Giz2023 en COPOLAD Gender Checklist

Addressing Gender in
Alternative Development Projects
A practical guide
Addressing Gender in Alternative Development Projects � �
Practical Guide
This publication was developed in the framework of the Cooperation Programme between
Latin America, the Caribbean and the European Union on Drugs Policies (COPOLAD III).
COPOLAD III is a consortium formed by: Collaborating partners:
This publication was funded by the European Union. Its contents are the sole responsibility of GIZ
and do not necessarily reflect the views of the European Union.
Published by:
Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH
Registered offices
Bonn and Eschborn, Germany
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53113 Bonn, Germany
T +49 61 96 79-0
F +49 61 96 79-11 15
E info@giz.de
I www.giz.de/en
Programme/project description:
Sector project “Rural Development”
E alternative-development@giz.de
Authors:
Angelica Senders (Fair & Sustainable Consulting), Charlott Schmidt (GIZ), Sarah David (GIZ)
Design/layout:
Atelier Löwentor, Darmstadt, Germany
Photo credits/sources:
Cover page, page 11, 19: © GIZ | John Márquez;
page 5, 24, 26, 36: © GIZ | Leslie Sealers
URL links:
Responsibility for the content of external websites linked in this publication always lies
with their respective publishers. GIZ expressly dissociates itself from such content.
On behalf of
German Federal Ministry for Economic Cooperation and Development (BMZ)
Bonn, September 2023
2
� �
Table of Contents
Introduction 4
Chapter 1: Gender-related definitions 5

Understanding the context:
The role of gender in drug crop cultivation areas 5
Basic definitions related to gender 6
Different ways to assess Alternative Development projects
from a gender perspective 7
Arguments for gender equality 10
Chapter 2: Tools for gender analysis 11

Why a gender analysis? 11
Intersectional analysis 17
End of chapter checklist 18
Chapter 3: Recommendations for gender-responsive

Alternative Development projects 19
Addressing gender in
Alternative Development projects 19
Chapter 4: Monitoring and Evaluation 24

Gender-senstive monitoring 24
SMART indicators 24
Personal and non-personal indicators 25
Chapter 5: Internal Organisation 26

Further readings 31
Practical Guide
Introduction
This practical guide was developed within the framework of the web-based training “Addressing
gender in Alternative Development projects”1, which is part of the activities realized under the
Sub-Component “Alternative Development” of the third phase of COPOLAD programme.
COPOLAD III is a delegated cooperation programme funded by the European Union and led by
FIIAPP (Fundación Internacional y para Iberoamérica de Administración y Políticas Públicas) and IILA
(Organizzazione Internazionale Italo-Latino American). The Deutsche Gesellschaft für Internationale
Zusammenarbeit (GIZ) GmbH on behalf of the German Federal Ministry for Economic Cooperation
and Development (BMZ) as well as the European Monitoring Center for Drugs and Drug Addictions
(EMCDDA) are implementing partners in COPOLAD III. GIZ is responsible for the Sub-Component
“Alternative Development”.
The overall objective of this practical guide provides usefool tools to implement gender-responsive
Alternative Development projects. The practical guide summarizes the main content of the modules
of the web-based training and provides practical guiding questions and visuals. It contains the
following five Chapters:
1 › Gender-related definitions
2 › Tools for gender analysis
3 › Recommendations for gender-responsive Alternative Development projects
4 › Monitoring and Evaluation
5 › Internal Organisation
1 GIZ/ COPOLAD (2023). Addressing gender

in Alternative Development projects.
https://online.atingi.org/course/view.php?id=3892
4
1 Practical Guide
Chapter 1:
Gender-related definitions
Understanding the context:

The role of gender in drug crop cultivation areas
Why gender matters for Alternative Development projects
Women and men play different roles and have different responsibilities, opportunities, and c hallenges
when it comes to drug crop cultivation and economic development. Even though all genders are
affected by the difficulties in drug crop cultivation areas, such as insecurity, stigma, displacement,
limited public services and lack of infrastructure, due to discriminatory social and gender norms,
women are often confronted with intensified or additional challenges.
As a result, women in drug crop cultivation areas are:

· disproportionately vulnerable to poverty,
· underrepresented in leadership positions and decision-making platforms,
· more likely to be exposed to domestic and sexual violence,
· disadvantaged with regard to access to land, land rights and basic financial services which
limits economic opportunities,

· more confronted with resistance and negative impacts on a social, family or emotional level
when engaging in social or political organizations.
Yet, women in drug crop cultivation areas play an important role, as they usually:
· Ensure the sustainability of their households and communities. Women tend to spend their
income on activities, goods, or services that ensure food security, create wealth and promote
the education of their families and communities.
· Are members of social or political organizations in their communities. These social activities
are crucial to the proper functioning and well-being of their communities and incentivize
change in their communities.
· Drive the family’s decision to change their economy from illegal activities to another
livelihood in the legal sector.2
2 GIZ & Open Society Foundation (2019). Raising voices. Empowering female farmers in drug crop cultivation areas.
https://www.giz.de/de/downloads/giz2019-0258en-raisingvoices.pdf
5
Chapter 1: Gender-related definitons
Alternative Developments projects that fail to understand gender-related barriers and do not in-
corporate a gender perspective tend to exacerbate gender-based stereotypes and inequalities. In
contrast, Alternative Development projects that do take gender into account can make a crucial
contribution towards more gender equality at the community, national and regional level and the
(economic) empowerment of women.
Basic definitions related to gender

Sex and gender3,4
· Sex: A person’s sex is assigned based on physical features including genitalia, chromosomes,
and sex hormones.
· Gender: Refers to socially constructed roles and relations, ideas and expectations based
on the assigned sex. They are context-dependent, dynamic, and changeable, and influence
access to rights, resources, decisions, opportunities, personal freedoms and possibilities
for development. Gender identities are diverse including male, female, trans and non-binary.
Gender norms5
Gender norms describe how people are expected to behave because of the way they, or others,
identify their gender. In most contexts, gender norms are framed in binary terms (female and male)
and erase non-binary or gender-fluid identities.
Gender norms often reflect and reinforce unequal gender relations, usually to the disadvantage of
women and girls, but also to those men and boys and people of diverse gender identities who do
not conform to prevailing gender norms. Differences in gender-related roles and responsibilities are
anchored in culture and traditions and therefore hard to change.
Intersectionality6,7
Intersectionality is a concept that explains the convergence of multiple characteristics and factors
that are part of a person’s identity. These include factors such as race, gender, religion, disability,
migration status, class, economic status, and family status. Intersectionality also explores how these
intersections contribute to unique experiences of oppression and privilege. The concept is based
on the premise that people live multiple, multi-layered identities that result from social relationships,
history, and the functioning of power structures.
3 he definitions of gender and sex were adopted from UNODC (2022). Organized Crime and Gender:
T
issues relating to the United Nations Convention Against Transnational Organized Crime.
https://www.unodc.org/documents/organizedcrime/tools_and_publications/Issue_Paper_Organized_Crime_and_Gender_1.pdf
4 GIZ (2022). Gender Glossary (internal document).
5 GIZ (2022). Gender-transformative approaches. Concept paper (internal document).
6 The definition of intersectionality was adopted from UNODC (2022).
7 GIZ (2022).
6
Different ways to assess Alternative Development

