Republic of the Philippines

Department of Education
Region VII – CENTRAL VISAYAS
SCHOOLS DIVISION OF BOHOL
GARCIA HERNANDEZ DISTRICT
GARCIA-HERNANDEZ HIGH SCHOOL

TRAINING & DEVELOPMENT

PROGRAM DESIGN

Teacher’s Capability Building:

Seminar-Workshop on
Child Protection Policy and
Gender Mainstreaming (GAD)

October 1 & 2, 2022

Prepared by : John Mc Rae D. Racines

Date Submitted: September 14, 2022
 Republic of the Philippines
Department of Education
Region VII – CENTRAL VISAYAS
SCHOOLS DIVISION OF BOHOL
GARCIA HERNANDEZ DISTRICT
GARCIA-HERNANDEZ HIGH SCHOOL

I. Program Brief Description
 Garcia-Hernandez High School
 Ma. Gina G. Hornido 
Program Proponent 

 Garcia-Hernandez High School

 John Mc Rae D. Racines 
Program Owner 

 40 Teachers
 5 Facilitators
Target Learners/Participants 

 1 
Number of Batches and    October 1 & 2, 2022 
Proposed Implementation Date 

 Dumaluan Beach Resort

Proposed Venue   1

 33, 630.00
Total Proposed Budget2 

Proposed Continuing Professional

N/A 
Education credit units (if any) 

Registration Fee (if any)3  N/A 

 
 
II. Program Background and Rationale 

Rationale 

The world of today strives to begin a world of reality. Women's subordination to

men has been the norm for many ages. Women consequently endured extreme
inequality. On the other hand, the abuse of children has been covertly escalating
beyond what we often witness. These people have been the loud, unheard voices in
society who have experienced violence and discrimination. As the modernization
touches every sector in the industry, household and cultural beliefs, the society begins
to maximize every able being for the purpose of progress. The protection of the child
and recognition of both men and women are now recognized as vital assets in our
society.
As cohort in developing the vital assets in our society, we–teachers are the
important starting point for promoting gender equity at school as their gender
stereotyped beliefs and educational practices were found to influence gender
differences in students substantially. Along with supporting the school's Child
Protection Policy, which could create a positive environment for the students.
However, teachers seem to lack effective strategies in appropriate approaches
for dealing with children who have experienced abuse as well as to counteract the
 often-unwanted maintenance of gender stereotypes in their teaching as these topics
are rarely dealt with in regular teacher trainings.
          In connection with the problem being sought and mentioned, the Department of
Education (DepEd) is mandated to provide quality, equitable, accessible, and relevant
basic education to all Filipino children.  Thus, DepEd formulates, cascades, and
implements policies, programs, and projects to equip learners with strong
competencies to enable them to face the demands of the 21 st Century education
including the protection of the child’s welfare and the Gender and Development.   
Therefore, this training program respond to the demands of time which aims at
promoting secondary school teachers’ particularly GHHS for reflective coeducation
seminar-workshop and capability building by teaching them to design tuition in a way
that enables girls and boys to develop their interests and competences together
without being restricted by gender stereotypes and also training them to be a good
mentor in dealing students who were victims of violence.
Thus, the training program focuses on how teachers can succeed in promoting
individual motivation and achievement in all students without being restricted by
gender stereotypes and victims of abuses. And to create a gender healthy environment
in the Garcia-Hernandez High School and to conform to the advocacy the national
government which starting to build, the GHHS shall be able to in-line its activity that
is favorable for the development of each child in the society, hence this activity is
designed.
GHHS continually improves the quality of its teachers to better serve the DepEd
who share the same dream of providing avenues for learners to develop their
potentials so they can contribute to nation building. 
 
III. Program Description 

          This is a two-day seminar-workshop on child protection policy, and Gender and

Development. This shall be conducted on September 30 – October 1, 2022. The target
participants for this undertaking are the Faculty and Staff of Garcia-Hernandez High
School.  
 
IV. Target Learners’ Description 

The target participants for this undertaking are the Faculty and Staff of Garcia-
Hernandez High School. 
 
V. Workplace Development Objectives (WDO) 

 Impact:  Integrate gender concerns and child protection policy to professional

undertakings
 Organizational outcome: At the end of the seminar, the participants will be
able to integrate gender concerns and child protection policy in their
personal and professional undertakings.
 Outputs: Draft School Rules and Regulations in relating to Gender and
Development and child protection policy. 
 Competencies: Developing a School Rules and Regulations to strengthen the
school implementation of the child protection policy and
implementation of GAD 

VI. Program Learning Objectives 

         
The Program aims to: 

 discuss the gender and sexuality concepts;

 analyze the effects of existing socio-cultural norms and dynamics on sexual
relations and identify major issues affecting women;
 enumerate the government responses to gender issues;
 to raise awareness of child abuse namely, emotional, physical, sexual abuse
and
neglect, among all members of our school community;
  to put in place clear procedures for all school personnel dealing with suspicions
and allegations of child abuse;
 to identify curricular content and resources that contribute to the prevention of
child abuse and to enable children to properly deal with abuse if it occurs;
 to create a safe, trusting, responsive and caring environment;

 to provide a personal safety skills education which specifically addresses abuse

prevention for all students in the school.

