Gender_TCB_Guide

GUIDE ON GENDER MAINSTREAMING
TRADE CAPACITY-BUILDING PROJECTS

GUIDE ON GENDER MAINSTREAMING
TRADE CAPACITY-BUILDING PROJECTS
Vienna, 2015

Acknowledgements
This Guide on gender mainstreaming UNIDO’s trade capacity-
building (TCB) portfolio has been prepared by the Trade
Capacity-Building Branch in close cooperation with the Gender
Mainstreaming Steering Committee (GMSC) and under the
overall guidance of Nilgün Taş, Chair of the GMSC. The Guide is
part of an organization-wide initiative to mainstream gender
into all UNIDO’s technical cooperation projects and pro-
grammes. Christophe Marianne, as lead author, and Theresa
Tomaschitz, as contributing author, researched and drafted the
document.
The GMSC would like to express its sincere gratitude to Bernardo
Calzadilla-Sarmiento, Director of the TCB Branch, for his valuable
support in preparing this Guide. It would also like to acknowledge
the contribution of the unit chiefs, project managers, consultants
and project assistants of the TCB Branch for their inputs and
invaluable suggestions. Special thanks are due to Ulvinur Müge
Dolun and Hedda Öhlberger-Femundsenden for their substan-
tive input and advice. Additionally, the GMSC would like to thank
Anne-Sophie Veyrier for her input to this document.
This document has been prepared without formal United Nations
editing.The opinions, designations and material presentations do
not imply the expression of any opinion whatsoever on the part
of UNIDO concerning the legal status of any country, territory, city
or area or of its authorities, or concerning the delimitation of
frontiers or boundaries.
All photos © UNIDO, unless otherwise stated.
Publishing production: English, Publishing and Library Section,
United Nations Office at Vienna.

CONTENTS
ACRONYMS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v
INTRODUCTION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Why this Guide? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Who is this Guide for?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
How to use this Guide. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
1. INCLUSIVE AND SUSTAINABLE INDUSTRIAL DEVELOPMENT (ISID),
GENDER EQUALITY AND GENDER MAINSTREAMING . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Gender and ISID . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
What is gender equality?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
What is gender mainstreaming?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
2. GENDER MAINSTREAMING IN THE TRADE CAPACITY-BUILDING BRANCH . . . . . . . . 5
Gender equality and trade . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Gender mainstreaming in quality infrastructure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
TCB gender mainstreaming strategy and gender equality and empowerment of
women (GEEW) objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Areas for future work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
3. GENDER MAINSTREAMING THE PROJECT CYCLE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
4. GENDER MAINSTREAMING IN PROJECT FORMULATION . . . . . . . . . . . . . . . . . . . . . . . . . 15
Gender categorization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Gender analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Mapping of potential partners and stakeholders. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Collection of information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Analysis of findings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Building the logical framework and monitoring and evaluation plan . . . . . . . . . . . . . . . . . 21
Risk assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Gender-responsive budgeting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Remember. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
iii

5. GENDER MAINSTREAMING IN PROJECT IMPLEMENTATION. . . . . . . . . . . . . . . . . . . . . . 25
Governance level . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Quality institutions level . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Quality services level . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Enterprise level . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Consumer level. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
6. GENDER MAINSTREAMING IN PROJECT MONITORING AND EVALUATION . . . . . . . . 43
Monitoring gender results . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
Evaluating gender results . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
Building case studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
Communicating gender results . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
ANNEXES
I. TCB GEEW objectives and corresponding indicators. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
II. Model gender charter. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
III. Gender-sensitive training . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
IV. Ethical code of conduct . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
V. Women-owned business certification. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
VI. Gender analysis at the regional/country/sectoral level. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
VII. Terms of reference . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
VIII. UNIDO Evaluation Group guide for integrating gender into evaluations of UNIDO
projects and programmes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
IX. Gender glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74
iv

v
ACRONYMS
AIDMO Arab Industrial Development and Mining Organization
ARAC Arab Accreditation
BIPM Bureau International des Poids et Mesures
CAB Conformity Assessment Body
CEDAW Convention on the Elimination of All Forms of Discrimination against Women
GEEW Gender Equality and Empowerment of Women
ECOSOC United Nations Economic and Social Council
GHO Global Health Observatory
GMSC Gender Mainstreaming Steering Committee
HACPP Hazard Analysis and Critical Control Points
HDR Human Development Report
IAF International Accreditation Forum
IANWGE Inter-Agency Network on Women and Gender Equality
IEC International Electrotechnical Commission
IFC International Finance Corporation
ILAC International Laboratory Accreditation Cooperation
ILO International Labour Organization
IPPC International Plant Protection Convention
IPU Inter-Parliamentary Union
IMS Integrated Management System
IOM International Organization for Migration
ISID Inclusive and Sustainable Industrial Development
ISO International Organization for Standardization
ITU International Telecommunication Union
IUCN International Union for the Conservation of Nature
M&E Monitoring and Evaluation
MDG Millennium Development Goal
NEP National Enquiry Point
NGO Non-Governmental Organization
NQI National Quality Infrastructure
NSB National Standards Body
OECD Organisation for Economic Co-operation and Development
OHCHR Office of the High Commissioner for Human Rights
OIE World Organisation for Animal Health
OIML International Organization of Legal Metrology
OSAGI Office of the Special Adviser to the Secretary-General on Gender Issues and Advancement of Women
QI Quality Infrastructure
SDC Swiss Agency for Development & Cooperation
S&T Science and Technology
SPS Sanitary and Phytosanitary Measures

STEM Science, Technology, Engineering and Mathematics
TBT Technical Barriers to Trade
TCB Trade Capacity-Building
ToR Terms of Reference
TRTA Trade-Related Technical Assistance
UIS UNESCO Institute for Statistics
UNEG United Nations Evaluation Group
UNESCO United Nations Educational, Scientific and Cultural Organization
UNIDO United Nations Industrial Development Organization
UNODC United Nations Office on Drugs and Crime
USAID United States Agency for International Development
UNSD United Nations Statistics Division
WBENC Women’s Business Enterprise National Council
WCO World Customs Organization
WHO World Health Organization
WEF World Economic Forum
WID Women in Development
WOSB Women-owned Small Business
WTO World Trade Organization
ZABS Zambia Bureau of Standards
ZWMA Zambia Weights and Measures Agency
vi

GUIDE ON GENDER MAINSTREAMING TRADE CAPACITY-BUILDING PROJECTS 1
INTRODUCTION
Why this Guide?
Gender equality is a goal in its own right but it is also vital to
the achievement of other development goals such as pov-
erty reduction, economic growth and environmental sus-
tainability. To ensure that women and men can access,
participate, and benefit from development projects on an
equal footing and that gender inequalities in activities and
outcomes are not perpetuated, gender issues need to be
borne in mind throughout the entire project cycle—from
design and implementation to monitoring and evaluation.
While UN Women has a specific mandate to work on
empowering women, all United Nations agencies have a
responsibility to address gender inequality and to under-
stand how and where gender issues are relevant to fulfilling
their mandate.
By systematically mainstreaming gender into its interven-
tions, UNIDO’s Trade Capacity-Building (TCB) Branch can cre-
ate equal opportunities for women and men, thus furthering
the Organization’s Inclusive and Sustainable Industrial
Development (ISID) agenda and contributing to the achieve-
ment of the Millennium Development Goals (MDGs) and the
post-2015 development framework. This Guide showcases
UNIDO’s work in the area of Trade-Related Technical
Assistance (TRTA) and gender mainstreaming and also
serves as an advocate for gender equality within quality
infrastructure (QI) building.
Who is this Guide for?
The Guide aims at helping the staff of UNIDO’s TCB Branch to
apply a gender perspective in their work and, more specifi-
cally, throughout the project cycle. The Guide can also be
useful for national and local counterparts, agencies, interna-
tional and private-sector partners, as well as individual
experts who work closely with the TCB Branch.
How to use this Guide
The Guide is divided into six chapters and is meant to be
read in its entirety. The first two chapters cover the general
background of gender concepts and the gender dimensions
of trade capacity-building projects, whilst the remaining
chapters provide a step-by step roadmap for gender main-
streaming in the different stages of the project cycle. Given
the wide scope and diversity of the TCB portfolio, there is
necessarily some variation in the degree of relevance and
application of the GEEW activities and indicators identified
under each level of QI intervention and particular service
modules in this Guide to specific TCB projects. In view of this,
recommendations need to be considered in the light of
each individual project’s specificities and should be applied
only when and where appropriate. Ideally, this Guide will be
of assistance when project formulation is initiated. However
where formulation is already under way and where projects
are under implementation, these can also benefit from the
Guide through adapting ongoing and future activities in
order to make them more gender-responsive.

1. INCLUSIVE AND SUSTAINABLE INDUSTRIAL DEVELOPMENT
(ISID), GENDER EQUALITY AND GENDER MAINSTREAMING
Gender and ISID
ThemandateofUNIDOistopromoteandaccelerateInclusive
and Sustainable Industrial Development in developing coun-
tries and economies in transition. The Organization has a
vision of a world where economic development is inclusive
and sustainable and economic progress is equitable. In this
context, it recognizes that gender equality and the empow-
erment of women have significant positive impacts on
sustained economic growth and Inclusive and Sustainable
Industrial Development, which are drivers of poverty reduc-
tion and social integration.
UNIDO considers gender mainstreaming to be a key stra-
tegy for achieving gender equality and the empowerment
of women. As a result, the Organization has formulated a
Policy on Gender Equality and the Empowerment ofWomen1
which calls for:
• A gender perspective to be reflected in UNIDO’s
programmes, policies and organizational practices;
• The overall goal of gender equality and the empowerment
of women, particularly the economic empowerment of
women, to be advanced;
• The Organization to join forces with partners within the
United Nations system and with other public and private
sector partners to deploy a diversity of experiences and
expertise in order to advance the internationally agreed
development goals related to gender equality; and
• The Organization’s efforts to achieve the goal of gender
balance within its own structures, in particular at decision-
making levels, to be accelerated.
1
UNIDO (2009). Policy on gender equality and the empowerment of women.
Vienna. Available at: http://www.unido.org/fileadmin/media/
documents/pdf/UNIDO_Gender_Policy_20130130.pdf.
What is gender equality?
Gender equality means creating equal opportunities for
women and men by allowing them to contribute on equal
terms economically, politically, socially and culturally. It
means that no one will be prevented from reaching his or
her full potential because of their sex and puts equal value
on the varying roles played by women and men in society.
Gender equality has been enshrined as a human right in
a number of declarations and conventions, including the
Rio+20 outcome document “The Future We Want”,2
the
Beijing Declaration and Platform for Action and the
Convention on the Elimination of All Forms of Discrimination
Against Women (CEDAW), which offer a comprehensive
description of this right:
“Gender equality refers to the equal rights, responsibilities and
opportunities of women and men and girls and boys. Equality
does not mean that women and men will become the same but
that women’s and men’s rights, responsibilities and opportuni-
ties will not depend on whether they are born male or female.
Gender equality implies that the interests, needs and priorities of
both women and men are taken into consideration, recognizing
the diversity of different groups of women and men.”3
Gender equality is also widely acknowledged as a prerequi-
site for sustainable development in its three dimensions—
economic, social, and environmental. Given women’s central
role in manufacturing, entrepreneurship and resource man-
agement, policies to empower women go hand in hand
with efforts to foster inclusive and sustainable industrial
development. The achievement of gender equality and the
2
General Assembly resolution 66/288 adopted by the United Nations
General Assembly in the context of the United Nations Conference on
Sustainable Development in 2012 (Rio+20).
3
UN Women (source: http://www.un.org/womenwatch/osagi/
conceptsandefinitions.htm).

4 GUIDE ON GENDER MAINSTREAMING TRADE CAPACITY-BUILDING PROJECTS
empowerment of women and girls are essential for eco-
nomic development and the eradication of poverty and
hunger, as well as for the achievement of peace and secu-
rity. The Millennium Development Goals included a gender
equality goal with targets on education, wage-employment
in the non-agricultural sector and political representation,
although, with the exception of primary education, prog-
ress has been slow. The post-2015 goals are expected to
continue recognizing gender equality as an important goal
in its own right and also to incorporate it as a cross-cutting
priority in all dimensions of the sustainable development
framework.
Progress has been made in recent decades to reduce the
level of gender inequality but women are still much less
likely to have access to or control over productive and nat-
ural resources; they have less access to modern technolo-
gies or financial services and receive poorer education,
training and technical advice. They are, moreover, more
likely to suffer violence and exploitation and receive lower
pay for their work. Until these inequalities are eliminated,
women will continue to suffer disproportionately from pov-
erty and be more likely to endure limited economic and
social opportunities.
The achievement of gender equality, including in indus-
trial development, requires gender-responsive institutions,
strong governance and robust accountability systems, as
well as the full, equal and effective participation of women at
all levels of decision-making. Gender-sensitive policies and
measures that foster transformation in gender relations by
addressing both the consequences and underlying root
causes of gender inequality are also critical.
It is important to note that gender equality is not only about
women and that men are also subject to restrictive gender
stereotypes about what they are supposed to do and how they
are supposed to behave which can limit their personal and
professional life choices. To achieve real gender equality, the
entire population must support equal rights and opportunities
for women and men and it is critical to also engage, involve and
motivate men to be part of the solution.
What is gender mainstreaming?
Gender mainstreaming is not just about including women in
development activities. It involves looking at the experience
and interests of women and men in the development
process and re-imagining these realities by challenging
existing social structures and placing women and men on an
even footing.
Gender mainstreaming is also not the same as gender bal-
ance or gender parity. Gender mainstreaming goes beyond
aiming at equal representation. Rather, it addresses the gen-
der inequalities that are at the core of policies, programmes
and projects and leads to more gender-sensitive actions.
Gender mainstreaming is not just about adding stock
catchphrases—“special attention will be given to women” or
“gender equality activities will be considered”—to policies,
programmes or projects. It requires a contextual analysis of
the needs, priorities, roles and experiences of women and
men, as well as the integration of specific actions to address
any gender inequalities that may have emerged from this
analysis.4
Gender mainstreaming is a strategy that was formally
incorporated into the Beijing Platform for Action in 1995 and
is most often defined by the 1997 United Nations Economic
and Social Council (ECOSOC) interpretation of the term:
“Mainstreaming a gender perspective is the process of assessing
the implications for women and men of any planned action,
including legislation, policies or programmes, in any area and at
all levels. It is a strategy for making women’s as well as men’s
concerns and experiences an integral dimension in the design,
implementation,monitoringandevaluationofpoliciesandpro-
grammes in all political, economic and societal spheres so that
women and men benefit equally and inequality is not perpetu-
ated. The ultimate goal is to achieve gender equality”5
Given the existing gender gaps in employment, entrepreneur-
ship, wages, access to productive resources and energy, gen-
der mainstreaming should be complemented with additional
targeted actions that promote the empowerment of women.
In accordance with the Beijing Declaration and Platform for
Action, a dual approach that combines gender mainstream-
ing with specific affirmative measures is essential to the
achievement of gender equality.
4
UNODC (2013). Gender mainstreaming in the work of UNODC. Vienna.
Available at: http://www.un.org/womenwatch/directory/docs/UNODC-
GuidanceNote-GenderMainstreaming.pdf.
5
ECOSOC Agreed Conclusions 1997/2.

2. GENDER MAINSTREAMING IN THE TRADE CAPACITY-
BUILDING BRANCH
Gender equality and trade
In today’s globalized economy, trade plays the leading role
in providing developing countries with the opportunity for
sustainable economic growth. By exporting to international
markets, integrating global value chains and sourcing qual-
ity products at best value, producers around the world have
the potential to expand their businesses, upscale their pro-
duction techniques and level of productivity and diversify
their outputs. This benefits the local economy as new jobs
are created, living conditions improve, consumption and
investment patterns grow and durable relationships are built
with trading partners around the world, contributing to
peace and stability.
Yet trade activities tend to have different effects on women
and men who have diverse economic and social roles and
varying access to and control over resources. Women tend to
be more affected by the negative side effects of trade liberal-
ization and face bigger challenges than men when it comes
to taking advantage of the opportunities trade offers.This situ-
ation arises out of gender biases in education and training,
gender inequalities in income and command over resources,
as well as unequal access to productive inputs such as credit,
land and technology. All of these lead to significant gender
differences in the distribution of jobs.6
One of the most pervasive forms of inequality in the
world today is gender inequality. Gender inequalities deter-
mine the differential impact of trade on women and men,
girls and boys. This can happen at (a) sector level, in which
trade can increase or reduce employment and income
opportunities for women, depending on whether the sec-
tors where women work expand or contract as a result of
trade liberalization and import competition; (b) government
6
United Nations Inter-Agency Network on Women and Gender Equality
(IANWGE) (2011). Gender Equality & Trade Policy. Women watch. Available
at: http://www.un.org/womenwatch/feature/trade/gender_equality_
and_trade_policy.pdf.
level, where fiscal revenue and public expenditure—influ-
enced by changes in tariff earnings as a result of trade liber-
alization—have an impact on public investment in social
infrastructure and services that particularly benefit women,
such as health, education, electricity, water, sanitation and
other infrastructure to meet household needs; and (c)house-
hold level, where expenditure may decrease or expand
according to the effects of trade on consumer goods
prices.7
Moreover, women entrepreneurs face a number of addi-
tional administrative constraints that do not affect their male
counterparts. In a number of countries, women do not have
the right to open a bank account, apply for a passport or an
identity card without the consent of a male relative or guard-
ian and they can neither register a business nor sign con-
tracts.8
As a result, the only solution for earning a living for
many women is through the informal sector, bringing with it
job insecurity, lack of social protection and no access to
training and other resources, thus making women particu-
larly vulnerable to poverty and marginalization. For those
who do access the formal sector, lack of networks and access
to finance still limit their volume of activity and ability to
diversify and export. In addition and in contrast to men, the
burden of domestic labour and childcare remains tradition-
ally an important part of women’s daily tasks, limiting their
engagement in economic activity and increasing job
insecurity.
Although a number of women are engaged in trade-
related services, their contribution is often not recognized.
Informal cross-border trade is a major economic activity in a
number of regions across the globe and particularly on the
7
Ibid.
8
World Bank (2014). Women, Business and the Law 2014. Removing
Restrictions to Enhance Gender Equality. Washington D.C. Available at:
http://wbl.worldbank.org/~/media/FPDKM/WBL/Documents/
Reports/2014/Women-Business-and-the-Law-2014-FullReport.pdf.