projects from a gender perspective
Incorporating a gender perspective into the project design and implementation can be done at
ifferent levels with varying degrees of intensity, ambition, impact, and quality.
d
The following three models demonstrate different, yet complementary ways to assess gender in
Alternative Development projects.
› 1. Gender equality continuum
› 2. Gender Quadrants of Change
› 3. Women Economic Empowerment
1. Gender equality continuum
The “gender-equality continuum” provides a range from “gender-negative”, which refers to actions
that actively reinforce existing gender inequalities and norms, to “gender-transformative”, where
lasting changes in gender-relations are created at individual, interpersonal, community, and/or
s tructural levels.8
Does your intervention have impacts that are:
Gender-“negative” Gender-“blind”, Gender- Gender- Gender-

or “exploitative”: “neutral” or “sensitive” or “responsive” or “transformative”
causes harm, “accommodating” “aware”: “positive”: changes gender
implies a risk. ignores and works considers gender strengthens gender norms and
around existing gender inequalities. equality. power relations.
inequalities, but in
the process possibly
perpetuates them.
Source: Based on OECD (2022). Gender Equality and the Empowerment of Women and Girls. Guidance for Development Partners.
8 ECD (2022). Gender Equality and the Empowerment of Women and Girls. Guidance for Development Partners.
O
https://www.oecd-ilibrary.org/sites/0bddfa8f-en/index.html?itemId=/content/publication/0bddfa8f-en
7
The “Do-no-harm” approach
A guiding principle for development interventions in conflict areas, including

Alternative Development projects, is the “Do-no-harm” approach. It was developed
in response to a growing recognition of the potential negative effects of develop-
ment support.
This is also important to consider while working towards gender equality. While pro-
jects that are gender-blind or harmful to gender equality are most likely to reproduce
gender inequalities and thus harm certain groups, gender-responsive or gender-
transformative interventions can also have unintended negative consequences.
The potential resistance including (domestic and/or sexual) violence to gender-
responsive and gender-transformative measures, especially from privileged groups,
mostly men, must be taken into account and should be considered upfront as part
of the intervention.
2. Gender Quadrants of Change
Another model to assess different dimensions of gender equality is the so-called “Quadrants of
change”. To bring about gender-related change that leads to sustainable and equitable impacts,
interventions must address all four dimensions. All quadrants are interrelated. In the graphic below,
you can see the different dimensions in which gender inequalities can be addressed.9
Internal External
Individual Relations
Individual Self-belief, Power dynamics,
agency decision-making
Culture Systems &

Challenging Structures
Collective norms and Policy and
stereotypes institutional
change, rights
Source: Adaptation of the four quadrants of change by Wilber, Ken (2000). A Theory of Everything. Boston: Shambala.
9 Adaptation of the four quadrants of change by Wilber, Ken (2000). A Theory of Everything. Boston: Shambala.
8
3. Women Economic Empowerment
A third useful framework, especially when working with value chain development and women’s
economic empowerment is the Women’s Economic Empowerment Framework (WEE).10 According
to the FAO,11 the main components of women’s economic empowerment are ‘Access to productive
resources’ and ‘power and agency’.
Access to productive resources includes access to assets such as land and equipment, as well as
access to good agricultural practices, training and financial services.
Women’s Economic Empowerment Framework

Gender equality in the value chain: How to give women the power and
the tools to participate in the value chain on the same footing as men
Value chain
Gender ratio: Production Processing Distribution

global impression Market
How to empower women?
Tools to act Power to act

Access to Resources Power & Agency
Assets Financial Agricultural Decision-making Self-confidence Capabilities

Services Services
• Land & • Mobile banking • Inputs (seeds, • Resources • Self-esteem • Entrepreneurship
equipement • Bank & savings fertilizer, etc.) • Expenditures • Perceived • Leadership
• Network account • Skills training • Time capabilities • Management
• Jobs • Non-collateral • Know-how • Confidence
loans & technology to speak up
Source: Based on Agri-Profocus (2016). Women’s Economic Empowerment Framework.

https://images.agri-profocus.nl/upload/Infographic_Women_Economic_Empowerment_Framework_ENGLISH1493634534.pdf
10 CED (2014). Measuring Women’s Economic Empowerment in Private Sector Development. Guidelines for Practitioners.
D
https://www.enterprise-development.org/wp-content/uploads/Measuring_Womens_Economic_Empowerment_Guidance.pdf
11 FAO (2016). Developing gender-sensitive value chains. A guiding framework.
http://www.fao.org/3/a-i6462e.pdf
9
But power structures and gender roles in the household or the community also play a role. When
women have access to resources, they are also confronted with decision-making about the use of
these resources, and with norms and traditions that might need to be challenged. These aspects are
captured in the second component of the WEE framework: Power and Agency. Agency is defined
as the ability to make autonomous choices and transform those choices into desired outcomes. It
includes control over resources and income, but also capabilities and self-confidence.
Arguments for gender equality12

These three arguments can help to get colleagues, companies, farmer organizations and others on
board as you start to address gender equality in your Alternative Development projects.
Business arguments: From an economic perspective, unequal growth is “inefficient”. Gender in-
equality often creates distortions and undermines the overall performance of value chains, as in
Alternative Development projects, for example. It has high economic costs and leads to wasted
human resources and missed opportunities for innovation. Fostering gender equality, therefore, cre-
ates business opportunities.
Social Justice arguments: Expanding capabilities will allow a person to seize opportunities. Thus,
men and women should both benefit from development interventions in order to gain equal access
to justice, power, resources and opportunities. Women have equal rights and should have an equal
voice, participation and leadership in decision-making on all levels so that full equality and equity
between women and men in all spheres of life can be reached.13
Poverty alleviation and food security arguments: Addressing economic empowerment is likely to
improve the livelihoods and well-being of families and children. Women are therefore crucial actors
to achieve poverty alleviation.
12 Agri-ProFocus (2012). Gender in value chains.