VII. Workplace Application Project or Job-Embedded Learning 

 
Learning Current Status   Learning Required Key
Goals   Strategies   Resources  Performance
     Indicators  
 
Define and Basic Independent Mentor  Evaluate gender
Evaluate gender Understanding Lectures or 4Rs   as social
as a social Level Training   construct 
construct.

Identify the Basic Independent Mentor Enumerate ways

ways gender, Understanding Lectures and gender, power,
power, privilege, Level Individual privilege, and
and oppression sharing of oppression play
play out across experience out across a
a range of range of cultures
cultures and and human
human experiences.
experiences.

Raise awareness Minimal degree Independent Mentor Create advocacy

of child abuse of Lectures and to raise
namely, implementation Individual awareness of
emotional, sharing of child abuse.
physical, sexual experience
abuse and
neglect, among
all members of
our school
community.

Identify Application at a Independent Mentor Develop

curricular fundamental Lectures and curricular
content and level Individual content and
resources that sharing of resources that
contribute to the experience contribute to the
prevention of prevention of
child abuse and child abuse and
to enable to enable
children to children to
 properly deal properly deal
with abuse if it with abuse if it
occurs. occurs;

WORKPLACE APPLICATION PLAN (Adopted from the CSC) 

 

VIII. Detailed Activity Implementation Plan 

Suggested
Content  Objectives  Duration  Expected Output 
Activities 
Gender and The session aims Lecture 6 hours  Make a gender-
Development  to:  discussion  responsive personal and
1. describe the   professional resolutions.
situation of Filipino Group Activity
men and women; Draft School Rules and
2. discuss the Group Regulations in
gender and Sharing relating to Gender and
sexuality concepts;   Development.
3. analyze the  
effects of existing
socio-cultural
norms and
dynamics on sexual
relations;
4. identify major
issues affecting
women;
5. enumerate the
government
responses to gender
issues;

Child The session aims to: Lecture 6 hours  Provide a personal safety
Protection discussion skills education which
Policy  1. to raise specifically addresses
awareness of child Group Activity abuse
abuse namely, prevention for all
emotional, physical, Group students in the school.
sexual abuse and Sharing
neglect, among all Draft School Rules and
members of our Regulations in relating to
school community; Child Protection Policy
2. to put in place
clear procedures for
all school personnel
dealing with
suspicions and
allegations of child
abuse;
3. to identify
curricular content
and resources that
contribute to the
prevention of child
abuse and to enable
children to properly
 deal with abuse if it
occurs;
4. to create a safe,
trusting, responsive
and caring
environment;

IX. FINANCIAL REQUIREMENTS 

# REQUIRED
Cost per Total
(e.g. # of pax Unit/
ITEM OF EXPENDITURE # of Amount
/ units /
Hour days
sets / hr)
Food and Accommodation
45 180 2 16,200.00

Travel Allowance 45 150 2 13,500.00

Materials:
Marking pens 9 60.00 540.00
Manila paper 6 20.00 120.00
Adhesive tapes 3 30.00 90.00
Flash drive 3 500.00 1,500.00
Bond paper (ream) 2 200.00 400.00
664 Epson ink (set) 1 1,280.00 1,280.00

 
TOTAL 33,630.00
X. APPROVAL SHEET
This Teacher’s Capability Building: Seminar-Workshop on Child Protection Policy and
Gender Mainstreaming (GAD has been prepared by:

JOHN MC RAE D. RACINES

September 14, 2022

Noted by:
MA. GINA G. HORNIDO
Principal I

Reviewed by:

CERLITO L. ROMERO
Public Schools District Supervisor

DR. MARITES MANGMANG CIMENI

Senior Education Program Specialist

Recommending Approval:

CARMELA RESTIFICAR
Chief, Curriculum Implementation Division

Certifying the Availability of Funds:

JOSEPHINE B. DACUNO
Senior Bookkeeper

JOAN S. CABUNOC
Bookkeeper

Approved:

BIANITO A. DAGATAN, Ed.D., CESO V

Schools Division Superintendent
X. APPROVAL SHEET
This Teacher’s Capability Building: Seminar-Workshop on Child Protection Policy and
Gender Mainstreaming (GAD has been prepared by:

JOHN MC RAE D. RACINES

September 14, 2022

Noted by:

MA. GINA G. HORNIDO

Principal I

Approved:

CERLITO L. ROMERO
Public Schools District Supervisor
XI. Monitoring and Evaluation Plan 
Levels of M Indicators  Methods Data Schedule Person/s Resources  User of
and E  and Sources  of M&E  Responsible  M&E 
Tools 
Level 4.              
Results 
Level 3.              
Behavior 
Level 2.              
Learning 
Level 1.              
Reaction 
 
*Awaiting inputs from the M&E team. 
IX.
 