African continent where the majority of traders and carriers
are women.9
They often play a critical role in food security,
carrying basic food products from their place of production
to areas where they are in short supply. Yet they often have
to suffer severe delays and even losses at border controls
because of ill-treatment, harassment and abuse from gov-
ernment officials—who are mostly men. Lack of information
on their rights and also lack of visibility, backed up by cultural
beliefs, contribute to perpetuate a highly discriminatory and
detrimental situation.
Gender mainstreaming in quality infrastructure
UNIDO’s trade capacity-building activities and programmes
enhance the capacity of developing countries and econo-
mies in transition to participate in global trade and achieve
sustainable economic growth. Assisting developing coun-
tries to set up the globally recognized conformity assess-
ment infrastructure and services that are a precondition for
effective trade participation is the distinct mandate of
UNIDO’s TCB Branch. The end product of TCB interventions is
seen in the achievement of a fully functional national quality
system, with adequate political support and economic sus-
tainability measures, together with the appropriate linkages
at national, regional and international levels.
Increased concerns over health and security in interna-
tional markets, on one side, and greater consumer aware-
ness of labour rights and protection of the environment, on
the other, have considerably strengthened standards and
increased the number of requirements with which exporters
around the world must comply. The greatest impact is on
agricultural and food products. In some cases, regulations,
standards and labelling are reported to account for as much
as 87 per cent of the retail price of processed food.10
However, limited local capability and resources to fulfil
these stringent technical requirements, especially when they
involve sophisticated testing instruments and methods, have
contributed to hampering the participation of developing
9
World Bank (2013). Women and Trade in Africa. Realizing the Potential.
Washington D.C. Available at: http://documents.worldbank.org/curated/
en/2013/01/18490089/women-trade-africa-realizing-potential.
10
Dean, J. M., Feinberg, R. M., Ferrantino, M. J., Ludema, R. D. and Signoret,
J. E. (2006). Estimating the Price Effects of Non-Tariff Measures. Office of
Economics Working Paper, No. 2006-06-A(r). Available at: http://www.usitc.
gov/publications/332/EC200606Ar.pdf.
countries in international value chains and prevented the
upgrading of their production from primary to processed
products, restricting the potential benefits from international
trade.
Quality infrastructure (QI) refers to the set of policies, laws,
regulations, institutions and services within a given econ-
omy that guarantee product quality and compatibility, safety
and health of plants, animals and human beings, and envi-
ronmental protection. This involves setting appropriate stan-
dards to respond to these concerns, assessing the conformity
of products, production and service delivery processes to
these standards and providing reliable proof of conformity
to consumers and authorities. An operational QI ensures
transparency and safety in trade. The national quality infra-
structure (NQI) is an integrated system based on several
components that are shown in figure I.
TCB gender mainstreaming strategy and
gender equality and empowerment of women
(GEEW) objectives
While the capacity of a project to address gender inequality
may differ from one TCB project to another, because it
impacts on the lives of people, no project is gender-neutral.
A gender-neutral project would assume that women and
men have the same needs, priorities, opportunities and
expectations. Gender-neutral approaches often reinforce
existing gender-based discrimination or respond to male
priorities, especially in societies where power and
decision-making are predominately exercised by men.
In view of this, gender mainstreaming is essential to
making sure that the projects and activities of the Branch
take into account the differing needs, roles and expectations
of both women and men in sustainable industrial develop-
ment. Gender-sensitive TCB projects consider specific ques-
tions in the choice of interventions such as:
• Is there an understanding of the impact each TCB
intervention has on people and the environment? Will
women and men be impacted at the same level by these
interventions?
• Are women’s and men’s specific needs and priorities, and
also knowledge and skills, considered and utilized in the
development of trade capacity-building activities and
programmes in order to achieve maximum uptake?

• Is explicit attention paid to ensuring that both women and
men participate in and benefit from capacity-building
activities and training?
• Are women and men given the same opportunity to
contribute meaningfully to decision-making processes and
to take on leadership roles in trade capacity-building?
Equal opportunities for women to participate in trade
capacity-building and attain higher-level positions will also
create the basis of a more equal society that will generate new
needs and encourage the development of new products.This
means gender mainstreaming is much more than just a wom-
en’s issue. It is the basis for establishing a level of equality
between women and men that can help stimulate economic
growth, create higher-level jobs, support communities, raise
productivity and reduce poverty. Ultimately, mainstreaming
gender in trade capacity-building projects will enhance the
overall effectiveness and sustainability of UNIDO’s technical
cooperation services and will, at the same time, improve the
Organization’s contribution to the achievement of broader
development goals.
In order to address effectively the challenges of gender
equality and women’s empowerment when providing tech-
nical assistance in the trade capacity-building area, the TCB
Branch has developed a gender mainstreaming strategy and
GEEW objectives based on three dimensions:
• Resources: Promote equal access to resources and training
opportunities. This objective will be achieved by the
creation of opportunities for skills development and by
WTO, TBT
and SPS
agreements
ISO, IEC, ITU,
Codex, IPPC,
OIE, Regional
bodies
IAF, ILAC,
Regional
bodies
BIPM, OIML,
Regional
bodies
GOVERNANCE
QUALITY
INSTITUTIONS
QUALITY
SERVICES
ENTERPRISES/
PRODUCERS
CONSUMERS
Regulatory
framework
Quality policy
Standardization
Accreditation
Metrology
Quality
promotion
Calibration
Verification Value-chain
upgrading
Capacity-
building
Enterprise
upgrading
CONFORMITY
ASESSMENT
Testing
Cerfitication
Inspection
Improved product
quality and
compatibility
Increased health
and safety
Reduced
environmental
impact
INTERNATIONAL CONTEXT
Figure I. National quality infrastructure
Note: Full names can be found in the list of acronyms on pages v-vi.

facilitating access to employment and reward for work.
• Rights: Ensure that quality infrastructure (QI)-related policy
and the legislative environment are not conducive to
discrimination against women: This objective will be
achieved by systematically reviewing and evening out the
impact of QI-related policy and technical regulations and
also by promoting the safe and non-discriminatory
delivery of national quality infrastructure (NQI)-related
services, favourable to trade development.
• Voice: Contribute to enhancing the leverage of women in
gaining power and control over their own lives. This
objectivewillbeachievedthroughthepromotionofgender
TCB GENDER EQUALITY
AND EMPOWERMENT OF
WOMEN OBJECTIVES
TECHNICAL
ASSISTANCE
Promote equal access
to resources and train-
ing opportunities
[RESOURCES]
Opportunity for
skills development
Even out impact of
QI-related policy
and technical
regulations
Power to influence
decisions in
economic/work
environment
Equal
representation at all
levels of project
management
Access to and
reward for work
Safe,
non-discriminatory
delivery of NQI-
related services,
favourable to trade
development
Ability to influence
resource allocation
and take decisions
within the
household
Consideration of
gender equality
concerns at all
stages of project
management cycle
Ensure that QI-related
policy and the
legislative environment
are not conducive to
discrimination against
women [RIGHTS]
Contribute to
enhancing the leverage
of women in gaining
power and control over
their own lives [VOICE]
Ensure women and
men benefit equally
from all project
activities and that
discrimination is not
perpetuated [PROJECT
MANAGEMENT]
PROJECT
MANAGEMENT
Figure II. TCB’s gender equality and empowerment of women objectives

balance within institutions leading to increased power to
influence decisions in the economic and work environment.
It will also result in greater ability to influence resource
allocation and to take decisions within the household.
In addition, at project management level, the objective is:
• Project management: Ensure women and men benefit
equally from all project activities and that discrimination is
not perpetuated. This objective will be achieved through
equal representation at all levels of project management
and the consideration of gender equality concerns at all
stages of the project management cycle.
Areas for future work
Bearing in mind the objectives and activities outlined to
promote GEEW within UNIDO’s TCB work, a number of
areas for future intervention have been identified as
follows:
• A study on potential gender equality hindrances or
areas which lend themselves to gender discrimination
within quality/food safety policy, technical regulations
framework
• A training module on women’s effective participation in
the standardization process
• Gender-balanced and GEEW promotional flyers on NQI-
related jobs
• A study on the relation between gender balance, quality
improvement and financial performance
• Gender mainstreaming the TCB technical quality
education and training
• A study on women’s empowerment through household
consumption

3. GENDER MAINSTREAMING THE PROJECT CYCLE
Gender mainstreaming goes beyond simply having a spe-
cific “women’s component” in a programme or project. In
practice, all stakeholders and partners, both women and
men, must be involved if the issue at hand is to be tackled
effectively. This approach recognizes the need to use partici-
patory methodologies (i.e. including both women and men)
in order to address gender inequality and to promote the
advancement of women. Gender mainstreaming is a process
that should be embedded throughout all stages of the
project cycle.
Gender mainstreaming the project cycle serves to ensure
that the intervention advances women’s equal participation
as decision makers in shaping the sustainable development
of their societies and reduces gender inequalities in access
to and control over the resources and benefits of develop-
ment. These objectives are based on two principles: that
women and men have different needs, interests and access
to resources and their benefits; and that women and men
have to play equally important roles in achieving inclusive
and sustainable industrial development.
The following sections are designed to provide guidelines
for mainstreaming gender throughout the project cycle in
specific interventions by the TCB Branch. As a starting point,
the generic tools below provide an overview of key activities
to be considered when mainstreaming gender during the
formulation, implementation and evaluation of a project.

Table1.Gendermainstreamingtheprojectcycletool
StageFormulationImplementationMonitoringandevaluation
PURPOSE
Toformulateaprojectthatanalysestherolesandneeds
ofwomenandmen,andaddressesanygender
inequalitiessothatwomenandmencanequallyaccess,
equallyparticipateinandequallybenefitfromthe
resources,services,capacity-buildingandotheractivities
offeredbytheproject.
Toimplementprojectactivitiesthatensurewomenand
mencanequallyaccessprojectresourcesandservices,
equallyparticipateinprojectactivitiesanddecision-
makingprocesses,andequallybenefitfromtrainingor
othercapacity-buildingactivitiesofferedbytheproject.
Toensurewomenandmenparticipateequallyin
monitoringandevaluationactivitiesanddecision-
makingprocessesanddataiscollectedonwomenand
mensothatgenderimpactsaretrackedtoassessifthe
projectbringsequalbenefitstowomenandmen.
KEY
ACTIVITIES
•Assessandcategorizetheproject’spotentialto
integrategenderdimensionsandcontributeto
the advancementofgenderequality.
•Collectandanalysesex-disaggregateddataand
qualitativeinformationtounderstandrolesand
needs ofwomenandmen.
•Designprojectactivitiestomeetthespecificneeds
of womenandmen.
Exampleactivity:Forcapacity-buildingactivities,
ensuretrainingcurriculaandtoolsaredeveloped
to accommodatethedifferenteducation/skilllevels
that mayexistbetweenwomenandmen.
•Incorporatemechanismstoensuregenderbalanced
representationandparticipationinprojectactivities
anddecision-makingprocesses(targetatleast40per
centofwhicheversexisunderrepresented).
Exampleactivity:Targetedawarenessoutreach
activitytoincreasewomen’sparticipationinproject
activities.
•Developgender-specifictargetsorperformance
indicatorsthattrackgenderresultsandimpact.
Exampletarget/indicator:Numberofnational
or regionalindustry-relatedlegislation,policies,
strategiesorplansthatincorporateagender
perspective.
•Takeintoaccountanyadverseimpactsorrisksthat
mayaffecttheequalaccessto,equalparticipationin
and/orequalbenefitfromprojectactivitiesamong
womenandmen.
Exampleactivity:Identifyifthereareanycultural/
religious/legalrestrictionsthatwouldnotallow
womenormentoaccessorparticipateinproject
activities.
•Iftheprojectisconsideredgenderrelevant,conduct
amorecomprehensivegenderanalysisinthefield
andestablishabaseline.
•Ensurewomenandmencanequallyaccessproject
resourcesandservices.
Exampleactivity:Includetargetedtrainingsfor
womenormenwhoneedtoupgradetheirskillsin
ordertoaccessnewtechnologiesprovidedbythe
project;takeintoaccountparticularsocialorlegal
restrictionsthatmayprohibitwomenormenfrom
accessingresources,suchasfinance/credit.
•Makesurewomenandmencanequallyparticipate
in projectactivitiessuchastrainingsorcapacity-
building activities.
Exampleactivity:Includespecialtransportationor
havemobiletrainingunitstoaddressanysecurity
or distancechallenges;toenhancewomen’s
participation,providechildcareservicesand/or,
specificallytargetwomennetworksinawareness
building/outreach.
•Recruitgenderexpertorensureatleastonemember
oftheprojectmanagementteamisknowledgeable
aboutgenderissuesandgendermainstreaming.
Exampleactivity:Ensureprojectmanagercompletes
basicgendercourse(“IknowGender”)onUN
Women’seLearningCampus(https://trainingcentre.
unwomen.org)
•Engagewithgenderfocalpointsin-country(women’s
groups,associations,NGOs)asprojectcounterparts
and/orasgenderadvisors.
•Collectsex-disaggregateddatatotrackgender
equalityresultsandassessgenderimpacts.
•Monitoraccess,participation,andbenefitsamong
womenandmenandincorporateremedialaction
thatredressesanygenderinequalitiesinproject
implementation.
•Regularlyreportonhowgenderismainstreamedand
ensurethatmid-termreviews,assessments,audits,
etc.includegenderasaspecificcriteria/component.
•Ensuregenderbalanceinevaluationteamandrecruit
agenderevaluationexperttobepartofevaluation
team.Ifthisisnotfeasible,makesureatleastone
memberoftheevaluationteamisknowledgeable
aboutgenderissuesandgendermainstreaming.
•Ensurewomenandmenareabletoparticipatein
monitoringand/orevaluationprocesses.
Exampleactivity:Ifevaluationcallsforinterviews,
ensurethatbothwomenandmencanparticipate,
takingintoaccounttransportation,language,and
timerequirements.
•Integrategender-specificevaluationquestionsand
componentsintheEvaluationToRsinlinewiththe
UNIDOEvaluationGroup’sGuideforintegrating
gendersothattheevaluationreportincludesan
assessmentofgenderequalityresultsandimpacts.
•Identifygoodpracticesandlessonslearnedon
projectoutcomes/outputsoractivitiesthatpromote
genderequalityand/orwomen’sempowerment.
•Incorporateagenderdimensioninprojectstaff’s
performanceappraisals(e.g.byincorporating
gender-relatedtasksinprojectstaff’sjob
descriptions).

KEY
ACTIVITIES
•Ensureequalopportunityforwomenandmeninthe
managementandimplementationarrangementsof
project.
Exampleactivity:Createtermsofreference(ToR)for
projectmanagementthatincludegendersensitivity/
respectfordiversityasacompetencyand/orinclude
incentivesforwomentoapply.
•Allocatesufficientfinancialresourcesforgender
equalityandwomen’sempowermentactivities.
Exampleactivitytofund:Recruitgenderexpertto
ensuregenderissuesareaddressedduring
implementation;conductgenderequalitytraining;
undertakeacomprehensivegenderanalysisand
baselineexerciseinthefieldatprojectinception.
•Identifyandconsultwithwomen/gendergroups,
associationsorstakeholdersonprojectformulation.
•Considerlessonslearnedfrompreviousprojectswith
genderdimensionsandintegratethemintoproject
formulationwhererelevant.
•Buildcapacitywithintheprojectteamandamong
stakeholderstoensuregender-responsive
implementationandthecontinuedintegrationof
a genderperspectivewithinthesector/areaof
interventionaftertheprojectends.
Exampleactivities:i)Involvegenderfocalpointor
gender/women-focusedgroupsin“trainthetrainer”
programmesand/orprojectmonitoringactivitiesto
ensuresustainability.ii)Providegendersensitization
trainingtoallprojectpersonnelanddistributeTCB
gendermainstreamingguide.

4. GENDER MAINSTREAMING IN PROJECT FORMULATION
Trade capacity-building projects are carried out in specific
social and economic contexts within which the division of
labour, decision-making power, access to education and
other differentials between women and men are embed-
ded. This chapter will provide a number of tools, such as the
gender categorization tool and a checklist of questions to be
used in gender analysis in order to mainstream gender effec-
tively during the project formulation phase.11
Gender categorization
Projects address women’s and men’s distinct needs and vul-
nerabilities and utilize their capacities and skills in different
ways and to varying degrees. Depending on the type of
intervention and scope of activities, some projects have
11
All tools presented in this chapter are work in progress and will be
further developed as part of UNIDO’s ongoing gender mainstreaming
efforts.
clear and direct gender dimensions while others affect gen-
der relations and issues indirectly or to a very limited extent
only. Table 2, illustrating the gender categorization tool, pro-
vides a means to categorize UNIDO’s technical cooperation
projects based on their “gender relevance” and expected
contribution to gender equality and/or the empowerment
of women within the context of inclusive and sustainable
industrial development. Overall, projects can be classified
into four categories: gender-targeted projects; projects with
significant gender mainstreaming; projects with limited gen-
der mainstreaming; and projects with minimal gender main-
streaming. Assigning projects to these categories makes it
easier to ensure that the respective minimum requirements
with regard to gender are fulfilled and, moreover, it helps in
determining the scope and type of gender mainstreaming
activities needed to guarantee that any project is—within its
interventions and scope of activities—as gender-responsive
as possible.

Table2.Gendercategorizationtool
DefinitionProjectrequirements
GENDER-TARGETEDPROJECTS
Thiscategoryincludesprojectsthatstategenderequalityand/orwomen’s
empowermentastheirprincipalobjectiveandthoseprojectswhosecomponents
explicitlyaddressgenderissuesthathavebeenidentifiedthroughagenderanalysis.
Thismeansthatprojectsinthiscategory:
(a)Targetwomenormenwhohavespecialneeds,aredisadvantaged,orsufferfrom
discrimination,or;
(b)Focusallactivitiesonbuildinggender‐specificservices/capacitiesormoreequal
relationsbetweenwomenandmen(e.g.tobemeasuredbythedegreeofaccess
tomeansofproductionand/ortomanagementpositionsinaspecificindustry).
Iftheprojectfallsunderthiscategory,itwill:
•Collectandusesex-disaggregateddataandqualitativeinformationtounderstand
thedifferentneeds,roles,challengesandopportunitiesofwomenandmenwithin
theprojectcontextandtotrackgenderimpactsoftheproject(i.e.undertakean
in-depthgenderanalysis)
•Ensureprojectobjectiveandkeyresultsaddressoneormoreclearlydefinedgender
issue(s)
•Designgender-focusedoutputsandactivitiestoaddressidentifiedgenderissue(s)
•Formulategender-responsivetargets,indicatorsandabaselinetomonitorand
evaluategenderequalityresults
•Consultand/orinvolvewomen/gender-focusedgroups,associationsorstakeholders
throughoutallphasesoftheprojectcycle
•Ensureprojectmanagementandimplementationarrangements(i.e.project
personnelandprojectcommitteecomposition)aregender-balanced
•Ensurekeyprojectpersonnelhavegenderexpertiseandallprojectstaffare
sensitizedtogender
PROJECTSWITHSIGNIFICANT
GENDERDIMENSIONS
Projectsthatfallintothiscategoryarestronglylinkedtogender-relatedaspectsand
areexpectedtosignificantlycontributetogenderequalityand/orwomen’s
empowerment.Theseprojectspossessmultipleentrypointsforgender
mainstreamingactivitiesand/oraffirmativeactionbutdonotexplicitlystategender
equalityand/orwomen’sempowermentastheirprincipalobjective.Rather,gender
equalityand/orwomen’sempowermentisasecondaryobjectiveandtheprojecthas
correspondingoutputsandindicatorsthatmeasurehowgenderequalitywillbe
advanced.
•Identifygenderissue(s)inastand-alonegenderanalysis
•Havegenderequalityand/orwomen’sempowermentasakeyresultwithina
thematicarea;
•Ensureatleast50percentoftheprojectoutputshaveactivitiespromotinggender
equalityand/ortheempowermentofwomen
•Collectandusesex-disaggregateddataandqualitativeinformationtounderstand
thedifferentneeds,roles,challengesandopportunitiesofwomenandmenwithin
theprojectcontext(i.e.genderanalysis)andtotrackgenderimpactsoftheproject
•Designandincludeoutputsandactivitiestoaddressidentifiedgenderissue(s)
•Formulategender-responsivetargets,indicatorsandabaselinetomonitorgender
equalityresults
•Allocatesufficientfinancialresourcesforproposedgenderactivities
•Ensurethatbothwomenandmencanprovideinputsto,accessandparticipatein
projectactivities(targetisatleast40percentofwhicheversexisunderrepresented)
•Ensurethatprojectmanagementandimplementationarrangements(i.e.project
•Ensurethatkeyprojectpersonnelhavegenderexpertiseandallstaffissensitizedto
gender