Practical toolkit to integrate a gender perspective in agricultural value chain development.
https://agriprofocus.com/upload/ToolkitENGender_in_Value_ChainsJan2014compressed1415203230.pdf
13 With additional arguments from UN Women (2015).
“Gender equality is a shared vision of social justice and human rights”-Executive Director.
https://www.unwomen.org/en/news/stories/2015/3/pga-ed-speech
10
2 Practical Guide
Chapter 2:
Tools for gender analysis
After having looked at the main gender-related definitions and theoretical concepts, specific tools
to assess gender in a project, region or country context will be presented. These tools and guiding
questions can be adapted to your specific needs as gender roles and responsibilities as well as the
life realities of women tend to differ in different contexts.
Why a gender analysis?

A gender analysis provides essential information about gender roles and responsibilities, needs,
capacities and vulnerabilities in a particular context. It can also be used to update or verify gender
information that is already available. The information that a gender analysis provides, helps you
guide the integration of a gender perspective at all levels of your project.
After doing a gender analysis, you can identify gender-based constraints and opportunities for cre-
ating gender equality and achieving women’s economic empowerment. This chapter discusses the
following 2 tools for gender analysis:
› 1. A gender baseline study
› 2. A gender analysis of value chains
This chapter also briefly touches upon the importance of applying an intersectional lens during a
gender analysis.
11
Chapter 2: Tools for gender analysis
1. Baseline study
What do you gain from it?

· A baseline study helps you to get a first impression of the situation of gender equality
in your country, region or project context.
· It is a tool to identify the potential for promoting gender equality and possible unintended
negative impacts of a project on gender equality.
· Through a baseline study, you will be able to produce sex-disaggregated data in various
social and economic dimensions.
· Such data is key to combating gender bias and allows you to capture different life realities
and take them into account when planning an Alternative Development project.
Who applies it and with whom?

· Project staff analyses different socio-economic dimensions including the intended target
group of the project. To get a better understanding of your target group, it is important to
consider all people as individuals and not just as part of a family or household.
What do you need?

· The guiding questions in the box below can help you to assess gender in four important
socio-economic dimensions.
Which steps to take?14
Step 1: Meta level (norms)
Step 2: Macro level (policies and laws)
Step 3: Meso level (institutions)
Step 4: Micro level (target group of Alternative Development projects)
Meta level
Macro level
Meso level
Micro level
14 Adapted from GIZ (2023). Standardgliederung für Genderanalysen (internal document).
12
Guiding questions for a gender baseline

Meta level (norms)
• What are the social norms on masculinity, femininity, and gender relations as well as on
sexual orientation and gender identity in the society of your country/region/sector?
• What are the main factors that influence these social norms (e.g., religion, ethnicity, age,
educational status, economic structure, politics, culture, and tradition)?
• How do these norms impact areas such as physical and mental health, including sexual and
reproductive health and rights, gender-based violence, education, and political and social
participation, among others?
Macro level (policies and laws)
• To what extent is gender equality enshrined in national/sub-national law and how is it
implemented? What gender discriminatory provisions exist in national or sub-national laws
and regulations?
• What reports/statements by civil society organizations are there on these policies and
strategies and their implementation? What are the key messages of these reports?
Meso level (institutions)
• Is there a ministry in your country that deals with gender issues?
What is the ministry‘s mandate and how is it positioned (e.g. staff resources, influence)?
• What other institutions exist that promote (or block) women‘s rights and gender equality,
and how influential are they?
• Which civil society organizations are concerned with the issue?
What opportunities for action do they have? What repression or dangers do they face?
• Which donors and international organizations are active in the country?
How do they address and integrate the gender perspective?
• Are there potential synergies or cooperation opportunities with other
national or international programs?
Micro level (target group of Alternative Development projects)
• Are there gender-specific roles and/or behaviour patterns, differences, disadvantages,
and/or discrimination within the target groups in terms of socio-economic and political
participation (e.g. access to education, health [including psychosocial support],
employment, political and social participation, and access to justice)?
• How do social norms about masculinity, femininity, gender relations, sexual orientation,
and gender identity affect members of the target groups in the public and private spheres
of family and relationships (e.g., distribution of social roles, household decisions, and
power relations)?
• To what extent is the target group affected by sexual and gender-based violence and
thus exposed to a higher risk of stress disorders and even traumatization?
• Have you asked about education, marital status, number of children, land or home owner-
ship, transportation, access to counselling services and training, access to subsidies, etc.
of your target group to know which groups are particularly disadvantaged or subject to
multiple discriminations?
13
2. Gender analysis of value chains15
Why use this tool?

Although women are participating in most of the agricultural value chains, in many cases they tend
to be invisible: gender mapping focuses on making women visible in a value chain.
· In the production process, men are assumed to be the producers, which hides women’s
contributions as partners to men in on-farm and family businesses.
· In the processing and marketing process, women-owned businesses are often considered
as domestic and small-scale, or as informal workshops with low technological input. This
c
ontributes to the perception that these businesses are little competitive and therefore irrele-
vant to development. Consequently, these businesses are often ignored in chain mapping.
· Workers, contracted labourers and employees, particularly female workers, are little visible
and seldom invited to participate in a value chain analysis or the formulation of a value chain
upgrading strategy.
What do you gain from using it?

· Get a gender-sensitive picture of the value chain, the actors involved, their linkages and the
support services.
· Gain insight into the differences between men and women in terms of activities as well as
access and control over resources.
· Identify opportunities and constraints for the empowerment of women in the value chain as
well as an analysis of differences in power in value chain governance.
Who applies this tool and for whom?

