1 of 40

Gender-Responsive Crop Breeding Course, Part 1

GREAT Gender-Responsive Crop Breeding Course, Part 1

2 of 40

Introduction to gender responsive monitoring, learning and evaluation

2

GREAT Gender-Responsive Crop Breeding Course, Part 1

3 of 40

Session Learning Objective

Session learning objectives:

Acquire basic understanding of Gender-Responsive MLE
Acquire skills to develop indicators and basic M&E Plans for projects

Contributing to the following GREAT Course learning objectives:

Able to conceptualize, design and plan appropriate gender-responsive research.

3

GREAT Gender-Responsive Crop Breeding Course, Part 1

4 of 40

Session Overview

Introduction:

Meaning of Monitoring, Learning & Evaluation

Project design and MLE
Gender responsive MLE
Indicators for MLE
Gender responsive indicators in MLE
Hands on Gender responsive MLE Plan

4

GREAT Gender-Responsive Crop Breeding Course, Part 1

5 of 40

1. Introduction

Monitoring:

Continuous systematic process of gathering, recording, occasional analysis, & reporting of information related to project implementation in order to provide early indications of progress, or lack thereof, in achievement of results

Example - Thread tied around children’s waist, wrists and ankles

5

GREAT Gender-Responsive Crop Breeding Course, Part 1

6 of 40

Introduction… cont’d

Evaluation:

Selective exercise that attempts to systematically and objectively assess progress towards, & achievement of an objective

Comprehensive description & analysis of the outputs and outcomes of project/programme with the aim to:

identifying factors driving or constraining achievement of outputs and outcomes
tracing contribution of outputs and outcomes to attainment of higher objective(s)
knowing what changes have taken place, & how change unfolded

6

GREAT Gender-Responsive Crop Breeding Course, Part 1

7 of 40

Introduction… cont’d

“Learning” in development:

The systematic process of studying, understanding, internalising and using knowledge gained by formal M&E activities and other ad hoc or informal processes
… is the modification of a behavioral tendency by experience (Merriam-Webster)

Learning should be continuous

7

GREAT Gender-Responsive Crop Breeding Course, Part 1

8 of 40

Why we do MLE

The Power of Measuring Results

If you do not measure results, you cannot tell success from failure
If you can not see success, you cannot reward it
If you cannot reward success, you are probably rewarding failure
If you cannot see success, you cannot learn from it
If you cannot recognize failure, you cannot correct it
If you can demonstrate results, you can win support

8

GREAT Gender-Responsive Crop Breeding Course, Part 1

9 of 40

Why we do MLE…. Cont’d

Upward accountability and reporting
Performance management and mid-course corrections - early warning system
Learning
Show case results: evidence based advocacy & communicate to stakeholders
Planning future interventions

9

GREAT Gender-Responsive Crop Breeding Course, Part 1

10 of 40

2. Project design and MLE

Effective MLE begins at program/project design

Project results/outcomes should be clearly defined in initial project documents.
Developing your project Theory of change - lets you be clear about what impact you aim to achieve and how you will achieve it.
Clarity on the outcomes & expected change process is the foundation for meaningful MLE

10

GREAT Gender-Responsive Crop Breeding Course, Part 1

11 of 40

What is a THEORY OF CHANGE?

A Theory of Change (TOC) Specifies:

The ways in which all of the required early and intermediate outcomes related to achieving a desired long-term change (=Impact) will be brought about and documented as they occur

The assumptions about the process through which change will occur (Anderson 2006).

The desired change for who?

11

GREAT Gender-Responsive Crop Breeding Course, Part 1

12 of 40

Why Theory of Change?

Helps to think critically about the desired societal change

Illustrates how the complex process of change will unfold over time

Helps / forces projects to explain Output to Outcome to Impact logic.

External communication

Learning: Which parts of the TOC are working or not working

12

GREAT Gender-Responsive Crop Breeding Course, Part 1

13 of 40

Capturing the cyclic nature of development

Theory of Change

Use a diagram that depicts the Big picture/different possible pathways

Logical Framework

Pathways that your program deals with and implementation of work required

13

GREAT Gender-Responsive Crop Breeding Course, Part 1

14 of 40

TOC

Increased incomes for men & women SHF

Long-term GOAL: Improved food security for SHF in Eastern Uganda

Increased HH food availability and consumption for men, women & children

Increased ability of men & women SHF to access food from the market

Increased access to own produced food

Increased SHF knowledge & skills on pdn & utilization of

iron rich bean

Increased production of iron rich bean varieties by men & women SHF

Field tested iron rich bean production technologies suited to needs of men & women SHF indentified

