1gender and land use and soil management projects

Ghana Environmental Management Project (GEMP)

How to Mainstream

Gender Equality in

MODULE 1

Soil Management ProjectsSoil Management ProjectsLand Use and Land Use and

Introduction to the Module

These modules are for government staff of the ministries and departments related to Environmental Protection, Environment, Science and Technology, Food and Agriculture, Gender, Children and Social Protection; District staff, planners and Gender Desk Officers; NGOs, CBOs, women's groups and community leaders.

The modules cover each of the six themes of the Ghana Environmental Management Project: Module 1: Land use and soil management

Module 2: Wildlife and biodiversity conservation

Module 3: Energy resource management

Module 4: Water resource management

Module 5: Management of vegetative cover

Module 6: Alternative and sustainable livelihoods.

Contents

Introduction to the Module .................................................................................................................... 2

Gender, Land Use and Soil Management ............................................................................................... 4

1. Problem Identification ................................................................................................................ 4

Gender Issues

..................................................................................................................................

4

2.

Project Design

.............................................................................................................................

5

Project Logic Model: Gender, land use and soil management

.....................................................

6

3.

Project Implementation

..............................................................................................................

8

Case Study 1: Prevention of soil erosion and improvement of soil fertility for maize cultivation

by women in block farming

.............................................................................................................

9

Case Study 2: The day the trees disappeared in Duuyin

.............................................................

10

Case Study 3: Kanpuo: Oasis in the Desert

.................................................................................

13

Case Study 4: Kanpuo community adopts environmentally- friendly technologies

..................

14

4.

Project Monitoring

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17

Indicators

......................................................................................................................................

17

5.

Project Evaluation

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18

Monitoring and Evaluation Tools

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Despite many agencies' commitment to gender equality, gender mainstreaming in project cycle management has been limited. Some pay attention to gender during Problem Identification, and at certain points of the Design and Monitoring phases. To truly mainstream gender in sustainable land management projects, each phase of the project cycle needs to be linked with appropriate gender analysis tools and key gender questions.

Each module contains advice on how to mainstream gender through the project cycle: 1. Problem Identification2. Project Design3. Project Implementation4. Project Monitoring 5. Project Evaluation

You can use these materials to assist you to go through the planning cycle with staff, district stakeholders and communities to ensure that the gender issues of inequity are really being addressed by interventions for gender and sustainable land management. Each section contains key questions and examples to assist you to design, implement and monitor gender-sensitive projects with stakeholders and communities.

Project Design

Project Monitoring Project

Implementation

The

Project

Cycle

Project

Evaluation

Problem

Identification

2

Gender, Land Use and Soil Management

Problem identification involves understanding the problems, needs and opportunities related to gender and sustainable land management. It should take into consideration environmental policy, current technologies, ways of working with communities, and considerations for transforming existing gender relations of power and control.

When you are identifying a problem related to gender and sustainable land management, answer the following questions to ensure that gender equality is mainstreamed.

1. Has relevant gender information, especially socio‐economic information, been

identified and collected so that it can be included in discussions about project design?2. Is background data disaggregated by sex? (In many cases, disaggregation by other social

identities such as age and ethnic origin is also required, given that communities are rarely homogeneous units.)

3. Have gender specialists (in the CBO or NGO, for example) and representatives of women's organizations within the community been consulted?

4. Have both men and women been involved in problem identification (even if the ultimate problem recognized affects one sex more than the other)?

Here is a list of some of the issues of gender inequity (gender issues) related to land use and soil management:

1. Women generally have access to land, but control and ownership of land is limited2. Women's access to land is often limited to marginal or infertile plots3. Women's access to technologies is limited, and often difficult for them to use4. Women do have access to extension services, and thus, lack skills and farming practices

for land resource management5. Women have inadequate access to and control of inputs (credit, capital, seeds, fertilizers,

labor, protective clothing, etc.)6. Socio-cultural norms are changing, but women are still disadvantaged in their access to

and control of resources and benefits, and ability to take decisions.