Project staff can apply this tool in participatory workshops with value chain actors (women as well
as men).
Source: Adapted from Springer-Heinze, Andreas (2018). ValueLinks 2.0 – Manual on Sustainable Value Chain Development.
15 dapted from Springer-Heinze, Andreas (2018). ValueLinks 2.0 – Manual on Sustainable Value Chain Development.
A
https://valuelinks.org/material/manual/ValueLinks-Manual-2.0-Vol-1-January-2018.pdf
14
Source: Adapted from Springer-Heinze, Andreas (2018). ValueLinks 2.0 – Manual on Sustainable Value Chain Development.
Which steps to take?
› Step 1: Mapping of value chain actors
› Step 2: Mapping of support services
› Step 3: Factors in the value chain environment which (dis)enable women’s empowerment
› Step 4: Factors providing opportunities or constraints for women’s empowerment
Step 1: Mapping of value chain actors

Your map will most likely follow the generic value chain, (input, supply, production, processing, trad-
ing, national sales or export). List the different actors in the value chain and try to distinguish actors
by size, legal status (family farm, company, cooperative, and government), technology, etc. Deter-
mine the number of male and female actors there (you can give percentages).
Draw lines between the actors to illustrate the relations between them. Identify which actors con-
tract hired labour. Differentiate where needed between permanent and seasonal labour. Identify
where women provide unpaid family labour, working on the family farm with little or no control of
income, and add it to the map.
After mapping the different actors and determining male and female owners, take a close look at the
roles and responsibilities of men and women at each step of the value chain.
15
Guiding questions
· What daily activities do men and women perform from preparing the land
to harvesting, processing and selling products?
· What support activities do they perform: feeding, cleaning, housing, and caring
for household members? How much time do they invest?
· What kind of activities are conducted by boys and girls?
For the analysis, you can use the matrix for labour division below.
Stages and activities in the chain Men Women

Family Labor · ACTIVITY 1 – Cooking for family and
temporary workers
· ACTIVITY 2 – Cleaning the house
· ACTIVITY 3 – Care for children and elderly
· …
Production · …
· ACTIVITY 2 – Weeding
· ACTIVITY 3 – Harvesting
· …
Processing · ACTIVITY 1 – Manual processing

(cleaning, cutting, cooking, packing)
· ACTIVITY 2 – Transport and Storage
· ACTIVITY 3 – Administration & Accounting
· …
Trade · ACTIVITY 1 – Transport of products

to cooperative or selling point
· ACTIVITY 2 – Selling of product
· …
· …
Family Labor · …
· …
· …
· …
Source: Adapted from Springer-Heinze, Andreas (2018). ValueLinks 2.0, p. 147.
16
Step 2: Map the support services

The second step is to identify support services for value chain actors at different stages of the
value chain. You can put them at the bottom of the map. Examples of support services include con
sulting services, certification services, financial services (savings, credit, and insurance), and business
development services such as market information, trade facilitation, business management, brand
development, and quality assurance. Also consider services that can reduce women‘s reproductive
workload, such as childcare services.
Step 3: Factors in the value chain environment which (dis)enable women’s empowerment
Identify key factors that affect the role and position of women in the value chain, such as land and
property rights, control over assets, infrastructure, public policies, labour policies, gender roles
and stereotypes, certification standards and regulations, consumer trends, women‘s rights move-
ments, etc.
Step 4: Factors providing opportunities or constraints for women’s empowerment

The next step is to identify opportunities and constraints for the empowerment of women in the
value chain. Write these on cards and mark them with + and – signs.
Guiding questions
General questions
· Do women and men have equal access to productive resources and assets
(e.g. land, livestock, equipment)? In which stages of the value chain are women present,
and how are their contributions valued and rewarded?
· What are the constraints and opportunities for women to upgrade/improve their
position in the value chain, e.g. gain more decision-making power and control
over income in family farms, improve employment conditions, or gain access to staff
or management positions?
· Is the role and position of women adequately addressed in certification?
Support service level
· What are the main barriers women face in accessing support services?
· What services offer opportunities to improve women‘s position in the value chain?
· Do service designs take into account women‘s unique needs and conditions,
e.g. domestic responsibilities and constraints, limited mobility and market linkages,
limited property as collateral for loans, etc.?
Intersectional analysis
While conducting the gender analysis, it is important to realize that women and men are not homo
genous groups. Besides gender, other characteristics and factors are part of a person’s identity, such
as race, religion, disability, migration status, class, economic status, and family status. Questions
about these characteristics can be integrated into a gender analysis to get a better picture about the
multi-layered identities of your target groups and connected privileges and oppression.
17
End of chapter checklist

Yes No Question
Has the project conducted a gender baseline study and/or gender
analysis that documents and describes the gender-specific situations,
challenges and opportunities that exist in the various sectors and fields
of action and translates these into specific activities and interventions?
Does the project differentiate women‘s and men‘s capabilities, needs and
priorities and ensure that the positions and ideas of both are taken into
account when formulating and/or prioritizing Alternative Development
projects/activities?
Has the project applied an intersectional lens that considers the signifi-
cance of multiple and inter-related discriminating factors, besides gender?
Has the project conducted research on gender roles, e.g. different
responsibilities, access to resources, rights and representation?
Has the project identified gender-based constraints and opportunities
for the empowerment of women and the potential for gender equality?
Note
18
3 Practical Guide
Chapter 3:
Recommendations for gender-responsive
Alternative Development projects
Addressing gender in
Alternative Development projects
Based on the gender analysis, entry points to contribute to gender equality and women’s economic
empowerment can be identified.
All recommendations for gender-responsive Alternative Development projects are addressing

the two domains of Women’s Economic Empowerment (WEE):
· Access to productive resources

· Power and Agency
In the following tables’ suggestions for strategic actions are listed in two columns
for each intervention.
› 1. Capacity building
› 2. Promoting gender equality in the household
› 3. Support to Cooperatives
› 4. Access to financial services
› 5. Access to technology
› 6. Factors in the environment that enable women’s empowerment
19
Chapter 3: Recommendations for gender-responsive Alternative Development projects
1. Capacity building
Access to productive resources Power and Agency

Women have access to agricultural Women are recognised and valued
know-how and the resources needed as farmers by their husbands and men
in the community
Address gender barriers to participating Ensure change of mentality and support

in training and facilitate access to affordable for WEE in the communities
and high-quality inputs and services • Organise sensitization activities on the
• Carefully select time, place, importance of women‘s involvement in

language of the training. economies/agricultural activities which will
• Organize the training nearby living improve the well-being of women, families
locations, limit overnight stays. and communities.
• Use female trainers. • Share success stories of women who have
• Set a quota for women in training. benefitted from the training and how they
• If relevant, organize women-only training. (and their families) have benefitted.
• Follow up if women apply the knowledge. • Coach trainers on this gender aspect which
may require a change in mindset.
2. Promoting gender equality in the household

Couples are aware that their family farm Joint decision-making and workload
is a joint enterprise in which decisions sharing in the family farm run as a
should be made jointly business. Men and women benefit equally
from the family farm
Training of role models: At the family level:
• Apply participatory methodologies • Promote joint decision-making on intra-
• Use educational materials including visual household productive activities, income

aids, which can easily be used and expenditure, and workload sharing.
in the villages. • Raise awareness that assets must be
• Facilitate that role model couples in the name of both spouses.

disseminate what they have learned
Creating awareness in the community through:
in their communities. • Analyze intra-household dynamics related to
“Who does what?”,

“Who controls resources?” and
“Who controls profits?”
• Share good examples of couples
sharing decisions.
• Communication campaigns,
media campaigns and events.

