidation includes convergence of various schemes and financial resources
and should follow following principles:
114
33
Convergence of schemes should be undertaken at each Panchayat level so that

adequate resources are found for implementing projects and programmes
prioritised by the Gram sabha and the Panchayats at all three levels.
33
Panchayats at different levels should pool their resources together to

implement projects which are common to two or more tiers of the Panchayati
Raj system.
33
The Municipalities and the Panchayats should sit together to explore areas
and prepare plans to pool together their respective resources to take up
projects common to both rural and urban areas within the district. And this
should not necessarily happen only at the district level but even at block and
lower level. Panchayats and urban local bodies should discuss on possible
areas where convergence is possible. For example, dumping of urban solid
waste in landfills in adjoining rural areas might affect the environment and
health of rural communities. Hence, rural and urban local bodies should sit
together to find solution and pool resources to tackle the issue.
Annexure
Monitoring and Evaluation of Plans

Step 7: Implementation according to the Plan
It is the responsibility of the District Planning Committee (DPC) and the respective
Panchayat and Municipality that:
33
The funds should be regularly released to Panchayats and Municipalities and

monitor the proper utilisation of the funds released.
33
Determine who will take up the works the Panchayats, the Municipalities or
the line departments?
Whereas the Panchayat and Municipality must ensure:
33
Monitoring of the sanctioning of works, tendering, hiring and outsourcing as

required.
33
Time limits to be specified for each milestone.
33
Mandatory and regular quality checks.
Step 8: Checking whether the goals set have been reached

Independent evaluation is the best way to know whether the Plan has been actually
implemented in its true spirit or not. The physical infrastructure developed or the
financial resources deployed in the implementation of the plan could be easily
assessed. But the evaluation of qualitative targets is difficult to measure.
During evaluation of the targets set during the planning exercise, the independent
monitoring system must not only report on whether physical goals such as how
many Health centers or schools have been built or financial goals whether
expenditure has been contained within estimates sanctioned. But also evaluate
whether quality goals have been reached; for instance, has child mortality come
down? Has the drop-out rate come down? Has the learning ability of children gone
up? Moreover, the independent monitoring system must also identify reasons for
the non-fulfillment of plan targets and suggest means of remedying the defects.
To take up the monitoring and evaluation of Plans following measures could be
taken:
33
Involve the Gram sabha in rural areas and Ward Sabhas in urban constituencies
in periodic evaluations of the progress in implementing the district plan in
their respective communities,
33
Encourage innovative ways for the Panchayats and Municipalities to check

whether they have succeeded or failed in attaining the desired goals.
33
To attain this panchayats and Municipalities could perhaps inspect each

other and rank themselves.
115
33
Gram sabhas, Ward Sabhas and Mohalla Samities as well as individual citizens,
should be encouraged to give report cards on implementation.
Thus by adopting these Eight Steps of planning a decentralised participatory plan

can be prepared which will help the district to achieve the desired target of socioeconomic development.
Tools and Techniques for Participatory Planning

Participatory Rural Appraisal (PRA) for Planning
Participatory Rural Appraisal (PRA) technique helps local people in rural and urban
settings to analyse their own conditions and choosing best possible means of
improving them. With the help of this technique they may use a variety of tools for
analysing their needs quickly, cost effectively and with little disruption to everyday
life. The PRA occupies central place in participatory research because of its inherent
flexibility of methodology and it is primarily a family of tools rather than a single
method. In developing a Micro Plan using PRA technique following set of tools
could be used:
116
33
Transect walk
33
Time line
33
Relationship matrix
33
Social mapping
33
Stakeholder analysis
33
Resource mapping
33
Service mapping
33
Problem analysis
33
Trend analysis
33
Large Group discussion
33
Focused Group discussion
Transect walk: To build rapport with community and to verify what has been
discussed in group meetings. For doing this a volunteer group from the community
could be taken for a walk across village/ Gram Panchayat/ Municipal ward. The
volunteers could be asked to observe area for specific issues related to either
resource mapping or social mapping which can be done before or after the walk.
And broad problems could be observed, identified and recorded.
Time line: To record the history of the identified site and make people understand
and identify themes and pattern that have shaped the community. This will set
context for the common goal you help create for others.
Annexure
Relationship matrix: To understand the relationship that exists in the village/

Municipal ward. While developing the Micro Plan we need to be cautious to meet
representatives of all classes, caste and age. The powerless and powerful people
should equally influence the Micro Plan. This relationship matrix shows the existing
relationships and their distance from each other. You can begin a discussion by
asking who is influential and why? It is useful to know the social and economic
status of people or communities and relationship between various groups or
people to plan better.
Social mapping: It is useful in creating a map of social assets. By using social mapping
we can gather information on the population of the village/ Municipal ward, i.e.
how many people /households occupy how many homes and what landholdings?
How many people are landless or without home? How many people have basic
facilities in their houses? It also lets us know the spatial setting as well as services
available to different groups of people.
Stakeholder analysis: To know who are the key people in the Panchayat/ Municipality.
These people are known as stakeholder members of the community. This tool
prepares all stakeholders in Micro Plan to see how closely they are connected
and therefore revives a sense of belonging to the Micro Planning process. The
stakeholders should be categorised as, directly affected stakeholders like the
community, elders, women and children, Schedule castes and tribes, handicapped
and indirectly affected stakeholders like the govt. functionaries, like Gram Sevak,
teachers, anganwadi and health center workers.
Resource mapping: To know what is already available as village/ Municipal ward
resource. This tool helps to make planning easy as we get to know what we already
have and therefore are able to plan according to available resources. This also helps
us identify the resource gaps. The map drawn using this tool has a continuing use
throughout the Micro Planning exercise. For example, if we need to construct a
school building perhaps the building material is already available as sand and
stones from the river nearby. The resource mapping will help in identifying and
recording all such resources so that one need not look for money from outside
sources. Once we know that a set of resources exist in the panchayat we can choose
which of these resources will be useful for the Micro Plan.
Service mapping: This tool is a sub set of resource mapping. In case micro planning
process involves improving quality and access to services we will focus on mapping
the exiting services. Under this the distance of the service from the village/
Municipal ward represents the accessibility of the service. The service may be close
and accessible but service may be denied to some class or group.
117
Problem analysis and seeking solutions through a tree diagram: To identify the cause
and effect relationship or problems and solutions. Here the people should be
asked to list the problems. Many problems can be taken but each problem should
be analysed individually to its logical solution. For doing this, state a problem and
write it as a circle in the root. The root holds the existing problems and causes
that shape and define people's behaviour towards each other, including the
sharing of resources. This tool helps inclusion of the weaker sections to participate
in decision-making processes towards figuring out solutions. The trunk depicts
solutions. In the trunk write the solution. The branches can depict sector wise
work. Different tasks can be shown in different branches and sub branches. The
leaves are budgeted programs or time bound interventions. The fruits are positive
outcomes expected from the exercise. These fruits will motivate the community to
work together.
Trend analysis: To understand current problems and influences. This involves the
use of trend diagram in analysing the problems. Let the people create a trend
map of all trends affecting them. Anyone can name an issue and decide on where
it should be written on the trend diagram. It tells what the problem is? Who is
affected? Where are the affected people staying? how are they affected? And what
is required to do to solve the problem?
Large group discussion: This helps communities understand each others view or
collectively endorse a situation. Open group discussion takes place to decide on
how joint action can be undertaken, learning from positives experiences of the
past.
Focused group discussion: To gather energy of people to think through an issue
thoroughly. This is arranged in smaller groups to answer specific questions; for
example, how do you see yourself and your village after a particular period? What
are major development needs? And what are the obstacles to meet those needs?
Consolidating Rural and Urban Plans

Identifying Spaces for Consolidation
118
Consolidation and integration of rural-urban plans are important to address the

rapid urban expansion, affecting the areas outside their previous boundaries. This
erosion of boundaries among rural, urban and semi-urban peripheries, has posed
challenges to the existing structure of management and governance. For example,
the Panchayat near the peripheries of the cities are transferring into rings of slums
and the GP has to deal with problems in these semi-urban areas with existing rural
Annexure
instrument. Again, with increasing trends of rural--urban migration, the pressure

on the peripheral areas of urban cities increases manifold.
To deal with the problem Article 243 ZD of the Constitution provided that there
should be a District Planning Committee (DPC) for every district for preparation of
draft annual district plan by consolidating the plans prepared by the Panchayats
and the Municipalities in the district.
The Expert Group on grassroots level planning described that Consolidation plays
a very important role in the planning process as it goes beyond compilation and
implies value-addition through integration of local plans. An integrated district
planning process would link plans of local governments and other planning units
and would provide a platform for mutual consultation and negotiations between
them. It would also provide the framework for integrating the sectoral and spatial
aspects of urban and rural plans.
The starting point for merging rural sectoral and urban spatial planning is to
identify possible commonalities in the functional responsibilities of panchayats
and municipalities. The 29 matters listed in the Eleventh Schedule and 18 in the
Twelfth Schedule of the Indian Constitution can be clustered to identify overlaps
in panchayat and municipality functions. While consolidation of plans, thus, the
areas, functions that are overlapping among the ULBs and the PRIs are to be dealt
with. Among the functions mentioned in the XIth and the XIIth Schedule, there
are clear demarcations of primary sector function, regulatory services and other
however, many issues like anti-poverty programmes, watershed management,
garbage management, education, health, transportation, canals, etc. require an
integrated approach, across rural and urban areas. Planning in rural areas has
remained restricted to only socio-economic planning without land use planing,
while for urban the scenario is exactly the opposite.
119
Exclusively rural
responsibility
Numbers indicate
items in Eleventh
Common responsibilities
Items in
Eleventh
Items in
Twelfth
Numbers indicate
Schedule
Schedule
Schedule
Education
17, 18, 19,

20, 21
13
Health
23, 24, 25
Poverty
10, 16, 26,

27, 28
9, 10, 11
Infrastructure
11, 13, 14,

15, 29
4, 5, 7, 14,
16, 17
Subject
matter
Schedule
Primary Sector
1, 2, 3, 4, 5, 6, 7, 12
Exclusively urban
responsibility
Economic
8, 9, 22
Development
items in Twelfth
Urban planning 1, 8, 12
Regulatory services 2, 15, 18
Following areas could be identified as priority areas for consolidation:
Highway and transport linkages to maximise connectivity.
Water resources planning, which would cover issues of sharing of resources,

rights over resources, distribution responsibilities, user charges, planning for
growth and addressing environmental impact .
Protection of rural water bodies and green-fields from urban sewage and
toxic waste.
Protocol on urban solid waste disposal landfill locations and management.
Land use zoning in rural areas for growth of urban areas, industrial allocations,
acquisitions, SEZ allocations, that protect multi-crop land, ecological
vulnerable areas.
Environment protection of lakes, tanks, wetlands, forest areas, green-fields,

flora and fauna.
Source: Manual for Integrated District Planning, Planning Commission of India, GoI (2008)
Methods for Consolidation

