CASE 1

Implementation of Student Financial Assistance (StuFAPs)

Box 12: Education Checklist
 Dimension and question Response Score for Result or comment (col.4)
(col. 1) (col. 2) the
No Partly Yes item/eleme
(2a) Yes (2c) nt
(2b) (col. 3)

Project identification and planning

1.0 Participation 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 scores: 0, 0.33, 0.67)
 Dimension and question Response Score for Result or comment (col.4)
(col. 1) (col. 2) the
No Partly Yes item/eleme
(2a) Yes (2c) nt
(2b) (col. 3)

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 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?
 Dimension and question Response Score for
(col. 1) (col. 2) the item/
No Partly Yes element
Result or comment (col.4)
(2a) Yes (2c) (col. 3)
(2b)

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,1)
4.1 Do project objectives explicitly refer to
women and men as students, parents,
teachers, or administrators? (possible
scores: 0, 0.5, 1.0)
4.2 Does the project have gender equality
outputs or outcomes? (see text for examples)
(possible scores:0,0.5,1.0)
 Dimension and question Response Score for
(col. 1) (col. 2) the item/
No Partly Yes element
Result or comment (col.4)
(2a) Yes (2c) (col. 3)
(2b)

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? 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 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 fit in their other tasks?
(possible scores: 0, 0.11, 0.22)
 Dimension and question Response Score for
(col. 1) (col. 2) the item/
No Partly Yes element
Result or comment (col.4)
(2a) Yes (2c) (col. 3)
(2b)

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 question,0.22)
6.2.1Does 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)
 Dimension and question Response Score for
(col. 1) (col. 2) the item/
No Partly Yes element
Result or comment (col.4)
(2a) Yes (2c) (col. 3)
(2b)

6.2.3 Have all methods of education delivery been

considered? (possible scores: 0, 0.11,0.22)
6.3 Constraints (max score: 0.67; for each item,0.33)

6.3.1 Has the project addressed any time and

distance constraint so that girls and boys
could attend class? (possible scores: 0,
0.17,0.33)
6.3.2 Has the project considered the
financial costs of participation that may
restrict attendance of females or males?
(possible scores: 0, 0.17,0.33)
 Dimension and question Response Score for
(col. 1) (col. 2) the item/
No Partly Yes element
Result or comment (col.4)
(2a) Yes (2c) (col. 3)
(2b)

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 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 the collection of
sex-disaggregated data?
 Dimension and question Response Score for
(col. 1) (col. 2) the item/
No Partly Yes element
Result or comment (col.4)
(2a) Yes (2c) (col. 3)
(2b)

9.0 Resources (max score: 2; for each item,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 promote gender equality and women’s
empowerment? OR, is the project committed to
investing project staff time in building capacity for
integrating GAD or promoting gender equality?
(possible scores: 0, 0.5,1.0)
 Dimension and question Response Score for
(col. 1) (col. 2) the item/
No Partly Yes element
Result or comment (col.4)
(2a) Yes (2c) (col. 3)
(2b)
10.0 Relationship with the agency’s GADefforts
(max score: 2; for each item or question,0.67)

10.1Will the project build on or strengthen the

agency/PCW/government’s commitment to the
advancement of women?(possible scores: 0, 0.33,
0.67)

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
integrating GAD or promoting gender equality?
(possible scores: 0, 0.5,1.0)
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)

10.3Will the project builds on the initiatives or actions of

other organizations in the area? (possible
scores:0,0.33,0.67)
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.)
 HGDG TOTAL ANNUAL GAD
TITLE OF THE DESIGN PROGRAM/ ATTRIBUTED
PROGRAM/ CHECKLIST PROJECT COST PROGRAM/
PROJECT SCORE PROJECT COST
Implementation of
Student Financial
Assistance Program
 Corresponding Budget for the Year
HGDG Description of the Program that may be
Attribution to the GAD Budget
Score Attributed to the Agency GAD
Budget
Below 4.0 GAD is invisible 0% or no amount of the
program/project budget for the year
may be attributed to the GAD budget
4.0 – 7.9 Promising GAD 25% of the budget for the year of the
prospects program/project may be attributed to
(conditional pass) the GAD budget
8.0 – 14.9 Gender sensitive 50% of the budget for the year of the
program/project, may be attributed to
the GAD budget
15.0 – 19.9 Gender- 75% of the budget for the year of the
responsive program/project may be attributed to
the GAD budget
20.0 Fully gender- 100% of the budget for the year of the
responsive program may be attributed to the GAD
budget