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Melody Thesis Chapter 1 3
Melody Thesis Chapter 1 3
Graduate School
Trece Martires City
CHAPTER I
perennial concern that is worth pondering upon. Various international and local concepts,
laws, initiatives, policies, and directives were formulated with the hope of rectifying the
thrust on eradicating the stereotypical gender discrimination between men and women in
all sectors of society. Furthermore, there had been constant conceptualization of theories
2006).
Preparation of Lesson Plan Exemplars and GAD Planning and Budgeting Sessions have
been conducted to ensure inclusion of GAD in the flow of Philippine educational system
(DepEd Order No.19 s.2004 DepEd Order No.49 s.2006 and DepEd Order No. 63 s.
structure cascaded from the national, region, division, and school level, GAD programs
and projects have not been fully implemented. The gender mainstreaming in education
has not progressed as expected as manifested in the contents of the learning materials
recently issued by the Central Office and in the utterances and perceptions of some
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Consequently, the researcher finds it necessary to conduct a study that will assess
the status of implementation and the problems encountered by the school administrator
and teachers in implementing Gender and Development (GAD) programs and projects in
This study aims to determine the extent of implementation of GAD programs and
projects in Cabay National High School, Tiaong, Quezon basis for Action Planning.
a. Age;
b. Sex;
b. Instructional Materials
d. Child Protection
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a. Age
b. Sex
5. What action plan can be proposed in enhancing the GAD programs and projects
Also, though the coverage of gender and development is very wide as it concerns
human total development, this study limits only to its program components applicable to
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Division Office. This study may be the basis for Division GAD Focal Point
education and prepare a well-defined GAD plan. They can also establish a Monitoring
Curriculum Implementation Division (CID). This study may be the basis for
able to incorporate GAD programs and projects in their School Improvement Plan (SIP).
Teachers. This study may give teachers an idea to look into their Curriculum
Guide / Lesson Log and objectives that can be integrated with GAD core messages such
as shared parenting, shared home management, equality among men and women,
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recognizing and valuing women’s role and contributions in nation building and
Students. Through this study the students may become aware of their rights, roles
and responsibilities and they will learn how to respect the rights of other children. This
may also serve as their portal towards achieving full potential development when all
CHAPTER II
RELATED LITERATURE AND STUDIES
Concepts, ideas, arguments, studies, books, electronic articles and laws on the
essential issues of gender and development are widespread and can be accessed with
ease. This chapter will have three main components; the first will tackle on the
comprehensive meaning of GAD, the second part will focus on the initiatives, laws,
policies and directives pertaining to GAD in the Philippines setting, and the third part
will talk about related programs and projects initiated by DepEd as part of their gender
mainstreaming in education.
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Theoretical Literature
societies for centuries have practiced gender stereotyping, defined as the society’s
perceptions and value systems that instill an image of women as weak, dependent,
subordinate, indecisive, emotional and submissive. Men on the other hand, are strong,
towards a direction that contradicts the conservative gender stereotypical notions. The
factors of change greatly vary that includes the change due to the necessity to survive.
The Philippines being categorized as a third world country needs and have started to
follow the change. This however, has brought the rise of an iconoclast that continually
question the change and the irony it brought to the society (Carmona, 2006). As a result
the fight for equality of rights for women became the primary concern of women’s
organizations and other gender advocates with a strong conviction to the “fundamental
human rights, in the dignity and worth of the human person, and in the equal rights of
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Thus this brought the rise of focusing on the gender disparity. Gender refers to the
specific set of characteristics that identifies the social behavior of men and women and
the relationship between them which are socially determined and culturally defined. It
changes across time, age and culture. This kind of thinking was brought to us by our
ancestors handed down from generation to generation which entails lots of biases. One
example to these was the prohibition of women in the military world. Since gender
biases exist and these biases prevent people from attaining their full potentials,
development is impeded. To ensure that explicit, implicit, actual and potential gender
biases are removed, the government came up with a 30-year plan for gender and
development mainstreaming in all government agency. This is the Philippine Plan for
to culminate in 2025. It is expected that by the time it ends all agencies are gender
sensitive. Along with this plan is the principle that development is for all. Everyone in
society, female or male has the right to equal opportunities to achieve a full and satisfying
life. Women and men should enjoy the same conditions for realizing their full human
rights and potentials to contribute to development as well as benefit from the result (Civil
Several studies have proven that gender bias is manifested everywhere. One is the
study of Alba, (2005), when she noted that the problem of our educational system is the
subtle presence of sex-role stereotyping in textbooks used by our school children. The
study of Carmona, (2006) found out that men in the barangay who are supposed to be
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lead implementers of GAD programs and projects have less awareness on the matter
because they were not comfortable to attend on meetings and seminars which are
Inequity in Student Computer Usage, it came out that teachers realized that they did
possess certain gender biases that they exhibited in their classrooms and the computer
laboratory. Also, in the study of Anastasaki, et. al (2005), presented that there were some
of the persistent gender issues that cause inequities in teachers’ professional development
and keep women away from heading up to the different levels of educational
Another study that proved the existence of gender biased is study of Diprete
(2012), which concluded that boys today generally underperform relative to girls in
schools throughout the industrialized world. Diprete found out that growing gender gap
in educational attainment has emerged. Building on theories about gender identity and
anti-school attitudes and behavior. Girl’s peer group by contrast, varies less strongly with
the social environment in the extent to which school engagement is stigmatized as un-
feminine. As a consequence, boys are more sensitive than girls to school resources that
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all spheres of society lead to violence and most of the victims are the weaker sex and the
less fortunate to defend themselves such as children, Persons with Disability (PWDs),
gays and lesbians who are often victims of hate crimes like case of Jennifer Laude in
2012.
