This document defines key terms related to gender responsive basic education including gender, gender awareness, gender sensitivity, gender-based violence, gender-based discrimination, and more. It also outlines the policy statement which aims to promote inclusive education and equal access to learning for all genders. The policy specifically works to address gender-based barriers, promote protection from gender-based violence in schools, and take affirmative steps to reduce gender gaps and disparities in education outcomes.
The document outlines the Gender Responsive Basic Education Policy established by the Department of Education in the Philippines. The policy aims to promote inclusive education, protect children from gender-based violence, address gender discrimination, and involve all stakeholders in promoting gender equality. It applies to public and private schools. Key aspects of the policy include mainstreaming gender considerations in curriculum, programs, and operations. It also commits to ensuring gender parity in staffing and creating supportive work environments. The document defines various gender-related terms and establishes mechanisms to strengthen gender and development institutional structures. Progress will be monitored periodically through stakeholder feedback and review of the policy.
Glossary of gender related terms and conceptsiesjacaranda
This document provides definitions for key gender-related terms used in development work. It defines sex as the biological characteristics that define humans as male or female. Gender is defined as the socially constructed roles, relationships, and attributes ascribed to the two sexes. Other terms defined include gender equality, gender equity, practical gender needs, strategic gender interests, and gender mainstreaming. Gender analysis and how projects can be designed to be gender-neutral, gender-sensitive, or gender-transformative are also summarized.
This document defines key concepts related to gender and development (GAD), including gender and development, gender equity, gender equality, and substantive equality. It discusses why gender equality is important for sustainable development and human rights. The document also addresses how gender equality concerns both women and men and can be achieved through women's empowerment and ensuring equal participation and decision making between men and women. It emphasizes the importance of integrating gender concerns through gender mainstreaming.
The document discusses gender responsive education policy in the Philippines. It defines key terms related to gender such as gender, gender equality, gender equity, gender and development. It outlines DepEd's commitments to mainstream gender in policies, programs, and the curriculum. It also discusses commitments to promote gender parity in staffing and strengthen gender mechanisms. The overall goal is to promote inclusive education and non-discrimination.
The document summarizes key concepts related to gender responsive education policies. It defines terms like gender, gender equality, gender equity, and gender mainstreaming. It discusses international agreements that promote non-discrimination and equal rights, like the UN Charter, CEDAW, and CRC. The rationale for gender responsive education policies includes aligning with international commitments and addressing issues found in studies on the Philippines like differences in education indicators between boys and girls.
This document provides definitions and explanations of key concepts related to gender mainstreaming. It discusses:
- The definition of gender mainstreaming as developing policies, programs, and development plans from a gender equality perspective to benefit both women and men.
- The differences between women's empowerment, which targets actions specifically towards women, and gender mainstreaming, which takes a gender lens to all programs and considers their differential impacts.
- Key gender-related terms like sex, gender, gender equality, and gender equity and how they are defined.
- The importance of gender analysis and gender-responsive budgeting in mainstreaming gender and addressing inequalities.
This document discusses the concepts of gender, gender roles, and development. It defines key terms like gender, sex, and gender roles. The main points are:
1. Gender refers to the social and cultural construction of differences between men and women, including norms, behaviors and expectations. Sex refers to biological differences.
2. Gender roles and expectations are learned through socialization and can vary across cultures and over time. Gender is socially constructed while sex is biological.
3. Gender dynamics refer to relationships and interactions between men and women that are informed by socio-cultural ideas about gender and power relationships. Gender is constructed through these dynamics in society, schools, and other institutions.
The document outlines the Gender Responsive Basic Education Policy established by the Department of Education in the Philippines. The policy aims to promote inclusive education, protect children from gender-based violence, address gender discrimination, and involve all stakeholders in promoting gender equality. It applies to public and private schools. Key aspects of the policy include mainstreaming gender considerations in curriculum, programs, and operations. It also commits to ensuring gender parity in staffing and creating supportive work environments. The document defines various gender-related terms and establishes mechanisms to strengthen gender and development institutional structures. Progress will be monitored periodically through stakeholder feedback and review of the policy.
