Gender Mainstreaming

in the CEAC Processes

 Gender and Development Training for Area Coordinating Team Batch 2
 Grand Menseng Hotel, Davao City
 August 22 – 26, 2016
KC-NCDDP GENDER MAINSTREAMING FRAMEWORK
 Integrating Gender into KC-CEAC Processes
CEAC STAGES/ KEY CEAC OUTPUT(S) EXPECTED GENDER SUB- KEY ACTIVITIES TO ACHIEVE GENDER SUB-
ACTIVITIES OUTPUT(S) OUTPUT

1.2 Social 1.2.1 Municipal • Lists hindering and enabling • AC to assist Municipal Coordinator and
Investigation Assessment Report factors that will affect gender Municipal GAD Focal Person in leading a
mainstreaming in KC study team of local stakeholders (LGU
implementation at municipal and civil society) to assess LGU Gender
level Responsiveness using the GeRL KA BA
tool.
1.2.2 Completed • Gender data forms part of • CFs to identify and hold FGDs with
Barangay Social the SI data gathered, e.g., quality key informants (both men and
Investigation (SI) Form and gender division of labor, sex women) who can provide gender
disaggregated data on disaggregated data.
Assessment Report
CLPI indicators, VAWC, • RCDS, through the RPC, to
human trafficking, etc. coordinate with Regional Planning
Unit and Regional GAD Focal Person
• Lists hindering and enabling
to provide ACTs with orientation on
factors that will affect
human trafficking and VAWC in their
gender mainstreaming in
assigned municipalities and the
barangay level KC
referral protocols to address these
implementation
issues.
1.2.3 CEAC • Action Plans include strategies • AC and CFs to seek input and
Implementation Action – at the municipal and guidance from more experienced
Plan (annual and gender advocates (men and
barangay levels – to address the
women), both locally and from other
sixmonth) gender issues listed in areas.
assessment reports • Regional KC and MLGU GAD Focal
Persons to comment on the gender
aspects of the ACT Action Plans.
What is Social Investigation?

Social Investigation [SI] is a process of

systematically obtaining information about the
physical, social, economic, cultural, and political
conditions of a community; the strengths, needs,
values, and aspirations of its people. Lessons
learned from SI about the community will help
members of the ACT to better design, plan, and
implement development activities.
 Barangay Profile/Social Investigation Form
BASIC INFORMATION

POPULATION PROFILE
Region
Province
Municipality
Barangay
No. of
Sitios/Puroks
Year KC started

1. Total Number of households

2. Total Number of Female-Headed Households*
3. No. of male residents
4. No. of female residents
5. No. of male children ages 0-5 years old
6. No. of female children ages 0-5 years old
7. No. of male elementary school aged children (children 6-12 years old)
8. No. of female elementary school aged children (children 6-12 years
old)
9. No. of male secondary school aged children (children 13-16 years old)
10. No. of female secondary school aged children (children 13-16 years
old)
11. Total male voting population
12. Total female voting population
13. Total male labor force
14. Total female labor force
15. Year last population census conducted
* Note: These will be identified using the NSCB definition of female-headed household.
Female-headed households will be further discussed and validated during PSA.
Are there indigenous people (IP) in your barangay?

Is the barangay affected by armed conflict? ________

If yes, please give additional details of the armed conflict in the area
__________________________________________________________________
_______
__________________________________________________________________
_______
98 The Kalahi-CIDSS Gender Toolkit: Mainstreaming Gender in the CDD Project
•No. of 4Ps household beneficiaries in the barangay _______
•No. of female-headed households among 4Ps beneficiaries _______
•No. of SEA-K household beneficiaries in the barangay _______
•No. of female-headed households among 4Ps beneficiaries _______

Total Total Total

Total Female- male female
Location/ Total Total IP
IP group househol Headed IP
Sitio male female
ds Househol leader leader
ds * *

Total
* Traditional tribal leader or member of
council of elders.
AREA PROFILE
Is this a Poblacion Barangay? ______________
If not, how many hours does it take to travel to poblacion?
_____________
No. of kilometers from the poblacion _______________
What is the geographic characteristic of the Barangay? (i.e., upland,
lowland, island, coastal)? ______________________
Is the barangay isolated from the rest of the municipality?
____________

Environmentally critical areas

Name of Location Description (e.g.

prone to landslide)
EMPOWERMENT

What organizations operate within the barangay? (Use another sheet for more organizations)

Organization 1 Organization 2 Organization 3

Name
Type of Organization (ex. PO, NGO, Private
institution/CSR)
Formal? (Registered, answer yes or no)
Advocacy (Savings, religious, farmers,
fisherfolk, women, etc.)
Membership Exclusive? (Yes or no, If
exclusive, indicate to which group?)
Area of operation (ex. nationwide, municipal,
diff. barangays, etc.)
Years operating in barangay
Active or inactive organization?
Activities (Identify major activities)
Total male members from barangay
Total female members from barangay
Male IP members from barangay
Female IP members from barangay
Total male officers
Total female officers
Total IP male officers
Total IP female officers
Marginalized sectors represented
 LOCAL GOVERNANCE
BLGU Officials’ Profile
Position in Inclusive Name of
Barangay. Date (Start Non-KC
Civil Educational and End Name of KC
Name Sex Age IP group Council Organization
Status Attainment Date) Committee

* To be updated once the Project starts.