• Involve NGOs, local authorities
and women‘s organisations.
20
3. Support to Cooperatives

Women have the knowledge and skills Women are accepted as members
to play an active role in mixed and and leaders of cooperatives
women-only cooperatives
Male-dominated cooperatives: Ensure change of mentality and support
• Eliminate explicit and implicit dis for WEE in the communities:
criminatory membership criteria • Organise community sensitization activities
(e.g. landownership). on the importance of women joining mixed

• Encourage women members in mixed cooperatives.
cooperatives to become active members • Document and share success stories
and to raise their voices. of successful cooperatives of women

• Develop female leadership and (e.g. use radio for distribution).
management. • Support women cooperatives to
• Identify and train female trainers and purchase or rent and own lands for
coaches to reach women in cooperatives. cooperative farming.
• Training sessions should be easily • Promote female active roles as a member
accessible and close to homes. and as a leader in mixed cooperatives.

• Create awareness that women need
Women-only cooperatives and
to be mobile to play a leading role, this
informal groups:
• In conservative contexts, women might
should be allowed by their husbands/men
in communities.
feel safer speaking up and expressing
• Offer further support to groups
their concerns when men are not present.
with an active female base with the
This creates a safe space to discuss and
potential to scale up and/or link
organize themselves. These groups can
with a male-dominated cooperative.
also better tailor services to suit their
• Promote value chains for products
needs and priorities.
• Promote female-led cooperatives in
produced by women
(e.g. Specialty Coffees made by women).
agricultural production and processing.
• Provide training on business and
marketing skills.
• Provide additional coaching and mentoring.
21
4. Access to financial services

Increase access to finance through Strengthen the ability of women to make
gender-responsive financial products financial decisions, and to put those
and funds choices into action in the form of expen
ditures and investments
• Invite women as clients and members • Awareness creation with men/husbands to
of saving and loan cooperatives/groups. consider a loan in the name of the woman
• Seek to reduce barriers for participation. with the husband as co-signer.
• Enhancing women’s financial literacy. • Enhance women’s decision-making
• Implement a quota system for the power in households and also on matters
percentage of female clients and/or their related to finance, applying a household
participation in training events. approach.
• Encourage financial institutions to offer • Ensure the support of community
financial services (for saving and credit) leaders/the general public for the woman
accessible and affordable for women. as an entrepreneur who takes financial
• Tailor service provision to women’s needs decisions.
and interests (women-only counter services • Lobby at the level of financial service
with staff trained to interact with clients providers to develop financial services
with limited financial literacy, women sales adjusted to the needs of women farmers,
agents of financial products). possibly digital.
• Use female role models as trainers and • Create an investment fund accessible
service providers. only to women-led enterprises.
• Market the gender-responsive services via
appropriate channels and monitor their use.
5. Access to technology

Women have access to technology Women are able and confident to take
agricultural decisions, also on technology
• Ensure that women can access appropriate • Create awareness amongst community
technology and tools to increase their leaders about the benefit for households
productivity and reduce their workload and communities if women use high-value
Understand women‘s aspirations in terms input and new technology.
of workload reduction and address them.
22
6. Factors in the environment that enable women’s empowerment
Access to (productive) resources Power and Agency

Women know their rights and can claim The (legal and institutional) environment is
them and know that gender-responsive conducive to women’s economic empower
services are available ment and security
Inform women about their rights: • Drug-related violence against women:

• Ensure that women are informed about Ensure that projects are designed in a
their right to land or the legacy of their conflict-sensitive manner and according
parents or husband (local context and to principles of “non-interference” and
legislation is important) and how to claim “do-no-harm”, to avoid putting (female)
these rights (if this is the case). farmers at risk when participating.
• Document violent events including • Gender-based violence: Communicate
domestic violence in drug crop cultivation via mass media and other means that
areas, and share information about them gender-based violence is not acceptable.
with the pertinent institutions. • Services: Lobby for gender-responsive
financial and other services (also
Inform women about gender-responsive
digital and platform-based services).
services:
• Promote the creation of places where
• Digital services: Promote the design
of IT-based services adjusted to the
women can file complaints and receive
needs of female users, both the hardware
counselling and support when victims of
and the software side.
(gender-based ) violence.
• Ensure women are informed about the
• Land rights: advocate for the right
of women to inherit/own land, and/or
availability of (new) services that respond
shared ownership of property of
to their needs (e.g. financial services, digi-
husband and wife.
tal or radio services) via women-organized
groups (entry point).

Yes No Question
Have you formulated interventions to address gender-based constraints
at the household level?
Have you formulated interventions at the level of producer organisations?
Have you formulated interventions at the level of service provision?

(E.g. (agricultural) capacity building, access to technology, financial services)
Have you formulated interventions to create an enabling environment?
Do the intervention strategies address both components of women’s

economic empowerment: Productive Resources and Power and Agency?
Do the intervention strategies include men at different levels of society?
Have you considered the “do-no harm” approach and the security of
women in your interventions?
23
4 Practical Guide
Chapter 4:
Monitoring and Evaluation
Gender-senstive monitoring
Gender-sensitive monitoring and evaluation are crucial to be able to assess the impact of your pro-
ject activities and interventions on the different life situations of women and men. To ensure progress
towards gender equality and to ensure “Do-No-Harm”, it is important to monitor the effects that
activities and interventions have on gender relations. Moreover, to ensure women’s empowerment,
a project should know how it is reaching, benefitting, and empowering women.
It is important to stress that only if gender-relevant aspects are explicitly mentioned in the objectives
and the indicators of the projects, we ensure that gender equality is adequately taken into account
when steering and implementing projects. Therefore, gender-sensitive project monitoring and evalu-
ation of gender should go beyond output-level indicators of training attendance.
SMART indicators16
When developing indicators for your project, remember the SMART Criteria. Are your indicators:
· Specific (focused on one aspect of the intervention or project)?