The following is a short description of the major gender issues of inequity related to land use and soil management:

Cultural norms perpetuate gender based inequalities in access to livelihood assets (Land, water, credit, capital, income and technology) in division of labour. There are various levels of vulnerabilities of women and men and their ability to meet livelihood needs. This informs different coping strategies in land degradation and desertification. Involving women in discussions on land resource management plans and incorporating their perspectives, needs and priorities has been lacking. Security of tenure issues for rural poor women and men farmers is a major challenge to enhancing livelihoods. Besides, the clearing of land is customarily

1. Problem Identification

Gender Issues

3

assigned to men. These practices afford men the opportunity to use and control land and has prevented the majority of women from securing control over virgin land belonging to their lineage (Kotey and Tsikata, 2000).

Women tend to take less fertile land close to the community because of their domestic workload. They also lack the necessary inputs to invest in long-term land improvement. Women's cropping activities in Northern Ghana contribute to soil infertility; however, this is not recognized because of their limited access to extension and new technology. There is a significant lack of skills in land resource management, and this negatively affects the rural poor, particularly women. There are imbalances between men and women ownership rights, division of labour and incomes. The main challenges encountered by the women are low soil fertility, the absence or inadequate extension services, inadequate farm inputs and the fact that some technologies do not favour them.

Encouraging good farming practices to improve soil quality, providing farming inputs and particularly targeting women's plots as part of soil improvement strategies and adopting information, education and communication strategies to tackle the negative effects of socio-cultural norms on women's empowerments will go a long way to improve women's access to and control over development resources.

An excerpt from: Gender Equality Strategy and Action Plan to Combat Drought and Desertification in the three Northern Regions of Ghana (GESAP), developed in 2011 by the Environmental Protection Agency, in conjunction with the Ghana Environmental Management Project.

2. Project Design

Within the framework given by your agency or organization, or sometimes by your funder's request, you will need to identify objectives and the activities that will enable you to achieve expected results. The Project Design stage is the most important when it comes to integrating the gender dimension into the project. You can apply all the information obtained from your gender analysis in order to plan based on real information concerning the lives of the male and female beneficiaries.

When you are choosing expected results and activities for your project, answer the following questions to ensure that gender equality is mainstreamed.

1. What is the current situation of men and women in the area of your planned intervention?

2. Will the proposed project contribute to existing inequalities among men and women?3. Does the proposed project break down or challenge existing inequalities among men

and women?4. Will the proposed project change the perceptions or stereotypes about men and women

and their roles in any way?

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5. What options should be considered to strengthen a gender perspective?6. Will the proposed project contribute to women's empowerment? If not, is there place for

an allied intervention that will contribute to empowerment, so as not to reinforce the disparity between men and women?

Once you have decided on all the expected results and activities for your project, you can summarize them in a Logic Model:

· The Ultimate Outcome is the overall goal of the project, which contributes to national-level aims and policies.

· The Intermediate Outcomes are the expected results related to changes in your organization or group, and its systems or processes.

· The Immediate Outcomes are the expected results related to changes in individuals, their knowledge and awareness, skills or abilities, or access.

· Outputs (or completed activities) lead to outcomes.

Therefore it is important that you implement your activities as planned, based on gender analysis. If you do, you will certainly achieve your expected results.

The expected results and activities listed in the logic model below are examples for you. Depending on the funds you have, you may want to implement only a few of the activities represented in this Logic Model.

Project Logic Model: Gender, land use and soil management

Theme

LAND USE AND SOIL MANAGEMENT

Ultimate Outcome

Strengthened mainstreaming of gender considerations in issues relating to community-based activities necessary for the reduction and reversing of land degradation and desertification. Gender Equality Strategy and Action Plan

↑

↑

↑ Intermediate

Outcomes

Increased women’s use of innovations and technologies for land use and soil management

Enhanced decisions-making roles for women in community institutions

↑

↑

↑

↑

Immediate Outcomes

Increased women’s access to skills, knowledge and resources for land use and soil management

Increased knowledge of community members on gender and land use and soil management

Increased involvement by Traditional leaders, MMDA government staff and local government officials in implemented gender-sensitive policy and programmes for land use and soil management

↑ ↑ ↑ ↑ Type of

Activities to be

· Sensitization sessions held for women on

· Sensitization meetings organized with

· District Assemblies engaged to

implemented

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in order to achieve results

procedures to access credit

·

Women’s farmer groups linked to financial institutions to access credit or community credit schemes to purchase

farming

inputs

·

Women trained on record keeping and sustainable resource management

· Women trained to invest in other ventures (eg. processing) to increase their level of income

· Women extension volunteers introduced

· Women’s farmer groups trained on high-yielding crops and soil fertility methods

· Labour saving technologies, eg. donkey traction, introduced

·

Women farmers trained on appropriate land resource management by planting trees, compost making, bonding, etc.

