thesis about gender and development in the philippines

Extent of Implementation of the Gender and Development Program in a State College of the Philippines

• August 2020
• This person is not on ResearchGate, or hasn't claimed this research yet.

• Josefina H. Cerilles State College

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GENDER AND DEVELOPMENT (GAD) AWARENESS IN A HIGHER EDUCATION INSTITUTION

In spite of the Philippines' stellar position among countries with viable track records in gender equality, there is still a need to propagate such advocacy to the widest audience as possible. As such, the study aimed to determine school community awareness on Gender and Development (GAD) in a higher education institution as a potential basis for its comprehensive dissemination. Twenty-two faculty members, eleven administrative staff and fifty-two graduating students participated in the investigation. A researcher-made questionnaire was crafted to cull out respondents' GAD perceptions and impressions. Likert scale in conjunction with mean and ranking scheme was utilized. Faculty members, staff and students of Polytechnic University of the Philippines – Sto. Tomas Branch, as a whole, are found aware of GAD. While they are moderately aware of gender issues and government agencies integrating GAD plan to programs, projects and activities, however, they are aware of gender roles and national mandates and other related laws. Furthermore, school community members are conscious of significant factors affecting GAD awareness. In this regard, sustainability of the GAD program should be ensured through wider information dissemination using print and non-print forms; establishment of network and linkages among constituents working on gender concerns to share information and strategies; and creation of opportunities for collaboration through peer-peer exchanges and exposure visits. The authorities should give full support to GAD-initiated activities and should create a monitoring body to ensure compliance of government agencies with GAD provisions and to assist in promoting knowledge and appreciation of the GAD programs and activities.

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The study focused on the Gender Mainstreaming of the college using the GMEF Tool. It determined the policies along gender and development, the Audit Findings from previous years and GMEF results on the key areas and entry points. Also, it determined the framework on the formulation of policy and programs in the college. Results showed that there were several policies put in place by respective agencies, also the college obtained several findings from the Audit that needs to be addressed immediately not to make it a perennial observation, while on the GMEF result it obtained level 2-Installation of Strategic Mechanisms in most key areas and in general. This implies, that with the initiatives in the agency there is a need to increase the progress in gender mainstreaming in the college. To cater this, a framework design was made to ensure the establishment of policies and programs in all units along gender mainstreaming.

International Journal of Management, Entrepreneurship, Social Science and Humanities

mary ann hernandez

The purpose of this paper is to determine the GAD-aligned Programs, Projects, and Activities' gender-related mandated functions and integration. To obtain the necessary information on individuals in Higher Education Institutions based on specific traits and standards and clearly define the institution's long-term direction based on the institution's aims and objectives. Gender and Development focus on Gender Mainstreaming, which is a technique that incorporates both gender concerns and practices into the strategy, execution, supervision, and evaluation of guidelines, processes, plans, and activities at all levels, ensuring that both genders benefit equally. The study used a descriptive methodology to measure the extent to which gender-related activities integrated into mainstreaming mandatory functions and perceptions on GAD-aligned PPAs. There is no significant link between mandated outcome based on HEI-moderated (LUC or SUC) Instruction, Research, Extension, and Resour...

Myriflor Avenido

Background: The implementation of Gender and Development Program in Educational Institution in consonance with the mandate of RA 7192 aims toward a better gender equity and better education for both men and women. In this article it tries to analyze and assessed some ways of mainstreaming gender taken place in the Gender and Development Program of Surigao del Sur State University. Objective: It sought to analyze the extent to which GAD has been able to mainstream gender in education, and whether there is a difference between the perception of students and teachers towards the implementation of GAD. Researcher made questionnaire was used. Results: It was found out that the GAD Program was implemented yet it was not a priority concern for the institution, not strictly implemented and institutionalized. Moreover, the result shows a difference between the perception of students and teachers towards GAD implementation. The respondents have proposed solutions that would help in the instit...

maria flora dimayuga

Many Gender and Development programs and activities were being conducted, improved and implemented to raise concerns to lessen and totally remove the gender gap or inequality issues. To determine the difference and level of awareness between women and men of DepEd Senior High School in Division of Tanauan, a survey was conducted in the said Division. The result of the survey was analyzed by computing the weighted mean and thru analysis of variance. As end result, the profile of Personnel denoted no significance on the level of awareness on Gender Equity issues except on the length of service that proved to be significant in measuring awareness on Gender Sensitivity issues. Further studies on the review of issues that gained low scores, methods of conducting sessions on GAD and degree of execution of GAD programs in the Division is recommended.

