Gender and Development

Legal Basis
 An Act Promoting the Integration of Women as Full and Equal Partners of Men in
Development and Nation Building and Other Purposes.
Title: Women in Development and Nation Building Act
 Declaration of Policy
The state recognizes the role of women in nation building and shall ensure the
fundamental equality before the law of men and women. The state shall provide women rights
and opportunity equal to that of men.
Responsible Agency- NEDA
 RA 9710- An Act Providing for the Magna Carta of Women (Empowerment of Women
-Consistent with CEDAW international law
 RA 8760- Philippine Commission on Women- General Appropriation Act (GAA) on
Program/ Project Related to Gender and Development
SECTION 27. Programs/ Project Related to Gender and Development (GAD). In
consultation with the National Commission on the Role of Filipino Women (NCRFW) all
departments including their attached agencies, offices, bureaus, agencies, state universities and
colleges, government-owned and controlled corporations and other instrumentalities, shall
formulate a GAD plan, design to empower women and address gender issues in accordance
with RA7192 and the Philippine Plan for Gender Responsive (PPGD) 1995-2025. The cost of
implementation of GAD Plan shall be at least 5% of the agency’s total FY 2000 budget
appropriations.

What is gender?
Gender is a social construct that impacts attitude, roles, responsibilities and behavior patterns
of boys and girls, men and women in all societies.
Gender and Education
Increasing attention has been given to the importance of achieving gender equality in
education. Most efforts have focused on addressing gender parity – an equal number or
proportion of girls and boys accessing educational opportunities. Gender equality moves
beyond access and requires that girls and boys also experience the same levels of equality
outcomes of education. One of the key impediments to achieving gender equality in education
is that it cannot be addressed in a vacuum rather, educational institutions are products of
inequalities that exist in larger society.
Educational institutions are shaped by the societal forces that perpetrate gender –
based discrimination; yet, they can also be essential tools to effect great change throughout a
community or social context. Behavior and beliefs formed in schools and educational
institutions can have a strong lasting impact on gender relations in society. Education systems
are both a result of external forces and instrumental to perpetrating or alleviating gender
disparity in the world.
PHILIPPINE POPULATION; AGE DISTRIBUTION
POPULATION – 102, 572,000 (2016)

URBAN – RURAL POPULATION

Urban (2014) 44.5 %
Rural (2014) 55.5 %

LIFE EXPECTANCY AT BIRTH

Male (2015) 65.5 years
Female (2015) 72.6 years

AGE DISTRIBUTION OF PHILIPPINE POPULATION

MEDIAN AGE Male (2010) 22. 9 years
Female (2010) 23. 9 years

NUMBER OF HOUSEHOLD
(92. 1 million)
Male 50. 4 %
Female 49. 6 %
RATIO: 102 males/ 100 females

AGE STRUCTURE
YEARS PERCENTAGE GENDER
0 – 14 years 33. 39 % Male
(17, 764, 826)
Female
(17, 050, 168)
15 – 24 years 19. 16 % Male
(10, 199, 389)
Female
(9, 780, 025)

YEARS PERCENTAGE GENDER

25 – 54 years 36. 99 % Male
 (19, 597, 675)
Female
(18, 964, 900)
55 – 64 years 5. 97 % Male
(2, 844, 739)
Female
(3, 375, 139)
65 years and over 4. 49 % Male
(1, 930, 273)
Female
(2, 748, 942)

Characteristics of millennials
 Has an ambition and desire to keep learning and move quickly upwards through an
organization.
 Has a willingness to move on quickly if their expectations are not being met.
 Requires a focused response from employers.
 Want a flexible approach to work, but very regular feedback and encouragement.
 Want to feel their work is worthwhile and that their efforts are being recognized.
 Value similar things in an employer brand as they do in a consumer brand.

Why millennials matter?

The millennial generation, born between 1980 and 2000 entering employment in vast
numbers, will shape the world of work for years to come. Attracting the best of these millennial
workers is critical to the future of your business. Their career aspirations, attitude about work,
and knowledge of new technologies will define the culture of the 21 st century workplace.
Are millennials really any different to past generations?
It is true to say that some of the behavior and attitudes of millennials can be explained
by their age and relative lack of responsibilities. Our behavior and priorities change and adapt
as we age, but to dismiss issues entirely on that basis would be a mistake.
Millennials use of technology clearly sets them apart. One of the defining characteristics
of the millennial generation is their affinity with the digital world. They have grown up with
broadband, smartphones, laptops, and social media being the norm and expect instant access
to information.
This is the first generation to enter the workplace with a better group of a key business tool
than more senior workers. It is more than just the way millennials use technology that makes
today youth different –they behave, differently too. Their behavior is coloured by their
experience of the global economic crisis and this generation place much more emphasis on
their personal needs than on those of the organization.
And employers should be wary, nearly three quarters of millennials in our survey said, they had
compromised to get into work –something we believe will be set right as soon as economic
conditions improve.

IMPLICATIONS FOR THEORY –

RE – IMAGINING THE DYNAMICS OF WOMEN AND GLOBAL WORK
This research makes an important contribution to the literature on expatriation and
working globally in that it expands current theoretical understanding of what constitutes global
work for women and the associated challenges and opportunities for full spectrum global
career engagement.
Our re-evaluation of women's global work suggests that long – term international
assignments in multinational corporations do not provide a true representation of the changing
dynamics of work in a globalized economy. Our analysis provides insights into new categories of
global work performed domestically.
Further these new categories reflect the extent to which different types of global work
can be balance against life and family commitments and how global work social constructs
change in the lights of regional and geographic location.
Women’s empowerment in the Middle East will not be achieved without new legislative
measures to provide additional rights, choices and opportunities.
Importantly, family support is viewed as essential in enabling women to take on
international rules, and many professionally educated Middle Eastern women are able to take
on international assignments due to support from both extended families as well as migrant
labor. Women's experiences are intertwined with a complex set of social and organizing
principles including the nature of work, education systems, class structures in economy and
institutional regimes that govern gender relation.