Men & women farmers imparted with knowledge on iron rich bean prdn technologies

Increased adoption of iron rich bean varieties & practices

Breeding for traits suited to men & women

Factors influencing men & women farmer adoption of iron rich bean production technologies established

Increased access to information materials on iron rich bean production

Increased marketable surplus

SPHERE OF CONTROL

SPHERE OF INFLUENCE

SPHERE OF INTEREST

on farm trials for evaluation of iron rich beans prdn technologies established

NGOs & private sector scale out the technologies

Women influence HH decisions on pdn, marketing & use of beans

SHF have Sustainable access to seed

GREAT Gender-Responsive Crop Breeding Course, Part 1

Increased linkages to crop production input markets & services; Farmer linkages to sources of iron rich bean seed facilitated; farmer capacity in selection and post harvest handling of bean seed strengthened, increased access to iron rich bean seed
Increased capacity of extension workers to effectively advise farmers on iron rich bean production technologies
Increased participation of women in HH decision making on production & use of beans
Women and men informed from the outset that their contributions during the discussions are valued and will result in options for variety triats
Guidelines for PVS include informing men and women farmers selected to participate in the PVS that their contributions/submissions will be respected and would result influencing options for the variety traits

15 of 40

Steps in Developing the TOC

Identify the core problem- Situation & causal analysis:

Gender disaggregated problem analysis

Define the desired change (the long-term goal)
Identify the stakeholders/actors- Stakeholder analysis
Identify the outcomes/changes that must happen to realize the desired change
Define the interventions and outputs
Develop pathways of change that make explicit your assumptions about how change happens

15

GREAT Gender-Responsive Crop Breeding Course, Part 1

. Develop the vision and define the desired change

Define the desired change. Visualize, the desired change you want to see in the future, taking into consideration the findings from situation analysis, problems/issues analysis. The vision/desired change you define must be within the bounds of possibility, reflecting the complex and dynamic nature of the environment in which the project operates.

Identifying the intermediate outcomes. These include medium- to long-term changes such as a change in behaviour, relationships, capabilities, formal and informal institutions. Ask your selves: Who and/or what needs to change for the envisaged change to come about?.

Identify strategic priorities This step is about strategically analysing and deciding on priorities and the changes (intermediate outcomes) where you can have the most influence. It is about answering the question: What changes can we best influence within the next few years.

Develop pathways of change. develop pathways of change that make explicit your assumptions about how change happens. The pathways developed should show the relationship between the activities, and intermediate and long-term changes. To develop pathways, you need to work backwards from your desired future to what needs to be done to change your current reality. Identify the assumptions that must hold if the outcomes are to be realized & the key risks or factors that we need to consider and how can we best plan for them? Consider gender roles, and power relations. The assumptions should be reflected on the pathway to the change.

Adapted from Source: Kusters, C.S.L. and Batjes, K. with Wigboldus, S., Brouwers, J. and Baguma, S.D. (2017). Managing for Sustainable Development Impact: an Integrated Approach to Planning, Monitoring and Evaluation. Wageningen, Wageningen Centre for Development Innovation, Wageningen University & Research, and Rugby, UK: Practical Action Publishing.

16 of 40

Project Team Based Exercise

Based on the context you formulated for your case study research, state the long term goal for your research project (5 minutes)
Based on the long term goal for your research project, map out/develop the TOC for your project case study (45 minutes)

What are the outcomes/chaanges that need to be achieved (you can organise these into various layers)?
What are the interventions and outputs?
What are the pathways that link the interventions, outputs and outcomes to each other?

Feed back, and clarifications (10 minutes)

Total Time: 1 hour

16

GREAT Gender-Responsive Crop Breeding Course, Part 1

17 of 40

Theory of Change

What did you learn from this exercises?

17

GREAT Gender-Responsive Crop Breeding Course, Part 1

18 of 40

3. Gender Responsive MLE

Measure gender related changes overtime,
Track what has changed with regards to men’s & women’s

Participation : Reach
Livelihood outcomes: Benefit
Gender relations; decision making, access to & control of resources, products & income: Empowerment.