The 2008 National Demographic and Health Survey (NDHS) revealed that one in
five women aged 15-49 has experienced physical violence since age 15, 14.4 percent of
married women have experienced physical abuse from their husbands, and more than
that domestic violence could be the reason for separation or annulment. In terms of other
abuses such as sexual violence , one in twenty –five women aged 15-49 have experienced
forced in their first sexual intercourse and one in ten women aged 15-49 experienced
sexual violence. It also came out in the same survey that emotional and other non-
Gender and development therefore refers to” the development perspective and
process that are participatory and empowering, equitable, sustainable, free from violence,
reflected in the development choices; seeks to transform society’s social, economic and
political structures and questions the validity of gender roles they ascribed to women and
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men; contends that women are active agents of development and not just passive
international development goals. The third of these goals is to promote gender equality.
The 1986 Philippine Constitution recognizes the function of women and thus
stipulated a provision on gender equality in Article II, Section 14 “The state recognizes
the role of women in nation building and shall ensure the fundamental equality before the
Furthermore, the Republic Act 7192, approved in February 1992, is an act intends
to promote the integration of women as full and equal partners of men in development
and nation building and other purposes (Chan-Robles, 2006). This act instructs
government agencies to ensure that both genders share equitability as agents and
Development Assistance for women’s concerns. It gives women the capacity to act and
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enter into contracts in the same way that men can, and allows women participation in
certain areas that by tradition had been completely or partially off-limits to them, such s
The Philippine Commission on Women with the aid of the Department of Budget
and Management were able to insert a series of steps to institutionalize the mobilization
of financial resources intended for GAD projects. In the 1995 General Appropriations
projects , programs and set aside an amount from 1995 appropriations for projects that
2006).
bureaus, offices, and agencies to set aside a minimum of five percent out of their 1996
with RA 7192.
The most recent law which summarizes all related laws and guidelines is the
Republic Act 9710 otherwise known as Magna Carta of Women signed August 14, 2009
There are also some laws that are related to GAD such as Anti-Sexual Harassment
or RA 7877 to protect women and men in their workplace, the RA 9262 protects women
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and their children from domestic violence, the RA 7610 protects children in schools, in
In cognizance with foreign and local laws, the department of Education conducted
several Training of Trainers (TOT) so as to cascade the concept of GAD down to their
division offices then down to the schools. The total package of the training is called
Gender Sensitivity Training (GST). Part of each evaluation was to count the number of
There were prototyped lesson plans released in 2007 integrating the Core
In 2012, the department ordered offices to establish the GAD Focal Point System
(GFPS) to carry out and look into the implementation in each division.(DepED Order No.
140)
Recently, last 2014, the Child Protection Policy with Anti-bullying was
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Conceptual Framework
several researches on issues of women’s concern and when women gradually become
aware of their gender status and position in different spheres of our society. According to
Longwe, there are three essential elements in gender awareness such as recognizing that
women have different and special needs, recognizing that women are disadvantaged
group relative to men and recognizing that women’s development means working
towards increased equality and empowerment for women relative to men. These issues of
important to address them in development planning. This arises when people recognize
that a particular instance of inequality is wrong, unacceptable and unjust. These are
difficulties that women and men experience as a result of cultural biases- emanating from
beliefs, attitudes, values, roles and characteristics attributed by society to women and
men.
