Box 12.
GAD checklist for designing and evaluating education projects
Response (col.2) Score for the
Element and item/question (col.1) No Partly Yes item/element Result or
(2a) yes (2c) (col. 3) comment
(2b) (col.4)
Project identification and planning
1.0 Participants of women and men in project
identification (max score 2; for each item
or question, 0.67)
1.1 Has the project consulted women on the
problem or issue that the intervention
must solve and on the development of the
solution? (possible scores: 0, 0.33, 0.67)
1.2 Have women’s inputs been considered in
the design of the project? (possible scores:
0, 0.33, 0.67)
1.3 Are both women and men seen as
stakeholders, partners, or agents of
change? (possible score:0, 0.33,0.67)
2.0 Collection of sex-disaggregated data and
gender-related information prior to project
design (possible score: 0, 1.0, 2.0)
Has the project tapped sex-disaggregated
data and gender-related information from
secondary and primary sources at the
project identification stage? Or, does the
project document include sex-disaggregated
and gender information in the analysis of the
development issue or problem?
3.0 Conduct of gender analysis and
identification of gender issues (see box 3)
(possible scores: 0, 1.0, 2.0)
Has a gender analysis been done to identify
gender issues prior to project design? OR,
does the discussion of development issues in
the project document include gender gaps
that the project must address?
Project design
4.0 Gender equality goals, outcomes and
outputs (max score:2;for each item or
question,1)
4.2 Does the project have gender equality
outputs or outcomes? (See text for
examples.) (possible scores:0,0.5.,1.0)
Response (col.2) Score for the
Element and item/question (col.1) No Partly Yes item/element Result or
(2a) yes (2c) (col. 3) comment
(2b) (col.4)
5.0 Matching of strategies with gender issues
(possible scores:0,1.0,2.0)
Do the strategies match? That is, will the
activities or interventions reduce gender
gaps and inequalities?
6.0 Gender analysis of the designed project (max
score:2)
6.1 Gender Division of labor (max score: 0.67;
for each item or question, 0.22)
6.1.1 Are families in the target community reliant
on the work of girls or boys for income? IF
SO: will flexible education schedules help
females or males fir in their other tasks?
(possible scores:0,0.11,0.22)
6.1.2 Does the project offer opportunities
(through curricula, instructional materials,
role models) for expanding roles of women
and men, girls and boys at home and in the
community, economy and society? (possible
scores:0,0.11,0.22)
6.1.3 Has an assessment been made of the
education and training needs of both
females and males? (possible
scores:0,0.11,0.22)
6.2 Access to and control of resources (max
score: 0.67; for each item or question, 0.22)
6.2.1 Does the project ensure that opportunities
for training and scholarships that may be
provided are equally accessible to women
and men, girls and boys? To Different
categories of females and males
(rural/urban, ethnic groups)? (possible
scores:0,0.11,0.22)
6.2.2 Is information about educational
opportunities readily available to females
and males? (possible scores: 0, 0.11, 0.22)
6.2.3 Have all methods of education delivery
been considered? (possible scores:
6.3 Constraints (max score:0.67;for each item or
question, 0.33)
Response (col.2)
Element and item/question (col.1) Score for the Result or
No Partly Yes
item/element comment
(2a) yes (2c)
(col. 3) (col.4)
(2b)
6.3.1 Has the project addressed any time and
distance constraint so that girls and boys
could attend class? (possible score :0, 0.17,
0.33)
6.3.2 Has the project considered the financial
cost of participation that may restrict
attendance of females or males? (possible
scores:0,0.17,0.33)
7.0 Monitoring targets and indicators (possible
scores:0,1.0,2.0)
Does the project include gender equality
targets and indicators for welfare, access,
consciousness raising, participation, and
control? Examples of gender differences that
may be monitors:
-Net enrolment or school participation rate
-Passing rate for female and male students
(NEAT, NSAT,HSRT)
-Participation in Training and similar project
activities, by type of training or activity
-employment generated by the project
8.0 Sex-disaggregated database (possible
scores:0,1.0,2.0)
9.0 Resources (max score:2;for each item or
question, 1)
9.1 Is the budget allotted by the project sufficient
for gender equality promotion or
integration? (possible scores: 0,0.5,1.0)
9.2 Does the project have the expertise to
integrate GAD or to promote gender
equality and women’s empowerment? OR,
in the project committed to investing project
staff in building capacity for integrating GAD
or promoting gender equality? (possible
scores:0,0.5,1.0)
10.0 Relationship with the agency’s GAD efforts
(max score:2; for each item or question,
0.67)
Response (col.2)
Element and item/question (col.1) No Partly Yes Score for the Result or
(2a) yes (2c) item/element comment
(2b) (col. 3) (col.4)
10.1 Will the project build on or strengthen the
agency/ PCW/ government’s commitment to
the advancement of women? (possible
score: 0, 0.33,0.67)
10.2 Does the project have an exit plan that will
ensure the sustainability of GAD efforts and
benefits? (possible scores: 0, 0.33, 0.67)
10.3 Will the project build on the initiatives
or actions of other organizations in the area?
(possible scores: 0, 0.300,0.67)
TOTAL GAD SCORE-PROJECT IDENTIFICATION AND DESIGN
STAGES
(add the score for each of the 10 elements or the figures in thickly
bordered cells.)
Interpretation of the GAD score
0-3.9 GAD is invisible in the project (proposal is returned)
4.0-7.9 Proposed project has promising GAD prospects (proposal earns a
“conditional pass’, pending identification of gender issues and strategies
and activities to address these, and inclusion of the collection of sex-
disaggregated data in the monitoring and evaluation plan).
8.0-14.9 Proposed project is gender-sensitive (proposal passes the GAD test).
15.0-20.0 Proposed project is gender-responsive (proponent is commended).