·

Credit in-kind scheme for animal droppings to manure (guinea fowls, fowls)

·

Women trained on friendly agricultural

husbands and land owners on the need to release portions of their land to women and increase the land tenure period

·

Sensitization and awareness forums held for women’s groups, land owners, Tindanas on the need to include women in strategic land resource planning and management within their various communities

· Sensitization forums organized for chiefs, land owners, Tindanas, women farmers, men and magazia, etc. on the needs to release fertile land for women farmers

·

Continuous education undertaken for community members to influence the inheritance system so that women can equally own and

formulate rules

/ policies that give women the opportunity to own and control land

·

Women farmers linked to forestry officials by MOFA in collaboration with DAs to release land for farming purposes (Tonghe farming system)

· MOFA staff are provided with incentives for working with women’s groups

· More women recruited and trained as extension agents to reduce the gap in service

provision for women farmers

· Stakeholders (traditional rulers, land owners, tindanas) consultations held on women’s access to land us

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practices such as the use of knapsack sprayers and appropriate use of agro-chemicals and Integrated Pest Management

Ÿ Workshops held with women's groups to design and re-design user-friendly technologies for women

Ÿ Introduction of “women's crops, such as soybeans

control land resources · Study tours conducted

to “success story” communities

· Continuous sensitization on the need for women to have access to land via radio, drama and TV

3. Project Implementation

Implementation is the major phase in the project cycle, when plans are transformed into reality. Implementation involves using your resources to implement activities in order toachieve the expected results.

When you are implementing the activities for your project, answer the following questions to ensure that gender equality is mainstreamed.

1. Are women and men benefiting from the project? In the same way or different ways?

2. Are some women or men negatively impacted by the project?

3. Have gender relations (power and control) of women and men changed as a result of the project? Have gender gaps been reduced?

4. Are new gender issues of inequity emerging within the project?

5. Are there new external factors affecting gender relations besides the project? Are they positive or negative?

6. Are women and men both supportive of the project, or do they wish to change it? Who? Why? How?

What follows are some case studies about project activities. Ideally, it would be great if your staff and stakeholders, including community members, could visit the communities described in the stories. However, these case studies are the next best thing to visiting. Each case study shows how women and men are:

· participating in the project

· sharing project resources

· sharing project benefits

· changing their lives together

· experiencing empowerment.

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After each story, there are a number of questions to answer. Read (or translate) the story to your staff, stakeholders or community members. Lead the discussion based on the questions listed after the story. This will assist your staff and stakeholders to visualize the types of changes that they should expect, and allow them to discuss the implications for their own work and lives. They may want to implement a similar project. Similarly, their discussion of the story may inspire them with new ideas for their own projects.

Your staff and stakeholders should understand that exciting things related to gender and sustainable land management are happening in northern Ghana. They too can be part of it! They can transform gender relations through sustainable land management projects!

In Bongo District in the Upper East Region, women who are involved in block farming activities do not have access to and control over suitable and fertile land to cultivate maize which, is a heavy feeder of soil nutrients and requires more water. Women are therefore at a disadvantage with regards to maize cultivation since they lack the requisite land. Since men control the land, widows are at a particular disadvantage in accessing land.

In Nyariga community, five women, including widows, were trained in the use of an A frame instrument to pick contours on the stony and infertile land that they acquired from their men. Afterwards,they formed contour earth bunds and applied farm yard manure on the field, which they used to cultivate maize. Using these technologies was something new to women – using the A-frame and bunding is usually done by men.