Glossary of gender related terms and conceptsiesjacaranda
This document provides definitions for key gender-related terms used in development work. It defines sex as the biological characteristics that define humans as male or female. Gender is defined as the socially constructed roles, relationships, and attributes ascribed to the two sexes. Other terms defined include gender equality, gender equity, practical gender needs, strategic gender interests, and gender mainstreaming. Gender analysis and how projects can be designed to be gender-neutral, gender-sensitive, or gender-transformative are also summarized.
This document defines key concepts related to gender and development (GAD), including gender and development, gender equity, gender equality, and substantive equality. It discusses why gender equality is important for sustainable development and human rights. The document also addresses how gender equality concerns both women and men and can be achieved through women's empowerment and ensuring equal participation and decision making between men and women. It emphasizes the importance of integrating gender concerns through gender mainstreaming.
The document discusses gender responsive education policy in the Philippines. It defines key terms related to gender such as gender, gender equality, gender equity, gender and development. It outlines DepEd's commitments to mainstream gender in policies, programs, and the curriculum. It also discusses commitments to promote gender parity in staffing and strengthen gender mechanisms. The overall goal is to promote inclusive education and non-discrimination.
The document summarizes key concepts related to gender responsive education policies. It defines terms like gender, gender equality, gender equity, and gender mainstreaming. It discusses international agreements that promote non-discrimination and equal rights, like the UN Charter, CEDAW, and CRC. The rationale for gender responsive education policies includes aligning with international commitments and addressing issues found in studies on the Philippines like differences in education indicators between boys and girls.
This document provides definitions and explanations of key concepts related to gender mainstreaming. It discusses:
- The definition of gender mainstreaming as developing policies, programs, and development plans from a gender equality perspective to benefit both women and men.
- The differences between women's empowerment, which targets actions specifically towards women, and gender mainstreaming, which takes a gender lens to all programs and considers their differential impacts.
- Key gender-related terms like sex, gender, gender equality, and gender equity and how they are defined.
- The importance of gender analysis and gender-responsive budgeting in mainstreaming gender and addressing inequalities.
This document discusses the concepts of gender, gender roles, and development. It defines key terms like gender, sex, and gender roles. The main points are:
1. Gender refers to the social and cultural construction of differences between men and women, including norms, behaviors and expectations. Sex refers to biological differences.
2. Gender roles and expectations are learned through socialization and can vary across cultures and over time. Gender is socially constructed while sex is biological.
3. Gender dynamics refer to relationships and interactions between men and women that are informed by socio-cultural ideas about gender and power relationships. Gender is constructed through these dynamics in society, schools, and other institutions.
Glossary of gender related terms and conceptsJohn Ddembe
This document provides definitions for key gender-related terms used in development work. It defines sex as the biological characteristics that define humans as male or female. Gender is defined as the socially constructed roles, relationships, and expectations for women and men in a given culture. Other terms defined include gender equality, equity, needs, interests, analysis, and mainstreaming. The document also discusses approaches like women in development, gender and development, and empowerment.
1) The document discusses gender mainstreaming in learning for sustainable development, defining it as a strategy to ensure both sexes participate equally in decision-making and access resources.
2) It emphasizes that gender mainstreaming is important for achieving gender equality, which is essential for creating healthy, sustainable societies. It also allows for the expansion of capabilities and opportunities for both girls/women and boys/men.
3) The document outlines how open and distance learning (ODL) can promote gender mainstreaming by providing marginalized populations with equal access to learning opportunities, and how ODL institutions should integrate gender equality into their vision, policies, and programs.
This document discusses gender sensitization and related topics. It begins by defining key terms like gender, sex, and gender roles. It explores how gender roles are socially constructed and can vary by culture. It then discusses topics like gender stereotypes, discrimination, mainstreaming gender for equality, and challenges like the gender wage gap. Violence against women and gender-based issues are also examined. The importance of gender sensitivity, women's empowerment and education are emphasized for promoting equitable societies.