Position in Inclusive Name of Name of

Barangay. Date Non-KC KC
Civil Educational Sector
Name Sex Age IP group Council (Start and Organization Committee
Status Attainment Represented
End Date)

* To be updated once the Project starts.

Barangay Development Council Profile (Identify only
those not listed in BLGU Officials’ Profile)

What percentage of the barangay council are

women?
What percentage of the barangay development
council are women?
During the past year, how many times were the
BAs conducted?
On the average, how many barangay
households are present during the meetings?

• How many male residents were present?

• How many female residents were present?

• How many IP households were present?

• What other sectors were present?

During the past year, how many times did the
BDC meet?
How many, on the average, attend the BDC
meetings? (refer to attendance sheet)

• Male BLGU Officials

• Female BLGU Officials

• Male PO/CBO representatives

What is the total annual budget of the barangay? How much was
the IRA the past year? What are other sources of funds of the
barangay?

Source of Fund Amount

IRA
Other Sources:

Total

How were barangay funds allocated in the

previous year?
(refer to Barangay Annual Investment Plan)
Category Amount
Environment
Economic Sector
Infrastructure
Social development
Institutional Sector
Other allocation

How was the 5% GAD fund utilized by the barangay?

Activity Cost
Over the past year, what development project(s) has been implemented in your
barangay?
** Examples of Development Projects: Roads, Water Supply, Toilet, Livelihood, Education, Electrification, Health and
Nutrition, etc.
***Types of Source of Funds: Barangay Fund, Municipal Fund, Provincial Fund, Congressional Development Fund (CDF),
National government agencies (e.g. DSWD, DA, etc.), ODA (Foreign-assisted projects), etc.

Cost of Source of Cost Sharing Beneficiaries

Project** Location Scope*
project funds*** (%) M F IPs

Notes:
* Refers to coverage, unit or physical target.
POVERTY/SOCIO-ECONOMIC SITUATION

Identify top three income-generating activities in the Barangay and their principal
actors.
(Note: Income-generating activities can include agricultural production [e.g., rice or vegetable cultivation], wage
employment and micro-entrepreneurial activities [e.g., vending, services, etc.]. In the prevailing gender division of
labor, are some income-generating activities “reserved” for women or for men? What is the basis for the dominance of
women or men in a particular income-generating activity? Is it due to a set of skills that are normally possessed either
by women or men?)

Income-Generating Is the income- What skills does the

Activity generating activity Principal Actor possess
done mainly by Men that enables him or her
or Women? to engage in the income
generating activity?
1.
2.
3.
What are the high-income and low-income months for men and women?
Why?
(Note: It is usually easy to determine the high- and low-income months of male farmers; high-income
months would correspond with the harvest season. Low-income months for women are more difficult:
women’s income streams will likely be smaller but more stable and regular since women are
ultimately responsible for the daily consumption requirements of the household.)

High-Income Low-Income Reasons

Months Months
Men
Women

At what age do men and women begin productive work? At what age
do they stop? Why?
(Note: “Productive work” should be defined as activities that result in both “exchange value” (which
result in cash income) and “use value” (which result in goods and services that are consumed by
the household).

Beginning Age for Ending Age for Reasons

productive work productive work
Men
Women
What are the usual roles and responsibilities given to girls and boys, women and men in the
home, farm, other workplaces, market and community affairs?
(Note: The following matrix is intended to map the prevailing gender division of labor among households within the barangay. In the rural
home, for example, women are mainly responsible for household work and child rearing; Men usually perform housework only during
periods that the wife is sick. Roles are reversed in community affairs, with women often performing support roles while men assume
leadership positions. Given the limited time and resources, the analysis should be limited to identifying the 2-3 most important roles of the
four actors in each of the five domains.)

Home Farm Other Market Community Affairs

Workplaces

Men
Women
Boys
Girls
What are the traditions, beliefs, attitudes and expectations about masculinity and
femininity in the community that have given rise and/or continue to reinforce the above
gender roles and responsibilities? (At the minimum, please select the five most
important gender roles.)
(Note: From the previous matrix above, select 5-7 gender roles that are likely to have significant impact on KC-CEAC
implementation and list these in the first column. Next, identify the traditions or beliefs that reinforce these gender roles.
For example, men are usually responsible for plowing rice fields because women are believed to be too weak to handle
the plow.)

Gender Roles and Reinforcing Traditions,

Responsibilities Beliefs, etc.
1.
2.
3.
4.
5.
6.
Etc.
What types of road traverse through the
barangay?

Types of Road %
Dirt
Gravel
Asphalted
Cemented/All Weather Road

What are the modes of transportation available?

How much do they cost? For what purpose(s) are
these modes of transport used by men and
women?

