GAD mAINSTREAMING

2. WHAT IS THE MISSION OF DEPED?
TO PROTECT AND PROMOTE THE RIGHT OF EVERY FILIPINO TO QUALITY, EQUITABLE, CULTURE-BASED, AND
COMPLETE BASIC EDUCATION WHERE:
• STUDENTS LEARN IN A CHILD-FRIENDLY, GENDER-SENSITIVE, SAFE, AND MOTIVATING ENVIRONMENT.
• TEACHERS FACILITATE LEARNING AND CONSTANTLY NURTURE EVERY LEARNER.
• ADMINISTRATORS AND STAFF, AS STEWARDS OF THE INSTITUTION, ENSUREAN ENABLING AND
SUPPORTIVE ENVIRONMENT FOR EFFECTIVE LEARNING TO HAPPEN.
• FAMILY, COMMUNITY, AND OTHER STAKEHOLDERS ARE ACTIVELY ENGAGED AND SHARE RESPONSIBILITY
FOR DEVELOPING LIFE-LONG LEARNERS.

3. DEPED 10-POINT AGENDA
…. STRENGTHENING OF GENDER AND DEVELOPMENT COMPONENTS . . . .

4. DEPED ORDER NO. 32 S. 2017
GENDER-RESPONSIVE BASIC EDUCATION POLICY
2. THE DEPED COMMITS TO INTEGRATE THE PRINCIPLES OF GENDER EQUALITY, GENDER EQUITY,
GENDER SENSITIVITY, NON-DISCRIMINATION AND HUMAN RIGHTS, IN THE PROVISION AND
GOVERNANCE OF BASIC EDUCATION. THIS IS INLINE WITH THE DEPED’S MANDATE TO ENSURE
ACCESS TO QUALITY BASIC EDUCATION FOR ALL.
ATTY. ALBERTO T. MUYOT
UNDERSECRETARY
OFFICER-IN-CHARGE

5. GENDER AWARENESS
• REFERS TO THE ABILITY TO IDENTIFY PROBLEMS ARISING FROM GENDER INEQUALITY AND
DISCRIMINATION, EVEN IF THESE ARE NOT IMMEDIATELY APPARENT.(UNGEI)
DEPED ORDER NO.32, S.2017

6. GENDER SENSITIVITY
• IS THE ABILITY TO PERCEIVE EXISTING GENDER DIFFERENCES, ISSUES,AND INEQUALITIES AND TO
INCORPORATE THESE INTO STRATEGIES AND ACTIONS.(INTRAHEALTH INTERNATIONAL)
DEPED ORDER NO.32, S.2017

7. WHAT IS GENDER SENSITIVE?
• THE CONCEPT:
IS A WAY TO REDUCE THE BARRIERS CAUSED DUE TO DISCRIMINATION AND GENDER BIAS.
CREATING THE RIGHT KIND OF GENDER-SENSITIVE ENVIRONMENT LEADS TO MUTUAL RESPECT
REGARDLESS OF THEIR GENDER.

8. WAYS PROMOTE GENDER SENSITIVITY:
• LEARN MORE ABOUT GENDER ISSUES
• KEEP AN OPEN MIND
• KNOW THE LAW
• STAND UP AGAINST HARASSMENT OF ANY KIND
• BE RESPECTFUL

9. A GENDER SENSITIVE CLASSROOM

10. ARE THESE GENDER SENSITIVE?
• TEXTBOOKS, MODULES
• LANGUAGE
• CURRICULUM
• TOYS
• OTHER LEARNING MATERIALS
• CAREER OPTIONS
• SEGREGATION OR GROUPINGS

11. THE TRADITIONAL BEGINNING OF THE
TRADITIONAL CLASSROOM
“GOOD MORNING BOYS AND GIRLS” – EMPHASIZES THE DIFFERENCES BETWEEN MALES AND FEMALES.
THE NOTION THAT MALES EXCEL IN MATH, SCIENCE AND TECHNOLOGY. FEMALES EXCEL IN ARTS ARE TWO OF
THE MANY CULTURAL BELIEFS AND CULTURAL INFLUENCES THAT ARE PASSED DOWN THROUGH
GENERATIONS.
THE IDEA THAT BOYS AND GIRLS ARE “NATURALLY” BETTER AT CERTAIN THINGS IS PARTS OF PAST
IGNORANCE OF THE DIFFERENCE BETWEEN BIOLOGICAL SEX AND SOCIALLY CONSTRUCTED GENDER.

12. • “BOYS DON’T CRY! GIRLS DON’T FIGHT!”
• “STOP THAT LOUD LAUGHTER! IT’S UNLADY LIKE!”
• “WHAT DO THE BOYS THINK? WHAT DO THE GIRLS THINK?”
• I NEEDS 4 STRONG BOYS TO MOVE THE DESKS. GIRLS SWEEP THE FLOOR WHEN THE DESKS HAVE BEEN
MOVED.
• BOYS ARE MORE APPROPRIATE IF THEY TAKE ENGINEERING COURSES AND GIRLS TO TAKE EDUCATION.