Different methods are used for integration:
120
a.
Spatial integration: integration of schemes such as roads that run through

one or more local bodies.
b.
Sectoral integration: integrates several schemes relating to a larger sector.
c.
Cross-sectoral integration: aimed to ensure maximum impact from

different interventions, by designing approaches that draw resources from
various schemes.
Annexure
d.
Vertical integration: separates out what has to be done at higher panchayat

levels, which have the advantages of scale and which cannot be done by the
lower tiers of local government.
e.
Integration of resources: looks at identifying and planning for the

channelisation of several schemes, both centrally sponsored and state
sponsored, which panchayats can utilise, integrate into local plans and to
which they can contribute additional resources.
Rural-urban plan consolidation would address all dimensions as listed at (a) to (e)
above through a consolidation checklist, covering three broad areas:
a.
Potential for vertical integration of works and projects, across rural and urban
plans,
b.
Consolidation, which is driven by resource related issues, such as potential

for resource pooling, involves efficient usage of resources wherever they
may lie.
c.
Addressing inter-sectoral dependencies to ensure successful project or plan

implementation.
Because of the criticality of the process, those who participate in planning are the
ones with recognised decision-making authority and power. These individuals
must be people who have in-depth grasp of the vision and principles and those
with the capacity to critically analyse the conditions of their environment and
determine objectives as well as strategies. In this sense, the planner, in order to
accurately and adequately reflect the vision, mission and demands of the objective
reality in the plan, and effectively take part in the deliberation on the appropriate
goals and paths to undertake, must have a sincere concern for development and
the necessary leadership skills.
Basic Features of a District Gender Planning

Framework
Gender equity and equality is integrated in the vision and mission.
Sex disaggregated data/information are gathered, analysed and addressed.
Practical and strategic gender needs of women are identified and addressed.
Identified actions are gender responsive and sensitive.
Actual and potential contributions of women and men to the formulation

and implementation of a good plan are acknowledged.
Participation of women in all steps of the planning process is encouraged

and facilitated.
121
Hand-Out 4 STATEMENTS ON SEX AND GENDER

Mark the following statements as:
(S)- If you feel that statement refers to SEX/biologically attributed factors
OR
(G)- If you feel that statement refers to Gender/sociologically attributed factors
1.
Women give birth to babies, men do not.
2.
Men naturally learn to drive a vehicle faster than women.
3.
Men are better at handling money and investments than women.
4.
Men need more calorie intake than women.
5.
Women can breastfeed babies, men can bottle-feed babies
6.
Women are less corrupt by nature than men.
7.
Women menstruate when they are not pregnant.
8.
Women are more emotional than men.
9.
Women cook better than men.
10. Mens voice break at puberty; womens do not.

11. Men are responsible for the sex of the fetus.
12. Woman must not lift heavy weights during pregnancy.
13. Men have greater sexual desire than women.
14. Men are able to move around alone as opposed to women.
15. Women are naturally better caregivers to babies as compared to men.
16. It is natural for women to live longer than men.
17. Womens hair grows longer than mens.
18. Men tend to bald faster than women.
19. Men have facial hair.
20. Women need to go to the beauty parlor.
122
Hand-Out 5 NOTES ON SEX AND GENDER

Difference between Sex and Gender
Sex
Is biologically determined
Gender
Is socio-culturally determined
Is created by society and hence is taught and

Is natural and refers to visible differences in sex
organs of boys and girls and related differences in learnt
procreative function
Is static. It remains the same everywhere
Is dynamic. It changes from time to time, culture

to culture and even from family to family
Is non-hierarchical
Is hierarchical
It cannot be changed easily
It can therefore change
The distinction between sex and gender has been introduced to deal with
the general tendency to attribute women's subordination to their anatomy
and the related reproductive roles. For centuries, it has been believed that the
different characteristics, roles and status accorded to women and men in society
are determined by biology (i.e., sex), that they are natural, and therefore not
changeable. It was further believed by both men and women alike that women's
bodies were and are held responsible for their subordinate status in society.
As the belief was regarded and accepted as natural, there was obviously no need
to address the gender inequalities and injustice which existed in society.
Therefore, individuals in each society slowly transformed into a man or a woman,
into masculine and feminine, each with different qualities, behaviour patterns,
roles, responsibilities, rights and expectations. These then came to be accepted
as natural and the norm and no one questioned that men and women have skills,
interests and abilities that are unique to each individual and not based on the sex
of a person.
Unlike sex, which is biological, the gender identities of women and men are
psychologically and socially which means historically and culturally
determined.
Some examples of sex characteristics:
Women menstruate while men do not.
Men have testicles while women do not.
123
Women have developed breasts; usually capable of lactating, while men

have not.
Men generally have more massive bones than women.
Women give birth to babies, men do not.
Men not women are responsible for the sex of the child.
Some examples of gender characteristics:
In the United States (and most other countries), women earn significantly less
money than men for similar work.
In Vietnam, many more men than women smoke, as female smoking has not
traditionally been considered appropriate.
In Saudi Arabia men are allowed to drive cars while women are not.
In most of the world, women do more housework than men.
More men than women are world leaders.
Gender roles for women and men vary greatly from one culture to another and
from one social group to another within the same culture. Race, class, economic
circumstances, age all of these influence what is considered appropriate for
women and men. For example, the gender construct orders that women grow long
hair as opposed to men; women wear dresses and men trousers; after marriage
the women goes to her husbands home and not the other way around; women
change their names after marriage; women do household chores while men go
out of the house to earn an income.
Therefore, right from the birth of an individual, the components of gender are
assigned based upon their sex external and visible genitalia. It is also true that
across all cultures, sex of a person defines their:
124
gender identity masculinity or femininity.
gendered sexual orientation heterosexuality as being the normative

trend.
marital and procreative status men are the carriers of the family name
and all children of a couple bear their fathers name.
gendered personality structure how men and women are expected to

behave sports loving, outdoors persons, strong, aggressive, dominant,
leaders for men. For women they conform to been docile, submissive,
homemakers, dependent, followers, etc.
gender beliefs and attitudes men are the breadwinners, womens role is
looking after the family and the home; males head households.
Annexure
gender at work and family roles of caring such as nurses; of patience as

teachers in primary school; beauty such as in receptionists and front office
staff.
All these components that go into the making of masculine or feminine persons
are so integral and indeed so subtle that these roles of men and women assigned
by society appear to be natural and in tune with the sex or biology of an individual.
Men and women play out their roles and indeed begin believing that it is the sex
of a person that makes them emotional, strong, weak, better cooks, nurses or
teachers, engineers or craftsmen.
Therefore, one's innermost concept of self as male or female, or both or neither, is
how individuals perceive themselves and what they call themselves. Ones gender
identity can be the same or different than the sex assigned at birth. Individuals
are conscious of this between the ages of 18 months and 3 years. Most people
develop a gender identity that matches their biological sex. For some, however,
their gender identity is different from their biological or assigned sex. Some of
these individuals choose to socially, hormonally and/or surgically change their sex
to more fully match their gender identity but however may not carry out biological
functions such as menstruation, impregnation and breastfeeding.
Gender is an important analytical concept because it directs our attention towards
social and cultural processes and interventions in terms of their differential effects/
impacts on men and women and on the relationships between men and women.
Gender does not look at women in isolation; it sees men as being integral part
of the picture and it enables differences between women and men, and between
different groups of women due to class, age, ability or sexuality to become visible
as part of a family, then a community and finally part of society.
Gender expression refers to the ways in which people externally communicate
their gender identity to others through behaviour, clothing, haircut, voice, and
other forms of presentation. Gender expression also works the other way as
people assign gender to others based on their appearance, mannerisms, and other
gendered characteristics. Gender expression should not be viewed as an indication
of sexual orientation. Roles, activities, expectations and behaviours assigned to
females and males by society.
Most human beings and the cultures they come from recognise two basic gender
roles:
Masculine (having the qualities attributed to males)
Feminine (having the qualities attributed to females)
Like other social constructs, gender is closely monitored by society. Practically
everything in society is assigned a gender toys, colours, clothes and behaviours
125
are some of the more obvious examples. Through a combination of social

conditioning and personal preference, by age three most children prefer activities
and exhibit behaviours typically associated with their sex. Accepted social gender
roles and expectations are so entrenched in our culture that most people cannot
imagine any other way.
Gender is all around us. It is actually taught to us, from the moment we are born.
Gender expectations and messages bombard us constantly. Upbringing, culture,
peers, community, media, and religion are some of the many influences that shape
our understanding of this core aspect of identity. How you learned and interacted
with gender as a young child directly influences how you view the world today.
Gendered interaction between parent and child begin as soon as the sex of the
baby is known. In short, gender is a socially constructed concept.
A frequently asked question: If gender is about both men and women, why is it
that when we refer to gender we usually imply women?
Over the last few decades, it has been realised that the gender divide has negatively influenced
and impacted women rather than men, across the world, in varied countries, regions and societies.
Women have been discriminated against whether in the arenas of education, health, access
to resources; inability to participate in cultural, social, economic and political processes, live
independently, right to exercise her franchise, etc. This has led to the marginalisation of women in all
spheres, including personal relationships within the family, where men control power over women,
leading to the oppression of the latter. Therefore, while addressing gender equality whether in
issues of development, domestic violence, trafficking, denial of human rights, etc., gender inequality
has to be addressed and since women have fewer rights and face inequality rather than their male
counterparts, it appears that gender implies or rather is synonymous with women.
126
NOTE ON SOCIALISATION
Hand-Out 6 AND PATRIARCHY