At the end of the season it was realized that the bunds controlled soil erosion, conserved moisture and fixed nutrients. This resulted in better yields – each woman had 5 bags of maize! This had never happened in their lives – usually the most they got was just 1 bag.The women are now able to adequately feed their families until the next harvest season. The hunger gap has been bridged and food shortageshave become things of the past for the women.

Case Study 1: Prevention of soil erosion and improvement of soil fertility for maize cultivation by women in block farming

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This technology was special, since the men saw that this time women can also cultivate maize and have equally good yields. Most farmers who attended the field days conducted by MOFA expressed surprise and promised to adopt the technology next season.As a result, more women registered their groups with the officer in-charge of the area, so that they can cultivate maize next season as part of block farming activities.

To prevent soil erosion and improve soil fertility on marginalized farms,women will implement contour bunds and use manure.The lesson learnt by all, is that farmers should adopt improved agricultural practices taught to them by Agricultural extension agents to improve their farming and also raise their life style and status.

The solution to the problem of women not having control over ownership of fertile land should be tackled by increasing extension activities to reach more women.More female extension agents are needed to reach out to the women farmers. With adequate technology and support given to women, they can solve the problem of the marginal land allocated to them by their men, and household food supply will be secured.

Written by Grace Anafo MOFA – Bongo

Questions for Discussion: 1. Do women have access to and control of their own land? What type of land? What size?

Where is it? 2. Why don't women just help the men on their land? Why do they need their own land

to farm? 3. The story mentioned that widows are affected. What are the gender issues of inequity

that specifically affect widows and land? 4. What new skills did women learn? 5. Are women able to use the A-frame with ease? Are there any ways to make the A-frame

easier for women to use? 6. Within the cycle of maize production, what are women's and men's traditional roles?

Do women have particular roles, such as indigenous knowledge or special skills related to maize production?

7. How does the story show that gender roles have changed? How have the roles and tasks changed? Has the way the community values those roles and tasks changed?

8. What new channels for community involvement opened up for women?

Duuyin in Tamale District, Northern Region became a GEMP community in 2008. It thrived in the 1960s with a rich diversity of plants and wildlife, and they were able to do many economic activities to prosper. In the 1970s, the people decided to cut down all the trees and burn the grass. The land was completely clean and clearedup -- they could see right through to the next village! By removing all the vegetation, the people did not realize that anything could go wrong. However, as time went by, they noticed that the wind would sail through the village blowing away everything in its path. The rain would fall so hard that the soil started to erode – “the land was going out.” It became difficult to grow crops and to live as they used to. They missed the trees. They did not realize that it was “dangerous” to rid the land of trees.

Case Study 2: The day the trees disappeared in Duuyin

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They did not know what to do because they had a traditional belief that if a man or woman planted a tree they could come to harm or even die! This was because it was believed that when planting the tree, the person would bury their own shadow in the hole. But they had no choice. To avoid harm, they decided to plant the tree in the name of their ancestors. Eventually, they saw that no harm came to them. They followed the example of other communities which had started to plant trees.

They planted trees every day, especially in the evening when it was cool. Each household was given trees to plant. They planted these types of trees:

· Cassia· Leucenea · Albizia · Eucalyptus · Cashew · Local Mango· Kapok · Mahogany · Pawpaw· Dawa Dawa· Shea nut.

The women did better than the men in planting more trees, so they won prizes.

The community started a big tree nursery by the dam. They have five acres along the side of a stream, and they fenced it off so that they can protect their 50,000 seedlings. Seven communities benefit from the nursery. They give some of the seedlings away, and also sell some. In fact, the University of Development Studies is one of their best customers.

The nursery project required some heavy work. The women joined the men to ensure that the project was a success. They didn't want to give all the jobs to the men, because they knew that the project would help both of them. Men and women usually have separate roles in tree planting, but in this project they were flexible. Traditionally, men would dig the holes, and women would carry and plant

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the seedlings. But in this project, they both helped each other with all the tasks. Women supported the men to water the seedlings, and men remarked that some women are even stronger than they are! Really, the women felt that if they didn't take responsibility, they would be the “losers” more than men. The women needed the trees to come back -- they needed trees for firewood and for their economic activities, like dawa dawa, and shea nuts.

