International Project Implementation GESI Guidelines - 1

GUIDELINES FOR INTEGRATING
GENDER EQUALITY
and SOCIAL INCLUSION
into INTERNATIONAL
DEVELOPMENT
PROJECTS
Acronyms
BD Business Development
BUs/ROs Business Units/Regional Offices
DAC Development Assistance Committee
DPO Disabled Persons’ Organizations
DV Domestic Violence
FHI Family Health International
EDDI Excellence in Development and Disability Inclusion
GBV Gender-based Violence
GESI Gender Equality and Social Inclusion
LGBTQIA Lesbian, Gay, Bisexual, Transgender, Queer or Questioning, Intersex, Asexual
MEL Monitoring, Evaluation and Learning
MSM Men who have Sex with Men
OECD Organisation for Economic Cooperation and Development
PWD People with Disabilities
TA Technical Assistance
USAID United States Agency for International Development
GUIDELINES FOR INTEGRATED | INTERNATIONAL PROJECTS ii

Shortlist of GESI Definitions INTERSECTIONALITY:
A term coined by law professor Kimberlé Crenshaw in
(See the Full Definitions List in the the 1980s to describe the way that multiple systems of
International Project Implementation oppression interact in the lives of those with multiple
marginalized identities. For example, intersectionality
GESI Toolkit)
helps us analyze social problems more fully, shape
more effective solutions, and promote more inclusion
GENDER within communities.
the economic, social, political and cultural attributes
and opportunities that are associated with being girls LGBTQIA:
and boys or women and men, and in some cultures a An acronym for lesbian, gay, bisexual, transgender,
third or other gender. The social definitions of what queer or questioning, intersex and asexual. There
it means to be a girl, boy, woman or man vary among are many other variations on this acronym that are
cultures and change over time. Gender is a sociocultural used in different contexts, including LGBT; LBGTQI
expression of characteristics and roles that are which adds reference to queer and questioning
associated with certain groups of people with reference individuals; and, LGBTQIA which adds reference to
to their sex and sexuality. For example, the expectations asexual individuals and allies. This includes persons
of men to be economic providers of the family and for whose sexual orientation does not conform to the
women to be caregivers are gender norms in many heteronormative standard of sexuality. For example,
cultural contexts. many societies reinforce the supremacy of heterosexual
identity and behaviors and apply sanctions —
GENDER EQUALITY including criminalization and the death penalty —
the state or condition that affords women and men against LGBTQIA persons.
equal enjoyment of human rights, socially valued goods,
opportunities and resources. Gender equality means PEOPLE LIVING WITH A DISABILITY:
that the different behaviors, aspirations and needs of the term applied to all persons who have long-term
women and men are considered, valued and treated physical, mental, intellectual, emotional, learning or
equally and that individuals’ rights, responsibilities sensory impairments, which in interaction with various
and opportunities will not depend on whether they attitudinal, legal and environmental barriers, hinders
are born male or female. For example, trying to their full and effective participation in society on an
achieve gender equality is an end goal of gender- equal basis with others. A person with a disability
integrated programming. may be regarded as a person with a disability in one
society or setting, but not in another, depending on the
GENDER-BASED VIOLENCE: role that the person is assumed to take in his or her
Violence that is directed at an individual based on his community. For example, the perception and reality of
or her biological sex, gender identity, or perceived persons living with a disability often depends on the
adherence to socially defined norms of masculinity technologies, assistance and services that are available
and femininity. For example, gender-based violence in a country, as well as the cultural norms.
(GBV) includes physical, sexual and psychological abuse;
threats; coercion; arbitrary deprivation of liberty; and SOCIAL INCLUSION:
economic deprivation, whether occurring in public or the state of all groups fully participating in society,
private life. including traditionally marginalized groups, such as
women, youth, older persons, those with LGBTQIA
GENDER EQUALITY AND SOCIAL INCLUSION (GESI) identity, racial/ethnic minorities, immigrants/refugees,
INTEGRATION: religious minorities, and indigenous populations, in
strategies applied in program planning, assessment, decision-making processes. For example, a socially
design, implementation and M&E to consider “GESI inclusive country must have the institutions, structures,
norms and to compensate for GESI-based inequalities. and processes in place that empower a variety of
For example, when a project conducts a GESI analysis groups, including those who are marginalized, to hold
and incorporates the results into its objectives, their governments accountable.
work plan and M&E plan, it is undertaking a GESI
integration process.
GUIDELINES FOR INTEGRATED | INTERNATIONAL PROJECTS iii

International Project Team Gender Equality
International
and ProjectCheat
Social Inclusion GESI Cheat
SheetSheet
M Y P ROJ ECT TEA M NE E DS A GESI* E XPE RT IF TH E RE IS:
*GESI stands for Gender Equality and Social Inclusion
3M 5M !
A project OR Strong GESI OR Special attention to OR High GESI-related risks,
budget of requirements or equity, diversity, age, including insecurity or
US$3-5 priorities in funder's gender, people with exploitation of
million or policies/guidelines disabilities, race/ethnicity marginalized groups or
greater** or LGBTQIA*** identity in gender-based violence
the solicitation
**GESI principles can be integrated into any capture or proposal process, regardless of size.
***LGBTQIA stands for lesbian, gay, bisexual, transgender, queer or questioning, intersex and asexual
PROJECT TEA M L I ST OF IN TE RN ATION AL PROJECT GESI TOOLS

FIRST YEAR GES I
CHECKLI ST Proposal’s Gender Strategy Diversity Recruitment
and Gender Budget
Toolkit
Review GESI Partner Pre-award GESI
Framework 2.0 Assessment Tool Results GESI Analysis Checklist
Review GESI Intl Project Start-up GESI COP/DCOP GESI Toolkit

Project Guidelines Checklist
Review Funder’s Funder GESI Requirements/ Project Manager GESI Toolkit

GESI Requirements Recommendations
Gender/GESI Specialist Toolkit
Review initial FHI 360 Sample GESI Language for
GESI Strategy and Budget Job Descriptions
M&E GESI Toolkit
Items in proposal
? Sample GESI Sensitive
?
COPs/DCOPs, Program Interview Questions
Managers, Gender
Specialists & M&E Officers *Note for Reviewers: Hyperlinks will be included on each tool
receive and review toolkits
Use the Project Start-up

GESI Checklist
GESI STANDARDS FOR POTE N TIAL GESI
Hire GESI Specialist BUDGE T LIN E ITE MS
and/or staff w/ GESI skills P ROGRAM DESIGN FOR 5 YE AR,
US$10M PROJECT*
Performe GESI Analysis
and updated Strategy in
first 6 months 1 GESI Specialist &/or
informed staff hired
& trained
$20K–
$50K
year 1 GESI analysis
2
Integrate GESI Strategy
GESI analysis & strategy
into workplans, M&E
in first 6 months $75K– annually for
plan, budgets and GESI Specialist
partners’ SOWs $115K
3
Staff & partner GESI
annually for
Met with the funder’s capacity-building & $1K– staff/partner
implementation plans
relevant GESI Advisors
$10K trainings
4
Create a staff/ SADD* & GESI indicators in annually for reasonable
partner GESI Capacity quarterly/annual reports $40K–
accommodations for
Building Plan $100K people with disabilities
5
Include GESI in quarterly GESI metrics in
and annual reports staff/partner job $10K– annually for technical
assistance from HQ
metrics and narrative descriptions & $20K
performance reviews
$10K– annually for GESI
6 GESI achievements & partner grants

lessons learned shared $30K
staff/partner reviews * These recommended budget numbers constitute
7–14% of the overall budget, but can be adapted to
*SADD stands for sex- and age-disaggregated data specific project needs.
GUIDELINES FOR INTEGRATED | INTERNATIONAL PROJECTS iv

SECTION 1
Introduction
Gender equality and social inclusion (GESI) have achieving program objectives and results. Evidence
become increasingly important cross-sectoral shows that projects that pay attention to GESI —
issues, ones that multiple international especially early on in the initial design process —
development funders are committed to achieving. will reduce risks, be more cost-effective, be more
For example, the Organisation for Economic responsive to funder requirements and ultimately
Cooperation and Development (OECD) assessed better achieve their outcomes.
that from 2012–2013, 30% of all foreign aid
coming from OECD Development Assistance FHI 360 is strongly committed to being responsive
Committee (DAC) members targeted gender to the evolving GESI needs within international
equality as a primary or secondary objective. Many development programming. The FHI 360
funders’ investments have also increased recently Guidelines for Integrating GESI into International
in several social inclusion issues, including youth Development Projects are for FHI 360 staff who
development, disability inclusion and are involved with project design, implementation,
LGBTQIA rights. or evaluation in some way. They serve as a
companion guide to the FHI 360 GESI Framework
Gender equality and social inclusion are goals 2.0, which sets GESI principles, commitments
in and of themselves, as evidenced within the and standards for the entire organization.
2030 Sustainable Development Goals (SDGs). Exhibit A, shows the flow of FHI 360 GESI
However, they are also critical catalysts for Standards from Business Development (BD) to
Project Implementation.
30%
of all foreign aid coming
from OECD DAC members
targeted gender equality
GUIDELINES FOR INTEGRATED | INTERNATIONAL PROJECTS 1

FHI 360 Gender Equality & Social
Exhibit A: FHI 360 GESI Standards
Inclusion (GESI) Standards

Strategic Planning Opportunity Identification
& Market Analysis to Assessement
Integrate GESI into Engage GESI experts during

funder & competitor Bid Board processes and
Capture & Proposal
analyses within the BJM Development
Integrate rapid GESI

analysis & strategy into
1 2 capture & proposal:
TOC, Design, Partners,
Activites, MEL, Budget
BUSINESS DEVELOPMENT 3
Implement Plan Startup
Create GESI Complete GESI analysis Hire GESI Specialist &/or

capacity-building and & strategy in first 6 knowledgeable staff.
implementation plans for months. Adapt work plan Integrate GESI into staff
staff and partners & budget accordingly & partner onboarding
6 5 4
Monitor
& Improve
Include SADD* & GESI

indicators & qualitative PROJECT IMPLEMENTATION
assessment in quarterly
& annual reports Monitor
Closeout
& Improve
Include GESI metrics in Record & share GESI

official staff and partner achievements & lessons learned
7 with staff, partners & funders
performance reviews
8 9
* SADD stands for sex- and
age-disaggregated data

FHI 360’s GESI standards are an adaptation of
the industry-recognized Minimum Standards for
Mainstreaming Gender Equality, of which FHI 360
is a co-founder. Our standards go one step further,
integrating social inclusion components that run
parallel to and/or in conjunction with gender
equality issues.
The GESI Framework 2.0 supports FHI 360’s The purpose of this guide is to:
broader Strategy to Advance Diversity and
Inclusion, and aligns with multiple organizational
policies, such as the policies on Equal Employment
Opportunity; Professional Standards of Conduct;
1 Provide practical steps and tools to help
integrate GESI throughout the FHI 360
Project Life Cycle; and
Harassment-free Work Environment; and
Violence-free Work Environment. All of these
policies and more can be found in our Code of
Ethics and Conduct, which is required learning
2 Clarify procedures and roles for engaging
GESI expert to support GESI integration
at different points throughout the Project
for all employees. In addition, these Guidelines Life Cycle.
align with different funder requirements and
recommendations, and with FHI 360’s commitment
to excellence in programming.
In mid-2017, FHI 360 management determined

that the best way to move forward with achieving
GESI in all of FHI 360’s work was to create a
‘mainstreaming’ plan with two core components:
1) gender and/or social inclusion technical advisors,
specialists, focal points and champions would be
‘embedded’ in multiple technical departments,
business units and regional offices so that these
experts would be closer to the daily activities of
business development and project technical work
at FHI 360; 2) a ‘GESI Hub’ would be created in
Operations Management comprised of a small
team of gender technical experts with some social
inclusion expertise. Although additional social
inclusion expertise must continue to be developed
at FHI 360 and embedded within BUs, these
Guidelines will refer to GESI expertise.

Gender equality affects all genders and gender Gender equality is, in fact, a subset of social
identities. Integrating gender considerations into inclusion. The two concepts are inextricably linked.
our programming has become a normalized, though For example, much of the gender integration work
still developing, process at FHI 360. Many gender that FHI 360 does inevitably needs to address the
advisors, technical officers, specialists, researchers issue of intersectionality. This means that when
and champions exist at FHI 360. Over the years, people face additional constraints — such as when
they have helped to create multiple gender tools, they live with a disability, in extreme poverty, or
assessments, and processes for integration, and as a refugee — it can compound issues of gender
are key resources for the organization. However, inequality and exacerbate their exclusion from
organization-wide focus on and expertise in social development efforts.
inclusion is still nascent. One already existing
social inclusion asset is FHI 360’s approach and Although FHI 360’s social inclusion practice is
expertise in ‘positive youth development’. Another not as well established as its gender integration
is The Center on Technology and Disability, within practice, the GESI guidelines give practical steps
FHI 360’s U.S. Programs, as well as FHI 360’s towards achieving both. Many projects may
membership within the Network for Excellence in make a strategic choice to focus solely or more
Development and Disability Inclusion (EDDI). All can exclusively on standards of gender integration,
serve as resources for international programs. depending on funder requirements, project goals
Positive Youth Development Model

ASSETS
• Training • Higher-order
• Formal education thinking skills
• Interpersonal • Recognizing
skills (social and emotions
communication skills) • Self-control
• Academic
achievement
AGENCY CONTRIBUTION
• Positive identity HEALTHY
• Self-efficacy
• Ability to plan ahead/ PRODUCTIVE & • Youth engagement
Goal-setting ENGAGED
• Perseverance YOUTH
(diligence)
• Positive beliefs about
failure
ENABLING
ENVIRONMENT
• Bonding • Youth-responsive
• Opportunities for services
prosocial involvement • Gender-responsive
• Support services
• Prosocial norms • Youth-friendly laws and
• Value & recognition policies
• Physical and
psychological safety

and available resources and capacity. Therefore, The Gender Integration Continuum takes
certain recommendations and tools within the users from gender blind to gender aware
guidelines focus more exclusively on gender programs, towards the goal of equality and
(i.e. the economic, social, political and cultural better development outcomes. Within the
attributes and opportunities that are associated gender aware part of the continuum, there
with being girls and boys or women and men, and are three levels of gender mainstreaming:
in some cultures a third or other gender.) Other gender exploitative, gender accommodating, and
projects may require or even choose to expand gender transformative. A gender exploitative
their analysis and expectations around certain approach can take advantage of and even
categories of social inclusion (This may include exacerbate imbalanced gender power dynamics
specific marginalized groups — such as older to accomplish its programmatic goals.
people, people with disabilities, racial/ethnic/ A gender accommodating approach finds ways
religious minorities and/or indigenous populations) to work around existing cultural gender norms
that are most relevant to the project. It will likely to advance overall outcomes but does not
not be possible to address every category of social necessarily try to change those norms.
exclusion in every project. However, a strong GESI A gender-transformative approach helps
analysis can help projects to determine which break down gender barriers and create new
identity groups require prioritization.) Although dynamics for gender equality to emerge. An
integrating a deeper focus on social inclusion is organization’s pathway toward effective gender
a practice that needs greater learning, we have mainstreaming may first include identifying
drawn from internal and external expertise and gender exploitative practices and correcting
specific FHI 360 projects with broader social them, becoming more accommodating to
inclusion elements to lay out some initial ideas and existing norms, and then eventually engaging in
expanded tools. transformative approaches.
The Gender Integration For example, if a project focused on reducing HIV/