Mode of Cost Purposes Used by Purposes Used by

Transport (Minimum – Men Women
Maximum)

1.
2.
3.
4.
5.
Etc.
 Which of the following establishments and services are available in the barangay? If not available, how far is your
barangay to the nearest establishment/service provider? (if the listed services/establishments are not applicable or
“no use” to your barangay, write n/a)

If none, distance to
Why are there differences in the use of nearest facility Mode of
Facilities/Establishments/ Services Please check if available Are these used mainly by men or women? these facilities by women and men? (hours) Transport and cost
Barangay hall
Multi-purpose building
Tribal hall
Evacuation center
Market place/bagsakan
center
Stores
Mini port
Daycare center
Elementary School
Secondary School
College or university
Health station
Hospital
Irrigation
Pre/Post Harvest Facilities
Water supply system
Drainage System
Waste facility
Cemetery
Environmental protection
Electricity
Telecommunication Access
Postal Service
Bank
Credit facility
Why are there differences in the use of If none, distance to
these facilities by women and men? nearest facility Mode of
Facilities/Establishments/ Services Please check if available Are these used mainly by men or women? (hours) Transport and cost
Housing Projects
Tanod/police
Emergency services
Capability/skills training
• Health
• Education
• Organizational development
• Agriculture and enterprise
STATUS OF CORE LOCAL POVERTY INDICATORS (CLP+1)
(Note: Answers should be based on CBMS data. If CBMS data is not available, use available administrative data –
e.g., education, health and nutrition – and include reference. Data that is not obtained during SI will be gathered
during PSA. The gender dimensions of the CLPI should be clearly articulated. The CF is also expected to perform
abbreviated problem tree analysis to determine the main causes of the CLPI problems.)

Indicators Source Reference Total # of Subjects To Make CLPI GenderSensitive

Health
Disaggregate incidence of morbidity by type of
1. Incidence of morbidity of children aged 0-5 illness and sex of child

2. Proportion of children aged 0-5 years old who died Disaggregate proportion of child deaths by sex
of child
Disaggregate proportion of maternal deaths by
3. Proportion of women who died due to pregnancy- income
related causes class and education of women
Nutrition
4. Proportion of children aged 0-5 years old who are Disaggregate child malnutrition by sex of child
malnourished
Water and Sanitation
Disaggregate proportion of households with no
access to safe water supply by sex and
5. Proportion of households with no access to safe water
employment status of household head
(within 250 meters)

6. Proportion of households with no access to sanitary Disaggregate proportion of households with no

toilet facilities access
to sanitary toilet facilities by
Indicators Source Reference Total # of Subjects To Make CLPI GenderSensitive

sex and employment status of household head

Shelter
Disaggregate types of dwelling units by
7. Types of dwelling units by number of households in
sex, age and employment status of
barangay
household head
Disaggregate proportion of informal settler
8. Proportion of households who are squatters (informal
households by sex, age and employment
settlers)
status of household head
Disaggregate residential dwelling by sex,
9. Proportion of households living in makeshift housing age and employment status of household
head
Peace and Order
Disaggregate proportion of persons who are
victims of
crime by sex and age
10. Proportion of persons who are victims of crimes
Disaggregate victims of VAWC-related
crimes by age and marital status of
women victims
Income
Disaggregate proportion of households with
11. Proportion of households with income below the income below the poverty threshold by sex,
poverty threshold employment status and occupation of
household head and number of children
Disaggregate proportion of households with
12. Proportion of households with income below the income below the food threshold by sex,
subsistence or food threshold employment status and occupation of
household head and number of children
Disaggregate proportion of households who
experienced food shortage by sex,
13. Proportion of households who experienced food employment status and occupation of
shortage (e.g., eat less than three meals a day) household head and
number of children

Indicators Source Reference Total # of Subjects To Make CLPI GenderSensitive

Basic Education
Disaggregate cohort survival
14. Cohort survival and drop-out rate by grade
and drop-out rate by sex of
level
child
15. Proportion of 6-12 years old children who Disaggregate proportion of
are not in elementary school children not in elementary school
by sex of child
16. Proportion of 13-16 years old children who Disaggregate proportion of
are not in secondary school children not in secondary school
by sex of child
Disaggregate teacher-
17. Teacher to student ratio
tostudent ratio by grade level
Disaggregate teacher-
18. Teacher to classroom ratio toclassroom ratio by grade
level
Employment
Disaggregate proportion of the
19. Proportion of the members of the labor members of the labor force who
force who are not working are not working by sex, age and
education
Disaggregate proportion of the
20. Proportion of the members of the labor members of the labor force who
force who are underemployed are underemployed by sex, age
and education
 ACT/CF ASSESSMENT
(Note: Based on the above data, the ACT/CF shall formulate a number of conclusions regarding the situation of the barangay. These conclusions can be
summarized in this section. It is important that the ACT/CF recognize these conclusions as preliminary and requiring validation and further investigation during the
PSA. The conclusions are meant to assist the ACT/CF in formulating a research plan – together with the community volunteers – for the PSA exercise.)
What do you consider to be the main problems in the barangay?
(Note: Based on the above, select the 4-5 most important problems of the barangay. It is important that the “problems” be articulated as “problems” – that is
negative conditions or obstacles to a desired or ideal situation – and not as “disguised solutions. For example, the absence of a road is not a problem per se (but
rather a “disguised solution”); the actual problem may be that residents do not have access to the health facilities that are located in the municipal center. It is also
important to determine if the problem affects women and men in different ways. Finally, it is important to make a preliminary determination if KC can have a role in
addressing these problems.)