A gender-responsive MLE system should correct a gender blind project design

18

GREAT Gender-Responsive Crop Breeding Course, Part 1

Measure gender related changes overtime, showing how far and in what ways men and women’s lives are being affected by the project

Should track what has changed with regards to the Gender Equality Outcomes

Examine what changes have taken place; how change has happened & is experienced by different actors, men & women
Measure disparities and improvements for men and women (E.g. In the levels of participation, in income-generating activities, markets, stages of the value chain, differences in income, share of profits, power, etc.)
Go beyond measuring participation to tracking improvements in men’s & women’s situations & impacts in-terms of unequal gender relations, access to & control of resources, decision-making, & benefits from use of project results. Assesses the degree to which both gender roles and power relationships change as a result of an intervention

Track & document information on gender differences in labour use, time, income, gender based violence that men and women may face as a result of project activities:

Document the incremental changes and not just the down stream outcome/impact

Source: Hillenbrand E, Karim N, Mohanraj P and Wu D. 2015. Measuring gender transformative

change: A review of literature and promising practices. CARE USA. Working Paper.

A Gender responsive MLE should correct for gender blind project design.

Formulate/ improve indicators to make them gender-responsive. Help to ensure that projects/programs are designed to be gender-responsive

Set gender differentiated targets. Ensure that projects are capable of measuring progress and achievements toward addressing gender inequities Systematically analyze the effects of an intervention on men’s & women’s access to & use of technologies, access & control of productive resources and benefits;

Helps to identify and analyse the inequalities, discriminatory practices and unjust power relations central to development problems

Recommending actions to improve the effectiveness of an intervention to address the different needs of women and men
More effective programs & better, more inclusive & sustainable outcomes & impacts

Provide evidence to advocacy to address gender inequalities. Provide evidence that raises awareness on differential status, access to & utilization of technologies, outcome and gender inequalities hence can be used to advocate change to address gender inequalities

19 of 40

Gender Responsive MLE

Interventions/initiatives/technologies are not gender neutral

An agricultural innovation can worsen problems of women or men i.e. time & income poverty
Cooking time in beans,
Hardness of shell in groundnuts

19

GREAT Gender-Responsive Crop Breeding Course, Part 1

For instance beans take long to cook, In Uganda bean variety K31 was very high yield but farmers dropped it due to long cooking time, in the face of increased scarcity of firewood for the rural households and charcoal for the urban consumers. This has gender implications with regards to who collects the firewood, how far they have to move to find the firewood has time and labour implications, while who buys the charcoal has implications on the money.

Hale Ann Tufan, Stefania Grando, Catherine Meola 2018, Working paper 3: State of the Knowledge for Gender in Breeding: Case Studies for Practitioners

Esther Njuguna-Mungai1, Moses Siambi1, Betty Chinyamunyamu2, Felix Sichali3, Patrick Okori3 Decades-Long Experience on Gender Integration into the Groundnut Seed Systems of Malawi. Hardness of the groundnut shell trait was a big barrier to adoption but key to safety/management of aflatoxin infestation. Shelling is done by women who would soak the gnuts to soften the shell but in process increase risk for aflatoxin infestation. Two varieties one with a hard shell and tolerant to rosette and one with a soft shell but less tolerant to rosette were promoted.

Within approximately 7 years (2003–2010), one variety reached approximately 90% adoption among the farmer association members in Mchinji because of the softer shell, whereas the other variety was adopted at very low rates. Shelling is a woman’s task that is also labor intensive, especially when the shell is hard to crack. Women therefore chose to adopt groundnuts varieties that had a softer shell.

20 of 40

Gender Responsive MLE

Key questions when conducting GR MLE

Who is participating in project activities?
What has changed in gender roles and relations?
How will/has the project impacted on men and women’s ability to act and realise their aspirations?
What is the effect of the intervention on men’s & women’s access to & control of resources, income?
What are the institutional, economic, & social factors that underlie, support, or influence observed differences?

20

GREAT Gender-Responsive Crop Breeding Course, Part 1

21 of 40

Indicators for MLE

Setting the foundation

After defining the expected impacts, outcomes & outputs, how do we know whether we are achieving them?
We need a “measuring stick” = indicator

21

GREAT Gender-Responsive Crop Breeding Course, Part 1

22 of 40

Indicators in MLE

Quantitative indicators;

provide measurements of cold hard facts, percentages, and numbers. Eg
Number of farmers participating in PVS trials
Proportion of on-farm trials hosted by women

Qualitative indicators;

measure the quality of change. Capture opinions, attitudes, feelings, judgments/ perceptions, views of people, and quality of their experiences e.g
Men’s and women’s satisfaction with participation in PVS
Improvement in men and women SHF’s understanding of the nutritional & economic benefits of iron rich beans

rse

22

An indicator is a pointer that helps to measure/signify changes in a specific situation or condition or progress towards particular objectives over time (CIDA, 1997)