A theory of change for tackling violence against women and girlsDr Lendy Spires
The document outlines a theory of change for tackling violence against women and girls. The seven key principles are that interventions must be tailored to local context, governments have primary responsibility, holistic multi-sectoral approaches are most effective, social change is required to reduce violence, backlash is inevitable but manageable, women's rights organizations drive change, and empowering women is both the means and the end. The theory of change diagram then shows how addressing barriers like social norms and lack of resources can empower women, change social norms, build political will and services to ultimately prevent violence and ensure women's rights.
A theory of change for tackling violence against women and girlsDr Lendy Spires
The document outlines a theory of change for tackling violence against women and girls. The seven key principles are that interventions must be tailored to local context, governments have primary responsibility, holistic multi-sectoral approaches are most effective, social change is required to reduce violence, backlash is inevitable but manageable, women's rights organizations drive change, and empowering women is both the means and the end. The theory of change diagram then shows how addressing barriers like social norms and lack of resources can empower women, change social norms, build political will and services to ultimately prevent violence and ensure women's rights.
This document provides an introduction to key gender concepts. It defines gender and differentiates it from sex. Gender refers to socially constructed characteristics and roles of women and men, while sex refers to biological differences. The document outlines differences between gender and sex roles. It explores the relationship between gender and power. It also defines related terms like gender equality, equity, mainstreaming, empowerment, and analyzes approaches like gender-neutral, aware and transformative. The document discusses realities of gender disparities and potential gains from reducing them, such as increased agricultural outputs and reduced hunger. It compares Women in Development and Gender and Development approaches. Finally, it defines practical and strategic gender needs.
This document provides an overview of concepts related to gender and development (GAD) mainstreaming including key concepts like sex, gender, gender roles and characteristics. It discusses the legal bases of GAD, including international agreements like CEDAW. Gender issues like stereotyping, economic marginalization and violence against women are examined. The document also explores strategic gender needs and practical gender needs. It emphasizes that development planning should address obstacles to women's participation and expand their choices and opportunities to promote gender equality.
Gender Responsive Training :TOT LASPNET.pptxNyakanaJoseph1
This document provides an overview of gender responsive training for legal aid service providers. It discusses:
1) The importance of designing gender responsive legal aid programs, policies, and activities that address the different roles, needs, and interests of women, men, girls, and boys.
2) Key aspects of promoting gender equity during training, such as ensuring equal participation and creating a safe space for women.
3) Common forms of gender bias, like discriminatory laws and teaching materials, and the need to challenge arguments against prioritizing gender issues.
4) The importance of achieving gender equality in law to protect human rights and how discriminatory laws still restrict women's freedoms in many places.
This document provides guidance on designing and implementing gender responsive legal aid programs and trainings. It discusses:
1) The importance of addressing gender differences and promoting equality in legal aid activities, policies, and programs.
2) Key aspects of gender responsive training, including ensuring equal treatment, participation, and representation of all genders.
3) The need to consider gender lenses in curriculum development, training delivery, and participation to overcome barriers faced by different genders.
4) How to raise awareness of and challenge gender bias and discrimination in laws, policies, cultural practices, and teaching materials.
This document provides guidance on conducting a gender analysis to inform development cooperation actions. It outlines key components of a gender analysis, including: geographical and demographic analysis; analysis of home life and family structure; analysis of the sexual division of labor; analysis of socio-political participation; and analysis of access to and control over resources. Conducting a thorough gender analysis at the design phase allows development initiatives to understand different conditions faced by men and women, identify causes of inequality, and ensure actions benefit both men and women equally.
What is Gender...??? Describe in detail. Gender And Sex..??? written By Rizw...Rizwan Hussainy
This document provides an overview of key concepts related to gender mainstreaming and equality, including:
1. It defines important terms like gender, sex, gender discrimination, and the differences between equality and equity.
2. It explains the shift from Women in Development (WID) approaches to Gender and Development (GAD) approaches, which focus on unequal power relations rather than just integrating women.
3. It describes the concept of gender mainstreaming as making women's and men's concerns integral to policies and programs, and outlines some of the myths and challenges related to implementation.