Socialisation
Gender is constructed by every socialising agent and force in society: parents,

teachers, the media, religion, and it reflects in the educational, religious and social
system. In majority of societies, men are considered to be head of the family,
breadwinners, owners and managers of property. They are active in politics,
religion, business and professions. Women are socialised and trained to look
after children and the home, to nurse infants and old, to do all the household
chores. The division of roles and responsibilities determines their socialisation at
the family and society levels. Any change in the gender based inequality has to
begin with a change in the socialisation process and practices. Socialisation can be
described as a process where every individual learns and internalises gender roles
and responsibilities.
Agents of Socialisation: Socialisation obviously occurs through the interaction
with various agents during an individual's personal lifetime and these comprise of
the family, the peer group, the school and the mass media, among others.
33 The family: This is the primary and chief agent of socialisation for most people,
especially in the first five years of their life. The family provides the child with
her/his first social contact with the social world and it is through it that the
correct patterns of behaviour are internalised and learnt.
33 The school: When a child reaches school age, she/he starts to widen her/his
socialising cycle via the school setting. Here learning is more formal since
there is an obvious transition from an environment of personal and intimate
relationship to one which is more impersonal.
33 Peer group: This is the second important influence that a child encounters
during her/his lifetime. Play patterns with her/his playmates is highly
influential on the way he/she thinks and the way she/he will act later. A peer
group is usually people who are of the same age and have similar status, and
association is usually accidental. The peer group is the only socialising agent
that is not controlled by adults and they indeed affect the individual in such
issues like appearance, lifestyles, fads and fashion, social activities and dating,
drugs, sex and technology.
33 The mass media: While mass media is perceived as empowering us with wider
information, knowledge about the wider world, it becomes clear that it also
127
harms its audience and receivers. By concentrating and stressing on certain

topics, the media can create, manage and control our impressions of what
should be seen as real, important and normative.
Over the centuries, society has perpetuated many stereotypical images of humans
through an ongoing process of socialisation or gendering. Here are different norms
prescribed for girls and boys, women and men in every society across the world.
Discriminatory social attitudes towards the girl, whether child or woman, results
in the lack of food, medical care, educational opportunities and the perpetuation
of age old customs such as foeticide, female infanticide, child marriage and early
child bearing. The female child starts out with a distinct disadvantage resulting in
lower social status and poor health. This is further compounded by low education
levels which in turn leads to the inevitable cycle of low skills, low earning capacity
and exploitation at all levels.
Patriarchy
The subordinate status of girls/women is internalised by both the sexes through
the process of socialisation. The subordination begins very early within the family
which dictates the dos and donts for girls and boys; these continue to be reinforced
by all forms of institutions/systems, be it the school, peer group, community, caste
groups, the judicial system or religious orders. It constitutes systemic societal
structures that institutionalise male physical, social and economic power over
women.
Patriarchy refers to these power relationships by which men dominate women and
to a system that oppresses and subordinates women in public and private spheres.
Patriarchy implies male domination, male prejudice (against women), or more
simply male power. The term means the absolute rule of the father or the eldest
male member over his family.
The patriarch is typically a societal elder who has legitimate power over others in
the social unit. A patriarchal system affects the productivity, reproduction, sexuality,
mobility, property and other economic resources of women. Even though the
form patriarchy takes varies in different societies and even in different historical
periods, it gives us insight into social and cultural practices. The main ideology
however remains the same of men controlling most economic resources in all
social, economic, and political institutions.
128
Many religions too have played an important role in first creating and then
perpetuating patriarchal ideologies: perceiving men as superior, dominating and
possessive provides justification of social behaviour patterns, socio-economic
infrastructure, and skewed media coverage.
Hand-Out 7 WORKLOAD ANALYSIS TEMPLATE
Time of the Day
Typical Woman
Typical Man
Activity (From waking up to resting at night)
Summary: (Based on the above data, please write in the spaces under woman
and man the number of hours spent in a day).
Woman
Man
Time for husband/ wife and children

Time for household chores
Time for livelihood
Time for community service and religious work
Time for rest and sleep
Others
129
Womens and Mens Access To
Hand-Out 8 and Control of Resources

Access to
Resources
Woman
Full
Mode
rate
Control of
Man
None
Full
Mode
None
rate
Woman
Full
Mode
rate
Man
None
Full
Mode
rate
None
Capital/Credit
Land
Formal Education
Informal Education
Jobs/Employment
Agricultural
technology
Information
technology
(computers,
newspapers, etc.)
Income
Political positions
Organisations (e.g.
cooperatives)
Entertainment
Others: Please
specify
Under Access to of each resource, please write 1 if a specified resource is not at

all accessible, write 2 if the resource is moderately accessible, and write 3 if the
resource is fully accessible. Under Control of of each resource, please write 1 if the
typical woman or man does not have control (decision-making power) over the
said resource, write 2 if the woman or man is able to, from time-to-time, participate
in decision-making on the resource, or 3 if the typical woman or man has full
control (decision-making power) over the said resource.
130
Hand-Out 9 SUMMARY SHEET

Based on the above data, please fill-up the summary form by counting the number
of resources scored 1, 2 and 3 for woman and man, writing the results in the spaces
provided.
Access to Resources
Woman
Man
Control of Resources
Woman
Man
1 (Not at All)
2 (Moderate)
3 (Full)
131
Hand-Out 10 GENDER MAINSTREAMING

Gender mainstreaming is a strategy to assess the implications for both men and
women, of any planned actions, policies or programmes in all areas and at all
levels. This approach recognises the need to take social and economic differences
between men and women into account to ensure that proposed policies and
programmes have intended and fair results for women and men, boys and girls.
Gender mainstreaming does not entail developing separate womens projects
within work programmes, or even womens components within existing activities
in the work programmes. It requires that attention is given to gender perspectives
as an integral part of all activities across all programmes. This involves making
gender perspectives what women and men do and the resources and decisionmaking processes they have access to more central to all policy development,
research, advocacy, development, implementation and monitoring of norms and
standards, and planning, implementation and monitoring of projects.
What does gender mainstreaming mean in practice?
A move from Women in Development to Gender and Development.
Bringing women into decision making positions at all levels.
Emphasising the role and responsibility of all staff members in order to ensure
a perspective on gender equality.
Focusing on the institution as well as its programmes: in short, culture,

structure, staffing, policies, programmes and projects.
Working with both women as well as men.
The four key steps of gender mainstreaming (adapted from DFID gender training
manual)
Step 1: Sex disaggregated data and gender analytical
information
132
Gender analytical research and sex disaggregated statistical data (about

beneficiary groups and about management and implementation indicators of
organisations) is essential to effective gender mainstreaming. Information systems
should routinely be disaggregated by sex; gender analysis (an examination of
womens as well as mens experiences, needs and priorities) should routinely be
part of social and institutional appraisal and monitoring processes; and gender
Annexure
analytical studies should be commissioned to examine particular issues and

address information gaps. This information is necessary to identify gender difference
and inequality; to make the case for taking gender issues seriously; to design policies
and plans that meet womens and mens needs; to monitor the differential impact of
policy, project and budget commitments on women and men.
Step 2: Women as well as men influencing the development
agenda
Women will only win equality when they are able to act on their own behalf,
with a strong voice to ensure their views are heard and taken into account. This
means promoting the involvement of women as well as men in decision-making
at all levels, and ensuring that men and women committed to the promotion
of gender equality are influencing decision-making. Gender advocates within
government, civil society and donor organisations are most effective when they
work in collaboration, identifying and developing strategic entry points for the
promotion of gender equality.
Step 3: Context-specific action to promote gender equality
Gender mainstreaming is a strategy to promote gender equality and the
empowerment of women. Hence programs should incorporate specific actions to
promote greater equality so that women can influence more, get more opportunity.
These actions should be planned based on the sex disaggregated data and gender
analytical information that has been collected in step one. The data provides a
clear understanding of womens and mens priorities. Actions should be explicitly
included in policy and project documents and frameworks. Adequate staff to
perform those actions and adequate budgets should be allocated. Appropriate
monitoring should be done through pre-designed gender sensitive indicators of
change.
Step 4: Organisational capacity building and change
Gender mainstreaming, as an organisational strategy to promote gender equality,
depends on the skills, knowledge and commitment of the staff involved in
management and implementation. It is often seen that policy commitments
to gender equality gets diluted with time. Hence appropriate understanding,
commitment and capacity, as well as addressing issues of gender inequality
within development organisations themselves, is much needed for desired
organisational change. Appropriate capacity-building activities need to be
explicitly included in policy and project documents, backed up with staff and
budgets, and monitored and reviewed through appropriate indicators of change.
133
Gender Analysis
Gender analytical information is qualitative information on why and how of gender
differences and inequalities. Gender analysis is about understanding culture, e.g.
the patterns and norms of what men and women, boys and girls do and experience
in relation to the issue being examined and addressed. Where patterns of gender
difference and inequality are revealed in sex disaggregated data, gender analysis is
the process of examining why the disparities are there, whether they are a matter
for concern, and how they might be addressed.
Sex disaggregated data and gender analytical

information
Sex disaggregated data and gender analytical information is fundamental to gender
mainstreaming. Sex disaggregated data is quantitative statistical information
on differences and inequalities between women and men. Sex disaggregated
data reveals, for example, quantitative differences between women and men in
morbidity and mortality; differences between girls and boys in school attendance,
retention and achievement; differences between men and women in access to and
repayment of credit; or differences between men and women in voter registration,
participation in elections and election to office.
Gender analytical information is qualitative information on why and how of gender
differences and inequalities. Gender analysis is about understanding culture, e.g.
the patterns and norms of what men and women, boys and girls do and experience
in relation to the issue being examined and addressed. Where patterns of gender
difference and inequality are revealed in sex disaggregated data, gender analysis is
the process of examining why the disparities are there, whether they are a matter
for concern, and how they might be addressed.
The precise sex disaggregated data and gender analytical information needed
depends on the sector and context. There are a number of gender analytical
frameworks designed to provide guidance on the kinds of questions that are likely
to be applicable. However, no set of analytical categories caters to the information
needs of every sector and situation. Analytical frameworks can be very helpful but
need to be used critically and with care. They should be used to inspire not to
restrict thinking.
134
The most useful starting point in determining information needs is to ask the
question:
What do we need to know in order to ensure that policy/project planning/
Annexure
monitoring addresses the needs of women and men (girls and boys) and
benefits both women and men (girls and boys)?
Sector specialists, even those who know little about gender, will be able to
brainstorm responses to this question and come up with an initial gender
analytical framework of their own. This is a good point to refer to existing
analytical frameworks i.e. do they include categories of enquiry that would
be useful in your working context, but which you havent considered?
Use of gender analytical information and sex

disaggregated data
The collection of gender analytical information and sex disaggregated data is not
an end in itself. It is required for certain specific tasks. These are making the case for
taking gender issues seriously.
Advocates seeking to promote attention to gender equality need relevant, up
to date, context-specific information on gender differences and inequalities and
mens and womens different priorities and needs. Advocating gender equality on
the basis of assertion and rhetoric is of limited effectiveness. Sex disaggregated
data is particularly powerful for advocacy purposes, producing clear statistical
evidence of gender difference and inequality. It is also necessary for policy and
project planning and its review.
Context specific gender analytical information and sex disaggregated data is
necessary to:
ensure that womens as well as mens experiences and priorities inform the
development agenda.
devise appropriate actions to promote greater equality of influence,

opportunity and benefit for women and men in beneficiary groups.
devise appropriate actions to develop staff commitment, understanding and

skills in development organisations.
monitor the differential impact of policy and project commitments on

women and men.
135
GENDER ANALYSIS TOOLS
Hand-Out 11 AND FRAMEWORK
This handbook includes few gender analysis frameworks and tools that can be
used for inspiration. They can always be modified to suit the specific needs of
project. These frameworks assist in process of brainstorming and coming up with
new ideas and strategies to address the gender issue at hand in a specific project
and locality.
Frameworks used in Gender sensitive planning