Even though Duuyin has a large nursery, the people still do not have the firewood they need. Trees takes 3-4 years to grow before they can be harvested for firewood. The people learned that as soon as they cut one tree down, they need to replace it by planting another. They also learned that if they plant trees, shrubs and flowers, they could create wind breaks to protect their houses. Because women and men worked together on the nursery, they experienced a new sense of unity. No longer do men take decisions without involving women. They discovered that both men and women have something to contribute. So when they earned 480 Ghana Cedis from the sale of seedlings, they decided how to use it together. They built a kitchen shed for the school feeding programme at the school! Men and women of the community are providing their children with a great example of how to manage and share their natural resources.

Questions for Discussion: 1. Why do you think that the people of Duuyin cleared the land in the 1970s? If you were to go

back to those days, what types of decisions were made about cutting the trees and burning the grasses? Who made these decisions and why? Do you think that there were differences in opinions between men and women?

2. Why did the women say that if they didn't take responsibility, they would be the “losers”

more than men? 3. What are women's and men's traditional roles in tree nurseries? Do women have particular

roles, such as indigenous knowledge or special skills related to tree nurseries?

4. What new skills did women learn?

5. What new channels for community involvement opened up for women?


7. How did women and men work together to make the tree nursery a success?

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Case Study 3: Kanpuo: Oasis in the Desert

When visitors approach Kanpuo, they are struck by what looks like a dense forest with many tree species. How can it be? – A green forest in the middle of a dry and dusty land?

In the time of their grandparents, residents of Kanpuo, in Upper West Region, had fertile land. But they burned and exploited the land until it was bare and completely infertile. There was nothing for them anymore and the children moved away. Only the elderly were left to scrape the land, if only something would grow.

Visitors came from the Ministry of Agriculture, but they did not listen to them. As time went on, the people of Kanpuo became more desperate and, when field agents came from the Environmental Protection Unit, they decided to take them seriously.

They planted trees – many different types. Now they have shea nuts and dawa dawa for commercial purposes. The women used to have to go to the Black Volta for grass and wood, but now they have everything they need. Even neighbouring communities seek permission to fetch wood and grass from Kanpuo.

With all they need nearby, women have more time for water and soil conservation activities. They do more composting for better crop production. They reinforce their stone lines, and start new lines in other places. They want to expand the area of fertile land for their children and a good future.

Immediately they stopped bush burning. They started stone lining and ridging to prevent run-off. Composting allowed the soil to recycle its nutrients. When it rains, the water seeps into the soil, nourishing it and keeping it soft and easy to cultivate. Grasses, medicinal plants and indigenous vegetables sprang up from the springy soil. Now they can grow millet, sorghum, maize and yam. They used to eat once a day, but now they eat three times a day! Children can snack whenever they want because there are so many fruits and nuts for them to forage. Hospital visits are fewer because children are better nourished.

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Questions for Discussion:1. The story says that when the land was completely degraded, the children went away. Where

did the young men and women go? What did the young men do? What did the young women do? What are the implications for a community when its “children” go away? What are the gender issues?

2. Women used to have to go to the Black Volta for grass and wood. Now they can fetch them right in their community. What changes have women experienced in their lives, now that they do not have to go to the Black Volta?

3. What are women's and men's traditional roles in land use and soil management? Do women have particular roles, such as indigenous knowledge or special skills?

4. What new skills did women learn? 5. What new channels for community involvement opened up for women? 6. From this story, we see that women are involved in heavy work along with men. How did

men and women come to agree that they should share in the heavy work? Do you think that anyone was opposed to women doing heavy work? If possible, could you think of any type of technology that would make this heavy work easier to do?


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Case Study 4: Kanpuo community adopts environmentally-friendly technologies

Kanpuo is a typical northern savannah subsistence farming community situated 3 miles south west of Lawra in the Upper West Region of Ghana. The community has a population of 850 people. Lawra District has the poorest agricultural soils in the entire country, and Kanpuo is no exception. In most parts of the district,maize harvests averagehalfa maxi bag per acre in the best of seasons.