What are the effects of What are the effects of How is the problem being How can KC address this
the problem on the problem on Men? addressed at present? problem?
Problem Statements
Women?

Access/ Mobility …
Water and Sanitation …
Health and Nutrition …
What are the effects of What are the effects of How is the problem being How can KC address this
the problem on the problem on Men? addressed at present? problem?
Problem Statements
Women?

Literacy/ Education …
Employment/ Income Generation …
Land Ownership/ Asset Distribution …
Agricultural Service Facilities (i.e. post
harvest) …
Peace and Order …
Environment …
Power Supply …
Communications …
Others, specify
Facilitating selection of balance
representation of men and women in
committees and leadership …
CEAC STAGES/ KEY CEAC OUTPUT(S) EXPECTED GENDER SUB- KEY ACTIVITIES TO ACHIEVE
ACTIVITIES OUTPUT(S) GENDER SUB-OUTPUT
1.3.1 BA agenda prepared • Presentation of MC-7 provisions and participating CF to request the Barangay Council to include
First BA CSOs is part of the BA agenda. presentation of MC-7 and participating CSOs at the
BA.
1.3.2 Barangay resolution supporting KC • Barangay resolution reflects commitment to CF to prepare, together with the concerned
support gender mainstreaming in KC barangay team, the draft resolution before the actual
implementation. conduct of the BA.
1.3.3 PSA volunteers formed through a • Both men and women represent PSA volunteers’ Prior to the BA, CF to emphasize to key barangay
barangay resolution team. stakeholders – including BLGU officials and meeting
facilitators – the importance of gender balance in the
composition of the PSA volunteers’ team.
1.3.4 Barangay Grievance Committee and • Both men and women represented the Grievance Before the BA, CF to emphasize to key barangay
its members formed through a Barangay committee membership. Sitio representation stakeholders – including BLGU officials and meeting
Resolution includes at least one woman. facilitators – the importance of gender balance in the
composition of the Grievance Redress committee.
1.3.5 Minutes of BA • Meeting documents reflect quality of participation • CF to instruct meeting facilitators (e.g.,
of men and women. Barangay captain) on the importance of
seeking inputs of women on the topics
discussed at the BA.
• CF to encourage women-residents to express
their views at the BA.
• CF to ensure that documenters (e.g., Barangay
secretary) record separately the inputs of men
and women at the BA. An ACT-CF or MCT-CF
to provide technical assistance to the Barangay
Secretary in taking minutes.
• CF to prepare the BA Report, which shall also
reflect the participation of women and men.
1.3.6 Attendance sheet BA attendees are disaggregated according to sex. • CF to perform quality assurance on the attendance
list at registration and during the meeting to ensure
that mistakes are corrected before attendees leave
the site of the BA.
 1.4.3.1 Barangay • Barangay resolution reflects • CF to prepare, together with the
Second BA (after Resolution approving the commitment to address gender concerned barangay team, the draft
the PSA) PSA results concerns identified in the PSA. resolution before the conduct of the
BA.

