The document discusses the Gender and Development (GAD) framework, emphasizing the need for gender equity and the role of socialization in establishing gender roles and expectations. It outlines the Global Gender Gap rankings for 2011, presents educational strategies for gender fair education, and details a specific GAD program implemented at a school, including activities and budget allocations for promoting gender awareness among staff and students. Additionally, it explores the underlying theories of gender and the impact of societal norms on gender identity and roles.

1. GENDER
and
DEVELOPMENT
(GAD)

2. Millennium Development
Goals
2015
Video

4. The Global Gender Gap 2011 Rankings - Top 20
Country 2011 Score* 2010 Change
Iceland 1 85.3% 1 0 →
Norway 2 84.0% 2 0 →
Finland 3 83.8% 3 0 →
Sweden 4 80.4% 4 0 →
Ireland 5 78.3% 6 1 ↑
New Zealand 6 78.1% 5 -1 ↓
Denmark 7 77.8% 7 0 →
Philippines 8 76.9% 9 1 ↑
Lesotho 9 76.7% 8 -1 ↓
Switzerland 10 76.3% 10 0 →
Germany 11 75.9% 13 2 ↑
Spain 12 75.8% 11 -1 ↓
Belgium 13 75.3% 14 1 ↑
South Africa 14 74.8% 12 -2 ↓
Netherlands 15 74.7% 17 2 ↑
United
Kingdom
16
74.6% 15
-1 ↓
United States 17 74.1% 19 2 ↑
Canada 18 74.1% 20 2 ↑
Latvia 19 74.0% 18 -1 ↓
Cuba 20 73.9% 24 4 ↑
* Scores produced on zero-to-one scale and can be roughly interpreted
as percentage of gender gap that has been closed.
8th Place
2011

5. What is GAD?

6. Theory of
GAD
GAD was developed in the
1980’s as an alternative to the
Women in Development
(WID) approach .

7. Unlike WID, the GAD approach is not concerned
specifically with women, but with the way in
which a society assigns roles, responsibilities
and expectations to both women and men.
GAD applies gender analysis to uncover the
ways in which men and women work together,
presenting results in neutral terms of
economics and efficiency.

8. Caroline Moser developed the
Moser Gender Planning Framework for GAD-
oriented development planning in the 1980’s
while working at the Development Planning Unit
of the University of London. Working with Caren
Levy, she expanded it into a methodology for
gender policy and planning. The Moser
framework follows the Gender and Development
approach in emphasizing the importance of

9. The World Bank was one of the first international
organizations to recognise the need for Women in
Development, appointing a WID Adviser in 1977.
In 1984 the bank mandated that its programs
consider women's issues. In 1994 the bank issued a
policy paper on Gender and Development, reflecting
current thinking on the subject.
This policy aims to address policy and institutional
constraints that maintain disparities between the
genders and thus limit the effectiveness of
development programs.

10. Gender equality
Video
Are men & women equal?

11. MEN and WOMEN
ARE EQUAL

12. GENDER
SOCIALIZATION In
School and
Other Learning Settings

13. OUTLINE
• SEX AND GENDER: HOW DO THEY DIFFER?
• WHAT IS GENDER SOCIALIZATION?
• THE SCHOOL AS A SOCIALIZATION AGENT
• GENDER SOCIALIZATION IN OTHER
LEARNING SETTING
• GENDER-FAIR EDUCATION

14. Interview with Kids
on Gender Role

15. -- Dr. Kenneth Cushner, American Professor
Human Diversity in Education: An Intercultural Approach
“An extremely important
part of an individual’s
identity and one that
begins at least at birth, is
gender.

16. It is more than just knowing that
you are male or female.
-Cushner, 2012

17. SEX and GENDER:
How do They Differ

18.  Categorized as male or
female
 Biological
 Fixed at birth
 Does not change across
time and space
 Equally valued
 Masculinity and femininity
 Socially, culturally and
historically determined
 Learned through
socialization
 Varies over time and space
 Unequally valued
(masculinity as the norm)
SEX GENDER

19. -Cushner, 2012
“Sex is a biological
characteristics;
gender is a social
characteristics.

