GENDER TOOLS FOR ENERGY
PROJECTS
Module 2
Unit 2.2
Framework for Gender Analytic Tools
Learning goal
After completing this topic participant should be able:
i. To explain the framework for gender analytic tools
to fellow professionals and
ii. justify its use in project planning
FRAMEWORK FOR GENDER ANALYTIC TOOLS
 A set of gender analytic tools has been developed specifically for
the energy planning context.
 These tools are intended to assist you in the planning of energy
projects. It is intended to be used in all projects, whether gender is a
very important variable or not, i.e. it is the intention to mainstream
gender. It is designed to follow standard planning procedures and
include gender at every point
 In this kind of planning, gender is seen as one of many important
variables, but may not be the over-arching or most important one.
 The tools pave the way for energy project planning based on
disaggregated data from the main stakeholders with a strong focus on
the gender distinction.
 When organisations integrate these tools into their own project
planning process they should arrive at a high quality, effective, gender
sensitive energy project planning process.
Project Planning Situations

There is no one typical or standard approach to planning
energy projects, into which gender considerations could be
slotted.

In reality there are at least two different project planning
situations in which gender and energy need to come
together, and some variations of these.
We distinguish two different planning situations:
i.
Energy technology projects
ii. Integrated development projects, in which energy is one
component
Project Planning Situations
Energy technology projects:
 These are projects which set out to promote one or two particular
types of technology, such as solar home systems, or improved
stoves, or decentralised mini-grids.

They are focused on the problems of dissemination and adoption of
this type of technology.

In some ways such projects can be thought of as supply driven; the
purpose is to promote certain kinds of energy technology, for the
good of a given population.

In this case the main question that arises from a gender point of
view is, to what extent will this technology, or these technologies,
bring about positive gender impacts?

An energy technology project does not necessarily have to be
initiated in the energy sector, for example, smokeless stoves could
be initiated as a health sector project.
Project Planning Situations
Integrated development projects:

Integrated development projects try to assist communities to
develop over a broad range of sectors, of which energy may be just
one, and in which energy may be just a component necessary for
achievements in other sectors.

The gender/energy question then becomes, what are the energy
components necessary to achieve overall goals, including gender
goals, and how can these energy requirements best be satisfied?

Variations on this model are women’s development projects, where
the target is clearly women.

The question then becomes: to what extent is energy hindering the
achievement of the gender goals and how can energy be used as a
vehicle for the furtherance of women’s development?
STANDARD STEPS IN PROJECT PLANNING

The starting point for these two types of project is
different, and therefore it is logical that to some extent the
approach to gender must reflect this, particularly in the
problem analysis and project formulation stages.
 However, in both cases the main line of reasoning is the
same. It has also become accepted practice in both cases
to use a participatory approach in which the community
(target group) plays a significant role in defining the
problems and setting priorities.
STANDARD STEPS IN PROJECT PLANNING
In general one could say the main steps in both types of
planning will be as follows:
 Identifying stakeholders: Who is involved?
 Problem analysis – what is the problem and how could we
solve it (= project formulation)
 Identifying assumptions and external factors that could
influence the project in a negative way
 Summing up before moving on to project implementation
STANDARD STEPS IN PROJECT PLANNING
 These steps are normally carried out in all projects planning where a
standard project cycle, logical framework, or a sustainable livelihoods
approach is used.
 The challenge is to introduce the gender element at every stage,
using gender analytic tools specially designed for energy.
 In the framework, the gender/energy questions that are likely to come
up in each stage in project planning are listed.
 At the stage of problem analysis and project formulation, there are
two sets of questions in parallel: one set for projects of the energy
technology type and one for the integrated development project type.
 Questions about the stakeholders, assumptions and external factors,
as well as the summing up, are common to both types of project.
A. Identifying stakeholdersDia 7
Energy Technology
Project
Integrated Development
Project
What kind of project
are you involved in?
Dia 8B. Problem analysis / Project formulation
B*. Problem analysis / Project formulation
C. Identifying assumptions and external factursDia 9
D. Summing upDia 10
The gender framework
A. Identifying stakeholders
A1.
Who are the stakeholders?
A2.
What subdivisions among men and women in the community need to be
recognised?
A3.
What are the gender goals of the stakeholders and subgroups?
A4.
What indicators should be used to measure achievement of gender goals?
A5.
What opportunities/constraints do local cultural practices pose to the planning
process?
B. Problem analysis / Project formulation
B*. Problem analysis / Project formulation
B1. What tasks would people in the community
(men/women) most like to improve and in what way?
B*1. Given that the project is working with / can offer
energy technology type X (or types Y and Z) in what
kinds of task currently undertaken, or which are likely
to be undertaken in the future, could they be used?
B2. What energy sources and technologies are involved
in the activities people presently undertake and what
are the energy requirements of any new activities
which they plan to undertaken in the future?
B*2. Who (men/women) are, or will be, involved in the
activities to which this technology might be applied?
In what ways are they involved?
B3. In what way could energy technology play a part in
improving the tasks that people (men/women) have
prioritised?
B*3. Who (men/women) has access to and/or control
over energy sources and technologies used?
B4. Who (men/women) uses, and who controls energy
sources and technologies used?
B*4. What are people’s views on the proposed energy
technologies?
B5. What energy technologies do people themselves see
as possible solutions to improve their lives? What
are the views of men and women n the value of the
proposed energy technologies and what are their
priorities?
B*5. Is the adoption of this energy technology a high
priority for people?
C. Identifying assumptions and external factors
C1. Who (men/women) will benefit/be disadvantaged, and in what way, by adoption of the proposed
energy technologies and by the proposed means of implementation?
C2. Who (men/women) have access to and control over key resources critical to adoption and
sustainable use of the energy technology and participation in implementation?
C3. Who (men/women) are going to be involved in maintenance and repair; and is capacity building
necessary? If so, for whom?
C4. Who (men/women) are going to be involved in management and under what arrangements?
C5. Is the implementing agency sufficiently aware of gender issues to ensure the project is
implemented in a gender sensitive way?
C6. What opportunities follow from international, national or regional policies?
D. Summing up
D1. What are the appropriate gender indicators for the project’s gender goals?
D2. Given the proposed energy technologies, what effect will they have on the quality of life of men &
women and how do these benefits relate to the gender goals?
Discussion Point 2.2.1
 Which kind of project planning is more common in your
organization?
Energy technology projects?
Integrated development projects?
 Do you have experience in both types of projects?
 Are there any other project planning situations you can think of?
Describe them.
 Are different planning tools used in these two different situations?
 Do you think that gender differences and thus gender sensitive
energy planning is more important for one of the two project
planning situations? Why?
DISCUSSION POINT 2.2.2
Do you recognise these four stages in project
planning from your own experience? Or do you
have a different approach to project planning?
Are there other steps you include?
DISCUSSION POINT 2.2.3
The framework suggests a set of questions that need to
be addressed, each one with a gender component. Do
you think that the formulated questions cover all the
necessary issues?
What additions might be necessary?
THANK YOU
END OF UNIT 2.2