DON AMANDO BAYOT SR.

MEMORIAL INTEGRATED SCHOOL

GENDER AND DEVELOPMENT ACTIVITY
JULY 19-20, 2024

Integration of
GENDER
PRINCIPLES
in Subject Content
James Michael V. Aller
Presenter
Session Objective:

At the end of the session, the

participants should be able to:
foster a deep understanding and
appreciation of gender principles which
can be used in subject contents.
Activity 1

What is it?!
 It refers to the social attributes and
opportunities associated with being male
and female and the relationships between
women and men and girls and boys.

Ge d __
__ n __ e r
It refers to the principle asserting the
equality of men and women and their
rights to enjoy equal conditions.

Ge e r
d __
__ n __
Eq
__ u __
a l __ y
i t __
It refers to the way in which a person acts
to communicate gender within a given
culture, for example, in terms of clothing,
communication patterns and interests.

Ge e r
d __
__ n __
Ex p r __
__ __ e s __ on
s i __
 It refers to each person’s capacity for
profound emotional, affectional, and
sexual attraction to, and intimate and
sexual relations with, individuals of a
different gender or the same gender or
more than one gender
Se__ __ ua l
x __
O r i e __
__ __ n t __
a t __i o __
n
 It refers to an approach that enjoins
schools to accommodate all children
regardless of their physical, intellectual,
emotional, social, linguistic, or other
conditions.

I __
n c __
l u __
s i __
ve
Ed__ u __
c a __ on
t i __
Legal Basis
MAJOR OBSERVATIONS
1. Boys are underperforming in key education indicators
compared to girls.
2. Indigenous Peoples (IPs) fall behind in enrolment data
and experience discrimination.
3. Higher education degrees manifest marked gender-
segregation.
4. Gender biases and stereotypes remain and are still
embedded in the curricula, instructional methods,
materials, and learning media.
5. Women and girls continue to be vulnerable to sexual
harassment and violence inside schools.
Results of the 2016 National Baseline Study
1. There is a high prevalence of violence against children among
both boys and girls and increasingly, more boys are becoming
victims of sexual abuse than girls.
2. Sexual harassment is the most frequent form of sexual violence,
with girls being particularly vulnerable. Lesbian, gay, bisexual,
and transgender (LGBT) youth are also at risk of sexual violence
committed by their peers.
3. LGBT children are at a higher risk for physical and psychological
bullying.
4. Children’s previous experiences of violence drive violent
behavior in schools.
5. Despite the high prevalence of violence, disclosures are reported
to be low. However, teachers are the most common persons
children disclosed to and sought help from. As such, teachers
and school personnel need to have appreciation and
POLICY STATEMENT
1. promote inclusive education that ensures girls’
and boys’ and women’s and men’s equal access to
learning opportunities, fair treatment in the
learning process, and equitable outcomes as well
as access to opportunities in all spheres of life;
2. promote the protection of children against all
forms of gender-based violence, abuse,
discrimination, and bullying in schools;
POLICY STATEMENT
3. address gender-based barriers and the different forms of
discrimination as a result of being exposed to gender
inequality suffered by vulnerable and marginalized groups;
4. involve all learners, teachers, and non-teaching personnel
and other stakeholders in the promotion of gender equality
and non-discrimination through their engagement in the
curriculum, learning materials, teaching methodologies, and
support services;
5. strengthen structures, systems, and methodologies that
promote coordination to address gender dimensions in
planning, information exchange, design, and delivery of
POLICY STATEMENT
6. ensure that public and private partners are fully oriented
to adopt gender-equality standards and procedures in
program implementation and management; and

7. continuously enhance policy implementation and

sustainability of results through periodic reviews,
consultations with stakeholders, documentation, and
promotion of good practices.
GUIDING PRINCIPLES OF
GENDER-RESPONSIVE
BASIC EDUCATION
The Department of Education commits to:

A. Make its strategic framework gender-responsive

B. Mainstream gender in all Policies and Programs,

Projects, and Activities (PPAs)