In 1998, the women and men of Kanpuo took a bold decision to improve their soils and also regenerate their environment. They set up a committee made up of 5 women and 10 men, and set off to implement the concept of non-bush burning – anidea they borrowed from the Goziiri community located 18 miles north of Lawra.

In 2008, the EPA, under the Ghana Environmental Management Project (GEMP) and with the assistance of CIDA, reorganized the Kanpuo Non-bush Burning Committee into the Kanpuo Community Environmental Management Committee (CEMC).The Committee is currently made up of 25 members, comprising 15 women and 10 men. The chairperson and treasurer of the committee are women. The CEMC promotes:

· Non-bush burning to provide feed for cows during the dry season· Stone lining · Half moon and zai moisture retention seed beds · Compost making with farm residue, dung and ash· Compost-applied fields· Inter-cropping

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Furthermore, they have a trained community fire-fighting brigade with an effective drill forcommunity bush fire management.

Presently Kanpuo has one of the best managed community reserves. With diligence, discipline and commitment, the people have nursed the area through non-bush burning, the construction of fire belts and strict adherence to their home grown rules and regulations on environmental management.Through natural regeneration the Kanpuo reserve now has rare fruit trees, birds, small game and sufficient pasture for their animals and those of surrounding communities

As a result of the introduction of the use of compost on stone lined half-moon and zai seed beds, in 2012, the community harvested 8 maxi bags of maize per acre. This was a commendable improvement on their previous yields. In addition, soil quality tests carried out by SARI (Savanna Agricultural Research Institute) showed a 50% improvement in quality as a result of the compost applied to farm fields.They credit their achievements to the men and women in the village, and their ability to understand what was at stake and cooperate to make the changes. So next time you are in the Upper West Region, you might wish to extend your environmental tourism schedule to Kanpuo. There, the men and women of the community, led by their CEMC, will take you through their community reserve. You will most certainly find fruits, birds, rodents and butterflies, which a few years ago were non-existent, but now have a fertile habitat.

Report by Kwaku Baawine and Jeffrey Makin, REMC: Upper West Region

Questions for Discussion: 1. There are seven activities mentioned in the story. On which activities do women take

the lead? Men? Why? 2. Do you think that in the past, women would have shared the tasks in activities such as

stone lining? Why or why not? 3. What are women's and men's traditional roles in community reserves? Do women have

particular roles, such as indigenous knowledge or special skills?4. What new skills did women learn? 5. What new channels for community involvement opened up for women? 6. The original CEMC had 5 women and 10 men, and the current CEMC has 15 women

and 10 men. Why do you think that the composition of the committee has changed over the years?


8. How do you think women and men worked together to make the community reserve a success?

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4. Project Monitoring

Indicators

The progress of a project has to be monitored to ensure that the expected results are happening. Think about some of the changes you read about in the case studies and in your own projects.Many of the changes are related to the environment and, at the same time, related to gender. An important way of monitoring whether a project has mainstreamed gender and transformed gender relations is to use gender-sensitive indicators. Gender-sensitive indicators will let you know whether there are changes in gender relations – women's and men's dynamics of power and control. Here are some features of gender relations that should change after implementing a project on gender and sustainable land use:

· participation in projects and committees· awareness, knowledge, skills · decision-making powers · roles and responsibilities in the household, community and leadership· how roles, tasks, resources are valued· access to and control of project resources and benefits· access to and control of household and community resources and benefits.

All this information should be sex-disaggregated, so that differences between men and women can be highlighted and inequities addressed. Sex-disaggregated data presents information separately for women and men, and as required, boys and girls.

When you are monitoring a project, answer the following questions to ensure that gender equality is mainstreamed.

1. Does the monitoring plan invite input and feedback from women and men?2. Are generated data, analysis and reports sex-disaggregated?3. Are gender indicators effectively used and assessed?4. Does monitoring consider both women's and men's roles (even if those roles are

different)?5. Is progress toward objectives and expected results related to men or women on track?6. Have any gender issues of inequity arisen that were not identified at the project design

stage? If so, how can they be addressed?

Here are some examples of gender-sensitive indicators for gender, land use and soil management. You can use these and others that you develop to assess whether your project is on track to changing gender relations, roles, responsibilities and how they are valued.

