TOOL 3: Key areas of inquiry to include in SGBA1

HOUSEHOLD (PRIVATE)
CONTROL OVER
DECISION-MAKING GENDERED DIVISION OF LABOUR ACCESS TO INFORMATION PRODUCTIVE ASSETS
Who (women, men, boys or girls) in the Who is/are the main caregiver(s) in the Through which channels do members How do women/ girls negotiate control
household makes decisions about food? household? of the household access information of productive assets? How does this
• Food purchase; about health and nutrition services? compare with men/ boys? Among
• Food preparation; Who (women, men, boys and girls) is • Community Groups women/ girls, are some groups (based
• Food distribution. involved in providing care? • Mobiles on citizenship status, caste, marital
• For children • Media; status, etc.) not as successful, and why?
Who in the household makes decisions • For grand-children; • School, etc.
around care seeking or spending • For family members who are sick; What are household norms on the
related to health? Education? • For elderly family members; Who (women, men, boys and girls) has management of productive assets
• For other vulnerable family primary access to these channels of between men and women? How do
Who (women, men, boys or girls) in members. information? livelihood options favor men or women?
the household makes decisions about
seeking health services for family What is the division of labour for? Is the information provided
members? • Food purchase; understandable and relevant
• Food preparation; to the motivations and aspirations
Who in the households exerts the most • Food distribution. of the user?
influence regarding decisions related
to access or spending on health and
nutrition services or products? (adapt
to specify which services and products
based on the scope of the study – i.e
family planning, contraception, IFA,
ANC care etc.)
• Mother;
• Father;
• Children;
• Health provider;
• In-law
• Other relative;
• Etc.

NOTE: This tool is intended to be used as a guide from which specific data
collection tools can be developed that are adapted to the local context and
specific areas of intervention. Where possible, probing questions should be
used to generate examples within each area of inquiry.
1 Based on blend of Moser Gender Planning Framework, Care International Good Practices Framework

Sex and Gender-Based Analysis (SGBA): Tool 3 - Key areas of inquiry to include in SGBA
COMMUNITY (PUBLIC)
GENDERED DIVISION OF LABOUR SOCIAL NORMS AND RELATIONS ENVIRONMENT PARTICIPATION & REPRESENTATION
What are the primary sectors of What stereotypical gender norms (if Are there environmental conditions in What roles are women taking in
labour participation for men, women, any) or exclusionary practices exist in the community that put either women, various village, district/regional, or
(boys? girls?) communities? men, boys, or girls particularly at risk of national levels of decision-making in
• Paid, unpaid ill health? institutions (both formal and informal)?
• Formal, informal How does status of men compare to
• Type of work status of women? Are the perspectives of women
• Literacy included within health facility
Are there working conditions that put • Education governance structures?
women, men, boys, and girls at risk of • Employment
ill health? • Mobility Are women and girls in leadership
• Exploitative employment practices positions?
• Dangerous machinery Are there gendered power dynamics
• Lack of protection from poisonous in the community that put women, Which social support networks
or corrosive substances men, boys, and girls at risk of ill health? facilitate meaningful participation
• Pollution • Street harassment or other forms of and leadership opportunities in public
• Etc. violence forums for women and girls?
• Marginalization of certain groups
Who mostly populates the health • Racial discrimination
labour force? (women or men) • Etc.
How does this differ by level?
• Management How do these norms and practices
• Service provision affect women and girls in terms of:
• Health volunteers • Food production
• Food purchase
What is the effect of this gendered • Food access
division of labour on access to health • Food consumption
and nutrition services?

How (if at all) do health/nutrition

How does the need to access health

Sex and Gender-Based Analysis (SGBA): Tool 3 - Key areas of inquiry to include in SGBA
SERVICE PROVIDERS/POLICY INFLUENCERS
PRODUCT & SERVICE QUALITY PRODUCT & SERVICE
(PROVISION) CONSUMPTION PRODUCT & SERVICE DISTRIBUTION
Do the health and nutrition services Are there issues that disproportionately What factors negatively influence the
take in consideration the specific affect the consumption of health and distribution of nutrition and health
gendered needs of: nutrition services and products for services and products?
• Women women and girls vs. men and boys? • Language
• Men For adolescent girls and boys vs. older • Infrastructure
• Boys women and men? • Transportation
• Girls • Lack of demand for product • Remote location
or services due to stigma • Etc.
Gender considerations could include: • Difficult access due to
• Hours of operation remoteness or safety concerns Are there certain groups of people
• Gender of providers • Lack of accessible information who are not currently reached by
• Equity in wait times • Negative experiences existing health and nutrition services?
• Privacy screens at point of delivery Who are they?
• Burden of caring for family • Inadequate water, sanitation
• Cost and hygiene (WASH) facilities What nutrition and health services
• Need for spousal and products are distributed through
Does the current education system and/or parental consent education platforms? Are girls and boys
provide girls and boys with gender- able to equitably benefit from these
sensitive health and nutrition Do any of the above issues affect interventions?
information? girls' participation in education?
Are there other platforms which
Are there other issues related to could be used to reach women, men,
schooling which are differentially adolescent girls and boys with health
experienced by girls and boys? and nutrition services and products?

Sex and Gender-Based Analysis (SGBA): Tool 3 - Key areas of inquiry to include in SGBA