Academic and Curricular Programs:

Developing a Gender Studies Program

Zenaida Quezada-Reyes, Ph.D.

Professor and Director, Linkages and International Office
Philippine Normal University
Gender Expert to CHED (Commission on Higher Education)-
Technical Panel on Gender and Women Studies
 The Goal of the Presentation

Gender and Women

Background Studies in Curriculum Challenges
and Instruction

Gender Women Studies in

Mainstreaming in the Philippines
the Philippines

The Proposed
Policies in Women and Gender
Mainstreaming Studies Program:
Gender Equality in Content and Process
Higher Education
 Policy ENTRY POINTS
OF GENDER
MAINSTREAMING
People

Programs,
projects &
activities
Enabling Source: pcw.gov.ph
Mechanisms
Mainstreaming Gender Equality
in Higher Education: Policies
Special Orders and CHED memoranda to all State and local
universities and colleges on the strict implementation of
Magna Carta of Women

Creating, strengthening, and reviewing plans of Gender and

Development (GAD) Focal Points in all CHED offices

GAD Accord of Philippine Higher Education-A Declaration of

Partnership with presidents of public and private higher
education institutions

CHED Memorandum No. 1: Establishing the Policies and

Guidelines on GAD in the CHED and Higher Education
Institutions (HEIs)

Memorandum institutionalizing the Technical Panel on Gender

and Development –Masters is Women and Gender Studies
 GAD in Curriculum and Instruction

Several Universities are offering Women Studies as a degree

program, specialization, or a course in the general education

The pioneers:
GAD in Curriculum and Instruction
Women Studies in the Philippines
A degree program (e.g. Masters in Women
Studies)

A specialization or majorship (e.g. BSE with

specialization in Women Studies)

A course in core courses or general education

program (Gender or Women Studies)

Core concepts were integrated in the general

or specialization courses (e.g. VAWC, Herstory,
etc.

An elective course
 The Proposed Women and Gender Studies Program:
Content and Process
Approval of
The Process Authorities

Series of
Curricular public
mapping and consultations
schedule
Development
Creation of program
of outcomes and
Technical course
Panel on Formulation learning
Women of Curricular outcomes
and Framework
Gender
Studies
 The Content
Degree Name: Master of Arts in Women and Gender
Studies (MWGS)

Rationale
UN Convention on the Elimination of all Forms of
Discrimination Against Women (CEDAW)

Goal 4 and Goal 5 of the Sustainable

Development Goals

Beijing Platform for Action (BPFA) edited as

suggested

Magna Carta of Women

CHED gender mainstreaming policy

Program Goals

Gender Feminist
Advocate Scholar

Attributes of the
Women and
Gender Studies
Graduate

GAD
Practitioner
(Professional
Foundation)
As a gender advocate
The MWGS graduate should be able to

• Collaborate with various institutions and

organizations addressing women/gender issues

• Organize and lead education and advocacy

campaigns for gender equality and
empowerment of women and girls
 As a feminist scholar

The graduate should be able to:

• Exhibit competencies in feminist research

• Compare, contrast, and critique feminist theories within a development

context

• Apply feminist theories in analyzing women, gender and development

issues and situations including socializing factors such as religion and
culture, media, education, and family

• Disseminate new ideas and discourses about women and gender issues
and concerns

• Show intersectional analysis and offer alternative ways of addressing all

forms of inequalities, discrimination and opres/sion
As a GAD practitioner

The graduate should be able to

Exhibit competencies in gender responsive policy development, planning,
budgeting and administration

Integrate a gender perspective in development frameworks and programs in

social, cultural, economic, civil, political, religious, and environmental
contexts

Show competencies in feminist organizing and research

Develop specific competencies in specialized fields such as feminist

counseling, psycho-social assistance, disaster risk reduction and
management, climate change adaptation, macro-economics, energy,
transport, and many others.
Sample Curriculum

COMPONENT
COMPONENT 1. CORE
4. THESIS COURSES (21
WRITING (for units)
Track A)

COMPONENT COMPONENT
3. FIELD WORK/ 2. ELECTIVES
PRACTICUM for (Track A- 9 units,
Track B Track B- 12 units)
COMPONENT 1. CORE COURSES (21 units)

WGS201. Women, Gender and Development:

History and Perspectives

WGS 202. Feminist Theories and Movements

WGS 203. Gender, Sexuality and Health

WGS 204. Gender, Work, and Political Economy

WGS 205. Gender-Responsive Planning and

Administration

WGS 206. Feminist Epistemology and Pedagogy

WGS 207.Feminist Research

COMPONENT 2. ELECTIVES (Track A- 9 units, Track B- 12 units)

WSG 211.Feminist Perspectives and Strategies in

Organizing

WSG 212. Women, Gender, and Psychology

WSG 213. Feminist Perspective in Counseling and

Psycho-Social Assistance

WSG 214. Women, Religion and Culture

WSG 215. Gender and Ecology

WSG216. Gender, Human Rights, and the Law

Challenges

Women and Gender Studies is a new area and need advocates

Pedagogy/andragogy for women and gender studies have to be

explored

Positions in teaching Women and Gender Studies are yet to be

institutionalized in basic education and in the private sector

Specialists are wanting

There are specific resources of academic institutions that should be

dedicated to Women and Gender Studies
Thank you to the CHED Technical Panel

• Dr. Carolyn I. Sobritchea

• Sr. Mary John Mananzan, OSB
• Prof. Aurora Javate-De Dios
• Dr. Rosalinda P. Ofrenoe
• Dir. Emmeline Verzosa
• Dr. Helen F. Dayo
• Dr. Jeanne Peracullo
Thank you
and
Mabuhay!