AIDS rates ran an ad campaign encouraging men
Continuum
“make sure that all their partners use condoms or
birth control”, this would imply that men should
Although the GESI Project Guidelines are focused have the power to control family planning, including
on both gender equality and social inclusion, women’s use of condoms. This would be an
they draw from an even deeper well of evidence- exploitative way of bringing about behavior change.
based gender integration approaches. One Instead, if the project encouraged men to use
foundational concept of strong gender integration condoms, facilitated interpersonal dialogue with
is understanding the difference between projects partners, and recognized that women should have
that are gender blind and gender aware. These an equal role in determining the terms of sex and
distinctions are explored within the Gender family planning, the project would be employing
Integration Continuum, which is described within transformative approaches to change norms.
The Minimum Standards for Mainstreaming
Gender Equality:

GENDER BLIND Does not take any gender considerations into account
GENDER AWARE Examines and addresses gender considerations in some way
GENDER EXPLOITATIVE Reinforces or takes advantage of inequitable gender norms
SENSITIVE/ACCOMMODATING Acknowledges and works with/around gender norms
TRANSFORMATIVE Critically assesses and works to privately change gender relations
GOAL: GENDER EQUALITY AND BETTER DEVELOPMENT OUTCOMES
Adapted from Interagency Gender Working Group training materials.
The principles behind the Gender Continuum — of (DPO) to identify and help mobilize needed
avoiding both blind and exploitative approaches supplies for the entire camp — including supplies
and moving from culturally accommodating that assist certain disabilities — this could help
to transformative approaches — can equally transform the image of people with disabilities in
be applied to many social inclusion issues. For the community’s eyes as capable leaders.
example, if a crisis response project rallied
additional support in IDP camps by portraying FHI 360 seeks to use at a minimum sensitive
people with disabilities as being weak and or accommodating gender or social inclusion
desperately needing aid, this would exploit the integration approaches. At times, this might be
communities image of people with disabilities to even necessary to meet client requirements or
gain additional supplies. By contrast, if the project mitigate potential risks. For example, if a
partnered with a disabled person’s organization gender analysis of a livelihoods project in the
middle east shows that having women take
The principles behind the coed public transportation to a work place in a
Gender Continuum – of certain region might put them at greater risk of
gender-based violence, the more appropriate
avoiding both blind and accommodating approach may be to initially invest
exploitative approaches in women-only cab companies. Ideally, though,
and moving from the organization seeks to move towards more
sustainable and transformative GESI approaches
culturally accommodating over time that will help to accomplish better long-
to transformative term project results.
approaches – can equally
be applied to many social
inclusion issues

SECTION 2:
Introduction to Gender Analysis
A gender analysis refers to a systematic way of A gender analysis is critical for three main
examining the following domains among women, reasons. First, it helps identify gender-based
men, girls, boys, heterosexuals, and sexual and constraints that could potentially block desired
gender minority groups within countries and project outcomes, regardless of whether the
communities where FHI 360 plans to implement project has a direct focus on gender. Second,
international development projects: it can help classify gender inequalities or
female empowerment needs that could be
→→ Laws, Policies, Regulations, and Institutional addressed through the project. Third, it can help
Practices that influence the context in which determine potential pitfalls where projects can
men and women act and make decisions unintentionally create negative consequences,
such as increased gender-based violence.
→→ Cultural norms, beliefs, and expectations Gender analysis can take several different forms,
and should be planned and budgeted for as early
→→ Gender Roles, Responsibilities, and Time Use in the project-design process as possible (ideally
within the first six months after startup). While it
→→ Access to and Control over Assets and is always ideal to conduct the gender analysis in
Resources the early stages of the project implementation, a
gender analysis can be conducted at any point in
→→ Patterns of Power and Decision-making the project cycle; the findings can be an effective
tool towards informing the targeted design
Using primarily qualitative data collection or re-design of project activities that can help
methods, a gender analysis identifies improve outcomes.
gender norms and inequalities among and
between different groups that are likely to
affect the achievement of sustainable results.
The analysis of that data then helps to
determine how to address the inequalities and Box 1:
development consequences. USAID Reporting Requirements
1 To what extent and how relevant gaps

between males and females were closed?
2 What new opportunities for women and

men were created?
3 What differential negative impacts on

males/females (such as increasing the
risk of gender-based violence) were addressed
or avoided?
4 What needs and gender inequalities

emerged or remain?
– USAID Automated Directives System

(ADS) 205, Updated 2017

Guidelines for Enabling a Timing and Right-Sizing a
Gender Analysis Gender Analysis
1. Ensure project budgets allocate sufficient A gender analysis is a highly contextualized

funding for needed gender analyses. Gender technical method that benefits from having an
analyses can take place at any stage of a project, experienced gender expert lead the process.
it can be done multiple times during the life of a Ideally, a gender analysis is a comprehensive,
project, and annual budgets should reflect this. For action-oriented document based on a combination
more guidance on how much funding to allocate, of desk review, in-country consultations, focus
see ‘Tool 8: How to Budget for an Optimal Gender group discussions, key informant interviews,
Analysis,’ in the International BD GESI Toolkit. funder meetings, partner meetings, staff
collaboration, and stakeholder consultations.
2. Reach out to the GESI Hub and/or GESI Expert A gender expert can perform a gender analysis
assigned to your Business Unit to coordinate an
throughout a project’s life cycle at different key
initial gender analysis to be completed within the
moments. Ideally this begins with startup, so that
first 6 months of project startup.
analysis results help inform design, budget and
workplans. Analyses in year 2, 3 or 4 can be a part
3. Consider expanding the analysis to a Gender and
of a project’s monitoring and improving stage, and
Social Inclusion Analysis to better understand
help with needed course corrections. A gender
additional constraints and opportunities for the
assessment at closeout can highlight major gender
project among youth, older persons, persons living
successes and lessons learned, which teams can
with disabilities, ethnic/religious minorities, etc.
share with the funder or internal BD staff to help
4. Build buy-in for the analysis with project teams inform future project design.
and partners, so that they can be part of the
design and implementation, and fully receive and Although FHI 360 supports the execution of a
understand the analysis findings. full gender analysis in many circumstances, it also
recognizes the reality that a one size gender analysis
cannot fit all projects. Therefore, the assessment
5. Work with project teams, partners and funders
guidelines on the next page can help teams determine
to integrate key analysis findings into a project-
what level of gender analysis they most likely need.
wide GESI strategy that impacts design, activities,
M&E, workplans and budgets.
Gender Analysis Resource List
Tool: Gender Analysis Budget

Guidelines
Tool: Gender Analysis Process

Worksheet
Tool: Guidelines on Expanding

a Gender Analysis into a
GESI Analysis
Resource: PEPFAR Gender

Analysis Guidelines

1
Startup
Gender Analysis
in first 6 months
→→ The funder requires, strongly recommends, or is
open to it;
→→ The project is $1 million USD or more over

3-5 years;
2
Plan
→→ Gender-based constraints have the potential to
disrupt service delivery or project outcomes;
Mid-point →→ The project has potential risks, such as

Gender Analysis insecurity, gender-based violence, or drastically
4
Monitor &
Implement
3
Implement
changing gender norms;
→→ The client has produced no or few gender

analyses for the country or sector, they are
outdated, and/or several gender information
gaps remain pertaining to the specific project.
5
Closeout
Gender Assessment
at Closeout
Rapid Gender Analysis
It may not always be possible to do a full gender

analysis. At times, it may be more appropriate
to do a rapid analysis that is specifically tailored
Full Gender Analysis to certain project elements. If even one of the
following indicators is also present, a Rapid Gender
Analysis may be needed.
For samples of any of the following types of gender
analyses, please refer to the International Project
→→ The project is in a crisis area or fragile state
GESI Toolkit.
where rapidity of data collection may be needed
to protect the safety of staff and partners;
A full gender analysis requires research and
preparation work, time in country for consultations,
→→ The project has a very restricted time schedule
interviews, focus group discussions, and time
and/or is under pressure to launch quickly;
afterwards for further analysis and report
preparations. Although the nature and duration of a
→→ High start-up-associated risks exist for
full gender analysis depends greatly on the specific
participants or partners that necessitates rapid
context of the project and country in which it takes
analysis and integration;
place, it should take approximately six weeks to
perform properly. This includes the preparation
→→ The project has a restricted budget and is not
of the visit, completion of the Institutional Review
able to afford a full gender analysis.
Board application, conducting a desk study, time
in the country, and completion of the report and
recommendations after the qualitative data has
been collected. The existence of even some of the
following indicators can help determine if a full
gender analysis is needed.

President’s Emergency Plan for AIDS Relief
(PEPFAR) Gender Strategy
Integrated Gender Analysis PEPFAR recognizes the critical role played by

gender norms and inequality in the HIV epidemic,
Sometimes a standalone gender analysis may not seem and identifies and responds to the unique needs
possible, due to push back from the funder, restrictions of men and women of all ages and abilities, boys
on the budget, or other reasons. However, it can still and girls, and people with other gender identities
be possible to incorporate a deeper understanding of so they are equally able to access and utilize HIV
gender norms and potential constraints or restraints prevention, care, treatment, and support services;
that a project might face by integrating key gender- initiate and practice healthy behaviors; exercise
sensitive questions and data-collection points into their rights; protect themselves and improve their
other required analyses (e.g., risk assessments, health outcomes; live free from violence, stigma
constraints-to-growth analysis, baseline reports). If and discrimination.
some of the following indicators are present, it may be
more effective to integrate gender into other planned PEPFAR Gender activities should
analyses, assessments or research.
–– Provide gender equitable HIV prevention, care,
→→ The funder is not supportive; treatment & support;
→→ The project does not seem to have many risks, –– Implement GBV prevention activities;
such as insecurity, gender-based violence, or –– Provide services for post-GBV care;
changing gender norms;
–– Implement activities to change harmful gender
norms & promote positive gender norms;
→→ Extensive gender analyses or research already
exists for the country and/or sector; –– Promote gender-related policies and laws that
increase legal protection;
→→ The project is interested in performing a gender
–– Increase gender equitable access to income and
analysis, but has very limited LOE, time or
productive resources, including education.
budget to support it.
PEPFAR Gender Indicator
Number of people receiving post-gender-

based violence (GBV) clinical care based on the
minimum package

Performing a GESI Analysis in a Guidelines for Performing a
Crisis Setting Gender Analysis in Crisis Settings
Gender analysis is almost always needed in crisis 1. Engage a GESI expert who has knowledge and
settings. The very nature of crisis settings — including experience working in that particular country and/
during and post conflicts, political upheavals and or type of crisis setting.
natural disasters — puts marginalized groups such as
women, children, LGBTQIA individuals, people with 2. Provide trainings for analysis teams on any
disabilities and minority ethnic groups at greater risk ethical, safety or health issues. Provide information
and disadvantage. The risk of gender-based violence on appropriate systems for care (i.e. referrals)
(GBV) — including sexual violence — is especially high available to GBV survivors.
for women and girls in these situations, and even higher
for women and girls who experience additional levels of 3. Establish a participatory process that engages the
exclusion (e.g. women who are immigrants, girls living entire community, including decision-makers and
with disabilities, etc.) This is due to being separated gatekeepers such as religious leaders or IDP camp
from families, losing shelter and financial assets, and coordinators, and marginalized groups themselves,
having to take on new roles that put them at greater such women, adolescents, people with disabilities
risk. Laws, regulations, police forces, judicial systems and individuals who identify as LGBTQIA.
and other protections often break down, further
denying different marginalized groups their rights. 4. Carefully investigate which local organizations
and groups might be best placed to help organize
Crises also often catalyze transformative changes in focus groups and community stakeholder interviews
gender norms. Old gender roles often dissolve during in inclusive ways. This includes ensuring that groups
crises, with women and men taking on new roles out or individuals are not biased towards only one ethnic
of necessity. Analyses can help identify these changing group, religion or political party.
norms, and how to best mitigate the corresponding
risks, and sustain the positive opportunities. 5. Provide an equitable number of male and female
assessors and interpreters who can provide
Although certain aspects of performing GESI analyses an age-, gender- and culturally-appropriate
may be more difficult in a crisis setting – due to environment for consultations.
reduced infrastructure, lower mobility, higher security
risks and less prep time – analysis is still possible and 6. Conduct consultations in a secure setting where
should be highly prioritized. This can include a rapid all participants feel safe to participate and fully
gender analysis with attention to other intersectional contribute to discussions. Conduct separate women’s,
areas such as age and disability. When designing an men’s, or individual consultations when appropriate,
analysis in crisis settings, FHI 360 staff and partners to help reduce potential threats or stigma.
should apply both safety and ethical standards that are
sensitive to age, gender and culture, and emphasize the 7. Provide information on how to report violence,
protection and well-being of all involved in the analysis abuse, threats or risk, and where to access care and
process. This includes following the FHI 360 Travel support. Follow all funder reporting guidelines on
and Global Security Standards, and adopting these harassment, abuse and violence.
International Project GESI Guidelines.
8. Do include – though only when it is appropriate
and does not present risks – government officials,
ministries and sub-ministries in analysis efforts.
9. Review FHI 360’s security and travel documents,

to help ensure that employees have the most
current, country-specific information before they
travel to crisis settings.

In addition, follow these recommendations on what Creating a GESI Project Strategy
NOT to do:
To integrate GESI analysis results into project

Guidelines on what NOT to do in implementation, it is highly recommended to create
Crisis Settings a GESI strategy with the help of a gender expert,
as well as project leadership and relevant technical
1. Do not share data that may be linked advisors. A GESI strategy is a master plan that includes
back to a group or an individual, including specific, project-appropriate approaches, activities,
GBV survivors. and processes to address the identified GESI-based
constraints and opportunities that could either inhibit or
2. Do not probe too deeply into topics that are enable a project’s success. Creating an overarching GESI
especially culturally sensitive or taboo in a strategy rather than turning to ad-hoc solutions when
certain country or region (e.g. gender dynamics, GESI issues arise ensures that a project complies with
reproductive health, sexual norms and behavior, both FHI 360’s GESI Framework 2.0 and funder policies
etc.) unless relevant experts are part of the on gender and social inclusion throughout a project’s
analysis team. lifecycle. See the International Project GESI Toolkit for
more information and samples of GESI analyses.
3. Do not single out GBV survivors. Speak with
women, girls and other at-risk groups in general
and not explicitly about their own experiences.
4. Do not make assumptions about which groups

are affected by GBV, and do not assume that
reported data on GBV or trends in reports
represent actual prevalence and trends in the
extent of different forms of violence. Analyzing Gender-based
5. Do not collect information about specific
Violence in Crisis Settings
incidents of violence, abuse or prevalence rates It is important to remember that GBV
without assistance from specialists.
happens in every setting and location. It is
under-reported worldwide, due to fears of
stigma or retaliation, limited availability or
accessibility of trusted service providers,
impunity for perpetrators, and lack of
awareness of the benefits of seeking
care. Waiting for or seeking population-
based data on the true magnitude of GBV
should not be a priority in an emergency
due to safety and ethical challenges in
collecting such data. With this in mind, all
humanitarian personnel ought to assume
GBV is occurring and threatening affected
populations. It should be treated as a
serious and life-threatening problem, and
actions should be taken based on sector
recommendations in these Guidelines,
regardless of the presence or absence of
concrete ‘evidence’

