This document provides an overview of a Gender and Development orientation for ROTC cadets. It begins with opening remarks and then covers the background and principles of gender and development, including participation, empowerment, freedom from violence, and human rights. International conventions supporting gender equality like CEDAW and the SDGs are referenced. Guidelines for mainstreaming gender in the Philippines Armed Forces are outlined, including conducting gender sensitivity training, establishing gender focal point committees, and developing gender responsive plans and budgets. The orientation concludes with a review of specific policies regarding gender-based violence response and women, peace and security initiatives.

1. PHINMA UNIVERSITY OF ILOILO
RESERVE OFFICER TRAINING CORPS
WELCOME TO
3rd ROTC
INSTRUCTION
19 MARCH 2022

2. NATIONAL
ANTHEM

3. PRAYER

4. OPENING
REMARKS

5. Gender and
Development
Orientation/Training

6. H O U S E R U L E S
1. AVOID USING GADGETS
2. AVOID MAKING BIG MOVEMENTS
3. RAISE HANDS TO PARTICIPATE
4. REFRAIN FROM GOING TO THE COMFORT ROOM

7. SCOPE OF PRESENTATION
 BACKGROUND
 GAD HISTORICAL BACKGROUND
 DEFINE GENDER AND DEVELOPMENT
 AGADO MISSION
 RESPONSIBILITIES
 FUNCTIONS
 FUNCTIONAL OBJECTIVES
 SPECIFIC GUIDELINESS

8. Beijing Platform for
Action (1995)
12 Critical Areas of
Concern including
‘women and armed conflict’
and
‘the girl-child’
Beijing Platform for Action
1. Poverty
2. Education, training and HRD
3. Health
4. Violence against women
5. Armed conflict
6. Economy
7. Power and decision-making
8. Human rights
9. Media
10.Environment
11.Girl child
12.Institutional mechanisms
INTERNATIONAL CONVENTIONS

9. CEDAW (1979)
- International Bill of
Rights for Women
- General
Recommendation 30
(2013): on women in
conflict prevention,
conflict and post-
conflict situations
’
UN Convention on the Elimination of
Discrimination Against Women (UN-CEDAW)
 equality in all fields
 affirmative action
 protection from violence against
women
INTERNATIONAL CONVENTIONS

10. GAD BACKGROUND
INTERNATIONAL CONVENTIONS

11. INTERNATIONAL CONVENTIONS
UN-CEDAW
o They are also committed to submit national
reports, at least every four years, on measures
they have taken to comply with their treaty
obligations.
o As a signatory to the Convention, the Philippines
have been reporting regularly to the UN
committee on the Elimination of All Forms of
Discrimination Against Women.

12. INTERNATIONAL CONVENTIONS
Millennium Development Goals
1. Eradicate extreme poverty
2. Achieve universal primary education
3. Promote gender equality and empower women
4. Reduce child mortality
5. Improve maternal heath
6. Combat HIV/AIDS, malaria and other diseases
7. Ensure environment sustainability
8. A global partnership for development

13. INTERNATIONAL CONVENTIONS
WHAT IS SUSTAINABLE
DEVELOPMENT GOALS?
January 1, 2016 – Released the 17 SDGs of the
2030 Agenda for Sustainable Development
adopted by world leaders in September 2015 at a
historic UN Summit.

14. INTERNATIONAL CONVENTIONS
• Sustainable Development Goal Nr 5: Achieve gender
equality and empower women and girls
 Seek to change the course of the 21st century, addressing key
challenge such as poverty, inequality, and violence against
women.
 Goal 5 is known as the stand-alone goal because it is
dedicated to achieving recognition to women’s equality and
empowerment as both the objective, and as part of the
solution.

