Division of Davao del Norte

ACTIVITY TITLE: WORLD TEACHERS DAY 2022

GAD CHECKLIST FOR DESIGNING AND EVALUATING EDUCATION PROJECTS/ACTIVITY OR TRAINING DESIGN

Dimension & Question Response Score for the Result or

Item/Element Comment
No Partly Yes Yes
Project Identification & Planning

1.0 Participating of women and men in project identification

(max score: 2; for each item or questio, 0.67) 2

1.1 Has the project consulted and involved women in the

problem or issue tha the intervention must sole and in the 0.67
development of the solutio?( 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) 0.67

1.3 Are both women and men seen as stakeholders, partners,

or agents of change? (possible scores: 0, 0.33, 0.67) 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 2 2
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 1 1
discussion of development issues in the project
document include gender gaps that the project must
address?

4.0 Gender equality goals, outcomes, and outputs (max

score: 2; for each item, 1) 2

4.1 Do project objectives explicitly refer to women and

men as students, parents, teachers, or administrators? 1
(possible scores: 0, 0.5, 1.0)

4.2 Does the project have gender equality outputs or

outcomes? (see text for examples) (possible scores: 0, 1
0.5, 1.0)
 Dimension & Question Response Score for the Result or
Item/Element Comment
No Partly Yes Yes
Project Identification & Planning

5.0 Matching of strategies with gender issues (possible

scores: 0, 1.0, 2.0) Do the strategies
match the gender issues and gender equality goals 2 2
identified? That is, will the activities or interventions
reduce gender gaps and inequalities?

6.0 Gender analysis of the designed project (max score:

2) 2
6.1 Gender division of labor (max score: 0.67; for each
question, 0.22) 0.67

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 fit in their 0.22
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 0.22
home and in the community, econmy, and society?
(possible scores: 0, 0.11, 0.22)

6.1.3 Has an assesment been made of the education

and training needs of both females and males? (possible 0.22
scores: 0, 0.11, 0.22)
6.2 Access to and control of resources (max score: 0.67;
for each question, 0.22) 0.67

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 0.22
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 score: 0.22
0, 0.11, 0.22)

6.2.3 Have all methods of education delivery been

considered? (possible scores: 0, 0.11, 0.22) 0.22

6.3 Constraint (max score:0.67; for each item, 0.33) 0.67

6.3.1 Has the project addressed any time and distance

constraint so that girls and boys could attend class? 0.33
(possible scores: 0, 0.17, 0.33)
 Dimension & Question Response Score for the Result or
Item/Element Comment
No Partly Yes Yes
Project Identification & Planning
6.3.2 Has the project considered the financial costs of
participation that may restrict attendance of females or 0.33
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 raisning, participation, 2 2
and control? Examples of gender differences that may be
monitored:

- 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) Does the
proposed project monitoring framework or plan include 2 2
the collection of sex-disaggregated data?

9.0 Resources (max score: 2; for each item, 1) 2

9.1 Is the budget alloted by the project sufficient for
gender equality promotion or integration? (possible 1
scores: 0, 0.5, 1.0)

9.2 Does the project have the expertise to integrate GAD

or promote gender equality and women's
empowerment? OR, is the project committed to
investing project staff time in building capacity for 1
integrating GAD or promoting 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) 2

10.1 Will the project build on or strengthen the

agency/NCRFW/government's commitment to the 0.67
advancement of women? (possible scores: 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 0.67
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, 0.33, 0.67
0.67)

TOTAL GAD SCORE - PROJECT IDENTIFICATION AND DESIGN STAGES (Add the
score for each of the 10 elements, or the figures in the thickly bordered cells.) 19

APPLE JOY C. YONSON

T1 / Program Owner
SHIRLEY F. ABKILAN
MT1 / GAD Coordinator