Basic concept

1,221 views

Published on

Published in: Technology
1 Comment
3 Likes
Statistics
Notes
No Downloads
Views
Total views
1,221
On SlideShare
0
From Embeds
0
Number of Embeds
1
Actions
Shares
0
Downloads
0
Comments
1
Likes
3
Embeds 0
No embeds

No notes for slide
  • Congenital and biological
  • ManStrongBlueManagerDoer/action orientedShould not cryProne to crime and violenceWomanWeakPinkSecretary/clerkTalker/NaggerEmotionalHomemakerRighteous
  • Implementation of these Rules and Regulations includes all concerned NGAs, bodies, instrumentalities, including GOCCs, private entities, LGUs, private and state universities and colleges, and private and public schools. The equivalent units in autonomous regions shall likewise be accountable to implement these Rules and Regulations.
  • Basic concept

    1. 1. GENDER AND DEVELOPMENT What’s in it for ME? 1
    2. 2. Challenges in GAD     Need to strengthen GAD Focal Points’ leadership and accountability for gender mainstreaming Lack of appreciation of officials/employees to GAD Need for continuous training and enhancement skills on GAD Need to address turn over of staff to continue GAD initiative 2
    3. 3. REVIEW OF GAD CONCEPTS 3
    4. 4. Lets differentiate: SEX AND GENDER 4
    5. 5. Concentration – Word Association Game  Word Association. What comes to our mind when we hear the word..(fiesta, vacation, wedding, graduation, training). The answer should come at the snap of the fingers.  Then for the main exercise. What comes to our mind (in terms of roles, activity, characteristics, attributes, etc) when you hear the word WOMAN and MAN.
    6. 6. What are the roles and attributes or characteristics of men and women? Men Women 6
    7. 7. GENDER CHARACTERISTICS MEN should be the…  Construction worker  Breadwinner/Head of the Family  Hard-worker MEN have and/or are…  High Tempered  Discipline Initiator  Mascular WOMEN should be …  Manicured  The one to take care of children  One to do household chores(maglalaba, magluluto, maglilinis ng bahay)  Mahinhin   WOMEN have and/or are.… Talkative SEX CHARACTERISTICS MEN have …  Semen  Testicles WOMEN have and/or are.…  Uterus (nabubuntis)  The child-bearer  Breasts (can breastfeed)
    8. 8. GENDE R SEX    Given at birth  Male or Female Congenital and biological Permanent  Constant even in different countries  Constant even in different times “What you were born with”   Culturally and socially dictated  Masculine or Feminine Variable  Differ in societies  Differ at times “What happens afterwards” due to social and cultural conditioning 8
    9. 9. Gender… ….variable social and cultural characterization of what men and women are ….. 9
    10. 10. GENDER QUIZ  Women give birth to babies, men don’t  Little girls are gentle, boys are rough  In rural areas, women are lower than the wage for men  Women can breast-feed babies, men can bottle-feed babies 10
    11. 11.  In one study of 224 culture, there were 5 in which men did the cooking and 36 in which women did all the house building  Women are talkative men are not  Men’s voices break at puberty,women’s donot 11
    12. 12. The problem is….. Gender characterization dictates or influences what the woman or man should do and what the woman or man can be…. … it therefore dictates or influences men’s and women’s development and that of society’s …… 12
    13. 13. We can be genderinsensitive (sexist) if we ignore these differences… …as individuals …as government workers …as a local government institution 13
    14. 14.  AS WORKERS IN GOVERNMENT, WE NEED TO RECOGNIZE THAT BECAUSE OF THEIR DIFFERENT ROLES, WOMEN AND MEN HAVE DIFFERENT NEEDS TO DEVELOP THEIR POTENTIALS… 14
    15. 15. …these gender perceptions and process … Individuals Families Institutions can…develop…evolve…mature into gender-biases and issues… 15
    16. 16. How is this system/process perpetuated? Through the process of Socialization 16
    17. 17. Family … has the most influence because the formative years of every individual is almost always spent with and developed by the family. Child-rearing * Color-coding (blue for boys and pink for girls) * Gendering processes: Manipulation :(handling infants, female babies are handled more delicately than male babies ) Verbal appellation: (telling them what they are) “brave boy” or “pretty girl,” or what is expected of them: “boys don’t cry,” “girls don’t climb trees.” Activity Exposures: boys play outside the house while girls help mother with the chores in the house 17
    18. 18. Institutions: Education/School … the formal school system promotes and encourages the different gender roles between men and women.  Sex segregation system promotes role differentiation in high school, boys are taught carpentry and horticulture while girls take up cooking and childcare.  Courses that are appropriate to perceived roles and characteristics. 18
    19. 19. Institutions: Religion …. Religious teachings depicts women as martyrs, self sacrificing and conservatives …..further reinforces that “women’s place is in the home,” submission of women to men; ….Gender differentiation and inequality between man and woman is preached and conveyed in religious doctrines and symbols that implies the subordinated position of women particularly in marriage. 19
    20. 20. Social Mass Media Institutions: Institutions: Mass media … Media portray images of women which are often negative.  Ads use stereotype images to attract consumers.  Women are depicted as docile homemakers, are shown as sexy come-ons to promote liquor, cigarettes, cars, and other male-specific products. 20
    21. 21. Institutions: The State … Creates laws and policies that ensure the maintenance of the system.  Instrumental in passing laws that are discriminatory to women. Ex: the Revised Penal Code and the New Family Code has several provisions that tilt more in favor of men as in - property relations - decisions 21
    22. 22. What are gender issues and biases? 22
