Gender Sensitivity and Education in the Philippines
1. THE IMPORTANCE OF
GENDER SENSITIVITY:
PROMOTING GENDER-
NEUTRAL
ENVIRONMENT
The contents in this slide are excerpts from the works of different scholars. Therefore, the presenter does not own the content of this
presentation. All credits go to the rightful owners.
PRESENTED BY: AIREEN I. BASA
MAED-EA
4. 4
UN Women mandate to
mainstream gender in
all field;
Sex-disaggregated data
are important for
evidence based policy
making;
Statistics needed to
monitor gender equality
commitments of the
GoA;
CEDAW Article 10 –
women & men have
equal opportunities to
education and training.
6. 6
“commits to integrate the principles of gender equality, gender equity, gender
sensitivity, non-discrimination and human rights in the provision and
governance of basic education”
“seeks to enable DepEd to undertake gender mainstreaming in education to
address both enduring and emerging gender and sexuality-related issues in
basic education, to promote the protection of children from all forms of gender-
related violence, abuse, exploitation, discrimination and bullying, and to
promote gender equality and non-discrimination in the workplace and within
DepEd”
The policy also – finally – broadens DepEd’s gender and development (GAD)
programs by tackling not only women’s issues, but also of other sexual
minorities.
12. NOT A WAR OF THE SEXES
NOT AN ANTI-MALE STANCE
BOTH WOMEN AND MEN ARE VICTIMS,
ALTHOUGH WOMEN ARE AFFECTED
MORE THAN MEN
IN PRACTICALLY: ALL CULTURES, WOMEN
HAVE A LOWER STATUS THAN MEN
12
14. culturally ascribed, changing,
misconceived as “natural”
box and limit women and men’s
capabilities to do and to be
need to be considered in making decisions
and allocating resources
14
19. 19
“commits to integrate the principles of gender equality, gender equity, gender
sensitivity, non-discrimination and human rights in the provision and
governance of basic education”
“seeks to enable DepEd to undertake gender mainstreaming in education to
address both enduring and emerging gender and sexuality-related issues in
basic education, to promote the protection of children from all forms of gender-
related violence, abuse, exploitation, discrimination and bullying, and to
promote gender equality and non-discrimination in the workplace and within
DepEd”
The policy also – finally – broadens DepEd’s gender and development (GAD)
programs by tackling not only women’s issues, but also of other sexual
minorities.
20. 20
“commits to integrate the principles of gender equality, gender equity, gender
sensitivity, non-discrimination and human rights in the provision and
governance of basic education”
“seeks to enable DepEd to undertake gender mainstreaming in education to
address both enduring and emerging gender and sexuality-related issues in
basic education, to promote the protection of children from all forms of gender-
related violence, abuse, exploitation, discrimination and bullying, and to
promote gender equality and non-discrimination in the workplace and within
DepEd”
The policy also – finally – broadens DepEd’s gender and development (GAD)
programs by tackling not only women’s issues, but also of other sexual
minorities.
21. 21
“commits to integrate the principles of gender equality, gender equity, gender
sensitivity, non-discrimination and human rights in the provision and
governance of basic education”
“seeks to enable DepEd to undertake gender mainstreaming in education to
address both enduring and emerging gender and sexuality-related issues in
basic education, to promote the protection of children from all forms of gender-
related violence, abuse, exploitation, discrimination and bullying, and to
promote gender equality and non-discrimination in the workplace and within
DepEd”
The policy also – finally – broadens DepEd’s gender and development (GAD)
programs by tackling not only women’s issues, but also of other sexual
minorities.
22. 22
“commits to integrate the principles of gender equality, gender equity, gender
sensitivity, non-discrimination and human rights in the provision and
governance of basic education”
“seeks to enable DepEd to undertake gender mainstreaming in education to
address both enduring and emerging gender and sexuality-related issues in
basic education, to promote the protection of children from all forms of gender-
related violence, abuse, exploitation, discrimination and bullying, and to
promote gender equality and non-discrimination in the workplace and within
DepEd”
The policy also – finally – broadens DepEd’s gender and development (GAD)
programs by tackling not only women’s issues, but also of other sexual
minorities.