20. Gender identity includes knowledge
of a large set of rules and
expectations for what boys and girls
should wear, how they should speak
and act, and their ‘place’ in the
overall structure of the society.
Cushner, 2012

21. - Race
- ethnicity
- social class
- religion and
- geographical region
Gender Role
can be affected by:
Cushner, 2012

22. Video
Female and Male

23. Again….

24. What is Gender
Socialization?

25. If a father does the household
work, he is considered as “under
the saya.”
ACTIVITY:
MYTH OR TRUTH

26. Men are better leaders and
administrators than
women.

27. It is the woman’s fault if she is
being harassed sexually when she
is wearing skimpy clothing.

28. It is not proper for a girl to
say
“I love you” first to a boy.

29. The mother should be the only one
responsible for child-rearing and
parenting.

30. Socialization – is the process
by which social norms, roles
and expectations are learned
and internalized.
Gender Socialization – is the
process by which norms and
expectations in relation to
gender are learned by
women and men.

31. Gender stereotype – a form of
prejudgment, bias or limitation
given to roles and expectations
of males and females.

32. GENDER INVOLVES THE
DIFFERENTIATIONS
attributed by a given culture to
women and men, in the following
aspects:
1. social roles
2. capacities
3. traits and characteristics

33. 1. Gender Stereotype in Social Roles
Men
 provides financially
for the family
 Works as managers,
construction builders,
engineers
 Portrayed as leaders
Women
• takes care of the
house and children
• Works as nurse,
teacher, secretary
• Portrayed as followers

34. 2. Gender Stereotype in Capacities
Men
 good in Math and
Science
 Physically strong
 Firm decision-
makers
Women
• good in arts and less
intellectual pursuits
• Physically weaker and
fragile
• Wishy-washy or fickle
minded in decision-
making

35. 3. Gender Stereotypes
in Traits and Characteristics
Men
 active
 aloof
 Aggressive
 Independen
t
 brave
Women
• passive
• Loving
• Peaceful
• Dependen
t
• fearful

36. Areas
of Socialization

37. AREAS OR CHANNEL OF
SOCIALIZATION
1.Family
2.Church
3.Mass
Media
4.School

38. Example:
Mothers tend to use more physical
stimulation on male infants and more
verbal stimulation on female infants.
Boy babies are tossed in the air.
Girl babies get more delicate handling.
Family
Ruth Hartley notes 4 processes
involved in gender socialization:
1. Manipulation – means that people
handle girls and boys differently as
infants.

39. Example:
In the choice of toys, boys are given
toy cars and machines, girls are
given dolls and tea sets.
Toys teach children what their
prescribed roles in life will be
2. Canalization – means that people direct
children’s attention to gender-appropriate
objects

40. Example:
Brave boy, pretty girl
Boys don’t cry, girls don’t hit
playmates
3. Verbal Appellation – telling children
what they are and what is expected of
them.

41. Example:
Girls help their mother with housework.
Boys are encouraged to play outside the
house
4. Activity exposure – familiarizing
children to their gender-appropriate
tasks

42. church
Gender roles in Christianity vary
considerably today as they have
during the last two millennia. This is
especially true with regards to
marriage and ministry.

43. Mass media

44. Marketing of unrealistic beauty
standards through fashion magazines
Media`s sexualization of young female
celebrities

45. Music lyrics and music videos that promote
negative stereotypes and violence
Video games that promote violence and
negative stereotypes.

46. Sex stereotypes in kid`s TV program

47. school
A. Instructional Language
B. Classroom Management
C. Instructional Materials

48. A. Instructional Language
• The use of generic words to refer
to both girls and boys
Example: he, his, man
• The use of stereotyped language
Example:
freshman… first year
student
mankind…. humanity
fisherman …fisher folk
chairman ….chairperson

49. B. Classroom Management
• Assigning of groups –
( boys and girls together
not boys against girls)
• Tasks given by teachers
• Discipline

50. 3. Peripheral teaching
materials
C. Instructional Materials
1. Textbooks
2. Direct teaching materials

