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7. Key Data and Documents

The resources in this section are the most useful resources relevant to the gender digital divide, particularly looking at the individual use of mobile and the Internet. This list includes the most influential reports from organizations and agencies who are prominent in the gender digital divide ecosystem, as well as a specific list of reports and organizations looking at the risks of ICT for women and girls. The resources also include key gender digital divide indicators, publicly available demand-side data sets, and practical research toolkits.

6. Tool 4: Gender Digital Divide Illustrative Indicators

Tool 4 is a suggested list of digital-related indicators that USAID staff and partners can use throughout the program cycle and across sectors—not just in programs that specifically target women and girls. The proposed indicators focus on mobile and Internet platforms. They are based on existing and accepted research and on indicators already in use, with awareness of the ongoing debate within the gender digital divide ecosystem. All proposed indicators and relevant data sources are derived from publicly available materials and align with the broader WEEGE illustrative indicators.

5. Tool 3: Addressing The Gender Digital Divide In Project And Activity Design

It is crucial that USAID staff and the wider development community actively work to address barriers to women’s digital inclusion in their own strategies, projects, and activities in any work that has a digital component. Tool 3 is a checklist of approaches that should be included in any activities that have digital components to promote changing social norms and closing the gender digital divide.

4. Tool 2: Closing The Gender Digital Divide To Improve USAID Sector Outcomes

Information and communication technology (ICT) can be, and has been, employed across all USAID sectors to benefit women and girls. Successfully addressing the gender digital divide would ensure that ICT can improve sector outcomes for all beneficiaries equally. Tool 2 details how ICT can be used to achieve outcomes for women and girls in each USAID sector, including descriptions of existing examples and links to suggested practical steps. Sectors highlighted include:

3. Tool 1: Gender Digital Divide Illustrative Questions

Tool 1 is a set of gender digital divide illustrative questions that can be used strategically to consider and prioritize issues related to the gender digital divide - issues that are directly related to women’s economic empowerment - when designing gender analyses with a WEEGE lens at the country, project, or activity levels.

GDD Desk Review Report

This desk review report provides an overview of the current status of the gender digital divide.

6.9.4. Tool 2: WEEGE Monitoring, Evaluation and Learning Plan Worksheet

This worksheet serves as a reference when incorporating women’s economic empowerment and gender equality into a Monitoring, Evaluation, and Learning (MEL) plan. It can help to identify areas where additional WEEGE work can be done and to coordinate efforts around WEEGE MEL. It outlines existing and new WEEGE-specific Developmental Objectives (DOs) and related Intermediate Results (IRs), sub-IRs and indicators and encourages people involved in Mission MEL planning to consider the linkages between the DO, IRs, sub-IRs, indicators and associated activities.

6.9.3. Tool 1: WEEGE Illustrative Indicators

The indicators included in the filterable WEEGE Illustrative Indicators spreadsheet can be used to measure women's economic empowerment and gender equality. To optimize use of the indicators in the WEEGE Illustrative Indicators spreadsheet, collect data for all relevant groups and disaggregate accordingly. Depending on the indicator, this may entail disaggregating data by sex, race, ethnicity, location, age, marital status, legal status or any other relevant group or category.

6.9.1. Resource 1: Current State of WEEGE Data

Overview This document outlines the opportunities and challenges that USAID staff are likely to encounter as they gather, analyze and share data related to women’s economic empowerment and gender equality (WEEGE). The last several years has seen rapid growth in relevant gender data and reporting from governmental, international and civil society organizations. There has been an increasing recognition that the economic lives of women—as consumers, customers, entrepreneurs and businesswomen—must be taken into consideration.

6.8. Collaborate, Learn and Adapt to Advance WEEGE

Collaborating, Learning and Adapting (CLA) is a critical part of MEL and provides an opportunity to advance the learning agenda for WEEGE among the agency, Missions, and implementing partners. CLA must be integrated throughout each phase of the MEL process. It ensures that decisions being made are based on data that are accurate, and enables decision-makers to alter their course of action (or planning) in a manner that best reflects current realities.

