Gender and Development

1. CANINGAY NATIONAL HIGH SCHOOL
Gender and Development
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9/26/2022

2. THE GIRAFFE AND
THE ELEPHANT
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Gender Responsive Education Policy by Atty. Marinel D. Oro

3. He’s an excellent
woodworker, too. I think I’ll
invite him in to see my new
shop. Maybe we can even
work on some projects.
As he moved through the doorway
that led to the shop, he heard an
ominous scrunch.
Okay, I see the problem. The
doorway is too narrow. We’ll
have to make you smaller.
There’s an aerobics studio near
here. If you’d take some
classes there, we could get you
down to size.
BUT TO TELL YOU THE
TRUTH, I’M NOT SURE A
HOUSE DESIGNED FOR A
GIRAFFE WILL EVER REALLY
WORK FOR AN ELEPHANT,
NOT UNLESS THERE ARE
SOME MAJOR CHANGES.
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4. WHO ARE THE GIRAFFES AND THE
ELEPHANTS?
“owners of the house” “outsiders”
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Gender Responsive Education Policy by Atty. Marinel D. Oro 9/26/2022

5. WHAT DOES IT TAKE TO
INCLUDE THE ELEPHANTS?
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Gender Responsive Education Policy by Atty. Marinel D. Oro 9/26/2022

6. 9/26/2022
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BUT TO TELL YOU THE TRUTH, I’M
NOT SURE A HOUSE DESIGNED FOR
A GIRAFFE WILL EVER REALLY
WORK FOR AN ELEPHANT, NOT
UNLESS THERE ARE SOME MAJOR
CHANGES.

7. GENDER-RESPONSIVE BASIC
EDUCATION POLICY
DepEd Order No. 32, s. 2017
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8. GENDER
• refers to the social attributes and
opportunities associated with being
male and female and the
relationships between women and
men and girls and boys, as well as
the relations between women and
those between men. These attributes,
opportunities, and relationships are
socially constructed and are learned
through socialization processes. (UN
Women)
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9. Gender equality
• refers to the principle asserting
the equality of men and women
and their rights to enjoy equal
conditions realizing their full
human potentials to contribute to
and benefit from the results of
development, and with the state
recognizing that all human beings
are free and equal in dignity and
rights. (MCW)
Gender equity
• moves beyond a focus on equal
treatment. It means giving to
those who have less based on
needs, and taking steps to
compensate for historical and
social disadvantages that prevent
women and men from otherwise
operating on a level playing field.
(NCRFW)
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10. GENDER
AWARENESS
refers to the
ability to identify
problems arising
from gender
inequality and
discrimination,
even if these are
not immediately
apparent. (UNGEI)

11. GENDER
SENSITIVITY
• is the ability to perceive existing gender
differences, issues, and inequalities and to
incorporate these into strategies and actions.
(Intrahealth International)
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12. GENDER
RESPONSIVENESS
• refers to taking action to correct gender bias and
discrimination so as to ensure gender equality and
equity.
• entails consistent and systematic attention to the
differences between men and women with a view to
addressing structural constraints to gender equality.
Gender Responsive Education Policy by Atty. Marinel D. Oro
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13. GENDER AND
DEVELOPMENT
(GAD)
• refers to the development perspective and process
that are participatory and empowering, equitable,
sustainable, free from violence, respectful of
human rights, supportive of self-determination
and actualization of human potentials.
• seeks to achieve gender equality as a
fundamental value that should be reflected in
development choices;
• seeks to transform society’s social, economic, and
political structures and questions the validity of
gender roles these ascribe to women and men;
• contends that women are active agents of
development and not just passive recipients of
development assistance; and
• stresses the need of women to organize
themselves and participate in political processes
to strengthen their legal rights. (MCW)
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14. GENDER MAINSTREAMING IN
EDUCATION