51. GENDER-FAIR
EDUCATION

52. GENDER
EQUALITY
IN THE
CLASSROOM

53. Slideshow
Gender Equality
In the Classroom

54. A. Language
B. Instructional Materials
C. Dep-Ed Core Messages on
Gender Fair Education (part of
GAD program)
• Shared parenting
• Shared home management
• Shared decision-making
Gender-Free
Education

55. Shared Parenting
• Taking care of the baby
• Helping the children with
their homework
• Disciplining the children

56. Shared Home Management
• Fixing the house, cleaning
the house
• Doing laundry
• Going to market
• Cooking, preparing the
table, washing the dishes

57. Share Decision Making
• Family council
• Giving permission to
children
• Deciding for the affairs of
the children

58. THE BIASED TEACHER
Blurred consciousness
Indirectly builds consciousness
Alarmingly unconscious
Supportive of a false consciousness
Enacts a different consciousness
Delays ‘real’ learning

59. THE GENDER-SENSITIVE TEACHER
Cares to give fair recognition of both genders
Opposes language use that restricts genders
Makes proper addresses a must
Brings forth messages with sensitivity
Avoids exclusionary expressions; and
Treats all individuals with tact
and sense

60. As teachers, we play a major
role in creating school
environments that are free of
gender bias and in
encouraging both male and
female to reach their highest
potentials in work and
abilities.
Let us remember…

61. GAD in

62. Baesa Elementary School:
An advocate of
Gender and Development
(GAD)

63. National Capital Region
Division of City Schools
TAnque District
BAESA ELEMENTARY SCHOOL
Caloocan City
ANNUAL GENDER AND DEVELOPMENT (GAD) PLAN AND BUDGET
FY: 2012-2013
PROGRAM/ACTIVITY/
PROJECT
GENDER
ISSUE/CONCERN
GAD OBJECTIVE IDENTIFIED GAD
ACTIVITY
TARGET GAD
PERFORMANCE
INDICATOR
GAD BUDGET
Orienting the School
Personnel regarding GAD
Programs & Projects
Lack of knowledge
regarding Gender And
Development Program
(History, Laws and
implementing
guidelines)
Inform the school
personnel regarding
GAD Programs &
projects
One-day GAD
Orientation Program
Date: May 28, 2012
Venue: Computer
Room
Principal
GAD School Coordinator
Teaching Staff
Utility Workers
Security Guards
100% attendance
of the school
personnel
P50.00 (snack/head)
X 42 (school personnel)
P 2,100.00
+ P 250.00(hand-outs)
P 2,350.00
Designating the School
GAD Coordinator and
members of GAD Core
Group
Lack of school
personnel top carry-
out the GAD Programs
and Projects
Organize the school
GAD core group to be
led by the School GAD
Coordinator
Organization of GAD
School Committee
Date: June 7, 2012
Venue: Principal’s
Office
Principal
GAD Coordinator
GAD Asst. Coordinator
Guidance Coordinator
MOOE-In-Charge
Makabayan/HEKASI Coordinator
EPP Coordinator
Music Coordinator
Art Coordinator
PE Coordinator
EKAWP Coordinator
100% attendance
and realization of
the GaD Programs
& Projects
Creating a School GAD
Data-based system
Absence of GAD
data/information in
the School BEIS/EMIS
Create a School GAD
Data-based System as
part of the BEIS/EMIS
Creation of GAD Data-
based on BEIS/EMIS
Files
BEIS/EMIS School-in-Charge Available GAD
related data in the
BEIS/EMIS files
(Documentation
Expenses: clearbook, CDs,
etc. ) P 1,000.00
Revising the School
Improvement Plan (SIP),
Annual Implementation
Plan (AIP), Annual
Procurement Plan (APP)
and Action Plans of All
MAkabayan Subjects
GAD Programs &
Activities were not
included in the
previous school plans
Include the GAD
Program & Activities
in all School Plans
and corresponding
budgets
Revision of SIP,AIP,APP
and Makabayan
Subject Action Plans
Date: June to August,
2012
Principal
GAD School Coordinator
Master Teachers
MOOE-In-charge
Property Custodian
All MAkabayan Coordinators
SGC
Submission of the
Revised
SIP,AIP,APP and
Makabayan
Subjects Action
Plan
(Documentation Expenses)
P 350.00