4. It also discusses related topics like gender needs, women's empowerment, gender planning, gender analysis, and gender-responsive
Presentation by Jemimah Njuki at the FAO-ILRI Workshop on Integrating Gender in Livestock Projects and Programs, ILRI, Addis Ababa, 22-25 November 2011.
The document outlines a workshop on incorporating a gender perspective in the workplace, including defining key terms like sex, gender, gender sensitivity, and gender mainstreaming. It discusses concepts of gender socialization and the different roles of men and women. The workshop aims to provide insights into approaching gender equality and assessing organizational performance on gender issues.
The document discusses gender and development (GAD), which recognizes equal contributions of women and men in development. It defines key terms like sex, gender, and gender roles. It explains that gender roles are socially constructed while sex is biological. The gendered division of labor assigns productive, reproductive and community roles differently to women and men. The document also outlines national and global mandates supporting GAD, such as the Convention on Discrimination Against Women and the Philippine Plan for Gender-Responsive Development. It discusses how to mainstream gender in planning, policies and programs to promote equality.
Gender_Concepts and Issues in Bangladesh.pptDreamEater1
This document defines key concepts related to gender, including:
- Sex refers to biological differences between males and females, while gender refers to social and cultural roles and expectations.
- Gender roles are the activities that men and women perform, which can vary by time, place and culture.
- Gender needs include both practical needs like access to resources, as well as strategic needs like control over decision making.
- Key approaches to gender issues include Women in Development (WID), which views women in isolation, and Gender and Development (GAD), which examines social relations between men and women.
1. The document defines several gender-related concepts including gender, gender roles, stereotypes, equality, equity, and mainstreaming.
2. It discusses how gender roles are socialized through agents like family, schools, peers, and media from a young age.
3. It provides an overview of Tanzania's efforts to mainstream gender through policies, laws, and programs to promote equality and women's rights in areas like politics, education, health, and the civil service.
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.
Government Programs and Initiatives in Addressing Social Inequality.pptxMaynard Caspillo
This document discusses government programs and initiatives to address social inequalities at the local, national, and global levels. It outlines programs in the Philippines that promote equal opportunities regardless of disability, gender, race, and ethnicity. These include reserving government jobs for persons with disabilities, ensuring accessible polling places, prohibiting bullying, and conditional cash transfers to reduce poverty and inequality. The document also discusses global initiatives like the Universal Declaration of Human Rights that aim to reduce inequalities between states and promote democratic trade.
The document discusses several gender analysis frameworks that can be used to assess how policies, programs, and projects differentially impact men and women. It describes frameworks like the Harvard Analytical Framework, Moser's triple roles framework, and Longwe's Women's Empowerment Framework. Each framework asks different questions to analyze factors like who does what work, who has access to and control over resources, and how interventions may affect gender roles, status, and responsibilities.
Boudoir photography, a genre that captures intimate and sensual images of individuals, has experienced significant transformation over the years, particularly in New York City (NYC). Known for its diversity and vibrant arts scene, NYC has been a hub for the evolution of various art forms, including boudoir photography. This article delves into the historical background, cultural significance, technological advancements, and the contemporary landscape of boudoir photography in NYC.
KALYAN MATKA | MATKA RESULT | KALYAN MATKA TIPS | SATTA MATKA | MATKA.COM | MATKA PANA JODI TODAY | BATTA SATKA | MATKA PATTI JODI NUMBER | MATKA RESULTS | MATKA CHART | MATKA JODI | SATTA COM | FULL RATE GAME | MATKA GAME | MATKA WAPKA | ALL MATKA RESULT LIVE ONLINE | MATKA RESULT | KALYAN MATKA RESULT | DPBOSS MATKA 143 | MAIN MATKA
Glossary of gender related terms and conceptsJohn Ddembe
This document provides definitions for key gender-related terms used in development work. It defines sex as the biological characteristics that define humans as male or female. Gender is defined as the socially constructed roles, relationships, and expectations for women and men in a given culture. Other terms defined include gender equality, equity, needs, interests, analysis, and mainstreaming. The document also discusses approaches like women in development, gender and development, and empowerment.
