What is Gender and Development?

Gender and Development (GAD) – A development approach that seeks

to equalize the status and condition of an relations between women and men by
influencing the processes and outputs of policymaking, planning, budgeting,
implementation, and monitoring and evaluation so that they would deliberately
address the gender issues and concerns affecting the full development of
women.

Gender Equality

It means that women and men enjoy the same status and conditions and have equal
opportunity to realize their potentials and to contribute to social, political, economic and cultural
development.

Additionally, there is no sex discrimination in the allocation of resources and benefits or

access to services, and that both men and women have equal opportunity to realize their potential to
contribute and benefit from development.

Gender Equity
 It means that giving more opportunities to those who have less and those who are
historically and socially disadvantaged based on their needs for them to operate on a level playing
field. Thus, equity leads to equality.

Women Empowerment

An essential process for women’s advancement. It is the process and condition by which
women are mobilize to understand, identify and overcome gender discrimination and achieve
equality. Women become agents of development, and not just beneficiaries. This kind of
participation in development enables them to make decisions based on their own views and
perspectives. To empower women, access to information, training, technology, market and credit is
necessary.

Gender Mainstreaming
 It means raising people Gender and Development (GAD) awareness and building GAD-related
capabilities; putting in place policies, structures, systems and mechanisms that would facilitate and
institutionalize the pursuit of gender equality and women’s empowerment.

A strategy for making agencies work for women’s empowerment and gender equality.

Attaining Gender Equality and sustaining GAD

- Adhere to national and international commitment on GAD.

- Addressing gender issues through the formulation and implementation of the PNP Annual
GAD Plan and Budget.

What is GAD?

The Gender and Development (GAD) approach focuses on the socially constructed basis of
differences between men and women and emphasizes the need to challenge existing gender roles
and relations.

Theories of GAD

GAD was developed in the 1980’s as an alternative to the Women in Development (WID)
approach.
 Unlike WID, the GAD approach is not concerned specifically with women, but with the way in
which a society assigns roles, responsibilities and expectations to both women and men.

GAD applies gender analysis to uncover the ways in which men and women work together,
presenting results in neutral terms of economics and efficiency.

Caroline Moser developed the Moser Gender Planning Framework for GAD-oriented development
planning in the 1980’s while working at the Development Planning Unit of the University of London.
Working with Caren Levy, she expanded it into a methodology for gender policy and planning. The
Moser framework follows the Gender and Development approach in emphasizing the importance of
gender relations.

The World Bank was one of the first international organizations to recognize the need for
Women in Development, appointing a WID Adviser in 1977.

In 1984, the bank mandated that its programs consider women’s issues. In 1994, the bank
issued a policy paper on Gender and Development, reflecting current thinking on the subject.

This policy aims to address policy and institutional constraints that maintain disparities
between the genders and thus, limit the effectiveness of development programs.

Socialization
 It is the process by which social norms, roles and expectations are learned and internalized.

Gender Socialization

It is the process by which norms and expectations in relation gender are learned by women
and men.

Gender Stereotype

It is a form of prejudgment, bias or limitation given to roles, and expectations of males and
female.

Gender Involves the Differentiations

It is attributed by a given culture to woman and me, in the following aspects:

1. Social Roles
2. Capacities
3. Traits and Characteristics

1. Gender Stereotype in Social Roles

Men Women
- Provides financially for the family - Takes care of the house and children
- Works as managers, construction - Works as nurse, teacher, secretary
builders, engineer
- Portrayed as leaders - Portrayed as followers

2. Gender Stereotype in Capacities

Men Women
- Good in Math and Science - Good in Arts and less intellectual pursuits
- Physically strong - Physically weaker and fragile
- Firm decision-makers - Wishy-washy or fickle minded in decision
making

3. Gender Stereotypes in Traits and Characteristics

Men Women
- Active - Passive
- Aloof - Loving
- Aggressive - Peaceful
- Independent - Dependent
- Brave - Fearful
Areas of Socialization:

1. Family
2. Church
3. Mass Media
4. School

Family

Ruth Hartley notes processes involved in gender socialization:

1. Manipulation – means that people handle girls and boys differently as infants.
2. Canalization – means that people direct children’s attention to gender-appropriate objects.
3. Verbal Appellation – telling children what they are and what is expected of them.
4. Activity exposure – familiarizing children to their gender-appropriate tasks.

Church

Gender roles in Christianity vary considerably today as they have during the last two
millennia. This is especially true with regards to marriage and ministry.

A. Instructional Language
The use of genetic words to refer to both girls and boys.
B. Classroom Management
Assigning of groups, tasks given by teachers and discipline.
C. Instructional Materials

Textbooks, direct teaching materials and peripheral teaching materials.

DepEd – Gender and Development Vision

We envision that human life is the greatest gift available to all and lived with quality for
both women and men.

DepEd – Gender and Development Mission

As an organization tasked to collectively nurture the full potential of individual through

education, we commit to the realization of women’s strengthened participation in evolving a
responsive and caring community.

 Where women’s need are met as their capacitiesdeveloped, enabling them to live a satisfying
life forselves, families and society;
 Where society accepts women as partners incommunity decision-making and development;
 Where women lived in an environment that opensup for a greater personal and
economicindependence.
 Where an improved legal system paves the way forwomen’s access to education, training,
politics and ascontributors to all spheres of activities in publiclife;
  Where women and men equally contribute andbenefit from the fruits of development, and
thatparticipation issues out of a decision freely chosen;
 Where the generation, the students ultimatelyprofit from an enlightened awareness of the
uniqueroles of women and men.

KEY CONCEPTS AND CORE MESSAGES on Gender-Fair Education

 Share Parenting
- Taking care of the baby
- Helping the children with theirhomework
- Disciplining the children

 Share Home Management

- Fixing the house, cleaning the house

- Doing laundry

-Going to market

- Cooking, preparing the table,washing the dishes

 Share Decision-Making
- Family Council
- Giving permission to children
- Deciding for the affairs of the children
 Equalize Opportunities