Gender and Development Orientation for Gender Responsive Schools presented for Bakakeng National High School

1. GAD Orientation for Gender
Responsive Schools
SY 2016-2017 MTOT for SHS Teachers on Common Topics
Brentwood Apartelle, Baguio City
March 31 – April 3, 2017
By:
JOVELYN PETRA T. BALANTIN, PhD
Senior Education Program Specialist
HRD- Baguio

2. Linking the sessions
• Schools should uphold
the rights of each and
everyone by being
gender responsive.
• Schools should be vessels
to minimize if not totally
eradicate discrimination
Structures and
processes
Rights of
learners and
stakeholders
Senior High
School
Rights and
responsibilities
of teachers

3. Rationale for GAD
• 5% GAD Budget,
• COA Audit
Observation Memo
(AOM)
• International :
• Convention for the Elimination of all
forms of Discrimination Against
Women (CEDAW)
• Millennium Dev. Goals (MDGs) now
Sustainable Dev. Goals (SDGs)
• National :
• PH Constitution
• Women in Dev. Act, Magna Carta of
Women
• MTDP, PPGRD, Women’s EDGE
• Gender equality
• quality, equitable, culture-
based, and complete basic
education
• Inclusive Growth,
• Good Governance
• National Development
3

4. Sustainable Development Goals
• Target 4.1. By 2030, ensure that all girls and boys complete free,
equitable and quality primary and secondary education leading
to relevant and effective learning outcomes.
• Target 4.3. By 2030, ensure equal access for all women and men to
affordable and quality technical, vocational, and tertiary education,
including university

5. Sustainable Development Goals
• Target 4.5. By 2030, eliminate gender disparities in education and
ensure equal access to all levels of education and vocational
training for the vulnerable, including persons with disabilities,
indigenous peoples and children in vulnerable situations
• Target 4.6. By 2030, ensure that all youth and a substantial
proportion of adults, both men and women, achieve literacy and
numeracy

6. Sustainable Development Goals
• Target 4.7. By 2030, ensure that all learners acquire the knowledge
and skills needed to promote sustainable development, including
among others, through education for sustainable development
and sustainable lifestyles, human rights, gender equality,
promotion of a culture of peace and non-violence, global
citizenship and appreciation of culture and of culture’s
contribution to sustainable development
• Target 4.8. Build and upgrade education facilities that are child,
disability and gender sensitive and provide safe, non-violent,
inclusive and effective learning environments for all

7. DEVELOPMENT
• The object of development is to enable everyone to attain
quality of life.
• Quality of life means that women and men have the
• capacity to do
• i.e. to be able to enjoy satisfying and productive work, live in a clean and wholesome
environment, and pursue one’s interests
• capacity to be
• to be well-nourished, knowledgeable and skilled, confident of one’s abilities and
accomplishments, among others)

9. Review of Basic Concepts
SEX
• Genitalia: Penis and
Vagina
• Categories: Male and
Female
• Chromosomes: XY and XX
• Capacity: Uterus, Child
bearing
GENDER
• Stereotypes
• Weak and strong
• Emotional and logical
• Roles
• Income earner and family
caregiver
• Father and mother
• Traits and Characteristics
• Masculine and feminine
XY and XXPenis and vagina
Emotional and logical
Male and female
Child bearing
Child rearing Husband and wife
Weak and strong
Mother and father
Masculine and Feminine

10. Sex GENDER
• Universal
• Relatively fixed
• Categorized as male or
female
• Attributes are equally
valued
• Culture-bound
• Inter-changeable/changing
• Categorized as feminine or
masculine
• Attributes are marked by
inequality
• Bio-physiological • Socio-psychological

31. What emerged
• Schools in most cases reinforce the existing
gender ideology, stereotypes, norms and
expectations.
• Schools have the potential of playing a
transformative role in changing the prevalent
notions and unequal relations. Such
transformation does not necessarily happen on its
own, and requires specific and targeted
interventions in most cases.
Gender Equality in Education: the Role of Schools (2007)

32. GENDER SENSITIVITY
• is a frame of mind
• a set of attitude
• the way we approach
whatever we do in our
intimate relationships, in our
work, in our everyday
transactions with the outside
world

33. GENDER
SENSITIVITY
- Not a war of the
sexes
- Not anti-male
- Recognition that in
practically all cultures
women have a lower
status than men.

35. What is Gender Fair Education
(GFE)
• It involves the experiences,
perceptions, and perspectives of
girls and women as well as boys
and men.
• It aims to promote the teaching
and learning of gender equity,
highlighting female experiences
as products of historical and
cultural processes.
Quezada-Reyes, Z. (2000) An Agenda for Gender-fair Education.
ZENAIDA
Strategies
Content

36. Gender in PH education
Strategic gender issues to be addressed
1. Boys are underperforming in key education indicators
compared to girls
2. Indigenous people (IP) also fall behind in enrolment data
and experience discrimination
3. Higher education degrees manifest marked gender-
segregation
4. Gender biases and stereotypes remain, and are still
embedded in the curricula, instructional methods,
materials and learning media
5. Women and girls continue to be vulnerable to sexual
harassment and violence inside schools because of the lack
of safe and gender responsive teaching-learning
environment

37. Magna Carta of Women
SEC. 13. Equal Access and Elimination of
Discrimination in Education, Scholarships, and
Training. –
• (a) The State shall ensure that gender stereotypes and
images in educational materials and curricula are
adequately and appropriately revised. Gender-sensitive
language shall be used at all times. Capacity-building on
gender and development (GAD), peace and human rights,
education for teachers, and all those involved in the
education sector shall be pursued toward this end.
Partnerships between and among players of the
education sector, including the private sector, churches,
and faith groups shall be encouraged.

38. Key GAD Concepts:
1. Shared parenting
2. Shared home management
3. Shared decision making
4. Equalized opportunities
5. Equalized Representation in Public Affairs and Enhanced Participation
6. Make Women’s Roles and Contributions Visible, Valued and Recognized
7. Ensure Non-sexist Socialization
8. Anti-Violence against women and Children

39. How can we as teachers
create gender
sensitive/responsive
SHS
classrooms/schools?

40. Develop skills
• Recognize that gender issues are rooted in cultural attitudes and
social structures that prioritize men’s needs over those of women
• Understand and recognize the link between violence prevention and
increasing gender equity
• Teach young people to engage in respectful and emotionally healthy
relationships
• Empower young people with useful knowledge, skills and understanding and
promoting positive, non-violent relationships based on equality and respect
• Create an atmosphere where violence (such as bullying) and the use of
aggression to resolve conflicts is not tolerated

43. How can you address the following gender-based
issues?
• Case 1: A grade 11 student got pregnant and expected to deliver towards
the end of the school year
• Case 2: At the middle of the school year, the school noticed an increase in
absences among the boys.
• Case 3: A girl student reported that she was harassed by her teacher. Then
another student, reported same experience but with a different teacher.
• Case 4: Data shows that the failure rate of male students is higher than
that of female students
• Case 5: Observation and assessment of posters and other classroom
materials showed gender bias and sexist messages.

44. CONSERVATIVE/
FORMAL EQUALITY
PROGRESSIVE/
SUBSTANTIVE EQUALITY

46. GAD in the Basic Educ ResearchAgenda

47. An environment free from
discrimination/violence provides a
greater guarantee in the achievement
of learning outcomes.
Maraming salamat po.