1.

Code: APT 06111

2. Name: Gender in Agriculture

3. Number of credits: 9

4. Sub-enabling Outcomes:

i. Describe gender concepts

ii. Describe gender analysis tools in agriculture
iii. Use gender analysis tools for intervention in agricultural activities.
iv. Explain importance of studying gender issues in agriculture
v. Describe causes of gender gaps and their implications
vi. Use strategies for addressing gender gaps
vii. Describe opportunities and challenges in gender mainstreaming in agriculture
viii. Analyze good practices for integrating gender in agricultural production
ix. Apply gender inclusive strategies used to solve agricultural challenges

5. Pre-requisite Modules: NIL

6. Learning Context Lectures, Practical, workshop, Visits/Tours, Seminars

7. Learning Materials: Handouts, Textbooks, Charts, Example of gender

mainstreaming, video on gender related activity

8. Integrated Method of Assessment:

Continuous Assessment 60%( Assignments,Theory tests ,Practical tests and Project)

Semester Exam 40%

9. References

a) Assefa B, de Roo N, Ahmed A, Tsegaye A, Boka B, Zelleke B, Tekie H, Tariku J.

(2014). Gender Analysis in CASCAPE Interventions: Gender-based roles and
constraints in agricultural production. CASCAPE Working Paper.
b) FAO (2004). Helping Farmers make better decisions in farming and marketing, a
reference guide.
c) FAO (2010). Gender dimensions of agricultural and rural employment:
Differentiated pathways out of poverty (Online). Food and Agriculture
Organization.
d) Parker, R. (1993). Another point of view: A manual on gender analysis training
for grassroots workers. New York: UNIFEM.
e) Sanga D (2008). Addressing gender issues through the production and use of
gender- sensitive information. Afr. Stat. J. 7:101-124
f) World Bank (2009). Gender in agriculture. Source book. The World Bank,
Washington.
 INTRODUCTION

Definitions of common terms related to gender

Gender refers to the roles and responsibilities of men and women that are created in our
families, our societies, and our cultures.

Gender the state of being male or female (typically used with reference to social and
cultural differences rather than biological ones).

Gender; refers to the attitudes, feelings and behaviours that a given culture or associates
with a person’s biological sex.

The concept of gender also includes the expectations held about the characteristics,
abilities, and likely behaviors of both women and men (femininity and masculinity).

Sex Is the biological differences between male and female. Sex refers to a person’s
biological status and is typically categorized as male, female, or intersex
(hermaphrodite- a person to have both sexes). A typical combinations of features that
usually distinguish male from female including sex chromosomes, gonads, internal
reproductive organs, and external genitalia.
Thus, the term gender and sex are conceptually different. The differences can be
summarized in Table 1.

Table; Summary of differences between gender and sex

Hence, Gender is equivalent neither to sex nor women

Gender Sex

• Social roles of each sex • Biological

• Culturally determined • Universal
• Varies from society to society • Difficult to change
• Changes over time

Hence, Gender is equivalent neither to sex nor women

GENDER ROLES
Gender roles refer to as different tasks, responsibilities and expectations that society
defines and assigns to men and women. These are not necessarily determined by
biological make-up and therefore can change in different situations. Often, gender roles
are a result of stereotypes about what men and women should do. Gender roles become
problematic when a society assigns greater value to the roles of one gender - usually
men’s
Gender roles and expectations are learned. They can change over time and they vary
within and between cultures. Systems of social differentiation such as political status,
class, ethnicity, physical and mental disability, age and more, modify gender roles. The
concept of gender is vital because, applied to social analysis, it reveals how women’s
subordination (or men’s domination) is socially constructed. As such, the subordination
can be changed or ended. It is not biologically predetermined nor is it fixed forever.
 Gender roles are defined, supported and reinforced by societal structures and
institutions
 Gender roles are socially molded
 Gender roles are learned and change over time
 Gender roles vary within and between cultures.
 Gender roles demarcate social and economic activities, access to resources and
decision making authority
Factors such as education, technology, economic status, and sudden crises like war and
famine cause gender roles to change.

