GE ELECT 2
Module 5
Gender Responsive Laws
The SDGs
- On September 25, 2015, after three
years of debate and negotiations,
- all 193 member-nations of the UN,
including the United States, voted
unanimously to adopt these hese global
Sustainable Development Goals (SDG's),
stating:
- "On behalf of the peoples we serve, we
have adopted a historic decision on a
comprehensive, far-reaching and
people-centered set of universal and
transformative goals and targets. We
commit ourselves to working tirelessly
for the full implementation of this
agenda by 2030
- Declaration of the 2030 Agenda for
sustainable Development.
Who wrote the 2030 Agenda and the 17 Goals?
- Representatives from all 193 member
nations of the UN and hundreds of Non-
Government Organizations (NGOs) and
civil society groups representing
indigenous people, small farmers,
working people, environmental
movement people, scientists, social
workers, minorities, women's groups
and other stakeholders over a three-
year period of time.
SUSTAINABLE GOALS
1 NO POVERTY
2 ZERO HUNGER
3 GOOD HEALTH AND WELL-BEING
4 EDUCATION QUALITY
5 GENDER EQUALITY
6 CLEAN WATER AND SANITATION
7 AFFORDABLE AND CLEAN ENERGY
8 DECENT WORK AND ECONOMIC GROWTH
9 INDUSTRY, INNOMATION 9 AND
INFRASTRUCTURE
10 REDUCED INEQUALITIES
11 SUSTAINABLE CITITES AND COMMUNITIES
12 RESPONSIBLE CONSUMPTION AND
PRODUCTION
13 CLIMATE ACTION
14 LIFE BELOW WATER
15 LIFE ON LAND
16 PEACE, JUSTICE AND STRONG INSTITUTIONS
17 PARTNERSHIPS FOR THE GOALS
5 GENDER EQUALITY
- Achieve gender equality and empower
all women and girls
- Workforce participation of women
during the pandemic
Localizing SDG 5
- For 50G 5, the localization initiatives are
composed of the following:
- 18-Day Campaign to Eod Violence
Against Women (VAW)
- Mapping of VAW Services Programs,
and Facilities in the Philippines
- Making VAW Desks Functional
- Strengthening Monitoring and
Evaluation of the Implementation of the
Gender and Women Empowerment
Plan 2019 2025
 - Conduct of Conferences Fora, or
Consultation Workshops Relative to the
Implementation of 50G 5. Gender
Equality.
 The female work participation rate in
the Philippines has fallen as a result of
the pandemic's lockdowns, which have
forced the closure of thousands of
enterprises.
 The overall number of females in the
work force declined from 17,562,000 in
January 2020 to 17,455,000 in January
2021, according to data from the
Philippine Statistics Authority's Labor
Force Survey.
 According to December research
conducted by the Asian Development
Bank (ADB), the Impact of C ICOVID-19
on the labor sector in the Philippines
was dispr sproportionately felt
employees, noting botine that that
"labor "labor reallocation reall trends
indicated to a 'added worker effect or
'distress abor force to compensate for
lost household income more (female)
family workers join impact of female
worker effect, or distress employment,
in which me
 "The gender pay gap remain ains
persistent and is widening as women
are reducing hours to meet se fldcater
meet childcare demands." JP Morgan
explained.
Unemployment and underemployment rates
among Filipino women in the labor force
increased in 2021, after months of lockdowns
and shifting quarantine status across the
country.
In January 2020, the unemployment and
underemployment rates among the female
labor force were 5. percent and 12.5, or around
879,000 unemployed and 2,088,000
underemployed Filipino women. But as the
country began to open up the economy, women
are once again active in the labor force.
CEDAW
C Convention on the
E Elimination
D Discrimination
A Against
W Women
- CEDAW is the only human rights treaty
which affirms reproductive rights of
women and targets culture and
tradition as influential forces shaping
gender roles and family relations.
- women's rights to acquire, change or
retain their nationality and the
nationality of their children.
Three foundational principles
1. non-discrimination
2. state obligation and
3. substantive equality
A key player in drafting the CEDAW, she also
authored which was made into law was
Republic Act 6725 or the "Strengthening the
Prohibition of Discrimination Against Women in
the Workplace."
What matters in daily living is the acceptance of
others on a basis of mutual trust and equitable
sharing, not hatred or rejection
- LETICIA RAMOS-SHAHANI
 well-versed in foreign policy.
 served as the secretary-general of the
United Nations (UN] Third World
Conference on Women in Nairobi in
1985
 was UN Assistant Secretary-General for
Social and humanitarian Affairs from
1981 to 1986
 elected senator in 1987
 principal author of Republic Act 8353 or
the Anti-Rape which reclassified rape as
a crime against persons, meaning it is
no long considered as a private crime
 also authored the Republic Act 8505 or
the Rape Victim Assistance and
Protection Act of 1998
 advocated the allocation of at least 5
percent of every government agency's
total budget for women's rights and
gender equality otherwise known as the
Gender and Development Budget Policy
Other IMPORTANT LAWS
- The Magna Carta of Women (MCW) or
Republic Act No. 9710 covers the
comprehensive women's human rights
law that seeks to eliminate
discrimination, against women by
recognizing, protecting, fulfilling and
promoting the rights of women
- Philippine Constitution, Article II,
Section 14, recognizes the role of
women in nation-building and shall
ensure the fundamental equality before
the law of women and men;
- Women in Development and Nation
Building Act or Republic Act No. 7192
reiterates the principle of gender
equality and directs all government
departments and agencies to review
and revise all their regulations to
remove gender bias therein;
CHED Memorandum Order No. 01, Series of
2015
- Establishing the Policies and Guideline
on Gender and Development in the
Commission on Higher Education and
Higher Education Institutions (HEIs),
mandated CHED introduce and
institutionalize gender equality and
gender responsiveness and sensitivity in
the various aspects of Philippine higher
education, specifically in the trifocal
functions of higher education
a) curriculum development;
b) gender responsiveness research programs
and
c) gender- responsive extension programs.
Module 6
GENDER AND PEACE EDUCATION
Meaning of Peace education
- "Education' comes from the Latin word
'educare, to draw or lead out
- Peace education draws out from people
their Instincts to live peacefully with
others and emphasizes peaceful values