PROJECTSWITH
LIMITEDGENDERDIMENSIONS
Projectsthatfallintothiscategoryareexpectedtocontributetogenderequalityand/
orwomen’sempowermentinalimitedway.Theseprojectspossessonlyfewgender
dimensionsandentrypointsforgendermainstreamingactivitiesand/oraffirmative
actionarerare.
•Identifygenderissue(s)ineitheranenvironmentalandsocialimpactassessmentor
instand-alonegenderanalysis
•Ensureatleast20percentoftheprojectoutputshaveclearlyidentifiedactivities
promotinggenderequalityand/ortheempowermentofwomen,including
gender-responsiveindicatorsandacorrespondingbudgetoratleastoneindicator
ineachprojectoutputreferstogenderinsomeway.
•Designandincludeoutputsandactivitiestoaddresstheidentifiedgenderissue(s)
•Formulategender-responsivetargets,indicatorsandabaselinetomonitorgender
results
•Allocatesufficientfinancialresourcesforthegendercomponentsoftheproject
•Ensurethatbothwomenandmencanprovideinputs,accessandparticipatein
projectactivities(targetisatleast40percentofwhicheversexisunderrepresented)
•Ensureprojectmanagementandimplementationarrangements(i.e.project
•Ensurekeyprojectpersonnelhavegenderexpertiseandprojectstaffaregender-
sensitized
PROJECTSWITH
MINIMALGENDERDIMENSIONS
Thiscategoryincludesprojectsthathavenovisiblepotentialtocontributetogender
equalityand/orwomen’sempowerment.Womenandmenarenotexpectedtobe
affecteddifferentlybytheproject(intermsoftheirrights,needs,roles,opportunities,
etc.),andtherearehardlyanyentrypointsforgendermainstreamingactivitiesand/or
affirmativeaction.
•Includeadescriptionofwhytheprojectisnotexpectedtocontributenoticeablyto
genderequalityand/orwomen’sempowerment.Forexample,theprojectdoesnot
havedirectcontactwithcommunitiesortheprojectdoesnotdirectlyaffector
determinetheuseofresources,goods,orservicesaccessedbywomenandmen
•Ensureprojectmanagementandimplementationarrangementsrespectthe
principlesofgenderequalityandequalopportunities(i.e.projectpersonneland
projectcommitteecompositionsaregender-balanced)
•Ensurebothwomenandmencanprovideinputs,accessandparticipateinproject
activitieswithintheirlimitedscope

Gender analysis
A gender analysis examines the different roles, rights, needs,
and concerns of, as well as opportunities for, women and
men, girls and boys, and the relations between them in a
given context. Furthermore, a gender analysis helps in identi-
fying entry points and determining the most effective stra-
tegies in a particular context that will support gender equality
and the empowerment of women. It is a practical tool that is
used to inform policies and programmes, as well as to identify
opportunities for promoting gender equality and women’s
empowerment in technical cooperation projects.
Gender analysis ideally identifies key gender equality and
empowerment of women issues and the corresponding
gender interests that provide the rationale for intervention.
Gender interests can be defined as common interests devel-
oped by women (or men) by virtue of their social position
through gender attributes. They can be either strategic or
practical. Strategic gender interests set the overall objectives
to be achieved in order to establish equal relationships.
Practical gender interests provide tangible responses to an
immediate perceived need.
Ideally, a gender expert who is knowledgeable about the
regional and contextual background of the intervention
undertakes the gender analysis.12
If, however, resources are
limited, project managers and staff can also undertake a
gender analysis with support from the appropriate tools and
guidance presented in the following sections.
Mapping of potential partners and
stakeholders
One key way to integrate a gender perspective into pro-
jects is during stakeholder mappings. Among the key stake-
holders that could be involved throughout the process are
gender focal points of the relevant national ministries (e.g.
industry, labour, trade), industry associations, labour organi-
zations, laboratories, universities, non-governmental
12
Examples of terms of reference/job descriptions, including the specific
tasks and qualifications of the gender experts, are presented in annex VII.
More detailed information on gender analysis at the regional/country
level and the sectoral level is presented in annex VI.
organizations (NGOs), civil society organizations, etc.
Additionally, if a strong gender imbalance exists among the
project stakeholders, measures to involve more of the
underrepresented sex—be they women or men—may be
needed. This is a question of accountability and credibility.
KEY QUESTIONS TO CONSIDER WHEN MAPPING
POTENTIAL PARTNERS AND STAKEHOLDERS INCLUDE:
• Do key stakeholders include individuals or groups with a
gender perspective (e.g. ministries of women and/or
social affairs, a committee or membership organization
related to promoting gender equality, women’s rights or
the empowerment of women)?
• Is there a balanced gender representation among key
stakeholders?
• Is there at least one stakeholder who has the necessary
skills and expertise to provide gender mainstreaming
inputs?
• Are stakeholders willing to ensure equal participation of
both women and men during the implementation?
Collection of information
The collection of quantitative and qualitative sex-
disaggregated data is core to the gender analysis. Potential
tools to collect such data include literature reviews, inter-
views, focus group discussions, surveys, consultations, and
community and social mappings. Furthermore, already
existing data and information, such as that produced by
recently undertaken assessments or surveys, as well as
statistics available in databases, can support the analysis.
Table 3 provides a set of questions that can be considered
as part of the gender analysis. While this set of questions is
not exclusive, it touches upon the key dimensions to be
looked at throughout the process, such as decision-making
power, access to resources, knowledge and the labour mar-
ket, as well as the benefits of interventions. The questions in
the first column of the table are broad and provide overall
guidance that is applicable to all projects and sectors. The
questions in the second column are more specific to indus-
trial development interventions.

Table 3. Gender analysis questions
General questions applicable to
all sectors/projects
Questions specific to industrial
development projects
What is the
context?
What is the legal status of women in the country of
intervention? What are the gender norms and val-
ues? What are the training and education levels of
women and men? What are commonly held
beliefs, perceptions, and stereotypes in relation to
gender?
What is the share of women and men enrolled in
STEM (science, technology, engineering and
mathematics) fields? Do women and men have
equal access to the sectoral labour market? Are
there any barriers that impede women’s or men’s
engagement in the sector? Do QI-related policies
include a provision on gender equality and
women’s empowerment in the sectors? Are there
sector policies supporting or causing gender
inequalities?
Who does
what?
What is the division of labour among women and
men? What is the situation of women and men in
the specific sector of intervention? What is the
share of women and men in the formal/informal
economy? Who manages the household? Who
takes responsibility for the care of children and the
elderly?
Are women and men involved in the design and
transfer of technologies? Have both women’s and
men’s views about QI and technology options been
taken into account?What is the share of women and
men in the sectoral labour market? What positions
do women and men predominantly have in the
sector in terms of hierarchy?
Who has
what?
Dowomenandmenhaveequalaccesstoresources
including finance, technologies, information and
services (at national, sectoral and local level)? Who
has control over these resources? Do women and
men equally benefit from these resources? Do
women and men have equal access to education,
technical knowledge, and/or skills upgrading?
Do women and men have (equal) access to credit?
How many small and medium enterprises are
owned or managed by women and men in the
sector? Are there wage gaps between women and
men? Do women and men have (equal) access to
new technologies? Do women and men have
(equal) access to information and capacity-
building in STEM fields or related to sustainable
development?
Who decides?
Who participates in the decision-making in the
household, the public sector, and at corporate
level? Are the bargaining positions of women and
men different? Are women involved in making
economic decisions? Is there an equal participation
of women and men in the political sphere? Who
has political influence?
What is the share of women and men in leadership
positions in sustainable development (e.g. in small
and medium enterprises, in institutions)? Are
women and men equally represented at global,
regional and national sustainable development
conferences and events? Are gender focal points
or organizations working on gender equality and
women’s empowerment consulted in project/
sector-related planning and decision-making?

Who benefits?
Where are the opportunities or entry points to
ensure equal participation and benefits? Does the
project address the different needs and priorities of
women and men? Will the services and technolo-
gies provided by the project be available and
accessible to both women and men? Does the
project recognize the distinct vulnerabilities of
women and men (e.g. health vulnerabilities) and
develop specific response strategies for each target
group?
Will women’s workloads increase/decrease as a
result of innovation and changes in technology
and, if their workload is decreased, will this involve
a loss of income? Does the project provide space
to relieve women’s and men’s workloads in their
specific productive/processing roles through
new technologies? Are provisions in place to sup-
port women in combining their productive and
reproductive tasks (e.g. childcare options, safe
and affordable transport, flexible working hours)?
Is gender a requirement in project-related recruit-
ment processes (gender balance as well as
gender competence of staff)? Do the training
and capacity-building initiatives of the project
take into account the needs of women and men
(e.g. time or mobility restrictions)?
Analysis of findings
The results of the gender analysis should be integrated into
the project in a relevant and meaningful way and be consid-
ered throughout the stages of the project cycle: formulation,
implementation, and monitoring and evaluation. In each of
these stages, it is important to keep a “gender lens” in mind
and to identify ways in which the project can:
Address any gender inequalities real or
potential within the scope of the project
Ensure the needs and vulnerabilities of
women and men are addressed in project
activities
Ensure women’s and men’s distinct
capacities and skills are considered and
utilized
Ensure women and men have equal
access to project resources, services and
capacity-building
Ensure equal participation of women and
men in both the project management
arrangements and as beneficiaries, partners
and key stakeholders of the project
Ensure equal voice among women and
men in the decision-making processes of
the project
Ensure women and men equally benefit
from the trainings and all other services
offered by the project
Collect and analyse sex-disaggregated
data and qualitative information to
monitor and evaluate the real gender
impacts of the project
Ensure coordination among key
development actors to further enhance
gender mainstreaming and promote
gender equality and/or the
empowerment of women

The information gathered from the gender analysis should
always be integrated in a way that makes sense and adds
value to the project. The following sections provide more
in-depth guidance on how to integrate the gender analysis
findings in a meaningful way within each level of quality
infrastructure and trade capacity-building services.
Building the logical framework and monitoring
and evaluation plan
Central to a gender-responsive monitoring and evaluation
plan is the identification and inclusion of women-specific
targets and sex-disaggregated performance indicators.
Women-specific targets and gender-responsive indicators
are essential tools to track the progress and the impact of
gender-related results of a particular intervention over time.
Gender-responsive indicators should not be superficial but
should add value and provide information about the rele-
vant underlying issues of the project; that is, whether condi-
tions for women and men are really changing in terms of
access to resources, economic security, political power, social
status, etc. Therefore, it is good practice to review all project
indicators (from development objective to output/activity
levels) and to identify whether each indicator lends itself to
sex-disaggregation. Reviewing what the indicator aims to
measure, both for women and men, is also useful.
Gender-responsive indicators should identify whether
the situation has changed and how or whether the project
has contributed to gender equality and economic
empowerment or has perpetuated or even increased
existing inequalities. Such indicators can be formulated to be
quantitative (e.g. monitoring sex-disaggregated data by
level of poverty or participation) or qualitative (e.g.
monitoring changes in attitude, perception or levels of
empowerment).
Potential gender outcomes, outputs and indicators
related to the specific interventions of the TCB Branch to be
considered when building the logical framework during
project formulation are found in chapter 5.
Risk assessment
Among the risk factors identified during project formulation,
it is important to identify those related to outputs concerned
fully or partially with gender equality and women’s empow-
erment. A risk assessment will show how a quality infrastruc-
ture project will be influenced by a variety of factors outside
the control of the project manager, such as socio-economic
and environmental factors, the operation and functioning of
institutions, legal systems and socio-cultural practices (e.g.
discriminatory attitudes, domestic responsibilities, etc.), as
well as output-level risks that directly relate to the project
design. It is equally important to be aware of the potential
consequences of empowering women or changing the
existing gender balance (e.g. increase in gender-based
violence).
Mitigating measures are not always foreseeable when
considering broad social changes such as gender equality
and empowerment of women. Gender mainstreaming is a
means to gender equality or the full participation of women
and men in society. However, working towards gender bal-
ance should not create more inequalities. In some cases,
equality objectives will work in favour of male participation
or representation. In others, men may feel left out. In all
cases, building one’s agency13
to achieve economic and
political autonomy should never mean being detrimental to
others.
Constant dialogue needs to take place from project
inception to closure and should provide a space for con-
fronting views and for a local view on gender equality to
emerge and be integrated. Partnering with local associations
induces better anchorage of GEEW objectives. In addition,
supporting project design and implementation through
academic research and by taking into consideration the
drawbacks of past gender projects is fundamental to ensur-
ing the effectiveness of gender-mainstreamed projects in
producing sustainable social transformation.
Risks are specific to the context of each project and the
following questions can help to identify risks related to gen-
der during project formulation.
13
The word agency is used here in the sense of “ability or capacity to act
or exert power”.

RISK ASSESSMENT GUIDING QUESTIONS
• Is there a possibility that the project can reduce women’s
access to or control of resources and benefits?
• Is there a possibility that the project can adversely affect
the situation of women or men (e.g. potential increased
burden on women or social isolation of men)?
• What factors may influence women’s or men’s ability to
participate in the project’s activities (such as lack of time,
childcare duties, transport difficulties, lower educational
levels, discriminatory approaches, etc.)? Can changing the
project design eliminate or mitigate these risks? What are
themitigatingmeasuresandhavethesebeenincorporated
as activities into the project?
• What social, legal and cultural obstacles could prevent
women from participating in and benefiting from the
project? Can changing the project design eliminate or
mitigate these risks? What are the mitigating measures
and have these been incorporated as activities into the
project?
• Will women’s workload increase/decrease as a result of
innovation and changes in technology? If their workload is
decreased, will this involve loss of income??
Gender-responsive budgeting
Gender-responsive budgeting helps to ensure gender
equality in outputs and programmes by incorporating a
gender perspective into the regular budgetary process. It
seeks to address possible differences in the respective roles,
contributions and needs of women and men through the
allocation of an adequate budget to the relevant project
activities under the appropriate output. Gender-responsive
budgeting will involve a gender budget analysis to identify
the different impact of expenditure on women and men and
the potential need for re-allocation of expenditure to ensure
fair and equitable distribution of benefits to both sexes.
Ultimately, there should be a gender-sensitive allocation of
resources.
Budget and resources for a gender expert, fieldwork, work-
shops, gender training for staff, possible new activities identi-
fied through gender mainstreaming and activities related to
mitigating risks that may adversely impact women or men will
need to be taken into consideration in the overall budget of
the TCB project and not in a separate “gender budget”. Once
again, an initial gender analysis is vital for determining
priorities.
The proportion of the budget dedicated to gender-specific
activities will depend on the TCB project’s objectives, target
group, design and outcomes. The first priority should lie with
integrating gender dimensions into project design. If that is
done well, a specific budget for “gender activities” may not
even be necessary.
GENDER-RESPONSIVE QUESTIONS FOR GUIDING
BUDGETING
• Does the distribution of programme funds reflect the level
of commitment to gender-related goals?
• Are there sufficient funds to achieve the expected results
that support gender equality?
• Are there sufficient funds to include women’s and men’s
differentiated needs and to consider them in all activities?
Remember…
Mainstreaming gender in project formulation will set the
stage on how and to what extent gender dimensions will be
integrated into implementation as well as monitoring and
evaluation.
Ideally, the goal in this phase of the project cycle is to
design a project that analyses the roles and needs of women
and men, identifies gender-specific issues and includes
actions to address identified gender inequalities, ensuring
that women and men can equally access, equally participate
and equally benefit from the resources, services, capacity-
building and other activities that are to be offered by the
project.
Practical gender mainstreaming is about asking the
right questions so that you fully understand the social
implications of your project and can use your resources
effectively to address them. Table 4 is a good way to double
check how well gender dimensions have been integrated
into a project document—as guided by the previous sec-
tions—and can help identify opportunities, if any, for
improvement.14
14
UNDP, (2012). Gender Marker: Guidance Note: Tracking Gender-Related
Investments and Expenditures in ATLAS.

Table 4. Gender mainstreaming checklist for projects
Question Yes No Partially
ANALYSIS/
JUSTIFICATION
1. Does the project explicitly address a gender issue or issues?
If so, please describe how and if not, please provide an explanation.
2. Does the background/context analysis of the project examine:
(a) the different situations of women and men?
(b) the impacts the project will have on different groups?
DATAAND
STATISTICS
3. Will the project collect and use sex disaggregated data and qualitative information to analyse and
track gender issues?
RESULTS
FRAMEWORK
4. Are outcomes, outputs and activities designed to meet the different needs and priorities of women
and men?
5. Does the results framework include gender-responsive indicators, targets and a baseline to monitor
gender equality results?
BUDGET
6. Have adequate financial resources been allocated for the proposed gender activities (vis-à-vis
per cent of total budget)?
STAKEHOLDERSAND
PARTICIPATION
7. Are women/gender focused groups, associations or gender units in partner organizations
consulted/included in the project?
8. Does the project ensure that both women and men can provide inputs, access and participate in
project activities (target at least 40 per cent of whichever sex is underrepresented)?
GENDER
CAPACITIES
9. Has a gender expert been recruited or do the project staff have gender knowledge and have
gender related tasks incorporated in their job descriptions?
10. Will all project staff be sensitized to gender (e.g. staff will complete a basic online course; staff will
complete a basic online course; I Know Gender Course on UN Women’s eLearning Campus
https://trainingcentre.unwomen.org)?
PROJECT
IMPLEMENTATION
11. Is there gender-balanced recruitment of project personnel and gender balanced representation in
project committees?
MONITORINGAND
EVALUATION
12. Will the monitoring and evaluation of the project cover gender issues and monitor behavioural
changes towards greater gender equality?