REPRODUCTIVE WORK
 Comprises a sex-specific responsibility such as child bearing/rearing,
maintenance, and care of family/HH.
 Normally there is no payment to such work.
 Women are responsible to those works and spend more time in such activities.

PRODUCTIVE WORK
 This Comprises work done by both men and women for payment, either in cash or
in kind.
 It Includes both market production with an exchange value (business) and home
production (consumption) with actual use value but also potential exchange value
(business).

Sex roles Gender roles

Comprises sex-specific roles such as Different tasks, responsibilities, and

impregnate women expectations that society defines and
assigns to
men and women.

Carry pregnancy These are not necessarily determined by

biological make-up and therefore can
 change in
different situations
Child bearing, and nursing
Natural, do not change Often, gender roles are a result of
stereotypes about what men and women do
Universal

Gender gap is the discrepancy in opportunities, status, and attitudes between men and
women.

Gender analysis Refers to a systematic process of gathering and examining

information /data on gender differences and relationships in order to identify,
understand and readdress inequalities based on gender. Entails collecting and
analyzing gender-disaggregated data about roles and relations of men and women, boys
and girls and other socially vulnerable groups.

Practical gender needs. Practical gender needs relate to men and women’s basic and
material needs for their day-to-day survival and refer to their living conditions. Practical
needs are related to improvements in the conditions of men and women by promoting the
efficient use of resources rather than by addressing empowerment or equity.

Practical Needs refer to what women (or men) perceive as immediate necessities such as
water, shelter, and food.

Examples of projects designed to meet practical needs includes;

 Training on ecosystem services of agroforestry for women.

 Training in skills for fishing gear maintenance for men.
 Improved stoves and other laborsaving practices for women etc.

Strategic Gender Interests (Needs) Interventions addressing strategic gender interests

focus on fundamental issues related to women’s (or, less often, men’s) subordination and
gender inequities. Strategic gender interests are long-term, usually not material, and are
often related to structural changes in society regarding women’s status and equity.
They include legislation for equal rights, reproductive choice, and increased participation
in decision-making.

Strategic gender needs. Strategic gender needs challenge the existing gender identities
and relationships between men and women in favor of equity for all. These needs are
long-term interests and therefore sustainable and continuous (namely, social structures).

Examples of projects designed to meet strategic needs includes;

 Incentives and land renting agreements for landless women

  Primary education for girls

 Recruitment of both men and women for building and maintaining

canals

The notion of “strategic gender needs”, first coined in 1985 by Maxine Molyneux, helped
develop gender planning and policy development tools, such as the Moser Framework,
which are currently being used by development institutions around the world.

NB: The purpose of introducing such distinctions between needs is to alert the
programme specialist to the importance of addressing the structural challenges to
women’s empowerment. It is not to lock women’s realities and experiences into rigid and
pre-set notions of what is a strategic need versus what responds to a practical need. For,
in many instances, changes in women’s practical conditions of life have an effect on
power relations between men and women within the community.

Distinction between strategic needs and practical needs

Practical needs Strategic needs

Related to daily needs – food, shelter, income, Relate to the status of women, lack of resources,
health education, limitations on rights, vulnerability to
violence, poverty
2 Can be identified easily by women themselves Not easily identifiable by women themselves

3. Can be addressed by provision of specific Can be addressed by awareness raising, increasing

inputs education, opportunities, strengthening women’s
organizations etc

4. Site specific Common to almost all women

5.Mostly short – term Mostly long - term

6. Improve the living standard of women improve the position of women in a society
7. Tends to involve women as recipient or Can empower women and transform relationships
beneficiaries
8.Generally does not alter traditional roles and Involves women as a change agents, or enables
relationships women to become agents
Source: ADB TA 3641: 2002.