There are many frameworks that help project staff to plan project objectives, goals
and activities in such a way that it addresses gender issues. These frameworks help
in gathering the gender analytical information that is instrumental in designing a
project and its activities.
1.
Moser Triple Role framework
This basic framework designed by Moser helps in collecting information on what

kind of roles women play in the specific society and what kind of needs they have
so that these needs can be built in the programs. Moser suggests that women
usually play three roles in the society:
Productive role: This involves the work that women do to produce goods and
services for income generation or consumption of the family. They participate
along with men in doing productive work however most of the time it is less
important and generates less income than men.
Reproductive role: This involves the work that women do to maintain the family and
household for example taking care of children and elderly, cooking, cleaning of
house etc. These works are often labour intensive and take up most of the womens
time and women do not generate any income doing this work. However this work
is necessary for the sustaining whole family. Men have minimal participation in
these reproductive roles.
136
Community role: These are the activities that involve participation of whole
community in a collective social and cultural affair, event, or festival. These activities
are essential for community development. Both men and women participate in
these community activities however there exist a division of labour in these kinds
of activities. The community management activities are primarily taken up by
women while community politics and leadership is often taken by men.
Annexure
Moser defines that depending on what kind of role that women play in the given
society, they have needs to fulfil that role. These needs are classified in two types:
Practical gender needs and Strategic gender needs.
Uses of the framework
For planning at all levels from policies to projects
In conjunction with Harvard framework
Strengths of Mosers framework
Moves beyond technical elements of planning, recognising its political

elements and assuming conflict of interests in the planning process.
Recognises the transformative potential of gender planning.
Conceptualises planning as aiming to challenge unequal gender relations

and support womens empowerment.
Makes all work visible and valuable to planners, through the concept of triple
roles.
Distinguishes between types of gender needs: those that relate to womens

daily lives but maintain existing gender relations (practical gender needs),
and those potentially transform existing gender subordination (strategic
gender needs).
Categorises policy approaches.
Potential limitations
The idea of gender roles obscures the notion of gender relationships and can
give the false impression of natural order and equality.
The framework does not mention other forms of inequality, such as class,
race or ethnicity.
The framework is static and does not examine change over time as a variable.
The policy approaches should not be seen as mutually exclusive; they may
often overlap each other in practice.
2.
Harvard Framework
The Harvard Analytical Framework is often referred to as the Gender Roles

Framework or Gender Analysis Framework. Published in 1985, it was one
of the first frameworks designed for gender analysis. It was developed by
researchers at the Harvard Institute for International Development in the
USA, working in collaboration with the WID office of USAID.
137
The Harvard Framework was designed to demonstrate that there is an

economic case for allocating resources to women as well as men. The
framework aims to help planners design more efficient projects and improve
overall productivity. It does this by mapping the work and resources of men
and women in a community and highlighting the main differences.
The Harvard Analytical Framework is a grid (also known as a matrix) for collecting
data at the micro-level (i.e., at the community and household level). It is a useful
way of organising information and can be adapted to many situations. The Harvard
Analytical Framework has four main components:
Harvard Tool 1: The Activity Profile-This tool identifies all relevant productive
and reproductive tasks and answers the question: who does what? / How much
detail you need depends on the nature of your project? Areas of activity which the
project will be directly involved in require the greatest detail.
Harvard Tool 2: The Access and Control Profile - resources and benefits-This tool
enables users to list what resources people use to carry out the tasks identified in
the Activity Profile. It indicates whether women or men have access to resources,
who controls their use, and who controls the benefits of a household's (or a
community's) use of resources. Access simply means that you are able to use a
resource; but this says nothing about whether you have control over it.
Harvard Tool 3: Influencing factors-This tool allows you to chart factors which
influence the differences in the division of labour, access, and control as listed in
the two Profiles (Tools 1 and 2). Identifying past and present influences can give
an indication of future trends. Influencing factors include all those that shape
gender relations, and determine different opportunities and constraints for men
and women.
Harvard Tool 4: Checklist for Project-Cycle Analysis -This consists of a series of
questions. They are designed to assist you to examine a project proposal or an area
of intervention from a gender perspective, using gender-disaggregated data and
capturing the different effects of social change on men and women.
138
Hand-Out 12
Sl.
1
Gender Analysis
Framework
Harvard Framework
TABULAR EXPLANATION OF FRAMEWORKS

USED IN GENDER PLANNING
Features
Comments
Sexual division
of labour and
differences
between
productive and
reproductive
work
A gender neutral entry

point for introducing
discussions on gender issues,
Most useful for projects that
are agriculturally or rurally
based.
Information on gender
division of labour helps make
womens work visible.
It makes a distinction
between access and control
over resources.
It can be adapted and used,
in combination with other
frameworks for best results.
Mosers Gender Planning

Framework
Caren Levys Web of

Institutionalisation
The division
of labour
between men
and women
as productive,
reproductive
and community
management
roles also in
urban settings
including the
practical and
strategic needs
of women
in gender
planning.
Has a wide appeal used by

CSOs and government.
Gender
mainstreaming
in institutions
with a focus on
organisational
change.
It looks at the extent of

gender initialisation within
organisations , or institutions
It challenges unequal gender

relations and supports the
empowerment of women.
Limitations
The perspective is
efficiency rather than
addressing unequal
gender relations.
It focuses on material
resources rather than on
social relationships.
The analysis can be
carried out in a nonparticipative way without
the involvement of
women and men from a
community.
It ignores the
interrelatedness of the
activities of women and
men.
The concept of
community role is
debated.
The practical/strategic
gender needs concepts help
Other forms of inequality
evaluate the impact of a
such as race and class are
development intervention on
not addressed.
gender relations.
The triple role concept is
useful in revealing the wide
range of work that women
engage in.
Does not include the

continuum from practical
to strategic needs.
It does not consider the
strategic gender needs
of men.
There are chances of

equating the acceptance
of gender perspective
with the abolition of old
Gender relations are
women in development
perceived as interwoven with
structures , rather than
the other power relations of
their transformation,
class, ethnicity, religion and
determining women
age in different contexts.
The web can be used as both
diagnostic and operational
tool.
139
Sl.
4
Gender Analysis
Framework
Features
Comments
Limitations
Gender
differentials in
the impact of
projects at the
community
level.
It is simple, systematic and

uses familiar concepts
A good facilitator is
necessary
It encourages bottom up
analysis through community
participation
The analysis must be

repeated in order to
capture the changes over
time
Assessment
Sara Longwes
of the
Womens Equality and
Empowerment Framework contribution of
interventions
in all sectors
to the
empowerment
of women
The fragment can be used

for planning, monitoring,
evaluation and training.
Gender Anlaysis Matrix

Framework (GAM)
Social Relations Approach

(SRA) Framework
Sustainable
development
including
dimensions of
social wellbeing and
institutional
change.
It includes men as a category

and therefore can be used in It does not include either
macro or institutional
interventions that target men
analysis
It encourages users to
examine what is meant by
empowerment.
Though it shares some
common ground with the
Moser frameworks concept
of practical and strategic
gender needs, it moves
beyond the notions of
separate needs showing that
development intervention
can contain both.
Used for project planning
and project development
It aims to transcend a
broader picture of poverty
The framework puts gender
at the core of the analysis
emphasising on gender
relations.
By focusing specifically
on institutions, this
framework offers a way for
understanding how they
interrelate and how they
bring about change.
This framework is not static
but dynamic
140
The fragment is not

complete as it does
not take into account a
number of aspects e.g.
time, right, claims and
responsibilities that exist
between women and
men.
Women may be seen as a
homogenous group.
Using hierarchy of levels
may give the impression
that empowerment is a
linear process.
The analysis produced
can convey an impression
of large institutions
where change will be
difficult.
It can result in
overlooking the peoples
potential for influencing
change.
It is possible that women
get subsumed into
individual categories such
as class or sector.
Hand-Out 13
Case Study 1: Womens nutrition

group and the co-operative3
The women of a village in west of India were very worried about malnutrition in
their area. It seemed that more and more of their children were weak and sick and
many died from simple causes such as diarrhoea. The symptoms of malnutrition
such as bloated bellies, stunted growth, dry and scaly skin were visible to all. They
heard that a charitable institution was distributing free milk for children in the area.
Some women came together and formed a mahila samuha in order to streamline
the distribution of free milk. Whilst the free milk helped them a little bit, it was not
enough to solve the problems of poor nutrition amongst the children. At one of
the meetings, the women started discussing what else they could do to improve
the situation.
One of the women from the mahila samuha spoke to a representative of block
samiti4 about their problems. He told them about a nutrition club of the health
department which could teach them new recipes and help them to start vegetable
gardens. Before long, the women had managed to contact the nutrition club, who
sent someone to teach them how to make snacks and to explain that for a good
balanced diet you need energy-giving foods such as starch and fats, vitamins and
body-building proteins.
Unfortunately the group was unable to follow the recipes, due to shortage of
cooking oil and the high price of flour. While they understood about a balanced
diet, this could not help them buy meat, chicken, or even fish, which few people in
the village could now afford. Groundnuts had also been suggested as a good food,
but they did not grow groundnuts any more. The land on which they previously
grew groundnuts is now used to grow cotton and tobacco.
The vegetable gardens were also a failure due to lack of water. The nearest stream
was 2km away and the women had no time to go and fetch water for the garden.
Instead many of the women would spend long hours buying vegetables from a
local farmer and then travelling to the market to try and resell them for a small
profit. At other times of the year they were too busy in the fields even to do this.
The village also had a co-operative, started by some people trying to earn an
income by working together. First of all, they dug a fish pond, near the stream.
This project was going well and they managed to sell a lot of fish in town. Now
3
Adopted from Oxfam Gender Training Manual
4 The block Samiti of these villages is made up of representatives of all various development projects run by state
government in the area.
141
they wanted to start rearing small livestock chickens or ducks. Some of these
co-operative members were men who had wives in the nutrition group. But
the men themselves never attended the meetings and so knew nothing about
nutrition.
Of the profit from selling fish, some men gave a little money to their wives, and
some of the money was saved towards the new project for small livestock. The rest
they spent on trips into town, and beer.
Whenever the men were at home, they expected their wives to prepare a proper
meal for them even if there was not much food and the rest of the family were
sometimes left out. It seemed to the men that many of their children got ill and
died and they wondered if their wives learnt anything at all in their nutrition group!
Questions
142
1.
What are the gender issues here? (Strategic and practical gender needs,
issues related to access and control.)
2.
How would you raise them with the partners or groups?
3.
How could the situation be improved?
Case Study 2:
Hand-Out 14 A Fish-smoking Project

