The document discusses gender sensitivity training and concepts related to gender and development. It provides statistics showing gender disparities around the world, such as women comprising 70% of the world's poor. It defines key terms like sex, gender, gender roles and discusses how gender roles are socially constructed rather than biological. The training aims to promote gender equality and equity by addressing issues like marginalization of women, gender stereotypes, and violence against women.
Gender and Development focuses on social, economic, political and cultural forces that determine how differently men and women participate in, benefit from, and control the recourses and activities. Also focuses on the socially determined relations between men and women.
This presentation aims to assist the participants to understand the basic concept of Gender and Development (GAD) such as difference of SEX and GENDER as well as the relevance of Gender for Development.
Gender and Development focuses on social, economic, political and cultural forces that determine how differently men and women participate in, benefit from, and control the recourses and activities. Also focuses on the socially determined relations between men and women.
This presentation aims to assist the participants to understand the basic concept of Gender and Development (GAD) such as difference of SEX and GENDER as well as the relevance of Gender for Development.
This presentation is prepared and used by Dr. Vivencio (Ven) Ballano for his talk on "Gender Inequality in the Philippines and the Workplace." It aims to explain gender relations and inequality in the Philippines, particularly in the workplace. It has 3 major parts. The first part introduces the sociology of gender, feminism, and 3 major feminist theories. The second part discusses gender relations and inequality in the Philippines, especially in law and legislation. The last part broadly deals with gender discrimination in employment, role, and workplace, as well as sexual harassment.
Copyright reverts to the owners of the photos, pictures, infographics, and other materials used in this presentation.
Part 1 of my Learning Application Plan in view of my attendance to the 18th ASEAN Conference on Civil Service Matters Training on Gender Mainstreaming on Human Resource Policies, Processes and Systems, April 20-24, 2015, Marco Polo, Manila, Philippines
ReadySetPresent (Gender Differences PowerPoint Presentation Content): 100+ PowerPoint presentation content slides. Misinterpreting gender differences can be potentially disastrous. However, understanding them, can lead to a harmonious environment both at work and at home. Gender Differences PowerPoint Presentation Content slides include topics such as: highlighting Gender and Communication Differences, how to avoid pitfalls, 6 common areas of miscommunication between genders, 6 slides on negotiation and gender, 10 slides on biological brain and health differences, 25+ slides on strengths of genders with facts and trivia, 15+ slides on managing and accommodating different genders and moving past stereotypes, 4 slides on the Parson’s model, 9 slides on women working with men, 8 slides on men working with women, and 6 slides on females in business, 10 slides on common misunderstandings and communication between spouses, interesting gender statistics and more!
There are existing various gender issues/gaps that our Pantawid Children are experiencing which actually affect their compliance to the program's conditionality. These are the issues that should be addressed and provided with appropriate interventions or actions. Thus we are presenting this to our stakeholders, partner agencies in order for them to realize that we must have a collaborative efforts, collective actions to provide the needs of these Pantawid children and provide a better environment for them, mold them into a better person and enhance their capabilities without restrictions because development is for all.
This presentation is prepared and used by Dr. Vivencio (Ven) Ballano for his talk on "Gender Inequality in the Philippines and the Workplace." It aims to explain gender relations and inequality in the Philippines, particularly in the workplace. It has 3 major parts. The first part introduces the sociology of gender, feminism, and 3 major feminist theories. The second part discusses gender relations and inequality in the Philippines, especially in law and legislation. The last part broadly deals with gender discrimination in employment, role, and workplace, as well as sexual harassment.
Copyright reverts to the owners of the photos, pictures, infographics, and other materials used in this presentation.
Part 1 of my Learning Application Plan in view of my attendance to the 18th ASEAN Conference on Civil Service Matters Training on Gender Mainstreaming on Human Resource Policies, Processes and Systems, April 20-24, 2015, Marco Polo, Manila, Philippines
ReadySetPresent (Gender Differences PowerPoint Presentation Content): 100+ PowerPoint presentation content slides. Misinterpreting gender differences can be potentially disastrous. However, understanding them, can lead to a harmonious environment both at work and at home. Gender Differences PowerPoint Presentation Content slides include topics such as: highlighting Gender and Communication Differences, how to avoid pitfalls, 6 common areas of miscommunication between genders, 6 slides on negotiation and gender, 10 slides on biological brain and health differences, 25+ slides on strengths of genders with facts and trivia, 15+ slides on managing and accommodating different genders and moving past stereotypes, 4 slides on the Parson’s model, 9 slides on women working with men, 8 slides on men working with women, and 6 slides on females in business, 10 slides on common misunderstandings and communication between spouses, interesting gender statistics and more!
