I.

TITLE: Does the educational system address the inequality, racism, sexism, and violence
in the schools?

INTRODUCTION: Education plays a vague role in the growth and development of the
child. I agree that the educational system address the inequality, racism, sexism and violence
in the schools. DepEd is a government institution mandated to protect and promote quality,
equitable, culture-based, and complete basic education, DepEd, does not tolerate
discrimination based on race, gender, age, religion, or sexual orientation. Guided by
international and national frameworks on equality, they have released various issuances and
conducted series of trainings to uphold a zero-tolerance policy against discrimination.
Discrimination should have no place in our society. Thus, they are here to support the right
institution for the right advocacy against inequality, racism, sexism and violence in the
schools.

Objectives:
This paper discusses how the educational system address the inequality, racism, sexism and
violence in schools. It provides an overview of the policies and current situation of our
Educational System in addressing the different issues in schools. Lastly, this paper will serve
as a piece on where we stand on the issue of inequality, racism, sexism and violence in
schools.

II. Discussion
How does the educational system address the inequality, racism, sexism and violence in
the schools?
Let us begin our discussion with the current educational system in the Philippines.
The government implemented the K-12 program to enhance the educational system of the
country in order to accelerate the mutual recognition of Filipino graduates and professionals
in the world. The K to 12 Program covers Kindergarten and 12 years of basic education (six
years of primary education, four years of Junior High School, and two years of Senior High
School [SHS]) to provide sufficient time for mastery of concepts and skills, develop lifelong learners,
and prepare graduates for tertiary education, middle-level skills development, employment, and
entrepreneurship. The DepEd Vision means that the institution dreams of producing students
who love their country and skilled enough to contribute to their country’s progress. The
DepEd Mission sees to it that every learner must have access to quality, equitable, culture-
based and complete basic education. The environment from where the learning happens must
be conducive, child-friendly, gender-sensitive and safe for the learners. Other stakeholders,
parents and other family, teachers, administrators and staff are involved in the teaching
learning process. The 4 Core Values are “ Maka-Diyos, Makatao, Makakalikasan and
Makabansa which are essential and serve as a guide in doing the teaching-learning process.
Given the purpose of the new curriculum under our educational system, does it also
address to the different issues pertaining to inequality, racism, sexism and violence in
school? If it does, do this/these work effectively? Who is/are responsible for what in
ensuring gender equality, anti-racism and anti-violence through school?
School related violence is a pervasive issue in some countries. Violence can be physical,
psychological or sexual; it can occur on school grounds, in transit or in cyberspace and it may
include bullying, corporal punishment, verbal and emotional abuse, intimidation, sexual
harassment and assault, gang activities and the presence of weapons among students. It is
often perpetrated as an assault of gender norms and stereotypes and enforced by unequal
power dynamics. It was estimated globally, approximately 246 million girls and boys
experienced some form of school related violence in 2014. (UNGEI, 2017)
Every child must feel welcome in a safe and secure learning environment. Government,
schools, teachers and students all have part to play in ensuring that schools are free from
violence and discrimination and provide a gender-sensitive, good quality education. To
achieve this, the government can develop non-discriminatory curricula, facilitate teacher
education and make sure sanitation facilities are adequate. Schools are responsible for
addressing school-related violence and providing comprehensive health education. Teachers
should follow professional norms regarding appropriate disciplinary practices and provide
unbiased instruction. And students must behave in a non-violent, inclusive way.
On December 23, 2013, the Department of Education issued DepEd Order no. 55, s.2013,
entitled “Implementing Rules and Regulations (IRR) of R.A. No. 10627 otherwise known as
the Anti-Bullying Act of 2013. This act in the Philippines requires all schools to adopt
policies to prevent and address acts of bullying. It explicitly refers to gender-based bullying
(sexism) and racism, which is described as any act that humiliates or exclude a person of the
basis of perceived or actual sexual orientation and gender identity. Yet in the following year,
38% of schools had adopted child protection or anti-bullying policies. The low rate