upon which society should be based.
- Peace education is the process of
acquiring the values, the knowledge and
developing the attitudes, skills, and
behaviours to live in harmony with
 oneself, with others, and with the Johan Galtung
natural environment
- Hebrew "Shalom" and the Arab "Salam"
- Peace education can have a positive
means beyond the Roman Pax (Roman
impact on eradicating these inequalities
Peace) to an understanding of peace
by raising awareness of the existence of
that includes justice.
discrimination in everyday life, and by
- Peace in not the only the absence of all
inspiring action to eliminate these
violence, but also the presence of
inequalities.
justice and human security in all their
- The differences between society's
forms.
treatment of men and its treatment of
women are often so customary that
they have become ingrained in the
collective mindset as perfectly normal Two Kinds of Peace
and correct. NEGATIVE PEACE
- However, if we stop and reexamine
these behaviors, it becomes evident POSITIVE PEACE
that many of the differences in society's
attitudes towards men versus women
are neither positive nor conducive to Negative peace (cold war)
building a culture of peace.
- Is the absence of wide-ranging physical
violence or the condition of war.
Peace Education
Positive peace (hot peace)
- refers to teaching about peace-what it
- Promoting structural and cultural peace
is, why it doesn't exist, and how to
as it involves the development of a
achieve it.
society in which there is no structural
 The greatest resource for building a
violence or social injustice.
culture of peace are the people
themselves, for it is through them that
peaceful relationships are created.
Scope of Peace Education
 Educating people toward becoming
peace agents is central to the task of  Individual or self- development
peace building.  School or community level
 Peace building refers generally to the  National level
long-term period of building peaceful  Global level
communities, a desirable goal.
 The Philippines and the whole world as Individual or self- development level
well have many problems that arise - Building an effective, integrated
from many forms of violence. An personality in the child with positive
education that responds to these self-esteem
challenges should be encouraged and - An individual has to have many skills,
supported. like those related to affirmation,
positive thinking, empathetic listening
assertive behaviour, critical thinking and
 communication, decision-making and
critical thinking.
School or community level
- To have a peaceful climate, ie, a peace
culture.
- Peace has to be caught rather than be
taught
- Initiating a peaceful culture in school
should start from within the staff
- Developing a friendly and mutually
respectful teacher-pupil relationship
- Teacher-centred classroom approach to
child-centred learning
- Interesting teaching and learning
methods in a friendly and lively
atmosphere
National level
- To focus on the citizenship education
- It is an integral part of peace education
- learning and understanding the current
socio-political and economic also
important
- Students as future citizens need to
develop healthy and realistic
perspectives to view problems in the
society
Global level
- The ultimate purpose of education is to
produce a world citizen.
- Children have to develop a sensible
worldview
- The school can select current issues;
generate discussions and debates on
world issues to raise the global
awareness in the students. Some such
issues are:
 Commonality and diversity of human
cultures
 Population
 Destruction of the ecosystem/pollution
Gender issue
 Racism
 World poverty
 Problem of war/terrorism
 Trading relationship
 World cultures
 Animal rights/animals threatened by
extinction
Peace education is education both about and
for peace.
- Education "about" peace captures a lot
of the learning's content. It encourages
consideration and analysis of the
prerequisites for long-lasting peace and
methods for achieving them.
- Education "for" peace focuses on
equipping students with the
information, abilities, and capacities to
pursue peace and to respond to conflict
in a peaceful way. It also focuses on
developing internal moral and ethical
resources, which are crucial for pursuing
peace on the outside.
- Another crucial component of
education "for" peace is pedagogy. The
way we teach has a big impact on what
pupils leam and how they use what they
learn. As a result, peace education aims
to serve as an example of pedagogy that
is in line with the values and principles
of peace (Jenkins, 2019).
- Peace education takes place in many
contexts and settings, both inside and
outside of schools.
 - Peace education is global in scope yet
culturally specific
- It therefore goes hand-in-hand that the
approach utilized, and themes
emphasized, reflect a particular
historical, social, or political context.
As affirmed by the UN's Beijing Declaration,
"local, national, regional and global peace is
attainable and is inextricably linked with the
advancement of women, who are a
fundamental force for leadership, conflict
resolution and the promotion of lasting peace at
all levels" (United Nations, 1995).
Why include women?
Women as Peacebuilders
- History has demonstrated that women,
in both an individual and group
capacity, are extremely effective as
peace-builders.
- This is not to say that men are not also
peacemakers, nor that women are
never violent, but rather that the
achievements of women in this capacity
are often overlooked and merit further
attention.
history books. This naturally has
consequences for peace education. It is
difficult to educate about peace when
the textbooks youngsters are required
to read are mostly on war (p. 215).
How are women building peace in your
community?
The implications of gender on peace education
are many and diverse:
- First, society must recognize the
potential of women as peace-builders,
and actively promote their inclusion in
peace-making processes;
- Second, violence against women, which
is one of the most common forms of
violence worldwide, must be
eliminated, with awareness education
about the issue as the first step towards
this goal;
- Finally, societal consciousness of gender
inequalities and discrimination against
women in all spheres must be raised so
that these issues can be recognized and
addressed.
How can Your Research or SL Help in Peace
Education