There are existing various gender issues/gaps that our Pantawid Children are experiencing which actually affect their compliance to the program's conditionality. These are the issues that should be addressed and provided with appropriate interventions or actions. Thus we are presenting this to our stakeholders, partner agencies in order for them to realize that we must have a collaborative efforts, collective actions to provide the needs of these Pantawid children and provide a better environment for them, mold them into a better person and enhance their capabilities without restrictions because development is for all.
Through the Administrative Order #5: DSWD guideline in Gender and Development mainstreaming and Department’s Gender and Development mainstreaming framework to Pantawid Pamilyang Pilipino Program; to facilitate integration of GAD in the systems, structures, policies, processes and procedures of the Department a process flow was done in order to facilitate the capturing of gender related issues or gaps through the assistance of Grievance Redress System (GRS).
In this process flow, it assists the Regional Program Management Office (RPMO), Provincial Operations Office (POO) and Municipal Operations Office (MOO) in handling gender related issues and how they will respond immediately and appropriately into the gender related cases of their Pantawid Beneficiaries.
A Feast of Difference: "Gender Issues" and "Sexuality in Continuity and Change"Gregorio III Caliguia
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(PS 202: Theories and Perspectives)
Asian Center
University of the Philippines - Diliman
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Gender Differences PowerPoint PPT Content Modern SampleAndrew Schwartz
165 slides include: highlighting gender and communication differences, how to avoid pitfalls, 6 common areas of miscommunication between genders, negotiation and gender, biological brain and health differences, gender strengths with facts and trivia, managing and accommodating different genders, moving past stereotypes, the Parson's model, women working with men, men working with women, females in business, common misunderstandings with communication between spouses, interesting gender statistics and more.
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All the very best to every one.
Wish you best of luck for your Presentation.
I advise to all please add your body language when you give your presentation.
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this presentation was formulated to guide the Community Organizers in educating their Participants (Less Fortunate, Indigenous People and Illiterate Parents) to acquire knowledge and skills in caring for children against any forms of violence, abuses and exploitation inside their house, school and their own community.
This presentation was formulated to guide the Community Organizers in conducting their Family Development Sessions with their target participants specifically the Indigenous People, Less Fortunate and illiterate parents that they (the participants) could understand in a very simple way and be able to share and apply these information that they have learned in their homes on how to build a good or great parent children relationship.
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http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
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2024.06.01 Introducing a competency framework for languag learning materials ...
INTRODUCTION TO GAD
1. GENDER SENSITIVITY TRAINING
MODULE 1:
INTRODUCTION TO
GENDER AND
DEVELOPMENT
MAC PAUL V. ALARIAO, RN, MSN
PANTAWID REGIONAL GAD FOCAL PERSON
2. SUBJECT: WHAT IS MY UNDERSTANDING OF GENDER
AND DEVELOPMENT? OR WHAT COMES
IMMEDIATELY TO MY MIND IF I HEAR GENDER
AND DEVELOPMENT?
SMALL GROUP DISCUSSION
4. The rationale for considering gender can be made using
the following statistics:
• Women form 50% of the world’s population.
• Women perform 2/3 of the world’s work.
• Women make up 2/3 of the world’s illiterate
population.
• Women earn 1/10 of the world’s income.
• Women earn less than 1/100 of the world’s property.
• Women constitute 70% of the world’s poor living on
less than $1/per day.
WHY GENDER IS A DEVELOPMENT ISSUE?
5. INVOLVING BOTH MEN AND WOMEN
THROUGH COMMUNITY ACTIVITIES
INVOLVING BOTH INDIVIDUAL
CHANGE AND COLLECTIVE ACTION
LOBBYING TO LGU
THROUGH MIAC
MEETINGCONDUCT OF FDS
DEVELOPING THEIR ABILITY TO:
COLLECTIVELY
AND
INDIVIDUALLY
TAKE CONTROL
OVER THEIR
OWN LIVES
IDENTIFY
THEIR
NEEDS
SET THEIR OWN
AGENDA AND
DEMAND SUPPORT
FROM THEIR
COMMUNITIES AND
STATE
FOUNDATIONAL
ACTIVITIES
INFLUENCE
ACTIVITIES
IMMEDIATE
OUTCOME
INTERMEDIATE
OUTCOMES
6. PANTAWID BENEFICIARIES ARE
PRODUCTIVE, EMPOWERED AND
SELF - SUFFICIENT
TRANSFORMATION OF
THE DIVISION OF
LABOUR AND OF
SOCIETY
CHANGES IN
PREVALENT
IDEOLOGIES ABOUT
ROLES AND
RESPONSIBILITIES OF
MEN AND WOMEN
INTERGENERATIONAL CYCLE OF
POVERTY STOPPED
END OF
PROGRAM
OUTCOMES
BROADER
GOALS
8. SUBJECT: WHAT IS THE MOST OBJECTIONABLE
GENDER ISSUE THAT I HAVE EXPERIENCED AS A
MAN OR A WOMAN?