5. GENDER MAINSTREAMING IN PROJECT IMPLEMENTATION
GOVERNANCE LEVEL
National policies and legislation lay the basis for the work of
national quality bodies and conformity assessment activities.
Quality policy, food safety policy, technical regulations
framework, consumer protection and product safety policy,
as well as liability legislation all contribute to ensuring that
coordinated mechanisms are in place for the proper func-
tioning of the quality system.
In a multilateral trade environment, this complex array of
rules and regulations needs to be aligned with the work of
international institutions, of which the more prominent are
mentioned in figure I. Depending on the country’s level of
development, some policies and legislation may not exist or
may need to be updated. UNIDO provides guidance and sup-
port in drafting or reviewing national legislation and policies.
At governance level, UNIDO provides technical assistance
in the following areas:
• Support for drafting or reviewing national legislation
establishing the basis for the enforcement of conformity
assessment mechanisms, including quality policy, food
safety policy, technical regulations framework, consumer
protection, product safety policy and liability legislation
• Establishment or strengthening of a National Quality
Council responsible for overseeing activities of the NQI
and issuing recommendations
Gender equality issues faced at this level and their ensuing
gender interests are summarized below:
GEEW ISSUES
GENDER INTERESTS
PRACTICAL (mitigating) STRATEGIC (transformative)
Because their capacity to react to
changes is different, women and
men are not impacted in the same
way by policy choices and technical
regulations.
There is a need for policymaking
institutions to understand gender
implications and assess the impact of
policy options on gender equality.
Gender equality will not be achieved
in practice unless equality under the
law is guaranteed. [RIGHTS]Gender implications cannot be readily
evaluated because of lack of data and
qualitative information available to
policymakers.
More visibility on gender disparities is
the first step towards eliminating
gender discrimination.
Concerns related to food safety and
quality issues and their impact on
women are not widely disseminated
within ministries or departments
responsible for gender mainstreaming.
More visibility on the workings of the
NQI will allow for better access for
women to NQI services.
Women need to be able to have
access to economic opportunities
without discrimination. [RESOURCES]

Recommended gender equality activities
Recommended gender equality activities when providing
technical assistance at the governance level are:
1. Implement awareness-raising activities for:
• Policymakers on the gender equality impact of
policy options and technical regulations
• MinistriesorDepartmentsresponsibleforgender
equality and empowerment of women on the
potential implications of gender equality in TCB
activities/NQI
UNIDO policy and legislation experts need to receive
appropriate preparation and training material in order to
be able to raise awareness of policymakers on the gender
equality impact of policy choices. They also need to brief
gender ministries on the workings of the NQI and inform
them of opportunities for empowerment of women.
2. Institute and train gender focal points within NQI
institutions
Gender focal points need to be set up in top-level institu-
tions of the NQI. Training opportunities should be offered
to gender focal points whose main responsibility is to
ensure that gender equality is taken into consideration at
all levels of NQI management and operations. In particu-
lar, gender focal points need to receive guidance on
gender mainstreaming and QI.
3. Conduct a gender equality impact analysis of exist-
ing or drafted policy
Policy and legislation experts should assess the gender
equality impact of their policy proposals, specifically in
relation to impacted sectors and overall burden for
female workers.
QUALITY INSTITUTIONS LEVEL
General institutional capacity-building
Institutional capacity-building is an important part of
UNIDO’s technical assistance within trade capacity-building
activities. Although each NQI body is specific in the services
delivered and its operations, upgrading the activities of NQI
bodies—or developing them when they do not exist—takes
the generic form of training, study tours, networking events
and procurement facilitation.
In practice, NQI bodies are mainly public entities although
some services are delivered by the private sector in more
industrialized economies (e.g. industrial metrology). Public-
private partnerships are also increasingly found.
Gender equality issues faced at institutional upgrading
level and their ensuing gender interests are described below:
GEEW ISSUES
GENDER INTERESTS
GEEW is often not considered a prior-
ity for NQI operators on the grounds
of more pressing industry-wide
needs.
There is a need to increase knowl-
edge on the impact of GEEW in the
overall QI.
Long-term economic sustainability
and stability will not be achieved if
discrimination is perpetuated.
[RESOURCES]
NQI-related jobs are on average
male-dominated; this observation is
consistent with the level of women’s
participation in science, technology,
engineering and mathematics (STEM)
education in general.*
• More young women and girls need
to be enrolled in STEM disciplines.
• More training opportunities for
women should be created.
There is a need to abolish
gender-based division of labour in
NQI-related activities and to allow
girls and boys to access the same
opportunities and freedom of choice
in their studies. [RESOURCES]
* UNESCO (2007). Science,technologyandgender:Aninternationalreport. Paris. Available at: http://unesdoc.unesco.org/images/0015/001540/154045e.pdf.

technical assistance aimed at institutional capacity-building are:
1. Introduce GEEW objectives in TA in individual
institutions
Institutional upgrading activities should be tied to collab-
oratively defined GEEW objectives for each institution.
This could entail, on a step-by-step basis:
• Specific consideration of women, e.g. having separate
toilets for female staff
• Introducing gender focal points responsible for
overseeing the uptake of GEEW considerations
• A gender charter; including affirmative action
channelsinhumanresourcemanagement;anethical
code of conduct15
including protection against sexual
harassment
2. Include gender balance criteria when constituting
technical or working committees
Terms of reference of technical or working committees
established as part of project-level TA need to include
gender parity objectives (40-60 per cent)
15
Information on using an ethical code of conduct for GEEW activities
can be found in annex IV.
Recommended women’s empowerment activity
A recommended women’s empowerment activity when
providing technical assistance as part of institutional
capacity-building is:
1. Implement a promotional campaign or support
local actions, when they exist, for the promotion of
NQI-related jobs to women and girls
Promotional campaigns should build on available TCB
data and convey positive leadership/role models to
women and girls. Target groups should include second-
ary schools, universities and vocational training boards.
In addition, communication experts within NQI institu-
tions and related ministries need to be provided with
information on NQI and its impact on beneficiaries and
gender equality throughout the project cycle. Local initia-
tivesforthepromotionofSTEMdisciplinestowomenand
girls also need to be supported.
Gender charter
As part of the available scope of actions when dealing with
institutions and enterprises, implementing a gender charter
can provide an interesting way of stimulating debate on
gender equality and of improving the working conditions of
women and men within the organization and can also act as
a tool for recruitment.
Ideally, a gender charter should encompass at least the
following dimensions:

Absence of any institutionalized form of discrimination, based either on policy (formal) or practice
(informal)
Absence of structural barriers (e.g. clauses in human resource management policy) to women or men
performing the same tasks if required
Technicalandworkinggroupstobeconstitutedwithgenderbalance(40-60percent)criteria.Meetings
to be adjourned if target is not met
Equal remuneration for women and men for work of equal value
Equal access to employee benefits (e.g. pension schemes, holiday entitlements, health insurance, etc.)
No discrimination in access to information (e.g. career opportunities)
Equal opportunities for training and professional development
Specific training opportunities for workers recruited under affirmative action channel
Provision for childcare facilities
Flexibility of working time, fair overtime schedules
Equal length of paid paternity and paid maternity leaves
Equal duration of working life years
Gender-balance objectives (40-60 per cent) at governance, executive/management and technical/
operational levels
Requirement of a personal bank account for issuing salaries
Secure channel for reporting sexual harassment and protection against retaliation
Protection of pregnant workers and workers who have recently given birth or are breastfeeding
1
2
3
4
5
9
15
5
7
10
16
8
11
13
12
14
WORKMONEYKNOWLEDGETIMEVOICEHEALTH

Specific actions may already be in place within an organiza-
tion without being grouped in a gender charter. The enact-
ment of a gender charter has the advantage of focusing
efforts and actions under one roof. In parallel, the human
resource department needs to assess the feasibility of elabo-
rating an affirmative action channel for recruitment of staff of
the lesser represented sex. An ethical code of conduct, where
it does not already exist, could be an offspring of the gender
charter and will reinforce the protection of workers against
moral and sexual harassment. Finally, the gender charter
should be aligned with national legislation. It will benefit from
the support of local or international GEEW advocacy initiatives
and needs to integrate industry-related recommendations.
A model gender charter is provided in annex II.
Standardization
Within the standardization area, UNIDO provides technical
assistance in the following areas:
• Establishment or strengthening of existing standardization
bodies by providing training, setting up subsectoral
technicalcommitteesandpilotingstandardsdevelopment
exercises
• Establishment or capacity-building of national enquiry
points (NEPs) and notification authorities
• Promotion of the adoption of standards at national and
regionallevel,andassistancewithacountry’sparticipation
in regional and international standards-setting or harmo-
nization forums and networks
• Standards information (consumer outreach activities)
Because of its impact on the daily lives of consumers, stan-
dardization is a process that receives a great deal of atten-
tion. From industry lobbyists to advocacy groups and NGOs,
economic, political and social interests crisscross the devel-
opment of standards from drafting to publication—and
beyond. Channelling in GEEW concerns implies making sure
that standards being developed are screened for their
potential gender equality impact and also that specific stan-
dards with high potential for women’s empowerment are
prioritized.
Generally located within standardization bodies, national
enquiry points are responsible for facilitating access to infor-
mation on trade and standards (e.g. individual standards,
technical regulations and conformity assessment proce-
dures, as well as administrative requirements in import mar-
kets, technical barriers to trade (TBT) and sanitary and
phytosanitary (SPS) measures and other World Trade
Organization (WTO) agreements, etc. in a personalized and
customized manner responding to specific requests from
economic agents and authorities.
Gender equality issues arising in the context of standard-
ization activities and their ensuing gender interests are
described below:
GEEW ISSUES
GENDER INTERESTS
Gender equality concerns are not
taken into consideration in the
standardization process which can
potentially result in the development
of standards that perpetuate gender
discrimination.
• Gender equality advocacy groups
need to be included in the stan-
dardization process.
• Products with high GEEW impact
should take priority in the standard-
ization process.
Giving gender equality concerns a
voice in the standardization process is
conducive to increasing the agency of
women. [VOICE]
UNESCO places lack of access to
information as the third most
important issue facing women
globally, after poverty and violence
against women.*
Because they are important sources
of information on trade, care should
be taken that NEPs are not conducive
to gender discrimination.
Equal access to economic information
promotes increased economic and
trade development. [RESOURCES]
* UNESCO (2003). GenderIssuesintheInformationSociety. Paris. Available at: http://unesdoc.unesco.org/images/0013/001329/132967e.pdf.

technical assistance in the standardization area are:
1 Build capacity of gender equality advocacy groups
and networks of women professionals so that they
can actively participate in the standardization
process
Standardization experts need to strengthen the capac-
ity of gender equality advocacy groups and networks
for participation in the consultative process and also
to actively influence standards-setting for sensitive
products.
2 Evaluate impact of operations of national enquiry
points on gender equality
Access to information needs must be non-discrimina-
tory. Experts should take into consideration gender
equality when providing guidance. For example, loca-
tion, opening hours, and staff hospitality are measures
that impact on women’s access to standards and
national regulations.
Recommended women’s empowerment activities
Recommended activities for women’s empowerment when
providing technical assistance within the standardization
area are:
1 Include women and men equally in the work of
technical committees
Terms of reference of technical committees need to take
into consideration gender balance whenever possible.
Female specialists should not only be encouraged to par-
ticipate but also to lead the development process.
2 Build the capacity of gender equality advocacy
groups and networks of women professionals to
actively promote and lobby for the standardization
of products and services with high potential for
women’s empowerment
Gender equality advocacy groups and networks should
be able to influence standard-setting for products and
services with high potential for women’s empowerment.
This includes products and services that:
• Help relieve the burden of childcare and domestic
work;
• Contribute to decrease maternal mortality and
adolescent fertility rates;
• Increase economic participation and opportunities
for women (e.g. sectors traditionally considered as
women-dominated, such as argan oil processing in
North Africa, rice cultivation in South-East Asia,
etc.).
Metrology
Metrology is the science of measurement and its applica-
tions and deals with the accuracy and hence reliability of
measurements. It is divided into three main areas:
• Scientific metrology, dealing with the realization and
maintenance of international and national measurement
standards.
• Industrial metrology, ensuring the adequate functioning
of measurements used in industry (production and testing
processes).
• Legal metrology, seeking to ensure that measuring
instruments used in trade, law enforcement and health
services, for example, are accurate throughout their
service life. This ensures that an equitable transactional
situation exists between the consumer, citizen or patient
and the trader, law enforcement agencies and health
services. Verification officers are responsible for assessing
the accuracy of measuring instruments and affixing
verification marks or issuing verification certificates in case
of successful evaluations.
Within the metrology area, UNIDO provides technical assis-
tance in the following areas:
• Establishment or strengthening of laboratory capacities
for industrial and legal metrology activities covering
measurement and calibration requirements in accordance
with the manufacturing and export needs of the country.
This support involves assisting in the physical set-up and
start-upoflaboratories,includingupgradingmeasurement

equipment, training technicians, providing assistance in
networking, and participating in inter-laboratory
comparisons,aswellasprovidingsupportforaccreditation.
Gender equality issues encountered when providing
metrology-related technical assistance and their ensuing
GEEW ISSUES
GENDER INTERESTS
participation in STEM education in
general.
to be enrolled in STEM disciplines
women should be created. Gender-based division of labour in
NQI-related activities should be abol-
ished, allowing girls and boys to have
the same opportunities and freedom
of choice in their studies.
[RESOURCES]
Because they engage on a daily basis
with economic agents who assess
their services, verification or surveil-
lance officers can be subject to
harassment or intimidating behaviour.
Officers themselves can engage in
corrupt practices so that the job
carries a high level of risk.
There is a need to secure the working
environment of verification officers in
order to continue to attract a talented
workforce, especially women.
Recommended gender equality activity
A recommended gender equality activity when providing
technical assistance in the area of metrology is:
1 Modify UNIDO assistance to ensure compliance
with an ethical code of conduct
Capacity-building activities in the field of legal metrology
shouldcomplywithanethicalcodeofconduct.TCBinter-
ventions need to contribute to eliminating all forms of
discrimination.
Recommended women’s empowerment activities when
providing technical assistance in the area of metrology are:
1 Include gender balance criteria when selecting
candidates for training in metrology and consider
affirmative action where possible
Providing the opportunity for women leadership/role
models in a male-dominated environment acts as an
encouragement to other women and girls. Self-defence
training for all officers needs to be routinely organized
and the assignment of verification officers should take
into consideration distance of the verification site from
the office, population density (urban or rural area) and
risk involved (level of trafficking, corruption and crime
rates, etc.)
2 Implement a promotional campaign or support
local actions, where these exist, for the promotion
of NQI-related jobs for women and girls
Promotional campaigns should build on available TCB
In addition, throughout the project duration, communi-
cation experts within NQI institutions and ministries
need to be provided with NQI-related information,
including on the impact of gender equality interven-
tions on beneficiaries. Local initiatives for the promotion
of STEM disciplines to women and girls should also be
supported.

QUALITY SERVICES LEVEL
Conformity assessment activities
Conformity assessment is the demonstration that specified
requirements relating to a product, process, system, person
or body are fulfilled.16
The methods of demonstrating con-
formity include testing, inspection, suppliers’declarations of
conformity and certification. Detailed requirements include
those contained in suppliers’ or purchasers’ specifications,
national, regional or international standards or government
regulations.
At conformity assessment level, UNIDO provides techni-
cal assistance in the following areas:
Testing
• Establishment or strengthening, in order to achieve
international accreditation, of laboratory capacities for
material and product testing, primarily for microbiological
and chemical analysis, and secondarily for specialist
laboratories for industrial subsectors with export potential.
16
ISO/IEC 17000:2004.
• Specifications of testing and equipment requirements;
technical support for the harmonization of testing
procedures; training of staff, including assistance in
networking and participating in proficiency testing
schemes; and providing support for accreditation.
Certification
• Establishment or strengthening of certification bodies and
public certification services.
• Assistance in the development of product conformity
mark schemes.
Inspection
• Establishment and strengthening of inspection services
and competent authorities for inspections of food
producers, border inspection points, etc.
• Support in elaborating quarantine and crisis handling
procedures.
Gender equality issues faced at this level and their ensuing
OPENING TECHNICAL AND LEADERSHIP POSITIONS TO WOMEN IN ZAMBIA
Since 2011, UNIDO has been providing technical assistance in developing Zambia’s export sector by re-engineering its National
Quality Infrastructure. Through its institutional support, UNIDO is working successfully towards gender equality and the
empowerment of women.
The Organization is collaborating with two institutions to enhance women’s participation in technical and leadership positions:
the Zambia Weights and Measures Agency (ZWMA) and the Zambia Bureau of Standards (ZABS). In the course of the project, the
first women ever were hired in technical and management positions within ZMWA. In addition, a gender policy was drafted
committing the Human Resources Department to encouraging the recruitment of women candidates as well as giving priority
to women employees in technical and management training. These changes will facilitate the recruitment of more women at all
levels in future. In the case of ZABS, a gender focal point was designated in order to ensure efficient cooperation on gender as
well as better gender mainstreaming within the institution. Additional training on gender mainstreaming in Zambia’s National
Quality Infrastructure will also be organized in the course of the project.
More information: http://www.unido.org/en/what-we-do/trade/quality-and-compliance-infrastructure/standards-and-
conformity/zambia-gearing-up-for-trade.html

GEEW ISSUES
GENDER INTERESTS
participation in STEM education in
general.
to be enrolled in STEM disciplines.
women should be created.
There is a need to abolish gender-
based division of labour in NQI-related
activities and to allow girls and boys
to have the same opportunities and
freedom of choice in their studies.
[RESOURCES]
Within the NQI, border inspection
control points are areas particularly
liable to gender-based violence,
including physical harassment and
abuse, verbal insults, stripping, sexual
harassment, and rape, especially
within regions with important levels
of cross-border informal trade.*
Border inspection checkpoints should
be violence-free zones and should be
given the appropriate means to
protect women traders and carriers.
Gender-based violence must be
eliminated. It holds back women from
freely engaging in economic activity
and limits their inclusion to the
informal sector. [RESOURCES]
* World Bank (2013). Women and Trade in Africa: Realizing the Potential. Available at: http://documents.worldbank.org/curated/en/2013/01/18490089/
women-trade-africa-realizing-potential.
technical assistance in the area of conformity assessment are:
1 Modify UNIDO assistance to ensure compliance
with an ethical code of conduct
Capacity-building activities in the field of inspection need
tobemodifiedtoensurecompliancewithanethicalcode
of conduct. TCB interventions must contribute to the
elimination of all forms of discrimination.
2 Joint pilot projects on cross-border inspection
points
Projects involving training and skills upgrading of inspec-
tion officers, including border inspectors, should be
designedandimplementedincollaborationwithspecial-
ized agencies (e.g. the World Customs Organization
(WCO), the International Organization for Migration
(IOM) or the United Nations Office on Drugs and Crime
(UNODC)) with the objective of sharing best practices on
border management training.
providing technical assistance in the area of metrology are:
Colour-coded icon with indented text
1 Assess the opportunity for developing or support-
ing the establishment of a public women-owned
business certification scheme17
Women-owned business certification schemes poten-
tially create marketing opportunities, open special public
procurement channels, and facilitate preferential access
to finance and networking opportunities for certificate
owners. It is a tool to foster women entrepreneurship and
influence public opinion.
2 Include gender balance criteria when selecting candi-
dates for the training of conformity assessment profes-
sionals (laboratory technicians, inspectors, certification
agents)andconsideraffirmativeactionwherepossible
Givingtheopportunityforwomenleadership/rolemodels
in a male-dominated environment acts as an
encouragement for other women and girls.
17
Details of the women-owned business certification scheme are given
in annex V.

