Final Draft 2 - 04 December 2023

Core Area: Gender and Development

Session 11. Gender Sensitivity and Basics of Gender and Development (GAD)

Through this session, the participants will know about socialization processes and reflect on
their gender identities and the personal values they uphold because of their unique lived
experiences. Participants will share their personal values and how it reinforces gender equality
or inequality at home, in their communities, and within 4Ps. Also, through this session,
participants will have a common understanding of basic concepts of gender and development
and how these concepts manifest and are experienced in their day-to-day lives at home, in their
respective communities, and as beneficiaries of 4Ps. Participants will also commit to strategies
and actions that they can implement to consciously practice gender sensitivity at all times
possible.

Objectives
For participants to:
1. Know and assess their individual socialization processes and its influences on their
values and behaviors at home, in their communities, and within 4Ps.
2. Be familiar with basic GAD concepts, specifically: (i) gender and development; (ii) sex
and gender; (iii) sexual orientation, gender identity, gender expression and sex
characteristics (SOGIESC); (iv) gender stereotypes; (v) gender division of labor; (vi)
discrimination against women and girls; (vii) women empowerment; (viii) social inclusion;
(ix) gender equality laws and policies; (x) gender equality; and (xi) gender sensitive
practices.
3. Articulate strategies and actions for practicing gender sensitivity in their respective
households, communities and during 4Ps related activities.

Materials Needed
1. Pen/Marker
2. Manila Paper
3. Meta Cards

Expected Behavioral Changes

1. Female and male participants practice gender sensitivity1:
a. at home;
b. in their respective communities; and,
c. during 4Ps activities.
2. Male participants become more committed to the idea of equally sharing domestic work.

Target Participants
Program beneficiaries and their spouses and/or partners are the main expected participants for
this session. Adult members living in beneficiaries’ households are also encouraged to attend
this session. For effective learning management, the recommended maximum number of
participants per session should not exceed 30 individuals.

1
See appendix 1, Knowledge Measurement Tool and Metric for Behavioral Change, Part 3.

1 FDS Y1 Session 11 Gender Sensitivity and Basics of Gender and Development

 Final Draft 2 - 04 December 2023

Time Requirements
3 hours

Time Topics and or Activities Persons

Responsible
0:15 minutes Preliminaries, warm-up, setting the tone and participants GAD Facilitator
fill-up the pre-training evaluation tools provided in
appendix 1.
0:60 minutes Topic 1: Socialization Process GAD Facilitator
1:30 minutes Topic 2: Basic GAD Concepts GAD Facilitator
0:15 minutes General Synthesis and Wrap Up and participants fill-up GAD Facilitator
the post training evaluation tool provided in appendix 1.

Notes on the Facilitators and Resource Persons

1. Facilitators and resource persons for this session are expected, at the minimum to:
a. Have gone through gender sensitivity training (GST) in the last (and not more than) 5
years or advance training on GAD such as Gender Analysis, Gender Equality and
Social Inclusion and Women Empowerment.
b. Be familiar with gender sensitive and inclusive facilitation approaches and creative
pedagogy.
c. Be familiar with the 4Ps Gender Sensitivity and GAD Perspective: A Trainers Guide.
d. Be familiar with basic gender concepts: (i) gender and development; (ii) sex and
gender; (iii) sexual orientation, gender identity, gender expression and sex
characteristics (SOGIESC); (iv) gender stereotypes; (v) gender division of labor; (vi)
discrimination against women and girls; (vii) women empowerment; (viii) social
inclusion; (ix) gender equality laws and policies; (x) gender equality; and (xi) gender
sensitive practices.
2. Two (2) topics make up this session: Topic 1 is about socialization process; and Topic 2 will
tackle basic GAD concepts. The content for topics 1 and 2 can be found in the 4Ps Gender
Sensitivity and GAD Perspective A Trainer’s Guide and other online resources with links
provided within the texts.
3. This session will have 2 creative activities: (i) Socialization mural making exercise, and (ii)
Basic gender and development concepts music exercise. The first exercise will use visual
arts (mural making) as a medium to surface participants’ current knowledge, insights and
realizations on socialization processes and socializing agents. The facilitators/RPs are
encouraged to use the murals as visual aids to deepen discussion on socialization concepts.
The second exercise will utilize music as a medium to surface participants’ current
understanding of basic gender concepts. The songs the participants will choose will be
jump-off points for discussing GAD concepts. The facilitators must be conscious that aside
from the cognitive purposes of these exercises, these creative processes will also build
rapport, inclusivity, trust, and sense of belonging among participants and open
communication between facilitators/RPs and participants and contribute to an even,
conducive, and meaningful learning experience.
4. Facilitators may familiarize themselves with previous FDS topics that participants attended
and note gender-related topics discussed as part of previous sessions' content.
5. Facilitators are encouraged to reproduce the evaluation instruments in Appendix 1 to be
administered before and after the session.