In a fishing community in coastal Kerala it is primarily the men who catch fish
and women do the processing. Women smoke the fish and market it. The women
who have long experience of this activity have cultivated business relationships
with specific fishermen. These relationships are mutually beneficial. The men are
assured of regular outlets for their fish, and the women obtain an established
supply of fresh fish for their activities.
Both women and men invested a great deal of time, energy and resources in
establishing and maintaining business relationships.
A development agency started a project to enhance the productivity of womens
activities, based on a detailed analysis of womens income-earning activities.
Under this project, women were encouraged to use special fish smoking ovens,
which were capable of using fuel more efficiently, and producing a higher quality
and quantity of smoked fish each day. The decision to introduce these ovens was
taken following a gender analysis that established the division of labour in the
community.
Despite the good intention of increasing womens income, the project did not
succeed in its objectives. The fishermen, perceiving women to be the beneficiaries
of outside funds, raised their prices. This undermined the benefits that women
gained from their increased productivity, and tended to push up fish prices for the
community at large.
The project assumed that all women would take up the special oven. However,
many women continued to use traditional methods, and for them too fish prices
rose, or they had to use the lower quality frozen fish rejected by the industrial
fishing fleet. As more and more women turned to industrial fishing fleets as a
source of supply, men started selling their fish directly to the fish processing plant.
Discussion
1.
What are the gender issues here? (Strategic and practical gender needs,
issues related to access and control.)
2.
How would you raise them with the partners (development committee) or
groups?
3.
143
Hand-Out 15 Case Study 3: Bumpy Roads

The Government of Karnataka wanted to boost its coffee production to enhance exports
and its balance of trade. With the help of a multi-lateral funding agency, rural access roads
were built through 80% of the uplands where coffee is produced. The intention was to
facilitate the movement of extension officers around the district, and the transport of
coffee to marketing centres, and thence to the port. The roads stimulated expanded
coffee production, and the incomes of farmers increased significantly.
In the coffee plantations of Karnataka, it has been experienced that most of the
agricultural work is done by women, whether on land owned by their husbands, or
as day-labourers in the case of landless families. Men are chiefly responsible for cattle
husbandry.
Income from the sale of major cash crops through marketing centres belongs to the
landowner, while income generated from the sale of surplus crops grown for family
consumption belongs to the women growing the crops. As a result of the expansion
of coffee production, the amount of labour needed in the coffee groves has increased
substantially.
Four years later an impact assessment of the project found that family incomes from
coffee had increased, as had cattle, bicycle, tractor and radio ownership. There had
been a general improvement in local trade, and the use of fertiliser and pesticide had
expanded, stimulating secondary growth in agricultural industries. The project was
pronounced a success.
However, there were concerns about gender equality and a gender expert was recruited
to review the project and the impact assessment findings.This expert examined data
related to social reproduction as well as economic statistics, and issues such as control
over the factors of production. He found that a serious level of malnutrition had emerged
in the communities concerned, especially among children. There was a decline in school
attendance generally, which was particularly marked among teenage girls. Paradoxically,
survey results indicated that a majority of the wives of landowners identified themselves
as worse off than five years previously, while a significant number of landless women
identified themselves as better off over the same period.
1.
144
2.
3.
What are the gender issues here? (Strategic and practical gender needs, issues
related to access and control.)
How would you raise them with the partners (development committee) or groups?
Hand-Out 16
PRACTICAL AND STRATEGIC NEEDS
PRACTICAL AND STRATEGIC NEEDS

Practical Gender Approach
Strategic Gender Approach
Responds to short-term needs
Tends to be a long-term strategy, as

an integral part of sustainable human
development
Responds to needs that are usually

identifiable by users and suppliers
Responds to needs not always easily

identifiable by people
Responds to biological requirements and

specific health conditions
Targets inequities between women and men

in responsibilities and power relationships
Gendered health needs met through

provision of health goods and services
Needs identified through empowerment

processes, the creation of awareness,
increased self-esteem, education,
strengthening organisations, political
mobilisation, etc.
Can improve health condition of women and

men through the access to resources
Tends to involve people as active subjects or

empowers them for this
Usually does not change gender roles and

relations
Can improve the position of women by

increasing their control over resources
Usually does not change gender roles and

relations
Improves the balance of power between men

and women in the use of health resources,
through control over internal and external
factors that affect the ability to protect health
Short-term response
Long term strategy
Needs more easily identifiable
Needs less immediately identifiable
Biological requirements and specific health

conditions
Targets inequities in power relationships
Provides health goods and services
Focuses on empowerment processes
Involves women/men as passive subjects
Involves people as active participants
Improves health conditions
Improves balances of power relations
Gender roles and relations remain constant
145
Grid of statements for
Hand-Out 17 Diamond Activity
146
A good development
project will benefit the
whole community which will
automatically include women
We aim to help the poorest

of the poor. Poor women are
particularly disadvantaged so
they should be specially helped.
I agree that tribal women in

India have a hard time but
it is not upto us to change
thecultural context.
Women (in any society) often

find it difficult to speak in the
company of men. Therefore
it is important to devise ways
of enabling their voices to be
heard.
Women do the main farming

work. Therefore women must
be involved in any agricultural
project if it is to succeed.
There should be some aspect

of income generation in all
schemes for women. The aim
should be that such schemes
should be self-financing.
True development for women

would enable them to have
the power to make meaningful
choices and changes in their
lives.
Equal opportunities policy and

practice in Government and
other sectors should be directly
relevant
When the situation is serious

you cant afford the time to stop
and think about gender issues.
If a community is involved in
a national liberation or class
struggle then this has to be
the priority for both men and
women. To focus on womens
specific needs is divisive and
disruptive.
Women as wives and mothers

are responsible for the health
and wellbeing of the whole
family. Therefore we should help
them to help the whole family.
All aspects of development

will affect women and men
differently. Therefore we need
to look at everything for its
different impact on men and
women.
Within each culture, women

are subordinate to men. The
aim should be to eliminate this
inequality and subordination.
If women had more education

they could catch up with men
to become more economically
self-sufficient.
The important thing is to help

the people most in need, not
just the women.
Hand-Out 18
Statements about gender and

development for Diamond Activity
A good development project will benefit the whole community which will automatically
include women.
We aim to help the poorest of the poor. Poor women are particularly disadvantaged so
they should be specially helped.
I agree that tribal women have a hard time but it is not up to us to change their culture.
Women (in any society) often find it difficult to speak in the company of men. Therefore it is
important to devise ways of enabling their voices to be heard.
Women do the main farming work. Therefore women must be involved in any agricultural
project if it is to succeed.
There should be some aspect of income generation in all schemes for women. The aim
should be that such schemes should be self-financing.
True development for women would enable them to have the power to make meaningful
choices and changes in their lives.
Equal opportunities policy and practice in government and other sectors should be
directly relevant.
When the situation is serious you cant afford the time to stop and think about gender
issues.
If a community is involved in a national liberation or class struggle then this has to be

the priority for both men and women. To focus on womens specific needs is divisive and
disruptive.
Women as wives and mothers are responsible for the health and well-being of the whole
family. Therefore we should help them to help the whole family.
All aspects of development will affect women and men differently. Therefore we need to
look at everything for its different impact on men and women.
Within each culture, women are subordinate to men. The aim should be to eliminate this
inequality and subordination.
If women had more education they could catch up with men to become more
economically empowered.
The important thing is to help the people most in need, not just the women.
147
Hand-Out 19 Diamond Ranking Template

Please read the statements carefully and judge them on how much you agree or
disagree with them.
Then please sort them into seven levels from level 1 (Agree most strongly) through
to level 7 (Disagree most strongly). Please sort them so that they form a diamond
shape as indicated below.
1.
Agree most strongly: 1 card
2.
Agree moderately : 2 cards
3.
Agree slightly : 3 cards
4.
Neither agree nor disagree: 3 cards
5.
Disagree slightly : 3 cards
6.
Disagree moderately : 2 cards
7.
Disagree most strongly : 1 card
The cards are labelled A through to O. Please write the appropriate letters in the
spaces provided on the diamond below. Please write only one letter in each box.
148
Hand-Out 20
Note on Gender Budgeting
A gender budget is not a separate budget for women; instead it is an approach

which can be used to highlight the gap between policy statements and the
resources committed to their implementation, ensuring that public money is
spent in more gender equitable ways. The issue is not whether the expenditure is
on women and men, but whether the spending is adequate to women and men's
needs (Rake, 2002).
Gender budgets are a tool for testing a government's gender mainstreaming
commitments - linking policy commitments across government departments
with their budgets. Gender budgeting is part of the gender mainstreaming
strategy. Gender budgeting focuses on a gender-based analysis and an equalityoriented evaluation of the distribution of resources. These resources are mainly
money, time as well as paid and/or unpaid work. Gender budgeting refers to a
method of looking at the budget formulation process, budgetary policies and
budget outlays from a gender lens. Gender budgeting is not only concerned with
public expenditure but also with the gender-differentiated impact of revenue
mobilisation by the government.
Gender budgeting as an approach is not confined to government budgets
alone; it also includes analysing various socio economic policies from the gender
perspective. Gender budgeting seeks to achieve a gender-equal distribution of
resources. In developing countries like India, initiative towards gender sensitive
budgets have been undertaken. Erstwhile Planning Commission, had stated
that concepts of Women Component Plan and Gender Budgeting are not
complementary but often contradictory and world over countries have moved
to using Gender Responsive Budgeting as a tool for gender mainstreaming and
ensuring gender equity. It clarified that Women Component Plan should no longer
be used as a strategy either at the Centre or at the State level. In its place as already
initiated by the Ministry of Finance and Ministry of Women and Child Development,
Gender Responsive Budgeting or Gender Budgeting shall be adopted.
Objectives of gender budgeting

