GENDER and

DEVELOPMENT (GAD)

MYLENE B. GARCIAGAD School CoordinatorBaesa Elementary School

Millennium Development Goals

2015

Video

The Global Gender Gap 2011 Rankings - Top 20Country 2011 Score* 2010 ChangeIceland 1 85.3% 1 0 →Norway 2 84.0% 2 0 →Finland 3 83.8% 3 0 →Sweden 4 80.4% 4 0 →Ireland 5 78.3% 6 1 ↑New Zealand 6 78.1% 5 -1 ↓Denmark 7 77.8% 7 0 →Philippines 8 76.9% 9 1 ↑Lesotho 9 76.7% 8 -1 ↓Switzerland 10 76.3% 10 0 →Germany 11 75.9% 13 2 ↑Spain 12 75.8% 11 -1 ↓Belgium 13 75.3% 14 1 ↑South Africa 14 74.8% 12 -2 ↓Netherlands 15 74.7% 17 2 ↑United Kingdom

16 74.6% 15 -1 ↓United States

17 74.1% 19 2 ↑Canada 18 74.1% 20 2 ↑Latvia 19 74.0% 18 -1 ↓Cuba 20 73.9% 24 4 ↑* Scores produced on zero-to-one scale and can be roughly interpreted as percentage of gender gap that has been closed.

8th Place

2011

What is GAD?

Theory of GADGAD was developed in the 1980’s as an alternative to the Women in Development (WID) approach .

Unlike WID, the GAD approach is not concerned specifically with women, but with the way in which a society assigns roles, responsibilities and expectations to both women and men.

GAD applies gender analysis to uncover the ways in which men and women work together, presenting results in neutral terms of economics and efficiency.

Caroline Moser developed the Moser Gender Planning Framework for GAD-oriented development planning in the 1980’s while working at the Development Planning Unit of the University of London. Working with Caren Levy, she expanded it into a methodology for gender policy and planning. The Moser framework follows the Gender and Development approach in emphasizing the importance of gender relations.

The World Bank was one of the first international organizations to recognise the need for Women in Development, appointing a WID Adviser in 1977.

In 1984 the bank mandated that its programs consider women's issues. In 1994 the bank issued a policy paper on Gender and Development, reflecting current thinking on the subject.

This policy aims to address policy and institutional constraints that maintain disparities between the genders and thus limit the effectiveness of development programs.

Gender equality

VideoAre men & women equal?

MEN and WOMEN ARE EQUAL

GENDER SOCIALIZATION In

School and Other Learning Settings

OUTLINE

• SEX AND GENDER: HOW DO THEY DIFFER?

• WHAT IS GENDER SOCIALIZATION?

• THE SCHOOL AS A SOCIALIZATION AGENT

• GENDER SOCIALIZATION IN OTHER LEARNING SETTING

• GENDER-FAIR EDUCATION

Interview with Kidson Gender Role

-- Dr. Kenneth Cushner, American ProfessorHuman Diversity in Education: An Intercultural Approach

“An extremely important part of an individual’s identity and one that begins at least at birth, is gender.

It is more than just knowing that you are male or female.

-Cushner, 2012

SEX and GENDER:How do They Differ

Categorized as male or female

Biological Fixed at birth Does not change

across time and space Equally valued

Masculinity and femininitySocially, culturally and

historically determinedLearned through

socialization Varies over time and spaceUnequally valued

(masculinity as the norm)

SEX GENDER

-Cushner, 2012

“Sex is a biological characteristics; gender is a social characteristics.

Gender identity includes knowledge of a large set of rules and expectations for what boys and girls should wear, how they should speak and act, and their ‘place’ in the overall structure of the society. Cushner, 2012

- Race- ethnicity- social class- religion and- geographical region

Gender Role can be affected by:

Cushner, 2012

Video

Female and Male

Again….

What is Gender Socialization?

If a father does the household work, he is considered as “under the saya.”

ACTIVITY:MYTH OR TRUTH

Men are better leaders and administrators than women.

It is the woman’s fault if she is being harassed sexually when she is wearing skimpy clothing.

It is not proper for a girl to say “I love you” first to a boy.

The mother should be the only oneresponsible for child-rearing and parenting.

Socialization – is the process by which social norms, roles and expectations are learned and internalized.

Gender Socialization – is the process by which norms and expectations in relation to gender are learned by women and men.

Gender stereotype – a form of prejudgment, bias or limitation given to roles and expectations of males and females.