Importance of Gender in Agricultural Research and Extension

As mentioned earlier, society is a construct of both women and men. Both women and
men have a share in the production of goods and services and the management of natural
resources. Different statistics indicate that there is an imbalance in the workload and
benefits sharing among women and men in general. It is also indicated that in Ethiopia
for example, more than 30% of the agricultural labour is performed by women and men-
headed households constitutes more than 22% of the family. The rural women in Ethiopia
work for about 13-17 hours per day, which is almost two-fold of men (The transitional
Government of Ethiopia 1993). Literature reviewed in gender analysis in different parts
of Africa indicates that crop and livestock production are major sources of livelihood and
women’s earning from agriculture is low, which is associated with smaller average farm
size, and limited access to other productive resources (Yeshi Chiche 2002).

The issue of gender in agricultural research and extension, therefore, arises from the need
to understand and react to the practical implication of the different roles and
responsibilities of women and men of a given community and the effect towards
development prospects. That is to

i. Identify gender roles and responsibilities of family members in a given

community or field activity such as crop and livestock husbandry, forest
management, soil conservation methods;

ii. Understand the differences in women and men’s livelihood strategies, social and
economic inequalities;

iii. Identify individuals capacity, power and decision making ability to access and/or
to control available resources and benefits;

iv. Identify underlying causes of inequalities gender-specific constraints; and

v. Identify opportunities and positive interventions for beneficiaries accordingly.

GENDER ANALYSIS TOOLS IN AGRICULTURE

A gender analysis is conducted at an early stage, as it is the key to building the basis for
the formulation of gender responsive impacts, outcomes, outputs, and activities. Results
of gender analysis will also inform the selection of implementation strategies as well as
setting a baseline, indicators, and data collection for the monitoring and evaluation
system. Women are involved throughout the process from design to implementation of
the interventions. Women and men participate in focus groups and express their
difficulties and needs. They also engage in activities that are designed to fit differing
needs and constraints.

Women are encouraged to participate in trainings to learn about issues and adaptive
strategies in climate change. This starts a process of empowerment where women are
then able to discuss the issues with their husbands and take decisions together.

Therefore, gender concerns differ in each phase of the project cycle and require different
analytical approaches.

The way to conduct gender analysis and mainstream gender in each phase is explained
below.

Methods of Gender Analysis in Agricultural Research

Understanding gender relations in a community or a given scenario is a fundamental
issue to understand and define a socio-economic, cultural and political set-up. This will
help to learn about the division of labor in the roles of men, women, boys and girls within
a household; different conditions that affect or benefit women and men. It is also
important to understand the system of legal, political, economic and socio- cultural
conditions that maintain and sustain the existing structure. For various reasons, gender
relations vary from region to region and culture to culture. Therefore, information
collected in research and extension should be disaggregated by sex in order to provide
insight to develop relevant intervention that can contribute to promote gender equality.

Gender analysis also helps to collect information on gender gaps particularly on who has
access to productive resources, and who has control over them, who benefits from new
initiatives and who does not benefit and why. This will eventually help to improve
research activities and project performance by understanding different scenarios of
people’s livelihood in the rural communities.

Specific Objectives of Gender Analysis

1. Identify, understand and analyze roles and responsibilities of women and men for
a given community or field activity and area of innovations (e.g. maize
production, crop or livestock disease management, etc.)

2. Identify, understand and analyze gender-based concerns, interests, priorities,

constraints and opportunities in agricultural production, for male and female
members of a household/community which is actively involved in sharing
benefits from different interventions

3. Realize different effects/impacts of research /extension activities on males and

females of the target group
 4. Formulate possible strategies or measures to overcome identified constraints

Remarks

1. Different PRA tools such as historical time line, seasonal calendar (appendix 1),
Venn diagram, village resource maps can be used in the different streams of the
analysis.

2. Gender analysis can be done with different groups of farmers (male, female),
individuals, or communities through identifying target beneficiaries.