1) The document discusses gender mainstreaming in learning for sustainable development, defining it as a strategy to ensure both sexes participate equally in decision-making and access resources.
2) It emphasizes that gender mainstreaming is important for achieving gender equality, which is essential for creating healthy, sustainable societies. It also allows for the expansion of capabilities and opportunities for both girls/women and boys/men.
3) The document outlines how open and distance learning (ODL) can promote gender mainstreaming by providing marginalized populations with equal access to learning opportunities, and how ODL institutions should integrate gender equality into their vision, policies, and programs.
This document discusses gender sensitization and related topics. It begins by defining key terms like gender, sex, and gender roles. It explores how gender roles are socially constructed and can vary by culture. It then discusses topics like gender stereotypes, discrimination, mainstreaming gender for equality, and challenges like the gender wage gap. Violence against women and gender-based issues are also examined. The importance of gender sensitivity, women's empowerment and education are emphasized for promoting equitable societies.
A theory of change for tackling violence against women and girlsDr Lendy Spires
The document outlines a theory of change for tackling violence against women and girls. The seven key principles are that interventions must be tailored to local context, governments have primary responsibility, holistic multi-sectoral approaches are most effective, social change is required to reduce violence, backlash is inevitable but manageable, women's rights organizations drive change, and empowering women is both the means and the end. The theory of change diagram then shows how addressing barriers like social norms and lack of resources can empower women, change social norms, build political will and services to ultimately prevent violence and ensure women's rights.
A theory of change for tackling violence against women and girlsDr Lendy Spires
The document outlines a theory of change for tackling violence against women and girls. The seven key principles are that interventions must be tailored to local context, governments have primary responsibility, holistic multi-sectoral approaches are most effective, social change is required to reduce violence, backlash is inevitable but manageable, women's rights organizations drive change, and empowering women is both the means and the end. The theory of change diagram then shows how addressing barriers like social norms and lack of resources can empower women, change social norms, build political will and services to ultimately prevent violence and ensure women's rights.
This document provides an introduction to key gender concepts. It defines gender and differentiates it from sex. Gender refers to socially constructed characteristics and roles of women and men, while sex refers to biological differences. The document outlines differences between gender and sex roles. It explores the relationship between gender and power. It also defines related terms like gender equality, equity, mainstreaming, empowerment, and analyzes approaches like gender-neutral, aware and transformative. The document discusses realities of gender disparities and potential gains from reducing them, such as increased agricultural outputs and reduced hunger. It compares Women in Development and Gender and Development approaches. Finally, it defines practical and strategic gender needs.
This document provides an overview of concepts related to gender and development (GAD) mainstreaming including key concepts like sex, gender, gender roles and characteristics. It discusses the legal bases of GAD, including international agreements like CEDAW. Gender issues like stereotyping, economic marginalization and violence against women are examined. The document also explores strategic gender needs and practical gender needs. It emphasizes that development planning should address obstacles to women's participation and expand their choices and opportunities to promote gender equality.
Gender Responsive Training :TOT LASPNET.pptxNyakanaJoseph1
This document provides an overview of gender responsive training for legal aid service providers. It discusses:
1) The importance of designing gender responsive legal aid programs, policies, and activities that address the different roles, needs, and interests of women, men, girls, and boys.
2) Key aspects of promoting gender equity during training, such as ensuring equal participation and creating a safe space for women.
3) Common forms of gender bias, like discriminatory laws and teaching materials, and the need to challenge arguments against prioritizing gender issues.
4) The importance of achieving gender equality in law to protect human rights and how discriminatory laws still restrict women's freedoms in many places.
This document provides guidance on designing and implementing gender responsive legal aid programs and trainings. It discusses:
1) The importance of addressing gender differences and promoting equality in legal aid activities, policies, and programs.
2) Key aspects of gender responsive training, including ensuring equal treatment, participation, and representation of all genders.