GENDER INVOLVES THE DIFFERENTIATIONSattributed by a given culture to women and men, in the following aspects:

1. social roles 2. capacities 3. traits and characteristics

1. Gender Stereotype in Social RolesMen provides financially

for the family

Works as managers, construction builders, engineers

Portrayed as leaders

Women• takes care of the

house and children

• Works as nurse, teacher, secretary

• Portrayed as followers

2. Gender Stereotype in Capacities

Men good in Math and Science

Physically strong

Firm decision-makers

Women• good in arts and

less intellectual pursuits

• Physically weaker and fragile

• Wishy-washy or fickle minded in decision-making

3. Gender Stereotypes in Traits and Characteristics

Men active aloof Aggressive Independe

nt brave

Women

• passive• Loving• Peaceful• Depende

nt• fearful

Areas of Socialization

AREAS OR CHANNEL OF SOCIALIZATION

1.Family2.Church3.Mass

Media4.School

Example: Mothers tend to use more physical stimulation on male infants and more verbal stimulation on female infants.Boy babies are tossed in the air.Girl babies get more delicate handling.

FamilyRuth Hartley notes 4 processes involved in gender socialization:

1. Manipulation – means that people handle girls and boys differently as infants.

Example: In the choice of toys, boys are giventoy cars and machines, girls are given dolls and tea sets.Toys teach children what their prescribed roles in life will be

2. Canalization – means that people directchildren’s attention to gender-appropriateobjects

Example:

Brave boy, pretty girl

Boys don’t cry, girls don’t hit playmates

3. Verbal Appellation – telling children what they are and what is expected of them.

Example:

Girls help their mother with housework.

Boys are encouraged to play outside the house

4. Activity exposure – familiarizing children to their gender-appropriate tasks

churchGender roles in Christianity vary considerably today as they have during the last two millennia. This is especially true with regards to marriage and ministry.

Mass media

Marketing of unrealistic beauty standards through fashion magazines

Media`s sexualization of young female celebrities

Music lyrics and music videos that promote negative stereotypes and

violence

Video games that promote violence and negative stereotypes.

Sex stereotypes in kid`s TV program

school

A. Instructional LanguageB. Classroom ManagementC. Instructional Materials

A. Instructional Language

• The use of generic words to refer to both girls and boys Example: he, his, man

• The use of stereotyped languageExample: freshman… first year student mankind…. humanity fisherman …fisher folk chairman ….chairperson

B. Classroom Management

• Assigning of groups – ( boys and girls together not boys against girls)• Tasks given by teachers

• Discipline

3. Peripheral teaching materials

C. Instructional Materials

1. Textbooks

2. Direct teaching materials

GENDER-FAIR EDUCATION

GENDER EQUALITY

IN THE CLASSROOM

Slideshow

Gender Equality In the Classroom

A. LanguageB. Instructional MaterialsC. Dep-Ed Core Messages on Gender Fair Education (part of GAD program)• Shared parenting• Shared home management• Shared decision-making

Gender-Free Education

Shared Parenting• Taking care of the baby• Helping the children with their homework• Disciplining the children

Shared Home Management• Fixing the house, cleaning the house• Doing laundry• Going to market• Cooking, preparing the table, washing the dishes

Share Decision Making• Family council• Giving permission to children• Deciding for the affairs of the children

THE BIASED TEACHERBlurred consciousness

Indirectly builds consciousness

Alarmingly unconscious

Supportive of a false consciousness

Enacts a different consciousness

Delays ‘real’ learning

THE GENDER-SENSITIVE TEACHERCares to give fair recognition of both genders

Opposes language use that restricts genders

Makes proper addresses a must

Brings forth messages with sensitivity

Avoids exclusionary expressions; and

Treats all individuals with tact and sense

As teachers, we play a major role in creating school environments that are free of gender bias and in encouraging both male and female to reach their highest potentials in work and abilities.

Let us remember…

GAD in

Baesa Elementary School:An advocate of

Gender and Development(GAD)

National Capital RegionDivision of City Schools

TAnque DistrictBAESA ELEMENTARY SCHOOL

Caloocan City

ANNUAL GENDER AND DEVELOPMENT (GAD) PLAN AND BUDGETFY: 2012-2013

PROGRAM/ACTIVITY/PROJECT

GENDER ISSUE/CONCERN

GAD OBJECTIVE IDENTIFIED GAD ACTIVITY

TARGET GAD PERFORMANCE

INDICATOR

GAD BUDGET

Orienting the School Personnel regarding GAD Programs & Projects

Lack of knowledge regarding Gender And Development Program(History, Laws and implementing guidelines)

Inform the school personnel regarding GAD Programs & projects

One-day GAD Orientation ProgramDate: May 28, 2012Venue: Computer Room

PrincipalGAD School CoordinatorTeaching StaffUtility WorkersSecurity Guards

100% attendance of the school personnel

P50.00 (snack/head)X 42 (school personnel)P 2,100.00+ P 250.00(hand-outs)

P 2,350.00

Designating the School GAD Coordinator and members of GAD Core Group

Lack of school personnel top carry-out the GAD Programs and Projects

Organize the school GAD core group to be led by the School GAD Coordinator

Organization of GAD School CommitteeDate: June 7, 2012Venue: Principal’s Office

PrincipalGAD CoordinatorGAD Asst. CoordinatorGuidance CoordinatorMOOE-In-ChargeMakabayan/HEKASI CoordinatorEPP CoordinatorMusic CoordinatorArt CoordinatorPE CoordinatorEKAWP Coordinator

