bangladesh: the chandpur irrigation project. effects on production and employment patterns in...
TRANSCRIPT
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BANGLADESH: THE CHANDPUR IRRIGATION
PROJECT
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Effects on production and employment patterns in project
area• How project affects gender division of labor
by class?
• How project affects men’s and women’s access/control over resources?
• Unforeseen and unplanned consequences?
• How could unforeseen consequences been accounted for in the project design?
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Activities analysis
• By gender and class
• Access and control
• Benefits
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Project outcomes
• Could you predict?
• Why or why not?
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Suggestions for project redesign
• actual content of project, e.g., irrigation canals, technical assistance, new crops
• methods and processes used for introducing new technologies
• more careful understanding of local economic and social structure
• relate to secondary and tertiary project outcomes
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INDIA: ACCESS TO SCHOOLING IN AMBAKACH
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Questions
• What factors influence children’s attendance in school. Any gender differences?
• How are these related to the work their parents do?
• How do the nonformal and incentives programs increase access to education?– differences for boys and girls?
– why?
• What suggestions to improve incentives program?
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Evaluating the impact of the two programs
• What are the differences of the programs?
• What are the sex ratios of attendees?
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Nonformal programs--Hema
• Addresses misfit between formal education and poor rural children
• Time (7-9 PM)
• Student fairs
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Incentive program--Ninama
• Provided textbooks, uniforms, supplies--intended to lower direct costs
• Grain--intended to lower opportunity cost of education
• Differential grain allotments, since parents needed higher incentives for girls
• Recognition of girls’ greater contribution to household survival
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Program evaluation--1
• Total enrollments in Standards 1-4 increased 33% in 1983-84 over 1982-83. Number of girls doubled
• Total enrollment in 1984-85 increased 3%, with the jump mainly in Standard 1-2. Standard 4 increased only by 6%; Standard 3 decreased by 42%
• In 1983-84 girls accounted for 31% of total in Standard 1 and 53% by 1984-85
• Increases in Standard 2 reflect almost entirely increase in boys enrollment
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Program evaluation--2
• Girls enrollments in Standards 3 and 4 as a percentage of the whole fell
• Average monthly attendance for both boys and girls increased
• Retention rates for boys exceed those for girls; retention rates for nonrepeaters higher than for repeaters. Girls tend to be repeaters, and this compounds their ability to stay in school
• Allocations of uniforms and textbooks and supplies are biases towards boys
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INDIA: THE MAHARASHTRA EMPLOYMENT GUARANTEE
SCHEME
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Questions
• Assess the importance of gender roles as they might affect employment of the guarantee scheme?
• Any relationships between the work done through Employment Guarantee Scheme (EGS) and people’s productivity? Explain.
• What suggestions for the Minister of Planning about how to improve/change the EGS?
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How can a poverty alleviation program be better designed?
• Assets need to improve people’s lives and work conditions by gender
• How was the EGS supposed to work?
• Effectiveness of the EGS as it actually worked
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Wage Scale
• how varies by type of task assigned/performed
• gender differences
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Location of work
• Women’s double roles may limit travel
• Failure of the project to provide work within 5 km
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Work of Children
• Education, normal work roles
• Affect on school enrollment
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Labor Availability
• Men continue to work on family land
• Women seen as redundant labor & can seek work
• Does EGS take advantage of this fully? How could it?
• What about seasonality? How could the program take this into account?
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Exploitation
• What elements of EGS design and implementation lend themselves to exploitation of the workers?
• Gender differences?
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Asset creation and beneficiaries
• EGS more helpful to people or contractors?
• How could project be better designed?
• What are the gender implications of the choices among the assets to be produced?
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INDONESIA: THE P2WIK-UNDP BATIK PROJECT
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PHILIPPINES: THE ASLONG IRRIGATION PROJECT
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THAILAND: THE SARABURI DAIRY FARMING PROJECT
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Questions on gender division of labor
• How does gender division of labor affect potential success?
• Effects on access and control over resources
• What actors would you consider in assessing the financial viability of the dairy farming project?
• Are dairy cattle profitable to the women? What are constraints?
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Macro- and micro-contexts
• What factors made the greatest differences in getting the project started?
• What would have happended if some of these had not been present?
• Which were necessary for project success and which were of less consequence?
• Why?
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What is necessary for dairying to succeed?
• High producer cows (imported)
• Capital to purchase cows and support systems
• Demand for product
• Method for marketing product
• Inputs (e.g., land, labor, capital, feed, vet. services, insurance, technical, assistance)
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Financial Approach
• Costs
• Returns
• comparisons with other income sources
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Costs
• Purchase price/cow Bt 677
• Feed/cow/month 550
• insurance/cow/month 67
• transport costs/cow/month 200
• _______________________________
• Total monthly costs/cow Bt 1,494
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Returns
• one cow gives 11 to 22 kg of milk/day
• price paid/kg of good milk is Bt 6.5
• 11 kg = Bt 71.5/cow/day x 30 day
• Equals Bt 2,134/cow/month
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Returns
• Subtract costs from returns to determine profits
• Multiply by number of cows
• Add profits division through feed mill
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Compare income
• Average net cash income/agricultural household in 1986 was Bt 36,567
• Dairy income seems good