2 FDS Y1 Session 11 Gender Sensitivity and Basics of Gender and Development

 Final Draft 2 - 04 December 2023

Warm Up and Setting the Tone

1. After going through the necessary preliminaries, the facilitator introduces the session design,
topics, and flow.
2. Participants are encouraged to share their current knowledge on gender and development.
The following questions can be asked:
a. When you hear the word “equality”2, what immediately comes to mind?
b. In past 4Ps family development sessions that you attended, what topics did you
encounter that can be associated with “equality”?
c. Anyone here who has attended a training or seminar on gender and development,
kindly raise your hands? When and where was the training conducted? Who were
the resource persons? What lessons do you remember from that training?
d. Have you ever encountered the term, “gender”3? For those who have, what are your
thoughts about “gender”?
3. Based on the responses to the above questions, the facilitators synthesize the current
knowledge on gender and development available among participants.

Topic 1. Socialization Process

The topic will make participants aware about socialization processes and discover how their
personal identities, norms, values, behaviors, and social skills are continuously being shaped by
numerous institutions referred to as socializing agents. This topic and the accompanying
exercise will usher participants in revisiting familiar and lived day-to-day concepts that continue
to influence them and form their own views and dictate on their gender roles and understanding
of equality.

Activity 1. Mural Making

Art Materials and Equipment Requirements: Manila paper; pentel pens; crayons or colored pens
and markers; masking tapes; glue; scissors and old photo magazines or newspapers.

Duration: 60 minutes

Process:
1. Divide the participants into 6 groups. Each group is assigned to represent an institution
(socializing agent). Group 1 - FAMILY; Group 2 - SCHOOL; Group 3 - PEERS; Group 4 -
CHURCH; Group 5 – MAINSTREAM MEDIA AND SOCIAL MEDIA; and Group 6 –
GOVERNMENT / TRIBAL COUNCIL/ELDERS4.
2. All groups are given their set of art materials.
3. Using the art materials; the groups are asked to create a mural (a painting or collage) using
the instructions below:
a. Group 1: Draw, paint or create a collage about the things, ideas, behaviors, and
values you learned from your FAMILY.
b. Group 2: Draw, paint or create a collage about the things, ideas, behaviors, and
values you learned from SCHOOL.
c. Group 3: Draw, paint or create a collage about the things, ideas, behaviors, and
values you learned from your PEERS.

2
“Equality” can be translated in Filipino or the local language. In Filipino its literal translation is “pagkakapantay-
pantay”.
3
“Gender” can be translated in Filipino or the local language. In Filipino its literal translation is “kasarian” but is
limiting because it is only used in the context of “babae” or “lalake” which is binary. The term “gender” is non-
binary and perhaps “pagka-tao” may be another translated term.
4
TRIBAL COUNCIL/ELDERS will be included as part of GOVERNMENT in sessions with IP participants.

3 FDS Y1 Session 11 Gender Sensitivity and Basics of Gender and Development

 Final Draft 2 - 04 December 2023

d. Group 4: Draw, paint or create a collage about the things, ideas, behaviors, and
values you learned from your CHURCH.
e. Group 5: Draw, paint or create a collage about the things, ideas, behaviors, and
values you learned from MAINSTREAM MEDIA AND SOCIAL MEDIA.
f. Group 6: Draw, paint or create a collage about the things, ideas, behaviors, and
values you learned from GOVERNMENT/TRIBAL COUNCILS and ELDERS.
4. When the murals are done, a representative of the group is asked to briefly describe the
murals by pointing out and explaining the things, ideas, behaviors, and values they learned
from their assigned “socializing agent”.
5. As groups report, the facilitator takes note of the things, ideas, behaviors, and values that
can be used as examples during the deepening and inputs.
6. Once all groups have reported, the facilitator closes the activity by appreciating the murals
and thanking everyone for participating in the activity.
Discussion
To surface learnings from the activity the facilitator proceeds to ask the following questions,
encouraging responses from the participants:
1. How did you feel doing the exercise? Was it difficult? Was it fun?
2. What came to mind while you were doing the exercise?
3. What did you learn from the exercise?
4. What are your realizations as you were painting or creating the collage about the things,
ideas, behaviors, and values you learned from the institutions (socializing agents)?
5. What are your realizations as you were listening to the presentation and murals of each
group?
6. What do you think is the purpose of the activity? Why is it important for us to talk about the
things, ideas, behaviors, and values we learn from the socializing agents?
7. Can you share any additional insights and realizations about the exercise?