3) The need to consider gender lenses in curriculum development, training delivery, and participation to overcome barriers faced by different genders.
4) How to raise awareness of and challenge gender bias and discrimination in laws, policies, cultural practices, and teaching materials.
This document provides guidance on conducting a gender analysis to inform development cooperation actions. It outlines key components of a gender analysis, including: geographical and demographic analysis; analysis of home life and family structure; analysis of the sexual division of labor; analysis of socio-political participation; and analysis of access to and control over resources. Conducting a thorough gender analysis at the design phase allows development initiatives to understand different conditions faced by men and women, identify causes of inequality, and ensure actions benefit both men and women equally.
What is Gender...??? Describe in detail. Gender And Sex..??? written By Rizw...Rizwan Hussainy
This document provides an overview of key concepts related to gender mainstreaming and equality, including:
1. It defines important terms like gender, sex, gender discrimination, and the differences between equality and equity.
2. It explains the shift from Women in Development (WID) approaches to Gender and Development (GAD) approaches, which focus on unequal power relations rather than just integrating women.
3. It describes the concept of gender mainstreaming as making women's and men's concerns integral to policies and programs, and outlines some of the myths and challenges related to implementation.
4. It also discusses related topics like gender needs, women's empowerment, gender planning, gender analysis, and gender-responsive
Presentation by Jemimah Njuki at the FAO-ILRI Workshop on Integrating Gender in Livestock Projects and Programs, ILRI, Addis Ababa, 22-25 November 2011.
The document outlines a workshop on incorporating a gender perspective in the workplace, including defining key terms like sex, gender, gender sensitivity, and gender mainstreaming. It discusses concepts of gender socialization and the different roles of men and women. The workshop aims to provide insights into approaching gender equality and assessing organizational performance on gender issues.
The document discusses gender and development (GAD), which recognizes equal contributions of women and men in development. It defines key terms like sex, gender, and gender roles. It explains that gender roles are socially constructed while sex is biological. The gendered division of labor assigns productive, reproductive and community roles differently to women and men. The document also outlines national and global mandates supporting GAD, such as the Convention on Discrimination Against Women and the Philippine Plan for Gender-Responsive Development. It discusses how to mainstream gender in planning, policies and programs to promote equality.
Gender_Concepts and Issues in Bangladesh.pptDreamEater1
This document defines key concepts related to gender, including:
- Sex refers to biological differences between males and females, while gender refers to social and cultural roles and expectations.
- Gender roles are the activities that men and women perform, which can vary by time, place and culture.
- Gender needs include both practical needs like access to resources, as well as strategic needs like control over decision making.
- Key approaches to gender issues include Women in Development (WID), which views women in isolation, and Gender and Development (GAD), which examines social relations between men and women.
1. The document defines several gender-related concepts including gender, gender roles, stereotypes, equality, equity, and mainstreaming.
2. It discusses how gender roles are socialized through agents like family, schools, peers, and media from a young age.
3. It provides an overview of Tanzania's efforts to mainstream gender through policies, laws, and programs to promote equality and women's rights in areas like politics, education, health, and the civil service.
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.
Government Programs and Initiatives in Addressing Social Inequality.pptxMaynard Caspillo
This document discusses government programs and initiatives to address social inequalities at the local, national, and global levels. It outlines programs in the Philippines that promote equal opportunities regardless of disability, gender, race, and ethnicity. These include reserving government jobs for persons with disabilities, ensuring accessible polling places, prohibiting bullying, and conditional cash transfers to reduce poverty and inequality. The document also discusses global initiatives like the Universal Declaration of Human Rights that aim to reduce inequalities between states and promote democratic trade.
The document discusses several gender analysis frameworks that can be used to assess how policies, programs, and projects differentially impact men and women. It describes frameworks like the Harvard Analytical Framework, Moser's triple roles framework, and Longwe's Women's Empowerment Framework. Each framework asks different questions to analyze factors like who does what work, who has access to and control over resources, and how interventions may affect gender roles, status, and responsibilities.