Expenditure and taxation policies have different implications for, and impacts
upon, women and men in terms of their contributions to both the paid and unpaid
spheres of work. Gender budget initiatives can reveal these discrepancies and
149
provide governments with the opportunity (in partnership with other actors) to
integrate a gender analysis into economic policy.
Most gender budgeting initiatives have three core goals. They seek to: (1)
mainstream gender issues within government policies; (2) promote greater
accountability for governments' commitment to gender equality; and (3) change
budgets and policies.
Gender budgeting can be used in any phase of the budget cycle, from planning
and identifying objectives and identifying the financial allocations to meet these
objectives, to an evaluation of the extent to which these objectives have been met.
Globalisation has dramatically changed the conditions under which the struggle
for gender equality must be carried out, especially in developing countries. One
of the important tools of gender mainstreaming aimed principally at poverty
reduction has been the concept of gender budgeting, i.e., focusing attention in
the process of budget formulation in order to assess whether a particular fiscal
measure will increase or decrease gender equality or leave it unchanged.
Gender budgeting has been translated into practice or advocacy in various
ways across the world. From looking at economic spaces which are meaningful
to women predominantly to how far funds are allocated to those spaces, it has
taken on specific development initiatives and looked at how far these initiatives
have understood the role women play in these initiatives and the benefits women
might or might not have received.
Such a comprehensive understanding of gender budgeting is necessary because
the focus is not limited on money only. To make sure that there is a really genderequal distribution of resources amongst women and men, it is necessary not only
to include the official monetary economy (money flows, income, paid work)
but also private, unpaid reproduction work (care, child care, care for the elderly,
voluntary services). The most important resource that clearly shows the gender
relevant interactions of these two areas is time; because this is the only way to
discover the indirectly discriminating implications of the shift of tasks between the
state, the private industry and the private care sector.
150
As a consequence of such changes, two-fold privatisations: one part of the tasks

is assigned to the market-oriented services industry, while unpaid work is left to
the private sphere. One effect is whether intended or not that, due to the still
prevailing gender-specific division of labour, the lions share of the shifted burden
falls to women as unpaid work; because decisions that are not related to the budget
may also have a major impact on the distribution and use of resources. Therefore,
gender budgeting does not only have to implemented in the budgetary sphere
Annexure
but also in a whole series of other activities and specialised areas as well as in the
context of existing methods.
Why does gender budgeting focus on women?

Around the world, gender budgeting tends to focus on women because:
33
Nearly two-thirds of the illiterate people in the world are women;
33
In developing countries, maternal mortality continues to be a leading cause of death for

women of reproductive age;
33
Women are under-represented in decision making in both government and business sectors,
especially at senior levels;
33
Womens economic work continues to be very different in nature from mens;
33
Women are engaged in less formal, lower status types of work and continue to receive less
pay than men for the same work; and
33
Women also continue to do most of the unpaid work of bearing, rearing and caring for
children and other citizens.
In addition to the budgetary sphere, this mainly includes areas such as allowances
and contributions, taxes/income, labour, economy, family, social and civic
commitment as well as the methods of (law) impact assessments, effectiveness
analysis and evaluation; because gender budgeting not only addresses public
institutions but also industrial enterprises, associations and NGOs.
It is not enough to understand gender budgeting merely as a gender-differentiated
analysis of the use of certain public funds. This is only a small, yet necessary part. But
this alone neither qualifies for implementing a gender-equality-related evaluation
of the total budget, nor does it make statements on gender-related interactions of
expenditures with other resources possible.
Gender Impact Assessment (GIA) focuses analysis beyond the family or household
level, looking at the individual and extends beyond the public, paid economy to the
more private, unpaid sphere in which women and their caring work predominate
at present. It gives consideration to the longer-term consequences of policy and
takes account of the differentials in women's and men's responses to economic
incentives.
Gender Budget Initiatives (GBI) not only identify targeted expenditures or
allocate more money to women, but also aim to break down and identify the
differentiated impact and incidence of general public revenue and expenditure
on women and men and significantly contribute to overall objectives like equity,
equality, efficiency, transparency, the realisation of social, economic and cultural
rights and good governance thus offering practical way of evaluating government
or non-governmental programmes.
151
Gender Budget Analysis can help focus on those neglected aspects; it provides
women with vital information regarding the contents and focus of existing
government policies. Women can confront confront policy makers and demand
changes in policy as per their needs and choices. The process is far greater
transparency and for deepening of democracy. Gender budgeting exercises are
meant to verify from actual schemes and allotments included in the budget how
far these intentions are actually being translated into concrete policies.
Gender-responsive planning and budgeting

National economic policies and plans need to recognise the roles and contributions
of men, women, boys and girls, and address their needs equitably. However, even
gender-responsive policies and plans often fail to improve gender equality and
empower women because insufficient resources are allocated to implement them.
Although resources alone will not achieve gender equality, ensuring adequate
financing is a necessary step. While taxes are a key source of financing for such
initiatives, tax reforms can increase the tax burden on the poorest women, and
at the same time fail to generate enough revenues to fund programmes needed
to improve their lives. Gender-responsive planning and budgeting ensures that
fiscal resources are generated and allocated in a way that affects women and men
equitably.
Gender-responsive planning and budgeting includes:
33 Providing technical support to mainstreaming gender equality into national

development plans and sectoral strategies.
33 Advocating for the recognition of unpaid work in policy making.

33 Helping women to participate in planning, budgeting and policy-making
processes.
33 Tracking and monitoring policy implementation and service delivery to

women.
Structure of the budget
152
A public budget reflects the priorities of government. The budget is structured in

two parts, expenditure and revenue sides. Each local government makes budgets
annually but projections are made over a three-year rolling period (medium term
expenditure framework). The budget at local government level has different
purposes which include allocation of resources among sectors for service provision
among others. The structure of a budget comprises of three categories namely:
Annexure
33 Expenditure
33 Revenue
33 Deficits/Surplus
The essence of gender budgeting is to ensure that government revenue collection
or spending does not perpetuate gender inequalities. This requires the involvement
of women or their advocates or representatives in the government budget process
as well as in monitoring government expenditure.
When making a budget expenditure analysis, the

following should be noted:
A peoples budget should spend more on service delivery than administration.
Marginalised groups, that is, people with disabilities, women and youths
should be given Affirmative Action.
The budget should be divided into recurrent and development expenditure.
District priorities should reflect in the budget priorities.
There is need to develop result-oriented budgets in order to measure budget

performance.
The budget should reflect policy priorities and the objectives should reflect
the real needs of women and men, girls and boys in the district.
153
Matrices for Gender
Hand-Out 21 Budgeting Exercise
Instructions: Prepare a matrix for each type of family (of a woman street
vendor, prosperous village farmer and a middle level govt. Official in a district)
Item
Category 1
Monthly income
Rent
Electricity
Basic Food
Water
Category 2
Medicines
Transport
Babys Milk
Category 3
Savings group
TOTAL
Note: These are only a list of indicative items
154
Income
Expenditure
Hand-Out 22
GENDER CHECKLIST FOR

SITUATION ANALYSIS
GENDER CHECKLIST FOR SITUATION ANALYSIS

S.
No.
1
Steps involved in Gender based planning
Yes/
No
Comments
Have you collected sex disaggregated

Household
workplace
community data
Have you assessed the following

Gender division of labour
Patterns of decision-making and its implication on project- direct and
indirect
Have you assessed the following over resources and assets

Access
Control
Benefits
Have you made an attempt to understand the following Womens/girls need

Womens/girls priorities
Womens/girls strengths
Mens/boys needs
Mens/boys priorities
Mens/boys strengths
Have you made an attempt to understand the following Complexity of gender relations in the context of social relations
Constraints impeding gender inclusive environment
Scope for opportunities for addressing gender inequality
Have you assessed the following Barriers and constraints to women participating and benefiting from
the programme
Barriers and constraints men participating and benefiting from the
programme
Have you assessed development strategies to address the following

To quash the barriers and constraints
Realistic strategies to implement the model
155

S.
No.
8
Yes/
No
Steps involved in Gender based planning
Comments
Have you assessed or considered the following Target groups capacity on understanding of gender dynamics
Need analysis for capacity building on gender sensitive planning,
implementation and monitoring,
Develop strategies to strengthen capacities in the course of the
programme
Have you assessed the potential for the following Empower women
Address strategic gender relations
10
Have you developed the following Gender-sensitive indicators to monitor participation/benefits

Effectiveness of gender equality strategies
Changes in gender relations
11
Have you applied the above information and analysis throughout the
programme?
Example of Gender Analysis- Checklist

Problem Statement: To understand the enrolment and dropout rate in middle
level school- girls
S.
No.
Parameter
Male
Female
Observations/
comments
Village profile
1
Population of the village
Sex ratio
Size of family
Number of children in a family (on an avg.)
Number of households
Educational Profile of Village

6
Number of elementary schools in the village
Literacy
Illiterate
Never been to school but can read
Never been to school but can read and write
Upto 5th
Upto 8th
High School
156
Intermediate
Graduate
Graduate and above
No. of Co-ed schools
Annexure
8
Number of children in the age group of 8-14 years
Enrolment rate Class-wise
10
Completion rates- Class wise
11
Dropout rate- class-wise
Division of Labour
12
Members in village panchayat
13
Number of Male and female headed households
14
Main occupation
15
Assigned roles and responsibilities in day-to-day

chores
16
Number of Teachers in the school
17
Headmaster- Male/Female
Decision Making
18
Number of teachers in the management board
Assess and control over resources, assets and benefits

19
Accessibility and distance to school-How long

does it take students to get to school?
Do they walk?
If not, how do they get to school?
20
In the school and on the way to/from school, do

girls and boys feel safe from:
Bullying?
Discrimination?
Sexual harassment?
21
Do these factors relating to safety issues restrict

boys or girls from attending the schools?
22
Is the path leading to school well-lit, especially for

girls students to commute?
23
Any scheme/ programme/scholarship etc to

promote access to education- equally accessible to
girls/ women and boys/men
24
Participation in sports
Football
Table tennis
Athletics
Kho-Kho
Accessibility to playground
List others.
25
Participation in extracurricular activities