Asian Journal of Education and Social Studies

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This Article describes the level of GAD Awareness and Gender-sensitive Pedagogical Practices of Pre-service Teachers at the University of Mindanao. Through Convenience Sampling, 234 Pre-service Teachers were selected to answer the survey questionnaire. The data were interpreted using Mean, Standard Deviation, and Pearson Product Moment Correlation (r). The Results showed that the overall mean of Gender and Development Awareness was M= 4.25, SD= .44, and the overall mean of Gender-sensitive Pedagogical Practices was M= 4.42, SD= .45. This implies that Gender and Development Awareness and Gender-Sensitive Pedagogical Practices are Highly Manifested among the University of Mindanao's Pre-Service Teachers. There was a significant relationship between Gender and Development Awareness and Gender-sensitive Pedagogical Practices (p= 0.000). There was a moderately positive correlation between Gender and Development Awareness and Gender-Sensitive Pedagogical Practices (r= .557). Therefore...

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The purpose of the study was to determine the level of implementation of the school-based gender and development program in selected schools, the profile of the respondents, and the significant differences in the assessed level of implementation of the gender and development program based in schools in Rodriguez, San Mateo, and Cardona. The majority of respondents are mostly female teachers (73.4%), have bachelor's degrees (74.9%), are between the ages of 31 and 40 (47.9%), have less than five years of experience (28.7%), and have been in the profession for at least five years (36.7 percent). Teachers made up most respondents (73.4%). The respondents observed a High Level of implementation of gender mainstreaming interventions in terms of policies, people, enabling mechanisms, and programs, projects, and activities with a Great Grand Mean of 4.10, 4.20, 4.05, and 4.21, respectively. The most perceived challenge in the implementation of GAD programs is the unavailability of items or permanent positions for GAD staff. While the most agreed proposed solution is reducing the workload of the designated GAD Focal Person. When grouped by their profile factors, the respondents from the participating schools had differing perspectives, impressions, and perceptions about the application of GAD Programs in the areas of gender mainstreaming interventions. When classified by categories, the responses concur in their opinions, impressions, and perceptions on the implementation of policies. For the fair development and empowerment of all male and female employees as well as young boys and girls, inclusive and "tailor-made" GAD programs, initiatives, and activities are recommended.

Psychology and Education , Chiqui C. Villagracia

Gender and Development Program (GAD) as the development perspective and process that is participatory and empowering, equitable, sustainable, free from violence, respectful of human rights, supportive of self-determination and actualization of human potentials. This research aimed to evaluate the implementation of GAD Program at San Francisco Elementary School during the School Year 2022-2023.This used the descriptive method of research with seventy-five (75) teacherrespondents representing the whole population of the teachers. Using the online survey questionnaire, they were asked to assess the conduct of the said program in terms of the availability of resources, GAD-related activities, stakeholder's support, and awareness of the school community.The findings show that the respondents evaluated all the aspects as Highly Implemented with the obtained means of 3.57, 3.33, 3.17, and 3.33 respectively. The respondents enumerated some challenges they encountered during the implementation of Gad program which included limited resource speakers, not responsive stakeholders, insufficient training for stakeholders, time constraints, and lack support of organizations. The researcher crafted a proposed strategic plan to enhance the implementation of Gender and Development Program in the next years.