15. INCLUSIVE EDUCATION

16. GENDER-RESPONSIVE BASIC
EDUCATION (GRBE)
• is inclusive education that ensures girls’ and boys’ and
women’s and men’s equal access to learning opportunities,
addresses gender-based barriers and the intersection of
different forms of discrimination, takes affirmative steps where
necessary to reduce gender gaps and disparities in the
management of the learning process, provides children a
learner-friendly environment that addresses their diverse
learning needs and results in the progressive achievement of
gender equality in educational outcomes.
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17. RATIONALE
● (Article XIV, Section 1) 1987 Philippine Constitution : State
‘shall protect and promote the right of all citizens to quality
education at all levels and shall take appropriate steps to
make education accessible to all.”
● Alignment to International Law Commitments: UDHR,
CRC, CEDAW

18. UNITED
NATIONS
CHARTER
Art. 1 paragraph 3
• Purpose of the UN is …“to achieve
international cooperation in solving
international problems of an economic,
social, cultural, or humanitarian character,
and in promoting and encouraging
respect for human rights and for
fundamental freedoms for all without
distinction as to race, sex, language, or
religion”

19. 1948 UNIVERSAL DECLARATION
OF HUMAN RIGHTS
• Article 1
• “All human beings are born free and equal in dignity and rights. They are
endowed with reason and conscience and should act towards one
another in a spirit of brotherhood.”
• Article 2
• “Everyone is entitled to all the rights and freedoms set forth in this
Declaration, without distinction of any kind, such as race, colour, sex,
language, religion, political or other opinion, national or social origin,
property, birth or other status. Furthermore, no distinction shall be made
on the basis of the political, jurisdictional or international status of the
country or territory to which a person belongs, whether it be
independent, trust, non-self-governing or under any other limitation of
sovereignty.”

20. 1979 CONVENTION ON THE ELIMINATION OF ALL FORMS OF
DISCRIMINATION AGAINST WOMEN (CEDAW)
• In its 30 articles, the Convention explicitly defines discrimination against women
and sets up an agenda for national action to end such discrimination.
• discrimination against women" shall mean any distinction, exclusion or
restriction made on the basis of sex which has the effect or purpose of impairing
or nullifying the recognition, enjoyment or exercise by women, irrespective of
their marital status, on a basis of equality of men and women, of human rights
and fundamental freedoms in the political, economic, social, cultural, civil or any
other field.

21. 1990 CONVENTION ON THE RIGHTS
OF THE CHILD
• Article 2
• States Parties shall respect and ensure the rights set forth in the present
Convention to each child within their jurisdiction without discrimination of any
kind, irrespective of the child's or his or her parent's or legal guardian's race,
colour, sex, language, religion, political or other opinion, national, ethnic or social
origin, property, disability, birth or other status.
• States Parties shall take all appropriate measures to ensure that the child is
protected against all forms of discrimination or punishment on the basis of the
status, activities, expressed opinions, or beliefs of the child's parents, legal
guardians, or family members.

22. RATIONALE
● RPs global commitments under the 1995 Beijing Platform for Action (Strategic Objective B
on Education), the 2015 Millennium Development Goals (Goal No. 2 on Universal
Education and Goal No. 3 on Gender Equality), and the 2030 Agenda for Sustainable
Development or the Sustainable Development Goals (Goal No. 4 on Quality
Education, Goal No. 5 on Gender Equality, and Goal No. 10 on Reduced Inequalities).
● ASEAN Socio-Cultural Community Blueprint 2025: envisions an inclusive ASEAN that
works toward the achievement of gender equality and the elimination of all forms of
discrimination and addresses the intersectionality of women’s discrimination.
● (Rule II, Section 10.2) Implementing Rules and Regulations of RA No. 10533: DepEd basic
education curriculum must be gender- and culture-sensitive.

