1.

Concepts, Policies, Principles and Mandates GENDER AND DEVELOPMENT

GENDER AND DEVELOPMENT: AN EXECUTIVE APPRECIATION Commission on
Audit May 19, 2009
2. 1. Better understanding, appreciation and support to government’s gender
equality policy and strategies 2. Improved capability to use the GAD Budget
OBJECTIVES
3. COVERAGE • GAD concepts, principles, and mandates • The GAD budget: Making it
work (without tears)
4. Part I GAD concepts, principles, and mandates
5. DEVELOPMENT: What’s the bottomline? Attaining a full and satisfying life for all!
6. Attaining a full and satisfying life for allis a shared responsibility... • of
everyone, regardless of age, sex, religion, ethnicity or class • of government as
duly mandated authority • of those who benefit or suffer • from the lack of it
7. For individuals, the performance of this responsibility requires: • the
capacityTO DO • and • the capacityTO BE
8. For governments, the responsibility to promote the attainment of a full and
satisfying life for all means -- • protecting people’srights • creating opportunities
for the development of peoples’ abilities and individualstrengths
9. Peoples’ capacity TO DO and TO BE may be enhanced through a variety of
government efforts, such as: • building of roads and other • infrastructures, •
providing social services, • creating economic opportunities, etc. BUT THESE ARE
NOT ENOUGH . . .
10. Infrastructures, social services, and economic opportunities that don’t take
into consideration the different needs of women and men and their rights, are
bound to -- disadvantage women, fail in attaining their desired results, and cause
wastage of resources.
11. GENDER: What is it?
12. GENDER is often confused with SEX, but they are different • SEX refers to
natural biological attributes of women and men; unchanging and universal •
GENDER refers to characteristics, roles, beliefs, perceptions, attitudes and other
factors attributed to women and men by society
13. GENDER: What’s the big fuss? • culturally ascribed, changing, misconceived as
“natural” • box and limit women and men’s capabilities to do and to be • need to
be considered in making decisions and allocating resources
14. Then, what isGender and Development? • a globally - recognized development
perspective; acknowledges that development affects people differently • women’s
roles are important and should be maximized • women and men should be
assisted in attaining their full potentials • advocates that planning deliberately
address the unique needs and situations of women
15. GADis about recognizing that gender biases IMPEDE development because: •
they prevent people from attaining their full potentials • they exacerbate social
 inequity • they distort understanding of social realities and limit the impacts of
development efforts
16. GAD is about being faithful to the principle that: development is for all!
17. Full equality and development for women and men is anchored on a vision of
development that is equitable, sustainable, and free from violence, respectful of
human rights, supportive of self-determination, and the actualization of human
potentials, and participatory and empowering..
18. KEY PRINCIPLES Development planning and practice should: • deliberately
ADDRESS OBSTACLES to women’s effective participation and enjoyment f benefits
• EXPAND women’s range of CHOICES and OPPORTUNITIES • STRENGTHEN their
capabilities to attain a full and satisfying life • BRIDGE the gender gap • PROMOTE
gender equality
19. CEDAW Concluding Comments Translation of CEDAW in national legislation
Revision of discriminatory provisions in national laws Strengthening of the
national machinery on women Elimination of violence against women Elimination
of gender stereotyping Implementation of the Anti-trafficking in Persons Act and
elimination of exploitation in prostitution Elimination of exploitation in
prostitution
20. CEDAW Concluding Comments Promotion and protection of women migrants’
rights Participation of women in public and political life Lessening the adverse
impact of trade liberalization to women Promotion and protection of women’s
reproductive health and rights Empowerment of rural, indigenous and Muslim
women Acquisition of legal divorce Engendering the MDGs Linking CEDAW, BPFA
and MDG
21. Beijing Platform of Action, 1995 (4th World Conference on Women Strategic
actions to realize women’s advancement in 12 areas: - poverty - education and
training - health - violence against women - armed conflict - institutional
mechanisms - human rights - power and decision making - media - economy -
environment - girl child
22. MDGs GOAL 3: Promote gender equality and empower women GOAL 5: Improve
maternal health
23. Constitution The State recognizes the role of women in nation building and shall
promote the fundamental equality before the law of women and men (Art. II, Sec.
14)
24. Part II GAD BUDGET POLICIES Making GAD Budget Work
25. MANDATES ON THE GAD BUDGET RA 7192 (Women in Development and Nation
Building Act) “In support of the full benefits of gender-responsive planning,
external and domestic resources shall be increasingly mobilized for utilization by
national and local government agencies to support programs and projects for
women.”
26. RA 7192 All government agencies shall review and revise all their regulations,
circulars, issuances, and procedures to remove gender biases therein Allocate 5-
30 percent of ODA to programs and projects for women
27. Executive Order 273 (Philippine Plan for Gender-responsive Development,
1995-2025) “All government agencies, departments, bureaus, offices and
instrumentalities, including government-owned and controlled corporations, at
the national and local levels are directed to incorporate GAD concerns in their
annual budget proposals and work and financial plans.”
28. EO 273 To institutionalize GAD efforts in government by incorporating GAD
concerns, as spelled out in the Plan, in their planning, programming and
budgeting processes to: … incorporate GAD … in agency performance contracts
indicating KRAs for GAD … and annual agency budget proposals and work and
financial plans (EO 273, 1 - 1.2.2)
29. Section 29, General Appropriations Act (GAA), 2009 “All departments, including
their attached agencies, offices, bureaus, SUCs, GOCCs, LGUs and other
instrumentalities shall formulate a GAD Plan designed to address gender issues..
The cost of implementing the GAD Plan shall be at least 5% of the agency’s FY
2009 budget appropriations
30. DBM, NEDA and NCRFW Joint Circular 2004-01 Provides NGAs/SUCs/GOCCs
with (a) Guidelines and procedures for the formulation and submission of agency
annual GAD plans and budgets, and GAD accomplishment reports (b) Mechanics
for thedevelopment of PAPs that promote gender-responsive governance,
women’s human rights and women’s economic empowerment
31. Attaining gender equality requires systematic planning • A plan, no matter
how great it is, is only as good as its implementation
32. A plan without a budget cannot be implemented effectively if it does not
have a budget Thus, … a GAD plan without a budget is a joke!
33. CHALLENGES • GAD plans submitted only for compliance • Lack of sex-
disaggregated data crucial for gender analysis and GAD planning • Weak political
and popular support • Limited technical capabilities and expertise of agencies and
LGUs on gender planning and budgeting • Inability to influence mainstreammacro
policies and programs and total budget • Lack of mechanisms to track progress
and measure impact; monitoring
34. WAYS FORWARD with COA
35. The Gender Budgeting Forum of May 2008… • The Philippines as FIRST in Asia to
conduct a Gender Budget Audit • Affirmed COA as a POWERFUL BODY to monitor
and prevent agencies from misuse of the GAD budget • The GAD FOCAL POINT of
CLARRDEC was reinstated as a result of COA’s Gender Budget Audit
36. ACTIONS FOR COA • Issue the guidelines for Gender budget audit • Include state
obligations to human rights treaties incl CEDAW • Include ODA and GAA •
Continue calling attention of agencies and LGUs re GAD budget in audit findings •
Document good practices in utilization of the GAD budget
Yes, constructivism is as relevant today as it was 20 years or 10 years ago. In fact, it is
becoming increasingly important in education as we move into the 21st century. This is because
constructivism is a learner-centered approach to education that emphasizes the importance of
students actively constructing their own knowledge. This is in contrast to traditional approaches
to education, which often focus on passive learning and rote memorization.