Music
Dance
Painting
Debate/extempore
List others..
157

Attempt to understand womens/girls and
mens/boys different needs, priorities and
strengths
26
Safety and accessibility in school premises
27
Availability of safe drinking water
28
Separate, functioning toilets for girls and boys
29
Mid- Day meal- diet and amount for boys and girls
30
Uniform
31
School bags, books and stationary items
32
Miscellaneous
Have you assessed developed strategies to address barriers and constraints in improving the
quality and access to elementary education
Yes/
No
158
33
Parent-teachers meetings Facilitating

programme to ensure participation of parents in
their childrens learning process
34
Organising awareness drives to encourage

participation and sensitise families to send their
children to schools
Hand-Out 23
Charts for Causes, Consequences

and Solutions Analysis
Group no. 1: Maternal mortality

CONSEQUENCES
SOLUTIONS
Inaccessible / Health
Care Inadequate
CAUSES
Death of the mother
Adequate budgetary allocation
Poor Nutrition
Death of the child
Promotion of best practices & programmes
Inability of women to
give their health priority
Skewed sex ratio
Sensitisation of family members & larger

community to provide pre and post natal services
Inadequate budgetary
allocation
Compromising on the Promotion of institutional deliveries

family well being
Effective and functional monitoring system at the
community level
SMART INDICATORS
Increase in the number of institutional deliveries
CONVERGENCE
Ministry of -
No. of women taking packet of services during pre and post 33 Health and Family Welfare
33 Women & child Development
natal care
33 Food & Public Distribution (deptt.)
No. of NHD taking place in an area
33 Panchayati Raj
33 Finance
Inadequate budgetary allocation
Group no. 2: Declining girl child sex ratio

CAUSES
CONSEQUENCES
SOLUTION
Perceived
Masculinisation of Society
100% of quality education
Dowry
Declining Girl Child Sex Ratio
Social security
Family Name
Polyandry
Implementation of PCPNDT Act
Last rites
Increasing VAW (crime)
Safeguarding of MTP
Resource Crunch
Child Marriage
Establishing the dignity of girl child
Policy
Increasing Vulnerability
Economic empowerment
Insecurity
Maximum desirable quality of health care
Small Family Room
Adequate budgeting allocations
Population Policy
Community mobilisation (ULB-PRIs) et
Decreasing T FR
Awareness of womens
Resource Crunch
Support systems
Technology
Options available
Better neo natal derives
SMART INDICATGORS
SRB (Sex Ratio at Birth) Concurrent Monitoring
CONVERGENCE
MOHFW
159

Quality schools in every village (toilets/infrastructure/teacher)
MSJE
Adequate appointments of HCP at government HCF
MORD
No. of cases of violation of law registered and convicted
Ministry of UD/ Dept. of SW /MHRD
Under enumeration / reporting
Advocacy
Group 3: Girl child marriage

CAUSES
CONSEQUENCES
SOLUTION
Dowry practice, Low

status of women.
(Poverty) Limited
Resources so we prefer
to invest in boys
Early child marriage,

(means less cost)
Effective laws, which include strong punishment.
Attitude towards Girl

Child.
Increased violence,
dowry deaths, no
decision making
power to negotiate &
bargain
Compulsory Reg. of marriages implementation.
Limiting the women

to a reproductive role
rather than productive.
Reaching, pub
No investment in
the girls Education,
Health, Personality
etc. (HR Issue).
Enforcement and implementation of laws.
High premium on the

concept of virginity &
marriage.
Underutilisation of
Womens Capabilities.
No recognition.
Harmonisation of all laws related to children to

make 18 years the universal age.
Insecurity & lack of

safety.
Increased MMR
& IMR.,. Sex-Ratio
imbalance.
33
33
33
33
33
SMART INDICATORS
Reduction in MMR & IMR
Universal and Compulsory Education till 18

years
Access to Education (to be ensured)
Awareness, Sensitisation on the issue
and changing mind-set. Every Ministry
should allocate the budget at the time for
orientation and training.
Advocacy
Allocation of Budget, for the above points
including the 5 steps programme.
CONVERGENCE
Ministry of Law and relevant deptt.
Reduction in incidence of RTI, STI (Reproductive Ministry of Women & Child Development
tract infections including HIV, &Anaemia etc.
Reduction in the drop out girls in school.
Increase in Age of marriage.
Mandatory no. of orientations and training for
different ministries and Dept. etc.
Compulsory Registration of marriages.
160
Ministry/Deptt. of School Education, Health, Labour

etc.
GENDER SENSITIVE
Hand-Out 24 MONITORING AND EVALUATION

Reasons for using gender-sensitive indicators
Despite making up half of the population, women are often invisible in society
because of their low sociocultural and economic status. Womens invisibility is
particularly acute in agriculture, despite the fact that they often do much of the work
related to farming. Counting the participation of women and other disadvantaged
groups in every activity is a simple way to make them visible to all stakeholders.
Even if women are absent, their absence should be mentioned and recorded,
and the reasons explained in reports. Because indicators show changes, they can
demonstrate that women are participating more or less in project activities over
time, and they can prompt discussion among stakeholders as to the reasons.
Gender indicators should show how and if gender equity is being reached, and if
the approaches used are effective. They should answer the following questions:
Is the gap between women and men decreasing in terms of access, income,
and power?
Are project activities the most appropriate and effective activities for
achieving an improvement in gender equity?
Could the project or programme do more to benefit different disadvantaged

groups?
How have women and men benefited directly from the activities?
Are the direct or indirect impacts of the project or programme having an

adverse effect on the gender situation (including the socioeconomic position
of women and the power relationships between women and men)?
How do the women and men themselves assess the impact on their lives, and
would their situation have been different without the project?
An oft-asked question is How much Monitoring & Evaluation (M&E) is enough?

The key is to remember that the purpose of M&E is to guide implementation of a
programme or project, so a limit exists to the resources that should be used for M&E.
The cost of collecting information will usually determine the methods selected
and the scope of information collected. A balance must be found between using
as few indicators as possible, for reasons of simplicity and cost, and using sufficient
indicators to measure the breadth of change and to cross-check results.
161
Difficulties with conducting gender-sensitive

monitoring and evaluation are found worldwide
Gender sensitive monitoring and evaluation process are not without their fair
share of difficulties and challenges. These must be borne in mind while planning
for and the implementation of an M&E exercise.
An assessment of project evaluations for the Swedish International Development
Cooperation Agency (SIDA) found that although 65 percent of the SIDA evaluations
conducted during 199798 mentioned gender, the quality of analysis was poor.
Gender was usually discussed briefly, most often with respect to implementation
and not to project objectives or results. Rarely was any link made between an
intervention and possible changes that may have occurred in gender relationships and the circumstances of the men and women who were the intended
beneficiaries. Most projects lacked gender-disaggregated baseline and monitoring
data. This is still typical of M&E reports.
Several World Bank reports emphasise that weak gender-disaggregated M&E
systems in rural projects have been a serious concern. In 2006, for instance, only a
third of rural projects had gender-disaggregated M&E indicators.
A Selection of Methods and Tools available for Gender Sensitive Monitoring

Monitoring can be based on quantitative measures, such as data issued by statistics offices or
specifically collected by project staff.
Qualitative monitoring can be done through tools such as interviews, observation, and focus
groups.
Participation of intended beneficiaries in monitoring is a means to ensure ownership and to
ensure that an activity is truly benefiting the participants.
Participatory monitoring, on the other hand, is a means of involving stakeholders from the start
in such activities as identifying activities and indicators that should be monitored, carrying out
the monitoring itself, and analysing the results for improving future processes.
External monitoring or evaluation provides independent, external feedback on progress and
outcomes.
Impact evaluations determine whether a program had the desired effects and whether there
were any unanticipated effects.
Gender audits are distinct from regular evaluations in that they are based on self-assessments
by a project, organisation, or ministry of how gender issues are addressed in programme
portfolios and internal organisational processes. A gender audit is not an external evaluation,
but it should be used to facilitate change and develop action plans and monitoring systems.
162
Working through the following checklist is valuable when integrating gendered

M&E both in project planning stages and during implementation.
Annexure
Stage 1: Identification and preparation
33
Ensure that the benchmark survey or baseline study is gender sensitive.
33
Conduct an initial stocktaking: Who are the stakeholders? What are their
activities? What is their capacity? What are their roles and needs?
33
Undertake an initial gender study or analysis to identify the potential negative

impacts of project intervention on women as well as men.
33
Identify gender-related goals and priorities based on available information

and consultation with stakeholders. Conduct a gender-sensitive social
analysis or assessment.
33
Assess the institutional capacity for integrating gender into development

activities.
Stage 2: Design and appraisal
33
Ensure that gender is integrated into goals and objectives, and set clear
targets.
33
Plan for developing capacity to address gender issues and to monitor and
evaluate progress and outcomes.
33
Set up an M&E system. Adopt and engender the logical framework or the
results framework as included in the project appraisal document, design
gender-sensitive indicators, and develop or select the best data collection
methods. Decide how to organise reporting and feedback processes.
33
Clearly identify who will collect and analyse information, who will receive it,
and how it will be used to guide implementation.
Stage 3: Implementation
33
Develop capacity to integrate, monitor, and evaluate gender-related issues.
33
Collect gender-sensitive data based on the selected indicators.
33
Monitor progress against outcome targets set for the period under evaluation,
and feed results back into the system to allow for midterm corrections.
33
Assess progress and make corrections if needed to obtain expected genderrelated outcomes.
Stage 4: Completion
33
Assess the outcomes and impact of gender integration in the overall context
of the project.
33
Assess outcomes and impact of project interventions on men and women.
33
Include gender-differentiated results in reporting lessons learned from

implementation.
163
Types of indicators
There are several types of indicator that are used to assess impacts and outcomes of
programme objectives. These Indicators can be distinguished in a number of ways.
The two broadest types of indicators are Qualitative and Quantitative indicators:
164
Quantitative indicators are measures of quantity (total numbers,

percentages, and others) that show the degree to which a goal or an objective
has been attained. Sources of quantitative indicators are data systems and
records in which information is presented in a gender-disaggregated manner.
They could be project-specific collection systems (specific surveys targeting
data related to project outcomes) or existing records, such as the census,
agricultural production records, or transport ministry statistics. Traditionally,
quantitative indicators have been favoured because they are more objective
and can be verified using data from government records or projectestablished monitoring systems. In addition, they are easier to incorporate
into a management information system and track in reporting. By nature,
quantitative indicators may be the simplest means of demonstrating gender
differences (and tracking changes) for all audiences. Examples include the
number of women participants in technology testing and on-farm trials,
gender-disaggregated adoption of new technologies, yields of womens
crops, increased incomes for women from cropping, labour time changes by
gender, the percentage or number of men and women (or young and old, or
ethnic minority women, or members of other groups) receiving training, or
the proportion of women farmers adopting new technologies or crops.
Qualitative indicators can be defined as recording peoples judgments

and perceptions about a given subject. They are useful for understanding
processes: Who is participating in decision making? Who benefits? What
are the local perceptions of successes and failures? Qualitative indicators
are harder to measure because they involve processes and use categories
of classification, such as those based on perceptions. Qualitative indicators
might relate to levels of participation of women, men, and other groups in
meetings, the satisfaction levels of different users of a service, or attitudinal
changes. Examples of data sources include interviews, focus groups, user
surveys, participant observation, and participatory appraisals.
It may be remembered that quantitative indicators sometimes do not capture

the true impacts of a project or programme. For this reason, qualitative indicators
should be used to complement quantitative ones. In a rural development project
in Mongolia, for example, data showed that increased problems were reported
Annexure
in infrastructure construction. Further questioning revealed that the problems

had not increased but that community members involvement in a participatory
monitoring process caused more problems to be reported and acted on. If
quantitative data alone were considered, they would give an erroneous impression
of the projects success. This experience is common, and project and programme
staff should always question whether increased reporting of a finding really means
increased incidence or if it is actually the result of increased awareness or improved
consultation.
If monitoring by local women in a protected area produces new reports of illegal
hunting, it may be that such hunting has always taken place but that only women
who collect firewood in the forest see it happening. Likewise, when recording
womens participation in training events or resource management committees,
gender-disaggregated quantitative data are insufficient. Finding ways to record
whether women participate actively in discussions and are heard (and which
group of women), or whether women simply participate to make up the numbers
and comply with reporting demands.
The power of triangulation