1.4.3.2 Final Barangay Action Plan • The gender dimensions of the • Together with the PSA volunteers, CF
problem(s) to be addressed are to perform quality assurance on the final
articulated clearly; project objectives version of the BAP to ensure that the
and components express specific gender dimensions of the priority
gender aspirations. problems, project objectives and
components are retained.
1.4.3.3 Barangay resolution of identified • Proposed project selection criteria • CF to assist the concerned barangay
criteria for the selection and reflect specific gender needs and team in preparing the draft resolution
prioritization of the identified needs and aspirations as identified in the PSA. before the actual conduct of the BA.
approval of top priority sub project.
1.4.3.4 Formation of the BRT, PPT, • Both men and women represent the • Before the BA, CF to explain to key
CMT teams (3 community volunteers leadership and membership of the PPT, barangay stakeholders – including
per team) and issue-based groups (e.g., BRT and CMT. BLGU officials and meeting facilitators –
women and children, disaster, etc.) to the importance of gender balance in the
address other community priorities composition of the BRT, PPT and CMT.
contained in the BAP. • CF to assist the concerned barangay
team in the draft resolution before the
actual conduct of the BA.
1.4.3 Second BA (after the PSA) 1.4.3.1 Barangay • Barangay resolution reflects • CF to prepare, together with the
Resolution approving the commitment to address gender concerned barangay team, the draft
PSA results concerns identified in the PSA. resolution before the conduct of the BA.
Third BA (after the 2.3.1 Sub-project concept • Gender dimensions of • Before the BA, CF to
approved proposed sub-project(s) is conduct roleplaying session
CSW)
clearly explained at BA and with presenters of proposed
approved by barangay barangay sub-project – BRT
residents. and PPT members – to ensure
that its gender dimensions
are clearly articulated in the
presentation.
2.3.2 Approved plan, design and • Barangay residents – and in • CF to emphasize to PPT and
community development particular women and other BRT members the importance of
proposal of the proposed Sub- intended beneficiaries – holding consultations with
Project prepare to participate in women and other beneficiaries
consultations regarding on the key design features of
subproject design. the sub-project.
2.3.3 Approved Barangay • Both men and women • Before the BA, CF to explain to
Resolution forming the project represent the chairs and key barangay stakeholders –
BSPMC (including BSPMC members of the BSPMC and including BLGU officials and
Head, PT and O&M. other teams. meeting facilitators – the
importance of having women
and men in the leadership and
membership of the BSPMC and
other teams.
 CEAC STAGES/ KEY CEAC OUTPUT(S) EXPECTED GENDER KEY ACTIVITIES TO
ACTIVITIES SUB-OUTPUT(S) ACHIEVE GENDER SUB-
OUTPUT
(Fourth Barangay 3.1.1 BA approval of the • Final version of • With guidance from the
Assembly) final version of detailed community proposal DAC, CF to provide
proposal incorporating meets the standards of a continuing quality
community agreements gender-responsive project. assurance to ensure that
on the design features of gender dimensions of the
the project. project in the different
parts of the proposal are
articulated clearly.

3.1.2 Approved Barangay • Gender dimensions of • With guidance from

Resolution, which will project are emphasized in the DAC, CF to assist
submit the final subproject the barangay resolution. meeting documenter in
proposal to the MIBF for preparation of barangay
prioritization, contains all resolution.
agreements arrived at the
BA.
 CEAC STAGES/ ACTIVITIES KEY CEAC OUTPUT(S) EXPECTED GENDER SUB-
OUTPUT(S)
(Fifth Barangay 3.5.1a For funded barangays: • Gender dimensions of the prioritized
• Resolution to enter into Sub-Project sub-project are articulated in the
Assembly) Agreement (SPA) with DSWD and resolution.
to request for the first RFR; and,
• Resolution opening community
bank account
and naming its signatories.
3.5.1b For non-funded barangays: • Women and men are
• Plan for alternative funding sources involved in the team that will seek funds
for their for the nonprioritized barangay
non-prioritized projects; and subproject.
• Schedule of planning meetings of • Women and men participate in the
issue-based groups to respond to issue-based groups that will
other BAP priorities. respond to other BAP priorities.
 What is the importance of a participatory situation analysis
(PSA)?
A participatory situation analysis draws on the active involvement and
insights of the community people to recognize factors that could infl
uence developmental activities or projects.
• Local communities are mobilized to share information about local
conditions from their own perspectives.
• People share their knowledge and direct experiences through the use of
visual tools.
• Collective process of sharing information, analysis of data and
prioritization of concerns and issues.
Beyond being another research methodology, PSA’s methodology makes
the people more critical and analytical in understanding their current
condition.
1.4.2 Barangay 1.4.2.1 Community • Gender dimensions are • CFs to use the Updated Community Data
PSA Research Plan clearly articulated in the community data to be Requirements Matrix to help the barangay PSA team
gathered. to prepare the Community Research Plan.
• If necessary, CF to provide further input on key
gender concepts.
1.4.2.2 Goal Statements • Goal statements, which are formulated for each CLPI • CF to assist PSA volunteers to prepare Goal Statements
(based on CLPI indicators) indicator, articulate gender specific aspirations. using the Matrix on Status of CLPI Indicators that is
contained in the Barangay Profile/SI Report.
1.4.2.3 Existing gender • Data gathering on the gender division of labor, • CF to assist PSA volunteers in the analysis of existing
patterns in the community traditions and beliefs that reinforce gender roles and gender patterns; gender analysis should be the first item
identified other taboos or biases for-or-against women and men discussed at the PSA so that barangay research team
that may inhibit their participation in KC implementation. acquires a gender perspective that can carry over into the
other subjects of inquiry.
1.4.2.4 Community map • Data gathering on the importance of different • CF to utilize gender analysi