SECTION 3:
Implementation
Funder Requirements Project GESI Toolkit includes a list of both current and
potential FHI 360 funders, to better understand a) their
internal policies and procedures on GESI and b) what
Most of the funders from whom FHI 360 receives
GESI requirements, if any, they have for implementing
funding have clear policies, strategies and/or guidelines
partners. FHI 360 recognizes that GESI implementation
regarding gender integration. Certain funders also have
is often grounded in funder expectations. Yet, FHI 360
systems in place on how to address the inclusion of
also seeks to be GESI transformative in its approaches,
other key groups of people, including youth, LGBTQIA
regardless of whether it is required. This is because
individuals, and people with disabilities. Some of the
GESI integration has the simultaneous benefits of
directives that funders have created apply to their
a) helping to improve overall project outcomes,
own staff and internal processes. Even if these are
b) avoiding unintended negative consequences, and
not specifically directed at implementing partners,
c) helping to advance the goals of gender equality and
implementing partners like FHI 360 should still be
social inclusion.
familiar with them, as they greatly influence solicitation
design, implementation priorities and reporting
See Tool 12 in the Project GESI Toolkit for a
requirements, among other items. In addition, some
full list of different funders’ GESI requirements
funders also highlight specific gender or social inclusion
and recommendations.
integration requirements for implementers. The

GESI Implementation Standards These standards are circular, however, and can phase
through more than once within a project’s life cycle.
If, for example, a project does a mid-point review and
Although gender equality and social inclusion determines that certain gender or social barriers are
work may require different approaches, tools, limiting success, it may need to go through the cycle
and or expertise at times, they both still share again. Regardless, the following guidelines can help set
certain needed standards for implementation, as
project teams on the right path.
reflected within the FHI 360 GESI Framework 2.0.
FHI 360 Gender Equality & Social

Guidelines for Implementing GESI Standards
Inclusion (GESI) Standards
Strategic Planning Opportunity Identification
& Market Analysis to Assessement
Integrate GESI into Engage GESI experts during

funder & competitor Bid Board processes and
Capture & Proposal
analyses within the BJM Development
Integrate rapid GESI

analysis & strategy into
1 2 capture & proposal:
TOC, Design, Partners,
Activites, MEL, Budget
BUSINESS DEVELOPMENT 3
Implement Plan Startup
Create GESI Complete GESI analysis Hire GESI Specialist &/or

capacity-building and & strategy in first 6 knowledgeable staff.
implementation plans for months. Adapt work plan Integrate GESI into staff
staff and partners & budget accordingly & partner onboarding
6 5 4
Monitor
& Improve
Include SADD* & GESI

indicators & qualitative PROJECT IMPLEMENTATION
assessment in quarterly
& annual reports Monitor
Closeout
& Improve
Include GESI metrics in Record & share GESI

official staff and partner achievements & lessons learned
7 with staff, partners & funders
performance reviews
8 9
* SADD stands for sex- and
age-disaggregated data

Guidelines for Implementing marginalized groups are present does not mean
that their voices are valued, or that they fully
GESI Standards benefit from a project. Work with GESI experts
and partners to create empowerment strategies
1. Orient staff and partners to make sure they fully through which marginalized people can equitably
understand the GESI Standards, can help shape participate in, contribute to, help lead, and benefit
expectations for the project, and are engaged in from project initiatives.
and committed to integration efforts.
8. Assess potential risks to any group of people
2. Ensure that men, women, girls, boys, and gender participating in a project, including the threat of
non-binary individuals participate fully in activity harassment or violence, stigmatization, loss of
and subgrant design, implementation, and any income or heavy workloads.
project redesign efforts, and that they equitably
benefit from programs.
GESI Culture and Capacity Building
3. Similarly prioritize the perspectives and
participation of socially excluded groups in activity Setting up projects for success when it comes to
and subgrant design, implementation, and any promoting GESI begins with creating a project
project redesign efforts, whenever possible and staff culture of equality and inclusion. This means
appropriate. This includes people with disabilities, a safe environment of mutual respect where
youth, older people, LGBTQIA individuals, minority staff members are diverse, micro-aggressions
ethnic/religious groups, and immigrants or refugees. are addressed, and differences are accepted
and appreciated. It also means that women and
4. Integrate GESI across all appropriate activities, minority groups have support and opportunities to
as opposed to exclusively creating standalone move ahead, issues of exclusion or inequality are
GESI activities. However, plan for specialized GESI often discussed and solutions sought, GESI capacity
activities when extra attention is needed. building is encouraged and supported, mentoring
takes place, internal results and processes are
5. Support a balance of women, men, youth and consistently reviewed, and people in leadership at
socially excluded groups in leadership positions, multiple levels serve as GESI champions.
governance structures, community task forces
and decision-making roles in the project. Set
Guidelines for Creating a GESI
participation targets and create support and
capacity building systems to achieve them. Culture
6. Support the meaningful participation of women 1. Staff are well-versed in the FHI 360 Code of
and girls whenever possible, such as using targets, Conduct and other key policies, including the
affirmative actions, paid child-care, transportation/ equal employment opportunity policy, harassment-
lodging, male engagement strategies, and free and violence-free policies, and open door and
literacy support. no retaliation policy. Harassment of any kind —
including sexual harassment — is never tolerated
7. Know that peoples’ participation does not always and all project staff clearly know this.
equal empowerment. Just because women or
2. Leadership includes women people with
disabilities, and other underrepresented groups
that are often excluded from power. All staff
GESI Standards
include women, minority and/or underrepresented
Implementation Resources
groups whenever possible.
Tool: Project Implementation
GESI Checklist

3. FHI 360 leaders are role models for embracing 8. Differences in race, ethnicity, and cultural
diversity and inclusion with staff and partners. identity are accepted and supported by
leadership and project staff through cultural
4. Staff are consistently exposed to GESI learning awareness building, such as holding a small
opportunities through internal communications, brownbag or event for team members to learn
staff meetings, outside speakers, trainings, and more about a specific ethnic group.
other capacity building opportunities.
9. Women, men and staff of diverse gender
5. Staff with disabilities receive reasonable identities feel empowered to provide project
accommodations to perform their jobs. Staff input, despite their age or position. Leadership
without disabilities receive sensitization on both recognizes their achievements and supports their
visible and invisible disabilities, needed ways and professional development.
accommodations support, collaborate with, and
respect the rights of people with disabilities. 10. Staff are officially recognized for their GESI
efforts, whether as an official part of their scope of
6. LGBTQIA staff work in a safe and respectful work or not. Staff view GESI integration as critical
environment. All staff receive sensitization on how for project success and winning new work.
to create an inclusive work environment, regardless
of country laws or cultural/religious beliefs. 11. Staff affinity groups and allies are welcomed
In countries with LGBTQIA legal restrictions, whenever possible, to give certain staff (i.e.
staff receive travel and security briefings. See women, minority ethnic groups, young staff)
the FHI 360 Safety and Security Guidelines for opportunities to meet and support one another.
LGBT Travelers.
12. Staff are aware of what unconscious bias and
7. Pregnant and breastfeeding women receive micro-aggressions are, and receive sensitivity
respect as equal members of the team, have training on both. Supervisors actively reflect on if
private space to attend to their needs, and have and how they are equally treating different identity
flexible work arrangements when possible. groups among their reports. (i.e. are they offering
Fathers and co-parents also receive flexible work the same opportunities for feedback, training
arrangements when possible to support their care and advancement.)
for new children.
13. When cultural and gender-related differences
of opinion occur, staff work to address them with
open, non-judgmental communication, patience,
and a desire to understand one another.
Creating a GESI Culture Resources
Training: FHI 360 Diversity and

Inclusion Awareness Training
Tool: Implicit Bias Test

Box 2: Making Trainings Strong on GESI
Integrating GESI Strategies into

Work Plans –– Ensure that GESI is both a) integrated
into all modules of most trainings, and
A first step towards implementing a GESI strategy b) stands within its own module or training
is to ensure that it is woven into the key planning when needed
tools that a project will utilize. This includes the –– Hold trainers accountable for ensuring equal
annual project work plan that will be submitted training outcomes for all participants
to the funder, as well as department and/or staff
work plans. It also includes the overall budget, as –– Budget for reasonable accommodations for
well as capacity building, staffing, activity and other people with disabilities to participate
activities budgeted within it. –– Budget for needed travel, lodging, food
and/or childcare so that women can more
When possible, it can help to have the same likely participate
GESI experts who supported the GESI analysis
–– Hold trainings on days and at times when
and strategy to review the project work plans. In
women, men and youth are more likely to
addition, here are common work plan sections that
be available
can be reviewed to ensure that the GESI strategy is
reflected within them where appropriate.
→→ Strategic approach and guiding principles

Guidelines for Integrating GESI
→→ Project structure and staffing plan into Work Plans
→→ Challenges and gaps
→→ Involve the expert(s) who helped with the GESI
analysis and/or strategy creation.
→→ Activity summaries and Gantt charts
→→ Ensure that the GESI strategy is reflected

→→ Deliverables, outcomes and milestones
in the overall strategic approach, staffing
plan, activities and beyond, and not just in a
→→ Indicators and monitoring and
standalone section
evaluation (M&E) plan
→→ Request appropriate project staff, including

→→ Knowledge management and/or learning plan
technical specialists and the M&E specialist,
to review the GESI strategy, and integrate
→→ Gender equality/GESI integration section
components of it within their individual and
department work plans. This could include:
• Adding needed GESI training to their

professional development plan
• Setting specific targets for the participation

of women, youth or people with disabilities
in activities
GESI-Integrated Work
Plan Resources
Tool: Sample Gender Integrated

Work Plan

Table 2 Sample GESI Budget Items
BUDGET ITEMS GENDER EXAMPLES SOCIAL INCLUSION EXAMPLES
• Youth Advisor
• Gender Advisor
Staffing • Disabilities Specialist
• Gender Specialist
• Vulnerable Populations Consultant
• Gender Analysis • GESI Analysis
Analysis
• Gender Audit • GESI Audit
• Staff/partner in-person trainings • Staff & partner in-person trainings

• Curriculum/manual development • Curriculum/manual development
Capacity
• Coaching/Mentoring • Coaching/Mentoring initiative
Development • Online video/webinar training • Online video/webinar training
• Capacity building staff • Capacity building staff
• Youth empowerment initiatives

• Couples training on skill building,
focused on skill building &
interpersonal communication, &
networking, etc.
joint decision-making
• SBCC campaign with refugees
• Women’s leadership development,
• Religious leaders’ advocacy meetings
skill building, networking, etc.
Activities • People with disabilities skill-building/
• SBCC campaign with key pops
support group meetings and job
• Girls’ afterschool club activities
placement
• Fathers’ support group meetings
• Event/Training travel budget and
• Safe travel/accommodation for
reasonable accommodation, for
women/girls to attend events
people with disabilities
• HQ review of youth strategy

• HQ review of gender strategy
• Risk assessment inclusive of people
• Specialized gender trainings
Technical with disabilities
• Expert-led gender impact evaluation
Assistance • Gender workshop facilitation
• Specialized inclusion training
• Civil society workshop facilitation with
• Sharing of gender tools
focus on ethnic reconciliation
• Small innovation grants for women’s

• Small innovation grants for youth
organizations
Grants • Small grants capacity building initiative
• Small grants capacity building
for PWD organizations
initiative for LGBTQIA organizations
• Additional enumerators help with

sex disaggregated data and gender • Additional enumerators help with age
MEL indicator collection disaggregated data collection
• Longitudinal gender impact • Religious minority impact evaluation
evaluation
• Short-term protection officer hired • Facilities upgrade to accommodate

for assignments with high gender- partners/participants with disabilities
based violence (GBV) risk • Security forces hired to protect
Safety • Travel funds for women participants’ refugee, religious/ethnic minority
lodging to avoid unsafe night travel participants
• LOE for FHI 360 Global • LOE to collaborate with FHI 360
Security team Global Security team

Excerpt from the Minimum Standards
for Mainstreaming Gender Equality, pg. 7
Integrating GESI into a project may be a desired
goal and supported by leadership. However, if
Proposal budgets should include adequate
project teams do not budget accordingly, it is
funding to support gender equality goals and
unlikely to succeed. Therefore, project staff should
programming. Budget line items can include,
prioritize key recommendations set forth in the
but are not limited to, the following examples:
GESI analysis to achieve desired project outcomes
and allocate sufficient programmatic resources
→→ Personnel (gender advisors at headquarters
to do so. In this way, project budgets can be GESI
and at the project level, short-term
sensitive and responsive. The following is a sample
technical experts, gender-balanced staff)
of just some of the types of GESI budget line items.
→→ Capacity building and professional

Guidelines for GESI- development for staff and partners
Inclusive Budgets
→→ Costs required to address safety and
1. Review GESI analysis recommendations and cultural sensitivities (e.g., male and female
engage GESI experts in project budgeting. enumerator teams, traveling in pairs to
reduce risks)
2. Set clear GESI project targets and ensure that
the budget is sufficient for achieving them. →→ Gender analyses, assessments, and audits
3. Consider potential risks and future costs when →→ Specific activities integrated into
making difficult budgeting decisions. (i.e. Not project plans that address constraints
budgeting for a GESI analysis, expert, or M&E identified in the gender analyses or other
indicators now could lead to high costs later.) background research.
4. Annually assess the budget to determine if GESI Allocating proper budget for gender equality
line items are sufficient for desired results. mainstreaming leads to more efficient
use of resources and strengthens return
on investment. Doing this at the start of
programs and organizational budget cycles
proactively addresses gender equality
considerations, leading to more effective
programming and mitigation of potential harm
and unintended consequences.

GENDER EQUALITY CASE STUDY:
Uganda Community Connector
The $23 million USAID/Uganda Community Connector (CC) Project (2011–2016),
implemented by FHI 360, assisted local governments in improving the nutrition of women
and children and the livelihoods of vulnerable populations by implementing nutrition and
agriculture interventions at the community and household levels. The CC project took a
gender-integrated, multi-sectoral approach to poverty, food insecurity and undernutrition
by building the capacity of local governments, farmers, private-sector and community-
based organizations, as well as community groups and networks of people living with or
affected by HIV.
CC committed its work both to gender equality →→ CC integrated food security and farming
and women’s empowerment, which included — but business trainings into nutrition classes for
was not limited to — the following approaches: pregnant women and mothers (called Family
Life Schools), and linked women from these
→→ FHI 360 staff performed a comprehensive classes to agriculture enterprise development
gender analysis and developed a gender activities. This integration of economic
strategy to integrate into activities, budgets development and livelihoods into a traditionally
and work plans early in the project. CC also had nutrition-focused activity helped the project
a full-time and highly qualified gender advisor reach women who may not be part of groups,
among its senior technical staff from the start and added value for participants, increasing
who remained for the life of the project. As an their interested in attending these classes.
integrated project, the gender advisor routinely Family Life Schools also recruited husbands to
reviewed materials and documents across other help build their buy-in.
technical areas.
→→ CC integrated gender sensitization and
→→ CC chose income-generation activities that messages on improving gender relations
would allow women greater control over income within the home across all activities. A big
without increased workload. In addition, they part of CC’s theory of change was that
promoted and helped build technologies and improved cooperation among women
services to decrease women’s existing workload, and men in household decision-making —
such as energy efficient cook stoves, rainwater including increasing women’s voice in resource
harvesting, and retail agents selling nutrition and management decisions, and changing men’s
WASH-related goods closer to home. attitudes towards nutrition and health decisions
would lead to improvements in health, wealth,
→→ At start-up, CC heavily recruited women who and family well-being.
were recent university graduates as Community
Connector Officers responsible for coordinating
activities in each sub-county.

