This document provides information on gender and development (GAD) programs. It discusses how GAD was developed in the 1980s as an alternative to previous women in development (WID) approaches. Unlike WID, GAD is concerned with how societies assign roles to both women and men. It also discusses Caroline Moser's GAD gender planning framework. The World Bank is noted as one of the early international organizations to recognize the need to consider women's issues in development programs. The table shows rankings of countries from the 2011 Global Gender Gap report.

1. GENDER
and
DEVELOPM
ENT (GAD)
edgardo r. sara

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.

6. 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 gender relations.

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.

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

15. -- Dr. Kenneth Cushner, American Professor
Human Diversity in Education: An InterculturalApproach
“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

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
Cushner, 2012

25. If a father does the household work,
he is considered as “under the saya.”

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
t
Men
 active
 aloof
 Aggressive
 Independen
 brave
Women
• passive
• Loving
• Peaceful
• Dependent
• fearful

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

38. Family
Ruth Hartley notes 4 processes involved
in gender socialization:
1. Manipulation – means that people
handle girls and boys differently as
infants.
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.

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

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

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.

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:
MELANITA B. PANTALLA
Principal II
Noted By:
ROBERTA R. STA. INES
District Supervisor
Date:
23/05/2012

65. School GAD Committee

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