(resource and social map community resources to the work of women and CEF utilize gender analysis questions to guide
men and the differential access and control of PSA volunteers in preparing community map.
women and men over these resources. Actual responses to the analytical questions to
be formulated by PSA volunteers, with
guidance from the CF, after community map
has been prepared.
1.4.2.5 Historical timeline • Data gathering on the differential effects of significant • CF to utilize the gender analysis questions to guide PSA
and transect events on women and men and the changes caused by volunteers in preparing historical timeline and transect.
these events on the gender division of labor prevailing Actual responses to the analytical questions to be
at the time. formulated by PSA volunteers, with guidance from the CF,
after the historical timeline and transect have been
prepared.
1.4.2.6 Seasonal calendar • Data gathering on the leadership roles assumed by • CF to utilize the gender analysis questions to guide PSA
women and men over annually recurring events, the volunteers in the preparation of the seasonal calendar.
busy periods for women and men and the mechanisms Actual responses to the questions can be formulated by
employed by women and men to cope with increased PSA volunteers, with guidance from the CF, after the
workloads. seasonal calendar has been prepared.
CEAC STAGES/ KEY CEAC OUTPUT(S) EXPECTED GENDER SUB- KEY ACTIVITIES TO ACHIEVE
ACTIVITIES OUTPUT(S) GENDER SUB-OUTPUT
1.4.2.7 CLPI Charts and • Identification and clear articulation of the gender • CF to assist PSA volunteers in presenting the
Graphs dimensions of CLPI-related problems . CLPI problem statements using charts and
graphs.
1.4.2.8 Identified and Ranked of Priority • Clear articulation of the gender dimensions of • CF to facilitate identification of key problems
Problems (Note: CF and PSA volunteers are priority problems; by PSA volunteers; these will likely be drawn
expected to identify the most important 4-5 • The selection criteria used in the ranking of from the CLPI charts and graphs.
CLP Indicators, e.g., in terms of their priority problems consider gender needs. • CF to facilitate the formulation of criteria for
incidence, and conduct problem tree the ranking of key problems by PSA
volunteers (e.g., Impact, urgency, trend
analysis on these CLP Indicators.)
criteria.
• CF to facilitate the actual ranking
process of PSA volunteers to select the
priority problems.

1.4.2.9 Solutions to Priority Problems • Clear articulation of the expected gender benefits • CF to facilitate identification of proposed
identified and ranked of proposed solutions are clearly articulated. solutions to priority problems by PSA
• The selection criteria is used in the ranking of volunteers; CF to ensure that the gender
benefits of proposed solutions are clearly
solutions consider gender needs and aspirations.
articulated.
• CF to facilitate the formulation of criteria for
the ranking of priority solutions by PSA
volunteers.
• CF to facilitate the actual ranking process of
PSA volunteers to select the priority
solutions.
1.4.2.10 Identified of • Data gathering on the importance of different • CF to facilitate analysis of community
Community Strengths and community resources to women and men, the extent of strengths by PSA volunteers. Analysis
Development Potentials should surface any adverse impacts that
control exercised by women and men over these
may occur for women and men when an
resources, and the differential effects on women and important resource that they currently control
men if resources are used to address priority is utilized for the “greater good of the
community problems. community.”
• CF to facilitate the formulation of measures
by PSA volunteers to mitigate any adverse
impacts on women and men that are
identified through the above analysis.
1.4.2.11 Draft Barangay Action • Clear articulation of the gender • CF to ensure that PSA
Plan dimensions of the problem(s) to volunteers clearly articulate the
be addressed; project objectives gender dimensions of priority
and components express specific problems and objectives and
gender aspirations. components of selected projects
in the Barangay Action Plan.
 Form 2.1.2 Criteria for Prioritization of Community Projects
(Note: The following – which include both gender-sensitive and gender-neutral sub-project
selection criteria – are intended for consideration of barangay representatives when they
formulate the criteria for prioritization of sub-project proposals at the MIBF. These criteria can
also be used when community volunteers design their community sub-projects during the PSA
exercise on “Identification and Ranking of Solutions to Priority Problems”).