 
 
 
 
 
 

Garcia-Hernandez High School

Teacher’s Capability Building:
Seminar-Workshop on
Child Protection Policy and
Gender Mainstreaming (GAD)

Training Matrix
Day 1 Day 2
TIME
October 1, 2022 October 2, 2022

8:00-8:30 MOL
Registration of
Participants
8:00-9:00
Child Protection Policy
Metodia Ladaga
9:00-9:45 Opening Program

9:45 – 10:00 BREAK BREAK

Gender and Development

Child Protection Policy
10:00 – 12:00 (Gender Mainstreaming)
Johanna Cuares
Dulce G. Ladaga

12:00 – 1:00 LUNCH BREAK LUNCH BREAK

Gender and Development

1:00 – 3:00 (Gender Mainstreaming)
Vichelle A. Cabido
Closing Program

Gender and Development

4:00 – 5:00 (Gender Mainstreaming)
Favio Jamero
 Republic of the Philippines
Department of Education
Region VII – CENTRAL VISAYAS
SCHOOLS DIVISION OF BOHOL

L&D Program Design and Proposal Package Template

<Title of L&D Intervention> 
I. Proposal Brief 
 Name of office or unit 
Program Proponent 
 Name of head of office or unit 
 Name of office or unit 
Program Owner 
 Name of head of office or unit 
 Offices and positions 
Target Learners 
 Total number 
Number of Batches and    Number of batches 
Proposed Implementation Date   Proposed implementation date(s) 
 Name of Venue 
Proposed Venue1 
 Address of Venue  
 Proposed budget  
Total Proposed Budget2 
 Funding source 
Proposed Continuing Professional  
Education credit units (if any) 
Registration Fee (if any)3   
  
 
II. Program Background and Rationale 
Answers the questions: Why is there a need to design and implement this particular
L&D program? How will it support achievement of DepEd’s vision, mission and strategic
goals? 
Provide brief description of the organizational situation. Include any priority reform agenda or
organizational thrust and strategies that need HR support.  
Describe specific organizational performance discrepancies [if any], as well as priority
competency gaps that were uncovered by Learning and Development Needs Assessment
(LDNA). 
Attach summary of LDNA findings and recommendations. (Attachment A) 
 
 
III. Program Description 
Answers the question: What is the program all about?  
Describe type of program (e.g., classroom training, benchmarking, coaching, etc.). Explain link
to other past, ongoing, or future L&D programs, and/or other Agency initiatives (e.g., Continuing
Improvement Program), as well as pre-requisites, if any. 
Briefly describe major content areas or modules and methodologies. 
 
IV. Target Learners’ Description 
Answers the question: How were program participants selected? What is the profile of target
learners?  
Discuss criteria for selecting program participants and how these promote inclusiveness and
equity. 
Discuss current proficiency level of target learners along the competencies that will be
addressed by the program. Present relevant demographics (e.g., gender, age, geographical
assignments, etc.). 
Attach list of proposed participants not to exceed 50 per batch. (Attachment B) 
 
 
V. Workplace Development Objectives (WDO) 
Answers the question: What are the expected results from the L&D program?  
 Discuss the WDO (learning results chain): 
 Impact:  What benefits to clients (especially students) will result from the improvements
in the organization?  
 Organizational outcome: What are desired improvements in organizational processes,
systems, strategies, etc. as a result of learners’ demonstration of new competencies and use of
outputs?  
 Outputs: What concrete products are learners expected to deliver (during or after the
program) that will demonstrate acquisition of new competencies?  
 Competencies: What tasks, functions, or roles will learners be able to do better after
attending the L&D program? 
 
 
 
VI. Program Learning Objectives 
Answers the question: What will learners be able to do by the end of the L&D program? 
Discuss terminal objective following the Audience-Behavior-Condition-Degree (ABCD) format.  
Enumerate enabling objectives. 
VII. Workplace Application Project or Job-Embedded Learning  
Answers the question: How will learners apply their newly acquired competencies back on the
job? 
Discuss planned Workplace Application Project or follow through Job-Embedded Learning
intervention that will provide opportunity for learners to demonstrate newly acquired
competencies. 
 
VIII. Detailed Activity Implementation Plan 
Answers the question: How will learning sessions be implemented to help participants
achieve learning objectives? 
Attach the accomplished detailed Activity Implementation Plan using template. Make sure that
all sessions are included and all columns are completely filled up. (Attachment C) 
  
IX. Monitoring and Evaluation Plan 
Answers the question: How will stakeholders know if expected results are achieved? 
Discuss levels of evaluation that will be applied, monitoring and evaluation methods, and time
frame. 
Attach accomplished Monitoring and Evaluation Plan template. (Attachment D)  
 
 

Republic of the Philippines

Department of Education
Region VII – CENTRAL VISAYAS
SCHOOLS DIVISION OF BOHOL
GARCIA HERNANDEZ DISTRICT
GARCIA-HERNANDEZ HIGH SCHOOL
TRAINING & DEVELOPMENT
PROGRAM DESIGN

Teacher’s Capability Building:

Seminar-Workshop on
Child Protection Policy and
Gender Mainstreaming (GAD)

October 1-2, 2022

Prepared by : John Mc Rae D. Racines

Date Submitted: September 14, 2022