3. Whenever possible, it is important and advisable to interview women and men

separately and differentiate them according to their level of education, age groups,
wealth, group and/or marital status.

4. Compare the results (on activities, access to and control over resources) and
discuss the differences for women and men separately. [14]

5. Produce gender disaggregated report on similarities and differences and explain

the factors that contributed to the differences and or the similarities.

6. Assess the capacity of the organization, institution, team, department, or the

project in terms of skilled human resources, financial capacities, and other
important logistics.

7. Identification and involvement of relevant and influential stakeholders is

important throughout conducting the study and even during the project cycle

8. Developing gender sensitive indicators for monitoring and evaluation and impact
assessment is very important in order to countercheck the performance and the
effects of an intervention.

9. Be flexible to adjust objectives based on the feedback.

There are 9 tools used in gender analysis as listed bellow

1. Tool 1: Overview of Household Economy
 2. Tool 2: Review of Technologies and Practices in Community
3. Tool 3: Gender Analysis of Individual Arable Crops
4. Tool 4: Gender Analysis of Individual Tree Crops
5. Tool 5: Gender Analysis of Individual Livestock Enterprises
6. Tool 6: Gender Analysis of Decision-making, Social Capital and Livelihoods
7. Tool 7: Gender Analysis of Technology Pathways and Uptake
8. Tool 8: Gender Analysis of Enterprises
9. Tool 9: Activity Perspective

Tool 1: Overview of Household Economy

Purpose of tool: to identify some of the main characteristics of households in different
wealth groups.

Interview group: key informants including community leaders, religious leaders, and
representatives of local organizations. Ensure a balance of women and men.

Questions : Ask the following questions with reference to the different

wealth groups found in the community:
i. What are the main types of wealth categories recognised in this community (for
example, rich, middle wealth or poor households)? Alternatively, it may be more
appropriate to consider households in terms of their marital status: male-headed
monogamous household; male- headed polygamous household; male-headed
single household; female-headed household (FHH); child-headed household.

ii. What is the average area cultivated by a typical household in each group?

iii. What types of crops and livestock does each household type grow?

iv. How are decisions made regarding the enterprise mix (men, women, other person,
joint decision)?

v. Which groups and organizations do women and men household members belong
to?

vi. What other livelihood activities do women and men undertake?

vii. Estimate the percentage contribution of farm and non-farm activities to household
cash income; note the contribution of different farm enterprises independently.

viii. What barriers, if any, prevent certain household types from growing market-
oriented crops or livestock?

ix. Note the approximate number of households in each wealth group in the area by
the different types of households.
Note: When collecting this information, it may be easiest to ask the group to answer the
questions with respect to the middle wealth households first and then identify how the
responses differ for richer households and poorer households.

Tool 2: Review of Technologies and Practices in Community

Purpose of tool: to understand the processes by which new technologies and practices
have been introduced and adopted in the community.

Interview group: key informants including community leaders, religious leaders, and
representatives of local organizations. Ensure a balance between women and men.

Questions
For each technology or practice that has been introduced, ask the following questions:

i. What technologies or practices have been introduced or adapted for assisting with
different farming or household activities during the last 10-15 years? (Record
answers across the top of the matrix overleaf).
ii. When was it introduced or adapted?
iii. By whom and why?
iv. How was it introduced or adapted?
v. Who made the decision to adopt the technology or practice (men, women, other,
joint decision)?
vi. Who uses the technology and who controls its’ use (men, women, adults, youth)?
vii. Who benefits from the new technology (men, women, adults, youth)? Is anyone
disadvantaged?
viii. What has been the impact of these changes on agricultural production (for
example, the total area under cultivation (rainfed/irrigated), the use of fallow
periods, change in cropping patterns, change in use of farm inputs, change in
marketing)?
ix. What has been the impact of adopting the new technology on intra-household
division of labour?
x. What has been the impact of these changes on the livelihoods, food security and
well-being in the community?
xi. Estimate the number of households in the community using the technology or
practice at present.
xii. Discuss why other households in the community do not use the technology or
practice.
xiii. Have any technologies or practices been introduced but failed?