1. To what extent have the gender dimensions of the problem to be addressed and the objectives of the
project been articulated clearly?
2. Extent of the project enhancing the status of women in the community
• To what extent will it provide women the same access as men in terms of new technologies, skills
and information?
• To what extent will it give women with employment opportunities equal to men and at the same time
provide them with the training necessary to avail of these employment opportunities?
• To what extent will it make available to women the same training and capacity-building opportunities
that will be available for men?
• To what extent will it establish mechanisms that will install women in leadership positions so that they
will be able to co-manage the project with men?
3. Extent of the project addressing traditional barriers to women’s participation in the project
• To what extent has it instituted measures to reduce the domestic and livelihood workload of women?
• To what extent does it give due recognition – monetary and/or otherwise – to the participation and
contribution of women?
1. To what extent does the project have clear benefits for the poorest households of the
community?
2. To what extent is the project responsive to the problem to be addressed?
3. To what extent is the project consistent with the development goals and directions of
the municipality?
4. How strategic is the project, that is, to what extent does it also address other priority
problems of the community?
1. To what extent does the project have a positive impact on the environment? How
significant is the negative impact of the project on the environment? To what extent
have mitigating measures have been incorporated into the project design to reduce
these negative effects?
2. To what extent are beneficiaries making substantial contributions to the funding
requirements of the project?
3. How realistic are the identified strategies that have been incorporated into the project
design to ensure long-term sustainability?
 CEAC STAGES/ KEY CEAC OUTPUT(S) EXPECTED GENDER KEY ACTIVITIES TO
ACTIVITIES SUB-OUTPUT(S) ACHIEVE GENDER SUB-
OUTPUT
Criteria Setting 2.1.1 Municipal development • CLPI thematic mapping of • CFs to assist PSA
Workshop directions identified and the municipality reflects volunteers in their
the results of the GeRL presentation of the gender
agreed upon.
assessment, municipal dimensions of barangay
GAD Plan, PSA and MDP. priority problems.
• Identified gender gaps and • AC and CFs to ensure that
recommended measures the gender dimensions of
the municipal-level
to address gaps are
consolidation of barangay
included in the Municipal PSA results are clearly
GAD Plan. articulated.
• AC to present results of
GeRL assessment and
PSA highlighting gender
gaps.
2.1.2 Agreement on sub- • Sub-Project selection criteria • CF to discuss the
project prioritization criteria include gender-specific importance of gender-
sensitive to gender, IP/ICC, specific criteria with BRT
standards, such as (a) gender
and PPT members before
peace and conflict, social & dimensions of the priority the criteria-setting
environment safeguards, problem and project objectives workshop.
poorest HHs, 4Ps are clearly-articulated; (b) • AC and CFs to provide
project design incorporates detailed explanations of
the proposed selection
criteria (including those
that are gender-
CEAC STAGES/ KEY CEAC OUTPUT(S) EXPECTED GENDER KEY ACTIVITIES TO
ACTIVITIES SUB-OUTPUT(S) ACHIEVE GENDER SUB-
OUTPUT
2.2.1 Community In addition on technical skills AC and CEF ensure that the
volunteers are trained in preparation provision of inputs in gender
concept is the first item in the
project proposal
preparation agenda. This will
preparation give the volunteers the
inclusion of non prioritized
gender oriented projects into
municipal and other plans.
2.2.2 Sub-project concept prepared • The gender dimensions of the • AC and CFs to emphasize the
(Note: Before the preparation of the project and its benefits to women gender dimensions of the problem
sub-project concept form, the CF are stated clearly in the sub-project and chosen sub-project to the
and PSA volunteers are expected concept proposal. writers of the subproject concept.
to prepare a detailed problem tree
and objectives tree on the problem
and project that the community
shall present to the BA for
submission to the MIBF).
2.2.3 Plan in developing proposal • Proposal development plan • CFs to ensure that the community
formulated includes holding of consultations volunteers include consultations
with women and other intended with women during the course of
beneficiaries. sub-project development.
Factors to Consider in Planning Gender-
Responsive Community Projects

 The gender dimension of the problem to be addressed and the objectives

of the project are articulated clearly.
 The project is linked to practical and strategic gender needs and seeks to
promote or strengthen gender equality.
 The project motivates women and men to assume non-traditional gender
roles, e.g., women in construction work and men in health services.
 The project provides structures and mechanisms that encourage the fair
representation and meaningful participation of women and men in
different aspects of the project.
 The project removes barriers to women’s participation due to prevailing
gender roles and division of labor by establishing community mechanisms
that free women from time-consuming reproductive work responsibilities
and other similar measures.
1. The project ensures equal opportunities for men and women in employment at
various phases of implementation. Both men and women will be engaged as paid
labor.
2. The project will provide facilities during construction to address the specifi c needs
of women and men, e.g., toilets, safety gear, warning signs, etc.
3. The project enables both women and men to enhance their knowledge and skills on
the technical aspects and management of the project.
4. The project develops the capacities of women to speak out and assert their rights in
relation to the project, and especially on those activities that have impact on their
rights and gender roles.
5. The project removes obstacles to women assuming leadership roles in project
management.
1. The design of the proposed project infrastructure is appropriate for the use of women
and men,
e.g., handrails will be installed in steep locations.
1. The risks and/or adverse impacts of the project on women’s status and well-being
have been determined and found to be minimal.
2. The project will collect sex-disaggregated data and gender-related information to
support its gender mainstreaming monitoring system.
3. The gender mainstreaming agenda of the project is congruent with that of the
Philippines and of the local government. The design of the project has considered the
gender mainstreaming initiatives and structures of the local government unit and
other government agencies in the locality.
 Gender-Sensitive Sub-Project Concept Proposal Form

(Note: Please refer to the Guidance Notes in accomplishing this form.)

