BANGLADESH: THE CHANDPUR IRRIGATION PROJECT

BANGLADESH: THE CHANDPUR IRRIGATION

PROJECT

Effects on production and employment patterns in project

area• How project affects gender division of labor

by class?

• How project affects men’s and women’s access/control over resources?

• Unforeseen and unplanned consequences?

• How could unforeseen consequences been accounted for in the project design?

Activities analysis

• By gender and class

• Access and control

• Benefits

Project outcomes

• Could you predict?

• Why or why not?

Suggestions for project redesign

• actual content of project, e.g., irrigation canals, technical assistance, new crops

• methods and processes used for introducing new technologies

• more careful understanding of local economic and social structure

• relate to secondary and tertiary project outcomes

INDIA: ACCESS TO SCHOOLING IN AMBAKACH

Questions

• What factors influence children’s attendance in school. Any gender differences?

• How are these related to the work their parents do?

• How do the nonformal and incentives programs increase access to education?– differences for boys and girls?

– why?

• What suggestions to improve incentives program?

Evaluating the impact of the two programs

• What are the differences of the programs?

• What are the sex ratios of attendees?

Nonformal programs--Hema

• Addresses misfit between formal education and poor rural children

• Time (7-9 PM)

• Student fairs

Incentive program--Ninama

• Provided textbooks, uniforms, supplies--intended to lower direct costs

• Grain--intended to lower opportunity cost of education

• Differential grain allotments, since parents needed higher incentives for girls

• Recognition of girls’ greater contribution to household survival

Program evaluation--1

• Total enrollments in Standards 1-4 increased 33% in 1983-84 over 1982-83. Number of girls doubled

• Total enrollment in 1984-85 increased 3%, with the jump mainly in Standard 1-2. Standard 4 increased only by 6%; Standard 3 decreased by 42%

• In 1983-84 girls accounted for 31% of total in Standard 1 and 53% by 1984-85

• Increases in Standard 2 reflect almost entirely increase in boys enrollment

Program evaluation--2

• Girls enrollments in Standards 3 and 4 as a percentage of the whole fell

• Average monthly attendance for both boys and girls increased

• Retention rates for boys exceed those for girls; retention rates for nonrepeaters higher than for repeaters. Girls tend to be repeaters, and this compounds their ability to stay in school

• Allocations of uniforms and textbooks and supplies are biases towards boys

INDIA: THE MAHARASHTRA EMPLOYMENT GUARANTEE

SCHEME

Questions

• Assess the importance of gender roles as they might affect employment of the guarantee scheme?

• Any relationships between the work done through Employment Guarantee Scheme (EGS) and people’s productivity? Explain.

• What suggestions for the Minister of Planning about how to improve/change the EGS?

How can a poverty alleviation program be better designed?

• Assets need to improve people’s lives and work conditions by gender

• How was the EGS supposed to work?

• Effectiveness of the EGS as it actually worked

Wage Scale

• how varies by type of task assigned/performed

• gender differences

Location of work

• Women’s double roles may limit travel

• Failure of the project to provide work within 5 km

Work of Children

• Education, normal work roles

• Affect on school enrollment

Labor Availability

• Men continue to work on family land

• Women seen as redundant labor & can seek work

• Does EGS take advantage of this fully? How could it?

• What about seasonality? How could the program take this into account?

Exploitation

• What elements of EGS design and implementation lend themselves to exploitation of the workers?

• Gender differences?

Asset creation and beneficiaries

• EGS more helpful to people or contractors?

• How could project be better designed?

• What are the gender implications of the choices among the assets to be produced?

INDONESIA: THE P2WIK-UNDP BATIK PROJECT

PHILIPPINES: THE ASLONG IRRIGATION PROJECT

THAILAND: THE SARABURI DAIRY FARMING PROJECT

Questions on gender division of labor

• How does gender division of labor affect potential success?

• Effects on access and control over resources

• What actors would you consider in assessing the financial viability of the dairy farming project?

• Are dairy cattle profitable to the women? What are constraints?

Macro- and micro-contexts

• What factors made the greatest differences in getting the project started?

• What would have happended if some of these had not been present?

• Which were necessary for project success and which were of less consequence?

• Why?

What is necessary for dairying to succeed?

• High producer cows (imported)

• Capital to purchase cows and support systems

• Demand for product

• Method for marketing product

• Inputs (e.g., land, labor, capital, feed, vet. services, insurance, technical, assistance)

Financial Approach

• Costs

• Returns

• comparisons with other income sources

Costs

• Purchase price/cow Bt 677

• Feed/cow/month 550

• insurance/cow/month 67

• transport costs/cow/month 200

• _______________________________

• Total monthly costs/cow Bt 1,494

Returns

• one cow gives 11 to 22 kg of milk/day

• price paid/kg of good milk is Bt 6.5

• 11 kg = Bt 71.5/cow/day x 30 day

• Equals Bt 2,134/cow/month

Returns

• Subtract costs from returns to determine profits

• Multiply by number of cows

• Add profits division through feed mill

Compare income

• Average net cash income/agricultural household in 1986 was Bt 36,567

• Dairy income seems good