Inputs
Keeping in mind the participants’ views and reactions during the discussion about the exercise,
the facilitator presents the definition of socialization process, socializing agents and how these
institutions are influencing the participants in their daily lives. The facilitator/resource persons
will, as much as possible, relate the textual definition with the participants’ views and reactions
during the discussion about the exercise.

Socialization Process – Definition

● A continuing process whereby an individual acquires a personal identity and learns the
norms, values, behavior and social skills appropriate of the individual’s social position or
role.

Socializing Agents - Definition

● Institutions that shape an individual’s personality, character, skills, norms, those which
dictate one’s role in society. These institutions are: (i) family; (ii) schools; (iii) peers; (iv)
church; (v) mainstream media and social media; and (vi) government.
● How do these institutions socialize us? Family – name, color, toys, household chores,
habits, rituals, expectations from family members.
● School – teachers, subjects or curriculum, textbooks, language, expectations from
teachers and students.
● Peers – trends and style, activities, pressure, expectations from peers.

4 FDS Y1 Session 11 Gender Sensitivity and Basics of Gender and Development

 Final Draft 2 - 04 December 2023

● Church – leadership, books, practices, structure, expectations from church and church
members.
● Media – images, products, portrayals, colors.
● Social media – images, memes, trends, alternative facts.
● Government – structure, participation, power, policies, laws & legislations, expectations
from government.

⇒ The facilitator must always refer to the murals created by the participants and draw examples
from these murals to deepen understanding of the above socializing agents. For additional
inputs, the Facilitator may refer to the 4Ps Gender Sensitivity and GAD Perspective A Trainer’s
Guide, Session IV: Social Institutions That Affect Gender Role Socialization (pages 49 – 59).

Synthesis
The facilitator/resource person will synthesize the lessons and experiences from the exercises
and inputs about the definition of socialization process and socialization agents. It can be done
by using the following points as guide:
● The way we think, and act today is shaped and influenced by our personal and unique
socialization processes brought about by the socializing agents.
● Our gender roles, beliefs, and value systems are shaped and practiced in our homes
and communities. Daily, these institutions expect us to perform prescribed gender roles,
and uphold the beliefs and value systems that go with those roles.
● These prescribed roles are “mechanisms of social control” and if we do not conform, we
experience sanctions in the form of double standards, discrimination, and systemic
oppression.
● The disadvantaged sectors such as women, girls, the elderly or senior citizens, persons
with disabilities and persons with diverse sexual orientation, gender identity, gender
expression and sex characteristics (e.g. LGBTQIA+) are adversely affected by these
sanctions. They create gender disparities and affect all of us. These are problems that
we experience because of societies’ definitions and expectations of femininity and
masculinity, which limits our roles, rights, and capacities.

If there is any time left, the facilitator may solicit additional views, insights and additional
thoughts about socialization.

Transition to the next Topic: The facilitator may ask the participants: (i) what ideas about
gender equality did they pick up from the exercises and discussion on socialization process
(Topic 1)? (iv) what songs come to mind when they were learning about socialization? (iii) what
do they have to say about videoke or karaoke? (iv) what are their experiences in karaoke or
videoke? (v) are there singers among them? After getting responses, the facilitator introduces
the next topic: Basic GAD Concepts.

Topic 2: Basic GAD Concepts

In this topic, basic concepts on GAD will be discussed. The concepts are: (i) gender and
development or GAD; (ii) sex and gender; (iii) sexual orientation, gender identity and expression,
and sexual characteristics (SOGIESC); (iv) gender stereotypes; (v) gender division of labor; (vi)
discrimination against women and girls; (vii) women empowerment; (viii) social inclusion; (ix)
gender equality laws and policies; (x) gender equality; and (xi) gender sensitive practices.