highlighted a lack of communication and a weak monitoring framework. (Global Education
Monitoring Report)
With the report about the viral video of an Ateneo De Manila University junior high school
student who appeared to have bullied a fellow student inside the campus, DepEd issued a
statement on the prevention of bullying in public and private schools. DepEd reminded all
public and private kindergarten, elementary, and secondary schools to ensure that anti-
bullying policies are in place and enforced. Citing DepEd Order No. 40, series 2012 or the
“DepEd Child Protection Policy,” the department stressed that “zero tolerance against any
form of violence against the child and provided for the establishment of a Child Protection
Committee (CPC) in all public and private schools” is already institutionalized. With this
instance, we can say that the management were doing their job in addressing the different
issues in school violence. The policy identifies steps that DepEd personnel and school
administrators should take to make schools more gender-responsive. Among these steps are:
training school personnel to respond to bullying and discrimination in schools; integrating
gender, sexuality and human rights into teacher training programs and school curricula; and
observing and celebrating Women’s Month, LGBT Pride Month, and Human Rights Month.
These not only help keep students safe from violence, but also make them feel included and
welcome in school environments.
What is the role of the teacher in addressing inequality, racism, sexism and violence in
school?
Teacher’s code of conduct can be effective in reducing school related gender-based violence
if they explicitly refer to violence and abuse and include breach reporting and enforcement
protocols. “Teachers are duly licensed professionals who possess dignity and reputation with
high moral values as well as technical and professional competence in the practice of their
noble profession, they strictly adhere to, observe and practice this set of ethical and moral
principles, standards and values (Preamble of the Code of Ethics for Teachers)’. The
Philippine’s Teachers Code of Ethics, Article 8 section 2 and 9- “The Teachers and the
Learners”, which specifies that teachers should recognize the interest and welfare of learners
are of the first and foremost concerns and the teacher should ensure that conditions contribute
to the maximum development of learners are adequate and shall extend needed assistance in
preventing or solving learner’s problems and difficulties. Philippines has a range of penalties
for breach of professional conduct, including suspension and cancellation of license to teach.
However, even when the code exists, this are not always successfully disseminated. But
nonetheless, teachers are playing vague roles in addressing the different issues in racism,
sexism, inequality and school violence because they are the direct contact of the children.
As a teacher, school administrators and other personnel, are you prioritizing and
responsible in the student’s welfare by protecting them from school violence, inequality,
racism and sexism? What are the different ways to do that?
Article 218 of the Family Code of the Philippines provides the following responsibilities of
school administrators, teachers, academic and nonacademic and other personnel:
A. Exercise special parental authority and responsibility over the child while under their
supervision, instruction and custody. Authority and responsibility shall apply to all authorized
activities whether inside or outside the premises of the school, entity or institution.
Articles 220 and 233 of the Family Code of the Philippines, Presidential Decree No. 603, and
other related laws enumerated the following duties and responsibilities of the
abovementioned persons and personnel over the children under their supervision, instruction
and custody:
B. Keep them in their company and support, educate and instruct them by right precept and
good example;
C. Give them love and affection, advice and counsel, companionship and understanding;
D. Enhance, protect, preserve and maintain their physical and mental health at all times;
E. Furnish them with good and wholesome educational materials, supervise their activities,
recreation and association with others, protect them from bad company and prevent them
from acquiring habits detrimental to their health, studies and morals;
F. Represent them in all matters affecting their interests;
G. Inculcate the value of respect and obedience;
H. Practice positive and non-violent discipline, as may be required under the circumstances;
provided, that in no case shall corporal punishment be inflicted upon them;
I. Perform such other duties as are imposed by law upon them, as substitute parents or
guardians; and
J. School personnel shall also strictly comply with the school’s child protection policy.

What are the different preventive measures in addressing child abuse, violence,
exploitation, discrimination and bullying and other acts of abuse?

