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Water, Sanitation and Hygiene

10 Key points to check for gender equity

A checklist for managers of water and sanitation programmes.

  1.  Have the different needs, interests and priorities of women, men, girls and boys been taken into account in designing the programme? Including the young and old, rich and poor?
  2. Did you use a gender perspective to gather information? Does the data specify gender? For example, an informal setting with a female interviewer may be more conducive to open dialogue with women.
  3. Did you investigate the gender issues related to water and sanitation provision and use?
    - What are the gender gaps?
    - What are the barriers to reducing the gender gaps?
    - What are their immediate and underlying causes?
  4. Do the water and sanitation programme objectives work toward gender balance? How will they change the condition and position of women and girls and that of men and boys with respect to:
    - domestic chores?
    - community management?
    - involvement in water supply,?
    - household sanitation?
    - hygiene behavioural activities?
  5. Have the physical and cultural aspects of gender been included in sanitation services and hygiene promotion projects?
    - Do the sanitation services provide privacy and convenience for women and girls?
    - Is the whole family trained in hygiene promotion? 
  6. Is there gender balance in decision-making? Are women involved in the decision-making process to plan and manage services, such as:
    - where the services are located?
    - the quality of services?
    - the type of services needed? 
  7. Is there gender balance in the burdens and benefits of water and sanitation programmes?
    - Do women have equal access to training, paid jobs or other opportunities created though water and sanitation projects?
    - Are volunteer and paid jobs equally distributed between men and women? Are domestic chores equally balanced between boys and girls? 
  8. What are the gender-specific elements in the water and sanitation strategies, with respect to:
    - advocacy and social mobilization?
    - service delivery?
    - capacity building?
    - empowerment?
    - How do they affect women and girls, men and boys at home, in schools and in society? 
  9. Will the activities directly impact the inequalities between girls and boys, women and men?
  10. Did you measure and monitor for separate effects on women, men, girls and boys?
    - Do the projects explicitly measure for the effects on women and men, boys and girls?
    - Do they assess the changes in women’s and men’s involvement in the project, and their access to and control of resources?



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