15. BACKGROUND
1995-1997: Section 27
1998: Section 28
1999 – 2002: Section 27
2003 – 2005: Section 29/30
2006 – 2007: Section 30
2008: Section 31
2009: Section 29
2010: Section 32
2012: Section 27
2013: Section 28
2014: Section 33
2015: Section 34
2016: Section 35
2017: Section 30
2018: Section 30
Sec 30, RA 10964. Programs and Projects Related to Gender and Development. All
agencies of the government shall formulate a Gender and Development (GAD) Plan designed
to address gender issues within their concerned sectors or mandate and implement the applicable
provisions under R.A No. 9710 or the Magna Carta of Women, Convention on the Elimination of all Forms of
Discrimination Against Women, the Beijing Platform for Action, the Philippine Plan for Gender-Responsive
Development (1995-2025) and the Philippine Development Plan (2017-2022)
The GAD Plan shall be integrated in the regular activities of the agencies, which shall be at least five
percent (5%) of their budgets. For this purpose, activities currently being undertaken by agencies which
relate to GAD or those that contribute to poverty alleviation, economic empowerment especially of
marginalized women, protection, promotion, and fulfillment of women’s human rights, and practice of
gender-responsive governance are considered sufficient compliance with said requirement. Utilization of the
GAD budget shall be evaluated based on the GAD performance indicators identified by said agencies.

16. GAD HISTORICAL BACKGROUND
Welfare Approach Women in Development
• Originated in 1950s as a
result of the first official
world-wide recognition
of women’s equality
and non-discrimination
on the basis of sex as
established by UDHR in
1948.
• Response to outcomes of
inequalities among the
local elites and the
common people.
Originated in 1970s as a result of the
debate of the women’s role in economic
development.
Emerged from a liberal feminist framework
and was particularly influential in North
America
The WID approach focuses on the
integration of women into the workforce
and increase their level of productivity
in order to improve their lives.
Women’s significant productive contribution
was made visible, although their
reproductive role was downplayed.

17. GAD HISTORICAL BACKGROUND
Welfare Approach Women in Development
In late 80’s there was a growing need to
understand the unequal status and
treatment of women and men, and the
failure of development initiatives to
advance women’s status.
GAD emerged from a frustration with the
lack of progress of WID and WAD, in
changing women’s lives and in influencing
the broader development agenda. It
challenged the WID’s/WAD’s focus on
women in isolation and seeing women’s
real problem as the imbalance of power
between women and men.
• Originated back in 1975 in
Mexico City which focuses
on the relation between
patriarchy and capitalism.
• Focuses on the relationship
between women and
development processes
rather than purely on
strategies that seek
women’s integration in
development.
• Tends to group women
together without considering
the impact of class, race or
ethnicity on women’s status.
WID and WAD fell
short in improving
unequal relationships.
A significant number
of projects were
unsustainable as
development projects
failed to consider the
multiple roles carried
out by women,
leading to a
development model
that in the end
become
disadvantageous to
the women.

18. LOCAL CONCENTIONS
1. The 1987 Constitution – “The state recognizes the role of women in nation-
building, and shall ensure the fundamental equality before the law of
women and men."
2. Executive Order No. 348 of 1989, Approving and Adopting the Philippine
Development Plan for Women for 1989 to 1992
• Mandates the creation of Gender and Development (GAD) focal
points within an agency, a sector or a locality.
• Executive Order No. 273 – The 1995-2025 Philippine Plan for Gender
Responsive Development (PPGD)

19. LOCAL CONCENTIONS
3. Republic Act 7192 of 1992, Women in Development and Nation-
Building Act
• This promotes the integration of women as full and equal partners of
men in development and nation building.
• Passed by the Congress of the Philippines on December 11, 1991, and
was approved by the President on February 12, 1992.
4. The Philippine National Action Plan on UNSCRs 1325 & 1820: 2011-
2016

20. GAD IN THE PHILIPPINES

21. GENDER AND DEVELOPMENT
Principle of PARTICIPATION in decision-making
All Sectors must participate in
the development process and
benefit from the results of
development…
means that…

22. GENDER AND DEVELOPMENT
They participate through a consultation process for the purpose of identifying the concern
of their sectors and the determination of appropriate interventions to address these
concerns.

23. GENDER AND DEVELOPMENT
Principle of EMPOWERMENT
o A multi-dimensional social process that helps people gain control over their
own lives.
o A process that fosters power in people for use in their own lives, their
communities and in their society, by acting on issues they define as
important.
o Measures designed to increase the degree of autonomy and self-
determination in people and in communities in order to enable them to
represent their interests in a responsible and self-determined way, acting on
their own authority.