5 FDS Y1 Session 11 Gender Sensitivity and Basics of Gender and Development

 Final Draft 2 - 04 December 2023

Activity 2. Original Pilipino Music (OPM) Videoke Exercise

Duration: 1 hour and 30 minutes (1:30)

Process:
1. Divide the participants into 2 groups.
2. Each group will list original Filipino songs that they relate to gender concepts (e.g. “Isang
Linggong Pag-ibig”; “Si Aida, Lorna O si Fe”; “Macho Guwapito”; “Sirena”. In sessions with
IP participants, include IP songs such as Bangon Ka Ina (Ibaloi song), Dionli (love song),
Buwa (lullaby), and Giloy (funeral song). The maximum time allotted for this will be 5
minutes.
3. After drawing up a list, each group will have a showdown. Alternately singing the first 3 bars
or lines of the song that contains a gender message. Songs already sung by one group
cannot be repeated by the other group.
4. The singing goes back and forth until the list is exhausted. The group that has the longest
list of songs “wins” the game.

Discussion
To surface learnings from the activity the facilitator proceeds to ask the following questions,
encouraging responses from the participants:
1. How did you find the activity? Was it easy to think of the songs with gender concepts in it?
2. What are the gender contents you have identified from the lyrics of the songs you listed and
sung? E.g., what is the gender message of the song “Si Aida, Lorna O si Fe” ? (Or any of
the random songs that participants sung during the exercise).
3. What did you learn from the songs you just sung?
4. What do you think is the purpose of the activity?
5. Can you share any additional insights and realizations about the exercise?

Inputs
Before giving actual inputs, the facilitator explains that the messages of the songs do in fact
contain gender messages or gender content. Understanding the meanings of the songs
depends on how each one understands “gender”. Original Filipino music on love and affection
often refers to relationships between men and women. There are songs that talk about the
femininity and women and the masculinity of men. “Sirena” a song by Gloc 9 talks about a
person with diverse SOGIESC. “Macho Guwapito” talks about the complexities of the Filipino
concept of masculinity. Eraserheads’ “Ang Huling El Bimbo” is a Filipino pop classic that tells
the story of a man and woman’s journey, clearly depicting a range of gender issues: a boy’s first
dance and love; solo parenting; overburdening of women; discrimination and the de-valued
existence of poor women in unskilled work; perhaps even women in prostitution. These songs
can be the backdrop of the discussion on basic gender concepts.

The Facilitator proceeds to discuss the following concepts and where relevant, relates the
concepts to the songs that were performed by the participants during the exercise.

Gender and Development or GAD – The PCW defines Gender and Development (GAD) or
Gender Mainstreaming as “the major global strategy for ensuring that the government pursues
gender equality in all aspects of the development process to achieve the vision of a gender-
responsive society where women and men equally contribute to and benefit from development.
Its importance has been extensively discussed since governments committed to this concept in
the Beijing Platform for Action during the Fourth United Nations World Conference on Women in
1995. It endeavors to look more comprehensively at the relationship between men and women

6 FDS Y1 Session 11 Gender Sensitivity and Basics of Gender and Development

 Final Draft 2 - 04 December 2023

in their access to and control over resources, decision making, and benefits and rewards within
a particular system—it may be an organization, a government, or an entire society. The process
of gender mainstreaming necessitates the transformation of institutional structures, culture, and
practices wherein gender concerns become central instead of remaining as peripheral issues
and concerns”.

Sex and Gender

● Sex – is the identification of the biological differences of a human body. Male, female,
and intersex are three main categories into which human and many other living things
are divided into and are basis of their reproductive functions. There are determinants in
identifying a person’s sex which includes the following: sex chromosomes, primary sex
characteristics or reproductive organs, gametes (male – sperm, female – egg),
hormones, and secondary sex characteristics.
● Gender - refers to the differentiated social roles, behavior, capacities, intellectual,
emotional, and social characteristics attributed by a given culture to women and men.
The term implies the cultural roles expected of a person. Gender is a variable concept,
as its construction varies across cultures and over time. Definition of masculine and
feminine often varies from one race and culture to another. Variations in gender
definitions are due to specific economic, political, and social conditions of each class,
culture, or era. Gender is a learned behavior and identity. It refers to all differences
except those that are biological.

⇒ For additional inputs on sex and gender, the Facilitator may refer to the 4Ps Gender
Sensitivity and GAD Perspective A Trainer’s Guide, pages 25-29.