C. Ensure gender parity in staffing and create an

enabling work environment
GENDER PRINCIPLES
1. Gender dynamics impact on education.
2. Gender is not just about girls.
3. Gender-responsive education is protective.
4. Disaggregated data are nonnegotiable.
5. Involve male and female learners in working
toward gender equality.
6. Gender is a cross-sectoral issue.
7. Anyone can champion gender equality in
education.
Philippine Professional Standards for
Teachers
[Link] dynamics impact on education.
Gender dynamics can impact on the ability
of learners to access and fully participate in
quality education.
Examples:
- Classroom interactions and teacher bias
- Course selection and gendered pathways
2. Gender is not just about girls.
While women and girls are deprived of equal access to
education opportunities in more cases than men and
boys, we must also continue to look out for the
inequalities and barriers to education that boys and
young men may also face.
If we focus only on women and girls we get an incomplete
view of gender. We may overlook discrimination
experienced by boys and men and the positive
contributions they can make to improving gender
equality. We may also fail to consider the issue of
masculinity – how it is perceived by society and what
impact society’s views of masculinity have on gender
3. Gender-responsive education is protective.
- creating a safe and inclusive learning environment
where all students can thrive, regardless of their
gender identity or expression
- It is important for:
1. safety and well-being (example: when students feel
safe and accepted for who they are, they can focus
on their learning and personal growth
2. Academic success – empowers all students to reach
their full potential
3. Social justice – creating a society where everyone
has the opportunity to succeed, regardless of their
gender
4. Disaggregated data are nonnegotiable.
- Disaggregated data is statistical information that is
separated into its component parts
- Example: school attendance data can be analysed by
sex, age group and geographic area

5. Involve male and female learners in working

toward gender equality.
- Creating a generation of individuals who are committed
to creating a more just and equitable world for all.
5. Involve male and female learners in working
toward gender equality.
- Creating a generation of individuals who are committed
to creating a more just and equitable world for all.
- Engage learners in discussions and activities
- Introduce diverse voices and experiences
- Encourage learners to work together on projects and
activities that promote gender equality
- Provide opportunities for both male and female
learners to take on leadership roles
- Connect learners with community organizations
6. Gender is a cross-sectoral issue.
- Gender is a force that shapes every sector of society in
education, healthcare, economics, and politics.
- Recognizes interconnectedness (understand how
gender intersects with other social categories and
sectors
- Promotes collaboration (different sectors need to work
together to address gender inequality, sharing
resources and expertise)
- Develops targeted interventions (policies and programs
need to be tailored to the specific needs of women and
girls in different sectors)
7. Anyone can champion gender equality in
education.
- Creating a just and equitable educational system is a
shared responsibility
- Everyone can help to amplify the voices of those who
are marginalized or underrepresented
- Everyone can contribute to creating inclusive and
welcoming learning environments for all students
 INTEGRATION OF
GENDER PRINCIPLES
IN SUBJECT CONTENT
Teacher Helen, a Grade 4
Science teacher, considers her
learners’ diversity in teaching. In
her instruction of the
competency S4LT-IIa-b-2
Enumerate healthful habits to
protect the sense organs, he
provides freedom among his
pupils to choose the mode of
their performance as reflected in
his verbal instructions.
Teacher’s Instructions:

Below are performance tasks. Choose one which you can

definitely do. In a ____________, present the different healthy
habits to protect your sense organs.

After, each will look for classmates who choose the same
task and form a group.
 Did Teacher Helen apply
the gender-responsive approach
in teaching her lesson?
 Teacher Helen differentiates teaching through flexible
grouping. She groups the class in such a way that it
respects the learners’ diversity. It breaks the rigid
conventional gender-based groupings of learners (all-boys,
all-girls). Her technique respects all learners because it
considers their preferences.
Similarly, differentiation is evident in the delivery of
the teaching process. For the learning activities, he offers a
variety of performance tasks reflective of the learners’
interests. She provides the pupils opportunity to do what
they want to and relate it to what
they are learning. This makes learning more meaningful
and purposeful.
Science 7 – Quarter
1
Science 8 – Quarter 1
 Science 10 – Quarter 3

Gender Principle No. 5.

Involve male and female learners in
working toward gender equality.
Reflect on your classroom practices
where you applied a gender-
responsive approach.
…the full and complete development of a country,
the welfare of the world and the cause of peace
require the maximum participation of women on
equal terms with men in all fields.
-from the introductory part of HGDG

…ang ganap at kumpletong pag-unlad ng isang

bansa, ang kapakanan ng daigdig at kapayapaan
nito ay nangangailangan ng mataas na pakikilahok
ng mga kababaihan pantay sa mga kalalakihan sa
lahat ng larangan.
Thank you very much
&
Have a nice day!