24. GENDER AND DEVELOPMENT
Principle of FREEDOM from VIOLENCE and RESPECT
for HUMAN RIGHTS

25. GENDER AND DEVELOPMENT
FREEDOM from VIOLENCE and RESPECT for HUMAN RIGHTS means that we
need to…

26. GENDER AND DEVELOPMENT
Principle of Support for self-determination and actualization of
human potentials
This mean that every
individual is able to
actualize their Human
Potentials Beyond
Basic Needs

27. END GOAL OF GENDER AND DEVELOPMENT
“GENDER EQUALITY THRU
PEOPLE DEVELOPMENT AND
EMPOWERMENT.”

28. GENDER AND DEVELOPMENT
BACKGROUND
HPA Ltr Dir on the Creation of Gender and Development
Office (GADO) at PAMU Level dtd 17 August 2015.
GADO, ARESCOM was activated on 10 September 2015.
MISSION
To Develop a Gender Sensitive Army Reserve
Command that is relevant and responsive to the clients and
organization.
RESPONSIBILITY
The Chief, GADO is a special staff responsible to
Commander in all matters pertaining to GAD, its promotion,
mainstreaming and cascading to its line units in order for
gender equality to flourish in ARESCOM.

29. GENDER AND DEVELOPMENT
FUNCTIONS
A. Plan, prepare and implement GAD Advocacy and training
programs on gender and development to their respective line units.
B. Prepare and submit their unit GPB & AR consolidated from their
HQs & line units.
C. Monitor and report the status of gender mainstreaming efforts and
other GAD performance scorecards/accomplishment reports, GAD PAPs
and Budgets.
D. Establish and maintain continues strong linkages and
partnerships with the local counterpart of Philippine Commission on women
(PCW), non-government organizations and people’s organizations.

30. GENDER AND DEVELOPMENT
FUNCTIONS
E. Conduct and implement other GAD-mandated programs and
policies published from higher HQs.
F. Act as secretariat of the GAD Focal Point Committee
(GFPC).
G. Maintain the GAD management information system (MIS)
and update unit sex-disaggregated database (SDD) as well as the
statistics on its women personnel that will serve as basis for gender
analysis and planning of unit programs and policy measures addressing
unit gender issues.

31. GENDER AND DEVELOPMENT
FUNCTIONAL OBJECTIVES
Focus on Four (4) entry points of Gender Mainstreaming (GM)
1. ON POLICY
Review/Development of Policies
1. Education, Training, Recruitment, Facility, Promotion, Health, GBV Prevention, Justice
System, etc
2. Protection and Security of women and children
3. Empowerment of women
4. Equal access to employment/assignment opportunities
5. Use of gender-fair language
2.ON PEOPLE
GAD Focal Point Committee shall under gender education program
1. GAD Orientation,
2. Gender Sensitivity Training (GST),
3. Gender-Fair Training Language,
4. Gender Analysis Seminar, GAD Plan and Budget/GAD AR Workshop,
5. Gender Peace and Security Seminar,
6. Gender-Based Violence Awareness Seminar,
7. GAD-related Training/Seminar/Activities (Health, Justice, Sports etc)

32. GENDER AND DEVELOPMENT
FUNCTIONAL OBJECTIVES
3. ON ENABLING
MECHANISM
Strengthen system and mechanism to support gender mainstreaming efforts.
1. Collection and Updating of SDD
2. GMMEAP Tool Administration
3. Conduct of Gender Audit
4. HGDG Tool Administration
5. Engagement with PCW/local GAD office & agencies
6. Sustainment of GFPC/TWG
4. ON PAPS Activities to maximize the conduct of Gender Mainstreaming Program
1. GAD Orientation
2. Gender Sensitivity Training
3. Gender-Fair Language Training
4. Gender Analysis Tool Training
5. Gender, Peace and Security Forum
6. Gender Audit Orientation
7. GBVRS Review and Orientation
8. GST Trainer’s Training
9. GAD Plan and Budget/GAD AR Development Workshop
10. GFPC Monitoring & Evaluation of GAD PAPs