Adapting Systems of Monitoring fewer than half
of households
and Evaluation
participated
in economic
CC had a strong commitment to collaboration, empowerment initiatives,
adaptation and learning, resulting in multiple and that several women
changes to its monitoring and evaluation system and marginalized groups had been left behind.
to help strengthen the understanding of gender CC adapted it M&E system to better integrate
equality within the project. This first resulted domains from the Women’s Empowerment in
in examining the way in which the projected Agriculture Index and better understand levels
collected household level data, which was only of empowerment for women vs. men, including
sex disaggregated by head of household. A decision-making on production and use of income.
review showed, however, that this did not give a CC also drew several lessons from its work that it
sufficient snapshot of how interventions affected would recommend for future iterations.
and involved women vs. men. After two years, CC
adapted to collect sex disaggregate data from all
Additional Lessons Learned
household members, to give a fuller picture.
A next step took place during a mid-term, technical →→ CC needed better data on the economic
quality review, during which CC empowerment of women vs. men, including a
invited a gender and social inclusion expert from baseline survey and continued sex-disaggregated
their agriculture and livelihoods partner to examine data for all activity participants, strengthened
certain elements of the program. The review gender outcome indicators, and a thorough
confirmed that the project had done a good job gender impact evaluation on the effects the
integrating gender sensitization and targeting project had on women’s use of incomes, control
and involving women throughout all project over resources, workloads, decision-making, and
activities. However, it also showed that CC had gender relations.
not yet sufficiently engaged men in the gender
equality or women’s empowerment initiatives, →→ Empowerment interventions for women – as
nor had achieved a transformative level of social well as parallel men’s support and empowerment
behavior change. groups - need to be sufficiently designed,
budgeted for and assessed.
Based on the mid-term review, CC commissioned
a local university to conduct a qualitative study on →→ Transforming harmful gender norms – including
the experiences of women participating in CC’s targeting men for behavior change on harmful
agricultural livelihoods interventions. The study gender norms – needs to be a central part of all
showed that although CC exceeded its target, nutrition and livelihood interventions, to ensure
sustainability of results.

Transforming Gender and Synchronized Strategy to Achieve
Social Norms, and Achieving Gender Norm Transformation
Gender Equality
The goal to transform unequal gender norms has Positive Female

Development/
been at the heart of gender and development
+
Empowerment
work for over two decades. Both Global North
and Global South gender experts have tested and
identified multiple ways to advance gender equality Positive Male
transformation in different types of programming. Development/
Engagement
+
A great deal of consensus exists on the success,
effectiveness and usefulness of these approaches.
At the heart of these approaches is synchronization
Intergenerational,
– the simultaneous pursuit of both women’s/girls’
Interpersonal
and men’s/boys’ empowerment. Dialogues,
Institutional
Working in a synchronized manner with both Capacity Building
women/girls and men/boys helps to achieve
even better, more sustainable outcomes. What is
generally missing from most single-sex approaches GENDER NORM
is the broader awareness of how gender norms TRANSFORMATION
are reinforced by everyone in the community. Both
men and women shape and perpetuate gender
norms in society, and, therefore, true social change
will only come from working with both sexes in a
‘Thinking Outside of the Gender
gender-synchronized manner.
Binary Box’
Gender-synchronized approaches are
the intentional intersection of gender Although international development
transformative efforts reaching both projects often categorize people as
men and boys and women and girls only a man or a woman, this binary
understanding of gender does not work
of all sexual orientations and gender
for everyone. In fact, at least 12 countries
identities. They engage people in
have adopted laws to accommodate non-
challenging harmful and restrictive
binary gender identities.
constructions of masculinity and
femininity that drive gender-related
People who are gender non-binary may
vulnerabilities and inequalities and
identify as either having an overlap of, or
hinder health and well-being.
indefinite lines between, gender identity;
having two or more genders (being
– Margaret Greene, bigender, trigender, or pangender); having
President of Greene Works no gender (being agender, nongendered,
genderless, gender-free or neutrois);
FHI 360 encourages projects to adopt a gender-
moving between genders or having a
synchronized approach to addressing gender
fluctuating gender identity (genderfluid);
inequality, as represented in the graphic below
or being third gender or other-gendered,
a category which includes those who do
not place a name to their gender.

United Nations Population Fund’s
Male Engagement and Positive work with Men/Boys on Sexual &
Masculinity Reproductive Health
Effective programs recognize that gender

Following a gender synchronized approach roles and relations are intertwined with
recognizes that men and boys are essential cultural, religious, economic, political and
stakeholders in advancing broader gender equality social circumstances. They are based on
goals. Yet, international development efforts the idea that gender relations are not
can unintentionally reinforce restrictive, harmful static and can be changed.
norms around what constitutes ‘masculinity.’ A
culture’s own sense of what it means to be a ‘real Ideas about manhood are deeply
man’ often gives a “higher social value on men ingrained. From an early age, boys may be
than women, and privileges the masculine over socialized into gender roles designed to
the feminine.” Violence against women — as well keep men in power and in control. Many
as violence against gay, bi-sexual and transgender are conditioned to believe that dominant
individuals, or other men and boys who do not fit behavior towards girls and women is part
the traditional expectations of masculinity — are of being a man.
just one example of the negative repercussions of
such gender norms. Risk-taking and aggressive sexual
behavior on the part of young men
Many programs take a ‘positive masculinities’ are often applauded by peers and
approach to address harmful gender norms and condoned by society on some level.
ensure that men and boys also benefit from gender These stereotypes result in harm to
equality initiatives. This includes helping men and both women and men, and erode
boys to see themselves as responsible, caring, non- possibilities of establishing satisfying,
violent partners, fathers, siblings, fellow students, mutually respectful relationships. Boys
co-workers, and community members. For example, and young men can be encouraged
a workforce development project may benefit to reflect upon and discuss issues
from addressing restrictive norms of women surrounding masculinity, relationships
entering the workforce on one hand, and of men and sexuality, which can contribute to the
balancing work hours and becoming more involved deconstruction of negative, high-risk and
partners and fathers on the other. For men, this sometimes harmful attitudes.
could mean a) reduced stress at work; b) increased
household income and reduced financial burdens;
and c) higher rates of satisfaction and happiness as
engaged partners and fathers, resulting in improved
mental, emotional and physical health.
inclusion efforts. This includes projects that help
reduce the risk of HIV/AIDS, increase household
Engaging men and boys in gender equality
nutrition or national food security, improve
efforts can have win-win solutions for them and
educational outcomes for girls and/or boys, create
the women and girls in their lives, as well as the
jobs, advance women’s economic empowerment,
entire family system, community and beyond. Yet,
achieve reproductive health, improve democracy
male-engagement is often missing from projects’
and governance, reduce the threat of violence and
GESI strategies. Many successful models exist,
insecurity, and beyond.
however, for engaging men and boys in gender
equality, women’s/girls’ empowerment and social

Although men and boys’ engagement is key for
advancing gender equality efforts, project teams
must also be careful to not ‘instrumentalize’ men Excerpt from ‘Integrating Gender
and boys to achieve other goals. For example, only Throughout a Project’s Life Cycle 2.0’
engaging boys in an equitable learning project to
tell their families that girls should go to school is What about tools for men? Alongside efforts
a way of using or instrumentalizing them. Rather, to better integrate men into discussions
boys should also benefit from the learning project about gender, implementing organizations
and be part of messaging how both girls and boys are increasingly dedicating resources to
should go to school. developing gender equity tools targeted at
men and boys. For example, this Fathers’
Guidelines for Engaging Group Manual was developed by World Vision,
Promundo and MenCare. It is intended for use
Men and Boys by fathers working in the tea estate regions
of Sri Lanka and was designed to promote
1. Design projects that support and help model gender equality in home environments. The
positive norms of masculinity for men and manual offers a series of tested activities and
boys. This can include promoting positive male group discussion topics that provide a strong
role models and facilitating men to men groups, foundation for addressing and transforming
investing in awareness campaigns that target gender and masculinity norms within families
positive behavior change among men and
and communities. Although tools of this
boys, highlighting men’s roles in care work, and
nature are currently few and far between, their
supporting men’s and boys’ skills development.
numbers are likely to grow in the near future.
2. Engage women and girls in positive

masculinities work, as they can also be socially
conditioned to support or enable negative, harmful
forms of masculinity.
3. Determine need for single- vs mixed-sex groups Male Engagement Resources

with help of project partners and participants. Resource Alliance: MenEngage
Certain situations may benefit from single-sex Alliance is a global alliance made
groups – at least at first – including groups for just up of dozens of country networks,
men or boys to help them talk through gender hundreds of non-governmental organizations
issues in a safe space. and UN partners spread across the world
seeking to engage men and boys to help achieve
4. Synchronize positive masculinities work gender equality.
and women’s empowerment work, whether
Campaign: The MenCare Campaign is a global
directly through mixed-gender programming or
fatherhood campaign active in over 40 countries.
coordinating male-focused and female-focused
Its mission is to promote men’s involvement
interventions. Where safe and appropriate,
as equitable, nonviolent fathers and caregivers
find ways to promote couple involvement and
to achieve family well-being, gender equality,
interpersonal dialogues.
and better health and economic outcomes for
mothers, fathers, and children.
5. Consider positive masculinities in designing
work with key populations, where restrictive male Tool: Journeys of Transformation: A Training
gender norms can block desired project outcomes Manual for Engaging Men as Allies in Women’s
or increase participants’ threat of violence. Economic Empowerment. Promundo, 2011
Tool: Working with Men and Boys to End

Violence Against Women and Girls. USAID, 2015

Learning from The Women’s Institute on Leadership and Disability (WILD)
WILD is the signature women’s leadership training program of Mobility International USA.
Initiated in 1997, WILD is an outcome of the Beijing UN Women’s Conference. It has trained
over 200 women with disabilities from 80 different countries. This highly selective, intensive
three-week training brings together women with disabilities from around the world. The training
is held in Eugene, Oregon, a model city that embraces human rights, diversity and inclusion.
Women with disabilities who are selected for the WILD program demonstrate leadership
potential. WILD is an investment in that potential which will “trampoline” them to the next level.
“WILD has succeeded in raising strong and dynamic women who are assertive enough to engage
their community leaders to promote the issues of women and girls with disabilities in their
countries. I am such an example; my level of confidence has tripled since WILD.” - Ekaete Umoh
WILD Alumna from Nigeria
and in just SIX MONTHS
67 % are published, interviewed or featured in

television, radio, print and/or internet media
76% receive new funding or in-kind support,

drawing on resources acquired through WILD.
500
MORE THAN
women with disabilities receive disability

leadership training in their countries.
4000
MORE THAN
presentations made for disability-related

audiences reach more than 4,000 people
PEOPLE REACHED

Engaging People with Disabilities 3. Train staff on inclusion and the human rights
model of disability at both headquarters and in
field offices.
FHI 360 is committed to ensuring that the projects
that we implement are fully inclusive of persons 4. Form relationships with local and national
living with disabilities people with disabilities. This disabled persons organizations (DPOs) and
includes recruiting, working with, and creating a invite them to participate in program planning,
strong enabling environment for staff, partners implementation and evaluation. Develop a contact
and project participants with disabilities. It also list of DPOs.
includes performing analyses – such as gender or
GESI analyses – early on in a project that involve 5. Recruit people with disabilities as staff, partners
People with disabilities to understand their unique and volunteers.
constraints or opportunities within the project.
And it includes engaging disabled person 6. Budget for PWD inclusion. Plan for the cost of
organizations (DPOs), and individuals who are reasonable accommodations (3–5% for program
people with disabilities in our programming, and costs and 1–3% for administrative costs) in program
assessing the impact of our programming on people and organizational budgets.
with disabilities.
7. Use images of people with disabilities in your
FHI 360 has done extensive work on the promotional materials to demonstrate diversity
inclusion of people with disabilities within our US of participants.
programming, through our Disabilities Studies and
Services Department, which includes the Center 8. Capture and report on disability inclusion in
on Technology and Disabilities. FHI 360 can draw quarterly and annual reports. Disaggregate data for
from this experience to help form an even stronger people with disabilities.
approach to engaging people with disabilities within
9. Use disability inclusion as selection criterion for
international programming. In addition, FHI 360
choosing partners and small grant recipients.
is a member of the Excellence in Development
and Disability Inclusion (EDDI) Network. Project
10. Collaborate with and offer referrals to existing
teams can draw from this network to help identify
disability programs or DPOs.
appropriate tools, resources and potential partners
to support disability inclusion.
Guidelines for Engaging

Persons Living with Disabilities People with disabilities
within Projects Inclusion Resources
Tool: Universal Design Practices

1. Make offices, meeting spaces, and program
Tool: USAID Disability Communications Tips
facilities and services physically accessible. Build
or renovate according to universal design practices, Tool: Equal Access: How to Include Persons with
to ensure physical access for people of all ages, Disabilities in Elections and Political Processes
situations, and abilities.
Tool: USAID Guide on How to Integrate Disability
into Gender Assessments and Analyses
2. Use alternate formats to ensure communication
and information are accessible (these could Resource Organization: Mobility
include recorded information, easy-to-read formats, International USA
sign language, Braille, etc.). Resource Organization: International Disability
Alliance

The World Bank on Engaging People with Disabilities
15%
One billion people, or 15% of the world’s
population, experience some form of disability,
and disability prevalence is higher for developing
countries. One-fifth of the estimated global total,
or between 110 million and 190 million people, of the world’s population
experience significant disabilities. experience some form
Persons with disabilities, on average, are more likely
of disability
to experience adverse socioeconomic outcomes
at the national level, the number of disability
than persons without disabilities, such as less
discrimination laws and constitutional provisions
education, poorer health outcomes, lower levels of
have increased significantly.
employment, and higher poverty rates.
The 2030 Agenda for Sustainable Development

A country’s economic, legislative, physical, and
clearly states that disability cannot be a reason
social environment may create or maintain barriers
or criteria for lack of access to development
to the participation of people with disabilities
programming and the realization of human rights.
in economic, civic, and community life. Barriers
The Sustainable Development Goals (SDGs)
include inaccessible buildings, lack of accessible
framework includes seven targets which explicitly
transport, lower access to information and
refer to persons with disabilities and six further
communication technology (ICT), inadequate living
targets on persons in vulnerable situations, which
standards, lower level of services and funding for
include persons with disabilities. The SDGs address
those services, as well as too little data and analysis
essential development domains
for evidence-based, inclusive, and effective policies.
such as education,
employment and
Poverty may increase the risk of disability through
decent work, social
malnutrition, inadequate access to education and
protection, resilience
health care, unsafe working conditions, a polluted
to and mitigation of
environment, and lack of access to safe water
disasters, sanitation,
and sanitation. Disability may increase the risk of
transport, and non-
poverty, through lack of employment and education
discrimination — all of
opportunities, lower wages, and increased cost of
which are important areas
living with a disability.
of work for the World Bank.
The New Urban Agenda
Global awareness of disability-inclusive
specifically commits to
development is increasing. The United Nations
promoting measures to
Convention on the Rights of Persons with
facilitate equal access
Disabilities (CRPD) promotes the full integration
to public spaces,
of persons with disabilities in societies. The
facilities, technology,
CRPD specifically references the importance of
systems, and
international development in addressing the rights
services for
of persons with disabilities. To date, 174 countries
persons with
have ratified the CRPD, which carries the force of
disabilities in urban
national law. In recent years, an increasing number
and rural areas.
of bilateral donors have also developed disability
policies to guide their international aid. Similarly,

