GENDER AUDIT QUESTIONNAIRE

I.DEMOGRAPHICS
Instructions: Please provide the necessary information needed in this questionnaire by putting a
check (/) mark on the appropriate space.
1. Name:_______________________________________________________
2. Age:
________21-30 _______51-60
________31-40 _______61 and above

3. Sex: ________Male _______Female

4. Civil Status:_______ Single _______Widowed

_______ Married _______ Separated

5. Position in the school: ________ Teacher I-III ________Master Teacher I-II

________ Head Teacher I-III ________Principal I-IV
________ADAS I-III
6. Years in the Service: __________0-10 ___________21-30
__________11-20 ___________ 31-40 _________41 & above
II. PROGRAMMING

A. Program Planning and Design

(This section focuses on procedures and methods used to conceptualize and design development
projects in the field.)
Directions: Read through the questions and think about how our school is doing the activity. Check
the corresponding column of your answer.
1- not at all 4 – To a great extent
2- To limited extent 5 – To the fullest extent
3 – To a moderate extent
1 2 3 4 5
1. The gender equity goals and objectives included in the program/project
designs
2. For each program/project, there is a needs assessment, including an
analysis of gender roles and responsibilities in the targeted clienteles
3. The best practices in gender mainstreaming in programming
incorporated in subsequent program/project design
4. The gender questions or criterion included in your program/project
proposal approval process
5. Your organization use participatory methods to incorporate the views and
preferences of both male and female c members in project
design
B. Program Implementation
(This section focuses on how development projects actually operate in the field.)
1 2 3 4 5
1. The implementation plan for your organization’s programs/projects
include activities that strengthen skills and provide women with equal
access to services and trainings
2. The implementation plan for your organization’s programs/projects
include activities that strengthen skills and provide men with equal access
to services and trainings
3. The project implementation strategies and plans take into account
existing gender roles and interests of both male and female participants
4. Female beneficiaries of our school’s programs/projects value and see our
programs/projects as beneficial to their lives
5. Male beneficiaries of our school’s programs/projects value and see our
programs/projects as beneficial to their lives
6. Our school has developed the capacity to recognize and handle
organizational resistance to addressing gender issues in our
programs/projects
7. Obstacles to incorporating gender analysis in planning,
implementation and evaluation:
a. lack of staff training on gender
b. lack of gender analysis tools
c. low organizational priority for gender issues

C. Technical Expertise
(This section focuses on the level of your organization’s staff expertise in gender analysis and
evaluation.)
1 2 3 4 5
1. Staff have the necessary knowledge, skills and attitudes to carry out
their work with gender awareness
2. The members of your school received training in gender planning
and analysis
3. Program/project planning, monitoring and evaluation and advisory teams
in our organization consist of members who are gender sensitive and
include at least one person with specific expertise and skills on gender
issues

D. Monitoring and Evaluation

(This section focuses on the extent to which disaggregated data and information in incorporated in
the monitoring and evaluation of your organization’s development projects and on program
outcomes.)
1 2 3 4 5
1. Gender disaggregated data are collected for projects and programs
2. The gender impact of projects and programs is monitored and evaluated
3. The school has sectoral specific indicators that include a
gender dimension
4. Female beneficiaries of my organization’s programs/projects value and
see our programs/projects as beneficial to their lives
5. Male beneficiaries of my organization’s programs/projects value and see
our programs/projects as beneficial to their lives
6. Our school has developed the capacity to recognize and handle
organizational resistance to addressing gender issues in our
programs/projects
7. Our school programs/projects collect gender-disaggregated date on the
following areas:
7.a.Personnel:
7a.1. Access to resources
7a. 2. Access to trainings
7a. 3.Access to health and other services
7a.4. Participation in decision making
7.b.Students
7.b.1. Access to resources
7.b.2. Access to trainings
7.c.3. Access to health and other services
7.d.4. Participation in decision making

8. Our school’s programs/projects contribute to increased gender equality in

the following areas:
8.a.Personnel
8. a.1. Access to resources
8.a.2. Access to trainings and development programs
8.a.3.Access to health and other services
8.a.4. Participation in decision making
8.a.5. Promotion
8.B.Students
8.b.1. Access to resources
8.b.2. Access trainings
8.b.3. Access to health and other services
8.b.4. Participation in decision making
8.b.5. Performance Indicators
8.b.5. 1. Promotion Rate
8.b.5.2. Drop-out Rate
8.b.5.3 Cohort-Survival Rate
8.b.5. 4. Participation Rate
8.b.5.5. Failure Rate
8.b.5.6. Graduation Rate
8.b.6. Child Protection
8.b.6.1. Cases of Abuses
8.b.6.2. Cases of Bullying

E. Partner Organizations
(This section focuses on the extent of integration of GAD policies and activities to partner
organizations.)
1 2 3 4 5
1. Gender policy is included in agreements outlining your school’s
relationship with partner organizations and other stakeholders
2. Your school provide GAD training/orientation to partner organizations or
other stakeholders

III. ORGANIZATION
Directions: Read through the questions and think about how our school is doing the activity. Check
the corresponding column of your answer.
1- not at all 4 – To a great extent
2- To limited extent 5 – To the fullest extent
3 – To a moderate extent
A. Gender Policy
(This section focuses on the nature and quality of your school’s gender policy)
1 2 3 4 5
1. Your school has a written gender policy that affirms commitment to
gender equality
2. Your school’s gender policy has operational plan that includes clear
allocation of responsibilities and time for monitoring and evaluation
3. Gender equality is taken into account during strategic planning for your
school activities
4. Everyone in the school feels ownership over the gender policy

B. Advocacy, Public Relations and Communication

(This section focuses on the quality and gender sensitivity of your school’s publications and advocacy
campaigns)
1 2 3 4 5
1. Advocacy campaigns and initiatives are planned and informed by gender
equality perspective
2. Gender perspective is reflected in your publications ex. Newspapers,
brochures
3. Your school publications and communications use gender-fair
language

C. Organizational Culture
(This section focuses on the level of gender sensitivity of the culture of your school)
1 2 3 4 5
1. Your school encourages gender-sensitive behavior for example in
terms of language used, jokes and comments made
2. Your school reinforces gender-sensitive behavior and procedures to
reduce and prevent sexual harassment
3. Your gender issues are taken seriously and discussed openly by men and
women in your organization?
4. There is a gap between how men and women in your school view gender
issues
5. Women in the school think that the school is women friendly
6. Men in the school think that the school is women friendly
D. Financial Resources
(This section focusses on the level of the school’s resources budgeted for gender equity)
1. Your MOOE is adequately used for gender and development
1- 2% and below 4 – 5.1% to 6%
2- 2.1% to 4.99% 5 – More than 6%
3 – At least 5%
2. Your other school budgets (PS, Capital Outlay, Canteen) are adequately
attributed to gender and Development.
1- 2% and below 4 – 5.1% to 6%
2- 2.1% to 4.99% 5 – More than 6%
3 – At least 5%