The document provides an example of a 1-day training design and module for a Gender Sensitivity Training (GST) for employees of the Telecommunications Office Region VIII (TELOF) in the Philippines. The training aims to raise participants' awareness of gender and development (GAD) issues. Objectives include discussing the importance of GAD, differentiating sex and gender, identifying gender roles, and formulating an agency action plan on GAD. The training would involve games, a film, lectures, and workshops over various sessions to meet the objectives.

1. Eastern Visayas
Thursday, May 24, 2012
Philippines
GENDER-SENSITIVITY TRAINING
A SAMPLE TRAINING DESIGN & MODULE *
Below is an example of a training design and module for a 1-day Gender Sensitivity Training (GST). This
may be modified by the facilitator depending on the level and experience of the participants, their
nature of work, the office, etc. Ideally, a GST should have no more than 25 participants and
homogeneous. For example, have field workers on one batch , Chiefs of Units in another batch.
RATIONALE
It is recognized that true and meaningful development will not be attained unless gender concerns are
integrated into all levels of development processes. In this regard, the national government has
mandated all government agencies and instrumentality to integrate gender and development concerns
into their plans, programs, projects and office activities. This mandate is spelled out in RA 7192 or
Women in Development and Nation Building Act and Sec. 27 of RA 8174 (1996 GAA) which requires all
government agencies to set aside at least 5% of their budgets for gender-related activities.
In order that TELOF can respond to the above mandate, it is necessary that its employees become aware
of gender concerns affecting the office, its clients and even those affecting themselves and their
families. This gender sensitivity training is therefore the first step towards making TELOF an active
partner in the promotion of gender and development in the region.

2. OBJECTIVES
At the end of the one-day training, the participants shall have raised their level of awareness on GAD
issues and concerns. Specifically, they shall be able to:
1. Discuss the importance of GAD
2. Differentiate sex and gender
3. Identify gender roles in the family, household and society
4. Discuss the situation of women and men in the region;
5. Discuss the role of the state in responding to gender needs and the salient features of RA 7192
6. Formulate an Agency Action Plan on Gender and Development
PARTICIPANTS: Forty (40) TELOF Employees.
DATE: November 6, 1996, 8:00 a.m. to 5:00 p.m.
VENUE: TELOF Region VIII
MECHANICS:
Games/role play
Film showing
Lecture
Workshop

3. BUDGET:
2 Snacks @ P25 x 50 pax
Honoraria of resource persons
Supplies & materials
MATERIALS NEEDED:
Training kits
Attendance sheet
microphones
VHS/Tape (Impossible Dream)
OHP
Transparencies, OHP markers
Manila paper, pens, masking tape, (for the games)
bulletin board/w-board, chalk
Colored pre-cut cartolina (4"x8") - different colors
Certificates
PROGRAM
MORNING SESSION
8:00 - 8:30 Registration

4. 8:30 - 8:45 Opening Ceremony
o Opening Prayer
o National Anthem
o Opening Remarks
8:45 - 9:00 Orientation on the Training Rationale, Objectives, Methodology
and Schedule
9:00 - 9:15 Salient features of RA 7192 (those relevant to the agency)
9:15 - 9:30 Break
9:30 -11:30 Sex and Gender
o Differentiation
o Gender Roles
o Gender Needs
11:30 - 11:45 Film showing
AFTERNOON SESSION
1:30 - 2:30 Gender Situationer/Issues and Concerns

5. 2:30 - 3:00 What is Gender and Development
3:00 - 3:15 Break
3:15 - 4:30 Action Planning (workshop)
4:30 - 5:00 Closing Ceremony/Distribution of Certificates
ACTION PLANNING
Guide for Facilitators
Purpose of Action Planning:
In order that the office can fully respond to the mandate of integrating GAD into its office activities,
projects and services, the agency must have an action Action Plan on Gender and Development as
reference.
Workshop Mechanics:
Group the participants.
Ask the groups to examine the gender issues affecting the region, the workplace or those affecting the
agency's specific clients. Then let the participants identify the gender-responsive or gender-related
activities that the office can possibly undertake in the next few months, next year or until 1998 to
address these issues. What is meant by gender?responsive or gender-related activities were explained
earlier during the discussion of what is GAD?.

6. You may ask the participants to think of the functions and services of their office and see how they can
make them gender-responsive. They may also come up with activities that will promote equitable
conditions between the female and male employees of the office, which will give the agency's women
clients empowerment or opportunities for productive work equal to men or which will minimize their
multiple burden. To give them some clue, you may flash on the screen the following examples of
gender-related activities. The office can actually undertake some of these:
1. Conduct of echo-training on gender-sensitivity to the other employees particularly those in the field
2. Participation of the office in Women's Month activities. Women's Month is celebrated every
February.
3. Making their data system gender-based
4. Orientation on the Anti-Sexual Harassment Law or coming up with guidelines for the office along this.
5. Posters/press releases
6. Research
Processing of Outputs:
Ask the groups to present their outputs. Allow the participants to comment on the identified activities
like whether they are realizable or not or whether they are gender-responsive or not. You may also add
your own observations.
* Used by the Telecommunications Office Region VIII in conducting Gender Sensitivity Training to its
employees