23. The shift in the gender patterns in basic education indicators in
the Philippines from 1996 to 2012 (NEDA & UNDP 2014):
• boys outnumbered girls at the elementary level while at the
secondary level, the opposite was true, with girls
outnumbering boys.
• Girls outperformed boys in all key indicators, particularly in
cohort survival rate and completion rate.
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24. WOMEN’S EMPOWERMENT, DEVELOPMENT, AND GENDER
EQUALITY (WOMEN’S EDGE) PLAN 2O13—2O16 (CHAPTER 6:
EDUCATION)

25. 2016 NATIONAL BASELINE STUDY ON VIOLENCE AGAINST CHILDREN BY THE
COUNCIL FOR THE WELFARE OF CHILDREN AND THE SYSTEMATIC LITERATURE
REVIEW ON THE DRIVERS OF VIOLENCE AFFECTING CHILDREN BY THE UNITED
NATIONS CHILDREN’S FUND (UNICEF)
• There is a high prevalence of violence against children among both boys and
girls and increasingly, more boys are becoming victims of sexual abuse than
girls.
• Sexual harassment is the most frequent form of sexual violence, with girls being
particularly vulnerable. Lesbian, gay, bisexual, and transgender (LGBT) youth are
also at risk of sexual violence committed by their peers.
• LGBT children are at a higher risk for physical and psychological bullying.
• Children’s previous experiences of violence drive violent behavior in schools.
• Despite the high prevalence of violence, disclosures are reported to be low.
However, teachers are the most common persons children disclosed to and
sought help from. As such, teachers and school personnel need to have
appreciation and understanding of children’s rights.

26. PROMOTE
the protection of children from all
forms of gender-related
violence, abuse, exploitation,
discrimination, and bullying
ENABLE
the DepEd to undertake
gender-mainstreaming in
education to address both
enduring and emerging
gender and sexuality-
related issues in basic
education
OBJECTIVE:
PROMOTE
promote gender equality and
non-discrimination in the
workplace and within the
DepEd

27. STRENGTHEN
The structures, system and
methodologies
INVOLVE
All stakeholders in the promotion
of gender equality and non-
discrimination
CONTINUE
Enhancing policy implementation
and sustainability of results
ADDRESS
Gender-based barriers and
different forms of
discrimination
OBJECTIVES

28. OFFICIALS AND
EMPLOYEES OF
DEPED
OFFICIALS AND
EMPLOYEES OF
PRIVATE
SCHOOLS
LEARNERS OF
PUBLIC AND
PRIVATE
SCHOOLS, ALS,
SUCS & LUCS
SCOPE:

29. COMMITMENT:
Make Strategic
Framework gender
responsive
Mainstream Gender
in all policies and
Programs, Projects
and Activities
Ensure Gender Parity
in Staffing and create
and enabling work
environment
Strengthen gender
and development
mechanisms

30. COMMITMENT 1
Incorporate the Key Principles of Gender
Equality in the strategic framework of
DepEd
Gender
Dynamics
Impact
Education
Disaggregate
data are non-
negotiable.
Gender is not
just about girls.
Involve male and
female learners
in working
toward gender
equality.
Gender
Responsive
education is
Protective
Gender is a
cross-
sectoral
issue.
Anyone can
champion
gender equality
in education
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31. COMMITMENT 2
Curriculum, Instruction,
Assessment
• Assessment
• Learning Resources
• Learning Environment
• Learning Delivery
• Curriculum Standards
• Learner Development
Planning and Field
Operations
• Planning
• SchoolSports
• Youth Formation
• School Health
• Learner’s Support
Public Affairs, Finance and
Administration
• Educational Facilities
• Information and Communications Technology
• Public Affairs
Through the relevant units, DepEd shall
form part in its PAPs gender concepts
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Gender Responsive Education Policy by Atty. Marinel D. Oro 9/26/2022

32. Human Resource
Development
Employee
Welfare
Learning and
Development
COMMITMENT 3
Through appropriate and relevant units,
shall ensure parity in all genders and allow
them to work in such an equal
environment
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Gender Responsive Education Policy by Atty. Marinel D. Oro 9/26/2022

33. GAD Focal Point
System
GAD Planning and
Budgeting
Committee on
Decorum and
Investigation
Child Protection
Committee
Grievance
COMMITMENT 4
Ensure that the GAD Focal Point System
and the other committees essential to
gender and development are
institutionalized in all levels of governance
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34. WHERE DO WE GO
FROM HERE?
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35. THANK
YOU!
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