Tool 3: Gender Analysis of Individual Arable Crops

Purpose of tool: To analyze the gender division of labour, access and control of
resources and benefits, and participation in decision-making for individual arable crops.
The tool has three components: production analysis, input supply and marketing.

Interview group: separate groups of women and men growing the crop in question.

Questions: Ask the following questions for each type of household1 (fill in a separate
form for each crop)

3A Production analysis
i. For each individual activity associated with crop production, note the proportion
of the activity performed by women, men and other (children, hired labour,
reciprocal exchange labour or festive work group). Take 10 stones and ask for a
volunteer to allocate thetotal of 10 stones between the different groups. Give other
people a chance to adjust the distribution until all are in agreement. Ten stones for
men and none for women means the task is entirely performed by men, five
stones each means the task is shared equally, whereas eight stones for women
means they do most of the task and men help occasionally.

ii. What other inputs are used with each activity?

iii. Who has responsibility for day-to-day management of the enterprise?

iv. Which activity has the peak labour requirement? How do households cope if there
is a shortage of labour at this time?

v. How do these responses (questions 1 to 4) differ between the typical middle

wealth household and richer and poorer households?

vi. What happens to the production of this crop if the wife/husband is ill for an
extended period or dies? Which operations become more difficult? How does a
household cope?

3B Input supply analysis

i. Which varieties of seed do women and men prefer and why?

ii. What is the main source of draught power?

iii. From where do farmers acquire the following: seeds, fertilizer, other purchased
inputs and credit? What is the percentage contribution of each source?

iv. Where do women and men acquire their knowledge and skills?

v. What training have women and men received?

3C Marketing analysis
 i. What is the role of each enterprise in the household economy (estimate percentage
consumed at home and sold)?

ii. Which type of market outlet do women and men use to sell the crop?

iii. How frequently do they visit different types of markets?

iv. On average, how much do they take to sell per visit?

v. On average, how much do they sell annually?

vi. How do they transport the produce to market?

vii. Who do they sell to (private trader/buyer, cooperative, direct retail to consumers,
other)?

viii. What influences how much they sell and the frequency of their visits to the
market?

ix. Who controls the income from marketing?

x. How are the proceeds from marketing used?

Tool 4: Gender Analysis of Individual Tree Crops

Purpose of tool: to analyze the gender division of labour, access and control of resources
and benefits, and participation in decision-making for individual tree crops.

Interview group: separate groups of women and men growing the tree crop in question.

QuestionsAsk the following questions for each type of household2 (fill in a separate form
for each crop):

4A Production analysis

i. For each individual activity associated with tree crop production, note the
proportion of the activity performed by women, men and other (children, hired
labour, reciprocal exchange labour or festive work group). Take 10 stones and ask
for a volunteer to allocate the total of 10 stones between the different groups.
Give other people a chance to adjust the distribution until all are in agreement.
Ten stones for men and none for women means the task is entirely performed by
men; five stones each means the task is shared equally; whereas eight stones for
women means they do most of the task and men help occasionally.

ii. What other inputs are used with each activity?

 iii. Who has responsibility for day-to-day management of the enterprise?

iv. Which activity has the peak labour requirement? How do households cope if there
is a shortage of labour at this time?

v. How do these responses differ between the typical middle wealth household and
richer and poorer households?

vi. What happens to the production of this crop if the wife/husband is ill for an
extended period or dies? Which operations become more difficult? How does a
household cope?

4B Input supply analysis

i. Which varieties of tree do women and men prefer and why?

ii. From where do farmers acquire the following: seedlings/whips, fertiliser, other
purchased inputs and credit? What is the percentage contribution of each source?

iii. Where do women and men acquire their knowledge and skills?

iv. What training have women and men received?