SOGIESC
● SOGIESC is an acronym for sexual orientation, gender identity, gender expression and
sex characteristics.
● People with diverse SOGIESC is the umbrella term for all people whose sexual
orientations, gender identities, gender expressions and/or sex characteristics place them
outside culturally mainstream categories.
● Sexual Orientation - each person’s enduring capacity for profound romantic, emotional
and/or physical feelings for, or attraction to, other people. Encompasses hetero-, homo-,
bi-, pan- and asexuality, as well as a wide range of other expressions of sexual
orientation. This term is preferred over sexual preference, sexual behavior, lifestyle, and
way of life when describing an individual’s feelings for or attraction to other people.
● Gender Identity - each person’s deeply felt internal and individual experience of gender,
which may or may not correspond with their sex assigned at birth or the gender
attributed to them by society. It includes the personal sense of the body, which may or
may not involve a desire for modification of appearance or function of the body by
medical, surgical or other means.
● Gender Expression - individuals use a range of cues, such as names, pronouns,
behavior, clothing, voice, mannerisms and/or bodily characteristics, to interpret other
individuals’ genders. Gender expression is not necessarily an accurate reflection of
gender identity. People with diverse sexual orientation, gender identity or sex
characteristics do not necessarily have a diverse gender expression. Likewise, people
who do not have a diverse sexual orientation, gender identity or sex characteristics may
have a diverse gender expression.

7 FDS Y1 Session 11 Gender Sensitivity and Basics of Gender and Development

 Final Draft 2 - 04 December 2023

● Sex Characteristics - each person’s physical features relating to sex, including

chromosomes, gonads, sex hormones, genitals and secondary physical features
emerging from puberty.

⇒ For additional inputs on SOGIESC, the Facilitator may refer to the source of the above
definitions: IOM UN Migration SOGIESC Full Glossary of Terms.

Gender Stereotypes
● Gender stereotyping is defined as over-generalization of characteristics, differences, and
attributes of a certain group based on their gender. It is a process of attributing a set of
characteristics, roles and traits, favorable or unfavorable, to all members of a social
group based on sex. It is a rigidly held and oversimplified belief that all males and
females possess distinct psychological and behavioral traits.
● Gender stereotypes create a widely accepted judgment or bias about certain
characteristics or traits that apply to each gender. If a man or a woman acts differently
from how they are expected to act, based on their assumed gender, then they do not
conform to the norm.
● Some specific examples are women who are assertive are called “bitches” and “whores”,
while men who do not appear or act masculine are called “sissies” or “wimps” or
assumed to be gay, which is an offensive stereotype in the LGBT community. Gender
stereotypes are dangerous because they might create unequal or unfair treatment to a
certain person who chooses to defy people’s assumptions about his/her gender. When
gender inequality occurs on the background of gender stereotyping, this is called sexism.

⇒ For additional inputs on SOGIESC, the Facilitator may refer to the 4Ps Gender Sensitivity
and GAD Perspective A Trainer’s Guide, pages 79-80 and OHCHR’s Gender stereotypes and
Stereotyping and women’s rights.

Gender Division of Labor

Refers to the allocation of different jobs or types of work to female and male. This is also one of
the by-products of the institutions that promote gender stereotyping—the institutional rules,
norms and practices that govern the allocation of tasks between women and men and girls and
boys. The gender division of labor is categorized as follows:
● Productive Work – refers to the production of goods and services for consumption and
trade (farming, fishing, employment, self-employment). This is paid work usually
rendered in public or outside of the home, and thereby generates cash income.
Historically, productive work is associated with men. Holding a job and earning a salary
has been considered to be a husband’s traditional family obligation.
● Reproductive Work- refers to the care and maintenance of the household and its
members (bearing and caring for children, food preparation, shopping, housekeeping,
family health care, etc.). Work performed directly in the service of families e.g.
housework and childcare is often unacknowledged because of the cultural assumptions
that wife or mother should do such as her primary roles. This is unpaid work. Unpaid
work does not constitute an economic value, as this is not recorded. But at a closer
examination, without the reproductive work, productive work and the generation of goods
and services for the cash economy would be crippled.
● Community Work – refers to collective organization of social events and services
(ceremonies, celebrations, community improvement activities, participation in groups

8 FDS Y1 Session 11 Gender Sensitivity and Basics of Gender and Development

 Final Draft 2 - 04 December 2023

and organizations, local political activities, etc.). Both women and men have community
management roles, however, their contributions are differentially valuated. Men lead
while women volunteer.