Engaging with Guidelines for Engaging
LGBTQIA Communities LGBTQIA Communities
In accordance with the USAID LGBT Vision for 1. LGBTQIA communities take the lead.
Action and the FHI 360 Policy 03029, FHI 360 Implementing partners need to take on a
is committed to promoting and supporting the listening role and support local leaders of the
inclusion of Lesbian, Gay, Bisexual, Transgender, LGBTQIA communities to highlight needs and
and Intersex (LGBTQIA) staff, partners and project possible solutions.
participants in our development work both in the
United States and abroad. FHI 360 seeks first 2. Respect local LGBTQIA customs. LGBTQIA culture
and foremost to consider the safety of LGBTQIA is not the same everywhere. Implementing partners
individuals who carry out work in countries where must respect local terminologies and not assume
that LGBTQIA vocabulary will be the same as in
their sexual orientation and/or gender identity
their countries.
could put them at risk for violence or
legal repercussions.
3. Include all members of the community.
Some members of sexual and gender minority
For FHI 360 staff who are traveling for work
communities are not included as much as
assignments, the Safety and Security for LGBTQIA
others. For example, transgender people and
Travelers document outlines the process for
lesbians may be more marginalized than gay men
staff to work together with the FHI 360 Global
in certain contexts.
Security department to consider potential risks.
The document is divided into pre-departure, upon
4. Work with different local partners. Always
arrival, and upon return sections. It also includes a working with the same partners can create conflict
world map that shows the 73 countries around the within the LGBTQIA community. Try to work with a
world where LGBTQIA individuals are subject variety of local partners.
to criminalization.
5. Help grow connections. Networking and solidarity
FHI 360 staff who wish to engage with events are vital to a strong LGBTQIA community.
LGBTQIA communities during project design and Foster an environment where partners can
implementation must take into consideration the continue to grow and strengthen their existing
safety and security of project participants before connections and create new ones.
reaching out to them. Making contact without first
understanding the cultural and legal limitations
for LGBTQIA individuals in that country could put
LGBTQIA Inclusion Resources
project participants in danger. Consult resources
such as the U.S. Department of State website, Policy: USAID LGBT Vision
which has a LGBTI section for each country for Action
under the Local Laws and Special Circumstances Tool: FHI 360 Safety and Security
heading. This section provides information about for LGBTQIA Travelers
the legal and social issues that may exist for
Tool: The Sustainable Development
LGBTQIA individuals. Other helpful resources for
Goals and LGBT Inclusion Guide
understanding the local LGBTQIA context include
the Stonewall Global Workplace Briefings, which Website: U.S. Department of State –
provide legal overviews and in-country context Bureau of Consular Affairs LGBTQIA
summaries of an ever-growing number of countries Travel Info
around the world. Website: Stonewall Global
Workplace Briefings - LGBT
Article: 7 ways to Work with LGBT

Communities in International
Development

Youth Engagement potential. PYD transitions away from problem-
focused responses to youth crises, to proactively
building skills, fostering healthy relationships,
FHI 360 leads the USAID Youth Power Action
engaging communities and governments,
initiative, and as a result, has honed proactive
transforming systems, and making youth an active
and positive engagement approaches of youth in
partner in development efforts. See the graphic
international development work. This includes the
below for more information on the interconnected
‘Positive Youth Development’ (PYD) approach.
PYD approach.
Taking a PYD approach means that young people
are empowered to reach their full
Positive Youth Development Model
ASSETS
• Training • Higher-order
• Formal education thinking skills
• Interpersonal • Recognizing
skills (social and emotions
communication skills) • Self-control
• Academic
achievement
AGENCY CONTRIBUTION
• Positive identity HEALTHY
• Self-efficacy
• Ability to plan ahead/ PRODUCTIVE & • Youth engagement
Goal-setting ENGAGED
• Perseverance YOUTH
(diligence)
• Positive beliefs about
failure
ENABLING
ENVIRONMENT
• Bonding • Youth-responsive
• Opportunities for services
prosocial involvement • Gender-responsive
• Support services
• Prosocial norms • Youth-friendly laws and
• Value & recognition policies
• Physical and
psychological safety

Guidelines for Youth Engaging Older Persons
Engagement Adapted from the
USAID Youth Engagement in Many older people can face exclusion from
Development Policy political, social, and economic opportunities. They
are often underestimated in their capabilities,
and their vulnerabilities may be overlooked or
1. Develop a small working group of Youth
misunderstood. One way that development
Engagement “Champions” for the project
practitioners can better serve and engage older
as appropriate.
persons is by viewing age as part of the entire life
cycle of an individual. The Guidelines for Including
2. Actively maintain a current mapping of youth
Ageing and Older People in Development and
engagement activities.
Humanitarian Policy and Practice from Age Action
3. Actively maintain a youth-focused call this the “life-course approach.” In this approach,
web presence combined with social development practitioners examine how issues
media initiatives such as education, poverty, livelihoods, and gender
— among other factors — affect people throughout
4. Develop a youth advisory council (YAC) the course of their lifetime.
where appropriate.
Resources such as Age Action’s Guidelines for
5. Increase support for young employees and Including Ageing and Older People in Development
interns on project teams. and Humanitarian Policy and Practice, How to
Include Older Women from the HelpAge USA
6. Support and whenever possible partner with Global Network, and can help development
youth-led organizations and initiatives. practitioners be more inclusive of marginalized
populations at all stages of the project cycle.
7. Increase youth involvement in project design,
implementation, and evaluation activities. In addition, projects may greatly benefit from
seeking, recognizing and engaging older persons
as the great community assets that they are. In
many cultures, grandparents and older persons
carry certain authority or respect that make them
effective change agents to help support GESI
transformation. For example, in countries like
Senegal, an organization called the Grandmother
Project has achieved impressive results in helping
Youth Engagement to reduce rates of FGM and child marriage by fully
Resource List
engaging grandmothers in social behavioral change
Resource: Youth Power communication (SBCC).
Action Website
Tool: USAID/FHI 360 Youth Power

Action Resources
Policy: USAID Youth in Development

Policy
Tool: USAID’s Youth Engagement

in Development: Effective
Approaches and Action-Oriented
Recommendations for the Field

Guidelines for Engaging with 5. Understand that older people are also victims/
survivors of gender-based violence. Recent
Older Persons reports such as Age is No Protection from HelpAge
demonstrate the widespread prevalence of GBV in
1. Assess the unique factors that affect older men and women over the age of 49 years.
people. This could include increased mobility and
health challenges, lower literacy and numeracy 6. Include age and sex disaggregated data to have a
rates, higher rates of poverty, exacerbated unequal more complete picture of older people’s lives.
gender dynamics, and increased responsibilities
looking after others. Age-related discrimination can
Do No Harm, Including GBV
inhibit older people’s social, political and economic
engagement. Widows may experience additional
Prevention and Response
barriers, such as losing property, inheritance and
economic stability. The principle of ‘Do No Harm,’ was first
promoted by Mary Anderson and published by
2. Ensure that older men and women are invited the organization CDA in the context of conflict
to activities and that activity forums and sensitivity. The OECD describes it:
facilitators afford them the opportunity to express
their opinions. Doing no harm essentially means that funder
intervention does not undermine state-building
3. Recognize the strengths that older people processes. Funders can inadvertently do harm
possess and engage them as change makers. Help when the resources they deliver or the policy
train and support older persons as GESI champions, reforms they advocate exacerbate rather than
and connect them with younger mentees.
mitigate the conditions for violent conflict, or
they weaken rather than strengthen the state as
4. Listen to and understand older persons’ needs,
a site of decision making and policy formation
and support their full participation by budgeting
over the deployment of public resources.
for transportation, interpretation services, hearing
support, and large-print or non-print visuals.
The concept of ‘Do No Harm’ can equally be
applied to GESI integration throughout project
implementation. This requires both preventing
and responding to unintended consequences
— such as lost income or assets, or increased
inequality or GBV — in thoughtful, comprehensive
Older Persons Engagement ways throughout the project life cycle. This
Resource List is an important responsibility of all FHI 360
Tool: Guidelines for Including Ageing project teams.
and Older People in Development
and Humanitarian Policy and Gender-based violence is a special risk that
Practice deserves serious attention within project design,
implementation and evaluation, especially when
Resource Organization:
integrating a GESI strategy. Advancing GESI
HelpAge USA
transformative approaches inevitably changes
Resource Organization: norms and power dynamics within a household,
Age Action Ireland
Resource Organization:
The Grandmother Project

Definition of GBV –
U.S. Strategy to Prevent and Respond
to Gender-based Violence Globally
Gender-based Violence is an umbrella term trial are experiencing gender-based violence, it

for any harmful threat or act directed at may be difficult for them to consistently attend
an individual or group based on actual or crucial health clinic sessions. Even if that project
perceived biological sex, gender identity did not originally plan to work on GBV issues, it
and/or expression, sexual orientation, and/ may have no other choice. GBV prevention and
or lack of adherence to varying socially response strategies can help a project mitigate
constructed norms around masculinity such challenges. For those projects that cannot
and femininity. It is rooted in structural incorporate response strategies, referrals may be a
gender inequalities, patriarchy, and power viable alternative.
imbalances. GBV is typically characterized by
the use or threat of physical, psychological, Guidelines for Doing No Harm
sexual, economic, legal, political, social and
other forms of control and/or abuse. 1. Perform a full GESI analysis, rapid GESI analysis
or integrate GESI components into other required
analyses and assessments to better understand
community or country. Whenever gender norms potential gender-based constraints and potential
and power dynamics change, the risk of GBV can unintended consequences.
increase. Therefore, it is crucial that GBV analysis
is integrated into any type of risk assessment, 2. Perform an expert-led risk assessment - if one
market analysis or GESI analysis. It is important has not been integrated into other analyses and
assessments with clear actions steps for mitigation.
for project staff and partners to fully understand
the potential risks of GBV for different participant
3. Create a GBV prevention and response strategy.
populations. These may vary considerably, even
Even in projects where GBV is not the main focus,
within a household. For example, a first wife within
it should still be a mitigation priority. This includes,
a polygamous agricultural family in central Africa
but is not limited to projects involving education,
may not be at risk of domestic violence (DV) by her
economic development, civil society capacity
husband if she engages in a business skills training.
building, nutrition, and health systems.
However, if the less visible other wives or girls in
the household now have more work to do, and
4. Integrate potential unintended consequences
not enough time or resources to complete it, they into monitoring, evaluation and learning (MEL)
themselves might be at higher risk of DV. plans to have regular systems in place to explore
potential negative effects for specific groups of
In other situations, GBV might already exist, and people (i.e. women, men, older people, youth,
project interventions are in no way contributing children, people with disabilities, immigrants,
to it. Yet, the project might need to address the minority groups), such as increased insecurity,
existing GBV, as it could be a barrier to achieving violence, harassment, heavy work/care burdens, or
desired program outcomes. For example, if key power gaps.
populations participating in an anti-retroviral

Examples of GBV
→→ Violence against women (VAW)

→→ Violence against men (VAM), including
• Female violence against men
• Forced circumcision
• Male rape or sexual violence Do No Harm Resource List
→→ Domestic violence (DV) Tool: The Do No Harm Framework for Analyzing
→→ Intimate partner violence (IPV) the Impact of Assistance on Conflict
→→ Dating violence or abuse
Tool: From Principle to Practice: A User’s Guide
→→ Sexual Violence (SV), including
to Do No Harm
• Sexual harassment
• Reproductive/sexual coercion Exercise: GBV Community Mapping Activity
• Sexual assault Tool: USAID GBV Toolkits:
• Sexual abuse
→→ Rape, including →→ Education: Beyond Access: Integrating
• Marital rape Gender-based Violence Prevention
• Corrective rape and Response into Education Projects
• War rape or sexual slavery (June 2015)
• Gang rape
• Prison rape →→ Health: Addressing Gender-based
→→ LGBTQIA violence Violence through USAID’s Health
→→ School-based violence Programs: A Guide For Health Sector
→→ Child molestation Program Officers, 2nd edition (2008)
→→ Child or early and forced marriage (EFM)
→→ Human trafficking →→ Monitoring and Evaluation: Toolkit for
• Sex trafficking or forced prostitution Monitoring and Evaluating Gender-based
• Labor trafficking Violence Interventions Along the Relief to
• Child trafficking Development Continuum (May 2014)
→→ Femicide
→→ Mob violence →→ Economic Growth: Toolkit for Integrating
→→ Prenatal sex selection/female infanticide Gender-based Violence Prevention and
→→ Female genital mutilation/cutting Response into Economic Growth Projects
(FGM/C); and breast ironing (September 2014)
→→ Dowry-related violence
→→ “Honor”-based violence/killing →→ Energy & Infrastructure: Building a Safer
→→ Acid attacks World: Integrating Gender-based Violence
→→ Forced sterilization or abortion Prevention & Response into Energy &
→→ Psychological or economic abuse Infrastructure Projects Building a Safer
→→ Mistreatment or abuse of widows World: Integrating Gender-based Violence
→→ Obstetric Violence Prevention & Response into Energy &
→→ Accusations of witchcraft Infrastructure Projects (August 2015)
→→ Violence against indigenous, refugee
or immigrant women →→ Rule of Law: Equal Rights, Equal Access:
→→ Street harassment Toolkit for Addressing Gender-based
→→ Cyber bullying Violence through Rule of Law Projects
(September 2014)

SECTION 4:
Research
FHI 360 has a longstanding commitment to and development-related outcomes, and contribute
research on gender and development issues. This to the evidence base of gender transformative
commitment has substantially contributed to best practices.
the growing body of evidence driving the current
international focus on gender. FHI 360’s leadership FHI 360 has been a leader in health and gender
in gender research is demonstrated by large research, and how to transform research into
initiatives, such as the Women’s Studies Project, action. For example, FHI 360 has contributed to the
and smaller formative and operations research evidence base of the ways in which gender, health
studies on approaches for transforming gender and development intersect by:
norms and promoting equitable development
results. (For an example, see the side bar on the →→ Exploring the effects of family planning on the
Ujana Project.) lives of women and men in different settings;
FHI 360 must continue to be at the forefront of →→ Studying ways to increase men’s engagement in
using cutting-edge research methods to answer reproductive health programs;
three broad questions: (1) How do gendered
norms, practices, inequitable status and access →→ Testing and advocating for female-controlled HIV
to information and services affect the relative prevention methods;
health and well-being of women, men, boys,
girls and sexual and gender minorities? (2) →→ Exploring how gender dynamics relate to the use
What programmatic approaches are effective or non-use of contraception and HIV prevention
in increasing gender equality and improving the technologies;
status of women and sexual and gender minorities?
(3) What effect does gender-transformative →→ Studying gender norms that contribute to
programming have on development outcomes? unintended pregnancy, STIs, HIV/AIDS, sexual
Research in these areas is critical to inform violence and coercion among youth, and early
programmatic work undertaken by FHI 360 and its sexual debut and marriage
partners in the field.
→→ Validating scales for measuring gender norms
Research Methodologies in and their relationship to outcomes of public
health interventions;
Gender and Development
→→ Evaluating girls’ education programs for their
Through its capacity to conduct clinical, behavioral,
impact on girls’ enrollment and retention in
social science and programmatic research,
school and prevention of early marriage. New
FHI 360 is strategically poised to advance the
research at FHI 360 might focus on
science around gender and development. With
the following gender-related areas and
a research portfolio that spans the health,
knowledge gaps:
education, economic development, environment
and governance and civil society sectors, FHI 360
→→ Despite the ever-growing body of work on
can increase understanding of the relationship
gender norms in the literature, the number of
between gender and development progress, test
rigorously evaluated, gender-transformative
interventions and strategies for improving gender-

programs remains small. Intervention research Gender Considerations within
that assesses the impact of development
Research Practices
programs on reducing gender inequality should
be explored.
FHI 360 researchers should consider gender not
→→ Cost-effectiveness studies, studies to explore only in the content of its research, but also in the
scale-up and replication of programs proven to way in which it conducts research. When working
work, and sustainability analyses to measure how with marginalized groups or researching sensitive
long proven changes last and what is needed to subjects (for example, gender-based violence),
support sustained change are needed. it is especially important to consider the gender-
related implications of participants’ involvement
→→ As we become more integrated across technical and as part of overall ethical considerations.
areas, FHI 360 should advance research to Considering gender when designing the research
better understand how different forms of methodology can improve the effectiveness of
inequality relate to one another (such as how participant recruitment and increase understanding
women’s health relates to their economic status of the research issue and the likelihood of drawing
or their levels of influence in government) and correct conclusions from findings. For instance,
on how multi-sectoral interventions can best FHI 360 has applied gender-focused formative
reduce gender inequality. research in the design of its HIV prevention clinical
trial research, resulting in better recruitment
In addition, questions related to gender can be and retention methods, improved services for
integrated into research that is not focused on participants (such as HIV prevention counseling
gender. For example, evaluations of interventions and care and treatment algorithms) and increased
can incorporate questions about whether and how understanding of the dynamics between trial
gender norms and inequalities pose barriers to and participants’ drug adherence and the context in
opportunities for achieving the desired program which participants live. Incorporating gender into
outcomes and also measure differential impacts research can also have a transformative impact
of intervention on women and girls versus men on the community, particularly when community
and boys. members are engaged in the research and
dissemination process.
CASE STUDY:
Ujana Project in Tanzania
Applying gender-focused research to existing programs and clinical
trials is one of FHI 360’s strengths. FHI 360’s Ujana Project in
Tanzania provides an example of how gender-associated data were
used to shape an existing program. Ujana project leaders investigated
how school-related gender-based violence negatively affected education and
health outcomes, including reductions in student attendance, retention and performance;
increases in unwanted pregnancy; HIV incidence; student self-esteem; sexual risk-taking
behaviors; and rates of depression. Findings from this basic research identified several
key areas for intervention (such as addressing transportation concerns and forced and
transactional sex between male teachers and female students). These data were later
used to design interventions that are being piloted and systematically evaluated.