4C Marketing analysis

i. What is the role of each enterprise in the household economy (estimate percentage
consumed at home and sold)?

ii. Which type of market outlet do women and men use to sell the crop?

iii. How frequently do they visit different types of markets?

iv. On average, how much do they take to sell per visit?

v. On average, how much do they sell annually?

vi. How do they transport the produce to market?

vii. Who do they sell to (private trader/buyer, cooperative, direct retail to consumers,
other)?

viii. What influences how much they sell and the frequency of their visits to the
market?

ix. Who controls the income from marketing?

 x. How are the proceeds from marketing used?

Tool 5: Gender Analysis of Individual Livestock Enterprises

Purpose of tool: to analyse the gender division of labour, access and
control of resources and
benefits, and participation in decision-making for individual livestock
enterprises.
Interview group: separate groups of women and men rearing the
livestock in question.
QuestionsAsk the following questions for each type of household3 (fill
in a separate form for each livestock):
5A Production analysis
i. For each individual activity associated with livestock production,
note the proportion of the activity performed by women, men and
other (children, hired labour, reciprocal exchange labour or
festive work group). Take 10 stones and ask for a volunteer to
allocate the total of 10 stones between the different groups. Give
other people a chance to adjust the distribution until all are in
agreement. Ten stones for men and none for women means the
task is entirely performed by men; five stones each means the
task is shared equally; whereas eight stones for women means
they do most of the task and men help occasionally.

ii. What other inputs are used with each activity?

iii. Who has responsibility for day-to-day management of the

enterprise?

iv. Which activity has the peak labour requirement? How do

households cope if there is a shortage of labour at this time?

v. How do these responses differ between the typical middle wealth

household and richer and poorer households?

vi. What happens to the production of this crop if the wife/husband

 is ill for an extended period or dies? Which operations become
more difficult? How does a household cope?

5B Input supply analysis

i. Which breed of livestock do women and men prefer and why?

ii. From where do farmers acquire the following: young stock, animal feed, drugs,
other purchased inputs and credit? What is the percentage contribution of each
source?

iii. What AI and veterinary services do women and men use?

iv. Where do women and men acquire their knowledge and skills?

v. What training have women and men received?

5C Marketing analysis
i. What is the role of each enterprise in the household economy (estimate percentage
consumed at home and sold)?

ii. Which type of market outlet do women and men use to sell the livestock and
livestock products?

iii. How frequently do they visit different types of markets?

iv. On average, how much do they take to sell per visit?

v. On average, how much do they sell annually?

vi. How do they transport the produce to market?

vii. Who do they sell to (private trader/buyer, cooperative, direct retail to consumers,
other)?

viii. What influences how much they sell and the frequency of their visits to the
market?

ix. Who controls the income from marketing?

x. How are the proceeds from marketing used?

Tool 6: Gender Analysis of Decision-making, Social Capital and

Livelihoods
Purpose of tool: to analyse gender and poverty based differences with regards to
decision-making, social capital and livelihoods, synthesising information gathered in
Tools 1 to 5.

Group: survey team.

1. Record who is the main decision-maker for specific decisions, noting gender and
wealth differences (Tools 1, 2, 3C, 4C and 5C).

2. Record the membership of different associations by gender and wealth (Tool 1).

3. Record the livelihood activities of women and men, by wealth group (Tool 1).

4. Record the access of women and men to sources of knowledge, skills and
training, noting any wealth-based differences (Tools 3B, 4B and 5B).

5. Calculate the percentage distribution of households and female-headed

households among the different wealth groups (Tool 1).

6. Note any specific challenges facing households headed by women (Tools 1 to 5).

7. Identify the key implications for project design.

Tool 7: Gender Analysis of Technology Pathways and Uptake.

Purpose of tool: to analyse gender and poverty based differences with regards to
technology adoption, synthesising information gathered in Tools 1 to 5.

