Box 12 GAD Checklist for Designing and Evaluating Education Projects
Response Score
(col. 2) for an
Dimension and question Result or comment
No Partly Yes item/
(col. 1) (col. 4)
(2a) (2b) (2c) element
Project identification and planning (col. 3)
1. Participation of women and men in project identification
0.00
(max score: 2; for each item or question, 0.67)
1.1 Has the project consulted and involved
women in the problem or issue that the
intervention must solve and in the development 0.00
of the solution? (possible scores: 0, 0.33, 0.67
1.2 Have women’s inputs been considered in
the design of the project? 0.00
(possible scores: 0, 0.33, 0.67)
1.3 Are both women and men seen as
stakeholders, partners, or agents of change? 0.00
(possible scores: 0, 0.33, 0.67)
2.0 Collection of sex-disaggregated data and
gender-related information prior to project
design
(possible scores: 0, 1.0, 2.0)
Has the project tapped sex-disaggregated data
and genderrelated information from secondary
and primary sources at the project identification 0.00
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 0.00
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 0.00
4.1 Do project objectives explicitly refer to
women and men as students, parents,
teachers, or administrators? 0.00
(possible scores: 0. 0.5, 1.0)
4.2 Does the project have gender equality
outputs or outcomes? (See text for examples.) 0.00
(possible scores: 0, 0.5, 1.0)
5.0 Matching of strategies with gender
issues
(possible scores: 0, 1.0, 2.0)
Do the strategies match the gender issues and 0.00
gender equality goals identified? That is, will
the activities or interventions reduce gender
gaps and inequalities?
6.0 Gender analysis of the designed project (max score: 2) 0.00
6.1 Gender division of labor (max score: 0.67; for each item or question, 0.00
0.33)
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6.1.1 Are families in the target community
reliant on the work of girls or boys for income?
IF SO: Will exible education schedules help 0.00
females or males fit 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 0.00
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 agricultural resources (max score: 0.67; for
0.00
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 0.00
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? 0.00
(possible scores: 0, 0.11, 0.22)
6.2.3 Have all methods of education delivery
been considered?
(possible scores: 0, 0.11, 0.22) 0.00
6.3 Constraints (max score: 0.67; for each item
0.00
or question, 0.33)
6.3.1 Has the project addressed any time and
distance constraint so that girls and boys could
attend class? 0.00
(possible scores: 0, 0.17, 0.33)
6.3.2 Has the project considered that the
constraints to women’s participation may
require separate programming (by way of
separate groups, activities, or components)? IF 0.00
SEPARATE PROGRAMMING IS NEEDED:
Has the project addressed this?
(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, 0.00
consciousness raising, participation, and
control? Examples of gender differences that
may be monitored:
-8.0
NetSex-disaggregated
enrolment or schooldatabase
participation rate
(possible scores: 0, 1.0, 2.0)
Does the proposed project monitoring 0.00
framework or plan include the collection of sex-
disaggregated data?
9.0 Resources
0.00
(max score: 2; for each item or question, 1)
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9.1 Is the budget allotted by the project
sufficient for gender equality promotion or
integration? 0.00
(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, does the
project commit itself to investing project staff 0.00
time 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 0.00
10.1 Will the project build on or strengthen the
agency/ PCW/ government’s commitment to the
advancement of women? 0.00
(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? 0.00
(possible scores: 0, 0.33, 0.67)
TOTAL GAD SCORE— PROJECT IDENTIFICATION AND DESIGN
0.00
STAGES
Corresponding Budget for the Year of
HGDG Score Description the Program that may be Attributed to
the LGU GAD Budget
0% or no amount of the program/project
Below 4.0 GAD is invisible budget for the year may be attributed to
the GAD budget
Promising GAD
25% of the budget for the year of the
prospects
4.0-7.9 program/project may be attributed to the
(conditioning
GAD budget
pass)
50% of the budget for the year of the
8.0-14.9 Gender sensitive program/project may be attributed to the
GAD budget
75% of the budget for the year of the
Gender-
15.0-19.9 program/project may be attributed to the
responsive
GAD budget
100% of the budget for the year of the
Full gender-
20 program may be attributed to the GAD
responsive
budget
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