A gender-responsive indicator measures gender-related changes over time

GREAT Gender-Responsive Crop Breeding Course, Part 1

23 of 40

Types of Indicators�

Process/Activity indicators

Measures delivery of activities and demonstrates being on track with what was planned (e.g # of men and women farmers trained on iron rich bean production technologies & hosting trials)

Output indicators

Measures direct results of project activities & shows the intended effect (e.g. # of men and women reporting increased knowledge on iron rich bean production technologies)

Outcome indicators

Measures the medium to longer-term results, provides evidence that it will have a lasting effect (e.g. increase in # of women adopting iron rich bean varieties and associated production practices)

23

GREAT Gender-Responsive Crop Breeding Course, Part 1

24 of 40

Group exercise (10 minutes)

Fill in the table on indicators below

Indicator	Is it gender responsive (Yes/No)	Is it Process, Output or Outcome?
Number of farmers participating in farmer field days
Proportion of on-farm trials hosted by women
% of men and women SHF using iron rich bean varieties and production technologies
Number of farmers of which 30% are women, who are knowledgeable about iron rich bean management practices
Increase in women dietary diversity score

24

GREAT Gender-Responsive Crop Breeding Course, Part 1

The first indicator is a process indicators and not gender responsive, the second indicator is a process indicator and gender responsive. You can only establish the proportion of on farm trials hosted by women by capturing sex disaggregated data as well as other relevant criteria. Indicator 3, 4 and 5 are all gender responsive. Indicator 3 and 5 are outcome/impact level indicators, as indicator 3 measure change in behavior (adopting the varieties/production practices), and indicator 5 is a proxy measure of access to food, intake of dietary energy and micro-nutrients. It’s a measure of food security which is a livelihood outcome. Indicator 4 is an output indicator, measuring acquisition of knowledge on management practices as a direct product from project activities. Projects should be accountable for not only conducting farmer capacity strengthening/information dissemination activities but also for making sure that farmers actually learn/acquire knowledge from such activities.

25 of 40

GR indicators in MLE

Tracking indicators requires detailed indicator definitions = Indicator reference sheets
Developing MLE plan helps to clarify the information to track so as to measure the indicator

25

GREAT Gender-Responsive Crop Breeding Course, Part 1

26 of 40

6. Designing GR MLE plan

The Monitoring plan

Must describe what is to be monitored, who will do what, when and how

Helps structure the answers to these questions

GR MLE plan requires that data be disaggregated by sex as well as other relevant socio-economic criteria

26

GREAT Gender-Responsive Crop Breeding Course, Part 1

27 of 40

Designing GR MLE plan

Project: Iron rich bean production in Hoima

Expected output: Men & women SHF knowledge & skills on iron rich bean production technologies strengthened

Indicator 1, Quantitative: # of SHF of which 30% are women who understand at least 3 recommended iron rich bean production technologies

Indicator 2, Qualitative: Change in men and women’s knowledge and attitudes on iron rich bean production technologies

27

GREAT Gender-Responsive Crop Breeding Course, Part 1

28 of 40

Designing GR MLE plan

Monitoring Plan

Expected outcome/ output	Indicator	Key info. to measure	Baseline Data	Source of data	Method of Data Collection	People/ Institution responsible for collection	Frequency	How information is shared

28

GREAT Gender-Responsive Crop Breeding Course, Part 1

29 of 40

Designing GR MLE plan

Employ gender analysis at baseline: data should be disaggregated by sex, and other key criteria

Plan, budget & identify all resources and inputs required for collection and analysis of sex disaggregated data

Sampling strategy

disaggregation of the various stakeholder groups

data collection activities targeting those who are most informed/concerned about the subject

29

GREAT Gender-Responsive Crop Breeding Course, Part 1

30 of 40

4. Designing GR MLE plan

Consider and address barriers to participation in data collection processes (notably in group discussions)

Are there social factors that constrain participation of individuals or groups in research?

Will women’s limited mobility outside of the household restrict their participation in focus groups?

Engage mixed teams –women are often under-represented in interview teams which may prevent some interviewees from freely expressing themselves

30

GREAT Gender-Responsive Crop Breeding Course, Part 1

31 of 40

Designing GR MLE plan

Employ Mixed Methods - appropriate mix of Qual & Quant methods to gather and analyse disaggregated data of various stakeholder groups determine the effects of the intervention

Continuously track, analyse, and report results of the project interventions on both men and women, not just women (tendency to focus reporting on women)

31

GREAT Gender-Responsive Crop Breeding Course, Part 1

32 of 40

Designing GR MLE plan

Risks and Assumptions

Vital to carefully monitor risks and assumptions and use the information to modify the project

What may hinder men or women from benefiting from the project?