If qualitative data are used to triangulate quantitative results, a powerful and
multifaceted case can be built. For instance, direct quotes from participants can be
used in reports and explanations provided for quantitative changes. Triangulation
is also important to ensure that cultural biases do not affect the results. For instance,
in some cultures a woman may not give a truthful answer to a question if it might
imply criticism of her husband. In this case, consultation with independent sources
is important to confirm the data. Triangulation makes it possible to reduce the
sample size and at the same time increase the reliability and validity of the data.
Capacity building is an area that in particular requires qualitative indicators. The
interest here lies not only in the number of women trained but also in the extent
to which capacity building has increased the social capital of women farmers,
extension workers, and the poor, such as access to market information, increased
confidence of the poor in their skills, and access to local agricultural extension staff.
Other indicators which can be classified under both Quantitative and Qualitative
are as follows. It is not necessary to use all of these indicators for monitoring and
evaluation of a single project; they may be used to assess specific aspects of a
project.
Input indicators specify the means and resources required for an action. Input
indicators are normally part of the project or programme document and reporting
165
system, and they describe what is being physically donefor example, how many
hours of training are provided to men and women, how much money is spent, or the
quantity of fruit trees planted.
Process indicators ensure the effective and efficient use of means and resources
for implementing an action. Process indicators are of particular importance for
participatory monitoring to ensure that all (primary) stakeholders, disaggregated
by gender, have knowledge of and, if appropriate, participate in, progress being
made, obstacles encountered, solutions presented, and decisions made, from start
to finish.
Output indicators measure the achievement of intended outputs and determine
whether project goals are being achieved. Outcome indicators measure the
immediate impacts produced by the outputs. Typically, output and outcome
indicators are used as internal monitoring or evaluation tools. Generally, these are
defined prior to the project, but ideally they should be modified in the early stages
of implementation to reflect changes that may have taken place and to be certain
that data will be available to verify them from baseline and other sources. When
output indicators are analyzed, it is essential to consider the influence of gender
roles and relations on the distribution of benefits. What measures can verify whether
project benefits accrue to women as well as men and identify the different types of
women engaged in or affected by the project?
Output indicators might include the number of people trained or the number of
rural women and men accessing a web site with agricultural information. An example
of an outcome indicator might be the percentage increase in average crop yield
among men and women farmers included in the project over the project period.
Impact indicators measure a projects medium- or long-term impacts on poverty
and livelihoods among the primary stakeholders. Impact indicators describe the
actual change in conditions as a result of a programme or project activity, such as
changed attitudes of men and women as a result of training, changed practices, or
a decrease in the number of households living in poverty over five years. Ideally,
indicators for expected local impacts should be established in a participatory
manner for any sub-projects.
Gender-sensitive indicators
166
A gender-sensitive indicator can be defined as an indicator that captures genderrelated changes in society over time (Beck 2000: 7). The DFID Gender Manual
(Derbyshire 2002) defines gender-sensitive indicators as follows:
33
A gender-sensitive indicator captures gender-related changes in a given social

context over time. Gender sensitive indicators have the following characteristics
(Derbyshire, 2002):
Annexure
33
Address womens or mens practical needs, such as new skills, resources,

opportunities, or services in the context of their existing gender roles.
33
Increase gender equality of opportunity, influence, or benefit, such as

targeted actions to increase womens role in decision making, opening up
new opportunities for women and men in nontraditional skill areas.
33
Develop gender awareness and skills among policy making, management,

and implementation staff.
33
Promote greater gender equity within the staffing and organisational culture
of development organisation.
Key Questions to Be Asked in Project and Programme Design, Implementation,

Monitoring and Evaluation
General Questions
33
Does this project involve most stakeholders in monitoring and evaluating?

Are there provisions for women and men (disadvantaged target groups)
to participate systematically in the monitoring?
33
To what extent may disadvantaged groups be organised and empowered

to take corrective action in response to the discovery of weakness or
failure during project implementation?
33
Are mechanisms in place to ensure that intended project beneficiaries

have the ability to change the direction of the project?
33
Are mechanisms in place to ensure that any negative impacts of the

project can be averted?
Questions related to indicators
33
Will it be possible to assess whether women or men have been

disadvantaged socially or economically? For example, will data be
collected on changes to the gender division of labor and on access to,
and control of, resources (by socio-economic group?)
33
Will it be possible to assess if womens or mens workload increased as a

result of programme inputs, and if women or men have control income
generated over from their labour?
33
Will womens (and mens) participation in the project be monitored for

example, to the extent to which women compared to men receive access
to project resources? Resources include decision making and training.
33
Will it be possible to access if womens status (or mens) improved because

of programme inputs? Promote greater gender equity within the staffing
and organisational culture of development organisation.
167
Abbreviations
168
CEDAW

CSS
DPC
GAD
GB
GBI
GIA
GRB
GP
MDG
MDM
MGE
MGNREGS
MHRD
MLP
MOHFW
MORD
MOUD
MSJE
MTP
NCC
NYK
PCPNDT
PRA
PRI
PURA
SBM
SC
SCDP
SDG
SEZ
SHG
SMART
SRB
ST
TFR
ULB
VAW
WAD
WID
Convention on the Elimination of All Forms of Discrimination

Against Women
Centrally Sponsored Schemes
District Planning Committees
Gender and Development
Gender Budgeting
Gender Budget Initiatives
Gender Impact Assessment
Gender Responsive Budgeting
Gram Panchayat
Millennium Development Goals
Mid-Day Meal
Mainstreaming Gender Equality
Mahatma Gandhi National Rural Employment Guarantee Scheme
Ministry of Human Resource Development
Multi Level Planning
Ministry of Health and Family Welfare
Ministry of Rural Development
Ministry of Urban Development
Ministry of Social Justice and Empowerment
Medical Termination of Pregnancy
National Cadet Corps
Nehru Yuva Kendra
Pre Conception, Pre Natal Diagnostic Technique
Participatory Rural Appraisal
Panchyat Raj Institution
Providing Urban Amenities in Rural Areas
Swachh Bharat Mission
Scheduled Castes
Strengthening Capacities for Decentralized Planning
Sustainable Development Goals
Special Economic Zones
Self Help Group
Specific, Measurable, Achievable, Realistic and Time-bound
Sex Ratio at Birth
Scheduled Tribes
Total Fertility Rate
Urban Local Bodies
Violence Against Women
Women and Development
Women in Development
i
ing
Gender
Inclusive
Planning

Training Manual On Gender Inclusive Planning

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Training Manual On Gender Inclusive Planning

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Gender Inclusive Planning: Training Manual for Facilitators

National Institution for Transforming India

Training Manual for Facilitators

Gender Inclusive Planning

National Institution for Transforming India

NITI Aayog, Government of India 2015

Designed by: The Banyan Tree

Indias development effort will become more robust and purposeful by

Part-II Understanding Gender

Part-III Including Gender in Decentralised Planning

Part-IV Becoming a Facilitator

Gender Inclusive Planning: Training Manual for Facilitators

Gender concerns in planning in India

A gender mainstreaming approach to development takes into consideration

programme implementation and execution of appropriate capacity development

Engendering Decentralised planning

Gender Inclusive Planning: Training Manual for Facilitators

Therefore, there is a critical need for building capacity of government officials

Key Gender Concepts and Terms

Feminism is a body of theory and social movement that questions gender

Gender-blind describes research, analysis, policies, advocacy

Gender - neutral policies remain neutral about addressing gender issues.

These are interventions that are designed with the intention of

These policies use the knowledge of gender differences in a given context

Gender Inclusive Planning: Training Manual for Facilitators

10. Glass Ceiling

Invisible artificial barriers, created by attitudinal and organizational

11. Glass Elevator/

Rapid promotion of men over women, especially in management, in

12. Glass Cliff

13. Celluloid Ceiling

Refers to the small number of women in top positions in Hollywood

14. Bamboo Ceiling

Exclusion of Asian-Americans from executive and managerial roles

Gender budgeting is the application of gender mainstreaming in the

16. Gender Equality

Gender equality, or equality between men and women, entails the

17. Gender Equity

Refers to any kind of emotional and physical abuse, persecution or

Differential treatment of men and women in employment, education and

Gender discrimination refers to the practice of granting or denying rights

The process by which women become aware of sex-based unequal power

Affirmative (positive) action means special temporary measures to redress

Gender Inclusive Planning: Training Manual for Facilitators

25. Practical Gender

26. Strategic Gender

These needs are required to overcome the subordinate position of women

27. Gender Analysis

Gender analysis is a systematic tool to examine social and economic

28. Gender Division

29. Gender Gap

30. Gender Planning

Gender planning consists of developing and implementing specific

Purpose and Use

Purpose and Use

This manual is primarily intended to be used for developing capacities of

To revisit principles and applications of decentralised planning and analyse

To facilitate understanding of the dynamics of gender mainstreaming in

Using the Manual

It provides descriptive information about different tools and concepts that

Purpose and Use of the Manual

Gender Inclusive Planning: Training Manual for Facilitators

Participatory training/learning methodology; processes/tools for facilitation