33. GENDER AND DEVELOPMENT
FUNCTIONAL OBJECTIVES
4. ON
PAPS
11. Consolidation/review of GAD Plan to GAD Budget
12. Integration of GPB in APB
13. Consolidation/review of GAD Accomplishment
14. Development of GAD Agenda
15. Observance of GAD-related Advocacies and events (National Women’s
Month Celebration and 18th Day Campaign to End VAW)
16. Meeting and focused Group discussion with partner agencies on
NAPWPS/MOVE
17. Meeting and focused Group Discussion with LGU’s and LGA’s
NAPWPS/MOVE
18. Men opposed to VAW Everywhere (MOVE)
19. Combating Gender Based Violence and Criminalities (through MOVE)
20. Creating Positive Atmosphere Seminar
21. Responsible Parenting/Family Welfare Seminar
21. Maintenance/construction of child-care/breast feeding area/GAD Office at
PAMU and GAD-section at RCDG’s and CDC’s
22. Support to GAD administration of Office at HARESCOM and GAD Section at
RCDG’s and CDC’s.

34. GENDER AND DEVELOPMENT
SPECIFIC GUIDELINES
Gender
Mainstreaming
(GM)
-Gender mainstreaming requires that the entire PA commits to the promotion of
gender equality in its plans and processes
-PA directs all units and offices to adopt
-is a strategy to transform both PA men and women to be gender-sensitive and
gender-responsive
-Concerns and experiences of both PA men and women as integral dimension of
design, implementation, monitoring and evaluation of all policies, programs,
activities and projects
Army Gender
Sensitivity
Training (GST)
HPA Ltr Dir dtd 11 Oct
2016
-Enhanced gender awareness among PA personnel
-GST as a mandatory training for PA units effective 2017
-All unit commanders should include GST in in-house training and in-service
training program
-Funds charged to allocated GAD funds of units
GAD Focal Point
Committee (GFPC)
-PAMUs: GAD Focal Persons as the channel of PA GAD FP to the implementation
of GAD plans, programs, and activities

35. SPECIFIC GUIDELINES
Gender Based
Violence Referral
System
-GBVRS shall be observed in handling GBV cases
-Strict observance of gender-and culture-sensitive protocols in handling captured
combatants and surrendered rebels
- Separate sanitation facilities of men and women
- Provision of child-friendly facilities
- Availability of social workers and counsellors
National Action Plan
for Women, Peace
and Security
Ltr Order#5 dtd 06 Oct 2016
-All PA units and offices to effectively address Women, Peace, and Security (WPS) concerns
through capacity building and skills development
-Adopt Information, Education, and Communication (IEC) strategies to address WPS
-Cascade WPS trainings down to PA units
-Integrate WPS trainings, projects, activities, and programs in GAD PB
-Coordinate with government agencies that can provide legal assistance, health support
services, etc.
-Strengthen PA commitment to empower women
Gender Statistic and
SDD
-Sex-disaggregated database (SDD) to serve as inputs or bases for planning, programming
and policy formulation

36. SPECIFIC GUIDELINES
GPB
-At least Five (5) percent of the total annual budget designed to address gender
issues
-Gender Analysis shall be conducted prior to the dev. of the GPB
- reflect 5% budget allocation and GAD PAPs in GPB
- utilize at least 5% of unit’s or office’s MOOE for GAD PAPs
-periodically prepare and submit GAD Plan Budget (GPB)
- Incorporated to Annual Plan and Budget (APB)
Gender Analysis
Process
-to identify gaps and difference on the PAPs undertaken
-Determine priority GAD PAPs
-Gender Mainstreaming Monitoring, Evaluation, Assessment and Planning
(GMMEAP)
-Review and assess existing major programs using HGDG Toolkit
Attribution to GAD -Required to utilize the Harmonized Gender and Development Guidelines (HGDG)
Integrate NAP GPS
Integrate NAP GPS perspective in the conduct of ff opns:
-CIVAC
-OPNs during emergencies (natural/manmade) to protect/secure vulnerable
women, elderlies, children, and PWDs in refugee/IDP camps
-Security OPNs to protect/secure marginalized and vulnerable women, youth, Ips

