Sustainability Planning and Monitoring

PARTICIPATORY TOOLS USED IN THE MPAfrom wealthier households and women and menfrom poor families. The same exercise is done forpaid and unpaid jobs/tasks.●mean for their workload?Do men have responsibilities for householdand environmental cleanliness?The types of training given or planned to be givenby projects are assessed in the same manner, e.g.,training in leadership skills, technical constructionor maintenance skills, bookkeeping andaccounting skills, skills for monitoring systemfunctioning and use, and hygiene promotion.Who and how many have had access to trainingis identified by gender and class.ResultsEmerging data include new jobs and skills forwomen and men, including non-stereotyped skills;status and gender division of physical labor;division of paid and unpaid jobs between womenand men, rich and poor; access to training forwomen and men in wealthier and poor households;impacts of the project on women and men.UsesTo assess activities and impacts: The activityprovides insight into how unskilled and skilled jobs,low and high status jobs are or will be dividedbetween women and men, and how this impactstheir positions. Typical questions that may beanswered are:Sharing workloads and responsibility●●Do women/girls also do technical jobs? Whyor why not? Would there be benefits if morewomen/girls are (also) trained for technicaltasks? What types of women/girls could/should be trained?Do only women/poor people do the physicalwork involving cleaning, collecting tariffs, etc.?Is the work paid? What does the situationAccess to new resources - knowledge, skills●●●●Has the project brought new skills? To women,men or both? To girls and boys?Has the project brought any training? In whatsubjects? Who and how many benefited, inthe committee and in the community?Are only the wealthier getting trained for skilledand paid jobs? Why?Was training given along conventionalgender lines, or did both women and menlearn new aspects, e.g., men on health andhygiene, women on financing, maintenanceof facility?Access to new resources - jobs, production, andincome●●●Has the project brought new jobs? Paid orunpaid? Who does the paid jobs, and whothe unpaid? If men did unpaid jobs that arenow done by women, would they be paid?Who has benefited from paid jobs? The elite,or also common people?Any new/additional economic uses of water orwaste? What are the benefits? Payments? Towhom? Does the use affect current access tothe resource for others? May it do so in future?The results are used for the scales on labordivision, training and gender impacts. Scores andqualitative information are recorded in thefieldbook. The original matrix, like all perviousmaterials, is kept by the group for presentationin the community review assembly, wherediscussion is facilitated on any social and genderinequities found and ways of correcting thesituation. 2727 And for further use in community monitoring of progress.82