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5. Project Evaluation

Monitoring and Evaluation Tools

At the end of your project, you will want to evaluate whether it has been successful – in achieving its goals for sustainable land use, and toward gender equality. Evaluation should be as systematic and objective as possible. Therefore, tools are developed to collect gender-sensitive and sex-disaggregated data. These tools can be used at the end of the project, but also at the beginning (baseline) and mid-point to assess progress over time.

Here are some examples of gender-sensitive tools for gender, land use and soil management. If you use these tools at the beginning, middle and end of your project, you will see changes in how men and women have access to and control over resources; and in their roles and responsibilities. You may also discover some changes in gender relations that you did not expect! You should determine whether these are positive and progressive changes, or negative and counter-productive. When it comes time to designing a new phase of your project or even a brand new project, take these lessons into account to ensure that your project will implement all activities necessary to promote gender equality.

A. Household Survey Questions

Gender-sensitive indicators for Gender, Land Use and Soil Management 1. % of women with access to credit vis-à-vis men 2. % of women participants in block farming groups; or # of women’s-only farmers

groups 3. # of new women Agricultural Extension Agents; # of new women extension

volunteers 4. # of women using new labour saving devices

5. Level of knowledge of women/men of land resource management techniques

6. Acres of land released by men to women for longer use

7. % of women/men who have access to fertile land

8. % of women/men benefitting from inheritance system

1. Who owns the land that the family cultivates?

Husband

Wife Uncle Tindana Chief Family Head

2. Who decides on which lands to cultivate?

Husband Wife Jointly

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Technology Adopted by Men Adopted by Women Contour bunding

Compost making

Zai technique

Half moon

Contour ploughing

The use of animal traction

4. Who implements land improvement technologies?

Expenditures Men Decide Women Decide Jointly Farm inputs School fees Housekeeping / food Medical Leisure (pito) Clothing Funerals Other Other

Technology Men’s Decision Women’s Decision Contour bunding Compost making Zai technique Half moon Contour ploughing The use of animal traction

3. Who decides on which technologies to use?

5. What are the sources of household income?

Source Earned by Men Earned by Women Farming

Livestock

Shea nut processing

Dawa dawa processing

Soya bean processing

Petty trading

Others (specify)

6. Who decides how to spend the household income?

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B Focus Group interview questions with women involved in the project1. Do you think the time spent on collecting fuel wood has changed in any way? What

accounted for the change? What role do men play in fuel wood collection? If there have been changes, how havethey impacted on productive (business) and reproductive (household) roles?

2. Do you think there have been any improvements in soil fertility and how has it affected your yield? Do women have access to extension services for soil fertility improvement? To what extent has this contributed to yield increases? What can be done to increase women`s access to soil fertility improvement technologies?

3. Do you think women's access to fertile land has improved? To what extent has women access to fertile land changed? What do you think has contributed to this change and what do you think can be done to improve upon the current situation?

4. Do you think the level of income of women has changed? To what extent has it changed? How has it affected their roles and level of involvement in decision making?

C. Focus Group interview questions with men involved in the project1. What do you think of men's decision to allocate fertile land to women for cultivation? What

has been the impact (income, level of participation by women in decision making, soil fertility improvement, etc)?

2. How has the involvement of women in community matters changed? In your opinion, do you think it is beneficial?

D. Group interview questions with CEMC Executive1. How many men and women make up the executive body? (sex disaggregated data)2. How many sub-projects has been approved for women and implemented by women? How

has it impacted on their livelihoods?3. Have there been new technologies introduced? Were they women friendly? What is the

adoption rate by women?

E. Observation Guide at Project Site (list of what to look for)1. Compost pits built2. Woodlot establishment3. Sustainable Land Management technologies adopted (contour bonding, stone lining) 4. Use of donkey traction by women5. Cover crop or crop rotation on demonstration farms

This is the end of this module. Best wishes as you mainstream gender, empowering women and men in sustainable land management projects.

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1gender and land use and soil management projects

Documents

gender equality

project cycle management

gender mainstreaming

gender issues

project monitoring

project evaluation

project design

project implementation