    23. 23. These are gender beliefs,ideas, attitudes and behavior, systems, processes, conditions and situations that BLOCK an individual's (man or woman) attainment of full potentials (or a satisfying life) 23
    24. 24. Gender Issues Multiple burden Marginalization Subordination Stereotyping Abuse/ violence Canalization
    25. 25. MARGINALIZATION Root: Economic  Last to be hired..First to be fired…  Non-Valuation/Under Valuation of Women’s Work  Low Wages  25
    26. 26. SUBORDINATION Root Cause: Political  Higher Status of Men…. - in the Family - in Organizations - in Society * Men’s Decision Generally Prevail * Women in the Civil Service * Women in Electoral Posistions  26
    27. 27. MULTIPLE BURDEN       Root Cause:Socio-Cultural Child Rearing Parenting Housework Occupation Multiple Roles from Mother to Wife 27
    28. 28. GENDER STEREOTYPING     Root Cause: Socio-Cultural Courses Dominated by Women: - Home economics, Service trades, Education/Teacher Courses Least Enrolled by Women: - Engineering, Planning, Architecture, Law Women-Dominated Industry/Work: - Health & Social Work, Retailing, Clerical 28
    29. 29. CANALIZATION  Language  Behavior  Customs and Traditions 29
    30. 30. VIOLENCE AGAINST WOMEN    Sexual Harassment, Rape , Prostitution Domestic Violence Realities: - 7 out of 10 victims were raped by men known to them - 60% of rape survivors were forced into early marriages or live-in arrangements with assailants 30
    31. 31. VIOLENCE AGAINST WOMEN  Realities: - 50% of incest survivors were abused when they were 11 years old - 60% of incest survivors reported that their mothers are also battered - 6 out of 10 are battered during pregnancy - 9 out of 10 battered experience marital rape 31
    32. 32. EFFECTS: Diminished Sense of Personhood Less Control over One’s Body  Low Self-Esteem  32
    33. 33. How can we address gender issues Gender and Development (GAD)
    34. 34. What is Development… 34
    35. 35. Development …is full and satisfying life for ALL…. …. a life where one is able to do and to be… 35
    36. 36. What is GAD or Gender and Development? GAD is a development perspective that recognizes that there are BLOCKS (gender biases) to development 36
    37. 37. Able to do …. productive work and have control of and benefit from the income P Able to be …. knowledgeable, skilled, confident with abilities and comfortable with achievements, independence and power. 37
    38. 38. GAD A paradigm of development that take into consideration how differently women and men participate in, benefit from, and control resources and activities in the social, economic, political and cultural sphere 38
    39. 39. WHY GAD? Because, GAD --- • Sharpens the focus of development on people • Enhances the capacities of women and men to contribute to the attainment of development goals • Reduces social inequities that stem from unequal gender relations 39
    40. 40. WHY GAD ? More importantly, a gender-responsive development is crucial in attaining GROWTH with EQUITY GROWTH, because GAD empowers women to be effective as half of the national producers of goods and services EQUITY, because it aims to provide more to those who have less according to needs 40
    41. 41. GAD is about being faithful to the principle that Fairness and equity demands that everyone in society, whether male or female, has the right to the same opportunities to achieve a full and satisfying life. Philippine Commission on Women
    42. 42. GENDER FAIR SOCIETY A society where men and women share equally in rights, benefits, responsibilities, power and decision-making 42
    43. 43. 43
    44. 44. 44
    45. 45. 45
    46. 46. 46
    47. 47. 47
    48. 48. 48
    49. 49. 49
    50. 50. 50
    51. 51. Because… “Eliminating gender inequalities leads to significant productivity gains, provides large societal benefits and enhances poverty reduction scheme” -World Bank 51
    52. 52. Constitution The State recognizes the role of women in nation building and shall promote the fundamental equality before the law of women and men (Art. II, Sec. 14)
    53. 53. 53
    54. 54. 54
    55. 55. 55
    56. 56. Beijing Platform of Action, 1995 (4th World Conference on Women Strategic actions to realize women’s advancement in 12 areas: - poverty - health - armed conflict - human rights - media - environment - education and training - violence against women - institutional mechanisms - power and decision making - economy - girl child
    57. 57. 57
    58. 58. MDGs GOAL 3: Promote gender equality and empower women GOAL 5: Improve maternal health
    59. 59. THE SIGNING & PASSAGE OF MAGNA CARTA OF WOMEN 59
    60. 60. MAGNA CARTA OF WOMEN It is a Comprehensive Women’s Human Rights law that seeks to eliminate discrimination against women by Recognizing, Protecting, Fulfilling and Promoting the Rights of Filipino Women, especially those in the Marginalized Sectors.
    61. 61.        National Government Agencies Government bodies, instrumentalities, including Government-Owned and Controlled Corporations Local Government Units Private and State Universities and Colleges Private and Public Schools Equivalent units in the autonomous regions Private entities 61
    62. 62. Where do we go from here ? A. Personal • check personal gender biases • look at everyone and deal with them as human, not as women/men, male/ human female, girls/boys •critique books of young children •examine assignment of roles at home and correct gendered patterns
    63. 63. Where do we go from here ? B. Professional •desegregate data by sex •attain balance in various positions (esp. top and decision-making positions) •stop gender discrimination in recruitment, hiring, training, promotion
    64. 64. Where do we go from here ? B. Professional • make spaces for disadvantaged men and women • treat each one as equals; demolish hierarchical social transactions • adopt a GAD plan of action (review content of training programs; develop tools, conduct GRP, participate in inter-agency activities on GAD, etc.)
    65. 65. May the Filipino Women and the future generations reap our efforts for

    ×