23. 23
“commits to integrate the principles of gender equality, gender equity, gender
sensitivity, non-discrimination and human rights in the provision and
governance of basic education”
“seeks to enable DepEd to undertake gender mainstreaming in education to
address both enduring and emerging gender and sexuality-related issues in
basic education, to promote the protection of children from all forms of gender-
related violence, abuse, exploitation, discrimination and bullying, and to
promote gender equality and non-discrimination in the workplace and within
DepEd”
The policy also – finally – broadens DepEd’s gender and development (GAD)
programs by tackling not only women’s issues, but also of other sexual
minorities.
24. 24
“commits to integrate the principles of gender equality, gender equity, gender
sensitivity, non-discrimination and human rights in the provision and
governance of basic education”
“seeks to enable DepEd to undertake gender mainstreaming in education to
address both enduring and emerging gender and sexuality-related issues in
basic education, to promote the protection of children from all forms of gender-
related violence, abuse, exploitation, discrimination and bullying, and to
promote gender equality and non-discrimination in the workplace and within
DepEd”
The policy also – finally – broadens DepEd’s gender and development (GAD)
programs by tackling not only women’s issues, but also of other sexual
minorities.
25. Gender sensitivity of teachers refers to their
awareness and understanding of issues
related to gender.
It involves recognizing and respecting the
diverse experiences and perspectives of
students based on their gender.
25
26. 1. Understanding diversity
2. Promoting Equality
3. Raising Awareness
4. Effective Communication
5. Teaching Positive Role
Models
26
27. 27
1. Enforcement and compliance with RA 9710 on non-expulsion of women
faculty and female learners who become pregnant outside of marriage;
2. Implementation of sexual and reproductive health services in every school;
3. Formulation of policies to boost women’s participation in sports;
4. Provision of facilities for differently-abled people;
5. Establishment of media network and mechanism to disseminate GAD-
related information/advocacy campaigns;
6. Establishment of VAWC desk in schools; and
7. Provision of breastfeeding stations and child-minding stations.
8. The LGBT community is getting highlighted. For instance, DepEd now eyes
to include in the school calendar the observance/celebration of LGBT Pride
Month.
28. 28
“commits to integrate the principles of gender equality, gender equity, gender
sensitivity, non-discrimination and human rights in the provision and
governance of basic education”
“seeks to enable DepEd to undertake gender mainstreaming in education to
address both enduring and emerging gender and sexuality-related issues in
basic education, to promote the protection of children from all forms of gender-
related violence, abuse, exploitation, discrimination and bullying, and to
promote gender equality and non-discrimination in the workplace and within
DepEd”
The policy also – finally – broadens DepEd’s gender and development (GAD)
programs by tackling not only women’s issues, but also of other sexual
minorities.
29. Source: INSTAT, 2011
29
2015 target
100%
Gender
differences
are evident
at pre-
school,
mandatory &
high school
level.
89
90
91
87.7
90.1
87.9
80
85
90
95
2002 2005 2008
boys girls
30. 30
- There’s a
tendency of
boys to
leaving
education
after the
mandatory
one.
There’s no
differences
between
rural and
urban.
45.3 45.9 46.1 45.8
54.7 54.1 53.9 54.2
30
35
40
45
50
55
60
urban rural urban rural
2008/09 2009/10
boys girls
31. Source: INSTAT, 2011
31
- Vocational
education not
really attractive
for girls;
- The majority of
courses offered
are so-called
“male
professions”
- Few girls
attend
vocational
courses in rural
settings.
65
69
35
31
0
10
20
30
40
50
60
70
80
2008/09 2009/10
boys girls