⇒ For additional inputs on sex and gender, the Facilitator may refer to the 4Ps Gender
Sensitivity and GAD Perspective A Trainer’s Guide, pages 64-66.

Discrimination against women and girls

● The CEDAW, in which the Philippines is a signatory, defines discrimination against
women as “any distinction, exclusion or restriction made on the basis of sex which has
the effect or purpose of impairing or nullifying the recognition, enjoyment or exercise by
women, irrespective of their marital status, on a basis of equality of men and women, of
human rights and fundamental freedoms in the political, economic, social, cultural, civil,
or any other fields.” [United Nations, 1979. ‘Convention on the Elimination of all forms of
Discrimination Against Women,’ Article 1]. Discrimination can stem from both law (de
jure) or from practice (de facto). The CEDAW Convention recognizes and addresses
both forms of discrimination, whether contained in laws, policies, procedures or practice.
o de jure discrimination e.g., in some countries, a woman is not allowed to leave
the country or hold a job without the consent of her husband.
o de facto discrimination e.g., a man and woman may hold the same job position
and perform the same duties, but their benefits may differ.
● A simplified description of the legal definition of discrimination is when a person is
treated dis-favorably or when a person's dignity is violated. The dis-favorable treatment
or the violation of a person's dignity must also be related to one of the seven grounds of
discrimination.
o Sex
o transgender identity or expression
o ethnicity
o religion or other belief
o disability
o sexual orientation
o age.

⇒ For additional inputs on sex and gender, the Facilitator may refer to the 4Ps Gender
Sensitivity and GAD Perspective A Trainer’s Guide; Diskriminering ombudsmannen What is
discrimination?; the Philippine Commission on Women What is CEDAW?; and Republic Act
9710 Magna Carta of Women, Section 4.

Women empowerment
● R.A. 9710 or the Magna Carta of Women defines “women empowerment” as referring to the
provision, availability, and accessibility of opportunities, services, and observance of human
rights which enable women to actively participate and contribute to the political, economic,
social, and cultural development of the nation as well as those which shall provide them
equal access to ownership, management, and control of production, and of material and
informational resources and benefits in the family, community, and society.

9 FDS Y1 Session 11 Gender Sensitivity and Basics of Gender and Development

 Final Draft 2 - 04 December 2023

Social inclusion
● Social inclusion is the process of improving the terms on which individuals and groups take
part in society—improving the ability, opportunity, and dignity of those disadvantaged based
on their identity. Some groups confront barriers that prevent them from fully participating in
political, economic, and social life. These groups may be excluded not only through legal
systems, land, and labor markets, but also discriminatory or stigmatizing attitudes, beliefs, or
perceptions. Disadvantages are often based on gender, age, location, occupation, race,
ethnicity, religion, citizenship status, disability, and sexual orientation and gender identity,
expressions and sex characteristics (SOGIESC), among other factors. This kind of social
exclusion robs individuals of dignity, security, and the opportunity to lead a better life. Unless
the root causes of structural exclusion and discrimination are addressed, it will be
challenging to support sustainable inclusive growth and rapid poverty reduction. (Source:
The World Bank)

Gender equality laws and policies

● This concept deals with legislative frameworks that address gender issues, such as laws on
women empowerment and equal treatment that have a comprehensive approach to rights
and explicitly include gender as one of the possible discrimination factors5.
● Equality between women and men is one of the fundamental principles of the Philippine
Constitution, with the principle of gender equality reinforced by national and local legislation
that obliges institutions and all citizens of the Philippines to ensure equal opportunities and
equal treatment for women and men and combat all forms of discrimination on the grounds
of gender. Following the ratification of the Convention on the Elimination of All Forms of
Discrimination Against Women (CEDAW), the Philippines have begun passing laws on
gender equality in a variety of areas. Key laws and legislations that are important to
remember are:
o Republic Act No. 9710 – Magna Carta of Women
o Republic Act 9262 or the Anti-Violence Against Women and their Children Act of
2004
o Republic Act 8353: An Act Expanding the Definition of the Crime of Rape and
Reclassifying the same as Crime Against Persons

⇒ If there are local laws (provincial, city, municipal or Barangay), the facilitator/resource person
may add them to the list.