Gender and Development (GAD) focuses on the principle that development is for
all. Everyone in society male or female has the right to equal opportunities to achieve a
full and satisfying life (Forte, 2002 cited in Carmona, 2006) Women and men should
enjoy the same conditions for realizing their full human rights and potentials to contribute
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mandate to educate the Filipino children and youth (Secretary Roco), it is best to let the
societal change starts from the foundation of every individual, the basic education phase.
Through this perspective, Deped began its GAD advocacy program in 2004 by
conducting trainings to Division Office personnel. The department also came out with a
set of Core Messages on Gender and Development (GAD) and produced Teaching
Exemplars (DepEd Order No. 14 s. 2006) to be integrated in the daily lesson where entry
is possible.
In one of the seminars attended by the researcher, the staff of DepEd Human
pictures used in some textbooks. It has been said that a problem in our educational system
is the subtle presence of sex-role stereotyping in textbooks used by our school children
(Alba, 2005).
development to address the welfare of marginalized citizens not only to women but also
to the children who are powerless to protect themselves, to the PWD (Persons with
Disability), to the Third Sex who oftentimes are victims of hate crimes, bullying and
other abuses.
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Protection and Anti-Bullying Policy in consonance with R.A 7610 otherwise known as
Other related programs such as SBM WinS (Wash in School), Child –Friendly
School System (CFSS), Disaster Risk Reduction Management (DRRM), and R.A 8972 or
the Solo parent Act are among of the many gender and development mainstreaming
Notwithstanding these efforts, no one can exactly tell how far we have gone.
Were the initiatives of the department on Gender and Development (GAD) implemented
with ease at School levels? No one can tell of the aftermaths after a decade of efforts to
The awareness on GAD can be manifested in the utterances and in day to day
activities of teachers and pupils. Teachers of all levels of experience tend to interact more
with male students than with female students (Akpakwu, 2015). Consequently, it is
cited in Amott, 2004 cited in Akpakwu, 2015). The assessment result would then serve as
benchmarking point for the necessary action plan. The discussion on GAD is worldwide
as it concerns the improvement of the quality of life throughout the planet to make it
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Awareness on GAD
Instructional
Materials
Other Related
programs
Hypothesis
Definition of Terms
In order to have an easy understanding of this study, some terms are conceptually
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towards another student, or a series of single acts directed towards several students in a
school setting or a place of learning, which results in physical and mental abuse,
Child. Conceptually, this efers to any person below eighteen (18) years of age or
those over but are unable to fully take care of themselves or protect themselves from
disability or condition;(R.A 7610). In DepEd, the term also includes pupils or students
who may be eighteen (18) years of age but are in school (DepEd Order No. 40, series
2012).
structures that are intended to prevent and respond to abuse, neglect, exploitation,
DepEd Order. As used in this study, this refers to an Order from the Office of
the department strictly. Violation thereof can be dealt with administrative sanctions.
GAD Core Messages. Operationally, this relates to the concepts geared towards
among men and women, recognizing and valuing women’s role and contributions in
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national building and preventing violence against women and their children.(Handouts
GAD Focal Person. Operationally, this denotes to a person task to facilitate and
GAD Focal Point System (GFPS). As used in this study, this pertains to a
identifies the social behavior of men and women and the relationship between them
which are socially determined and culturally defined. It changes across time, age and
culture.
Gender Equality. Conceptually, this refers to the principle asserting the equality
of men and women and their right to enjoy equal conditions realizing their full human
potentials to contribute to and benefit from the results of development (R.A 9710).
services, and actions that address the disadvantaged position of women in society by
perspective and process that are participatory and empowering, equitable, sustainable,
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value that should be reflected in development choices. (R.A 9710, Chapter II)
economic, and societal spheres so that women and men benefit equally and inequality is
concerning men and women relationship, hidden and manifested bias in education,
employment, government service, food and nutrition, family affairs, and human rights
application, function and operation of the GAD programs and projects in the schools.
and development in the teaching-learning process (Deped Order 11, series 2007)
contribute to their overall development and upbringing (DepEd Order 11, series 2013)
Lesson Plan. Operationally this refers to the plan to be executed on a daily basis
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adoptive parents and the common-law spouse or partner of the parent (DepEd Order No.
year plan which started its implementation to all government institutions and
requires a large amount of time, effort, a planning to complete. In this study, this pertains
to the initiative of DepEd to be implemented to attain desired outcome (DepEd Order 49,
series 2004)
operations for a computer to perform (Rouse, 2007). In this study, this refers to a plan of
action for achieving something that can extend to a system of services, opportunities or
of a public or private school or learning area (DepEd Order NO. 40, series 2012). In this
study, a school may either be a principal, head teacher, and or officer- in-charge.
