1. TRAINING WORKSHOP ON
GAD Sensitivity Training
EVSU-TANAUAN
March 06,2020
Severo L. Blanco II
Prof. Vincent B. Cabantoc, J.D.
Dr. Crizelda F. Briones
Resource Speakers
7. Mahal Ako ng Dios
Ang Mga______ na ________ay
mahal ng Dios …Di kumukupas
Ang mga __________ na
________ay mahal ng Dios … Di
Kumukupas….Wag ka ng Malungkot
Kaibigan KO…
8. Setting Expectations and Ground
Rules
• What do you expect to learn and experience in this
seminar workshop?
• What rules would you like to set as a run through the
workshop seminar?
• 3 GOLDEN RULES
RESOURCE
SPEAKER
TOPICS PARTICIPANTS
9. To develop a basic understanding of GAD and its
mainstreaming benefits;
To become familiar with good gender responsive
approaches to education
10. I SEE MY TRUE COLOR..
•MY COLOR
•MY IDENTITY
•MY CREATIVITY
16. ACTIVITY:
THE TRANSFORMERS
• The Tower of Empowerment and Transformation
• PINK STRAW- WOMEN
• BLUE STAW- MEN
• YELLOW STRAW- GAY
• ORANGE STAW- LESBIAN
18. Gender and Development (GAD)
refers to the development
perspective and process that is
participatory and empowering,
equitable, sustainable, free from
violence, respectful of human
rights, and supportive of self
determination and actualization
of human potentials (NCRFW,
2010).
19. Gender and Development (GAD)
The GAD is a critical lens with which to view roles and
relationship.
It questions society’s social, economic and political
structures and the validity of the gender roles they ascribe to
women and men.
It contends that women are active agents of development
and not just passive recipients of the development
assistance.
It also stresses the need for women to organize themselves
and participate in political processes to strengthen their legal
rights.
(NCRFW,2001)
20. Gender and Development (GAD)
• Gender Analysis
• Gender Sensitivity Training
• Anti-Sexual Harassment Seminars
• Anti-Human Trafficking
Campaign.
• Campaign Against All forms of
Gender Based Violence
• Human Rights Advocacy
Programs
• Gad planning and budgeting
• Gender Responsive Governance
Training
• Gender Based Livelihood
Training Program
• Human Sexuality Health
Programs
• Gad audit
21. Sec 14, Art II
1987 Philippine Constitution
“The State recognizes the role of women in nation building and shall ensure
the fundamental equality before the law of women and men.”
RA 7192
Women in Development and
Nation Building Act
promotes the integration of women as full and equal
partners of men in development and nation building;
22. directs the formulation of a GAD plan in
which the cost of which shall not be less than
5% of their annual budget
General Appropriations
Act (GAA)
23. Chapter VI: Institutional Mechanisms
Gender Mainstreaming as a strategy to implement the MCW (Sec. 37)
All government agencies, offices, bureaus, instrumentalities,
SUCs, GOCCs and LGUs shall pursue the adoption of GM as a
strategy to promote and fulfill women’s human rights and
eliminate gender discrimination in their systems, structures,
policies, programs and processes.
26. Activity
Using the meta-cards, write the
corresponding descriptions that which relate to
male and or a female:
Physical/biological Objects
Emotional Color
Mental Responsibilities
Social
Profession
27. Thus, while sex is permanent and
universal, gender construction varies from
one society to another.
To put it in another way, “Male” and
“Female” are SEX categories, while
“masculine” and “feminine” are GENDER
categories.
28. Differentiating sex and gender
SEX GENDER
Biological Fact Socially and culturally
constructed
Natural attribute that a
person is born with
Created, produced,
reproduced and maintained
by social institutions
Natural. Born. Fixed. Aquired/learned. Can be
unlearned.
Sex characteristics are
universal
Gender characteristics are
not universal. It may differ
from society to society.
29. Differentiating sex and gender
SEX GENDER
Sex characteristics are
equally valued and equally
important
Gender characteristics are
marked by inequality
Uses terms like male and
female
Uses terms like masculine
and feminine
Fixed. Sex roles can be
performed by only the male
or the female
Interchangeable. Gender
roles can be performed by
both sexes
Constant regardless of time
place
Time and place-bound
34. LACK OF EDUCATION
Females are meant to do household work
so are highly neglected for the education
According to Reports, Girls make up for more
than 50% of those 75 million children
currently denied primary education, and
women form the vast majority of the 776
million illiterate persons worldwide.
35. Sexual Discrimination
in the Classroom
• Inequity: male and female students
given unequal access to learning
materials.
• Gender discrimination can be
subtle.
• Sex stereotypes represent notions
of what men and women are like.
• Sometimes stereotypes correspond
to reality, but more often they are
rigid and untrue perceptions.
