Semester Offering: January

The course aims to highlight how women’s experience and strengthening their voices are crucial part of development planning process to achieve gender equality. This course critically assesses the present planning processes as well as gender mainstreaming practices. It is essential for development practitioners both in government and non-government as well as aid agencies to be able to conduct gender analysis and develop plans and manage project cycles with gender perspective. The course aims to equip students with knowledge on how engendering of development process can happen on the ground, and practical skills in gender and development, which is necessary to work as gender specialist/ program officers in organizations and projects.


By the end of the course, student will be able to:
-     conduct gender analysis and gender planning as well as gender-responsive project cycle management
-     critically assess the current practices of gender responsive project management.
-     analyze and apply gender-responsive tools to development projects.




I.      Gender analysis in development practices
1.  Existing gender analytical frameworks (Harvard analytical framework, Moser’s framework, Logwe framework, Gender analysis matrix, Social relations framework)
2.  Empowerment, decision making and participation

II.     Gender-Responsive Development Planning
1.  Gender critique of participatory techniques
2.  Conventional development planning and gender-responsive planning
3.  Gender planning methodologies
4.  Engendering logical framework
5.  Gender indicators

III.    Gender analysis and gender planning in practice
1.  Collecting information for analysis and planning
2.  Information analysis from a gender perspective
3.  Gender planning at field level

IV.    Gender mainstreaming
1.  Mainstreaming gender in development planning/project/ organization: strategies and challenges
2.  Strategic areas of intervention: gender training
3.  Strategic areas of intervention: gender monitoring and evaluation


None but participation in field work is required.


No designated textbook, but class notes and handouts will be provided.


1.     Colebatch, H.K. (2002) Policy, Open university press
2.     Gender and Development Oxfam journal Mainstreaming: A critical review, Vol.13, No.2, July 2005.
3.     Goetz, A.M. (ed.) (1997) Getting institutions right for women in development, Zed books, 1997.
4.     Hickey, S. and G. Mohan (eds. ) (2004) Participation: From tyranny to transformation?, Zed Books.
5.     Kabeer, N. (2000) Institutions, relations and coutcomes: a framework and case studies for gender-aware planning, Zed books, 2000.
6.     Mokhopadhyay, M. and F. Wong (eds) (2007) Revisiting gender training: The making and remaking of gender knowledge – a global sourcebook, Royal tropical institute and OXFAM GB.
7.     Moser, A. (2007) Gender and indicators: Overview report, Institute of Development Studies.
8.     Moser, C. (1993) Gender Planning and Development: Theory. Practice and Training, Routledge.
9.     Rai, S.M. (ed.) (2003) Mainstreaming gender, democratizing the state?: Institutional mechanisms for the advancement of women, Manchester University Press. 
10.   UNDP (2009) A user’s guide to measuring gender-sensitive basic service delivery.
11.   UN Women (2012) Reflecting on gender equality and human rights in evaluation, Bangkok.


1.   Gender and Development (Taylor and Francis)
2.   Gender, technology and development (SAGE)
3.   World Development (Elsevier)


The course consists of lecture and discussion (29 hours), class exercise (10 hours), class presentation (6 hours), field work (4 days – equivalent to 24 hours of practicum hours). 


The course is hands-on, and relies heavily on group work, classroom exercises, field visits and presentation. Students are expected to go to the field and conduct gender analysis and design gender-responsive projects on actual situation in a Thai community. Students are also expected to design gender training modules. There is a heavy group discussion workload outside class to prepare for class exercises and field work, as well as presentations.


The final grade will be computed according to the following weight distribution:
  • Mid-semester exam 30% (content till mid-semester - open book);
  • field report 30% (group assignment – graded on discussion skills, critical analysis, coherence, fieldwork data collection skills, project design skills);
  • presentation of field work 10% (group assignment – graded on discussion skills, verbal skills);
  • gender training module 30% (graded on critical analysis, logical thinking, contextualization of knowledge).

In the exams, “A” would be awarded if a student demonstrate excellent skills and understanding on gender analysis, and able to contextualize knowledge and concepts. A “B” would be awarded if a student shows an overall understanding of topic covered in class. A “C” would be awarded if a student meets below average expectation on both understanding and analysis. A “D” would be awarded if a student does not meet basic expectation in analyzing or understanding issues covered in the course.