Promotional campaigns need to build on available TCB
should be provided with NQI-related information,
including on the impact of gender quality interventions
on beneficiaries. Local initiatives for the promotion of
STEM disciplines to women and girls should also be
supported.
EMPOWERING WOMEN AND STIMULATING GROWTH IN THE ARAB REGION
UNIDO is in partnership with the Arab Industrial Development and Mining Organization (AIDMO) and the Arab Accreditation
(ARAC) body to support the implementation of the Regional Arab Standardization Strategy. The ultimate objective of the project
is to reduce the number of non-tariff barriers to trade, thus enhancing intra-regional trade and making Arab firms more compet-
itive globally.
In order to effectively support gender equality and women’s empowerment, the first phase of the project concentrated on col-
lecting sex-disaggregated data in order to better prepare further activities. UNIDO delivered assistance in a gender-responsive
way, raising awareness on gender issues and demonstrating good practices. The project also developed a Good Governance
Training Programme for Quality Professionals, which will be further expanded to cover gender equality and non-discrimination.
During the second phase of the project, gender is being linked to ISO 26000 on social responsibility. This subject is fully recog-
nized as a cross-cutting issue and forms part of the standards that firms must achieve in order to comply with the Regional Arab
Standardization Strategy. Additionally, gender specialists are supporting AIDMO and ARAC in defining and incorporating gender
mainstreaming policies.
The results collected during phase one of the project are being used to reach out to women to participate in training activities at
managerial and technical levels, and in decision-making activities. In this way, women’s participation at all levels in quality infra-
structure improvement in the region is being promoted.
More information: http://www.arabarac.org/
Quality awards
Quality promotion activities aim at strengthening demand
for quality services and, on a broader level, laying the ground
for a quality culture. Among these, the organization of qual-
ity awards has a special mention because of the stimulation
such awards create among the business community, includ-
ing a drive for excellence among quality technicians, and the
visibility they provide on the workings of the NQI. The orga-
nization of quality awards needs therefore to be screened in
order to take on board considerations of gender equality
and empowerment of women.
Gender equality issues faced within quality promotion activ-
ities and their ensuing gender interests are summarized
below:

GEEW ISSUES
GENDER INTERESTS
Women are under-represented in
business communities: the IFC esti-
mates that the number of
women-owned firms in developing
countries amounts to a mere
34 per cent.*
There is a need to increase the
number of women entrepreneurs,
not only at small or medium, but also
at large-scale levels.
Entrepreneurship is the path to job
creation and income generation,
reducing inequalities among women
and men. [RESOURCES]
*IFC. (2011). Women and Business: Drivers of Development. Telling our story, 5(2). Available at: http://www.ifc.org/wps/wcm/connect/
e6d87700484e76dda3f5af5f4fc3f18b/TOSwomen_Sep2011.pdf?MOD=AJPERES.
A recommended gender equality activity when organizing
quality awards is:
1 Gender mainstreaming the organization of quality
awards needs to be done at three levels:
SELECTION PROCESS
1. Criteria for the selection of companies should
include GEEW considerations. These entail the exis-
tence of:
- special work arrangements for women
- gender objectives and gender focal points
- a gender charter
- affirmative action channels or
- an ethical code of conduct taking into consideration
GEEW
2. Each criterion can be assigned equal value or
weighted according to its ability to address gender
discrimination
THE JURY
3. Should be composed of the same number of
women and men
4. Should receive training/awareness on GEEW
issues pertaining to quality infrastructure
5. Women in the jury are leadership figures who
inspire admiration, whether in business, administra-
tion or scientific areas
COMMUNICATION
6. Communication channels used should receive
equal attention from women and men
7. Women entrepreneurs’networks should be specifically
targeted—women must have the same opportunity
to participate
8. Women award winners should be widely publicized
and case studies should be written up and circulated
organizing quality awards is:
1 Include a specific award for women entrepreneurs
(“women entrepreneurship quality award”)
A specific award needs to be designed for women entre-
preneurs with the objective of promoting their products
and services and upgrading their quality. Widely
publicizing the achievements of nominees and winners is
conducive to generating positive women leadership/role
models for young women and girls.
ENTERPRISE LEVEL
Enterprise quality upgrading
Quality upgrading at the level of producers and companies
calls for implementing quality management systems; train-
ing quality personnel and raising awareness of top manage-
ment on quality issues; supplying experts and information;
and organizing industry meetings on quality hazards.

At enterprise level, UNIDO provides technical assistance in
the following areas:
• Pilot projects for capacity-building related to both product
standards and systems standards, such as ISO 9000, ISO
14000, ISO 22000, SA 8000, and traceability
• Capacity-building of public and private sector operators
to actively engage with NQI institutions
Gender equality issues which can arise in the course of
enterprise quality upgrading activities and their ensuing
GEEW ISSUES
GENDER INTERESTS
Women’s businesses are not propor-
tionately represented among small
and medium-sized firms and face
challenges to grow. They often fail to
receive appropriate training and
finance.
There is a need for TCB programmes
and activities to better integrate
women entrepreneurs and producers.
Working towards economic equality
increases women’s ability to contrib-
ute to the family income and reduces
their vulnerability and dependence.
[RESOURCES]
Women usually manage businesses
using low-cost equipment because of
unequal access to capital and assets.
Due to lack of integration of their
companies and unequal access to
information, women tend to be
excluded from business networks,
industry meetings and forums.
Recommended gender equality activities when implement-
ing technical assistance activities for enterprise quality
upgrading are:
1 AdaptTA to embrace GEEW objectives at the level of
each enterprise
GEEW objectives need to be set according to the level of
development of the company with specific consideration
ofwomen,genderfocalpoint,gendercharter,affirmative
action channels, and the ethical code of conduct.
2 Support the implementation of social standards
Integrated Management Systems (IMS) are a stepping
stone for taking up more general sustainability issues,
including gender equality. Advocating for IMS and
providing assistance in the implementation of social
standards is a first step towards integrating GEEW con-
siderations in the company.
implementing technical assistance activities for enterprise
quality upgrading:
1 Consider affirmative action when selecting candi-
dates for the training of quality managers
Providing an opportunity for women leadership/role
models in a male-dominated environment acts as an
encouragement to other women and girls.

Quality upgrading through a value chain approach
Carrying out a value chain analysis in a specific sector
facilitates the identification of quality disruption points
with precision and the design of appropriate upgrading
interventions.
When a value chain needs upgrading, UNIDO provides
technical assistance in the following areas:
• The identification of disruption points (in terms of quality,
food safety, environmental and social performance)
• Development of quality training, implementation of
Integrated Management Systems, support partnerships
and cooperation between value-chain actors
Gender equality issues faced within value chain upgrading
activities and their ensuing gender interests are summarized
below:
GEEW ISSUES
GENDER INTERESTS
In developing countries, and espe-
cially in the agricultural sector,
women invariably have less access to
productive resources than men, often
do not have property rights, and are
excluded from public finance pro-
grammes resulting in a lower quality
of their final products.
Women should be trained on specific
quality challenges faced by their
product value-chain and on the
remedial measures to be adopted.
There is a need to ensure that access
to economic resources and agency
are not restricted by the fact that a
person is born a girl or a boy.
[RESOURCES]
Labour-intensive export-oriented
industries in developing countries
often favour women workers because
they are generally more available,
cheaper, and less unionized. As a
result, women are trapped in a low-
skill, low-wage, low-productivity
situation.
Labour welfare, especially pertaining
to working conditions of more vulner-
able women workers, has to be
included in production costs.
Female and male workers have equal
rights to a decent working environ-
ment, mindful of their health and
encouraging skills development.
[RESOURCES]
A recommended gender equality activity when providing
technical assistance within a value chain approach is:
each partner sectoral institution
GEEW objectives need to be set for each value-chain
segment according to the level of readiness: equal pay
for equal work, specific considerations for women,
industry-wide gender focal point, gender charter, ethical
code of conduct.
implementing technical assistance activities with a value
chain focus is:
1 Include gender balance criteria when selecting can-
didates for training in upgrading interventions.
Consider affirmative action when possible.
Providing an opportunity for women’s leadership/role
models acts as an encouragement to other women
and girls.

Standards/quality education skills training
Standards and quality education and skills training is part of
TCB core technical assistance and includes activities in the
following areas:
• Quality policy/governance
• Quality infrastructure (standardization, metrology,
accreditation)
• Quality services (calibration, testing, certification)
• Quality promotion
Gender equality issues faced within standards and quality
education and skills training activities and their ensuing
GEEW ISSUES
GENDER INTERESTS
Access to education and training is a
major challenge faced by women and
girls worldwide at all levels.
TCB training material needs to be
gender balanced and more relevant
to the challenges faced by women.
Inequality in access to training must
be eliminated [RESOURCES].
implementing technical assistance activities for standards
and quality education and skills training is:
Promotional campaigns need to build on available TCB
should be provided with NQI-related information, includ-
ing on the impact of gender equality interventions on
beneficiaries. Local initiatives, where these exist, for the
promotionofSTEMdisciplinestowomenandgirlsshould
also be supported.
ENHANCING WOMEN’S PARTICIPATION IN BURUNDI’S COFFEE SECTOR
Meeting the standards needed to enter the world market is a challenge for a developing country such as Burundi. This is why
UNIDO is helping coffee producers there to comply with quality and sanitary and phytosanitary (SPS) standards, thus improving
hygiene and food quality.
UNIDO’s intervention focuses on training and raising producers’awareness on standardization measures.Throughout the project,
women have been encouraged to participate in training and also to take on higher positions such as becoming trainers them-
selves or becoming inspectors. In this way, they are empowered to change women’s traditional roles in their communities.Thanks
to a sex-disaggregated data analysis, organizers are able to reach out better to women and involve them in project activities.
Moreover, in order to achieve sustainable results lasting beyond the end of UNIDO’s intervention, gender mainstreaming is
included in all work with the Burundi Bureau of Standards and other counterparts.
More information: http://unidoptc.org/?q=content/tcb_proj_3

CONSUMER LEVEL
Consumer associations
As the final beneficiaries of quality upgrading activities, con-
sumers and consumer associations play an important role in
safeguarding rights to safe products, mindful of health and
the environment. UNIDO builds their capacity to defend and
promote consumer protection at local and national levels.
At consumer level, UNIDO provides technical assistance in
the following areas:
• Increasing awareness of issues related to quality, standards
and technical regulations, in particular those pertaining to
food safety concerns, consumer protection rights, and
plant, animal and environmental protection
Gender equality issues faced at the level of consumer associ-
ation capacity-building activities and their ensuing gender
interests are summarized below:
GEEW ISSUES
GENDER INTERESTS
Involvement of women as a distinct
category of consumer is of great
value when considering GEEW but is
often not recognized as a priority by
consumer associations and can thus
impede effective GEEW actions.
Consumer associations should be
supported in assessing gender
impacts.
Active participation of women in civil
society acts towards the attainment of
political equality [VOICE].
Recommended gender equality activities when implement-
ing technical assistance activities for consumer association
capacity-building activities include:
each association
GEEW objectives need to be set according to the level of
existing awareness within the consumer association:
active promotion of gender balanced recruitment,
gender-sensitive knowledge/information resources,
advocacy material for gender equality.
2 Include GEEW advocacy groups when building
capacity of consumer associations
GEEW advocacy groups should be invited to participate
in training and other activities aimed at building the
capacity of consumer associations.
Table 5 shows potential gender outcomes, outputs and
indicators related to the specific interventions of the TCB
Branch.

Table5.IndicativeGEEWlogicalframeworkandindicatorsaccordingtoTCBtechnicalarea
TECHNICALAREAGEEWOUTCOMESGEEWOUTPUTSGEEWINDICATORS*
Governance•Thenationalqualitycouncilincorporatesagender
observatoryresponsibleforoverseeingthe
applicationofpublicGEEWdecisionsandproducing
genderstatistics
•Quarantineandcrisishandlingproceduresinthe
caseofexportrejectionincludemitigatingmeasures
formostvulnerablegroups,includingwomen
producers
•Ministerialexecutivestaffreceiveappropriate
trainingongenderimplicationsofQI-related
legislationandregulation
•Ministriesordepartmentsresponsibleforgender
mainstreamingaretrainedonTBT/SPSissuesand
understandtheimplicationsforwomen
•Top-levelinstitutionsoftheNQIhavegenderfocal
points
•Impactassessmentsofpossiblegenderoutcomesof
policyoptionsareundertaken
•Women’sassociationsandnetworksareincludedin
qualitypolicyconsultations
•Sex-disaggregatedstatisticsandqualitative
informationonwomen’sinclusionandparticipation
inNQIactivitiesarewidelydisseminated
•Thelegislativeframeworkincludesrequirementsfor
genderbalanceobjectivesatdecision-makinglevels
withinpublicNQIinstitutions
•Numberofmeasuresformitigatingimpactofpolicy
andpolicydecisionsonwomen
•Percentageofqualitypolicydecisionsonwhich
genderequalityadvocacygroupshavebeen
consulted
•NumberofGEEWrecommendationsorreports
issuedbytheQualityCouncil
•Numberofimpactassessmentstudies
•Numberofawareness-raisingactivitiesfor
policymakersimplemented
•Percentageofwomeninkeypositionsrelevantto
theNQI
•NumberofGEEWfocalpointsofficiallyappointed
Qualityinstitutions•Anationalplanrequiresthemandatoryinclusionof
womenontechnicalcommitteesandcertification
committeesandfostersthegeneralintegrationof
GEEWnetworkswithintheNQI
•BusinessplansandHRpoliciesofqualityinstitutions
adoptagender-sensitivemanagementapproach
andcontainGEEWobjectives
•Qualityinstitutionsdevelopagenderpolicy/charter
•AstudyofGEEWimpactsonqualityinfrastructure,
includingsustainabilityaspects,isdisseminatedto
qualityinstitutionsandConformityAssessment
Bodies(CABs)
•Genderequalityadvocacygroupsandnetworksof
femaleprofessionalsreceiveadequatetrainingto
activelyparticipateinthestandardizationprocess
•TheNationalEnquiryPoint(NEP)incorporatesa
genderpolicy
•Numberofwomenrecruitedinthecourseofproject
implementationwithlong-termcontracts
•Achievementofgenderbalanceobjective(40-60
percent)attheendofprojectimplementation
•PercentageofTCBrecommendationsincludedin
thegendercharter
percent)atdecision-makinglevels(governance,
executive/management)
•NumberofGEEWadvocacygroupsandwomen’s
professionalnetworksthatactivelycontributedto
thestandardizationprocessinthecourseofproject
implementation
•Percentageoftechnicalcommitteesincluding
women
•Percentageoftechnicalcommitteesheadedby
women
•Numberofstandardsdraftedforproductswithhigh
GEEWimpact
•Percentageoffemaleverificationofficerstrained
•Percentageofwomen-ownedenterprisesusingthe
servicesofNationalEnquiryPoints(NEPs)

Qualityservices•Astandards/qualityeducationskillstrainingcentreis
createdincorporatinggender-sensitivetrainingof
trainersandspecifictrainingopportunitiesfor
women
•AnationalcampaignpromotesQI-related
employmentopportunitiesandfavoursthe
enrolmentofgirlsandyoungwomeninScienceand
Technology(S&T)disciplines
•AnationalreferencegrouponWomeninS&Tis
created/supportedandincludesaworkinggroupon
NQI
•Numberofnation-widepromotionalcampaignson
NQI-relatedjobsandactivitiesaimedatwomenand
girls
•Percentageofsupportedinstitutionsorganizing
“doorsopendays”forlocalschoolsandgirls
•Legalmetrologyactivitiesincludeimplementation
ofagender-sensitivecodeofconduct
•Trainingofborderinspectionagentsonmeasuresto
combatgender-basedviolence,includinghuman
trafficking,andprotectvictimsiscarriedout
•Theenforcementofcodesofconductforinspectors
issupported
•PercentageofofficialsreceivingTCBtrainingwho
signtheethicalcodeofconduct
•Percentageoffemaleinspectorstrained
•Percentageofnewly-recruitedfemaleinspectors
•Awomen-ownedbusinesscertificationschemeis
developedandimplemented
•Specialwomenentrepreneurshipqualityawardsare
organized
•Numberofprocurementcontractsobtained
throughwomen-ownedbusinesscertification
•Numberofcandidatesforwomenentrepreneurship
qualityaward
Enterprisequality
upgrading
•Majorcompaniesformanationalcoalitionon
gender-sensitiveproductsandservicesthat
overseesqualityaspectsandworkingconditions
•Qualityupgradingtrainingincludessupportto
femaleproducersinrestructuring,startingtheirown
venturesorexpandingtheirbusinesses
•Professionalnetworksofwomenentrepreneursare
supported,includinglinkagestointernationalfora,
andaretrainedonquality-relatedissues
•Theintroductionofsocialprotection(private)
standardsbasedonmarketpotentialandmaking
appropriateprovisionforchildcarefacilitiesand
flexibleworkinghoursissupported.
•NumberofproducerswithhighpotentialforGEEW
impactsupported
percent)atmanagementlevels|technicallevels|
administrativelevels
•Percentageofwomen’sparticipationratein
householddecision-makinginrelationto:everyday
consumption|leisureactivities|majorinvestment
decisions
•Percentageofwomenhavingtheirownbank
account
•Ratiooffemaletomaletimespenton:childcare|
paidwork|domesticwork|free/leisuretime
•NumberofGEEWgroupsandnetworkscreatedwith
supportoftheproject
•Percentageincreaseintheshareofwomenin
professionalnetworks
•PercentageincreaseintheshareofmeninGEEW
advocacygroups
•Percentageoffemalequalitymanagers

Value-chainquality
upgrading
•ATCB-specificmethodologyisdevelopedwhereby
genderanalysisiscarriedoutagainstthebackdrop
ofHazardAnalysisandCriticalControlPoints
(HACCP)andinterventionsareassessedbasedon
theirpotentialGEEWimpact
•Prioritysectorsandinterventionsareselected
accordingtopotentialGEEWimpact
•Sectoranalysesincludewomen’scontributionto
qualityandsafetyofproducts
•Ratioofmaletofemaleratesofpay(incomparable
value-chainsegments)
•Percentageofwomeninbetterpaidpositions
(acrosssegmentsofthevaluechain)
•RatioofwomentomenenrollinginTCBtraining
•RatioofwomentomensuccessfullycompletingTCB
training
Consumers•Thenationalconsumerprotectionpolicyincludes
UNIDO/TCBrecommendationsonGEEW
•Consumerassociationsaretrainedongender
assessment
•Anationalcampaignforwomen’senrolmentin
consumerassociationsissupported
•Anationalreferencegrouponwomeninconsumer
movementsiscreated/supportedwhichreportson
specificgender-sensitiveproducts
•Percentageincreaseintheshareofwomenin
consumerassociations
•Numberofstandardsdraftedforproductswithhigh
GEEWimpact
Table5.(continued)
*ForaclassificationofindicatorsaccordingtoTCBGEEWstrategicobjectives,seeannexI.

6. GENDER MAINSTREAMING IN PROJECT MONITORING
AND EVALUATION
Essential to establishing and maintaining a gender-
responsive monitoring and evaluation (M&E) system is
commitment at the decision-making level and shared
responsibility among all project team members, including
partners and beneficiaries of the project, on the relevance
and importance of gathering data to monitor gender results.
A good M&E system should collect and report sex-
disaggregated information on all project components where
possible and relevant.To this end, a baseline, including targets
and benchmarks, should be identified at the formulation
stage in order to effectively monitor and evaluate the impact
of the project on women and men. The logical framework of
the project should include and build on these baselines.
Adequately mainstreaming gender during project formu-
lation will set the stage on how and to what extent gender
dimensions will be integrated into implementation as well
as monitoring and evaluation. The gender mainstreaming
checklist (table 4) is a good way to double check how well
gender dimensions have been integrated into a project
document and can help identify opportunities, if any, for
improvement.18
Monitoring gender results
The monitoring process can be made more gender-
responsive by specifically assigning the gender mainstream-
ing responsibility to a gender expert in the implementation
team or by making sure that the implementation partners are
gender conscious so that data on women and men is effec-
tively collected and monitored. However, a more strategic
approach would be to allow for the monitoring function to be
the shared responsibility of partners as well as women and
men of the beneficiary groups, in cooperation with UNIDO.
18
UNDP (2012). Gender Marker: Guidance Note: Tracking Gender-Related
Investments and Expenditures in ATLAS.
This can serve to build capacity among partners and benefi-
ciaries, as well as strengthen the sustainability of the project.
Part of monitoring and evaluation includes the systemati-
zation of good practices. This includes the regular assess-
ment and reporting of gender-sensitive indicators and
gender results in progress reports.
Evaluating gender results
As with monitoring, the evaluation process can be made
more gender-responsive by including a gender expert as
part of the evaluation team or by making sure that the evalu-
ator’s terms of reference specify the need for some gender
expertise.
Any explicit gender components of the project
(e.g. gender objectives, outcomes or outputs) will be a good
reference point to evaluate. To this end, gender-specific
evaluation questions should be identified and integrated
into the terms of reference for the project’s evaluation in line
with the UNIDO Evaluation Group’s guidelines on integrating
gender into evaluations.19
Moreover, it would be beneficial
to integrate an evaluation component that identifies good
practices and lessons learned from the intervention with
regard to gender equality and the empowerment of women.
Even if the project does not explicitly address gender
issues, it could still be evaluated against gender criteria. This
is because gender awareness can be implicit in the
decision-making that went into project planning and imple-
mentation (e.g. “soft issues” such as gender or beneficiary
participation can be subsumed in projects).
The following is a quick checklist to ensure a gender-
responsive evaluation:
19
For more detailed information, please refer to annex VIII for the UNIDO
Evaluation Group Guide to integrating gender into evaluations of UNIDO
programmes and projects.