Group: survey team.

1. Record the most successful technologies, in terms of their rate of adoption, and
the reasons for their success (Tool 2).

2. Record the less successful technologies and the reasons for the low rate of
adoption (Tool 2).

3. Record the route and manner (organization, information sources, training,

financial support) by which technologies, especially the successful ones, are
introduced to farmers (Tool 2).

4. Record the main decision maker regarding technology adoption, noting any
gender and wealth based differences (Tools 2, 3B, 4B and 5B).

5. Record who are the main users and beneficiaries of the successful technologies,
noting any wealth based differences (Tools 2, 3A, 3B, 4A, 4B, 5A and 5B).

6. Record the main impacts of the technologies (Tool 2).

 7. Record the main barriers to growing specific crops and livestock, noting any
wealth based differences (Tool 1).

8. Record other barriers which may inhibit the adoption of technologies and
improved practices, noting any wealth based differences (Tool 2).

9. Identify the key implications for project design.

Tool 8: Gender Analysis of Enterprises

Purpose of tool: to analyse individual crop and livestock enterprises from a gender

perspective, synthesising information gathered from Tools 1 to 5.

Group: survey team.

1. Record the area of crop grown by each wealth group and express as a percentage
of the total cultivated area (Tool 1).

2. Record the number of livestock by each wealth group (Tool 1).

3. Note the position of the commodity in the household economy in terms of the
percentages sold and consumed at home (Tool 1).

4. Record the main technology developments related to the enterprise (Tool 2, 3A,
3B, 4A, 4B, 5A and 5B).

5. Record who performs the main tasks associated with the enterprise, noting any
wealth based differences (Tools 3A, 4A and 5A).

6. Record the main labour peaks and coping strategies (Tools 3A, 4A and 5A).

7. Record the varietal or breed preferences, noting any gender and wealth based
differences (Tools 3B, 4B and 5B).

8. Record the main sources of seed for different wealth groups (Tools 3B, 4B and
5B).

9. Record the main sources of fertiliser for different wealth groups (Tools 3B, 4B
and 5B).

10. Record the main sources of credit for different wealth groups (Tools 3B, 4B and
5B).

11. Record the main sources of knowledge, skills and training, noting any gender and
wealth based differences (Tools 3B, 4B and 5B).
 12. Record the gender differences in various aspects of enterprise marketing, noting
any wealth based differences (Tools 3C, 4C and 5C).

13. Identify the key implications for project design.

Tool 8: Gender Analysis of Enterprises

Purpose of tool: to analyse individual crop and livestock enterprises from a gender

perspective, synthesising information gathered from Tools 1 to 5.

Group: survey team.

1. Record the area of crop grown by each wealth group and express as a percentage
of the total cultivated area (Tool 1).

2. Record the number of livestock by each wealth group (Tool 1).

3. Note the position of the commodity in the household economy in terms of the
percentages sold and consumed at home (Tool 1).

4. Record the main technology developments related to the enterprise (Tool 2, 3A,
3B, 4A, 4B, 5A and 5B).

5. Record who performs the main tasks associated with the enterprise, noting any
wealth based differences (Tools 3A, 4A and 5A).

6. Record the main labour peaks and coping strategies (Tools 3A, 4A and 5A).

7. Record the varietal or breed preferences, noting any gender and wealth based
differences (Tools 3B, 4B and 5B).

8. Record the main sources of seed for different wealth groups (Tools 3B, 4B and
5B).

9. Record the main sources of fertiliser for different wealth groups (Tools 3B, 4B
and 5B).

10. Record the main sources of credit for different wealth groups (Tools 3B, 4B and
5B).

11. Record the main sources of knowledge, skills and training, noting any gender and
wealth based differences (Tools 3B, 4B and 5B).

12. Record the gender differences in various aspects of enterprise marketing, noting
any wealth based differences (Tools 3C, 4C and 5C).
13. Identify the key implications for project design.