Could unintended negative results occur due to project implementation that should be given special consideration?

What important external factors are necessary for ensuring continued involvement of men and women participants in the project?

32

GREAT Gender-Responsive Crop Breeding Course, Part 1

33 of 40

Practicum

Project team based exercise

GREAT Gender-Responsive Crop Breeding Course, Part 1

34 of 40

Designing GR MLE plan

Develop two gender indicators (one quantitative, one qualitative) for one outcome and one output you identified for your project (20 min)
Specify the information you have to collect/measure so as to track the indicator, the data sources and method for data collection (20 min)

Expected outcome/output	Indicator	Key information to measure	Source of data	Method of Data Collection

34

GREAT Gender-Responsive Crop Breeding Course, Part 1

35 of 40

Developing GR indicators

What did you learn from this exercises?

35

GREAT Gender-Responsive Crop Breeding Course, Part 1

36 of 40

Conclusion

When selecting indicators

Do not select too many indicators
Do not select indicators for which data is not available or are impractical to collect
Test selected indicators to ensure fit, relevance & practicality
Select indicators that are most relevant to results being monitored
Where not feasible to get direct measure of the desired change, a ‘proxy indicator’ may be used

36

GREAT Gender-Responsive Crop Breeding Course, Part 1

37 of 40

Thank you!

37

GREAT Gender-Responsive Crop Breeding Course, Part 1

38 of 40

Citations

Indicators A working aid http://www.managingforimpact.org/sites/default/files/resource/indicators_-_a_working_aid.pdf,

Oxfam, 2014; A review of approaches and methods to measure economic empowerment of women and girls,

Adrea Anderson 2006; The Community Builder’s Approach to Theory of Change. A practical guide to theory development. www.theoryofchange.org. The Aspen Institute Round Table on Community Change

Kusters, C.S.L. and Batjes, K. with Wigboldus, S., Brouwers, J. and Baguma, S.D. (2017). Managing for Sustainable Development Impact: an Integrated Approach to Planning, Monitoring and Evaluation. Wageningen Centre for Development Innovation, Wageningen University & Research, and Rugby, UK: Practical Action Publishing http://www.managingforimpact.org/tool/theory-change

Hillenbrand E, Karim N, Mohanraj P and Wu D. 2015. Measuring gender transformative change: A review of literature and promising practices. CARE USA. Working Paper. https://www.care.org/wp-content/uploads/2020/05/working_paper_aas_gt_change_measurement_fa_lowres.pdf

BRIDGE Development – Gender, 2007, Gender Indicators: What, Why and How? http://www.oecd.org/dac/gender-development/43041409.pdf

Oxfam, 2014; Quick Guide to Gender Sensitive Indicators; https://www.fsnnetwork.org/sites/default/files/ml-quick-guide-to-gender-indicators-300114-en.pdf

FAO 2014; Learning Module 2: FAO Approaches to Capacity Development in Programming: Processes and tools

SIDA 2013 Gender Aware Approaches in Agricultural Programmes – International Literature Review, UTV Working Paper 2010:3,

38

GREAT Gender-Responsive Crop Breeding Course, Part 1

39 of 40

Citations

World Bank, June 2005 Gender Issues in Monitoring and Evaluation in Rural Development: A Tool Kit

ALINe and Social Development Direct IDRC Module Template – Embedding Gender in Monitoring, Evaluation and Learning Frameworks,

Khalid Nabris December 2002: Monitoring and Evaluation Based on A PASSIA Training Course

World Bank Report 2004, Monitoring & Evaluation: Some Tools, Methods and Approaches–

Swiss Agency for Development and Co-operation, OECD, 2012 Monitoring and evaluating empowerment processes,

United Nations Foundation, Exxon Mobil, June 2015; Monitoring and Evaluation Guidelines for Women’s Economic Empowerment Programs,

ODI and SDD March 2014, Review of evaluation approaches and methods used by interventions on women and girls’ economic empowerment,

Standards for Collecting Sex-Disaggregated Data for Gender Analysis: A guide for CGIAR researchers, CGIAR, 2011

The South African Management Development Institute (SAMADI): Monitoring and Evaluation Orientation Course Manual

39

GREAT Gender-Responsive Crop Breeding Course, Part 1

40 of 40

GREAT Gender-Responsive Crop Breeding Course, Part 1