According to Brock-Utne (2009): - The prevention of conflict and general

promotion of peace are the goals of
- Even though women frequently build
peace education, which works as a
the backbone of peace organizations,
barrier to finding common ground.
they are seldom given credit for their
- Attendees to service-leaming events
work. They are mostly made invisible in
frequently have conflicts of interest and
history books which frequently are "his
misunderstandings, but with the right
story" books, describing the
peace etiquette, problems can be
development of violent conflicts or wars
resolved amicably and in a timely
started by men. Conflicts which are
manner.
solved non-violently or the work for
- Better or more consistent mental health
peace, especially the work of women
could foster ideals like conflict
for peace, do not find their way into
 avoidance and resolution that promote  Language affects socialization.
social advancement in a population
necessary for peace education.
- For example, ecology and GENERIC MAN Problem
environmental issues are covered in
peace education. Since sanitation - The term man often associated with the
touches on issues like proper waste adult male and it is difficult to
disposal and ecosystem conservation, it distinguish its generic use.
is crucial to raise awareness of - It reflects gender in-equality in that
environmental issues. A dependable women are never seen in terms of
and secure healthcare system could general or representative humanity but
help prevent interpersonal or always in terms of their gender.
intrapersonal violence. Research can do
so much to further enrich actions that
will address these and maintain peace
in the community.

GENDER FAIR LANGUAGE

- Is a language used with intention of

reducing gender bias in one's mental
representation, or mental
understanding of an idea.
- It includes gender-neutral (English
singular they) and gender-inclusive ✓
language (English he or she).

What is sexism in Language?

- It is the use of language which devalues

members of one sex, almost invariably
women, and thus fosters gender
inequality.
- It discriminates against women by
rendering them invisible or trivializing
them at the same time that it
perpetuates notions of male supremacy.

Why the concern about mere words?

 Language articulates consciousness.

 Language reflects culture.