Gender Equality
● Is the state of equal access to resources and opportunities regardless of gender, including
economic participation and decision-making; and the state of valuing different behaviors,
aspirations and needs equally, regardless of gender. (Source: International Labour
Organization)

Gender sensitive practices

● Is to understand and consider socio-cultural norms and discriminations to acknowledge the
different rights, roles and responsibilities of women and men in the community and the
relationships between them. Gender sensitive policy, program, administrative and financial
activities, and organizational procedures will: differentiate between the capacities, needs

5
https://eige.europa.eu/gender-mainstreaming/toolkits/gender-sensitive-parliaments/self-
assessment/area-4-parliament/domain-1-laws-policies?language_content_entity=en

10 FDS Y1 Session 11 Gender Sensitivity and Basics of Gender and Development

 Final Draft 2 - 04 December 2023

and priorities of women and men; ensure that the views and ideas of both women and men
are taken seriously; consider the implications of decisions on the situation of women relative
to men; and take actions to address inequalities or imbalance between women and men
(Source: WEDO through UN REDD Program).
● Here are some recommended practices that is considered gender sensitive:
✔ Know about gender issues in your home and community – Know about the
conditions of women and girls, men, boys, LGBTQIA+, senior citizens, and
people with disabilities in your community. Trying to know about the gender
issues that they face daily is the first step towards gaining some understanding
and taking the right actions to address gender issues. Lack of knowledge lead to
discrimination and education is important to stop it.
✔ Do not judge and keep an open mind – Do not judge or suspend judgement as
this will hamper deeper understanding of the gender issues that women and girls,
men, boys, LGBTQIA+, senior citizens, and people with disabilities go through on
a daily basis. As 4Ps beneficiaries, be open-minded persons. Understand the
issues based on one’s own experience, beliefs or principles. Understand the
issues by being in other people’s shoes to know what they may be experiencing
and feeling. This way, one develops empathy and greater respect for others who
may be going through a harder journey than they are.
✔ Know the law – There are laws about gender equality and social inclusion.
These laws requires equal treatment of people and providing opportunities and
access to services regardless of sex, sexual orientation, gender identity, age,
race or ethnicity, religion or faith, economic status, physical ability, mental
capacity, health status and lifestyle. All these laws are rooted on the principle of
human rights. In the Philippines, it is important to know about Republic Act No.
9710 – Magna Carta of Women; Republic Act 9262 or the Anti-Violence Against
Women and their Children Act of 2004.
✔ Stand up against VAW and harassment of any kind – Do not tolerate violence
against women and children! Stand up against discrimination or harassment of
boys, LGBTQIA+, senior citizens, and people with disabilities. Speak out and
report to authorities when it is happening. A gender sensitive person is an ally for
people who are vulnerable and who cannot stand up for themselves. Practice
inclusivity and become a friend to all no matter their circumstances and status in
life.
✔ Be respectful – A gender sensitive person is respectful at all times. People are
equal in the law and practicing respect the way we learned it from elders and
traditions, will lead to building a gender-inclusive environment and everyone can
live and work in peace and to the best of their abilities.
If there is any time left, the facilitator may solicit questions, additional views, insights and
additional thoughts about the gender concepts discussed above.

Synthesis
The gender and development concepts presented are basic knowledge that 4Ps beneficiaries
and their families and households need to understand to become effective agents in breaking
down the inter-generational cycle of poverty. Practicing gender sensitivity means that 4Ps
beneficiaries are ready to embark in development processes and activities that are participatory
and empowering, equitable, sustainable, free from violence, respectful of human rights,
supportive of self-determination and actualization of human potentials. All 4Ps households must
seek to achieve gender equality as a fundamental value that should be reflected in their life

11 FDS Y1 Session 11 Gender Sensitivity and Basics of Gender and Development

 Final Draft 2 - 04 December 2023

choices be it social and cultural, economic, and political. 4Ps beneficiaries are empowered to
question the validity of the gender roles ascribed to women and men; upholds that women are
active agents of development and not just passive recipients of development assistance; and
stress the need for women to organize themselves and participate in political processes to
strengthen their legal rights as provided in the laws.