SECTION 5:
GESI in Monitoring, Evaluation
and Learning (MEL)
Integrating GESI into MEL plans helps achieve and how the project is affecting children,
several key objectives at once. First, it sets up a adolescents, adult youth, adults and older adults
project to better understand the effects of specific similarly or differently.
interventions on different groups of people, and
thereby make needed changes to better focus, One common challenge in the collection of
expand and/or sustain impact. This, in turn, can sufficient sex- and age-disaggregated data is that
help projects better allocate resources and mitigate certain projects are required or requested to collect
potentially costly problems down the road. Second, data at the household level. However, household-
it helps meet funder compliance requirements, as level data do not capture the critical specifications
most funders require or prefer disaggregated GESI of how interventions affect women versus men
data and analysis. Third, it helps highlight GESI or individuals of different ages. Even when staff
areas where projects are doing well, so that we can sex-disaggregate data by head of household, it
build a bigger evidence base and better showcase still does not go far enough to show the impact
our work. of interventions on each individual person within
a household. The household collection of data
The main areas for needed GESI strengthening should ideally be done in such a way that the sex
often include a) the collection of sex- and age- and age of each participating household member is
disaggregated data; b) a participatory process for identified. In instances where this level of collection
choosing GESI indicators; c) the integration and is too time intensive or costly, adaptions are
analysis of GESI output and outcome indicators; possible, such as randomized individual household
d) the evaluation of overall GESI impact; interviews that are interspersed between different
e) analysis and learning from the data; and ages and sexes.
f) building the learning back into the project and
new opportunities. Guidelines on Collecting Sex-and
Age-Disaggregated Data
Sex- and Age-Disaggregated
Data (SADD) 1. Data-collection teams should include both
men and women. Gender-balanced teams are
At a minimum, integrating gender equality and especially important in certain cultures where it
social inclusion into Monitoring, Evaluation and may be difficult, uncomfortable, dangerous or even
Learning plans requires disaggregating data by prohibited for a woman to talk to or discuss certain
sex and age. SADD – usually a requirement of subjects with a man that is not a relative.
most funders – is needed to measure differential
effects of interventions on males, females and, 2. Project teams should include local evaluators
as appropriate, other gender categories. Age with relevant gender and cultural expertise to
help navigate difficult and often invisible cultural
disaggregation has become increasingly important
barriers around gender norms.
and often desired by funders, to fully understand
the distinct age categories of project participants

Key Findings from ‘Sex and Age
3. Evaluators should interview both women and Matter: Improving Humanitarian
men of different ages as appropriate. They Response in Emergencies’
should understand and pay attention to the ways
that cultural gender norms and tasks may greatly Sex and age matter in terms of how people
influence which and how many men, women and experience natural disasters and armed
youth participate in data collection. Elements conflict. Scholarly and academic publications
such as heavy workloads, mobility issues, and and UN, INGO, NGO and CSO reports clearly
powerful cultural gatekeepers can all control who and overwhelmingly reflect that there are
participates. In addition, it may be appropriate often significant differences in experiences
to only have female data collectors, including
of natural disasters and armed conflicts
translators, collect data from females, especially
in terms of access to essential, life-saving
adolescent females.
services based on a person’s sex/gender
and age.
4. Data-collection protocols should reflect local
contexts and norms concerning the conditions
One of the most effective ways to
under which women (or men) feel empowered
understand different needs within a
to speak freely. These considerations could
population is to collect data by sex and
determine, for example, whether it is best to collect
data individually or in groups, whether groups
age and to analyze that data, in part, using
should include all people of the same sex or both a gender and generational analysis that is
sexes, or whether groups should also be stratified situated within the context of the particular
by age. country, region and crisis.
5. Consider the best location to collect data, since When agencies fail to use SADD and/or
local contexts and norms may influence whether gender and generational analyses, their
women (or men) of different ages feel empowered interventions can be misguided, fail or put
to speak freely in various locations, such as the vulnerable groups at risk.
home, the street, a school, a village square, or an
institutional setting such as a hospital.
6. For household data collection, simultaneously

Gender Equality Indicators
pursue sex- and age-disaggregated data
Most projects will need to go further than sex-
collection for all household members that
and age-disaggregated data to fully understand
are participating in and/or benefiting from
the impact of its interventions, hence the need
an intervention.
for gender equality indicators. MEL plans should
include indicators that measure changes in
gender norms or relations, access to services and
resources, and women’s and men’s status and
power. The Minimum Standards for Mainstreaming
Gender Equality, of which FHI 360 is a founder
and endorser, further explains the importance of
gender equality indicators and the process for
choosing them.
Gender equality indicators measure gender-related

changes over time. These indicators incorporate
sex- and age-disaggregation but go beyond to
measure gender constructs, such as changes in
status, prevalence of harmful practices, or gender-
based violence, expectations, and norms.

Engendering Evaluation at USAID
The first step in developing gender equality
Engendering an evaluation means that
indicators is to ensure that programs have clearly
all stages of the evaluation reflect: (1) an
identified gender equality goals. Indicators should
awareness that the degree and meaning
be selected based on the findings of gender
of program participation, program results,
analysis and programmatic or organizational
and potential sustainability are shaped
objectives. They can provide critical information
by gender; (2) a recognition that explicit
for adjusting programs and activities so that they
attention to gender issues must be
better achieve gender equality goals and do not
integrated into the evaluation if gender
create adverse impacts. Gender equality indicators
equality objectives are to be addressed;
by themselves do not improve the status of gender
and (3) a commitment to examining the
equality. To be useful, these indicators must
extent to which gender equality was
be regularly collected, analyzed, disseminated,
achieved as a result of the strategy, project,
and used.
of approach that was implemented. A
fully gender-sensitive approach would
Gender equality indicators can include both output
include these elements in the Evaluation
indicators (e.g., number of women vs. men who
Statement of Work (SOW); the evaluation
attend trainings, number of women who receive
design, methodological approach, and data
a loan,) and outcome indicators (e.g., increase
collection methods; and throughout data
in women’s decision-making power, number of
analysis and reporting.
MSM who have reduced rates of HIV.) Sex- and
age-disaggregated output indicators are crucial to
understanding how men vs. women are accessing
services and products. Yet, they do not tell the It may be more difficult to measure impacts on
whole story of whether gender equality is achieved. gender equality for certain interventions. In these
For example, just because a woman receives a loan instances, using either attitudinal indicators or
does not necessarily mean that she will be able to proxy indicators may be needed. For example, it
use that loan, take home the final income that the may be difficult in certain cases to determine if
loan might initiate. It also does not measure any levels of domestic violence have increased or not
negative effects of that loan, such as increased in a region. However, as part of a social behavior
harassment or domestic violence. An equitable change campaign, it may be possible to measure
sharing of power between women and men is just changes in community members’ attitudes over
one example of whether gender equality is being time on whether a husband has a right to hit his
achieved. Such an outcome, though, usually takes wife or not. Attitude changes are significant – they
more time and resources to measure. If a project indicate a more sustainable landscape for future
truly wants to measure transformative change in gender equality work – and may be easier and/or
gender norms and practices, it should incorporate safer to capture when other outcome data is
gender equality outcome indicators. not accessible.

Gender Equality Indicators
Resource List
Guidelines for Selecting
Tool: How to Note: Engendering
and Integrating Gender
Evaluation at USAID
Equality Indicators
Tool: Gender-sensitive Evaluation:
Best & Promising Practices in
1. Gender equality indicators should be derived in
Engendering Evaluation
consultation with key stakeholders and partners
— and to reflect the gender context of a region, Tool: Standard Indicators for Gender
country or community — to identify bottlenecks at USAID/State
preventing effective coverage of interventions. Tool: FHI 360 Women’s Economic
Empowerment Indicators
2. Ask project teams, partners, project participants
and other important stakeholders questions Tool: FHI 360 Guidelines on how to
when designing gender-equality indicators: Analyze Gender Indicators
• What change in gender norms of women’s

versus men’s empowerment do you want How to Strengthen Social
to see? Inclusion within MEL
• What are the greatest risks to women
Gathering sex- and age-disaggregated should
versus men, and girls vs. boys that need to
be a minimum goal of most MEL plans. Yet,
be anticipated and transformed?
further layers of disaggregation may help
significantly strengthen the understanding of a)
• Who should be involved in defining the
the social barriers that could impact a project’s
vision of change, determining the indicators
success and b) the ways in which projects may
and gathering and analyzing the data?
unintentionally exclude certain groups of people
and/or exacerbate already existing divisions
3. Engage gender experts – including project-level
between people. For example, consider a small
Gender Specialists and HQ-level Gender
community with local mid-wives who have
Advisors – for their help in designing gender
equality indicators.
equally helped different groups of women over
time, establishing a norm for equal access to
4. Clarify funder requirements on measuring gynecological services in that area. If a new hospital
gender equality and guarantee that these are is built on the outskirts of the community, but it
sufficiently addressed in MEL plans. is not accessible for women with disabilities nor
women who cannot afford the transportation to
5. Ensure a balance of output and outcome the facility, a reproductive health care divide exists.
indicators, as well as quantitative and qualitative Disaggregated data on who is utilizing the hospital
indicators to effectively measure changing levels — including which specific demographic groups of
of gender equality. Consider whether attitudinal or women — can better clarify just how inclusive an
proxy indicators might be necessary, and whether intervention is and what additional steps may be
impact indicators might be possible to track. needed to make the facility accessible to all.

Guidelines for Strengthening Reporting and Dissemination
Social Inclusion within MEL
As FHI 360 continues to build its reputation as a
1. Use a participatory approach for the creation, leader in gender and development research and
collection and analysis of social inclusion practice, it is increasingly important to report and
indicators. Ensure to engage the people who promote our gender-related strategies, approaches
reflect the areas of exclusion that a project is trying and results. FHI 360 is particularly well poised to
to better measure or understand (e.g., people with contribute to the broader gender and development
disabilities, youth, racial/ethnic minorities, rural vs. community through our capacity to generate
urban, immigrants.) evidence regarding the effect that gender norms
and inequalities have on health and development
2. Even if it is not possible to measure all and the ways in which gender-integrated
levels of social inclusion or exclusion, try to programs and approaches can reduce gender
identify at least one or two categories outside inequality, raise women’s status and improve
of sex and age – such as level of disability and health and development outcomes. Gender results
racial/ethnic minority status – to help strengthen should therefore be reported, documented and
the project’s understanding of how different disseminated along with health or development
groups of people participate in and are affected by results, including in the context of health- and
project interventions.
development-related publications and fora.
3. Maintain strong standards for choosing social

inclusion indicators. Indicators should:
Guidelines for Reporting and
Dissemination
→→ identify the essence of the problem and have an
agreed normative interpretation; 1. Ensure project teams fully understand and meet
funder reporting requirements on sex- and age-
→→ be robust and statistically valid; disaggregated data, gender equality indicators,
and the gendered analysis of other indicator sets.
→→ be interpretable in an international context;
2. Work with partners – including women’s
→→ reflect the direction of change and be organizations, men’s engagement groups, youth
susceptible to revision as improved methods groups and gender experts – to design effective
become available. ways to report on sex- and age-disaggregated
data and gender equality indicators that can be
4. Utilize qualitative methods to better understand equally shared with both funders and partners.
how social exclusion is impacting a project and When working with women’s organizations that
vice versa. Even when full social inclusion data sets may have a membership base with lower literacy
are not available, or quantitative data collection levels, consider ways to make data more visual,
is not possible, initiating focus groups, interviews and effectively tell the story of gained results in
and information gathering with specific excluded culturally appropriate ways.
groups, as well as organizations that represent
and work on behalf of certain groups, can help
strengthen MEL plans and overall results, reporting
and needed adaptations.

3. Proactively reach out to funder contacts – 5. Consider holding a brownbag on gender-related
especially gender advisors and liaisons – to present MEL results with other project colleagues, staff in
gender-related findings and results. Work with the the country office, and/or the organization at large,
funder to publish reports that reflect key gender- to share promising practices, success stories and
related learnings (both successes and lessons lessons learned across the organization and with
learned) in appropriate and accessible sites. the funder.
4. Share MEL plans, quarterly/annual reports,

useful gender equality indicators and impact
evaluations with the FHI 360 GESI Hub by emailing
them at gesi@fhi360.org.

