Gendered Outcome MappingGendered Outcome Mapping

Sana SHAMS \ Mudasir MUSTAFAPAN LOCALIZATION PROJECT (www.PANL10n.net)

CENTER FOR RESEARCH IN URDU LANGUGE PROCESSINGNATIONAL UNIVERSITY OF COMPUTER AND EMERGING SCIENCES

Outcome MappingBUILDING LEARNING AND REFLECTION INTO DEVELOPMENT PROGRAMMES

Introduction to OMIntroduction to OM

Participatory method for planning, monitoring and evaluation

Focused on specific type of results: Outcomes as changes in behavior ◦of those with whom the program or project is working directly

Focuses on outcomes instead of impact

Outcomes & ImpactOutcomes & Impact

OUTCOMES are defined as changes in behavior relationships, activities or actions that contribute to development process

Could be logically linked to program activities

IMPACT means providing evidence that a certain program bring about

Could isolate key factors that caused results and attribute them to particular cause

Introduction to OMIntroduction to OM

KEY CONCEPTS:

◦Theory of change

◦Sphere of influence

◦Outcomes (behavior changes)

Introduction to OM: Theory of changeIntroduction to OM: Theory of change

Many M&E methods visualize change as linear, based on a cause-effect relationship

X YLinear, Orderly & Predictable: FOCUSED on END RESULT

Introduction to OM: Theory of changeIntroduction to OM: Theory of change

OM believes “(behavior) Change” is:

◦Complex (multiple actors and factors)◦Continuous (not limited to the life of the project) ◦Non-linear (unexpected results occur)◦Incremental, cumulative◦Beyond the control of the project (but subject to its

influence)◦Cyclic , two-way (program also changes)

Introduction to OM: Sphere of InfluenceIntroduction to OM: Sphere of Influence

Focuses M&E on factors and actors within program’s direct sphere of influence

Programtim

e limit o

f

the project

The rest of the world = partners

Introduction to OM: Outcomes in OMIntroduction to OM: Outcomes in OM

changes in behavior (relationships, interactions and or actions) of the actors the program tries to influence

Program actors control change

Development programs only facilitate the process for a certain time

Stages of Outcome MappingStages of Outcome Mapping

Stages of Outcome MappingStages of Outcome Mapping

articulate goals and define activities

assess program performance and

partners’ outcomes

design use-oriented

plan

But where did we address gender?

Gender Considerations in ProjectsGender Considerations in Projects

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

What is Gender?What is Gender?

“Gender is a socio-economic variable for analyzing roles, responsibilities, constraints, opportunities, and needs of men and women in a given context.”

Refers to social and cultural constructs that society assigns to behaviors , characteristics and values

Concept used to understand social and personal relations between man and women

defines concepts of femininity and masculinity

Gender Considerations in ProjectsGender Considerations in Projects

Gender is EVERYWHERE: no project without gender issues

If you don’t ask for gender, you don’t get genderNeed for pro-activity to ensure participation of

both men and womenGender-goals have to appear in objectivesAll projects need to be reviewed for gender issues

by doing a gender analysis at project development time

Gender Considerations in ProjectsGender Considerations in Projects

A Gendered approach will:Concretely identify target beneficiaries of both

genderDevelop specific goals and strategies so that both

women and men can influence, participate in, and benefit from development processes

Disaggregate data by sexUnderstand gender disparities of access to and

control over resources

Gender Considerations in ProjectsGender Considerations in Projects

GENDER ANALYSIS

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

Gender Consideration is ICT projectsGender Consideration is ICT projects

ICTs are not gender neutralTechnology empowers, but also affects and alters

gender relationsSubstantial gender differences in access to, impact

of ICTsFew women users in developing countries Most women users in developing countries part of

small, educated urban elite

Gender Consideration is ICT projectsGender Consideration is ICT projects

Lack of infrastructure is a gender issue◦Poorer infrastructure in rural and outlying areas◦More women live in rural areas than men

Women have lesser access than men to those facilities that do exist

Women have less time to visit public access facilities

Facilities may not be located where women are comfortable frequenting

Hours may not be conducive to women’s use

Gender Consideration is ICT projectsGender Consideration is ICT projects

Gender bias towards women and ICTsFewer women in science and technologyAttitudes that IT is not for womenOther cultural aspects limit women’s access

Gender Issues in Technology projects Gender Issues in Technology projects [Source: Checklist for the Planning, Design and Implementation of an ICT Project [Source: Checklist for the Planning, Design and Implementation of an ICT Project Incorporating Gender Issues, The World Bank Group]Incorporating Gender Issues, The World Bank Group]

Are the information needs of both men and women considered in designing programs?◦Are data on students and users disaggregated by sex (to show

possible gender differences in users)?

Is the content of programs relevant to both men and women?

Are there constraints to women participating in the courses ?◦E.g. if courses are delivered at times that are convenient to

women workers?

Does the project incorporate flexibility in scheduling and location to accommodate both men and women?

Are there any social or cultural problems with mixed-sex instruction?

Are there differences between men and women in subject and technical skill levels that require remediation or accommodation?

Gender Issues in Technology projectsGender Issues in Technology projects [Source: Checklist for the Planning, Design and Implementation of an ICT Project [Source: Checklist for the Planning, Design and Implementation of an ICT Project Incorporating Gender Issues, The World Bank Group]Incorporating Gender Issues, The World Bank Group]

Gender Issues in Technology projects Gender Issues in Technology projects [Source: Checklist for the Planning, Design and Implementation of an ICT Project [Source: Checklist for the Planning, Design and Implementation of an ICT Project Incorporating Gender Issues, The World Bank Group]Incorporating Gender Issues, The World Bank Group]

Are there differences in foreign language abilities by sex among the targeted recipients? ◦E.g. if courses are in English, are women less likely to have

a mastery of English?