Boudoir photography, a genre that captures intimate and sensual images of individuals, has experienced significant transformation over the years, particularly in New York City (NYC). Known for its diversity and vibrant arts scene, NYC has been a hub for the evolution of various art forms, including boudoir photography. This article delves into the historical background, cultural significance, technological advancements, and the contemporary landscape of boudoir photography in NYC.
KALYAN MATKA | MATKA RESULT | KALYAN MATKA TIPS | SATTA MATKA | MATKA.COM | MATKA PANA JODI TODAY | BATTA SATKA | MATKA PATTI JODI NUMBER | MATKA RESULTS | MATKA CHART | MATKA JODI | SATTA COM | FULL RATE GAME | MATKA GAME | MATKA WAPKA | ALL MATKA RESULT LIVE ONLINE | MATKA RESULT | KALYAN MATKA RESULT | DPBOSS MATKA 143 | MAIN MATKA
This document announces the winners of the 2024 Youth Poster Contest organized by MATFORCE. It lists the grand prize and age category winners for grades K-6, 7-12, and individual age groups from 5 years old to 18 years old.
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Heart Touching Romantic Love Shayari In English with ImagesShort Good Quotes
Explore our beautiful collection of Romantic Love Shayari in English to express your love. These heartfelt shayaris are perfect for sharing with your loved one. Get the best words to show your love and care.
2. DEFINITION OF TERMS
• Gender –refers to social attributes and opportunities associated with being male and
female and the relationships between women and men, and girls and boys as well as
therelations between women and those between men.
• Gender Awareness- an understanding that there are socially determined differences
between women and men based on learned behavior. These affect their ability to access
and control resources.
• Gender Sensitivity-is to understand and give consideration to socio-cultural norms and
discriminations in order to acknowledge the different rights, roles & responsibilities of
women and men in the community and the relationships between them.
• Gender Based-Violence-refers to acts that hurt, threaten, violate, force or restrict
someone, and which are based in a gendered power structure. A significant part of
gender-based violence is sexual violence: violence as a sexual expression of power and
control, which has nothing to do with sexuality. Other forms of gender-based violence
include physical, psychological and economic violence.
4. DEFINITION OF TERMS
• a) Child protection- refers to programs, services, procedures, and structures that
are intended to prevent and respond to abuse, neglect, exploitation, discrimination,
and violence (D.O. 40, s. 2012 or DepEd Child Protection Policy).
• b) 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)
• c) Gender- awareness refers to the ability to identify problems arising from gender
inequality and discrimination, even if these are not immediately apparent. (UNGEI)
5. DEFINITION OF TERMS
• d) 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. It 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)
• e) Gender-based violence refers to violence that targets individuals or groups on
the basis of their gender. This includes acts that inflict physical, mental, or sexual
harm or suffering, the threat of such acts, coercion, and other deprivations of liberty.
(UN)
6. • f) Gender-based discrimination refers to any gender-based distinction, exclusion,
or restriction that has the effect or purpose of impairing or nullifying the
recognition, enjoyment, or exercise by men and women regardless of their sexual
orientation, gender identity, and civil status, on the basis of equality of men and
women, of human rights and fundamental freedoms in the political, economic,
social, cultural, civil, or any other field.
• g) 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)
• h) Gender equity moves beyond a focus on equal treatment. It means giving to
those who have less on the basis of 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)
7. • i) Gender expression refers to the way in which a person acts to communicate
gender within a given culture; for example, in terms of clothing, communication
patterns and interests. A person’s gender expression may or may not be consistent
with socially prescribed gender roles, and may or may not reflect his or her gender
identity. (APA)
• j) Gender-fair language is understood as language that is gender sensitive or non-
sexist.
• k) Gender identity is understood to refer to each person’s deeply felt internal and
individual experience of gender, which may or may not correspond with the sex
assigned at birth, including the personal sense of the body (which may involve, if
freely chosen, modification of bodily appearance or function by medical, surgical, or
other means) and other expressions of gender, including dress, speech, and
mannerisms. (Yogyakarta Principles)
8. • l) 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.