SMALL GROUP DISCUSSION
9. WHAT IS
SEX?
SEX is biologically assigned to an
individual.
SEX refers to the biological and
physiological characteristics that define
men and women
SEX a natural distinguishing variable
based on biological attributes
PHYSICAL – Genitalia, Reproductive Organs
GENETIC – Chromosomes, Hormones
10. BIOLOGY OF SEX
GENITALIA: PENIS, SCROTUM
INTERNAL REPRODUCTIVE
ORGANS: TESTES
CHROMOSOMES: XY
HORMONES:
TESTOSTERONE
GENITALIA: VAGINA,
CLITORIS
INTERNAL REPRODUCTIVE
ORGANS: UTERUS,
OVARIES
CHROMOSOMES: XX
HORMONES: ESTROGEN,
PROGESTERONE
11. WHAT IS GENDER?
GENDER refers to
the socially
constructed roles,
behaviours, activities,
and attributes that a
given society
considers appropriate
for men and women.
GENDER is what a
person identifies
himself or herself
12. Gender is not binary; it is a
spectrum.
“Male” and “Female”
are sex categories
“masculine” and
“feminine” are
gender categories
13. SEX GENDER
What makes one male
or female
What is masculine or feminine
Biologically-
determined
Socially-determined;
culturally-defined
Refers to physical
characteristics
Refers to learned
behavior
14. SEX GENDER
Constant across time Changes over time
Constant/same
across different
societies and cultures
May vary in different
societies and cultures
Gender differences are created, produced,
reproduced & maintained by social institutions
Gender is multi-dimensional, influencing
economic, political & social interactions
and needs
15. Women give birth to babies, men do not.
SEX GENDER
Little girls are gentle, boys are tough.
In one case, when a child brought up as
a girl learned that he was actually a boy,
his school remarks improved
dramatically.
Amongst Indian Agricultural workers,
women are paid 40 – 60% of the male
wage
Women can breast – feed babies, men
can bottle – feed babiesMost building-site workers in Britain are
men
Men have penis, while women have
vagina
Women have developed uterus
In ancient Egypt, Men stayed at home
and did weaving. Women handled family
business. Women inherited property and
men did not.
Men’s voices break at puberty, women’s
do not.
In one study of 224 cultures, there were
5 in which men did all the cooking and
36 in which women did all the house
building
Male and Female
Feminine and Masculine
16. A GENDER ROLE IS A SET OF SOCIAL
AND BEHAVIOURAL NORMS THAT ARE
GENERALLY CONSIDERED
APPROPRIATE FOR EITHER A MAN OR
A WOMAN IN A SOCIAL OR
INTERPERSONAL RELATIONSHIP.
GENDER ROLES:
17. GENDER ROLES
PRODUCTIVE ROLES:
Comprises the work done by both
women and men for payment in
cash or kind.
REPRODUCTIVE (Domestic) ROLES:
Comprises the childbearing or
childrearing responsibilities and
domestic tasks required to
guarantee the maintenance and
well – being of household members.
It includes not only biological
reproduction but also the care and
maintenance of the persons who
comprise the household.
COMMUNITY MANAGEMENT
ROLES:
Comprises activities undertaken at
the community level to contribute
to the development or political
organization of the community. It is
usually voluntary, unpaid work.
19. MARGINALIZATION: (ECONOMIC)
The process which forces women out :
• Into the periphery of economic & social life,
• On the periphery of decision- making process
• As well as diminishing the value of the activities in
which they engage and through which they contribute
to the national development process.
20. • Under or non-valuation/recognition of
Women’s work
• Women have less access to and control
over resources and benefits
• Unequal pay for work of equal value
• Last to be hired, first to be fired
• Limited opportunities
• Exacting sexual favors
21. The vision; what should be:
Equal Pay for Work of Equal Value
Economic Independence
Economic Opportunities
22. SUBORDINATION:(POLITICAL)
One sex is inferior to the other; gender subordination is the
institutionalized domination by men of women
POSITION – every women in politics and top
positions
STATUS – weaker sex
DECISION – MAKING – women are not included in
planning & decision-making processes
PROCESS OF SOCIALIZATION
24. The vision; what should be:
Quality Participation in Decision-Making
Recognition of Capabilities
25. MULTIPLE BURDEN
Involvement in the three spheres of work; reproductive;
productive and community work.
• Parenting
• Housework
• Community Work
• Work in the public
sphere/informal sector
26. GENDER DIVISION OF LABOR
the assignment of tasks and
roles to men and women on
account sex
27. The vision; what should be:
Shared Parenting
Shared Housework
Shared Breadwinning
28. are generalizations or
assumptions that people
make about the
characteristics of all
members of a group
based on an image (often
wrong).