6.7. Integrate WEEGE into the PMP or MEL Plans

All the work from the aforementioned processes must be codified into a PMP or MEL plan. The PMP or MEL plan contents will vary slightly depending on how planning is carried out (select this link to ADS 201 for specific requirements), but it likely will require outlining specific goals, objectives, context and data collection plans, as well as a results framework.

6.6. Develop and Select WEEGE-Specific Indicators

Once the results framework has been established, indicators must be selected or developed that measure each DO or IR and sub-IR. Selecting indicators is a lengthy process and often entails choosing relevant foreign-assistance standard indicators (F-indicators), as well as identifying other indicators that may better measure degrees of success (or failure).

6.5. Establish WEEGE-Specific DOs, IRs and/or Sub-IRs

The next step in the WEEGE MEL process creates DOs that speak to and address the ToC. The DOs at the CDCS or RDCS level also will inform how project- and activity-level IRs, sub-IRs and indicators are selected, so it is important to dedicate time to determine what the DOs will seek to measure. The DOs should address the goals and ToC put forward by the Mission and provide clarity around how it intends to achieve those goals.

6.4. Integrate WEEGE into the Theory of Change

After a thorough understanding of the WEEGE context has been established, the next step in the process is to develop a WEEGE theory of change (ToC), also called a development hypothesis. One way to begin this process is by thinking about what things would look like in-country when WEEGE is strengthened. Statements such as, “We will know that WEEGE has been strengthened when x, y and z conditions are present,” can be helpful to think through when creating a ToC that will best describe a WEEGE landscape.

6.3. Utilize WEEGE Resources to Inform a PMP or MEL Plan

After gaining an understanding of WEEGE challenges and opportunities, the next step is to integrate that learning into a PMP (at the CDCS or RDCS level) or MEL plan (at the activity level). When initiating MEL planning, it is important to understand the broader challenges and opportunities of working with WEEGE data and designing WEEGE programming. To begin, it is important to understand a Mission’s mandate, funding, geographic areas of interest and targeted sectors.

6.2. Understanding WEEGE Opportunities and Challenges in MEL

The first step in integrating WEEGE into MEL planning begins with understanding the current WEEGE context, the availability of WEEGE data, and the interventions that have been successful, piloted or untested. Many more organizations are now collecting and analyzing WEEGE data and have identified opportunities and challenges for advancing WEEGE. Significant progress has been made, with many organizations recognizing the importance of not only integrating gender into development projects, but also measuring their impact.

6.1. Overview

This monitoring, evaluation and learning (MEL) unit is based on the United States Agency for International Development’s (USAID) Automated Directives Systems (ADS) 201 and ADS 205 (refer to Figure 1).

Unit 6: Integrating WEEGE into Monitoring, Evaluation and Learning

Unit 6 addresses how to: understand WEEGE opportunities and challenges in monitoring, evaluation and learning (MEL); utilize WEEGE resources to inform a Performance Management Plan (PMP) or MEL plan; integrate WEEGE into the theory of change; establish WEEGE-specific DOs, IRs and/or sub-IRs; develop and select WEEGE-specific indicators; integrate WEEGE into PMP or MEL plans; and collaborate, learn and adapt to advance WEEGE.

5.3.5. Tool 4: WEEGE Integration Plan Template

This Integration Plan template is an optional tool to help implementing partners develop integration plans based on the findings of a gender analysis with a WEEGE lens. It is designed to create a consistent approach across activities, to help USAID better manage WEEGE integration across portfolios. It is a place to summarize an activity's initial research findings and to provide recommendations to turn those findings into actions.

5.3.4. Tool 3: Integrating WEEGE into Implementing Partner Collaboration

USAID Agreement Officer’s Representatives or Contracting Officer’s Representatives (AOR/CORs) engage implementing partners (IPs) both formally and informally throughout activity implementation. These interactions are opportunities to reinforce and facilitate continuous integration of WEEGE and to support interventions and adaptations that ensure successful achievement of WEEGE outcomes. This tool offers suggestions on how AOR/CORs can integrate WEEGE into their collaboration with IPs.

5.3.3. Tool 2: Integrating WEEGE into Solicitations

ADS 205 includes a helpful list of questions that design teams should ask to ensure that gender is well integrated in each major solicitation section. This tool lists these questions, along with additional suggestions for including a WEEGE lens in the process of solicitation development.