36. Gender Roles
• is a set of social and behavioral norms that are
generally considered appropriate for either a
man or a woman in a social or interpersonal
relationship.
• are learned behaviors in a given
society/community or other special group that
condition us to perceive certain activities, task
and responsibilities as male or female.
37. Gender Roles
• are roles that are usually classified by sex, where
this classification is social and not biological.
• Sex Roles refers to an occupation
or biological function for which
a necessary qualification is to
belong to on e particular sex
category.
38. Gender Roles
• expectations and perceptions box women
and men into situations that constrain their
capacity to do and capacity to be,
hindering, in turn, their potential to attain a
full and satisfying life.
39. Examples
Some examples of gender characteristics:
Women are expected to take care of family or
domestic duties and remain close to home
All men are expected to work and earn money for
the family
Boys are better in mathematics than girls
Boys never cry
Girls are very emotional
Women usually do more housework than men
41. • Fixed, unquestioned beliefs & images we carry
at the back of our minds about men and
women.
• Automatic labels, characteristics or roles given
to men and women
• Attributable to culture and society
Gender Stereotypes…
43. Conditioning
As a child, boys get toys like trucks, guns and super
heroes while the girls are given dolls and cooking
sets.
This conditioning manipulates young minds into
believing that they must act within their “given
place” in the society.
44. Challenges
Girls who do not conform to stereotypical
expectations can experience criticism, ostracism
and even violence.
This also puts unwarranted pressure on boys who
love to read, dislike fighting, or dislike sports or
mechanics.
Gender equality benefits both boys and girls.
49. It consists of:
interrelated set of dominant ideas (views about gender
roles promoted by culture);
development directions; and
mechanisms for decision making on resource allocation
(in resource distribution among social and economic
programs)
51. Processes and strategies to
ensure the recognition of gender
issues on a sustained basis
A strategy to ensure that the
concerns for gender equality is
considered in the mainstream
52. Recognizes the imbalance in
the status of women and
men
Challenges gender roles that
treat women as passive
recipients and beneficiaries
of development assistance
Stresses the need for women
to organize themselves and
participate in development
processes
55. make gender equality as
a fundamental value in
development choices and
institutional practice
GENDER EQUALITY
GAD MAINSTREAMING
56. 56
HENCE, efforts to achieve gender
equality are brought into the
“mainstream” decision making
criteria and processes and are
pursued from the center rather
than the margins
58. Policy
Enabling
Mechanisms
People
Programs,
projects &
activities
ENTRY POINTS
OF GENDER
MAINSTREAMING
Sponsor - with power to
legitimize change;
Change agent- actually making
the change, eg. Focal points;
Target-people in the bureaucracy,
field workers, clients
Advocate- wants to achieve
change but lacks power to
sanction it
Flagship programs
are strategic entry
points
Systems and mechanisms
installed, including the funds
allocated for GAD activities
Official statements in
support for GM, e.g.,
E.O.s, memoranda,
specific guidelines
59. Levels of Gender Mainstreaming
Level 1
Foundation
Formation
Level 2
Installation of strategic
mechanisms
Level 3
GAD Application
Level 5
Replication and Innovation
Level 4
Commitment enhancement
and institutionalization
62. Legal Obligations of Schools
• Ensure that gender stereotypes and
images in educational materials and
curricula are adequately and
appropriately revised.
• Gender sensitive language shall be used
at all times
63. • Capacity building on gender and
development (GAD) ,peace and human
rights, education for teachers and all of
those involved in the education sector
shall be pursued.
• Partnerships between and among
players of the education
sectors,including private organizations,
churches and faith based groups shall
be encouraged
64. •Enrollment of women in non
traditional skills training in
vocational and tertiary levels
shall be encouraged.
•Expulsion and non-readmission
of women faculty due to
pregnancy,outside of marriage
shall be outlawed.
65. • No school shall turn out or refuse
admission to a female student solely on the
account of her having contacted pregnancy
outside of marriage during her term in
school.
• The law also calls on the different agencies
of the State to develop, establish and
strengthen women girl-children in
competitive and non competitive sports as
a means to achieve excellence ,promote
physical and social well being.
70. • Long-term goal
• Absence of discrimination based on
sex
• Equality between men and women
exists when both sexes are able to
share equally in the distribution of
power and influence
Gender
Equality
71. • Gender equity is the process of being
fair to women and men.
• To ensure fairness, strategies and
measures must often be available to
compensate for women’s historical and
social disadvantages that prevent
women and men from otherwise
operating on a level playing field.
• Equity leads to equality.
GENDER
EQUITY
73. Gender Responsiveness
• Those services that are designed to meet the
unique needs of females and males and other
gender preferences (LGBT), that value their
perspective, that celebrate and honor their
experience, that respect and take into account
thier development, and that empower them to
reach their full potential.