Barangay: ___________ Municipality: ____________ Province: ___________ Region: ________

Total number of Household (HH) in the barangay: _____________
Total Population __________ Male ______ (% to total) Female ______ (% to Total)

A. GENERAL INFORMATION
Name of proposed sub-project:
Category: Public Goods ________ Enterprise ________ Human Resource Dev’t. ______

Problem Statement: (articulate gender dimension)

Project Purpose:(articulate gender dimension)
Project Beneficiaries and Expected Benefits: (disaggregate by estimated number, sex, & type of
benefit)
B. DESCRIPTION OF PROJECT COMPONENTS
1. Physical/Infrastructure component (Program of Works)
Physical target: Cost parameter:
Persons who assisted in the preparation of technical proposal:
Proposed scope of works to be undertaken:
Labor/Workforce requirement/sources: (disaggregate by skill level and sex)
Equipment requirement/sources:
Procurement Method/s to be adopted:
2. Training component (disaggregate by training topics and estimated number of
women and men participants)
3. Women-specific component (mention strategies to remove barriers to women’s
participation)
4. Management component (disaggregate by estimated number of management
positions and sex of prospective staff)
C. SAFEGUARD CONCERNS
Any displacement or relocation of community members Yes __ No __
during implementation? (disaggregate by sex and income
class)
Acquisition of proposed Deed of Sale Donated LGU Owned Others: (Specify)
site/location? (sex of __ __ __ ___
owner)
Proposed site within the Yes ___ No ___
reservation area?
Necessary permit/s Yes ___ No ___ EMP Only ______
accomplished? (e.g., ECC,
CNC)
Mitigating measures to be undertaken for the environmental impact of the sub-project?
D. FINANCIAL ECONOMIC
ASPECT
Cost Items Total KC Local Counterpart Contribution (LCC)
Per Component Cost Grant Community BLGU MLGU PLGU Others Total LCC
Men Women
Total Estimated Cost
– POW
(Infrastructure)
Training
Women-Specific
Management
Others, Specify
Total
(100% (%) (%) (%) (%) (%) (%) (%) (%)
)
E. SUBPROJECT SUSTAINABILITY
Is there an existing O&M group or does it still have to be organized? (If existing, disaggregate
leaders and members by sex. If it is yet to be formed, indicate participation of women as
leaders and members)

What are the major Operations and Maintenance (O&M) components of the sub-project? (In a
school building project, for example, the major O&M components would include teachers,
books and supplies, and periodic repair of the school building and desks and chairs, etc.)

How do we plan to maintain the completed sub-projects?

,
Is the community willing to pay for tariff and by how much?

Other sources of funds for the operation and maintenance activities?

Identified capability building requirements for O&M group? (disaggregate capability-building

requirements by sex)
Prepared by: Approved for endorsement to the MIBF

____________________________ _________________
Head, Project Preparation Team _________________
Brgy. Chairperson BSPMC Chairperson
Approved for endorsement to KALAHI- Technical Verification by:
CIDSS

_______________ ___________________
____________________________ Area Coordinator MIAC Representative
Municipal Mayor/MIBF Convenor
 Guide to Preparing Gender-Responsive
Community Project Proposals

(Introductory Note: This guide is to be used by the CF and Project

Preparation Team during the course of proposal preparation of the
community sub-project that has been approved by the Barangay
Assembly. The guide seeks to help the proposal writers as they write the
different sections of the proposal.)

1. Rationale/Statement of the Problem

• Is the gender dimension of the problem statement articulated clearly?
• Is the problem statement supported by quantitative data? For example, are the
number and proportion of women, men, children or other marginalized sectors
affected by the problem quantified?
1. Purpose of the Project
• Is the purpose responsive to the problem? Is it clear that the purpose
presents a solution to the problem to be addressed?

• Are the indicators and targets to measure attainment of the purpose

clearly stated? For example, does the proposal mention the number of
women and men beneficiaries and the types of benefits expected?

• Will the benefits of the project accrue equitably to women and men?

• Is the project purpose aligned with the gender equity goals of the local
government and other government agencies in the locality?
1. Project Components and Timetable
• Will the project provide women with the same access as men to new technologies, skills and
information?
• Will the project provide women the same employment and compensation opportunities as
men and at the same time provide women with the necessary training and incentives to avail
of these employment opportunities?
• Will the project make available to women the same training and capacity-building
opportunities that will be available for men?
• Are the various aspects of the project – for example, physical design, location and
accessibility, security and safety, etc. – sensitive to the sex and gender needs of women and
men?
• Has the project addressed barriers to women’s participation in the project, through any or all
of the following: (a) instituting measures to reduce women’s domestic and livelihood workload;
(b) ensuring monetary and other forms of recognition of women’s participation; (c) providing
women, at their request, supportive mediation with unsympathetic spouses; and (d) other
similar measures?
• Does the project motivate women and men to assume non-traditional gender roles,
e.g., women in construction work and men in health services?
• Does the project timetable consider the schedule of women and men particularly their busy
periods?
1. Project Management and Monitoring
• Has the project established mechanisms that will install women in leadership positions
so that they will be able to co-manage the project with men?
• Will the project’s monitoring and evaluation system document the respective
contributions of women and men and the differential benefits they will receive from the
project?
• What measures have been instituted to ensure that women are kept informed of the
progress and status of the project, particularly the project activities that affect them
directly?
2. Budget
• Will the project receive funds from the GAD budget of the LGU to support its gender-
responsive activities?
• Will the burden of providing counterpart contribution to the project’s budget be shared
equally by women and men?
3. Sustainability
• Will women be involved – as leaders and members – of the O&M Committee that will
oversee the operations of the project?
• Will the burden of contributions towards the maintenance of the project be shared
equally by women and men?