64. Informing the Internal
And External
Stakeholders regarding
GAD
Inadequate
knowledge of the
School’s
Stakeholders
regarding GAD
plans and activities
Information
dissemination of
GAD Plans and
activities
One-Day GAD Advocacy Campaign
to Stakeholders
Date: Aug. 31, 2012
Venue: Stage/School Ground
Principal
GAD School Coordinator
GAD School Committee
Supreme Pupil
Government (SPG)
Teachers’ Club Officers
HRPTA President
SGC
100% participation of
stakeholders
P50.00 (snack/head)
X 100 (participants)
P 5,000.00
+ P 1,000.00(speaker’s
honorium)
+ P 1,000.00 (materials/hand-
outs)
P 7,000.00
Organizing a Lecture
Forum on Gender
Sensitivity / Gender
Equality
Inadequate
knowledge of
teachers regarding
Gender
sensitivity /gender
equality
Greater
understanding on
Gender Sensitivity
/ Gender Equality
One-day Lecture Forum on Gender
Sensitivity / Gender Equality
Date: Oct. 26, 2012
Venue: Computer Room
Principal
GAD School Coordinator
GAD School Committee
Teaching Staff
100% attendance and
participation in the
lecture forum
P50.00 (snack/head)
X 37 (teaching staff)
P 1,850.00
+ P 1,000.00(speaker’s
honorium)
+ P 500.00 (materials/hand-outs)
P 3,350.00
Organizing a Film
Showing for Grades 4,
5 & 6 Pupils regarding
Children’s Rights &
Responsibilities
Unawareness of
pupils on their
Rights and
Responsibilities
Awareness of
pupils regarding
their Rights and
Responsibilities
One-Week Film Showing on
Children’s Right and Responsibilities
Date: Feb. 10-14, 2012
Venue: Computer Room
GAD School Coordinator
GAD School Committee
Grades 4, 5 & 6 Pupils
Teacher-Advisers
100% realization of the
objective
P 1,000.00 (1week snack of
organizer)
+ P750.00 (DVD/CD)
P 1,750.00
Organizing a
Symposium regarding
on Gender Sensitivity,
Women’s Rights and
other related Laws
Inadequate
knowledge of
parents on how to
protect their rights
against violence,
sexual harassment,
rape, and other
issues
Thorough
understanding of
parents on gender
sensitivity and
women’s right
One-Day Symposium on Gender
Sensitivity And Women’s Right
Date: March 15, 2012
Venue: Stage/School Ground
Principal
GAD School Coordinator
GAD School Committee
Parents in the community
100% realization of the
objective
P50.00 (snack/head)
X 100 (participants)
P 5,000.00
+ P 1,000.00(speaker’s
honorium)
+ P 1,000.00 (materials/hand-
outs)
P 7,000.00
GRAND TOTAL P22,800.00
Prepared By:
MYLENE B. GARCIA
GAD School Coordinator
Submitted By: Noted By:
MELANITA B. PANTALLA ROBERTA R. STA. INES
Principal II District Supervisor
Date:
23/05/2012

65. School GAD Committee
MYLENE B. GARCIA
School GAD Coordinator
TERESITA C. CAISIDO
Assistant GAD Coordinator
ROWENA C. BATION
HEKASI Coordinator
AUREA M. UNTALAN
Guidance & EKAWP Coordinator
IMELDA M. FAJARDO
EPP Coordinator
ESTRELLA E. ARES
Music Coordinator
GINA M. CAO
Arts Coordinator
NENA M. BAUSON
P.E. Coordinator
REMIGIA C. GAJUDO
MOOE-in-charge
MEMBERS

66. Teachers often leave mark
on their students,
but they seldom leave mark
on their PROFESSION.``
.Wolfe, 1989
WISDOM QUOTE

67. Thank You
And
God Bless

68. GENDER and
DEVELOPMENT (GAD)
By:
MYLENE B. GARCIA
GAD School Coordinator