· Measurable (with a clear unit of measurement such as percentages, numbers or rated)?
· Achievable (feasible and not overly ambitious)?
· Relevant (meaningful and have a clear relationship to the program)?
· Time-bound (measured at specific points in time to track progress towards the goal)?
16
GIZ (2014). Gender pays off – Guidelines on designing a gender-sensitive results-based monitoring (RBM) system.
https://gender-works.giz.de/wp-content/uploads/filebase/giz-2014-en-gender-sensitive-monitoring.pdf
24
Chapter 4: Monitoring and Evaluation
Personal and non-personal indicators

Gender indicators can be non-personal and personal:
· The non-personal indicators usually measure how gender mainstreaming and empowerment
can be achieved, for example through policies and measures.
· The person-related indicators document desired changes in men and/or women, e.g. in
their behaviour, knowledge, perceptions, opinions, and assessments, as well as the resulting
consequences.
-> When formulating person-related indicators, a distinction must be made between gender-
differentiated, gender-specific, and gender-neutral indicators. A gender-differentiated
indicator observes changes in both genders. The gender-specific indicator measures
the targeted change for one gender. With the gender-neutral indicator, the gender of the
persons for whom changes are observed is irrelevant.
Here are some examples of those indicators in the context of Alternative Development projects:
Non-personal indicators:
· A public information campaign on social media promoting female entrepreneurship was
developed and reached XX people.
· A gender mainstreaming strategy has been successfully implemented within an organization.
(Baseline: 0 – no strategy; target: 1)
· XX training courses on land rights and barriers to access for women have been carried out
within the project.
Person-related indicators:
· Neutral: The average income from Alternative Development activities per household has
increased by xx % compared to the previous year.
(Baseline: yy, target: zz, gender-disaggregated data)
· Differentiated: xx % of male and xx % of female graduates of training courses have started
their own business with Alternative Development products.
(Baseline: yy %, target: xx %)
· Specific: The number of women that received land titles through Alternative Development
activities has increased by xx % compared to the previous year.
(Baseline: yy %, target: zz %)

Yes No Question
Have you developed gender-specific indicators for your project?
Have you formulated the indicators in a SMART way?
Have you formulated personal and non-personal indicators?
Have you integrated monitoring results of your latest intervention
or p
roject in the planning of new ones?
25
5 Practical Guide
Chapter 5:
Internal Organisation
Besides integrating a gender perspective into Alternative Development projects, gender mainstream-
ing also involves institutionalizing gender considerations across the organisation. This includes join-
ing forces with other local or national governmental institutions, parter organizations or other stake-
holders to work interinstitutionally on the topic of gender.
This chapter discusses six important elements related to gender mainstreaming. A gender audit or
internal assessment can help to assess how well gender is mainstreamed in the organisation and
what could potentially be improved. The below points are recommendations for actions to be taken.
› 1. Organisational gender policy
› 2. Commitment of the management
› 3. Technical gender expertise
› 4. Human resources
› 5. Gender-inclusive communication
› 6. Financial resources
26
Chapter 5: Internal Organisation
1. Organisational gender policy

· Have a clear gender policy in place that defines key gender concepts and describes
the overall gender vision and ambition of the organisation. This is key to providing direction
to the organisation and the staff.
· Make an organisation-specific statement that stresses the importance of gender equality
for the successful implementation of the organisation’s mission.
2. Commitment of the management

· As management, especially higher and middle management, show commitment to gender-
inclusive development by promoting the gender policy, inclusive leadership and proactive
communication about gender equality to give it significance and visibility to staff.
· Hold management accountable for the gender mainstreaming process, i.e. for making sure
appropriate gender instruments, such as a gender strategy, gender tools and the necessary
budget are in place and staff is supported in applying them.
3. Technical gender expertise

· Ensure the organisation has qualified in-house gender experts, with technical expertise that
can support staff to mainstream gender. The project can also assign a Gender Focal point
who is not necessarily only a gender expert but also an agronomist, for instance.
· Ensure that the gender expert can cooperate with the rest of the team and has sufficient time
and financial resources for this work.
· Establish a gender committee to embed gender expertise development in the organisation.
27
4. Human resources
Human resources play a key role in determining the success of a gender mainstreaming process.
Without the necessary investments in gender expertise and staff capacity, the chances of the suc-
cessful execution of a gender policy or strategy are low. This requires “practice what you preach”.
Therefore, the following aspects need to be considered:
Gender capacity building:

· Ensure that all staff members understand the gender strategy and approach and
deal with reservations ,misunderstandings and peoples’ own biases.
· Provide training and coaching on gender and gender-transformative approaches to
institutions and staff responsible for designing and implementing Alternative Development
projects in drug crop cultivation areas.
Gender balance:
· Ensure gender-balanced leadership in the project. A gender-balanced leadership tends to
lead to more successful and profitable organisations and businesses. The gender of staff also
influences communication with the target group.
· In case of inequality among staff positions, consider setting quotas, not only related to own
staff but also related to externally hired staff, like trainers, or field-level staff.
Gender-inclusive Human Ressources policies and procedures:

· Ensure human resources policies support gender equality and gender balance in the
organisation. This relates to for instance creating equal opportunities for promotions,
equal pay for equal work, maternity and paternity leave, care leave and dignity at work.
· Put in place measures to enable employees to reconcile work and family life
(promotion of childcare, flexible working hours, home office, etc.)
· Ensure an anti-sexual harassment policy and a whistleblower policy is in place and that these
policies have adequate reporting procedures that are clear, transparent and accessible to all staff.
5. Gender-inclusive communication
· Make gender visible only when it is relevant for the communication, e.g. to highlight a
specific gender (female farmers). Otherwise, use non-discriminatory and non-stigmatizing,
gender-inclusive words. For instance, use humankind instead of mankind, chairperson
instead of chairman. When talking about farmers, instead of “he” or “him” use plural pro-
nouns (they/ them) so that the stereotype that farmers are men is not reinforced.
· In audio-visual communications, make sure that both men and women are visible and
prominent and do not reinforce stereotypical gender roles. Pictures, graphics, videos and
audio materials play a critical role in how the world is interpreted, including how people
think and behave. Therefore, they are powerful tools that influence perceptions, attitudes
and eventually social change.
6. Financial resources
· Ensure a budget is available to build the gender capacity of staff.
· At the project level, ensure that a budget is available to do gender analyses and
to implementgender strategies that are formulated.
28

Yes No Questions
Organisational gender policy
Is there an organisational gender policy that describes overall gender
objectives in light of the organisation‘s vision and mission?
Commitment of management
Is the application of gender policies and strategies actively supported
by the higher and middle management and communicated to staff?
Is gender-mainstreaming included in management performance indicators
to ensure accountability?
Technical gender expertise
Is there a gender contact person in the team
(gender expert or gender focal point)?
Does the gender contact person have enough time and resources
to function well?
Is there a gender committee to embed gender expertise development
in the organization?
Human resources
Are the gender instruments for promoting gender equality
(e.g. gender strategy, tools for gender analysis, opportunities for further
training, M&E etc.) known by all staff?
Do employees have sufficient knowledge to systematically implement
the gender approach in their area of responsibility?
Is gender training and coaching offered to all staff?
Are regular assessments carried out to understand gender training needs
and is follow-up provided accordingly?
Is sufficient attention paid to the leadership development of women?
Are genders equally represented in the team
(also at the technical and higher hierarchical levels)?
Are measures being taken to address inequalities in staff composition?
Do human resources policies support gender equality?
Gender-inclusive communication
Is gender-inclusive language used in internal and external communication?
Does audio-visual communication avoid gender-stereotypical imagery?
Do public (media) campaigns express support for gender equality?
29
Yes No Questions
Financial resources
Is a budget available to carry out activities needed for the development
and implementation of the gender strategy?
Is budget available to support the gender capacity building of staff?
Can you think of any other questions? Please add them to the list.
Notes
30
Practical Guide
Further readings
· ATVET for Women (2019). Gender-Transformative Change in ATVET.

