This document discusses gender and development in education. It defines key terms like gender, gender equality, and gender equity. It explains that gender refers to social and cultural differences between men and women, while sex refers to biological differences. The document outlines the composition and functions of a Gender and Development Focal Point System in schools. It emphasizes the importance of a gender-responsive teaching and learning environment that is safe, healthy, inclusive and conducive to learning for both male and female students. It also discusses strategies to promote gender-sensitive teaching and the importance of extracurricular activities and counseling skills.

1. GENDER AND
DEVELOPMENT
ELVIRA M. ANTONINO
SCHOOL PRINCIPAL II

2. OVERVIEW
• Human rights are for all human beings – men as well as
women. This means women are entitled to the same
human rights as men.
• Gender equality is achieved when women and men enjoy
the same rights and opportunities across all sectors of
society including economic society.

3. SCRAMBLE LETTERS
1. E X S
2. D N E R E G
3. L S U T X A E Y I
4. Y T I R A P
5. U I Y T Q E
6. A U E Y L Q T I
7. S S A A L N Y I
8. S E S N E R W A A
9. P E R O V I E S N S
10.N O I T A N I M I R C S I
D

4. SEX VS. GENDER
•Male and female
•Emotional and logical
•Child bearing
•Weak and strong
•Child rearing
•Penis and vagina
•Masculine and
feminine
•Mother and father
•XX and XY

5. NAME GAME
KEY TERMS
Policeman/Policewoman
Salesman/Saleswoman
Congressman/Congresswom
an
Actor/Actress
Chairman/Chairwoman
GENDER SENSITIVE TERM
Police Officer
Sales Representative
Legislator
Entertainer
Chairperson

6. SEX VS. GENDER
SEX – refers to the biological differences between men and
women.
GENDER – is a social and cultural construct, which
distinguishes differences in the attributes of men and
women, and accordingly refers to the roles and
responsibilities of men and women.

7. GENDER AND DEVELOPMENT
CONCEPT

8. SEXUALITY
A fundamental aspect of human physiology

9. GENDER EQUITY
The process of being fair to men and women.

10. GENDER EQUALITY
Means that women and men have equal conditions,
treatment and opportunities for realizing their full potential,
human rights and dignity, and for contributing to and
benefiting from economic, social, cultural and political
development.

11. GENDER AND DEVELOPMENT (GAD)
Approach focuses on intervention to address unequal
gender relations in the entire development cycle (access,
processes and outcomes) that prevent women from full and
equal participation in, and benefits from development.

12. NATIONAL LEGISLATIONS/DEPED ORDERS
• RA 9710
• RA 9262
• DO No. 32, s. 2017
• DO No. 63 s. 2012

13. COMPOSITION OF GAD FOCAL POINT SYSTEM
(GFPS)
• School GAD Coordinator (To be designated by the
Principal)
• Asst. Principal/Department Head ( Senior HS)
• Grade Level Coordinator/s ( Elementary)
• Guidance Teacher/ Coordinator
• School Bookkeeper ( Secondary)
• Administrative Assistant

14. FUNCTIONS OF GAD FOCAL POINT PERSON
• Lead in gender mainstreaming
• Use harmonized GAD guidelines for Programs and Projects
(P&P)
• Recommend formulation/revision of policies for women’s
status of policies and child protection
• Lead in review and updating sex-disaggregated data for
GAD database

15. • Implement advocacy activities
• Identify gender issues arising from gender analysis
• Prepare GAD plans, budgets and accomplishment reports
• Ensure the effective and efficient implementation of the
GAD plan and utilization of GAD budget
• Give incentives to outstanding institutional GAD programs
• Build and strengthen partnership with all GAD focal point
persons in the department

16. GENDER RESPONSIVE TEACHING AND
LEARNING ENVIRONMENT

17. OVERVIEW
• The school is a catalyst for change
• Gender responsive teaching pedagogy is considered to be
one which is safe, healthy, inclusive and conducive to
learning.
• The teacher serves as the most important agent to make
change happen.

18. Teachers have a critical role in facilitating learning free of
gender biases. Learning environments have both physical
and social aspects.

19. DO’S AND DON’TS IN PROMOTING
GENDER SENSITIVE TEACHING
STRATEGIES

20. IMPORTANCE OF DEVELOPING COUNSELLING SKILLS
• Teachers should be observant enough to be aware of
problems related to learners’ personal and social lives.
• Teachers should be trained and have gender sensitive
counseling skills to address cases of gender-based
discrimination and violence.

21. IMPORTANCE OF EXTRA CURRICULAR ACTIVITIES
• Serve as venue in learning key ideas on gender responsiveness
and erasing gender stereotypes.
• The added value of giving learners the opportunity to build
teamwork, communication and leadership skills that can be
used later in life.
• Venue in working and communicating effectively with other
genders.

22. TWO DIMENSIONS OF A LEARNING
ENVIRONMENT

23. A. PHYSICAL DIMENSION
• Shape of the classroom and other learning spaces
• Lighting and sound
• Access to fresh water
• Health services and counseling
• Toilets
• Access to sports and recreation facilities

24. B. SOCIAL DIMENSION
• Teacher-learner interaction
• Learner- learner interaction

25. CHARACTERISTICS OF A GENDER-SENSITIVE LEARNING
ENVIRONMENT WITHIN THE CLASSROOM
• Safe
• Healthy
• Inclusive
• Conducive to learning

26. COMMON FORMS OF SCHOOL-RELATED GENDER-
BASED VIOLENCE
• Corporal punishment
• Physical violence and abuse
• Psychosocial violence and abuse
• Bullying including cyber-bullying
• Sexual violence and sexual abuse

27. MOST COMMON CONSEQUENCES OF SCHOOL-
RELATED GENDER-BASED VIOLENCE
• Lower educational participation, achievement and
continuation
• Impact on health and psychosocial well-being of learners
• Intergenerational transmission of violence
• Broader socio-economic consequences

28. THANK YOU 