37. THANK YOU AND
TO GOD BE THE GLORY

39. VALUES EDUCATION

40. SCOPE OF PRESENTATION
 SELF DEVELOPMENT
 VALUES EDUCATION
 FORCES THAT SHAPES CONTEMPORARY VALUES
 THEORIES OF VALUES FORMATION
 ETHICS AND MORAL EDUCATION
 MORALITY AND OUR CONSCIENCE
SCOPE OF PRESENATAION

41. Perceived Self- is composed of a set of
self-cognitions regarding one’s traits,
competencies and values. It is reinforced
through feedback.
SELF DEVELOPMENT

42. The Ideal Self- represents the set of traits,
competencies and values an individual
would like to possess.
SELF DEVELOPMENT

43. Self Identities- are those aspects of the individual’s
self-concept that are derived from the social categories
to which he or she perceives him/herself as belonging
to. Social identities link individuals to reference groups,
which establish a set of role expectations and norms
that guide the individual’s behavior within each of the
social identities.
SELF DEVELOPMENT

44. Self Esteem- is the evaluative component of the
self-concept. It is the function of the distance between
the ideal self perceived self.
SELF DEVELOPMENT

45. Values- are the beliefs, which we hold to be true - those noble
ideals we struggle to attain and implement in our daily lives.. Derived
from the natural and moral laws and not from an individuals opinions
and feelings.
Values Education - is based on a rational understanding of
the human person, specifically on understanding of the Filipino as a
human being in society and his/her role in the shaping of society and
the environment.
VALUES EDUCATION

46. 1. Psycho-Analytic Theory (Sigmund Freud)
suggest that unconscious forces act to determine personality and
behavior. To Freud, the unconscious is that part of the personality
about which a person is unaware..
2. Behaviorist View (John B. Watson). The
behavioral perspective suggest that the keys to
understanding developing are observable behavior and
outside stimuli in the environment. If we know the stimuli, we
can predict the behavior.
THEORIES ON VALUES FORMATION

47. 3. Social-cognitive learning theorist Albert
Bandura, when we see the behavior of a model
being rewarded, we are likely to imitate that
behavior. Behavior is learned through observation
and imitation, not conditioning through
reinforcement or punishment.
THEORIES ON VALUES FORMATION

48. 4. Cognitive Theory. The cognitive perspective
focuses on the processes that allow people to
know, understand and think about the world. The
cognitive perspective emphasizes how people
internally represent and think about the world.
THEORIES ON VALUES FORMATION

49. 5. Socio-cultural theory (Russian psychologist
Lev Vygotsky) proposes that a full understanding
of development is impossible without taking into
account the culture in which children develop.
THEORIES ON VALUES FORMATION

50. 6. Ecological Theory. The Ecological model, the major
proponent of which is Urie Bronfenbrenner, seeks to explain
individual knowledge, development, and competencies in terms of
the guidance, support, and structure provided by society
and to explain social change over time in terms of the cumulative
effect of individual choices (Berger, 2000).
THEORIES ON VALUES FORMATION

51. 7. Humanism Theory. The humanistic
perspective contends that people have a
natural tendency to make decisions about
their lives and control behavior.
THEORIES ON VALUES FORMATION

52. 8. Evolutionary Theory. The Evolutionary Theory
stresses that behavior is strongly influenced by
biology, is tied to evolution, and is characterized by
critical or sensitive periods (Santrock, 1999).
THEORIES ON VALUES FORMATION

53. a. Ethics – comes from the Greek word
ethos, meaning character or custom.
ETHICS AND MORAL EDUCATION

54. b. Morality
The term morality can be used either:
1. Descriptively to refer to a code of conduct put forward by a
society and that it is used as a guide to behavior by the members of
that society.
2. Normatively to refer to a code of conduct that, given
specified conditions, would be put forward by alL rational persons for
governing the behavior of all moral agents.
ETHICS AND MORAL EDUCATION

55. Morality affects our daily choices, and those decisions are
guided by our conscience. The purpose of morality is to
provide a frame work of optimum human survival. The
standard of morality, however, is absolute and immutable
– long-term optimum human survival.
MORALITY AND OUR CONSCIENCE