9. • m) Gender mainstreaming in education is the process of assessing the
implications for girls and boys or women and men of any planned action, including
legislation, policies or programs, at all levels of the education system. It is a strategy
for making girls’ and women’s, as well as boys’ and men’s, concerns and experiences
an integral dimension of the design, implementation, monitoring, and evaluation of
education policies and programs so that girls and boys or women and men benefit
equally, and inequality is not perpetuated. The ultimate goal is to achieve gender
equality in education. (ECOSOC 1997/ 2)
• n) Gender responsiveness refers to taking action to correct gender bias and
discrimination so as to ensure gender equality and equity. It entails consistent and
systematic attention to the differences between men and women with a view to
addressing structural constraints to gender equality.
10.
11. • r) Sexual orientation is understood to refer to each person’s capacity for profound
emotional, affectional, and sexual attraction to, and intimate and sexual relations
with, individuals of a different gender or the same gender or more than one gender.
(Yogyakarta Principles)
• s) Intersectionality is an analytical tool for studying, understanding, and
responding to the ways in which sex and gender intersect with and are constituted
by other social factors such as age, class, disability, ethnicity, race, religion, sexual
orientation, gender identity or gender expression, and other status.
• t) Violence against women and their children (VAWC) refers to any act of
gender-based violence that results in, or is likely to result in, physical, sexual, or
psychological harm or suffering to women, including threats of such acts, coercion,
or arbitrary deprivation of liberty, whether occurring in public or in private life, as
provided under Republic Act (RA) 9262 or The Anti-Violence Against Women and
Their Children Act of2004.
12. • u) Violence against children committed in schools refers to a single act or a
series of acts committed by school administrators, academic, and non-academic
personnel against a child, which result in or is likely to result in physical, sexual,
psychological harm or suffering, or other abuses including threats of such acts,
battery, assault, coercion, harassment, or arbitrary deprivation of liberty. It includes,
but is not limited to, physical, sexual, psychological violence, and other acts of
violence of a physical, sexual, or psychological nature that are prejudicial to the best
interest of the child.
13. • q) Inclusive education is an approach that enjoins schools to accommodate all
children regardless of their physical, intellectual, emotional, social, linguistic, or
other conditions (Article 3, Salamanca Framework for Action). Schools must adopt
an inclusive orientation as a means of combating discriminatory attitudes, creating
welcoming communities, building an inclusive society, and achieving education for
all. Moreover, they provide an effective education to the majority of children and
improve the efficiency and, ultimately, the cost-effectiveness of the entire education
system.
14. POLICY STATEMENT
• ) promote inclusive education that ensures girls’ and boys’ and women’s and men’s
equal access to learning opportunities, fair treatment in the learning process, and
equitable outcomes as well as access to opportunities in all spheres of life;
• b) promote the protection of children against all forms of gender-based violence,
abuse, discrimination, and bullying in schools;
• c) address gender-based barriers and the different forms of discrimination as a
result of being exposed to gender inequality suffered by vulnerable and
marginalized groups. This includes taking affirmative steps where necessary to
reduce gender gaps and disparities in basic education, and rectifying through
affirmative action such discrimination suffered by a gender group in the workplace
as a result of treatment that fails to recognize gender differences and thus adversely
affects that gender group (e.g., adopting gender-sensitive promotion standards that
give due consideration to women’s absence from the workplace on account of
maternity leave);
15. POLICY STATEMENT
• d) involve all learners, teachers, and non-teaching personnel and other
stakeholders in the promotion of gender equality and non-discrimination through
their engagement in the curriculum, learning materials, teaching methodologies, and
support services that should not only aim at eliminating gender stereotypes, but also
at transforming gender relations toward empowerment and social change;
• e) strengthen structures, systems, and methodologies that promote coordination to
address gender dimensions in planning, information exchange, design, and delivery
of services;
• f) ensure that public and private partners are fully oriented to adopt gender-equality
standards and procedures in program implementation and management; and
• g) continuously enhance policy implementation and sustainability of results through
periodic reviews, consultations with stakeholders, documentation, and promotion of
good practices.