https://www.giz.de/de/downloads/giz2020_en_Gender-Transformative_Change.pdf
· AgriProFocus (2014). Gender in agricultural value chains – Online Training.
https://agriprofocus.com/introduction-to-gender-in-agri
· August, Karen (2013). Women in the Marijuana Industry.
https://www.jstor.org/stable/humjsocrel.35.89
· BMZ (2020). Alternative Development – Sustainable change through development-orientated
drug policy. https://www.bmz.de/resource/blob/52542/strategiepapier525-drogenpolitik-en.pdf
· Bonatti et al. (2019). “They Came Home Over-Empowered”:
Identifying Masculinities and Femininities in Food Insecurity Situations in Tanzania.
https://www.researchgate.net/publication/334964505_They_Came_Home_Over-Empowered_
Identifying_Masculinities_and_Femininities_in_Food_Insecurity_Situations_
in_Tanzania_SusLAND_Sustainable_Land_Use_in_Developing_Countries
· CDA (2018). Do No Harm: A Brief Introduction From CDA.
https://www.cdacollaborative.org/wp-content/uploads/2018/01/
Do-No-Harm-A-Brief-Introduction-from-CDA.pdf
· CEPAL (2021). Participación de las mujeres en el sector agrícola y agroalimentario de
América Latina y el Caribe. https://www.cepal.org/sites/default/files/document/files/
presentacion_agg_dag-cepal_cumbre_cafe_121121.pdf
· CIAT (2016). Coffee and cocoa value chains: Gender dynamics in Peru and Nicaragua.
https://www.academia.edu/64578692/
Coffee_and_cocoa_value_chains_Gender_dynamics_in_Peru_and_Nicaragua
· CIM (2014). Mujeres y drogas en las Américas – Un diagnóstico de política en construcción.
http://www.oas.org/en/cim/docs/womendrugsamericas-en.pdf
· COPOLAD (2022). Mujeres y políticas de drogas – Informe de situación
en América Latina y el Caribe, avances y prioridades a futuro.
http://copolad.eu/wp-content/uploads/2022/06/MUJERES_Y_POLITICAS_DROGAS.pdf
· Corporación Humanas (2019). Women and Drug Policy – Executive Public Policy Document.
https://humanas.org.co/wp-content/uploads/2021/01/70.Drug_policies.pdf
· Doherty, Robert (2018). Gender Equality and Women’s Empowerment through Fair Trade. Social
Enterprise: Case of Divine Chocolate and Kuapa Kokoo.
https://pure.york.ac.uk/portal/en/publications/
gender-equality-and-womens-empowerment-through-fair-trade-social-
· FAO E-learning Academy (2020). Developing gender-sensitive value chains.
https://elearning.fao.org/course/view.php?id=543
· FiP (2017). Mujeres y la economía cocalera en el Putumayo – roles, prácticas y riesgos.
https://storage.ideaspaz.org/documents/5a21a1163faf3.pdf
· Gender & Development Network (2015). Untangling Gender Mainstreaming:
A Theory f Change based on experience and reflection.
https://static1.squarespace.com/static/536c4ee8e4b0b60bc6ca7c74/t/
54fdd685e4b0c25577fa6cb3/1425921669656/GADN+GM+Briefing+FINAL.pdf
31
Practical Guide
· GIZ (2015). Promoting equal participation in sustainable economic development. Toolbox.

https://publikationen.giz.de/qlinkdb/cat/ID=44679000
· GIZ (2018). Preisgestaltung in der Wertschöpfungskette Kakao – Ursachen und Auswirkungen.
https://suedwind-institut.de/files/Suedwind/Publikationen/2018/
2018-01%20Preisgestaltung%20in%20der%20Wertschoepfungskette%20
Kakao_Ursachen%20und%20Auswirkungen.pdf
· GIZ (2020). From coca to cocaine – The forgotten link in the chain.
https://www.the-forgotten-link.de/de/index.html
· GIZ (2020). What works in rural youth employment promotion? –
Good practices and lessons from GIZ Programmes on rural youth employment.
https://www.giz.de/en/downloads/giz2020_eng_employment_promotion.pdf
· GIZ (2022). Gender Equality and Social Safeguards – Mainstreaming Guidelines
for the technical cooperation projects.
https://snrd-asia.org/wp-content/uploads/2023/01/Gender-Guidelines_SFM-FLEGT_EN.pdf
· GIZ (2023). Gender and Development.
https://gender-and-development.de/en/
· HIVOS (2014). Sustainable coffee as a Family Business.
https://agriprofocus.com/upload/CoffeeToolkitNEW1426174605.pdf
· IDPC (2012). Drug Policy and women – Adressing the negative consequences
of harmful drug control.
https://idpc.net/publications/2012/11/
drug-policy-and-women-addressing-the-negative-consequences-of-harmful-drug-control
· IFAD (2014). How to do Household methodologies – Gender, targeting and social inclusion.
https://www.ifad.org/documents/38714170/40198517/
How+To+Do+Household+Methodologies.pdf/564875ac-af4b-4409-9271-0c90ff464b3b
· ILO (2022). Guide to Gender-Sensitive Approaches to Value Chain Development.
https://www.ilo.org/empent/areas/womens-entrepreneurship-development-wed/
WCMS_850695/lang--en/index.htm
· Kelleher, David (2009). Action Learning for Gender Equality.
https://genderatwork.org/wp-content/uploads/2023/02/
Action-Learning-for-Gender-Equality.pdf
· KIT, Agri-ProFocus & IIRR (2012). Challenging chains to change:
Gender equity in agricultural value chain development.
https://agriprofocus.com/upload/131017-chachacha_Eng_web_2.compressed1415291181.pdf
· OECD (2023). Leadership and policy frameworks for gender equality
and the empowerment of women and girls – Gender Continuum.
https://doi.org/10.1787/0bddfa8f-en
· OECD (2023). Discrimination against women in social institutions across 180 countries.
https://data.oecd.org/inequality/social-institutions-and-gender.htm
· OXFAM (2022). Unearthed: Land, power and inequality in Latin America.
https://oi-files-d8-prod.s3.eu-west-2.amazonaws.com/s3fs-public/file_attachments/
bp-land-power-inequality-latin-america-301116-en.pdf
· OXFAM (2023). Tackling Gender Inequality in the Cocoa Supply Chain:
Are big chocolate companies delivering on their global commitments in Ghana?
http://hdl.handle.net/10546/621352
32
Practical Guide
· Parada-Hernández, María & Marín-Jaramilloa, Margarita (2021).