The programs that are intended to promote Positive and Non-Violent Discipline include, but
are not limited to, the following:
 1. Integration of education sessions on corporal punishment and positive
discipline in the initiatives of the Parent-Teachers Associations (PTAs);
2. Capacity-building programs for school administrators, teachers and non-
academic personnel focused on children’s rights, child development and
positive and nonviolent approaches in teaching and classroom management, to
enable them to incorporate positive discipline messages in parent-teacher
conferences and family counseling, and integrate messages on children’s
rights and corporal punishment in classroom discussions;
3. Encouraging and supporting the formation and initiatives of support groups
among teaching and non-teaching staff, and parents and caregivers;
4. Implementing specific parenting orientation sessions with parents and
caregivers and other activities;
5. Implementing school activities or events that raise awareness on children’s
rights, corporal punishment and positive discipline, fostering the active
involvement of and providing venues for bringing together parents, families
and children;
6. Encouraging and supporting student-led initiatives to raise awareness on
children’s rights, corporal punishment and positive discipline; and
7. Setting up child-friendly mechanisms for obtaining children’s views and
participation in the formulation, monitoring and assessment of school rules
and policies related to student discipline.
III. Summary

Education for all is a fundamental human right. Therefore, our different institutions will do
their best to address the different issues pertaining to the welfare of their learners. Issues and
concerns about inequality, racism, sexism and violence in school can never be eliminated
unless each one in the institution will play their part heartily and responsibly.

As an educator, are you willing to take part in addressing the different issues in the
educational system pertaining to inequality, sexism, racism and violence in school?

What do you think would be your biggest contribution in addressing the issues?

IV. Further Readings

IMPLEMENTING RULES AND REGULATIONS (IRR) OF REPUBLIC ACT

(RA) NO. 10627 OTHERWISE KNOWN AS THE ANTI-BULLYING ACT OF
2013

MAY 14, 2012 DO 40, S. 2012 – DEPED CHILD PROTECTION POLICY

CODE OF ETHICS FOR PROFESSIONAL TEACHERS

REPUBLIC ACT NO. 10627

AN ACT REQUIRING ALL ELEMENTARY AND SECONDARY SCHOOLS TO

ADOPT POLICIES TO PREVENT AND ADDRESS THE ACTS OF BULLYING IN
THEIR INSTITUTIONS
V. References:

1. https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0141363
Understanding the Influence of Race/Ethnicity, Gender, and Class on Inequalities in
Academic and Non-Academic Outcomes among Eighth-Grade Students: Findings from
an Intersectionality Approach

2. https://education.stateuniversity.com/pages/1199/Philippines-EDUCATIONAL-
SYSTEM-AN-OVERVIEW.html
Educational System-An Overview

3. https://gem-report-
2017.unesco.org/en/chapter/gender_accountability_through_school/
UNESCO Gender Accountability

4. https://www.deped.gov.ph/2013/12/23/do-55-s-2013-implementing-rules-and-
regulations-irr-of-republic-act-ra-no-10627-otherwise-known-as-the-anti-bullying-act-
of-2013/
D.O. #55, series 2013

5. https://lawphil.net/statutes/repacts/ra2013/ra_10627_2013.html
RA 10627

6. https://www.deped.gov.ph/about-deped/vision-mission-core-values-and-mandate/
DepEd’s Mission, Vision, Core Values

7. https://www.deped.gov.ph/2012/05/14/do-40-s-2012-deped-child-protection-policy/
Child Protection Policy

8. https://www.savethechildren.org/us/charity-stories/how-gender-discrimination-
impacts-boys-and-girls
How gender discrimination impacts boys and girls

9. https://www.teacherph.com/deped-child-protection-policy/
Child Protection Policy

10. https://www.hrw.org/news/2017/07/19/philippines-affirmed-equal-rights-schools-
now-it-should-protect-them
Philippines affirmed equal rights
 POSITION PAPER
TITLE: DOES THE EDUCATIONAL SYSTEM
ADDRESS THE INEQUALITY, RACISM,
SEXISM, AND VIOLENCE IN THE SCHOOLS?

Submitted by:

TEAM RESILIENT

Team Captain: Charlyn C. Tajada

Second Captain: Jessica Q. Ramas
Rapporteur: Rowena O. Bergonio
Team Members: Rose Ann R. Mejia and Michelle Delos Reyes

Submitted to:

Dr. Alfredo F. Aquino

Professor

August, 2021