STEREOTYPES
29. 2 MAIN Stereotypes (Assumptions) in the
Household
Assumption #1: A family consists of husband/father,
wife/mother and children
Assumption #2: A clear division of labour exist within
the household, in which the MAN AS “PROVIDER” is
involved in productive work outside the home and the
WOMAN as “HOUSEWIFE ” and “HOMEMAKER”
assumes the primary responsibility for reproductive and
domestic work involved in the organization of the
household.
HOUSEHOLD STEREOTYPES
30. • SUBJECTS AND SKILLS IN
SCHOOL
• REINFORCEMENT FROM
TEACHERS
GENDER STEREOTYPES IN SCHOOL
31. GENDER STEREOTYPES IN WORKPLACE
Business-minded Committed
COMPUTER ENCODER TALKATIVE
CRITICAL THINKER HATES SPIDERS
MOUNTAIN CLIMBER DYNAMIC
FUNNY AGGRESSIVE
CHEERFUL FASHIONABLE
LIKES CHILDREN INDEPENDENT
LIFE GUARD DARING
INTELLIGENT COMPETENT
GOOD COOK OUTSPOKEN
ROMANTIC COMPASSIONATE
TRICYCLE DRIVER DRIVEN
FACTORY WORKER LOGICAL
32. GENDER STEREOTYPES IN
WORKPLACE
HOT HEADED GENTLE
IMPATIENT WARM
TOO SENSITIVE LIKES FLOWER
PERSISTENT SELF – STARTER
ASSERTIVE EMOTIONAL
STRONG COMPETITIVE
NURTURING BASKETBALL FAN
33. GENDER STEREOTYPES
Fixed, unquestioned beliefs or
images we carry in the back of
our minds
About women and men
Transmitted from generation to
generation
34. The vision; what should be:
Liberation from stereotyped
images
Non-sexist child rearing
Non-sexist language
35. VIOLENCE AGAINST WOMEN
Acts of instilling fear and
inflicting pain with the aim to
injure, or abuse a person
usually women.
36. Verbal, psychological & physical forms of violence:
• Jokes
• Wolf-whistles
• Peeking
• “Chancing” or making sexual passes
• Sexual harassment
• Domestic violence
• Rape
• Prostitution
• Commodification – the act of treating
women as A commodity or object &
not as A person
VAW
37.
38. The vision; what should be:
Freedom from violence
Freedom from harassment
Effects on personhood
Personhood development – self-esteem
Control over one’s body
41. THE PREMISE FOR GENDER
SENSITIVITY
• It’s not Pitying Women.
• It’s not male bashing.
• It not Anti-male.
• It’s not a war of sexes.
• Both Men and Women are VICTIMS of Gender
Inequality, although the VICTIMS are more often
the women than men.
• Both Men and Women have a stake in the struggle
for gender equality.
42. GENDER EQUALITY
Equality refers to similarity of
treatment as it is legally,
constitutionally and divinely given.
It is a fundamental right.
43. The legal concept of gender equality is
enshrined in the 1948 Universal Declaration of
Human Rights as well as United Nations
Convention on the Elimination of All Forms of
Discrimination Against Women (CEDAW), which
was adopted in 1979 and is also known as the
convention on women’s rights. CEDAW, which
has been ratified by 100 countries, states
clearly and unequivocally that discrimination
against women violates the principles of
equality of rights and respect for human
dignity.
Equality refers to similarity of treatment as it is
legally, constitutionally and divinely given and is
a fundamental human right.
The governments of the world reaffirmed their
commitment in 1995 to the equal rights and
inherent human dignity of all women and men in
the Beijing
UNDERSTANDING GENDER EQUALITY
44. CEDAW states that discrimination against
women shall mean DISTINCTION,
EXCLUSION, or RESTRICTION made on the
basis of sex which has the 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..
UNDERSTANDING GENDER EQUALITY
45. Equity refers to a fair sharing of
resources, opportunities and
benefits according to a given
framework.
GENDER EQUITY
Equity is often viewed as a favour,
whereas equality is a fundamental
right.
46. Gender equity is concerned with the
promotion of personal, social, cultural,
political, and economic equality for all.
The term gender equity emerged out of a
growing recognition in society of pervasive
gender inequities.
UNDERSTANDING GENDER EQUITY
In the short-term: greater emphasis in
the gender equity initiatives will be
placed on improving conditions and
attitudes as they affect girls and women.
In the long-term: these initiatives will
also improve the situation for boys and
men.
48. THE STORY OF THE FOX AND THE CRANE
The Fox invited the Crane
to dinner. He served the
food on a large flat dish.
The Crane with her long,
narrow beak could not eat.
The Crane invited the Fox
to dinner. She served the
food in a deep vase, and
so the Fox with his short,
wide face could not eat.
Both friends had an equal opportunity for nourishment, but
each time one of them could not take advantage of this
opportunity.