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Many countries across the globe, including the Philippines, have implemented Gender and Development (GAD) policies to reduce gender biases and promote equality. However, mainstreaming efforts have been challenging due to the scarce availability of learning resources in the local context. This study is an initiative to provide the GAD Focal Point System (GFPS) in the Department of Education – City of Mati with a primary reference in training their GAD Focal Persons on Gender Sensitivity, GAD Planning, and Budgeting (GPB). The coverage is based on their learning needs and gaps determined through participatory strategies involving the school administrators, teachers, students, and parents. Also, the results of the gender audit using the Gender Mainstreaming Evaluation Framework (GMEF) are used as a baseline in module development. The framework presents strategic directions that agencies need to follow to advance across stages. It was found that Mati’s primary and secondary schools are in the initial stages of gender mainstreaming. As such, GAD’s basic concepts and definitions are introduced, along with various forms of gender-based violence and the appropriate mechanisms to address them aptly. The essential steps in planning and budgeting are also detailed, providing an active experience among the participants. It is imperative to sustain GAD capacity-building initiatives to catalyze a more directed and engaged policy framework.

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Gender and Development in Southern Philippines: Experiences on GAD Budget Policy in some Barangays of Iligan City

International Conference on Public Organization (ICONPO) 2019

15 Pages Posted: 8 Jan 2020

Myrma Jean A. Mendoza

Minndanao State University – Iligan Institute of Technology

Sulpecia L. Ponce

Independent, liwayway s. viloria.

Central Mindanao University

Irene Estrada

Marph daryl o. porras.

Date Written: January 7, 2020

The Philippines is one of the early countries in Asia with strong advocacy for gender and sustainable development. As one of the signatory countries of the Beijing Platform for Action (BPA) and Convention on the Elimination of all Forms of Discrimination Against Women (CEDAW), the Philippine government and its national women machinery, the National Commission on the Role of Filipino Women (NCRFW) had adapted and implemented international gender policies and legislated Gender and Development (GAD) mandates and structures. The government’s concern for women is embodied in the Philippine Plan for Gender Responsive Development (PPGRD) 1995–2025. Over the years, through various legal mandates, GAD has shifted from being highly centralized to decentralization, from national government to sub-national governments, more known as local government units in the Philippines. As Heilet (et al. 2008) aptly stated, local government is in a unique position to contribute to the global struggle for gender equality and can have a great impact on the status of gender equality around the world, in its capacities as the level of governance closest to the citizens. This article adapts the Gender and Development framework embodied in the PPGD which promotes gender empowerment and equality. That is, sustainable development can truly be attained if the needs and issues of the marginalized women sector at the basic administrative local government units are addressed through representation and legislated gender budget. With more than 2 decades after PPGRD has been passed, the pressing need is to find out how gender mainstreaming and GAD Budget Policy compliance has fared in the southern part of the country, in the city of Iligan, specifically to its most basic administrative units, the barangay. The GAD Budget Policy, a vital component of Gender and Development (GAD) is the focus in this article that is to find out the gender budget compliance in the barangay level, specifically the 15 barangays in Iligan City. The study, conducted in 2016 to 2017 used Key Informant Interviews and reviewed national and local GAD ordinances and documents. Barangay Gender and Development and gender budget policy has still a long way to go in the barangays with its triumphs and challenges. While GAD structures based on mandates from the city government cascaded to the barangay level it is noticeable women are still a minority at the barangay governance. There is however, a high level of compliance, to the 5% gender budget and the preparation of the annual GAD Plan & Budget (GDB). The limited gender budgets although allotted for gender-friendly programs, projects, and activities are not enough. Through women’s representation and involvement, feelings of equality, empowerment and self-worth among the women beneficiaries are reported for having contributed to the family income and represented and involved in community development projects.

Keywords: Southern Philippines, Gender and Development (GAD), Gender Budget Policy, GAD Budget & Policy (GPB), women empowerment, gender equality

Suggested Citation: Suggested Citation

Myrma Jean A. Mendoza (Contact Author)

Minndanao state university – iligan institute of technology ( email ).

Philippines

Central Mindanao University ( email )

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