SECTION 6:
Partner Engagement
GESI-Focused 3. Work collaboratively with partners to learn
from their GESI strengths and address any
Partner Engagement GESI capacity gaps through collective trainings,
workshops, and advising.
Successful projects almost always involve
partnerships with local, regional or national 4. Include GESI criteria in partner performance
institutions. A gender equality and social inclusion reports. Request that partners also include within
approach necessitates that these partners their workplans.
demonstrate GESI awareness, commitment, and
whenever possible integration capacity. Project 5. Engage with partners in GESI analyses and
leadership can help set that expectation. Gender impact evaluations.
advisors and specialists, and social inclusion experts
can help assess partner capacity on GESI, identify Setting GESI Standards
additional or alternative partners, and build existing for Partners
partner capacity.
The right sub-recipient partners can also help FHI 360 should establish clear GESI standards
FHI 360 to better understand the gender and social for partners whenever possible, including in the
norms within a community or region and design early recruitment, routine capacity assessment
culturally appropriate methods to advance GESI. and negotiation processes, as well as throughout
Therefore, early engagement of GESI experts in implementation of the project. This can help set
partnership identification is crucial. It may also expectations for the level of GESI commitment
be necessary to consider bringing on additional that FHI 360 – as well as the funder – would like
partners that are experienced in and committed to its partners to bring to a project. It can also clarify
GESI once a project has already launched. what GESI-related deliverables FHI 360 would like
to co-create with partners.
Guidelines for GESI Partner Here is a set of potential GESI standards that
Identification and Engagement project teams can draw from and adapt to fit
specific project partnerships.
1. Incorporate expectations about GESI capacities
into solicitations for new partnerships, and →→ If not already established, the partner sets
whenever possible recruit host-country partners an official commitment to GESI that is in line
who a) can help uphold GESI principles; with its own mission and processes (such as a
b) represent women and minorities; and c) support leadership statement, policy, framework, etc.)
diversity within leadership positions.
2. Assess current and potential partners for

GESI capacities.
Partner Assessment
Resource List
Tool: FHI 360 Partner

Assessment Gender
Supplemental Tool

→→ The organization has no tolerance towards →→ Scheduling time for key partner staff (project
any form of harassment – including sexual managers or trainers) to meet with a disability
harassment – or gender based violence expert or youth development expert at FHI 360
→→ New project-related hires reflect gender and →→ Incorporating monthly meetings for FHI 360
social diversity whenever possible Gender Specialists to meet and work with
partners on gender equality integration in
→→ The organization agrees to a GESI capacity policies, processes and activities
assessment and to creating any GESI capacity
development plans that will help to accomplish →→ Introducing partners with GESI capabilities to
needed project outcomes those without them and encouraging ongoing
dialogue, mentoring and collaboration
GESI Capacity Development
for Partners Working with
Underrepresented Partners
Many sub-recipient partners – just like many
FHI 360 staff members – can benefit from focused Certain organizations are often either missing from
GESI capacity development efforts. Understanding our partner roster, or playing smaller roles with
what level of awareness and commitment partners fewer resources and design input. For example, only
have regarding issues of gender equality and social 0.5% of foreign aid goes to global south women’s
inclusion is a crucial step in that process. Once organizations. In addition, youth organizations,
GESI capacity gaps are identified, project staff groups that focus on people with disabilities, and
can work with partners to develop GESI capacity other minority-focused or underrepresented
strengthening plans. Such plans can be included as organizations struggle to secure significant
a requirement within partner contracts in certain partnerships with larger organizations like FHI 360.
cases, or offered as an incentive towards increased
engagement in other cases. GESI capacity building Projects often struggle to engage women’s or
can take on many forms, including some of the youth organizations in significant ways due to
following: a combination of factors. These organizations
might have limited capacity or be overly sought
→→ Inviting partners to attend already planned after within the development space. Other times,
FHI 360 gender trainings or TOTs few people exist on staff with the knowledge or
experience of having worked with underrepresented
→→ Planning specialized GESI trainings exclusively groups. Therefore, a GESI Focal Point who can help
for partners build trust between FHI 360 and underrepresented
organizations can be incredibly valuable. Minority-
→→ Sharing online training modules, such as the focused organizations need a foundation of
USAID Gender Training 101, with partners trust and understanding to embark upon new
→→ Incorporate FHI 360 Gender Advisors and

Specialists in pre-existing monthly/quarterly
meetings to help create, adapt and/or translate
GESI Guidelines and Toolkits for partners
Underrepresented Partner
Resource List
Tool: FHI 360 Tips for Engaging

Underrepresenting Partners

partnerships. They also need cultural ambassadors 4. Identify and meet with local, national and
who can help translate certain international regional underrepresented organizations in the
development processes. capture phase.
Suggestions for Engaging 5. Require partners to a) have policies in place that

address gender equality, disability rights and non-
Underrepresented Organizations discrimination; b) engage specific target numbers
of underrepresented groups within programming;
1. Assess current partner organizations for c) offer diversity and inclusion capacity building to
a) gender balance; b) age ranges; c) number all staff.
of people with disabilities; d) number of other
minorities (racial, ethnic, religious); e) inclusion of 6. Annually identify and attend sector-specific
refugees and immigrants. women’s business events to network and find
potential partners and sub-contractors.
2. Raise awareness with project staff on
partnership imbalances – such as partner 7. Join national, regional or global professional
organizations having very few women on staff – networks that engage and focus on women’s,
and if those imbalances potentially impede being youth, and disability-led organizations
compliant or meeting project outcomes. and businesses.
3. Set specific targets for partnering with different

underrepresented groups, including women’s
groups, youth groups, and organizations focused on
people with disabilities.

SECTION 7:
Staffing
If a project is to successfully integrate gender Guidelines for Recruitment and
and inclusion principles, staff must have the
Evaluation of Project Leadership
appropriate technical capacities and overall
commitment. Certain projects may choose to 1. Integrate GESI capabilities into leadership
recruit and hire staff who already demonstrate job descriptions, with GESI awareness and
GESI capacities. Other projects may need to commitment as a minimum.
build the GESI knowledge and skills of current
staff. Here are some guidelines to help project 2. In job interviews, ask leadership
staff better respond to GESI requirements candidates about their GESI experience and
and/or opportunities at different stages of the commitment, including how they have supported
project cycle. diverse teams.
Supporting Leadership as GESI Champions: 3. Include systems of GESI accountability for

FHI 360 leaders who help implement or have project leadership. Integrate GESI metrics
influence on project implementation – including into leadership’s annual goals/work plans and
C-Suite Leaders, Business Unit Directors, Country performance reviews. Guidelines for Leaders
Directors, Chiefs of Party, Deputy Chiefs of Party,
and Project Directors – can be major catalysts for Guidelines for Leaders
GESI within projects. Although not all BU, country
and project leaders need to be GESI experts, all
1. Take the FHI 360 Diversity and Inclusion
can set high expectations for how inclusive teams
Awareness Training.
should be, if and how women and minority staff
advance, and what levels of GESI accountability
2. Review and utilize the FHI 360 Project
are set. Project leaders can also help determine Leadership GESI Toolkit 101.
a project’s level of GESI investment, with whom
FHI 360 partners, and whether FHI 360 rolls down 3. Set GESI accountability measures for the project.
GESI expectations for partners. These could include:
• Reviewing the FHI 30 COP Onboarding

GESI Checklist.
• Requiring all staff to take the FHI 360 GESI

online or in-person training
Project Leadership Recruitment

• Devoting periodic staff meetings to evaluate
and Performance Resource List
progress on the GESI Framework
Tool: Sample GESI language to
include in project leadership job • Including GESI metrics within quarterly and
descriptions annual reporting
Tool: Sample GESI interview
questions for project leadership
Tool: Sample annual goals for

project leadership

• Establishing GESI Focal Points who can →→ Develop and/or review, monitor and evaluate
report regularly on progress and GESI gender indicators
Champions who can help push for GESI
across the organization →→ Ensure that the project has access to the
expertise to carry out all gender- or social
• Creating GESI-focused NOW awards each inclusion-related activities
year to recognize exceptional staff
→→ Organize GESI thought leadership
• Creating an GESI IMPACT Award that events in country
recognizes staff or teams that have done
an exceptional job of integrating GESI Guidelines on Setting Up a Gender
principles into projects
Specialist for Success
Engaging a Gender or GESI Specialist: Although
GESI integration is the responsibility of all staff, →→ Create senior-level Gender Specialist positions
Gender Specialists can significantly help improve whenever possible, and have the person be part
gender equality and social inclusion goals within of senior-level technical teams on staff.
projects. The Gender Specialist should be an
integral member of the technical team, with a →→ Engage gender experts from HQ to support
deep understanding of the specific gender-based Gender Specialist capacity building, and any
constraints and solutions that might inhibit or additional short-term technical assistance
enable a project’s success. They also may have as needed.
either experience in other areas of social inclusion
or commitment to learning and helping the project →→ Identify additional Gender Focal Points and
grow in these areas. They should be a strong Champions within the team who can support
advocate for GESI standards and principles, have and work with the Gender Specialist.
the leadership skills to speak up for change within
the project, and liaise as needed with the funder. A
Gender Specialist can also perform the following
functions: A Gender or GESI Specialist?
Most projects will require and/or be better
→→ Work closely with staff to conduct gender equipped to hire a Gender Specialist when
analyses at multiple stages in the project, and needed. Some projects, however, may
create and help implement a project-level benefit from having a Gender Equality and
gender strategy Social Inclusion Advisor who also specializes
in multiple levels of inclusion, such as
→→ Integrate the gender strategy into staff working with persons with disabilities,
work plans. refugees, at risk youth or minority ethnic
or religious groups. Regardless, all gender
→→ Assess staff and sub-recipient partners’ gender experts and gender focal points should
capacity, develop corresponding training help projects to stay focused on issues of
modules and tools, and conduct in-person intersectionality. This means looking at
trainings and coaching the ways in which gender inequality can be
exacerbated by other levels of exclusion
→→ Stay informed on funder gender requirements due to socio-economic status, physical or
and requests mental ability, sexual orientation, age, and
more analysis and reporting.

Gender or GESI Focal Point
Resource List
Supporting Gender or GESI
Focal Points Tool: Sample Gender/GESI Focal
Point SOW
The Gender Focal Point is an important Tool: FHI 360 GESI Online Training
member of the global FHI 360 team working to Tool: USAID Gender 101 Online
integrate gender equality throughout FHI 360’s Training
programming. A Gender Focal Point may or may
Tool: FHI 360 in-person Diversity
not have technical expertise in gender. Their
and Inclusion Awareness Training
most important function is to be an advocate for
gender equality within business development Tool: FHI 360 in-person
and programming, an information conduit on GESI 101 Training
promising practices, a catalyst for group action on
integration, and a connector to other expertise in
the organization. Although a Gender Focal Point
and inclusion is the entire team’s responsibility on
cannot be a substitute for having someone with
a project. Leadership can help set expectations,
technical gender expertise on staff, they can help a
but it is the work of every team member to ask key
project team to stay focused on some of the crucial
GESI questions, seek out GESI expertise, stay up to
integration tasks at hand. It is encouraged that
date with new GESI evidence and techniques, and
some unrestricted funds could be set aside for the
measure their progress on GESI related goals.
work of a gender focal point with clear deliverables
Guidelines on Setting Up a Gender Guidelines on Sharing

Focal Point for Success GESI Responsibility
1. Have all project staff review the FHI 360 GESI

1. Create a clear Scope of Work for the Gender
Framework and relevant sections of the FHI 360
Focal Point that is tailored to the specific project
International Project GESI Guidelines. See the
or context.
FHI 360 Project GESI Cheat Sheet for a short
implementation checklist, list of tools and more.
2. Connect the Gender Focal Point with other
gender experts in the office or region, as well as
2. Have all project staff take the FHI 360 GESI
with the Gender Hub at HQ.
online training.
3. Offer additional gender-focused

3. Include GESI integration within job descriptions
professional development.
and work plans as appropriate.
4. Allocate unrestricted funds so that Gender

4. Include GESI indicators within annual goals and
Focal Point may be able to operate outside of the
performance reviews.
confines of a specific project.
5. Identify and recognize GESI champions on

Sharing GESI Responsibility. project teams.
While a Gender Specialist may help ensure

technical and Funder compliance of GESI standards,
and/or a Gender Focal Point may help a project
maintain its focus on gender equality integration Sharing GESI Responsibility
Resource List
Tool: Sample GESI language that can

be in different job descriptions

Recruiting Diverse Teams Guidelines for Recruiting and
Retaining Diverse Talent
Diverse teams contribute to successful programs
by offering a variety of experiences and voices to 1. Talk with country or regional FHI 360 HR
find the most innovative strategies and sustainable representatives to strategize on ways to recruit
solutions to individual, community and institutional diverse candidates for projects — including women,
needs. Moreover, inclusive teams lead to higher people with disabilities, and minority ethnic
groups — in ways that are sensitive to the area’s
productivity, improved client/funder satisfaction,
cultural dynamics.
and a happier, more motivated and engaged
staff. For example, private sector companies that
2. Talk to representatives at FHI 360 from diverse
perform best financially have a balance of men and
groups you are trying to recruit. Ask them
women in a variety of leadership roles. Projects
about the challenges they face, solutions they
that have a greater number of leaders who are
recommend, and needs that are not currently being
women, people with disabilities, or who represent
addressed in recruitment and retention.
a minority ethnic group have an advantage
that can lead to greater creativity and higher
3. Reconsider job descriptions — including
performance. Sometimes it is also necessary to
qualifications and needed experience — to
recruit team leaders who reflect the demographics encourage a wider group of candidates to apply.
of participants or partners, such as hiring someone Consider listing multiple qualifications and
who is transgender or a previous sex worker to requiring that candidates only need to meet a
support a key populations project. certain number of them to apply.
Often, we cite lack of qualified candidates as a 4. Reach out to professional organizations with
main reason why we do not hire more diversely. diverse membership to advertise positions,
However, the way we advertise positions also has such as women’s vocational schools, minority-
a huge impact on the pool of candidates that we owned universities, or women’s, youth, PWD or
get. First, we do not always share job postings in LGBTQIA networks. Many have internal job boards
the places where diverse candidates are looking or member newsletters where the can promote
for jobs. Second, sometimes job descriptions opportunities.
and required qualifications can discourage highly
qualified, diverse candidates from applying. For 5. Establish clear diversity hiring criteria with
example, private sector evidence has shown that recruiters and internal referrals and consider
most men will apply for a job even if they don’t organizations for subawardee partnerships that
meet all the criteria, whereas most women feel have a track record for diversity and inclusion.
they need to meet all criteria to apply. It can
therefore be difficult to recruit women for certain 6. Include a diversity and inclusion statement as
positions – such as in STEM fields – when needed part of job descriptions that both emphasizes
qualifications are narrowly defined. However, many FHI 360’s commitment as well as explicitly invites
diverse groups to apply.
women have transferable skill sets from other
sectors that could fully serve a position if the job
description is more widely defined.