GENDER-RESPONSIVE EVALUATION*
• Evaluation methodology and tools integrate gender (e.g.
participatory methods of data collection, gender-sensitive
questions and indicators)
• Evaluation terms of reference are engendered (e.g. gender
issues are integrated into evaluation’s objectives, explicit
reference to gender and gender-specific evaluation
questions are included)
• Evaluators or evaluation teams demonstrate gender
competency and gender balance
• Evaluation report is written from a gender perspective (e.g.
report explicitly presents methodology as engendered,
includes data and analysis on results for women and men)
• Evaluation report uses gender-sensitive language (e.g. the
terms women and men are equally used, no sexist
stereotypes)
*International Service for National Agricultural Research, 2001.
Available at: http://www.seachangecop.org/sites/default/files/
documents/2001%2006%20FAO%20Engendered%20Logframe%20
Approach.pdf
Building case studies
Case studies can be used in a systematized approach, e.g. as
part of the M&E process, or in an ad hoc manner.20
Case-
based M&E involves qualitatively assessing the progress
(monitoring) or presence (evaluation) of predefined
indicators within specific groups of beneficiaries or project
partners. Ad hoc case studies can be developed for on-the-
spot assessments or to highlight specific results not readily
available through quantitative analysis.
20
ADDITIONAL RESOURCES:
- UICN (2000). Taking the Pulse of Gender. Gender-Sensitive Systems for
Monitoring and Evaluation. San José. Available at: http://www.
genderandenvironment.org/generoyambiente.org/index.php/en/
knowledge-center/doc_download/1787-module-4-taking-the-pulse-
of-gender-gender-sensitive-systems-for-monitoring-and-evaluation.
- UNDP (2009). A user’s guide to measuring gender-sensitive basic service
delivery. Oslo. Available at: http://www.undp.org/content/undp/en/
home/librarypage/
womens-empowerment/a-users-guide-to-measuring-gender-
sensitive-basic-service-delivery-
- BRIDGE (2007). Cutting Edge Packs. Gender and Indicators. Brighton.
Available at: http://www.bridge.ids.ac.uk/go/bridge-publications/
cutting-edge-packs/gender-and-indicators/gender-and-indicators.
- IDS Participatory methods website: http://www.participatorymethods.
org.
Systemized case studies
Designing a qualitative M&E system requires:
• Selecting the right target group and sample size
• Selecting the appropriate survey type
• Asking the right questions
• Analysing the questions and presenting the results
Once qualitative indicators have been set for desired out-
comes and/or outputs, the appropriate target group(s) need
to be selected. Although the selection process will mainly
depend on the expected outcome(s) to be measured by the
indicator, a number of considerations will be influential
including: prior local research work and publications on the
indicator, availability of qualified interviewers in the field or
possibility of partnerships with local research institutions,
subsidiary use of data collected (e.g. promotional purposes)
and availability of resources.
Defining the appropriate survey type will stem from deci-
sions made above. Four basic methods exist, depending on
the mode of administration and the requirement for group
data:
Individual Group
Physically present
interviewer
Face-to-face Focus group
Self/computer-
aided
administration
Internet survey Brainstorming
group
Sensitive surveys require administration by trained inter-
viewers but will not be able to cover large samples for the
requirements of technical assistance projects. Internet sur-
veys can be quickly set up with a minimum amount of
resources for relatively unsophisticated data and made
widely available, but will only be relevant for computer-
literate target groups with Internet access. Alternatively,
interviewers can fill in Internet surveys with respondents.
Designing the right questions ideally needs to be done
with local support, i.e. GEEW advocacy groups or research
institutions. This ensures any cultural, religious or ethnic bias
is taken into consideration.

As far as the time interval for collection is concerned,
3-month, 6-month or 12-month periods are generally used,
depending on the duration of the project, timeframe for
reaching the expected outcome, density of activities, com-
plexity of the M&E system, etc.
Data analysis and representation need to be done accord-
ing to the requirement for measurement of indicators. Once
this objective is attained, captured data can be used to
showcase representative individual or group beneficiaries.
Case studies need to portray achievements in terms of
increased access to resources, rights and influence over
decision-making capacity.
Ad hoc case studies
The same process needs to be followed for ad hoc case stud-
ies, with the exception of having to define time intervals.
Such case studies can only evaluate the presence (or
absence) of defined indicators. The narrative is therefore an
important element of this type of case study.
Communicating gender results
Disseminating gender results in a way that is understand-
able and useful for different stakeholders is one of the main
challenges for gender mainstreaming. Usually, there is a
general information gap and lack of understanding among
partners on:
• The situation in the field from a gender perspective
• Government or organizational mandates on gender
equality
• Policies and programmes targeting gender equality
• Efforts of stakeholders and other actors in promoting
gender equality
• Commitments of stakeholders to contribute to gender
equality
• Good practices in women’s empowerment and gender
equality as experienced by the partners or by others in
areas related to the project
Gender results should be integrated into the regular
means of communication (e.g. newsletters, progress reports
or social media channels, websites) to promote information
sharing and contribute to awareness-building and advocacy
efforts. Alongside this, it would be beneficial to consider
communicating gender results in specific reports developed
to highlight the gender dimensions of the intervention.
Other possible means to communicate information on gen-
der issues and results are through workshops, e-discussions
or the dissemination of case studies and success stories.
It is important for the communication team to be aware
of the need to bridge the information gap to suit the differ-
ent types of stakeholders (e.g. donors, policymakers, entre-
preneurs, project staff, etc.) through using channels adapted
to their specific needs and realities, as well as adopting
gender-sensitive language.

ANNEXI.TCBGEEWOBJECTIVESANDCORRESPONDINGINDICATORS
Thetablebelowshowscomponentsandsub-componentsofTCBstrategicobjectivesforgenderequalityandempowermentofwomen(GEEW),corresponding
indicatorsandtheirareasofrelevancefortechnicalactivities.IndicatorsatprojectlevelshouldbeselectedaccordingtoprojectGEEWobjectives.Inthisrespect,during
projectformulationalsoseetherelevanttermsofreferencewhichcanbefoundinAnnexVII.
GEEW
OBJECTIVECOMPONENTSUB-COMPONENTINDICATOR
Governance
Institutions
Services
Enterprises
Consumers
Promoteequal
accessto
resourcesand
trainingoppor-
tunities
[RESOURCES]
Opportunityfor
skillsdevelopment
EDUCATIONNumberofnation-widepromotionalcampaignsforwomenandgirlsonNQI-
relatedjobsandactivities
xxx
Percentageofsupportedinstitutionsorganizing"opendoors"daysforlocalschools
andgirls
xxx
ADULTTRAININGRatioofwomentomenenrollinginTCBtrainingxx
RatioofwomentomensuccessfullycompletingTCBtrainingxx
QUALITY
PROMOTION
Numberofcandidatesforwomenentrepreneurshipqualityawardx
KNOWLEDGE
RESOURCES
Percentageofwomen-ownedenterprisesusingtheservicesofNationalEnquiry
Points
xxx
Accesstoand
rewardforwork
EMPLOYMENTNumberofwomenwithlong-termcontractsrecruitedinthecourseofproject
implementation
xx
Achievementofgenderbalanceobjective(40-60percent)attheendofproject
implementation
xxx
GENDERCHARTERPercentageofTCBrecommendationsincludedinthegendercharterxxx
WAGESRatioofwomen’sincometomen’sincome(incomparablevalue-chainsegments)xxx
Percentageofwomeninbetterpaidpositions(acrosssegmentsofthevaluechain)xxx
ENTREPRENEURSHIPNumberofprocurementcontractsobtainedasaresultofwomen-ownedbusiness
certification
xx
NumberofproducersorentrepreneurswithhighpotentialforGEEWimpact
supported
xx

GEEW
Governance
Institutions
Services
Enterprises
Consumers Ensurethat
QI-relatedpolicy
andlegislative
environmentare
notconducive
todiscrimination
againstwomen
[RIGHTS]
Evenouttheimpact
ofQI-relatedpolicy
andtechnical
regulations
LEGISLATIONNumberofmeasuresformitigatingnegativeimpactofpolicyandpolicydecisions
onwomen
x
Percentageofqualitypolicydecisionsonwhichgenderequalityadvocacygroups
havebeenconsulted
x
NumberofGEEWrecommendationsorreportsissuedbyNQIcouncilx
Numberofimpactassessmentstudiesx
Numberofawareness-raisingactivitiesimplementedforpolicymakersx
Safe,non-
discriminatory
deliveryofNQI-
relatedservices,
favourabletotrade
development
CONDITIONAL
SUPPORT/TRAINING
PercentageofofficialsreceivingTCBtrainingsigningtheethicalcodeofconductxx
WOMENASDRIVERS
OFCHANGE
Percentageofwomeninspectors/verificationofficerstrainedxx
Percentageofnewly-recruitedwomeninspectors/verificationofficersxx
Percentageofwomenqualitymanagersxx
Contributeto
enhancingthe
leverageof
womenin
gainingpower
andcontrolover
theirownlives
[VOICE]
Powertoinfluence
decisionsin
economic/work
environment
INSTITUTIONSPercentageofwomeninkeypositionsrelevanttotheNQIxx
Achievementofgenderbalanceobjective(40-60percent)atdecision-making
levels(governance,executive/management)
xxxx
Achievementofgenderbalanceobjective(40-60percent)attechnicallevelsxxxx
Achievementofgenderbalanceobjective(40-60percent)atadministrativelevelsxxxx
NumberofGEEWfocalpointsofficiallyappointedxxxx
NETWORKSNumberofGEEWgroupsandnetworkscreatedthroughtheprojectxxx
Percentageincreaseintheshareofwomeninprofessionalnetworks/consumer
associations
xxx
PercentageincreaseintheshareofmeninGEEWadvocacygroupsxxx
STANDARDIZATIONNumberofGEEWadvocacygroupsandwomen'sprofessionalnetworksthat
activelycontributetothestandardizationprocessinthecourseofproject
implementation
x
Percentageoftechnicalcommitteesincludingwomenxx
Percentageoftechnicalcommitteesheadedbywomenxx
NumberofstandardsdraftedforproductswithhighGEEWimpactxxx
Abilitytoinfluence
resourceallocation
andtakedecisions
withinthe
household
HOUSEHOLD
RESOURCE
ALLOCATION
Percentageofwomen'sparticipationrateinhouseholddecision-makinginrelation
to:everydayconsumption|leisureactivities|majorinvestmentdecisions
xxxx
Percentageofwomenhavingtheirownbankaccountxxxx
TIME-USEWITHIN
HOUSEHOLD
Ratioofwomen’sandmen’stimespenton:childcare|paidwork|domesticwork|
free/leisuretime
xxxx

GEEW
Governance
Institutions
Services
Enterprises
Consumers
Ensurewomen
andmenbenefit
equallyfromall
projectactivities
andthat
discriminationis
notperpetuated
[PROJECT
MANAGEMENT]
Equalrepresenta-
tionatalllevelsof
project
management
WOMENIN
DEVELOPMENT
Percentageofwomeninprojectsteeringcommittee(s)
Percentageofwomeninworkinggroups
Percentageofwomenamongprojectstaff
Considerationof
genderequality
concernsatall
stagesofproject
managementcycle
GENDERAND
DEVELOPMENT
Percentageofinternationalandnationalconsultantstrainedingender
mainstreaming
Percentageofprojectdocuments,includingpromotionalmaterial,screenedfor
GEEWimpact
PercentageofTCBgendermainstreamingrecommendationsfollowed
NumberofspecificGEEWindicatorsestablishedfortheproject
PercentageofbudgetdevotedtoGEEWactivities
EMPOWERMENTNumberofspecificaffirmativeactions/activitiesonwomen'sempowerment

ADDITIONAL RESOURCES: GEEW INDICATORS
GENERAL
• World Bank Gender Equality Data and Statistics – datatopics.worldbank.org/gender
• UNSD Gender Statistics – unstats.un.org/unsd/gender/default.html
• OECD DEV Social Institutions and Gender Index – www.genderindex.org
• UNDP Human Development Report (HDR) Gender Inequality Index – hdr.undp.org/en/content/
gender-inequality-index-gii
• World Economic Forum (WEF) Global Gender Gap Report – www.weforum.org/issues/global-gender-gap
RESOURCES
• FAO Gender and Land Rights database – www.fao.org/gender/landrights/home/en
• UNESCO Women in Science – www.uis.unesco.org/ScienceTechnology/Pages/gender-and-science.aspx
• UNESCO Institute for Statistics (UIS) Gender and Education – www.uis.unesco.org/Education/Pages/gender-educa-
tion.aspx
• WHO Global Health Observatory (GHO) on Violence against Women – www.who.int/gho/women_and_health/vio-
lence/en
• USAID Demographic and Health Surveys (DHS) – www.dhsprogram.com
• ILO Statistics and databases – www.ilo.org/global/statistics-and-databases/lang--en/index.htm
RIGHTS
• IFC Women, Business and the Law – wbl.worldbank.org
• UN Office of the High Commissioner for Human Rights (OHCHR) CEDAW treaty database – tbinternet.ohchr.org/_
layouts/treatybodyexternal/TBSearch.aspx?Lang=en
• OECD Gender, Institutions and Development Database – stats.oecd.org/Index.aspx?datasetcode=GIDDB2012
VOICE
• Inter-Parliamentary Union (IPU) Women in Politics – www.ipu.org/iss-e/women.htm

ANNEX II. MODEL GENDER CHARTER
{Institution’s name}
GENDER CHARTER
— {creation/revision date} —
A charter for gender equality and the empowerment of women aiming at the full participation of women and
men in all spheres of our institution without discrimination.
PREAMBLE
1. {Institution’s name} recognizes that gender discrimina-
tion is a serious threat to human development, both at a
personal level and for society in general. Its ubiquitous reper-
cussions on the economy are disastrous.
2. {Institution’s name} commits to pursue the goal of
gender equality and empowerment of women at all levels
of its organization, including service delivery to end-users/
consumers, with the objective of creating a stronger and
more prosperous institution.
3. To this end, {Institution’s name} has developed the fol-
lowing Core values and Principles and has defined Roles and
Responsibilities to ensure their implementation, monitoring
and evaluation.
CORE VALUES
4. {Institution’s name}’s staff adheres to the following core
values:
• Equal rights for women and men
• Equal access to resources and career opportunities for
women and men
• Ability to positively contribute and influence the institu-
tion’s life for all
PRINCIPLES
5. {Institution’s name} has adopted the following principles
to guide its daily activities:
— WORK —
A. Absence of any institutionalized form of discrimination,
either based on policy (formal) or practice (informal).
B. Absence of structural barriers (i.e. clauses in the human
resource management policy) to performing the same tasks
if required.
C. Technical and working groups to be constituted with
gender balance (40-60 per cent) criteria. Meetings to be
adjourned if target is not met.
— REMUNERATION —
D. Equal remuneration for women and men for work of
equal value.
E. Equal access to employee benefits (e.g. provision for
pension schemes, holiday entitlements, health insurance,
etc.)
— KNOWLEDGE RESOURCES —
F. No discrimination in access to information (e.g. career
opportunities).
G. Equal opportunities for training and professional
development.
H. Specific training opportunities for workers recruited
under affirmative action channel.
— TIME —
I. Provision for childcare facilities.
J. Flexibility of working time – fair overtime schedules.
K. Equal length of paid paternity and paid maternity leaves.
L. Equal duration of working life years.

— VOICE —
M. Gender-balanceobjectives(40-60percent)atgovernance,
executive/management and technical/operational levels.
N. Requirement of a personal bank account for issuing
salaries.
— HEALTH —
O. Secure channel for reporting sexual harassment and
protection against retaliation.
P. Protection of pregnant workers and workers who have
recently given birth or are breastfeeding.
ROLES AND RESPONSIBILITIES
6. Governance board—advises the Gender charter
committee in relation to gender equality objectives and
indicators; advocates for gender equality at institutional level
and with stakeholders.
7. Gender charter committee—sets annual gender equality
and empowerment of women objectives and indicators; is
responsible for the monitoring and evaluation of achieve-
ments; has been delegated authority to investigate cases of
gender discrimination and sexual harassment; is composed of
representatives of all departments and gender focal points;
reports annually to shareholders or public authorities.
8. Gender focal points—are responsible for the implemen-
tation of the Gender Charter; ensure that the Gender
Charter’s core values are taken into consideration within all
levels of management and operations.
9. All staff—have the ethical responsibility for the advance-
ment of gender equality objectives within {Institution’s
name} and for contributing to a safe working environment
for all their colleagues.
GLOSSARY OF TERMS
Gender balance—The equal participation of women and men, especially in relation to decision-making processes. It
entailsachievinga40-60percentlevelofrepresentationofwomenandmenwithingovernance,executive/managementand
operational levels.
Gender discrimination—Any distinction, exclusion or restriction made on the basis of sex which has the effect or purpose
of impairing or nullifying the recognition, enjoyment or exercise by women, irrespective of their marital status, on a basis of
equality of men and women, of human rights and fundamental freedoms in the political, economic, social, cultural, civil or
any other field (United Nations Convention on the Elimination of All Forms of Discrimination against Women).
Gender equality—The participation of women and men in all spheres of public and private life without discrimination. It
involves equality under the law, equality of opportunity (including equality of rewards for work and equality in access to
human capital and other productive resources that enable opportunity), and equality of voice (the ability to influence and
contribute to the institution’s life).
Empowerment of women—Empowerment entails the ability to control one’s own life. It encompasses awareness-raising,
building of self-confidence, expansion of choices, increased access to and control over resources and actions to transform the
structures and institutions which reinforce and perpetuate gender discrimination and inequality. Empowerment of women
also includes affirmative action, or the positive selection of women, with the ultimate goal of achieving gender balance.
Sexual harassment—Sexually connoted actions or general behaviour imposed on someone and violating his dignity
because of their degrading or humiliating nature, or creating an intimidating, hostile or offensive situation. Severe pressure
imposed on someone with the real or apparent objective of obtaining sexual favours. {align with national legislation}
CHARTER REVISION {REVISION NUMBER} WORKING GROUP
{Names of working group staff}