Does the course content recognize gender issues in the substantive material for the course ?

Gendered Outcome MappingA Gendered Approach to Planning, Monitoring and Evaluation of Development Programme

Stages of OMStages of OMgg

Introduction to OMIntroduction to OMgg

• Project Planning◦Intentional Design Vision Mission Boundary Partners Outcome Challenge Progress Markers Strategy Maps Organizational Practices

Introduction to OMIntroduction to OMgg

Project Planning ◦Monitoring and Evaluation Planning

Monitoring Plan Evaluation Plan (Evaluation Methodology & Details)

Project Monitoring Outcome Journal Strategy Journal Performance Journal

Project Evaluation Evaluation Report

Key Points

• idealistic• about the future• observable• not about the project

• about the project• is feasible • identifies activities and relationships

Step 1: Vision Step 2: Mission

Facilitation QuestionFacilitation Question

Vision: “Imagine that in 3-5 years the program has been extremely successful. What changes will you have helped bring about? What are your partners doing differently? What have they achieved? In essence, what would total success look like?”

Mission: “How can the program best support or contribute to the achievement of the vision? What areas do you need to work in? What do you need to do? ”

OMg check: Avoid using gender neutral terms like community, marginalized, people, etc. rather include gender specific terminology

Step 3: Boundary PartnersStep 3: Boundary Partners

Those individuals, groups, and organizations with whom the program

interacts directly to effect changeanticipates opportunities for influenceengages in mutual learning

Step 3: Boundary PartnersStep 3: Boundary Partners

Actors within program’s direct sphere of influence

Programtim

e limit o

f

the project

The rest of the world = partners

boundary partners may have boundary partners

program program’s bp bp’s bp

PAN L10n project: boundary partnersPAN L10n project: boundary partners

IDRC◦Regional Secretariat

Country Partner 1 Country Partner (ENRD, Nepal)◦Farmers◦Students◦Youth ◦Housewives◦Teachers

Country Partner …OMg check: specify the gender of each BP from

Male\Female or Both Gender

Step 4: Outcome ChallengeStep 4: Outcome Challenge

Is about one boundary partner

describes the ideal behavioral changes, relationships, actions and interactions in this partner

and how these changes will contribute to the vision.

Outcome ChallengeOutcome Challenge

Omg Check: A unique challenge statement can be

developed for each of the three gender groups, relating to differences in their initial capacity levels and the pace of behavior change anticipated

Step 5: Progress MarkersStep 5: Progress Markers

A graduated set of statements describing a progression of changed behaviors in the boundary partner

Describe changes in actions, activities and relationships leading to the ideal outcome

Articulate the complexity of the change process

Can be monitored & observed

Permit on-going assessment of partner’s progress (including unintended results)

Progress MarkersProgress Markers

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

Causal Persuasive Supportive

Iaimed at

individual boundary partner

what will be done to produce and “immediate

output”?

what will be done to build

capacity?

how will sustained support,

guidance or mentoring be

provided?

Eaimed at boundary partner’s

environment

what will be done to alter

the physical or policy

environment?

how will the media or

publications be used?

what networks or relationships

will be established or

utilized?

Step 6: Strategy MapStep 6: Strategy Map

causal persuasive supportive

Iaimed at individual boundary partner

Eaimed at boundary partner’s

environment

Strategy MapsStrategy Maps

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

Step 7: Organizational PracticesStep 7: Organizational Practices

What you do as an organization to

◦Foster creativity

◦Seek best ways to assist your partner

◦Maintain your niche

Monitoring and Evaluation PlanningMonitoring and Evaluation Planning

Monitoring Plan

Evaluation Plan◦Evaluation Methodology◦Evaluation Details

Monitoring PlanMonitoring Plan

• Choose the Monitoring Priorities: OC, Strategies, Org. Practices

• What will monitoring information be used for ?

• Who will use it ? When is it needed ?

• How and when will data be collected? • Who will collect it?• Who will analyze, collate, package data?• Where and when will it be discussed and used?

Evaluation PlanEvaluation Plan

Evaluation Plan provides a short description of the main elements of the evaluation to be conducted by the program

It outlines:◦Evaluation issues (IDENTIFY GENDER SPECIFIC ISSUES)◦Way finding be used◦Questions◦Information sources◦Evaluation methods◦Evaluation teams◦Dates for evaluations◦Approximate cost

Step 9: Outcome JournalStep 9: Outcome Journal

Uses progress markers to chart boundary partner`s progress

Sets starting point or benchmark

Captures details on changes in the boundary partner, contributing factors & actors, and sources of evidence

Set Values for Low, Medium & HighSet Values for Low, Medium & High

Can capture either quantity or quality of change:

◦ Quantity (number of boundary partners)◦ Quality (depth of change)

Step 10: Strategy JournalStep 10: Strategy Journal

Captures data on the strategies being employed to encourage change in the boundary partner

Helps the program gauge its contributions to the achievement of outcomes and modify its actions accordingly

Feeds into work planning & (modifications) or new activities

Step 11: Performance JournalStep 11: Performance Journal

Records data on how the program is operating as an organization to fulfill its mission

Includes information on the program’s practicesFeeds into work planning

Guiding Principles for EvaluationGuiding Principles for Evaluation

Balancing learning & accountability

Action oriented

Each study is unique

Process not only product

Build capacity at all levels through participation

EvaluationEvaluation

Developing an evaluation report

Thank youThank you

SHAMS, Sana &

MUSTAFA, Mudasir

for queries and feedback

sana.gul@nu.edu.pk

PAN Localization projectCRULP, Pakistan