7. In countries with restrictive laws or norms around 10. Improve retention of diverse employees
women’s workplace participation, consider throughout the entire employee lifecycle
offering female candidates the opportunity by addressing both individual and collective
for a family member to visit the office differences. Address these questions:
facilities – including at the recruitment stage –
and receive information on our organizational • Do advancement paths exist?
mission and commitment to safety and cultural
appropriateness. • Can managers provide feedback in ways
that support workers’ cultural norms?
8. Rethink the interview process to make it
equitable and inclusive of diverse candidates. • Are support systems in place for
minority staff?
• Clearly communicate the FHI 360 values
of mutual respect and teamwork and core 11. Create ways for like people to connect so that
competency of diversity awareness. diverse staff do not feel isolated from their
peers. One way is to organize employee resource
• Use diverse interview panels to help reduce or affinity groups to allow people with similar
bias in choosing candidates. backgrounds and experiences to network*.
• Integrate behavioral questions to elicit 12. Prioritize professional development and

stories that reveal how candidates will advancement for diverse staff, including
respond to situations they’ll face on the job women, people with disabilities, and those
and uncover hidden attributes. with minority backgrounds. This can be done
through coaching, training, shadowing and other
9. In locations with consistent challenges to recruiting purposeful actions. Regularly review advancement
female team members or managers, identify talent opportunities to ensure that they are reaching
at junior levels, and create leadership tracks for women and minority staff.
them with specialized professional development
action plans.
Diversity and
Inclusion Resource List
Tool: FHI 360 Diversity and

Inclusion Awareness Training
Workbook
Tool: Mercy Corps Women

Leadership Targets Guide

SECTION 8:
Accountability
Helping to achieve gender equality and social Certain funders also have compliance requirements
inclusion within FHI 360 projects is a shared for implementation of GESI standards. For example,
opportunity and responsibility for all staff, fellows, USAID clearly highlights within its Automated
interns, consultants, partners and vendors. Systems Directives System (ADS) 205 specific operational
of GESI accountability need to therefore be put requirements for both USAID staff and its
into place, to help: implementing partners to integrate gender equality
and female empowerment analyses, practices and
1. Ensure that FHI 360 is achieving the highest quality evaluations into all projects.
programming with the largest positive impact;
See the FHI 360 Project Implementation GESI
2. Guarantee that everyone is doing their part; toolkit for a full list of Funders’ GESI Requirements
and Recommendations – including for different US
3. Identify any unintended negative consequences, government agencies, other governments, multi-
risks or growth areas that need to be addressed; laterals, foundations and the private sector.
and
Project Performance
4. Capture and publicize successes and share
knowledge that can help other projects.
FHI 360 project teams are accountable first and
foremost to the people whom they serve and with
Funder Compliance whom they partner. They are also accountable
to the funder, and to accurately reporting the
The first level of GESI accountability that FHI 360 successes and challenges they encounter on a
must uphold is paying close attention to funder routine basis. Finally, they are accountable to their
compliance in the implementation of projects. First, colleagues, both inside and outside of the project,
most of the funders with which the organization to ensure that GESI successes and challenges
works have policies or operational requirements are shared.
when it comes to:
Guidelines for Integrating
→→ Gender equality and female empowerment GESI into Project Performance
→→ Youth engagement
Evaluation
→→ LGBTQIA rights 1. Ensure quarterly and annual project reporting

focuses on GESI. Include both a standalone GESI
→→ Inclusion of people with disabilities or Gender Equality section as well as assessments
on GESI performance throughout the report
whenever possible and appropriate, including
→→ Gender-based violence prevention and response
within Collaboration, Learning and Adaptation
(CLA) plans. Gender specialists on the project team
Additional funder strategies that have GESI
as well as gender experts in the region and at HQ
implications include such priorities as women’s
can help with this process. (See the MEL Guidelines
economic empowerment, anti-trafficking in
in Section 5 for more details). Potential GESI
persons, countering violent extremism, do no harm,
components to add include:
and inclusive peace building.

What Do You Do When the AOR/COR • Sex- and age- disaggregated data and analysis
is Unconvinced? on participation in activities, as well as other
levels of disaggregated data as possible (e.g.
Although the USAID ADS 205 directives different a age ranges, rural vs. urban, ethnic
clearly require both staff and partners to group, inclusion of persons with a disability, etc.)
help implement the 2012 USAID Gender
• Gender equality indicators and analysis,
Equality and Female Empowerment Policy,
including if and how levels of gender equality
not all AOR/CORs always comply. Yet,
have transformed as a result of project
overall project outcomes usually benefit
interventions
from key GESI standards, such as a project
GESI analysis, a GESI specialist on staff, • How the project has assessed and mitigated
focused trainings and capacity building on potential risks or threats to certain demographic
gender, youth, older persons, minority ethnic groups (such as the threat of gender-
groups or disability inclusion; GESI-sensitive based violence)
activity design, sex- and age-disaggregated
data, gender equality indicators, and/ • Stories of how the project has positively
or a GESI impact assessment within the impacted the lives of certain marginalized
MEL plan. If the AOR/COR is not easily individuals or groups of people
convinced, here are some ideas to consider.
• Honest analysis of the GESI-related challenges
that the project experiences and what lessons
→→ Share the USAID Gender Equality and
and adaptations are being applied
Female Empowerment Policy and the
ADS 205 directives with the AOR/COR
2. Include GESI metrics into different project staff
and ask for their feedback on how to
members’ job descriptions, annual goals and
properly address them in the project performance reviews – especially including
COPs, DCOPs and Project Managers – to help
→→ Share the USAID Disability Policy, Youth track their progress towards implementing the
Development Policy, or LGBTQIA Vision GESI Standards.
and ask for their feedback on how to
incorporate into the project. 3. Engage with country or regional FHI 360 HR staff
members to explore additional ways to monitor
→→ Reach out to the USAID Mission Gender project staff’s GESI performance, including surveys and
Advisor in that country and ask for their listening sessions.
help and ideas. Ask the Gender Advisor
if any additional Advisors exist who work 4. Budget for and perform a mid-point or end-
on other social inclusion issues. If so, seek point gender audit or impact evaluation to more
them out and ask for their help as well. deeply assess how the project is integrating gender
equality standards.
→→ Seek out FHI 360 GESI Advisors in the
region or the Gender Hub at HQ to ask
for their help to identify existing evidence
for the region or sector on how GESI GESI Accountability
improves projects Resource List
Tool: FHI 360 Sample Annual GESI Goals
Tool: Interaction Gender Audit
Tool: CARE Gender Marker Guidance
Tool: CARE Gender Marker Vetting Tool
Tool: Funder Requirements and

Recommendations on GESI

SECTION 9:
FAQ
1. What is the Gender Equality and Social Inclusion (GESI) Framework 2.0?
The GESI Framework 2.0 outlines principles, commitments and standards for mainstreaming gender equality
and social inclusion within internal policies and procedures as well as integrating GESI within business
development and project implementation processes.
2. What is the difference between mainstreaming and integration?

Mainstreaming is the process of incorporating a gender perspective into policies, strategies, programs,
project activities, administrative functions and the institutional culture of an organization. Integration refers
to strategies applied in program planning, assessment, design, implementation and M&E to consider gender
norms and to compensate for gender-based inequalities.
3. Why do we need a GESI Framework 2.0?

The international development community recognizes that mainstreaming gender equality and social inclusion
into an organization’s structure and practices brings about more sustainable project outcomes. Many funders
now expect these approaches from their implementing partners.
4. What will the GESI Framework 2.0 and GESI Project Guidelines help FHI 360 to accomplish?
The GESI Framework 2.0 and the two corresponding Project Guidelines and Business Development Guidelines
ensure that FHI 360: a) walks the talk within the organizational structure and policies by creating an enabling
environment for gender equality and social inclusion; b) creates more impactful programming by ensuring
that the necessary gender equality and social inclusion principles, capacities, tools, budgets, M&E systems
and structures are in place; and c) achieves Funder compliance and competitive advantage in the international
development community on gender and inclusion issues.
5. Who wrote the GESI Framework 2.0, GESI Project Guidelines and GESI BD Guidelines?
The gender equality and social inclusion Task Force provided input and staff in the former Gender Department,
now Gender Hub, drafted a Framework and two sets of guidelines based upon their recommendations. The
task force included approximately 40 FHI 360 staff of different ages, racial/ethnic backgrounds, positions;
technical expertise from a broad geographic representation; and a gender ratio of 65% women and 35% men.
6. How does this GESI Framework 2.0 relate to FHI 360’s other organizational strategies?
The GESI framework builds upon and strengthens FHI 360’s substantial policies already in place to ensure
gender equality and social inclusion mainstreaming inclusive of FHI 360’s Diversity and Inclusion Policy,
FHI 360 Code of Ethics, the Code of Conduct Section of Employee Handbook, and FHI 360 GBV and
Harassment Policy among others.
7. I understand gender, but what is social inclusion?

Social inclusion refers to critical differences among individuals of same or different genders along lines of
age, ethnicity, race, sexuality, LGBTQIA identity, disability, economic status, educational attainment, mobility,
and other social, political, or economic identities that may affect their status, access to resources, and
representation. In some arenas, gender equality and social inclusion analysis is referred to as an “intersectional
analysis” because of these intersecting identities.

8. How does GESI address LGBTQIA individuals?
LGBTQIA identities are included in the formal definition of social inclusion. LGBTQIA individuals can be subject
to a similar set of expectations and sanctions associated with gender as a culturally-defined set of economic,
social, and political roles, responsibilities, rights, entitlements, and obligations associated with being female
and male. However, they almost always face additional expectations and sanctions that must be critically
addressed throughout GESI analysis and integration.
9. I’m in human resources (HR). How do I mainstream GESI?

FHI 360 HR staff members can find helpful information within the introduction of these Guidelines, as well
as in Section 7 on Staffing and Section 8 on Accountability. HR staff who would like to strengthen their
knowledge around certain groups of people — such as people with disabilities — can find helpful guidelines
and resources in Section 3 on Implementation. HR staff should also review the FHI 360 Diversity Recruitment
Toolkit. See the FHI 360 GESI Connect page for additional GESI resources. They cover staff recruitment,
onboarding, training and performance metrics.
10. I’m bidding for a project. How can I make it GESI strong?
Every project should integrate gender equality and social inclusion principles and practices throughout a
project’s lifecycle rather than having a stand-alone section on GESI issues. Begin by referring to the FHI 360
Business Development GESI Guidelines. Remember to reflect GESI in budgets, pre-capture, proposal writing/
capture, partnership building, recruitment, project design, implementation and M&E.
11. I’m on the Monitoring and Evaluation (M&E) team of a project. How do I assess GESI indicators
and outcomes?
Overall, this should include the collection and analysis of sex- and age-disaggregated data, as well as the
incorporation of other gender equality and social inclusion indicators when possible and appropriate. See
Section 5 of these guidelines for more guidelines on integrating GESI intoMEL planning.
12. As a Country Director, how can I assist multiple projects in becoming GESI strong?
As the country director, you perform oversight of the assessment, integration, and monitoring and evaluation
of GESI integration at the institutional and field levels of FHI 360 offices and projects throughout the
country. Because you will work with a diversity of projects, your job will be largely to assist Chiefs of Party,
Project Directors or local gender specialists in accessing appropriate GESI resources and ensure they
have the capacities to utilize them appropriately. This could include linking projects to GESI focal points in
government ministries and Funder missions; organizing opportunities for projects to liaise with GESI-strong
national stakeholders (including national agencies, government ministries, coalitions, etc.); and creating GESI
communities of practice across different projects. If the project is over $5 million, you are strongly encouraged
to engage a gender specialist – either from the region or from HQ - to assist in your efforts.
13. How can we adapt the GESI Framework 2.0 for our partners?
Refer to Section 6 on “Partner Engagement” for quick tips and a GESI capacity assessment for partners.
14. I need guidance on GESI integration. Who do I engage?

First reach out to a GESI expert in your Business Unit. The GESI Hub at HQ also provides on-call assistance.
Email them at gesi@fhi360.org. Also refer to the “GESI Actors Matrix” in the FHI 360 International Project
Toolkit or on the GESI Connect page for resources on GESI technical assistance.

15. I experienced, witnessed, or heard about harassment or violence. What do I do?
FHI 360 has strict policies on supporting work environments that are free of harassment and violence,
including gender-based violence (GBV.) If you have experienced harassment or violence, discuss it with your
supervisor or the HR staff member in your office if you feel safe to do so. Or, you can email the FHI 360 Office
of Compliance and Internal Audit (OCIA) at compliance@fhi360.org to report the incident. Or, you can call
anonymously via the hotline at 1.800.318.7153 for the U.S./Canada or refer to the FHI 360 Country Hotline
Dial In Numbers (PDF) for international dialing instructions. You can also report harassment or violence via
the anonymous whistleblower website: www.fhi360.org/anonreportregistry. For more information on what
constitutes harassment, take the 20 min online FHI 360 Anti-Harassment training.
16. Where can I go for additional resources on GESI?

Visit the FHI 360 GESI Connect page to access the full suite of GESI resources.
17. My project takes place in a country where it’s illegal to be a LGBTQIA individual. What do I do?
The GESI Standards and guidelines can be adapted to different country contexts. FHI 360 is in no way asking
projects to go against the laws or regulations of the country in which they are operating. Yet, even in countries
like Uganda, where it is not legal to be and live as an individual who identifies as LGBTQIA, the overall principles
of respect and awareness still apply. For more information and ideas, see the LGBTQIA inclusion sub-section of
Section 3 on Implementation within these guidelines.

For more information on the FHI 360
International Project Implementation
GESI Guidelines, contact the FHI 360
GESI Hub at gesi@fhi360.org.

International Project Implementation GESI Guidelines - 1

Uploaded by

Copyright:

Available Formats

International Project Implementation GESI Guidelines - 1

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

International Project Implementation GESI Guidelines - 1

Uploaded by

Copyright:

Available Formats

GUIDELINES FOR INTEGRATING

GUIDELINES FOR INTEGRATED | INTERNATIONAL PROJECTS ii

GUIDELINES FOR INTEGRATED | INTERNATIONAL PROJECTS iii

PROJECT TEA M L I ST OF IN TE RN ATION AL PROJECT GESI TOOLS

Review GESI Intl Project Start-up GESI COP/DCOP GESI Toolkit

Review Funder’s Funder GESI Requirements/ Project Manager GESI Toolkit

Use the Project Start-up

6 GESI achievements & partner grants

GUIDELINES FOR INTEGRATED | INTERNATIONAL PROJECTS iv

GUIDELINES FOR INTEGRATED | INTERNATIONAL PROJECTS 1

Inclusion (GESI) Standards

Integrate GESI into Engage GESI experts during

Integrate rapid GESI

Create GESI Complete GESI analysis Hire GESI Specialist &/or

Include SADD* & GESI

Include GESI metrics in Record & share GESI

GUIDELINES FOR INTEGRATED | INTERNATIONAL PROJECTS 2

In mid-2017, FHI 360 management determined

GUIDELINES FOR INTEGRATED | INTERNATIONAL PROJECTS 3

Positive Youth Development Model

GUIDELINES FOR INTEGRATED | INTERNATIONAL PROJECTS 4

The Gender Integration For example, if a project focused on reducing HIV/

GUIDELINES FOR INTEGRATED | INTERNATIONAL PROJECTS 5

GENDER AWARE Examines and addresses gender considerations in some way

GENDER EXPLOITATIVE Reinforces or takes advantage of inequitable gender norms

SENSITIVE/ACCOMMODATING Acknowledges and works with/around gender norms

TRANSFORMATIVE Critically assesses and works to privately change gender relations

GOAL: GENDER EQUALITY AND BETTER DEVELOPMENT OUTCOMES

Adapted from Interagency Gender Working Group training materials.

GUIDELINES FOR INTEGRATED | INTERNATIONAL PROJECTS 6

1 To what extent and how relevant gaps

2 What new opportunities for women and

3 What differential negative impacts on

4 What needs and gender inequalities

– USAID Automated Directives System

GUIDELINES FOR INTEGRATED | INTERNATIONAL PROJECTS 7

1. Ensure project budgets allocate sufficient A gender analysis is a highly contextualized

Gender Analysis Resource List

Tool: Gender Analysis Budget

Tool: Gender Analysis Process

Tool: Guidelines on Expanding

Resource: PEPFAR Gender

GUIDELINES FOR INTEGRATED | INTERNATIONAL PROJECTS 8

→→ The project is $1 million USD or more over

Mid-point →→ The project has potential risks, such as

→→ The client has produced no or few gender

It may not always be possible to do a full gender

GUIDELINES FOR INTEGRATED | INTERNATIONAL PROJECTS 9

Integrated Gender Analysis PEPFAR recognizes the critical role played by

PEPFAR Gender Indicator

Number of people receiving post-gender-

GUIDELINES FOR INTEGRATED | INTERNATIONAL PROJECTS 10

9. Review FHI 360’s security and travel documents,

GUIDELINES FOR INTEGRATED | INTERNATIONAL PROJECTS 11

To integrate GESI analysis results into project

4. Do not make assumptions about which groups

GUIDELINES FOR INTEGRATED | INTERNATIONAL PROJECTS 12

GUIDELINES FOR INTEGRATED | INTERNATIONAL PROJECTS 13

FHI 360 Gender Equality & Social