CHECKLIST FOR THE ORGANIZATION OF TRAINING
BEFORE THE TRAINING, MAKE SURE THAT:
1. Training objectives take into consideration gender interests.
2. GEEW outputs and indicators are set.
3. Trainers receive GEEW awareness briefing and relevant UNIDO GEEW material.
4. The training site is located in an accessible, central area, with easy transport facilities.
5. The training schedules provide for travel time and arrangements to suit women participants.
6. Call for participation is widely disseminated, using both female and male-oriented communication channels.
7. Training material is screened for gender-sensitive data, language and illustrations and proposed activities are
checked for cultural, religious or ethnic bias.
DURING THE TRAINING, MAKE SURE THAT:
8. Trainers provide opportunities for men and women to engage equally.
9. Trainers allow for non-dominant views to be expressed.
10. Sex-disaggregated data is collected, including participants’feedbacks and experiences.
AFTER THE TRAINING, MAKE SURE THAT:
11. The achievement of GEEW outputs and indicators is evaluated.
12. The trainer/s’performance in relation to gender sensitivity is assessed.
13. Feedback and experience of female and male participants are taken into consideration.
ANNEX III. GENDER-SENSITIVE TRAINING
The following checklist will help project staff ensure gender equality concerns are taken into consideration when organizing
training:a
a
- IUCN (2000). Seek and ye shall find. Creating participatory appraisals with a gender perspective. San José. Available at: http://www.
genderandenvironment.org/generoyambiente.org/index.php/en/knowledge-center/doc_download/1785-module-2-seek-and-ye-shall-find-
participatory-appraisals-with-a-gender-equity-perspective.
- Swiss Agency for Development and Cooperation (2005). Gender in Training: Mainstreaming gender equality and the planning, realisation, and
evaluation of training programmes. Bern. Available at: http://www.sdc-gender-development.net/en/Home/Publications/document.
php?itemID=4260&langID=1.
- UNESCO (1999). Guidelines on gender-neutral language. Paris. Available at: http://unesdoc.unesco.org/images/0011/001149/114950mo.pdf.

a
Convention on the Elimination of all Forms of Discrimination against Women, NewYork, 18 December 1979, art. 1. Available at: http://www.ohchr.org/
en/ProfessionalInterest/pages/cedaw.aspx.
b
World Bank (2013). Women and Trade in Africa: Realizing the Potential. Available at: http://documents.worldbank.org/curated/en/2013/01/18490089/
women-trade-africa-realizing-potential.
ANNEX IV. ETHICAL CODE OF CONDUCT
The Convention on the Elimination of All Forms of Discrimination against Women (CEDAW) defines discrimination against
women as“any distinction, exclusion or restriction made on the basis of gender which has the effect or purpose of impairing
or nullifying the recognition, enjoyment or exercise by women, irrespective of their marital status, on a basis of equality of
men and women, of human rights and fundamental freedoms in the political, economic, social, cultural, civil or any other
field”.a
In their daily work, inspection and verification officers may face decisions that have moral and ethical implications, which may
restrict or broaden women’s opportunities, contribute to further discrimination or not. In order to support their activities,
UNIDO’s assistance needs to be fashioned in such a way as to ensure adherence to the following rights and obligations of
producers, traders, carriers and officials:b
ETHICAL CODE OF CONDUCT
1. All individuals should be able to undergo inspection or verification procedures or cross international borders with-
out verbal or physical abuse or harassment, including but not limited to sexual and gender-based violence.
2. Inspections or verifications, including border inspections, shall be carried out in an efficient and timely manner
without discrimination. A receipt must be provided to the producer, trader or carrier for any payment made and the
payment properly recorded.
3. Only officials of the approved bodies shall be present during inspection or verification procedures or at the border,
and all verification or inspection officials shall wear uniforms or identification badges that indicate their respective
body.
4. Details of all duties, fees, and taxes and the basis for their calculation shall be publicly available prior to the inspec-
tion or verification and at border control posts. Any change to duties, fees, and taxes must be publicly announced, with
reasonable time allowed for producers, traders, and carriers to prepare for their application. No unpublished fees or
charges shall be demanded during the inspection or verification procedure.
5. Documentary requirements shall be clearly stated and publicly available prior to the inspection or verification and
at border control posts. Any change in required documentation must be publicly announced, with reasonable time
allowed for producers, traders, and carriers to prepare before implementation. Simplified procedures should be applied
to small producers, traders, and carriers.
6. Producers, traders and carriers should be aware of their rights and obligations when undergoing inspection or
verification or crossing international borders. Producers, traders and carriers must present required documentation and
pay appropriate duties if required and obtain a receipt for any payments made to an official. Producers, traders and
carriers shall not attempt to bribe any official in order to avoid payment of duties or to obtain preferential treatment in
any way, including avoiding queues.

In addition, supporting the implementation of Integrated Management System (IMS) certification within conformity
assessment bodies allows for increased transparency and acts as a signal for responsible management towards end users.
UNIDO needs to actively support the demand for IMS implementation and certification, especially within the legal metrology
and inspection services areas.
ADDITIONAL RESOURCES
• World Customs Organization/Capacity-building – www.wcoomd.org/en/topics/capacity-building.aspx
• UNODC’s Action against Corruption and Economic Crime — www.unodc.org/unodc/en/corruption/index.html
• International Organization for Migration, Immigration and Border Management Division – www.iom.int/cms/tcm

ANNEX V. WOMEN-OWNED BUSINESS CERTIFICATION
Women-owned business certification came to international attention in the late 1990s when the Women-Owned Small
Business (WOSB) programme was established in the United States, under the Small Business Reauthorization Act of 2000. The
programme was intended to“redress decades of sexual discrimination that inhibited women from competing fairly for federal
contracts. Women have been significantly underrepresented in federal procurement”.a
In essence, women-owned business certification in itself is a straightforward process that has only a few requirements and
can be administered through self-declaration:b
a
Fernandez, S., Malatesta, D. and Smith, C. R. (2012). Race, gender and government contracting: Different explanations or new prospects for theory?
Public Administration Review, 73(1), 109–120.
b
Based on Women Owned Small Business (WOSB) certification as part of the USA’s Small Business Administration’s Federal Contracting Program
(source: http://www.wbenc.org/government).
CRITERIA FOR CERTIFICATION BY THE WOMEN’S BUSINESS ENTERPRISE NATIONAL COUNCIL (WBENC)*
• At least 51 per cent unconditionally and directly owned and controlled by one or more women nationals
• Management and daily operation must be controlled by one or more of the women owners
• The women owners must make long-term decisions for the business
• One of the criteria below must also be true of corporations only:
- Women must make up a majority of the Board of Directors or have a majority of the Board votes through weighted
voting
- Women must make up 51 per cent of the voting power, sit on the Board and have enough voting power to
overcome any supermajority requirement.
*The WBENC is the largest third-party certifier of businesses owned and operated in the United States.
Behind the certificate however lie special entitlements for certificate holders, the development and implementation of which
are more complex. These include:
• Privileged public procurement channels
• Access to capital and grant schemes, specially for starting up businesses
• Mentoring and technical training opportunities
• Networking and contracting opportunities
• Access to marketing and promotional programmes such as trade fairs
• Simplified administrative requirements, e.g. paper work, tax payments and credits, financial reporting, etc.
Political support and sponsorship of the private sector and advocacy groups are decisive for the successful implementation
of a women-owned business certification scheme.
• WEConnect International – weconnectinternational.org/en
• Women Owned Small Business (WOSB) certification programme of the United States government—www.sba.gov/
content/women-owned-small-business-program

ANNEX VI. GENDER ANALYSIS AT THE REGIONAL/COUNTRY/
SECTORAL LEVEL
Gender analysis at the regional/country level
A gender analysis should start at the regional/country level, addressing the national context/s that frame the trade capacity-
building project’s area of intervention.
At the national level, the context analysis has many dimensions: social, economic, political, and cultural and environmental.
This analysis will determine the conditions, limitations and opportunities to implement the project while being aware of
gender inequalities in place.
The following provides some key questions for gender analysis at the regional/country level.
GENDER ANALYSIS AT THE REGIONAL/NATIONAL LEVEL
Guiding questions
Policy framework analysis
• What are the legally binding international and regional
human rights instruments, commitments and polices
that have been signed by the country? (e.g. CEDAW; as a
quick resource, refer to the universal human rights index:
www.universalhumanrightsindex.org)
• Are there any government programmes relevant to the
project that address gender inequalities?
• Arethereanyrelevantgenderindicatorsthatareregularly
monitored at the national level, e.g. by the National
Office of Statistics or by an agency responsible for
reporting on national development plans?
Political and empowerment framework analysis
• What is the percentage of seats that women and men
hold in parliament and what is the percentage in
decision-making ministerial and regional posts, and
particularly in the ministry/agency responsible for your
project?
• What is the percentage of men/women in high-paying
positions in the project sector?
• Whatisthepercentageofwomeninprofessional,technical,
managerial and administrative jobs in the country?
• Are there relevant civil society organizations or inter-
national agencies that work in the sector of intervention
with a gender equality or women’s empowerment
perspective?
Labour-market framework analysis
• What is the division of labour between women and men
in the country?
• What is the percentage of women in professional,
technical, managerial and administrative jobs in the
country?
• Are there gender gaps in income for equal work among
women and men in the country?
Economic and financial framework analysis
• What is the percentage of women in relation to men
who have access to land tenure and credit in the country?
• What is the availability of outreach programmes to
womenthattargettheprovisionofbusinessdevelopment
and/or financial services through government initiatives,
private lenders and others in general and are relevant to
the sectors/localities of the project?
Social and cultural framework analysis
• What are the social or cultural values, norms, attitudes
and beliefs in relation to gender equality?

• Are there gaps in literacy levels between women and
men (rural/urban)?
• What are the enrolment rates for primary, secondary and
tertiary education?
• Are there gender gaps in access to health?
• Whatis the levelofgender-basedviolenceinthecountry?
Environmental and industry framework analysis
• What are the key country-level gender issues related to
environmental sustainability and to industry of which
the project must be aware and could possibly deal with?
• Are there QI-related policies relevant to the intervention?
Are these policies gender-mainstreamed?
Gender analysis at the sectoral level
It is crucial to have a good understanding of the differences between women and men in order to not only understand and
prioritize gender issues but also to effectively identify the sector where intervention will make the most sustainable impact.
There are considerable differences in availability of information by sector in relation to gender. Fields such as governance,
environment and rural development may offer more information than sectors such as industry, transport and infrastructure.
Often, dispersed information is available in decentralized offices, municipal or district plans and also in documents produced
by the private sector.When written information is not available, interviews with key informants, meetings and workshops may
be used to gather information. The boxes below provide some key questions for gender analysis at the sectoral level.
The sectoral context review will equip you with useful arguments to successfully discuss gender mainstreaming your
projects with counterparts and stakeholders.
GENDER ANALYSIS AT THE SECTORAL LEVEL
Guiding questions
• Are there sector policies supporting or causing gender
inequalities?
• Is there a gender focal point in the counterpart ministry?
• What is the most common division of labour by gender
in the industry? Are there wage gaps between women
and men working in the sector of the project?
• How many small and medium-sized enterprises are
owned or managed by women in the sector?
• What are the barriers/challenges that reinforce gender
inequalities (e.g. industrial policies, regulations, no access
to credit, resources, etc.)? How might this affect different
groups’abilities to participate in project interventions?
• Are there any similar projects currently being imple-
mented that address gender issues?
• Will women’s workloads increase/decrease as a result of
innovation and changes in technology? If their workload
is decreased, will this involve loss of income?
• How can women’s awareness of rights, entitlements and
opportunities be raised?
• Does the project contribute to the education, training
and professional development of women in QI?
• Which activities address non-traditional roles of women,
such as marketing and promotion of women in STEM
(science, technology, engineering and mathematics)
fields of education?
• Does the project design make clear its commitment to
contributing to gender equality (e.g. in the objectives,
specific outputs and indicators)?
• Does the project address QI needs of both women and
men?
• Does the project consider women’s time constraints due
tochildcare,longdistancesanddomesticresponsibilities;
social and cultural norms, etc., which might affect their
ability to attend training sessions?

• Is there room for the project to relieve women’s and
men’s workloads in their specific roles?
• Is there room for the project to address women’s barriers
to credit and to provide financing mechanisms?
• Does the project assess market outreach and services for
gender balance and potential banking alternatives
(mobile banking, women’s funds/group lending)?
• How can women’s leadership and participation in
QI-related decision-making be promoted?
• Does the project design consider women as a
homogeneous group or does it also take into account
economic, ethnic and cultural differentiations in order to
favour those who need it most?
• Which objectives and activities take into consideration
women’s disadvantages, if any, in education, access to
credit, land tenure, lack of experience in NQI, difficulties
in connecting to the markets, etc.?
• How can the project facilitate the establishment of
women’s sustainable local enterprises?
• Does the project design ensure that information and
training on QI targets both women and men?
• Is there room for women and men to functionally
upgrade their traditional roles, for example, in export,
marketing, new forms of organization in cooperatives or
self-help groups? In which activities can women’s
leadership be promoted and how?
• Does the project design include women’s empowerment
indicators (e.g. increased income for women)?
• Have both women’s and men’s views, concerns and
expectations been taken into account?
• Doestheprojectalsoincludewomen-ownedormanaged
small and medium-sized enterprises? If not, why?
• Is there room for promoting awareness by, for example,
mobilizing women’s groups and social compacts?

ANNEX VII. TERMS OF REFERENCE
(a) Terms of reference for gender analysis/project gender strategy
Depending on the project scope—objectives, resources and time—the opportunity for an overall project gender strategy
will have to be assessed. If the room for GEEW action is limited or if GEEW objectives concentrate on a specific technical assis-
tance area, i.e. value-chain analysis, the requirement of a gender analysis may be sufficient. However, developing a gender
strategy is vital for large-scale projects and programmes for overall coherence and monitoring. The core element of a gender
strategy is the GEEW plan.
TERMS OF REFERENCE FOR GENDER ANALYSIS
1. Gender analysis needs to be conducted in relation to gender equality in terms of rights, access to resources and
voice.
2. Carry out a general assessment of the country’s or region’s level of development in terms of gender equality.
3. Based on the project’s rationale and objectives, design appropriate GEEW activities and indicators.
4. Identify local GEEW official institutions, activities and advocacy groups and potential partnerships or linkages.
5. Analyse the project’s logical framework (outcomes, outputs and activities) for potential GEEW issues and define the
corresponding gender interests and rationale for GEEW intervention.
6. Develop activities to address the identified GEEW issues and define the means for their implementation.
7. Define GEEW indicators for corresponding activities or overall action.
8. Identify risks and state assumptions for the achievement of GEEW indicators.
TERMS OF REFERENCE FOR PROJECT GENDER STRATEGY
GENDER STRATEGY
1. Carry out a general assessment of the country’s or region’s level of development in terms of gender equality.
2. Based on the project’s rationale and objectives, design appropriate GEEW activities and indicators for technical
assistance and project management.
3. Identify local GEEW official institutions, activities and advocacy groups and potential partnerships or linkages.
4. Identify risks and state assumptions for the achievement of GEEW indicators.
5. Draft the project’s GEEW plan as outlined below.

GEEW PLAN
I. TECHNICAL ASSISTANCE
1. Analyse the project’s logical framework (outcomes, outputs and activities) for potential GEEW issues and define the
corresponding gender interests and rationale for GEEW intervention.
2. Develop activities to address the identified GEEW issues and define the means for their implementation.
3. Define GEEW indicators for corresponding activities or overall action.
4. Assign roles and responsibilities for each activity.
5. Allocate resources.
II. PROJECT MANAGEMENT
1. Adapt the project management guidelines to the requirements of the project.
2. State intended actions for each activity.
3. Assign roles and responsibilities.
4. Indicate whether activities will be carried out with regular project management resources/staff or if additional
resources will be required.
EXAMPLE OF A GENDER STRATEGY (OUTLINE)
PROJECT GENDER STRATEGY
I. GENERAL GENDER EQUALITY ANALYSIS/INDICATORS
Macro data from the initial assessment of the gender situation, including impact on economic development and trade. Data
should include at least one indicator for each dimension of gender equality:
• RESOURCES: Labour force participation/female entrepreneurship rate, wage equality, school enrolment ratio, early
marriage, fertility rate, gender-based violence …
• RIGHTS: Access to land/credit/property, inheritance rights, provision for maternity/paternity leaves, legal quotas/gender
balance objectives …
• VOICE: Seats in parliament/on boards of listed companies, ratio of women to men at ministerial level …
II. OUTLINE OF PROJECT SCOPE
Summary of project scope: budget and duration, technical intervention areas and activities.
III. TCB GENDER STRATEGY
Statement of the TCB gender strategy.
IV. PROJECT GEEW PLAN
Project GEEW plan in two tables: technical activities and project management, as detailed in terms of reference – see below for
examples.
V. RISK MANAGEMENT
Risk assessment and mitigating measures for GEEW plan. This section needs to include implementation assumptions.

EXAMPLE OF A GEEW PLAN: TECHNICAL ACTIVITIES (EXTRACT)
ACTIVITIES
GEEW ISSUES/
INTEREST GEEW ACTIVITIES MEANS
GEEW
INDICATORS RESPONSIBILITY
OUTCOME 1. THE PROMULGATION OF A NATIONAL QUALITY POLICY (NQP) AND IMPROVEMENTS IN ENSUING LEGISLATION
ON THE NQI
OUTPUT 1.1.
Preparation of a
Green Paper on the
legal framework for
an overarching,
systematic, coher-
ent, efficient and
sustainable NQP
and NQI.
Institutional
dialogue
Because their
capacity to react to
changes is differ-
ent, men and
women are not
impacted in the
same way by
policy choices.
Gender
equality will
not be
achieved in
practice unless
equality under
the law is
guaranteed
[RIGHTS]
Include a plan for
the mandatory
inclusion in the
Green Paper of
provision for
women to serve on
technical and certi-
fication commit-
tees and for the
general integration
of GEEW networks
within the NQI
Desk review
Local consultations
UNIDO TCB gender
focal point
Percentage
increase in the
number of women
on technical com-
mittees and certifi-
cation committees
Technical expert
responsible for
drafting the Green
Paper
Incorporate miti-
gating measures
for most vulnerable
groups, including
small-scale female
producers and
entrepreneurs
within quarantine
control or crisis
handling
procedures
Number of mea-
sures for mitigating
impact of policy
and policy deci-
sions on women
Technical expert
responsible for
drafting the Green
Paper

EXAMPLE OF A GEEW PLAN: PROJECT MANAGEMENT ACTIVITIES (EXTRACT)
FOCUS COMPONENTS ACTIVITIES RESPONSIBILITY RESOURCES
1. Gender analysis 1.1 Sex-disaggregated
data and gender
information
Sources of gender data will be identi-
fied during the inception phase
Gender expert GEEW budget
Baseline and market surveys will
include gender information
Market survey
experts
Regular – include in
TOR of surveys
Data relative to GEEW indicators will
be collected by technical staff
throughout project implementation
Chief Technical
Advisor (CTA)
Regular
1.2 Analysis at all
programme cycle
stages
Review of all technical activities to
include a gender dimension in all
terms of reference
Gender expert Regular
Review of all technical activities to
ensure that all meetings, working
groups, training and study tours are
designed in such a way that women
and men can participate equally
Technical experts Regular
More specifically, include women in
awareness-raising and communica-
tion activities
CTA Regular
1.3 Gender- sensitive
budget analysis
Estimate the share of resources allo-
cated for GEEW activities and report
to Steering Committee gender focal
point
Project manager —

(b) Job description for gender expert for project formulation
UNITED NATIONS INDUSTRIAL DEVELOPMENT ORGANIZATION
TERMS OF REFERENCE FOR PERSONNEL UNDER INDIVIDUAL SERVICE AGREEMENT (ISA)
Title: Gender Expert for Project Formulationa
Main duty station and location:
Mission/s to:
Start of contract (EOD):
End of contract (COB):
Number of working days:
ORGANIZATIONAL CONTEXT
UNIDO is a specialized agency of the United Nations that promotes industrial development for poverty reduction, inclusive
globalization and environmental sustainability. The Organization pursues the programmatic goals of gender equality and the
empowerment of women both collectively within the United Nations system and individually with its mandate to advance
the well-being of women and men in all countries through inclusive and sustainable industrial development. UNIDO is com-
mitted to integrating a gender perspective in all its policies, programmes, projects and organizational practices.
PROJECT CONTEXT
Briefly provide the context of the project.
a
As a first step to identifying gender experts, contact the following: UNIDO human resources and gender team; United Nations agencies or NGOs
focused on women, women’s groups or associations in the region of intervention.