Cocalero women and peace policies in Colombia.
https://www.sciencedirect.com/science/article/abs/pii/S0955395921000554
· Pereira, Isabel & Ramírez, Lucía (2021). From the Colombian Coca Fields:
Peasant Women Amid the War on Drugs.
https://www.emerald.com/insight/content/doi/10.1108/978-1-83982-882-920200023/
full/pdf?title=from-the-colombian-coca-fields-peasant-women-amid-the-war-on-drugs
· Quesada, Ingrid (2021). ‘Las Empoderadas’ Women Coca Growers Building Territorial Peace.
https://www.emerald.com/insight/content/doi/10.1108/978-1-83982-882-920200024/
full/pdf?title=las-empoderadas-women-coca-growers-building-territorial-peace
· Rao (2006). Gender at Work.
http://gender.careinternationalwikis.org/_media/
resource_3_rao_2006_gender_at_work_integrated_framework.pdf
· SCA (2018). Gender Equality and Coffee – Minimizing the Gender Gap in Agriculture.
https://static1.squarespace.com/static/5ee0b1387f03a504a8d78501/t/
5ef4c779460edc7c45376717/1593100238345/Gender+Equality+%26+Coffee.pdf
· SIANI (2013). Transforming Gender Relations in Agriculture in Sub-Saharan Africa –
5. Household Methodologies.
https://mediamanager.sei.org/documents/Publications/SIANI-Gender-Africa-book/
SIANI-2013-Transforming-Gender-Relations-Chapter5.pdf
· SIDA (2009). Quick Guide to What and How – increasing women’s access to land.
https://cdn.sida.se/publications/files/
sida61534en-quick-guide-to-what-and-how-increasing-womens-access-to-land.pdf
· UN Human Rights (2020). Realizing Womens Rights to Land and Other Productive Resources.
https://www.unwomen.org/sites/default/files/
Headquarters/Attachments/Sections/Library/Publications/2020/
Realizing-womens-rights-to-land-and-other-productive-resources-2nd-edition-en.pdf
· UNODC (2018). World Drug Report 2018 – Women and drugs.
https://www.unodc.org/wdr2018/prelaunch/WDR18_Booklet_5_WOMEN.pdf
· UNODC (2021). Gender Mainstreaming in the work of UNODC –
Guidance note for UNODC staff.
https://www.unodc.org/documents/Gender/20-04944_Gender_Note_final_ebook_cb.pdf
· UNODC (2023). Guide: gender inclusive communication.
https://www.unodc.org/documents/Gender/gender_sentitive_language/
Gender-sensitiveCommsGuide-English-final.pdf
· UN Women (2022). In focus – Sustainable Development Goal 5.
https://www.unwomen.org/en/news-stories/in-focus/
2022/08/in-focus-sustainable-development-goal-5
· UN Women (2023). Gender Statistics and Sex-Disaggregated Data.
https://www.unwomen.org/en/un-women-strategic-plan-2022-2025/statistics-and-data
· World Bank (2021). Why we need more sex-disaggregated social protection data
and what we’re doing to get there.
https://blogs.worldbank.org/opendata/why-we-need-more-sex-disaggregated-social-
protection-data-and-what-were-doing-get-there?cid=SHR_BlogSiteEmail_EN_EXT
33
Practical Guide
Notes
34
Practical Guide
Notes
35
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Addressing Gender in

Alternative Development Projects

COPOLAD III is a consortium formed by: Collaborating partners:

Chapter 1: Gender-related definitions 5

Chapter 2: Tools for gender analysis 11

Chapter 3: Recommendations for gender-­responsive

Chapter 4: Monitoring and Evaluation 24

Chapter 5: Internal Organisation 26

2 › Tools for gender analysis

3 › Recommendations for gender-responsive Alternative Development projects

4 › Monitoring and Evaluation

1 GIZ/ COPOLAD (2023). Addressing gender

Understanding the context:

As a result, women in drug crop cultivation areas are:

· underrepresented in leadership positions and decision-making platforms,

· more likely to be exposed to domestic and sexual violence,

limits economic opportunities,

when engaging in social or political organizations.

­livelihood in the legal sector.2

Basic definitions related to gender

Different ways to assess Alternative Development

› 1. Gender equality continuum

› 2. Gender Quadrants of Change

› 3. Women Economic Empowerment

1. Gender equality continuum

Does your intervention have impacts that are:

Gender-“negative” Gender-“blind”, Gender- Gender- Gender-

The “Do-no-harm” approach

A guiding principle for development interventions in conflict areas, including

2. Gender Quadrants of Change

Culture Systems &

3. Women Economic Empowerment

Women’s Economic Empowerment Framework

Gender ratio: Production Processing Distribution

How to empower women?

Tools to act Power to act

Assets Financial Agricultural Decision-making Self-confidence Capabilities

Source: Based on Agri-Profocus (2016). Women’s Economic Empowerment Framework.

Arguments for gender equality12

12 Agri-ProFocus (2012). Gender in value chains.

Why a gender analysis?

› 1. A gender baseline study

› 2. A gender analysis of value chains

What do you gain from it?

Who applies it and with whom?

What do you need?

Which steps to take?14

Step 1: Meta level (norms)

Step 2: Macro level (policies and laws)

Step 3: Meso level (institutions)

Step 4: Micro level (target group of Alternative Development projects)

14 Adapted from GIZ (2023). Standardgliederung für Genderanalysen (internal document).

Guiding questions for a gender baseline

2. Gender analysis of value chains15

Why use this tool?

What do you gain from using it?

Who applies this tool and for whom?

Which steps to take?

› Step 1: Mapping of value chain actors

› Step 2: Mapping of support services

Chapter 3: Recommendations for gender-responsive

1 GIZ/ COPOLAD (2023). Addressing gender

livelihood in the legal sector.2

12 Agri-ProFocus (2012). Gender in value chains.