Wrap Up Exercise and Synthesis

1. The Facilitator wraps up the session by a quick re-cap of topics and activities.
2. Each participant is given a pentel pen or crayolas and bond paper and are asked to write or
draw their learnings, insights and gender sensitive actions that they can do at home and in
their communities as their contribution to gender equality and social inclusion. The
participants can finish the sentence:
a. “At home, I commit to __________________” (e.g. help in daily chores; or, look
after the children while my wife/partner is working).
b. “In my community, I commit to __________________” (e.g. stand up against
bullying and harassment; or, stop using language that offend women and men).
c. “As 4Ps beneficiary, I commit to ___________________” (e.g. help other
beneficiaries who are having a hard time complying with the conditionalities).
3. For participants who are unable to write or draw, the Facilitator can assist by noting their
verbal responses and writing them in bond papers.
4. The participants bring home with them their outputs to remind them of the gender sensitive
actions that they commit to do at home and in their communities.
5. The Facilitator thanks everyone for their participation and formally closes the session.
-----------------------------

12 FDS Y1 Session 11 Gender Sensitivity and Basics of Gender and Development

 Final Draft 2 - 04 December 2023

Appendix 1: Knowledge Measurement Tool and Metric for Behavioral Change

Core Area: Gender and Development
Session 11. Gender Sensitivity and Basics on Gender and Development (GAD)

This tool will establish a baseline of participant’s knowledge on socialization process and basic
GAD concepts before the session and will measure increase in knowledge immediately after the
session. This tool will also measure desired behavioral changes 1 month after the session is
conducted. Participants who cannot read or write may be assisted by facilitators and parent
leaders.

Part 1: Pre-session knowledge measurement tool.

Before the session starts, participants rate themselves on their level of knowledge on
socialization process and socializing agents (Topic 1) and basic GAD concepts (Topic 2) using
the scale 0-5, where 0 means no knowledge at all and 5 is fully knowledgeable about the topics.

Knowledge level on socialization process:

0 1 2 3 4 5

Knowledge on socializing agents:

0 1 2 3 4 5

Knowledge on gender and development or GAD:

0 1 2 3 4 5

Knowledge on sex and gender:

0 1 2 3 4 5

Knowledge on sexual orientation, gender identity and expression, and sexual characteristics
(SOGIESC):
0 1 2 3 4 5

Knowledge on gender stereotypes:

0 1 2 3 4 5

Knowledge on gender division of labor:

0 1 2 3 4 5

Knowledge on discrimination against women and girls:

0 1 2 3 4 5

Knowledge on social inclusion:

0 1 2 3 4 5

Knowledge on gender equality laws and policies:

0 1 2 3 4 5

13 FDS Y1 Session 11 Gender Sensitivity and Basics of Gender and Development

 Final Draft 2 - 04 December 2023

Knowledge on gender equality:

0 1 2 3 4 5

Gender sensitive practices:

0 1 2 3 4 5

Part 2: Post-session knowledge measurement tool.

Immediately after the session, participants rate themselves on their level of knowledge on
socialization process and socializing agents (Topic 1) and basic GAD concepts (Topic 2) using
the scale 0-5, where 0 means no knowledge at all and 5 is fully knowledgeable about the topics.

Knowledge level on socialization process:

0 1 2 3 4 5

Knowledge on socializing agents:

0 1 2 3 4 5

Knowledge on gender and development or GAD:

0 1 2 3 4 5

Knowledge on sex and gender:

0 1 2 3 4 5

Knowledge on sexual orientation, gender identity and expression, and sexual characteristics
(SOGIESC):
0 1 2 3 4 5

Knowledge on gender stereotypes:

0 1 2 3 4 5

Knowledge on gender division of labor:

0 1 2 3 4 5

Knowledge on discrimination against women and girls:

0 1 2 3 4 5

Knowledge on social inclusion:

0 1 2 3 4 5

Knowledge on gender equality laws and policies:

0 1 2 3 4 5

Knowledge on gender equality:

0 1 2 3 4 5

Gender sensitive practices:

14 FDS Y1 Session 11 Gender Sensitivity and Basics of Gender and Development

 Final Draft 2 - 04 December 2023

0 1 2 3 4 5

Part 3: Behavioral Changes

One (1) month after the session is conducted, selected participants are surveyed to determine
behavioral changes in terms of gender sensitivity.
For all participants:
1. To what extent have the participants commitment made during the session to practice
gender sensitivity at home, in the community and during 4Ps activities:
Commitment made during the session. Describe instances when these commitments
were followed 1 month after the session.
“At home, I commit to
__________________.”

“In my community, I commit to

__________________.”

“As 4Ps beneficiary, I commit to

___________________.”

For male participants:

2. What kinds of domestic work have you been doing at home in the past month?
3. Which among the domestic works will you most likely still be doing over the next years to
come?

___________________End of Evaluation Instrument_____________________

15 FDS Y1 Session 11 Gender Sensitivity and Basics of Gender and Development