DUTIES
During the assignment, the gender expert is expected to undertake a gender analysis in order to effectively mainstream
gender into the design and formulation of the project. Specifically, under the direct supervision and guidance of the project
manager and in close collaboration with industry/sector experts, the gender expert will assume the tasks shown in the
table below.
Duties
Concrete/measurable
outputs
Expected
duration
Location
• Review relevant UNIDO documents on the requirements for
gender mainstreaming, including UNIDO’s Policy on Gender
Equality and the Empowerment of Women (2009) and UNIDO’s
Guide on Gender Mainstreaming TCB Projects (2015).
• Conduct a detailed gender analysis as indicated in UNIDO’s Guide
on Gender Mainstreaming TCB Projects, particularly emphasizing
gender-based division of labour, control of resources and
technologies, women’s and men’s needs and preferences, and
opportunities for and constraints on women’s participation.
• In-depth gender analysis
is conducted
10+ days Field-based
• Assess and identify potential gender-differentiated impacts of the
project.
• Impacts and risks are
identified
• Collect sex-disaggregated baseline data that could be used to
monitor potential gender impacts.
• Baseline is established
• Identify government agencies, NGOs, community-based
organizations and women’s associations or groups whose work
focuses on gender and industrial development/quality
infrastructure generating information that can be of use during
project preparation and implementation. Assess their capacity.
• Relevant government
agencies, NGOs,
community-based
organizations and
women’s associations or
groups in-country are
identified and consulted
• Based on gender analysis, develop a plan of action that identifies
opportunities and entry points for mainstreaming gender into the
project. The plan of action for gender mainstreaming should mirror
the project’s logical framework and include the development of
gender-specific project components, gender-responsive targets
and indicators, timelines, assigned responsibilities and
implementation arrangements.
• Provide cost estimates for the implementation of the plan of action
for gender mainstreaming.
• Plan of action for gender
mainstreaming is
developed and costs for
implementation are
estimated
5 days Home-based
• Integrate relevant gender components from the plan of action for
gender mainstreaming in the project document, including cost
estimates for its implementation.
• Project document is
gender-mainstreamed
• Prepare terms of reference for gender specialist to implement the
gender-responsive components of the project.
• ToR for gender specialist
for project
implementation is
finalized

REQUIRED COMPETENCIES
Core values
1. Integrity
2. Professionalism
3. Respect for diversity
Core competencies
1. Results orientation and
accountability
2. Planning and organizing
3. Team orientation
Managerial competencies
(as applicable)
1. Strategy and direction
2. Judgement and decision-making
MINIMUM ORGANIZATIONAL REQUIREMENTS
Education
The gender expert should have a postgraduate university degree in social or natural sciences or other relevant discipline,
preferably with a specialization in gender, project cycle management and/or trade capacity-building/quality infrastructure.
Technical and functional experience
The gender expert should have:
• A minimum of five years practical experience in the field of gender equality and gender mainstreaming;
• Formal training in gender analysis and gender planning and demonstrated expertise in mainstreaming gender in projects
and programmes, especially in trade capacity-building/quality infrastructure;
• Thorough understanding of the gender context in [country name], and experience working with government institutions
and international or non-governmental organizations supporting gender and development work in trade capacity-
building/quality infrastructure;
• Familiarity with gender analysis tools and methodologies in trade capacity-building;
• Strong communication skills and ability to liaise with various stakeholders, including government officials.
Languages
Fluency in written and spoken English is required.
Local language would be an asset.

(c) Job description for gender expert for project implementation
UNITED NATIONS INDUSTRIAL DEVELOPMENT ORGANIZATION
TERMS OF REFERENCE FOR PERSONNEL UNDER INDIVIDUAL SERVICE AGREEMENT (ISA)
Title: Gender Expert for Project Implementationa
Main duty station and location:
Mission/s to:
Start of contract (EOD):
End of contract (COB):
Number of working days:
ORGANIZATIONAL CONTEXT
UNIDO is a specialized agency of the United Nations that promotes industrial development for poverty reduction, inclusive
globalization and environmental sustainability. The Organization pursues the programmatic goals of gender equality and the
empowerment of women both collectively within the United Nations system and individually with its mandate to advance
the well-being of women and men in all countries through inclusive and sustainable industrial development. UNIDO is com-
mitted to integrating a gender perspective in all its policies, programmes, projects and organizational practices.
PROJECT CONTEXT
Briefly provide the context of the project.

DUTIES
During the assignment, the gender expert is expected to act as the main focal point for all gender-related activities in the
project. Specifically, under the direct supervision and guidance of the project manager and in close collaboration with indus-
try/sector experts, the gender expert will assume the tasks shown in the table below as guided by the gender analysis con-
ducted as well as by UNIDO’s Guide on Gender Mainstreaming TCB Projects (2015) and, where necessary, adjust project
components to ensure full gender-responsiveness.
Duties Concrete/measurable outputs
• If not already done, collect sex-disaggregated baseline data that will be used to
monitor gender impacts.
• Baseline established
• Assess the gender“awareness”and“sensitivity’’of project beneficiaries and
stakeholders.
• Assessment of gender awareness/sensitivity of
project stakeholders is undertaken
• Conduct gender-sensitization training for project staff at all levels and maintain the
desired level of gender awareness.
• Gender-sensitization training is conducted
• Assist in the recruitment of project staff to ensure gender equality in recruitment
and a gender focus in staff competencies to support implementation of gender
activities.
• Gender-sensitive ToRs, including gender-related
competencies, are created and used.
• Conduct regular site visits to monitor implementation of gender activities, collect
sex-disaggregated data on gender-responsive targets and indicators and prepare
corresponding progress reports.
• Site visits are conducted and data is collected on
a regular basis. Gender results are systematically
monitored and regularly reported
• Identify any unanticipated risks and/or negative gender impacts. Adjust and/or
develop project activities to mitigate these issues as needed.
• Unanticipated risks and/or negative gender
impacts, if any, are identified and addressed
• Engage and provide necessary support to the relevant government agencies, NGOs,
community-based organizations and women’s associations or groups whose work
focuses on gender and quality infrastructure in order to facilitate collaboration and
enhance gender results of project implementation.
• Relevant government agencies, NGOs,
community-based organizations and women’s
associations or groups in-country are identified
and regularly consulted throughout the project

REQUIRED COMPETENCIES
Core values
1. Integrity
2. Professionalism
3. Respect for diversity
Core competencies
1. Results orientation and
accountability
2. Planning and organizing
3. Team orientation
Managerial competencies
(as applicable)
1. Strategy and direction
2. Judgement and decision-making
MINIMUM ORGANIZATIONAL REQUIREMENTS
Education
The gender expert should have a postgraduate university degree in social or natural sciences or other relevant discipline,
preferably with a specialization in gender, project cycle management and/or trade capacity-building/quality infrastructure.
Technical and functional experience
The gender expert should have:
• A minimum of five years practical experience in the field of gender equality and gender mainstreaming;
• Formal training in gender analysis and gender planning and demonstrated expertise in mainstreaming gender in projects
and programmes, especially in trade capacity-building/quality infrastructure;
• Thorough understanding of the gender context in [country name] and experience working with government institutions
and international or non-governmental organizations supporting gender and industrial development/quality infrastruc-
ture work;
• Familiarity with gender analysis tools and methodologies relating to quality infrastructure;
• Strong communication skills and ability to liaise with various stakeholders, including government officials.
Languages
Fluency in written and spoken English is required.
Local language would be an asset.

ANNEX VIII. UNIDO EVALUATION GROUP GUIDE FOR INTEGRATING
GENDER INTO EVALUATIONS OF UNIDO PROJECTS
AND PROGRAMMES
Introduction
Gender equality is internationally recognized as a goal of development and is fundamental to sustainable growth and pov-
erty reduction. The UNIDO Policy on Gender Equality and the Empowerment of Womena
provides the overall guidelines for
establishing a gender mainstreaming strategy and action plans to guide the process of addressing gender issues in the
Organization’s industrial development interventions.b
According to the UNIDO Policy on gender equality and the empowerment of women:
Gender equality refers to the equal rights, responsibilities and opportunities of women and men and girls and boys.
Equality does not suggest that women and men become“the same”, but that women’s and men’s rights, responsibilities
and opportunities do not depend on whether they are born male or female. Gender equality implies that the interests,
needs and priorities of both women and men are taken into consideration, recognizing the diversity of different groups
of women and men. It is therefore not a“women’s issue”. On the contrary, it concerns and should fully engage both men
and women and is a precondition for, and an indicator of sustainable people-centred development.
Empowerment of women signifies women gaining power and control over their own lives. It involves awareness-raising,
building of self-confidence, expansion of choices, increased access to and control over resources and actions to trans-
form the structures and institutions that reinforce and perpetuate gender discrimination and inequality.
Gender parity signifies equal numbers of men and women at all levels of an institution or organization, particularly at
senior and decision-making levels.
UNIDO projects/programmes can be divided into two categories: (a) Those where promotion of gender equality is one of the
key aspects of the project/programme; and (b) Those where there is limited or no attempted integration of gender.
The Guide at handa
proposes key issues for evaluation managers and evaluators to consider when incorporating gender
issues in UNIDO evaluations of both categories. Evaluation managers/evaluators should select relevant questions depending
on the type of interventions.
a
UNIDO Policy on gender equality and the empowerment of women: UNIDO/DGB(M).110 (April 2009) and UNIDO/DGB(M).110/Add.1 (May 2010).
b
- United Nations Evaluation Group (2009). Integrating Human Rights and Gender Equality Perspectives in Evaluations in the United Nations system.
NewYork. Available at: http://www.uneval.org/document/download/1735.
- Canadian International Development Agency (2008). How to Perform Evaluations—Gender Equality. Quebec. Available at: http://www.oecd.org/
derec/canada/35135244.pdf.
- International Labour Organization (2014). Integrating Gender Equality in Monitoring and Evaluation of Projects. Geneva. Available at: http://www.
ilo.org/wcmsp5/groups/public/@ed_mas/@eval/documents/publication/wcms_165986.pdf.
- UNESCO (1997). Checklist for the Integration of Gender Equality Issues in the Evaluation of UNESCO’s Programmes. Paris. Available at: http://portal.
unesco.org/es/files/11488/10649053119Gender_Lens_-_Evaluations.doc/Gender+Lens+-+Evaluations.doc.

Gender-responsive evaluation questions
The questions below will help evaluation managers/evaluators to mainstream gender issues in their evaluations.
1. Design
• Is the project/programme in line with UNIDOc
and national policies on gender equality and the empowerment of
women?
• Were gender issues identified at the design stage?
• Did the project/programme design adequately consider the gender dimensions in its interventions? If so, how?
• Were adequate resources (e.g. funds, staff time, methodology, experts) allocated to address gender concerns?
• To what extent were the needs and priorities of women, girls, boys and men reflected in the design?
• Was a gender analysis included in a baseline study or needs assessment (if any)?
• If the project/programme is people-centred, were target beneficiaries clearly identified and disaggregated by sex,
age, race, ethnicity and socio-economic group?
• If the project/programme promotes gender equality and/or women’s empowerment, was gender equality reflected
in its objective/s? To what extent are output/outcome indicators gender-disaggregated?
2. Implementation management
• Did project monitoring and self-evaluation collect and analyse gender-disaggregated data? Were decisions and
recommendations based on the analyses? If so, how?
• Were gender concerns reflected in the criteria to select beneficiaries? If so, how?
• How gender-balanced was the composition of the project management team, the Steering Committee, experts and
consultants and the beneficiaries?
• If the project/programme promotes gender equality and/or women’s empowerment, did the project/programme
monitor, assess and report on its gender-related objective/s?
3. Results
• Have women and men benefited equally from the project’s interventions? Do the results affect women and men
differently? If so, why and how? How are the results likely to affect gender relations (e.g. division of labour,
decision-making authority)?
• In the case of a project/programme with gender-related objective/s, to what extent has the project/programme
achieved the objective/s? To what extent has the project/programme reduced gender disparities and enhanced
women’s empowerment?
• How have the gender-related results contributed to the overall results of the project/programme?
• To what extent were the project’s/programme’s stakeholders aware of the project’s/programme’s gender-related
objectives or interventions (if any)?To what extent are female and male stakeholders satisfied with the gender-related
results?
• To what extent are the gender equality-related results likely to endure after project/programme completion?
c
Once the gender mainstreaming strategy and action plans to guide the process of addressing gender issues in industrial development interventions
are developed, the project/programme should align to the strategy or action plans.

Gender mainstreaming evaluations
Gender issues should be considered in all steps of the evaluation process. Evaluation managers and evaluators are encour-
aged to use the following checklists for mainstreaming gender in UNIDO evaluations.
1. Preparing terms of reference (ToR)
• Gender issues should be mainstreamed in the ToR (e.g. scope, stakeholder involvement, team members, accountabil-
ities, responsibilities, deliverables).
• The ToR includes specific questions for gender assessments.
• Responsibilities for assessing gender results are clearly designated.
2. Recruiting consultants
• The evaluation team leader has the capacity to integrate gender concerns into evaluation findings, conclusions and
recommendations.
• Evaluation team members have sufficient gender expertise and/or a gender specialist is included in the team.d
If not,
the evaluation team should receive a proper briefing on relevant gender issues to be addressed in the evaluation.
• The evaluation team is gender-balanced.
3. Conducting the evaluation (e.g. surveying, data collection, interviewing in the field, analysis)
• Tools, methods and gender equality indicators are identified and used to collect and analyse gender-disaggregated
data and information (from both the desk review and field visit).
• The interviewing sample is representative of target groups (e.g. sex, age, ethnicity, race and socio-economic groups).
• Appropriate time and resources are allocated to assess gender equality results.
4. Report writing (recommendations and lessons learned)
• Gender equality-related results are presented with evidence.
• Factors contributing to (or hindering) the achievement of gender equality results are identified (from design, actual
implementation and management).
• Answers for specific gender questions raised in the ToR are provided.
• Recommendations/lessons to improve project/programme performance on gender are included in the evaluation
report, if appropriate.
d
Experience from other organizations indicates that the assessment of gender equality brings an additional dimension to traditional evaluation and
requires additional time and resources.

ANNEX IX. GENDER GLOSSARY
Genderanalysis: is the collection and analysis of sex-disaggregated information. Men and women both perform different roles.
This leads to women and men having different experience, knowledge, skills and needs. Gender analysis explores these dif-
ferences so policies, programmes and projects can identify and meet the different needs of men and women. Gender analysis
also facilitates the strategic use of distinct knowledge and skills possessed by women and men.
Genderaudits:are institutional gender analysis and assessment tools that help to scan the extent to which gender equality has
been integrated into institutions, policies, or programmes. There are a wide variety of gender auditing tools that address dif-
ferent issues, including financial audits, general organizational assessments and international policy analysis. The overarching
aim of most auditing tools is to hold institutions and governments to account regarding gender integration.
Gender blindness: the failure to recognize that gender is an essential determinant of social outcomes impacting on projects
and policies. A gender-blind approach assumes gender is not an influencing factor in projects, programmes or policy. Thus,
gender-neutral approaches often run the risk of reinforcing existing gender-based discrimination or responding to male
priorities, especially in societies where the power and decision-making is predominately in the hands of men.
Gender competence: is the knowledge and the ability to recognize gender blindness and to deal with ensuring that discrimi-
natory structures are changed and new and diverse development opportunities are opened to all genders. Moreover, gender
competence includes knowledge about gender policies, strategies, and approaches as well as the tools and use of gender.
mainstreaming.
Gender equality: refers to the equal rights, responsibilities and opportunities of women and men and girls and boys. Gender
equality implies that the interests, needs and priorities of both women and men are taken into consideration, recognizing the
diversity of different groups of women and men. Gender equality is not a women’s issue but should concern and fully engage
men as well as women. Equality between women and men is seen both as a human rights issue and as a precondition for,
and indicator of, sustainable people-centered development.a
Gender equity: is the process of being fair to men and women, boys and girls. It refers to differential treatment that is fair and
positively addresses a bias or disadvantage that is due to gender roles or norms or differences between the sexes. It is about
the fair and just treatment of both sexes that takes into account the different needs of the men and women, cultural barriers
and (past) discrimination of the specific group.
Gender mainstreaming: is a globally accepted strategy for promoting gender equality. Mainstreaming involves ensuring that
gender perspectives and attention to the goal of gender equality are central to all activities. Mainstreaming a gender perspec-
tive is the process of assessing the implications for women and men of any planned action, including legislation, policies or
programs, in any area and at all levels. It is a strategy for making the concerns and experiences of women as well as of men an
integral part of the design, implementation, monitoring and evaluation of policies and programmes in all political, economic
and societal spheres, so that women and men benefit equally, and inequality is not perpetuated. The ultimate goal of main-
streaming is to achieve gender equality.b
a
The Office of the Special Adviser to the Secretary-General on Gender Issues and Advancement of Women (UN OSAGI).
b
United Nations Economic and Social Council (ECOSOC) (1997).

Gender neutral: gender is not considered relevant to development outcomes. Gender norms, roles and relations are not
affected (worsened or improved).
Gender-responsiveresults: are changes that respond to the inequities in the lives of men or women within a given social setting
and aim to remedy these inequities.
Gender-sensitive: considers gender norms, roles and relations but does not address inequality generated by unequal norms,
roles or relations. While it indicates gender awareness, no remedial action is developed.
Gender-specific: considers gender norms, roles and relations for women and men and how they affect access to and control
over resources, and considers men and women’s specific needs. It intentionally targets and benefits a specific group of
women or men to achieve certain policy or programme goals or meet certain needs.
Sex-disaggregated data: is data that is collected and presented separately on men and women. Sex describes the biological
and physiological differences that distinguish males, females and intersex.
Women’sempowerment: is about the process by which women who have been denied the ability to make strategic life choices
acquire such an ability. The ability to exercise choice incorporates three interrelated dimensions: resources (defined broadly
to include not only access, but also future claims, to both material and human and social resources); agency (including pro-
cesses of decision-making as well as less measurable manifestations of agency such as negotiations); and achievements
(well-being outcomes).c
Women’s economic empowerment: a woman is economically empowered when she has both the ability to succeed and
advance economically and the power to make and act on economic decisions. To succeed and advance economically,
women need the skills and resources to compete in markets, as well as fair and equal access to economic institutions.To have
the power and agency to benefit from economic activities, women need to have the ability to make and act on decisions and
control resources and profits.d
c
Kabeer, N. (1999). Resources, Agency, Achievements: Reflections on the measurements of Women’s Empowerment. Development and Change, 30,
435-464.
d
International Center for Research on Women (2011). Understanding and Measuring Women’s Economic Empowerment. Wachington D. C. Available at:
http://www.icrw.org/sites/default/files/publications/Understanding-measuring-womens-economic-empowerment.pdf.

INCLUSIVE
SUSTAINABLE
INDUSTRIAL
DEVELOPMENT
Vienna International Centre, P.O. Box 300, 1400 Vienna, Austria
Telephone: (+43-1) 26026-0, Fax: (+43-1) 26926-69
E-mail: gender@unido.org, Internet: www.unido.org/gender
V.14-08265—February 2015

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