Example

In CARE Bangladesh’s SII and CARE Uganda’s analysis of underlying causes of poverty, teams also visited local markets to observe:

• Its general layout,
• Types of vendors (formal vs. informal stalls) and the gender ratios occupying each, and
• The number of women in the market and their interactions with others.

To supplement observations, teams also inquired about:

• The committees that control access to and manages the marketplace and its stalls as well as their practices,
• People’s perceptions of and attitudes toward women in markets (as both shopkeepers or consumers), and
• Factors driving people’s attitudes toward women in markets

• Instructional Materials: Availability and use of textbooks, availability and use of other learning materials,
• Teaching Style: Levels of participatory teaching, levels of wait time a teacher grants students (by gender) to respond to a question, who does the teacher engage with (in speaking, eye contact, physical presence)?
  • Organization of time: The amount of time dedicated to a lesson, the division of time between lecture and interactive exercises / teacher talking vs. students talking, the amount of time students spend in their seats working,  the number of concepts introduced in a lesson?
  • Language: Language of instruction and languages used within the classroom, and what types of writing, reading and oral expression is engaged during a lesson?
• Questioning Patterns: Levels of questioning between boys and girls (in terms of literal questions, application questions and opinion/evaluation questions), how the teacher responds to incorrect questions, how different types of students engage in asking and responding to questions?
• Motivation and Evaluation: How is feedback given, does it reinforce stereotypes, does it focus on the correctness of the answer or other aspects of the answer? Does the teacher give different types of comments to boys vs. girls? Who receives more positive or more negative comments? What types of comments do teachers make?
• Management Procedures: Which students are granted more responsibilities and leadership roles?
• Physical Environment: Who sits where, where do teachers tend to pay more attention in terms of physical location and interactions, students are more active, instructional materials are available, etc? How do students work in mixed gender vs. single gender groups? How safe is the environment, what are the sexual harassment policy and procedures? How is the learning environment of the classroom in terms of ventilation, temperature, infrastructure and hygiene?
• Student Behavior: Who exhibits passive, active or resistant behavior - how does the teacher engage students behaving in these ways and is it different between boys and girls? How do boys and girls interact with each other? Is there hazing or harassment and how do students react to such treatment? How does the teacher respond? And are there differences across different types of students?