100% attendance and realization of the GaD Programs & Projects

Creating a School GAD Data-based system

Absence of GAD data/information in the School BEIS/EMIS

Create a School GAD Data-based System as part of the BEIS/EMIS

Creation of GAD Data-based on BEIS/EMIS Files

BEIS/EMIS School-in-Charge Available GAD related data in the BEIS/EMIS files

(DocumentationExpenses: clearbook, CDs, etc. ) P 1,000.00

Revising the School Improvement Plan (SIP), Annual Implementation Plan (AIP), Annual Procurement Plan (APP) and Action Plans of All MAkabayan Subjects

GAD Programs & Activities were not included in the previous school plans

Include the GAD Program & Activities in all School Plans and corresponding budgets

Revision of SIP,AIP,APP and Makabayan Subject Action PlansDate: June to August, 2012

PrincipalGAD School CoordinatorMaster TeachersMOOE-In-charge Property CustodianAll MAkabayan Coordinators SGC

Submission of the Revised SIP,AIP,APP and Makabayan Subjects Action Plan

(Documentation Expenses)P 350.00

Informing the Internal And External Stakeholders regarding GAD

Inadequate knowledge of the School’s Stakeholders regarding GAD plans and activities

Information dissemination of GAD Plans and activities

One-Day GAD Advocacy Campaign to StakeholdersDate: Aug. 31, 2012Venue: Stage/School Ground

PrincipalGAD School CoordinatorGAD School CommitteeSupreme Pupil Government (SPG)Teachers’ Club OfficersHRPTA PresidentSGC

100% participation of stakeholders

P50.00 (snack/head)X 100 (participants)P 5,000.00+ P 1,000.00(speaker’s honorium)+ P 1,000.00 (materials/hand-outs)

P 7,000.00

Organizing a Lecture Forum on Gender Sensitivity / Gender Equality

Inadequate knowledge of teachers regardingGender sensitivity /gender equality

Greater understanding on Gender Sensitivity / Gender Equality

One-day Lecture Forum on Gender Sensitivity / Gender EqualityDate: Oct. 26, 2012Venue: Computer Room

PrincipalGAD School CoordinatorGAD School CommitteeTeaching Staff

100% attendance and participation in the lecture forum

P50.00 (snack/head)X 37 (teaching staff)P 1,850.00+ P 1,000.00(speaker’s honorium)+ P 500.00 (materials/hand-outs)

P 3,350.00

Organizing a Film Showing for Grades 4, 5 & 6 Pupils regarding Children’s Rights & Responsibilities

Unawareness of pupils on their Rights and Responsibilities

Awareness of pupils regarding their Rights and Responsibilities

One-Week Film Showing on Children’s Right and ResponsibilitiesDate: Feb. 10-14, 2012Venue: Computer Room

GAD School CoordinatorGAD School CommitteeGrades 4, 5 & 6 PupilsTeacher-Advisers

100% realization of the objective

P 1,000.00 (1week snack of organizer)+ P750.00 (DVD/CD)

P 1,750.00

Organizing a Symposium regarding on Gender Sensitivity, Women’s Rights and other related Laws

Inadequate knowledge of parents on how to protect their rights against violence, sexual harassment, rape, and other issues

Thorough understanding of parents on gender sensitivity and women’s right

One-Day Symposium on Gender Sensitivity And Women’s RightDate: March 15, 2012Venue: Stage/School Ground

PrincipalGAD School CoordinatorGAD School CommitteeParents in the community

100% realization of the objective

P50.00 (snack/head)X 100 (participants)P 5,000.00+ P 1,000.00(speaker’s honorium)+ P 1,000.00 (materials/hand-outs)

P 7,000.00

GRAND TOTAL P22,800.00Prepared By:

MYLENE B. GARCIA

GAD School Coordinator

Submitted By: Noted By: MELANITA B. PANTALLA ROBERTA R. STA. INES Principal II District Supervisor

Date:

23/05/2012

School GAD CommitteeMYLENE B. GARCIA

School GAD Coordinator

TERESITA C. CAISIDOAssistant GAD Coordinator

ROWENA C. BATIONHEKASI Coordinator

AUREA M. UNTALANGuidance & EKAWP Coordinator

IMELDA M. FAJARDOEPP Coordinator

ESTRELLA E. ARESMusic Coordinator

GINA M. CAOArts Coordinator

NENA M. BAUSONP.E. Coordinator

REMIGIA C. GAJUDOMOOE-in-charge

MEMBERS

``Teachers often leave mark on their students,

but they seldom leave mark on their PROFESSION.``

.Wolfe, 1989

WISDOM QUOTE

Thank YouAnd

God Bless

GENDER and DEVELOPMENT (GAD)

By:MYLENE B. GARCIA

GAD School Coordinator