13. CLASSROOM DYNAMICS
• TEACHERS CALL ON BOYS MORE OFTEN AND SPEND MORE TIME WITH THEM
• ASKS BOYS MORE CHALLENGING QUESTIONS
• WAIT LONGER FOR BOYS TO ANSWER
• URGE BOYS TO TRY HARDER, CONSTANTLY TELLING THE BOYS THAT THEY CAN DO IT
• REMEMBER AND USE THE NAMES OF MALES STUDENTS

14. STUDIES (SADKER, “SEXISM IN THE CLASSROOM” 515, HALL AND
SANDLER 8, AND SANDLER, ET.AL 12-14) SHOW THAT FEMALE STUDENTS
MAY BE:
LESS LIKELY TO RAISE THEIR HANDS IMMEDIATELY IN RESPONSE TO INITIAL QUESTIONS THAN THEIR MALE
COUNTERPARTS
LESS LIKELY TO CALL OUT AND DEMAND THE TEACHER’S ATTENTION
LESS LIKELY TO RECEIVE PEERS’ APPROVAL IF THEY DO “BREAK RULES” AND SPEAK OUT IN CLASS FREQUENTLY
WITHOUT BEING CALLED ON
LESS LIKELY TO HAVE THEIR COMMENTS CREDITED, DEVELOPED, ADOPTED, OR EVEN REMEMBERED BY THE GROUP
MORE LIKELY TO BE INTERRUPTED WHEN THEY SPEAK OR TO HAVE OTHER STUDENTS ANSWER QUESTIONS
DIRECTED TO THEM.

15. CREATING A GENDER SENSITIVE LEARNING ENVIRONMENT

16. Mainstream Gender In All Policies and
Programs, Projects, and Activities (PPAs)
DO No. 32, s.2017
• CURRICULUM STANDARD
ENSURE MINIMUM STANDARDS ON GENDER SENSITIVITY THAT WILL BE INTEGRATED IN THE SUBJECTS OR
LEARNING AREAS, TRAININGS, CURRICULAR, CO-CURRICULAR, AND EXTRA-CURRICULAR PROGRAMS FOR
LEARNERS AND TRAINEES.
• LEARNING DELIVERY
FORMULATE ENABLING POLICIES AND GUIDELINES FOR THE IMPLEMENTATION OF GENDER-RESPONSIVE
INNOVATIVE TEACHING AND LEARNING APPROACHES AND ASSESSMENT MODELS FOR BASIC EDUCATION
ALIGNED WITH CURRICULUM STANDARDS.

17. • LEARNING ENVIRONMENT
ENSURE A GENDER-RESPONSIVE PHYSICAL AND SOCIAL LEARNING ENVIRONMENT THAT PROMOTES
RESPECT FOR ALL PEOPLE AND HAS ZERO-TOLERANCE FOR ALL FORMS OF DISCRIMINATION, VIOLENCE, AND
ABUSE.
PROMOTE THE INSTITUTIONALIZATION OF GENDER-RESPONSIVE TEACHING-LEARNING PLANS, GUIDES,
PROCESSES, ACTIVITIES, AND MECHANISMS AND MEASURES.
PROVIDE ADEQUATE AND RESPONSIVE CAPACITY-BUILDING ACTIVITIES FOR TEACHERS IN DEALING WITH
CHILDREN IN CONFLICT WITH THE LAW (CICL) AND CHILDREN AT RISK (CAR)
STRENGTHEN AND SUSTAIN THE CAPACITY OF ADMINISTRATORS, GUIDANCE COUNSELORS, AND TEACHERS
IN HANDLING CASES OF VIOLENCE, ABUSE, DISCRIMINATION, EXPLOITATION, AND BULLYING, AND EQUIP
THEM WITH THE TECHNICAL COMPETENCE IN PROVIDING APPROPRIATE INTERVENTIONS AND IMMEDIATE
REFERRAL.

18. • ASSESSMENT
ENSURE THAT FORMATIVE AND SUMMATIVE ASSESSMENTS AT THE SCHOOL LEVEL AND ANY COMPETITIONS
(E.G. CONTESTS, QUIZ BEES) AT ANY LEVEL ARE GENDER-RESPONSIVE AND CULTURE-SENSITIVE FOR ALL
LEARNERS, TEACHERS, AND OTHER CONCERNED PERSONNEL.

19. STRATEGIES & INTERVENTIONS TO PROVIDE
STUDENTS WITH EQUAL OPPORTUNITIES TO CREATE
& OBTAIN THEIR INDIVIDUAL GOALS:
1. GENDER-SENSITIVE SYLLABI & CURRICULA
2. GENDER SENSITIVITY TRAINING PROGRAMS FOR TEACHERS
3. CREATING AWARENESS AMONG PARENTS
4. DO NOT ASSIGN CLASSROOM TASKS THAT TRADITIONALLY RELATE TO A SPECIFIC GENDER
5. USE GENDER-NEUTRAL LANGUAGE

20. 6. AVOID STEREOTYPING CHILDREN
7. DISCUSS STUDENTS’ PRECONCEIVED GENDER BIASES
8. STOP GENDER-BASED GROUPING OF STUDENTS
9. BE INCLUSIVE OF GENDER-QUEER STUDENTS
END GOAL – EQUALITY AND RESPECT FOR ALL

21. OTHER POLICIES MENTION GENDER-
SENSITIVITY ISSUES
• DEPED ORDER NO. 40, S. 2012 – SPECIFIC –UNDER SECTION 3 (J) “DISCRIMINATION AGAINST CHILDREN”
• DEPED ORDER NO. 55, S. 2013 – SPECIFIC – UNDER SECTION 3 (B) (B2) “GENDER-BASED BULLYING”
• DEPED ORDER NO.18, S. 2015 – GENERIC – UNDER SECTION 3 (D) “CHILD-AT-RISK”

22. SCHOOLS ARE THE CHILDREN’S STRONGEST SUPPORT SYSTEM . . . .
LET US . . . .
MAKE A RESPONSIVE AND SENSITIVE CLASSROOM

23. EDUCATION IS A HUMAN RIGHT AND IS IMPERATIVE FOR ACHIEVING
THE GOALS OF EQUALITY, DEVELOPMENT AND PEACE.
THE UNITED NATIONS 4TH CONFERENCE ON WOMEN (1995).

25. THANK YOU FOR LISTENING . . .