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(1) A woman who gives birth as a result of rape and other crimes against chastity
even without a final conviction of the offender: Provided, That the mother keeps and
(2) Parent left solo or alone with the responsibility of parenthood due to death of
spouse;
(3) Parent left solo or alone with the responsibility of parenthood while the spouse
is detained or is serving sentence for a criminal conviction for at least one (1) year;
(4) Parent left solo or alone with the responsibility of parenthood due to physical
(5) Parent left solo or alone with the responsibility of parenthood due to legal
separation or de facto separation from spouse for at least one (1) year, as long as he/she is
(6) Parent left solo or alone with the responsibility of parenthood due to
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(7) Parent left solo or alone with the responsibility of parenthood due to
(8) Unmarried mother/father who has preferred to keep and rear her/his
child/children instead of having others care for them or give them up to a welfare
institution;
(9) Any other person who solely provides parental care and support to a child or
children;
(10) Any family member who assumes the responsibility of head of family as a
results in, or is likely to result in, physical, sexual, or psychological harm or suffering to
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CHAPTER III
RESEARCH METHODOLOGY
instrument, validity and reliability of the instrument, data gathering procedures and
Research Design
This study will use of the Descriptive Research. Survey method in utilizing the
questionnaire. In this Survey Method Research, the participants will answer the
questionnaire (Hale, 2011) that describes the extent of implementation of GAD Programs
Participants of this study will be the 28 teachers and the school head of Cabay
National High School, Tiaong Quezon School Year 2018-2019. The researcher
purposively chooses these respondents due to its accessibility to transportation and can be
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Cabay National High School is composed of 28 teachers and 1 School Head. All
teachers and administrators of these five big schools will be considered participants of the
study.
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Research Instrument
conducted to the 28 teachers and (1) school administrator in Cabay National High
School, Tiaong Quezon. The questionnaire is composed of three parts. Part I elicits data
for the participants’ profile. Part II of the questionnaire determines the extent of
implementation of the GAD Program as perceived by the participants. Part III provides
data on the problems and challenges encountered by the participants during the
Objective 1 while Questions Number 1-6.4 (Part II) will answer Research Objective 2.
The instrument will be used had been previously validated by Carmona (2006).
However, because of some revisions made, the instrument will also be subjected to
further validation process by presenting it to three experts in education using Good and
The research instrument will be conducted to teachers who are the participants in
the study to establish the reliability of the questionnaire. Cronbach Alpha will be used to
compute the reliability score. The reliability score is .842 therefore the research
instrument is reliable.
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After establishing the validity and the reliability of the research instrument, the
researcher will reproduce the research questionnaire. The researcher will personally
distributed the survey form to the respondents after obtaining the approval of the school
authorities. The consent of the participants will also be sought before they will be given
the questionnaire. The objective and the benefits of the study will be explained to them as
Statistical Treatment
The statistical treatment for research Objective No.1, which is to describe the
profile of the respondents, is frequency and percentage. The mean scores will be used to
determine the extent of implementation of the programs being the second problem.
Ranking will be used for Objective No.3. The significant difference will be determined
using Kruskall –Wallis and Mann Whitney.
WORKS CITED
Akpakwu, O.S & Bua, F (2015).”Gender equality in schools: Implication for the
Curriculum, Teaching, and Classroom Interaction”
Alba, M.V (2005), Gender sensitivity: University of Saint La Salle, Bacolod City
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Eisle et.al (2010), Masculine gender-role stress: Predictor of anger, anxiety, and health
risks behavior
Ickes, W. (1993). Traditional gender role: Do they make, and then break, our
relationship?: University of Texas at Arlington
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Longwe, SH. (1991). Gender awareness: The missing element in the third world
development project
Nolledo, J.N (1994). The 1991 local government code with basic features: National
Book Store: Manila
Republic Act 9262: Anti-violence against women and their children (2004). Retrieved
from the: http://www.pcw.gov.ph
Republic Act 9710, Magna carta of women (2009). Retrieved from the
http://www.pcw.gov.ph
Rice, C. (2016): 6 steps to gender equality: A blog post. Retrieved from http://curt-
rice.com
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