This document discusses key concepts related to gender and development for gender-responsive schools. It defines sex as biological attributes that are equally valued, while gender is socio-psychological attributes marked by inequality. Development aims to fulfill basic human needs of provision, identity, and freedom. The document outlines how schools should uphold rights and minimize discrimination, and notes challenges in balancing gender roles through education to address socially constructed stereotypes and biases.

1. GENDER AND DEVELOPMENT
for Gender
Responsive Schools
Fauzia I. Adil
ACSSC GAD Coordinator
SCHOOL LEARNING ACTION CELL 2019-2020

2. ACTIVITY
Define the following terms:
Group 1. Gender
Group 2. Sex

3. OBJECTIVES
1. Explain concepts of sex, gender,
gender roles, and other key concepts
related to Gender and Development .
2. Appreciate impact of gender relations
to the appropriateness of program
interventions and services in the
education sector .

4. Sex GENDER
• Universal
• Relatively fixed
• Categorized as male or
female
• Attributes are equally
valued
• Culture-bound
• Inter-
changeable/changing
• Categorized as feminine
or masculine
• Attributes are marked by
inequality
• Bio-physiological • Socio-psychological

5. • school should uphold
the rights of each and
everyone by being
gender responsive.
• school should be a
vessel to minimize if
not totally eradicate
discrimination based
on gender.
Structures
and
processes
Rights of
learners and
stakeholders
Schools
Rights and
responsibilities
of teachers

6. DEVELOPMENT
 Development aims at the
fulfillment of three basic
human needs:
 the ability to provide for
basic necessities;
 the ability to become persons
with identity, dignity and
self-esteem; and
 the exercise of freedom and
responsibility.

7. Four premises of GAD Orientation:
 GAD is not war of sexes
 GAD is not anti-male
 Both women and men are victims of gender inequality,
although there are more women victims than men
 Both women and men have a stake in the struggle for
gender equality although gender equality is a globally
recognized development agenda.

8. CHALLENGE
 is to strike an appropriate balance of gender
roles between men and women/boys and girls,
through education and training, given that
gender, role differences and stereotyping are
socially constructed.
 Addressing gender issues is a complex process –
the issues are often culturally ingrained, and
involve a number of institutions.

9. Gender and Development adopts the
principle that development is for all – all
humans, men or women have the right to
the same opportunities to achieve a full
and satisfying life.
It further recognizes that gender biases
impede development (capacity to do and
be).

10. What your eyes
can see
• OBJECTIFICATION
and
• SEXUALIZATION of
the BODY
• Gender
Stereotyping
• Gender Bias
• Gender
discrimination
• Commodification

11. GENDER
SENSITIVITY
- Not a war of the
sexes
- Not anti-male
- Recognition that in
practically all cultures
women have a lower
status than men.

12. What is the role of DEpEd in ensuring that gender-based
discrimination/violence is minimized if not totally eradicated
in the school system?
In RA 9710, the instructional goal is “to ensure the promotion and
protection of the dignity and self-worth of both sexes by
integrating and /or infusing core messages and related values
on gender-fair education in the curricula…”
To foster a sense of personal growth and dignity and respect for
the abilities and rights of people of all races, ethnic
backgrounds of both sexes

13. Gender in PH education
Strategic gender issues to be addressed
1. Boys are underperforming in key education indicators
compared to girls
2. Indigenous people (IP) also fall behind in enrolment data and
experience discrimination
3. Higher education degrees manifest marked gender-
segregation
4. Gender biases and stereotypes remain, and are still
embedded in the curricula, instructional methods, materials
and learning media
5. Women and girls continue to be vulnerable to sexual
harassment and violence inside schools because of the lack
of safe and gender responsive teaching-learning environment

14. Magna Carta of Women
SEC. 13. Equal Access and Elimination of
Discrimination in Education, Scholarships, and
Training. –
 (a) The State shall ensure that gender stereotypes
and images in educational materials and curricula
are adequately and appropriately revised. Gender-
sensitive language shall be used at all times.
Capacity-building on gender and development
(GAD), peace and human rights, education for
teachers, and all those involved in the education
sector shall be pursued toward this end.
Partnerships between and among players of the
education sector, including the private sector,
churches, and faith groups shall be encouraged.

15. Key GAD Concepts:
1. Shared parenting
2. Shared home management
3. Shared decision making
4. Equalized opportunities
5. Equalized Representation in Public Affairs and Enhanced
Participation
6. Make Women’s Roles and Contributions Visible, Valued and
Recognized
7. Ensure Non-sexist Socialization
8. Anti-Violence against women and Children

16. Develop skills
 Recognize that gender issues are rooted in cultural attitudes and social
structures that prioritize men’s needs over those of women
 Understand and recognize the link between violence prevention and
increasing gender equity
 Teach young people to engage in respectful and emotionally healthy
relationships
 Empower young people with useful knowledge, skills and understanding and
promoting positive, non-violent relationships based on equality and respect
 Create an atmosphere where violence (such as bullying) and the use of aggression
to resolve conflicts is not tolerated

17. CONSERVATIVE/
FORMAL EQUALITY
PROGRESSIVE/
SUBSTANTIVE EQUALITY

18. APPLICATION
Identify a prevalent gender-based
issue in your classroom/school and how
it can be solved /address the issue.
Share group’s outputs.

19. An environment free from
discrimination/violence provides a
greater guarantee in the
achievement of learning outcomes.

20. GRACIAS…